SGV Ta12 1 PDF

BỘ GIÁO DỤC VÀ ĐÀO TẠO
HOÀnG VĂn VÂn (tổng Chủ biên) – HOÀnG tHỊ XUÂn HOA (Chủ biên)
PHAn HÀ – HOÀnG tHỊ HỒnG HẢi – KiỀU tHỊ tHU HƯƠnG
VŨ tHỊ LAn – ĐÀO nGỌC LỘC – CHUnG tHẾ QUAnG
Với sự cộng tác của DAViD KAYE
SÁCH GIÁO VIÊN

tẬp MỘt
NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM TẬP ĐOÀN XUẤT BẢN GIÁO DỤC PEARSON
contents
Page
INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
BOOK Map.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Unit 1: LIFE STORIES .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Unit 2: URBANISATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Unit 3: THE GREEN MOVEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
REVIEW 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Unit 4: THE MASS MEDIA .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Unit 5: CULTURAL IDENTITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
REVIEW 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
II
INTRODUCTION
TIENG ANH 12 is the third and also the last of the three-level English language set of
textbooks for the Vietnamese upper secondary school. it follows the systematic, cyclical
and theme-based curriculum approved by the Ministry of Education and training
in november 2012. the aim of this set of textbooks is to develop students’ listening,
speaking, reading and writing skills and improve their English language knowledge
with a focus on communicative competence so that when they finish upper secondary
school, their English will be at level three of the Foreign Language Proficiency
Framework for Viet nam (equivalent to B1 in the Common European Framework of
Reference for Languages).
THE COMPONENTS OF TIENG ANH 12

tieng anh 12 is divided into two books: Book 1 and Book 2.
student’s Book 1 contains:

• a book map providing information about the structure of the book and the sections
of each unit;
• fi ve topic-based units, each covering fi ve sections: Getting Started, Language,
Skills, Communication and Culture, Looking Back and Project with meaningful and
well-structured activities taught in eight 45-minute lessons;
• two reviews, each off ering revision and further practice of the preceding units,
taught in two 45-minute lessons;
• a glossary giving phonetic transcription of the new words in the units and their
Vietnamese equivalents.
two audio cDs contain all the listening material from Student’s Book 1.
teacher’s Book 1 gives full procedural notes for teaching the diff erent sections in
each unit and suggestions for the techniques which could be used depending on
the teaching contexts and situations. it also provides answer keys and/or suggested
answers to all the activities in the Student’s Book, all audio scripts and additional
language and culture notes.
Workbook 1 mirrors and reinforces the content of the corresponding Student’s Book 1,
and provides further practice and ideas for extension activities. Depending on the level
of the students, the activities can be completed in class or assigned as homework.
III
AN OVERVIEW OF THE STUDENT'S BOOK
GETTING STARTED contains:

• a menu listing the language and the skills taught in the unit;
• a conversation introducing the overall topic of the unit, some topic-related
vocabulary and the main grammar points;
• a number of activities to check students’ comprehension and provide practice
of the teaching points in this section.
Unit 1
2 Decide whether the following statements are
1 Hung and Quang are talking about famous
LIFE STORIES people. Listen and read.
true (T), false (F), or not given (NG). Tick the
correct box.
T F NG
Hung: 5IFUPQJDGPSUPNPSSPXTQSFTFOUBUJPOJT
This unit includes: SFBMMZJOUFSFTUJOH)BWFZPVEFDJEFEXIP Quang can’t decide who he is going to
1 talk about tomorrow.
GETTING STARTED LANGUAGE UPUBMLBCPVU 2VBOH
Vocabulary
The person I admire t 8PSETBOEQISB
TFTSFMBUFEUPQFPQMF
Quang: /PUZFU*NTUJMMXBWFSJOHCFUXFFOUXP Quang wants to become as famous as
2 Steve Jobs and Michael Jackson.
TMJGFTUPSJFT GBNPVTQFPQMF 4UFWF+PCTBOE.JDIBFM
Pronunciation
+BDLTPO*BENJSFUIFNCPUI
t )PNPQIPOFT 3 Hung likes Michael Jackson’s singing.
Grammar Hung: #VUXIPTIBEBHSFBUFSJNQBDUPOZPV
Quang: *N OPU TVSF y 4UFWF +PCTT XPSL Hung learnt to play a musical
t 5IFQBTUTJNQMFWTUI 4 instrument because he was inspired
FQBTUDPOUJOVPVT TUJNVMBUFTNZDSFBUJWJUZBOEJOOPWBUJPO
t %FöOJUFBOEJOEFö by Michael Jackson’s songs.
OJUF
t 0NJTTJPOPGBSUJDMFT BSUJDMFT XIJMF .JDIBFM +BDLTPOT NVTJD JOTQJSFE
NFUPMFBSOUPQMBZBNVTJDBMJOTUSVNFOU Both Quang and Hung admire
SKILLS 5 Christine Ha.
t 3FBEJOHGPSTQF 8IBUEPZPVUIJOL
Unit
DJöDJOGPSNBUJPOBCPVU
QFPQMFTMJGFTUPSJFT UXP Hung: 8FMM CPUI PG UIFN XFSF WFSZ UBMFOUFE
t 5BMLJOHBCPVUBI BOE JOøVFOUJBM CVU * QSFGFS 4UFWF +PCT 3 Discuss with a partner.
JTUPSJ
t -JTUFOJOHGPSTQFDJö DBMöHVSF * UIJOL .JDIBFM +BDLTPO XBT B HSFBU
DJOGPSNBUJPOJOBUB *GZPVXFSF2VBOH XIPXPVMEZPVDIPPTFUPUBML
BCPVUQSJWBDZBOEMF MLTIPX EBODFS CVU OPU BO FYDFMMFOU TJOHFS *O
TTPOTMFBSOUGSPNQF BCPVU 4UFWF+PCTPS.JDIBFM+BDLTPO 8IZ
LIFE ST MJGFTUPSJFT PQMFT IJTMBUFSZFBST IJTTJOHJOHWPJDFCFDBNF
ORIES t 8SJUJOHBMJGFTUPSZ
XFBL BOE UIJO BOE XBTO’U BT HPPE BT
COMMUNICATION CFGPSF
GETTIN AND CULTURE
G STAR t 'BNJMZTUPSJFT Quang: * TFF 8IBU BCPVU ZPV 8IP BSF ZPV
The pers TED t 5IFDThis unSFBUP 1 Hung HPJOHUPUBMLBCPVU
on I adm it inSPG4
cludIFSMP DL)PMNFT and Qu
people. Lis ang are talking ab
ire LANG
U
es:
ten and rea out famou 2 Decide wh
Vocabu AGE Hung: $ISJTUJOF)B
d. s eth
t 8PS lary
Hung: 5I
Quang: FU :PVNFBOyUIFMBEZXIPXPOUIF64
PQJDGPSUPN true (T), fal er the following sta
ETBOE PSSPXTQ se (F), or no tements are
Pronun QISBTFT SFB.BTUFS$IFGUSPQIZJO
MMZJOUFSFTUJ SFTFOUBUJPO correct bo t given (N
SFMBUFE OH ) JT x. G). Tick the
t )PN ciation UPQFP
QMFTMJGF Hung: UPUBM LBCPVU 2V
5IBUTSJHIU
BWF ZPVEFDJEF
EX
PQIPOF TUPSJFT Quang: /P BO H IP
Gramm T Quang:UZ * FU *NTUZPVS
LOPX ESFBN JT UP CFDPNF B Qu ang T
1 can’t F NG
t 5IF ar GBNPVTQ JMM XBWFSJO
HCFUXFF
GBNPVTDIFG*TUIBUXIZZPVXBOUUPUBML talk about decide who he is going
QB FPQMF OUXP tomorrow. to
t %Fö TUTJNQMFWT +BDLTPO*BE 4UFWF+PCTBOE
O U BCPVUIFS .JDIBFM
t 0N JUFBOEJOEF IFQBTUDPOUJO Hung: #V NJSFUIFN
CPUI 2 Quang wants
to become
JTTJPO ö
PGBSUJD OJUFBSUJDMFT VPVT Hung: UX:FT
IPTI8IBUT
BEBHSFB NPSF $ISJTUJOF JT B CMJOE Ste ve Job s and Michae as fam ous
SKILLS MFT Quang: *N
OP
UFSJNQBDU
POZP l Jackson. as
DIFG
U TVSBOE
F yB HJGUFE XSJUFS 4IFT
V WFSZ 3 Hung like
t 3FBE TUJNVMBU 4UF EFUFSNJOFE 4 Find s Micthe haewords
l Jacksoin the conversation that have
JOHGPST FTNZDSFBBOE WF
UBMFOUFE +PCTT *U XBT
QFPQ QF DJöD XIJMF .J UJWJUZBOEJ XPSL
Hung lea the same soundsn’sas sinthe
ging.following.
t 5BML MFTMJGFTUPSJF JOGPSNBUJP BCTPMVUFMZBNB[JOHUPXBUDIIFSVTFBMM
DIBFM +BD
LTPOT NV
OOPWBUJPO
4 instrume rnt to play a musica
JO T OBCPV NFUPMFB
t -JTU HBCPVUBI UUXP SOUP TJD
UIFLJUDIFOUPPMTBOEQSFQBSFUIFEJTIFT JOTQJSFE 1. UPP
nt bec @@@@@@@@@@@@@@@
ause he l
FOJOH JTUPSJD 8IBUEPZP QMBZBNVTJDBMJOTUS by Michael
Jackson’s sonwas inspired
BCPVUQ GPSTQFDJöDJO BMöHVSF Hung: Quang: VUIJOL* SFNFNCFS IPX
* BHSFF VNFOFYDJUFE
U * 2. FZF @@@@@@@@@@@@@@@ gs.
MJGFTUPS SJWBDZBOEMF GPSNBUJPOJO 8FMM CPGFMUUI PGXIFO
UIF $ISJTUJOF XBT DSFBUJOH UIPTF 5 Bo th Qu an g an d
t 8SJU JFT TTPOTM BUBMLTI N XFSF WF Ch rist3.ine
TFB Hu ng adm
JOHBMJG FBSOUG
SPNQFP PX
BOE JOøVF HSFBUMPPLJOH
OUJBM CVU EJTIFTSZ UBMy BOE FWFO Ha. _______________ ire
COMM FTUPSZ QMFT * UIJOL .J * QSFGFS 4UF FOUFE
BOYJPVT
DI XIFO UIF KVEHFT WF +PC XFSF
T UBTUJOH 4. POF _______________
U
t 'BN NICATION EBODFS CV BFM +BDLTPO XBT
JMZTUPS AND CU IJTMBUFSZF
UIFN
U OPU#ZBOUIF XBZ EP B
FYDFMMFOU
ZPV BU XIFSF3 Discuss
HSFLOPX
5.wiOP th a pa_______________
t 5IF JF LTURE
DSFBUP T TIFXBTCPSO
BST
XFBL BOE IJTTJOHJOHWPJDF
TJOHFS *O
*O7JFU/BNPSUIF64 *GZPVXFSF
rtner.
SPG4IF CF 2VBOH XIP
SMPDL) UIJ O BOE XB CVU TIF XBT F DBN
PMNFT CFHung:
GPSF
*O $BMJGPSOJB TO’U BT HP JOTQJSFE CZ BCPV
5UFWRead
U 4 XPVMEZP again and write the
the conversation VDIPPTFUP
NFNPSJFTPGIFSNVNTDPPLJOH PE BT F+PCTP S.JDIBFM+B
Quang: * UBML
TFF 8IBU correct tenses of the DLTverbs
PO 8in IZbrackets.
Quang: *UBC PVU ZPV LOPX RVJUF B MPU BCPVU
TFFNT
HPJOH UPUBMLBCP ZPV 8IP BSF ZP *SFNFNCFSIPXFYDJUFE* GFFM
________________
Hung: $I IFS (PPE
VU MVDL XJUI ZPVSV QSFTFOUBUJPO
SJTUJOF)B
Quang: :P UPNPSSPX XIFO$ISJTUJOF DSFBUF
________________UIPTF
VNFBOy
.BTUFHung: 5IFTBNFUPZPV
UIFMBEZX HSFBUMPPLJOHEJTIFT
S$IFGUSPQI IPXPOUI
Hung: 5I ZJO F64
BUTSJHIU
6 Unit 1/ Life stories Quang: *
LOPX ZP
VS ESFBN
GBNPVTDIF JT
G*TUIBUXI UP CFDPNF B
BCPVUIFS ZZPVXBOU
Hung: :F UPUBML
T 8IBUT
NPSF $I
DIFG BOE SJTUJOF JT
B HJGUFE B
UBMFOUFE XSJUFS 4I CMJOE
BO FT WFSZ
BCTPMVUFMZ E EFUFSNJOFE
BN
UIFLJUDIFO B[JOHUPXBUDIIFS XBT
*U 4 Find the
UPPMTBOEQ VTF words in the
Quang: *
BHSFF * SFQBSFUIFE BMM the same
sounds as
conversati
on that ha
SFNFNCF JTIFT the follow ve
GFMU XIFO S IPX FYD 1. UPP ing.
$ISJTUJOF
XBT DSFBUJ JUFE *
@@@@@@@@@
HSFBUMPP @@@@@@
LJOH EJT OH UIPTF 2. FZF
BOYJPVT XI IF T y BO @@@ @@@@@@@@@
FO UIF KVE E FWFO @@@
UIFN #Z HFT XFSF 3. TFB
UIF XBZ
EP ZPV LO UBTUJOH
_________
______
TIFXBTC PX 4. POF
PSO *O7JF
Hung: *O U/BNPSUI XIFSF _________
______
$BMJGPSOJB F64
NFNPSJF CV U TIF 5. OP ______
TPGIFSNV XBT JOTQJSFE CZ _________
Quang: *U NTDPPLJOH
TFFNT ZP
IFS (PPE
V LOPX
RV 5 Read the
MVDL XJUI JUF B MPU BCPVU conv
correct ten ersation again an
UPNPSSPX ZPVS QSFTFO ses of the d
Hung: 5I UBUJPO verbs in br write the
FTBNFUPZ *SFNFNC ackets.
PV FSIPXFYDJ
XIFO$ISJTU UFE* GFFM

JOF DSFBUF
_________
_______
HSFBUMPPLJO _________
HEJTIFT _______UI
PTF
Unit 1 Lif
e storie
s 7
IV
LANGUAGE includes:
• Vocabulary giving in-depth practice of the words and phrases presented in Getting Started
and additional vocabulary for use later in the unit. Vocabulary units are presented in the order
of form, meaning and use. Word collocation is also a teaching point in this section.
LANGUAGE
Vocabulary Pronunciation
1 Write the words given in the box next to their Homophones
meanings.
1 Listen to pairs of sentences. Write the correct
distinguished achievement words in the gaps. The first pair has been done
respectable talented as an example.
generosity
a) My English class is at two o’clock.
1
b) It’s never too late to learn another language.
gifted, having a natural ability to do
1 something well a) His father is a guitarist, but he wasn’t
________________ to play any musical instruments
2 until he was 15.
very successful and admired by other
• Pronunciation
2 b) Please read the letter ________________ to us.
3
people
regarded by society as acceptable, 3

a) You can ________________ your life story and post
it on this website.
b) I hope we’re doing the ________________ thing.
including some aspects of
pronunciation that can be problematic to
proper and correct
a) J.K. Rowling’s ________________ novel will come
out next month.
4 kindness or willingness to give 4
b) I ________________ where he was hiding, but I
5
something that has been obtained
by hard work, ability or effort
didn’t know why he was wanted.
a) Beethoven composed some of his finest works
________________ in this house.
Vietnamese students such as homophones,
diphthongs, the verb ending -ed, and
5
b) Did you ________________ the latest news about
Steven Spielberg’s film?
2 Complete the sentences with the correct form a) She has ________________ involved in many
of the words in 1.
1. Alexandre Yersin, who had quite a _________________
6
community projects.
b) Yan has just posted his latest ________________
soup recipe on the Internet. You should try it out.
assimilation. The pronunciation points are
career in medicine, devoted his life to the poor
and sick people in Viet Nam.
2. Hard-working and ______________________ students

presented in meaningful contexts, and
should be given more opportunities to develop
their skills.
3. The new album is one of his greatest ____________.
activities are designed to teach these points
2 Listen and repeat the sentences in 1.
It sold 50,000 copies just in the first week.
4. After my father got a well-paid job at an DO
through three stages: recognition, repetition
YOU KNOW…?
and production. This helps students to become

international company, we moved to a ______________
neighbourhood. Homophones are words (or combinations of words)
that have different spellings and meanings, but the
5. Don’t allow other people to take advantage of same pronunciation.
your _____________. You should learn to give wisely. Examples:
two - too - to (strong form) board - bored
familiar with features of natural speech and
focus on their own pronunciation.
piece - peace you’re - your
there - their there’s - theirs
father - farther knew - new
whose - who’s whether - weather
genes - jeans council - counsel
8 Unit 1 Life stories
• Grammar introducing and practising the main grammar points in focus. They are
presented and practised in meaningful contexts following the three-stage approach to
language teaching (presentation, practice and production). There are Do you know ...?
boxes wherever necessary to help students to understand the language features and the
structures presented.
All the sub-sections in the LANGUAGE section are linked to the LOOKING BACK section at
the end of the unit.
Grammar 5. Is _________ United Arab Emirates part of _________ Indefinite articles

The past simple vs. the past continuous South Asia or _________ Middle East? 3 Complete the gaps with a, an or a cross () if 4 Read the following story and complete each
Pronunciation 6. Last summer, we travelled to many places. We an article is not necessary. gap with an article. Write a cross () if an
1 Put the verbs in brackets in the past simple or visited _________ Taj Mahal in _________ India, climbed
Homophones article is not necessary.
the past continuous.
_________ Mount Everest in _________ Himalayas, and
1. This morning when the alarm clock (go) __________ 1. There’s _________________
1 Listen to pairs of sentences. Write the correct took a cruise to _________ Bahamas. chance that she’ll win
I had (1) ______________ very bad experience
off, I (have) _____________ a sweet dream.
words in the gaps. The first pair has been done 7. I love _________ Spain. I find _________ Spanish very the competition again. (2) _________ last Sunday. I bought (3) _________
as an example. 2. Carol (meet) _________________ her husband while
friendly, but I can’t say much in _________ Spanish.
she (travel) _________________ in Europe. flash drive from (4) _________ computer store in
a) My English class is at two o’clock. 8. My favourite pastime is playing _________ guitar, but
1 3. I (work) _________________ on my computer when 2. What _______________ nice (5) ____________ local shopping centre. When I
b) It’s never too late to learn another language. there (be) _________________ a sudden power cut my best friend prefers playing _________ tennis.
weather! Let’s go for
a) His father is a guitarist, but he wasn’t and all my data (be) _________________ lost. went back (6) __________ home, I inserted it into
_________________ picnic.
2 4. When we (share) _________________ a room two DO my computer, but it was not recognised. I took
r
until he was 15.
years ago, Lin (always, take) ____________________ YOU KNOW…?
b) Please read the letter ________________ to us. t 5IF EFöOJUF BSUJDMF the is generally used before it back to (7) __________ store, but (8) ___________
my things without asking.
a) You can ________________ your life story and post a singular or plural noun when we talk about a 3. I went to see _________________
5. When Tom (call) _________________ yesterday, I (do) specific thing or action. store manager got very angry. He pointed at
3 it on this website. Dr Nga yesterday because
___________________ the washing-up in the kitchen,
b) I hope we’re doing the ________________ thing. Examples: I had ______________ fever. (9) _________ crack on (10) _________ flash drive,
so I (not hear) _________________ the phone. The dog that bit me ran away.
a) J.K. Rowling’s ________________ novel will come 6. Frank (constantly, ask) ________________________ for She asked me to stay in and said his store was not responsible for such
I like the films directed by Steven Spielberg.
out next month. ______________ bed for two days.
4 money last year when he (be) ___________________ t 0UIFSSVMFT (11) ___________ defect because it had probably
didn’t know why he was wanted. still out of work. 1. Use of the before Examples
7. Mark (request) _________________ complete silence been caused by my carelessness. I couldn’t say
a) Beethoven composed some of his finest works names of musical 4. My friend Brian is ___________
when he (compose) _________________ music. instruments play the piano (12) ____________ word, and had to buy another
________________ in this house. 4DPU0O_____________
5 8. In 1417, Nguyen Trai (join) ____________ the army of
b) Did you ________________ the latest news about names of oceans, rivers, the Pacific Ocean, the Red special occasions, he wears flash drive.
Steven Spielberg’s film? Le Loi, who (then, lead) ______________ the resistance seas, deserts, ranges of River, the Sahara, the
______________ kilt and plays
movement in the mountainous regions. mountains, island groups Andes, the Bahamas
m a) She has ________________ involved in many the bagpipe.
community projects. geographical areas,
6 REMEMBER names of countries with the Middle East, DO
YOU KNOW…?
b) Yan has just posted his latest ________________ ‘kingdom’ or ‘states’ the United States,
__ soup recipe on the Internet. You should try it out. t 5IF QBTU DPOUJOVPVT JT VTFE UP UBML BCPVU B QBTU in their names, plural the Netherlands 5. I’m not talking about
or t *OHFOFSBM a/an is used before singular, countable
action in progress, and the past simple to talk names of countries __________ global warming, nouns. No articles are used before plural or
about a shorter action that interrupted it. names of organisations, the United Nations, the but traffic congestion. This is uncountable nouns when they are used in an
Example: A storm hit the island while I was enjoying my museums, hotels, Louvre, the Grand Hotel, abstract, general meaning.
ts holiday there last year. important buildings the Twin Towers quite ______________ different
Examples:
p t 5IF QBTU DPOUJOVPVT DBO CF VTFE XJUI always/ problem in our city.
adjectives used as nouns, the rich, the poor, the I have a cat. (cat: singular, countable noun)
constantly to describe repeated or irritating actions people of a country Japanese
or events in the past. It is similar to ‘used to’, but Children should not stay up late at night. (children:
_. unique objects, transport the sun, the London 6. The teacher gave us ______________ plural noun, general meaning)
2 Listen and repeat the sentences in 1. usually has negative meaning.
systems Underground We need more information and advice. (information,
Example: Our neighbour was always complaining about test on ____________ indefinite
the noise in the building. names of newspapers, The Washington Post, the articles yesterday. It wasn't easy, advice: uncountable nouns)
n DO mass media Internet t 0UIFSSVMFT
YOU KNOW…? but I could get ______________
__
Definite articles and omission of articles good mark in the test. Use of a/an Examples
Homophones are words (or combinations of words) 2. Omission of
that have different spellings and meanings, but the 2 Complete the gaps with the where necessary. If an articles before
Examples What a magnificent house!
of after what, such, quite We shouldn’t go out in such a
same pronunciation. article is not necessary, write a cross (). play tennis, travel by 7. I like ______________ ice cream, bad storm.
sports, means of transport underground (+ countable noun)
y. Examples: but I’m not in the mood for It’s quite a small house.
1. Here’s _________ book you asked to borrow.
two - too - to (strong form) board - bored 2. There are some reports on _________ oil slick in streets, lakes, bays, ______________ ice cream now. to describe jobs, My mother is a doctor.
mountains, islands, most Baker Street, Sword Lake,
Easter Island, Mt Everest, identity Brian is an Englishman.
piece - peace you’re - your _________ Mediterranean Sea. countries, states, cities,
continents New York, Africa with a possessive He’s a friend of mine.
there - their there’s - theirs 3. _________ kangaroos are found only in _________ 8. A: Let’s go for ______________
father - farther knew - new Australia. academic subjects, history, geography, coffee. before an illness
nationalities and Japanese Exceptions: have (the) I’ve got a headache/a cold.
whose - who’s whether - weather 4. Angelina is working for a charitable organisation languages B: No, thanks. I don’t drink flu/measles
genes - jeans council - counsel that helps _________ people with disabilities. ______________ coffee.
magazines New Scientist
Unit 1 Life stories 9 10 Unit 1 Life stories
V
SKILLS includes:
• Reading containing a topic-related reading text developed to suit students’ interest
and age. The vocabulary and grammar points learnt in the previous sections are
recycled in the reading text. The text also provides an input of language and ideas for
students to use in the Speaking, Listening
SKILLS
and Writing sub-sections that follow. The
READING
Giving back to the community a
reading activities are designed following
c
1 Discuss with a partner.

three stages: pre-reading, while-reading and
What do the people in the
pictures need? What can you do
post-reading. This section aims to develop
b
students’ reading skills such as skimming,

to help them? food / shelter care / comfort
Use the words under the pictures
to answer the questions.
scanning, understanding word meaning in

study equipment
2 Read two people’s life stories and complete the table with facts about them.
Name contexts, etc. through various types of tasks
Larry Stewart Le Thanh Thuy
Born
Died
Nationality
including title/heading matching, true/false/
Health problem
Dedicated life to ...
not given, multiple choice, comprehension
questions and gap-filling. In the post-
reading stage, there is often a personalised
L
B
arry Stewart came from humble beginnings.
task in which students can share their own
orn in 1988, Le Thanh Thuy was
awarded the title ‘Ho Chi Minh City
ideas or opinions with their partners about

Born in Mississippi in 1948, he was brought up Outstanding Young Citizen’ in 2006, a
by his grandparents. In 1971, Larry found himself year before she passed away. As soon
jobless and starving for several days. After a free as Thuy started high school in 2003, she
the issues related to the facts/problems

meal given by a restaurant’s owner, he vowed to was diagnosed with bone cancer and
help others whenever he could. doctors decided to amputate her leg to
Larry then moved to Kansas City, where he save her life.
was fortunate enough to make money in cable
television. He began helping the less fortunate
in 1979, and stories of ‘Secret Santa’ started
presented in the reading text.
Thuy’s repeated hospitalisations over four years did
not stop her from helping other patients. Her dream
was to initiate a fund to help young cancer patients.
to emerge from the city. For over 26 years, he Whenever Thuy could move around, she organised
handed out thousands of dollars every Christmas different charity activities to relieve the young patients’
to the needy in public places – without ever pain. Thuy’s meaningful work was welcomed and
revealing his identity. The more he gave, the supported by the community. As a result, Thuy’s Dream
more stories of his generosity spread across the Programme was launched and is currently managed by
United States. Secret Santa became famous, yet The Tuoi Tre.
still anonymous.
The Tuoi Tre has continued to hold annual events to
He kept his identity hidden until 2006, when he support her programme. The most important one
was diagnosed with cancer, which later claimed is the Sunflower Festival, where children and their
his life. Since Larry Stewart’s death in 2007, his families get together and have fun. Gifts are given to
example has inspired others to continue his the young patients, and the memory of Thuy is kept
mission of kindness and charitable work. alive by her story about love and sharing.
Unit 1 Life stories 11
3 Find the words

or expr essions in the text
have the following that
the correct spac
meanings. Writ
e them in SPEAKING
es. A historical figu
1. people who re
do not have
enough food or
money 1 Choose the corr
2. make somethin _______________ ect sentences (a-d)
g known
______ the conversation to complete
to someone between two frien
_______________
a. Who is he? ds.
3. unknown to ______
b. Well, in a way
other people _____ , but twenty year
• Speaking including three or four activities 4. remove a bod
medical operation
y part in a
_____ ___________
_______________
was restored.
c. Do you know
story will hold
any stories abou
s later his reputatio
t him? An interestin
n
5. start, make
which are designed and sequenced in a
______ the attention of g
something the your audi
important begi judg es. ence and
n _______________ d. I want to see
6. something ______ my expression
remembered
way that ensures an uninterrupted link
while I’m speaking
from the past .
_______________ John: Hi, Van. Wha
______
t are you doing?
4 Read the stories Why are you
between them. Useful language and ideas
talking to the mirr
again. Answer or?
1. What did Larr the questions. Van: Well … I’m
y Stewart do to practising for the
2. Why was he help those in need contest next wee storytelling
are built up through the activities, and called ‘Secret Sant ? k. (1) _______________
3. How has his a’? John: I see. The _
act of kindness topic is the life
people since his influenced othe figure, isn’t it? of a historical
r
examples are given when necessary. This
death?
4. What did Than Van: That’s righ
h Thuy do to help t. I’ve decided to
5. What title was other people? Nguyen Trai. talk about
Thuy awarded?
prepares students for the free production 6. How does
Programme?
The Tuoi Tre man
age Thuy’s Drea
m
John: Nguyen Trai?
Van: He was a talented
(2) _______________
_
scholar and a skille
stage. In all the speaking activities, strategist. He was
King Le Loi to free
born in 1380. He
our country from
d
helped
the
invaders in the th
students are encouraged to activate and
15 century. I adm
him for his ded ire
ication to our
nation.
share their background knowledge and John: Wow! He

is a real national
(3) ___________ hero.
experience with their partners.

Van: Yes. I’ll tell
the mystery of
Lychee Garden. the
It’s about an
incident which
led to the deat
of Nguyen Trai’ hs
s extended fami
John: Gosh … So lies.
his life ended in
Van: (4) __________ tragedy?
________. And
nominated a Wor he was
ld Cultural
Celebrity by UNE
SCO in 1980.
5 Discuss with a Why don’t you
come to the
partner. contest and liste
Have you ever take n to my story?
n part in the Sunfl John: OK. I will.
to support Thuy owe r Festival I reall y want to know
’s Dream Program
a. If yes, what did me? more about this
you do during famous man.
b. If no, would the festival?
you like to do it
would you help in the future and
? Give your reas how
ons.
2 Practise the conv
12 Unit 1 Life ersation with a
stories partner.
VI
3 Find the words or expre
ssions in the text that
have the following
meanings. Write them SPEAKING
the correct spaces. in
A historical figur 3 Work with a partn
e
1. people who do er. Use the infor
not have
enough food or mone 1 Choose the correct below or your own ideas to talk mation
about one of
LISTENING
y __________________ sente nces (a-d) to complete the historical figur
2. make something ___ the conversation betw es below. Learning from peop
known een two friends. le’s lives
to someone a. Who is he?
__________________ King Le Loi/Le Thai To 1 Why are people often
3. unknown to other ___ b. Well, in a way, but (1385 − 1433) interested in the life
twenty years later his celebrities or famo of
• Listening including four or five activities which

people ____________
_________ was restored. reputation Facts: us people? Tick the
4. remove a body reasons and add some possible
part in a c. Do you know any - determined leade more, if you can.
medical operation stories about him? r of Lam Son upris  They are curious.
An intere against the Ming ing
story will hold the
attention of your audie sting
__________________ invaders (1418 − 1427
are organised following the three-stage teaching

5. start, make some ___
suffered hardship ),  They want to know
thing the judges. nce and and difficulties more about their idols.
important begin - freed the country  They can have some
__________________ d. I want to see my and became King thing to gossip abou
6. something reme ___ expression while I’m in 1428  They want to learn t.
speaking.
procedure: pre-listening, while-listening, and
mbered Reason for being lessons from famo
from the past respected: failures or successes. us people’s
______ _______________ John: Hi, Van. What - his perseverance  They can criticise
are you doing? Why during the ten years or slander the perso
talking to the mirro are you ’ war not like. n they do
4
post-listening. The activities aim to develop
Read the stories again r? Interesting legen
. Answer the questions Van: Well … I’m pract d:  ________________________
1. What did Larry Stewa . ising for the storytellin - the history of Swor __________________
rt do to help those g d Lake in Ha Noi: the  ________________________ ___________
in need? contest next week return of the magi
2. Why was he called . (1) ________________ __________________
students’ listening skills such as listening for ‘Secret Santa’? cal sword to a golde ___________
John: I see. The topic turtle after the war n
3. How has his act is the life of a histor
ical against the invaders
2 Listen to a talk show
of kindness influence figure, isn’t it? with host Cindy Brow
people since his death d other and guest speaker n
? Andy Lewis, a socio
general ideas and/or listening for specific
4. What did Thanh
Thuy do to help other
5. What title was Thuy
awarded?
people?
Van: That’s right. I’ve
Nguyen Trai.
decided to talk abou
t
Choose the best
statement.
1. According to Cindy
answer to complete
logist.
each
John: Nguyen Trai?
information. The most common task types
6. How does The (2) ________________ , our audience are
Tuoi Tre manage stories about celeb ______
Programme? Thuy’s Dream Van: He was a talen rities and famous peop ______
ted scholar and a skille A. interested in le.
strategist. He was born d
B. overloaded with
are true/false/not given, multiple choice,
in 1380. He helped
King Le Loi to free C. bored with
our country from the
invaders in the 15th 2. People may use
century. I admire stories about our
and comprehension questions. In the post-

him for his dedication order to __________. private life in
to our
nation. A. damage our reput
ation
John: Wow! He is a Le Quy Don (1726 − 1784) B. write novels
listening stage, like other skills, there is often

real national hero.
(3) ___________ Facts: C. make films
- a distinguished 3. We should not share
Van: Yes. I’ll tell the philosopher, poet, too much personal
mystery of the information ______
a personalised task which requires students
encyclopaedist and ____.
Lychee Garden. It’s A. at parties
about an - responsible for a
incident which led large number of B. with strangers
to the deaths encyclopaedic, histo
rical and philosoph
to share their ideas or opinions related to the
of Nguyen Trai’s exten ical C. online
ded families. works
John: Gosh … So his Reason for being 4. Reading a perso
life ended in trage respected: n’s life story critica
dy? __________. lly means
Van: (4) ____________ - his sharp wit and
topic of the listening.

