🔙 Quay lại trang tải sách pdf ebook Tiếng Anh 10 Tập Hai – Sách Học Sinh Ebooks Nhóm Zalo BÖÅ GIAÁO DUÅC VAÂ ÀAÂO TAÅO TÊÅP HAI NHAÂ XUÊËT BAÃN GIAÁO DUÅC VIÏåT NAM BỘ GIÁO DỤC VÀ ĐÀO TẠO HOÀNG VĂN VÂN (Tổng Chủ biên) – HOÀNG THỊ XUÂN HOA (Chủ biên) ĐẶNG HIỆP GIANG – PHAN HÀ – HOÀNG THỊ HỒNG HẢI KIỀU THỊ THU HƯƠNG – VŨ THỊ LAN – ĐÀO NGỌC LỘC Với sự cộng tác của DAVID KAYE TẬP HAI NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM TẬP ĐOÀN XUẤT BẢN GIÁO DỤC PEARSON CONTENTS Page BOOK MAP .............................................................. 4 UNIT 6: GENDER EQUALITY .............................................. 6 UNIT 7: CULTURAL DIVERSITY ....................................... 16 UNIT 8: NEW WAYS TO LEARN ......................................... 26 REVIEW 3 ............................................................... 36 UNIT 9: PRESERVING THE ENVIRONMENT .................. 38 UNIT 10: ECOTOURISM ........................................................ 48 REVIEW 4 ............................................................... 58 GLOSSARY ............................................................. 60 2 LỜI NÓI ĐẦU Tiếng Anh 10, Tập Hai là cuốn sách tập hai được Nhà xuất bản Giáo dục Việt Nam tổ chức biên soạn theo Chương trình Giáo dục phổ thông môn Tiếng Anh thí điểm cấp Trung học phổ thông do Bộ Giáo dục và Đào tạo ban hành theo Quyết định số 5209/QĐ-BGDĐT ngày 23 tháng 11 năm 2012, tiếp theo Chương trình tiếng Anh Tiểu học và Chương trình tiếng Anh Trung học cơ sở. Sách được biên soạn theo đường hướng giao tiếp, giúp học sinh, thông qua sử dụng ngữ liệu (ngữ âm, từ vựng, ngữ pháp), phát triển năng lực giao tiếp bằng tiếng Anh dưới bốn hình thức nghe, nói, đọc và viết. Tiếng Anh 10 chủ trương lấy HỌC làm trung tâm, trong đó học sinh là chủ thể của quá trình dạy - học, giáo viên là người hướng dẫn, người tổ chức các hoạt động trên lớp, giúp học sinh giao tiếp có hiệu quả. Trong Tiếng Anh 10, tâm lí lứa tuổi của học sinh và các đặc điểm văn hóa của Việt Nam và của các nước trên thế giới, đặc biệt là của các nước nói tiếng Anh và các nước trong khu vực, được coi trọng. Tiếng Anh 10, Tập Hai được biên soạn xoay quanh ba chủ điểm (theme) gần gũi với học sinh: Our Society, Our Environment và Our Future. Mỗi chủ điểm được thể hiện ở một đến ba đơn bị bài học (Unit) tương ứng với các chủ đề (topic) gợi ý trong Chương trình. Sau mỗi hai hoặc ba đơn vị bài học là một bài ôn (Review) tập trung vào kiến thức ngôn ngữ và kĩ năng ngôn ngữ học sinh đã được học và rèn luyện. Tiếng Anh 10, Tập Hai được biên soạn trên cơ sở những kinh nghiệm thực tiễn của việc dạy và học tiếng Anh trong trường phổ thông ở Việt Nam. Sách nhận được sự hợp tác chặt chẽ về chuyên môn và kĩ thuật của Nhà xuất bản Pearson. Nhóm tác giả rất mong nhận được những ý kiến đóng góp của các nhà giáo, các bậc phụ huynh, các em học sinh và đông đảo bạn đọc quan tâm để sách được hoàn thiện hơn trong các lần in sau. Các tác giả 3 %22. 0$3 UNIT Topic Vocabulary Pronunciation Grammar Unit 6 Gender Equality Unit 7 Cultural Diversity Words and phrases related to gender equality Words and phrases related to traditions, cultural characteristics and superstitions Stress in two-syllable words Stress in two-syllable words with derivatives The Passive voice with modals - Comparative and superlative adjectives - Articles Unit 8 New Ways to LearnWords and phrases related to - Electronic devices that can help us learn - Using the Internet to learn English REVIEW 3 Stress in three-syllable adjectives and verbs Relative clauses: defi ning and non defi ning clauses with ‘who’, ‘that’, ‘which’ and ‘whose’ Unit 9 Preserving the Environment Words and phrases related to environmental impacts and ways to protect the environment Stress in three-syllable nouns Reported speech Unit 10 Ecotourism Words and phrases related to the importance, benefi ts and principles of ecotourism REVIEW 4 Stress in words of more than three syllables Conditional sentences types 1 and 2 4 Reading Speaking Listening Writing Culture Project Reading for general ideas and specifi c information about gender equality in employment Reading for specifi c information about superstition in Viet Nam Reading for general ideas and specifi c information about new ways to learn English Reading for general ideas and specifi c information about threats to the natural environment Reading for general ideas and specifi c information about the benefi ts and principles of ecotourism Talking about equal job opportunities Comparing traditions and customs in two countries and discuss those of Viet Nam Talking about how electronic devices can help us learn Talking about the environmental impacts of human activities Talking about what tourists can do on an eco tour Listening for specifi c information about wage discrimination Listening for specifi c information about the wedding traditions of a small community in the USA Listening for specifi c information about instructions on how to access and use online English language materials Listening for gist and specifi c information in a student’s talk on environmental impacts and their eff ects Listening for gist and specifi c information about ecotourism Writing about the disadvantages of working mothers Writing about some typical characteristics of the Vietnamese people Writing about the advantages of electronic devices as learning tools Writing about environmental problem and give some practical advice on how to preserve the environment Writing a travel brochure promoting an eco tour Gender equality in the United Kingdom Gift-giving in the UK and the ideas of success in the USA and in Viet Nam New ways to learn in the USA The World Wide Fund for Nature (WWF) Problems with ecotourism in Viet Nam and Africa Do a survey about gender equality in the class / school Prepare a presentation about some aspects of Vietnamese culture Do a survey to fi nd out how students use electronic devices to learn English Prepare a presentation about environmental problems of the local area and an action plan to deal with them Do a survey to fi nd out students’ experience in ecotourism 5 Unit *(1'(5 (48$/,7< *(77,1* 67$57(' (TXDO RSSRUWXQLWLHV LQ HGXFDWLRQ Listen and read. Lan: Can we start working on the class project ‘Equal Opportunities in Education’? Quang: OK, let’s see what information we have found on our topic. Minh: Please go ahead, Quang. Quang: Well, according to a United Nations report, sub-Saharan Africa had only 82 girls enrolled per 100 boys in secondary school in 2010. I suppose this is an example of gender discrimination in education. Lan: Yes, I agree. Not all girls can go to school. I guess they may be kept home to do housework. Quang: Sure. In rural areas, girls might be forced to work at home and in the fi elds. Minh: Some people say that girls perform worse at school than boys, so they shouldn’t be allowed to go to school. Quang: I’m afraid I disagree. I think girls do better at school than boys and more women than men have college degrees. Lan: Exactly. In Viet Nam, there are slightly more boys than girls in both primary and secondary schools, but more women than men earn college degrees. 7KLV XQLW LQFOXGHV LANGUAGE Vocabulary Words and phrases related to gender equality Pronunciation Stress in two-syllable words Grammar The passive voice with modals SKILLS ⌘ Reading for general ideas and specifi c information about gender equality in employment ⌘ Talking about equal job opportunities ⌘ Listening for specifi c information about wage discrimination ⌘ Writing about the disadvantages of being a working mother COMMUNICATION AND CULTURE Gender equality in the United Kingdom Mi h I b li d di i i i i Minh: I believe gender discrimination in education starts at home because parents treat boys and girls diff erently. Quang: I couldn’t agree more. Gender discrimination should be eliminated so that everyone has equal opportunities in education. Read the conversation again. Decide if the following statements are true (T), false (F) or not given (NG). Tick the correct boxes. T F NG 1. Lan, Quang and Minh are working on the class project ‘Equal Opportunities in Employment’. 2. Quang is talking about the enrolment rate in secondary school in sub-Saharan Africa in 2013. 3. Lan thinks girls may be kept home to do housework. 4. In general, girls do better than boys at all levels of education. 5. Minh believes gender discrimination in education starts at home because parents treat boys and girls diff erently. 6 8QLW *HQGHU (TXDOLW\ Read the conversation again and answer the questions. 1. What was the enrolment rate in sub-Saharan African in 2010? 2. Why can’t girls go to school according to Quang? 3. What is the enrolment rate in schools in Viet Nam? 4. Who earns more college degrees in Viet Nam? 5. Why should gender discrimination be eliminated? /$1*8$*( 9RFDEXODU\ Match each word with its defi nition. Then practise reading the words out loud. 4. We do not allow any kind of _________________ against women and girls. 5. Our family members have _________________ rights and responsibilities. 6. Most parents don’t want to find out the _________________ of their babies before birth. 1. equal (adj) a. arrange to join a school offi cially b. unfair treatment based 2. gender (n) on gender, age or race 3. eliminate (v) c. make somebody do the things they don’t want 4. enrol (v) d. having the same quantity or value as other people 5. force (v) e. get rid of 6. discrimination (n) f. the fact of being male or f h f fb i l female Complete the following sentences using the words given in . 1. This year, more girls are expected to _________________ in the fi rst grade. 2. Many young people are not interested in sports. I have to _________________ my sons to play tennis or go swimming. 3. The Vietnamese government has done a lot to _________________ hunger and poverty. 3URQXQFLDWLRQ Listen and repeat. enrol woman gender perform housework agree treatment equal system college allow promote Listen again and put a mark (') before the stressed syllable. Put the words in the right box according to their stress patterns. Stress on fi rst syllable Stress on second syllable 8QLW *HQGHU (TXDOLW\ 7 *UDPPDU Choose the right modals in brackets to complete the sentences. 1. Some people think married women (shouldn’t / mustn’t) pursue a career. 2. We (must / should) stop when the traffi c lights are red. 3. ‘(May / Mustn’t) school boys study needlework and cookery?’ ‘Yes, of course.’ 4. Remember to bring a raincoat with you. It (might / would) rain later. 5. (Will / Shall) you talk to your parents before you decide to join the police forces, Mai? 6. You (mustn’t / won’t) pick those fl owers. Don’t you see the sign? 7. My brother is good at cooking and he (can / might) cook very delicious food. Do you know ...? Modal Verbs can could may might will would must shall should ought to Read the following sentences from GETTING Read the following sentences from GETTING STARTED. Underline the passive voice with modals. Check with your partner. 1. I guess they may be kept home to do housework. 2. They might be forced to work at home and in the fi elds. 3. Some people say that girls perform worse at school than boys, so they shouldn’t be allowed to go to school. 4. Gender discrimination should be eliminated so that everyone has equal opportunities in education. 6.,//6 Rewrite the following sentences, using the passive voice. 1. Our class might choose Lan to represent us in the School Youth Union. 2. Will they teach Korean in our school next year? 3. The students must follow the instructions strictly. 4. Very young children shouldn’t eat sugary food. 5. They should give men and women equal rights to education and employment. 6. Hopefully, scientists will discover a planet similar to Earth. 7. I think we can reduce discrimination against women and girls. Do you know ...? The Passive Voice with Modals Active Voice Passive Voice Rule modal + V modal + be + past participle Example They may build a new bridge. A new bridge may be built. - We use the passive voice when the agent of the action is not known or not important. - If the agent is known, it can be indicated by a phrase beginning with by. Example: A new bridge may be built by the local people. Match each of the words with its meaning. Use a dictionary if necessary. 1. preference (n) a. the act of controlling something; a restriction 2. sue (v) b. the state of feeling sad and alone c. a greater interest in 5HDGLQJ *HQGHU HTXDOLW\ LQ HPSOR\PHQW Look at the symbols. What do they stand for? 8 8QLW *HQGHU (TXDOLW\ 3. pursue (v) 4. loneliness (n) 5. limitation (n) someone / something than someone / something else d. follow a course or activity in an eff ort to gain something e. bring somebody to court because they have done something harmful to you Quickly read the text. Choose the best title for it. a. Brenda Berkman’s Childhood b. A Woman Who Did a ‘Man’s Job’ c. Gender Equality in Employment As a young girl, Brenda Berkman always dreamt of becoming a fi refi ghter, although she was aware of gender preference in favour of boys. In 1977, she applied for a fi refi ghter’s position at the New York City Fire Department (FDNY). Even though she was a marathon runner, she failed the physical test. But Brenda didn’t give up. She sued New York City and the FDNY for gender discrimination and won. A new ‘fairer’ test was created, so she and 40 other women passed. Brenda’s dream of becoming a fi refi ghter came true. However, she and other female fi refi ghters became the targets of laughter and anger from the co-workers and local people. They were unwelcomed at meals, faced loneliness and even violence. There weren’t any limitations on women’s service at FDNY. The women fi refi ghters had to do exactly the same jobs as their male workers. To pursue a ‘man’s job’ Brenda Berkman and other women had to work very hard. They paid a heavy price to win equality. They were successful and even became the subjects of a documentary called Taking the Heat in 2006. Brenda Berkman’s story shows that gender diff erences cannot prevent a person from pursuing a job. Success comes to those who have enough courage and will. Read the statements. Decide if they are true (T), false (F) or not given (NG). Tick the correct boxes. T F NG 1. Brenda Berkman was never aware of gender preference in favour of boys. 2. Brenda Berkman passed the written test. 3. After failing the physical test, Brenda Berkman kept silent and went away. 4. She and other female fi refi ghters became the targets of laughter and anger from the co-workers and local people. 5. They paid a heavy price to win equality. 6. Brenda Berkman taught at the FDNY. Read the text again. Answer the questions. 1. What job did Brenda Berkman want to do as a young girl? 2. What did she do after she failed the physical test? 3. How were she and other female fi refi ghters treated? 4. What jobs did they do at FDNY? 5. What is Taking the Heat? 6. What does Brenda Berkman’s story show? Discuss the following with a partner. Should a woman do a ‘man’s job’? Why / Why not? 8QLW *HQGHU (TXDOLW\ 9 8QLW *HQGHU (TXDOLW\ 9 6SHDNLQJ (TXDO MRE RSSRUWXQLWLHV Read the following phrases and sentences. Write A if it expresses an agreement and write D if it expresses a disagreement. Add two more expressions / sentences. 1. ______ I don’t think that ... . 2. ______ I agree (that ...). 3. ______ Yes, but ... . 4. ______ That’s true. 5. ______ I guess so. 6. ______ Actually, I think ... . 7. __________________________ 8. __________________________ Work in pairs. Do you agree or disagree with the following statements? Tell your partner, using the phrases and sentences in . Example: I don’t think that men are better leaders than women. 1. Men are better leaders than women. 2. Women’s natural roles are care-givers and housewives. 3. Men are traditional decision-makers and bread-winners. 4. Women are more hard-working than men although they are physically weaker. 5. Women may become trouble-makers because they are too talkative. 6. Men are not as good with children as women. 10 8QLW *HQGHU (TXDOLW\ a. Work in groups. Discuss if you agree or disagree with the statement ‘Married women should not pursue a career’, using sentences 1-6 as reasons for your agreement or disagreement. b. Note down your group’s discussion. Report the results to the class. 1. Women should stay at home, doing housework and looking after their husbands and children. 2. It is boring and tiring to do housework. 3. Women often become passive and dependent on their husbands. 4. Women will be exhausted if they have to do two jobs: at work and at home. 5. Women usually get less pay than men for doing the same job. 6. Men should share household tasks with their wives. Example: Student A: I think married women should not pursue a career. Student B: I agree. I believe they should stay at home, doing housework and looking after their husbands and children. Student C: Actually, I think they should continue pursuing a career. It is boring and tiring doing housework. /LVWHQLQJ 6DPH ZRUN − VDPH SD\ Look at the picture. The man and the woman do the same work, but they look diff erent. Why? Tell your partner. Same work - Same pay? Listen and repeat the following words. Do you know each word’s meaning? Use a dictionary if necessary. 1. wage (n) 5. property (n) 2. inequality (n) 6. address (v) 3. qualifi ed (adj) 7. income (n) 4. aff ect (v) 8. encourage (v) :ULWLQJ :RUNLQJ 0RWKHUV The following text about the advantages of being a working mother is missing the detailed explanations. Put the explanations (a-c) in the yellow box in the appropriate blanks (1-3). Advantages of being a working mother Mothers should be greatly encouraged to work outside the home. First, working mothers contribute to household income. 1. _____________________________________________ _____________________________________________ Second, working mothers are good educators for their children. 