tieng anh 12 sách thí điểm

5 This activity focuses on revision of the past simple and the past continuous. • Ask Ss to give the correct tenses of the verbs in brackets first, and then have them read the conversati[r]

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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

BỘ GIÁO DỤC VÀ ĐÀO TẠO

NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM TẬP ĐOÀN XUẤT BẢN GIÁO DỤC PEARSON

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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

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III 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 fi nish upper secondary school, their English will be at level three of the Foreign Language Profi ciency 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 2. 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

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Unit 111LIFE STORIES GETTING STARTED

The person I admire

This unit includes: LANGUAGE Vocabulary t 8PSETBOEQISBTFTSFMBUFEUPQFPQMFTMJGFTUPSJFT Pronunciation t )PNPQIPOFT Grammar t 5IFQBTUTJNQMFWTUIFQBTUDPOUJOVPVT t %FöOJUFBOEJOEFöOJUFBSUJDMFT t 0NJTTJPOPGBSUJDMFT SKILLS

t 3FBEJOHGPSTQFDJöDJOGPSNBUJPOBCPVUUQFPQMFTMJGFTUPSJFT XP t 5BMLJOHBCPVUBIJTUPSJDBMöHVSF t -JTUFOJOHGPSTQFDJöDJOGPSNBUJPOJOBUBMLTIPBCPVUQSJWBDZBOEMFTTPOTMFBS X

OUGSPNQFPQMFT MJGFTUPSJFT

t 8SJUJOHBMJGFTUPSZ COMMUNICATION AND CULTURE t 'BNJMZTUPSJFT t 5IFDSFBUPSPG4IFSMPDL)PMNFT

6 Unit 1/ Life stories

2 Decide whether the following statements are true (T), false (F), or not given (NG) Tick the correct box.

T F NG

1Quang can’t decide who he is going to talk about tomorrow. 2Quang wants to become as famous as Steve Jobs and Michael Jackson 3Hung likes Michael Jackson’s singing 4Hung learnt to play a musical instrument because he was inspired

by Michael Jackson’s songs 5Both Quang and Hung admire Christine Ha.

4 Find the words in the conversation that have the same sounds as the following.

1 UPP @@@@@@@@@@@@@@@

2. FZF @@@@@@@@@@@@@@@

3. TFB _

4 POF _

5 OP _

5 Read the conversation again and write the correct tenses of the verbs in brackets.

*SFNFNCFSIPXFYDJUFE* GFFM XIFO$ISJTUJOF DSFBUF UIPTF HSFBUMPPLJOHEJTIFT

1 Hung and Quang are talking about famous people Listen and read. Hung: 5IFUPQJDGPSUPNPSSPXTQSFTFOUBUJPOJT SFBMMZJOUFSFTUJOH)BWFZPVEFDJEFEXIP UPUBMLBCPVU2VBOH Quang: /PUZFU*NTUJMMXBWFSJOHCFUXFFOUXP GBNPVTQFPQMF4UFWF+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 IJTMBUFSZFBSTIJTTJOHJOHWPJDFCFDBNF XFBL BOE UIJO BOE XBTO’U BT HPPE BT CFGPSF

Quang: * TFF 8IBU BCPVU ZPV 8IP BSF ZPV HPJOHUPUBMLBCPVU Hung: $ISJTUJOF)B

Quang: :PVNFBOyUIFMBEZXIPXPOUIF64 BTUFS$IFGUSPQIZJO Hung: 5IBUTSJHIU

Quang: * LOPX ZPVS ESFBN JT UP CFDPNF B GBNPVTDIFG*TUIBUXIZZPVXBOUUPUBML BCPVUIFS

Hung: :FT 8IBUT NPSF $ISJTUJOF JT B CMJOE DIFG BOE B HJGUFE XSJUFS 4IFT WFSZ UBMFOUFE BOE EFUFSNJOFE *U XBT BCTPMVUFMZBNB[JOHUPXBUDIIFSVTFBMM UIFLJUDIFOUPPMTBOEQSFQBSFUIFEJTIFT Quang: * BHSFF * SFNFNCFS IPX FYDJUFE * GFMU XIFO $ISJTUJOF XBT DSFBUJOH UIPTF HSFBUMPPLJOH EJTIFT y BOE FWFO BOYJPVT XIFO UIF KVEHFT XFSF UBTUJOH UIFN #Z UIF XBZ EP ZPV LOPX XIFSF TIFXBTCPSO *O7JFU/BNPSUIF64 Hung: *O $BMJGPSOJB CVU TIF XBT JOTQJSFE CZ

NFNPSJFTPGIFSNVNTDPPLJOH Quang: *U TFFNT ZPV LOPX RVJUF B MPU BCPVU

IFS (PPE MVDL XJUI ZPVS QSFTFOUBUJPO UPNPSSPX

Hung: 5IFTBNFUPZPV

3 Discuss with a partner.

*GZPVXFSF2VBOHXIPXPVMEZPVDIPPTFUPUBML BCPVU4UFWF+PCTPS.JDIBFM+BDLTPO 8IZ

7 Unit Life stories

Unit LIFE STORIES

GETTING STARTED

The person I admire This unit includes: LANGUAGE

Vocabulary

t 8PSETBOEQISBTFTSFMBUFE UPQFPQMFTMJGFTUPSJFT Pronunciation t )PNPQIPOFT Grammar t 5IFQBTUTJN QMFWTUIFQBTUDPOUJOVPVT t %FöOJUFBOEJOEFö OJUFBSUJDMFT t 0NJTTJPOPGBS UJDMFT SKILLS t 3FBEJOHGPSTQFDJö

DJOGPSNBUJPOBCPVUU XP QFPQMFTMJGFTUPSJFT

t 5BMLJOHBCPVUBIJTU PSJDBMöHVSF t -JTUFOJOHGPSTQFDJö

DJOGPSNBUJPOJOBUBMLTIP X BCPVUQS JWBDZBOEMFTTPOTMFBS OUGSPNQFPQMF T MJGFTUPSJFT t 8SJUJOHBMJG FTUPSZ COMMUNIC

ATION AND CUL TURE t 'BNJMZTU

PSJFT t 5IFDSFBUPSPG4IFSMPDL)PMNFT

2 Decide whether the f

ollowing statements are true (T), false (F), or not giv

en (NG) Tick the correct box.

T F NG

1Quang can’t decide who he is going t o talk about tomorrow

2Steve Jobs and MQuang wants to become as famous as

ichael Jackson

3 Hung likes Michael Jackson

’s singing

4instrument because he wHung learnt to play a musical as inspired by Michael Jackson

’s songs

5 Both Quang and Hung

admire Christine Ha

4 Find the words in the c

onversation that have the same sounds as the f

ollowing.

1 UPP @@@@@@@@@@@@@@@

2. FZF @@@@@@@@@@@@@@@

3. TFB _

4 POF _

5 OP _

5 Read the conversa tion again and writ

e the correct tenses of the v

erbs in brackets.

*SFNFNCFSIP

XFYDJUFE* GFFM XIFO$ISJTUJOF DSFBUF

UIPTF HSFBUMPPLJOHEJTIFT

1 Hung and Quang

are talking about famous people Listen and read.

Hung: 5IFUPQJDGPSUPNPS SPXTQSFTFOUBUJPOJT SFBMMZJOUFSFTUJOH)BWFZPVEFDJEFE XIP UPUBMLBCPVU 2VBOH Quang:

/PUZFU*NTUJMMXBWGBNPVTQFPQMF FSJOHCFUXFFOUXP 4UFWF+PCTBOE.JDIBFM +BDLTPO*BENJS FUIFNCPUI Hung: #VUXIPTIBEBHSFBUFSJNQBDUPOZ PV Quang:

*N OPU TVSF y4UFWF +PCTT XPSL TUJNVMBUFTNZDSFBUJWJUZBOEJOOPWBUJPO XIJMF JDIBFM+BDLTPOTNVTJD

JOTQJSFE NFUPMFBSOUPQMBZBNVTJDBMJOTUSVNFO

U 8IBUEPZPVUIJOL

Hung:

8FMM CPUI PGUIFNXFSF WFSZUBMFOUFE BOE JOøVFOUJBMCVU

* QSFGFS4UFWF+PCT * UIJOL JDIBFM

+BDLTPO XBT B HSFBU EBODFS CVU OPUBOFYDFMMFOU TJOHFS

*O IJTMBUFSZFBSTIJTTJOHJOHWPJDFCFDBNF XFBL BOE UIJO BOEXBTO’

U BT HPPE BT CFGPSF

Quang:

* TFF 8IBU BCPVU ZPV 8IP BSF ZPV HPJOHUPUBMLBCPVU

Hung: $ISJTUJOF)B

Quang:

:PVNFBOyUIF.BTUFS$IFGUS MBEZXIPXPOUIF64 PQIZJO

Hung: 5IBUTSJHIU Quang:

* LOPX ZPVS ESFBNJT UP CFDPNF B GBNPVTDIFG*TUIBUXIZZPVXBOUUPUBML BCPVUIFS

Hung:

:FT 8IBUT NPSF $ISJTUJOF JT B CMJOE DIFG BOE B HJGUFEXSJUFS 4IFT WFSZ UBMFOUFE BOE

EFUFSNJOFE *UXBT BCTPMVUFMZBNB[JOH

UPXBUDIIFSVTFBMM UIFLJUDIFOUPPMTBOEQSFQBSFUIFEJTIFT

Quang: * BHSFF * SFNFNCFS

IPX FYDJUFE * GFMU XIFO $ISJTUJOFXBT DSFBUJOHUIPTF HSFBUMPPLJOH EJTIFT

y BOE FWFO BOYJPVT XIFO

UIF KVEHFT XFSFUBTUJOH UIFN #ZUIFXBZEP

ZPVLOPXXIFSF TIFXBTCPSO *O7JFU/BNPSUIF64

Hung:

*O $BMJGPSOJB CVUTIF XBT JOTQJSFE CZ NFNPSJFTPGIFSNVN

TDPPLJOH

Quang: *U TFFNT ZPV LOP

X RVJUF B MPU BCPVU IFS (PPE MVDL XJUI

ZPVS QSFTFOUBUJPO UPNPSSPX

Hung: 5IFTBNFU

PZPV

3 Discuss with a par tner.

*GZPVXFSF2VBOHXIPXPVMEZPVDIPPTFU PUBML BCPVU4UFWF+PCTPS.JDIBFM+BDLTPO

8IZ

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

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V • 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 BACKsection at the end of the unit

8 Unit Life stories

Pronunciation

Homophones

Vocabulary distinguished achievement respectable talented generosity

1 Write the words given in the box next to their meanings.

1 gifted, having a natural ability to something well

2 very successful and admired by other people

3 regarded by society as acceptable, proper and correct

4 kindness or willingness to give

5 something that has been obtained by hard work, ability or eff ort

2 Complete the sentences with the correct form of the words in 1.

1. Alexandre Yersin, who had quite a _

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

2 Hard-working and students should be given more opportunities to develop their skills

3 The new album is one of his greatest It sold 50,000 copies just in the fi rst week

4 After my father got a well-paid job at an international company, we moved to a

neighbourhood

5 Don’t allow other people to take advantage of your _ You should learn to give wisely

LANGUAGE

1 Listen to pairs of sentences Write the correct words in the gaps The fi rst pair has been done as an example.

1a)b) My English class is at two o’clock It’s never too late to learn another language

2

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

3a) You can it on this website your life story and post b) I hope we’re doing the thing

4

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

5

a) Beethoven composed some of his fi nest works in this house b) Did you the latest news about

Steven Spielberg’s fi lm?

6

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

2 Listen and repeat the sentences in 1. DO YOU KNOW…?

Homophones are words (or combinations of words) that have diff erent 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

10Unit Life stories

3 Complete the gaps with a, an or a cross () if an article is not necessary.

4 Read the following story and complete each gap with an article Write a cross () if an article is not necessary.

I had (1) very bad experience (2) _ last Sunday I bought (3) _

fl ash drive from (4) _ computer store in (5) local shopping centre When I went back (6) home, I inserted it into my computer, but it was not recognised I took it back to (7) store, but (8) _

store manager got very angry He pointed at (9) _ crack on (10) _ fl ash 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 fl ash drive

DO YOU KNOW…?

t *OHFOFSBMa/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 after what, such, quite (+ countable noun)

What a magnifi cent house! We shouldn’t go out in such a bad storm. 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) fl u/measles I’ve got a headache/a cold.

Indefinite articles

8.A: Let’s go for coff ee B: No, thanks I don’t drink

coff ee

7. I like ice cream, but I’m not in the mood for

ice cream now

6 The teacher gave us

test on indefi nite articles yesterday It wasn't easy, but I could get

good mark in the test

5. I’m not talking about

global warming, but traffi c congestion This is quite diff erent problem in our city

4 My friend Brian is _

4DPU0O _

special occasions, he wears

kilt and plays the bagpipe

3 I went to see _

Dr Nga yesterday because I had fever She asked me to stay in

bed for two days

2. What _ nice weather! Let’s go for

_ picnic

1 There’s _

chance that she’ll win the competition again

articles yesterday It wasn't easy,

9

Unit Life stories

Pronunciation

Homophones

Vocabulary distinguished achievement respectable talented generosity

1 gifted, having a natural ability to something well

2 very successful and admired by other people

3 regarded by society as acceptable, proper and correct

4 kindness or willingness to give

2 Hard-working and students should be given more opportunities to develop their skills

3 The new album is one of his greatest It sold 50,000 copies just in the fi rst week

neighbourhood

LANGUAGE

1 Listen to pairs of sentences Write the correct words in the gaps The fi rst pair has been done as an example.

1a)b) My English class is at two o’clock It’s never too late to learn another language

2

a) His father is a guitarist, but he wasn’t to play any musical instruments until he was 15

3a) You can it on this website your life story and post b) I hope we’re doing the thing

4

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

5

a) Beethoven composed some of his fi nest works in this house b) Did you the latest news about

6

a) She has involved in many community projects b) Yan has just posted his latest

2 Listen and repeat the sentences in 1. DO YOU KNOW…?

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

DO YOU KNOW…? t 5IF EFöOJUF BSUJDMFthe is generally used before

a singular or plural noun when we talk about a specifi c thing or action

Examples: The dog that bit me ran away I like the fi lms directed by Steven Spielberg.

t 0UIFSSVMFT

1 Use of the before Examples names of musical instruments play the piano

names of oceans, rivers, seas, deserts, ranges of mountains, island groups

the Pacifi c Ocean, the Red River, the Sahara, the Andes, the Bahamas

geographical areas, names of countries with

‘kingdom’ or ‘states’

in their names, plural names of countries

the Middle East, the United States, the Netherlands

names of organisations, museums, hotels, important buildings

the United Nations, the Louvre, the Grand Hotel, the Twin Towers

adjectives used as nouns, people of a country the rich, the poor, the Japanese

unique objects, transport systems the sun, the London Underground

names of newspapers, mass media The Washington Post, the Internet

2 Omission of articles before Examples sports, means of transportplay tennis, travel by

underground

streets, lakes, bays, mountains, islands, most countries, states, cities, continents

Baker Street, Sword Lake, Easter Island, Mt Everest, New York, Africa

academic subjects, nationalities and languages

history, geography, Japanese

magazines New Scientist Grammar

The past simple vs the past continuous

REMEMBER

t 5IFQBTUDPOUJOVPVTJTVTFEUPUBMLBCPVUBQBTU

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 XJUIalways/ 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.

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

1. This morning when the alarm clock (go)

off , I (have) _ a sweet dream

2. Carol (meet) _ her husband while she (travel) _ in Europe

3. I (work) _ on my computer when there (be) _ a sudden power cut and all my data (be) _ lost

4. When we (share) _ a room two years ago, Lin (always, take)

my things without asking

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

_ the washing-up in the kitchen, so I (not hear) _ the phone

6. Frank (constantly, ask) for money last year when he (be) _

still out of work

7. Mark (request) _ complete silence when he (compose) _ music

8. In 1417, Nguyen Trai (join) the army of Le Loi, who (then, lead) the resistance movement in the mountainous regions

2 Complete the gaps with the where necessary If an article is not necessary, write a cross ().

1. Here’s _ book you asked to borrow

2. There are some reports on _ oil slick in

_ Mediterranean Sea

3 _ kangaroos are found only in _

Australia

4. Angelina is working for a charitable organisation that helps _ people with disabilities

5 Is _ United Arab Emirates part of _

South Asia or _ Middle East?

6. Last summer, we travelled to many places We visited _ Taj Mahal in _ India, climbed

_ Mount Everest in _ Himalayas, and took a cruise to _ Bahamas

7. I love _ Spain I fi nd _ Spanish very friendly, but I can’t say much in _ Spanish

8 My favourite pastime is playing _ guitar, but my best friend prefers playing _ tennis

Definite articles and omission of articles

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

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• 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

12 Unit Life stories

3 Find the words or expressions in the t ext that have the following meanings Write them in the correct spaces.

1. people who not have

enough food or money

2 make something known

to someone

3 unknown to other people 4 remove a body part in a

medical operation

5 start, make something

important begin

6 something remembered

from the past

_ _ _ _ _ _

4 Read the stories again A nswer the questions.

1 What did Larry Stewart to help those in need? 2. Why was he called ‘Secret Santa

’?

3 How has his act of kindness

infl uenced other people since his death?

4 What did Thanh Thuy to help other people? 5 What title was Thuy awarded? 6 How does The Tuoi Tre

manage Thuy’s Dream Programme?

Have you ever taken part in the Sunfl ower Festival to support Thuy’s Dream Programme?

a If yes, what did you dur

ing the festival?

b. If no, would you like to it in the

future and how would you help? Give your reasons

A historical figure 1 Choose the correct sentences (

a-d) to complete the conversation between 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 interesting story will hold the attention of your audience and the judges

d I want to see my expression while I

’m speaking

2 Practise the conversation with a par tner. SPEAKING

John: Hi, Van What are you doing?

Why are you talking to the mirror?

Van: Well … I’m practising for the st

orytelling contest next week (1) John: I see The topic is the lif

e of a historical fi gure, isn’t it?

Van: That’s right I’ve decided t

o talk about Nguyen Trai

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

illed 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 her

o (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 extended families John: Gosh … So his life ended in tr

agedy?

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 famous man SKILLSincludes:

• 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 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 post-reading 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/problems presented in the reading text

11 Unit Life stories 11 Unit Life stories Giving back to the community

1 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

2 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

Larry Stewart came from humble beginnings Born in Mississippi in 1948, he was brought up by his grandparents In 1971, Larry found himself jobless and starving for several days After a free meal given by a restaurant’s owner, he vowed to help others whenever he could Larry then moved to Kansas City, where he was fortunate enough to make money in cable television He began helping the less fortunate in 1979, and stories of ‘Secret Santa’ started to emerge from the city For over 26 years, he handed out thousands of dollars every Christmas to the needy in public places – without ever revealing his identity The more he gave, the more stories of his generosity spread across the United States Secret Santa became famous, yet still anonymous

He kept his identity hidden until 2006, when he was diagnosed with cancer, which later claimed his life Since Larry Stewart’s death in 2007, his example has inspired others to continue his mission of kindness and charitable work

Born in 1988, Le Thanh Thuy was awarded the title ‘Ho Chi Minh 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 diff erent 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 SKILLS

READING

a c

b

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VII

• Writing guiding students through the 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

• 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 post-listening 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

Where there’s a will, there’s a way

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

overcome competed misfortune adopted obsessed helpless

http://www.youandme.com/mylifestory

What is your life story?

Learning is a lifelong journey Share your life experienc es with other people so that they can learn from your own Don’t hesitate to post your story of overcoming hardships and achieving success

Misfortune, perseverance, success

By Carlos

Published: 09:00 GMT, 10 September I was born without legs and was abandoned outside an orphanage in the Philippines, where I was brought up until I was eight My foster mother Molly Page (1) _ me and brought me back to her home in

Perth, Australia, for medical treatment After getting used to my prosthetic legs, I became (2) _ with sports and wanted to play soccer like all other children of my age However, keeping balanc

e on my legs while playing with the ball was a problem, so I was advised to try swimming instead That was when my sporting career began

My mother sent me to a swimming club where I received the best instruction from Bruce Murphy I would neve

r forget my fear when I got into the pool for the fi rst tim e I felt so (3) _ and scared that I thought I would

drown However, Bruce was there, guiding me through the diff erent stages and helping me to (4) _ my fear I was surprised that I could make progress very quickl

y In 2012, I (5) _ in my fi rst local competition The following years, I started winning gold medals in diff erent Australian Championships for parathletes Now at the age of 20, my dream is to become a champion swimmer in the Paralympic Games I’ve told my own story hoping to encourage other peo

ple like me to try something new and challenging Don’t

allow (6) and disabilities to get in your way to success

Where there’s a will, there’s a way This is my motto

2 Put the following parts of the story in the correct order they appear in the story.

a. Writer’s name 

b. Writer’s ambitions and achievements 

c Childhood 

d Posting date and time

 e Story title

 f Story’s message

 g Turning point in writer’s life 

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

Writer’s name Thu Ha

Childhood

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

grandmother - did odd jobs for a living: selling

lottery tickets, washing dishes, doing babysitting - attended evening secondary school

classes

Turning point in life

- completed secondary education and passed a challenging exam to enter Medical University, but unable to pay tuition fees - awarded a scholarship from The

Thanh Nien for college students from poor families

Ambitions and achievements

- graduated from university after six years’ hard work - now working at a hospital - planning to run a charitable

organisation to help poor students

Story’s message

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

WRITING

2 Work with a partner Find some Vietnamese writers of detective stories and talk about their lives and works.

1. Arthur Conan Doyle’s stories about Sherlock Holmes were the fi rst detective stories in the world

2. The two people who had a strong infl uence on Doyle’s writing career were his mother and Dr Joseph Bell

3. Doyle’s mother inspired him to write about Sherlock Holmes

4.Doyle’s life experiences were sources for many of his stories

5 The Lost World and his novels and stories about Sherlock Holmes were made into fi lms

6 A statue of Sherlock Holmes was built in London

T F NG

Family stories

The creator of Sherlock Holmes

Communication

Culture

1 Listen to An’s story Complete the statements about the story Write from to words in each blank.

1 An enjoys reading books about _

2. An’s friends call her a _ encyclopaedia because she can answer all their questions about _

3. Sometimes she has a feeling that the people in the books she has read are _

4. She spent her two months’ holiday in _

5. To An, her grandparents were as heroic and worthy of _ as many historical fi gures, and their stories were even more interesting and more _ than those in the books she has read 2 Discuss the question in pairs.

Do you think family stories should be told to children? Why or why not?

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

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 diffi cult cases

Born in Edinburgh in 1859 into a prosperous family, Doyle was strongly infl uenced 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 fi ctional 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 fi lms

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

COMMUNICATION AND CULTURE

15 Unit Life stories 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

13 Unit Life stories 3 Find the words or expressions in the t

ext that have the following meanings Write them in the correct spaces.

1. people who not have

enough food or money

2 make something known

to someone

3 unknown to other people

4 remove a body part in a

medical operation

5 start, make something

important begin

6 something remembered

from the past

_ _ _ _ _ _

4 Read the stories again Answer the questions .

1 What did Larry Stewart to help those in need? 2. Why was he called ‘Secret Santa’?

3 How has his act of kindness infl uenced other

people since his death?

4 What did Thanh Thuy to help other people? 5 What title was Thuy awarded? 6 How does The Tuoi Tre

manage Thuy’s Dream Programme?

Have you ever taken part in the Sunfl owto support Thuy’s Dream Programme? er Festival

a If yes, what did you during the festival? b. If no, would you like to it in the futur

e and how would you help? Give your reasons

A historical figure 1 Choose the correct sentences (

a-d) to complete the conversation between 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 interesting

story will hold the attention of your audience and the judges

d I want to see my expression while I

’m speaking

2 Practise the conversation with a par tner. SPEAKING

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

talking to the mirror?

Van: Well … I’m practising for the storytelling

contest next week (1) John: I see The topic is the life of a historical

fi gure, isn’t it?

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

Nguyen Trai

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

strategist He was born in 1380 He helped King Le Loi to free our country from the invaders in the 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 extended families John: Gosh … So his life ended in tragedy? 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 famous man

Learning from people’s lives  They are curious

 They want to know more about their idols  They can have something to gossip about  They want to learn lessons from famous

people’s failures or successes

 They can criticise or slander the person they not like

 _

1 Why are people often interested in the life of celebrities or famous people? Tick the possible reasons and add some mor

e, if you can.

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

1. According to Cindy, our audience are

stories about celebrities and famous people

A. interested in

B overloaded with

C. bored with

2. People may use stories about our private life in

order to

A. damage our reputation B write novels

C. make fi lms

3. We should not share too much personal

information . A at parties

B. with strangers

C. online

4. Reading a person’s life story critically

means

A making judgements while reading it B making criticisms while reading it C reading it without fi nding any faults or mer

its 3 Listen again Answer the questions

.

1 What life skills does Andy think people should

have?

2 According to Andy, what questions

should we ask ourselves when reading or hearing a life story?

3 What can we benefi t from learning

about a person’s failures or successes? 4 Do you agree with Andy that everyone

’s life story is like a book that can teach us something? Discuss with a partner.

LISTENING 3Work with a partner Use the information

below or your own ideas to talk about one of the historical figures below. King Le Loi/Le Thai To (1385 − 1433)

Facts:

- determined leader of Lam S on uprising against the Ming invaders (1418 − 1427), suff ered hardship and diffi culties - freed the country and became King in 1428

Reason for being respected:

- his perseverance during the ten years’ war

Interesting legend:

- the history of Sword Lake in Ha Noi: the return of the magical sword to a golden turtle after the war against the invaders

Le Quy Don (1726 − 1784) Facts:

- a distinguished philosopher, poet, and encyclopaedist

- responsible for a large number of encyclopaedic, historical and philosophical works

Reason for being respected: - his sharp wit and wide knowledge Interesting story: - Still a child, he created a poem,

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PROjECT is aimed at providing students 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

• now I can gives a summary of the language and skills learnt in the unit and helps students to assess their own progress and achievement after learning the unit 16 Unit Life stories

Pronunciation Grammar

Vocabulary

1 Tick the word that does not

have the same sound as the other two

1. brake  break  brick

2. dare  dear  deer

3. wait  wet  weight

4. son  sun

 soon

5. greet  great  grate

6. bay  by  buy

2 Listen and write the correct homophones

to complete the sentences

1 We need more _

for the campfi re _

you be able to bring some?

2. I get really _

with playing the same _

games every day

3. The _

forecast is for more rain, so I’m not sure

we can go hiking tomorrow

4 There was a big _

in her sock, so the _

of her big toe was sticking out

Complete the sentences with the correct form of the words or phrase in the box.

achievement historical fi gure distinguished reputation respectable

dedication

1. Naming streets after _

is a common practice around the world.

2 After winning the MasterChef

competition, Christine Ha gained a(n)

as a fi rst-class cook

3 You’ll look more

if you wear a nice suit and a tie

4. No one can deny his hard work and _

to the club

5. After a series of successes, she

won a lifetime

award for music

6. Nguyen Trai had a(n)

career as a skilled strategist and prominent scholar.

1 Read the following story about

Tran Quoc Toan Put the verbs in brackets in the past simple or the past continuous.

Marquis Hoai Van Tran Quoc Toan (1 be) born in 1267 In 1279, Kublai Khan of the Mongol Empire (2 begin) _

his attempt to take over Dai Viet and Champa Facing threat from the north, in October 1282, Dai Viet’s Emperor (3 gather) _

all members of the royal family and offi cials in the royal court to discuss ways to defend the country The 15-year-old Tran Quoc Toan (4 be)

not invited to the assembly because

he was too young He (5 become) _

very upset As he (6 shout) _

angrily outside the royal court, the emperor (7 come) _ out and (8 give)

him an orange He also (9 order) _

the young marquis to go home While the emperor and the offi cials (10 discuss) _

the war strategies, Tran Quoc Toan (11 still, wait) _ outside the hall He (12 get) _

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

forming his own army and (15 manage)

to recruit over one thousand soldiers While his troops (16 fi ght) against the Mongol army, he (17 always, dash)

to the front to drive the enemies back His death was unknown, but today Tran Quoc Toan is considered one of the fi nest examples of Vietnamese patriotism, especially for the young generation

LOOKING BACK

against the

Mongol army, he (17 always, dash) to the front to drive the enemies back His death was unknown, but today Tran Quoc Toan is considered one of the fi nest examples of Vietnamese patriotism, especially for the young generation

1 Your group is going to take part in the Public Speaking Contest

‛A famous person you admire’ organised by your school.

Assign the task to each group member: choosing

a famous person, creating his/her profi le, and giving a presentation about this person.

2 Work in groups Choose the best presentation which meets the following criteria:

● Content: relevant to the topic, well-structured, interesting, truthful

● Speaker’s presentation techniques: clear outline, emotional and expressive voice, good use of body language and gestures, good pronunciation PROJECT

Where and when was he/she bor n?

Where did he/she grow up?

What is he/she famous f or?

Some interesting facts about him/her :

Lessons to learn from his/her lif e story:

Famous person’s profile

(photo and name)

2 These sentences are incorrect Correct them, adding ar

ticles where necessary.

1. We had great time in USA last summer

2 John decided to join army and become soldier so that he could fi ght for country

3. Do English drink tea or coff ee at breakfast?

4. We returned from two-week holiday in Philippines and Indonesia

5. When you go to Paris, don’t forget to visit L ouvre and take boat trip along Seine

6. You’ll need warm hat, new coat and pair of woollen gloves for your trip to Europe this season

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

on way home

8. In rush hour in Ha Noi, it’s more convenient to travel by motorbike than to take taxi

NOW I CAN

● use words and phrases related to people’s life st ories

● identify and pronounce homophones correc tly

● use the past simple and past continuous tenses to describe past actions or events

● use articles correctly

● read for specifi c information about two people’s life stories

● talk about a historical fi gure

● listen for specifi c information in a talk show about privacy and lessons learnt from people’s life stories

● write a person’s life story

● learn about Sir Arthur Conan Doyle, the crea tor of Sherlock Holmes

Pronunciation

Grammar

Vocabulary

1 Tick the word that does not have the same sound as the other two

1. brake  break  brick

2. dare  dear  deer

3. wait  wet  weight

4. son  sun  soon

5. greet  great  grate

6. bay  by  buy 2 Listen and write the correct homophones to

complete the sentences

1 We need more _ for the campfi re _ you be able to bring some? 2. I get really _ with playing the same

_ games every day 3. The _ forecast is for more r

ain, so I’m not sure we can go hiking

tomorrow

4 There was a big _ in her sock, so the _ of her big toe was stick

ing out

achievement historical fi gure distinguished reputation respectable dedication 1. Naming streets after _

is a common practice around the world

2 After winning the MasterChef competition, Christine Ha gained a(n) as a fi rst-class cook

3 You’ll look more if you wear a

nice suit and a tie

4. No one can deny his hard work and _ to the club

5. After a series of successes, she won a lif etime

award for music 6. Nguyen Trai had a(n) career as

a skilled strategist and prominent scholar

1 Read the following story about Tran Quoc Toan Put the verbs in brackets in the past simple or the past continuous.

Marquis Hoai Van Tran Quoc Toan (1 be) born in 1267 In 1279, Kublai Khan of the Mongol Empire (2 begin) _ his attempt to take

over Dai Viet and Champa Facing threat from the north, in October 1282, Dai Viet’s Emper

or (3 gather) _ all members of the ro

yal family and offi cials in the royal court to discuss ways to defend the country The 15-year-old

Tran Quoc Toan (4 be) not invited

to the assembly because he was too young He (5 become) _ very upset As he

(6 shout) _ angrily outside the

royal court, the emperor (7 come) _ out and (8 give) him an orange

He also (9 order) _ the young marquis

to go home While the emperor and the offi cials (10 discuss) _ the war strategies,

Tran Quoc Toan (11 still, wait) _ outside the hall He (12 get) _ so upset and stimulated that he (13 crush) the orange with his own hand Later he (14 begin) _ forming his own army

and (15 manage) to recruit over one

thousand soldiers While his troops (16 fi ght) against the

Mongol army, he (17 always, dash)

to the front to

drive the enemies back His death was unknown, but today Tran Quoc Toan is considered one of the fi nest examples of Vietnamese patriotism, especially for the young generation LOOKING BACK

LOOKING bACK offers revision and 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

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IX 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 three-stage 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 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 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 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

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• 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

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XI the meaning, usage and the content to express

in more personalised practice

• The language boxes are designed to help students to work out grammar rules or generalisations Students can read them before they the activities to become familiar with the grammar concepts they can also refer back to them later as revision prompts Ask students to read them individually and check comprehension as a class

TEACHING SKILLS

Reading is mainly a receptive skill in general, the most common reading sub-skills in tieng anh 12 include identifying the topic of the text, understanding general ideas and finding specific information

• It is important to teach students reading strategies so that they can get the most from the text Start by arousing their interest in the topic and asking them to predict the reading content Be sure that your students understand both the task and the key vocabulary Set a time limit to prevent them from reading for details while the activity is for gist, and be flexible if necessary Ask students to look at the pictures and tell you what they can see or what is happening You can also ask them to predict what they are going to read by eliciting their background knowledge connected to the title and topic, and having a brief discussion about them

• Pre-teach the key words before the first reading, if necessary (See the Teaching Vocabulary sub-section.) When students finish their first reading, ask them to discuss their answers in pairs or groups before you check their answers as a class • The second reading usually requires students to

focus more on the task fulfillment tell them what techniques and strategies to use and set a time limit for the activity Students are encouraged to work together to discuss their answers before you check as a class

• When students finish their second reading, encourage them to respond to the text this will help students to integrate reading and speaking skills, or focus on language features that are necessary for their language proficiency development such as producing an oral summary of the whole text or part of the text

speaking is an oral productive skill, which is important, but difficult to teach in secondary school, where English is learnt just as a

foreign language in the Vietnamese language environment it has been confirmed that one of the major problems that students often face when learning to speak English is the lack of ideas or/and the language to express their ideas that is why the speaking lesson in tieng anh 12 usually begins with one or two activities to prepare students for the actual speaking task in these activities, students are provided with useful vocabulary and expressions to talk about the topic of the lesson Some background knowledge or ideas are also presented in the first stage of the lesson through a quiz or a matching exercise A sample dialogue is sometimes given before students are asked to make their own conversations Another problem that inhibits students from taking part in speaking activities is their shyness and fear of making mistakes in order to overcome this problem, encouragement and support from the teacher are needed it is suggested that when teaching speaking, the teacher should stick to the following principles:

• Keep a balance between accuracy and fluency in the speaking lesson and always provide input such as vocabulary, expressions and ideas for students before asking them to perform the actual speaking task(s);

• Encourage students to speak English by providing a rich environment that contains collaborative work and shared knowledge, and giving them encouraging feedback

• Try to get all the students in the class involved in every speaking activity by applying different ways of student participation Use multi-tiered tasks that have something for both strong and weak students to

• Reduce teacher talking time in class while increasing student talking time never provide students with answers or solutions, but elicit those from them instead

• Use different types of questions for different purposes: yes/no questions to provide students with ideas or language, wh-questions to invite them to produce longer stretches of speech, and eliciting questions such as What you mean? and How did you reach that conclusion? to prompt students to speak more

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• While students are working in pairs or groups, walk around the classroom to ensure that students are on the right track, and see whether they need your help

Listening is mainly a receptive skill Listening in English is not easy for Vietnamese students, so you should prepare them well the common types of listening tasks in tieng anh 12 include listening for general ideas and listening for specific information in a variety of formats such as true/false, multiple choice, comprehension questions and gap filling the following ideas will help you to conduct the listening activities effectively:

• Encourage students to predict and make active guesses based on their own knowledge or contextual clues Get them to predict the content by looking at the pictures and tell you what they can see or what is happening You can also have a brainstorming session or discussion related to the title and topic Alternatively, to save time you can tell students that they are going to hear someone talking to someone else about something

• Pre-teach key vocabulary items by displaying them on the board and checking comprehension, and then have students repeat each word once or twice to get themselves familiar with the sounds

• Tell students that the focus is on the general ideas or specific information, and they not need to understand every word Ensure that they understand both the task and the key vocabulary before they listen to the recording

• Provide students with listening strategies by telling them to leave the question that they cannot answer, and just continue with the next question they will have another chance to answer difficult questions the next time they listen

• Tell students in advance that you will read or play the recording two or three times to reduce their anxiety Eliminate distractions and noise during the listening process by closing doors or windows, or asking students to be quiet while listening • Encourage students to write down or retell what

they have heard by writing a summary and/or giving an oral report or participating in a group discussion

Writing is also a productive skill which teaches students to communicate through writing Most writing activities in tieng anh 12 focus on the

text types required by the syllabus the common writing tasks include filling the gaps in sentences or paragraphs, following a model to write a specific text or taking notes during a survey to get information related to a specific topic the section normally contains four or five activities following the three-stage approach to language teaching A model, guidelines or a template are often provided for students’ reference