______. And he
was wide knowledge A. making judgement
nominated a World Interesting story s while reading it
Cultural : B. making criticisms
Celebrity by UNESCO - Still a child, he creat while reading it
in 1980. ed a poem, C. reading it witho
Why don’t you come using words with ut finding any faults
double or merits
5 Discuss with a partn contest and listen
to the meanings to descr
ibe the 3 Listen again. Answ
er. to my story? characteristics of er the questions.
Have you ever taken John: OK. I will. I really different 1. What life skills
part in does Andy think
to support Thuy’s Dream the Sunflower Festival want to know types of snakes. The
poem have? people should
Programme? more about this famo can also be interp
a. If yes, what did you us man. reted 2. According to Andy
do during the festiv as a lazy student’s , what questions shoul
b. If no, would you al? ourselves when readi d we ask
like to do it in the future self-accusation and ng or hearing a life
would you help? Give and how 3. What can we story?
your reasons. promise to study benefit from learn
ing about a
WRITING 2 Practise the conve person’s failures or
the n with harder. successes?
there’s a way of the story inrsatio
Where there’s a will, 2 Put the following parts ar in the story. a partner. 4 Do you agree with
Andy that everyone’s
appe
correct order they 
story is like a book
that can teach us some life
Discuss with a partn thing?
a. Writer’s name nts  er.
and achie veme
b. Writer’s ambitions 
c. Childhood  Unit 1 Life stori
es 13
time
d. Posting date and 
e. Story title 
story of a cham pion swimmer and f. Story ’s mess age
1 Read the s. Use the words in the box. write r’s life

blank in
complete the g. Turning point
misfo rtune
overcome competed er
helpless mation to write anoth
adopted
http://www.youandme
obsessed
.com/mylifestory
3 Use the given infor s. You can add further
story of 180-250 word
story more interestin
g. • Writing guiding students through the
details to make your
What is your life story?
journey. Share your life
Learning is a lifelong that they can learn from your own.
experi ences
Writer’s name
Thu Ha writing process and focusing on the specific
with other people so your story of overcoming hardships
Don’t hesitate to posts.
and achieving succes - when 10 years old, both
died in a traffic accident
parents text types required by the syllabus. In
ce, success
Misfortune, perseveran
By Carlos
10 September
- brought up by 70-yea
grandmother
r-old
the pre-writing stage, there is a sample
Published: 09:00 GMT, e an selling
I was born without legs
orphanage in the Philipp
My
and was abandoned outsid
ines, where I was broug
foster mothe r Molly Page
ht up Childhood - did odd jobs for a living:
lottery tickets, washing
doing babysitting
dishes,
writing for students to study the format.
until I was eight. to her home in
(1) _________ me and
Perth, Australia, for medic
broug ht me back
al treatment.
e
- attended evenin
classes
g second ary school
In addition, helpful guidelines, a template
prosthetic legs, I becam
After getting used to my
and wanted to play
(2) _________ with sports However, keeping balance
all other children of my
age.
soccer like
- completed secondary
education
exam to
and useful language are provided to build
g with the ball was a proble
m, so and passed a challenging
on my legs while playin
I was
my
advise
sportin g
d to try
career
swimm
began .
ing instead. That was
when
Turning point
enter Medical University,
unable to pay tuition
fees
but
students’ confidence before producing their
from The
- awarded a scholarship
own writing.
I received in life
a swimming club where
My mother sent me to never Thanh Nien for college
students
Bruce Murphy. I would
the best instruction from first time. from poor families
got into the pool for the
forget my fear when I that I though t I would
and scared
I felt so (3) _________ through the sity after six
was there, guiding me - graduated from univer
drown. However, Bruce my fear.
g me to (4) _________ years’ hard work
different stages and helpin .
make progress very quickly Ambitions and - now working at a hospital
I was surprised that I could
tition.
in my first local compe achievements - planning to run a charita
ble
In 2012, I (5) _________ medals in
started winning gold organisation to help poor
students
The following years, I Now
ionships for parathletes.
different Australian Champ is to become a champion COMMUNICATION AND CULTURE
at the age of 20, my dream
mpic Games . . Don’t let
swimmer in the Paraly - Poverty is no shame y your Communication
people y defeat you and destro
hoping to encourage other allow Story’s message povert Family stories
I’ve told my own story Don’t
new and challenging. hope for better life.
like me to try something to success.
and disabil ities to get in your way 1 Listen to An’s story. Complete the statements about the story. Write from 1 to 3 words in each blank.
(6) ___ .
a way. This is my motto
_____
Where there’s a will, there’s 1. An enjoys reading books about _________.
2. An’s friends call her a _________ encyclopaedia because she can answer all their questions about _________.
3. Sometimes she has a feeling that the people in the books she has read are _____________.
es
14 Unit 1 Life stori 4. She spent her two months’ holiday in _________.
5. To An, her grandparents were as heroic and worthy of _________ as many historical figures, and their stories
were even more interesting and more _________ than those in the books she has read.
2 Discuss the question in pairs.
Do you think family stories should be told to children? Why or why not?
COMMUNICATION AND CULTURE includes:

Culture
The creator of Sherlock Holmes
1 Read the text about Arthur Conan Doyle and decide whether the statements about it are true (T), false
• Communication providing language consolidation

(F), or not given (NG). Tick the correct boxes.
Sir Arthur Ignatius Conan Doyle was a Scottish writer and physician. He is best known for
and further practice of integrated skills. This his creation of Sherlock Holmes – a brilliant London-based detective famous for his logical
thinking and ability to solve difficult cases.
Born in Edinburgh in 1859 into a prosperous family, Doyle was strongly influenced by his
section recycles what students have learnt in mother, who was a well-educated woman. In his early childhood, she used to tell him vivid
stories which sparked his imagination. The second person who had a great impact on his
writing career was Dr Joseph Bell, a professor at the medical school where Doyle studied
the previous sections, and introduces extra from 1876 to 1881. Dr Bell’s keen powers of observation later inspired Doyle to create his
fictional detective character, Sherlock Holmes.
Doyle’s active life provided him with vivid experiences for his stories. With a great love for adventure, he would
vocabulary. The activities are less controlled. never miss a chance to travel. He took a surgeon’s position on a whaling ship sailing for the Arctic Circle. He
served as a volunteer doctor in the Langman Hospital in South Africa during the War of Independence in 1900.
He also acted as a war journalist during the First World War.
Students are encouraged to express their ideas Doyle’s writing career started during his time at medical school. After graduation,
he set up his own medical practice, which was not very successful initially, so he started
writing stories again while waiting for patients. He wrote 21 novels and more than 150
and opinions freely. short stories. He also published poems, articles, memoirs and plays on various subjects.
His most well-known works are the novels and stories with Sherlock Holmes and the fantasy
novel The Lost World, which were made into successful films.
• Culture providing cultural information about the

Doyle died at the age of 71, after a heart attack. In his honour, a statue of him was built in
Crowborough, where he lived for almost 23 years.
T F NG
1. Arthur Conan Doyle’s stories about Sherlock Holmes were the first detective stories in
ASEAN countries and English speaking countries the world.
2. The two people who had a strong influence on Doyle’s writing career were his mother
and Dr Joseph Bell.
around the world connected to the cultural aspects 3. Doyle’s mother inspired him to write about Sherlock Holmes.
4. Doyle’s life experiences were sources for many of his stories.
of the unit topic. It helps students to broaden their 5. The Lost World and his novels and stories about Sherlock Holmes were made into films.
6. A statue of Sherlock Holmes was built in London.
knowledge of the world cultures as well as deepen 2 Work with a partner. Find some Vietnamese writers of detective stories and talk about their lives and works.
that of their own Vietnamese culture. Unit 1 Life stories 15
VII
LOOKING BA
CK
Looking back offers revision and Pronunciatio
1 Tick the word
n Grammar
1 Read the followin
consolidation of the language learnt in
that does not
sound as the oth have the same g story about Tran
er two. Put the verbs in Quoc Toan.
1.  brake brackets in the
the past continu past simple or
the unit. It begins with a pronunciation
 break  brick ous.
2.  dare
 dear  deer
3.  wait Marquis Hoai Van
 wet
activity which is aimed at checking 4.  son  weight Tran Quoc Toan
 sun born in 1267. (1. be) ________
5.  greet  soon In 1279, Kublai __
 great Khan of the Mon
6.  bay  grate Empire (2. beg gol
students’ ability to recognise and use  by  buy over Dai Viet
in) ____________
and Champa.
_ his attempt
Facing threat
to take
2 Listen and writ the north, in from
the pronunciation points they have complete the sen
e the correct hom
tences.
ophones to (3. gather) ____
October 1282,
_____________
Dai Viet’s Emp
all members of
eror
1. We need mor the royal
learnt. The words or phrases practising e ________________ family and offi
_ for the cam
cials in the royal cou
________________ pfire. way s to defend the rt to disc uss
_ you be able
to bring some? country. The 15-y
2. I get really ____
the pronunciation points are often Quoc Toan (4. be) ear-old Tran
_____________
with playing the ________________
________ not
________________
_ games ever
sam e to the assembl invited
y day. y because he
was too young.
those that students have encountered
3. The ________ (5. become) ____ He
_________ fore
cast is for mor ________________
I’m not sure ____ e rain, so (6. shout) ________
___ very ups
et. As he
________________
we can go hiki ____
in other parts of the unit or taken from

tomorrow. _____________
ng royal court, the ang rily outs ide
emperor (7. com the
4. There was a e) ________________
big ____________ out and (8. give ___
_____ in her ) ________________
the reading or listening texts.
________________ sock, so the ______ him an
_ of her big He also (9. orde orange.
toe was sticking r)
out. ____ ___________ the
to go home. Whi young marquis
Vocabulary le the emperor
The vocabulary and grammar activities (10. discuss) ____ and the officials
________________
Complete the Tran Quoc Toan
___ the war
strategies,
sentences with (11. still, wait) ____
the words or phr the correct form
focus on the main vocabulary and achievement
reputation
ase in the box.
historical figure
of outside the hall.
and stimulated
He (12. get) ____
________________
___________ so
___
upset
distinguished that he (13. crus
grammar points learnt in the unit 1. Naming stre
respectable
ets after ________
dedication
________________
the orange
(14. begin) ________
with his own
h) ________________
hand. Later
he
__
and are aimed at checking students’

common practice ___ is a _________ form
ing his own arm
around the wor (15. manage) ____ y and
2. After winning ld. ________________
the MasterChef thousand soldiers. to recruit over
competition, one
understanding of the meaning and
Christine Ha gain While his troops
ed a(n) ________ (16. fight) ________
first-class cook. ____________
as a ______ against
the
Mongol army,
use of the words or structures. The
3. You’ll look mor he (17. always,
e ________________ dash)
nice suit and a ____ if you wea ________________
tie. ra to the front to
activities also provide students with an 4. No one can drive the enemie
deny his hard s back.
to the club. wor k and His
____ _________ death was unk
nown,
opportunity to practise the language 5. After a serie

________________
s of successes,
____ award for
she won a lifet
ime
but today Tran
is considered
Quoc Toan
one of the
music.
in their own speech. 6. Nguyen Trai
had a(n) ________
a skilled strategi
st and prominen
____________
career as
finest examples
patriotism, espe
of Vietnamese
ciall
t scholar. y for the
young generat
ion.
16 Unit 1 Life stor
ies
e necessary.
, adding articles wher
rect. Correct them of woollen
Project is aimed at providing students
incor hat, new coat and pair
2 These sentences are 6. You’ll need warm to Europe this season.
in USA last summer. gloves for your trip
1. We had great time soldier so would go to bank
on Fir
with an opportunity to apply the language

and beco me er said she
join army 7. My moth then she
2. John decided to for country. some money, and
Toan. Street to withdraw theatre on
ory about Tran Quoc that he could fight supe rmar ket near
le or tea or coffee at break
fast? would drop by
kets in the past simp 3. Do English drink
4. We returned from
two-week holiday in
Philippines way home.
8. In rush hour in
Ha Noi, it’s more
convenient to and skills they have learnt throughout the
than to take taxi.
unit to perform a task in a real-life situation.
nesia .
and Indo
t to visit Louvre travel by motorbike
Quoc Toan (1. be)
__________
Paris, don’t forge
5. When you go to
Mongol along Seine.
Kublai Khan of the and take boat trip
_______ his attem
pt to take Students are asked to do a survey or carry
t from PROJECT admire’ organised
out research to get information about their
g threa
ampa. Facin ‛A famous person you
ic Speaking Contest
1282, Dai Viet’s Emp
eror
to take part in the Publ
1 Your group is going er profile, and giving
person, creating his/h
friends, their neighbourhood or to broaden
of the royal
____ all members by your school. choosing a famous
discuss each group member:
the royal cour t to Assign the task to
t this person.
ountry. The 15-ye
ar-old Tran
____ not invite
d
a presentation abou
s he/she
born?
their knowledge about the real world. The
il e
______
_________
rs on ’s pr of
_______________
d when wa _________
ause he was too
young. He
upset. As he F am ou s pe
Where an
_________
_________
_________
ow up?
_________
_________
______ ___ project activities often involve teamwork
_____________ very he/she gr _________
__
__________ angr ily outside the
_________
Where did _____________________
_________
___
/she fam
ous for?
_________
_________
_________ which develops students’ collaborative
ror (7. come) __________ What is he _____________________
_________________
him an orange. _________
___
eresting
fac ts ab
er:
out him/h __________________
_________
skills and promotes their team spirit. Much
the young marquis Some int _________
of the work for the Project can be done
___
____________ _________ _________
___
______ _________
the officials _________ _________
the emperor and _________ _________
______
_________ _________
the war strategies, _________ _________
_______________
still, wait) __________

________
_____ ____________
______ _________
learn from
his/her life story:
_________
______ ______ outside of class, at home or during break
Lessons to _____________________
______
so upset )
(12. get) _______________
t he (13. crush ) _____ _____________
(phot nd name
oa _________
___
time. The teacher can also put aside some
h his own hand
________ forming
. Later he
his own army and
class time for students to share the results
_______________
to recruit over one
2 Work in groups. Choo
se NOW I CAN
phrases related to
people’s life stories
of their project work.
While his troops the best presentation ● use words and correctly
ounce homophones
______ against the which meets the ● identify and pron past conti nuous tenses to
le and
(17. always, dash) following criteria: ● use the past simp
ns or events
to the describe past actio
the front to ● Content: relevant ctly
● use articles corre le’s life stories
• Now I can gives a summary of the language
,
topic, well-structured ation about two peop
es back. interesting, truthful ● read for specific inform figure
rical
nknown, ker’s prese ntati on ● talk about a histo matio n in a talk show about
and skills learnt in the unit and helps
● Spea c infor
ne, ● listen for specifi life stories
techniques: clear outli learnt from people’s
Quoc Toan ssive privacy and lessons
emotional and expre a perso n’s life story or of
one of the ● write n Doyle, the creat
students to assess their own progress and
body
voice, good use of t Sir Arthu r Cona
res, ● learn abou
of Vietnamese language and gestu
Sherlock Holmes
good pronunciation
ecially for the
on.
Unit 1 Life stor
ies 17
achievement after learning the unit.
VIII
GENERAL TEACHING SUGGESTIONS Teaching Getting Started
• Getting Started introduces the unit in general,
The following teaching guidelines are for your including a conversational text followed by four
reference. Feel free to make any adjustments or five activities. Start your teaching with a lead-
(extending or shortening the material) in, which is a short activity (normally up to five
because you know your teaching situation minutes) to draw students’ attention to the topic
best and what your students need to learn. of the unit and the objectives of the lesson. This
is a good way to activate students’ background
• It is advisable to go through the Book Map of knowledge of the topic as well as to check their
the Student’s Book and the General Teaching comprehension of the language. You can vary the
Suggestions before you start teaching with the activity to suit the teaching purpose; for example,
book. This will help you to become familiar with the teacher can get the students to brainstorm
the content and methodology of the textbook, on the topic through a set of pictures or photos,
and know what materials to prepare for the listen to a piece of music extract or a song, view a
lesson as well as what activities to conduct as video clip, do a dictation or play a game such as
part of your teaching procedure. Charades, Bingo, Tic-tac-toe and Odd-one-out to
• In general, the teaching of both the language revise previously learnt vocabulary. (See details
skills and language elements follows the three- of the games in the Teaching Vocabulary sub-
stage approach. The pre-, while- and post-stage section.)
procedure is recommended for the skills lessons • Get students to read the text silently as they
and the presentation, practice, production (PPP) listen to the recording. Then have them call out
procedure for the language lessons. Both the words they do not know and write them on
procedures should be handled appropriately the board. Follow the teaching procedure in the
with respect to the prior knowledge, beliefs and Teaching Vocabulary sub-section before giving
expectations that your students bring to class the meaning and have students repeat the words
so that they can develop language awareness, or copy them down into their notebooks for later
self-reflection, critical thinking and learning review.
strategies.
• Allow time for students to do the activities in
• It is important to maximise and facilitate pairs or individually before checking answers
students’ talking time and interactions. You can as a class. Give feedback and ask students to
use different question types to elicit their ideas explain their answers if necessary. Each task
and guide them in the process of practising the following the conversational text has its own
language. purpose, for example, a comprehension task and
• Vocabulary and grammatical items need to a question for personalisation, vocabulary task(s)
be presented in both form and meaning, and and grammar task(s).
practised in meaningful contexts, and usage
needs to be focused.
• Pairwork and groupwork should be used
appropriately so that students have more TEACHING LANGUAGE
opportunities to practise the language in class. • Vocabulary includes new words that appear not
This also promotes the spirit of collaboration only in the GETTING STARTED and LANGUAGE
and competition. However, it is necessary to sections, but also in other sections of the unit.
provide clear instructions or explanations and/or Encourage students to guess their meaning
demonstrate the activity before asking students from the context. For challenging words,
to work in pairs or groups. provide Vietnamese equivalents to save time.
• Problems of mixed-ability classes can be dealt Students should be given opportunities to revise
with by multi-tiered tasks suitable for students’ previously learnt vocabulary such as individual
levels. This can encourage both less able and words, phrases and collocations (words that
more competent students to contribute to the go together) through a variety of interesting
lesson. activities and games such as Dictation, Charades,
Bingo, Tic-Tac-Toe, and Odd-One-Out.
IX
• Dictation: Students work in pairs or in groups, • Odd-one-out: This is the fastest way to revise
taking turns to dictate the target words to each sets of vocabulary. Choose several (4-5) words
other and check their spelling. The teacher can from a vocabulary set and one that does not
also give the dictation while all students listen belong to it and have students find the odd
and write it down. Then students work in pairs to one out (the one that is not part of the set). You
correct mistakes if there are any. can also choose the four words from the same
• Charades: This is a great game to review vocabulary. vocabulary set, but three have positive meaning
If students feel shy or awkward in the beginning, you and one has negative or vice versa.
may need to let them play the game. This will help • Pronunciation activities often ask students
them to feel more comfortable and secure. Divide to listen and repeat exactly what they have
the students into two teams. Show the first team a heard. This helps them to identify and practise
vocabulary item. They must act it out. If the second the pronunciation points in focus such as
team can guess the correct word, they will get a homophones, diphthongs, the verb ending
point. Switch the teams and let the second team act -ed, and assimilation. Tell students that they
out a word while the first team guesses. cannot develop good English pronunciation
• Bingo: Draw a word grid on the board and ask skills by just repeating once and that practice
students to copy it. Students tell you the words makes perfect. They must make more attempts
they have studied in their lessons. List them on at recognising and imitating the model as
the board. Students choose the words from the naturally as they can.
list and copy them into their grid. While they are
doing this, copy each word onto a strip of paper, Grammar
put the strips of paper into a bag and mix them
up. Select students to pick out a strip of paper and • Grammar can be taught inductively – starting
call out the word. Students with that word in their with examples from which Ss work out a rule for
grid put a cross on it. Continue the game until there themselves, or deductively – starting with the
is a student who has all the words on a straight presentation of a rule which is then applied to
line crossed out. He/She will call out ‘Bingo’. As a specific language examples and honed through
follow-up activity, have students make sentences practice exercises.
with the words in their grids. • These two approaches can be employed flexibly
• Tic-Tac-Toe: This is a fun way for students to practise depending on the grammatical point being
their English while enjoying some competition. The taught or the teacher’s and Ss’ preferences. The
game is very intuitive. Distribute the tic-tac-toe learner-centred nature of inductive teaching is
sheet, e.g., Do you like …? What is the meaning of …? often seen as advantageous as the Ss were active
Why do you …? What do you …? Who likes …? What and engaged in the learning process which
is … for? What does … mean? Have you got …? How may help Ss to develop deeper understanding
many …? Students complete the questions. Each and could enhance learners’ autonomy and
question that is grammatically correct and makes motivation. However, it can be more time- and
sense is scored an X or O. With larger classes, the energy- consuming and more demanding of the
game can be played in pairs while the teacher T and Ss. Therefore, a combination of the two
walks around the class checking answers. approaches can bring about the best results for
a grammar lesson.
• When following the deductive approach, it is
advisable to explain grammatical concepts and
points very clearly as you present these and
check comprehension by asking students to
translate into Vietnamese, if necessary.
• When following the inductive approach, use
exercises and questions to guide Ss to work out
the grammatical rule. Give clear instructions
before having students carry out the tasks. You
can also ask students to explain their answers.
Drilling, a kind of mechanical practice, is the
easiest way to help students to learn the target
forms and structures. Then they should focus on
X
the meaning, usage and the content to express foreign language in the Vietnamese language
in more personalised practice. environment. It has been confirmed that one
• The language boxes are designed to help students of the major problems that students often
to work out grammar rules or generalisations. face when learning to speak English is the
Students can read them before they do the lack of ideas or/and the language to express
activities to become familiar with the grammar their ideas. That is why the speaking lesson in
concepts. They can also refer back to them later Tieng Anh 12 usually begins with one or two
as revision prompts. Ask students to read them activities to prepare students for the actual
individually and check comprehension as a class. speaking task. In these activities, students
are provided with useful vocabulary and
expressions to talk about the topic of the lesson.
Some background knowledge or ideas are also
TEACHING SKILLS presented in the first stage of the lesson through
Reading is mainly a receptive skill. In general, the a quiz or a matching exercise. A sample dialogue
most common reading sub-skills in Tieng Anh 12 is sometimes given before students are asked
include identifying the topic of the text, to make their own conversations. Another
understanding general ideas and finding specific problem that inhibits students from taking part
information. in speaking activities is their shyness and fear
• It is important to teach students reading strategies of making mistakes. In order to overcome this
so that they can get the most from the text. Start problem, encouragement and support from the
by arousing their interest in the topic and asking teacher are needed. It is suggested that when
them to predict the reading content. Be sure that teaching speaking, the teacher should stick to
your students understand both the task and the the following principles:
key vocabulary. Set a time limit to prevent them • Keep a balance between accuracy and fluency
from reading for details while the activity is for in the speaking lesson and always provide input
gist, and be flexible if necessary. Ask students to such as vocabulary, expressions and ideas for
look at the pictures and tell you what they can students before asking them to perform the
see or what is happening. You can also ask them actual speaking task(s);
to predict what they are going to read by eliciting • Encourage students to speak English by
their background knowledge connected to the providing a rich environment that contains
title and topic, and having a brief discussion collaborative work and shared knowledge, and
about them. giving them encouraging feedback.
• Pre-teach the key words before the first reading, • Try to get all the students in the class involved
if necessary. (See the Teaching Vocabulary sub- in every speaking activity by applying different
section.) When students finish their first reading, ways of student participation. Use multi-tiered
ask them to discuss their answers in pairs or tasks that have something for both strong and
groups before you check their answers as a class. weak students to do.
• The second reading usually requires students to • Reduce teacher talking time in class while
focus more on the task fulfillment. Tell them what increasing student talking time. Never provide
techniques and strategies to use and set a time students with answers or solutions, but elicit
limit for the activity. Students are encouraged to those from them instead.
work together to discuss their answers before • Use different types of questions for different
you check as a class. purposes: yes/no questions to provide students
• When students finish their second reading, with ideas or language, wh-questions to invite
encourage them to respond to the text. This them to produce longer stretches of speech, and
will help students to integrate reading and eliciting questions such as What do you mean?
speaking skills, or focus on language features and How did you reach that conclusion? to prompt
that are necessary for their language proficiency students to speak more.
development such as producing an oral summary
• Do not correct students’ mistakes very often while
of the whole text or part of the text.
they are speaking, especially in the production
stage (usually in activities 3 or 4 in the Speaking
Speaking is an oral productive skill, which is
lesson), because this may distract students from
important, but difficult to teach in secondary
trying to speak and expressing ideas.
school, where English is learnt just as a
XI
• While students are working in pairs or groups, text types required by the syllabus. The common
walk around the classroom to ensure that writing tasks include filling the gaps in sentences
students are on the right track, and see whether or paragraphs, following a model to write a
they need your help. specific text or taking notes during a survey to
get information related to a specific topic. The
Listening is mainly a receptive skill. Listening in section normally contains four or five activities
English is not easy for Vietnamese students, so following the three-stage approach to language
you should prepare them well. The common teaching. A model, guidelines or a template are
types of listening tasks in Tieng Anh 12 include often provided for students’ reference.
listening for general ideas and listening for • You can begin a pre-writing task by having
specific information in a variety of formats such students look at the pictures and brainstorm
as true/false, multiple choice, comprehension what they can see or what is happening, or
questions and gap filling. The following ideas read a model text and answer the questions.
will help you to conduct the listening activities Pairs or small groups often work well for pre-
effectively: writing tasks. Ensure that students understand
• Encourage students to predict and make the instructions, the texts and any necessary
active guesses based on their own knowledge words and phrases for the writing tasks. The
or contextual clues. Get them to predict the text can be used as the writing model, and topic
content by looking at the pictures and tell you discussions can reinforce students’ knowledge.
what they can see or what is happening. You can Remind students to note down the ideas during
also have a brainstorming session or discussion discussions so that they can use them in their
related to the title and topic. Alternatively, to writing later.
save time you can tell students that they are • Give students clear instructions and enough
going to hear someone talking to someone else time for their writing. Encourage them to ask
about something. questions, and walk around the classroom while
• Pre-teach key vocabulary items by displaying offering help with vocabulary or grammar if
them on the board and checking comprehension, necessary. Tell students that you will grade their
and then have students repeat each word once writing on how well they follow the instructions,
or twice to get themselves familiar with the and how clearly they express their ideas to the
sounds. reader. The final work should be legible. Students’
• Tell students that the focus is on the general ability to use standard English and good spelling
ideas or specific information, and they do not should also affect the grading.
need to understand every word. Ensure that they • Have students work individually or in pairs
understand both the task and the key vocabulary to brainstorm ideas, concepts and important
before they listen to the recording. vocabulary before they start drafting. Ask
• Provide students with listening strategies by students to read their final drafts carefully, and
telling them to leave the question that they check them for meaning and content, and for
cannot answer, and just continue with the spelling, punctuation and grammar errors.
next question. They will have another chance • Make sure students are familiar with your
to answer difficult questions the next time set of correction marks of grammar, spelling,
they listen. textual mechanics and neatness. When you
• Tell students in advance that you will read or play return the papers to the students who have
the recording two or three times to reduce their made errors, ask them to make the corrections
anxiety. Eliminate distractions and noise during by themselves. This helps students to improve
the listening process by closing doors or windows, their writing skills. Give your assessment on
or asking students to be quiet while listening. different criteria such as relevance of specific
• Encourage students to write down or retell what theme or topic, register, organisation of ideas,
they have heard by writing a summary and/or grammar and vocabulary.
giving an oral report or participating in a group
discussion.
Writing is also a productive skill which teaches
students to communicate through writing. Most
writing activities in Tieng Anh 12 focus on the
XII
TEACHING COMMUNICATION AND at the beginning of the unit and focus on the
CULTURE main vocabulary and grammar points learnt in
• The Communication sub-section provides the unit. They are aimed at checking students’
students with an opportunity for further practice understanding of the meaning and use of the
and consolidation of the skills and the language target words or structures.
previously learnt in the unit. The lesson normally • You can start the lesson by telling the class
includes a speaking task or speaking combined that these are activities designed to review the
with listening and/or reading. After getting some pronunciation, vocabulary, and grammar points
input from the reading or listening activities, of the unit. For the Pronunciation part, play the
students are engaged in a discussion about an recording all the way through for students to
issue related to the topic. The speaking activities listen. Play the recording again for them to repeat.
in this sub-section are less controlled and
Ask a few students to read the words, phrases or
students are encouraged to use their own ideas
sentences in turn. Correct their pronunciation if
or creativity to complete the tasks. Fluency is the
necessary. For the Vocabulary and Grammar
focus, so correction of students’ errors (grammar
or pronunciation) should be postponed until they parts, ask students to focus on the instructions.
have completed the activity. Extra vocabulary Give them time to read and prepare. Set a time
should be provided to facilitate free expression limit and ask students to do the tasks individually
of ideas and natural speech. or in pairs. Check the answers as a class and give
• The aim of the Culture sub-section is to provide explanations if necessary.
students with information related to the ASEAN • The Project section does not only provide Ss
and English speaking countries around the with opportunities to practise the language they
world. The sub-section can include a reading text have learnt in the unit freely, but also helps them
giving students more information of a cultural to develop collaborative skills when working
aspect or facts related to the topic, or two short in a team, and independent study skills when
texts, one about Viet Nam and the other about searching for information for their project.
another country for students to make cultural or • Begin your teaching with a lead-in to focus
factual comparisons. students on the project objectives. Make
• You can start the lesson by giving a brief sure students understand the tasks and the
introduction to the country or cultural and requirements for the final product of the project.
factual features mentioned in the reading Divide them into groups to do the project. Make
texts. This can also be presented by the useful suggestions to students about how to
students themselves as a kind of assignment or divide their workload. It is advisable that much
homework given to them in the previous lesson. of the work for the project be done at break
Since vocabulary learning is not the focus here, time, out of the class or at home. Allow some
new words should be explained very briefly. time in class for students to share the findings
and results of their project work.
TEACHING LOOKING BACK AND PROJECT