2. _____________________________________________ _____________________________________________ Finally, working mothers set good examples for their children. 3. _____________________________________________ _____________________________________________ Clearly, mothers should be strongly supported to work outside the home. Listen to the recording. Check if the following statements are true (T) or false (F). Tick the correct boxes. T F 1. The speaker begins his talk with gender equality in job opportunities and age. 2. Wage discrimination aff ects women negatively. 3. Women work less than men but they earn more. 4. Married men and women spend about equal amounts of time working, but women still have to spend more time on housework. 5. Even now women are not allowed to join the army, the police forces or the fi re services. 6. More and more men are now working in jobs that used to be considered suitable for women only. Listen again and complete the following sentences by writing no more than three words or numbers. 1. Wage (1) _____________________ when workers are equally qualifi ed and perform the same work, but some workers are (2) _____________________ than others. 2. Women (3) _____________________ of the world’s work, produce 50% of the food, but earn 10% of the income and (4) _____________________ of the property. 3. Many countries now allow and (5) _____________ to join the army, the police forces and the fi re services. 4. More and more men are now working in jobs (6) _____________________ , cleaning and childcare. a. When children see how their parents work hard to support the families and share domestic responsibilities they will learn from them. Such family values as hard work, responsibilities and love are likely to pass down from generation to generation. b. They help their husbands pay household expenses and satisfy their children’s growing needs. Life is getting more and more expensive, so women’s salaries are becoming important to their household budgets. c. Experiences at work widen their knowledge and gradually mature them. Through working they discover their strengths and weaknesses, become more knowledgeable and can fi nd good ways to educate their children. 8QLW *HQGHU (TXDOLW\ 11 Read the text in again. Complete the following outline. Topic sentence: Mothers should be greatly encouraged to work outside the home. A. Supporting idea 1: Working mothers contribute to household income. Explanations: 1. They help pay household expenses and satisfy children’s growing needs. 2. _____________________________________________ B. Supporting idea 2: Working mothers are good educators for their children. Explanations: 1. Experiences at work widen their knowledge and mature them. 2. _____________________________________________ C. Supporting idea 3: Working mothers set good examples for their children. Explanations: 1. _____________________________________________ 2. Such family values as hard work, responsibilities and love pass down. Concluding sentence: Clearly, mothers should be strongly supported to work outside the home. Discuss with a partner how the following words are used in the text in . • First • Finally • Second • Clearly Write a similar text about the disadvantages of being a working mother. Disadvantages of being a working mother A. having traditional roles: housewives, housekeepers; doing housework, looking after husbands and children; caregivers for elderly people B. not having enough time: men work at offi ce, women work at offi ce and at home; after work, do chores, take care of families, no time to relax C. not being good workers: tiring household chores aff ect work, cannot concentrate or work eff ectively; worry about kids and housework 12 8QLW *HQGHU (TXDOLW\ &20081,&$7,21 $1' &8/785( &RPPXQLFDWLRQ *HQGHU HTXDOLW\ LQ 9LHW 1DP Read the following statements about achievements in addressing gender equality in Viet Nam. Do you want to add any achievements? Tell your partner. &XOWXUH Read the following text about gender equality in the United Kingdom and answer the questions. *HQGHU HTXDOLW\ LQ WKH 8QLWHG .LQJGRP As a high-income country, the United Kingdom has made a remarkable progress in gender 1. The gender gap in primary education has been eliminated. 2. More women than men earn college degrees, although there are slightly more boys than girls at primary and secondary levels. 3. Seventy-three per cent of Vietnamese women participate in the labour force, which is one of the highest rates in the world. Work in pairs. Talk about achievements in addressing gender equality in Viet Nam, using the statements in . Example: Student A: I think the Vietnamese government has made considerable progress in gender equality. Student B: I agree. Seventy-three per cent of Vietnamese women participate in the labour force. No doubt that we have one of the highest rates in the world. equality. First, girls perform better than boys at all levels of education. At university level, there are more women than men in full-time undergraduate courses. In addition, men and women equally gain fi rst class degrees. Second, according to a survey in 2012, women make up 47 per cent of the British workforce. Only 35 per cent of women aged 16 to 64 are now not working. However, the United Kingdom still faces challenges in gender equality. Millions of women and girls experience domestic violence every year. The gap in full-time wage between men and women is 10 per cent and most of the people in low-paid jobs are women. 1. How do girls and boys perform at school in the United Kingdom? 2. How many women participate in the British workforce? 3. What challenges does the United Kingdom still face in achieving gender equality? 8QLW *HQGHU (TXDOLW\ 13 /22.,1* %$&. 3URQXQFLDWLRQ Put the following two-syllable words in the correct columns according to their stress patterns. *UDPPDU Choose the correct passive forms a-f to complete the sentences 1-6. a. may be asked symbol challenge workforce letter infect army healthcare income improve complete suggest become b. should not be allowed c. can be seen d. might be postponed Stress on fi rst syllable Stress on second syllable Listen and repeat the words. 9RFDEXODU\ Decide which words in brackets best complete the sentences. 1. Much has to be done to achieve (gender equality / gender inequality) in employment opportunities. 2. Employers give (challenge / preference) to university graduates. 3. People have (encouraged / eliminated) poverty and hunger in many parts of the world. 4. Both genders should be provided with equal (rights / incomes) to education, employment and healthcare. 5. Internet (access / development) is available everywhere in this city. 6. A person looking after someone who is sick, disabled or old at home is a (caretaker / housekeeper). 7. We should not allow any kind of (discrimination / education) against women and girls. 8. People in this country have made good (wage / progress) in eliminating domestic violence. e. must be written f. should be made 1. The entire lake _______________________ from their fl at on the 7th fl oor. 2. Eff orts _______________________ to off er all children equal access to education. 3. Our teacher told us that all of our assignments _______________________ in ink. 4. The afternoon meeting _______________________ because three of the fi ve committee members are unable to attend. 5. My brother _______________________ to join the police forces. 6. Children _______________________ to play violent video games. Rewrite the following sentences, using the passive voice. 1. Each student must write an essay on gender equality. 2. They can open this exit door in case of emergency. 3. They should give men and women equal pay for equal work. 4. They might give my mother an award. 5. The Vietnamese government will make more progress in gender equality. 6. People may consider obesity a serious health problem. 14 8QLW *HQGHU (TXDOLW\ 352-(&7 Do a survey. Find out ... 1. how many boys and girls there are in your class and your school; 2. how many class monitors are boys and how many are girls in your school; 3. how many form teachers are male and how many are female in your school; 4. how many teachers of literature are male and how many are female in your school; 5. how many teachers of mathematics are male and how many are female in your school. Compare your fi ndings with your partners’. Present the fi nal results with your comments to the class. NOW YOU CAN ► Use words / phrases related to gender equality ► Pronounce correctly two-syllable words with stress on the fi rst or second syllable in isolation and in context ► Use the passive voice with modals ► Exchange opinions about gender equality in education and employment ► Writing about the disadvantages of being a working mother 8QLW *HQGHU (TXDOLW\ 15 Unit &8/785$/ ',9(56,7< *(77,1* 67$57(' :HGGLQJV LQ 9LHW 1DP Listen and read. Maria: Hi Kevin! What are you reading? Kevin: Hello Maria! I’m reading a book about Vietnamese weddings. Maria: I see. Do you need the information for a school assignment? Kevin: Yes. I’m preparing for my presentation about the similarities and diff erences between a traditional Vietnamese wedding and a modern one. Maria: That’s interesting! So what are the similarities? Kevin: Both weddings include the proposal ceremony, the engagement ceremony and the wedding ceremony. Maria: And the diff erences? Kevin: The ceremonies are less complicated in modern weddings. Maria: Sounds better. I guess the bride and groom will be much happier if they don’t have to waste money on unnecessary things. Kevin: Well, in fact, wedding expenses these days are much greater than in the past. 7KLV XQLW LQFOXGHV LANGUAGE Vocabulary Words and phrases related to traditions, cultural characteristics and superstitions Pronunciation Stress in two-syllable words with the same spelling Grammar • Comparative and superlative adjectives • Articles SKILLS • Reading for specific information about superstitions in Viet Nam • Comparing traditions and customs in two countries and discussing those in Viet Nam • Listening for specifi c information about the wedding traditions of a small community in the USA • Writing about the typical characteristics of the Vietnamese people COMMUNICATION AND CULTURE Gift-giving in the UK and the ideas of success in the USA and Viet Nam. Maria: Why’s that? What’s the biggest cost? Kevin: The reception is the most expensive, especially if it is held in a big hotel. Maria: I guess the couples get support from their families. Kevin: Yes, of course. Some parents cover most expenses of the wedding. The bride and groom also get money as presents from the guests. Maria: Sounds good. They’re surely the happiest people on their wedding day no matter what the costs are! Kevin: That’s true. Maria: Well, I have to go now. Good luck with your presentation! Kevin: Goodbye! What is the conversation about? a. The Vietnamese weddings b. The Vietnamese superstitions c. The Vietnamese idea of success 16 8QLW &XOWXUDO 'LYHUVLW\ Read the conversation again and answer the questions. 1. Why is Kevin reading a book about Vietnamese weddings? 2. What are the similarities between a traditional Vietnamese wedding and a modern one? 3. How have wedding ceremonies changed? 4. Do the couples get any kind of support? 5. What do you think about these changes? Prepare a short talk about weddings in Viet Nam and report to the whole class. /$1*8$*( 9RFDEXODU\ Read the conversation in GETTING STARTED again. Match the words / phrases with their defi nitions. Circle the correct words in brackets to complete the sentences. 1. My cousin’s (marriage / wedding) is next Sunday. 2. On the wedding day, the best man is expected to help the (groom / bride). 3. The (groom / bride) can have as many bridesmaids as she wants. 4. There is a wedding (proposal / reception) for all guests after the wedding ceremony. 5. There will be about 100 (grooms / guests) at my cousin’s wedding. 6. In the past, the proposal and engagement ceremonies took place one or two years (before / after) the wedding. 7. My brother got (engaged / married) to one of his friends from college and started saving for the big day. 3URQXQFLDWLRQ Listen and repeat, paying attention to the 1. proposal 2. engagement 3. wedding 4. reception 5. bride 6. bridegroom / groom 7. ceremony a. a woman who is getting married or about to get married b. a formal party to celebrate something c. a man who is getting married or about to get married d. a ceremony at which two people are married to each other e. a formal agreement or promise to get married f. a formal social or religious occasion performed in accordance with customs g. a plan or suggestion; an offer of marriage stress patterns. ⌘ ⌘ ⌘ ⌘ in'crease (v) de'crease (v) per'fect (v) pre'sent (v) im'port (v) ex'port (v) pro'test (v) ob'ject (v) re'bel (v) con'trast (v) 'increase (n) 'decrease (n) 'perfect (adj) 'present (adj,n) 'import (n) 'export (n) 'protest (n) 'object (n) 'rebel (n) 'contrast (n) Listen to the sentences and practise saying them correctly. Pay attention to the stress pattern of the underlined words. 1. There is an increase in the number of young people in Viet Nam who marry later in life. 2. In Viet Nam, guests often give money as a wedding present to the newly-married couple on their wedding day. 3. In big cities, the birth rate has decreased over the past few years. 4. In reality, it is diffi cult to meet the perfect life partner. 8QLW &XOWXUDO 'LYHUVLW\ 17 *UDPPDU &RPSDUDWLYH DQG VXSHUODWLYH DGMHFWLYHV Do you agree with the following statements? 1. Living in your country is more interesting than living abroad. 2. Wedding ceremonies are less complicated now than they used to be in the past. 3. The biggest expense of a wedding is the reception. 4. No one is happier than the bridegroom on the day of his wedding. He is the happiest person on that day. 5. The bride is the most beautiful woman on her wedding day. 6. It’s much better to have a small wedding and save money. Do you know ...? Comparative Superlative Short adjectives big happy few bigger happier / less happy fewer the biggest the happiest the fewest Long adjectives interesting complicated more / less interesting more / less complicated the most / least interesting the most / least complicated Irregular adjectives bad good many/much little worse better more less the worst the best the most the least Note: We tend not to use less and least to form comparatives and superlatives with one syllable adjectives, for example, bigger/ smaller. We use the opposite instead. Write fi ve sentences comparing the two weddings in the table below. Use the comparative form of the adjectives in the box and than. good expensive crowded old long Mr Smith’s wedding Mr Long’s wedding Number of guests 150 people 120 people The cost of the reception VND 50 million VND 40 million The groom’s age 30 years old 28 years old Engagement period six months two years Service rating ❺❺❺❺ ❺❺❺ Choose the correct answers. (1) (A / The) wedding is the ceremony where (2) (a / the) couple gets married. On their wedding day, (3) (a / the) bride and groom may exchange wedding gifts or rings. Before the wedding, the groom usually asks his brother, best friend or father to be his best man. (4) (A / The) best man helps the groom get ready for (5) (a / the) ceremony and makes sure nothing goes wrong at the wedding. The bride may have one or more bridesmaids. The bridesmaid keeps (6) (a / the) bride calm, helps her get ready and looks after her dress. After the wedding ceremony, there is usually (7) (a / the) reception for the guests. Traditionally, the bride and groom go on their honeymoon immediately after (8) (a / the) wedding reception. Nowadays, (9) (a / the) majority of couples wait for a few days before they leave on honeymoon. He is planning a wedding reception. He has invited 100 people to the wedding reception. 18 8QLW &XOWXUDO 'LYHUVLW\ 6.,//6 5HDGLQJ $UH \RX VXSHUVWLWLRXV" Are the following statements true for you? 1. Before doing something important, I always choose a favourable time for it. 2. I never visit people’s homes on the fi rst day of the New Year unless they invite me. 3. I never sweep the floor during the fi rst three days of the New Year. 4. When I set out for an examination, I always try to avoid crossing the path of a woman. 5. On important days throughout the year I always lay food on the altar for my ancestors because I believe that they will enjoy the meal with my family. Read the text and answer the following questions by circling the best option A, B, C, or D. Superstitions still play an important part of life for many people in Viet Nam. For example, a lot of people choose a favourable date for occasions such as weddings, funerals, or house moving days. Some people may argue that being superstitious has no place in today’s society. However, superstitions have existed in all human societies throughout history. As a country situated in Asia, where many mysteries, and legends originate, Viet Nam has also kept various superstitious beliefs about daily activities. There are numerous rituals related to daily activities. During the Vietnamese New Year, for example, many people believe that the fi rst person who visits their home on the fi rst day of the new year will aff ect their life. Thus, they try to choose this person very carefully. If this person is rich, prestigious or happy, then the family will have good fortune that year. People also believe that if you sweep the fl oor during the fi rst three days of the festival, you might sweep out any wealth. For other things, such as setting out for an examination or starting up a business venture, people will try to avoid crossing the path of a woman as this may not bring good luck to them. As for traditional beliefs, Vietnamese people strongly believe in life after death. They think that their ancestors have gone to live in another world. So, the altar is believed to be the place where the ancestors’ souls live in. That’s why on many days of the year, people not only lay the table for meals, but they also lay food on the altar so their ancestors will join them for the meal. 1. What is true about Vietnamese society? A. Only few people in Viet Nam are superstitious. B. People used to be superstitious in the past, but not now. C. Superstitions are part of life for the majority of Vietnamese people. D. All people in Viet Nam are superstitious. 