• You can begin a pre-writing task by having students look at the pictures and brainstorm what they can see or what is happening, or read a model text and answer the questions Pairs or small groups often work well for pre-writing tasks Ensure that students understand the instructions, the texts and any necessary words and phrases for the writing tasks the text can be used as the writing model, and topic discussions can reinforce students’ knowledge Remind students to note down the ideas during discussions so that they can use them in their writing later

• Give students clear instructions and enough time for their writing Encourage them to ask questions, and walk around the classroom while offering help with vocabulary or grammar if necessary tell students that you will grade their writing on how well they follow the instructions, and how clearly they express their ideas to the reader the final work should be legible Students’ ability to use standard English and good spelling should also affect the grading

• Have students work individually or in pairs to brainstorm ideas, concepts and important vocabulary before they start drafting Ask students to read their final drafts carefully, and check them for meaning and content, and for spelling, punctuation and grammar errors • Make sure students are familiar with your

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XIII TEACHING COMMUNICATION AND

CULTURE

• the communication sub-section provides students with an opportunity for further practice and consolidation of the skills and the language previously learnt in the unit the lesson normally includes a speaking task or speaking combined with listening and/or reading After getting some input from the reading or listening activities, students are engaged in a discussion about an issue related to the topic the speaking activities in this sub-section are less controlled and students are encouraged to use their own ideas or creativity to complete the tasks Fluency is the focus, so correction of students’ errors (grammar or pronunciation) should be postponed until they have completed the activity Extra vocabulary should be provided to facilitate free expression of ideas and natural speech

• The aim of the culture sub-section is to provide students with information related to the ASEAn and English speaking countries around the world the sub-section can include a reading text giving students more information of a cultural aspect or facts related to the topic, or two short texts, one about Viet nam and the other about another country for students to make cultural or factual comparisons

• You can start the lesson by giving a brief introduction to the country or cultural and factual features mentioned in the reading texts this can also be presented by the students themselves as a kind of assignment or homework given to them in the previous lesson Since vocabulary learning is not the focus here, new words should be explained very briefly

TEACHING LOOKING bACK AND PROjECT

• the Looking Back section is designed for revision and consolidation of the language learnt in the unit it begins with a pronunciation activity to check and consolidate students’ knowledge of the pronunciation points learnt previously in the unit the words, phrases or sentences containing 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 are linked to the activities in the Language section

at the beginning of the unit and focus on the main vocabulary and grammar points learnt in the unit they are aimed at checking students’ understanding of the meaning and use of the target words or structures

• You can start the lesson by telling the class that these are activities designed to review the pronunciation, vocabulary, and grammar points of the unit For the pronunciation part, play the recording all the way through for students to listen Play the recording again for them to repeat Ask a few students to read the words, phrases or sentences in turn Correct their pronunciation if necessary For the Vocabulary and Grammar parts, ask students to focus on the instructions Give them time to read and prepare Set a time limit and ask students to the tasks individually or in pairs Check the answers as a class and give explanations if necessary

• the project section does not only provide Ss with opportunities to practise the language they have learnt in the unit freely, but also helps them to develop collaborative skills when working in a team, and independent study skills when searching for information for their project

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BOOK MAP

Topic Vocab Pronunciation Grammar Reading Speaking Listening Writing Culture Project

UNIT

1 Life stories

Words and phrases related to people’s life stories

Homophones - Review: the past simple vs the past continuous - Defi nite and

indefi nite articles - Omission of

articles

Reading for specifi c information about two people’s life stories

Talking about a

historical fi gure Listening for specifi c information in a talk show about privacy and lessons learnt from people’s life stories

Writing a life story The creator of Sherlock

Holmes Preparing for a speaking contest: A famous person you admire

UNIT

2 Urbanisation

- Words and phrases related to urbanisation and its features

- Word formation: Compound adjectives

Vowels: Diphthongs The subjunctive in that-clauses after certain verbs and expressions

Reading for specifi c information in an article about urbanisation and its causes

Discussing key features of urbanisation and expressing opinions about a preferable place of living

Listening for general ideas and specifi c information in a discussion about the advantages and disadvantages of urbanisation

Describing a line graph about the rate of urbanisation

Urbanisation in Bangkok,

Thailand Finding out how a city or a country has undergone urbanisation

UNIT

3 The green movement

Words and phrases related to the advantages and disadvantages of a green lifestyle

Assimilation - Simple, compound, and complex sentences - Relative clauses

with which

referring to the whole clause

Reading for general ideas and specifi c information in an article about soot pollution

Discussing lifestyle choices and deciding if they are environmentally friendly

Listening for general ideas and specifi c information in a talk show about a school’s

Go Green initiative

Writing an essay about the advantages and disadvantages of a green lifestyle

The greenest countries and

cities in the world Conducting a survey on students’ green lifestyle

REVIEW 1 UNIT

4 The mass media

Words and phrases related to the mass media

The verb ending -ed - Prepositions after certain verbs

- The past perfect vs the past simple

Reading for general ideas and specifi c information in an article about forms of mass media

Talking about social networking

Listening for specifi c information in a conversation about social media: language-learning apps

Describing a pie chart showing the use of online resources

Social media apps Conducting a survey on students’ favourite social networking sites and apps

UNIT

5 Cultural identity

Words and phrases related to cultural identity

Assimilation - The present perfect vs the present perfect continuous Repeated

-

comparatives to say that something is changing

Reading for specifi c

information in a passage about cultural identity in today’s modern society

Talking about the ways to maintain cultural identity

Listening for general ideas and specifi c information in a talk about cultural diversity in an Asian country

Writing an essay about the most important feature that defi nes someone’s cultural identity

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

Preparing for a presentation on the cultural identity of an ethnic group in Viet Nam

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5

4 5

BOOK MAP

Topic Vocab Pronunciation Grammar Reading Speaking Listening Writing Culture Project

UNIT

1 Life stories

Words and phrases related to people’s life stories

Homophones - Review: the past simple vs the past continuous - Defi nite and

indefi nite articles - Omission of

articles

Reading for specifi c information about two people’s life stories

Talking about a

historical fi gure Listening for specifi c information in a talk show about privacy and lessons learnt from people’s life stories

Writing a life story The creator of Sherlock

Holmes Preparing for a speaking contest: A famous person you admire

UNIT

2 Urbanisation

- Words and phrases related to urbanisation and its features

- Word formation: Compound adjectives

Vowels: Diphthongs The subjunctive in that-clauses after certain verbs and expressions

Reading for specifi c information in an article about urbanisation and its causes

Discussing key features of urbanisation and expressing opinions about a preferable place of living

Listening for general ideas and specifi c information in a discussion about the advantages and disadvantages of urbanisation

Describing a line graph about the rate of urbanisation

Urbanisation in Bangkok,

Thailand Finding out how a city or a country has undergone urbanisation

UNIT

3 The green movement

Words and phrases related to the advantages and disadvantages of a green lifestyle

Assimilation - Simple, compound, and complex sentences - Relative clauses

with which

referring to the whole clause

Reading for general ideas and specifi c information in an article about soot pollution

Discussing lifestyle choices and deciding if they are environmentally friendly

Listening for general ideas and specifi c information in a talk show about a school’s

Go Green initiative

Writing an essay about the advantages and disadvantages of a green lifestyle

The greenest countries and

cities in the world Conducting a survey on students’ green lifestyle

REVIEW 1 UNIT

4 The mass media

Words and phrases related to the mass media

The verb ending -ed - Prepositions after certain verbs

- The past perfect vs the past simple

Reading for general ideas and specifi c information in an article about forms of mass media

Listening for specifi c information in a conversation about social media: language-learning apps

Social media apps Conducting a survey on students’ favourite social networking sites and apps

UNIT

5 Cultural identity

Words and phrases related to cultural identity

Assimilation - The present perfect vs the present perfect continuous Repeated

-

comparatives to say that something is changing

Reading for specifi c

information in a passage about cultural identity in today’s modern society

Talking about the ways to maintain cultural identity

Listening for general ideas and specifi c information in a talk about cultural diversity in an Asian country

Writing an essay about the most important feature that defi nes someone’s cultural identity

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

Preparing for a presentation on the cultural identity of an ethnic group in Viet Nam

(16)

Unit 111LiFe StOrieS

GettinG Started

The person I admire

This unit includes: LANGUAGE

Vocabulary

• Words and phrases related to people’s life stories Pronunciation

• Homophones Grammar

• The past simple vs the past continuous • Defi nite and indefi nite articles • Omission of articles

SKILLS

• Reading for specifi c information about tpeople’s life stories wo • Talking about a historical fi gure

• Listening for specifi c information in a talk shoabout privacy and lessons lear w nt from people’s life stories

• Writing a life story

• Family stories

(17)

Unit Life stories 6T Objectives

By the end of this unit, Ss can

• use words and phrases related to people’s life stories • identify and pronounce homophones correctly

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

• talk about a historical figure

• listen for specific information in a talk show about privacy and lessons learnt from people’s life stories • write a person’s life story

• learn about Sir Arthur Conan Doyle, the creator of Sherlock Holmes

GettinG Started The person I admire

Lead-in: Inform the class of the lesson objectives: getting to know the topic, some vocabulary related to people’s life stories, and the two grammar points: revision of the past simple vs the past continuous and use of articles

• Write the heading (The person I admire) on the board

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2 Decide whether the following statements are true (T), false (F), or not given (NG) Tick the correct box.

T F NG

1 Quang can’t decide who he is going to talk about tomorrow. 2 Quang wants to become as famous as Steve Jobs and Michael Jackson. 3 Hung likes Michael Jackson’s singing

4 Hung learnt to play a musical instrument because he was inspired by Michael Jackson’s songs

5 Both Quang and Hung admire Christine Ha.

4 Find the words in the conversation that have the same sounds as the following.

1. too _ 2. eye _ 3. sea _ 4 one _ 5 no _

5 Read the conversation again and write the correct tenses of the verbs in brackets. I remember how excited I (feel) when Christine (create) those great-looking dishes

1 Hung and Quang are talking about famous people Listen and read.

Hung: The topic for tomorrow’s presentation is really interesting Have you decided who to talk about, Quang?

Quang: Not yet I’m still wavering between two famous people, Steve Jobs and Michael Jackson I admire them both

Hung: But who’s had a greater impact on you?

Quang: I’m not sure … Steve Jobs’s work stimulates my creativity and innovation, while Michael Jackson’s music inspired me to learn to play a musical instrument What you think?

Hung: Well, both of them were very talented and infl uential, but I prefer Steve Jobs I think Michael Jackson was a great dancer, but not an excellent singer In his later years, his singing voice became weak and thin and wasn’t as good as before

Quang: I see What about you? Who are you going to talk about?

Hung: Christine Ha

Quang: You mean … the lady who won the US MasterChef trophy in 2012?

Hung: That’s right

Quang: I know your dream is to become a famous chef Is that why you want to talk about her?

Hung: Yes What’s more, Christine is a blind chef and a gifted writer She’s very talented and determined It was absolutely amazing to watch her use all the kitchen tools and prepare the dishes

Quang: I agree I remember how excited I felt when Christine was creating those great-looking dishes … and even anxious when the judges were tasting them By the way, you know where she was born? In Viet Nam or the US?

Hung: In California, but she was inspired by memories of her mum’s cooking

Quang: It seems you know quite a lot about her Good luck with your presentation tomorrow!

Hung: The same to you!

(19)

Unit Life stories 7T 2 This activity focuses on comprehension

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

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

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

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

• Encourage Ss to give other reasons in addition to those mentioned in the conversation (e.g Steve Jobs: a pioneer of the microcomputer revolution, a creative entrepreneur; Michael Jackson: a good dancer with complex dance techniques, an influential singer and songwriter)

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

4 Explain briefly to Ss that many English words (or combinations of words) may have the same pronunciation, but different spellings and different meanings They are called homophones

• Have Ss say aloud the five given words

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

Key 1. two 2. I 3. see 4. won 5 know

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

• Ask Ss to give the correct tenses of the verbs in brackets first, and then have them read the conversation to check their answers

Key felt, was creating

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

Suggested answer

They are talking about three people: Steve Jobs, Michael Jackson, and Christine Ha

Notes

• Steven Paul ‘Steve’ Jobs (February 24, 1955 – October 5, 2011) was an American entrepreneur,

marketer, and inventor, who was the co-founder, chairman, and CEO of Apple Inc

• Michael Joseph Jackson (August 29, 1958 – June 25, 2009) was an American singer, songwriter, record producer, dancer, and actor

• Christine Ha (May 9, 1979) is an American chef, the first blind contestant of the TV show MasterChef and winner of its third season in 2012

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

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Pronunciation Homophones Vocabulary

distinguished achievement respectable talented generosity

1 gifted, having a natural ability to something well 2 very successful and admired by other people 3 regarded by society as acceptable, proper and correct 4 kindness or willingness to give

2 Hard-working and students

should be given more opportunities to develop their skills

3 The new album is one of his greatest

It sold 50,000 copies just in the fi rst week

neighbourhood

LanGUaGe

1 Listen to pairs of sentences Write the correct words in the gaps The ﬁ rst pair has been done as an example.

1 a)b) My English class is at two o’clock. It’s never too late to learn another language. 2

a) His father is a guitarist, but he wasn’t

to play any musical instruments

until he was 15

3 a) You can it on this website your life story and post b) I hope we’re doing the thing

4

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

5

a) Beethoven composed some of his fi nest works

in this house

b) Did you the latest news about

6

a) She has involved in many

community projects

b) Yan has just posted his latest

2 Listen and repeat the sentences in 1. DO YOU KNOW…?

Examples:

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Unit Life stories 8T Vocabulary

1 This activity focuses on the meaning of some of the key words used in the conversation and the whole unit

• Help Ss to guess the meaning of fi ve words by writing their base forms on the board: distinguish, achieve, respect, talent, generous.

Note:Most of these base forms are the words Ss have learnt in the previous years

• Add suffi xes to these base forms (e.g talented) Draw Ss’ attention to the adjective-forming suffi xes (-ed, -able), the noun-forming suffi xes (-ity, -ment), and the change in word form when a suffi x is added to the base (e.g generosity)

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

Key 1. talented 2. distinguished 3. respectable 4 generosity 5. achievement

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

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

Key 1 distinguished 2 talented 3 achievements 4 respectable 5. generosity

Pronunciation

Homophones

1 Ask Ss to study the Do you know …? box and practise saying the pairs of homophones using the correct pronunciation

• Tell Ss that they are going to listen to the recording and write the words they hear in the blanks Ask them to read the two sentences a) and b) carefully, and decide on the part of speech of the missing words

• Play the recording Pause after the fi rst pair of sentences and focus Ss’ attention on the homophones

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

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

Key 2. a) allowed b) aloud 3. a) write b) right 4 a) new b) knew 5. a) here b) hear 6. a) been b) bean

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

Audio script

LanGUaGe

1 a) My English class is at two o’clock

b) It’s never too late to learn another language

2 a) His father is a guitarist, but he wasn’t allowed to play any musical instruments until he was 15 b) Please read the letter aloud to us

3 a) You can write your life story and post it on this website b) I hope we’re doing the right thing

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

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

5 a) Beethoven composed some of his fi nest works here in this house b) Did you hear the latest news about Steven Spielberg’s fi lm?

6 a) She has been involved in many community projects

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DO YOU KNOW…?

• The defi nite article the is generally used before a singular or plural noun when we talk about a specifi c thing or action

Examples:

The dog that bit me ran away

I like the fi lms directed by Steven Spielberg.

• Other rules

1 Use of the before Examples

names of musical

instruments play the piano names of oceans, rivers,

seas, deserts, ranges of mountains, island groups

the Pacifi c Ocean, the Red River, the Sahara, the Andes, the Bahamas

geographical areas, names of countries with ‘kingdom’ or ‘states’ in their names, plural names of countries

the Middle East, the United States, the Netherlands

names of organisations, museums, hotels, important buildings

the United Nations, the Louvre, the Grand Hotel, the Twin Towers

adjectives used as nouns,

people of a country the rich, the poor, the Japanese

unique objects, transport

systems the sun, the London Underground

names of newspapers,

mass media The Washington Post, the Internet 2 Omission of

articles before Examples

sports, means of transport play tennis, travel by underground streets, lakes, bays,

mountains, islands, most countries, states, cities, continents

Baker Street, Sword Lake, Easter Island, Mt Everest, New York, Africa

academic subjects, nationalities and languages

history, geography, Japanese

Grammar

REMEMBER

• The past continuous is used to talk about a past 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.

• The past continuous can be used with 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.

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

1. This morning when the alarm clock (go)

off , I (have) _ a sweet dream

2. Carol (meet) _ her husband while

she (travel) _ in Europe

3. I (work) _ on my computer when

there (be) _ a sudden power cut

and all my data (be) _ lost

4. When we (share) _ a room two

years ago, Lin (always, take)

my things without asking

5. When Tom (call) _ yesterday, I (do) _ the washing-up in the kitchen,

so I (not hear) _ the phone

6. Frank (constantly, ask) for

money last year when he (be) _

still out of work

7. Mark (request) _ complete silence

when he (compose) _ music

8. In 1417, Nguyen Trai (join) the army of

Le Loi, who (then, lead) the resistance

movement in the mountainous regions

2 Complete the gaps with the where necessary If an article is not necessary, write a cross ().

1. Here’s _ book you asked to borrow

2. There are some reports on _ oil slick in _ Mediterranean Sea

3 _ kangaroos are found only in _

Australia

4. Angelina is working for a charitable organisation that helps _ people with disabilities

5 Is _ United Arab Emirates part of _

South Asia or _ Middle East?

6. Last summer, we travelled to many places We visited _ Taj Mahal in _ India, climbed _ Mount Everest in _ Himalayas, and

took a cruise to _ Bahamas

7. I love _ Spain I fi nd _ Spanish very

friendly, but I can’t say much in _ Spanish

8 My favourite pastime is playing _ guitar, but

my best friend prefers playing _ tennis

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Unit Life stories 9T Grammar

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

• Ask Ss to look at the Remember box Draw their attention to the examples and ask them guiding questions: In the first example, which verb indicates an action in progress? Which verb indicates a shorter action that interrupts it? What kind of action does the second example indicate? Why is the adverb ‘always’ used?

• Ask Ss to read each sentence carefully and decide which action is in progress and which one is a shorter action that interrupts it Draw their attention to sentences and 6, in which always and constantly are used

• Have Ss complete the sentences in pairs

• Check answers as a class

Key 1. went, was having 2. met, was travelling

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

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

7. requested, was composing 8. joined, was then leading

Definite articles and omission of articles

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

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

• Tell Ss to pay attention to the forms and kinds of these nouns/noun phrases (singular or plural, countable or uncountable, common or proper) before deciding whether to use an article or not in each case

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

• Have Ss compare their answers with a partner

Key 1 the 2 the, the 3. X, X 4 X

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3 Complete the gaps with a, an or a cross () if an article is not necessary.

4 Read the following story and complete each gap with an article Write a cross () if an article is not necessary.

I had (1) very bad experience

(2) _ last Sunday I bought (3) _

fl ash drive from (4) _ computer store in

(5) local shopping centre When I

went back (6) home, I inserted it into

my computer, but it was not recognised I took it back to (7) store, but (8) _

store manager got very angry He pointed at (9) _ crack on (10) _ fl ash 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

fl ash drive

DO YOU KNOW…?

• In general, 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)

• Other rules

Use of a/an Examples

after what, such, quite (+ countable noun)

What a magnifi cent house!

We shouldn’t go out in such a

bad storm.

It’s quite a small house.

to describe jobs,

identity My mother is Brian is an Englishmana doctor. .

with a possessive He’s a friend of mine.

before an illness Exceptions: have (the)

fl u/measles I’ve got a headache/a cold.

Indefinite articles

5. I’m not talking about

global warming,

but traﬃ c congestion This is quite diff erent

problem in our city

6 The teacher gave us

test on indefi nite

articles yesterday It wasn't easy, but I could get

good mark in the test

7. I like ice cream,

but I’m not in the mood for

ice cream now

8. A: Let’s go for

coff ee

B: No, thanks I don’t drink

coff ee

4 My friend Brian is _

Scot On _

special occasions, he wears

kilt and plays

the bagpipe

3 I went to see _

Dr Nga yesterday because I had fever

She asked me to stay in

bed for two days

2. What _ nice

weather! Let’s go for

_ picnic

1 There’s _

(25)

Unit Life stories 10T

Indefinite articles

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

• Ask Ss to complete the gaps with an indefi nite article or a cross (X) if an article is not necessary Draw their attention to sentences and 8, in which the nouns (ice cream, coﬀ ee) can be countable or uncountable

Key 1 a 2. X, a 3. X, a, X 4. a, X, a

5. X, a 6. a, X, a 7. X, an 8. a, X

Note: Some nouns can be both countable and uncountable, with a change of meaning

Examples:

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

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

4 Tell Ss that to activity 4, they need to consider whether to use a defi nite article, an indefi nite article, or no articles at all for each gap in the story

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

• Have them compare their answers with a partner

Key 1. a 2. X 3. a 4. a/the 5. the 6. X

7. the 8. the 9. a 10. the 11 a 12. a

LESSON OUTCOME

• Ask Ss: What have you learnt today?

What can you now?

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Giving back to the community

1 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

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

Born Died Nationality Health problem Dedicated life to

Larry Stewart came from humble beginnings

Born in Mississippi in 1948, he was brought up by his grandparents In 1971, Larry found himself jobless and starving for several days After a free meal given by a restaurant’s owner, he vowed to help others whenever he could

Larry then moved to Kansas City, where he was fortunate enough to make money in cable television He began helping the less fortunate

in 1979, and stories of ‘Secret Santa’ started

to emerge from the city For over 26 years, he handed out thousands of dollars every Christmas to the needy in public places – without ever revealing his identity The more he gave, the more stories of his generosity spread across the United States Secret Santa became famous, yet still anonymous

He kept his identity hidden until 2006, when he was diagnosed with cancer, which later claimed his life Since Larry Stewart’s death in 2007, his example has inspired others to continue his mission of kindness and charitable work

Born in 1988, Le Thanh Thuy was awarded the title ‘Ho Chi Minh 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 diff erent 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

SKiLLS

READING

a c

b

food / shelter care / comfort

(27)

READING

Giving back to the community

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

Suggested answers

What people need What to do

a These fl ood victims need food and shelter We can donate money, rice, and old clothes

b. These students are studying in a shabby classroom They need study equipment and a decent place to study

We can donate books and money

c. These young cancer patients need care

and comfort We can visit them, give them gifts, and organise diff erent fun activities

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

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

• Have Ss read the stories and fi nd the information to complete the table Check answers in pairs and then as a class

Key

Born 1948 1988

Died 2007 2007

Nationality American Vietnamese

Health problem cancer bone cancer

Dedicated life to the needy young cancer patients

Note: TheTuoi Tre is the name of a newspaper whose main oﬃ ce is based in Ho Chi Minh City

SKiLLS

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3 Find the words or expressions in the text that have the following meanings Write them in the correct spaces.

1. people who not have enough food or money

2 make something known to someone

3 unknown to other people

4 remove a body part in a medical operation

5 start, make something important begin

6 something remembered from the past

_ _ _ _ _ _

4 Read the stories again Answer the questions. 1 What did Larry Stewart to help those in need?

2. Why was he called ‘Secret Santa’?

3. How has his act of kindness infl uenced other people since his death?

4 What did Thanh Thuy to help other people?

5 What title was Thuy awarded?

6 How does The Tuoi Tre manage Thuy’s Dream Programme?

5 Discuss with a partner.

Have you ever taken part in the Sunfl ower Festival to support Thuy’s Dream Programme?

a If yes, what did you during the festival?

b. If no, would you like to it in the future and how would you help? Give your reasons

A historical figure

1 Choose the correct sentences (a-d) to complete the conversation between 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 interesting story will hold the attention of your audience and the judges

d I want to see my expression while I’m speaking

2 Practise the conversation with a partner. SPEAKING

John: Hi, Van What are you doing? Why are you talking to the mirror?

Van: Well … I’m practising for the storytelling contest next week (1) John: I see The topic is the life of a historical

fi gure, isn’t it?

Van: That’s right I’ve decided to talk about Nguyen Trai

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

strategist He was born in 1380 He helped King Le Loi to free our country from the invaders in the 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 extended families

John: Gosh … So his life ended in tragedy?

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?

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SPEAKING

A historical figure

Lead-in: Inform the class of the lesson objective: talking about a historical fi gure’s life story

1 Ask Ss to read the conversation quickly to get the main idea Then have them read it again and match the sentences (a-d) with the gaps (1-4) in the conversation

Key 1. d 2. a 3. c 4. b

2 Ask Ss to practise the conversation in pairs

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

Key 1. the needy 2. reveal 3. anonymous

4. amputate 5. initiate 6. memory

4 Ask Ss to read the stories individually again and answer the questions by writing complete sentences or just taking short notes Then have Ss work in pairs, taking turns to ask and answer the questions

Key

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

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

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

4. Thuy organised charity activities to relieve young cancer patients’ pain

5. She was awarded the title ‘Ho Chi Minh City Outstanding Young Citizen’

6. The newspaper holds annual events to support her programme One of them is the Sunfl ower 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

5 Have Ss work in pairs and discuss the question

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

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

LESSON OUTCOME

What can you now?

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Learning from people’s lives

‪ They are curious

‪ They want to know more about their idols ‪ They can have something to gossip about ‪ They want to learn lessons from famous people’s

failures or successes

‪ They can criticise or slander the person they not like

‪ _ ‪ _

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

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

1. According to Cindy, our audience are

stories about celebrities and famous people

A. interested in

B. overloaded with

C. bored with

2. People may use stories about our private life in order to

A. damage our reputation

B write novels

C. make fi lms

3. We should not share too much personal information

A at parties

B. with strangers

C. online

4. Reading a person’s life story critically means

A making judgements while reading it

B. making criticisms while reading it

C. reading it without fi nding any faults or merits

3 Listen again Answer the questions.

1. What life skills does Andy think people should have?

2. According to Andy, what questions should we ask ourselves when reading or hearing a life story?

3 What can we benefi t from learning about a person’s failures or successes?

4 Do you agree with Andy that everyone’s life story is like a book that can teach us something? Discuss with a partner.

LISTENING

3 Work with a partner Use the information below or your own ideas to talk about one of the historical figures below.

King Le Loi/Le Thai To (1385 − 1433)

Facts:

- determined leader of Lam Son uprising against the Ming invaders (1418 − 1427), suff ered hardship and diﬃ culties

- freed the country and became King in 1428 Reason for being respected:

- his perseverance during the ten years’ war Interesting legend:

- the history of Sword Lake in Ha Noi: the return of the magical sword to a golden turtle after the war

against the invaders

Le Quy Don (1726 − 1784) Facts:

- a distinguished philosopher, poet, and encyclopaedist

- responsible for a large number of

encyclopaedic, historical and philosophical works

Reason for being respected:

- his sharp wit and wide knowledge

Interesting story:

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LISTENING

Learning from people’s lives

Lead-in: Inform the class of the lesson objectives: listening to a talk show about privacy and lessons learnt from people’s life stories, identifying specifi c information and expressing opinions

1 Have Ss discuss the question with a partner

• Ask Ss to think about the reasons why people are interested in the life of celebrities or famous people and tick the appropriate boxes

• If necessary, explain the meanings of some new words that Ss will hear in the next activity (overwhelm, blackmail, slander, take advantage of)

2 This activity focuses on listening for specifi c information

• Tell Ss to read through the statements and the answer options so that they have some ideas about what they have to listen for Help them to identify the key words in each statement or option

Audio script

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

a sociologist Mr Lewis …

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

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

overwhelmed with stories in the newspapers or on the Internet – stories about celebrities, political fi gures, or even ordinary people around us

Andy: You mean we’re living in a world of stories and scandals?

Cindy: Right As a sociologist, you have any advice for our

audience?

Andy: I think there’re two sides to this issue We need some life skills

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

Cindy: For whatever purpose, it could be extremely damaging

Andy: Exactly So we should not reveal too much of our private life on

social networking sites

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

read or follow these stories?

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

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

Cindy: Critically? Can you explain this?

Andy: It means we should make careful judgements when reading

a life story and ask ourselves questions like, ‘Why is this story told?’ or ‘What lessons can I learn from it?’

Cindy: Lessons such as …?

Andy: Such as a person’s reasons for failure or success This may help

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

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

sharing your thoughts with our listeners Next week … Example: 1 interested, overloaded, bored 2 use … our private life

3 not share … personal information 4 making judgements, criticising,

without fi nding any faults

• Play the recording without pausing Have Ss fi nd the answers individually fi rst, and then compare their answers with a partner Check as a class

Key 1. B 2. A 3. C 4. A

3 Have Ss work in pairs, choose one historical fi gure and make a similar conversation

• Encourage Ss to add more information about King Le Loi or Le Quy Don and their legends or stories

Le Quy Don’s poem (‘Rắn đầu biếng học’):

Chẳng phải liu điuvẫn giống nhà

Rắn đầubiếng học lẽ không tha Thẹn đèn hổ lửađau lòng mẹ, Nay thét mai gầmrát cổ cha.

Ráomép quen tuồng lếu láo,

Lằnlưng cam chịu vệt năm ba. Từ TrâuLỗ xin siêng học, Kẻo hổ mangdanh tiếng gia.

Note: The highlighted words are used with double meanings.

LESSON OUTCOME

What can you now?

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Where there’s a will, there’s a way

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

overcome competed misfortune adopted obsessed helpless

http://www.youandme.com/mylifestory

What is your life story?

Learning is a lifelong journey Share your life experiences with other people so that they can learn from your own Don’t hesitate to post your story of overcoming hardships and achieving success

Misfortune, perseverance, success

By Carlos

Published: 09:00 GMT, 10 September

I was born without legs and was abandoned outside an orphanage in the Philippines, where I was brought up until I was eight My foster mother Molly Page

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

Perth, Australia, for medical treatment

After getting used to my prosthetic legs, I became (2) _ with sports and wanted to play soccer like

all other children of my age However, keeping balance on my legs while playing with the ball was a problem, so I was advised to try swimming instead That was when my sporting career began

My mother sent me to a swimming club where I received the best instruction from Bruce Murphy I would never forget my fear when I got into the pool for the fi rst time I felt so (3) _ and scared that I thought I would

drown However, Bruce was there, guiding me through the diff erent stages and helping me to (4) _ my fear

I was surprised that I could make progress very quickly In 2012, I (5) _ in my fi rst local competition

The following years, I started winning gold medals in diff erent Australian Championships for parathletes Now at the age of 20, my dream is to become a champion swimmer in the Paralympic Games

I’ve told my own story hoping to encourage other people like me to try something new and challenging Don’t allow (6) and disabilities to get in your way to success

Where there’s a will, there’s a way This is my motto

2 Put the following parts of the story in the correct order they appear in the story.

a. Writer’s name 

b. Writer’s ambitions and achievements 

c Childhood 

d Posting date and time 

e Story title 

f Story’s message 

g Turning point in writer’s life 

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

Writer’s name Thu Ha

Childhood

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

grandmother

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

- attended evening secondary school classes

Turning point in life

- completed secondary education and passed a challenging exam to enter Medical University, but unable to pay tuition fees

- awarded a scholarship from The

Thanh Nien for college students from poor families

Ambitions and achievements

- graduated from university after six years’ hard work

- now working at a hospital - planning to run a charitable

organisation to help poor students

Story’s message - Poverty is no shame Don’t let poverty defeat you and destroy your hope for better life.

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Unit Life stories 14T Where there’s a will, there’s a way

Lead-in: Inform the class of the lesson objective: writing a life story

1 This activity aims to provide Ss with a sample story

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

Key 1. adopted 2. obsessed 3 helpless

4. overcome 5. competed 6 misfortune

2 The focus of this activity is to help Ss to identify the diff erent parts of a life story posted online Ask Ss to read through the list (a-g) and put the parts in the order they appear in the story

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

WRITING

3 Have Ss listen again for more specifi c details to answer the questions

• Have Ss read the questions and ask them to pay attention to the key words in each of them

• Play the recording again If necessary, pause at the places in the conversation where Ss can extract the information for each question Check answers as a class

Key

1. The audience should have life skills to protect themselves and to learn from other people’s lives

2. We should ask ourselves two questions: ‘Why is this story told?’

‘What lessons can I learn from it?’

3. We can learn how to avoid similar mistakes or to adopt a new way of life so we can improve ourselves and become better human beings

3 Ask Ss to work in pairs and discuss the suggested ideas about Thu Ha

• Have Ss write their drafts individually, and then exchange their writing with a partner for peer feedback Encourage Ss to make revisions, if necessary

• Collect some of the Ss’ fi nal drafts and give comments

Suggested answer Poverty is no shame

By Thu Ha

Published: 06:00 GMT, 20 September

My parents died in a traﬃ c accident when I was ten years old, so I grew up with my grandmother who was too old and weak to work I had to leave school and did odd jobs to earn a living: selling lottery tickets, washing dishes and doing babysitting When I was 15, my grandma encouraged me to attend evening classes, so I could improve my literacy and job prospects

After lots of hardship and eff ort, I completed secondary education and passed a challenging exam to enter Medical University, which is the dream of many students However, I could not pay the tuition fees and had to reject the off er The door to a new life was closed before me I was completely disappointed and saw only gloomy days ahead Then something incredible happened: I was awarded a scholarship from The Thanh Nien for college students from poor families This was really a turning point in my life because I could start my university studies and hope for a better future

Six years of hard work at the university and of trying to live on a very tight budget came to an end at last Now I am working as a doctor at a hospital, but I will never forget those diﬃ cult days I am planning to set up and run a charitable organisation to help poor students, as a way to acknowledge other people for supporting me

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

LESSON OUTCOME

• Ask Ss: What have you learnt today? What can you now? • Elicit answers: I can write the life story of a

person who has overcome hardship to become successful.

4 Ask Ss some guiding questions before they start the discussion

What can we learn from a person’s life? Can we learn from his/her good or bad experiences or deeds? Think about a famous person (for example, Steve Jobs)

What can we learn from his/her life?

• Ask some Ss to present their answers before the class

LESSON OUTCOME

What can you now?

• Elicit answers: I have learnt about privacy and the

(34)

2 Work with a partner Find some Vietnamese writers of detective stories and talk about their lives and works. 1. Arthur Conan Doyle’s stories about Sherlock Holmes were the fi rst detective stories in

the world

4. Doyle’s life experiences were sources for many of his stories

5 The Lost World and his novels and stories about Sherlock Holmes were made into fi lms

T F NG

Family stories

The creator of Sherlock Holmes Communication

Culture

1 Listen to An’s story Complete the statements about the story Write from to words in each blank. 1 An enjoys reading books about _

5. To An, her grandparents were as heroic and worthy of _ as many historical fi gures, and their stories were even more interesting and more _ than those in the books she has read

2 Discuss the question in pairs.

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

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 diﬃ cult cases

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 fi lms

(35)

2 Work with a partner Find some Vietnamese writers of detective stories and talk about their lives and works. 1. Arthur Conan Doyle’s stories about Sherlock Holmes were the fi rst detective stories in

the world

4. Doyle’s life experiences were sources for many of his stories

5 The Lost World and his novels and stories about Sherlock Holmes were made into fi lms

T F NG

Family stories

The creator of Sherlock Holmes Communication

Culture

1 Listen to An’s story Complete the statements about the story Write from to words in each blank. 1 An enjoys reading books about _

5. To An, her grandparents were as heroic and worthy of _ as many historical fi gures, and their stories were even more interesting and more _ than those in the books she has read

2 Discuss the question in pairs.

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

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 diﬃ cult cases

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 fi lms

COMMUniCatiOn and CULtUre COMMUniCatiOn and CULtUre

Lead-in: Inform the class of the lesson objective: further skills development

Communication

Family stories

1 This activity provides further listening practice

• Tell Ss that they are going to listen to An’s story and complete the statements about the story

• Ask Ss to read the statements and underline the key words to get some ideas of what they are going to listen for

• Play the recording once or twice for Ss to fi ll the gaps with the words they hear

• Ask Ss to work with a partner to compare their answers Check as a class

Key

1 people’s life stories

2. walking / well-known historical fi gures

3. unreal

4. the countryside

5. respect / real

Audio script

I am the only child in the family Both my parents are doctors and they are so busy that they have very little time for me Luckily, we have a lot of books at home and these books have become my best friends The ones I like best are those about people’s life stories My friends joke that I am a kind of walking encyclopaedia because I can answer all their questions about well-known historical fi gures such as Tran Hung Dao or Abraham Lincoln, and even infl uential composers like Beethoven or Mozart However, sometimes I have a feeling that these famous people are unreal, despite reading all the facts written about them Then a new world opened to me after my two months’ holiday with my grandparents in the countryside My grandfather told me his own life story As a child, he was just a buff alo boy, and then he joined the army as a soldier to fi ght against the invaders My grandmother told me how hard she had worked to bring up my father and uncles during the war, while my grandpa was away I found their stories even more interesting and more real than those in the books I had read To me, my grandparents were as heroic and worthy of respect as many historical fi gures I have learnt lessons about love and patriotism from them My grandparents are my real heroes

2 This activity provides further speaking practice related to the topic

• Have Ss read the question and ask them if they know what family stories mean

Note

Family stories are those about family members such as grandparents, parents, or other relatives

• Ask Ss to work in pairs and discuss the question

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

Culture

The creator of Sherlock Holmes

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

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

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

Notes

- ‘Sir’ is a title that is used before the fi rst name

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

- Although Sherlock Holmes is just a fi ctional detective, his statues were erected in several places: London, Edinburgh, Meiringen (Switzerland) and Karuizawa (Japan)

2 Assign this activity as homework of the previous lesson

• Ask Ss to look for the answer at home and discuss with a partner in class

• Ask some pairs to report their fi ndings to the class

LESSON OUTCOME

What can you now?