• The Looking Back section is designed for
revision and consolidation of the language
learnt in the unit. It begins with a pronunciation
activity to check and consolidate students’
knowledge of the pronunciation points learnt
previously in the unit. The words, phrases or
sentences containing the pronunciation points
are often those that students have encountered
in other parts of the unit or taken from the
reading or listening texts.
• The Vocabulary and Grammar activities are
linked to the activities in the Language section
XIII
BOOK MAP
Topic Vocab. Pronunciation Grammar Reading
UNIT Life stories Words and phrases Homophones - Review: the past Reading
related to people’s life simple vs. the for specific
1 stories past continuous information
- Definite and about two
indefinite people’s life
articles stories
- Omission of
articles
UNIT Urbanisation - Words and Vowels: Diphthongs The subjunctive Reading

phrases related to in that-clauses for specific
2 urbanisation and its after certain verbs information
features and expressions in an article
- Word formation: about
Compound urbanisation
adjectives and its causes
UNIT The green Words and phrases Assimilation - Simple, Reading for
related to the compound, general ideas
3 movement advantages and and complex and specific
disadvantages of a sentences information
green lifestyle - Relative clauses in an article
with which about soot
referring to the pollution
whole clause
REVIEW 1
UNIT The mass Words and phrases The verb ending -ed - Prepositions Reading for
related to the mass after certain general ideas
4 media media verbs and specific
- The past perfect information
vs. the past in an article
simple about forms
of mass media
UNIT Cultural Words and phrases Assimilation - The present Reading for
related to cultural perfect vs. the specific
5 identity identity present perfect information in a
continuous passage about
- Repeated cultural identity
comparatives in today’s
to say that modern society
something is
changing
REVIEW 2
4
4
Speaking Listening Writing Culture Project
Talking about a Listening for specific Writing a life story The creator of Sherlock Preparing for a
historical figure information in a talk Holmes speaking contest: A
show about privacy famous person you
and lessons learnt admire
from people’s life
stories
Discussing Listening for general Describing Urbanisation in Bangkok, Finding out how
key features of ideas and specific a line graph Thailand a city or a country
urbanisation information in a about the rate of has undergone
and expressing discussion about urbanisation urbanisation
opinions about a the advantages and
preferable place disadvantages of
of living urbanisation
Discussing Listening for general Writing an The greenest countries and Conducting a
lifestyle choices ideas and specific essay about the cities in the world survey on students’
and deciding information in a advantages and green lifestyle
if they are talk show about a disadvantages of a
environmentally school’s green lifestyle
friendly Go Green initiative
Talking Listening for specific Describing a pie Social media apps Conducting a
about social information in chart showing survey on students’
networking a conversation the use of online favourite social
about social media: resources networking sites
language-learning and apps
apps
Talking about the Listening for general Writing an essay Festivals that help ethnic Preparing for a
ways to maintain ideas and specific about the most groups in Viet Nam to presentation on the
cultural identity information in a important feature maintain their cultural cultural identity of
talk about cultural that defines identity an ethnic group in
diversity in an Asian someone’s cultural Viet Nam
country identity
5
5
Unit 1 LiFe StOrieS
This unit includes:
GettinG Started LANGUAGE
Vocabulary
The person I admire • Words and phra
ses related to peopl
Pronunciation e’s life stories
• Homophones
Grammar
• The past simple v
s. the past continuo
• Defi nite and inde us
fi nite articles
• Omission of artic
les
SKILLS
• Reading for spe
cifi c information ab
people’s life stories out two
• Talking about a h
istorical fi gure
• Listening for spe
cifi c information in
about privacy and le a talk show
ssons learnt from p
life stories eople’s
• Writing a life stor
y
COMMUNICATION
AND CULTURE
• Family stories
• The creator of S
herlock Holmes

Objectives
By the end of this unit, Ss can
• use words and phrases related to people’s life stories
• identify and pronounce homophones correctly
• use the past simple and the past continuous to talk about past actions or events; use articles correctly
• read for specific information about two people’s life stories
• talk about a historical figure
• listen for specific information in a talk show about privacy and lessons learnt from people’s life stories
• write a person’s life story
• learn about Sir Arthur Conan Doyle, the creator of Sherlock Holmes
Getting Started
The person I admire
Lead-in: Inform the class of the lesson objectives: getting to know the topic, some vocabulary
related to people’s life stories, and the two grammar points: revision of the past simple vs. the past
continuous and use of articles.
• Write the heading (The person I admire) on the board.
• Ask Ss to work in pairs and tell their partner who they admire.
• Elicit answers from Ss and write them on the board.
Unit 1 Life stories 6T

2 Decide whether the following statements are
1 Hung and Quang are talking about famous true (T), false (F), or not given (NG). Tick the
people. Listen and read. correct box.
T F NG
Hung: The topic for tomorrow’s presentation is
really interesting. Have you decided who Quang can’t decide who he is going to
1 talk about tomorrow.
to talk about, Quang?
Quang: Not yet. I’m still wavering between two Quang wants to become as famous as
2 Steve Jobs and Michael Jackson.
famous people, Steve Jobs and Michael
Jackson. I admire them both.
3 Hung likes Michael Jackson’s singing.
Hung: But who’s had a greater impact on you?
Quang: I’m not sure … Steve Jobs’s work Hung learnt to play a musical
4 instrument because he was inspired
stimulates my creativity and innovation, by Michael Jackson’s songs.
while Michael Jackson’s music inspired
me to learn to play a musical instrument. Both Quang and Hung admire
5 Christine Ha.
What do you think?
Hung: Well, both of them were very talented
and infl uential, but I prefer Steve Jobs. 3 Discuss with a partner.
I think Michael Jackson was a great
If you were Quang, who would you choose to talk
dancer, but not an excellent singer. In
about, Steve Jobs or Michael Jackson? Why?
his later years, his singing voice became
weak and thin and wasn’t as good as
before.
Quang: I see. What about you? Who are you
going to talk about?
Hung: Christine Ha.
Quang: You mean … the lady who won the US
MasterChef trophy in 2012?
Hung: That’s right.
Quang: I know your dream is to become a
famous chef. Is that why you want to talk
about her?
Hung: Yes. What’s more, Christine is a blind
chef and a gifted writer. She’s very
4 Find the words in the conversation that have
talented and determined. It was
the same sounds as the following.
absolutely amazing to watch her use all
the kitchen tools and prepare the dishes. 1. too _______________
Quang: I agree. I remember how excited I 2. eye _______________

felt when Christine was creating those
great-looking dishes … and even 3. sea _______________
anxious when the judges were tasting 4. one _______________

them. By the way, do you know where
5. no _______________
she was born? In Viet Nam or the US?
Hung: In California, but she was inspired by
memories of her mum’s cooking.
5 Read the conversation again and write the
correct tenses of the verbs in brackets.
Quang: It seems you know quite a lot about
her. Good luck with your presentation I remember how excited I (feel) ________________
tomorrow! when Christine (create) ________________ those
Hung: The same to you! great-looking dishes.

1 Ask Ss to look at the picture of the two students and guess who they are talking about.
Suggested answer
They are talking about three people: Steve Jobs, Michael Jackson, and Christine Ha.
Notes
• Steven Paul ‘Steve’ Jobs (February 24, 1955 – October 5, 2011) was an American entrepreneur,
marketer, and inventor, who was the co-founder, chairman, and CEO of Apple Inc.
• Michael Joseph Jackson (August 29, 1958 – June 25, 2009) was an American singer, songwriter, record
producer, dancer, and actor.
• Christine Ha (May 9, 1979) is an American chef, the first blind contestant of the TV show MasterChef and
winner of its third season in 2012.
• Tell Ss that they are going to listen to a conversation between the two students.
• Play the recording. Ask Ss to listen and read silently.
2 This activity focuses on comprehension.

• Ask Ss to work individually first, and then in pairs to decide whether the statements are true, false, or
not given.
• E ncourage Ss to provide reasons for their answers. Ask them to refer back to the conversation to get the
necessary information.
Key 1. T 2. NG 3. F 4. F 5. T
3 Have Ss read the question and discuss their answers with a partner.
• Encourage Ss to give other reasons in addition to those mentioned in the conversation (e.g. Steve Jobs: a
pioneer of the microcomputer revolution, a creative entrepreneur; Michael Jackson: a good dancer with complex
dance techniques, an influential singer and songwriter).
• Elicit some answers and write the best ones on the board.
4 Explain briefly to Ss that many English words (or combinations of words) may have the same
pronunciation, but different spellings and different meanings. They are called homophones.
• Have Ss say aloud the five given words.
• Ask Ss to read the conversation again and find the words that have the same sound as the given ones.
Key 1. two 2. I 3. see 4. won 5. know
5 This activity focuses on revision of the past simple and the past continuous.
• Ask Ss to give the correct tenses of the verbs in brackets first, and then have them read the conversation
to check their answers.
Key felt, was creating

LanGUaGe
1 Write the words given in the box next to their Homophones
meanings.
1 Listen to pairs of sentences. Write the correct
distinguished achievement words in the gaps. The first pair has been done
respectable talented as an example.
generosity
a) My English class is at two o’clock.
1
b) It’s never too late to learn another language.
gifted, having a natural ability to do
1 something well a) His father is a guitarist, but he wasn’t
2 until he was 15.
very successful and admired by other b) Please read the letter ________________ to us.
2 people
a) You can ________________ your life story and post
3 it on this website.
regarded by society as acceptable,
3 proper and correct b) I hope we’re doing the ________________ thing.
a) J.K. Rowling’s ________________ novel will come
out next month.
4 kindness or willingness to give 4
didn’t know why he was wanted.
something that has been obtained a) Beethoven composed some of his finest works
5 by hard work, ability or effort ________________ in this house.
5
b) Did you ________________ the latest news about
Steven Spielberg’s film?
2 Complete the sentences with the correct form a) She has ________________ involved in many
of the words in 1. community projects.
6
b) Yan has just posted his latest ________________
1. Alexandre Yersin, who had quite a _________________ soup recipe on the Internet. You should try it out.
career in medicine, devoted his life to the poor
and sick people in Viet Nam.
2. Hard-working and ______________________ students

should be given more opportunities to develop
their skills.
3. The new album is one of his greatest ____________. 2 Listen and repeat the sentences in 1.
It sold 50,000 copies just in the fi rst week.
4. After my father got a well-paid job at an DO
international company, we moved to a ______________ YOU KNOW…?
neighbourhood. Homophones are words (or combinations of words)
that have diff erent spellings and meanings, but the
5. Don’t allow other people to take advantage of same pronunciation.
your _____________. You should learn to give wisely. Examples:
two - too - to (strong form) board - bored
piece - peace you’re - your
there - their there’s - theirs
father - farther knew - new
whose - who’s whether - weather
genes - jeans council - counsel

LanGUaGe
Vocabulary
1 This activity focuses on the meaning of some of the key words used in the conversation and the whole unit.
• Help Ss to guess the meaning of fi ve words by writing their base forms on the board: distinguish, achieve,
respect, talent, generous.
Note: Most of these base forms are the words Ss have learnt in the previous years.
• Add suffi xes to these base forms (e.g. talented). Draw Ss’ attention to the adjective-forming suffi xes (-ed,
-able), the noun-forming suffi xes (-ity, -ment), and the change in word form when a suffi x is added to the base
(e.g. generosity).
• Ask Ss to match the words with their meanings. Check answers as a class.
Key 1. talented 2. distinguished 3. respectable
4. generosity 5. achievement
2 Ask Ss to pay attention to the grammar when using the words in 1. When using a noun, Ss need to consider
its suitable form (singular or plural).
• Have Ss complete the sentences individually, and then compare their answers in pairs. Check answers
as a class.
Key 1. distinguished 2. talented 3. achievements 4. respectable 5. generosity
Pronunciation
Homophones
1 Ask Ss to study the Do you know …? box and practise saying the pairs of homophones using the correct
pronunciation.
• T ell Ss that they are going to listen to the recording and write the words they hear in the blanks. Ask them to
read the two sentences a) and b) carefully, and decide on the part of speech of the missing words.
• Play the recording. Pause after the fi rst pair of sentences and focus Ss’ attention on the homophones.
• P lay the rest of the recording. Ask Ss to write down all words with the same pronunciation while listening.
Explain that they will have a chance to select the correct one later on. Pause the recording after each pair of
sentences, if necessary.
• H
ave Ss work in pairs, discussing the meaning of each word and choosing the correct one for each sentence.
Check answers as a class.
Key 2. a) allowed b) aloud 3. a) write b) right 4. a) new b) knew
5. a) here b) hear 6. a) been b) bean
2 Play the recording again. Have Ss repeat each sentence chorally. Then ask them to read the sentences in pairs.
Audio script
1. a) My English class is at two o’clock. 4. a) J.K. Rowling’s new novel will come out next month.
b) It’s never too late to learn another language. b) I knew where he was hiding, but I didn’t know why he was wanted.
2. a) His father is a guitarist, but he wasn’t allowed to 5. a) Beethoven composed some of his finest works here in this house.
play any musical instruments until he was 15. b) Did you hear the latest news about Steven Spielberg’s film?
b) Please read the letter aloud to us. 6. a) She has been involved in many community projects.
3. a) You can write your life story and post it on this website. b) Yan has just posted his latest bean soup recipe on the Internet. You
b) I hope we’re doing the right thing. should try it out.

Grammar 5. Is _________ United Arab Emirates part of _________
The past simple vs. the past continuous South Asia or _________ Middle East?
6. Last summer, we travelled to many places. We
1 Put the verbs in brackets in the past simple or visited _________ Taj Mahal in _________ India, climbed
the past continuous.
_________ Mount Everest in _________ Himalayas, and
1. This morning when the alarm clock (go) __________ took a cruise to _________ Bahamas.
off , I (have) _____________ a sweet dream.
7. I love _________ Spain. I fi nd _________ Spanish very
2. Carol (meet) _________________ her husband while
friendly, but I can’t say much in _________ Spanish.
she (travel) _________________ in Europe.
8. My favourite pastime is playing _________ guitar, but
3. I (work) _________________ on my computer when
there (be) _________________ a sudden power cut my best friend prefers playing _________ tennis.
and all my data (be) _________________ lost.
4. When we (share) _________________ a room two DO
years ago, Lin (always, take) ____________________ YOU KNOW…?
my things without asking. • The defi nite article the is generally used before
a singular or plural noun when we talk about a
5. When Tom (call) _________________ yesterday, I (do) specifi c thing or action.
___________________ the washing-up in the kitchen,
Examples:
so I (not hear) _________________ the phone. The dog that bit me ran away.
6. Frank (constantly, ask) ________________________ for I like the films directed by Steven Spielberg.
money last year when he (be) ___________________ • Other rules
still out of work. 1. Use of the before Examples
7. Mark (request) _________________ complete silence names of musical
when he (compose) _________________ music. instruments play the piano
8. In 1417, Nguyen Trai (join) ____________ the army of names of oceans, rivers, the Pacific Ocean, the Red
Le Loi, who (then, lead) ______________ the resistance seas, deserts, ranges of River, the Sahara, the
movement in the mountainous regions. mountains, island groups Andes, the Bahamas
geographical areas,
REMEMBER names of countries with the Middle East,
‘kingdom’ or ‘states’ the United States,
• The past continuous is used to talk about a past in their names, plural the Netherlands
action in progress, and the past simple to talk names of countries
about a shorter action that interrupted it. names of organisations, the United Nations, the
Example: A storm hit the island while I was enjoying my museums, hotels, Louvre, the Grand Hotel,
holiday there last year. important buildings the Twin Towers
• The past continuous can be used with always/ adjectives used as nouns, the rich, the poor, the
constantly to describe repeated or irritating actions people of a country Japanese
or events in the past. It is similar to ‘used to’, but
usually has negative meaning. unique objects, transport the sun, the London
Example: Our neighbour was always complaining about systems Underground
the noise in the building. names of newspapers, The Washington Post, the
mass media Internet
Definite articles and omission of articles
2. Omission of
2 Complete the gaps with the where necessary. If an articles before
Examples
article is not necessary, write a cross ().
sports, means of transport play tennis, travel by
underground
1. Here’s _________ book you asked to borrow.
2. There are some reports on _________ oil slick in streets, lakes, bays,
mountains, islands, most Baker
Easter
Street, Sword Lake,
Island, Mt Everest,
_________ Mediterranean Sea. countries, states, cities,
continents New York, Africa
3. _________ kangaroos are found only in _________
Australia. academic subjects, history, geography,
nationalities and Japanese
4. Angelina is working for a charitable organisation languages
that helps _________ people with disabilities.
magazines New Scientist

Grammar
The past simple vs. the past continuous
1 Have Ss review the use of the past simple and the past continuous.
• Ask Ss to look at the Remember box. Draw their attention to the examples and ask them guiding questions:
In the first example, which verb indicates an action in progress? Which verb indicates a shorter action that interrupts it?
What kind of action does the second example indicate? Why is the adverb ‘always’ used?
• A
sk Ss to read each sentence carefully and decide which action is in progress and which one is a shorter
action that interrupts it. Draw their attention to sentences 4 and 6, in which always and constantly are used.
• Have Ss complete the sentences in pairs.
• Check answers as a class.
Key 1. went, was having 2. met, was travelling
3. was working, was, were 4. shared, was always taking
5. called, was doing, did not hear 6. was constantly asking, was
7. requested, was composing 8. joined, was then leading
Definite articles and omission of articles

2 Ask Ss to study the Do you know …? box. Draw their attention to the special cases (use of the and omission of
articles).
• Ask Ss to read the sentences carefully and underline the nouns/noun phrases after the gaps.
• T ell Ss to pay attention to the forms and kinds of these nouns/noun phrases (singular or plural, countable or
uncountable, common or proper) before deciding whether to use an article or not in each case.
• Ask Ss to complete the gaps with the or a cross (X) if an article is not necessary.
• Have Ss compare their answers with a partner.
Key 1. the 2. the, the 3. X, X 4. X
5. the, X, the 6. the, X, X, the, the 7. X, the, X 8. the, X

Indefinite articles
3 Complete the gaps with a, an or a cross () if 4 Read the following story and complete each
an article is not necessary. gap with an article. Write a cross () if an
article is not necessary.
1. There’s _________________
I had (1) ______________ very bad experience
chance that she’ll win
the competition again. (2) _________ last Sunday. I bought (3) _________
fl ash drive from (4) _________ computer store in
2. What _______________ nice (5) ____________ local shopping centre. When I
weather! Let’s go for
went back (6) __________ home, I inserted it into
_________________ picnic.
my computer, but it was not recognised. I took
it back to (7) __________ store, but (8) ___________
3. I went to see _________________
store manager got very angry. He pointed at
Dr Nga yesterday because
I had ______________ fever. (9) _________ crack on (10) _________ fl ash drive,
She asked me to stay in and said his store was not responsible for such
______________ bed for two days.
(11) ___________ defect because it had probably
been caused by my carelessness. I couldn’t say
4. My friend Brian is ___________
Scot. On _____________ (12) ____________ word, and had to buy another
special occasions, he wears fl ash drive.
______________ kilt and plays
the bagpipe.
DO
YOU KNOW…?
5. I’m not talking about • In general, a/an is used before singular, countable
__________ global warming, nouns. No articles are used before plural or
but traffi c congestion. This is uncountable nouns when they are used in an
quite ______________ diff erent abstract, general meaning.
Examples:
problem in our city.
I have a cat. (cat: singular, countable noun)
Children should not stay up late at night. (children:
6. The teacher gave us ______________ plural noun, general meaning)
test on ____________ indefi nite We need more information and advice. (information,
articles yesterday. It wasn't easy, advice: uncountable nouns)
• Other rules
but I could get ______________
good mark in the test. Use of a/an Examples
What a magnificent house!
after what, such, quite We shouldn’t go out in such a
7. I like ______________ ice cream, (+ countable noun) bad storm.
but I’m not in the mood for It’s quite a small house.
______________ ice cream now. to describe jobs, My mother is a doctor.
identity Brian is an Englishman.
8. A: Let’s go for ______________ with a possessive He’s a friend of mine.
coff ee. before an illness
Exceptions: have (the) I’ve got a headache/a cold.
B: No, thanks. I don’t drink flu/measles
______________ coff ee.

Indefinite articles
3 Ask Ss to study the Do you know …? box.
• A
sk Ss to complete the gaps with an indefi nite article or a cross (X) if an article is not necessary. Draw their
attention to sentences 7 and 8, in which the nouns (ice cream, coffee) can be countable or uncountable.
Key 1. a 2. X, a 3. X, a, X 4. a, X, a
5. X, a 6. a, X, a 7. X, an 8. a, X
Note: Some nouns can be both countable and uncountable, with a change of meaning.
Examples:
coffee (uncountable) = a kind of hot drink; a coffee (countable) = a cup of coffee
ice cream (uncountable) = a kind of sweet frozen food; an ice cream (countable) = a small amount of ice cream
for one person
4 Tell Ss that to do activity 4, they need to consider whether to use a defi nite article, an indefi nite article, or no
articles at all for each gap in the story.
• Ask Ss to read the whole story fi rst to understand the context before completing the gaps.
• Have them compare their answers with a partner.
Key 1. a 2. X 3. a 4. a/the 5. the 6. X
7. the 8. the 9. a 10. the 11. a 12. a
LESSON OUTCOME
• Ask Ss: What have you learnt today?
What can you do now?
• E licit answers: I can pronounce homophones correctly. I have reviewed the use of the past simple and past
continuous, and I can use them to describe past actions or events. I have learnt when to use definite and
indefinite articles, and when not to use an article.

SKiLLS
READING c
Giving back to the community a
1 Discuss with a partner.

What do the people in the b
pictures need? What can you do
to help them? food / shelter care / comfort
Use the words under the pictures
to answer the questions.
study equipment
2 Read two people’s life stories and complete the table with facts about them.
Name Larry Stewart Le Thanh Thuy
Born
Died
Nationality
Health problem
Dedicated life to ...
Born in 1988, Le Thanh Thuy was

Larry Stewart came from humble beginnings. awarded the title ‘Ho Chi Minh City
Born in Mississippi in 1948, he was brought up Outstanding Young Citizen’ in 2006, a
by his grandparents. In 1971, Larry found himself year before she passed away. As soon
jobless and starving for several days. After a free as Thuy started high school in 2003, she
meal given by a restaurant’s owner, he vowed to was diagnosed with bone cancer and
help others whenever he could. doctors decided to amputate her leg to
Larry then moved to Kansas City, where he save her life.
was fortunate enough to make money in cable Thuy’s repeated hospitalisations over four years did
television. He began helping the less fortunate not stop her from helping other patients. Her dream
in 1979, and stories of ‘Secret Santa’ started was to initiate a fund to help young cancer patients.
to emerge from the city. For over 26 years, he Whenever Thuy could move around, she organised
handed out thousands of dollars every Christmas diff erent charity activities to relieve the young patients’
to the needy in public places – without ever pain. Thuy’s meaningful work was welcomed and
revealing his identity. The more he gave, the supported by the community. As a result, Thuy’s Dream
more stories of his generosity spread across the Programme was launched and is currently managed by
United States. Secret Santa became famous, yet The Tuoi Tre.
still anonymous.
The Tuoi Tre has continued to hold annual events to
He kept his identity hidden until 2006, when he support her programme. The most important one
was diagnosed with cancer, which later claimed is the Sunflower Festival, where children and their
his life. Since Larry Stewart’s death in 2007, his families get together and have fun. Gifts are given to
example has inspired others to continue his the young patients, and the memory of Thuy is kept
mission of kindness and charitable work. alive by her story about love and sharing.

SKiLLS
READING
Giving back to the community
Lead-in: Inform the class of the lesson objectives: scanning a text for specifi c information about two people’s
life stories and carefully reading it for more detailed comprehension.
1 Ask Ss to look at the pictures and answer the questions.

Suggested answers
What people need What to do

a. These fl ood victims need food and shelter. We can donate money, rice, and old clothes.
b. These students are studying in a shabby We can donate books and money.
classroom. They need study equipment
and a decent place to study.
c. These young cancer patients need care We can visit them, give them gifts, and organise
and comfort. diff erent fun activities.
2 Tell Ss that they are going to read the life stories of two people and then complete the table with facts about
them.
• A
sk Ss to study the table and consider what kind of information they should look for (e.g. year of birth or
death, nationality, etc.).
• Have Ss read the stories and fi nd the information to complete the table. Check answers in pairs and then
as a class.
Key
Name Larry Stewart Le Thanh Thuy
Born 1948 1988
Died 2007 2007
Nationality American Vietnamese
Health problem cancer bone cancer
Dedicated life to ... the needy young cancer patients
Note: The Tuoi Tre is the name of a newspaper whose main offi

ce is based in Ho Chi Minh City.

3 Find the words or expressions in the text that SPEAKING
have the following meanings. Write them in A historical figure
the correct spaces.
1. people who do not have 1 Choose the correct sentences (a-d) to complete
enough food or money _____________________ the conversation between two friends.
2. make something known a. Who is he?
to someone _____________________ b. Well, in a way, but twenty years later his reputation
was restored.
3. unknown to other people _____________________
c. Do you know any stories about him? An interesting
4. remove a body part in a story will hold the attention of your audience and
medical operation _____________________
the judges.
5. start, make something d. I want to see my expression while I’m speaking.
important begin _____________________
6. something remembered John: Hi, Van. What are you doing? Why are you
from the past _____________________
talking to the mirror?
Van: Well … I’m practising for the storytelling
4 Read the stories again. Answer the questions.
contest next week. (1) ________________
1. What did Larry Stewart do to help those in need?
John: I see. The topic is the life of a historical
2. Why was he called ‘Secret Santa’? fi gure, isn’t it?
3. How has his act of kindness infl uenced other
Van: That’s right. I’ve decided to talk about
people since his death?
Nguyen Trai.
4. What did Thanh Thuy do to help other people?
John: Nguyen Trai? (2) ________________
5. What title was Thuy awarded?
Van: He was a talented scholar and a skilled
6. How does The Tuoi Tre manage Thuy’s Dream
strategist. He was born in 1380. He helped
Programme?
King Le Loi to free our country from the
invaders in the 15th century. I admire
him for his dedication to our
nation.
John: Wow! He is a real national hero.
(3) ___________
Van: Yes. I’ll tell the mystery of the
Lychee Garden. It’s about an
incident which led to the deaths
of Nguyen Trai’s extended families.
John: Gosh … So his life ended in tragedy?
Van: (4) __________________. And he was
nominated a World Cultural
Celebrity by UNESCO in 1980.
Why don’t you come to the
contest and listen to my story?
5 Discuss with a partner. John: OK. I will. I really want to know
Have you ever taken part in the Sunfl ower Festival more about this famous man.
to support Thuy’s Dream Programme?
a. If yes, what did you do during the festival?
b. If no, would you like to do it in the future and how
would you help? Give your reasons. 2 Practise the conversation with a partner.

3 Have Ss work in pairs. Ask them to read the defi nitions and discuss any possible answers without referring to
the text. Encourage them to write as many words as they can think of. Then ask them to read the text and fi nd
the words or expressions that have these meanings.
Key 1. the needy 2. reveal 3. anonymous
4. amputate 5. initiate 6. memory
4 Ask Ss to read the stories individually again and answer the questions by writing complete sentences or just
taking short notes. Then have Ss work in pairs, taking turns to ask and answer the questions.
Key
1. Every Christmas, Larry handed out thousands of dollars to needy people in public places.
2. B
ecause he gave money to people during the festive season of December while his identity was
hidden.
3. People have been inspired to continue his mission of kindness and charitable work.
4. Thuy organised charity activities to relieve young cancer patients’ pain.
5. She was awarded the title ‘Ho Chi Minh City Outstanding Young Citizen’.
6. T he newspaper holds annual events to support her programme. One of them is the Sunfl ower Festival,
where children and their families get together and have fun. Gifts are given to the young patients, and
the memory of Thuy is kept alive by her story about love and sharing.
5 Have Ss work in pairs and discuss the question.

• I f Ss have never heard of Thuy’s Dream Programme or the Sunfl ower Festival, encourage them to search the
Internet for information before they answer question b.
• A
sk some pairs to present their answers in front of the class. Encourage other Ss to ask further questions or
give feedback.
LESSON OUTCOME
• E licit answers: I have learnt about two people who dedicated their lives to the poor or cancer victims despite
their health problems. I have improved my reading skills by scanning a text to get specific information to
complete a table and by reading in detail to answer comprehension questions.
SPEAKING
A historical figure
Lead-in: Inform the class of the lesson objective: talking about a historical fi gure’s life story.
1 Ask Ss to read the conversation quickly to get the main idea. Then have them read it again and match the
sentences (a-d) with the gaps (1-4) in the conversation.
Key 1. d 2. a 3. c 4. b
2 Ask Ss to practise the conversation in pairs.

3 Work with a partner. Use the information LISTENING
below or your own ideas to talk about one of Learning from people’s lives
the historical figures below.
1 Why are people often interested in the life of
King Le Loi/Le Thai To (1385 − 1433) celebrities or famous people? Tick the possible
Facts: reasons and add some more, if you can.
‪ They are curious.
- determined leader of Lam Son uprising
‪ They want to know more about their idols.
against the Ming invaders (1418 − 1427),
‪ They can have something to gossip about.
suff ered hardship and diffi
culties
‪ They want to learn lessons from famous people’s
- freed the country and became King in 1428 failures or successes.
Reason for being respected: ‪ They can criticise or slander the person they do
- his perseverance during the ten years’ war not like.
‪ _____________________________________________________
Interesting legend: ‪ _____________________________________________________
- the history of Sword Lake in Ha Noi: the
return of the magical sword to a golden 2 Listen to a talk show with host Cindy Brown
turtle after the war and guest speaker Andy Lewis, a sociologist.
against the invaders Choose the best answer to complete each
statement.
1. According to Cindy, our audience are ____________
stories about celebrities and famous people.
A. interested in
B. overloaded with
C. bored with
2. People may use stories about our private life in
order to __________.
A. damage our reputation
B. write novels
C. make fi lms
Le Quy Don (1726 − 1784) 3. We should not share too much personal
Facts: information __________.
- a distinguished philosopher, poet, and A. at parties
encyclopaedist B. with strangers
- responsible for a large number of C. online
encyclopaedic, historical and philosophical 4. Reading a person’s life story critically means
works __________.
Reason for being respected: A. making judgements while reading it
- his sharp wit and wide knowledge B. making criticisms while reading it
Interesting story: C. reading it without fi nding any faults or merits
- Still a child, he created a poem,
using words with double 3 Listen again. Answer the questions.
meanings to describe the 1. What life skills does Andy think people should
characteristics of diff erent have?
types of snakes. The poem 2. According to Andy, what questions should we ask
can also be interpreted ourselves when reading or hearing a life story?
as a lazy student’s 3. What can we benefi t from learning about a
self-accusation and person’s failures or successes?
promise to study
harder. 4 Do you agree with Andy that everyone’s life
story is like a book that can teach us something?
Discuss with a partner.

3 Have Ss work in pairs, choose one historical fi gure Example: 1. interested, overloaded, bored
and make a similar conversation.
• 2. use … our private life
Encourage Ss to add more information about King
Le Loi or Le Quy Don and their legends or stories. 3. not share … personal information
4. making judgements, criticising,
Le Quy Don’s poem (‘Rắn đầu biếng học’):
without finding any faults
Chẳng phải liu điu vẫn giống nhà
Rắn đầu biếng học lẽ không tha • P lay the recording without pausing. Have Ss fi nd
Thẹn đèn hổ lửa đau lòng mẹ, the answers individually fi rst, and then compare
Nay thét mai gầm rát cổ cha. their answers with a partner. Check as a class.
Ráo mép chỉ quen tuồng lếu láo, Key 1. B 2. A 3. C 4. A
Lằn lưng cam chịu vệt năm ba.
Từ nay Trâu Lỗ xin siêng học,
Kẻo hổ mang danh tiếng thế gia. Audio script
Note: The highlighted words are used with double Cindy: Welcome to our talk show with guest speaker Mr Andy Lewis,
meanings. a sociologist. Mr Lewis …
Andy: Please call me Andy. I don’t want to be too formal.
LESSON OUTCOME Cindy: No problem, Andy. These days, our audience seem to be
overwhelmed with stories in the newspapers or on the
• A sk Ss: What have you learnt today?
Internet – stories about celebrities, political figures, or even
ordinary people around us.
• Elicit answers: I have learnt about some famous
historical figures of Viet Nam. I can talk about a Andy: You mean we’re living in a world of stories and scandals?
historical figure’s life story. Cindy: Right. As a sociologist, do you have any advice for our
audience?
Andy: I think there’re two sides to this issue. We need some life skills
to protect ourselves. First, we don’t want other people to take
advantage of our stories. They may use our private lives for
blackmail or slander … in order to harm our reputation or just
for fun.
LISTENING Cindy: For whatever purpose, it could be extremely damaging.

Andy: Exactly. So we should not reveal too much of our private life on
Learning from people’s lives
social networking sites.
Lead-in: Inform the class of the lesson objectives:
listening to a talk show about privacy and lessons Cindy: I agree. But how about the stories of other people? Should we
read or follow these stories?
learnt from people’s life stories, identifying specifi c
information and expressing opinions. Andy: That’s the second point I want to discuss. Another life skill is
learning from other people’s lives. Everyone’s life story is like
1 Have Ss discuss the question with a partner. a book that can teach us something. So we should open that
• Ask Ss to think about the reasons why people are book and read it critically.
interested in the life of celebrities or famous people Cindy: Critically? Can you explain this?
and tick the appropriate boxes. Andy: It means we should make careful judgements when reading
• If necessary, explain the meanings of some a life story and ask ourselves questions like, ‘Why is this story
new words that Ss will hear in the next activity told?’ or ‘What lessons can I learn from it?’
(overwhelm, blackmail, slander, take advantage of).
Cindy: Lessons such as …?
2 This activity focuses on listening for specifi c Andy: Such as a person’s reasons for failure or success. This may help
information. us to avoid similar failure or to adopt a new way of life so we
• T ell Ss to read through the statements and the can improve ourselves and become better human beings.
answer options so that they have some ideas about Cindy: Very interesting. Thank you, Andy, for your advice and for
what they have to listen for. Help them to identify sharing your thoughts with our listeners. Next week …
the key words in each statement or option.