2. How does the writer explain the origin of Vietnamese superstitions? A. They are based on scientifi c research. B. Viet Nam is located in part of the world where many mysteries and legends exist. C. Superstitions are beliefs about the supernatural. D. These are government rules that everyone must follow. 3. Which of the following is mentioned as a superstitious belief? A. People don’t care much about the fi rst person who visits their home on the fi rst day of the New Year. B. People never choose the person who visits their house on the fi rst day of the year. C. People believe that they will bring good fortune to their family if they work hard during the Tet holiday. D. People believe their fi rst guest on the fi rst day of the new year will aff ect the family prosperity for the whole year. 4. Why do people lay food on the altar? A. They believe that their ancestors will enjoy the meal with them. B. The altar can be used as a table to lay food. C. They put the food there for later use. D. They don’t know why they put it there. Discuss the following with a partner. Are you a superstitious person? Why / Why not? 8QLW &XOWXUDO 'LYHUVLW\ 19 6SHDNLQJ 7UDGLWLRQV DURXQG WKH ZRUOG Do the quiz. Then read the information in and check your answers. 1. The sandwich was invented in … a. Russia b. The UK 2. People believe that black cats will bring bad luck in … a. Russia b. The UK 3. In … it is believed that the bride should wear ‘something borrowed, something blue, something old and something new’, for good luck. a. Russia b. The UK 4. People in … believe that ‘money goes to money’. a. Russia b. The UK Work in groups. Each group reads about one country, either the UK or Russia, noting down the most interesting things about that country. Share the information with other members of your group. Example: Student A: I think the most interesting thing about … is that … Student B: Do you? I think … is more interesting. Student C: I agree with B. I fi nd … the most interesting. 7UDGLWLRQV DQG FXVWRPV LQ h The UK • Britain is a tea-drinking nation. British people drink more than 160 million cups of tea every day. The traditional national food of England is fi sh and chips. The sandwich was invented in England in 1762. • The British usually pay a lot of attention to good table manners, and are expected to use knives, forks and spoons properly. The fork is held in the left hand and the knife in the right hand. • Sports play an important part in British life, and many of the world’s sports originate in the UK. Football is the most popular sport. • People believe that it is lucky to meet a black cat, touch wood or fi nd a clover plant with four leaves. For good luck, the bride should wear ‘something borrowed, something blue, something old and something new’. • It is believed that it is unlucky to walk under a ladder, break a mirror, see one magpie, or open an umbrella indoors. Russia • A very popular drink in Russia is tea, ideally served from a samovar. Traditional dishes include dumplings with meat fi llings, and red soup made with beetroot. Russians use standard European table manners. • Among the most popular sports in Russia are football, ice hockey, volleyball, fi gure skating and chess. • People believe that broken mirrors, whistling indoors and black cats will bring bad luck. They will wait for someone else to pass the black cat and take the bad luck with them. • Russians believe that ‘money goes to money’ so they leave coins scattered around their homes in bags, cupboards and drawers. Work with a partner from a diff erent group. Share with each other what you have learnt about traditions and customs of either the UK or Russia. Example: Student A: I read about the UK. What I fi nd interesting about the British is that … In addition, they … The most interesting/ strangest… thing about them is that …. Student B: Sounds interesting. I read about Russia. What I like about their traditions and customs is …. 20 8QLW &XOWXUDO 'LYHUVLW\ Work in groups. Each group makes a list of popular foods and drinks, popular sports, and festivals in Viet Nam. Rank them in the order of popularity and present them to the whole class. Suggested ideas: Foods: Chung cake (square sticky rice cake), Pho (rice noodles), Nem (spring rolls) Drinks: tea, coff ee, soft drinks, fruit juice Sports: football, volleyball, table tennis, tennis, wrestling Festivals: Tet holiday, Christmas, Mid-autumn festival Example: Student A: I think the most popular food for Vietnamese people is Pho. It tastes better than any other food. Student B: Oh really? For me, Nem (spring rolls) is the best. Student C: I don’t really think so. Chung cake is more popular than Nem. /LVWHQLQJ &XOWXUDO GLYHUVLW\ You are going to listen to a talk about the wedding traditions of the Amish community living in Pennsylvania, the USA. Make your own predictions about them by deciding whether the following statements are true (T) or false (F). 1. _______ Amish weddings take place in the spring. 2. _______ Amish parents choose life partners for their children. 3. _______ The wedding service is held at the bride’s parents’ home. 4. _______ The couple spends the fi rst night at the bride’s home. 5. _______ After getting married, a man begins to grow his beard. Listen to the talk and check your answers in . Listen to the talk again and complete the missing information, using no more than three words. Most Pennsylvania Amish weddings take place from late October through (1)______________ on Tuesdays and Thursdays. During the wedding season, some Amish go to (2)______________ weddings in one day. Amish parents don’t select who their children will marry, but (3)______________ must be given. After the wedding service at the house of the bride’s parents, benches are put together to form tables for the (4)______________ for about 200 to 300 guests. After spending the night at the bride’s home, the newly-weds help with the clean-up from the day before. The couple then spends the following weekends (5)______________ , sometimes stopping at fi ve or six houses between Friday and Sunday night. Wedding gifts are usually given to them at this time. Work in pairs. Name three things you have learnt about the Amish wedding customs. Did you fi nd anything unusual or interesting? Tell your partner. 8QLW &XOWXUDO 'LYHUVLW\ 21 :ULWLQJ +RZ DUH ZH GLIIHUHQW" The following jumbled-up paragraphs are from a text about typical American characteristics. Put them in order to make a meaningful text. a. In short, these features are believed to be part of the American character, but like many other things in modern society, they may change over time. b. America is a large country with people from diff erent backgrounds and races so it is diffi cult to talk about the typical American. However, it is believed that there are some characteristics shared by most Americans. c. Another typical American feature is the importance they place on money and the things it can buy. In fact, money is more important than prestige to them. d. Perhaps the most important of these is individuality and individual rights. This characteristic originates in the days of the founding fathers, who were very strong individuals. Americans value freedom and do not like to be dependent on other people. e. Finally, in most American families, parents have less infl uence on their children than parents in other parts of the world. Children can choose their own partners, even if their parents object to their choice. f. The second characteristic is that Americans are practical. They place great value on doing things for themselves. They also avoid taking jobs which are beyond their ability. The correct order is: 1____ ; 2____ ; 3____; 4____; 5____; 6____. Read the text again and complete the outline for it. Introduction: ………………………………………… ………………………………………………………… Characteristic 1: ……………………………………… Evidence:……………………………………………… Characteristic 2: …………………………………… . Evidence:……………………………………………… Characteristic 3: …………………………………… . Evidence: …………………………………………… . Characteristic 4: …………………………………… . Evidence: …………………………………………… Conclusion: ………………………………………… ………………………………………………………… Work in groups. Think of three typical characteristics of the Vietnamese people and examples to support each of them. Then write a short text of 150-180 words about these characteristics, using the outline in . 22 8QLW &XOWXUDO 'LYHUVLW\ &20081,&$7,21 $1' &8/785( &RPPXQLFDWLRQ Read some information about gift-giving in the UK. Read about each occasion and talk to a partner if you have a similar or diff erent custom in Viet Nam. • People in the UK often receive presents on Christmas Day and on their birthday. • On Christmas Eve (24th December), parents often put presents for their children in Christmas stockings and leave them in the children’s bedrooms when they are asleep. Children believe that the presents are from Santa Claus who comes in through the chimney. • On their 18th birthday, when people become adults legally, they may also receive a silver key as a present to symbolise their entry into the adult world. • Chocolate eggs are often given to children as presents at Easter, which is celebrated on a Sunday between 22nd March and 25th April. • The most popular presents for mothers on Mother’s Day are chocolates and fl owers. Mother’s Day is on a Sunday, and usually falls in the second half of March or the beginning of April. Example 1: Student A: I don’t get presents on Christmas Day, but I get lucky money on New Year’s Day. Student B: Oh, really? I get presents on both Christmas Day and New Year’s Day. Student A: Lucky you! Example 2: Student A: Do you give presents to your mother on Mother’s Day? Student B: No, I don’t. But I give her fl owers on Women’s Day. Student A: I do, too. Put the following jumbled-up words and phrases to make questions about giving and receiving presents. Practise asking and answering the questions in pairs. 1. for/who/presents/do/buy/you/often _____________________________________________? 2. presents/on/buy/what/do/you/occasions _____________________________________________? 3. shopping for presents/which shop/you’re/do you usually/when/go to _____________________________________________? 4. the most/present/expensive/what’s/you’ve/given _____________________________________________? 5. on/presents/what/receive/you/occasions/do _____________________________________________? 6. get/ what/you/normally/do/presents _____________________________________________? 7. received/what/ever/is/the/you’ve/present/best _____________________________________________? 8QLW &XOWXUDO 'LYHUVLW\ 23 &XOWXUH Read the two texts about the American and the Vietnamese ideas of success and answer the questions. Success for the Americans The American idea of success has not changed much over the several centuries of its existence. First, success has always meant providing their family with a decent standard of living. Second, as for career development, success means ending their career in a higher and more prosperous position than when they began it. To an American, it is clear that success is the result of hard work and self-reliance. Success for the Vietnamese For many people, the idea of success varies greatly. However, the Vietnamese share some common views about personal success. First, success always goes along with a high-status job with good income. Second, being respected at work also means success. To a Vietnamese, a successful person is someone with high status and is supported by all people involved in his job. 1. What is the American idea of success? 2. Who can be considered a successful person in Viet Nam? 3. What are the similarities / diff erences between the ideas of success in the two cultures? /22.,1* %$&. 3URQXQFLDWLRQ Listen to some sentences and put the mark (') before the stressed syllable in the words below. 1. export 2. protest 3. contrast 4. import 5. object 9RFDEXODU\ Complete the passage with one of the words / phrases from the box. bridesmaids wife bride honeymoon bridegroom get married reception best man engaged wedding Jack, a friend of mine, told me a funny story. On the day he met his (1) _____________ Rose, he asked her out on a date. They began to spend a lot of time together, and gradually they fell in love. One year later, they decided to (2)___________________. Jack’s family were very pleased when he introduced his fi ancée to them, and Rose’s parents were delighted that their daughter was (3)_____________ to such a nice young man. A hotel near the church was booked for the wedding (4)_____________and the young couple planned to spend their (5) _____________ in Hawaii. On the day of the (6)_____________, all guests arrived at the church. The (7)_____________was waiting there, with his eldest brother, who was his (8) _____________. Why was Rose so late? He was worried and nearly thought that she had changed her mind. But the (9)_____________ was also waiting at her house, with her (10)_____________, for the wedding cars to arrive. Actually, her father had booked them for the wrong time. Fortunately, they managed to get to the church in the end and the ceremony took place. 24 8QLW &XOWXUDO 'LYHUVLW\ *UDPPDU Fill in the gaps with the correct form of the adjective in brackets. Add any other words if necessary. 1. Is life much _________ (hard) or _________ (easy) for teenagers now than it was in the past? 2. Life is _________________ (dangerous) today than it was 100 years ago. 3. Pho is _______________(famous) dish in Viet Nam. 4. Cities are a lot _________________ (polluted) than they were in the past. 5. It was _________________ (delicious) food I have ever eaten. 352-(&7 As part of an education exchange programme, a group of foreign students will visit your school for two months. Your group will have to prepare a presentation for them in which you will describe some aspects of Vietnamese culture (e.g. The rituals for certain festivals, table manners, typical characteristics of the Vietnamese people …) and some Dos and Don’ts to help them avoid embarrassment during their stay in Viet Nam. Example: Don’t be the first visitor to someone’s house on the fi rst day of the Tet holiday unless you’re invited. Remember to invite other people to share the meal / snack with you before you start eating it. Correct the sentences, adding articles where necessary. 1. We are having great time in Ha Noi. ______________________________________________ 2. Let’s go to Nha Trang for week next summer. ______________________________________________ 3. Where’s money I gave you on first of this month? ______________________________________ 4. For my birthday, I got book, DVD and latest CD by my favourite band. ________________________ 5. On the radio, I heard song that I really liked. ______________________________________________ NOW YOU CAN ► Use words and phrases related to cultural characteristics and lifestyles ► Pronounce correctly two-syllable words of diff erent parts of speech but with the same spelling ► Use comparative and superlative adjectives and articles ► Understand the traditions and customs related to superstitious beliefs among Vietnamese people ► Talk about diff erent customs and traditions of some countries, including Viet Nam ► Understand wedding rituals in a community in the USA ► Write a short text describing typical characteristics of the Vietnamese people 8QLW &XOWXUDO 'LYHUVLW\ 25 Unit 1(: :$<6 72 /($51 *(77,1* 67$57(' /HDUQLQJ ZLWK SHUVRQDO HOHFWURQLF GHYLFHV Listen and read. Hung: I’m preparing for a class discussion on personal electronic devices. Do you think smartphones, laptops and tablets are useful for learning? Phong: Defi nitely. They’re the modern devices that have changed the way we learn. Hung: Oh, yeah? I think people use smartphones mostly for communication. Phong: Sure, but smartphones can also be used to take photos or record students’ work, which can be later shared with the class. Hung: That’s true. How about laptops? Phong: Oh, they’re excellent learning tools, too. You can store information, take notes, write essays and do calculations. Lam: You can also access the Internet, download programmes, and information that can help you understand the material and widen your knowledge. 7KLV XQLW LQFOXGHV LANGUAGE Vocabulary Words and phrases related to • Electronic devices that can help us learn • Using the Internet to learn English Pronunciation Stress in three-syllable adjectives and verbs Grammar Relative clauses: defi ning and non-defi ning clauses with ‘who’, ‘that’, ‘which’ and ‘whose’ SKILLS • Reading for general ideas and specifi c information about new ways to learn English • Talking about how electronic devices can help us learn • Listening to instructions on how to access and use online English language materials • Writing about the advantages of electronic devices as learning tools COMMUNICATION AND CULTURE New ways to learn in the USA Phong: Right. My laptop, which is a present from my parents, is very useful. I use it for assignments and projects, and for studying English. Hung: I see. How about tablets? Phong: Well, a tablet or a tablet computer is a kind of mobile computer and ... Lam: ... it can be used to take notes with a digital pen on a touch screen. A tablet is also perfect for people whose work is to draw and write. Phong: Yes. I agree. A tablet with WiFi has Internet access and is a great tool for looking up information. Hung: Amazing! No wonder that so many people are using these devices. 