(36)

Pronunciation Grammar

Vocabulary

1 Tick the word that does not have the same sound as the other two

1.  brake  break  brick

2.  dare  dear  deer

3.  wait  wet  weight

4.  son  sun  soon

5.  greet  great  grate

6.  bay  by  buy

2 Listen and write the correct homophones to complete the sentences

1 We need more _ for the campfi re _ you be able to bring some?

2. I get really _ with playing the same _ games every day

3 The _ forecast is for more rain, so

I’m not sure we can go hiking

tomorrow

4 There was a big _ in her sock, so the _ of her big toe was sticking out

achievement historical fi gure distinguished reputation respectable dedication

1. Naming streets after _ is a

common practice around the world

2 After winning the MasterChef competition, Christine Ha gained a(n) as a

fi rst-class cook

3 You’ll look more if you wear a

nice suit and a tie

4 No one can deny his hard work and _

to the club

5. After a series of successes, she won a lifetime

award for music

6. Nguyen Trai had a(n) career as

a skilled strategist and prominent scholar

1 Read the following story about Tran Quoc Toan Put the verbs in brackets in the past simple or the past continuous.

LOOKinG BaCK

Marquis Hoai Van Tran Quoc Toan (1 be)

born in 1267 In 1279, Kublai Khan of the Mongol Empire (2 begin) _ his attempt to take

over Dai Viet and Champa Facing threat from the north, in October 1282, Dai Viet’s Emperor (3 gather) _ all members of the royal

family and oﬃ cials in the royal court to discuss ways to defend the country The 15-year-old Tran Quoc Toan (4 be) not invited

to the assembly because he was too young He (5 become) _ very upset As he

(6 shout) _ angrily outside the

royal court, the emperor (7 come) _

out and (8 give) him an orange

He also (9 order) _ the young marquis

to go home While the emperor and the oﬃ cials (10 discuss) _ the war strategies,

Tran Quoc Toan (11 still, wait) _

outside the hall He (12 get) _ so upset

and stimulated that he (13 crush)

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

(15 manage) to recruit over one

thousand soldiers While his troops (16 fi ght) against the

Mongol army, he (17 always, dash)

to the front to

(37)

Unit Life stories 16T Lead-in: Inform the class of the lesson objective:

reviewing pronunciation, vocabulary, and grammar

Pronunciation

1 Help Ss to review homophones (words or combinations of words that have diff erent spellings and meanings, but the same pronunciation)

• Have Ss say aloud the words in each group Encourage them to use a dictionary if they are unsure about the pronunciation of these words

• Ask Ss to work with a partner to compare the answers

Key 1. brick 2. dare 3. wet

4. soon 5. greet 6. bay

2 Play the recording Have Ss listen and complete the blanks

• Ask Ss to repeat Have some Ss spell the homophones, or write these words on the board

• Have Ss practise saying aloud these sentences in pairs

Key: 1. wood, Would 2. bored, board

3. weather, whether 4. hole, whole

Audio script

1. We need more wood for the campfi re Would you be able to bring some?

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

3. The weather forecast is for more rain, so I’m not sure whether we can go hiking tomorrow

4. There was a big hole in her sock, so the whole of her big toe was sticking out

Vocabulary

This activity aims to revise some of the vocabulary items used in the unit

• Have Ss read the instructions and the activity individually Then ask them to compare their answers in pairs

Key 1. historical fi gures 2 (a) reputation

3. respectable 4. dedication

5. achievement 6. (a) distinguished

• Extend the activity by asking Ss to make their own sentences with these words and phrases

LOOKinG BaCK Grammar

1 This activity aims to help Ss to review the use of the past simple and the past continuous

• Ask Ss to read through the whole story about Tran Quoc Toan before deciding on the correct tense for each verb

• Have Ss the activity individually fi rst, and then compare their answers in pairs Check answers as a class

Key

1. was 2. began

3. gathered 4. was

5. became 6. was shouting

7. came 8. gave

9. ordered 10. were discussing

11. was still waiting 12. got

13. crushed 14. began

15. managed 16. were fi ghting

17. was always dashing

2 This activity helps Ss to review the use of defi nite and indefi nite articles

• Ask Ss to underline the nouns or noun phrases and decide whether these words need an article or not

• Have Ss the activity individually fi rst, and then compare their answers in pairs

Key 1. a (great time), the (USA)

2. the (army), a (soldier), the (country) 3. the (English)

4. a (two-week holiday), the (Philippines) 5. the (Louvre), a (boat trip), the (Seine) 6. a (warm hat), a (new coat), a (pair of

woollen gloves)

7. the (bank), the (supermarket), the (theatre), the (way)

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

LESSON OUTCOME

What can you now?

(38)

1 Your group is going to take part in the Public Speaking Contest ‛A famous person you admire’ organised

by your school.

Assign the task to each group member: choosing a famous person, creating his/her proﬁ le, and giving a presentation about this person.

2 Work in groups Choose the best presentation which meets the following criteria:

● Speaker’s presentation techniques: clear outline, emotional and expressive voice, good use of body language and gestures, good pronunciation

PrOJeCt

Where and when was he/she born?

What is he/she famous for?

Some interesting facts about him/her:

Lessons to learn from his/her life story:

(pho

to and name

)

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

1 We had great time in USA last summer

3 Do English drink tea or coff ee at breakfast?

5 When you go to Paris, don’t forget to visit Louvre and take boat trip along Seine

6 You’ll need warm hat, new coat and pair of woollen gloves for your trip to Europe this season

7 My mother said she would go to bank on Fir Street to withdraw some money, and then she would drop by supermarket near theatre on way home

8 In rush hour in Ha Noi, it’s more convenient to travel by motorbike than to take taxi

NOW I CAN

● use words and phrases related to people’s life stories

● identify and pronounce homophones correctly

(39)

1 Your group is going to take part in the Public Speaking Contest ‛A famous person you admire’ organised

by your school.

Assign the task to each group member: choosing a famous person, creating his/her proﬁ le, and giving a presentation about this person.

2 Work in groups Choose the best presentation which meets the following criteria:

● Speaker’s presentation techniques: clear outline, emotional and expressive voice, good use of body language and gestures, good pronunciation

PrOJeCt

Where and when was he/she born?

What is he/she famous for?

Some interesting facts about him/her:

Lessons to learn from his/her life story:

(pho

to and name

)

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

1 We had great time in USA last summer

3 Do English drink tea or coff ee at breakfast?

5 When you go to Paris, don’t forget to visit Louvre and take boat trip along Seine

6 You’ll need warm hat, new coat and pair of woollen gloves for your trip to Europe this season

7 My mother said she would go to bank on Fir Street to withdraw some money, and then she would drop by supermarket near theatre on way home

8 In rush hour in Ha Noi, it’s more convenient to travel by motorbike than to take taxi

NOW I CAN

● use words and phrases related to people’s life stories

● identify and pronounce homophones correctly

● learn about Sir Arthur Conan Doyle, the creator of Sherlock Holmes

PrOJeCt

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

1 For this project, Ss work in groups of four

• Allow Ss one week to collect information about a famous person, write his/her profi le, and organise their presentations individually

• In the next class, allow 20 minutes for each group’s presentation Encourage each group member to speak for at least fi ve minutes

2 Have each group choose the best presentation

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

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

LESSON OUTCOME

• Ask students: What have you learnt today?

What can you now?

• Elicit answers: I can write a famous person’s profi le and give a presentation about him/her When working in a group, I can collaborate with the other members

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

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Unit 222222 URBANISATION

GETTING STARTED

A presentation on urbanisation

1 Lan and Nam are discussing the plan for their presentation on urbanisation Listen and read This unit includes:

LANGUAGE Vocabulary

• Words and phrases related to urbanisation and its features • Word formation: Compound adjectives

Pronunciation

• Vowels: Diphthongs Grammar

• The subjunctive in that-clauses after certain verbs and

expressions SKILLS

• Reading for specifi c information in an article about urbanisation and its causes • Discussing key features of urbanisation and

expressing opinions about a preferable place of living • Listening for general ideas and specifi c information in a discussion about the

advantages and disadvantages of urbanisation

• Describing a line graph about the rate of urbanisation COMMUNICATION AND CULTURE

• Discussion on sustainable urbanisation • Urbanisation in Bangkok, Thailand

Nam: Hi, Lan!

Lan: Hello, Nam Do you know if our Geography teacher has fi xed the date for our presentation on urbanisation?

Nam: It’s next Friday It’s time we fi nalised the content How long should we talk?

Lan: Well, it is recommended that the presentation be no more than 15 minutes There is also a fi ve-minute Q&A session

Nam: Well, we’d better work together or we might not prepare well for it

(41)

Unit Urbanisation 18T

Unit URBANISATION

GETTING STARTED

A presentation on urbanisation

1 Lan and Nam are discussing the plan for their presentation on urbanisation Listen and read This unit includes:

LANGUAGE Vocabulary

• Words and phrases related to urbanisation and its features • Word formation: Compound adjectives

Pronunciation

• Vowels: Diphthongs Grammar

• The subjunctive in that-clauses after certain verbs and

expressions SKILLS

• Reading for specifi c information in an article about urbanisation and its causes • Discussing key features of urbanisation and

expressing opinions about a preferable place of living • Listening for general ideas and specifi c information in a discussion about the

advantages and disadvantages of urbanisation

• Describing a line graph about the rate of urbanisation COMMUNICATION AND CULTURE

• Discussion on sustainable urbanisation • Urbanisation in Bangkok, Thailand

Nam: Hi, Lan!

Lan: Hello, Nam Do you know if our Geography teacher has fi xed the date for our presentation on urbanisation?

Nam: It’s next Friday It’s time we fi nalised the content How long should we talk?

Lan: Well, it is recommended that the presentation be no more than 15 minutes There is also a fi ve-minute Q&A session

Nam: Well, we’d better work together or we might not prepare well for it

Lan: You’re right I think we should start with the defi nition of urbanisation and perhaps mention some of its causes, such as lack of resources in rural areas and better work opportunities in urban areas

Objectives

• use words and phrases related to urbanisation and its features • form and use compound adjectives

• recognise diphthongs and practise pronouncing them correctly • use the subjunctive in that-clauses after certain verbs and expressions • read for specifi c information in an article about urbanisation and its causes

• discuss key features of urbanisation and express opinions about a preferable place of living • listen for general ideas and specifi c information in a discussion about the advantages and

disadvantages of urbanisation

• describe a line graph about the rate of urbanisation • understand more about urbanisation in Bangkok

Lead-in: Inform the class of the lesson objectives: getting to know the topic and some vocabulary related to urbanisation and its features, forming and using compound adjectives, recognising diphthongs and practising pronouncing them correctly, using the subjunctive in that-clauses after certain verbs and expressions 1 Tell Ss that they are going to listen to a conversation between two friends discussing their presentation • Ask Ss to read the instructions and predict what the two friends will be talking about in their

conversation

The presentation is about urbanisation The students will probably be talking about how they will organise the information for their presentation about urbanisation

• Play the recording Ask Ss to listen and read silently. GETTING STARTED

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Nam: I agree But before we provide the defi nition, we should show some thought-provoking photos to illustrate urbanisation in our country Visuals will grab the attention of our audience and keep people engaged Lan: That’s a great idea I’ll start looking for some

interesting images What about the body of our presentation? We have a lot of information …

Nam: Yes, there’s a lot to say, but I suggest that we focus on its advantages and disadvantages Lan: I agree We should also provide some

examples

Nam: Yes, this will help listeners to understand our points better

Lan: Our Geography teacher also advised that we talk about issues that are familiar and important to our classmates

Nam: So, you think we should stick to urbanisation in Viet Nam?

Lan: Well, this should be the main part as our audience will be very interested in knowing more about it, but we could also mention urbanisation in well-known places like the UK and USA where most of the population now lives in urban areas

Nam: Yes, it’s important that we talk about how developed countries have solved the urbanisation problems and propose some solutions to those in Viet Nam

Lan: That would be interesting, but it would make our presentation too long We shouldn’t overload people with information or else they’ll just switch oﬀ We could instead mention some solutions and government initiatives in the conclusion Nam: Well, is it really necessary that we include

new information in the conclusion? We should just summarise the main points Lan: OK, but we still need to some research

on the solutions People may ask us during the Q&A session

Nam: I agree So, shall we start creating the PowerPoint slides then and …?

2 Read the conversation again Answer the questions about it.

1 What are Lan and Nam doing?

2 When will they give their presentation? 3. How much time will they have?

4 What content did they agree to include in the introduction, body and conclusion?

5. Will they mention any solutions to problems caused by urbanisation? Why/Why not?

6. Do you know if a lot of people have moved in or out of your area? What are the reasons?

3 Match the words in box A with the words in box B to form the compound adjectives that are used in the conversation.

A

fi ve well thought

B

provoking minute known

4 Complete the sentences, using the correct form of the verbs in the box

focus talk include talk be 1 It is recommended that the presentation

_ no more than 15 minutes

2 I suggest that we on its advantages and disadvantages

3 Our Geography teacher also advised that we _ about issues that are familiar and important to our classmates

4 It’s important that we _ about how developed countries have solved the urbanisation problems

(43)

Unit Urbanisation 19T Nam: I agree But before we provide the defi nition,

we should show some thought-provoking photos to illustrate urbanisation in our country Visuals will grab the attention of our audience and keep people engaged Lan: That’s a great idea I’ll start looking for some

interesting images What about the body of our presentation? We have a lot of information …

Nam: Yes, there’s a lot to say, but I suggest that we focus on its advantages and disadvantages Lan: I agree We should also provide some

examples

Nam: Yes, this will help listeners to understand our points better

Lan: Our Geography teacher also advised that we talk about issues that are familiar and important to our classmates

Nam: So, you think we should stick to urbanisation in Viet Nam?

Lan: Well, this should be the main part as our audience will be very interested in knowing more about it, but we could also mention urbanisation in well-known places like the UK and USA where most of the population now lives in urban areas

Nam: Yes, it’s important that we talk about how developed countries have solved the urbanisation problems and propose some solutions to those in Viet Nam

Lan: That would be interesting, but it would make our presentation too long We shouldn’t overload people with information or else they’ll just switch oﬀ We could instead mention some solutions and government initiatives in the conclusion Nam: Well, is it really necessary that we include

new information in the conclusion? We should just summarise the main points Lan: OK, but we still need to some research

on the solutions People may ask us during the Q&A session

Nam: I agree So, shall we start creating the PowerPoint slides then and …?

2 Read the conversation again Answer the questions about it.

1 What are Lan and Nam doing?

2 When will they give their presentation? 3. How much time will they have?

4 What content did they agree to include in the introduction, body and conclusion?

5. Will they mention any solutions to problems caused by urbanisation? Why/Why not?

6. Do you know if a lot of people have moved in or out of your area? What are the reasons?

3 Match the words in box A with the words in box B to form the compound adjectives that are used in the conversation.

A

fi ve well thought

B

provoking minute known

4 Complete the sentences, using the correct form of the verbs in the box

focus talk include talk be 1 It is recommended that the presentation

_ no more than 15 minutes

2 I suggest that we on its advantages and disadvantages

3 Our Geography teacher also advised that we _ about issues that are familiar and important to our classmates

4 It’s important that we _ about how developed countries have solved the urbanisation problems

5 Is it really necessary that we new information in the conclusion?

2 This activity focuses on developing comprehension skills Have Ss read the questions and fi nd the answers in the conversation

Key

1 They are discussing the outline, structure and content of their presentation on urbanisation 2 Next Friday

3 They will have no more than 15 minutes for their presentation and fi ve minutes for Q&A session. 4 It will include the defi nition of urbanisation, its causes, and its main advantages and disadvantages

It will also refer to urbanisation in Viet Nam, the USA and the UK

5 No, because that would make their presentation too long and overload listeners with lots of information

Students’ answers

Note

Question allows Ss to personalise the topic of the unit

3 This activity aims at helping Ss to recognise the compound adjectives that are used in the conversation

Key fi ve-minute well-known thought-provoking

4 The aim of this activity is to help Ss to recognise the subjunctive in that-clauses after certain verbs and expressions

• Ask Ss to read the conversation again and complete the sentences, using the correct form of the verbs in the box

• Have Ss compare their answers in pairs • Explain the subjunctive structure to Ss

(44)

Vocabulary LANGUAGE

1 Look at the conversation in GETTING STARTED again Match the words in the conversation with the appropriate deﬁ nitions.

urbanisation (n)1

agricultural (adj)4 overload (v)2

switch oﬀ (v)5 industrialisation (n) 3

a the period of time when a country develops a lot of industries on a wide scale

b a population shift from rural to urban areas

c stop paying attention

d relating to the practice or science of farming

e give too much information, work or responsibility

1. The impact of increased has been harmful to the environment and has led to the growth of greenhouse gas emissions

2. Students can easily their short-term memory with unnecessary information

3. The lecture was two hours long and boring, so by the end of it, I completely

4. Before the Industrial Revolution in England, the majority of the population were employed as labourers

5. The transformation of China into a modern economy started in 1950s through the process of

DO YOU KNOW…?

• A compound adjective is made up of two or more words Its meaning is usually clear from the words combined The second part of the compound is often a present participle, e.g lasting or past participle, e.g paid Sometimes it is written with a hyphen, e.g long-lasting, well-paid, or as one word, e.g worldwide, downmarket

• Well and badly combine with many past participles to form compound adjectives, e.g well-planned, well-known, well-paid, well-dressed, badly paid, badly behaved, badly dressed. • We can combine a number and a singular

noun to form a compound adjective, e.g fi fteen-minute, fi ve-minute • Common compound adjectives

- Describing people: easy-going, good-looking, kind-hearted, left-handed, self-motivated, old-aged, down-to-earth

- Describing products/services: long-lasting, old-fashioned, time-saving, up-to-date, high-speed, upmarket, downmarket - Others: cost-eﬀ ective, energy-saving,

fast-growing, high-level, long-term, short-term, time-consuming, well-established, interest-free

Compound adjectives

3 Match a word on the left with a word on the right to make a compound adjective.

weather well long year world down

wide beaten

paid market

(45)

Unit Urbanisation 20T Vocabulary

1 The aim of this activity is to help Ss to work out the meanings of key vocabulary items in the conversation • Have Ss go through the words and the meanings provided Encourage them to read through the conversation

again and fi nd examples of each item

• Have Ss match the words with the defi nitions individually, and then compare their answers in pairs or groups

Key 1 b 2 e 3 a 4 d 5 c

2 The aim of this activity is to help Ss to use the vocabulary items in 1 in a diﬀ erent context

• Ask Ss to study the sentences given and work out the part of speech that needs to be fi lled in Encourage Ss to exploit the contextual clues that can help to fi gure out the answers For example, the use of the adjective increasedand the verb form after the gap suggests a noun Contextual clues also include synonyms, antonyms, explanations or contrasts

• Have Ss complete the sentences individually, then compare their answers in pairs or groups • Check answers as a class

Key 1 urbanisation 2 overload 3 switched oﬀ

4 agricultural 5 industrialisation

Compound adjectives

3 This activity helps Ss to recognise compound adjectives • Have Ss work individually fi rst

• Encourage them to refer to the Do you know…? box to get more information about the structure and meaning of compound adjectives

• Ask Ss to compare their answers in pairs • Check answers as a class

Key weather-beaten well-paid long-lasting

year-round worldwide downmarket

LANGUAGE

Vocabulary LANGUAGE

1 Look at the conversation in GETTING STARTED again Match the words in the conversation with the appropriate deﬁ nitions.

urbanisation (n)1

agricultural (adj)4 overload (v)2

switch oﬀ (v)5 industrialisation (n) 3

a the period of time when a country develops a lot of industries on a wide scale

b a population shift from rural to urban areas

c stop paying attention

d relating to the practice or science of farming

e give too much information, work or responsibility

1. The impact of increased has been harmful to the environment and has led to the growth of greenhouse gas emissions

2. Students can easily their short-term memory with unnecessary information

3. The lecture was two hours long and boring, so by the end of it, I completely

4. Before the Industrial Revolution in England, the majority of the population were employed as labourers

5. The transformation of China into a modern economy started in 1950s through the process of

DO YOU KNOW…?

• A compound adjective is made up of two or more words Its meaning is usually clear from the words combined The second part of the compound is often a present participle, e.g lasting or past participle, e.g paid Sometimes it is written with a hyphen, e.g long-lasting, well-paid, or as one word, e.g worldwide, downmarket

• Well and badly combine with many past participles to form compound adjectives, e.g well-planned, well-known, well-paid, well-dressed, badly paid, badly behaved, badly dressed. • We can combine a number and a singular

noun to form a compound adjective, e.g fi fteen-minute, fi ve-minute • Common compound adjectives

- Describing people: easy-going, good-looking, kind-hearted, left-handed, self-motivated, old-aged, down-to-earth

- Describing products/services: long-lasting, old-fashioned, time-saving, up-to-date, high-speed, upmarket, downmarket - Others: cost-eﬀ ective, energy-saving,

fast-growing, high-level, long-term, short-term, time-consuming, well-established, interest-free

Compound adjectives

3 Match a word on the left with a word on the right to make a compound adjective.

weather well long year world down

wide beaten

paid market

(46)

DO YOU KNOW…? • A diphthong is a sound made by combining two

vowels into a single one

• The fi rst part of a diphthong is much longer and stronger than the second part

• There are eight diphthongs in English: /ɪə/, /eə/, /ʊə/, /eɪ/, /aɪ/, /ɔɪ/, /əʊ/ and /aʊ/

Example:

/ɪə/ – here, /eə/ – where, /ʊə/ – poor, /eɪ/ – train, /aɪ/ – life, /ɔɪ/ – noise, /əʊ/ – hello, /aʊ/ – how

Pronunciation Diphthongs

4 Complete the text below with the compound adjectives given in the box.

long-term fast-growing

weather-beaten well-paid up-to-date Many young people in rural areas don’t want to spend their lives on the farm like their (1) _ parents They understand that there are better (2) _ job prospects for them in the city So they leave their home villages to fi nd (3) _ jobs in the (4) industrial zones In the city, young people can also have access to (5) _ facilities and technology

1 Listen to the conversation and pay attention to the pronunciation of the underlined parts.

Joe: Hi, Mike!

Mike: Hello, Joe! I haven’t seen you for ages You look tired!

Joe: I’ve just come back from the city Mike: Did you take the train?

Joe: Yes, but it took five hours! The journey was really slow and it was so noisy and crowded Mike: Well, trains are still slower than coaches Joe: Sure They should replace them with new,

high-speed trains Next time I’ll go by coach And how are you?

Mike: Well, life hasn’t changed much for me I still live and work on my farm with my wife, but my sons and daughters have all moved to the city Joe: So you really like it here in the countryside?

2 Now listen to the conversation in 1again Pay attention to the diphthongs in the conversation Practise it with a partner.

Mike: Yes, I I keep hearing about all the crimes, noise and pollution in big cities, especially in the industrial zones My wife is so worried about our children that she calls them almost every day! Joe: They’re young and the city life is more

interesting for them They will also have better career prospects

Mike: Yes, I agree They have managed to find well-paid jobs and are really enjoying life there

Grammar

The subjunctive in that-clauses after certain

verbs and expressions

1 Complete the sentences, using the correct form of the verbs in brackets.

1 It is important that he (get) _ into a good university

2. The teacher demanded that the classroom (clean) _ immediately

3 My father insists that my brother (work) _ on the farm

4. It is vital that people (allow) _ to choose where to live

5. I requested that everyone in my class (attend) _ my presentation

(47)

4 This activity focuses on the use of compound adjectives in appropriate contexts

• Ask Ss to complete the text with the appropriate compound adjectives given in the box

• Have Ss work individually first Then ask them to work in pairs or groups, and compare their answers

Key 1 weather-beaten 2 long-term

3 well-paid 4 fast-growing 5 up-to-date

Pronunciation

Diphthongs

1 This activity focuses on improving Ss’ ability to recognise diphthongs in connected speech • Have Ss listen to the conversation and pay

attention to the pronunciation of the underlined parts

• Tell Ss that these sounds are called diphthongs because they consist of two vowels combined together Have Ss refer to the Do you know…? box for more information about the diphthongs • Check if Ss pronounce these diphthongs

correctly

Notes

• There are eight diphthongs in standard British English; however, in other varieties of English there might be more or fewer of these sounds • Some phoneticians argue that there are

triphthongs in English – sounds that consist of a glide from one vowel to another and then to a third

Examples

/eɪə/: player, /aɪə/: fire, /ɔɪə/: disloyal, /əʊə/: lower, /aʊə/: power

• However, not all phoneticians agree on the existence of triphthongs Most authors think that these sounds consist of two vowels – a diphthong e.g /eɪ/ and a single vowel e.g /ə/ 2 This activity provides further practice of the

conversation and the target diphthongs Ss can also group the words according to the diphthongs they contain

• Have Ss write the diphthongs as headings of eight columns Let Ss listen to the conversation in 1 again and put the target words in the correct columns

Note

In less formal contexts we can use the modal verb should + base form of the verb or ordinary tenses instead of the subjunctive

Examples

- He insists that people in rural areas should

be allowed to get more subsidies from the government.

- He insists that people in rural areas are allowed to get more subsidies from the government.

Grammar

The subjunctive in that-clauses after certain verbs and expressions

1 This activity helps Ss to recognise and use the subjunctive in that-clauses after certain verbs and expressions

• Have Ss work individually first

• Encourage them to refer to the Do you know…? box to get more information about the subjunctive Ask Ss questions to check if they understand the general rules related to the form and usage of this grammar point

• Ask Ss to compare their answers in pairs • Check answers as a class

Key Diphthongs

/ɪə/: really, here, hearing, industrial, career /eə/: there

/ʊə/: sure

/eɪ/: ages, take, train(s), they, replace, changed, day, well-paid

/aɪ/: hi, Mike, I, tired, five, high, time, by, life, my, wife, like, countryside, crimes, find /ɔɪ/: noisy, noise, enjoying

/əʊ/: hello, Joe, slow, so, coach(es), go, almost, zones

/aʊ/: hours, crowded, how, about, our

• Ask Ss to practise the conversation with a partner

They can also discuss the groups of words • Write the diphthongs on the board and play the

recording Pause after each sentence and have Ss write the target words next to the correct diphthong on the board

• Encourage some pairs to role-play the conversation out loud in front of the class

Key

(should) get 2 (should) be cleaned 3 (should) work 4 (should) be allowed 5 (should) attend (should) not look down on

(48)

DO YOU KNOW…?

2 Complete the sentences with the verbs in the box Use the appropriate form.

tell return study obey search

Ha Noi ● The subjunctive uses the base form of the verb

in that-clauses It is used to report advice, orders, requests, suggestions, etc about things that need to be done It is used in formal contexts, especially in written English

Examples:

– I suggest that he move to the city for a better health care.

– Is it essential that we be there to welcome them? – My teacher recommended that I come back to my

home village after graduating from university.

● The subjunctive is used in a that-clause after reporting verbs such as: advise, ask, command, demand, desire, insist, propose, recommend, request, suggest, urge.

Examples:

– His parents insisted that he fi nd a job and settle down in a big city.

– My mother recommended that I follow in my grandpa’s footsteps and become a teacher.

●The subjunctive is used in a that-clause after

it + be + adjective such as: best, crucial, essential, imperative, important, recommended, urgent, vital or after it + be + expressions (a good idea, a bad idea) .

Examples:

– It is important that the governmentencourage

more investment in rural areas.

– It is desirable that people in rural areashave

access to modern facilities and technology.

●The subjunctive can be used in negative, continuous, and passive forms

Examples:

– The government urged that people not waste

natural resources.

– It is crucial that patientsnot be waiting for urgent operation

– The government demanded that rural peoplebe allowed to live and look for jobs in big cities.

1. Her parents insisted that she hard for the GCSE exams

2 It is essential that young people from rural areas the truth about city life

3 It is imperative that all migrants _ the rules and regulations of the residential areas they move to

4 The police demanded that the stolen money to the bank

(49)

Unit Urbanisation 22T 2 This exercise focuses on using the subjunctive form of verbs

• Ask Ss to complete the sentences with the verbs in the box, using their appropriate form • Have Ss work individually fi rst Monitor the activity and help them if necessary

• Ask Ss to check their answers in pairs or groups • Then check answers as a class

Key 1 (should) study 2 (should) be told 3 (should) obey

4 (should) be returned 5 (should) search / (should) be searching LESSON OUTCOME

What can you now?

(50)

Urbanisation and its causes

SKILLS

READING

1. Urbanisation happened fi rst in more economically developed countries, then in less economically developed countries

2. Urbanisation has increased in rich countries since 1950s

3. Lack of resources in rural areas is one of the factors leading to urbanisation in less developed countries

4. The standard of living in cities and rural areas is more or less the same

5. By 2050, more than two thirds of the world’s population are expected to live in urban areas

2 Read the text and check your predictions in 1.

3 Find the words in the text that have the following meanings Write the words in the space provided.

1. becoming larger in size or amount

2. the movement of people out of cities to the surrounding areas 3. became twice as big or

twice as many 4. a rise in size, amount

or degree

5. go to live in another area or country

1 You are going to read a text about urbanisation Predict whether the following statements are true (T) or false (F).

Urbanisation is the process by which urban areas grow bigger as more and more people leave the countryside to live in towns and cities

Before the 1950s, urbanisation mainly occurred in more economically developed countries (MEDCs) Rapid urbanisation happened during the period of industrialisation in Europe and North America in the nineteenth and early twentieth centuries A lot of people left their home villages for urban areas hoping to fi nd jobs in the rapidly expanding industries in big towns and cities Since 1950s urbanisation has become slower in most MEDCs Now, some of the

biggest cities are losing population because people go back to live in rural areas This is known as counter-urbanisation

Since 1950, urbanisation has grown rapidly in LEDCs (Less Economically Developed Countries) in Asia, Africa and South America Between 1950 and 1990, while the urban population in LEDCs doubled, the increase was less than half in developed countries There are various causes of urbanisation in LEDCs Here are some major ones First, people migrate to urban areas on a massive scale due to lack of resources in rural areas Second, small farmers fi nd it harder to make a living not just because of bad weather conditions such as drought, fl oods, or storms, but because they can’t compete with large agricultural companies These are considered ‘push’ factors

People living in rural areas are also ‘pulled’ to cities,

which are known to be places of fi nancial centres, services, wealth and opportunities Believing that the standard of living in urban areas will be higher than in rural areas, many people come to the city seeking their fortune

(51)

SKILLS

READING

1. Urbanisation happened fi rst in more economically developed countries, then in less economically developed countries

2. Urbanisation has increased in rich countries since 1950s

3. Lack of resources in rural areas is one of the factors leading to urbanisation in less developed countries

4. The standard of living in cities and rural areas is more or less the same

5. By 2050, more than two thirds of the world’s population are expected to live in urban areas

2 Read the text and check your predictions in 1.

3 Find the words in the text that have the following meanings Write the words in the space provided.

1. becoming larger in size or amount

2. the movement of people out of cities to the surrounding areas 3. became twice as big or

twice as many 4. a rise in size, amount

or degree

5. go to live in another area or country

1 You are going to read a text about urbanisation Predict whether the following statements are true (T) or false (F).

Urbanisation is the process by which urban areas grow bigger as more and more people leave the countryside to live in towns and cities

Before the 1950s, urbanisation mainly occurred in more economically developed countries (MEDCs) Rapid urbanisation happened during the period of industrialisation in Europe and North America in the nineteenth and early twentieth centuries A lot of people left their home villages for urban areas hoping to fi nd jobs in the rapidly expanding industries in big towns and cities Since 1950s urbanisation has become slower in most MEDCs Now, some of the

biggest cities are losing population because people go back to live in rural areas This is known as counter-urbanisation

Since 1950, urbanisation has grown rapidly in LEDCs (Less Economically Developed Countries) in Asia, Africa and South America Between 1950 and 1990, while the urban population in LEDCs doubled, the increase was less than half in developed countries There are various causes of urbanisation in LEDCs Here are some major ones First, people migrate to urban areas on a massive scale due to lack of resources in rural areas Second, small farmers fi nd it harder to make a living not just because of bad weather conditions such as drought, fl oods, or storms, but because they can’t compete with large agricultural companies These are considered ‘push’ factors

People living in rural areas are also ‘pulled’ to cities,

which are known to be places of fi nancial centres, services, wealth and opportunities Believing that the standard of living in urban areas will be higher than in rural areas, many people come to the city seeking their fortune

Today, about half of the world’s population lives in urban areas Urbanisation has provided job opportunities, higher incomes and better access to health facilities and education The urban population will continue to grow and it is expected that its proportion will increase to 70% by 2050

4 This activity helps Ss to practise reading for details and specifi c information

• Ask Ss to look at the questions quickly and underline the key words which can help them to locate the specifi c information in the text • Let them read the text individually, then compare

their answers in pairs or groups Encourage Ss to explain exactly which information from the text helped them to answer the questions

Key

It’s a process by which urban areas grow bigger as more and more people leave the countryside to live in towns and cities

MEDCs stands for more economically developed countries LEDCs stands for less economically developed countries

Before the 1950s, rapid urbanisation took place in Europe and North America because it was the period of industrialisation in these areas After 1950, urbanisation started to grow rapidly in

LEDCs

Some of the ‘push’ factors of urbanisation are

lack of resources in rural areas, bad weather conditions, and competition from large agricultural companies

Because they have to suﬀ er bad weather conditions and competition from large agricultural companies

Some of the ‘pull’ factors of urbanisation are

the centralisation of resources such as money, services, wealth and opportunities as well as the higher living standards of these areas

5 This follow-up activity enables Ss to personalise the topic

• Ask Ss to work in pairs to share their experiences • Invite several pairs to share their experiences with

the rest of the class Encourage other Ss to ask follow-up questions

Key Students’ answers

READING

Lead-in: Ask the question ‘What you think the causes

of urbanisation are?’ to activate Ss’ prior knowledge about

urbanisation

• Have Ss brainstorm the diﬀ erent factors that lead to urbanisation

• Ask individual Ss to share their opinions and encourage diﬀ erent viewpoints

1 This activity practises making predictions about a reading text based on their background knowledge of the topic

• Ask Ss to read the statements and predict whether they are true (T) or false (F)

• Have them the task individually, and then compare their answers in pairs or groups • Elicit Ss’ answers, encouraging all diﬀ erent

predictions Have Ss explain their predictions

2 This activity focuses on scanning for specifi c information

• Ask Ss to scan the text and compare their predictions in

• Check answers as a class Ask Ss to give the clues from the reading text which help them to work out the answers

Key 1 T F 3 T 4 F 5 T

3 This activity focuses on fi nding words in a text, based on the meanings provided

• Tell Ss to study the meanings, and then go back to the reading text to locate the words that match the given meanings

• Have Ss work individually to write the correct words next to the defi nitions given

• Ask them to check their answers in pairs or groups

Key 1 expanding 2 counter-urbanisation 3 doubled 4 increase 5 migrate LESSON OUTCOME

What can you now?

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Life in big cities SPEAKING

1 Read a conversation between two friends about life in big cities What features they mention? Are they positive or negative? Minh: Ha, I don’t know why so many people are

moving from their home villages to big cities these days! They’ve become so overcrowded Ha: Yeah, I agree They’re really overpopulated But lots of people still want to become city dwellers

Minh: Well, I’m quite happy in my home village It’s important that some people stay in rural areas and work in agriculture

2 Work in pairs Look at these features of city life Decide whether they are positive (P) or negative (N) Can you think of other features?

 noisy

 job opportunities

 densely populated

 traﬃ c congestion

 eﬃ cient services

 air pollution

 severe shortage of housing

3 Work in groups Discuss the positive and negative features of city life and decide if you want to live in an urban or rural area What are your reasons? Present your group’s decision to the whole class, using the ideas given below or your own ideas.