WRITING
Where there’s a will, there’s a way
2 Put the following parts of the story in the
correct order they appear in the story.
a. Writer’s name 
b. Writer’s ambitions and achievements 
c. Childhood 
d. Posting date and time 
e. Story title 
1 Read the story of a champion swimmer and
complete the blanks. Use the words in the box. f. Story’s message 
g. Turning point in writer’s life 
overcome competed misfortune
adopted obsessed helpless
3 Use the given information to write another
http://www.youandme.com/mylifestory
story of 180-250 words. You can add further
What is your life story? details to make your story more interesting.
Learning is a lifelong journey. Share your life experiences
with other people so that they can learn from your own. Writer’s name Thu Ha
Don’t hesitate to post your story of overcoming hardships
and achieving success.
Misfortune, perseverance, success - when 10 years old, both parents
By Carlos died in a traffic accident
Published: 09:00 GMT, 10 September - brought up by 70-year-old
I was born without legs and was abandoned outside an grandmother
orphanage in the Philippines, where I was brought up Childhood - did odd jobs for a living: selling
until I was eight. My foster mother Molly Page lottery tickets, washing dishes,
(1) _________ me and brought me back to her home in
doing babysitting
Perth, Australia, for medical treatment.
- attended evening secondary school
After getting used to my prosthetic legs, I became classes
(2) _________ with sports and wanted to play soccer like
all other children of my age. However, keeping balance
on my legs while playing with the ball was a problem, so - completed secondary education
I was advised to try swimming instead. That was when and passed a challenging exam to
my sporting career began. enter Medical University, but
Turning point unable to pay tuition fees
My mother sent me to a swimming club where I received in life
the best instruction from Bruce Murphy. I would never - awarded a scholarship from The
forget my fear when I got into the pool for the first time. Thanh Nien for college students
I felt so (3) _________ and scared that I thought I would from poor families
drown. However, Bruce was there, guiding me through the
different stages and helping me to (4) _________ my fear.
- graduated from university after six
I was surprised that I could make progress very quickly.
years’ hard work
In 2012, I (5) _________ in my first local competition. Ambitions and
- now working at a hospital
The following years, I started winning gold medals in achievements
different Australian Championships for parathletes. Now - planning to run a charitable
at the age of 20, my dream is to become a champion organisation to help poor students
swimmer in the Paralympic Games.
I’ve told my own story hoping to encourage other people - Poverty is no shame. Don’t let
like me to try something new and challenging. Don’t allow Story’s message poverty defeat you and destroy your
(6) ________ and disabilities to get in your way to success. hope for better life.
Where there’s a will, there’s a way. This is my motto.

3 Have Ss listen again for more specifi c details to 3 Ask Ss to work in pairs and discuss the suggested
answer the questions. ideas about Thu Ha.
• H ave Ss read the questions and ask them to pay • Have Ss write their drafts individually, and then
attention to the key words in each of them. exchange their writing with a partner for peer
• P lay the recording again. If necessary, pause at the feedback. Encourage Ss to make revisions, if
places in the conversation where Ss can extract necessary.
the information for each question. Check answers • Collect some of the Ss’ fi nal drafts and give
as a class. comments.
Key Suggested answer

1. The audience should have life skills to protect Poverty is no shame
By Thu Ha
themselves and to learn from other people’s lives.
Published: 06:00 GMT, 20 September
2. We should ask ourselves two questions:
My parents died in a traffi c accident when I was ten
‘Why is this story told?’ years old, so I grew up with my grandmother who
‘What lessons can I learn from it?’ was too old and weak to work. I had to leave school
3. We can learn how to avoid similar mistakes or and did odd jobs to earn a living: selling lottery
to adopt a new way of life so we can improve tickets, washing dishes and doing babysitting.
ourselves and become better human beings. When I was 15, my grandma encouraged me to
attend evening classes, so I could improve my
4 Ask Ss some guiding questions before they start the literacy and job prospects.
discussion. After lots of hardship and eff ort, I completed
What can we learn from a person’s life? Can we learn secondary education and passed a challenging
from his/her good or bad experiences or deeds? exam to enter Medical University, which is the
Think about a famous person (for example, Steve Jobs). dream of many students. However, I could not
What can we learn from his/her life? pay the tuition fees and had to reject the off er.
• A
sk some Ss to present their answers before the class. The door to a new life was closed before me. I was
completely disappointed and saw only gloomy
LESSON OUTCOME days ahead. Then something incredible happened:
• A sk Ss: What have you learnt today? I was awarded a scholarship from The Thanh Nien
What can you do now? for college students from poor families. This was
• E licit answers: I have learnt about privacy and the really a turning point in my life because I could
dangers of exposing personal information. I know start my university studies and hope for a better
how to critically read a person’s life story, and learn future.
from their successes or failures. I have practised Six years of hard work at the university and of trying
listening to a talk show for specific details. to live on a very tight budget came to an end at
last. Now I am working as a doctor at a hospital, but
WRITING I will never forget those diffi cult days. I am planning
to set up and run a charitable organisation to help
Where there’s a will, there’s a way
poor students, as a way to acknowledge other
Lead-in: Inform the class of the lesson objective: people for supporting me.
writing a life story. I’ve told my own story hoping to encourage other
1 This activity aims to provide Ss with a sample story. people like me to overcome hard times. Don’t let
poverty defeat you and destroy your hopes for a
• Ask Ss to read the story and complete it with the better future. This is my motto.
words in the box.
Key 1. adopted 2. obsessed 3. helpless
4. overcome 5. competed 6. misfortune LESSON OUTCOME
2 The focus of this activity is to help Ss to identify the • Ask Ss: What have you learnt today?
diff erent parts of a life story posted online. Ask Ss What can you do now?
to read through the list (a-g) and put the parts in • Elicit answers: I can write the life story of a
person who has overcome hardship to become
the order they appear in the story. successful.
Key 1. e 2. a 3. d 4. c 5. g 6. b 7. f

COMMUniCatiOn and CULtUre
Communication
Family stories
1 Listen to An’s story. Complete the statements about the story. Write from 1 to 3 words in each blank.
1. An enjoys reading books about _________.
2. An’s friends call her a _________ encyclopaedia because she can answer all their questions about _________.
3. Sometimes she has a feeling that the people in the books she has read are _____________.
4. She spent her two months’ holiday in _________.
5. To An, her grandparents were as heroic and worthy of _________ as many historical fi gures, and their stories
were even more interesting and more _________ than those in the books she has read.
2 Discuss the question in pairs.
Do you think family stories should be told to children? Why or why not?
Culture
The creator of Sherlock Holmes
1 Read the text about Arthur Conan Doyle and decide whether the statements about it are true (T), false
(F), or not given (NG). Tick the correct boxes.
Sir Arthur Ignatius Conan Doyle was a Scottish writer and physician. He is best known for
his creation of Sherlock Holmes – a brilliant London-based detective famous for his logical
thinking and ability to solve diffi cult cases.
Born in Edinburgh in 1859 into a prosperous family, Doyle was strongly infl uenced by his
mother, who was a well-educated woman. In his early childhood, she used to tell him vivid
stories which sparked his imagination. The second person who had a great impact on his
writing career was Dr Joseph Bell, a professor at the medical school where Doyle studied
from 1876 to 1881. Dr Bell’s keen powers of observation later inspired Doyle to create his
fi ctional detective character, Sherlock Holmes.
Doyle’s active life provided him with vivid experiences for his stories. With a great love for adventure, he would
never miss a chance to travel. He took a surgeon’s position on a whaling ship sailing for the Arctic Circle. He
served as a volunteer doctor in the Langman Hospital in South Africa during the War of Independence in 1900.
He also acted as a war journalist during the First World War.
Doyle’s writing career started during his time at medical school. After graduation,
he set up his own medical practice, which was not very successful initially, so he started
writing stories again while waiting for patients. He wrote 21 novels and more than 150
short stories. He also published poems, articles, memoirs and plays on various subjects.
His most well-known works are the novels and stories with Sherlock Holmes and the fantasy
novel The Lost World, which were made into successful fi lms.
Doyle died at the age of 71, after a heart attack. In his honour, a statue of him was built in
Crowborough, where he lived for almost 23 years.
T F NG
1. Arthur Conan Doyle’s stories about Sherlock Holmes were the fi rst detective stories in
the world.
2. The two people who had a strong infl uence on Doyle’s writing career were his mother
and Dr Joseph Bell.
3. Doyle’s mother inspired him to write about Sherlock Holmes.
4. Doyle’s life experiences were sources for many of his stories.
5. The Lost World and his novels and stories about Sherlock Holmes were made into fi lms.
6. A statue of Sherlock Holmes was built in London.
2 Work with a partner. Find some Vietnamese writers of detective stories and talk about their lives and works.

Lead-in: Inform the class of the lesson objective: • Ask Ss to work in pairs and discuss the question.
further skills development.
Suggested answer: Family stories should be
Communication told to children because this is the best way
to teach children about the family’s history
Family stories and traditions. Children will know more about
1 This activity provides further listening practice. their ancestors and feel strongly attached
to their family. Moreover, when stories are
• Tell Ss that they are going to listen to An’s story told, everybody recalls memories of the past,
and complete the statements about the story. which provides the best opportunity for family
• Ask Ss to read the statements and underline the members to spend time together.
key words to get some ideas of what they are
going to listen for.
• Play the recording once or twice for Ss to fi ll the
gaps with the words they hear. Culture
• Ask Ss to work with a partner to compare their The creator of Sherlock Holmes
answers. Check as a class.
Key 1 Have Ss read the text about Arthur Conan Doyle,
the creator of Sherlock Holmes, and decide whether
1. people’s life stories the statements are true, false, or not given.
2. walking / well-known historical fi gures • E ncourage Ss to compare their answers in pairs.
3. unreal Check as a class.
4. the countryside Key 1. NG 2. T 3. F 4. T 5. T 6. NG
5. respect / real
Notes
Audio script - ‘Sir’ is a title that is used before the fi rst name
I am the only child in the family. Both my parents are of a man who has received one of the highest
doctors and they are so busy that they have very little time British honours. Sir Arthur Conan Doyle was
for me. Luckily, we have a lot of books at home and these made a knight in 1902.
books have become my best friends. The ones I like best
are those about people’s life stories. My friends joke that I - Although Sherlock Holmes is just a fi ctional
am a kind of walking encyclopaedia because I can answer detective, his statues were erected in
all their questions about well-known historical figures several places: London, Edinburgh, Meiringen
such as Tran Hung Dao or Abraham Lincoln, and even (Switzerland) and Karuizawa (Japan).
influential composers like Beethoven or Mozart. However,
sometimes I have a feeling that these famous people are 2 Assign this activity as homework of the previous
unreal, despite reading all the facts written about them. lesson.
Then a new world opened to me after my two months’ • Ask Ss to look for the answer at home and discuss
holiday with my grandparents in the countryside. My with a partner in class.
grandfather told me his own life story. As a child, he was
just a buffalo boy, and then he joined the army as a soldier • Ask some pairs to report their fi ndings to the class.
to fight against the invaders. My grandmother told me
how hard she had worked to bring up my father and uncles
during the war, while my grandpa was away. I found their LESSON OUTCOME
stories even more interesting and more real than those
in the books I had read. To me, my grandparents were as • Ask Ss: What have you learnt today?
heroic and worthy of respect as many historical figures. I What can you do now?
have learnt lessons about love and patriotism from them. • Elicit answers: I have improved my listening,
My grandparents are my real heroes. speaking and reading skills. I can talk about
the advantages of telling family stories. I have
2 This activity provides further speaking practice learnt the life story of a famous author of
related to the topic. detective stories.
• Have Ss read the question and ask them if they
know what family stories mean.
Note
Family stories are those about family members
such as grandparents, parents, or other relatives.
LOOKinG BaCK
Grammar
Pronunciation 1 Read the following story about Tran Quoc Toan.
1 Tick the word that does not have the same Put the verbs in brackets in the past simple or
sound as the other two. the past continuous.
1.  brake  break  brick
2.  dare  dear  deer Marquis Hoai Van Tran Quoc Toan (1. be) __________
3.  wait  wet  weight born in 1267. In 1279, Kublai Khan of the Mongol
4.  son  sun  soon Empire (2. begin) _____________ his attempt to take
5.  greet  great  grate
over Dai Viet and Champa. Facing threat from
6.  bay  by  buy
the north, in October 1282, Dai Viet’s Emperor
2 Listen and write the correct homophones to (3. gather) _________________ all members of the royal
complete the sentences. family and offi
cials in the royal court to discuss
1. We need more _________________ for the campfi re. ways to defend the country. The 15-year-old Tran
_________________ you be able to bring some? Quoc Toan (4. be) ________________________ not invited
2. I get really _________________ with playing the same to the assembly because he was too young. He
_________________ games every day. (5. become) _______________________ very upset. As he
3. The _________________ forecast is for more rain, so (6. shout) _________________________ angrily outside the
I’m not sure ____________________ we can go hiking royal court, the emperor (7. come) ___________________
tomorrow. out and (8. give) ______________________ him an orange.
4. There was a big _________________ in her sock, so the He also (9. order) _______________ the young marquis
_________________ of her big toe was sticking out.
to go home. While the emperor and the offi
cials
(10. discuss) _______________________ the war strategies,
Vocabulary Tran Quoc Toan (11. still, wait) _______________________
Complete the sentences with the correct form of outside the hall. He (12. get) _______________ so upset
the words or phrase in the box. and stimulated that he (13. crush) __________________
achievement historical figure distinguished the orange with his own hand. Later he
reputation respectable dedication
(14. begin) _________________ forming his own army and
1. Naming streets after ___________________________ is a
(15. manage) ____________________ to recruit over one
common practice around the world.
thousand soldiers. While his troops
2. After winning the MasterChef competition,
(16. fi ght) ______________ against the
Christine Ha gained a(n) ____________________ as a
Mongol army, he (17. always, dash)
fi rst-class cook.
________________ to the front to
3. You’ll look more ____________________ if you wear a
nice suit and a tie. drive the enemies back.
His death was unknown,
4. No one can deny his hard work and _____________
to the club. but today Tran Quoc Toan
5. After a series of successes, she won a lifetime is considered one of the

____________________ award for music. fi nest examples of Vietnamese
6. Nguyen Trai had a(n) ____________________ career as patriotism, especially for the
a skilled strategist and prominent scholar. young generation.

Grammar
LOOKinG BaCK
1 This activity aims to help Ss to review the use of
Lead-in: Inform the class of the lesson objective: the past simple and the past continuous.
reviewing pronunciation, vocabulary, and • Ask Ss to read through the whole story about
grammar. Tran Quoc Toan before deciding on the correct
tense for each verb.
Pronunciation • Have Ss do the activity individually fi rst, and then
1 Help Ss to review homophones (words or compare their answers in pairs. Check answers as
combinations of words that have diff erent a class.
spellings and meanings, but the same Key
pronunciation). 1. was 2. began
• Have Ss say aloud the words in each group. 3. gathered 4. was
Encourage them to use a dictionary if they are 5. became 6. was shouting
unsure about the pronunciation of these words. 7. came 8. gave
• Ask Ss to work with a partner to compare the 9. ordered 10. were discussing
answers. 11. was still waiting 12. got
13. crushed 14. began
Key 1. brick 2. dare 3. wet 15. managed 16. were fi ghting
4. soon 5. greet 6. bay 17. was always dashing
2 Play the recording. Have Ss listen and complete
the blanks. 2 This activity helps Ss to review the use of
defi nite and indefi nite articles.
• Ask Ss to repeat. Have some Ss spell the
homophones, or write these words on the board. • Ask Ss to underline the nouns or noun phrases and
decide whether these words need an article or not.
• Have Ss practise saying aloud these sentences in
pairs. • Have Ss do the activity individually fi rst, and then
compare their answers in pairs.
Key: 1. wood, Would 2. bored, board • Check answers as a class.
3. weather, whether 4. hole, whole
Key 1. a (great time), the (USA)
Audio script 2. the (army), a (soldier), the (country)
1. We need more wood for the campfire. Would you be able 3. the (English)
to bring some?
4. a (two-week holiday), the (Philippines)
2. I get really bored with playing the same board games
every day. 5. the (Louvre), a (boat trip), the (Seine)
3. The weather forecast is for more rain, so I’m not sure 6. a (warm hat), a (new coat), a (pair of
whether we can go hiking tomorrow. woollen gloves)
4. There was a big hole in her sock, so the whole of her big toe 7. the (bank), the (supermarket), the
was sticking out. (theatre), the (way)
8. the (rush hour), a (taxi)
Vocabulary
This activity aims to revise some of the vocabulary
items used in the unit. LESSON OUTCOME
• Have Ss read the instructions and do the activity • Ask Ss: What have you learnt today?
individually. Then ask them to compare their What can you do now?
answers in pairs.
• E licit answers: I can identify and pronounce
homophones correctly. I can use the past
Key 1. historical fi gures 2. (a) reputation simple and the past continuous to describe
3. respectable 4. dedication actions or events in the past. I can use definite
5. achievement 6. (a) distinguished and indefinite articles before nouns correctly.
• E xtend the activity by asking Ss to make their own
sentences with these words and phrases.

2 These sentences are incorrect. Correct them, adding articles where necessary.
1. We had great time in USA last summer. 6. You’ll need warm hat, new coat and pair of woollen
2. John decided to join army and become soldier so gloves for your trip to Europe this season.
that he could fi ght for country. 7. My mother said she would go to bank on Fir
3. Do English drink tea or coff ee at breakfast? Street to withdraw some money, and then she
would drop by supermarket near theatre on
4. We returned from two-week holiday in Philippines way home.
and Indonesia.
8. In rush hour in Ha Noi, it’s more convenient to
5. When you go to Paris, don’t forget to visit Louvre travel by motorbike than to take taxi.
and take boat trip along Seine.
PrOJeCt
1 Your group is going to take part in the Public Speaking Contest ‛A famous person you admire’ organised
by your school.
Assign the task to each group member: choosing a famous person, creating his/her profile, and giving
a presentation about this person.
r o fi le
F a m o u s p e r s o n ’s p Where and when
was he/she born? ________________
________________
________
____
________________
grow up?
Where did he/she ____________________________________
________
________________
ous for?
What is he/she fam ____________________________________
________
________________
er:
facts about him/h
Some interesting ______________ __________
____ ________________
________________
________________
____________ ________________
________________ __________
________________
__ ________________
________________
y:
e) m his/her life stor
Lessons to learn fro
(ph ________
o to and nam ______________
______ ________________
________________
2 Work in groups. Choose NOW I CAN

the best presentation
which meets the ● use words and phrases related to people’s life stories
following criteria: ● identify and pronounce homophones correctly
● use the past simple and past continuous tenses to
● Content: relevant to the describe past actions or events
topic, well-structured, ● use articles correctly
interesting, truthful ● read for specifi c information about two people’s life stories
● Speaker’s presentation ● talk about a historical fi gure
techniques: clear outline, ● listen for specifi c information in a talk show about
emotional and expressive privacy and lessons learnt from people’s life stories
voice, good use of body ● write a person’s life story
language and gestures, ● learn about Sir Arthur Conan Doyle, the creator of
good pronunciation Sherlock Holmes

PrOJeCt
Lead-in: Inform the class of the lesson objective: further explore the topic in a collaborative way.
1 For this project, Ss work in groups of four.

• A
llow Ss one week to collect information about a famous person, write his/her profi le, and organise their
presentations individually.
• I n the next class, allow 20 minutes for each group’s presentation. Encourage each group member to speak for
at least fi ve minutes.
2 Have each group choose the best presentation.

• Ask the selected speakers from the groups to give their presentations in front of the whole class.
• Give feedback and encourage the rest of the class to ask questions and make comments as well.
LESSON OUTCOME
• Ask students: What have you learnt today?
• E licit answers: I can write a famous person’s profile and give a presentation about him/her. When working in
a group, I can collaborate with the other members.
NOW I CAN
• Ask Ss to self-check their lesson outcomes by ticking the appropriate column in the assessment box.
• If time allows, ask Ss to work in pairs/groups to go through each item in the list. Have them discuss
which part of the unit needs further instruction or practice, and report to the class.
• Provide remedial work if necessary.

Unit 2 URBANISATION
This unit includes:
GETTING STARTED LANGUAGE
A presentation on urbanisation Vocabulary
• Words and phrases rel
ated to urbanisation and
features its
• Word formation: Comp
ound adjectives
Pronunciation
• Vowels: Diphthongs
Grammar
• The subjunctive in tha
t-clauses after certain ve
expressions rbs and
SKILLS
• Reading for specific inf
ormation in an article ab
urbanisation and its causes out
• Discussing key features
of urbanisation and
expressing opinions abou
t a preferable place of livi
• Listening for general ide ng
as and specific
information in a discussion
about the
advantages and disadvantag
es of urbanisation
• Describing a line graph
about the rate of urbanisa
tion
COMMUNICATION AND
CULTURE
• Discussion on sustaina
ble urbanisation
• Urbanisation in Bangko
k, Thailand
1 Lan and Nam are discussing the plan for their

presentation on urbanisation. Listen and read.
Nam: Hi, Lan!
Lan: Hello, Nam. Do you know if our Geography
teacher has fixed the date for our presentation
on urbanisation?
Nam: It’s next Friday. It’s time we finalised the
content. How long should we talk?
Lan: Well, it is recommended that the presentation
be no more than 15 minutes. There is also a
five-minute Q&A session.
Nam: Well, we’d better work together or we might
not prepare well for it.
Lan: You’re right. I think we should start with the
definition of urbanisation and perhaps
mention some of its causes, such as lack
of resources in rural areas and better work
opportunities in urban areas.
18 Unit 2 Urbanisation
Objectives
• use words and phrases related to urbanisation and its features
• form and use compound adjectives
• recognise diphthongs and practise pronouncing them correctly
• use the subjunctive in that-clauses after certain verbs and expressions
• read for specific information in an article about urbanisation and its causes
• discuss key features of urbanisation and express opinions about a preferable place of living
• listen for general ideas and specific information in a discussion about the advantages and
disadvantages of urbanisation
• describe a line graph about the rate of urbanisation
• understand more about urbanisation in Bangkok
GETTING STARTED
A presentation on urbanisation
Lead-in: Inform the class of the lesson objectives: getting to know the topic and some vocabulary related to
urbanisation and its features, forming and using compound adjectives, recognising diphthongs and practising
pronouncing them correctly, using the subjunctive in that-clauses after certain verbs and expressions.
1 Tell Ss that they are going to listen to a conversation between two friends discussing their presentation.
• Ask Ss to read the instructions and predict what the two friends will be talking about in their
conversation.
Suggested answer
The presentation is about urbanisation. The students will probably be talking about how they will organise
the information for their presentation about urbanisation.
Unit 2 Urbanisation 18T

Nam: I agree. But before we provide the definition, 2 Read the conversation again. Answer the
we should show some thought-provoking questions about it.
photos to illustrate urbanisation in our 1. What are Lan and Nam doing?
country. Visuals will grab the attention of
2. When will they give their presentation?
our audience and keep people engaged.
3. How much time will they have?
Lan: That’s a great idea. I’ll start looking for some
interesting images. What about the body 4. What content did they agree to include in the
of our presentation? We have a lot of introduction, body and conclusion?
information … 5. Will they mention any solutions to problems
Nam: Yes, there’s a lot to say, but I suggest that we caused by urbanisation? Why/Why not?
focus on its advantages and disadvantages. 6. Do you know if a lot of people have moved in or
Lan: I agree. We should also provide some out of your area? What are the reasons?
examples.
Nam: Yes, this will help listeners to understand 3 Match the words in box A with the words in
our points better. box B to form the compound adjectives that
are used in the conversation.
Lan: Our Geography teacher also advised that
we talk about issues that are familiar and A B
important to our classmates. five provoking
Nam: So, do you think we should stick to well minute
urbanisation in Viet Nam? thought known
Lan: Well, this should be the main part as our
audience will be very interested in knowing
more about it, but we could also mention 4 Complete the sentences, using the correct
urbanisation in well-known places like the form of the verbs in the box.
UK and USA where most of the population
now lives in urban areas. focus talk include talk be
Nam: Yes, it’s important that we talk about how
1. It is recommended that the presentation
developed countries have solved the
_______________ no more than 15 minutes.
urbanisation problems and propose some
solutions to those in Viet Nam. 2. I suggest that we __________________________ on its
Lan: That would be interesting, but it would advantages and disadvantages.
make our presentation too long. We 3. Our Geography teacher also advised that we
shouldn’t overload people with information _______________ about issues that are familiar and
or else they’ll just switch off. We could important to our classmates.
instead mention some solutions and
government initiatives in the conclusion. 4. It’s important that we _____________________ about
how developed countries have solved the
Nam: Well, is it really necessary that we include
new information in the conclusion? We urbanisation problems.
should just summarise the main points. 5. Is it really necessary that we ______________________
Lan: OK, but we still need to do some research new information in the conclusion?
on the solutions. People may ask us during
the Q&A session.
Nam: I agree. So, shall we start creating the
PowerPoint slides then and …?
2 This activity focuses on developing comprehension skills. Have Ss read the questions and find the answers in
the conversation.
Key
1. They are discussing the outline, structure and content of their presentation on urbanisation.
2. Next Friday.
3. They will have no more than 15 minutes for their presentation and five minutes for Q&A session.
4. It will include the definition of urbanisation, its causes, and its main advantages and disadvantages.
It will also refer to urbanisation in Viet Nam, the USA and the UK.
5. No, because that would make their presentation too long and overload listeners with lots of
information.
Students’ answers
Note
Question 6 allows Ss to personalise the topic of the unit.
3 This activity aims at helping Ss to recognise the compound adjectives that are used in the conversation.
Key five-minute well-known thought-provoking
4 The aim of this activity is to help Ss to recognise the subjunctive in that-clauses after certain verbs and
expressions.
• Ask Ss to read the conversation again and complete the sentences, using the correct form of the verbs in
the box.
• Have Ss compare their answers in pairs.
• Explain the subjunctive structure to Ss.
Key 1. be 2. focus 3. talk 4. talk 5. include

LANGUAGE
Vocabulary Compound adjectives
1 Look at the conversation in GETTING STARTED 3 Match a word on the left with a word on the
again. Match the words in the conversation right to make a compound adjective.
with the appropriate definitions.
weather wide
well beaten
1 a the period of time
urbanisation (n) long paid
when a country year market
develops a lot of world round
industries on a wide down lasting
2 scale
overload (v)
b a population shift
from rural to urban
DO
3 areas YOU KNOW…?
industrialisation (n) • A compound adjective is made up of two or more
c stop paying
attention words. Its meaning is usually clear from the words
combined. The second part of the compound
4 d relating to the is often a present participle, e.g. lasting or past
agricultural (adj) practice or science participle, e.g. paid. Sometimes it is written with
of farming a hyphen, e.g. long-lasting, well-paid, or as one
word, e.g. worldwide, downmarket.
5 e give too much
switch off (v) information, work • Well and badly combine with many past
or responsibility participles to form compound adjectives, e.g.
well-planned, well-known, well-paid, well-dressed,
badly paid, badly behaved, badly dressed.
2 Complete the sentences with the correct form • We can combine a number and a singular
of the words in 1. noun to form a compound adjective,
e.g. fifteen-minute, five-minute.
1. The impact of increased ________________________
• Common compound adjectives
has been harmful to the environment and has led
- Describing people: easy-going, good-looking,
to the growth of greenhouse gas emissions. kind-hearted, left-handed, self-motivated,
2. Students can easily __________________________ their old-aged, down-to-earth
short-term memory with unnecessary information. - Describing products/services: long-lasting,
old-fashioned, time-saving, up-to-date,
3. The lecture was two hours long and boring, so by high-speed, upmarket, downmarket
the end of it, I completely ______________________. - Others: cost-effective, energy-saving,
4. Before the Industrial Revolution in England, the fast-growing, high-level, long-term, short-term,
time-consuming, well-established, interest-free
majority of the population were employed as
______________________ labourers.
5. The transformation of China into a modern

economy started in 1950s through the process of
______________________.
LANGUAGE
Vocabulary
1 The aim of this activity is to help Ss to work out the meanings of key vocabulary items in the conversation.
• Have Ss go through the words and the meanings provided. Encourage them to read through the conversation
again and find examples of each item.
• Have Ss match the words with the definitions individually, and then compare their answers in pairs or
groups.
Key 1. b 2. e 3. a 4. d 5. c
2 The aim of this activity is to help Ss to use the vocabulary items in 1 in a different context.
• Ask Ss to study the sentences given and work out the part of speech that needs to be filled in. Encourage Ss
to exploit the contextual clues that can help to figure out the answers. For example, the use of the adjective
increased and the verb form after the gap suggests a noun. Contextual clues also include synonyms, antonyms,
explanations or contrasts.
• Have Ss complete the sentences individually, then compare their answers in pairs or groups.
Key 1. urbanisation 2. overload 3. switched off
4. agricultural 5. industrialisation
Compound adjectives
3 This activity helps Ss to recognise compound adjectives.
• Have Ss work individually first.
• Encourage them to refer to the Do you know…? box to get more information about the structure and meaning
of compound adjectives.
• Ask Ss to compare their answers in pairs.
Key weather-beaten well-paid long-lasting
year-round worldwide downmarket

4 Complete the text below with the compound Mike: Yes, I do. I keep hearing about all the crimes,
adjectives given in the box. noise and pollution in big cities, especially in the
long-term fast-growing industrial zones. My wife is so worried about our
weather-beaten well-paid up-to-date children that she calls them almost every day!
Joe: They’re young and the city life is more
Many young people in rural areas don’t want to
interesting for them. They will also have better
spend their lives on the farm like their career prospects.
(1) _____________________ parents. They understand that Mike: Yes, I agree. They have managed to find
there are better (2) ___________________________ job well-paid jobs and are really enjoying life there.
prospects for them in the city. So they leave their
home villages to find (3) _________________________
DO
jobs in the (4) ____________________________ industrial YOU KNOW…?
zones. In the city, young people can also have access • A diphthong is a sound made by combining two
to (5) _______________________ facilities and technology. vowels into a single one.
• The first part of a diphthong is much longer and
stronger than the second part.
Pronunciation
• There are eight diphthongs in English: /ɪə/, /eə/,
Diphthongs /ʊə/, /eɪ/, /aɪ/, /ɔɪ/, /əʊ/ and /aʊ/.
Example:
1 Listen to the conversation and pay attention
to the pronunciation of the underlined parts. /ɪə/ – here, /eə/ – where, /ʊə/ – poor, /eɪ/ – train,
/aɪ/ – life, /ɔɪ/ – noise, /əʊ/ – hello, /aʊ/ – how
2 Now listen to the conversation in 1 again.

Pay attention to the diphthongs in the
conversation. Practise it with a partner.
Joe: Hi, Mike! Grammar

Mike: Hello, Joe! I haven’t seen you for ages. You look The subjunctive in that-clauses after certain
tired! verbs and expressions
Joe: I’ve just come back from the city.
1 Complete the sentences, using the correct
Mike: Did you take the train? form of the verbs in brackets.
Joe: Yes, but it took five hours! The journey was 1. It is important that he (get) _______________ into a
really slow and it was so noisy and crowded. good university.
Mike: Well, trains are still slower than coaches. 2. The teacher demanded that the classroom (clean)
Joe: Sure. They should replace them with new, _______________ immediately.
high-speed trains. Next time I’ll go by coach. 3. My father insists that my brother (work) _________
And how are you? on the farm.
Mike: Well, life hasn’t changed much for me. I still 4. It is vital that people (allow) _____________ to choose
live and work on my farm with my wife, but my where to live.
sons and daughters have all moved to the city.
5. I requested that everyone in my class (attend)
Joe: So you really like it here in the countryside? ___________ my presentation.
6. It is crucial that urban people (not look down on)

_______________ rural people.
4 This activity focuses on the use of compound • Ask Ss to practise the conversation with a partner.
adjectives in appropriate contexts. They can also discuss the groups of words.
• Ask Ss to complete the text with the appropriate • Write the diphthongs on the board and play the
compound adjectives given in the box. recording. Pause after each sentence and have
Ss write the target words next to the correct
• Have Ss work individually first. Then ask them diphthong on the board.
to work in pairs or groups, and compare their
answers. • Encourage some pairs to role-play the
conversation out loud in front of the class.
Key Diphthongs
Key 1. weather-beaten 2. long-term /ɪə/: really, here, hearing, industrial, career
3. well-paid 4. fast-growing /eə/: there
5. up-to-date /ʊə/: sure
/eɪ/: ages, take, train(s), they, replace, changed,
day, well-paid
Pronunciation
/aɪ/: hi, Mike, I, tired, five, high, time, by, life, my,
Diphthongs wife, like, countryside, crimes, find
1 This activity focuses on improving Ss’ ability to /ɔɪ/: noisy, noise, enjoying
recognise diphthongs in connected speech. /əʊ/: hello, Joe, slow, so, coach(es), go, almost,
• Have Ss listen to the conversation and pay zones
attention to the pronunciation of the underlined /aʊ/: hours, crowded, how, about, our
parts.
• Tell Ss that these sounds are called diphthongs
because they consist of two vowels combined Grammar
together. Have Ss refer to the Do you know…? box The subjunctive in that-clauses after certain
for more information about the diphthongs. verbs and expressions
• Check if Ss pronounce these diphthongs
correctly. 1 This activity helps Ss to recognise and use the
subjunctive in that-clauses after certain verbs and
Notes expressions.
• There are eight diphthongs in standard British • Have Ss work individually first.
English; however, in other varieties of English • Encourage them to refer to the Do you know…?
there might be more or fewer of these sounds. box to get more information about the subjunctive.
• Some phoneticians argue that there are Ask Ss questions to check if they understand the
triphthongs in English – sounds that consist general rules related to the form and usage of this
of a glide from one vowel to another and then grammar point.
to a third. • Ask Ss to compare their answers in pairs.
Examples • Check answers as a class.
/eɪə/: player, /aɪə/: fire, /ɔɪə/: disloyal, Key
/əʊə/: lower, /aʊə/: power
1. (should) get 2. (should) be cleaned
• However, not all phoneticians agree on the 3. (should) work 4. (should) be allowed
existence of triphthongs. Most authors think 5. (should) attend 6. (should) not look down on
that these sounds consist of two vowels – a
diphthong e.g. /eɪ/ and a single vowel e.g. /ə/. Note
In less formal contexts we can use the modal
verb should + base form of the verb or
2 This activity provides further practice of the ordinary tenses instead of the subjunctive.
conversation and the target diphthongs. Ss can
Examples
also group the words according to the diphthongs
- He insists that people in rural areas should
they contain. be allowed to get more subsidies from the
• Have Ss write the diphthongs as headings of government.
eight columns. Let Ss listen to the conversation in - He insists that people in rural areas are allowed
1 again and put the target words in the correct to get more subsidies from the government.
columns.