26 8QLW 1HZ :D\V WR /HDUQ Read the conversation again and check if the following statements are true (T), false (F) or not given (NG). T F NG 1. Smartphones, laptops and tablets are the modern devices that have changed the way we think. 2. According to Phong, students use smartphones to record their phone calls, which they later share with the class. 3. Phong says that people also use desktops the way they use laptops. 4. Programmes and material downloaded from the Internet can help people widen their knowledge. 5. According to Lam, a tablet is a kind of mobile computer that can be used to take notes with a normal pen on a touch screen. 6. Phong thinks a tablet with WiFi is a great tool for looking up information. /$1*8$*( 9RFDEXODU\ Match each of the phrases on the left with its explanation on the right. 1. take notes of something a. reach and use something 2. touch screen b. make use of something to the fullest extent 3. take advantage of something c. search for and fi nd something in a dictionary or a reference book 4. look something up d. screen which allows giving instructions by touching 5. access something e. write something down Read the conversation in GETTING STARTED again. Match pictures A-C with their uses as learning tools 1-6 mentioned below. 1. access the Internet, download programmes and information Find the adjectives which describe the devices used as learning tools and write them down. Discuss each word’s meaning with your partner. Read the conversation again and answer the following questions. 1. What personal electronic devices are the speakers talking about? 2. What have these devices changed? 3. How do students use their smartphones for other things besides calls? 4. Why are laptops excellent learning tools? 5. What does Phong do on his laptop? 2. take notes with a digital pen on a touch screen 3. take photos or record students’ work 4. do assignments and projects, and study English 5. store information, take notes, write essays and do calculations 6. look up information A B C 8QLW 1HZ :D\V WR /HDUQ 27 3URQXQFLDWLRQ Listen and repeat. 1. concentrate similar contribute digital 2. introduce excellent recognise Vietnamese 3. understand personal interest symbolic Listen again and put a mark (') before the stressed syllable. *UDPPDU 5HODWLYH FODXVHV Read the following sentences from GETTING STARTED. Underline ‘which’, ‘that’, ‘who’ and ‘whose’. What are these words used for? Decide if the clauses are defi ning or non-defi ning relative clauses. 1. They’re the modern devices that have changed the way we learn. 2. Smartphones can also be used to take photos or record students’ work, which can be later shared with the class. 3. You can also access the Internet, download programmes, and information that can help you understand the material and widen your knowledge. 4. My laptop, which is a present from my parents, is very useful. 5. A tablet is also perfect for people whose work is to draw and write. Do you know ...? - Relative clauses give more information about someone or something by defi ning or identifying the nouns that precede them in the main clause. They usually begin with the relative pronouns who, that, which, whose. Sometimes we omit the wh-pronoun or that. Example: I don’t use the desktop (which / that) my parents bought me fi ve years ago. - Relative clauses are divided into two types: defi ning relative clauses and non-defi ning relative clauses. Non-defining relative clauses cannot use the pronoun ‘that’. Example: This is my new tablet, which (not ‘that’) uses the latest digital technology. 28 8QLW 1HZ :D\V WR /HDUQ 28 8QLW 1HZ :D\V WR /HDUQ Match 1-6 with a-f to make meaningful sentences. A B 1. I talked to a man a. that you sent me. 2. We often visit our grandfather in Vinh, b. whose invention changed the world? 3. Thank you very much for the book c. who are wealthy and successful. 4. The man turned out to be her son, d. which is a city in central Viet Nam. 5. He admires people e. whose smartphone was stolen. 6. Have you heard of John Atanasoff , f. who had gone missing during the war. Watch out! • A defi ning relative clause gives detailed and necessary information without which the sentence is incomplete. It is not placed between commas. Example: The man who came to visit us is a computer engineer. • A non-defi ning relative clause gives extra information without which the sentence is still complete. It is placed between commas. Example: That man, who came to visit us, is a computer engineer. Use ‘who’, ‘which’, ‘that’ or ‘whose’ to complete each of the sentences. 1. Personal electronic devices ____________ distract students from their class work are banned in most schools. 2. The laptop ____________ cover is decorated with funny animals belongs to my aunt. 3. My tablet, ____________ is two years old, still works quite well. 4. Students ____________ have smartphones can use them to look up words in an electronic dictionary. 5. Some scientists think that children ____________ parents allow them to use electronic devices early will have more advantages in the future. 6. Long, ____________ is only two and a half, likes to play games on a tablet. 6.,//6 5HDGLQJ 'LJLWDO (QJOLVK Look at the pictures. What are the students doing? What do you think you are going to read about? Match each of the words or phrases with its meaning. 1. instruction a. the ability of a device or programme to understand a human voice 2. eff ective b. a software programme designed to do a particular job 3. voice recognition c. detailed information on how to do or use something 4. portable d. producing a successful result 5. media player e. easy to carry or to move 6. application / app f. a device that stores and plays sound and pictures Quickly read the text. Choose the best title for it. a. Advanced Electronic Devices b. New Ways to Learn English c. Software Programmes In the age of technology, you can take advantage of new applications which are very useful for learning English. One way is to download free digital lessons and put them in your media player or other similar mobile devices. Then you can listen and study anywhere because these devices are portable. Many devices off er apps which use voice recognition technology. This technology allows the use of speaking electronic dictionaries. You can see words on the screen and hear them spoken. Other devices may have word lists, exercises, tests and games. There is also software that can help improve your pronunciation. You can choose to practise with diff erent native English speakers. Some English learning software off ers a choice of accents and genders of the speakers. This software can be used with diff erent kinds of media players. Many electronic mobile devices can work as recorders or cameras. They can be used to record real-life English speech, lessons, songs or English language fi lms from television or the Internet. This is also an excellent way to learn English because these recordings can be used again and again. New technology opens new ways to learn. Choose a device that suits your learning style. This will make learning English easier, faster, more eff ective and more enjoyable. Read the text again. Answer the following questions. 1. How convenient are digital lessons? 2. What can you do with speaking electronic dictionaries? 3. How can software help improve your pronunciation? 4. How can English learners use mobile devices as recorders or cameras? 5. Why do you need to choose a device that suits your learning style? Discuss in pairs / groups. How can school students use personal electronic devices to learn English? 8QLW 1HZ :D\V WR /HDUQ 29 6SHDNLQJ *R GLJLWDO Look at some arguments in favour of using electronic devices in learning. Match arguments 1-4 with explanations a-d. 1. Electronics or electronic devices make my school life much easier and more enjoyable. 2. Electronics make learning and teaching faster, easier and better. 3. Students can relax during break time by listening to music, texting, chatting or playing games on their smartphones. 4. Electronics make students’ backpacks lighter. Work in pairs. Read the arguments and explanations in again. Decide on the two most eff ective ways of using electronic devices. Explain why. Useful expressions: 1. The two most effective ways of using electronics are ____________ because ______________________ _________________________. 2. We think / believe ___________________ is an eff ective way of using _______________ because ___________________________. 3. In my opinion, ________________________________ __________. a. Students can replace the weight of papers and textbooks with a tablet that has notes and assignments, and allows access to online textbooks. b. Electronic devices help students look up information, take notes, write papers and submit them to teachers. They allow teachers to prepare lessons and grade papers. c. Surveys show that ninety per cent of people that listen to music before working on essays or projects have better results. d. I dislike homework, but I have fun when I do it on a tablet. My handwriting is horrible, so typing makes it easier for me and my teacher, because I can change anything and my teacher can read what is written. Work in pairs. Discuss how useful electronic devices are in learning, using the arguments in . Example: Student A: I think electronics make school life easier and more enjoyable. Student B: Exactly. Students who hate homework can have fun doing it on tablets. Student A: And when they type on tablets they can change or add more things any time they want. Work in groups. Answer the following questions. Note down your partners’ answers and report them to the class. 1. What electronic devices do you have? 2. How often do you bring them to school? 3. How useful are they for your learning? GO DIGITAL? 30 8QLW 1HZ :D\V WR /HDUQ /LVWHQLQJ 7ULSOH t(u DW \RXU ILQJHUWLSV Look at the pictures and read the caption below these pictures. What are the students doing? What do you think you are going to listen about? Digital English at school and at home Listen to a teacher giving instructions on how to use online English language materials. Decide if the statements are true (T) or false (F). T F 1. The speaker thinks the students never get tired of things like books, blackboards, cassettes and CD players. 2. Triple ‘E’ means ‘Easy Eff ective English’. 3. You just type some key words and click on the search engine button to see hundreds of websites. 4. Very few sites off er exciting lessons, activities and quizzes for English learners of all ages and levels. 5. There are sites where you record your own voice and listen to yourself. Listen again and complete the following sentences by writing no more than three words. 1. I’ll show you how to learn English (1) _______________________ just with your fi ngertips. 2. The secret is so simple: use electronic devices to (2) _______________________ advantage of online English language materials. 3. There are pictures, games and explanations, which are useful for (3) _______________________ and grammar. 4. To improve your listening, speaking and pronunciation, practise online with (4) _______________________. 5. Technology has made learning English easy and effi cient and increased your (5) _______________________. Work in groups. Ask and answer the question. What do you think of studying English with modern technology? Explain your opinion. 8QLW 1HZ :D\V WR /HDUQ 31 :ULWLQJ 8VLQJ HOHFWURQLF GHYLFHV LQ OHDUQLQJ Look at the pictures of people using electronic devices. Think about one advantage and one disadvantage of using these devices in the classroom. Write them down and exchange your ideas with your partner. Read the following sentences about some advantages and disadvantages of using electronic devices in learning. Write A if it is an advantage or D if it is a disadvantage. Do you have a diff erent opinion? Tell your partner. 1. _____ Electronic devices distract students from their studies: students may play games, text, chat and cheat (type the questions and search for answers on the Internet). 2. _____ They help students communicate with each other or relax by listening to music and playing games when they are bored and tired of studying. 3. _____ Students have access to inappropriate information, videos and pictures, spend many hours reading and watching, and forget about their projects or assignments. 4. _____ Students study better by using helpful learning apps on smartphones, laptops, tablets and other media players (dictionary, spelling, translation, pronunciation and other apps). 5. _____ Students might take embarrassing pictures of others, share them on the Internet or use them to demand money or force people to do things for them. 6. _____ Electronic devices can be used for research and study, and for storing information and textbooks. This can save time and make students’ backpacks lighter. Read the following text about the disadvantages of using electronic devices in class. Underline the words / phrases the writer uses to link the ideas in together. I do not support the use of personal electronic devices in learning because I see a lot of their disadvantages. First of all, electronic devices distract students from their studies. Many students may play games, text, chat and cheat on their smartphones or tablets. They can go on the Internet, type questions and search for answers. Second, when students use the Internet, they have access to inappropriate information, videos and pictures. They may spend many hours reading and watching, forgetting about their projects or assignments. Last but not least, students might take embarrassing pictures of others, share them on the web or use them to demand money or force people to do things for them. In conclusion, personal electronic devices may bring more harm than good to students. I suggest that teachers ban or limit their use in the classroom. Read the sentences in again. Use them to write a short text about the advantages of using electronic devices in learning. 32 8QLW 1HZ :D\V WR /HDUQ &20081,&$7,21 $1' &8/785( &RPPXQLFDWLRQ (OHFWURQLF GHYLFHV LQ FODVV WR XVH RU QRW WR XVH" Read the following comments on personal electronic devices. Which sounds most reasonable? Why? Tell your partner. a. Personal electronic devices can be very distracting, to you and to others. You may not be able to concentrate on your studies. If your smartphone rings in class, it will be very annoying and disruptive. b. Electronics are bad for your eyes, and radiation from electronics could harm your body and cause permanent damage. c. Not all students are able to buy personal electronics. They may feel sad and bad about themselves. This might aff ect their performance at school. Work in pairs. Exchange your opinions on using electronic devices in class. Refer to the comments in if necessary. Example: Student A: What do you think could be the disadvantage of electronic devices? Student B: Some people think that electronics are bad for your eyes, and radiation from them could harm your body. Student A: Oh, really? I can’t believe that. I think they are harmless to users. Work in groups. Do you have a diff erent opinion? Tell your group members. &XOWXUH Read the text about how electronic devices are used among children in the United States and answer the questions that follow. 86 FKLOGUHQ OHDUQLQJ ZLWK HOHFWURQLF GHYLFHV Like children elsewhere, children in the United States have greatly benefi ted from modern technology. School students in all grades know how to use electronic devices to look up and store information, do assignments and projects, do calculations and play games. According to a new survey, about 2 out of 5 children in the USA have used a tablet, a smartphone or a similar mobile device before they could speak in full sentences. For very young children, the devices may help promote listening and speaking ability. The devices may also help improve older children’s critical thinking, reading, writing, and maths skills. However, children’s use of electronic devices has two sides. These devices can be great learning tools, but the wrong use may also cause very bad eff ects. 1. What do school children in the United States use electronic devices for? 2. How many US children have used mobile devices before they could speak in full sentences? 3. How may the devices help very young children? 4. How may they help older children? 5. What are the two sides of the children’s use of electronic devices? Work in groups. Talk about how children in your local area / your country use mobile / electronic devices. 8QLW 1HZ :D\V WR /HDUQ 33 /22.,1* %$&. 3URQXQFLDWLRQ Listen and repeat. Three-syllable adjectives Three-syllable verbs adjective, electric graduate, develop eff ective, wonderful continue, consider convenient, similar dedicate, recommend Listen again and put a mark (') before the stressed syllable. 9RFDEXODU\ Complete the text with the appropriate words from the box. a. devices b. dictionary c. technology d. electronic e. learn f. advantage Electronic dictionaries are now common in English classes. They can be very easily downloaded into your personal (1) ___________ device that you carry with you everywhere. This new technology is wonderful, but it can aff ect your learning. People may think a dictionary is the best way to (2) ___________ new words. In fact, learning new vocabulary by translating slows down your learning process. A (3) ___________ should only be used when all other ways of fi nding out the meaning have failed. There are other ways of understanding new vocabulary, such as looking at the parts of the word or using context to guess its meaning. Modern (4) ____________ has entered your life and you should try to take (5) _____________ of it. Electronic dictionaries in mobile (6) __________ are a great learning tool, but you need to think how to use them eff ectively. In pairs, ask and answer the following questions. 