Reasons for living in a big city

- more employment/job opportunities - chances to get high-paying jobs - higher living standard

- eﬃ cient services - sports facilities - better schools

Reasons for going back to live in rural areas - cheaper cost of living in rural areas - friendly and helpful people - little or no pollution - low crime rate

4 Read the text carefully Answer the following questions

1. What is urbanisation?

2 What MEDCs and LEDCs stand for?

3. Where did rapid urbanisation take place prior to 1950? Why?

4. What happened after 1950?

5. What are some of the ‘push’ factors of

urbanisation?

6. Why are small farmers’ lives diﬃ cult? 7. What are some of the ‘pull’ factors of

urbanisation?

5 Discuss with a partner

How has your area been aﬀ ected by urbanisation?

Ha: But there are more employment opportunities in the city Don’t you want to get a high-paying job in an oﬃ ce instead of working on your parents’ farm? Your standard of living will be higher in the city

Minh: I’m not sure; not everyone is lucky Big cities are fl ooded with people from rural areas Many of them are jobless and have to live in slums I’d rather live in my village

Ha: You’re right It’s essential that the government should build big cities and upgrade the infrastructure in rural areas

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Notes

Example 1

All members of my group would like to live in a big city We all believe that city life will give us more opportunities to fulfi l our dreams, but fi rst we need to get good education, and then work very hard We think that there are more job opportunities in urban or industrial areas where it would be easier to get a better-paid job in a company or factory City life is a lot more interesting and exciting There are cinemas, theatres, museums, festivals and other cultural entertainment that we can’t experience in rural areas There are also sports facilities for those interested in doing sports

Example 2

All members of our group think that rural life is better than urban life We all agree that the cost of living is much cheaper in rural areas People are also more friendly and helpful We can live in an environment with little or no pollution In addition, the crime rate is fairly low compared to the city The only problem is that people have little access to modern facilities and technology It is important that the government invest more in rural areas so that people there can have the same opportunities as people in the cities.

LESSON OUTCOME

What can you now?

• Elicit answers: I can discuss the positive and negative aspects of urban and rural life I can also give an explanation of why life in one of them is better than life in the other and support my point of views with reasons

Key

Positive (P) job opportunities, eﬃ cient services Negative

(N)

noisy , densely populated, traﬃ c congestion, severe shortage of housing, air pollution

Others higher rate of crime (N), stressful (N), social and cultural integration (P), sports facilities (P), better schools (P) 3 This activity provides freer speaking practice and

helps Ss to further develop their communication skills and fl uency through a group presentation • Set a time limit for the group’s preparation and

practice

• Invite some groups to present their ideas to the rest of the class

• Encourage Ss to give feedback on things such as interesting content, original ideas, fl uency of speech and good presentation skills

SPEAKING

Life in big cities

Lead -in: Ask Ss to look at the pictures and think of any features of life in big cities that they notice there Suggested answers

Big cities are modern, but there are still slums A lot of people are unemployed and looking for jobs Big cities are always crowded

Noise pollution and air pollution are worrying problems

1 This activity provides Ss with some input to talk about the features of life in big cities

• Let Ss practise the conversation in pairs and identify the features of life in big cities that the two speakers mention Ask Ss to decide whether these features are positive or negative

Key

Positive features

- There are more employment opportunities

- People have chances to get high-paying jobs

- People’s standard of living is higher Negative

features

- Big cities are overcrowded and overpopulated

- Many people are jobless/ unemployed

- Some people live in slums

Notes

overcrowded (adj): with too many people and things (in a place)

overpopulated (adj): with too many people living (in a place)

Overcrowded is a much more simple term – streets, markets, stadiums, parks, etc can be overcrowded In contrast, overpopulated is not just the shortage of space, but a much more complex relationship between the size of a population and the capability of the environment and all the resources to support this population

2 This activity provides Ss with more input about features of life in big cities and an opportunity for them to brainstorm more ideas

• Let Ss work in pairs to decide whether the given features are positive or negative • Encourage Ss to brainstorm ideas and come

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Urbanisation: Pros and cons LISTENING

1 Look at the following statistics about

urbanisation and then answer the questions 1. What trends you notice?

2. What you think the eﬀ ects of urbanisation are? • In 1900, two out of every ten people lived

in urban areas

• In 1990, four out of every ten people lived in urban areas

• In 2010, fi ve out of every ten people lived in urban areas

• In 2030, six out of every ten people will live in urban areas

a. buildings and other shelters that people live in; provision of accommodation

b. supporting new and modern ideas and favouring change

c. the protection of public health by removing and treating dirty water, waste, etc

d. the established set of habitual attitudes held by a person or group

e. the practice of treating one person or group unfairly because of their sex, race or age mindset (n)1

housing (n)3

sanitation (n)4

progressive (adj)5 discrimination (n)2

2 Match the words with their meanings.

3 Listen to a talk about urbanisation and choose the best title for it

A. Causes of urbanisation B. Pros and cons of urbanisation

C How to reduce the negative impact of urbanisation

4 Listen again and choose the best option to complete the sentences

1. Thanks to the process of urbanisation, people from rural areas have access to jobs, education and health care

A better-paid B. badly paid C. prestigious 2. After moving to cities, rural people become less

A traditional B. conservative C. progressive 3. Many people benefi t from urbanisation, but not

everyone has the opportunity to _ A receive a good education

B. get a high-paying salary C fi nd stable employment

4 The shortage of accommodation in big cities can result in _ with no sanitation or clean water

A.low-cost houses

B. development of high-cost housing C. creation of very poor areas

5 The shift of workers from agriculture to industries can lead to in food production A. a fall B a rise C. a fl uctuation

5 Work in groups Read the statements in 4

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Unit Urbanisation 25T Urbanisation: Pros and cons

LISTENING

1 Look at the following statistics about

urbanisation and then answer the questions 1. What trends you notice?

2. What you think the eﬀ ects of urbanisation are? • In 1900, two out of every ten people lived

in urban areas

• In 1990, four out of every ten people lived in urban areas

• In 2010, fi ve out of every ten people lived in urban areas

• In 2030, six out of every ten people will live in urban areas

a. buildings and other shelters that people live in; provision of accommodation

b. supporting new and modern ideas and favouring change

c. the protection of public health by removing and treating dirty water, waste, etc

d. the established set of habitual attitudes held by a person or group

e. the practice of treating one person or group unfairly because of their sex, race or age mindset (n)1

housing (n)3

sanitation (n)4

progressive (adj)5 discrimination (n)2

2 Match the words with their meanings.

3 Listen to a talk about urbanisation and choose the best title for it

A. Causes of urbanisation B. Pros and cons of urbanisation

C How to reduce the negative impact of urbanisation

4 Listen again and choose the best option to complete the sentences

1. Thanks to the process of urbanisation, people from rural areas have access to jobs, education and health care

A better-paid B. badly paid C. prestigious 2. After moving to cities, rural people become less

A traditional B. conservative C. progressive 3. Many people benefi t from urbanisation, but not

everyone has the opportunity to _ A receive a good education

B. get a high-paying salary C fi nd stable employment

4 The shortage of accommodation in big cities can result in _ with no sanitation or clean water

A.low-cost houses

B. development of high-cost housing C. creation of very poor areas

5 The shift of workers from agriculture to industries can lead to in food production A. a fall B a rise C. a fl uctuation

5 Work in groups Read the statements in 4

again Do you agree or disagree with them? Give examples to support your point of view.

LISTENING

Urbanisation: Pros and cons

1 The aim of this activity is to engage Ss with the topic and prepare them for the listening stage • Ask Ss to look at the statistics and describe any

trends that they notice

• Encourage Ss to express their views on the eﬀ ects of urbanisation

1 The urbanisation rate has been increasing steadily over the past 30 years./In 2030, nearly two thirds of the population will live in urban areas

2 Urban areas become very crowded A lot of people in the cities are not able to fi nd jobs Some people have to live in slums with poor sanitation

2 The aim of this activity is to pre-teach new vocabulary items which will help Ss to understand the listening text

• Ask Ss to look at the words and the meanings given and match the words with the appropriate meanings

• Have Ss compare their answers in pairs or groups • Check answers as a class

Key 1 d 2 e 3 a 4 c 5 b

3 The aim of the fi rst listening is to practise listening for gist

• Ask Ss to look at the three options and make their own predictions for the title of the talk that they are going to listen to

• Have Ss listen to the recording and choose one of the three options given

• Have them compare their answers in pairs or groups • Check answers as a class

Key B

4 The aim of this activity is to practise listening for specifi c information

• Ask Ss to read the sentences and predict the information needed in each gap

• Give Ss suﬃ cient time to listen to the recording so they can extract the information needed and select the correct choice

Key 1 A 2 B 3 C 4 C 5 A

Audio script

Hello, everyone Last week, we talked about the causes of urbanisation Today, I’ll discuss its advantages and disadvantages

Urbanisation can bring about a lot of benefi ts It can off er people from rural areas not only opportunities for better-paid jobs, but also access to schools, hospitals and other social services As a result, people’s overall standard of living can improve

People in rural areas tend to be more conservative and follow old-fashioned practices like child marriage and gender discrimination The process of urbanisation can actually change their mindset and help them to accept more progressive ideas

However, there are also some obvious disadvantages High rates of urbanisation can contribute to more crime in big cities Although many people benefi t, not all get the opportunity of a good and stable job Unemployed people are more likely to engage in robbery, kidnapping, murder and other illegal activities Another problem caused by urbanisation is the shortage of aff ordable housing in big cities, which can result in growth of slums with no sanitation or drinking water In addition, urbanisation leads to the shift of the working population from agriculture to industries Labour shortages in rural areas are likely to result in a decrease in agricultural and food production as well

To sum up, urbanisation can bring social and health benefi ts; however, it also has its own drawbacks I’ve only discussed some of them If you have any questions or comments, please feel free to raise them and I’ll try my best to answer them

5 The aim of this follow-up activity is to provide opportunities for Ss to express their viewpoints in freer communication practice

• Have Ss discuss the statements in groups Encourage groups to reach an agreement on each statement

• Ask some groups to present their discussions to the rest of the class

LESSON OUTCOME

What can you now?

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2 Rewrite the sentences without changing their meaning.

Examples:

• The number of young people working on farms has decreased sharply over the past years.

 There has been a sharp decrease in the number of young people working on farms.

• The number of urban inhabitants rose by 15% from 1990 to 1995.

 There was a rise of 15% in the number of urban inhabitants from 1990 to 1995

1 The migration of young people to big cities has risen dramatically

 There 2. Due to shortages of jobs, there has been a

decrease in the population in rural areas in the last 10 years

 Due to shortages of jobs, the population

3. The urbanisation rate in Indonesia increased by over 30% from 1969 to 2009

 There 4 There was a sharp rise in the rate of urbanisation in South Korea during the period between 1969 and 1989

 The rate of urbanisation _

5. The urbanisation rate in this city decreased slightly during the economic crisis in 2008

 There was _

3 The line graph below shows the urbanisation rate in South Korea and Indonesia Write a description (of about 150 words) of the trends in the graph.

1969 1979 1989 1999 2009

% 80 60 40 20 0

WRITING

Trends in urbanisation

1 Match the phrases in the box with the graphs (a-f).

fall/decrease sharply fall/decrease steadily rise/increase steadily rise/increase sharply fl uctuate stay the same/remain stable/level oﬀ

a

d

b

e

c

f

South Korea

Indonesia

South Korea

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WRITING

Trends in urbanisation

1 This activity provides Ss with the language they need to describe trends • Ask Ss to match the phrases given in the box with the appropriate graphs • Have Ss compare their answers in pairs or groups

Key a rise/increase steadily b fall/decrease sharply c stay the same/remain stable/level oﬀ

d fl uctuate e rise/increase sharply f fall/decrease steadily 2 This activity provides Ss with sentence structures frequently used to describe trends • Ask Ss to study the examples given

• Let them rewrite the sentences in the space provided • Have Ss check their answers in pairs or groups • Check answers as a class

Key

There has been a dramatic rise in the migration of young people to big cities.

Due to shortages of jobs, the population in rural areas has decreased in the last 10 years. There was an increase of over 30% in the urbanisation rate in Indonesia from 1969 to 2009. The rate of urbanisation in South Korea rose sharply during the period between 1969 and 1989. There was a slight decrease in the urbanisation rate in this city during the economic crisis in 2008. 3 This activity focuses on developing Ss’ ability to write a description of a line graph

• Set a time limit for Ss to write the fi rst draft of their line graph description

• Have Ss exchange their drafts in pairs or groups for peer review Encourage them to comment on the content, structure, clarity of expression, grammar and spelling Add any additional feedback if necessary

• Have Ss revise their drafts based on their partners’ comments and your feedback (This can be done at home.) • Collect Ss’ fi nal pieces of writing for checking or/and marking

Key Students’ writing

The line graph shows the rate of urbanisation in two countries, namely Indonesia and South Korea, from the mid-1960s to 2009

In the mid-1960s, the rate of urbanisation in Indonesia was about 17%, followed by a slight increase of 3% in 1969 Then the rate remained stable at around 20% for a ten-year period from 1969 to 1979 In the next fi fteen years, there was a steady rise in the rate of urbanisation in this country From 1995 to 2009, Indonesia’s urbanisation rate increased sharply, reaching over 50%

South Korea’s urbanisation rate was about 30% in 1969, roughly 10% higher than that of Indonesia The rate went up sharply throughout the next thirty-year period to about 82% in 2005, and then levelled oﬀ towards 2009

In conclusion, it is clear that while both countries experienced a growth in their urbanisation rate, in South Korea it almost doubled by the end of the period

LESSON OUTCOME

What can you now?

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The urban world in 2050 Communication

Culture

1 Listen to a talk about predictions for life in cities in 2050 and choose the correct option in each of the following sentences

1. By 2050, 50/70 per cent of the world’s people will live in cities

2. Energy, especially electricity/oil, will be very expensive

3. Human resources/natural resources are running out due to the excessive exploitation

4. Many people will probably have their workplaces close to/far from where they live

5. It will be diﬃ cult to provide enough water, gas and electricity for really big cities/the countryside

6. Many people from the countryside will move to smaller cities/big cities.

2 Read the text about urbanisation in Bangkok Answer the questions that follow.

3 Discuss the question below.

What are the similarities and differences between the urbanisation in Bangkok and that in Ha Noi?

As the capital city of Thailand for over 200 years, Bangkok has an important role to play Its growth is the world’s window on the growth of Thailand Its urbanisation rate has increased gradually over the past 50 years, bringing apparent and wide-ranging benefi ts to the country These include economic, social and cultural ones In terms of economic benefi ts, the national income statistics have shown that Bangkok and the surrounding areas usually generate more than 50% of the gross domestic product Regarding the social benefi ts, Bangkok’s inhabitants have access to better services and facilities compared to any other area of the country Moreover, as a national centre of art and culture, Bangkok provides many opportunities and facilities for leisure and sport activities, and entertainment

However, urbanisation has also resulted in massive problems For example, thousands of migrants live in the modern slums surrounded by poverty, crime and drugs, and with no hope of getting a job Traffi c congestion is another big problem in the city whose road system is unable to cope with the increased number of cars The traffi c congestion combined with the large concentration of factories has severely aff ected the air and water quality Despite the problems, Bangkok still continues to attract more and more migrants every year The problems of traffi c congestion, pollution and urban slums will continue to grow worse if the government does not take any measures to reduce the negative eff ects of urbanisation

1. What is the role of Bangkok in Thailand?

2. What benefi ts has urbanisation brought about?

3. What problems has urbanisation caused? Urbanised Bangkok

1 Look at the two photos of Bangkok, Thailand What aspects of city life they show?

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Communication

The urban world in 2050

1 This activity aims at giving Ss further listening practice related to the unit topic

• Tell Ss that they are going to listen to a talk about predictions for life in cities in 2050 and choose the correct option in each of the given sentences

• Ask Ss to read the sentences and underline the key words to get some ideas of what they are going to listen for

• Play the recording once or twice for Ss to decide on the correct option in each of the sentences

• Ask Ss to work with a partner to compare their answers Check as a class

Key 1 70 2.oil

3 natural resources 4 close to 5 really big cities 6 smaller cities

Audio script

Thank you for coming to listen to my talk about the urban world in 2050 You see, by 2050, 70 per cent of the world’s people will live in cities And life in big cities will be very diff erent from what it is like today Energy, especially oil, will be very expensive because the natural resources are running out due to the excessive exploitation As a result, many people will probably work at home, or have their workplaces close to where they live They won’t want to spend much of their income and time travelling to and from the workplaces too far from home

Also, too many people living in big cities will be a burden on the infrastructure It will be diffi cult to provide enough water, gas and electricity for really big cities, so these will probably stop growing Many people from the countryside will move to smaller cities rather than to big cities because life in smaller cities is more suitable to young people, especially those coming from the countryside There will be many other changes that I can’t cover in my talk today

Hopefully, we will have another chance to discuss these changes in more detail. (Fading)

2 This activity provides further speaking practice related to the topic

• Ask Ss to form groups and look at all the predictions in 1 and decide on the ones that are likely to be true to the city they live in or a city in Viet Nam that they know most about

• Encourage Ss to give evidence or example to illustrate their ideas

Culture

Urbanised Bangkok

1 The two images show some aspects of urbanisation in Bangkok

• Ask Ss to look at the two photos and encourage them to talk about the aspects of an urbanised Bangkok that are shown in the pictures

Suggested answers: It is a fast-growing city

The fi rst photo shows modern Bangkok with its improved infrastructure and high-rise buildings The second one shows the other side of urbanisation, such as the growth of slums and urban poverty.

2 This activity focuses on developing comprehension skills and checking Ss’ understanding of the text about urbanisation in Bangkok

• Ask Ss to read the text individually to get an overall idea about its content

• Ask Ss to read the questions and underline the key words that can help them to locate the information in the text to answer the questions • Ask Ss to compare their answers in pairs or groups • Check answers as a class

Key

1 Bangkok plays an important role in Thailand It has been a capital city for over 200 years The growth of Bangkok is the world’s window on the growth of Thailand

2 It has brought about economic, social and cultural benefi ts

3 The drawbacks include the growth of slums, social issues such as drugs and crime, traﬃ c congestion, and environmental pollution Audio script

Audio script Audio script

Thank you for coming to listen to my talk about the urban world in Thank you for coming to listen to my talk about the urban world in Thank you for coming to listen to my talk about the urban world in

Example

We now live in a small town in Bắc Giang We all think that in 2050, our small town will grow into a small city More and more people from the nearby villages will come and settle down here There will be more entertainment centres and better facilities Several factories will be built in the area, so more jobs will be created for local people But things will become more expensive, especially oil and electricity Also, the environment may have to suﬀ er Air and water will be polluted due to the smoke from factory chimneys and not properly treated drainage system It is important that the government and local authorities work closely to support a sustainable development

3 This follow-up activity provides an opportunity for Ss to personalise the topic through discussion • Have Ss work in pairs or groups Ask Ss to express

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Pronunciation

Vocabulary

Grammar

LOOKING BACK

1 Listen to the words containing diphthongs and put them in the correct box.

/eɪ/ /aɪ/ /ɔɪ/ /əʊ/ /aʊ/ /ɪə/ /eə/ /ʊə/

2 Listen and mark the diphthongs Then practise saying the sentences with a partner.

1. He has played for this football club for more than eight years

2. After working for nine hours without a break, I got very tired

3. Despite the government environmental policies, air and noise pollution remains potentially dangerous

4. The process of growing and harvesting rice is unique

5. I’ve been unemployed for several years and still have not found a job

1 Underline the correct word in each sentence.

1 High crime rate is considered to be the worst eﬀ ect of (industrialisation/urbanisation).

2. (Industrial/Agricultural) zones are developing rapidly in the urban areas

3. More and more people are migrating to (urban/ rural) areas to look for better job opportunities

4. The cost of living in big cities has (fallen/risen) dramatically over the past years This has caused a lot of diﬃ culties for low-income people

5. The talk was long and overloaded with useless information, so I switched (on/oﬀ )

2 Complete the sentences, using the compound adjectives in the box.

thought-provoking day-to-day wide-ranging never-ending weather-beaten

1. The new law has _ eﬀ ects on the migrants

2. In big cities, sometimes we can see faces of people migrating from the rural areas

3. We attended an in-depth and _ presentation on urbanisation and its impact on society

4. Governments should try to limit the _ growth of cities

5. Poor people in big cities still have to deal with many _ problems

Complete the following sentences, using the correct form of the verbs in brackets.

1. The girls in our class proposed that our teacher (organise) a camping trip in the countryside

2. Miss Kim recommended that our class (divide) into six groups to work on the unit project

3. Lan is now living in the city Her parents are still living in their home village They insist that Lan (call) home every day 4. It is important that parents (give) _

their children’s academic results at the end of each term

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Unit Urbanisation 28T Unit Urbanisation

LESSON OUTCOME

What can you now?

• Elicit answers: I have revised all language points covered in this unit I can use vocabulary related to urbanisation and its features I can form and use compound adjectives; recognise and pronounce diphthongs correctly I can also use the subjunctive in that-clauses after certain verbs and expressions.

LOOKING BACK

Pronunciation

1 This activity focuses on the revision of diphthongs • Ask Ss to listen to isolated words containing

diphthongs and put the words in the correct box • Have Ss compare their answers in pairs or groups • Check answers as a class

Key

/eɪ/ /aɪ/ /ɔɪ/ /əʊ/

age style destroy grow

nation mine noise hope

/aʊ/ /ɪə/ /eə/ /ʊə/

crowd here there poor

proud near wear sure

Audio script

1.age 2. crowd 3.grow 4. here 5. destroy 6.hope 7.style 8. poor 9. there 10. nation 11. noise 12.near 13. mine 14.proud 15.sure 16.wear 2 This activity helps Ss to recognise the diphthongs

in connected speech

• Play the recording and have Ss mark the diphthongs (or the letters that stand for them) individually fi rst

Key

1 He has played/eɪ/ for this football club for more than eight /eɪ/years /ɪə/

LESSON OUTCOME

What can you now?

• Elicit answers: I have learnt about

urbanisation features of Bangkok in Thailand I can express my viewpoints on the issues related to urbanisation

2 After working for nine/aɪ/ hours/aʊ/ without

/aʊ/ a break/eɪ/, I got very tired/aɪ/ 3 Despite/aɪ/ the government environmental

/aɪ/policies, air/eə/ and noise /ɔɪ/ pollution remains/eɪ/ potentially dangerous/eɪ/ 4 The process/əʊ/ of growing/əʊ/ and

harvesting rice/aɪ/ is unique

5 I /aɪ/’ve been unemployed/ɔɪ/ for several years /ɪə/and still have not found /aʊ/a job Vocabulary

1 The aim of this activity is to help Ss to revise the key vocabulary items in the unit

• Ask Ss to underline the correct word in each sentence • Let them compare their answers in pairs or groups • Check answers as a class and give further

explanation, if necessary

Key urbanisation Industrial

urban risen oﬀ 2 This activity helps to consolidate the use of

compound adjectives

• Ask Ss to go through the compound adjectives in the box and check if they remember the meaning of each one

• Have Ss complete the sentences with these compound adjectives

• Ask Ss to compare their answers in pairs or groups • Check answers as a class

Key 1 wide-ranging weather-beaten

3 thought-provoking

4 never-ending day-to-day Grammar

• The aim of this activity is to help Ss to revise the subjunctive

• Ask Ss to work individually, and then compare their answers in pairs or groups

• Check answers as a class and give further explanations, if necessary

Key 1 (should) organise 2 (should) be divided

3 (should) call 4 (should) be given 5 (should) support

• Encourage all Ss to answer the question, pointing out the similarities and diﬀ erences between the urbanisation in Bangkok and the one in Ha Noi • Ask Ss to report their fi ndings to the class • Give appropriate feedback whenever needed

However, delayed feedback would be more suitable in this teaching context since it would be better not to interrupt Ss’ presentations Encourage the rest of the class to comment on the presenters’ ideas and presentation skills

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PROJECT

Work in groups Choose a city or a country, and ﬁ nd out how it has undergone urbanisation Prepare a presentation of the results Think about how to organise your information.

Here are some guiding questions: What’s the city/country?

When did urbanisation in this city/country begin? What are the ‘pull’ factors of this area?

What beneﬁ ts has urbanisation brought to the area? What are the negative eﬀ ects? What has caused these problems?

What you think should be done to improve the situation? Practise in your groups and then give a 15-minute presentation to the class Invite the rest of the class to ask you questions at the end.

NOW I CAN

● use words and phrases related to urbanisation and its features

● form and use compound adjectives

● recognise diphthongs and practise pronouncing them correctly

● use the subjunctive in a that-clause after certain verbs and expressions

● read for specifi c information in an article about urbanisation and its causes

● discuss key features of urbanisation and express opinions about a preferable place of living

● listen for general and specifi c information about the advantages and disadvantages of urbanisation

● describe a line graph about the rate of urbanisation in two Asian countries

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Unit Urbanisation 29T This activity provides further opportunities for Ss to use the language, skills and information they have learnt in the unit through collaborative work on a project and group presentations Tell Ss that they may choose an area (a village, a town, ) that they know or search for information on the Internet

• Ask Ss to form groups

• Have groups discuss the guiding questions and brainstorm their ideas

• Encourage groups to prepare an outline for their presentation This should include an introduction, main body, and conclusion

• Have Ss practise their presentations in groups Make sure each member has been assigned a part to present • Have Ss make a list of useful tips for eﬀ ective delivery of their presentations:

- talk naturally and avoid reading from notes - speak clearly and confi dently

- use appropriate intonation and vary the tone, pitch and volume of your voice

- make eye contact with your audience and involve your listeners by asking and encouraging questions - make sure you fi nish within the time limit

• Have the groups give their presentations to the class Encourage the rest of the class to ask questions and give feedback about the content, clarity of expression and delivery

• Have the class vote for the best presentation

LESSON OUTCOME

What can you now?

• Elicit answers: I have learnt about the urbanisation process of a city/country I can deliver a presentation about a city’s/country’s urbanisation.

This activity provides further opportunities for Ss to use the language, skills and information they have learnt in

PROJECT

NOW I CAN

• Ask Ss to assess their own 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

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Unit 333333 tHe Green MOVeMent

GettinG Started Let’s go green!

This unit includes: LANGUAGE Vocabulary

• Words and phrases related to the advantages and disadvantages of a green lifestyle Pronunciation

• Assimilation Grammar

• Simple, compound, and complex sentences • Relative clauses with which referring to the

whole clause SKILLS

• Reading for general ideas and specifi c information in an article about soot pollution • Discussing lifestyle choices and deciding if

they are environmentally friendly • Listening for general ideas and specifi c

information in a talk show about a school’s Go Green initiative

• Writing an essay about the advantages and disadvantages of a green lifestyle

COMMUNICATION AND CULTURE • The green movement in Viet Nam

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Unit The green movement 30T Objectives

• use words and phrases related to the advantages and disadvantages of a green lifestyle

• recognise and pronounce assimilation of consonants before /m/, /b/, /p/, and /s/

• use simple, compound, and complex sentences

• understand and use relative clauses with which referring to the whole clause

• read for general ideas and specific information in an article about soot pollution

• discuss lifestyle choices and decide if they are environmentally friendly

• listen for general ideas and specific information in a talk show about a school’s Go Green initiative

• write an essay about the advantages and disadvantages of a green lifestyle

• learn about the greenest countries and cities in the world

GettinG Started

Let’s go green!

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1 Listen and read. 2 Work in pairs Decide whether the following statements are true (T), false (F), or not given (NG) Tick the correct box.

4 Find ﬁ ve noun phrases in the conversation that mean the following.

T F NG

1 To go green is to follow an environmentally friendly lifestyle. 2 Green technology is a method using green cleaning products 3 Mould and mildew can cause breathing problems like asthma and a runny nose 4 Green cleaning products are natural and do not include any harmful chemicals. 5 Mai suggests that Kevin should stop buying hazardous chemicals for cleaning.

1 A long-term change in the earth’s climate, especially a change due to increase in the average global surface temperature

2 Natural resources that can be replenished naturally over time such as solar energy or oxygen 3 Solar panels, reusable water bottles, energy-saving bulbs, handmade paper 4 Rat poison, heavy metals in engine lubricant, dry-cleaning solutions, sodium hydroxide in

some oven cleaners

5 Development of renewable energy, use of environmental science for water and air purifi cation, sewage treatment and energy conservation

What you think about the Go Green campaign Mai and Maria are launching?

5 Work in pairs Answer the following question.

3 Combine each pair of sentences using the word in brackets

1. Some chemicals can be used for cleaning surfaces These chemicals aff ect the air quality and cause health problems (but)

2. We should use renewable resources They are never depleted (because)

3. We are trying our best to preserve natural habitats This will help to save our planet for future generations (which)

Kevin: Hey, why are you both wearing green T-shirts?

Mai: Aren’t they cool? We are launching the Go Green campaign this week

Maria: We want to promote a green lifestyle in our entire neighbourhood

Kevin: A green lifestyle? You mean a lifestyle that is friendly to the environment?

Mai: That’s right We believe that the conservation and preservation of natural resources and habitats should be part of technological and economic development This will help to delay any dangerous climate change …

Maria: And save our planet for future generations

Mai: Exactly! Green technology uses renewable resources that are never depleted It also creates eco-friendly products

Maria: Some of the participating schools have also decided to use green cleaning products, which are safer since they not release harmful chemicals into the environment

Kevin: It sounds interesting, but I’m still not sure how students like me can contribute to your campaign

Mai: You can start by simply checking for mould and mildew, and cleaning surfaces with natural products such as vinegar, lemon juice or olive oil Find out if any hazardous chemicals are used for cleaning at your school and start campaigning for their disposal and replacement with eco-friendly products

Maria: Chemicals can aff ect the air quality and cause health problems like asthma and skin rashes You can also organise cleaning days to remove any clutter and keep airfl ow pathways clear in your household or school

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Unit The green movement 31T 1 Ask Ss to look at the picture and guess what the students in the picture are talking about

They are classmates and are discussing green activities/how to go green

• Tell Ss that they are going to listen to a conversation between Kevin, Maria, and Mai about a green lifestyle

• Play the recording Ask Ss to listen and read along

2 Ask Ss to work in pairs to decide whether the statements are true (T), false (F), or not given (NG) Encourage them to provide reasons for their answers They may refer back to the conversation to get the necessary information

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

3 The aim of this activity is to help Ss to review types of sentences and combine simple sentences into compound, and complex sentences

• Have Ss read the simple sentences and focus on the words (conjunctions) given in brackets

• Ask Ss to combine the sentences and then have them read their compound or complex sentences to check their answers Check answers as a class

Key

1. Some chemicals can be used for cleaning surfaces but they affect the air quality and cause health problems

2. We should use renewable resources because they are never depleted

3. We are trying our best to preserve natural habitats, which will help to save our planet for future generations

4 The aim of this activity is to help Ss to work out the meaning of the new phrases from the context

• Ask Ss to work individually Have them read the meaning of each noun phrase, and then read the conversation again to find the correct phrase

• Have Ss write the correct phrase next to the meanings given

• Ask Ss to compare their answers in pairs or groups

Key 1 dangerous climate change 2. renewable resources 3 eco-friendly products

4. hazardous chemicals 5. green technology

5 Have Ss review the key points in the conversation before they start their discussion

• Have Ss work in pairs Encourage them to talk about what they think about the Go Green campaign Mai and Maria are launching

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Vocabulary

1 Read the conversation in GETTING STARTED again Match each word or phrase with its meaning

LanGUaGe

a a medical condition that causes diﬃ culties in breathing

b a large number of things lying around in a state of disorder c a grey or black

substance that grows on food, walls or surfaces in wet and warm conditions d used up or reduced to

a very small amount, and in danger of running out

e to give away or get rid of something

f a route for something to move along mould and mildew1

depleted2

clutter3

pathway4

dispose of5

asthma6

2 Complete the sentences with the correct form of the words or phrases in

1. A degree in environmental studies will be a great

towards a rewarding career

2 You should keep your room free from

as they can cause serious health problems

3. Two common symptoms of are

coughing and breathing with diﬃ culty

4. Scientists are becoming more and more concerned about how to _ waste safely

5. If people and businesses don’t go green, our natural resources will be

Pronunciation

1 Listen and repeat Pay attention to the ending and beginning sounds in red.

Assimilation

light bulb clean beach action plan

green planet earth scientist wind power plant material

DO YOU KNOW…?

Assimilation happens when the ending sound of one word blends into the beginning sound of the following word It can occur:

• before /m/, /b/ or /p/:

/t/ changes to /p/ light bulb /d/ changes to /b/ wind power /n/ changes to /m/ clean beach

• before /s/:

/θ/ changes to /s/ earth science

2 Listen and repeat the following sentences Pay attention to the assimilation indicated in bold

1. Can you describe any direct methods of monitoring air pollution?

2 Do you discuss any environmental issues with your pen pal?

3. Carbon monoxide is a poisonous gas produced by the incomplete burning of various fuels

4. Despite all the environmental activities, the city is losing its fi ght against pollution

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Unit The green movement 32T

LanGUaGe

Vocabulary

1 This matching activity focuses on the meaning of some of the key words used in the conversation

• Ask Ss to work individually, read each word or phrase and match it with its meaning They should read each explanation and decide if it defi nes a verb, noun, or adjective If necessary, provide support by encouraging Ss to use the context and clues in the conversation

Key 1. c 2. d 3. b

4. f 5. e 6. a

2 Ask Ss to study the context in which the words or phrases in 1 have been used When using a verb or a noun, Ss need to consider its suitable form (e.g verb tenses, singular or plural form of nouns)

• Ask Ss to complete the sentences individually Alternatively, in a weaker class, have Ss work on the sentences in pairs

Key 1. pathway mould and mildew

3. asthma 4. dispose of

5. depleted

Pronunciation

Assimilation

1 Explain the process of assimilation to Ss, that is, when the ending sound of one word blends into the beginning sound /m/, /b/, /p/, and /s/ of the following word Tell them that this is a natural process that appears in rapid speech (Ss should not intentionally change the ending sounds as described.)

• Play the recording for Ss to listen and follow

• Read out the phrases (or play the recording again) for Ss to repeat as a class

• Ask Ss to work in pairs and take turns pronouncing the phrases Encourage Ss to say them as naturally as possible

Audio script and Key

light bulb clean beach action plan

t→p n→m n→m green planet earth scientist n→m θ→s wind power plant material d→b t→p

2 Ask Ss to read the instructions and explain the task

• Read the sentences, focusing on the assimilated sounds indicated by the letters in bold, and have Ss repeat

• Play the recording for Ss to repeat once or twice

• Extend this task by having Ss take turns reading each of the sentences twice: 1) slowly, trying to enunciate the sounds clearly and avoid any assimilation and 2) quickly, trying to blend the fi nal and initial sounds Ask their partners to listen carefully and identify any assimilated sounds Audio script and Key

1. Can you describe any direct methods of

t→p

monitoring air pollution?

2. Do you discuss any environmental issues with your pen pal?

n→m

3. Carbon monoxide is a poisonous gas n→m

produced by the incomplete burning of t→p t→p

various fuels

t→p

5. We need a detailed action plan for maintaining n→m

clean beaches and parks n→m d→b Audio script and Audio script and

Vocabulary

1 Read the conversation in GETTING STARTED again Match each word or phrase with its meaning

LanGUaGe

a a medical condition that causes diﬃ culties in breathing

b a large number of things lying around in a state of disorder c a grey or black

substance that grows on food, walls or surfaces in wet and warm conditions d used up or reduced to

a very small amount, and in danger of running out

e to give away or get rid of something

f a route for something to move along mould and mildew1

depleted2

clutter3

pathway4

dispose of5

asthma6

2 Complete the sentences with the correct form of the words or phrases in

1. A degree in environmental studies will be a great

towards a rewarding career

2 You should keep your room free from

as they can cause serious health problems

3. Two common symptoms of are

coughing and breathing with diﬃ culty

4. Scientists are becoming more and more concerned about how to _ waste safely

5. If people and businesses don’t go green, our natural resources will be

Pronunciation

1 Listen and repeat Pay attention to the ending and beginning sounds in red.

Assimilation

light bulb clean beach action plan

green planet earth scientist wind power plant material

DO YOU KNOW…?

Assimilation happens when the ending sound of one word blends into the beginning sound of the following word It can occur:

• before /m/, /b/ or /p/:

/t/ changes to /p/ light bulb /d/ changes to /b/ wind power /n/ changes to /m/ clean beach

• before /s/:

/θ/ changes to /s/ earth science

2 Listen and repeat the following sentences Pay attention to the assimilation indicated in bold

1. Can you describe any direct methods of monitoring air pollution?

2 Do you discuss any environmental issues with your pen pal?

3. Carbon monoxide is a poisonous gas produced by the incomplete burning of various fuels

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DO YOU KNOW…?