2 Complete the sentences with the verbs in the
DO box. Use the appropriate form.
YOU KNOW…?
● The subjunctive uses the base form of the verb tell return study obey search
in that-clauses. It is used to report advice, orders,
requests, suggestions, etc. about things that
1. Her parents insisted that she ____________________
need to be done. It is used in formal contexts,
especially in written English. hard for the GCSE exams.
Examples: 2. It is essential that young people from rural areas
– I suggest that he move to the city for a better ____________________ the truth about city life.
health care.
– Is it essential that we be there to welcome them? 3. It is imperative that all migrants _________________
– My teacher recommended that I come back to my the rules and regulations of the residential areas
home village after graduating from university.
they move to.
● The subjunctive is used in a that-clause after 4. The police demanded that the stolen money
reporting verbs such as: advise, ask, command, ____________________ to the bank.
demand, desire, insist, propose, recommend,
request, suggest, urge. 5. It is a good idea that the police __________________
Examples:
for the missing people.
– His parents insisted that he find a job and settle
down in a big city.
– My mother recommended that I follow in my
grandpa’s footsteps and become a teacher.
Ha Noi
● The subjunctive is used in a that-clause after

it + be + adjective such as: best, crucial,
essential, imperative, important, recommended,
urgent, vital or after it + be + expressions (a
good idea, a bad idea) .
Examples:
– It is important that the government encourage
more investment in rural areas.
– It is desirable that people in rural areas have
access to modern facilities and technology.
● The subjunctive can be used in negative,

continuous, and passive forms.
Examples:
– The government urged that people not waste
natural resources.
– It is crucial that patients not be waiting for urgent
operation.
– The government demanded that rural people be
allowed to live and look for jobs in big cities.
2 This exercise focuses on using the subjunctive form of verbs.
• Ask Ss to complete the sentences with the verbs in the box, using their appropriate form.
• Have Ss work individually first. Monitor the activity and help them if necessary.
• Ask Ss to check their answers in pairs or groups.
• Then check answers as a class.
Key 1. (should) study 2. (should) be told 3. (should) obey
4. (should) be returned 5. (should) search / (should) be searching
LESSON OUTCOME
• Elicit answers: I have learnt some key vocabulary items related to the topic of urbanisation. I can form and use
compound adjectives. I can recognise diphthongs and pronounce them correctly. I can use the subjunctive in
that-clauses after certain verbs and expressions.

SKILLS
READING
Urbanisation and its causes
biggest cities are losing population because people
go back to live in rural areas. This is known as counter-
urbanisation.
Since 1950, urbanisation has grown rapidly in LEDCs
(Less Economically Developed Countries) in Asia,
Africa and South America. Between 1950 and 1990,
while the urban population in LEDCs doubled, the
increase was less than half in developed countries.
There are various causes of urbanisation in LEDCs.
Here are some major ones. First, people migrate to
urban areas on a massive scale due to lack of resources
in rural areas. Second, small farmers find it harder
to make a living not just because of bad weather
conditions such as drought, floods, or storms, but
because they can’t compete with large agricultural
1 You are going to read a text about urbanisation. companies. These are considered ‘push’ factors.
Predict whether the following statements are People living in rural areas are also ‘pulled’ to cities,
true (T) or false (F). which are known to be places of financial centres,
services, wealth and opportunities. Believing that the
1. Urbanisation happened first in more economically
standard of living in urban areas will be higher than
developed countries, then in less economically
in rural areas, many people come to the city seeking
developed countries.
their fortune.
2. Urbanisation has increased in rich countries since Today, about half of the world’s population lives
1950s. in urban areas. Urbanisation has provided job
3. Lack of resources in rural areas is one of the opportunities, higher incomes and better access to
factors leading to urbanisation in less developed health facilities and education. The urban population
countries. will continue to grow and it is expected that its
proportion will increase to 70% by 2050.
4. The standard of living in cities and rural areas is
more or less the same.
5. By 2050, more than two thirds of the world’s
population are expected to live in urban areas. 3 Find the words in the text that have the
following meanings. Write the words in the
2 Read the text and check your predictions in 1. space provided.
Urbanisation is the process by which urban areas 1. becoming larger in size

grow bigger as more and more people leave the or amount __________________________
countryside to live in towns and cities. 2. the movement of
Before the 1950s, urbanisation mainly occurred in people out of cities to
more economically developed countries (MEDCs). the surrounding areas __________________________
Rapid urbanisation happened during the period of 3. became twice as big or
industrialisation in Europe and North America in the twice as many __________________________
nineteenth and early twentieth centuries. A lot of
people left their home villages for urban areas hoping 4. a rise in size, amount
to find jobs in the rapidly expanding industries in or degree __________________________
big towns and cities. Since 1950s urbanisation has 5. go to live in another
become slower in most MEDCs. Now, some of the area or country __________________________
READING 4 This activity helps Ss to practise reading for details
and specific information.
Urbanisation and its causes • Ask Ss to look at the questions quickly and
Lead-in: Ask the question ‘What do you think the causes underline the key words which can help them to
of urbanisation are?’ to activate Ss’ prior knowledge about locate the specific information in the text.
urbanisation. • Let them read the text individually, then compare
• Have Ss brainstorm the different factors that their answers in pairs or groups. Encourage Ss to
lead to urbanisation. explain exactly which information from the text
• Ask individual Ss to share their opinions and helped them to answer the questions.
encourage different viewpoints. • Check answers as a class.
1 This activity practises making predictions about Key

a reading text based on their background 1. It’s a process by which urban areas grow bigger
knowledge of the topic. as more and more people leave the countryside
to live in towns and cities.
• Ask Ss to read the statements and predict
2. MEDCs stands for more economically developed
whether they are true (T) or false (F).
countries. LEDCs stands for less economically
• Have them do the task individually, and then developed countries.
compare their answers in pairs or groups. 3. Before the 1950s, rapid urbanisation took place
• Elicit Ss’ answers, encouraging all different in Europe and North America because it was
predictions. Have Ss explain their predictions. the period of industrialisation in these areas.
Key Students’ answers 4. After 1950, urbanisation started to grow rapidly in
LEDCs.
5. Some of the ‘push’ factors of urbanisation are
2 This activity focuses on scanning for specific lack of resources in rural areas, bad weather
information. conditions, and competition from large
• Ask Ss to scan the text and compare their agricultural companies.
predictions in 1. 6. Because they have to suffer bad weather
• Check answers as a class. Ask Ss to give the clues conditions and competition from large
from the reading text which help them to work agricultural companies.
out the answers. 7. Some of the ‘pull’ factors of urbanisation are
the centralisation of resources such as money,
Key 1. T 2. F 3. T 4. F 5. T services, wealth and opportunities as well as the
higher living standards of these areas.
3 This activity focuses on finding words in a text,
based on the meanings provided.
5 This follow-up activity enables Ss to personalise
• Tell Ss to study the meanings, and then go back
the topic.
to the reading text to locate the words that match
• Ask Ss to work in pairs to share their experiences.
the given meanings.
• Invite several pairs to share their experiences with
• Have Ss work individually to write the correct
the rest of the class. Encourage other Ss to ask
words next to the definitions given.
follow-up questions.
• Ask them to check their answers in pairs or
groups. Key Students’ answers
Key
1. expanding LESSON OUTCOME
2. counter-urbanisation • Ask Ss: What have you learnt today?
3. doubled What can you do now?
4. increase • Elicit answers: I have learnt about the causes of
5. migrate urbanisation. I can scan a text about urbanisation
for specific details. I can find words in a text based
on the meanings and contexts given.

4 Read the text carefully. Answer the following Ha: But there are more employment opportunities
questions. in the city. Don’t you want to get a high-paying
job in an office instead of working on your
1. What is urbanisation? parents’ farm? Your standard of living will be
2. What do MEDCs and LEDCs stand for? higher in the city.
3. Where did rapid urbanisation take place prior to Minh: I’m not sure; not everyone is lucky. Big cities are
1950? Why? flooded with people from rural areas. Many of
4. What happened after 1950? them are jobless and have to live in slums. I’d
rather live in my village.
5. What are some of the ‘push’ factors of
Ha: You’re right. It’s essential that the government
urbanisation?
should build big cities and upgrade the
6. Why are small farmers’ lives difficult? infrastructure in rural areas.
7. What are some of the ‘pull’ factors of
urbanisation? 2 Work in pairs. Look at these features of city
life. Decide whether they are positive (P) or
5 Discuss with a partner. negative (N). Can you think of other features?
How has your area been affected by urbanisation?  noisy
 job opportunities
 densely populated
 traffic congestion
SPEAKING  efficient services
Life in big cities  air pollution
 severe shortage of housing
3 Work in groups. Discuss the positive and

negative features of city life and decide if you
want to live in an urban or rural area. What are
your reasons? Present your group’s decision to
the whole class, using the ideas given below
or your own ideas.
Reasons for living in a big city
- more employment/job opportunities
- chances to get high-paying jobs
- higher living standard
- efficient services
- sports facilities
- better schools ...
Reasons for going back to live in rural areas
1 Read a conversation between two friends - cheaper cost of living in rural areas
about life in big cities. What features do they - friendly and helpful people
mention? Are they positive or negative? - little or no pollution
Minh: Ha, I don’t know why so many people are - low crime rate
moving from their home villages to big cities
these days! They’ve become so overcrowded. Ho Chi Minh City
Ha: Yeah, I agree. They’re really overpopulated.
But lots of people still want to become city
dwellers.
Minh: Well, I’m quite happy in my home village.
It’s important that some people stay in rural
areas and work in agriculture.
SPEAKING Key
Life in big cities Positive (P) job opportunities, efficient services
Lead-in: Ask Ss to look at the pictures and think of
any features of life in big cities that they notice there. noisy , densely populated, traffic
Negative congestion, severe shortage of
(N)
Suggested answers housing, air pollution
Big cities are modern, but there are still slums. higher rate of crime (N), stressful (N),
A lot of people are unemployed and looking for jobs. Others social and cultural integration (P),
Big cities are always crowded. sports facilities (P), better schools (P)
Noise pollution and air pollution are worrying
problems. 3 This activity provides freer speaking practice and
helps Ss to further develop their communication
1 This activity provides Ss with some input to talk skills and fluency through a group presentation.
about the features of life in big cities. • Set a time limit for the group’s preparation and
• Let Ss practise the conversation in pairs and practice.
identify the features of life in big cities that the • Invite some groups to present their ideas to the
two speakers mention. Ask Ss to decide whether
these features are positive or negative. rest of the class.
• Encourage Ss to give feedback on things such
• Check answers as a class. as interesting content, original ideas, fluency of
Key speech and good presentation skills.
- There are more employment Notes
opportunities. Example 1
Positive
- People have chances to get high- All members of my group would like to live in a big
features paying jobs. city. We all believe that city life will give us more
- People’s standard of living is higher. opportunities to fulfil our dreams, but first we need
to get good education, and then work very hard.
- Big cities are overcrowded and
We think that there are more job opportunities in
overpopulated.
Negative urban or industrial areas where it would be easier
- Many people are jobless/ to get a better-paid job in a company or factory.
features unemployed. City life is a lot more interesting and exciting. There
- Some people live in slums. are cinemas, theatres, museums, festivals and other
cultural entertainment that we can’t experience in
rural areas. There are also sports facilities for those
Notes
interested in doing sports.
overcrowded (adj): with too many people and
things (in a place) Example 2
All members of our group think that rural life is
overpopulated (adj): with too many people living
better than urban life. We all agree that the cost
(in a place)
of living is much cheaper in rural areas. People are
Overcrowded is a much more simple term – streets, also more friendly and helpful. We can live in an
markets, stadiums, parks, etc. can be overcrowded. environment with little or no pollution. In addition,
In contrast, overpopulated is not just the the crime rate is fairly low compared to the city.
shortage of space, but a much more complex The only problem is that people have little access
relationship between the size of a population to modern facilities and technology. It is important
and the capability of the environment and all the that the government invest more in rural areas so
resources to support this population. that people there can have the same opportunities
as people in the cities.
2 This activity provides Ss with more input about

features of life in big cities and an opportunity for LESSON OUTCOME
them to brainstorm more ideas. What can you do now?
• Let Ss work in pairs to decide whether the
• Elicit answers: I can discuss the positive and
given features are positive or negative.
negative aspects of urban and rural life. I can
• Encourage Ss to brainstorm ideas and come also give an explanation of why life in one
up with other features of life in big cities. of them is better than life in the other and
• Check answers as a class. support my point of views with reasons.

LISTENING
Urbanisation: Pros and cons 4 Listen again and choose the best option to
complete the sentences.
1 Look at the following statistics about
urbanisation and then answer the questions. 1. Thanks to the process of urbanisation, people
from rural areas have access to __________________
1. What trends do you notice?
jobs, education and health care.
2. What do you think the effects of urbanisation are?
A. better-paid B. badly paid C. prestigious
• In 1900, two out of every ten people lived
in urban areas. 2. After moving to cities, rural people become less
____________________.
• In 1990, four out of every ten people lived
in urban areas. A. traditional B. conservative C. progressive
• In 2010, five out of every ten people lived
3. Many people benefit from urbanisation, but not
in urban areas.
everyone has the opportunity to _________________.
• In 2030, six out of every ten people will live
in urban areas. A. receive a good education
B. get a high-paying salary
C. find stable employment
2 Match the words with their meanings. 4. The shortage of accommodation in big cities can
result in _____________________ with no sanitation or
1 a. buildings and other clean water.
mindset (n) shelters that people
live in; provision A. low-cost houses
of accommodation B. development of high-cost housing
2 b. supporting new and C. creation of very poor areas
discrimination (n) modern ideas and
5. The shift of workers from agriculture to industries
favouring change
can lead to ______________ in food production.
c. the protection of A. a fall B. a rise C. a fluctuation
3
housing (n) public health by
removing and 5 Work in groups. Read the statements in 4
treating dirty water, again. Do you agree or disagree with them?
waste, etc.
Give examples to support your point of view.
4 d. the established set of
sanitation (n) habitual attitudes held
by a person or group
e. the practice of treating

5 one person or group
progressive (adj) unfairly because of
their sex, race or age
3 Listen to a talk about urbanisation and choose

the best title for it.
A. Causes of urbanisation
B. Pros and cons of urbanisation
C. How to reduce the negative impact of urbanisation
LISTENING Audio script
Urbanisation: Pros and cons Hello, everyone. Last week, we talked about the causes
1 The aim of this activity is to engage Ss with the of urbanisation. Today, I’ll discuss its advantages and
topic and prepare them for the listening stage. disadvantages.
• Ask Ss to look at the statistics and describe any Urbanisation can bring about a lot of benefits. It can offer people
trends that they notice. from rural areas not only opportunities for better-paid jobs, but
• Encourage Ss to express their views on the effects also access to schools, hospitals and other social services. As a
of urbanisation. result, people’s overall standard of living can improve.
Key Students’ answers People in rural areas tend to be more conservative and follow old-
fashioned practices like child marriage and gender discrimination.
Suggested answers
The process of urbanisation can actually change their mindset
1. The urbanisation rate has been increasing and help them to accept more progressive ideas.
steadily over the past 30 years./In 2030, nearly
two thirds of the population will live in urban However, there are also some obvious disadvantages. High rates of
areas. urbanisation can contribute to more crime in big cities. Although
many people benefit, not all get the opportunity of a good and
2. Urban areas become very crowded. A lot of
people in the cities are not able to find jobs.
stable job. Unemployed people are more likely to engage in
Some people have to live in slums with poor robbery, kidnapping, murder and other illegal activities. Another
sanitation. problem caused by urbanisation is the shortage of affordable
housing in big cities, which can result in growth of slums with no
2 The aim of this activity is to pre-teach new sanitation or drinking water. In addition, urbanisation leads to
vocabulary items which will help Ss to understand the shift of the working population from agriculture to industries.
the listening text. Labour shortages in rural areas are likely to result in a decrease in
• Ask Ss to look at the words and the meanings agricultural and food production as well.
given and match the words with the appropriate To sum up, urbanisation can bring social and health benefits;
meanings. however, it also has its own drawbacks. I’ve only discussed some
• Have Ss compare their answers in pairs or groups. of them. If you have any questions or comments, please feel free
• Check answers as a class. to raise them and I’ll try my best to answer them.
Key 1. d 2. e 3. a 4. c 5. b
3 The aim of the first listening is to practise listening 5 The aim of this follow-up activity is to provide
for gist. opportunities for Ss to express their viewpoints in
• Ask Ss to look at the three options and make their freer communication practice.
own predictions for the title of the talk that they • Have Ss discuss the statements in groups.
are going to listen to. Encourage groups to reach an agreement on
• Have Ss listen to the recording and choose one of each statement.
the three options given. • Ask some groups to present their discussions to
the rest of the class.
• Have them compare their answers in pairs or groups.
• Check answers as a class. Key Students’ answers
Key B
4 The aim of this activity is to practise listening for

specific information. LESSON OUTCOME
• Ask Ss to read the sentences and predict the • Ask Ss: What have you learnt today?
information needed in each gap. What can you do now?
• Give Ss sufficient time to listen to the recording • Elicit answers: I can understand a listening
so they can extract the information needed and passage about the advantages and
select the correct choice. disadvantages of urbanisation. I can listen
for and understand general ideas and specific
• Have Ss compare their answers in pairs or groups.
details to answer comprehension questions.
Key 1. A 2. B 3. C 4. C 5. A

WRITING 3 The line graph below shows the urbanisation
Trends in urbanisation rate in South Korea and Indonesia. Write a
description (of about 150 words) of the trends
1 Match the phrases in the box with the graphs in the graph.
(a-f).
% %
fall/decrease sharply fall/decrease steadily
rise/increase steadily rise/increase sharply
fluctuate stay the same/remain stable/level off 80 80
South Korea
a b c
60 60
d e f 40 40
20 20
Indonesia
2 Rewrite the sentences without changing their 0 0
meaning.
1969 1979 1989 1999 2009
Examples:
• The number of young people working on farms has
decreased sharply over the past years. South Korea
 There has been a sharp decrease in the number of
young people working on farms.
• The number of urban inhabitants rose by 15% from
1990 to 1995.
 There was a rise of 15% in the number of urban
inhabitants from 1990 to 1995.
1. The migration of young people to big cities has

risen dramatically.
 There ______________________________________________.
2. Due to shortages of jobs, there has been a
decrease in the population in rural areas in the
last 10 years.
 Due to shortages of jobs, the population
______________________________.
3. The urbanisation rate in Indonesia increased by
over 30% from 1969 to 2009.
 There ______________________________________________.
4. There was a sharp rise in the rate of urbanisation
in South Korea during the period between 1969
and 1989.
 The rate of urbanisation ___________________________
______________.
5. The urbanisation rate in this city decreased slightly
during the economic crisis in 2008.
 There was _________________________________________. Indonesia
WRITING
Trends in urbanisation
1 This activity provides Ss with the language they need to describe trends.
• Ask Ss to match the phrases given in the box with the appropriate graphs.
• Have Ss compare their answers in pairs or groups.
Key a. rise/increase steadily b. fall/decrease sharply c. stay the same/remain stable/level off
d. fluctuate e. rise/increase sharply f. fall/decrease steadily
2 This activity provides Ss with sentence structures frequently used to describe trends.
• Ask Ss to study the examples given.
• Let them rewrite the sentences in the space provided.
• Have Ss check their answers in pairs or groups.
Key
1. There has been a dramatic rise in the migration of young people to big cities.
2. Due to shortages of jobs, the population in rural areas has decreased in the last 10 years.
3. There was an increase of over 30% in the urbanisation rate in Indonesia from 1969 to 2009.
4 The rate of urbanisation in South Korea rose sharply during the period between 1969 and 1989.
5. There was a slight decrease in the urbanisation rate in this city during the economic crisis in 2008.
3 This activity focuses on developing Ss’ ability to write a description of a line graph.
• Set a time limit for Ss to write the first draft of their line graph description.
• Have Ss exchange their drafts in pairs or groups for peer review. Encourage them to comment on the content,
structure, clarity of expression, grammar and spelling. Add any additional feedback if necessary.
• Have Ss revise their drafts based on their partners’ comments and your feedback. (This can be done at home.)
• Collect Ss’ final pieces of writing for checking or/and marking.
Key Students’ writing
Suggested answer
The line graph shows the rate of urbanisation in two countries, namely Indonesia and South Korea, from
the mid-1960s to 2009.
In the mid-1960s, the rate of urbanisation in Indonesia was about 17%, followed by a slight increase of
3% in 1969. Then the rate remained stable at around 20% for a ten-year period from 1969 to 1979. In the
next fifteen years, there was a steady rise in the rate of urbanisation in this country. From 1995 to 2009,
Indonesia’s urbanisation rate increased sharply, reaching over 50%.
South Korea’s urbanisation rate was about 30% in 1969, roughly 10% higher than that of Indonesia. The
rate went up sharply throughout the next thirty-year period to about 82% in 2005, and then levelled off
towards 2009.
In conclusion, it is clear that while both countries experienced a growth in their urbanisation rate, in South
Korea it almost doubled by the end of the period.
LESSON OUTCOME
• Elicit answers: I can write a description of a line graph about trends in urbanisation.

COMMUNICATION AND CULTURE
Communication 2 Read the text about urbanisation in Bangkok.

The urban world in 2050 Answer the questions that follow.
1 Listen to a talk about predictions for life in cities As the capital city of Thailand for over 200
in 2050 and choose the correct option in each of years, Bangkok has an important role to
the following sentences. play. Its growth is the world’s window on
1. By 2050, 50/70 per cent of the world’s people will the growth of Thailand. Its urbanisation
live in cities. rate has increased gradually over the
2. Energy, especially electricity/oil, will be very past 50 years, bringing apparent and
expensive. wide-ranging benefits to the country. These
3. Human resources/natural resources are running include economic, social and cultural ones.
out due to the excessive exploitation. In terms of economic benefits, the national
4. Many people will probably have their workplaces income statistics have shown that Bangkok
close to/far from where they live. and the surrounding areas usually generate
more than 50% of the gross domestic product.
5. It will be difficult to provide enough water, gas
Regarding the social benefits, Bangkok’s
and electricity for really big cities/the countryside.
inhabitants have access to better services
6. Many people from the countryside will move to and facilities compared to any other area of
smaller cities/big cities. the country. Moreover, as a national centre
of art and culture, Bangkok provides many
2 Work in groups. Which of the predictions in 1 are
opportunities and facilities for leisure and
likely to come true to the city you live in, or a city
sport activities, and entertainment.
in Viet Nam that you know most about? Make
some more predictions about that city in 2050. However, urbanisation has also resulted in
massive problems. For example, thousands of
migrants live in the modern slums surrounded
Culture by poverty, crime and drugs, and with no hope
Urbanised Bangkok of getting a job. Traffic congestion is another
big problem in the city whose road system is
1 Look at the two photos of Bangkok, Thailand. unable to cope with the increased number of
What aspects of city life do they show? cars. The traffic congestion combined with the
large concentration of factories has severely
affected the air and water quality. Despite the
problems, Bangkok still continues to attract
more and more migrants every year. The
problems of traffic congestion, pollution and
urban slums will continue to grow worse if the
government does not take any measures to
reduce the negative effects of urbanisation.
1. What is the role of Bangkok in Thailand?

2. What benefits has urbanisation brought
about?
3. What problems has urbanisation caused?
3 Discuss the question below.

What are the similarities and differences
between the urbanisation in Bangkok and that
in Ha Noi?
COMMUNICATION AND CULTURE Example
We now live in a small town in Bắc Giang. We all
think that in 2050, our small town will grow into a
Communication small city. More and more people from the nearby
The urban world in 2050 villages will come and settle down here. There
will be more entertainment centres and better
Lead-in: Inform the class of the lesson objective: facilities. Several factories will be built in the area,
further skills development. so more jobs will be created for local people. But
things will become more expensive, especially oil
1 This activity aims at giving Ss further listening and electricity. Also, the environment may have
practice related to the unit topic. to suffer. Air and water will be polluted due to the
• Tell Ss that they are going to listen to a talk about smoke from factory chimneys and not properly
predictions for life in cities in 2050 and choose the treated drainage system. It is important that the
correct option in each of the given sentences. government and local authorities work closely to
support a sustainable development.
• Ask Ss to read the sentences and underline the key
words to get some ideas of what they are going to
listen for. Culture
Urbanised Bangkok
• Play the recording once or twice for Ss to decide
on the correct option in each of the sentences. 1 The two images show some aspects of urbanisation
in Bangkok.
• Ask Ss to work with a partner to compare their
• Ask Ss to look at the two photos and encourage
answers. Check as a class. them to talk about the aspects of an urbanised
Key 1. 70 2. oil Bangkok that are shown in the pictures.
3. natural resources 4. close to Key Students’ answers
5. really big cities 6. smaller cities Suggested answers: It is a fast-growing city.
The first photo shows modern Bangkok with
Audio script its improved infrastructure and high-rise
Thank you for coming to listen to my talk about the urban world in buildings. The second one shows the other side
of urbanisation, such as the growth of slums and
2050. You see, by 2050, 70 per cent of the world’s people will live
urban poverty.
in cities. And life in big cities will be very different from what it is
like today. Energy, especially oil, will be very expensive because 2 This activity focuses on developing comprehension
the natural resources are running out due to the excessive skills and checking Ss’ understanding of the text
exploitation. As a result, many people will probably work at about urbanisation in Bangkok.
home, or have their workplaces close to where they live. They • Ask Ss to read the text individually to get an
won’t want to spend much of their income and time travelling to overall idea about its content.
and from the workplaces too far from home. • Ask Ss to read the questions and underline
Also, too many people living in big cities will be a burden on the the key words that can help them to locate the
information in the text to answer the questions.
infrastructure. It will be difficult to provide enough water, gas and • Ask Ss to compare their answers in pairs or groups.
electricity for really big cities, so these will probably stop growing. • Check answers as a class.
Many people from the countryside will move to smaller cities rather
than to big cities because life in smaller cities is more suitable to Key
young people, especially those coming from the countryside. 1. Bangkok plays an important role in Thailand.
There will be many other changes that I can’t cover in my talk today. It has been a capital city for over 200 years.
Hopefully, we will have another chance to discuss these changes in The growth of Bangkok is the world’s
window on the growth of Thailand.
more detail. (Fading)
2. It has brought about economic, social and
cultural benefits.
2 This activity provides further speaking practice 3. The drawbacks include the growth of slums,
related to the topic. social issues such as drugs and crime, traffic
• Ask Ss to form groups and look at all the predictions congestion, and environmental pollution.
in 1 and decide on the ones that are likely to be
true to the city they live in or a city in Viet Nam 3 This follow-up activity provides an opportunity for
that they know most about. Ss to personalise the topic through discussion.
• Encourage Ss to give evidence or example to • Have Ss work in pairs or groups. Ask Ss to express
their opinions on urbanisation.
illustrate their ideas.

LOOKING BACK
Pronunciation
2 Complete the sentences, using the compound
1 Listen to the words containing diphthongs and adjectives in the box.
put them in the correct box.
thought-provoking day-to-day
/eɪ/ /aɪ/ /ɔɪ/ /əʊ/ /aʊ/ /ɪə/ /eə/ /ʊə/ wide-ranging never-ending
weather-beaten
1. The new law has _________________ effects on the

migrants.
2. In big cities, sometimes we can see ______________
2 Listen and mark the diphthongs. Then practise
saying the sentences with a partner. faces of people migrating from the rural areas.
1. He has played for this football club for more than 3. We attended an in-depth and _____________________
eight years. presentation on urbanisation and its impact on
2. After working for nine hours without a break, I got society.
very tired.
4. Governments should try to limit the ______________
3. Despite the government environmental policies,
_______________________ growth of cities.
air and noise pollution remains potentially
dangerous. 5. Poor people in big cities still have to deal with
4. The process of growing and harvesting rice is many _______________________________ problems.
unique.
5. I’ve been unemployed for several years and still
have not found a job. Grammar
Complete the following sentences, using the correct
Vocabulary form of the verbs in brackets.
1 Underline the correct word in each sentence. 1. The girls in our class proposed that our teacher
(organise) ______________________ a camping trip in
1. High crime rate is considered to be the worst the countryside.
effect of (industrialisation/urbanisation).
2. Miss Kim recommended that our class (divide)
2. (Industrial/Agricultural) zones are developing rapidly ______________________ into six groups to work on
in the urban areas. the unit project.
3. More and more people are migrating to (urban/ 3. Lan is now living in the city. Her parents are still
rural) areas to look for better job opportunities. living in their home village. They insist that Lan
4. The cost of living in big cities has (fallen/risen) (call) ______________________ home every day.
dramatically over the past years. This has caused 4. It is important that parents (give) _________________
a lot of difficulties for low-income people. their children’s academic results at the end of
5. The talk was long and overloaded with useless each term.
information, so I switched (on/off ). 5. The local authority demanded that local residents
(support) _________________ new migrants.
• Encourage all Ss to answer the question, pointing 2. After working for nine/aɪ/ hours/aʊ/ without
out the similarities and differences between the /aʊ/ a break/eɪ/, I got very tired/aɪ/.
urbanisation in Bangkok and the one in Ha Noi. 3. Despite/aɪ/ the government environmental
• Ask Ss to report their findings to the class. /aɪ/policies, air/eə/ and noise /ɔɪ/ pollution
• Give appropriate feedback whenever needed. remains/eɪ/ potentially dangerous/eɪ/.
However, delayed feedback would be more 4. The process/əʊ/ of growing/əʊ/ and
suitable in this teaching context since it would harvesting rice/aɪ/ is unique.
be better not to interrupt Ss’ presentations. 5. I /aɪ/’ve been unemployed/ɔɪ/ for several
Encourage the rest of the class to comment on years /ɪə/and still have not found /aʊ/a job.
the presenters’ ideas and presentation skills.
Key Students’ answers Vocabulary
1 The aim of this activity is to help Ss to revise the
LESSON OUTCOME key vocabulary items in the unit.
• Ask Ss: What have you learnt today? • Ask Ss to underline the correct word in each sentence.
What can you do now? • Let them compare their answers in pairs or groups.
• Elicit answers: I have learnt about • Check answers as a class and give further
urbanisation features of Bangkok in Thailand. explanation, if necessary.
I can express my viewpoints on the issues
related to urbanisation. Key 1. urbanisation 2. Industrial
3. urban 4. risen 5. off
LOOKING BACK 2 This activity helps to consolidate the use of

compound adjectives.
Pronunciation • Ask Ss to go through the compound adjectives in
the box and check if they remember the meaning
1 This activity focuses on the revision of diphthongs. of each one.
• Ask Ss to listen to isolated words containing • Have Ss complete the sentences with these
diphthongs and put the words in the correct box. compound adjectives.
• Have Ss compare their answers in pairs or groups. • Ask Ss to compare their answers in pairs or groups.
• Check answers as a class. • Check answers as a class.
Key Key 1. wide-ranging 2. weather-beaten
3. thought-provoking
/eɪ/ /aɪ/ /ɔɪ/ /əʊ/
4. never-ending 5. day-to-day
age style destroy grow
nation mine noise hope Grammar
/aʊ/ /ɪə/ /eə/ /ʊə/ • The aim of this activity is to help Ss to revise the
crowd here there poor subjunctive.
proud near wear sure • Ask Ss to work individually, and then compare
their answers in pairs or groups.
Audio script • Check answers as a class and give further
1. age 2. crowd 3. grow 4. here 5. destroy explanations, if necessary.
6. hope 7. style 8. poor 9. there 10. nation Key 1. (should) organise 2. (should) be divided
11. noise 12. near 13. mine 14. proud 15. sure 16. wear 3. (should) call 4. (should) be given
5. (should) support
2 This activity helps Ss to recognise the diphthongs
in connected speech. LESSON OUTCOME
• Play the recording and have Ss mark the • Ask Ss: What have you learnt today?
diphthongs (or the letters that stand for them) What can you do now?
individually first. • Elicit answers: I have revised all language
• Have Ss compare their answers in pairs or groups. points covered in this unit. I can use vocabulary
related to urbanisation and its features. I can
• Check answers as a class. form and use compound adjectives; recognise
Key and pronounce diphthongs correctly. I can also
use the subjunctive in that-clauses after certain
1. He has played/eɪ/ for this football club for verbs and expressions.
more than eight /eɪ/years /ɪə/.
PROJECT
Work in groups. Choose a city or a country, and

find out how it has undergone urbanisation.
Prepare a presentation of the results. Think about
how to organise your information.
Here are some guiding questions:
What’s the city/country?
When did urbanisation in

this city/country begin?
What are the ‘pull’ factors of this area?
What benefits has urbanisation brough

t to the area?
What are the negative effects?