1. How can we use electronic dictionaries? 2. Why is learning new vocabulary with a dictionary not the best way? 3. What should we do now that modern technology has entered our lives? *UDPPDU Use ‘which’, ‘that’, ‘who’ or ‘whose’ to fi ll in each gap. 1. The house ____________ my father built is big. 2. Mr Xuan Truong, ____________ was my fi rst teacher, received an award for teaching excellence. 3. That media player, ____________ I often use to practise English, has some great apps. 4. That’s Peter, ____________ father has just come back from the Philippines. 5. The woman ____________ you have just spoken to is my favourite English teacher. 6. People ____________ work involves using a computer for most of the day may suff er from headaches. Combine each pair of sentences into one. Use comma(s) if necessary. 1. Shakespeare was a famous playwright. His birthplace was Stratford-upon-Avon. 2. His grandmother had a great influence on his life. She was a hard-working woman. 3. Tom has hundreds of books. They are all in foreign languages. 4. Lan is interested in physics. I don’t like it. 5. I will always remember the teacher. He taught me how to read and write. 6. The girl looked very upset. Her electronic dictionary broke down. 34 8QLW 1HZ :D\V WR /HDUQ 352-(&7 Your class is going to hold a discussion on the topic Personal electronic devices in class – to use or not to use. To prepare for your group’s presentation, discuss the following: 1. Reasons for the use / ban of electronic devices in class; 2. List of possible rules of limiting the use of the electronic devices (if your group selects using the devices). Present your group’s ideas to the class. NOW YOU CAN ► Use words / phrases related to electronic devices that can help us learn ► Pronounce correctly three-syllable adjectives and verbs ► Understand and use defi ning and non defi ning relative clauses ► Talk about how electronic devices can help us learn ► Write about the advantages of electronic devices as learning tools 8QLW 1HZ :D\V WR /HDUQ 35 REVIEW 3 81,76 /$1*8$*( 9RFDEXODU\ Complete these sentences with suitable words from the box. inequality pay right discrimination gender 1. Women are demanding equal ____________ for equal work. 2. I think this is a clear case of ____________ against women. 3. Education for all means that everyone has the ____________ to receive education. 4. ____________ equality means that both men and women are treated equally. 5. Women in developing countries are fi ghting against gender ____________. Choose the correct words in the following sentences. 1. Using an (electric / electronic) device such as a laptop, you can learn English eff ectively. 2. To play audio tapes and CDs, you just need a cassette or CD (player / recorder). 3. Watching and listening to English (radio / television shows) is an excellent way to learn English. 4. A (tablet / desktop) is a mobile computer that is also useful for language learning. 5. Language translation (touch screen / software) allows you to translate from one language into another. 3URQXQFLDWLRQ Sort out the words according to their stress patterns and read them aloud. The ones in the fi rst row have been done as examples. indicate lovely actor famous modernise artist enjoy diffi cult remove forget organise relax *UDPPDU Rewrite the following sentences using the passive voice. 1. You must keep this door shut. 2. Someone will serve refreshments. 3. People must not leave bicycles in the hall. 4. You should shake milk before you use it. 5. People may keep books for two weeks. Complete these sentences. Use the comparative or superlative form of the adjectives in brackets. Add any other words if necessary. 1. The problem is not so complicated. It’s _________ (simple) you think. 2. That theatre over there is ________ (old) building in the city. 3. Health and happiness are _________ (important) money. 4. That was ________ (beautiful) painting I’ve ever seen. 5. I like the countryside. Living in the countryside is ________ (healthy) and _________ (peaceful) living in a city. Combine each pair of sentences into one with a suitable relative pronoun. Use comma(s) if necessary. 1. Tom works for a company. It makes electronic devices. 2. Linda told me her e-mail address. I wrote it on a piece of paper. 3. I don’t like people. They are never on time. 4. What was the name of the girl? Her mobile phone was stolen. 5. Mr Brown is retiring next month. He has worked for the same university all his life. actor relax indicate _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ 36 5HYLHZ 8QLWV 6.,//6 5HDGLQJ a. Read the text. ,QWHUDFWLYH ZKLWHERDUG DUG An interactive whiteboard is an electronic device that helps students learn English in a more stimulating way. It is very useful in the classroom because it can engage students and provide them with interactive opportunities. You can write on it with a special pen or even with your fi nger. You can also run presentation software on the interactive whiteboard. It is useful for teachers to make grammar or vocabulary presentations and save them for using again. After students complete an exercise, they can see the correct answers on the board. Teachers can also download resources such as gap-fi ll exercises, multiple-choice quizzes or games for their students to do in class. All the students have to do is to come to the board and drag and drop their answers into the gaps with their fi ngers. This involves them directly in work in front of the board, which most of them love. In summary, an interactive whiteboard is benefi cial for both teachers and students in the classroom. b. Match the words in A with their defi nitions in B. A B 1. interactive a. to include something or somebody as an important part of something 2. engage b. to move something on a screen by pulling it along 3. drag c. to attract and keep the attention (of somebody) 4. involve d. that allows people to work together and have an infl uence on each other 6SHDNLQJ Work in groups. Read about diff erent customs in four countries. Then discuss the questions below. Different Customs in… • Thailand: Never touch anyone except a child on the head. • Indonesia: Never point to anything with your foot. • Korea: Don’t pass anything to an older person or a superior with only one hand. • The USA and Canada: Don’t arrive early if you Read the text again and answer the questions. 1. How does an interactive whiteboard help students? 2. Why is the interactive whiteboard very useful in the classroom? 3. Why is presentation software useful for teachers? 4. What resources can teachers download onto the interactive board? 5. How can students give their answers on the interactive whiteboard? /LVWHQLQJ Listen to a recording about meeting and greeting customs in some countries around the world. Decide whether the following statements are true (T) or false (F). T F 1. A handshake is a common form of greeting in the four countries. 2. In Finland, close friends and family often hug and kiss when they see each other. 3. In Japan, people greet their superiors with a small head bow. 4. Korean women usually bow slightly and shake hands to greet each other. 5. In Viet Nam and Korea, when you address someone with his or her full name, the family name comes fi rst. 6. American men often kiss women when they meet for the fi rst time. :ULWLQJ Write about what customs a visitor to Viet Nam should know. Use the following points or your own ideas. Dos Don’ts • Call fi rst when planning to visit someone at home • Arrive on time when invited to someone’s home • Bargain when buying things in open-air markets • Take photographs in pagodas or temples • Open a gift in front of the giver • Kiss friends on the cheeks when meeting them are invited to someone’s home. Example: 1. Does Vietnamese culture follow any of these customs? 2. Why do you think people have these customs? 3. What other interesting customs of Viet Nam or other countries do you know? When you visit Viet Nam, there are some important things you should know. For example, if you are visiting a pagoda or temple, it’s not acceptable to take photographs ... 5HYLHZ 8QLWV 37 Unit 35(6(59,1* 7+( (19,5210(17 *(77,1* 67$57(' (QYLURQPHQWDO LPSDFWV Listen and read. Nam’s father: What are you doing, Nam? Nam: I’m writing for my school newsletter. Nam’s father: What are you writing? Nam: Well, the editor asked me to write a letter giving some practical advice on environmental preservation. So far, I haven’t had any ideas! Nam’s father: Have you used the web search engine to fi nd any information? Nam: Yes, I have. However, it was confusing because I got too many search results and web pages about the environment. Nam’s father: Well, read all of them quickly for ideas and select the most suitable for the topic. Nam: By the way, what does 'environmental impact' mean, Dad? Nam’s father: Uh … it means negative eff ect or infl uence on the environment. Well, you can check the meaning using the online dictionary. 7KLV XQLW LQFOXGHV LANGUAGE Vocabulary Words and phrases related to environmental impacts and ways to protect the environment Pronunciation Stress in three-syllable nouns Grammar Reported speech SKILLS ⌘ Reading for general ideas and specifi c information about threats to the natural environment ⌘ Talking about the environmental impacts of human activities ⌘ Listening for gist and specifi c information in a student’s talk on environmental impacts ⌘ Writing about environmental problems and giving some practical advice on how to preserve the environment COMMUNICATION AND CULTURE The World Wide Fund for Nature (WWF) Nam: I‘ll do it right now ... Oh, yes, you’re correct. Nam’s father: But why are you interested in environmental impacts? Nam: Well, I think if we can see the environmental impacts, we’ll know how to protect the environment from many threats such as deforestation, pollution, global warming and fossil fuel depletion. Nam’s father: Correct! Air pollution, the greenhouse eff ect and global warming have a negative impact on the environment. As a result, polar ice is melting and sea levels are rising. You need to focus on your topic. Nam: Dad, thanks for your help! Nam’s father: OK. Good luck, Nam! 38 8QLW 3UHVHUYLQJ WKH (QYLURQPHQW Label the photos with the words and phrases from the box. Then use a dictionary to check their meaning. pollution polar ice melting fossil fuels greenhouse eff ect deforestation a b c _____________ _______________ ________________ d e _______________________ ______________________ /$1*8$*( 9RFDEXODU\ Complete the sentences with the words from the box. pollute greenhouse eff ect deforestation depletion fossil fuels global warming preserve damage 1. To _________________ is to keep and protect something from damage, change or waste. 2. _________________ is the removal or cutting down of all trees in an area for urban use and farm lands. 3. _________________ are non-renewable energy sources such as coal, fuel oil and natural gas formed from dead plants and animals underground. 4. To _________________ is to make air, water, or soil dirty or unclean. 5. The _________________ occurs when the earth’s atmosphere traps certain gases such as carbon dioxide as well as water vapour. This makes the earth’s surface warmer. 6. _________________ is the gradual increase of temperature on the earth’s surface due to greenhouse eff ect. 7. _________________ is the using up or reducing something like energy or resources. 8. _________________ is harm or injury that makes something less valuable or able to function. Read the conversation between Nam and his father again. Ask and answer the following questions. 1. What is Nam doing for the school newsletter? 2. What did the editor ask Nam to write about? 3. What does 'environmental impact' mean? 4. Why is Nam interested in environmental impacts? 5. Name the threats to the environment mentioned in the conversation. 6. What is the biggest threat to the environment in your neighbourhood? Complete the table with the words from the box. deforest protect consumption confuse contaminate preservation deplete pollute Verb Noun 1. ____________ protection 2. preserve ____________ 3. ____________ contamination 4. consume ____________ 5. ____________ deforestation 6. ____________ pollution 7. ____________ ____________ p depletion Do you know ...? The position of a word in a sentence or its formation can tell about its class. − A noun can directly follow a determiner like a/an, the, your, some or a preposition like for, and be formed with - tion, -ation and -ity. Examples: the protection of natural resources, a lifestyle, for use, preservation, electricity, etc. − A verb can directly follow a subject pronoun, the particle to, modals like can, will and be formed with endings like -ed, -ing, etc. Examples: to protect, can consume, are depleted, etc. 8QLW 3UHVHUYLQJ WKH (QYLURQPHQW 39 8QLW 3UHVHUYLQJWKH (QYLURQPHQW 39 Complete the sentences with the nouns or verbs in . Change the word forms, if necessary. Each word is used once. 1. The _____________ of energy in this area has increased a lot since a new modern resort was built. 2. How much energy does this modern resort _____________ every day? 3. Scientists have been looking for solutions for decades to _____________ the earth’s limited fossil fuels from depletion. 4. Many environmentalists have supported the _____________ of the earth’s natural resources such as land, fresh water, rain forests and fossil fuels. 5. The coastal areas have been severely _____________ by the disposals of harmful chemical rubbish. 6. The greenhouse eff ect is made by ____________. 7. _____________ by chemical sprays and fertilizers makes land arid, and vegetation harmful to human health. 8. Most chemicals _____________ the ground and the underground water. *UDPPDU 5HSRUWHG VSHHFK Read the following sentences from the conversation between Nam and his father in GETTING STARTED. Write the names of the speakers. 1. 'I’m writing for my school newsletter'_________ said. 2. 'Give some practical advice to students on environmental preservation,' _________ asked Nam. 3. 'I haven’ t had any ideas,' _________ said. 4. 'Use the web search engine to fi nd information,' _________ told him. 5. 'Itnass confusing because I got too many search results and web pages about the environment,' _________ said. 6. 'Focus on your topic,' _________ told him. 3URQXQFLDWLRQ The words in the box are three-syllable nouns. Listen and repeat. Can you add two more, using the words from the VOCABULARY section ? article animal editor infl uence pollution scientist solution chemical confusion protection Listen and put a mark (') before the stressed syllable in each word. article infl uence energy solution newsletter pollution protection atmosphere editor confusion scientist chemical Do you know ...? The syllable before -tion or -sion is usually stressed. Examples: po'llution, so'lution, pro'tection, con'fusion, de'pletion Do you know ...? You can use reported speech to repeat what people have previously said. Examples: - 'I'm writing for my school newsletter,' Nam said. Nam said (that) he was writing for his school newsletter. - 'Focus on your topic,' Nam’s father told him. Nam’s father told him to focus on his topic. Notice the changes: Direct speech Reported speech Pronoun I he depending on the context Possessive my his Verb is writing was writing depending on the context and time focus to focus Note: There are no quotation marks in reported speech. 40 8QLW 3UHVHUYLQJ WKH (QYLURQPHQW Change the direct speech statements into reported speech. Make any changes, if necessary. 1. 'Pollution is one of the problems in my neighbourhood,' Nam said. Nam said ____________________________________. 2. 'More people are aware of the preservation of natural resources,' the editor said. The editor said _______________________________ _____________________________________________ . 3. 'We are discussing the protection of the natural environment,' the students told their teacher. The students told their teacher ________________ _____________________________________________. 6.,//6 5HDGLQJ 4. 'Use the web search engine to fi nd the information that you need,' Nam’s father told him. Nam’s father told him_________________________ _____________________________________________. 5. 'It’s confusing because there are too many web pages about the environment,' Nam said. Nam said ____________________________________ _____________________________________________. 6. 'Air pollution is one of the causes of the greenhouse eff ect,' scientists said. Scientists said ________________________________ _____________________________________________. Most of the air pollution results from the burning of fossil fuels, motor vehicles, factories, aircraft and rockets. This can cause acid rain which damages water, soil, and vegetation. Air pollution also contributes to the greenhouse eff ect which can lead to a series of environmental problems such as global warming, polar ice melting, rise of sea levels and loss of land. Soil pollution is a result of dumping plastic or a c b other inorganic waste in the ground and the overuse of chemical fertilizers in agriculture. The long-term eff ects of soil pollution are contaminated vegetation and the decrease of soil fertility. Water pollution is a result of dumping pollutants such as detergents, pesticides, oil, d and other chemicals in rivers, which makes What do you think the environmental impact in each photo is? Read the text quickly and check your answers. Quickly read the text and select the best title. a. Natural Resource Depletion b. The Long-term Damage of Soil c. Environmental Pollution d. The Destruction of Ecosystem Environmental pollution is one of the impacts of human activities on the earth. It is also one of the biggest problems of the world today. The environmental pollution is the cause of some diseases that most people do not know about. There are four types of pollution, namely, air pollution, soil pollution, water pollution and noise pollution. the water unclean or contaminated. Rubbish blockages in rivers can also cause pollution. The eff ects of water pollution include the destruction of ecosystem of rivers, lakes and the pollution of groundwater, surface water and seawater. Noise pollution is caused by loud and annoying sounds of motor vehicles, railway, aircraft and jet engines, factory machinery and musical instruments. It can cause stress and psychological and health problems for humans such as increased heart rate and hearing damage. Environmental pollution is becoming an increasingly serious problem or threat that needs to be taken care of as soon as possible, not only for the sake of the envionment, but also for the people that live in it. 8QLW 3UHVHUYLQJ WKH (QYLURQPHQW 41 Match each highlighted word in the text with 6SHDNLQJ the correct defi nition below. 