In a sentence with a non-defi ning clause, which is used to refer to the whole idea presented in the main clause and the which clause is separated by a comma

Example:

Burning coal is the main source of carbon dioxide emissions, which can cause global warming.

Grammar

Simple, compound, and complex sentences

Relative clauses with which

REMEMBER

• A simple sentence includes one independent clause

• A compound sentence includes two (or more) independent clauses joined by a coordinating conjunction (and, or, for, either or, but, so, neither nor)

• A complex sentence includes one independent clause, and one (or more) dependent clause joined by a subordinating conjunction (when, while, because, although, if, so that).

and because but if when which

2 Combine the following simple sentences, using the words from the box.

1 We should all adopt a green lifestyle We will help conserve our natural resources

2. Some foods taste good These foods not have many nutrients

3. We should keep the school air clean This will improve students’ concentration and help them to learn better

4. Germs can cause infections in parts of our body Germs can make us feel unwell

5 We all start conserving the environment We can all enjoy better living conditions

6. Coal remains one of the most important energy sources Coal is still used in a lot of power plants

3 Combine the following sentences using which.

1. The water in this river is seriously polluted This places some species of native fi sh in danger of extinction

2 The air in most classrooms in this school contains a lot of harmful gases This is very worrying as many young children are studying here

3. We should all go green by practising the 3Rs: reduce, reuse, and recycle. This is always encouraged by environmentalists

4. Illegal dumping is strictly prohibited in the town This has helped to keep our environment clean and green

5. Young people are starting to practise simple green living This will help to save our planet for future generations

Type of sentence

Simple Compound Complex

1 We should protect our environment from air pollution

2

The burning of fossil fuels has led to air pollution and deforestation has caused land erosion

3

If we not stop deforestation, a lot of species will lose their habitats

4

For some people, a green lifestyle means eating organic food and wearing organic clothing

5 Animals that are raised on certifi ed organic pastures provide organic meat

6

Because organic vegetables are grown without the use of chemical fertilisers, they are considered healthier

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Relative clauses with which

3 This activity focuses on relative clauses introduced with the pronoun which Which can be used to defi ne the whole idea presented in the main clause:

main clause, which + relative clause

• Ask Ss if they can remember the use of relative pronouns who, that, and which

• Read the Do you know…? box and explain the diff erence between which defi ning something in the main clause and which defi ning the whole idea of the main clause

Examples

We are using green cleaning products which not release harmful chemicals into the environment.

(which defi nes ‛green cleaning products’)

We are using green cleaning products, which will help to save the environment. (which

defi nes the whole idea of the main clause)

• Ask Ss to the activity individually

• Monitor the activity and help Ss, if necessary

Key

1 The water in this river is seriously polluted, which places some species of native fi sh in danger of extinction

2. The air in most classrooms in this school contains a lot of harmful gases, which is very worrying as many young children are studying here

3. We should all go green by practising the 3Rs:

reduce, reuse, and recycle, which is always encouraged by environmentalists

4 Illegal dumping is strictly prohibited in the town, which has helped to keep our environment clean and green

5. Young people are starting to practise simple green living, which will help to save our planet for future generations

LESSON OUTCOME

What can you now?

• Elicit answers: I can use appropriate words and

phrases related to green lifestyle I am aware of the process of assimilation in fast speech I can use simple, compound, and complex sentences I can use which in a relative clause to refer to the whole clause.

Grammar

Simple, compound, and complex sentences

1 This activity helps Ss to recognise simple, compound, and complex sentences

• Ask Ss if they can remember the diff erences between simple, compound, and complex sentences Check their understanding

• Have Ss fi gure out the answers

• Monitor the activity and help Ss, if necessary

• Remind Ss to pay attention to the main clauses, the subordinate clauses and the conjunctions

Key

1. Simple 2 Compound 3 Complex

4. Simple 5. Complex 6. Complex

2 The aim of this activity is to show Ss how to combine simple sentences to make compound and complex sentences

• Ask Ss to the activity individually

• Observe and help Ss, if necessary

• Remind Ss to pay attention to the meaning of each simple clause when they choose the conjunctions

• Check answers by asking individual Ss to take turns reading aloud their complete sentences

Key

1 If we all adopt a green lifestyle, we will help conserve our natural resources

2. Some foods taste good, but they not have many nutrients

3. We should keep the school air clean because this will improve students’ concentration and help them to learn better

4. Germs can cause infections in parts of our body and can make us feel unwell

5. When we all start conserving the environment, we can all enjoy better living conditions

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Black carbon pollution

SKiLLS

rEADing

1 Look at the pictures Match the pictures with the appropriate word or phrases

1.

2.

3

soot diesel vehicle melting of the Arctic

Nowadays we know a lot about the link between carbon dioxide (CO2) emissions and global warming However, we seem to be unaware of one very dangerous pollutant, soot, also called black carbon

1 _

Soot comes from the incomplete combustion of coal, oil, wood and other fuels In other words, diesel engines, vehicle exhaust pipes, farming machines, construction equipment, or simply fi res in grills, fi replaces, and stoves are potential sources of soot It appears in our daily life and can easily aff ect every one of us

2 _

Soot like all black things absorbs sunlight and heats up the atmosphere According to recent research, it is the second most damaging greenhouse gas after CO2, and twice as harmful to the climate Although black carbon remains in the atmosphere for no more than seven days, it is particularly damaging to frozen areas Soot emissions might be responsible for the quick melting of the Arctic Controlling black carbon can help to slow down global warming

3 _

Soot does not only have an impact on global warming and climate change, but is also unhealthy A soot particle is very tiny – smaller than dust and mould, and about 1/30 the width of a human hair It can easily go into our bloodstream and lungs via the nose and throat As a result, breathing in the tiny particles can cause asthma attacks, heart disease, bronchitis and many other respiratory illnesses

2 Read the following article about soot pollution Choose the appropriate heading (a-d) for each paragraph.

a. Soot and global warming

b. The eff ect of soot on human health

c The origin of soot

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SKiLLS rEADing

Black carbon pollution

Lead-in:Tell Ss to focus on the heading ‘Black carbon

pollution’ of the section, and ask them to guess the

possible content of the reading text

1 Focus Ss’ attention on the pictures and have them the matching individually, and then check with a partner

Key 1. diesel vehicle

2 melting of the Arctic

3 soot

2 Tell Ss that the activity focuses on reading for general ideas and have them read the headings quickly

• Explain to Ss that repeated and similar vocabulary can form a vocabulary chain in a paragraph, which can help to express the main idea of the paragraph

• Have Ss skim the text individually to choose the best heading for each paragraph Then let them check their answers with a partner

• Check answers as a class and write them on the board

Key 1. c 2 a 3 b 4 d

3 Tell Ss that the activity focuses on reading for specifi c information and that Ss cannot write more than fi ve words in each blank

• Allow enough time for Ss to read the instructions and the incomplete sentences

• Have Ss work in pairs They should write their answers, and then check with another pair

• Check answers as a class and provide feedback Key

1 We know about carbon dioxide and its impact on global warming, but we know little about soot/don’t know much about soot 2. Soot comes from the burning of coal, oil,

wood, and other fuels

3 Black carbon is the second most damaging greenhouse gas after carbon dioxide.

4. Soot particles can be easily breathed in because they are smaller than dust and mould/very tiny 5 People can reduce black carbon emissions

at home by using clean, alternative fuel stoves

for cooking and heating

4 The aim of this post-reading activity is for Ss to relate the information from the reading text to their own experiences and knowledge

• Put Ss in pairs and let them discuss the questions freely If Ss have diﬃ culty coming up with new ideas, give them some examples of soot emissions and the pollution and health problems they cause

• Ask one or two pairs to report the discussion results to the class

• Alternatively, have Ss some research on soot pollution in their community at home and report the fi ndings in the next class

LESSON OUTCOME

•Ask Ss: What have you learnt today?

What can you now?

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4 _

Large quantities of man-made soot enter the atmosphere every year The eff ects are most damaging regionally, especially in South and East Asia, Latin America and parts of Africa In developing countries, reducing soot emissions can be achieved by replacing traditional stoves with clean, alternative fuel cookers and heaters Installation of fi lters to remove black carbon from diesel vehicles can also reduce soot Changing to electric or hydrogen vehicles will also reduce the impact on the environment In conclusion, reducing black carbon will have immediate benefi ts in slowing down global warming and the melting of the Arctic snow and ice It would also prevent many soot-related deaths and illnesses

4 Discuss with a partner Are soot emissions a problem in your community or in Viet Nam in general?

3 Work in pairs Complete each of the following sentences with no more than ﬁ ve words. 1. We know about carbon dioxide and its impact on

global warming, but we 2. Soot comes from the burning of coal, _

3. Black carbon is the

after carbon dioxide

4. Soot particles can be easily breathed in because they are

5. People can reduce black carbon emissions at home by using for

cooking and heating

How green are you? SPEAKing

1 Put the following lifestyle choices in the appropriate box

1. Set your printer’s default to one-sided printing

2. Walk whenever and wherever possible

3. Turn off your electric appliances when you not use them

4. Ask your parents to buy you a motorcycle for convenient travelling

5. Take short showers instead of long baths

6. Ask your parents to get you a new mobile phone immediately after the latest model comes out

7. Turn off your computer or put it on sleep mode when you not use it

8. Start growing an organic vegetable garden

9. Clean surfaces with natural products like lemon juice and olive oil

10.Take part in deforestation and hunting activities

Green activities unfriendly activitiesEnvironmentally

3 Work in groups of four Think of a green activity and discuss how it will beneﬁ t the environment Compare your activity with other groups. Kevin: Mai, what you think are green activities at

home?

Mai: I’m no expert, but I think that we should

Kevin: Why should we that?

Mai: Well, the main purpose of doing that is

Kevin: I totally agree with you and I think we shouldn’t ask our parents to since

it is environmentally unfriendly Just let me explain Avoid using these vehicles will

Mai: Yes, I totally agree with you I think everybody should be better aware of green lifestyles that help protect the environment

2 Work in pairs Complete the conversation using the lifestyle choices in and the reasons in the box.

REASONS FOR CHOOSING GREEN ACTIVITIES AND AVOIDING ENVIRONMENTALLY UNFRIENDLY ACTIVITIES

• avoid wasting paper

• try to reduce harm to the environment

• save electricity, water and other non-renewable energy resources

• reduce traﬃ c congestion and air pollution

• avoid using too many chemicals and pesticide on food

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Unit The green govement 35T • Check answers as a class

Key

Green activities:

2 Walk whenever and wherever possible

3 Turn off your electric appliances when you not use them

5 Take short showers instead of long baths

7 Turn off your computer or put it on sleep mode when you not use it

8 Start growing an organic vegetable garden

9 Clean surfaces with natural products like lemon juice and olive oil

Environmentally unfriendly activities: 1. Set your printer’s default to one-sided printing

4. Ask your parents to buy you a motorcycle for convenient travelling

6. Ask your parents to get you a new mobile phone immediately after the latest model comes out

10 Take part in deforestation and hunting activities

SPEAKing

How green are you?

Lead-in: Inform the class of the lesson objectives: discussing lifestyle choices and deciding if they are environmentally friendly or not

1 Ask Ss to read all of the lifestyle choices to get an overall understanding of the topic Explain any unfamiliar language or concepts

• Have Ss read them again to decide which one is green and which one is environmentally unfriendly

2 Ask Ss to work in pairs Have them read through the choices in 1 again and prepare the explanations or the reasons why some lifestyles are environmentally friendly and some are not, using the reasons given in the box

• Encourage Ss to share their ideas and help each other to complete the conversation

• Ask Ss to practise the conversation Then choose one or two pairs to present their ideas in front of the class

Kevin: Mai, what you think are green activities at home?

Mai: I’m no expert, but I think that we should

take short showers instead of long baths. Kevin: Can you tell me more about it?

Mai: Well, the main reason for this is to save electricity, water and other non-renewable energy resources.

Kevin: I totally agree with you and I think we shouldn’t ask our parents to buy us motorcycles for convenient travelling

since it is environmentally unfriendly Just let me explain Avoiding using these vehicles will help reduce traﬃ c congestion and air pollution, which causes global warming and health problems

Mai: Yes, I totally agree with you I think everybody should be better aware of green lifestyles that help protect the environment

3 This activity provides freer practice and helps Ss to further develop communication skills and fl uency through a group discussion on lifestyle choices

• Have Ss work in groups of four to think of a green activity and discuss how it will benefi t the environment

LESSON OUTCOME

What can you now?

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T F NG 1 David and Mai are in the same class

2 The students decided to start the project while they were attending science and technology classes

3 The project has been going on for a week 4 The second-hand electronics will be taken to a recycling centre. 5 Students use organic fertilisers

Go Green Week LiStEning

We should save energy and

reduce global warming.

Please turn off the lights when you leave

Days of week Green activities Reasons

Monday

Tuesday

Wednesday

Thursday

Friday

Days of week Green activities

Monday 1 _

Tuesday 2. _

Wednesday 3. _

Thursday 4. _

Friday 5. _

2 Listen to a talk show and answer the following questions.

1. What is the main topic of the talk show?

2 What is the aim of the Go Green initiative?

3 What does the mini project involve?

4 What is the host’s opinion about the project? 3 Listen again and decide if the statements are

true (T), false (F), or not given (NG) Tick the correct box.

4 Listen again and complete the table Use no more than ﬁ ve words for each blank

5 Work in pairs Discuss what you can to change your lifestyles and go green.

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Unit The green movement 36T electronic recycling centres in the city We have also started an organic vegetable garden, so on Tuesdays, students can spend ten minutes working there, planting seeds, watering them and making sure they grow into healthy plants We hope we can pick and eat our own vegetables This will teach students that organically grown vegetables are tastier and healthier since no chemicals or pesticides go into their bodies There will be no soil pollution caused by chemical fertilisers

Mai: On Wednesdays, we invite local environmental groups to have booths at school so students can go and talk to them during the ‘green ten minutes’, and ask any questions Then on Thursdays, we check for any mould growth on the classroom furniture especially during hot and humid weather

Host: How about Fridays?

David: We thought the last day of the week would be a good time

for a quiz to test our environmental knowledge and increase our green awareness So each time a class prepares fi ve quiz questions for other students to answer during the ‘green ten minutes’ And we give out prizes for the best answers

Host: Sounds fun! Thank you, Mai and David, for sharing your

environmental ideas with our listeners We hope that your mini project will inspire more people to change their lifestyles and go green

3 The aim of this activity is for Ss to practise listening for specifi c information so they can decide if the statements are true (T), false (F), or not given (NG)

• Ask Ss to read the statements and check their comprehension before playing the recording

• Have Ss work in pairs fi rst, and then check their answers as a class

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

4 Tell Ss that the activity focuses on listening for specifi c information and that Ss cannot write more than fi ve words in each blank

• Allow enough time for Ss to read the instructions and the questions

• Give Ss suﬃ cient time to listen to the recording so they can extract the information needed and hear the words they have to write down

• Have Ss work in pairs to write their answers, and then check with another pair

• Check answers as a class and provide feedback

5 The aim of this post-listening activity is for Ss to relate the information from the listening to their own experience and knowledge

• Have Ss work in pairs and let them discuss the question freely

• Ask one or two pairs to report the discussion results to the class

LiStEning

Go Green Week

Lead-in: Inform the class of the lesson objectives: listening for general ideas and specifi c information in a talk show about a school’s Go Greeninitiative

1 Ask Ss to work in pairs to discuss and prepare an action plan for the Go GreenWeek

• Remind Ss to describe the activities for each day and the reasons for doing them

• Ask some pairs to describe their activities to the class

2 This activity focuses on listening for general ideas in a talk show about green living

• Ask Ss to read through the questions and make some guesses about what they are going to hear Explain any new words/phrases, if necessary

• Play the recording without pausing fi rst and have Ss listen for gist Check their comprehension and play the audio again

• Have Ss work in pairs to discuss and answer the questions

• Check answers as a class Key

1 A secondary school’s Go Greenmovement in Cam Ranh

2. To help their school to go green and save the planet

3 Students spare ten minutes during the break time every weekday at school for green activities

4 He hopes the project will encourage more people to change their lifestyles and go green

Audio script

Host: Welcome to our talk show ‘Green Living’ Today, we will hear

from two secondary students, David and Mai, who will talk about the Go Green initiative at their school in Cam Ranh David, can you tell us how you came up with the idea?

David: Well, in our science and environmental studies classes,

we realised that the way we live can strongly aﬀ ect our environment Since we are all passionate about environmental issues, we decided that we should something to help our school to go green and save our planet

Host: So what have you done so far, Mai?

Mai: Two months ago, we launched our ‘ten-minute a day’ mini project It involves sparing ten minutes in our break time for specifi c green activities We wanted to start with something small and involve as many students as possible

Host: Great! What exactly are these activities?

David: On Mondays, during the ‘green ten minutes’ students

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Writing

Advantages and disadvantages of going green

1 Read the incomplete essay about the advantages and disadvantages of green energy Use the ideas in the following boxes to complete the second and third paragraphs.

Using green energy

Advantages Disadvantages renewable energy, minimal

impact on the environment, low cost of operation

expensive to build and install, unreliable supply, difficult to generate in large quantities

As the world population is growing bigger and bigger, our energy demands are also growing Governments and organisations have been trying to find new sources of energy to replace the fossil fuels which are running out One of the solutions is to use green energy including solar, hydro, wind, geothermal, ocean and biomass However, there are both advantages and disadvantages to this

One major advantage is that they are renewable _ _ _ _ _

While it is easy to see the environmental advantages of using green energy, we must also recognise some of the disadvantages First, _ _ _ _ _ _

In conclusion, there are both advantages and disadvantages to the use of green energy Hopefully, many of the disadvantages of these renewable sources of energy will be successfully removed through technological development and research, and they will be exploited fully to replace the fossil fuels 2 Use the ideas in the following boxes to write an

essay of 180-250 words about the advantages and disadvantages of consuming organic food, using the outline of the essay in 1.

Consuming organic food

Advantages Disadvantages health benefits, fewer

chemicals, more nutritional, eco-friendly farming methods

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Key

Days of week Green activities

Monday 1. Recycling old/broken electronics Tuesday 2. Growing organic vegetables Wednesday 3. Learning about going green Thursday 4. Checking for mould growth

Friday 5. Testing and widening environmental knowledge

LESSON OUTCOME •Ask Ss:

What have you learnt today? What can you now? •Elicit answers: I have learnt about green activities and action plans I have practised listening for general ideas and specifi c information in a talk show.

Writing

Advantages and disadvantages of going green Lead-in: Inform Ss of the lesson objective: writing an essay about the advantages and disadvantages of a green lifestyle

1 Ask Ss to read the phrases carefully If necessary, let them use a dictionary to check the meaning of any unfamiliar vocabulary

• Ask Ss to work in pairs, discuss each phrase and write full sentences for the ideas

• Ask Ss to use their sentences to complete the second and third paragraphs

• Ask several pairs to give their answers

One major advantage is that they are renewable – they can be replaced naturally and cannot be seriously depleted This green energy also reduces the cost of operation As a type of clean energy, they emit little or no harmful chemical pollutants into the air, so they have a minimal impact on the environment

While it is easy to see the environmental advantages of using green energy, we must also recognise some of the disadvantages First, it is diﬃ cult to generate the quantities of electricity to satisfy our needs Although the cost of operation is low, the initial cost of building and installing these new technologies are very high Another disadvantage of using green energy is the unrealiability of sources

2 The aim of this activity is to help Ss to plan and write an essay about the advantages and disadvantages of a green lifestyle

• Ask Ss to discuss in groups and identify the aims of the paragraphs in the essay – introduction to the topic, the advantages of consuming organic food, the disadvantages of consuming organic food, and conclusion

• Encourage them to use the ideas to write full sentences Then ask Ss to read their drafts in groups, so they can comment on content, grammar, and vocabulary use Walk around and provide help by correcting mistakes in grammar or word choice

• Ask Ss to work independently and write their fi nal drafts, incorporating all the feedback from Ss and T

• Invite some Ss to read their essays Have the rest of the class ask questions or say what they like most about the essay

Nowadays, food safety issues are regarded as one of the most important problems people, especially those in developing countries, have to face As a result, consumers tend to pay more and more attention to the organic food Some think it should be widely promoted while others assume it has certain limitation when in use based on its advantages and disadvantages

First of all, organic food is very clean and safe for people’s health because there are fewer chemicals or pesticide sprayed on it Consequently, consumers will have more chances to use nutritional foods without any doubt In addition, farmers use eco-friendly methods to cultivate so they spend fewer expenses on farming and are able to make big profi ts from selling their products

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T F 1 People in Viet Nam have become more aware of the environmental issues

2 Super Motor Viet Nam has been working with ‘Go Green Programme’ to develop new environmentally friendly vehicles

3 A tree-planting festival is organised by The Plaza’s as part of their Go Green campaign

4 On The Plaza’s Green Day, disposable plastic bags are replaced with eco-friendly paper bags

5 All The Plaza’s shopping centres turn their lights on to celebrate Earth Hour

The green movement in Viet Nam Communication

COMMUniCatiOn and CULtUre

1 Listen to an overview of the green movement in Viet Nam Decide whether the following statements are true (T), or false (F) Tick the correct box.

2 Work in groups Discuss the following question.

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T F 1 People in Viet Nam have become more aware of the environmental issues

2 Super Motor Viet Nam has been working with ‘Go Green Programme’ to develop new environmentally friendly vehicles

3 A tree-planting festival is organised by The Plaza’s as part of their Go Green campaign

4 On The Plaza’s Green Day, disposable plastic bags are replaced with eco-friendly paper bags

5 All The Plaza’s shopping centres turn their lights on to celebrate Earth Hour

The green movement in Viet Nam Communication

1 Listen to an overview of the green movement in Viet Nam Decide whether the following statements are true (T), or false (F) Tick the correct box.

2 Work in groups Discuss the following question.

How can you contribute to the green movement in Viet Nam?

Unit The green movement 38T LESSON OUTCOME

What can you now?

• Elicit answers: I can write an essay about the advantages and disadvantages of going green

Communication

The green movement in Viet Nam

1 Tell Ss that they are going to listen to an overview of the green movement in Viet Nam, and decide whether the statements are true (T), or false (F)

• Play the recording for Ss to listen

• Check answers as a class If many Ss have the same incorrect answers, play the recording again, pausing at the places where Ss could fi nd the correct answers and discuss the problems

Key 1 T 2 F 3. T 4 T 5. F

Audio script

With the economic development in recent years, people’s environmental awareness in Viet Nam has also increased There have been many green initiatives in both urban and rural communities, which have inspired people to change their lifestyles and help to protect the environment

Since 2008, ‘Education for Nature Viet Nam’ has collaborated with Super Motor Viet Nam in organising training courses for staﬀ members of national parks and nature reserves The aim is to help them to learn more about environmental solutions and protection strategies This project is part of the Go Green Programme, co-organised by the Viet Nam Environment Protection Administration and the Ministry of Education and Training

Another Go Green campaign is organised by The Plaza’s It includes a series of green activities such as a tree-planting festival, Nature and Environment photo contest, and No Bag Day Every year, The Plaza’s takes part in the Earth Hour event when all its shopping centres turn their lights off to remind customers to save electricity To discourage the use of disposable plastic bags, on The Plaza’s Green Day shoppers are only off ered environmentally friendly paper bags It is clear that Viet Nam’s government has made a great eff ort to promote the country’s green movement This has also helped people to adopt environmentally responsible behaviour towards nature 2 This activity provides Ss with an opportunity to

talk about how they can contribute to the green movement in Viet Nam

• Ask Ss to work in groups and answer the question

• Invite one or two groups to present their ideas in front of the class

• Give comments and encourage other Ss to give comments too

Example:

I think we should walk and ride bicycles more often instead of riding motorcycles or driving cars to save energy and to reduce emissions of harmful chemicals into the environment.

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The greenest countries and cities in the world Culture

1 Quickly read the text and answer the questions that follow.

A GREEN PLACE TO LIVE AND ENJOY LIFE If you are tired of modern life and you want to contribute more to building a better planet for future generations, think about the following places According to the Global Green Economy Index (GGEI) 2014 – a detailed assessment of the performance of each country in every continent in the global green economy – Germany and some Scandinavian countries ranked top of the list The top fi ve countries included Sweden, Norway, Costa Rica, Germany, and Denmark In addition, the ten greenest cities were Copenhagen, Amsterdam, Stockholm, Vancouver, London, Berlin, New York, Singapore, Helsinki, and Oslo

Green Stockholm, Sweden

Stockholm dwellers are fortunate to live in one of the greenest capitals in the world And they try their best to keep it that way The city is well known for its cycle paths and lanes full of commuters wearing helmets For people who prefer public transport, there are buses and taxis that run on renewable energy, which is really good for the environment Besides, both public and private transport can use upgraded biogas produced by waste-water treatment plants applying advanced technologies Visitors to Stockholm will be amazed to see that all hotels, hostels and guest houses are environmentally friendly and certified with eco-labels It’s so great that almost 100% of the household waste in the city is recycled and is used for heating and electricity; and drinking water is always of very high and reliable quality There is no doubt to say that waste in Stockholm is converted into valuable resources With the recycling revolution and effective waste management, Stockholm has been reducing the amount of waste to rubbish dump to less than 1%

1. What are the top fi ve countries and ten cities according to GGEI 2014?

2. How Stockholmers travel around in the city?

3. How Stockholmers make their public transport sustainable?

4. How the people in Stockholm treat waste?

2 Work in pairs Discuss the question.

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Unit The green movement 39T Culture

The greenest countries and cities in the world

The aim of this section is to provide Ss with information about the greenest countries and cities in the world

1 This activity focuses on developing comprehension skills and checking Ss’ understanding of the text about the greenest countries and cities in the world

• Ask Ss to read the text individually to get an overall idea about its content, then select the information to answer the questions

• Ask Ss to compare their answers in pairs or groups

• Check Ss’ answers as a class

Key:

1. The fi ve greenest countries are Sweden, Norway, Costa Rica, Germany, and Denmark and the ten greenest cities are Copenhagen, Amsterdam, Stockholm, Vancouver, London, Berlin, New York, Singapore, Helsinki, and Oslo

2. They often wear helmets when travel around in the city on cycle paths and lanes or they can use public transport with buses and taxis that run on renewable energy

3. They make their public transport sustainable by using buses and taxis that run on renewable energy

4. They convert it into valuable resources Almost 100% of the household waste in the city is recycled and is used for heating and electricity; and drinking water is always of very high and reliable quality

2 The aim of this activity is to relate the text content to the situation in Viet Nam

• Ask Ss to work in pairs to discuss the question Then invite several Ss to present their answers to the class

LESSON OUTCOME

What can you now?

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Pronunciation

Vocabulary

Grammar

LOOKinG BaCK

1 Listen and underline the sounds that are assimilated

1 This is the best book on environmental issues 2 We believe that both sides should focus more on

energy-saving projects

3 We’ll make the earth a green planet

4. Wind power produces no greenhouse gas emissions during operation

5 Bio-fuels are obtained from biodegradable plant material

2 Listen and complete the sentences

1 Fresh _ provide lots of valuable

nutrients

2. Sustainability is the key element in modern

_

3. I got _ after eating vegetables

sprayed with pesticides

4. The goal of _ foundation is to

create new wildlife habitats

5 We started using energy-saving

Complete the sentences with the correct form of the words/phrases in the box.

deplete combustion organic

disposal of soot particle

pathway clutter

1. The focus of the seminar will be on

hazardous waste

2. Some people still think that our natural resources can never be

3. A good way of clearing from your

home is to sort it into ‘throw away’, ‘put away’,

and ‘give away’ boxes

4. farming avoids the use of chemical

fertilisers and pesticides

5 Incomplete often gives off toxic

by-products

6 are so tiny that they can enter the

bloodstream causing health problems

7. Green technology has been part of the

to economic progress

1 Combine the simple sentences into compound sentences, using appropriate conjunctions.

1 We read food labels carefully We want to buy only organic products

2 The burning of fossil fuels is the largest source of greenhouse gas emissions The burning of fossil fuels causes air pollution

3. Shall we organise a tree-planting day? Shall we launch a recycling campaign at school?

4 Regular exercise is essential to longevity It is not the only factor

5 Noise pollution can cause stress and psychological problems Try to spend some peaceful, quiet time in nature

2 Combine the simple sentences into complex sentences, using the word in brackets.

1 We change our consumption habits We can reduce our carbon footprint (if)

2 We should use bicycles instead of cars This will help to reduce exhaust fumes and pollution (because) 3. Fossil fuels are burned They emit harmful gas into

the environment at the same time (when) 4 Protect the environment You live there (where) 5 We reuse bags, old clothes and scrap paper at

home We can reduce waste (so that)

3 Match the simple sentences Then write complex sentences with which.

1 The indoor air quality at school is better now 2 They have cleaned

the mould from the walls

3 We keep our school environment clean and green

4 They have started using more green products

5 School staff have shown parents diff erent ways to go green

a This has resulted in fewer asthma attacks

b This has brought them some fi nancial and health benefi ts c This has had an

impact on the entire community

d This has helped students to improve their concentration and test results e This has made us

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Unit The green movement 40T Pronunciation

Lead-in: Inform the class of the lesson objective: reviewing pronunciation, vocabulary and grammar

1 Review what assimilation is and when this process happens

• Play the recording and let Ss listen and underline the ending and starting sounds with assimilation in the words

• Check answers as a class by asking some Ss to read the sentences out loud

• Play the recording again and let Ss listen and repeat the sentences

1. This is the best book on environmental issues t→p

2. We believe that both sides should focus

θ→s

more on energy-saving projects

3. We’ll make the earth a green planet n→m

4 Wind power produces no greenhouse gas d→b

emissions during operation

5. Bio-fuels are obtained from biodegradable plant material

t→p

2 The aim of this activity is to help Ss to recognise words aff ected by assimilation in speech

• Remind Ss of the process of assimilation and the changes to the ending sounds Ask them to refer to the Do you know…? box

• Play the recording Ask Ss to write what they hear

• Check answers as a class by asking Ss to read the completed sentences

• Play the recording again and let Ss listen and repeat the answers

1. Fresh green beans provide lots of valuable n→m

nutrients

2. Sustainability is the key element in modern town planning

n→m

3. I got food poisoning after eating vegetables d→b

sprayed with pesticides

4 The goal of Green Britain foundation is to n→m

create new wildlife habitats

5. We started using energy-saving light bulbs

t→p

Vocabulary

The aim of this activity is to review the key vocabulary related to the unit topic The seven words and phrases in the box are the ones most frequently used in the unit

• Have Ss write them in the blanks, making changes to the verb forms, if necessary

• Extend the task by asking Ss to make their own sentences with these words and phrases (depending on the level of the class)

Key 1. disposal of 2. depleted

3 clutter 4 Organic

5 combustion 6 Soot particles

7. pathway

Grammar

1 Ask Ss to follow the instructions and combine the sentences individually

• Have Ss compare their answers with a partner

• Check answers as a class Suggested answers

1. We read food labels carefully, for we want to buy only organic products

2. The burning of fossil fuels is the largest source of greenhouse gas emissions and causes air pollution

3 Shall we organise a tree-planting day or launch a recycling campaign at school?

4. Regular exercise is essential to longevity, but it is not the only factor

5. Noise pollution can cause stress and psychological problems, so try to spend some peaceful, quiet time in nature

2 This activity is to help Ss to review complex sentences consisting of main clauses and subordinate clauses

• Ask Ss to work individually fi rst, and then compare their answers with a partner

Pronunciation

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PrOJeCt

1 Do a survey Find out:

• how many students in your class have chosen a green lifestyle • what they often do

• why they think their activities are environmentally friendly

You can use the following questionnaire:

HOW GREEN ARE YOU?

Always Often Never Purchase certifi ed organic food and drinks

2 Buy reusable products

3 Refuse plastic bags when shopping

4 Walk to school at least twice a week

5 Turn off the lights when leaving home

6 Call a plumber to fi x dripping water pipes and taps

7 Take part in tree-planting events

8 Use electronic fi les and avoid printing out documents

9 Use solar energy calculators, watches and other accessories

10 Encourage friends and relatives to join green activities

2 Report your ﬁ ndings to your class. NOW I CAN

● use words and phrases related to the advantages and disadvantages of a green lifestyle

● recognise and produce words and phrases in which assimilation of sounds occurs ● use diff erent types of sentences, and which in relative clauses to refer to the whole

clause

● read for general ideas and specifi c information in an article about soot pollution ● discuss lifestyle choices and decide if they are environmentally friendly

● listen for general ideas and specifi c information in a talk show about a school’s Go Green initiative

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Unit The green movement 41T Lead-in: Inform the class of the lesson objective: further explore the topic in a collaborative way

1 Ask Ss to prepare their survey forms based on the suggested questionnaire

• Have each student interview at least ten Ss, ask them questions and take notes of their answers

• Tell Ss that they should not collect any personal data such as names, or addresses to keep the identity of the survey participants anonymous

• Allow Ss one week to the survey, collect the information and prepare their reports

2 Allow 10 minutes for individual Ss to report to the whole class

• Ask Ss to compare the information they have collected about their survey participants, and fi nd out any common or diff erent features

LESSON OUTCOME

• Ask Ss: What have you learnt today? What can you now?

• Elicit answers: I have learnt about my friend’s lifestyles and their environmentally friendly activities When doing survey, I know how to interview, communicate and collaborate with others.

Key

1 If we change our consumption habits, we can reduce our carbon footprint

2. We should use bicycles instead of cars because this will help reduce exhaust fumes and pollution

3. When fossil fuels are burned, they emit harmful gas into the environment

4 Protect the environment where you live

5. We reuse bags, old clothes and scrap paper at home so that we can reduce waste

3 Have Ss read and combine the simple sentences into complex ones

• Remind Ss to look for similar ideas in the sentences so that they can use which to form relative clauses

• Ask Ss to work individually to write the complex sentences with which

• Then have Ss compare their answers with a partner

• Check answers as a class Key

1 d The indoor air quality at school is better now, which has helped students to improve their concentration and test results

2 a They have cleaned the mould from the walls, which has resulted in fewer asthma attacks

3 e We keep our school environment clean and green, which has made us very proud

4 b They have started using more green products, which has brought them some fi nancial and health benefi ts

5 c School staff have shown parents diff erent ways to go green, which has had an impact on the entire community

LESSON OUTCOME

What can you now?

• Elicit answers: I can understand speech with assimilation of sounds I can use a range of vocabulary to talk about the advantages and disadvantages of a green lifestyle I can use simple, compound and complex sentences, and which in a relative clause to refer to the whole clause.

PrOJeCt

NOW I CAN

• 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

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Review 111111 Units 1-2-3 LANGUAGE

Vocabulary

1 Use the correct form of the words in the box to complete the sentences.

urbanise dispose respect industrialise distinguish preserve

2 Match the words on the left with the words on the right to form compound adjectives Then use them to complete the sentences.

Pronunciation well

long world thought off

wide provoking peak term planned

1. The speaker’s presentation

led to an interesting debate on urbanisation and sustainable development

2. We’ll pay less if we use electricity

3. My parents prefer living in a place with a

infrastructure and plenty

of green space

4. If we can keep track of our carbon footprint, our

green lifestyle will have _

environmental benefi ts

5. The story of Larry Stewart has attracted

attention 1 The of natural resources is

essential in today’s economic and technological development

2. Ladies and gentlemen, may I introduce our

guest?

3. The principal of our school is a highly _

_ man

4. Rapid may lead to a shortage

of livable housing, traﬃ c congestion, and air pollution in urban areas

5. Proper _ of harmful chemicals

can prevent air and water pollution

6. The government has proposed new measures to

boost _ in the country

3 Listen and write the correct words in the blanks Then practise reading the sentences.

1 My friends have done homework

in the playground Let’s go and

ask them for help

2. The local _ rejected the

of the environmental group

3. _ is the dress I bought yesterday?