What has caused these problems
?
tion?
be done to improve the situa
What do you think should
Practise in your groups and then give a 15-minute presentation to the class.
Invite the rest of the class to ask you questions at the end.
NOW I CAN
● use words and phrases related to urbanisation and its features
● form and use compound adjectives
● recognise diphthongs and practise pronouncing them correctly
● use the subjunctive in a that-clause after certain verbs and expressions
● read for specific information in an article about urbanisation and its causes
● discuss key features of urbanisation and express opinions about a preferable place of
living
● listen for general and specific information about the advantages and disadvantages
of urbanisation
● describe a line graph about the rate of urbanisation in two Asian countries
● understand more about urbanisation in Bangkok
PROJECT
This activity provides further opportunities for Ss to use the language, skills and information they have learnt in
the unit through collaborative work on a project and group presentations. Tell Ss that they may choose an area
(a village, a town, ...) that they know or search for information on the Internet.
• Ask Ss to form groups.
• Have groups discuss the guiding questions and brainstorm their ideas.
• Encourage groups to prepare an outline for their presentation. This should include an introduction, main
body, and conclusion.
• Have Ss practise their presentations in groups. Make sure each member has been assigned a part to present.
• Have Ss make a list of useful tips for effective delivery of their presentations:
- talk naturally and avoid reading from notes
- speak clearly and confidently
- use appropriate intonation and vary the tone, pitch and volume of your voice
- make eye contact with your audience and involve your listeners by asking and encouraging questions
- make sure you finish within the time limit
• Have the groups give their presentations to the class. Encourage the rest of the class to ask questions and
give feedback about the content, clarity of expression and delivery.
• Have the class vote for the best presentation.
LESSON OUTCOME
• Elicit answers: I have learnt about the urbanisation process of a city/country. I can deliver a presentation
about a city’s/country’s urbanisation.
NOW I CAN
• Ask Ss to assess their own lesson outcomes by ticking the appropriate column in the assessment box.

Unit 3 tHe Green MOVeMent
This unit includes:

Let’s go green! Vocabulary
• Words and phrases related
to the advantages
and disadvantages of a green
lifestyle
Pronunciation
• Assimilation
Grammar
• Simple, compound, and com
plex sentences
• Relative clauses with which
referring to the
whole clause
SKILLS
• Reading for general ideas
and specific
information in an article abo
ut soot pollution
• Discussing lifestyle choices
and deciding if
they are environmentally friendl
y
• Listening for general ideas
and specific
information in a talk show abo
ut a school’s Go
Green initiative
• Writing an essay about the
advantages and
disadvantages of a green lifesty
le
COMMUNICATION AND CULTU
RE
• The green movement in Vie
t Nam
• The greenest countries and
cities in the world
30 Unit 3 The green movement

Objectives
• use words and phrases related to the advantages and disadvantages of a green lifestyle
• recognise and pronounce assimilation of consonants before /m/, /b/, /p/, and /s/
• use simple, compound, and complex sentences
• understand and use relative clauses with which referring to the whole clause
• read for general ideas and specific information in an article about soot pollution
• discuss lifestyle choices and decide if they are environmentally friendly
• listen for general ideas and specific information in a talk show about a school’s Go green initiative
• write an essay about the advantages and disadvantages of a green lifestyle
• learn about the greenest countries and cities in the world
Getting Started
Let’s go green!
Lead-in: Inform the class of the lesson objectives: getting to know the topic, some vocabulary related to
the advantages and disadvantages of a green lifestyle, and the two grammar points: simple, compound,
and complex sentences, and relative clauses with which referring to the whole idea presented in the
main clause.
Unit 3 The green movement 30T

1 Listen and read. 2 Work in pairs. Decide whether the following
statements are true (T), false (F), or not given
Kevin: Hey, why are you both wearing green T-shirts?
(NG). Tick the correct box.
Mai: Aren’t they cool? We are launching the Go T F NG
Green campaign this week.
Maria: We want to promote a green lifestyle in our To go green is to follow an
1 environmentally friendly lifestyle.
entire neighbourhood.
Kevin: A green lifestyle? You mean a lifestyle that is Green technology is a method using
2 green cleaning products.
friendly to the environment?
Mai: That’s right. We believe that the conservation Mould and mildew can cause breathing
and preservation of natural resources and 3 problems like asthma and a runny nose.
habitats should be part of technological and
economic development. This will help to Green cleaning products are natural and
4 do not include any harmful chemicals.
delay any dangerous climate change …
Maria: And save our planet for future generations. Mai suggests that Kevin should stop
5 buying hazardous chemicals for cleaning.
Mai: Exactly! Green technology uses renewable
resources that are never depleted. It also
creates eco-friendly products.
Maria: Some of the participating schools have also
3 Combine each pair of sentences using the word
decided to use green cleaning products,
in brackets.
which are safer since they do not release 1. Some chemicals can be used for cleaning surfaces.
harmful chemicals into the environment. These chemicals affect the air quality and cause
health problems. (but)
Kevin: It sounds interesting, but I’m still not sure
2. We should use renewable resources. They are
how students like me can contribute to your never depleted. (because)
campaign.
3. We are trying our best to preserve natural
Mai: You can start by simply checking for mould habitats. This will help to save our planet for future
and mildew, and cleaning surfaces with generations. (which)
natural products such as vinegar, lemon
juice or olive oil. Find out if any hazardous 4 Find five noun phrases in the conversation that
chemicals are used for cleaning at your school mean the following.
and start campaigning for their disposal and
replacement with eco-friendly products. A long-term change in the earth’s climate,
Maria: Chemicals can affect the air quality and cause
1 especially a change due to increase in the average
global surface temperature
health problems like asthma and skin rashes.
You can also organise cleaning days to remove Natural resources that can be replenished naturally
2 over time such as solar energy or oxygen
any clutter and keep airflow pathways clear
in your household or school.
Solar panels, reusable water bottles, energy-saving
Kevin: Well, I can’t wait to join your campaign. Are 3 bulbs, handmade paper
there any green T-shirts left?
Rat poison, heavy metals in engine lubricant,
4 dry-cleaning solutions, sodium hydroxide in
some oven cleaners
Development of renewable energy, use of

5 environmental science for water and air purification,
sewage treatment and energy conservation
5 Work in pairs. Answer the following question.

What do you think about the Go Green campaign
Mai and Maria are launching?

1 Ask Ss to look at the picture and guess what the students in the picture are talking about.
Suggested answer
They are classmates and are discussing green activities/how to go green.
• Tell Ss that they are going to listen to a conversation between Kevin, Maria, and Mai about a green lifestyle.
• Play the recording. Ask Ss to listen and read along.
2 Ask Ss to work in pairs to decide whether the statements are true (T), false (F), or not given (NG).
Encourage them to provide reasons for their answers. They may refer back to the conversation to get the
Key 1. T 2. F 3. NG 4. T 5. F
3 The aim of this activity is to help Ss to review types of sentences and combine simple sentences into
compound, and complex sentences.
• Have Ss read the simple sentences and focus on the words (conjunctions) given in brackets.
• Ask Ss to combine the sentences and then have them read their compound or complex sentences to check
their answers. Check answers as a class.
Key
1. Some chemicals can be used for cleaning surfaces but they affect the air quality and cause health
problems.
2. We should use renewable resources because they are never depleted.
3. We are trying our best to preserve natural habitats, which will help to save our planet for future
generations.
4 The aim of this activity is to help Ss to work out the meaning of the new phrases from the context.
• Ask Ss to work individually. Have them read the meaning of each noun phrase, and then read the conversation
again to find the correct phrase.
• Have Ss write the correct phrase next to the meanings given.
• Ask Ss to compare their answers in pairs or groups.
Key 1. dangerous climate change 2. renewable resources 3. eco-friendly products
4. hazardous chemicals 5. green technology
5 Have Ss review the key points in the conversation before they start their discussion.
• Have Ss work in pairs. Encourage them to talk about what they think about the Go Green campaign Mai and
Maria are launching.
• Have some pairs summarise their discussion and present the main ideas to the rest of the class.

LanGUaGe
Assimilation
1 Read the conversation in GETTING STARTED
again. Match each word or phrase with its 1 Listen and repeat. Pay attention to the ending
meaning. and beginning sounds in red.
1 light bulb clean beach action plan
a a medical condition
mould and mildew green planet earth scientist wind power
that causes difficulties plant material
in breathing
2 b a large number of DO
depleted things lying around in YOU KNOW…?
a state of disorder
Assimilation happens when the ending sound of
one word blends into the beginning sound of the
c a grey or black following word. It can occur:
3 substance that grows
clutter • before /m/, /b/ or /p/:
on food, walls or
surfaces in wet and /t/ changes to /p/ light bulb
warm conditions /d/ changes to /b/ wind power
/n/ changes to /m/ clean beach
4 • before /s/:
pathway d used up or reduced to
a very small amount, /θ/ changes to /s/ earth science
and in danger of
running out
5 2 Listen and repeat the following sentences. Pay
dispose of attention to the assimilation indicated in bold.
e to give away or get rid
of something 1. Can you describe any direct methods of
monitoring air pollution?
6 f a route for something 2. Do you discuss any environmental issues with
asthma to move along your pen pal?
3. Carbon monoxide is a poisonous gas produced
by the incomplete burning of various fuels.
2 Complete the sentences with the correct form 4. Despite all the environmental activities, the city is
of the words or phrases in 1. losing its fight against pollution.
1. A degree in environmental studies will be a great 5. We need a detailed action plan for maintaining
____________ towards a rewarding career. clean beaches and parks.
2. You should keep your room free from ____________

as they can cause serious health problems.
3. Two common symptoms of ____________ are
coughing and breathing with difficulty.
4. Scientists are becoming more and more
concerned about how to ___________ waste safely.
5. If people and businesses don’t go green, our
natural resources will be ____________.

LanGUaGe
Vocabulary 2 Ask Ss to read the instructions and explain the

task.
1 This matching activity focuses on the meaning of • Read the sentences, focusing on the assimilated
some of the key words used in the conversation. sounds indicated by the letters in bold, and have
• Ask Ss to work individually, read each word or Ss repeat.
phrase and match it with its meaning. They
• Play the recording for Ss to repeat once or twice.
should read each explanation and decide if it
defines a verb, noun, or adjective. If necessary, • Extend this task by having Ss take turns reading
provide support by encouraging Ss to use the each of the sentences twice: 1) slowly, trying to
context and clues in the conversation. enunciate the sounds clearly and avoid any
assimilation and 2) quickly, trying to blend the
Key 1. c 2. d 3. b final and initial sounds. Ask their partners to listen
4. f 5. e 6. a carefully and identify any assimilated sounds.
2 Ask Ss to study the context in which the words or Audio script and Key
phrases in 1 have been used. When using a verb 1. Can you describe any direct methods of
or a noun, Ss need to consider its suitable form t→p
(e.g. verb tenses, singular or plural form of nouns). monitoring air pollution?
• Ask Ss to complete the sentences individually.
Alternatively, in a weaker class, have Ss work on 2. Do you discuss any environmental issues
the sentences in pairs. with your pen pal?
n→m
Key 1. pathway 2. mould and mildew 3. Carbon monoxide is a poisonous gas
3. asthma 4. dispose of n →m
5. depleted produced by the incomplete burning of
t→p t →p
various fuels.
Pronunciation
Assimilation 4. Despite all the environmental activities, the
city is losing its fight against pollution.
1 Explain the process of assimilation to Ss, that is, t →p
when the ending sound of one word blends into the
beginning sound /m/, /b/, /p/, and /s/ of the following 5. We need a detailed action plan for maintaining
word. Tell them that this is a natural process that n→m
appears in rapid speech. (Ss should not intentionally clean beaches and parks.
change the ending sounds as described.)
n→m d→b
• Play the recording for Ss to listen and follow.
• Read out the phrases (or play the recording again)
for Ss to repeat as a class.
• Ask Ss to work in pairs and take turns pronouncing
the phrases. Encourage Ss to say them as naturally
as possible.
Audio script and Key
light bulb clean beach action plan
t→p n→m n→m
green planet earth scientist
n→m θ→s
wind power plant material
d→b t→p

Grammar 2 Combine the following simple sentences,
Simple, compound, and complex sentences using the words from the box.
and because but if when which
1 Which of the following are simple, compound,
or complex sentences? Tick the correct box. 1. We should all adopt a green lifestyle. We will help
conserve our natural resources.
Type of sentence
2. Some foods taste good. These foods do not have
Simple Compound Complex many nutrients.
We should protect our 3. We should keep the school air clean. This will
1 environment from air
pollution. improve students’ concentration and help them
to learn better.
The burning of fossil fuels
4. Germs can cause infections in parts of our body.
2 has led to air pollution
and deforestation has Germs can make us feel unwell.
caused land erosion.
5. We all start conserving the environment. We can
If we do not stop all enjoy better living conditions.
3 deforestation, a lot of
species will lose their 6. Coal remains one of the most important energy
habitats. sources. Coal is still used in a lot of power plants.
For some people, a green
4 lifestyle means eating
organic food and wearing
organic clothing. DO
YOU KNOW…?
Animals that are raised on
5 certified organic pastures In a sentence with a non-defining clause, which is
provide organic meat. used to refer to the whole idea presented in the
Because organic main clause and the which clause is separated by
vegetables are grown a comma.
6 without the use of Example:
chemical fertilisers, they
are considered healthier. Burning coal is the main source of carbon dioxide
emissions, which can cause global warming.
REMEMBER
Relative clauses with which
• A simple sentence includes one independent
clause. 3 Combine the following sentences using which.
• A compound sentence includes two (or more) 1. The water in this river is seriously polluted. This
independent clauses joined by a coordinating places some species of native fish in danger of
conjunction (and, or, for, either ... or, but, so, extinction.
neither ... nor).
2. The air in most classrooms in this school contains
• A complex sentence includes one a lot of harmful gases. This is very worrying as
independent clause, and one (or more)
many young children are studying here.
dependent clause joined by a subordinating
conjunction (when, while, because, although, 3. We should all go green by practising the
if, so that). 3Rs: reduce, reuse, and recycle. This is always
encouraged by environmentalists.
4. Illegal dumping is strictly prohibited in the town.
This has helped to keep our environment clean
and green.
5. Young people are starting to practise simple
green living. This will help to save our planet for
future generations.

Grammar Relative clauses with which
Simple, compound, and complex sentences 3 This activity focuses on relative clauses
1 This activity helps Ss to recognise simple, introduced with the pronoun which. Which can
compound, and complex sentences. be used to define the whole idea presented in
• Ask Ss if they can remember the differences the main clause:
between simple, compound, and complex main clause, which + relative clause
sentences. Check their understanding. • Ask Ss if they can remember the use of relative
• Have Ss figure out the answers. pronouns who, that, and which.
• Monitor the activity and help Ss, if necessary. • Read the Do you know…? box and explain the
• Remind Ss to pay attention to the main difference between which defining something
clauses, the subordinate clauses and the in the main clause and which defining the whole
conjunctions. idea of the main clause.
• Check answers as a class. Examples
Key We are using green cleaning products which do not
1. Simple 2. Compound 3. Complex release harmful chemicals into the environment.
(which defines ‛green cleaning products’)
4. Simple 5. Complex 6. Complex
We are using green cleaning products, which
will help to save the environment. (which
2 The aim of this activity is to show Ss how to defines the whole idea of the main clause)
combine simple sentences to make compound
• Ask Ss to do the activity individually.
and complex sentences.
• Monitor the activity and help Ss, if necessary.
• Ask Ss to do the activity individually.
Observe and help Ss, if necessary. • Check answers as a class.
•
• Remind Ss to pay attention to the meaning of Key
each simple clause when they choose the 1. The water in this river is seriously polluted,
conjunctions. which places some species of native fish in
• Check answers by asking individual Ss to take danger of extinction.
turns reading aloud their complete sentences. 2. The air in most classrooms in this school contains
a lot of harmful gases, which is very worrying as
Key
many young children are studying here.
1. If we all adopt a green lifestyle, we will help 3. We should all go green by practising the 3Rs:
conserve our natural resources. reduce, reuse, and recycle, which is always
2. Some foods taste good, but they do not encouraged by environmentalists.
have many nutrients. 4. Illegal dumping is strictly prohibited in the
3. We should keep the school air clean because town, which has helped to keep our
this will improve students’ concentration environment clean and green.
and help them to learn better.
5. Young people are starting to practise simple
4. Germs can cause infections in parts of our
green living, which will help to save our
body and can make us feel unwell.
planet for future generations.
5. When we all start conserving the environment,
we can all enjoy better living conditions.
6. Coal, which is still used in a lot of power LESSON OUTCOME
plants, remains one of the most important • Ask Ss: What have you learnt today?
energy sources. What can you do now?
• Elicit answers: I can use appropriate words and
phrases related to green lifestyle. I am aware
of the process of assimilation in fast speech.
I can use simple, compound, and complex
sentences. I can use which in a relative clause
to refer to the whole clause.

SKiLLS
rEADing
Black carbon pollution N owadays we know a lot about the link
between carbon dioxide (CO2) emissions
and global warming. However, we seem to be
1 Look at the pictures. Match the pictures with unaware of one very dangerous pollutant, soot,
the appropriate word or phrases. also called black carbon.
soot diesel vehicle melting of the Arctic 1. _________________________________________________

Soot comes from the incomplete combustion of
coal, oil, wood and other fuels. In other words,
diesel engines, vehicle exhaust pipes, farming
machines, construction equipment, or simply
fires in grills, fireplaces, and stoves are potential
sources of soot. It appears in our daily life and
can easily affect every one of us.
2. _________________________________________________
_______________
1. _____________________ Soot like all black things absorbs sunlight and
heats up the atmosphere. According to recent
research, it is the second most damaging
greenhouse gas after CO2, and twice as harmful
to the climate. Although black carbon remains
in the atmosphere for no more than seven days,
it is particularly damaging to frozen areas. Soot
emissions might be responsible for the quick
melting of the Arctic. Controlling black carbon
can help to slow down global warming.
2. ____________________________________ 3. _________________________________________________
Soot does not only have an impact on global
warming and climate change, but is also
unhealthy. A soot particle is very tiny – smaller
than dust and mould, and about 1/30 the
width of a human hair. It can easily go into our
bloodstream and lungs via the nose and throat.
As a result, breathing in the tiny particles can
cause asthma attacks, heart disease, bronchitis
and many other respiratory illnesses.
______
__________
__________
3. __________
2 Read the following article about soot

pollution. Choose the appropriate heading
(a-d) for each paragraph.
a. Soot and global warming
b. The effect of soot on human health
c. The origin of soot
d. Ways to reduce soot emissions

SKiLLS
rEADing
Black carbon pollution
Lead-in: Tell Ss to focus on the heading ‘Black carbon 3 Tell Ss that the activity focuses on reading for
pollution’ of the section, and ask them to guess the specific information and that Ss cannot write more
possible content of the reading text. than five words in each blank.
• Allow enough time for Ss to read the instructions
1 Focus Ss’ attention on the pictures and have and the incomplete sentences.
them do the matching individually, and then • Have Ss work in pairs. They should write their
check with a partner. answers, and then check with another pair.
• Check answers as a class and provide feedback.
Key 1. diesel vehicle
2. melting of the Arctic Key
3. soot 1. We know about carbon dioxide and its
impact on global warming, but we know
little about soot/don’t know much about soot.
2 Tell Ss that the activity focuses on reading for 2. Soot comes from the burning of coal, oil,
general ideas and have them read the headings wood, and other fuels.
quickly. 3. Black carbon is the second most damaging
• Explain to Ss that repeated and similar vocabulary greenhouse gas after carbon dioxide.
can form a vocabulary chain in a paragraph, 4. Soot particles can be easily breathed in because
which can help to express the main idea of the they are smaller than dust and mould/very tiny.
paragraph. 5. People can reduce black carbon emissions
Have Ss skim the text individually to choose the at home by using clean, alternative fuel stoves
•
for cooking and heating.
best heading for each paragraph. Then let them
check their answers with a partner.
• Check answers as a class and write them on the
4 The aim of this post-reading activity is for Ss to
relate the information from the reading text to
board.
their own experiences and knowledge.
Key 1. c 2. a 3. b 4. d • Put Ss in pairs and let them discuss the
questions freely. If Ss have difficulty coming
up with new ideas, give them some examples
of soot emissions and the pollution and health
problems they cause.
• Ask one or two pairs to report the discussion
results to the class.
• Alternatively, have Ss do some research on soot
pollution in their community at home and report
the findings in the next class.
LESSON OUTCOME
• Elicit answers: I have learnt about the origin of
soot, the effect of soot on the environment
and human health, and how to reduce soot
emissions in my community and in Viet Nam.
I can skim for general ideas and scan for specific
information.

4. _________________________________________________ 5. Take short showers instead of long baths.
Large quantities of man-made soot enter the 6. Ask your parents to get you a new mobile phone
atmosphere every year. The effects are most immediately after the latest model comes out.
damaging regionally, especially in South and 7. Turn off your computer or put it on sleep mode
East Asia, Latin America and parts of Africa. In when you do not use it.
developing countries, reducing soot emissions
8. Start growing an organic vegetable garden.
can be achieved by replacing traditional stoves
with clean, alternative fuel cookers and heaters. 9. Clean surfaces with natural products like lemon
Installation of filters to remove black carbon juice and olive oil.
from diesel vehicles can also reduce soot. 10. Take part in deforestation and hunting activities.
Changing to electric or hydrogen vehicles will
also reduce the impact on the environment. Environmentally
Green activities
unfriendly activities
In conclusion, reducing black carbon will have
immediate benefits in slowing down global
warming and the melting of the Arctic snow
and ice. It would also prevent many soot-related
deaths and illnesses.
2 Work in pairs. Complete the conversation
using the lifestyle choices in 1 and the reasons
3 Work in pairs. Complete each of the following
in the box.
sentences with no more than five words.
1. We know about carbon dioxide and its impact on REASONS FOR CHOOSING GREEN ACTIVITIES AND
global warming, but we __________________________. AVOIDING ENVIRONMENTALLY UNFRIENDLY ACTIVITIES
• avoid wasting paper
2. Soot comes from the burning of coal, _____________
________________________________.
• try to reduce harm to the environment
• save electricity, water and other non-
3. Black carbon is the ______________________________
renewable energy resources
after carbon dioxide.
• reduce traffic congestion and air pollution
4. Soot particles can be easily breathed in because • avoid using too many chemicals and
they are ______________________________. pesticide on food
5. People can reduce black carbon emissions at • avoid using too many chemicals in cleaning
home by using ______________________________ for to protect the environment
cooking and heating.
Kevin: Mai, what do you think are green activities at
4 Discuss with a partner. Are soot emissions a home?
problem in your community or in Viet Nam in Mai: I’m no expert, but I think that we should
general? ________.
Kevin: Why should we do that?
Mai: Well, the main purpose of doing that is
SPEAKing ________.
How green are you? Kevin: I totally agree with you and I think we
shouldn’t ask our parents to ________ since
1 Put the following lifestyle choices in the it is environmentally unfriendly. Just let
appropriate box. me explain. Avoid using these vehicles will
________.
1. Set your printer’s default to one-sided printing.
Mai: Yes, I totally agree with you. I think everybody
2. Walk whenever and wherever possible. should be better aware of green lifestyles that
3. Turn off your electric appliances when you do not help protect the environment.
use them. 3 Work in groups of four. Think of a green activity
4. Ask your parents to buy you a motorcycle for and discuss how it will benefit the environment.
convenient travelling. Compare your activity with other groups.

SPEAKing
How green are you? 2 Ask Ss to work in pairs. Have them read
through the choices in 1 again and prepare the
explanations or the reasons why some lifestyles
discussing lifestyle choices and deciding if they
are environmentally friendly and some are not,
are environmentally friendly or not.
using the reasons given in the box.
1 Ask Ss to read all of the lifestyle choices to get an • Encourage Ss to share their ideas and help each
overall understanding of the topic. Explain any other to complete the conversation.
unfamiliar language or concepts.
• Ask Ss to practise the conversation. Then choose
• Have Ss read them again to decide which one one or two pairs to present their ideas in front of
is green and which one is environmentally the class.
unfriendly.
Suggested answer
Kevin: Mai, what do you think are green
Key activities at home?
Green activities: Mai: I’m no expert, but I think that we should
2. Walk whenever and wherever possible. take short showers instead of long baths.
3. Turn off your electric appliances when you Kevin: Can you tell me more about it?
do not use them. Mai: Well, the main reason for this is to save
5. Take short showers instead of long baths. electricity, water and other non-renewable
7. Turn off your computer or put it on sleep energy resources.
mode when you do not use it. Kevin: I totally agree with you and I think we
8. Start growing an organic vegetable garden. shouldn’t ask our parents to buy us
motorcycles for convenient travelling
9. Clean surfaces with natural products like since it is environmentally unfriendly.
lemon juice and olive oil. Just let me explain. Avoiding using these
Environmentally unfriendly activities: vehicles will help reduce traffic congestion
and air pollution, which causes global
1. Set your printer’s default to one-sided printing. warming and health problems.
4. Ask your parents to buy you a motorcycle Mai: Yes, I totally agree with you. I think
for convenient travelling. everybody should be better aware of
6. Ask your parents to get you a new mobile green lifestyles that help protect the
phone immediately after the latest model environment.
comes out.
10. Take part in deforestation and hunting 3 This activity provides freer practice and helps Ss to
activities. further develop communication skills and fluency
through a group discussion on lifestyle choices.
• Have Ss work in groups of four to think of a
green activity and discuss how it will benefit the
environment.
LESSON OUTCOME
• Elicit answers: I have learnt about lifestyle
choices and how to decide whether they are
environmentally friendly or not. I am able to
choose lifestyle choices that are environmentally
friendly and give reasons. I can also provide
alternatives for environmentally unfriendly
lifestyles.
Unit 3 The green govement 35T

LiStEning 2 Listen to a talk show and answer the following
Go Green Week questions.
1. What is the main topic of the talk show?
1 Work in pairs. Discuss and prepare an action
plan for the Go Green Week in your school. 2. What is the aim of the Go Green initiative?
In your plan, describe the activities for each 3. What does the mini project involve?
day and the reasons for doing them. 4. What is the host’s opinion about the project?
3 Listen again and decide if the statements are

true (T), false (F), or not given (NG). Tick the
correct box.
T F NG
1 David and Mai are in the same class.

Please turn off
the lights The students decided to start the
when you leave 2 project while they were attending
science and technology classes.
The project has been going on for
3 a week.
The second-hand electronics will be

4 taken to a recycling centre.
5 Students use organic fertilisers.

We should save energy
and
reduce global warming.
Days of week Green activities Reasons
4 Listen again and complete the table. Use no

Monday more than five words for each blank.
Days of week Green activities

Tuesday
Monday 1. _______________________________
Tuesday 2. _______________________________
Wednesday
Wednesday 3. _______________________________
Thursday Thursday 4. _______________________________
Friday 5. _______________________________
Friday
5 Work in pairs. Discuss what you can do to change
your lifestyles and go green.