1. ________________: a complex set of relationships among the living resources, habitats, and residents of an area. It includes plants, trees, animals, fi sh, birds, etc. 2. ________________: chemicals used to kill insects 3. ________________: not related to animals, plants or trees (QYLURQPHQWDO LPSDFWV RI KXPDQ DFWLYLWLHV Label the photos with the types of pollution. 4. ________________: plants in general a b 5. ________________: manures or substances that support plant growth 6. ________________: things that make the air, water and soil unclean or contaminated Are the sentences true (T) or false (F)? Correct the false sentences. _______________________ _________________________ T F 1. Environmental pollution results from natural disasters. 2. The greenhouse eff ect is a result of water pollution. 3. Using a lot of fertilizers can reduce soil fertility. 4. Water pollutants are things such as detergents, pesticides, oil, other chemicals and rubbish blockages in rivers that make water contaminated. 5. Noise pollution can increase heart rate and damage hearing. c d 6. Environmental pollution needs to be taken care for the sake of the environment and the people that live in it. Work in groups. Discuss the types of pollution in your neighbourhood and their consequences. ______________________ __________________________ Read the text in the READING section again. Complete the table below. Include your ideas, if necessary. Human activity Type of pollution Consequence fossil fuel burning by motor vehicles, factories, aircrafts and rockets air pollution a series of environmental problems such as acid rain, greenhouse eff ect, global warming and health problems fertilizers and pesticide sprays, harmful rubbish and chemicals thrown in the rivers loud and annoying sounds from factory machinery, motor vehicles, aircraft, and musical instruments noise pollution 42 8QLW 3UHVHUYLQJ WKH (QYLURQPHQW Work in pairs. Practise the following conversation. Student A: We are facing severe environmental pollution despite the fact that many organisations are working hard to reduce it. Student B: Well, it is a result of human activities in modern times. For example, air pollution is a consequence of fossil fuel burning by motor vehicles, factories, aircraft and rockets. /LVWHQLQJ 3UHVHUYLQJ WKH QDWXUDO HQYLURQPHQW Look at the photo and describe what you see. Listen to a student’s talk. What is he talking about? Tick the correct box. a. How to Overcome Natural Disasters b. Natural Resource Depletion c. Environmental Degradation d. Deforestation and Its Eff ects Listen again. Tick the words you hear. Look up the meanings of these words in a dictionary. degraded resulted erosion civilization sewage aquatic awareness mass media Student A: You’re right. It leads to a series of environmental problems such as acid rain, greenhouse eff ect, global warming and health problems. Student B: Well, if this goes on, the earth may soon become a dangerous place to live on. Therefore, we must do something before it is too late. Work in groups. Choose one of the types of pollution in . Use the information from the table to prepare a similar conversation as in . Act out the conversation you have prepared. Listen again. Complete the sentences with one or two words from the talk. 1. The natural environment has been seriously _________________ and degraded by human activities through many decades. 2. The burning of fossil fuels by factories and motor vehicles has led to air pollution and resulted in acid rain, greenhouse eff ect and _________________. 3. Deforestation for land use has aff ected the _________________ and led to the extinction of rare animals, extreme fl oods and land erosion. 4. They have changed and degraded the natural environment and led to various _________________. 5. We should _________________ the burning of fossil fuels, and encourage forestation to replace deforestation. 6. People should make _________________ to protect the environment for the next generation. Ask and answer the following questions. 1. What is the definition of environment in the talk? 2. What has led to air pollution? 3. What has led to soil pollution? 4. What has deforestation caused? 5. What should we do to reduce water pollution? 6. What should we do to preserve the forests? 7. What should people do to preserve the environment for the next generation? 8QLW 3UHVHUYLQJ WKH (QYLURQPHQW 43 :ULWLQJ 3UDFWLFDO DGYLFH RQ ZDWHU DQG HOHFWULFLW\ FRQVXPSWLRQ What do you see in the picture? What does the text in the picture mean? Do you turn off the tap while you are Match the following sentences with the paragraphs (1-4) in . a. Turn the tap off until you need water to rinse your hands or brush your teeth, and wash full loads of laundry instead of smaller ones. b. Water is one of the limited natural resources. It can run out. c. You can be proud of your participation in the preservation of water. brushing your teeth? The following paragraphs Turn off taps. Collect excess water in a bucket. d. Unplug the electronic devices when you leave a room or your home. are extracts from a student’s talk giving some practical advice on reducing water and electricity consumption at home. Quickly read the text and match the headings (a-d) with the paragraphs (1-4). a. Your participation in environmental preservation b. Your actions to reduce water consumption c. Your actions to reduce electricity consumption d. Introducing the environmental problem 1. Fresh, clean water is very important to life because no one can live long without it. Yet it is one of the limited and most endangered natural resources on our planet. Water keeps the earth green, and we can transform fl owing water to electricity or energy. Our modern world has consumed a lot of water and electricity. So, what do you think will happen if water runs out? The following advice can help to reduce your water and electricity consumption at home. 2. When you leave a room or your home, unpluging electronic devices like the television, radio, computer is an easy way to save electricity because these devices still consume energy even though they are off . 3. When you use water, you also consume energy. Turning the tap off until you need water to rinse your hands or brush your teeth, and washing full loads of laundry instead of smaller ones can help to reduce electricity and water consumption as well. 4. The above advice is very simple and not new. However, if you follow at least one of the tips, you can be proud of taking part in the preservation of water, one of the very important and limited natural resources on the Earth. Choose one of the following limited natural resources to write three paragraphs similar to those in : paragraph 1 to introduce the type of pollution, paragraph 2 to give some practical advice and paragraph 3 to conclude. Natural resource Advice fossil fuels, non-renewable resources: coal, oil, natural gases producing energy − reducing the use of fossil fuels for energy − research and replace fossil fuel energy with other renewable fuels such as water, sun, etc. − raise awareness on the problems in the public and in education forests: absorbing carbon dioxide (CO2) and other harmful gases; reducing air pollution, heat, fl oods, etc. − careful planning of land use for public facilities and in agriculture; proper deforestation plans to replace the trees cut down − raise awareness on the problems in the public and in education 44 8QLW 3UHVHUYLQJ WKH (QYLURQPHQW &20081,&$7,21 $1' &8/785( &RPPXQLFDWLRQ 'LVFXVVLRQ Work in pairs. a. Label the photos. b. Describe what you see in each photo: state the environmental problems and their effects. a b&XOWXUH Look at the logo. Can you recognize the animal? Where does it come from? What does the abbreviation WWF mean? Quickly read the text to check your answers. Read the text again. Ask and answer the questions. 1. When was WWF set up? 2. What kind of organisation is it? 3. Why did the organisation recognise the panda as its logo? 4. What was WWF’s mission stated in 1990s? 5. Why is WWF the world’s largest organisation? Listen to the recording. Ask and answer the following questions. 1. Which of the photos are the speakers talking about? 2. What environmental threats are mentioned in the conversation? 3. What are the negative effects of this environmental problem? 4. What should be done to protect the environment in this case? Discuss in groups. Suggest what should be done to protect the environment. The World Wide Fund for Nature (WWF), originally called The World Wildlife Fund, is a non-government organisation. It was set up in 1961, and had its operations in areas such as the preservation of biological diversity, sustainable use of natural resources, the reduction of pollution, and climate change. The symbol of WWF originates from a panda named Chi Chi, which was transferred from the Beijing zoo to the London zoo in 1961 when the organization was established. Chi Chi was the only giant panda in the Western world at that time and one of the most endangered animals. WWF recognized it as the symbol of the organization. In 1986, the organisation changed its name to World Wide Fund for Nature to better refl ect its activities. However, it has operated under the original name in the United States and Canada. In the 1990s, WWF revised its mission to: 'Stop the degradation of the planet’s natural environment and build a future in which humans live in harmony with nature, by: • conserving the world’s biological diversity • ensuring that the use of renewable natural resources is sustainable • promoting the reduction of pollution and wasteful consumption.' WWF is the world’s largest independent conservation organisation with over 5 million supporters worldwide, working in more than 100 countries, supporting around 1,300 conservation and environmental projects. 8QLW 3UHVHUYLQJ WKH (QYLURQPHQW 45 /22.,1* %$&. 3URQXQFLDWLRQ Listen and repeat. 1. pollution 2. erosion 3. energy 4. animal 5. consumption 6. awareness 7. poverty 8. depletion 9. solution 10. protection Put a mark (') before the stressed syllable in each of the words in . Then listen and check your answers. 9RFDEXODU\ Group the words according to their class. animal pollution preserve protect consume emit deplete energy erode resource threat disposal Verb Noun Complete the sentences using the correct words in brackets. 1. Water is one of the limited natural resources which can run out soon. All efforts should be made to ____________ it. (preserve / preservation) 2. Disposal of solid waste into the local river has been the cause of water _____________ in this area. (pollute / pollution) 3. _____________ of environmental preservation should be raised in the public as well as in education. (aware / awareness) 4. We should _____________ the limited or non-renewable natural resources for our future generations. (protection / protect) 5. The energy_____________ of the community has increased since the new resort was built. (consume / consumption) 6. Over-exploitation of oil will lead to the ________ of this natural resource. (depletion / deplete) *UDPPDU Read the story. Underline the sentences said by Nick, Mary and Mr Jones. Mr Jones is aware of the need for environmental protection. He has two children, Nick and Mary. One weekend, the family went to the beach to have a picnic. The seashore was much polluted because of the amount of waste left there. Mr Jones was very sad. He said, 'All this rubbish is killing fi sh and other sea creatures.' Nick immediately said, 'We can clean the beach together.' Mary said, ‘I will ask our friends and neighbours to come and help us.' Mr Jones was very happy that his children wanted to help. He said, 'I’m so happy to hear that, children.' The following week, the family came back to the beach with many of their friends and neighbours. They also brought big carrier bags. Mr Jones gave them gloves and told them, 'Protect yourselves from germs.' 46 8QLW 3UHVHUYLQJ WKH (QYLURQPHQW Report what Nick, Mary and Mr Jones said. 1. Mr Jones was very sad and said _______________ _____________________________________________. 2. Nick said ____________________________________ _____________________________________________. 352-(&7 NOW YOU CAN 3. Mary told them ______________________________ _____________________________________________. 4. Mr Jones told his children _____________________ ____________________________________________. 5. Mr Jones gave the people gloves and told them ______________________________________________ _______________________________________. Imagine the area in which your school is located has suff ered from environmental pollution. Work in groups. − Discuss one type of pollution and its causes and eff ects on the natural environment and the health of the local people. − Find some pictures / photos to illustrate the pollution problem. − Write some practical advice on how to reduce this type of pollution. Prepare and give a presentation to your class. ► Pronounce three-syllable nouns and use them in sentences ► Use reported speech ► Talk about the environmental impacts of human activities and how to preserve the environment ► Write to give some practical advice on the preservation of the earth’s limited resources 8QLW 3UHVHUYLQJ WKH (QYLURQPHQW 47 Unit (&27285,60 *(77,1* 67$57(' 1DWXUH ORYHUV Phillip island 7KLV XQLW LQFOXGHV LANGUAGE Vocabulary Words and phrases related to the importance, benefi ts and principles of ecotourism Pronunciation Stress in words of more than three syllables Grammar Conditional sentences Types 1 and 2 SKILLS • Reading for general ideas and specific information about the benefits and principles of ecotourism • Talking about what tourists can do on an eco tour • Listening for gist and specifi c information about ecotourism • Writing a travel brochure promoting an eco tour COMMUNICATION AND CULTURE Problems with ecotourism in Viet Nam and Africa Listen and read. Travel agent: Good morning. What can I do for you? Mr Collins: Good morning. We’re thinking about a trip to Australia. Travel agent: Do you want to know more about culture or nature there? Or do you just want to relax? Mrs Collins: Nature … Both of us love nature. Travel agent: In that case, I suggest an eco tour. Mrs Collins: Eco tour? What’s that? Travel agent: Well, eco tours involve travel to areas of natural or ecological interest to observe wildlife and learn about the environment. Ecotourism is also sustainable. Mr Collins: That sounds interesting. What can we do on an eco tour? Travel agent: You can see diff erent kinds of animals like crocodiles, snakes, frogs, birds, butterfl ies and other rare animals. You can go scuba-diving and see the coral reefs. Mrs Collins: How many days do we need to do all these activities? Travel agent: About four days. If you also want to go on a camping safari, you’ll need another three days. Mr Collins: Um… I’m not sure if we can manage a week. But if we could take the seven day tour, how much would it be per person? Travel agent: About 3,000 dollars, including airfare. Mr Collins: OK, thanks for your help. We’ll think about it and come back tomorrow. Travel agent: Another thing … if you book early and pay two months before departure, you’ll get a two per cent discount. Mrs Collins: Sounds good! Thanks for letting us know. Goodbye. 48 8QLW (FRWRXULVP Answer the questions about the conversation. 1. Why does the travel agent suggest an eco tour to Mr and Mrs Collins? 2. What does ecotourism mean? 3. What are some ecotourism activities in Australia? 4. How much would Mr and Mrs Collins have to pay for two people if they took a seven-day tour? 5. What does the travel agent offer to Mr and Mrs Collins if they book early and pay two months before departure? Find the conditional sentences in the conversation and write them in the space below. ______________________________________________ ______________________________________________ ______________________________________________ Work in pairs. Underline the verbs in the conditional sentences in . Decide whether they are type or type . /$1*8$*( 9RFDEXODU\ How do we form adjectives from nouns or verbs? Use a dictionary and complete the table. Nouns / Verbs + suffi xes Adjectives 1. culture (n) + -al cultural 2. nature (n) 3. environment (n) 4. ecology (n) 5. interest (v) 6. sustain (v) 7. relax (v) Complete the following sentences, using the adjectives in . 1. A ___________ forest is a forest where trees that are cut are replanted and the wildlife is protected. 2. It was quite ___________ to spend a week on a camping trip with friends in the open air. 3. When you take part in an eco tour, you learn more about the ___________ traditions of the local people and the ___________ habitat of some rare animals. 4. Cutting down trees or hunting wild animals may upset the ___________ balance of an area. 5. Mass tourism may cause ___________ problems such as pollution, water shortages, or an increase of waste. 