I’d like to _ it to the party tonight

4. He wanted his bed every day,

so he decided to hire a

5. I used a ribbon to mark the

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Review 42T Introduction

• The aim of Review is to help Ss to revise the language and skills they have learnt in Units 1, 2, and 3 • 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

• 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

1 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 sentences on the board or read them out loud (depending on the level of the class)

Key 1 preservation 2 distinguished 3 respectable/respected

4 urbanisation 5 disposal 6 industrialisation

2 Have Ss this activity individually fi rst, then ask some Ss to write their answers on the board

Key 1 thought-provoking off -peak

3 well-planned long-term worldwide Pronunciation

3 In this activity, Ss have a chance to check their knowledge of homophones

• Play the recording Let Ss listen and write the correct words in the blanks 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

Key 1 their, They’re 2 council, counsel 3 Where, wear 4 made, maid 5 red, read

Audio script

1. My friends have done their homework They’re in the playground Let’s go and ask them for help

2. The local council rejected the counsel of the environmental group

3. Where is the dress I bought yesterday? I’d like to wear it to the party tonight

4. He wanted his bed made every day, so he decided to hire a maid

5. I used a red ribbon to mark the pages I read

LANGUAGE

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Grammar

4 Complete the sentences, using the correct form of the verbs in the box.

off er come provide complete join

1. Our class monitor Manh Tung insisted that

everyone _ the three-day tour of Sa Pa

2. It is recommended that students _

their research on urbanisation before they start the class project

3. My parents suggested that my elder brother

back to my home village after

graduating from university to help the community

4. It is essential that cities _ access to

facilities that many rural areas cannot provide

5. It is desirable that villagers _ with

better services, education and job opportunities

I (1 walk) _ home from school one

day when I (2 see) _ an elderly

woman She (3 stand) on the

curb of the pavement, nervously looking up and down the heavy traﬃ c in the street When

I fi nally (4 come) to where

she was standing, I (5 realise)

that she was blind I (6 stop) ,

(7 help) _ her cross the road and

(8 lead) her to her home

Later on, I (9 meet) _ my mother,

who (10 wait) _ for me at the

gate She (11 say) she

(12 worry) about me and

(13 wonder) _ why I was so late

6 Make compound or complex sentences, using the prompts and the words in brackets.

1. students / keep / homes / schools / green / clean /

contribute / Go Green / campaign (if)

→

2. burning / fossil fuels / emit / harmful gases /

people / still / use / heating / cooking (but) →

3. city buses / taxis / use / noise reduction devices /

run / environmentally friendly / fuels (and) →

4. many residents / coal fires / cooking / can /

seriously / pollute / air / city (which)

→

5. they / use / corn / make / bio-fuels / may / lead /

food shortages (which)

→ 5 Put the verbs in brackets in the past simple or

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Review 43T Grammar

4 The aim of this activity is to review the use of the subjunctive

• 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

• Remind Ss of the use of the subjunctive in Unit 2 if necessary • Have Ss discuss the possible use of ‘should’ in the sentences

Key

(should) join 2 (should) complete 3 (should) come 4 (should) off er 5 (should) be provided 5 This activity focuses on the past simple and past continuous Elicit the forms and uses of the past simple and

past continuous

• Invite some Ss to complete the sentences on the board while others the activity individually or in pairs • Check answers as a class, and ask Ss to explain the choice of tense in each case

Key 1 was walking 2 saw 3 was standing 4 came 5 realised 6 stopped 7 helped

8 led 9 met 10 was waiting 11 said 12 was worrying 13 wondered

6 This activity provides Ss with the revision of compound and complex sentences Ask Ss to the activity individually fi rst, and then compare answers with a partner

• Invite some Ss to write the completed sentences on the board, and then check answers as a class • Alternatively, have individual Ss read their answers aloud

Key

1 If students (can) keep their homes and schools green and clean, they will contribute to the Go Green campaign

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SKILLS

rEADing

Counter-urbanisation

1 Read the text about the causes and eﬀ ects of counter-urbanisation.

While urbanisation has led to fast urban growth, counter-urbanisation has resulted in the opposite situation Counter-urbanisation happens when a great number of people move from urban areas into rural areas

This phenomenon is linked to the ‘push’ and ‘pull’ factors of migration Trying to avoid overcrowded

inner cities, city dwellers look for larger, cleaner and quieter houses with more land at cheaper prices in rural or suburban areas They want to escape the air and noise pollution, and the crime in inner cities However, counter-urbanisation causes serious problems in the shrinking cities These cities face severe economic strain and a sharp increase in poverty Despite declining populations, they still have to spend money maintaining infrastructure, such as roads, sanitation, public transport, etc., built for a much larger population

Meanwhile, villages in the countryside become increasingly urbanised, grow fast and soon lose their uniqueness and charm Local prices go up because city migrants have more money They earn money from well-paid city jobs and high-valued city properties Villagers often fi nd it more and more diﬃ cult to earn a living and provide for their families

Counter-urbanisation has caused many negative eff ects Governments should fi nd urgent short-term solutions before implementing a long-term comprehensive programme to make life sustainable for people in both urban and rural areas

T F NG

1 Urbanisation and counter-urbanisation are two opposite trends

2 City dwellers look for houses in rural or suburban areas just because they are cheap

3 Shrinking cities still face high rates of crime

4 When populations decline, cities spend less money on maintaining infrastructure

5 Country villages quickly lose their unique character and charm when they become urbanised and grow fast. 6 Governments should off er immediate short-term solutions to make life sustainable for both urban and rural inhabitants.

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Review 44T SKILLS

rEADing

Counter-urbanisation

1 Read the text about the causes and eﬀ ects of counter-urbanisation.

While urbanisation has led to fast urban growth, counter-urbanisation has resulted in the opposite situation Counter-urbanisation happens when a great number of people move from urban areas into rural areas

This phenomenon is linked to the ‘push’ and ‘pull’ factors of migration Trying to avoid overcrowded

inner cities, city dwellers look for larger, cleaner and quieter houses with more land at cheaper prices in rural or suburban areas They want to escape the air and noise pollution, and the crime in inner cities However, counter-urbanisation causes serious problems in the shrinking cities These cities face severe economic strain and a sharp increase in poverty Despite declining populations, they still have to spend money maintaining infrastructure, such as roads, sanitation, public transport, etc., built for a much larger population

Meanwhile, villages in the countryside become increasingly urbanised, grow fast and soon lose their uniqueness and charm Local prices go up because city migrants have more money They earn money from well-paid city jobs and high-valued city properties Villagers often fi nd it more and more diﬃ cult to earn a living and provide for their families

Counter-urbanisation has caused many negative eff ects Governments should fi nd urgent short-term solutions before implementing a long-term comprehensive programme to make life sustainable for people in both urban and rural areas

T F NG

1 Urbanisation and counter-urbanisation are two opposite trends

2 City dwellers look for houses in rural or suburban areas just because they are cheap

3 Shrinking cities still face high rates of crime

4 When populations decline, cities spend less money on maintaining infrastructure

5 Country villages quickly lose their unique character and charm when they become urbanised and grow fast. 6 Governments should off er immediate short-term solutions to make life sustainable for both urban and rural inhabitants.

2 Read the text again and decide whether the following statements are true (T), false (F), or not given (NG), and tick the correct box.

rEADing

Counter-urbanisation

1 This reading activity focuses on scanning for specifi c information Ask Ss to read the title and make guesses about the content of the text 2 Have Ss skim the questions before reading the

text

• Give Ss enough time to read the text and scan it to tick the correct box

• Check answers as a class and ask Ss to give explanations of their answers

Key 1 T 2 F 3 NG

4 F 5 T 6 F

SPEAKing

Historical figures

3 This activity off ers Ss a chance to consolidate their ability to talk about a historical fi gure’s life story • Have Ss work in pairs Ask them to read the

information in the table and the example fi rst, then choose a person and decide on the facts they want to talk about

• Have Ss practise their conversations until they are fl uent and confi dent

• Invite some pairs to role-play their conversations in front of the class

LiStEning

Wave energy

4 This activity aims at listening for specifi c information in a talk about wave energy

• Ask Ss to read the title and elicit any background knowledge about wave energy

• Ask Ss to read questions 1-5

• 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

SKILLS

• 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 1 C 2 B 3 C

4 A 5 B

Audio script

As you know, the burning of fossil fuels like coal, oil and natural gas emit greenhouse gases That is why environmentalists insist that we use clean, renewable energy sources Wave energy, produced by ocean surface waves, is both eco-friendly and cost-effi cient Research has suggested that ocean wave power could make a major contribution to the world’s energy resources Scientists claim that using 1% of wave energy can provide the equivalent of 500 times the world energy consumption With 70% of the earth’s surface covered with water, wave energy is undoubtedly a valuable source of green energy

However, there is the challenge of converting wave power into energy and transmitting it to shore Building and operating wave power stations in the ocean is far more expensive and diffi cult than on land Also, salt water is a very hostile environment to devices They go rusty easily and cannot last as long as those on shore Sea waves make energy harvesting even harder by moving up and down most of the time

(94)

Historical figures

SPEAKing

3 Work with a partner Use the information in the table below or your own ideas to make a conversation about one of the historical ﬁ gures.

People & facts Reasons for being respected

1 The Trung Sisters/Two Ladies Trung (AD 14-43)

- National heroines, leaders of Trung Sisters’ uprising/fi rst national uprising against the Han invaders (AD 40-43) - Freed the country; Trung Trac became

Queen; Trung Nhi - top adviser (AD 40)

- Bravery and perseverance - First female rulers of the nation

2 Lady Trieu (Trieu Thi Trinh) (AD 226-248) - Courageous female warrior

- Leader of the Vietnamese people against the Wu invaders (AD 248)

- Image of a brave warrior going into battles on an elephant

- Given the honorary title ‘Most Noble, Courageous and Virtuous Lady’ by King Ly Nam De (AD 503-548) Emperor Quang Trung (1753-1792)

- National hero

- Leader of the Vietnamese people against the Qing invaders (1788-1789)

- Very talented political and military leader

- Economic and educational reforms

Example:

Student A: Who are you going to talk about

in your presentation tomorrow?

Student B: I’m going to talk about our

national hero – Emperor Quang Trung He was a very talented political and military leader He led the Vietnamese people against the Qing invaders between 1788 and 1789

Student A: You should also mention the

year of his birth and death The Emperor was born in 1753 and died in 1792

Student B: I will Though he died young,

he was able to introduce some very important economic and educational reforms in Viet Nam

LiStEning

Wave energy

4 Listen to the recording about wave energy Choose the best option to complete the sentence.

Writing

5 Write meaningful sentences about the pros and cons of solar energy Use the words given. 1 solar energy / come directly / sun / renewable

energy source / sustainable /

2 this type / energy / environmentally friendly / not cause pollution /

3 solar energy / available everywhere / very quiet / devices / not have moving parts /

4 solar panels / expensive / use rare / special materials / technology / store solar energy / costly /

5 solar energy / not always available / access / sunlight / limited / certain times /

6 although / greener / fossil fuels / production / solar panels / emit / greenhouse gases /

6 Use the ideas in 5 (and your own ideas) to write an essay of 180-250 words about the pros and cons of solar energy.

You can start your essay like this:

Nowadays, it has become necessary to use green technology with green renewable energy sources Among all green energy sources, solar energy is the most important renewable energy source

First of all, Solar energy

1 Wave energy, produced by ocean surface waves, is both

A friendly and effi cient B eco-friendly and effi cient C eco-friendly and cost-effi cient

2 Using 1% of wave energy can provide the equivalent of the energy consumption worldwide

A 50 times B 500 times C 5000 times 3 Building and operating wave power stations in

the ocean is far than on land A more expensive

B more diﬃ cult

C more expensive and diﬃ cult

4 Salt water is a very hostile environment to devices, which become and cannot last long A rusty easily B rusty slowly C rusty

5 Progress in renewable energy technology will soon allow Viet Nam to eff ectively and eﬃ ciently A export wave energy

(95)

Review 45T

Writing

Solar energy

5 This activity offers Ss preparations necessary for their writing about solar energy in the next activity

• Have Ss read through the words and check comprehension Allow enough time for them to write meaningful and grammatically correct sentences

• Walk around to monitor and offer help if necessary

• Ask some Ss to write their sentences on the board Then check answers and give feedback as a class

1 Solar energy comes directly from the sun and this renewable energy source is sustainable 2 This type of energy is environmentally friendly and does not cause pollution

3 Solar energy is available everywhere and is very quiet because solar energy/its devices not have any moving parts

4 Solar panels are expensive as they use rare and special materials, and the technology used to store solar energy is costly

5 Solar energy is not always available since access to sunlight is limited at certain times 6 Although it is greener than fossil fuels, the production of solar panels may emit some

greenhouse gases

6 The aim of this activity is for Ss to write an essay about solar energy

• Ask Ss to write an essay about the pros and cons of solar energy, using the sentences in 5 and their own ideas

• Remind Ss of the structure of a discussion essay If necessary, provide the outline or a template with some prompts for the introduction, the body (pros and cons) and the conclusion Elicit frequently used linking devices that Ss can use in their own writing

• Ss may write their drafts first in class, swap them with a partner for peer review, and then write their final

versions at home

Nowadays, it has become necessary to use green technology with green renewable energy sources Among all green energy sources, solar energy is the most important renewable energy source, which has both advantages and disadvantages

First of all, solar energy comes directly from the sun and this abundant renewable energy source is sustainable In general, this type of energy is environmentally friendly and does not cause pollution Another advantage is that solar energy is available everywhere in the world, not only in hot and sunny countries near the Equator Furthermore, it is very quiet because solar energy devices not have any moving parts

However, solar energy is not cheap Solar panels are expensive to produce as they use rare and special materials In addition, the technology used to store solar energy is costly A further disadvantage is that solar energy is not always available since access to sunlight is limited at certain times Furthermore, although it is greener than fossil fuels, the production of solar panels may emit some greenhouse gases In short, there is no energy source that is completely risk-free However, the pros of solar energy as a

(96)

Unit 444444 THE MASS MEDIA

GETTING STARTED The mass media in our life

This unit includes: LANGUAGE Vocabulary

• Words and phrases related to the mass media

Pronunciation

• The verb ending -ed

Grammar (Revision)

• Prepositions after certain verbs • The past perfect vs the past simple

SKILLS

• Reading for general ideas and specifi c information in an article about forms of mass media

• Talking about social networking

• Listening for specifi c information in a conversation about social media: language-learning apps • Describing a pie chart showing the use of online

resources

• Learning English with video • Social media apps

Lan: Nam, just look around All the people I see are

on their smartphones or tablet PCs

Nam: Yeah Maybe they are chatting, sending

messages or searching for news I don’t see many people reading print newspapers

Lan: Remember Minh? He said his dad had reduced

the number of subscribed print newspapers and magazines

Nam: I’m not surprised! Everyone in his house can now read the news on their digital devices

(97)

Unit The mass media 46T Objectives

• use words and phrases related to the mass media

• pronounce correctly the verb ending -ed;use prepositions after certain verbs

• the past perfect vs the past simple

• read for general ideas and specifi c information in an article about forms of mass media

• talk about social networking

• listen for specifi c information in a conversation about social media: language-learning apps

• describe a pie chart showing the use of online resources

• understand more about social media apps

GETTING STARTED

The mass media in our life

Lead-in: Inform the class of the lesson objectives: getting to know the topic, some vocabulary related to the use of the mass media in our life, revision of two grammar points (prepositions after certain verbs and the past

perfect vs the past simple); and the pronunciation of the verb ending -ed.

1 Ask Ss to look at the picture, describe where the speakers are and what the people around them are doing

They are in a coﬀ ee shop The people around them are using their mobile devices – smartphones and tablets They are probably talking to friends, reading information online or visiting their social media sites

• Tell Ss that they are going to listen to a conversation between Nam and Lan talking about the use of

mobile devices and the Internet to access various forms of the mass media

(98)

2 Answer the following questions.

1. What are the people around Nam and Lan doing?

2 Why did Minh’s father subscribe to fewer print

newspapers and magazines?

3. How had Minh’s grandpa accessed the Internet

before he was given a tablet PC?

4 What is the reason that older people don’t want

to use the Internet according to Lan?

5. What does Nam think of Lan’s use of social media

and the Internet?

6. How you usually contact your friends and get

information for your school projects?

3 Complete the table with the appropriate words and phrases in the box.

Digital devices The mass media Online activities

smartphones newspapers chatting

4 Match each verb with the correct preposition Discuss their meanings with a partner.

search with

connect for

5 Read the following sentence Underline the verbs What tenses are they in?

He had already started using the computers in the local library to access the Internet when Minh’s dad bought him a tablet PC four months ago

smartphones, newspapers, magazines, chatting, tablet PCs, sending messages, radio, TV, DVDs, reading online newspapers, accessing the Internet, computers, social media, searching for news, the Internet.

Lan: Did you mean Minh’s grandpa can read

online newspapers?

Nam: Yeah He had already started using the

computers in the local library to access the Internet when Minh’s dad bought him a tablet PC four months ago

Lan: That’s interesting! Great to see that more

and more older people are beginning to use new technologies

Nam: Well, my grandparents and most of their

friends still read print newspapers, listen to the radio, watch TV or DVDs I think they may fi nd it challenging to learn how to use the Net

Lan: I agree, but they can always fi nd someone

to walk them through the process I think the problem is that many older people may not understand the benefi ts of online information

Nam: Yes, but once they start using the Internet

they can also connect with friends and family members any time

Lan: That’s right The benefi ts are enormous!

I’d be lost without my social networking sites It would be impossible for me to my school projects without the Internet

Nam: Personally, I think you are addicted to social

(99)

Unit The mass media 47T

2 This activity focuses on comprehension Ask Ss to read the questions, and underline any key words before

they scan the conversation for the answers Key

1. They are chatting, sending messages or searching for news

2 Because everyone in his house can read the news on digital devices

3. He had used the computers in the local library to access the Internet

4. She thinks that they may not understand the benefits of online information

5. He thinks that she is addicted to social media and relies too much on the Internet

6. Students’ answers

3 The aim of this activity is to help Ss to recognise words and phrases related to three groups: digital devices,

the mass media and online activities

• Ask Ss to read the instructions and copy the names of the groups on a piece of paper Have them work

in pairs to go through the conversation and find the relevant words and phrases, and copy them into the correct column

• Ask pairs to compare answers Then check answers as a class

Key Digital devices: smartphones, tablet PCs, computers

The mass media: newspapers, magazines, radio, TV, DVDs, social media, the Internet

Online activities: chatting, sending messages, reading online newspapers, accessing the

Internet, searching for news

4 This activity helps Ss to identify verbs and prepositions which usually appear together Explain to Ss how to

do the activity

• Have Ss scan the conversation quickly and underline the two verb phrases in focus

• Check answers as a class and allow a few minutes for Ss to discuss the meaning of these verb phrases Have

them make sentences with the verbs if time allows

Key search for, connect with

5 This activity helps Ss to identify the past perfect and the past simple in the context of the conversation and

become aware of their usage and meaning

• Remind Ss of the verb forms of the tenses

• Have Ss underline the verb forms in the sentence

• Ask a student to explain which action happened first in the sentence

Key He had (already) started using the computers in the local library to access the Internet

Past perfect (This action happened first)

when Minh’s dad bought him a tablet PC four months ago

(100)

Vocabulary

1 Match the words/phrases in the box with the deﬁ nitions.

LANGUAGE

Pronunciation

Revision: The pronunciation of the verb

ending -ed

Grammar

Prepositions after certain verbs REMEMBER

The verb ending -edis pronounced:

• /t/ after voiceless sounds such as /p/, /k/, /s/,

/f/, /ʃ/, /tʃ/ and /θ/.

• /d/ after voiced sounds such as /b/, /g/, /v/, /z/,

/m/, /n/, /l/,/r/, /ð/, /dʒ/ and all vowels

• /ɪd/ after the sounds /t/ and /d/

reduced used copied received distributed welcomed developed infl uenced invented introduced provided downloaded

1 unable to stop doing

something because you like it very much

2 the use of websites and

applications to connect with people who share similar interests

3 the main means of

communication reaching people on a large scale, such as television, radio, movies, newspapers, etc

4 a type of real-time online

chat

5 doing something well with

no waste of time, money, or energy

6 the use of electronic

communication to hurt, threaten or embarrass someone

1. Most people rely heavily on _ as their

main source of information

2. Millions of teenagers around the world are _

to computer and video games

3. Teenagers can become addicted to

if they can’t control the time they spend online

4 Online advertising is more than TV ads

because of the huge number of Internet users

5 Young people like because of its

speed, convenience and privacy

6. Many Internet users delete their social accounts

because of

1 Listen and repeat Pay attention to the ending -ed of the verbs.

2 Listen and repeat the sentences Notice the verbs ending -ed

1. The library reduced the number of print

newspapers and magazines that they used to subscribe to

2. The graph compares the amount of information

received over a ten-year period

3 Have you downloaded the fi les related to our social

media project, which I emailed you yesterday?

4. Paper was invented before the printing machine

5. New electronic devices have been developed to

cater to users’ ever-changing needs

6. Social networking has infl uenced young people’s

way of life

1 Match each verb with an appropriate preposition.

1 search 2. listen 3. think 4 carry 5. rely

a. out

b. of

c. on

d for

e. to

2 Make sentences with the verbs in 1. 2 Complete the sentences with the words/phrases

in

the mass mediaa

addictedb

eﬃ cientc

social networking

d

cyber bullying

e

instant messaging

(101)

Unit The mass media 48T Vocabulary

1 This matching activity focuses on the meaning of

certain key vocabulary related to the topic Ask Ss to read the context provided to the task

• Check answers as a class If necessary, ask a

few Ss to say the equivalent meaning of these words and phrases in Vietnamese This can help less able Ss to better understand them and the activity that follows

Key a b c d e f 4

2 Ask Ss to review the meaning of the vocabulary

items in 1 before reading the sentences and

underlining any contextual clues in them

• Check answers as a class Then have a few Ss read

the completed sentences aloud

Key 1. the mass media 2 addicted

3 social networking 4. eﬃ cient

5. instant messaging 6. cyberbullying

Notes

• The media (uncountable + singular or plural verb): the main ways that large numbers of people receive information and entertainment such as print materials (books, newspapers, magazines, etc.), radio, TV, recordings, DVDs, movies and the Internet

E.g The news was fully reported in the media

Some people think that the media are/is responsible for

the rise in crime.

• Medium

a. singular form of media: a way of communicating information to people

E.g The Internet is the modern medium of communication.

b. something that is used for a special purpose E.g Video is a good medium for learning a foreign language.

c. The material or the form that an artist, a writer or a musician uses

E.g Blogging is his favourite medium for expressing his views on current events.

• Mediums is the plural form of medium in b and c

E.g I think TV and social networking sites are effi cient mediums for advertising.

Select whatever mediums you like to advertise your products.

1 Tell Ss what the objective of the activity is to

revise the pronunciation of the verb ending

-ed, and ask them to read the information in the

Remember box

• Play the recording for Ss to listen and repeat all

the verbs chorally

Audio script

reduced used copied received distributed welcomed developed infl uenced invented introduced provided downloaded

Note

/t/: reduced, developed, infl uenced, introduced /d/: used, copied, received, welcomed

/ɪd/: distributed, invented, provided, downloaded

2 The aim of this activity is to help Ss to recognise

and practise the pronunciation of the verb

ending -ed

• Play the recording for Ss to repeat chorally and

individually

Audio script

1 The library reduced the number of print newspapers and magazines that they used to subscribe to 2 The graph compares the amount of information

received over a ten-year period

3 Have you downloaded the fi les related to our social media project, which I emailed you yesterday? 4 Paper was invented before the printing machine 5 New electronic devices have been developed to cater

to users’ ever-changing needs

6 Social networking has infl uenced young people’s way of life

Grammar

Prepositions after certain verbs

1 The aim of this activity is to focus Ss’ attention

on collocations of verbs and prepositions that normally appear together

• Have Ss work in pairs to the task and discuss

the meaning of the verb phrases provided

• Elicit from Ss that these prepositions are called

dependent prepositions and the combination of a verb and one or two prepositions is a verb phrase (cf phrasal verb), which is used to express specifi c meaning

LANGUAGE

Audio script Audio script Audio script

Pronunciation

Revision: The pronunciation of the verb

ending -ed

Activities 1 and 2 focus on revision of the pronunciation

(102)

DO YOU KNOW…?

Some verbs are usually followed by prepositions before the object of the verb

• Verbs with for: search, wait, ask, care, prepare,

apologise, etc

• Verbs withfrom: protect, save, recover, suﬀ er, etc

• Verbs with in: believe, specialise, succeed, etc

• Verbs with of: think, approve, die, smell, etc

• Verbs with on: rely, agree, concentrate, come,

base, etc

• Verbs with to: listen, refer, introduce, respond, etc

• Verbs with with: take, agree, provide, etc

Example: I rely on social media to stay connected

Some verbs can take a direct object followed by the preposition:

Example: Schools need to protect students from dangerous material on the Internet.

The past perfect vs the past simple

1 Put the verbs in brackets in the correct tenses Make changes if necessary.

2 Complete the following sentences, using either the past simple or past perfect, and your own ideas.

1. Minh’s grandpa got a laptop after he

2. Nam had already downloaded the information

for his essay when his classmate Lucy _

3. When I logged into my social media account, my

friends

4 After the students had carried out a survey on the

use of the Internet and analysed the related data,

_

5. Lan had spent three days doing research on social

media when _

6. After Ninh had drawn the graph to compare the

two social networking sites,

REMEMBER

The past perfect is used to talk about a past action or situation that occurred before another action or situation in the past It can also show that an action happened before a particular time in the past

Past

Past simple

Past perfect Future

Present

Examples:

- Mary had never used any social networking sites before her older sister showed her how to create her account.

- The villagers had never seen a TV set when the village authority bought one in 2002

1. Alexander Graham Bell (invent)

the telephone when Thomas Edison (complete)

_ his second model of the phonograph

in 1887

2. National Geographic, one of the most infl uential

magazines, (appear) in

1899, which (help) to increase

readers’ cultural awareness and understanding through high-quality photo essays

3. The lung cancer mortality rate (rise)

six-fold in males when mass media (start) _

covering the health risks of smoking

4. Linda only (understand) _ the fi lm

after she (read) _ the book

5. A: you ever (appear) on TV before

you (take part) in this reality show?

B: Yes, I (have)

6. I can’t believe I (get) the position of a

TV announcer I (submit) my application

two months ago, but I did not think I had a

chance getting it When I (show) up at

the interview, there were at least fi fteen people

who (arrive) _ before me

7. All job applicants (fi nish, already) _

their interviews and (leave) _ when I

(arrive)

(103)

2 This activity enables Ss to use the target tenses in

context Inform Ss of the objective of the activity

• Ask Ss to work independently

• Tell them to exchange their work with a partner

for peer checking

• Ask a few Ss to read out their sentences and

have the rest of the class comment on the use of the tenses, word choice, sentence structure and meaning

1 … had used the library’s computer to get access to the Internet

2. … rang his doorbell

3. … started sending me their greetings/

had already posted their greetings for my birthday

4. … they began drawing their charts

5. … the teacher changed the topic

6 … he wrote a brief description of the data

LESSON OUTCOME

What can you now?

• Elicit answers: I can use some key words

and phrases related to the topic I can pronounce the verb ending -ed, and use the past simple and past perfect correctly.

Notes

• carry out (outis an adverb):to something that you have

said you will do; to and complete a task

• carry on (on is a preposition):to continue moving

Key 1 d 2. e 3 b 4 a/c 5 c

2 The aim of this activity is to help Ss to use the verb

phrases in 1 in context

• Allow time for Ss to work individually

• Ask them to exchange their work in pairs for peer

comments

• Ask a few Ss to read their sentences aloud,

and have the class make comments on grammar, word choices and meaning

The past perfect vs the past simple

1 The aim of activities 1 and 2 is to revise the

use of the past perfect and the past simple, and help Ss to distinguish between the forms and usage of the two tenses

• Explain the objective of activity 1, and ask

Ss to read the Remember box Check their

comprehension and review the formation

of the past perfect (had + past participle)

• Allow time for Ss to the task individually

• Check answers as a class Then invite a few Ss to

read the sentences aloud if necessary Key

1. had invented, completed

2. appeared, helped

3. had risen, started

4. understood, had read

5 Had (ever) appeared, took part, had

6. got, submitted, showed, had arrived

(104)

Mass media forms

SKILLS

READING

1 Work in pairs Put the words and phrases related to the mass media in three groups: print, television

and theInternet Use a dictionary to look up unfamiliar words.

The mass mediadramas

websitesemail

newspapers

data sharing

news programmes reality shows instant messaging

leaflets

books

social networking magazines

documentaries

2 Quickly read the text and choose the best heading.

a The history of print media b. Forms of mass media

c. The advent of the Digital Media Age d Means of mobile communication

The mass media are means of

communication, such as books, newspapers, recordings, radio, movies, television, mobile phones and the Internet, that can reach a large audience Although the fi rst printed books had appeared long before in China, the term ‘mass media’ we use today was coined with the creation of print media, which started in Europe in the Middle Ages This is also considered the fi rst example of mass media due to the large number of readers then Since the mid-twentieth century new technologies have been developed, which helped to diversify mass media and make them an inseparable part of our lives The role of the mass media is not only to entertain and amuse the masses Its most important role is to provide information and news about events in diﬀ erent parts of the

world as they occur Educating people about their rights and responsibilities is another function of mass media

Until recently, mass media forms were classifi ed into six categories according to the sequence of their advent: print, recordings, cinema, radio, television and the Internet Each form has its own characteristic content types, creative artists and business

models In the early 21st century,

with the explosion of mobile communication technology, the mobile phone has emerged as a new and unique media channel Video and computer games have also developed into a mass media form

The Internet and mobile communication is now the most popular means of receiving information and interacting with people through email, instant messaging, apps, search engines, blogs, social networks and

other services Most print and broadcast media have a presence on the web by having video adverts or Quick Response Codes (QR Codes) that link to specifi c websites

Each form of mass media has had an important impact on society, for example, books have helped people to educate themselves while newspapers have recorded daily events Magazines were the fi rst visual medium before the advent of television, which together with radio, brought entertainment and news programmes into people’s homes However, all these media had to change and adapt to the advent of the Internet and Digital Media Age New digital media forms are more personal and social as they allow people to connect with each other, collaborate and share information and personalise their experiences

Print: _

_

Television:

_

The Internet: _

(105)

READING

Mass media forms

Lead-in: Inform the class of the lesson objectives: skimming and scanning a passage for general ideas and specifi c information, and learning additional vocabulary and information related to the history and forms of mass media

1 Ask Ss to work in pairs Have them look at the vocabulary items in the word bank and discuss their meanings

Encourage them to use a dictionary if necessary

• Check the meanings of the vocabulary items as a class

• Remind Ss not to spend too much time on this activity

Key

Print: books, magazines, leafl ets, newspapers

Television: news programmes, dramas, reality shows, documentaries

The Internet: email, websites, instant messaging, data sharing, social networking

Notes

drama: a play for the theatre, television or radio

documentary: a fi lm or a radio or television programme giving facts about something or information used to fi nd out things or make decisions

for reference or analysis

data (uncountable): information that is stored in a computer

2 Inform Ss of the objective of this activity (reading for gist or general ideas) Get them to read the instructions

and predict the best heading for the text

• Allow time for Ss to skim the text individually

• Check answers as a class Invite one or two Ss to explain how they came up with their answers Draw Ss’

attention to the key words ( mass media forms were classifi ed ; each form of …; new digital media forms…)

in the text

Key b. Forms of mass media

(106)

Talking about social networking SPEAKING

3 Match each of the following words with its meaning Use a dictionary if necessary.

audience (n)a broadcast (v)b advert (n)c

the massesd emerge (v)e

advent (n)f

1 appear; begin to be known or noticed

2 the ordinary people in society who are not leaders or who are

considered to be not very well educated

3 the people who watch or listen to a particular programme (a play,

concert, talk, etc.)

4 send out programmes on TV or radio

5 the time when something fi rst begins to be widely used

6 a notice, picture or fi lm telling people about a product, job or service

4 Read the text again Decide if the following statements are true (T), false (F), or not

given (NG) Tick the correct box. T F NG

1 Mobile phones and the Internet are the only forms of mass media

2 The role of mass media is to entertain, amuse, inform, educate and unite people

3 The mobile phone is regarded as a unique means of communication

4 People nowadays prefer instant messaging and social networking to emails

5 Only digital media have infl uenced people’s lives and society

5 Work in pairs Tell each other about the forms of mass media that you use every day Explain how you benefit from using them.

a. I also read others’ profi les miles away

b. it's fun to share with our friends our work

and feelings sometimes

c. someone hacked it last month

d. I'm busy to prepare for the exam at the

end of the school year

e. I closed it already

f. Er Most of my day

Ann: Do you have any accounts on Facebook or Twitter, Ninh?

Ninh: Yes But (1) Ann: Oh, really? How come?

Ninh: Well, (2)

Ann: Why don't you open a new one?

Ninh: Because (3)

Ann: Oh, I see However, (4) Ninh: I know But I used to be distracted from my

work when I got on the Net

Ann: How many hours a day did you spend on the Net?

Ninh: (5) ! Ann: What did you then?

Ninh: I updated my profi les, shared my photos and

videos with my friends, and (6)

Ann: Well, it really took a lot of time for these things!

Ninh: You're right But no more Now I have to focus on the coming exam

(107)

SPEAKING

Lead-in: Inform the class of the lesson objective: talking about social networking Explain the meaning of asocial networking site

Note

Social networking sites can be used to describe community-based websites, online discussion forums, chat rooms, etc

1 This gap-fi lling activity provides useful language

and discussion points related to social networking

• Ask Ss to read the sentences in the box and

the conversation Remind them to focus on the sentences that appear before and after the blanks which may help them to work out the answers These clues can include synonyms, defi nitions, comparisons, etc

Key

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

3 Tell Ss that the aim of this matching activity is to

improve and expand their vocabulary by learning words in context

• Check answers as a class Invite several Ss to say

the Vietnamese equivalent to help less able Ss to understand their meanings better

Key a b c d e f 5

4 This activity focuses on reading for specifi c

information

• Tell Ss that they should read the sentences

in the table and underline the key words which help them to justify their answers

Note

A QR (Quick Response) Code is a type of two-dimension bar code that is used to provide easy access to information through a digital device The technology for QR codes was fi rst developed by Densa-Wave, a Toyota subsidiary The codes were originally used for tracking inventory

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

5 The aim of this activity is to relate the information

in the text in 2 to Ss’ own experiences of using

the diﬀ erent forms of mass media for personal communication or fi nding useful information

• Ask Ss to work in pairs to share their preferred

forms of mass media for daily communication or fi nding information, and how they benefi t from using them

• Remind them of the six forms of mass media

mentioned in the text: print, recordings, cinema, radio, television and the Internet

• Ask several pairs to report their discussion

results to the class

LESSON OUTCOME

What can you now?

• Elicit answers: I can understand the diﬀ erent

(108)

Social media: Language learning apps LISTENING

2 Put the following opinions about using social networks in the appropriate box Add yours if they are diﬀ erent.

1. It makes you homework less and spending

less time with friends and family

2 It helps you keep in touch with friends and family

any time

3 It wastes your time

4. It helps you share feelings and work with

friends

5 It helps you make friends with people miles

away

6 It makes you curious about other people’s lives

Positive opinions Negative opinions

1 Read about how three students use social media Complete the sentences with the words from the box.

updates interactive app record connect GPS audio

Student A: I can now talk with my friends and relatives using a free video chat (1) _ on my favourite social

media I can also (2) my own

videos and send them to other people

I can even use a(n) (3) app to

fi nd my way around in a new place

Student B: I got an A on my English test last week I’m so proud because I worked so hard

I joined a(n) (4) online

course taught by an experienced tutor I also became a member of an online language community where I was able

to (5) with native speakers,

ask questions and practise speaking via (6) and video chat

Student C: I’ve been using diﬀ erent social media sites for a year and they have really changed my life I can connect with people I know and make new friends any time I can also

post (7) _ on my projects and start

an open discussion with my classmates

Student B:

2 Listen to a conversation between two students talking about language learning applications Which of the following did they not talk about?

1 Lan’s English test results

2. Nam’s birthday

3 Language-learning courses

4. Playing online games

5 Chatting online with native speakers

6. Writing a blog

(109)

• Play the recording again This time ask Ss to listen

and circle the information that they did not hear in the recording

Key 2 &

Notes

Scrabble is a game that is played by to people It uses a board with squares on it and a large number of letters on small tiles Each player, when it is his/her turn, has to put a word on the board, using any of the seven letters (seven tiles) that he/she has in front of him/her His/Her word must join on to what is already on the board

• on the go describes someone who always seems to be in motion

• a programme (computer/Internet): a sequence of instructions, written to perform a specifi ed task with a computer or a digital device

Audio script

Nam: Congratulations, Lan! You’ve got an A on your English test!

Lan: Thanks, Nam I should really thank a few social networking

sites that help me to improve my English

Nam: Sounds interesting! So how did you improve your English?

Lan: First, I registered and created an account with my nickname Then I downloaded some free language learning apps on my smartphone and started revising and learning new vocabulary on the go I could practise while on the bus on my way to school or while jogging in the park

Nam: Wow! So you don’t play online games anymore?

Lan: Of course I do, but I focus on language games such as Scrabble and crossword puzzles

Nam: Really? I didn’t know you were keen on these games Aren’t they boring?

Lan: Not if you connect and compete with other online gamers You can also make friends and have fun

Nam: Really? But you still need a tutor to explain things or

correct your English if you make a mistake

Lan: Exactly Some social networking sites help you to connect with native speakers so you can ask questions or have your writing drafts corrected

Nam: Sounds good! I saw that you uploaded some vocabulary

and grammar fl ashcards on all your social media sites How did you create them?