6. I am very much ___________ in learning more about ecotourism and its benefi ts. 3URQXQFLDWLRQ Listen and put a mark ( ) before the syllable with the primary stress. a. sustainable b. preservation c. environment d. environmental e. ecology f. ecological g. relaxation h. scuba-diving i. ecotourism j. eco-friendly Listen again and repeat the words in g p . Do you know ...? Words ending in /-tion /, /-ic /, /-ical/, /-ial/ and /-ity/ have primary stress on the syllable before these endings. Some long words may have secondary stress ( ), which is less loud than the primary stress ( ), e.g. conser vation popu larity 8QLW (FRWRXULVP 49 *UDPPDU &RQGLWLRQDO VHQWHQFHV 7\SH Complete the sentences, using the correct forms of the verbs in the box. You can use a modal verb in the main clause if necessary. fail pay go eat get call leave get 1. If Alice __________ for Ha Noi at 3 o’clock, she’ll be there by 10.30. 2. We __________ to school on time if the bus is late again. 3. My parents might be sad if I __________ the exam. 4. You __________ a discount if you pay for the trip in advance. 5. If you __________ for an eco tour, part of your money will be used for wildlife protection. 6. If it doesn’t rain, we __________ in the garden. 7. I’m sure he __________ you if he doesn’t see you at the party. 8. You __________ out with your friends if you fi nish your homework before 7 o’clock. Do you know ...? - Conditional sentences Type 1 are used to talk about present or future activities or events that are real or very probable. - Diff erent modal verbs can be used in the main clause. If-clause Main clause present tense will / may / might / can Examples: - If you have a birthday party, you’ll get lots of presents. (probability) - If the weather is warm, we may / might go to the park. (possibility) - If the weather is warm, you can go to the park. (permission) &RQGLWLRQDO VHQWHQFHV 7\SH Match the fi rst part in column A with the second part in column B to complete the unreal conditional sentences (Type 2). Put the verbs in brackets in the correct form. A B Put the verbs in brackets in the correct form. 1. I (be) surprised if you (fail) the exam. You’re 1. If Kim (live) in the countryside, a. I (tell) him the truth. working so hard. 2. We (help) you to do the housework if we (have) 2. If I (be) you, b. there (be) less air pollution. time. 3. John and Ann (feel) disappointed if nobody (come) to their party. 4. If I (need) money to buy a dictionary, you (lend) me some? 5. If you (throw) plastic bags into the sea, the fi sh (eat) them and (die). 3. If people (not, start) wars, 4. If more people (use) public transport, 5. You (change) your appearance c. I (travel) abroad on my own. d. she (work) on a farm with a lot of animals. e. if the sun (stop) shining. 6. You (cause) a forest fi re if you (make) a campfi re and then (leave) it unattended. 7. The birds (be) scared and (fl y) away if the birdwatchers (make) loud noises. 6. If I (be) 10 years older, f. the world (be) a better place to live. 7. We (go) to the beach g. if you (have) a chance? 8. I (take) the laptop back to the shop if you (not know) how to fi x it. 8. Life on Earth (be) impossible h. if the weather (be) fi ne. 50 8QLW (FRWRXULVP Read the situations and make conditional sentences. You can use could where possible. 1. Victor doesn’t speak English. He can’t get a good job. ⇒ If Victor spoke English, he could get a good job. OR: If Victor could speak English, he could / would get a good job. OR: Victor could / would get a good job if he could 6.,//6 5HDGLQJ *R JUHHQ Look at the tourist map of Costa Rica, a country in Central America. Work with a partner. Discuss what tourists can do or see in Costa Rica. speak English. 2. Nancy doesn’t live near the park. She can’t go running there every morning. 3. Nam can’t swim. He is not allowed to go to the swimming pool alone. 4. Tom doesn’t have a passport. He can’t travel abroad. 5. There are so many tourists visiting the national parks. The environment there is badly damaged. 6. Tourists throw litter in the river. The water is polluted. 7. These students do not work hard. They can’t pass the exam. 8. Hoa’s got so much homework that she can’t go out with her friends t with her friends tonight. onight. Do you know ...? - This type of conditional sentences is used to talk about present or future activities or events that are not real or unlikely to happen. - ‘Could’ can be used in either the main clause or the If-clause, or both. If-clause Main clause past tense could + bare infi nitive would could Examples: - If I had more than 24 hours a day, I would be able to do more things. - If my dog could talk, he would / could tell me what he wants. Read two opinions about ecotourism. Choose the best title for them. a. Sustainable Ecotourism and Jobs b. Pros and Cons of Ecotourism c. Ecotourism - A Solution to Environmental Problems Marco, an environmentalist from Costa Rica: People travel a lot more nowadays. Mass tourism has contributed to the destruction of the environment. More and more hotels are built while forests and beaches are destroyed. A lot of waste from hotels and vehicles is also discharged into the water and air. I think ecotourism can help to solve this problem because it is sustainable and done for the purpose of enjoying nature. Although relatively new, ecotourism is growing rapidly. The money from ecotourism goes back to nature. How does this happen? Local governments use the money for the preservation of their national parks, and the different species of fauna and fl ora found there. Tour guides and travel brochures educate tourists about the protection of the environment. Tourists enjoy the beauty of wildlife without harming it. They stay with local families instead of hotels and get to know their culture and lifestyle. Pablo, a farmer from Costa Rica: Costa Rica is one of the world’s best ecotourism destinations. We have beautiful beaches, thick rain forests, exciting volcanoes, and exotic wildlife. Th e local government and tour guides tell us that ecotourism is good for us, but the fact is, I don’t really know what it is. But I do know that when tourists come here, there are more jobs for us, and I can earn more. However, there are bad things as well. We have to change our way of life. To entertain tourists, we have to change our usual foods to suit their tastes or adapt dances and traditions to suit their needs. 8QLW (FRWRXULVP 51 Match these words with their meanings. Words Meanings 1. discharge (v) a. all the plants of a particular area 2. fauna (n) b. exciting and unusual 3. fl ora (n) c. all the animals living in an area 4. exotic (a) d. change in order to be suitable for the new situations 5. adapt (v) e. release With a partner, make a list of the positive and negative eff ects of ecotourism according to the two speakers. Who may say these things? Tick (🖲) the appropriate boxes. Marco Pablo 1. Ecotourism can be benefi cial to local people. 2. Ecotourism can solve the problem of pollution. 3. Ecotourism can change local Peter: We can explore the mysterious hiking paths in the forests, watch the birds, and look at the plants. We’ll also spend a night at an old villa built before 1954 … Hoa: Sounds great! But why is it called an eco tour? Peter: Well, on an eco tour, you’ll learn how to respect and protect wildlife and local people’s life. Hoa: I see. What else will you do? Peter: If we have more time, we’ll visit Hue and enjoy the local food there. Hoa: If I were you, I’d visit Lang Co Beach as well. Peter: Thanks for the advice. I love swimming. We’ll think about that. Below are three destinations for ecotourists. Work in pairs. Choose one destination and make a similar conversation as in . Can Gio people’s way of life. 4. To build hotels, people destroy forests. 5. Tourists learn how to protect Sa Pa Biosphere Reserve Central Highlands the environment. 6. Ecotourism is something I don’t understand very well. 7. I understand ecotourism and its benefi ts very well. Do you agree with Marco that ecotourism can truly solve the problem of pollution? Think about what happens to the environment when there are more visitors to a destination. 6SHDNLQJ 7UDYHO DQG HQMR\ Read this conversation between two friends. Then practise it with a partner. Hoa: Hi, Peter. Packing your bag? Are you going somewhere? Peter: Yeah. We’ve booked an eco tour to Bach Ma National Park near Hue City. Hoa: Wow! What are you going to see or do there? Where to go: Sa Pa (Lao Cai Province) What to do and see: go hiking in the forest, visit Cat Cat village, enjoy the traditional life of the Black H’ Mong, watch the waterfalls, go camping in the forest What else to do: buy handicrafts at a village market Where else to visit: Sa Pa love market held every weekend Where to go: Central Highlands What to do and see: go biking in the forests, watch wildlife, go kayaking, visit Don Village, enjoy cooking and staying overnight with local ethnic families What else to do: attend Gong culture festival in Dak Lak Province Where else to visit: coff ee plantations to enjoy fresh coff ee 52 8QLW (FRWRXULVP Where to go: Can Gio Biosphere Reserve (Ho Chi Minh City) What to do and see: watch birds at sunrise or sunset, take a boat to Dam Doi to see bats hanging on trees, watch crocodiles hunting for food What else to do: swim in the sea, enjoy seafood Where else to visit: Monkey Island Work in groups. Choose one ecotourism destination in Viet Nam and prepare a presentation about what tourists can see and do there. Then report to other groups. Suggested destinations: Cat Ba National Park (Hai Phong City) Nui Chua National Park (Ninh Thuan Province) Phu Quoc National Park (Kien Giang Province) /LVWHQLQJ (FRWRXULVP LQ WKH 0HNRQJ 'HOWD What do you know about the Mekong Delta? Work with a partner. Look at the pictures and decide which activities tourists can do there. Listen to a news report and choose the caption that best summarises the main idea. a. How the Mekong Delta became an ecotourism destination b. Famous resorts in the Mekong Delta c. Effects of ecotourism on the Mekong Delta Listen again and answer the questions. 1. Why couldn’t Ba Duc attract more tourists to his old house before 2000? 2. How many tourists now visit his garden every day? 3. When did Tu Binh start ecotourism activities to attract visitors? 4. What do tourists do with the small fi sh they catch in Tu Binh’s fi sh pond? 5. How many tourists now visit his farm every day? Listen again. Complete the notes about the two farmers’ ecotourism places for tourists. 1. Ba Duc’s ecological garden: • garden area: _______________________________ hectares • activities for tourists: a. YLVLWLQJ WKH ROG KRXVH b. _________________________________ c. _________________________________ d. _________________________________ 2 Tu Binh’s ecological farm: • fi sh pond area: ______________________________ hectares listening to traditional music watching birds eating local food • activities for tourists: a. FDWFKLQJ ILVK b. _________________________________ c. _________________________________ Work with a partner. Which of the activities riding an ostrich catching fi sh visiting an old house mentioned in would you enjoy doing the most if you took a tour to the Mekong Delta? 8QLW (FRWRXULVP 53 :ULWLQJ /HWuV JR RQ DQ HFR WRXU Look at the travel brochure below and fi nd the diff erent parts. Match the numbered parts in the brochure with their content. Work in groups. Use the information about the eco tours to Sa Pa or Central Highlands a. Contact information of the travel company b. Information about the trip (departure time, price list) c. Name of the destination d. Pictures of the destination e. Information about what visitors can do or see at the destination f. Advice on how to be a responsible ecotourist in the Speaking section to design a travel brochure. You can add more information and pictures to make your brochure attractive. Show your group’s brochure to other groups. Prepare a brief report to advertise your eco tour. Example: Our travel brochure is about an eco tour to Can Gio Biosphere Reserve. The tour leaves HCM City at 6 a.m. and gets back at 6 p.m.. The tour doesn’t cost too much: only VND 400,000 per person. During this one-day trip, you can watch birds and see crocodiles hunting for food and bats hanging on the trees. But you need to behave responsibly. You should speak softly while watching the animals… 54 8QLW (FRWRXULVP &20081,&$7,21 $1' &8/785( &RPPXQLFDWLRQ If you have a chance to go on an eco tour, which destination in Viet Nam will you choose? Read the information about the places mentioned in this unit (Bach Ma National Park, Sa Pa, Central Highlands, Can Gio Biosphere Reserve, the Mekong Delta, etc.). Decide on one place and take notes. Complete the diagram. The most enjoyable activities on the tour: _____________________________________ &XOWXUH Look at the pictures and discuss how the tourism activities in each one may aff ect the environment. Use the words or expressions below. - break tree branches - cut down trees - be in danger of extinction - cause (air, water, land,…) pollution - cause a forest fi re - leave litter after the picnic _____________________________________ a. relaxing on the beach b. camping in the forest c. hunting Destination: ______________________________ Read two articles about some problems with ecotourism in Viet Nam and Africa. Then match the titles with the articles. One title is extra. The benefi ts for me: _____________________________________ _____________________________________ The benefi ts for the environment and local people: _____________________________________ _____________________________________ a. Ecotourism: Development or Damage? b. Sustainable Ecotourism c. Is It Really Ecotourism? Work with a partner. Tell him / her about your choice of destination and give reasons. Example: Student A: Which destination will you choose if you have a chance to go on an eco tour? Student B: I’ll visit … Student A: Why? Student B: Because there are a lot of enjoyable activities to do there such as … Student A: Anything else? Student B: Well, I could also benefi t a lot from the tour. I could learn … … 1. Viet Nam’s natural and cultural potential for ecotourism is well known. However, eco tours in Viet Nam involve mainly travel to natural places and the activities are not based on the ecotourism principles. In Ha Long Bay, for example, tourists just visit the bay and some caves, without learning about the environment or taking part in any local cultural activities. In addition, in some national parks, tourists are not fully aware of environmental protection. If they throw rubbish or break tree branches, they are not fi ned. As a result, some tourist areas have suff ered from some environmental damage. What’s more, most tour guides have poor knowledge of the ethnic culture. Therefore, ecotourists have little or no understanding of Viet Nam’s cultural diversity. 2. Many African countries, with their numerous national parks and safaris, have benefited from ecotourism. However, ecotourism activities have had some negative impacts on the environment and people there. One of the worst impacts is the massive loss of land. Parks and game reserves require vast land, and the local people’s best pasture lands have been taken away. In Kenya, the tourism industry has employed better educated people from other countries. As a result, ecotourism has not provided more jobs for the local people. In Tanzania, hunting in some game reserves is allowed. Camping requires fi rewood for cooking and heating. These activities have caused danger and harm to the environment. 8QLW (FRWRXULVP 55 Below are some principles of ecotourism. Put a cross if it has not been applied, and write NG (Not given) if the articles don’t mention it. Principles of ecotourism Viet Nam Africa a. Reduce the impact of tourism activities on the local nature and culture. b. Increase tourists’ environmental and cultural awareness and respect. c. Provide fi nancial benefi ts for the conservation of local destinations. d. Provide fi nancial benefi ts for local people. e. Provide positive experiences for both visitors and hosts. Work in pairs. Discuss what should be done to restrict the harm or damage tourists may cause to the environment and local people in Viet Nam and Africa. /22.,1* %$&. 3URQXQFLDWLRQ Say the words aloud. Put a stress mark ( ) before the syllable with the primary stress in each word. If necessary, use a dictionary to help you. activity conservation traditional destination economic economical understanding degradation 9RFDEXODU\ Complete these sentences, using the words in the box. Make changes where necessary. exotic environment impact ecology destination conservation 1. If you’re interested in wildlife ______________, you should go on an eco tour. 2. Top _____________ for ecotourism are usually national parks, forests or rural areas. 3. There could be both positive and negative __________________ of tourism activities on the ______________. 4. Water pollution and scuba-diving activities can harm the _______________ of the coral reefs. 