Lan: I used a free programme available on my smartphone I also used the recording feature to collect interesting samples from English TV and radio Have you also seen my photos on my English blog?

Nam: Yes, I have Great photos!

Lan: Thanks

2 The objective of this activity is to supply Ss with

diﬀ erent opinions about social networking, and enable them to engage in later discussions or conversations

Key Positive opinions: 2, 4,

Negative opinions: 1, 3,

3 This activity aims to provide freer practice using

the language and ideas from Activities 1 and 2

• Ask Ss to work in pairs to read the instructions

and reread the information in Activities 1 and 2

before sharing their experiences of using social networking account(s)

LISTENING

Social media: Language learning apps

Lead-in: Inform the class of the lesson objectives: listening for specifi c information in a conversation between two students talking about their uses of social media and how they use it for language learning

1 The aim of this activity is to provide some

language/vocabulary input and information that Ss will need in order to understand and complete the listening activities that follow Check Ss’ comprehension of the words in the word bank Explain unfamiliar words or ask Ss to look them up in a dictionary

• Allow time for Ss to quickly read the conversation

and complete the gapped sentences

Note

GPS (Global Positioning System) − an accurate worldwide navigational and surveying facility based on the reception of signals from an array of orbiting satellites

Key

1. app 2. record 3. GPS

4. interactive 5. connect 6. audio

7. updates

2 This activity focuses on listening for specifi c

information

• Ask Ss to read the instructions and the

information provided Remind them that they have to identify what was not mentioned in the conversation

• Play the recording without pausing so Ss can get

(110)

3 Listen again Give answers to the following questions.

1. How does Lan learn new vocabulary?

2 Why does Lan like playing language games?

3. How does Lan connect with native speakers of

English?

4. How did she create her fl ashcards?

1 Work in pairs Discuss the diﬀ erence between a graph and a chart; and how to describe a pie chart.

2 The pie chart below illustrates the forms of communication used by students in Intel Secondary School Complete the description with the words in the box

tied in majority recorded preferences dominant the least

17%

27%

23% 16%

social networking mobile phone talking emailing

face-to-face socialising instant messaging 17%

Science journals Online dictionaries Non-fiction e-books Fiction e-books Online magazines Interactive games

6%

11% 15% 20%

18% 30%

Students’ use of online resources at Intel Secondary School Library in 2014

The pie chart shows the preferred forms of communication recorded in a survey carried out in Intel Secondary School in August 2014 Following is a brief description of the students’ (1) _

Social networking is (2) _ as the most preferred

form of communication with a (3)

of 27% Mobile phone ranks the second at 23% Emailing is closely (4) with

3 Study the pie chart and write a paragraph of 130-160 words to describe it.

instant messaging at 17% each The least is face-to-face socialising, which is given 1% less than emailing and instant messaging

To conclude, the (5) mode of communication

for the students at Intel Secondary School is social networking Of all the other forms – mobile phone talking, emailing, face-to-face socialising and instant messaging – students use face-to-face socialising (6)

DO YOU KNOW…?

If the number is not exact, you can use the following expressions to describe a pie chart

a majority: more than 50% a minority: 10-15%

a large number of people/students: 75-80% a quarter: 25%

less than a quarter: 17% a fi fth: 20%

less than a third: 30% over a quarter: 27% almost a third: 32% nearly a half: 48%, 49% one in ten: 10%

a very small number: 5% fi vefold: fi ve times Work in pairs Discuss the diﬀ erence between

4 Work in groups of four Listen again What think about Lan's ways of improving her English? What can you learn from her experience?

Describing a pie chart

showing the use of online resources WRITING

(111)

• To describe a pie chart we should specify the

information (content) and proportion of each segment, which can be measured in percentages (%) or fractions (e.g one-third, a quarter)

2 This activity aims to provide a sample description of

a pie chart Inform Ss of the objective of the activity

• Ask Ss to read the words in the box and check

their comprehension Explain unfamiliar words,

e.g tie in (to link something or to be linked with

something), dominant (more noticeable), majority

(the largest part of a group of things)

• Allow time for Ss to read the text and the task

Monitor Ss’ progress and oﬀ er help if necessary

Key 1. preferences 2. recorded 3. majority

4. tied in 5. dominant 6. the least

3 This activity aims to provide an opportunity for Ss

to describe a pie chart Inform Ss of the objective of the activity

• Ask Ss to look at the chart and read the related

information Check their comprehension and give explanations if necessary

• Ask Ss to work in pairs and discuss the words and

phrases in the Do you know…? box

• Have them write their drafts independently,

following the sample in 2, and make use of the

language in the Do you know…? box Ask Ss to

exchange their drafts with a partner for peer review

• Collect some drafts and give comments or ask the

rest of the class to provide feedback Encourage Ss to make revisions based on the feedback

• If time allows, have Ss the revisions and write

their fi nal drafts in class Otherwise, let Ss their writing at home Collect the fi nal drafts in the next class for marking/grading

The pie chart shows students’ preferred online resources recorded in a survey carried out at Intel Secondary School Library in 2014 Following is a brief description of the students’ preferences We can see that a majority of students played interactive games, which rank the fi rst at 30% Fiction e-books line in the second at 20%, and are at 10% less than interactive games Online magazines rank the third at 18% while non-fi ction e-books account for 15% Online dictionaries are the fi fth library resource at 11% Only a minority of students, or 6%, used science

3 Ask Ss to read through the questions and answer

them

• Play the recording again for Ss to check their

answers For less able Ss, pause the recording after the sentences that include the information/ answer to the question Encourage them to note down the answer

• Ask Ss to exchange their answers with a partner

for peer review Key

1. She downloaded some language learning

apps on her smartphone and started learning vocabulary on the go

2 Because she wants to improve her English

3. She uses some social networking sites

4 She used a free programme on her

smartphone

4 This activity provides Ss with an opportunity to

relate the content of the listening with their own knowledge and experiences

• Ask Ss to work in groups of four exchanging

their opinions about Lan’ ways of improving her English, and then discuss what they can learn from her experience

• Ask a few groups to report the results of their

discussions

LESSON OUTCOME

What can you now?

• Elicit answers: I have practised listening

for specifi c information in a conversation about improving English via social media.

WRITING

Lead-in: Inform the class of the lesson objective: describing a pie chart showing Ss’ use of online resources at a secondary school

1 Ask Ss to look at the illustrations in this section

and elicit their answers Suggested answers

• Charts and graphs represent a series of data

(112)

Learning English with video Communication

Social media apps Culture

1 Listen to a conversation between Nam and Mai about learning English with video Decide whether the following statements are true (T) or false (F).

T F

1 Nam and Mai’s English teacher never let them watch videos. 2 Mr Beanseries on domestic TV channels. and The IT Crowd are popular 3 Both speakers had watched many of these TV series. 4 Nam thinks watching the videos is time-consuming. 5 Mai thinks that teachers should not choose videos to show in their classes.

1 Read the following text and give short answers to the questions.

The advancement of technology has enabled

the Internet users to access various social networking apps Most of these apps are designed to help people to keep in contact with their friends and share information They are easy to download, install and update Free apps have only basic services, but the paid ones have more advanced options

Most social networking sites and apps oﬀ er users communication, entertainment and security You can chat with and send messages to your friends and followers using live messenger and mail functions

You can listen to music or watch videos on video-sharing apps, which also allow you to create your own video clips and share them with friends and family For people who like playing games, there is a wide selection of

(113)

journals, which is the least popular of all resources, and used fi vefold less than the most preferred resource, interactive games

To conclude, the dominant form of online resources used by the students at Intel Secondary School Library is interactive games Of all the other resources − fi ction e-books, online magazines, non-fi ction e-books, online dictionaries and science journals − students used science journals the least

Audio script

Mai: What you think of the video clips we watched in our

English classes?

Nam: I like them because they are interesting The language

is authentic and they helped me to improve my English… How about you?

Mai: Well, I think some videos were interesting and helped

me to learn things like new expressions, but most of them were just entertaining and time-consuming

Nam: Which ones?

Mai: You know, many of us had already watched the series about Mr Bean and The IT Crowd before we saw them in class I think it was a waste of time to watch them again

Communication

Learning English with video

Tell Ss the objective of the activity

• Ask Ss to read the instructions and the information

provided Have them underline the key words and any other clues in the statements and explain their decision Check Ss’ comprehension and give feedback

• Play the recording all the way through for the

fi rst time Play it again for Ss to the task If Ss are not sure of more than two answers, play the recording a third time for Ss to check again

• Ask Ss to work in pairs to compare their answers

Key F 2. T 3. T 4 F 5 F

2 This activity gives Ss the opportunity for freer

talking in groups

• Ask Ss to work in groups of four or fi ve, and talk

about their favourite types of videos for their English classes and say the reasons

• Ask one or two groups to report their discussions

to the class Then give feedback on their reports Suggested ideas

• The video clips are powerful audio-visual

resources for learning a language

• They can:

-provide authentic language use

- capture learners’ attention

- increase their motivation

-enhance their learning experience

Nam: I had also seen most of the episodes, but I still liked

watching them in class with no subtitles And I enjoyed discussing the ideas with my classmates

Mai: Well, I didn’t have much to say… These series are very popular and repeated frequently on many domestic TV channels You can also see them on many social media websites for free I think our English teacher should choose less familiar fi lms or TV series

Nam: You might be right My brother’s teacher asks her students to ‘vote’ for the videos they want to watch, and sometimes even lets them bring in DVDs related to

the themes of the lessons Mai: Sounds like a great idea!

Nam: Yes, but I still think that our teacher should choose the content Not all videos are suitable to watch in class

LESSON OUTCOME

What can you now?

• Elicit answers: I have learnt language to

(114)

1. What are social networking apps for?

2. Why people pay for social networking apps?

3 What is a video-sharing app?

4. What are the most popular game apps?

5. Name some functions of mobile security apps

6. What should you before downloading an app?

LOOKING BACK

Pronunciation

1 Put the verbs from the box in the appropriate columns.

watched surfed downloaded installed updated oﬀ ered shared provided checked

/t/ /d/ /ɪd/

1 /t/ /d/ 3 /ɪd/

1

2

3 4 5 6 7 8 9

2 Listen to the sentences and pay attention to each verb Write or or in the column, corresponding to the pronunciation of the ending ‘ed’ of each verb.

game apps in all genres for all ages The most popular ones are action and adventure games followed by puzzles and board games Mobile security apps are designed to protect and secure smartphone and tablet devices, in cases of theft or loss of data Additional features include virus detection and removal, and scanning websites for phishing scams Most apps are fun and people use them all the time – to chat with friends, play games, get directions, check the weather forecast, read news and books, and a lot more However, before you decide whether to download an app, you need to go through its functions very carefully and read the user reviews

(115)

LOOKING BACK

Lead-in: Inform the class of the lesson objective: reviewing pronunciation, vocabulary, and grammar

Pronunciation

1 Activities 1 and 2 aim to help Ss to review the

pronunciation of the verb ending -ed through

listening and writing activities Inform Ss of the objective of this section

• Ask Ss to the task independently

• Have them exchange their answers with a partner

for peer review Key

/t/: watched, surfed, checked /d/: installed, shared, oﬀ ered

/ɪd/: updated, provided, downloaded

2 Play the recording Have Ss listen and write down

the verbs in the appropriate columns

• Ask several Ss to read the verbs aloud

Key 1. declined 2. developed

3. downloaded 4. infl uenced

5. invented 6. emerged

7. produced 8. provided

9. compared

/t/: 2. developed 4. infl uenced

7. produced

/d/: 1. declined 6 emerged

9. compared

/ɪd/: 3 downloaded 5. invented

8. provided

Audio script

1 The number of website users declined during the fi rst quarter of the year

2 A group of students developed our school website two years ago

3 Have you downloaded the information about our school project?

4 Social networking has infl uenced young people’s lives 5 Alexander Graham Bell invented the telephone in

1876

6 Radio emerged as a mass medium in 1920s

7 Walt Disney produced the world’s fi rst full-colour fi lm

Flowers and Trees in 1932

8 New technologies have provided powerful forms of mass media

9 We compared the number of Internet users in several developing countries

Culture

Social media apps

1 Inform the Ss of the activity objective: to further

the reading skill

• Ask Ss to read the questions and underline the

key words or any clues that may help them to identify the answers as they scan the text

• Have them compare their answers with a partner

Key

1. They are for communication, entertainment

and security on the Internet

2 Because they want to have more advanced options than basic services

3 A video-sharing app is an application for creating videos and sharing them with family and friends

4. They are action and adventure games

followed by puzzles and board games

5. Besides protecting smartphones and tablet

devices from theft and loss of data, these security apps detect and remove viruses as well as phishing scams

6. We should go through its functions very

carefully and read the user reviews Note

phishing scam: a clever and dishonest plan to get people’s identity, bank account numbers, etc over the Internet or social media sites, and then using them to steal money from them

2 Have Ss discuss some popular social networking

apps in groups Then ask some Ss to present the apps and demonstrate its functions in front of the class

Note

Best social networking apps (Free): Whats

App (for free messaging), Vine (for free sharing

videos), Snapchat (for free sharing

self-destructing photos and videos), Secret (for

free posting and commenting anonymously),

Instagram (for free sharing photos), Twitter (for free keeping up with your tweets on the go)

LESSON OUTCOME

What can you now?

• Elicit answers: I have improved my

(116)

since he dropped out

of school

f Vocabulary

Grammar

Complete the sentences with the words in the box.

2 Match the two halves of the sentences.

3 Put the words in brackets in the past simple or past perfect tense.

1 I _ (have) an email account for ten years before it was hacked

2 Last week we _ (attend) a presentation on the advantages and disadvantages of social networking

3 Jack _ (delete) his blog after he _ (receive) many negative comments

4. Since I (get) a smartphone for my birthday, I _ (stop) using my brother’s laptop to surf

the Net

5 My parents _ (waste) a lot of their time writing letters before they _ (start) using social media

to connect with their relatives two months ago

6 I _ (edit) all my videos from my holiday before I (upload) them to my blog advent social media microblogging mass media social networking app

1. Businesses can reach a wider audience

using

2 One of the most popular ways to meet

people is online

3 The missing jet planes received heavy

coverage in the – TV,

newspapers, radio and the Internet

Sales of smartphones at this shop rose to 300 at the beginning of 2014 1

He had not used any social media 5

My friend had already joined the online language-learning community 4

I did not want to download the app 3

I had installed the software 6

When he arrived 2

when I became a

member

e

I had already installed the app

d

4 A/An is a piece of

software, which can run on the Internet, on your computer, on your phone or other electronic device

5 The of DVDs has made

watching fi lms very convenient

6. is writing brief entries

about the daily activities of an individual or company

when my computer froze

c

until I had fi nished reading

all the user reviews

a and then

bottomed out at the end of the

year

b

1 Fill each gap with an appropriate preposition.

1. Now we rely heavily computers to organise our work

2 Last week we carried a survey on social networking

3. Listen him and follow his instructions

4 They are searching the source of the leak

5. What you think advertising our products on social media?

(117)

Unit The mass media 56T Vocabulary

The aim of this activity is to review key words and phrases frequently used in the unit Ask Ss to read and complete the gapped sentences

Key

1. social media 2 social networking 3 mass media

4. app 5. advent 6. Microblogging

Grammar

1 The aim of this gap-fi lling activity is to help Ss to review prepositions and verbs that appear together

• Ask Ss to read the statements and underline all the verbs and the words after the blanks Have them discuss

these clues in pairs and decide on the correct preposition Encourage less able Ss to use a dictionary

Key 1 on 2 out 3. to 4. for 5. of/about 6 with

2 This matching activity focuses on the use of the past simple and past perfect tense

• Ask Ss to read the incomplete sentences and underline any key words that they think may help them to decide

which two halves can make a meaningful sentence, e.g rose… bottomed out, not… until, when… already, etc.

• Ask Ss to exchange the answers in pairs for peer checking

• Ask several Ss to read aloud the completed sentences

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

3 This gap-fi ll activity focuses on the past simple and past perfect tense and helps Ss to distinguish between

their forms and usage Inform Ss of the activity objective

• Ask Ss to read and the task independently

• Have Ss exchange their answers for peer checking

Key

1 had had 2. attended 3. deleted, had received

4. got, stopped 5. had wasted, started 6. had edited, uploaded

LESSON OUTCOME

What can you now?

• Elicit answers: I can identify and pronounce the verb ending -ed correctly I can identify and use words and

(118)

PROJECT

1. What social networking sites you use?

2. What information you have on your webpage?

3 Do you ever get on the Internet using your mobile phone? What you

think of this method of using the Net?

4. Do you have a blog? What you put on it? Do you read other people's

blogs? What you think of blogging?

5 Have you used any online gambling sites? How they work?

Guiding questions

Interview three classmates to ﬁ nd out how they used the social networking sites and apps Then report to the class.

NOW I CAN

● use words and phrases related to the mass media

● pronounce the verb ending -edcorrectly

● use the correct prepositions after certain verbs ● use the past perfect and past simple tenses correctly

● read for general ideas and specifi c information in an article about forms of mass media ● talk about social networking

● listen for specifi c information in a conversation about social media: language-learning apps

● describe a pie chart showing the use of online resources at a secondary school library

(119)

PROJECT

1. What social networking sites you use?

2. What information you have on your webpage?

3 Do you ever get on the Internet using your mobile phone? What you

think of this method of using the Net?

4. Do you have a blog? What you put on it? Do you read other people's

blogs? What you think of blogging?

5 Have you used any online gambling sites? How they work?

Guiding questions

Interview three classmates to ﬁ nd out how they used the social networking sites and apps Then report to the class.

NOW I CAN

● use words and phrases related to the mass media

● pronounce the verb ending -edcorrectly

● use the correct prepositions after certain verbs ● use the past perfect and past simple tenses correctly

● read for general ideas and specifi c information in an article about forms of mass media ● talk about social networking

● listen for specifi c information in a conversation about social media: language-learning apps

● describe a pie chart showing the use of online resources at a secondary school library

● understand more about social media apps

Unit The mass media 57T Lead-in: Inform the class of the lesson objective: further explore the topic in a collaborative way

For this project, ask Ss to work in groups of four to interview their group members to fi nd out how they use the social networking sites and apps

• Ask Ss to read and discuss the guiding questions, and add their own questions

• Remind them of the ideas in the Communication & Culture section

• Ask several groups to report the results of their interviews to the class

LESSON OUTCOME

•Ask students: What have you learnt today?

What can you now?

• Elicit answers: I can talk about social networking sites and apps I can participate in a group discussion

by critically listening and respecting other people’s opinions and ideas I can carry out a survey, interview people and report the results.

PROJECT

NOW I CAN

• 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

(120)

Unit 555555 CULtUraL identitY

GettinG Started

Preserving cultural identity

This unit includes:

LANGUAGE

Vocabulary

• Words and phrases related to cultural identity

Pronunciation

• Assimilation

Grammar

• The present perfect vs the present perfect continuous

• Repeated comparatives to say that something is changing

SKILLS

• Reading for specifi c information in a passage about cultural identity in today’s modern society • Talking about the ways to maintain cultural

identity

• Listening for general ideas and specifi c

information in a talk about cultural diversity in an Asian country

• Writing an essay about the most important feature that defi nes someone’s cultural identity

• Migration and cultural identity

(121)

Unit Cultural identity 58T Objectives

• use words and phrases related to cultural identity

• identify and pronounce sounds affected by assimilation

• use the present perfect and present perfect continuous to talk about an action/event and results of an action/event; use repeated comparatives to say that something is changing

• read for specific information in a passage about cultural identity

• talk about the ways to maintain cultural identity

• listen for general ideas and specific information in a talk about cultural diversity in an Asian country

• write an essay about the most important feature that defines someone’s cultural identity

• learn about festivals that help some ethnic groups in Viet Nam to maintain their cultural identity

GettinG Started Preserving cultural identity

Lead-in:Inform the class of the lesson objectives: getting to know the topic, some vocabulary related to cultural identity, and the two grammar points: revision of the present perfect vs the present perfect continuous, and the use of repeated comparatives

• Write the heading (Preserving cultural identity) on the board

• Remind Ss of the meaning of identity, which they have learnt previously

(122)

2 Complete the diagram.

3 Answer the questions.

4 Find the verb or adjective that goes with each of the following nouns or noun phrases If necessary, use a dictionary to check the meaning.

5 Read the conversation again and write the correct tenses of the verbs in brackets

1 My parents (live) _

here for twenty years

2. I (be) to Kyoto

four or fi ve times to visit my grandparents

Mr Brown: Hello everybody Hope you’re all working on your essay on cultural identity Do you have any questions?

Van: Yes I’m not quite sure about how people express their cultural identity

Mr Brown: That’s an interesting question Can anyone give some examples?

Lam: I think people can that through the language they speak, the food they eat and … certain styles of clothing For example, some people still wear their traditional costumes so they can preserve their national identity

Mr Brown: That’s right It can also be expressed by beliefs and cultural practices

Yumi: Do you mean people’s religious beliefs, music activities and festivals?

Mr Brown: Correct Any other questions?

Lam: I wonder … why people need to protect their cultural identity

Yumi: You live here, in your motherland, so you can’t see why this is important But for me, a Japanese living in Viet Nam, it’s essential to understand my family history and traditions

Van: Interesting Are your parents both Japanese, Yumi?

Yumi: Yes, but they’ve been living here for twenty years, and they’re afraid that my sister and I are becoming less and less familiar with our traditions

Lam: So how you maintain your culture?

Yumi: Well, we wear kimonos on special occasions and celebrate Japanese festivals such as the cherry blossom festival We also eat

sushi, sashimi and udon noodles At home we speak Japanese only

Van: Do you often go back home?

Yumi: I’ve been to Kyoto four or fi ve times to visit my grandparents But to tell you the truth, I don’t know whether Viet Nam or Japan is really my home My parents are from Japan, but I was born and grew up here

Mr Brown: I’d be interested to read about your experiences in Viet Nam in your essay, Yumi OK, just to remind you that the essays are due next Wednesday and late submissions won’t be accepted

1 Listen and read

EXPRESSIONS OF CULTURAL IDENTITY

1 _ 2 _

4 _ 5 _ 3 _

1 _ their cultural identity 2 _ costumes

3 _ practices

4 _ my family history 5 _ your culture 1 According to Yumi, why

do people need to protect their cultural identity?

2. How Yumi’s family maintain their culture?

3. Where is home for Yumi?

(123)

Unit Cultural identity 59T 2 This activity focuses on Ss’ comprehension of the conversation

• Ask Ss to complete the diagram individually first, and then compare their answers with a partner

Key 1. language 2. food 3. clothing

4. beliefs 5. cultural practices

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

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

• Elicit answers from Ss and write the best ones on the board

Key 1. Because it’s essential to understand their family history and traditions

2 They wear kimonos on special occasions and celebrate Japanese festivals They eat sushi,

sashimi and udon noodles They also speak Japanese at home

3. She doesn’t know whether her home is Japan, where her parents come from, or Viet Nam, where she was born and grew up

4. (Suggested answer) Language: Vietnamese; food: square and round sticky rice cakes, pho; clothing: ao dai, ao ba ba; beliefs: ancestor worship (= thờ cúng tổ tiên); cultural practices: Hung Kings’ Festival, Quan ho singing

4 This activity focuses on the collocations used in the conversation

• Ask Ss to read the conversation again and find the verbs or adjectives that go with the given nouns or noun phrases

• Have Ss use a dictionary to check the meaning of these words and phrases

Key 1. express / protect 2. traditional 3. cultural

4. understand 5. maintain

5 This activity focuses on revision of the present perfect and the present perfect continuous tense

• Ask Ss to write the correct tenses of the verbs in brackets first, and then have them read the conversation to check their answers

Key 1 have been living

(Note: The present perfect is also possible: ‘My parents have lived …’)

2. ‘ve been

1 Ask Ss to look at the picture of the four people and guess who they are and what they are talking about

They are three students and their teacher They are probably talking about Japanese culture (food, clothing, etc.)

• Tell Ss that they are going to listen to a classroom discussion between students and their teacher

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Vocabulary

1 Write the words or phrases given in the box next to their meanings

1 The following phrases are spoken in slow, careful speech and in fast, connected speech Listen and repeat Pay attention to the pronunciation of the underlined sounds.

2 Listen and repeat the following sentences spoken in fast, connected speech.

LanGUaGe

Pronunciation

DO YOU KNOW…?

• Assimilation happens in fast, connected speech when the ending sound of one word blends into the beginning sound of the following word

• Some rules:

/t/ changes to /k/

before /k/ or /g/

short cut, that girl

/d/ changes to /g/ hard copy, good game

/n/ changes to /ŋ/ golden car, action group

/s/ changes to /ʃ/

before /ʃ/ or /j/ dress shop, this yard /z/ changes to /ʒ/ cheese shop, those young men

assimilate maintain national costumes custom cultural practices multicultural

1. Some ethnic groups have strange

such as walking on fi re to prevent natural disasters

2. The Vietnamese people still follow the

of giving lucky money to

children during the Tet holidays

3 The ao dai, cheongsam, kimono and sari are women’s _ in some Asian

countries

4. Many ethnic groups fi nd it diﬃ cult to

_ their own language or

preserve their culture

5.People living in a(n) society

should learn to respect and understand diff erent cultural values

6. Migrants may lose their cultural identity as they become _ into the new

community

1 _ the traditional clothes worn by people from a particular country

on special occasions

2 _ become part of a country or community by fully integrating

into their society or culture

3 _ a traditional way of behaving and

doing things in a particular society

4 _ make something continue in the

same way as before

5 _ activities related to religion, art, customs, diet, etc.

6 _ including people of diff erent races, religions, languages and

traditions

no assimilation in

slow, careful speech with assimilation in fast, connected speech

1 a greatculture shock b greatculture shock 2 a goodcook b.goodcook 3 a gardengate b.garden gate 4 a essay onculture b.essay on culture 5 a express your opinion b.express your opinion 6 a quizshow b.quiz show

1. He experienced great culture shock when he fi rst came to Europe

2 The man in the red car over there is a good cook

3 Please don’t leave the garden gate open

4. You can express your opinions at the end of this show

5. There’s a quiz show on Channel tonight

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Unit Cultural identity 60T Vocabulary

1 Go through the words and phrases in the box and check Ss’ understanding

• Draw Ss’ attention to the spelling of custom and

costume

• Ask Ss to read the conversation again and guess the meaning of national costumes and cultural practices

• Ask Ss to use a dictionary or refer to the glossary of the book to fi nd the meaning of the words they not know

• Ask Ss to match the words or phrases with their meanings

Key 1. national costumes

2 assimilate

3 custom

4. maintain

5 cultural practices

6. multicultural

2 Ask Ss to pay attention to the context in which the words in 1are used

• Have Ss complete the sentences individually, and then compare them in pairs Check answers as a class

Key 1 cultural practices

2 custom

3. national costumes

4. maintain

5. multicultural

6. assimilated

Pronunciation

Assimilation

1 Ask Ss to study the Do you know …? box and practise saying the examples as naturally as possible Tell Ss that the aim of this aspect of pronunciation is to facilitate their listening in real life, when native speakers use assimilation in their speech

• Tell Ss that they are going to listen to six phrases spoken in two diff erent ways: slow, careful speech (with no assimilation) and fast, connected speech (with assimilation)

• Ask Ss to listen and repeat

no assimilation in slow, careful speech

with assimilation in fast, connected speech

1. a great culture shock b great culture shock t→k 2. a good cook b good cook d→g 3. a garden gate b garden gate n→ŋ 4 a essay on culture b essay on culture n

→ŋ

5. a express your opinion b express your opinion s→ʃ 6. a quiz show b quiz show z→ʒ

2 Tell Ss that they are going to practise saying fi ve sentences in which some fi nal sounds blend with the sounds that follow because of assimilation in fast speech

• Play the recording for Ss to repeat fi rst chorally, and then individually in pairs

LanGUaGe

1. He experienced great culture shock when he fi rst came to Europe t→k t→k

2. The man in the red car over there is a good cook d→g d→g

3. Please don’t leave the garden gate open n→ŋ

4. You can express your opinions at the end of this show s→ʃ s→ʃ

5. There’s a quiz show on Channel tonight

z→ʒ

Audio script

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3 Use the information in the table to complete the sentences with repeated comparatives.

1. Average temperatures in New York

Dec High: 60C

Low: 00C

Jan High: 40C

Low: -20C

Feb High: 30C

Low: -40C

2. Petrol price Jan

$2.8/litre Feb $2.5/litre Mar $2/litre

3. Internet users in

my city In 2000 million In 2015 million In 2020 million

4. Josh’s car speed 50 km/h 70 km/h 100 km/h

5. ABC Supermarket’s

customers Jan 50,000 Apr 35,000 Sept 25,000 2 Complete the following sentences with the

correct form of the words in brackets, using repeated comparatives.

1. My father’s cooking is getting (good) _

as the years go by

2. A lot of people are migrating to the city to look for work The cost of living there is becoming (high)

3. It’s getting (diﬃ cult) to fi nd a

job these days

4 The race car was running (fast)

when it crashed into a tree

5 With the development of the Internet, (few)

people send greetings cards

on special occasions

6 The practice of using (many)

chemicals to improve crop yields is harmful to people’s health

1 Put the verbs in brackets in the present perfect or present perfect continuous.

1. I (clean) _ the whole house

Does it look nice and tidy?

2. For many years, the villagers (try)

very hard to bring back the old custom

3. That tower (stand) _ on top of

the hill for 300 years

4. My father (work) in the garden

all morning He (plant) _ a lot

of tulips and roses

5. They (go) _ to Hue to attend

the festival there and won’t be back until next week

6. I (not fi nish) _ reading the

book about Thai culture yet, so I can’t answer your questions now

REMEMBER

• The diff erences between the present perfect and present perfect continuous are:

Present perfect Present perfect continuous

- focusing on the result of the action or event e.g Look at the fl owers

I have planted.

- focusing on the action / event which may or may not be fi nished

e.g I have been shopping

all afternoon.

- talking about the number of times we have done something e.g We have written

fi ve essays this term.

- talking about how long something has been happening

e.g I have been writing

for hours and I need a rest.

- talking about permanent or long-lasting situations e.g He has played for that club for 10 years.

- talking about temporary or continuing situations e.g He has been playing

tennis for hours without resting.

• The present perfect continuous is often used with time expressions such as all day/week/year, for hours/months/years. It is not normally used with the words ever and never

Grammar

The present perfect vs the present perfect continuous

Repeated comparatives

1. It this winter in New York

2. Petrol prices this year

3. are using the Internet in my city now

4. Josh _ when he realised that the police

were trying to stop him

5 _ went to ABC Supermarket last year DO YOU KNOW…?

• Repeated comparatives are used to describe things that are increasing or decreasing

• Formation: short adjective/adverb + -er and short adjective/adverb + -er

moreandmore + long adjective/adverb

more/fewerand more/fewer + noun

Examples:

It got darker and darker as we went deeper into the cave.

Things are getting more and more expensive these days.

In Australia, more and more students choose to study French at school.

The athletes are running faster and faster as they are

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Unit Cultural identity 61T Grammar

The present perfect vs the present perfect continuous

1 Have Ss review the uses of the present perfect and the present perfect continuous tenses

• Ask Ss to read the two sentences in activity 5 (GETTING STARTED) again and to explain why the present perfect or the present perfect continuous tense is used in each sentence

• Ask Ss to study the Remember box Draw their attention to the rules and examples

• Ask Ss to read each sentence in activity 1 carefully and decide whether the focus is on the action/event or the result of the action/event Draw their attention to the time expressions used in sentences 2, (for many years, all morning)

Key 1 have cleaned 2. have been trying 3 has stood

4 has been working, has planted 5 have gone 6 haven’t fi nished

Repeated comparatives

2 Ask Ss to study the Do you know …? box Draw their attention to the formation of repeated comparatives

• Explain the diff erences between repeated comparatives and double comparatives in form and use

Notes

• Repeated comparatives are formed by repeating the comparative form of an adjective or adverb They are used to describe a continuous change

Example:I’ve worked very hard and my English is getting better and better.

• Double comparatives are written as one sentence with a comma separating the cause and the eff ect They are used to describe a cause-eff ect process

Example:The better the quality of health care, the longer the life expectancy.

• Ask Ss to complete the sentences, using the words in brackets and the structure of repeated comparatives

Key 1 better and better 2 higher and higher 3 more and more diﬃ cult

4. faster and faster 5. fewer and fewer 6. more and more

3 Ask Ss to study the information in the table Make sure they understand the increasing or decreasing trend in each situation

• Ask Ss to read the sentences and think of a suitable verb, adjective/adverb, or determiner (more/fewer) that can be used in each sentence

• Have Ss the activity individually fi rst, and then compare the answers in pairs Check answers as a class

Key 1 is becoming colder and colder 2. are becoming lower and lower

3. More and more people 4. was driving faster and faster

5. Fewer and fewer customers

LESSON OUTCOME

What can you now?

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Cultural identity in modern society

SKiLLS

READING

1 Use a dictionary to ﬁ nd the meaning of the words or phrases in the box Then complete the sentences with their correct form.

integrate aspect

for granted cultural identifi er

1. He had taken it _ that his friend

would tell the truth

2. _ are characteristics shared by

individuals belonging to the same group or community

3. When he studied abroad, he successfully

_ into the local culture

4 His book covers all _ of a migrant’s life

2 Read the passage about cultural identity Four sentences have been removed from the passage Choose a sentence (a-d) to complete each gap (1-4).

a. On the other hand, there are people who choose to abandon their heritage culture and assimilate into the new culture of the majority

b. Cultural identity is usually understood as the identity or feeling of belonging to a group that has its own culture

c. However, people often not confi ne themselves to one culture

d. The fi rst stage, known as unexamined cultural identity, occurs during childhood, when culture is taken for granted

There are various studies on cultural identity (1) _ Individuals usually

defi ne themselves by cultural identifi ers such as nationality, ethnicity, location, history, language, gender, beliefs, customs, clothing and food It is suggested that cultural identity develops in three stages (2)

Cultural ideas and values provided by families, communities or the media are easily accepted without much critical thinking In the second stage, called the cultural identity search, teenagers may become more curious, and willing to explore, analyse and compare their beliefs with other cultures When people develop a clear sense of cultural identity, know which social group they belong to and feel satisfi ed with their cultural identity, they reach the fi nal stage called cultural identity achievement Living in their own country, people can easily acquire and maintain their cultural identity because they are fully exposed to diff erent aspects of their native culture They inherit their ancestors’ history, knowledge, language, beliefs, values, and customs, which have been passed from one generation to the next one (3) In the age of

globalisation, access to the Internet and the media provides instant contact with many cultures A person’s cultural identity may be infl uenced by certain aspects of other cultures When people move to a new culture, they may react diff erently Some people feel a strong urge to keep their cultural identity, so they continue speaking their language, cooking their food, wearing their traditional clothing, and celebrating their festivals They also insist that their children and grandchildren maintain their cultural identity (4)

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Unit Cultural identity 62T

READING

Cultural identity in modern society

Lead-in: Inform the class of the lesson objectives: developing the ability to follow the logical structure of a text and reading for specifi c information

• Ask Ss to read the title As a warm-up, ask them to make guesses about the content of the text, fi rst in pairs, then as a class

1 This activity focuses on vocabulary recognition and building

• Have Ss use a dictionary to fi nd the meanings of the words in the box, if necessary, and complete the sentences with the correct form of these words

Key 1.for granted 2 Cultural identifi ers 3 integrated 4 aspects

2 This activity helps Ss to understand the logical structure of the reading passage via cohesive devices

• Tell Ss that they are going to read a passage about cultural identity in today’s modern society Explain that the text has four sentences (a-d) removed from it

• Ask Ss to read through the sentences (a-d) and underline key words or words used for reference (determiners, nouns, verbs, etc.)

• Elicit any linking words used as cohesive devices to create the linkage between sentences

Examples:

a On the other hand

c However

d The fi rst stage

• Have Ss read each paragraph of the text and look for information before and after each gap that is connected to the key words, reference words or linking words Ss have underlined in the sentences (a-d)

• Ask Ss to complete the gaps individually, then compare answers in pairs, and read the entire text to ensure that each sentence fi ts well and the information is coherent

Key 1. b 2 d 3 c 4. a

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SPEAKING

1 Work with a partner Discuss and decide if activities (1-4) can help people to maintain their cultural identity Match each of them with its reasons (a-d).

Activities Reasons 1. preserving native

language

a. represents national identities; refl ects climatic conditions 2. wearing traditional

clothing b. gives big appetites and adequate nutrition; strengthens cultural ties 3. celebrating traditional

holidays c. develops intellectual abilities; shapes cultural identity

4. eating traditional food d. off ers a sense of being rooted in native culture; brings people together

2 Use ideas in to ﬁ ll each of the numbered spaces in the following conversation Then practise it in groups of three

A: What you think people should to maintain cultural identity in the age of globalisation?