5. We can fi nd lots of diff erent _______________ fl owers at the fl ower festival this year. *UDPPDU Make conditional sentences Type 1 from the cues given and create a story. ,uP DIUDLG WKHUH LV D WUDIILF MDP 1. ( ⇒ be late for class) ,I WKHUH LV D WUDIILF MDP ,uOO EH ODWH IRU FODVV 2. ( ⇒ miss the lesson) ,I ,uP ODWH IRU FODVV ,uOO PLVV WKH OHVVRQ 3. ( ⇒ not do the test well) ______________________ 4. ( ⇒ feel very sad) _____________________________ 5. ( ⇒ go to the gym) ___________________________ 6. ( ⇒ keep fi t) _________________________________ 7. ( ⇒ look attractive) ___________________________ 8. ( ⇒ be very happy) ___________________________ Rewrite the sentences using conditional sentences Type 2. Example: You’re under 18, so you can’t drive a car. ⇒ If you were over 18, you could drive a car. 1. I can’t swim, so I’m not going scuba-diving with you. ______________________________________________ 2. I want to go on an eco tour to Phu Quoc National Park, but I don’t have any holiday. ______________________________________________ 3. Sue doesn’t have Tony’s email address. She can’t send him a message. ______________________________________________ 4. I could make a cake for you, but there aren’t any eggs in the fridge now. ______________________________________________ 5. Phong doesn’t have enough money so he can’t travel abroad. ______________________________________________ 6. I don’t drive too close to the animals on safari. They don’t get scared. ______________________________________________ 7. I can’t go to the concert because I have a lot of homework to do. ______________________________________________ 8. Nam doesn’t have a camera, so he can’t take pictures of his trip. 56 8QLW (FRWRXULVP What does the if-clause in each sentence mean? Write a sentence with is, isn’t or might to explain it. 1. If your test score was high, your father could give you a reward. ⇒ 7KH WHVW VFRUH LVQuW KLJK 2. If your test score is high, your father will give you a reward. ⇒ 7KH WHVW VFRUH PLJKW EH KLJK 3. If my computer was working, I would send her an email right away. ______________________________________________ 4. If it snows tonight, you can’t go out. ______________________________________________ 352-(&7 5. If this golden block is made of pure gold, we’ll be rich. ______________________________________________ 6. If my father were here now, he’d know how to fi x this bicycle. ______________________________________________ 7. If the air was not polluted, our quality of life would be better. ______________________________________________ 8. If John calls, can you take a message for me? ______________________________________________ Work in groups of 8 to 10. Carry out a survey to fi nd out who in your group has been on an eco tour and who has never been on one. Use the following survey table as a guide. Student’s name Has been on an eco tour Has never been on an eco tour Where? When? Enjoyed it? Wants to go? If yes, where? If no, why? 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Present your group’s fi ndings to the whole class. NOW YOU CAN ► Talk about ecotourism, its benefi ts and principles ► Pronounce words of more than three syllables with correct stress patterns ► Use conditional sentences Types 1 and 2 to talk about present or future activities and events that are real/probable or unreal/not probable ► Write a travel brochure for an eco tour 8QLW (FRWRXULVP 57 REVIEW 4 81,76 /$1*8$*( 9RFDEXODU\ Complete these sentences using the correct forms of the words in brackets. 1. The _________ world is the world of trees, rivers, animals and birds. (nature) 2. Drinking water in this area is highly _________ by waste. (pollute) 3. Governments are nowadays playing an active role in _________ protection. (environment) 4. All countries around the world should make plans for _________ development. (sustain) 5. Scientists are studying the _________ eff ects of global warming. (ecology) Complete the following sentences with suitable words from the box. protect acid rain pollution global warming deforestation 1. Air __________ is threatening the health of older people and children. 2. All efforts should be made to reduce the negative impacts of __________ on climate change and human health. 3. __________ and land use for agriculture are destroying rare plants and wildlife. 4. The ozone layer helps __________ us from the sun’s rays. 5. __________ has a terrible eff ect on forests and life in rivers and lakes. 3URQXQFLDWLRQ Sort out the words according to their stress patterns and read them aloud. The ones in the fi rst row have been done as examples. pollution economy conservation poverty protection environment newsletter composition relaxation ecology chemical awareness sustainable preservation solution energy *UDPPDU Rewrite these sentences using reported speech. 1. ‘People are cutting down the rainforests.’ ⇒ Mary said ___________________________. 2. ‘Car pollution is a big problem in my city.’ ⇒ Tom said ____________________________. 3. ‘Chemicals are destroying the ozone layer.’ ⇒ Scientists say ________________________. 4. ‘Shut the door but don’t lock it.’ ⇒ He told me __________________________. 5. ‘Burning gas, oil, and coal can cause acid rain.’ ⇒ Our teacher explained _______________. Put the verbs in brackets in the correct forms. 1. If tourists (not throw) rubbish in the river, the water would be cleaner. 2. We (go) camping this Sunday if the weather is fi ne. 3. Many people would be out of work if that factory (close down). 4. If there (be) too much noise in my offi ce, I won’t be able to do any work. 5. People will suff er from noise pollution if they (build) an airport in this area. Put the verbs in brackets in the correct tenses. 1. What you (do) if you go to Cuc Phuong National Park? 2. I (be) grateful if you’d send me the brochure. 3. If I (be) you, I (go) to Ha Long Bay. 4. We will reduce air pollution if we (use) public transport. 5. Sorry, I can’t call her. If I (know) her number, I (phone) her. poverty pollution economy conservation ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ 58 5HYLHZ 8QLWV 6.,//6 5HDGLQJ a. Read about three people describing some environmental problems and solutions. (QYLURQPHQWDO SUREOHPV DQG VROXWLRQV Linda: I have read about the problem of landfi lls. The easiest way to dispose of waste is to bury it in landfi lls. In many countries, the landfi lls have already been fi lled up. So in many cities, people are trying to do more recycling to reduce the amount of stuff that go into landfi lls. Jenny: As you know, the ozone layer, which helps protect us from the sun’s very dangerous rays, has been damaged by pollution in the air. When the ozone layer gets too thin, it can cause skin cancer. One of the biggest threats to the ozone layer is the exhaust gases from cars. The best way to save the ozone layer is to drive less. Kate: Today, most of our rivers and lakes, which are sources of drinking water, are being polluted by businesses, farms, homes and industries. To solve this problem, we need to treat all waste more carefully so that dangerous chemicals and bacteria don’t get into our water supply. b. Find words which are closest in meaning to the following. 1. rubbish dump (n) 2. hide underground (v) 3. serious skin disease (n) 4. waste gases (n) 5. process (v) Read the text again and write down the environmental problem each person talks about and what can be done to solve it. Problem What can be done to solve the problem? 1. Linda ODQGILOOV GR PRUH UHF\FOLQJ 2. Jenny _________ _________________________ 3. Kate _________ _________________________ 6SHDNLQJ Work in pairs. Choose one of the following destinations for ecotourism in Viet Nam. Destinations for ecotourism in Viet Nam • Sa Pa (Lao Cai Province) • Cat Ba National Park • Central Highlands • Bach Ma National Park • Can Gio Biosphere Reserve (Ho Chi Minh City) Answer these questions. Discuss with a partner. 1. Where do you want to go? 2. Why do you like to go there? 3. What is special about the destination? /LVWHQLQJ Listen to the recording about Cuc Phuong National Park and fi ll in the missing information. 1. Cuc Phuong National Park is about ______ kilometres to the south-west of Ha Noi. 2. The park attracts both ____________. 3. There are about ____________ species of fl ora and _________ species of fauna. 4. The park off ers the ____________________ scenery. 5. There are also trees that are over ________ years old. :ULWLQJ Write a paragraph about one of the environmental problems and give advice on how to solve them. Use the information in the box or your own ideas. Problem Advice - producing too much waste - city landfi lls being nearly full - cutting down the rain forests - burning of gasoline as one of causes of global warming - doing more recycling - reusing products instead of throwing them away - planting more trees - walking, cycling, using public transport Example: Today, people are producing too much waste. The city landfi lls are nearly full. So we should do more recycling and ... 5HYLHZ 8QLWV 59 */266$5< Abbreviations adj : adjective con : conjunction pre : preposition v : verb adv : adverb n : noun pro : pronoun np : noun phrase access (v) /ˈækses/ truy cập Unit 8 adapt (v) /əˈdæpt/ sửa lại cho phù hợp, thích nghi Unit 10 address (v) /əˈdres/ giải quyết Unit 6 aff ect (v) /əˈfekt/ ảnh hưởng Unit 6 alert (adj) /əˈlɜːt/ tỉnh táo Unit 7 altar (n) /ˈɔːltə(r)/ bàn thờ Unit 7 ancestor (n) /ˈænsestə(r)/ ông bà, tổ tiên Unit 7 application/app (n) /ˌæplɪˈkeɪʃn/ ứng dụng Unit 8 Aquarius (n) /əˈkweəriəs/ Chòm sao Thủy bình Unit 7 aquatic (adj) /əˈkwætɪk/ dướ i nướ c, số ng ở trong nướ c Unit 9 Aries (n) /ˈeəriːz/ Chòm sao Bạch dương Unit 7 article (n) /ˈɑːtɪkl/ bà i bá o Unit 9 assignment (n) /əˈsaɪnmənt/ bài tập lớn Unit 7 best man (n) /best mæn/ phù rể Unit 7 biosphere reserve (n) /ˈbaɪəʊsfɪə rɪˈzɜːv/ khu dự trữ sinh quyển Unit 10 bride (n) /braɪd/ cô dâu Unit 7 bridegroom / groom (n) /ˈbraɪdɡruːm / ɡruːm/ chú rể Unit 7 bridesmaid (n) /ˈbraɪdzmeɪd/ phù dâu Unit 7 Cancer (n) /ˈkænsə(r)/ Chòm sao Cự giải Unit 7 Capricorn (n) /ˈkæprɪkɔːn/ Chòm sao Ma kết Unit 7 caretaker (n) ˈkeəteɪkə(r) người trông nom nhà Unit 6 challenge (n) /ˈtʃælɪndʒ/ thách thức Unit 6 chemical (n) / (adj) /ˈkemɪkl/ hoá chấ t, hoá họ c Unit 9 complicated (adj) /ˈkɒmplɪkeɪtɪd/ phức tạp Unit 7 concentrate (v) /ˈkɒnsntreɪt/ tập trung Unit 8 confuse (v) /kənˈfjuːz/ là m lẫ n lộ n, nhầ m lẫ n Unit 9 confusion (n) /kənˈfjuːʒn/ sự lẫ n lộ n, nhầ m lẫ n Unit 9 consumption (n) /kənˈsʌmpʃn/ sự tiêu thụ , tiêu dù ng Unit 9 contaminate (v) /kənˈtæmɪneɪt/ là m bẩ n, nhiễ m Unit 9 contrast (n) /ˈkɒntrɑːst/ sự tương phản, sự trái ngược Unit 7 contrast (v) /kənˈtrɑːst/ tương phản, khác nhau Unit 7 crowded (adj) /ˈkraʊdɪd/ đông đúc Unit 7 damage (v) /ˈdæmɪdʒ/ là m hạ i, làm hỏng Unit 9 decent (adj) /ˈdiːsnt/ đàng hoàng, tử tế Unit 7 deforestation (n) /ˌdiːˌfɒrɪˈsteɪʃn/ sự phá rừ ng, sự phá t quang Unit 9 degraded (adj) /dɪˈɡreɪdɪd/ giả m sú t chấ t lượ ng Unit 9 deplete (v) /dɪˈpliːt/ là m suy yế u, cạ n kiệ t Unit 9 depletion (n) /dɪˈpliːtʃn/ sự suy yế u, cạ n kiệ t Unit 9 destruction (n) /dɪˈstrʌkʃn/ sự phá huỷ , tiêu diệ t Unit 9 device (n) /dɪˈvaɪs/ thiết bị Unit 8 digital (adj) /ˈdɪdʒɪtl/ kĩ thuật số Unit 8 disadvantage (n) /ˌdɪsədˈvɑːntɪdʒ/ nhược / khuyết điểm Unit 8 60 discharge (v) /dɪsˈtʃɑːdʒ/ thải ra, xả ra Unit 10 discrimination (n) /dɪˌskrɪmɪˈneɪʃn/ phân biệt đối xử Unit 6 diversity (n) /daɪˈvɜːsəti/ sự đa dạng, phong phú Unit 7 eco-friendly (adj) /iːkəʊˈfrendli/ thân thiện với môi trường Unit 10 ecology (n) /ɪˈkɒlədʒi/ hệ sinh thái Unit 10 ecosystem (n) /ˈiːkəʊsɪstəm/ hệ sinh thá i Unit 9 ecotourism (n) /ˈiːkəʊˌtʊərɪzəm/ du lịch sinh thái Unit 10 editor /ˈedɪtə(r)/ biên tậ p viên Unit 9 educate (v) /ˈedʒukeɪt/ giáo dục Unit 8 education (n) /ˌedʒuˈkeɪʃn/ nền giáo dục Unit 6 educational (adj) /ˌedʒuˈkeɪʃənl/ có tính / thuộc giáo dục Unit 8 eff ective (adj) /ɪˈfektɪv/ có hiệu quả Unit 6 eliminate (v) /ɪˈlɪmɪneɪt/ xóa bỏ Unit 6 encourage (v) /ɪnˈkʌrɪdʒ/ động viên, khuyến khích Unit 6 engaged (adj) /ɪnˈɡeɪdʒd/ đính hôn, đính ước Unit 7 engagement (n) /ɪnˈɡeɪdʒmənt/ sự đính hôn, sự đính ước Unit 7 enrol (v) /ɪnˈrəʊl/ đăng kí nhập học Unit 6 enrolment (n) /ɪnˈrəʊlmənt/ sự đăng kí nhập học Unit 6 entertain (v) /entəˈteɪn/ tiếp đãi, giải trí Unit 10 equal (adj) /ˈiːkwəl/ ngang bằng Unit 6 equality (n) /iˈkwɒləti/ ngang bằng, bình đẳng Unit 6 exotic (adj) /ɪɡˈzɒtɪk/ từ nước ngoài đưa vào; đẹp kì lạ Unit 10 export (n) /ˈekspɔːt/ sự xuất khẩu, hàng xuất Unit 7 export (v) /ɪkˈspɔːt/ xuất khẩu Unit 7 fauna (n) /ˈfɔːnə/ hệ động vật, quần thể động vật Unit 10 favourable (adj) /ˈfeɪvərəbl/ thuận lợi Unit 7 fertilizer (n) /ˈfɜːtəlaɪzə(r)/ phân bó n Unit 9 fi ngertip (n) /ˈfɪŋɡətɪp/ đầu ngón tay Unit 8 fl ora (n) /ˈflɔːrə/ hệ thực vật, quần thể thực vật Unit 10 force (v) /fɔːs/ bắt buộc, ép buộc Unit 6 fortune (n) /ˈfɔːtʃuːn/ vận may, sự giàu có Unit 7 fossil fuel (np) /ˈfɒsl ˈfjuːəl/ nhiên liệ u (là m từ sự phân huỷ củ a động hay thự c vậ t tiề n sử ) Unit 9 funeral (n) /ˈfjuːnərəl/ đám tang Unit 7 garter (n) /ˈɡɑːtə(r)/ nịt bít tất Unit 7 Gemini (n) /ˈdʒemɪnaɪ / ˈdʒemɪni/ Chòm sao Song tử Unit 7 gender (n) /ˈdʒendə(r)/ giới, giới tính Unit 6 global warming (np) /ˈɡləʊbl ˈwɔːmɪŋ/ sự nó ng lên toà n cầ u Unit 9 government (n) /ˈɡʌvənmənt/ chính phủ Unit 6 greenhouse eff ect (np) /ˈɡriːnhaʊs ɪˈfekt/ hiệ u ứ ng nhà kí nh Unit 9 handkerchief (n) /ˈhæŋkətʃɪf / ˈhæŋkətʃiːf/ khăn tay Unit 7 high status (np) /haɪ ˈsteɪtəs/ có địa vị cao, có vị trí cao Unit 7 honeymoon (n) /ˈhʌnimuːn/ tuần trăng mật Unit 7 horoscope (n) /ˈhɒrəskəʊp/ số tử vi, cung Hoàng đạo Unit 7 identify (v) /aɪˈdentɪfaɪ/ nhận dạng Unit 8 impact (n) /ˈɪmpækt/ ảnh hưởng Unit 10 61 */266$5< import (n) /ˈɪmpɔːt/ sự nhập khẩu, hàng nhập Unit 7 import (v) /ɪmˈpɔːt/ nhập khẩu Unit 7 improve (v) /ɪmˈpruːv/ cải thiện / tiến Unit 8 income (n) /ˈɪnkʌm/ thu nhập Unit 6 inequality (n) /ˌɪnɪˈkwɒləti/ không bình đẳng Unit 6 infl uence (v) /ˈɪnfl uəns/ ả nh hưở ng, tá c dụ ng Unit 9 infl uence (n) /ˈɪnfl uəns/ sự ảnh hưởng Unit 7 inorganic (adj) /ˌɪnɔːˈɡænɪk/ vô cơ Unit 9 instruction (n) /ɪnˈstrʌkʃn/ hướng / chỉ dẫn Unit 8 legend (n) /ˈledʒənd/ truyền thuyết, truyện cổ tích Unit 7 lentil (n) /ˈlentl/ đậu lăng, hạt đậu lăng Unit 7 Leo (n) /ˈliːəʊ/ Chòm sao Sư tử Unit 7 Libra (n) /ˈliːbrə/ Chòm sao Thiên bình Unit 7 life partner (np) /laɪf ˈpɑːtnə(r)/ bạn đời Unit 7 limitation (n) /ˌlɪmɪˈteɪʃn/ hạn chế, giới hạn Unit 6 loneliness (n) /ˈləʊnlinəs/ sự cô đơn Unit 6 long-term (adj) /ˌlɒŋ-ˈtɜːm/ dà i hạ n, lâu dà i Unit 9 magpie (n) /ˈmæɡpaɪ/ chim chích chòe Unit 7 majority (n) /məˈdʒɒrəti/ phần lớn Unit 7 mass-media /mæs-ˈmiːdiə/ đa truyề n thông Unit 9 mystery (n) /ˈmɪstri/ điều huyền bí, bí ẩn Unit 7 native (adj) /ˈneɪtɪv/ bản ngữ Unit 8 object (v) /əbˈdʒekt/ phản đối, chống lại Unit 7 object (n) /ˈɒbdʒɪkt/ đồ vật, vật thể Unit 7 opportunity (n) /ˌɒpəˈtjuːnəti/ cơ hội Unit 6 personal (adj) /ˈpɜːsənl/ cá nhân Unit 6 pesticide (n) /ˈpestɪsaɪd/ thuố c trừ sâu Unit 9 Pisces (n) /ˈpaɪsiːz/ Chòm sao Song ngư Unit 7 polar ice melting /ˈpəʊlə(r) aɪs ˈmeltɪŋ/ sự tan băng ở đị a cự c Unit 9 pollutant (n) /pəˈluːtənt/ chấ t ô nhiễ m Unit 9 pollute (v) /pəˈluːt/ gây ô nhiễ m Unit 9 pollution (n) /pəˈluːʃn/ sự ô nhiễ m Unit 9 portable (adj) /ˈpɔːtəbl/ xách tay Unit 8 preference (n) /ˈprefrəns/ thích hơn, thiên vị Unit 6 present (adj) /ˈpreznt/ có mặt, hiện tại Unit 7 present (v) /prɪˈzent/ đưa ra, trình bày Unit 7 present (n) /ˈpreznt/ món quà Unit 7 preservation (n) /ˌprezəˈveɪʃn/ sự bả o tồ n, duy trì Unit 9 preserve (v) /prɪˈzɜːv/ giữ gì n, bả o tồ n Unit 9 prestigious (adj) /preˈstɪdʒəs/ có uy tín, có thanh thế Unit 7 progress (n) /ˈprəʊɡres/ tiến bộ Unit 6 property (n) /ˈprɒpəti/ tài sản Unit 6 proposal (n) /prəˈpəʊzl/ sự cầu hôn Unit 7 protect (v) /prəˈtekt/ bả o vệ , che chở Unit 9 protection (n) /prəˈtekʃn/ sự bả o vệ , che chở Unit 9 protest (n) /ˈprəʊtest/ sự phản kháng, sự phản đối Unit 7 protest (v) /prəˈtest/ phản kháng, phản đối Unit 7 62 pursue (v) /pəˈsjuː/ theo đuổi Unit 6 qualifi ed (adj) /ˈkwɒlɪfaɪd/ đủ khả năng/năng lực Unit 6 rebel (v) /rɪˈbel/ nổi loạn, chống đối Unit 7 rebel (n) /ˈrebl/ kẻ nổi loạn, kẻ chống đối Unit 7 remarkable (adj) /rɪˈmɑːkəbl/ đáng chú ý, khác thường Unit 6 right (n) /raɪt/ quyền lợi Unit 6 ritual (n) /ˈrɪtʃuəl/ lễ nghi, nghi thức Unit 7 Sagittarius (n) /ˌsædʒɪˈteəriəs/ Chòm sao Nhân mã Unit 7 Scorpio (n) /ˈskɔːpiəʊ/ Chòm sao Thiên yết Unit 7 sewage (n) /ˈsuːɪdʒ/ nướ c cố ng Unit 9 software (n) /ˈsɒftweə(r)/ phần mềm Unit 8 solution (n) /səˈluːʃn/ giả i phá p, cá ch giả i quyế t Unit 9 soul (n) /səʊl/ linh hồn, tâm hồn Unit 7 sue (v) /sjuː/ kiện Unit 6 superstition (n) /ˌsuːpəˈstɪʃn/ sự tín ngưỡng, mê tín Unit 7 superstitious (adj) /ˌsuːpəˈstɪʃəs/ mê tín Unit 7 sustainable (adj) /səˈsteɪnəbl̩/ không gây hại cho môi trường; bền vững Unit 10 sweep (v) /swiːp/ quét Unit 7 syllable (n) /ˈsɪləbl/ âm tiết Unit 8 take place /teɪk pleɪs/ diễn ra Unit 7 Taurus (n) /ˈtɔːrəs/ Chòm sao Kim ngưu Unit 7 technology (n) /tekˈnɒlədʒi/ công nghệ Unit 8 touch screen (np) /tʌtʃ skriːn/ màn hình cảm ứng Unit 8 tour guide (n) /tʊə ˈgaɪd/ hướng dẫn viên du lịch Unit 10 treatment (n) /ˈtriːtmənt/ sự đối xử Unit 6 vegetation (n) /ˌvedʒəˈteɪʃn/ cây cỏ , thự c vậ t Unit 9 veil (n) /veɪl/ mạng che mặt Unit 7 venture (n) /ˈventʃə(r)/ dự án hoặc công việc kinh doanh Unit 7 violence (n) /ˈvaɪələns/ bạo lực; dữ dội Unit 6 violent (adj) /ˈvaɪələnt/ có tính bạo lực, hung dữ Unit 6 Virgo (n) /ˈvɜːɡəʊ/ Chòm sao Xử nữ Unit 7 voice recognition (np) /ˌvɔɪs rekəɡˈnɪʃn/ nhận dạng tiếng nói Unit 8 wage (n) /weɪdʒ/ tiền lương Unit 6 wealth (n) /welθ/ sự giàu có, giàu sang, của cải Unit 7 wedding ceremony (np) /ˈwedɪŋ ˈserəməni/ lễ cưới Unit 7 wedding reception (np) /ˈwedɪŋ rɪˈsepʃn/ tiệc cưới Unit 7 workforce (n) /ˈwɜːkfɔːs/ lực lượng lao động Unit 6 63 Chịu trách nhiệm xuất bản : Chủ tịch Hội đồng Thành viên kiêm Tổng Giám đốc NGƯT NGÔ TRẦN ÁI Phó Tổng Giám đốc kiêm Tổng biên tập GS. TS VŨ VĂN HÙNG Biên tập nội dung : LÊ THỊ HUỆ – TRẦN THU HÀ – KEISHA K. NIGHT – ELIZABETH HOPLIN Biên tập mĩ thuật : NGUYỄN BÍCH LA Thiết kế sách : NGUYỄN KIM DUNG – PHAN HƯƠNG – NGUYỄN THỊ PHƯƠNG DUNG Trình bày bìa và minh hoạ : NGUYỄN BÍCH LA Sửa bản in : LÊ THỊ HUỆ – TRẦN THU HÀ Chế bản tại : CTCP MĨ THUẬT & TRUYỀN THÔNG Sách được biên soạn, biên tập, thiết kế với sự cộng tác của Tập đoàn Xuất bản Giáo dục Pearson. Trong sách có sử dụng một số hình ảnh từ Internet. Bản quyền thuộc Nhà xuất bản Giáo dục Việt Nam – Bộ Giáo dục và Đào tạo, Tập đoàn Xuất bản Giáo dục Pearson. 7,ť1* $1+ – SÁCH HỌC SINH – TẬP HAI Mã số : CH029M4 Số ĐKKH xuất bản : 01-2014/CXB/471-1062/GD In bản (QĐ ), khổ 20.5 × 29 (cm) In tại : Địa chỉ : In xong và nộp lưu chiểu tháng năm 2014. 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