B: I believe they should (1) _

C: That’s true Language is a vital part of culture and critical to a person’s (2)

A: Yes It enables people to communicate, establish links with family and community members, and acquire and value their native culture

B: I can’t agree more It is said that peoples’ fi rst language helps them (3) and

(4)

C: That’s absolutely correct Do you have any anything else to add?

3 Have a similar conversation discussing what you should to maintain cultural identity in the age of globalisation.

3 Read the passage again and answer the questions.

1. How individuals defi ne themselves?

2 What happens in the fi rst and the second stages of the formation of cultural identity?

3 When people reach the fi nal stage?

4. Why can people’s cultural identity be aff ected by other cultures even if they live in their native country?

5. What are the three ways people react when they move to a new culture?

Maintaining cultural identity

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Unit Cultural identity 63T 3 Give Ss enough time to read the entire newspaper

column again, including the sentences they have inserted into the gaps

• Have Ss work in pairs and practise asking and answering the questions

Key

1 They defi ne themselves by (cultural identifi ers such as) nationality, ethnicity, location, history, language, gender, beliefs, customs, clothing and food

2. In the fi rst stage, children take culture for granted, and accept cultural ideas and values without much critical thinking However, in the second stage, teenagers may become more curious, and willing to explore, analyse and compare their beliefs with other cultures

3. When they develop a clear sense of cultural identity, know which social group they belong to, and feel satisfi ed with their cultural identity

4. Because access to the Internet and the media provides instant contact with many cultures

5. First, they keep their cultural identity Second, they assimilate into the new culture of the majority Third, they integrate into the new cultural environment (keeping their cultural identity and fl exibly adjusting to the diff erent aspects of the new culture)

4 Have Ss review the key points in the text before they start their discussion

• Have Ss work in pairs/groups Encourage them to think of more ideas/activities to develop their cultural identity in today’s modern society

• Have some pairs/groups summarise their discussion and present the main points/ideas to the rest of the class

LESSON OUTCOME

What can you now?

• Elicit answers: I have learnt how people preserve their cultural identity in today’s modern society I can work out the logical structure of a text by analysing linking words and words used for

reference I can also read for specifi c information. LESSON OUTCOME

What can you now?

• Elicit answers: I have learnt about activities people to maintain their cultural identity Now I can discuss and talk about the ways to maintain cultural identity.

1 This activity aims at giving Ss some activities and reasons why they can be used to maintain people’s cultural identity

• Ask Ss to work in pairs Have them discuss and decide if the activities can help maintain cultural identity especially in situations when people are away from their home countries

• Have Ss the matching activity Check answers as a class

Key 1 c 2 a 3 d 4 b

2 The aim of this activity is to show Ss how to engage in a group conversation about maintaining cultural identity

• Give Ss enough time to use ideas in 1 to fi ll the numbered spaces in the dialogue Check answers as a class

1 preserve their native language

2 cultural identity

3 develop their intellectual abilities

4. shape their cultural identity

• Ask Ss to work in groups of three Have them practise the conversation

• Walk around to monitor and off er help, if necessary

3 This activity is for Ss to practise exchanging their ideas and opinions about how to maintain cultural identity, using the format of the conversation in 2

• Have Ss work in groups of three asking and answering questions about what people should to preserve their cultural identity and the reasons for doing those

• Ask one or two groups to act out their conversation in front of the class

• Take notes or encourage the rest of the class to take notes of Ss’ good ideas and any mistakes

• Give feedback as a class

SPEAKING

Maintaining cultural identity

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Cultural diversity in Singapore LISTENING

1 You are going to listen to a talk about cultural diversity in Singapore What you know about this city-state? Look at the information below Guess and write the name of each ethnic group in the blank

SINGAPORE

Official languages: English, Malay, Mandarin, Tamil

Ethnic groups: Chinese, Malays, Indians, Eurasians and other

Currency used: Singapore dollar (SGD)

2 Work in pairs Discuss and match the national costumes with their names

3 Listen to a talk What is the speaker talking about? Tick the correct boxes.

1. Singapore’s ethnic groups and oﬃ cial languages

2 Singapore’s traditions and oﬃ cial languages

3 Chinese wedding costumes in Singapore

4. Malay traditional costumes for men and women

5. Modern Indian costumes for men

6 The Indian traditional dress

4 Listen again and complete the following sentences Fill each blank with no more than four words or numbers

1. Singapore gained its independence on 2. Singapore does not have a national costume, as

people from the diff erent ethnic groups tend to

3 used to wear cheongsam

4 Sari is often wrapped around the waist and

5. At oﬃ ce men usually wear dark trousers, white shirts and a tie while women wear

long-sleeved blouses with trousers or skirts

6. The young people often think of themselves

, and then as Chinese, Malay or Indian

5 Work in pairs Ask and answer the following question.

What else you know about the city-country and its culture?

a b

d c

Singapore’s population composition

1 2.1% 8.7%

13.6%

75.6%

4

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Key

1 9 August 1965

2. wear their traditional clothing

3. Chinese men and women

4 hung over the shoulder

5 long-sleeved blouses

6 as Singaporeans fi rst

5 The aim of this post-listening activity is to relate the information from the listening text to Ss’ own life, experiences or future plans

• Put Ss in pairs and let them ask and answer the question freely If Ss have diﬃ culty coming up with new ideas, give them some examples of cultural diversity

• Ask pairs to summarise and briefl y report their answers to the class

LESSON OUTCOME

What can you now?

• Elicit answers: I have learnt about cultural diversity in an Asian country I can listen for general ideas and specifi c information in a talk. Audio script

Singapore gained its independence on August 1965 and now has a population of more than fi ve million people including Chinese, Malays, Indians and Eurasians The country has four offi cial languages: English, Chinese, Malay and Tamil Singapore does not have a national costume, as people from the diff erent ethnic groups tend to wear their traditional clothing

The Chinese traditional attire for ladies is called cheongsam, which means a long garment Originally, both men and women used to wear this long, one-piece dress specially designed to conceal the body shape Today it’s often worn by Chinese women in Singapore during Chinese New Year celebrations and at traditional wedding ceremonies For Malay men, the traditional garment is called baju melayu It consists of a loose shirt and a sarong worn over a pair of trousers Malay women often wear baju kurung, which looks like a long-sleeved and collarless blouse worn over a long skirt

The traditional dress for Indian women is the sari, which can be not only worn on special occasions, but used every day It’s a long piece of brightly-coloured cloth wrapped around the waist and over the shoulder It’s usually decorated with beautiful patterns Because of the hot temperatures and the modern character of Singapore, clothing is usually very casual and most people prefer western fashions For business, men usually wear dark trousers, white shirts and a tie Standard offi ce attire for women includes a long-sleeved blouse with trousers or a skirt

Unifi ed by the common goal for a better future, the people of Singapore, especially the younger generations, think of themselves as Singaporeans fi rst, and then as Chinese, Malay or Indian

LISTENING

Cultural diversity in Singapore

Lead-in: Focus Ss’ attention on the section heading and ask them to guess the possible content of the listening text

1 Focus Ss’ attention on the brief information and the population chart of Singapore and ask what they know about this city-state

• Have Ss work individually or in pairs to guess and write the name of each ethnic group in the blank

• Encourage Ss to add any additional information that they may know from either reading about or visiting Singapore

• Explain to Ss that the information in this activity can also help them to answer the questions in the listening activities

Key 1. Eurasians and other 2. Indians

3. Malays 4 Chinese

2 Tell Ss that the activity provides some vocabulary and information that they may need for the listening activity

Note:As the population of Singapore includes mainly Chinese, Malays, Indians and Eurasians, its oﬃ cial languages are Mandarin, Malay, Tamil and English

• Focus Ss’ attention on the pictures and have them the matching fi rst individually, and then check with a partner

Key 1 d 2. a 3. c 4. b

3 Tell Ss that the activity focuses on listening for general ideas Have them read the statements and make some guesses about the content and the structure of the listening text

• Check Ss’ comprehension to make sure they are familiar with the language Have them review the vocabulary in 3, if necessary

• Play the recording non-stop so Ss can get the gist of the talk

• Have Ss compare answers in pairs, and then check answers as a class

Key 1  4  6 

4 Tell Ss that the activity focuses on listening for specifi c information

• Ask Ss to read the questions and check their comprehension before playing the recording

(134)

Body

Conclusion

Definition of cultural identity

_ _

Thesis statement

_ _

First reason

_ _

Second reason

_ _ WRITING

What makes me Vietnamese

1 Work in pairs Give the reasons why language is often considered the most important cultural identiﬁ er.

Example:

Language is the most important cultural identifi er because it allows me to communicate with my family and community.

2 Read the following essay on language as deﬁ ning a person’s cultural identity Complete the essay, using the correct form of the words in the box.

feature unique share demonstrate unify express unite invade For most people, (1) one’s

cultural identity is often a way to show who they are and how they relate to others It can be (2) _ through their language,

food, clothing, beliefs, music and festivals Among these (3) _, language is

what makes me Vietnamese There are several reasons for this

Vietnamese is the language that can (4) _

the people of my country in the face of any danger Although there are over fi fty ethnic groups, we all use Vietnamese as the oﬃ cial language It is the means of communication at school and in my community It allows me to experience and (5) _ my culture

I am also proud to speak a language that has a long history Although my country used to be (6) _ by other countries, the

language has always been kept alive Modern Vietnamese developed from an ancient form similar to other Asian languages It is written with the Latin alphabet combining letters with tone markings

In conclusion, Vietnamese as the community and national language is the most powerful (7) force That is why it is also the most

meaningful part of my cultural identity This beautiful and (8) _ language defi nes

me as a person and I am very proud of it

3 Which is the most important cultural identiﬁ er or the feature that deﬁ nes your cultural identity? First, discuss your ideas in groups of four Then decide on the most important feature and write an essay of 180-250 words. You can choose one of the following cultural identifiers:

● Festivals and cultural practices

● Shared values and beliefs

● Traditional food

● History

● Education

Introduction

Summary of the reasons

(135)

WRITING

What makes me Vietnamese

Lead-in: Inform the class of the lesson objective: writing an essay about the most important feature that defi nes someone’s cultural identity

1 Ask Ss to work in pairs and discuss their opinions about the most important feature that defi nes someone’s cultural identity and give their reasons

• Tell Ss that they can refer back to the reading and other previous sections to get ideas

• Ask Ss to read the example and give reasons why language is considered the most important cultural identifi er

• Encourage Ss to share their ideas and say if they agree or disagree with the example

2 Tell Ss that they are going to read an essay Allow enough time for them to read through the text and work out the essay structure

• Ask Ss to use a dictionary to check the meaning of diﬃ cult words and phrases

• Ask Ss to work individually fi rst, and then in pairs to discuss and compare their answers

Key 1 expressing 2. demonstrated

3. features 4. unite

5 share 6. invaded

7. unifying 8. unique

3 The product of this activity should be Ss’ complete essays

• Have Ss review what they have discussed in 1

and the reasons in the essay in2as the fi rst step in preparing for the essay writing

• Ask Ss to work in groups of four to discuss and choose the most important features that defi ne people’s cultural identity

• Have Ss complete the outline with their choices and reasons, then ask them to swap the outlines with a partner for peer feedback Walk around and give further comments

• Encourage Ss to incorporate the feedback and write the fi rst draft in full sentences Then ask Ss to read their drafts in their groups so other group members can comment on content, grammar and vocabulary use Walk around and provide help by correcting mistakes in grammar or word choice

LESSON OUTCOME

What can you now?

• Elicit answers: I can write an essay about the most important feature that defi nes someone’s cultural identity

• Ask Ss to work independently and write their fi nal essays incorporating all the feedback from Ss and T

• Invite some Ss to read their essays Have the rest of the class ask questions or say what they like most about the piece of writing

Some people believe cultural identity is how we identify ourselves as part of a culture This can simply be done through the language we use, the food we often have, or the clothing we often wear on special occasions In my opinion, festivals and cultural practices celebrated and preserved years after years are the most important cultural identifi ers

Through festivals, we want to express our unity as well as cultural identifi er Originally, festivals are special occasions when people at a particular place stop working in order to celebrate parties or events They are often connected with religious beliefs of a specifi c group of people to thank Gods and ancestors for good harvests, fortune, and happiness

Along with festivals, cultural practices are unique ways of expressing who we are and what country or culture we belong to These are traditionally considered the right things to in a community For example, Vietnamese people usually go to pagodas on fi rst days of New Year to pray for good health and happiness Although we are now in modern time, these traditions are well preserved respectably as a cultural stereotype

(136)

Migration and cultural identity

Communication

Festivals

Culture

1 Listen to a talk by Mr Ben Wilson, a sociologist and psychologist, about preserving migrants’ cultural identity Answer the questions.

1. What are migrants encouraged to in a multicultural society?

2 What migrants want to when they settle down in a new culture?

3 Summarise the two ways for migrants to pass down their culture to the next generation

1 Read the text about celebrations of some ethnic groups in Viet Nam Write the names of the festivals under the pictures.

a. _

b. _

2 Discuss the question with a partner.

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Unit Cultural identity 66T Audio script

The topic of my talk today is the problems many migrants have to face when living in a place which is not their homeland Migrants can be immigrants who settle down in another country But migrants can also be those people moving from one place to another within the same country, like … moving from the countryside to the city

In a multicultural society like ours, migrants are encouraged to maintain their own cultural identity When people migrate, they not leave their beliefs, customs or cultural practices behind They want to assimilate into the new culture, but they also want to maintain their own However, their children and grandchildren, I mean the next generations, fi nd it diffi cult There are mainly two ways for migrants to pass down their culture to the next generation First, they should encourage all family members to speak the mother tongue at home This will help the young ones to communicate with people in the home

country when they have a chance to visit their homeland This also means that it’s necessary to travel to the home country regularly There is no better way to learn about a culture than to experience it fi rst-hand Second, they should attend festivals celebrating their culture, such as the Lunar New Year for some Asian communities On these occasions, everybody can enjoy traditional food, wear traditional clothes, sing folk songs, and exchange best wishes in the heritage language People will have a chance to get together, and maintain and further develop their sense of cultural identity

2 This activity provides further speaking practice on the topic

• Ask Ss to work in pairs and discuss the question

• Ask some Ss to present their answers in front of the class Give feedback

When people move to a new place, they can preserve their cultural identity by

- organising and participating in traditional festivals or practices in their community, - cooking traditional food for the family, - teaching children to speak their native

language at home

Lead-in: Inform the class of the lesson objectives: further skills development

Communication

Migration and cultural identity

• Tell Ss that they are going to listen to a talk by Mr Ben Wilson about preserving migrants’ cultural identity

• Ask Ss to read the questions and underline the key words so they can get a general idea of the talk

• Explain some new words, if necessary (immigrant, migrant, settle down, pass down)

• Play the recording once or twice for Ss to take notes of their answers

• Ask Ss to work with a partner to compare their answers Check answers as a class

Key

1 They are encouraged to maintain their cultural identity

2 They want to assimilate into the new culture, but they also want to maintain their own culture

3 The fi rst way: encouraging all family members to speak the mother tongue at home; travelling to the home country regularly

The second way: attending festivals celebrating the migrants’ culture

Culture

Festivals

1 Ask Ss what the people in the photos are doing Let them guess where in Viet Nam these events may take place

• Have Ss read the text quickly and write the names of the festivals under the photos

Key

a. Elephant Racing Festival

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Elephant Racing

Festival Forest Worshipping Festival

Location

Time

Ethnic groups

Purpose

Activities

Festivals are celebrated to highlight the cultural heritage of nations At national level, festivals help to strengthen the spirit of solidarity and unity of the whole nation Regional festivals or festivals of an ethnic group, on the other hand, help to maintain the cultural identity of a community Taking part in diff erent activities of the festival, group members get together, have fun, and promote their cultural image Examples can be found in well-known festivals of some ethnic groups in Viet Nam

In March, the Elephant Racing Festival is held at Don Village, in Dak Lak Province, to promote the martial spirit of the M’Nong and Ede people, who are famous for their bravery in wild elephant hunting Every year, more and more participants in colourful costumes fl ock to the area to watch the race and take part in other fun activities such as eating traditional food, drinking rice wine, dancing, and watching elephants play soccer Forest Worshipping is an important festival of the Nung and Dao people in Ha Giang and Lao Cai Provinces, which takes place in the fi rst lunar month People worship the god of trees and villagers who sacrifi ced their lives to protect the village They also pray for good health, fruitful trees and favourable climate The ceremony is held under an old tree in the forest, with a lot of agricultural products used as off erings After the ceremony, local people sign a statement to protect forests and plant more trees around their houses Finally, they take part in folk games with strong ethnic identity, such as blind man’s buff , swinging, shuttlecock throwing, and tug of war

2 Read the text again and complete the table.

3 Discuss the question with a partner.

Have you ever attended any ethnic cultural festivals in Viet Nam?

a. If yes, tell your partner where, when, how and why the festival was celebrated

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Unit Cultural identity 67T 2 Ask Ss to study the table and consider what kind of information they need to write in it

• Ask Ss to read the text again and complete the table Check answers as a class

Key

Elephant Racing Festival Forest Worshipping Festival

Location Dak Lak Province Ha Giang and Lao Cai Provinces Time annually, in March the fi rst lunar month Ethnic groups M’Nong and Ede Nung and Dao Purpose to promote the martial spirit of the M'Nong and

Ede people

- to worship the god of trees and villagers who sacrifi ced their lives to protect the village

- to pray for good health, fruitful trees and favourable climate

Activities - watching elephant race

- eating traditional food and drinking rice wine - dancing

- watching elephants play soccer

- off ering agricultural products

- signing a statement to protect forests and plant trees - playing folk games

3 Have Ss discuss the question in pairs

• After their discussion, ask some pairs to report their experiences and opinions to the class

LESSON OUTCOME

What can you now?

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Vocabulary

Grammar

Complete the sentences with the correct form of the words or phrases in the box

LOOKinG BaCK

Pronunciation

1 Underline the sounds that can be aﬀ ected by assimilation

1 We took a lot of pictures of the Grand Canyon and the Golden Gate Bridge during our trip to the US

2 In her dress shop, Alice showed us traditional dresses and some nice shoes

3 Where’s your credit card, Tom?

4. Indian cuisine had gained popularity in Canada before Indian immigrants settled there

5 People living in a foreign country don’t want to be treated as second-class citizens

2 Listen and repeat the sentences in 1.

cultural identity cultural practices national pride preserve

national costume solidarity

1 Read the exchanges Put the verbs in brackets in the present perfect or present perfect continuous Use the passive voice if necessary.

2 Read the situation and complete Andy’s statements about himself, using repeated comparatives.

Andy’s studying very hard, but he’s worried that he’s making no progress.

1 My English tests are getting (hard) Example: My English tests are getting harder and

harder.

2. As a result, I’m getting (low) test scores

3 It’s becoming (diﬃ cult) for me to

keep up with the other students in my class

4 It seems that the textbook just gets (complicated)

5 Now I have to spend (much) time

reviewing the lessons every day

6 Consequently, I have (little) time for

1. Lian: Did Vietnamese men wear the ao dai in the past?

Ha: Yes But nowadays men only wear it on special occasions The ao dai (become)

_ a symbol of the Vietnamese

feminine beauty, and many fashion designers (continue) to create new designs

for it

Lian: I see By the way, I heard that there will be an

Ao dai Grand Fashion Show at Hue Festival next month

Ha: Yes My sister, who is a fashion designer, (work) _ day and night to prepare

for the show

2. Kim: Tony, Englishmen wear kilts?

Tony: Not really Scottish men wear kilts, as a way to express their cultural identity

Kim: But I (never, see) you in a kilt

You’re from Scotland, aren’t you?

Tony: Yes, I am I have a kilt, and I (wear)

it fi ve times this year, but I only wear it on special occasions

Kim: You should wear it more often You know, the Scottish kilt (even, become)

a required uniform for Scotland’s national football team’s fans

1. Festivals help people to _

their traditions and strengthen community spirit

2 I think the most important feature of the

_ of a nation is the language

3 Many of the in India are linked to

the natural environment

4. The villagers show their _ by

playing traditional gongs and drums

5 During the war, many countries expressed

_ with Vietnamese people

6. In Viet Nam, during the wedding ceremony, the bride usually wears the ao dai, a ,

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Unit Cultural identity 68T Vocabulary

The aim of this activity is to revise some of the key vocabulary items used in the unit

• Have Ss read the instructions and the activity individually Then ask them to compare their answers in pairs

Grammar

1 The aim of this activity is to help Ss to review the use of the present perfect and the present perfect continuous

• Ask Ss to read through the two exchanges before deciding on the correct tense for each verb

• Have Ss the activity individually fi rst, and then compare their answers in pairs Check answers as a class

Key 1 has become, have continued, has been working

2. have never seen, have worn, has even become

2 Tell Ss that they are going to write sentences about someone called Andy Ask Ss to read the situation and the example fi rst Ask comprehension questions to check if they understand the activity context

• Have Ss complete the sentences, using the words in brackets to form repeated comparatives to describe the changes that Andy is going through

• Allow Ss to the activity individually fi rst, and then compare their sentences in pairs Check answers as a class

Key

2. lower and lower 3. more and more diﬃ cult

4. more and more complicated

5. more and more 6 less and less

2 Play the recording Have Ss listen and repeat

• Ask some Ss to say these sentences aloud Give comments and praise Ss who can say the sentences naturally and fl uently, and try to blend the fi nal and initial sounds

Audio script

1 We took a lot of pictures of the Grand Canyon and the d→g

Golden Gate Bridge during our trip to the US n→ŋ

2 In her dress shop, Alice showed us traditional dresses

s→ʃ s→ʃ

and some nice shoes s→ʃ

3 Where’s your credit card, Tom? z→ʒ t→k

4 Indian cuisine had gained popularity in Canada before n→ŋ d→g n→ŋ

Indian immigrants settled there

5 People living in a foreign country don’t want to be treated n→ŋ

as second-class citizens d→g

LESSON OUTCOME

What can you now?

• Elicit answers: I can identify and pronounce words aﬀ ected by assimilation I can distinguish between the forms and uses of the present perfect and present perfect continuous I can use repeated comparatives to describe something that is changing.

Lead-in: Inform the class of the lesson objective: reviewing pronunciation, vocabulary, and grammar

Pronunciation

1 Help Ss to review the process of assimilation in this unit (/t, d, n/ before /k, g/; /s, z/ before /ʃ, j/)

• Have Ss read the sentences and underline the sounds that can be aff ected by assimilation

• Ask Ss to work with a partner to compare their answers Check answers as a class

Key 1 Grand Canyon,Golden Gate

2. dress shop,Alice showed,nice shoes

3. Where’s your, credit card

4. Indian cuisine, had gained, in Canada

5. foreign country, second-class

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

Key 1 preserve 2. cultural identity

3. cultural practices 4. national pride

solidarity 6. national costume

• Extend the activity by asking Ss to make their own sentences with these words and phrases

Note

/d/ in ‘Grand Canyon’ and ‘second-class’

can be dropped before /k/, and then the sound /n/ before /k/ becomes /ŋ/

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PrOJeCt

1 Work in groups of four or ﬁ ve Choose one ethnic group in Viet Nam Look for information about the features that deﬁ ne 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

3 Introduce your poster to the class and give a presentation on the cultural features of the ethnic group.

2 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

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

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Unit Cultural identity 69T 1 & 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

3 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

LESSON OUTCOME

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.

Rhade / Ede Cham Tay

1 Region(s) with signifi cant

population Dak Lak Province

An Giang, Ninh Thuan, Binh Thuan

Provinces Northern Viet Nam 2 Population 331,194 (2009) 162,000 (2009) 1,626,392 (2009) 3 Religion Christianity, Animism Hinduism, Islam Then, Buddhism

4 Language Rhade Cham Tai

5 Traditional food and

drink forest bitter melon; wine rice rice, fi sh banana cake, peanut cake, sticky rice cake 6 Music - musical instruments:

gongs, fl utes, 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) 7 Clothing - women: skirt and vest

- men: loincloths - women: blouse and sarong, turban- men: shirt and sarong (batik), turban women: sarongs or skirts 8. Festivals - Elephant racing (in March)

- New rice festival or Hua Esei Mrao (in October)

Bon Kate: the fi rst 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

PrOJeCt

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

NOW I CAN

• 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

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Review 222222 Units 4-5 LANGUAGE

Vocabulary

1 Use the correct form of the words or phrases in the box to complete the sentences.

digital device social networking blog

mass media instant messaging advent

Pronunciation

2 Complete the sentences, using the correct form of the words in brackets

3 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/ /t//d//ɪd/

1    7   

2.    8.   

3.    9.   

4.    10   

5.    11.  

6.    12    1. Many immigrants were forced to

into the dominant culture (assimilation)

2. Languages represent a way of life and are important for preserving a people’s cultural _ (identify)

3. costumes help people to learn about their history and preserve their heritage (nation)

4. Diff erences between people based on nationality, _, gender, class, religion beliefs, etc might be sources of confl icts in a multicultural environment (ethnic)

5. In the age of globalisation, many young people choose to maintain their own culture and _ diff erent aspects of other cultures into it (integration)

1. He uses his _ to write about his passion for science

2. In general, _ sites are good for our society because they help to connect people

3 Smartphones, tablets, laptops and desktop computers are all _

4. People rely on the such as television, radio, newspapers and the Internet as the main source of information

5. _ allows people to communicate in real-time with friends and family directly from their smartphones or computers

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Review 70T

• 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

1 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 1 blog 2 social networking 3 digital devices 4 mass media 5 Instant messaging 6 advent

2 Have Ss this activity individually fi rst, then ask some Ss to write their completed sentences on the board Check answers as a class

Key 1 assimilate 2 identity 3 National 4 ethnicity 5 integrate Pronunciation

3 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 Introduction

• The aim of Review is to help Ss to revise the language and skills they have learnt in Units 4 and 5

• 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

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Grammar

4 Fill each gap with an appropriate preposition.

1. May I introduce you our new computer technician?

2 I am thinking buying a new laptop because this one is too old

3. My brother would like to specialise _ computer science

4. You can use my smartphone to search _ the materials you need

5. This security app can protect users’ devices _ hackers

6 Match the two halves of the sentences.

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 fl own on an aeroplane 5 Put the words in brackets in the correct tenses.

Hi, Quang It’s Mum here

(1 clean) you everything in the kitchen?

Quang’s mother:

Oh, that’s good And where’s your sister? I (4 try) to call her at least fi ve times

Quang’s mother:

Quang:

No I’m sorry I (2 not sweep) _ the fl oor yet, but I (3 wash) _ all the dishes

Quang:

Really? She’s in her room She (5 study) _ for her exams all morning

1 I’m getting better and better

2 When the technician fi nally installed the app,

3 Before my grandad came to visit me,

4 With the advent of digital media

5 The noise was getting louder and louder

6 I had used the student blog and discussion forum

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Review 71T

Audio script

1. Yesterday I joined an interesting discussion about cultural identity

2. She gained useful experience when working in a multicultural environment

3. The teacher demanded that the student leave the classroom

4. I watched a very interesting programme on TV last night

5. IBM invented the fi rst smartphone in 1992

6. The small boy coughed a lot two days ago

7. He hated Sundays when he was a child

8. I looked for the latest model of tablets in the electronic store this morning

9. 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, 9 Grammar

4 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 1 to 2 of 3 in 4 for 5 from

5 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 1 Have cleaned 2 haven’t swept 3 have washed 4 have tried 5 has been studying

6 This matching activity focuses on repeated comparatives, the past perfect simple and the past simple

• Ask Ss to the activity individually fi rst, 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

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SKILLS

READING SPEAKING

1 Read the text about advertising and the media.

2 Read the text again and answer the questions.

1. Why have the mass media naturally become ideal tools for advertising?

2. What are some kinds of advertisements?

3 Why are companies and businesses willing to spend money on advertising?

4 How advertisers persuade customers?

5 What does the easy access to the media off er advertising?

6. How benefi cial is advertising to the mass media?

3 Work with a partner Choose one idea (or use your own ideas) and make a conversation about social networking in schools.

Example:

Student A: How useful is social networking in schools? What benefi ts 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 effi cient communication and collaboration, leading to strong school communities

Social networking in schools

becoming increasingly important for teacher-student communication or for out-of-classroom discussions

off ering 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

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 fi lms), 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

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Review 72T

READING

Advertising and the mass media

1 This reading activity focuses on scanning for specifi c information Ask Ss to read the title Then in pairs or as a class, make guesses about the content of the text

2 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

1 Because they have the power to deliver information to large audiences at the same time. 2 They are broadcast media, Internet media, print media, outdoor media and digital media. 3 They want to infl uence customers’ attitudes towards their ideas, services and products. 4 They use (all forms of media and) advanced advertising methods and techniques 5 Information can reach every corner of the world instantly and cost-eff ectively.

6 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

3 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 fi rst, 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 fl uent and confi dent

• Invite some pairs to role-play their conversation in front of the class

LISTENING

Maintaining cultural identity abroad

4 This activity provides an opportunity for Ss to listen for specifi c 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 1 T 2 F 3 T 4 F 5 NG

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LISTENING

Maintaining cultural identity abroad Cultural identity in a globalised world

T F NG

1 Keeping in touch with your family and friends can help you to feel part of your native culture

2 It is not necessary that your children talk to their cousins, aunts, and uncles.

3

The taste and smell of your favourite dishes from your home country can bring back good memories from your childhood or the past

4 You should involve your kids and friends in shopping for traditional food, cooking and sharing recipes

5 It is a good idea for you to celebrate your home country’s holidays abroad too

WRITING

4 Listen to a talk about how to maintain cultural identity abroad Decide whether the following statements are true (T), false (F), or not given (NG).

5 Write an essay of 180-250 words about 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

diff erences – less evident

- people watch same TV channels, fi lms, 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: defi nes 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 Diff erences between cultures are getting less evident People worldwide watch the same TV

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Review 73T Audio script

Now, I’d like to give you some advice on how to maintain your cultural identity in a new culture

Well, fi rst 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 fi nd the cuisine of your country of origin fascinating Shopping for traditional food, cooking and sharing recipes can also help to connect the diff erent generations

WRITING

Cultural identity in a globalised world

5 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 fi rst in class, swap them with a partner for peer review, and then write their fi nal versions at home

There is no doubt that the world today has become one global village Diff erences between cultures are becoming less evident People worldwide watch the same TV channels and fi lms, 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 defi ne 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 diff erent languages, festivals, types of traditional music, dance and food, beliefs and other activities that make the world a fascinating place to live

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GLOSSARY

Word Transcription Meaning Unit

achievement (n) /əˈtʃiːvmənt/ thành tích, thành tựu Unit

addicted (adj) /əˈdɪktɪd/ nghiệ n Unit

advent (n) /'ædvent/ đế n, tớ i (sự kiệ n quan trọ ng) Unit

agricultural (adj) /ˌỉɡrɪˈkʌltʃərəl/ thuộc nơng nghiệp Unit

anonymous (adj) /əˈnɒnɪməs/ ẩn danh, giấu tên Unit

app (n) (application) /ỉp/ ứ ng dụ ng/chương trì nh má y tí nh hoặ c trên Internet/mạ ng xã hộ i Unit

assimilate (v) /əˈsɪməleɪt/ đồng hoá Unit

assimilation (n) /əˌsɪməˈleɪʃn/ đồng hố Unit

asthma (n) /ˈỉsmə/ bệnh hen, bệnh suyễn Unit

attire (n) /əˈtaɪə(r)/ quần áo, trang phục Unit

attitude (n) /'ætɪtju:d/ thá i độ , quan điể m 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

clutter (n) /ˈklʌtə(r)/ tình trạng bừa bộn, lộn xộn Unit

combustion (n) /kəmˈbʌstʃən/ đốt cháy Unit

connect (v) /kə'nekt/ kế t nố i Unit

conservation (n) /ˌkɒnsəˈveɪʃn/ bảo tồn Unit

cost-eﬀ ective (adj) /ˌkɒst ɪˈfektɪv/ hiệu quả, xứng đáng với chi phí Unit counter-urbanisation /ˈkaʊntə(r) ˌɜːbənaɪˈzeɪʃn/ phản thị hóa, dãn dân Unit

cultural identity /ˈkʌltʃərəl aɪˈdentəti/ sắc văn hoá Unit

cultural practices /ˈkʌltʃərəl ˈprỉktɪsɪz/ hoạt động văn hố, tập qn văn hố Unit

custom (n) /ˈkʌstəm/ phong tục, tập quán Unit

cyberbullying (n) /'saɪbəbʊliɪŋ/ khủ ng bố qua mạ ng Internet Unit

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

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75

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 liệ u Unit

dominant /'dɒmɪnənt/ thố ng 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/ kị ch, tuồ ng Unit

eﬃ cient (adj) /ɪˈfɪʃnt/ có hiệ u Unit

emerge (v) /iˈmɜːdʒ// vượ t trộ i, nổ i bậ t, lên Unit

energy-saving (adj) /ˌɛnədʒi ˈseɪvɪŋ/ tiết kiệm lượng Unit

expand (v) /ɪkˈspænd/ mở rộng Unit

fi gure (n) /ˈfɪɡə(r)/ nhân vật Unit

fi vefold (adj, adv) /'faɪvfəʊld/ gấ p năm lầ n Unit

fl ock (v) /ﬂ ɒk/ 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 thố ng đị nh vị n cầ u 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, không lãi suất Unit

kind-hearted (adj) /kaɪnd ˈhɑːtɪd/ tử tế, tốt bụng Unit

leafl et (n) /ˈli:ﬂ ət/ tờ rơi, tờ in rờ i Unit

lifestyle (n) /ˈlaɪfstaɪl/ phong cách sống Unit

long-lasting (adj) /ˌlɒŋ ˈlɑːstɪŋ/ kéo dài, diễn thời gian dài Unit

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martial spirit /ˈmɑːʃl ˈspɪrɪt/ tinh thần thượng võ Unit

mass (n) /mỉs/ số đơng, số nhiề u, đại chúng Unit

media (n) /'mi:diə/ (số nhiề u củ a medium) phương tiện Unit

medium (n) /'mi:diəm/ phương tiệ n Unit

microblogging (n) /ˈmaɪkrəʊˌblɒɡɪŋ/

việ c (cá nhân) thường xuyên gửi tin nhắn/video/ảnh lên mạ ng xã hộ i để cộ ng đồ ng mạ ng biế t đượ c hoạ t độ ng suy nghĩ củ a ngườ i 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 hoá Unit

national costume /ˈnæʃnəl ˈkɒstjuːm/ trang phục dân tộc Unit

national pride /ˈnỉʃnəl praɪd/ lịng tự hào dân tộc Unit

organic (adj) /ɔːˈɡænɪk/ (thực phẩm, phương pháp trồng trọt…) khơng dùng (hố) chất nhân tạo, hữu cơ Unit

overload (v) /ˌəʊvəˈləʊd/ làm cho tải Unit

pathway (n) /ˈpɑːθweɪ/ đường mòn, lối nhỏ Unit

perseverance (n) /ˌpɜːsɪˈvɪərəns/ tính kiên trì, bền chí Unit

pie chart (n) /'paɪ tʃɑ:t/ biể u đồ trò n Unit

preservation (n) /ˌprezəˈveɪʃn/ gìn giữ Unit

print (n) /prɪnt/ chữ in, tà i liệ u in bá o, tạ p chí , v.v Unit

promote (v) /prəˈməʊt/ thúc đẩy phát triển Unit

prosthetic leg /prɒsˈθetɪk leɡ/ chân giả Unit

purifi cation (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 mình Unit

slum (n) /slʌm/ nhà ổ chuột Unit

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77

social networking (n) /ˈsəʊʃl ˈnetwɜːkɪŋ / mạ ng xã hộ i Unit

solidarity (n) /ˌsɒlɪˈdỉrəti/ đồn kết, tình đồn kết Unit

soot (n) /sʊt/ bồ hóng, nhọ nồi Unit

subscribe (v) /sʌb'scraɪb/ đặ t mua dà i hạ n 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) /'tæblət pi: si:/ má y tính bả ng Unit

talented (adj) /ˈtỉləntɪd/ có tài năng, có khiếu Unit

the mass media /ðə mỉs ˈmiːdiə/ truyề n thơng đại chúng Unit

tie in (v) /'taɪ ɪn/ gắ n vớ i 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/ đô 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, điể m mạ ng, cổng thơng tin điện tử trang web Unit well-established (adj) /ˌwel ɪˈstæblɪʃt/ hình thành từ lâu, có tiếng tăm Unit

worldwide (adv) /ˈwɜːldwaɪd/ phạm vi toàn cầu Unit

(156)

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 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

tiếng anh 12– sách GIáO VIÊN – TậP mộT mã số : cG218m6

Số đăng kí xuất : 01 - 2016/CXbIPH/473-964/Gd In 5.000 (QĐ ), khổ 19 × 26,5 (cm)

In : Địa :

Định dạng
Số trang	156
Dung lượng	6,35 MB