LiStEning electronic recycling centres in the city. We have also started
an organic vegetable garden, so on Tuesdays, students
Go Green Week can spend ten minutes working there, planting seeds,
Lead-in: Inform the class of the lesson objectives: watering them and making sure they grow into healthy
listening for general ideas and specific information in a plants. We hope we can pick and eat our own vegetables.
talk show about a school’s Go Green initiative. This will teach students that organically grown vegetables
are tastier and healthier since no chemicals or pesticides go
1 Ask Ss to work in pairs to discuss and prepare an into their bodies. There will be no soil pollution caused by
action plan for the Go Green Week. chemical fertilisers.
• Remind Ss to describe the activities for each day Mai: On Wednesdays, we invite local environmental groups to
and the reasons for doing them. have booths at school so students can go and talk to them
during the ‘green ten minutes’, and ask any questions.
• Ask some pairs to describe their activities to the class.
Then on Thursdays, we check for any mould growth on
2 This activity focuses on listening for general ideas the classroom furniture especially during hot and humid
in a talk show about green living. weather.
Host: How about Fridays?
• Ask Ss to read through the questions and make
some guesses about what they are going to hear. David: We thought the last day of the week would be a good time
Explain any new words/phrases, if necessary. for a quiz to test our environmental knowledge and increase
our green awareness. So each time a class prepares five quiz
• Play the recording without pausing first and have questions for other students to answer during the ‘green
Ss listen for gist. Check their comprehension and ten minutes’. And we give out prizes for the best answers.
play the audio again. Host: Sounds fun! Thank you, Mai and David, for sharing your
• Have Ss work in pairs to discuss and answer the environmental ideas with our listeners. We hope that
questions. your mini project will inspire more people to change their
Check answers as a class. lifestyles and go green.
•
Key
3 The aim of this activity is for Ss to practise listening
1. A secondary school’s Go Green movement for specific information so they can decide if the
in Cam Ranh.
statements are true (T), false (F), or not given (NG).
2. To help their school to go green and save
the planet. • Ask Ss to read the statements and check their
3. Students spare ten minutes during the break comprehension before playing the recording.
time every weekday at school for green • Have Ss work in pairs first, and then check their
activities. answers as a class.
4. He hopes the project will encourage more
people to change their lifestyles and go green. Key 1. NG 2. F 3. F 4. T 5. T
4 Tell Ss that the activity focuses on listening for

Audio script
specific information and that Ss cannot write
Host: Welcome to our talk show ‘Green Living’. Today, we will hear more than five words in each blank.
from two secondary students, David and Mai, who will talk
about the Go Green initiative at their school in Cam Ranh. • Allow enough time for Ss to read the instructions
David, can you tell us how you came up with the idea? and the questions.
David: Well, in our science and environmental studies classes, • Give Ss sufficient time to listen to the recording
we realised that the way we live can strongly affect our so they can extract the information needed and
environment. Since we are all passionate about environmental hear the words they have to write down.
issues, we decided that we should do something to help our • Have Ss work in pairs to write their answers, and
school to go green and save our planet. then check with another pair.
Host: So what have you done so far, Mai?
• Check answers as a class and provide feedback.
Mai: Two months ago, we launched our ‘ten-minute a day’ mini
project. It involves sparing ten minutes in our break time for
specific green activities. We wanted to start with something
5 The aim of this post-listening activity is for Ss to
small and involve as many students as possible. relate the information from the listening to their
own experience and knowledge.
Host: Great! What exactly are these activities?
• Have Ss work in pairs and let them discuss the
David: On Mondays, during the ‘green ten minutes’ students
bring old and broken electronics like second-hand mobile question freely.
phones and MP3 players for recycling. At the end of • Ask one or two pairs to report the discussion
the month, we intend to take the items to one of the results to the class.
Writing
Advantages and disadvantages of going green
1 Read the incomplete essay about the advantages and disadvantages of green energy. Use the ideas in
the following boxes to complete the second and third paragraphs.
Using green energy

Advantages Disadvantages
r enewable energy, minimal expensive to build and install,

impact on the environment, unreliable supply, difficult to
low cost of operation generate in large quantities
As the world population is growing bigger and bigger, our energy demands are also growing. Governments
and organisations have been trying to find new sources of energy to replace the fossil fuels which are
running out. One of the solutions is to use green energy including solar, hydro, wind, geothermal, ocean
and biomass. However, there are both advantages and disadvantages to this.
One major advantage is that they are renewable ____________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
While it is easy to see the environmental advantages of using green energy, we must also recognise some
of the disadvantages. First, ___________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
In conclusion, there are both advantages and disadvantages to the use of green energy. Hopefully,
many of the disadvantages of these renewable sources of energy will be successfully removed through
technological development and research, and they will be exploited fully to replace the fossil fuels.
2 Use the ideas in the following boxes to write an

essay of 180-250 words about the advantages
and disadvantages of consuming organic food,
using the outline of the essay in 1.
Consuming organic food

Advantages Disadvantages
h ealth benefits, fewer higher prices, difficult to
chemicals, more nutritional, find, seasonal, limited
eco-friendly farming methods selection, time-consuming

Key LESSON OUTCOME
• Ask Ss:
Days of week Green activities What have you learnt today?
Monday 1. Recycling old/broken electronics What can you do now?
Tuesday 2. Growing organic vegetables • Elicit answers: I have learnt
Wednesday 3. Learning about going green about green activities and action
Thursday 4. Checking for mould growth plans. I have practised listening
Friday 5. Testing and widening environmental knowledge for general ideas and specific
information in a talk show.
Writing
Advantages and disadvantages of going green
Lead-in: Inform Ss of the lesson objective: writing an • Encourage them to use the ideas to write full
essay about the advantages and disadvantages of a sentences. Then ask Ss to read their drafts in
green lifestyle. groups, so they can comment on content,
grammar, and vocabulary use. Walk around and
1 Ask Ss to read the phrases carefully. If provide help by correcting mistakes in grammar
necessary, let them use a dictionary to check or word choice.
the meaning of any unfamiliar vocabulary. • Ask Ss to work independently and write their final
• Ask Ss to work in pairs, discuss each phrase drafts, incorporating all the feedback from Ss and T.
and write full sentences for the ideas. • Invite some Ss to read their essays. Have the rest
• Ask Ss to use their sentences to complete the of the class ask questions or say what they like
second and third paragraphs. most about the essay.
• Ask several pairs to give their answers.
Suggested answer
Nowadays, food safety issues are regarded as
Suggested answer one of the most important problems people,
One major advantage is that they are renewable especially those in developing countries, have
– they can be replaced naturally and cannot to face. As a result, consumers tend to pay
more and more attention to the organic food.
be seriously depleted. This green energy also Some think it should be widely promoted
reduces the cost of operation. As a type of clean while others assume it has certain limitation
energy, they emit little or no harmful chemical when in use based on its advantages and
pollutants into the air, so they have a minimal disadvantages.
impact on the environment. First of all, organic food is very clean and
While it is easy to see the environmental safe for people’s health because there are
advantages of using green energy, we must fewer chemicals or pesticide sprayed on it.
Consequently, consumers will have more
also recognise some of the disadvantages. chances to use nutritional foods without any
First, it is difficult to generate the quantities doubt. In addition, farmers use eco-friendly
of electricity to satisfy our needs. Although methods to cultivate so they spend fewer
the cost of operation is low, the initial cost of expenses on farming and are able to make big
building and installing these new technologies profits from selling their products.
are very high. Another disadvantage of using In contrast, organic food has its own limitations,
green energy is the unrealiability of sources. particularly for people with certain financial and
geographical conditions. Producing organic
products takes a lot of time and efforts and
2 The aim of this activity is to help Ss to plan depends on many farming conditions such as
and write an essay about the advantages and suitable lands, weather, and farming methods.
disadvantages of a green lifestyle. Accordingly, the price of organic food is quite
• Ask Ss to discuss in groups and identify the aims expensive and buyers have fewer choices in
of the paragraphs in the essay – introduction to favourite foods.
the topic, the advantages of consuming organic
food, the disadvantages of consuming organic
food, and conclusion.

Communication
The green movement in Viet Nam
1 Listen to an overview of the green movement in Viet Nam. Decide whether the following statements
are true (T), or false (F). Tick the correct box.
T F
1 People in Viet Nam have become more aware of the environmental issues.
Super Motor Viet Nam has been working with ‘Go Green Programme’ to develop new environmentally
2 friendly vehicles.
3 A tree-planting festival is organised by The Plaza’s as part of their Go Green campaign.
4 On The Plaza’s Green Day, disposable plastic bags are replaced with eco-friendly paper bags.
5 All The Plaza’s shopping centres turn their lights on to celebrate Earth Hour.
2 Work in groups. Discuss the following question.

How can you contribute to the green movement in Viet Nam?

To sum up, like any problems, organic food
has both strengths and weaknesses. It can
help to save the environment and people’s Lead-in: Inform the class of the lesson objective:
health; however, at this moment, it cannot be further skills development.
widely grown and consumed conveniently all Communication
over the world. For the sake of our health, we
hope that, its negative points will be improved The green movement in Viet Nam
effectively soon. 1 Tell Ss that they are going to listen to an overview
of the green movement in Viet Nam, and decide
whether the statements are true (T), or false (F).
• Play the recording for Ss to listen.
LESSON OUTCOME
• Check answers as a class. If many Ss have the
• Ask Ss: What have you learnt today? same incorrect answers, play the recording
What can you do now? again, pausing at the places where Ss could find
• Elicit answers: I can write an essay about the the correct answers and discuss the problems.
advantages and disadvantages of going green. Key 1. T 2. F 3. T 4. T 5. F
Audio script
With the economic development in recent years, people’s
environmental awareness in Viet Nam has also increased.
There have been many green initiatives in both urban and
rural communities, which have inspired people to change their
lifestyles and help to protect the environment.
Since 2008, ‘Education for Nature Viet Nam’ has collaborated with
Super Motor Viet Nam in organising training courses for staff
members of national parks and nature reserves. The aim is to help
them to learn more about environmental solutions and protection
strategies. This project is part of the Go Green Programme, co-
organised by the Viet Nam Environment Protection Administration
and the Ministry of Education and Training.
Another Go Green campaign is organised by The Plaza’s. It includes
a series of green activities such as a tree-planting festival, Nature
and Environment photo contest, and No Bag Day. Every year, The
Plaza’s takes part in the Earth Hour event when all its shopping
centres turn their lights off to remind customers to save electricity.
To discourage the use of disposable plastic bags, on The Plaza’s Green
Day shoppers are only offered environmentally friendly paper bags.
It is clear that Viet Nam’s government has made a great effort to
promote the country’s green movement. This has also helped people
to adopt environmentally responsible behaviour towards nature.
2 This activity provides Ss with an opportunity to

talk about how they can contribute to the green
movement in Viet Nam.
• Ask Ss to work in groups and answer the question.
• Invite one or two groups to present their ideas in
front of the class.
• Give comments and encourage other Ss to give
comments too.
Example:
I think we should walk and ride bicycles more
often instead of riding motorcycles or driving cars
to save energy and to reduce emissions of harmful
chemicals into the environment.

Culture
The greenest countries and cities in the world
1 Quickly read the text and answer the questions

that follow.
A GREEN PLACE TO LIVE AND ENJOY LIFE
If you are tired of modern life and you want to

contribute more to building a better planet for
future generations, think about the following
places. According to the Global Green Economy
Index (GGEI) 2014 – a detailed assessment of the
performance of each country in every continent in
the global green economy – Germany and some
Scandinavian countries ranked top of the list. The
top five countries included Sweden, Norway, Costa
Rica, Germany, and Denmark. In addition, the ten
greenest cities were Copenhagen, Amsterdam,
Stockholm, Vancouver, London, Berlin, New York,
Singapore, Helsinki, and Oslo.
Green Stockholm, Sweden

Stockholm dwellers are fortunate to live in one of
the greenest capitals in the world. And they try their
best to keep it that way. The city is well known for
its cycle paths and lanes full of commuters wearing
helmets. For people who prefer public transport,
there are buses and taxis that run on renewable
energy, which is really good for the environment.
Besides, both public and private transport can
use upgraded biogas produced by waste-water
treatment plants applying advanced technologies.
Visitors to Stockholm will be amazed to see
that all hotels, hostels and guest houses are
environmentally friendly and certified with
eco-labels. It’s so great that almost 100% of the
household waste in the city is recycled and is used
for heating and electricity; and drinking water is
2 Work in pairs. Discuss the question.
always of very high and reliable quality. There is no What should people in big cities in Viet Nam
doubt to say that waste in Stockholm is converted do to make their city become a green city like
into valuable resources. With the recycling Stockholm?
revolution and effective waste management,
Stockholm has been reducing the amount of
waste to rubbish dump to less than 1%.
1. What are the top five countries and ten cities

according to GGEI 2014?
2. How do Stockholmers travel around in the city?
3. How do Stockholmers make their public transport
sustainable?
4. How do the people in Stockholm treat waste?

Culture
The greenest countries and cities in the world
The aim of this section is to provide Ss with information about the greenest countries and cities in the world.
1 This activity focuses on developing comprehension skills and checking Ss’ understanding of the text about
the greenest countries and cities in the world.
• Ask Ss to read the text individually to get an overall idea about its content, then select the information to
answer the questions.
• Ask Ss to compare their answers in pairs or groups.
• Check Ss’ answers as a class.
Key:
1. The five greenest countries are Sweden, Norway, Costa Rica, Germany, and Denmark and the ten
greenest cities are Copenhagen, Amsterdam, Stockholm, Vancouver, London, Berlin, New York,
Singapore, Helsinki, and Oslo.
2. They often wear helmets when travel around in the city on cycle paths and lanes or they can use
public transport with buses and taxis that run on renewable energy.
3. They make their public transport sustainable by using buses and taxis that run on renewable energy.
4. They convert it into valuable resources. Almost 100% of the household waste in the city is recycled and
is used for heating and electricity; and drinking water is always of very high and reliable quality.
2 The aim of this activity is to relate the text content to the situation in Viet Nam.
• Ask Ss to work in pairs to discuss the question. Then invite several Ss to present their answers to the
class.
Key Students’ answers
LESSON OUTCOME
• Elicit answers: I have improved my speaking, listening and reading skills. Now I know more about the
green movement in Viet Nam, and the greenest countries and cities in the world.

LOOKinG BaCK
Grammar
Pronunciation 1 Combine the simple sentences into compound
1 Listen and underline the sounds that are sentences, using appropriate conjunctions.
assimilated. 1. We read food labels carefully. We want to buy
only organic products.
1. This is the best book on environmental issues.
2. The burning of fossil fuels is the largest source of
2. We believe that both sides should focus more on greenhouse gas emissions. The burning of fossil
energy-saving projects. fuels causes air pollution.
3. We’ll make the earth a green planet. 3. Shall we organise a tree-planting day? Shall we
4. Wind power produces no greenhouse gas launch a recycling campaign at school?
emissions during operation. 4. Regular exercise is essential to longevity. It is not
5. Bio-fuels are obtained from biodegradable plant the only factor.
material. 5. Noise pollution can cause stress and psychological
problems. Try to spend some peaceful, quiet time
2 Listen and complete the sentences. in nature.
1. Fresh ___________________ provide lots of valuable
nutrients.
2. Sustainability is the key element in modern 2 Combine the simple sentences into complex
___________________. sentences, using the word in brackets.
3. I got ___________________ after eating vegetables 1. We change our consumption habits. We can
sprayed with pesticides. reduce our carbon footprint. (if)
4. The goal of ___________________ foundation is to 2. We should use bicycles instead of cars. This will help
create new wildlife habitats. to reduce exhaust fumes and pollution. (because)
5. We started using energy-saving __________________. 3. Fossil fuels are burned. They emit harmful gas into
the environment at the same time. (when)
4. Protect the environment. You live there. (where)
Vocabulary
5. We reuse bags, old clothes and scrap paper at
Complete the sentences with the correct form of home. We can reduce waste. (so that)
the words/phrases in the box.
deplete combustion organic 3 Match the simple sentences. Then write complex
disposal of soot particle sentences with which.
pathway clutter
1 The indoor air quality a This has resulted
1. The focus of the seminar will be on ______________ at school is better now. in fewer asthma
hazardous waste. attacks.
2 They have cleaned
2. Some people still think that our natural resources the mould from the b This has brought
can never be ______________. walls. them some financial
3. A good way of clearing ______________ from your and health benefits.
home is to sort it into ‘throw away’, ‘put away’,
3 We keep our school
environment clean c This has had an
and ‘give away’ boxes.
and green. impact on the entire
4. ______________ farming avoids the use of chemical
4 They have started community.
fertilisers and pesticides.
using more green d This has helped
5. Incomplete ________________ often gives off toxic
products. students to improve
by-products.
6. ________________ are so tiny that they can enter the 5 School staff have their concentration
bloodstream causing health problems. shown parents and test results.
different ways to go
7. Green technology has been part of the __________ e This has made us
green.
to economic progress. very proud.

LOOKinG BaCK
Pronunciation
4. The goal of Green Britain foundation is to
Lead-in: Inform the class of the lesson objective: n→m
reviewing pronunciation, vocabulary and grammar. create new wildlife habitats.
1 Review what assimilation is and when this 5. We started using energy-saving light bulbs.
process happens. t→p
• Play the recording and let Ss listen and
underline the ending and starting sounds with
assimilation in the words.
Vocabulary
• Check answers as a class by asking some Ss to The aim of this activity is to review the key
read the sentences out loud. vocabulary related to the unit topic. The seven
words and phrases in the box are the ones most
• Play the recording again and let Ss listen and
frequently used in the unit.
repeat the sentences.
• Have Ss write them in the blanks, making
Audio script and Key changes to the verb forms, if necessary.
1. This is the best book on environmental issues. • Extend the task by asking Ss to make their own
t→p sentences with these words and phrases
2. We believe that both sides should focus (depending on the level of the class).
θ→s Key 1. disposal of 2. depleted
more on energy-saving projects. 3. clutter 4. Organic
3. We’ll make the earth a green planet. 5. combustion 6. Soot particles
n→m 7. pathway
4. Wind power produces no greenhouse gas
d→b Grammar
emissions during operation.
5. Bio-fuels are obtained from biodegradable 1 Ask Ss to follow the instructions and combine
plant material. the sentences individually.
t→p • Have Ss compare their answers with a partner.
2 The aim of this activity is to help Ss to recognise
words affected by assimilation in speech. Suggested answers
• Remind Ss of the process of assimilation and the 1. We read food labels carefully, for we want to
changes to the ending sounds. Ask them to refer buy only organic products.
to the Do you know…? box. 2. The burning of fossil fuels is the largest source
• Play the recording. Ask Ss to write what they hear. of greenhouse gas emissions and causes
Check answers as a class by asking Ss to read the air pollution.
•
completed sentences. 3. Shall we organise a tree-planting day or
launch a recycling campaign at school?
• Play the recording again and let Ss listen and
repeat the answers. 4. Regular exercise is essential to longevity, but
it is not the only factor.
Audio script and Key 5. Noise pollution can cause stress and
1. Fresh green beans provide lots of valuable psychological problems, so try to spend
n→m some peaceful, quiet time in nature.
nutrients.
2. Sustainability is the key element in modern 2 This activity is to help Ss to review complex
town planning. sentences consisting of main clauses and
n→m subordinate clauses.
3. I got food poisoning after eating vegetables • Ask Ss to work individually first, and then
d→b compare their answers with a partner.
sprayed with pesticides. • Check answers as a class.

PrOJeCt
1 Do a survey. Find out:
• how many students in your class have chosen a green lifestyle
• what they often do
• why they think their activities are environmentally friendly
You can use the following questionnaire:
HOW GREEN ARE YOU?

Always Often Never
1 Purchase certified organic food and drinks.
2 Buy reusable products.
3 Refuse plastic bags when shopping.
4 Walk to school at least twice a week.
5 Turn off the lights when leaving home.
6 Call a plumber to fix dripping water pipes and taps.
7 Take part in tree-planting events.
8 Use electronic files and avoid printing out documents.
9 Use solar energy calculators, watches and other accessories.
10 Encourage friends and relatives to join green activities.
2 Report your findings to your class.
NOW I CAN
● use words and phrases related to the advantages and disadvantages of a green
lifestyle
● recognise and produce words and phrases in which assimilation of sounds occurs
● use different types of sentences, and which in relative clauses to refer to the whole
clause
● read for general ideas and specific information in an article about soot pollution
● discuss lifestyle choices and decide if they are environmentally friendly
● listen for general ideas and specific information in a talk show about a school’s Go
Green initiative
● write an essay about the advantages and disadvantages of a green lifestyle
● learn about the greenest countries and cities in the world

Key PrOJeCt
1. If we change our consumption habits, we can
reduce our carbon footprint. Lead-in: Inform the class of the lesson objective:
2. We should use bicycles instead of cars
because this will help reduce exhaust fumes further explore the topic in a collaborative way.
and pollution. 1 Ask Ss to prepare their survey forms based on
3. When fossil fuels are burned, they emit the suggested questionnaire.
harmful gas into the environment.
4. Protect the environment where you live. • Have each student interview at least ten Ss, ask
5. We reuse bags, old clothes and scrap paper at them questions and take notes of their answers.
home so that we can reduce waste. • Tell Ss that they should not collect any personal
data such as names, or addresses to keep the
identity of the survey participants anonymous.
3 Have Ss read and combine the simple sentences
into complex ones. • Allow Ss one week to do the survey, collect the
information and prepare their reports.
• Remind Ss to look for similar ideas in the
sentences so that they can use which to form
relative clauses.
2 Allow 10 minutes for individual Ss to report to the
whole class.
• Ask Ss to work individually to write the
• Ask Ss to compare the information they have
complex sentences with which.
collected about their survey participants, and find
• Then have Ss compare their answers with a out any common or different features.
partner.
LESSON OUTCOME
Key • Ask Ss: What have you learnt today?
1. d The indoor air quality at school is better What can you do now?
now, which has helped students to
improve their concentration and test • Elicit answers: I have learnt about my friend’s
results. lifestyles and their environmentally friendly
activities. When doing survey, I know how
2. a They have cleaned the mould from to interview, communicate and collaborate
the walls, which has resulted in fewer with others.
asthma attacks.
3. e We keep our school environment clean
and green, which has made us very
proud.
NOW I CAN
4. b They have started using more green
products, which has brought them some • Ask Ss to self-check their lesson outcomes
financial and health benefits. by ticking the appropriate column in the
5. c School staff have shown parents assessment box.
different ways to go green, which has • If time allows, ask Ss to work in pairs/
had an impact on the entire community. groups to go through each item in the
list. Have them discuss which part of the
unit needs further instruction or practice,
LESSON OUTCOME and report to the class.
• Ask Ss: What have you learnt today? • Provide remedial work if necessary.
• Elicit answers: I can understand speech with
assimilation of sounds. I can use a range of
vocabulary to talk about the advantages
and disadvantages of a green lifestyle.
I can use simple, compound and complex
sentences, and which in a relative clause to
refer to the whole clause.

Review 1 Units 1-2-3
LANGUAGE
Vocabulary 2 Match the words on the left with the words on
the right to form compound adjectives. Then
1 Use the correct form of the words in the box to use them to complete the sentences.
complete the sentences.
well wide
urbanise dispose respect
long provoking
industrialise distinguish preserve
world peak
1. The __________________________ of natural resources is thought term
essential in today’s economic and technological off planned
development.
1. The speaker’s ________________________ presentation
2. Ladies and gentlemen, may I introduce our led to an interesting debate on urbanisation and
__________________________ guest? sustainable development.
3. The principal of our school is a highly _____________ 2. We’ll pay less if we use __________________ electricity.
_______________________ man.
3. My parents prefer living in a place with a
4. Rapid ______________________ may lead to a shortage __________________________ infrastructure and plenty
of livable housing, traffic congestion, and air of green space.
pollution in urban areas.
4. If we can keep track of our carbon footprint, our
5. Proper _______________________ of harmful chemicals green lifestyle will have ___________________________
can prevent air and water pollution. environmental benefits.
6. The government has proposed new measures to 5. The story of Larry Stewart has attracted
boost _______________________ in the country. __________________ attention.
Pronunciation
3 Listen and write the correct words in the
blanks. Then practise reading the sentences.
1. My friends have done __________________ homework.
__________________ in the playground. Let’s go and
ask them for help.
2. The local _____________ rejected the ________________
of the environmental group.
3. ___________________ is the dress I bought yesterday?
I’d like to ___________________ it to the party tonight.
4. He wanted his bed ______________________ every day,
so he decided to hire a ____________________ .
5. I used a ______________________ ribbon to mark the
pages I ______________________.
42 Review 1
Introduction
• The aim of Review 1 is to help Ss to revise the language and skills they have learnt in Units 1, 2, and 3.
• Begin the review by asking Ss whether they remember what they have learnt so far in terms of language
and skills. Summarise Ss’ answers and add more details if necessary.
LANGUAGE
• Use the Language review as a self-assessment test or revision. Have Ss do the activities individually or in pairs/
groups. Then check answers as a class.
• Alternatively, have Ss work on an activity and check answers before they move on to the next one.
Vocabulary
1 This activity helps Ss to revise the vocabulary taught in the previous units.
• Ask Ss to do this activity individually and then check their answers with a partner before giving them the
correct answers.
• Have some Ss write the completed sentences on the board or read them out loud (depending on the level of
the class).
Key 1. preservation 2. distinguished 3. respectable/respected
4. urbanisation 5. disposal 6. industrialisation
2 Have Ss do this activity individually first, then ask some Ss to write their answers on the board.
Key 1. thought-provoking 2. off-peak
3. well-planned 4. long-term 5. worldwide
Pronunciation
3 In this activity, Ss have a chance to check their knowledge of homophones.
• Play the recording. Let Ss listen and write the correct words in the blanks. Check answers as a class.
• Play the recording again for Ss to repeat each sentence out loud.
• Alternatively, have Ss practise saying the sentences at home.
Key 1. their, They’re 2. council, counsel 3. Where, wear 4. made, maid 5. red, read
Audio script
1. My friends have done their homework. They’re in the playground. Let’s go and ask them for help.
2. The local council rejected the counsel of the environmental group.
3. Where is the dress I bought yesterday? I’d like to wear it to the party tonight.
4. He wanted his bed made every day, so he decided to hire a maid.
5. I used a red ribbon to mark the pages I read.
Review 1 42T
Grammar 5 Put the verbs in brackets in the past simple or
past continuous.
4 Complete the sentences, using the correct
form of the verbs in the box. I (1. walk) ___________ home from school one
day when I (2. see) _________________ an elderly
offer come provide complete join
woman. She (3. stand) ________________ on the
1. Our class monitor Manh Tung insisted that curb of the pavement, nervously looking up
everyone _____________ the three-day tour of Sa Pa. and down the heavy traffic in the street. When
2. It is recommended that students _________________
I finally (4. come) __________________ to where
she was standing, I (5. realise) ________________
their research on urbanisation before they start
that she was blind. I (6. stop) __________________,
the class project.
(7. help) _______________ her cross the road and
3. My parents suggested that my elder brother (8. lead) __________________ her to her home.
__________________ back to my home village after Later on, I (9. meet) _______________ my mother,
graduating from university to help the community. who (10. wait) _________________ for me at the
gate. She (11. say) ______________________ she
4. It is essential that cities ___________________ access to
(12. worry) ____________________ about me and
facilities that many rural areas cannot provide.
(13. wonder) _______________ why I was so late.
5. It is desirable that villagers _________________ with
better services, education and job opportunities. 6 Make compound or complex sentences, using
the prompts and the words in brackets.
1. students / keep / homes / schools / green / clean /
contribute / Go Green / campaign (if)
→ ________________________________________________________
________________________________________________________.
2. burning / fossil fuels / emit / harmful gases /

people / still / use / heating / cooking (but)
→ ________________________________________________________
________________________________________________________.
3. city buses / taxis / use / noise reduction devices /

run / environmentally friendly / fuels (and)
→ ________________________________________________________
________________________________________________________.
4. many residents / coal fires / cooking / can /

seriously / pollute / air / city (which)
→ ________________________________________________________
________________________________________________________.
5. they / use / corn / make / bio-fuels / may / lead /

food shortages (which)
→ ________________________________________________________
________________________________________________________.
43 Review 1
Grammar
4 The aim of this activity is to review the use of the subjunctive.
• Ask Ss to follow the instructions and complete the sentences individually. Then have Ss compare their
answers with a partner. Check answers as a class.
• Remind Ss of the use of the subjunctive in Unit 2 if necessary.
• Have Ss discuss the possible use of ‘should’ in the sentences.
Key
1. (should) join 2. (should) complete 3. (should) come 4. (should) offer 5. (should) be provided
5 This activity focuses on the past simple and past continuous. Elicit the forms and uses of the past simple and
past continuous.
• Invite some Ss to complete the sentences on the board while others do the activity individually or in pairs.
• Check answers as a class, and ask Ss to explain the choice of tense in each case.
Key 1. was walking 2. saw 3. was standing 4. came 5. realised 6. stopped 7. helped
8. led 9. met 10. was waiting 11. said 12. was worrying 13. wondered
6 This activity provides Ss with the revision of compound and complex sentences. Ask Ss to do the activity
individually first, and then compare answers with a partner.
• Invite some Ss to write the completed sentences on the board, and then check answers as a class.
• Alternatively, have individual Ss read their answers aloud.
Key
1. If students (can) keep their homes and schools green and clean, they will contribute to the Go Green
campaign.
2. The burning of fossil fuels emits harmful gases, but people still use them for heating and cooking.
3. The city buses and taxis use noise reduction devices and run on environmentally friendly fuels.
4. Many residents use coal fires for cooking, which can seriously pollute the air of the city.
5. They use corn to make bio-fuels, which may lead to food shortages.
Review 1 43T
SKILLS
rEADing
Counter-urbanisation
1 Read the text about the causes and effects of counter-urbanisation.
W hile urbanisation has led to fast urban growth, counter-urbanisation has resulted in the opposite
situation. Counter-urbanisation happens when a great number of people move from urban areas into
rural areas.
This phenomenon is linked to the ‘push’ and ‘pull’ factors of migration. Trying to avoid overcrowded
inner cities, city dwellers look for larger, cleaner and quieter houses with more land at cheaper prices in
rural or suburban areas. They want to escape the air and noise pollution, and the crime in inner cities.
However, counter-urbanisation causes serious problems in the shrinking cities. These cities face severe
economic strain and a sharp increase in poverty. Despite declining populations, they still have to spend
money maintaining infrastructure, such as roads, sanitation, public transport, etc., built for a much larger
population.
Meanwhile, villages in the countryside become increasingly urbanised, grow fast and soon lose their
uniqueness and charm. Local prices go up because city migrants have more money. They earn money
from well-paid city jobs and high-valued city properties. Villagers often find it more and more difficult to
earn a living and provide for their families.
Counter-urbanisation has caused many negative effects. Governments should find urgent short-term
solutions before implementing a long-term comprehensive programme to make life sustainable for
people in both urban and rural areas.
2 Read the text again and decide whether the following statements are true (T),
false (F), or not given (NG), and tick the correct box. T F NG
1 Urbanisation and counter-urbanisation are two opposite trends.
2 City dwellers look for houses in rural or suburban areas just because they are cheap.
3 Shrinking cities still face high rates of crime.
4 When populations decline, cities spend less money on maintaining infrastructure.
Country villages quickly lose their unique character and charm when they become
5 urbanised and grow fast.
Governments should offer immediate short-term solutions to make life sustainable

6 for both urban and rural inhabitants.
44 Review 1
SKILLS
rEADing • Alternatively, play the recording several

times, pausing after sentences to check Ss’
Counter-urbanisation comprehension.
1 This reading activity focuses on scanning for • If time allows, have Ss rewrite and correct the false
specific information. Ask Ss to read the title and answers.
make guesses about the content of the text. Key 1. C 2. B 3. C
4. A 5. B
2 Have Ss skim the questions before reading the
text.
• Give Ss enough time to read the text and scan it to Audio script
tick the correct box.
As you know, the burning of fossil fuels like coal, oil
• Check answers as a class and ask Ss to give and natural gas emit greenhouse gases. That is why
explanations of their answers. environmentalists insist that we use clean, renewable
Key 1. T 2. F 3. NG energy sources. Wave energy, produced by ocean surface
4. F 5. T 6. F waves, is both eco-friendly and cost-efficient. Research
has suggested that ocean wave power could make a
major contribution to the world’s energy resources.
SPEAKing Scientists claim that using 1% of wave energy can
provide the equivalent of 500 times the world energy
Historical figures consumption. With 70% of the earth’s surface covered
with water, wave energy is undoubtedly a valuable
3 This activity offers Ss a chance to consolidate their source of green energy.
ability to talk about a historical figure’s life story.
However, there is the challenge of converting wave
• Have Ss work in pairs. Ask them to read the power into energy and transmitting it to shore. Building
information in the table and the example first, and operating wave power stations in the ocean is far
then choose a person and decide on the facts more expensive and difficult than on land. Also, salt
they want to talk about. water is a very hostile environment to devices. They go
• Have Ss practise their conversations until they are rusty easily and cannot last as long as those on shore.
fluent and confident. Sea waves make energy harvesting even harder by
• Invite some pairs to role-play their conversations moving up and down most of the time.
in front of the class. Viet Nam has a long coastline with great potential for
producing wave energy. Hopefully, advancements in
renewable energy technology will soon allow us to
LiStEning exploit wave energy effectively and efficiently.
Wave energy
4 This activity aims at listening for specific
information in a talk about wave energy.
• Ask Ss to read the title and elicit any background
knowledge about wave energy.
• Ask Ss to read questions 1-5.
• Play the recording once for Ss to listen and decide
on the correct answers.
• Play the recording again, pausing at appropriate
places and highlighting the clues in the listening
text, so that Ss can check their answers.
• Ask some Ss to report their answers. Correct any
wrong answers.
Review 1 44T
SPEAKing
Historical figures
3 Work with a partner. Use the information in the table below or your own ideas to make a conversation
about one of the historical figures.
People & facts Reasons for being respected Example:
Student A: Who are you going to talk about
1. The Trung Sisters/Two Ladies Trung (AD - Bravery and perseverance in your presentation tomorrow?
14-43) - First female rulers of the nation
- National heroines, leaders of Trung Student B: I’m going to talk about our
Sisters’ uprising/first national uprising national hero – Emperor Quang
against the Han invaders (AD 40-43) Trung. He was a very talented
- Freed the country; Trung Trac became political and military leader.
Queen; Trung Nhi - top adviser (AD 40) He led the Vietnamese people
against the Qing invaders
2. Lady Trieu (Trieu Thi Trinh) (AD 226-248) - Image of a brave warrior going into between 1788 and 1789.
- Courageous female warrior battles on an elephant
Student A: You should also mention the
- Leader of the Vietnamese people against - Given the honorary title ‘Most Noble,
year of his birth and death. The
the Wu invaders (AD 248) Courageous and Virtuous Lady’ by
Emperor was born in 1753 and
King Ly Nam De (AD 503-548)
died in 1792.
3. Emperor Quang Trung (1753-1792) - Very talented political and military Student B: I will. Though he died young,
- National hero leader he was able to introduce some
- Leader of the Vietnamese people - Economic and educational reforms very important economic and
against the Qing invaders (1788-1789) educational reforms in Viet Nam.
LiStEning Writing
Wave energy Solar energy
4 Listen to the recording about wave energy. 5 Write meaningful sentences about the pros
Choose the best option to complete the sentence. and cons of solar energy. Use the words given.
1. Wave energy, produced by ocean surface waves, 1. solar energy / come directly / sun / renewable
is both ________. energy source / sustainable /.
A. friendly and efficient 2. this type / energy / environmentally friendly / not
B. eco-friendly and efficient cause pollution /.
C. eco-friendly and cost-efficient 3. solar energy / available everywhere / very quiet /
2. Using 1% of wave energy can provide the devices / not have moving parts /.
equivalent of ________ the energy consumption 4. solar panels / expensive / use rare / special materials
worldwide. / technology / store solar energy / costly /.
A. 50 times B. 500 times C. 5000 times 5. solar energy / not always available / access /
3. Building and operating wave power stations in sunlight / limited / certain times /.
the ocean is far ________ than on land. 6. although / greener / fossil fuels / production /
A. more expensive solar panels / emit / greenhouse gases /.
B. more difficult
C. more expensive and difficult
6 Use the ideas in 5 (and your own ideas) to write
4. Salt water is a very hostile environment to devices, an essay of 180-250 words about the pros and
which become ________ and cannot last long. cons of solar energy.
A. rusty easily B. rusty slowly C. rusty You can start your essay like this:
5. Progress in renewable energy technology will soon Nowadays, it has become necessary to use green
allow Viet Nam to ______ effectively and efficiently. technology with green renewable energy sources.
A. export wave energy Among all green energy sources, solar energy is the
B. exploit wave energy most important renewable energy source.
C. explore wave energy First of all, ...
45 Review 1
Writing
Solar energy
5 This activity offers Ss preparations necessary for their writing about solar energy in the next activity.
• Have Ss read through the words and check comprehension. Allow enough time for them to write meaningful
and grammatically correct sentences.
• Walk around to monitor and offer help if necessary.
• Ask some Ss to write their sentences on the board. Then check answers and give feedback as a class.
Suggested answers
1. Solar energy comes directly from the sun and this renewable energy source is sustainable.
2. This type of energy is environmentally friendly and does not cause pollution.
3. Solar energy is available everywhere and is very quiet because solar energy/its devices do not
have any moving parts.
4. Solar panels are expensive as they use rare and special materials, and the technology used to
store solar energy is costly.
5. Solar energy is not always available since access to sunlight is limited at certain times.
6. Although it is greener than fossil fuels, the production of solar panels may emit some
greenhouse gases.
6 The aim of this activity is for Ss to write an essay about solar energy.
• Ask Ss to write an essay about the pros and cons of solar energy, using the sentences in 5 and their own
ideas.
• Remind Ss of the structure of a discussion essay. If necessary, provide the outline or a template with some
prompts for the introduction, the body (pros and cons) and the conclusion. Elicit frequently used linking
devices that Ss can use in their own writing.
• Ss may write their drafts first in class, swap them with a partner for peer review, and then write their final
versions at home.
Suggested answer
Nowadays, it has become necessary to use green technology with green renewable energy sources.
Among all green energy sources, solar energy is the most important renewable energy source, which has
both advantages and disadvantages.
First of all, solar energy comes directly from the sun and this abundant renewable energy source is
sustainable. In general, this type of energy is environmentally friendly and does not cause pollution.
Another advantage is that solar energy is available everywhere in the world, not only in hot and sunny
countries near the Equator. Furthermore, it is very quiet because solar energy devices do not have any
moving parts.
However, solar energy is not cheap. Solar panels are expensive to produce as they use rare and special
materials. In addition, the technology used to store solar energy is costly. A further disadvantage is that
solar energy is not always available since access to sunlight is limited at certain times. Furthermore,
although it is greener than fossil fuels, the production of solar panels may emit some greenhouse gases.
In short, there is no energy source that is completely risk-free. However, the pros of solar energy as a
renewable energy source outweigh the cons. I hope that further development of green technology will
soon eliminate the disadvantages.
Review 1 45T
Unit 4 THE MASS MEDIA
This unit includes:

LANGUAGE
GETTING STARTED Vocabulary
The mass media in our life • Words and phrases related
to the mass media
Pronunciation
• The verb ending -ed
Grammar (Revision)
• Prepositions after certain ver
bs
• The past perfect vs. the pas
t simple
SKILLS
• Reading for general ideas and
specific information
in an article about forms of ma
ss media
• Talking about social netwo
rking
• Listening for specific inform
ation in a conversation
about social media: language-
learning apps
• Describing a pie chart showin
g the use of online
resources
COMMUNICATION AND CULTU
RE
• Learning English with video
• Social media apps
1 Nam and Lan are talking about the use of

mobile devices and the Internet. Listen and
read.
Lan: Nam, just look around. All the people I see are
on their smartphones or tablet PCs.
Nam: Yeah. Maybe they are chatting, sending
messages or searching for news. I don’t see
many people reading print newspapers.
Lan: Remember Minh? He said his dad had reduced
the number of subscribed print newspapers
and magazines.
Nam: I’m not surprised! Everyone in his house
can now read the news on their digital
devices.
46 Unit 4 The mass media

Objectives
• use words and phrases related to the mass media
• pronounce correctly the verb ending -ed; use prepositions after certain verbs
• the past perfect vs. the past simple
• read for general ideas and specific information in an article about forms of mass media
• talk about social networking
• listen for specific information in a conversation about social media: language-learning apps
• describe a pie chart showing the use of online resources
• understand more about social media apps
GETTING STARTED
The mass media in our life
Lead-in: Inform the class of the lesson objectives: getting to know the topic, some vocabulary related to the
use of the mass media in our life, revision of two grammar points (prepositions after certain verbs and the past
perfect vs. the past simple); and the pronunciation of the verb ending -ed.
1 Ask Ss to look at the picture, describe where the speakers are and what the people around them are doing.
Suggested answers
They are in a coffee shop. The people around them are using their mobile devices – smartphones and tablets.
They are probably talking to friends, reading information online or visiting their social media sites.
• Tell Ss that they are going to listen to a conversation between Nam and Lan talking about the use of
mobile devices and the Internet to access various forms of the mass media.
Unit 4 The mass media 46T

2 Answer the following questions.
1. What are the people around Nam and Lan doing?
2. Why did Minh’s father subscribe to fewer print
newspapers and magazines?
3. How had Minh’s grandpa accessed the Internet
before he was given a tablet PC?
4. What is the reason that older people don’t want
to use the Internet according to Lan?
5. What does Nam think of Lan’s use of social media
and the Internet?
6. How do you usually contact your friends and get
information for your school projects?
Lan: Did you mean Minh’s grandpa can read
online newspapers? 3 Complete the table with the appropriate words
and phrases in the box.
Nam: Yeah. He had already started using the
computers in the local library to access smartphones, newspapers, magazines, chatting,
the Internet when Minh’s dad bought him a tablet PCs, sending messages, radio, TV, DVDs,
tablet PC four months ago. reading online newspapers, accessing the
Lan: That’s interesting! Great to see that more Internet, computers, social media, searching for
and more older people are beginning to use news, the Internet.
new technologies.
Nam: Well, my grandparents and most of their Digital devices The mass media Online activities
friends still read print newspapers, listen smartphones newspapers chatting
to the radio, watch TV or DVDs. I think they
may find it challenging to learn how to use
the Net.
Lan: I agree, but they can always find someone
to walk them through the process. I think
the problem is that many older people
may not understand the benefits of online
information.
Nam: Yes, but once they start using the Internet
they can also connect with friends and family
members any time.
Lan: That’s right. The benefits are enormous!
I’d be lost without my social networking
sites. It would be impossible for me to do my 4 Match each verb with the correct preposition.
school projects without the Internet. Discuss their meanings with a partner.
Nam: Personally, I think you are addicted to social search with
media and rely too much on the Internet. connect for
You can still use other media such as print
newspapers, magazines and books, or radio
and television for different purposes. 5 Read the following sentence. Underline the
verbs. What tenses are they in?
He had already started using the computers in the
local library to access the Internet when Minh’s
dad bought him a tablet PC four months ago.

2 This activity focuses on comprehension. Ask Ss to read the questions, and underline any key words before
they scan the conversation for the answers.
Key
1. They are chatting, sending messages or searching for news.
2. Because everyone in his house can read the news on digital devices.
3. He had used the computers in the local library to access the Internet.
4. She thinks that they may not understand the benefits of online information.
5. He thinks that she is addicted to social media and relies too much on the Internet.
6. Students’ answers
3 The aim of this activity is to help Ss to recognise words and phrases related to three groups: digital devices,
the mass media and online activities.
• Ask Ss to read the instructions and copy the names of the groups on a piece of paper. Have them work
in pairs to go through the conversation and find the relevant words and phrases, and copy them into the
correct column.
• Ask pairs to compare answers. Then check answers as a class.
Key Digital devices: smartphones, tablet PCs, computers
The mass media: newspapers, magazines, radio, TV, DVDs, social media, the Internet
Online activities: chatting, sending messages, reading online newspapers, accessing the
Internet, searching for news
4 This activity helps Ss to identify verbs and prepositions which usually appear together. Explain to Ss how to
do the activity.
• Have Ss scan the conversation quickly and underline the two verb phrases in focus.
• Check answers as a class and allow a few minutes for Ss to discuss the meaning of these verb phrases. Have
them make sentences with the verbs if time allows.
Key search for, connect with
5 This activity helps Ss to identify the past perfect and the past simple in the context of the conversation and
become aware of their usage and meaning.
• Remind Ss of the verb forms of the tenses.
• Have Ss underline the verb forms in the sentence.
• Ask a student to explain which action happened first in the sentence.
Key He had (already) started using the computers in the local library to access the Internet
Past perfect (This action happened first)
when Minh’s dad bought him a tablet PC four months ago.
Past simple

LANGUAGE
Pronunciation
Vocabulary
Revision: The pronunciation of the verb
1 Match the words/phrases in the box with the ending -ed
definitions.
1 Listen and repeat. Pay attention to the
a 1 unable to stop doing ending -ed of the verbs.
the mass media something because you
like it very much reduced used copied
received distributed welcomed
developed influenced invented
b 2 the use of websites and introduced provided downloaded
addicted applications to connect
with people who share
similar interests REMEMBER
c The verb ending -ed is pronounced:
efficient 3 the main means of • /t/ after voiceless sounds such as /p/, /k/, /s/,
communication reaching /f/, /ʃ/, /tʃ/ and /θ/.
people on a large scale,
such as television, radio, • /d/ after voiced sounds such as /b/, /g/, /v/, /z/,
d movies, newspapers, etc. /m/, /n/, /l/,/r/, /ð/, /dʒ/ and all vowels.
social • /ɪd/ after the sounds /t/ and /d/.
networking
4 a type of real-time online
chat
2 Listen and repeat the sentences. Notice the
e verbs ending -ed.
cyber 5 doing something well with
bullying no waste of time, money, 1. The library reduced the number of print
or energy newspapers and magazines that they used to
subscribe to.
f 6 the use of electronic
communication to hurt, 2. The graph compares the amount of information
instant received over a ten-year period.
messaging threaten or embarrass
someone 3. Have you downloaded the files related to our social
media project, which I emailed you yesterday?
4. Paper was invented before the printing machine.
2 Complete the sentences with the words/phrases 5. New electronic devices have been developed to
in 1. cater to users’ ever-changing needs.
1. Most people rely heavily on _______________ as their 6. Social networking has influenced young people’s
way of life.
main source of information.
2. Millions of teenagers around the world are _______ Grammar
to computer and video games. Prepositions after certain verbs
3. Teenagers can become addicted to ______________ 1 Match each verb with an appropriate preposition.
if they can’t control the time they spend online.
1. search a. out
4. Online advertising is more ____________ than TV ads
2. listen b. of
because of the huge number of Internet users.
3. think c. on
5. Young people like ________________ because of its
4. carry d. for
speed, convenience and privacy.
5. rely e. to
6. Many Internet users delete their social accounts
because of ________________. 2 Make sentences with the verbs in 1.

LANGUAGE
1 Tell Ss what the objective of the activity is to
Vocabulary revise the pronunciation of the verb ending
1 This matching activity focuses on the meaning of -ed, and ask them to read the information in the
certain key vocabulary related to the topic. Ask Remember box.
Ss to read the context provided to do the task. • Play the recording for Ss to listen and repeat all
• Check answers as a class. If necessary, ask a the verbs chorally.
few Ss to say the equivalent meaning of these Audio script
words and phrases in Vietnamese. This can help reduced used copied
less able Ss to better understand them and do received distributed welcomed
the activity that follows. developed influenced invented
Key a. 3 b. 1 c. 5 d. 2 e. 6 f. 4 introduced provided downloaded
2 Ask Ss to review the meaning of the vocabulary Note

items in 1 before reading the sentences and /t/: reduced, developed, influenced, introduced
underlining any contextual clues in them. /d/: used, copied, received, welcomed
• Check answers as a class. Then have a few Ss read /ɪd/: distributed, invented, provided, downloaded
the completed sentences aloud.
Key 1. the mass media 2. addicted 2 The aim of this activity is to help Ss to recognise
and practise the pronunciation of the verb
3. social networking 4. efficient
ending -ed.
5. instant messaging 6. cyberbullying
• Play the recording for Ss to repeat chorally and
Notes individually.
• The media (uncountable + singular or plural verb): the main Audio script
ways that large numbers of people receive information and 1. The library reduced the number of print newspapers
entertainment such as print materials (books, newspapers, and magazines that they used to subscribe to.
magazines, etc.), radio, TV, recordings, DVDs, movies and
the Internet. 2. The graph compares the amount of information
E.g. The news was fully reported in the media. received over a ten-year period.
Some people think that the media are/is responsible for 3. Have you downloaded the files related to our social
the rise in crime. media project, which I emailed you yesterday?
• Medium 4. Paper was invented before the printing machine.
a. singular form of media: a way of communicating 5. New electronic devices have been developed to cater
information to people
to users’ ever-changing needs.
E.g. The Internet is the modern medium of communication.
6. Social networking has influenced young people’s way
b. something that is used for a special purpose of life.
E.g. Video is a good medium for learning a foreign language.
c. The material or the form that an artist, a writer or a
musician uses
E.g. Blogging is his favourite medium for expressing his views Grammar
on current events.
Prepositions after certain verbs
• Mediums is the plural form of medium in b and c.
E.g. I think TV and social networking sites are efficient 1 The aim of this activity is to focus Ss’ attention
mediums for advertising. on collocations of verbs and prepositions that
Select whatever mediums you like to advertise your products. normally appear together.
• Have Ss work in pairs to do the task and discuss
the meaning of the verb phrases provided.
Pronunciation • Elicit from Ss that these prepositions are called
dependent prepositions and the combination
Revision: The pronunciation of the verb of a verb and one or two prepositions is a verb
ending -ed phrase (cf. phrasal verb), which is used to express
Activities 1 and 2 focus on revision of the pronunciation specific meaning.
of the verb ending -ed. • Check answers as a class.

4. Linda only (understand) _______________ the film
DO
YOU KNOW…? after she (read) _______________ the book.
Some verbs are usually followed by prepositions 5. A: ________ you ever (appear) ________ on TV before
before the object of the verb.
you (take part) __________ in this reality show?
• Verbs with for: search, wait, ask, care, prepare,
apologise, etc. B: Yes, I (have) ______________.
• Verbs with from: protect, save, recover, suffer, etc. 6. I can’t believe I (get) __________ the position of a
• Verbs with in: believe, specialise, succeed, etc. TV announcer. I (submit) __________ my application
• Verbs with of: think, approve, die, smell, etc. two months ago, but I did not think I had a
• Verbs with on: rely, agree, concentrate, come, chance getting it. When I (show) __________ up at
base, etc.
the interview, there were at least fifteen people
• Verbs with to: listen, refer, introduce, respond, etc.
who (arrive) _______ before me.
• Verbs with with: take, agree, provide, etc.
Example: I rely on social media to stay connected. 7. All job applicants (finish, already) _______________
their interviews and (leave) _______________ when I
Some verbs can take a direct object followed by the
preposition: (arrive) ______________.
Example: Schools need to protect students from
2 Complete the following sentences, using
dangerous material on the Internet.
either the past simple or past perfect, and
your own ideas.
1. Minh’s grandpa got a laptop after he ______________
The past perfect vs. the past simple
__________________________.
1 Put the verbs in brackets in the correct tenses. 2. Nam had already downloaded the information
Make changes if necessary. for his essay when his classmate Lucy ___________.
3. When I logged into my social media account, my
friends ______________________________________.
4. After the students had carried out a survey on the
use of the Internet and analysed the related data,
_______________.
5. Lan had spent three days doing research on social

media when _______________________________________.
6. After Ninh had drawn the graph to compare the
a phonograph two social networking sites, ______________________.
REMEMBER
1. Alexander Graham Bell (invent) __________________ The past perfect is used to talk about a past action
the telephone when Thomas Edison (complete) or situation that occurred before another action or
_____________ his second model of the phonograph situation in the past. It can also show that an action
in 1887. happened before a particular time in the past.
Present
2. National Geographic, one of the most influential
Past Future
magazines, (appear) ____________________________ in Past perfect Past simple
1899, which (help) ____________________ to increase Examples:
readers’ cultural awareness and understanding - Mary had never used any social networking sites
through high-quality photo essays. before her older sister showed her how to create
her account.
3. The lung cancer mortality rate (rise) ______________
- The villagers had never seen a TV set when the
six-fold in males when mass media (start) _________ village authority bought one in 2002.
covering the health risks of smoking.

Notes
2 This activity enables Ss to use the target tenses in
• carry out (out is an adverb): to do something that you have context. Inform Ss of the objective of the activity.
said you will do; to do and complete a task
• Ask Ss to work independently.
• carry on (on is a preposition): to continue moving
• Tell them to exchange their work with a partner
Key 1. d 2. e 3. b 4. a/c 5. c for peer checking.
• Ask a few Ss to read out their sentences and
2 The aim of this activity is to help Ss to use the verb have the rest of the class comment on the use of
phrases in 1 in context. the tenses, word choice, sentence structure and
• Allow time for Ss to work individually. meaning.
• Ask them to exchange their work in pairs for peer
comments. Suggested answers
• Ask a few Ss to read their sentences aloud, 1. … had used the library’s computer to get
and have the class make comments on grammar, access to the Internet.
word choices and meaning.
2. … rang his doorbell.
3. … started sending me their greetings/
The past perfect vs. the past simple had already posted their greetings for my
birthday.
1 The aim of activities 1 and 2 is to revise the 4. … they began drawing their charts.
use of the past perfect and the past simple, and
help Ss to distinguish between the forms and 5. … the teacher changed the topic.
usage of the two tenses. 6. … he wrote a brief description of the data.
• Explain the objective of activity 1, and ask
Ss to read the Remember box. Check their
comprehension and review the formation LESSON OUTCOME
of the past perfect (had + past participle).
• Allow time for Ss to do the task individually. What can you do now?
• Check answers as a class. Then invite a few Ss to • Elicit answers: I can use some key words
read the sentences aloud if necessary. and phrases related to the topic. I can
Key pronounce the verb ending -ed, and use the
1. had invented, completed past simple and past perfect correctly.
2. appeared, helped
3. had risen, started
4. understood, had read
5. Had (ever) ... appeared, took part, had
6. got, submitted, showed, had arrived
7. had already finished, left, arrived

SKILLS
READING
Mass media forms
1 Work in pairs. Put the words and phrases related to the mass media in three groups: print, television
and the Internet. Use a dictionary to look up unfamiliar words.
email Print: ___________________

websites ___________________________
news programmes dramas books
reality shows
instant messaging The mass media social networking
magazines
Television: ____________
_______________________
newspapers ____
leaflets documentaries
data sharing
The Internet: _________
____________________________
2 Quickly read the text and choose the best heading.

a. The history of print media b. Forms of mass media
c. The advent of the Digital Media Age d. Means of mobile communication
T he mass media are means of world as they occur. Educating other services. Most print and
communication, such as books, people about their rights and broadcast media have a presence
newspapers, recordings, radio, responsibilities is another on the web by having video
movies, television, mobile function of mass media. adverts or Quick Response Codes
phones and the Internet, that Until recently, mass media forms (QR Codes) that link to specific
can reach a large audience. were classified into six categories websites.
Although the first printed books according to the sequence of Each form of mass media has
had appeared long before in their advent: print, recordings, had an important impact on
China, the term ‘mass media’ cinema, radio, television and the society, for example, books
we use today was coined with Internet. Each form has its own have helped people to educate
the creation of print media, characteristic content types, themselves while newspapers
which started in Europe in creative artists and business have recorded daily events.
the Middle Ages. This is also models. In the early 21st century, Magazines were the first visual
considered the first example with the explosion of mobile medium before the advent of
of mass media due to the large communication technology, the television, which together with
number of readers then. mobile phone has emerged as a radio, brought entertainment
Since the mid-twentieth new and unique media channel. and news programmes into
century new technologies have Video and computer games people’s homes. However, all
been developed, which helped have also developed into a mass these media had to change
to diversify mass media and media form. and adapt to the advent of the
make them an inseparable part The Internet and mobile Internet and Digital Media Age.
of our lives. The role of the mass communication is now the most New digital media forms are
media is not only to entertain popular means of receiving more personal and social as they
and amuse the masses. Its most information and interacting with allow people to connect with
important role is to provide people through email, instant each other, collaborate and share
information and news about messaging, apps, search engines, information and personalise their
events in different parts of the blogs, social networks and experiences.

SKILLS
READING
Mass media forms
Lead-in: Inform the class of the lesson objectives: skimming and scanning a passage for general ideas and specific
information, and learning additional vocabulary and information related to the history and forms of mass
media.
1 Ask Ss to work in pairs. Have them look at the vocabulary items in the word bank and discuss their meanings.
Encourage them to use a dictionary if necessary.
• Check the meanings of the vocabulary items as a class.
• Remind Ss not to spend too much time on this activity.
Key
Print: books, magazines, leaflets, newspapers
Television: news programmes, dramas, reality shows, documentaries
The Internet: email, websites, instant messaging, data sharing, social networking
Notes
drama: a play for the theatre, television or radio
documentary: a film or a radio or television programme giving facts about something or information used to find out things or make decisions
for reference or analysis
data (uncountable): information that is stored in a computer
2 Inform Ss of the objective of this activity (reading for gist or general ideas). Get them to read the instructions
and predict the best heading for the text.
• Allow time for Ss to skim the text individually.
• Check answers as a class. Invite one or two Ss to explain how they came up with their answers. Draw Ss’
attention to the key words (... mass media forms were classified ...; each form of …; new digital media forms…)
in the text.
Key b. Forms of mass media

3 Match each of the following words with its meaning. Use a dictionary if necessary.
a
audience (n) 1 appear; begin to be known or noticed
b 2 the ordinary people in society who are not leaders or who are
broadcast (v)
considered to be not very well educated
c
advert (n) 3 the people who watch or listen to a particular programme (a play,
d concert, talk, etc.)
the masses
4 send out programmes on TV or radio
e
emerge (v)
5 the time when something first begins to be widely used
f
advent (n) 6 a notice, picture or film telling people about a product, job or service
4 Read the text again. Decide if the following statements are true (T), false (F), or not
given (NG). Tick the correct box. T F NG
1 Mobile phones and the Internet are the only forms of mass media.
2 The role of mass media is to entertain, amuse, inform, educate and unite people.
3 The mobile phone is regarded as a unique means of communication.
4 People nowadays prefer instant messaging and social networking to emails.
5 Only digital media have influenced people’s lives and society.
5 Work in pairs. Tell each other about the forms of mass media that you use every day. Explain how
you benefit from using them.
SPEAKING Ann: Do you have any accounts on Facebook or

Talking about social networking Twitter, Ninh?
Ninh: Yes. But (1) ________________________.
1 Complete the following Ann: Oh, really? How come?
conversation, using the Ninh: Well, (2) ________________________.
sentences in the box. Ann: Why don't you open a new one?
Then practise it with a Ninh: Because (3) ________________________.
partner. Ann: Oh, I see. However, (4) ________________________.
Ninh: I know. But I used to be distracted from my
a. I also read others’ profiles miles away work when I got on the Net.
b. it's fun to share with our friends our work Ann: How many hours a day did you spend on the Net?
and feelings sometimes Ninh: (5) ________________________!
c. someone hacked it last month Ann: What did you do then?
d. I'm busy to prepare for the exam at the Ninh: I updated my profiles, shared my photos and
end of the school year videos with my friends, and (6) ________________.
e. I closed it already Ann: Well, it really took a lot of time for these things!
f. Er... Most of my day Ninh: You're right. But no more. Now I have to focus
on the coming exam.

3 Tell Ss that the aim of this matching activity is to SPEAKING
improve and expand their vocabulary by learning
Talking about social networking
words in context.
• Allow time for Ss to do the task individually. Lead-in: Inform the class of the lesson objective:
Check answers as a class. Invite several Ss to say talking about social networking. Explain the meaning
•
the Vietnamese equivalent to help less able Ss to of a social networking site.
understand their meanings better. Note
Key a. 3 b. 4 c. 6 d. 2 e. 1 f. 5 Social networking sites can be used to describe
community-based websites, online discussion
4 This activity focuses on reading for specific forums, chat rooms, etc.
information.
• Tell Ss that they should read the sentences
1 This gap-filling activity provides useful language
in the table and underline the key words
and discussion points related to social networking.
which help them to justify their answers.
• Ask Ss to read the sentences in the box and
• Allow time for Ss to do the task individually.
the conversation. Remind them to focus on the
• Check answers as a class. sentences that appear before and after the blanks
Note which may help them to work out the answers.
A QR (Quick Response) Code These clues can include synonyms, definitions,
is a type of two-dimension bar comparisons, etc.
code that is used to provide easy
access to information through Key
a digital device. The technology 1. e 2. c 3. d 4. b 5. f 6. a
for QR codes was first developed by Densa-
Wave, a Toyota subsidiary. The codes were
originally used for tracking inventory.
Key 1. F 2. T 3. F
4. T 5. NG
5 The aim of this activity is to relate the information

in the text in 2 to Ss’ own experiences of using
the different forms of mass media for personal
communication or finding useful information.
• Ask Ss to work in pairs to share their preferred
forms of mass media for daily communication
or finding information, and how they benefit
from using them.
• Remind them of the six forms of mass media
mentioned in the text: print, recordings, cinema,
radio, television and the Internet.
• Ask several pairs to report their discussion
results to the class.
LESSON OUTCOME
• Elicit answers: I can understand the different
forms of mass media and their roles. I have enlarged
my vocabulary related to the topic. I have improved
my reading skills of skimming for general ideas and
scanning for specific information.

LISTENING
2 Put the following opinions about using social Social media: Language learning apps
networks in the appropriate box. Add yours if
they are different.
1 Read about how three students use social
media. Complete the sentences with the
1. It makes you do homework less and spending words from the box.
less time with friends and family.
updates interactive app record
2. It helps you keep in touch with friends and family
connect GPS audio
any time.
3. It wastes your time. Student A: I can now talk with my friends and
4. It helps you share feelings and work with relatives using a free video chat
friends. (1) _______________ on my favourite social
5. It helps you make friends with people miles media. I can also (2) ____________ my own
away. videos and send them to other people.
6. It makes you curious about other people’s lives. I can even use a(n) (3) ____________ app to
find my way around in a new place.
Positive opinions Negative opinions
Student B: I got an A on my English test last week.
I’m so proud because I worked so hard.
I joined a(n) (4) __________________ online
course taught by an experienced tutor.
I also became a member of an online
language community where I was able
to (5) ____________ with native speakers,
ask questions and practise speaking via
(6) ____________ and video chat.
Student C: I’ve been using different social media sites
for a year and they have really changed
my life. I can connect with people I know
and make new friends any time. I can also
post (7) _________ on my projects and start
an open discussion with my classmates.
2 Listen to a conversation between two students

3 Work in pairs. Have a similar conversation as talking about language learning applications.
the one in 1, discussing the advantages and Which of the following did they not talk about?
disadvantages of using social networks and 1. Lan’s English test results
how you use them. Use the ideas in 2.
2. Nam’s birthday
3. Language-learning courses
4. Playing online games
5. Chatting online with native speakers
6. Writing a blog

2 The objective of this activity is to supply Ss with • Play the recording again. This time ask Ss to listen
different opinions about social networking, and and circle the information that they did not hear
enable them to engage in later discussions or in the recording.
conversations.
Key 2 & 3
Key Positive opinions: 2, 4, 5
Negative opinions: 1, 3, 6 Notes
Scrabble is a game that is played by 2 to 4 people.
3 This activity aims to provide freer practice using It uses a board with squares on it and a large
the language and ideas from Activities 1 and 2. number of letters on small tiles. Each player,
when it is his/her turn, has to put a word on the
• Ask Ss to work in pairs to read the instructions board, using any of the seven letters (seven tiles)
and reread the information in Activities 1 and 2 that he/she has in front of him/her. His/Her word
before sharing their experiences of using social must join on to what is already on the board.
networking account(s). • on the go describes someone who always seems
to be in motion
LISTENING • a programme (computer/Internet): a sequence
of instructions, written to perform a specified
Social media: Language learning apps task with a computer or a digital device
listening for specific information in a conversation Audio script
between two students talking about their uses Nam: Congratulations, Lan! You’ve got an A on your English test!
of social media and how they use it for language Lan: Thanks, Nam. I should really thank a few social networking
learning. sites that help me to improve my English.
Nam: Sounds interesting! So how did you improve your English?
1 The aim of this activity is to provide some Lan: First, I registered and created an account with my nickname.
language/vocabulary input and information that Then I downloaded some free language learning apps on
Ss will need in order to understand and complete my smartphone and started revising and learning new
the listening activities that follow. Check Ss’ vocabulary on the go. I could practise while on the bus on
comprehension of the words in the word bank. my way to school or while jogging in the park.
Explain unfamiliar words or ask Ss to look them Nam: Wow! So you don’t play online games anymore?
up in a dictionary. Lan: Of course I do, but I focus on language games such as
• Allow time for Ss to quickly read the conversation Scrabble and crossword puzzles.
and complete the gapped sentences. Nam: Really? I didn’t know you were keen on these games.
• Check answers as a class. Aren’t they boring?
Lan: Not if you connect and compete with other online gamers.
Note You can also make friends and have fun.
GPS (Global Positioning System) − an accurate Nam: Really? But you still need a tutor to explain things or
worldwide navigational and surveying facility correct your English if you make a mistake.
based on the reception of signals from an Lan: Exactly. Some social networking sites help you to connect
array of orbiting satellites. with native speakers so you can ask questions or have
your writing drafts corrected.
Key Nam: Sounds good! I saw that you uploaded some vocabulary
and grammar flashcards on all your social media sites.
1. app 2. record 3. GPS How did you create them?
4. interactive 5. connect 6. audio Lan: I used a free programme available on my smartphone.
7. updates I also used the recording feature to collect interesting
samples from English TV and radio. Have you also seen
my photos on my English blog?
2 This activity focuses on listening for specific
information. Nam: Yes, I have. Great photos!
Lan: Thanks.
• Ask Ss to read the instructions and the
information provided. Remind them that they
have to identify what was not mentioned in the
conversation.
• Play the recording without pausing so Ss can get
the gist of it.

3 Listen again. Give answers to the following instant messaging at 17% each. The least is face-to-
questions. face socialising, which is given 1% less than emailing
1. How does Lan learn new vocabulary? and instant messaging.
2. Why does Lan like playing language games? To conclude, the (5) ________ mode of communication
3. How does Lan connect with native speakers of for the students at Intel Secondary School is social
English?
networking. Of all the other forms – mobile phone
4. How did she create her flashcards?
talking, emailing, face-to-face socialising and instant
4 Work in groups of four. Listen again. What do messaging – students use face-to-face socialising
think about Lan's ways of improving her English?
(6) ______________.
What can you learn from her experience?
3 Study the pie chart and write a paragraph of

WRITING 130-160 words to describe it.
Describing a pie chart
Students’ use of online resources at Intel
showing the use of online resources Secondary School Library in 2014
1 Work in pairs. Discuss the difference between Interactive games
a graph and a chart; and how to describe a 20% Fiction e-books
pie chart.
30% Online magazines
18%
2 The pie chart below illustrates the forms of Non-fiction e-books
communication used by students in Intel 6% Online dictionaries
Secondary School. Complete the description 11% 15%
Science journals
with the words in the box.
tied in majority recorded

preferences dominant the least
DO
Forms of communication used in Intel YOU KNOW…?
Secondary School
If the number is not exact, you can use the
social networking following expressions to describe a pie chart.
17%
27% mobile phone talking
a majority: more than 50%
16% emailing a minority: 10-15%
23% face-to-face socialising a large number of people/students: 75-80%
17%
instant messaging a quarter: 25%
less than a quarter: 17%
The pie chart shows the preferred forms of a fifth: 20%
communication recorded in a survey carried out in less than a third: 30%
over a quarter: 27%
Intel Secondary School in August 2014. Following is
almost a third: 32%
a brief description of the students’ (1) _______________.
nearly a half: 48%, 49%
Social networking is (2) _________ as the most preferred
one in ten: 10%
form of communication with a (3) ____________________
a very small number: 5%
of 27%. Mobile phone ranks the second at 23%.
fivefold: five times
Emailing is closely (4) __________________________ with

3 Ask Ss to read through the questions and answer • To describe a pie chart we should specify the
them. information (content) and proportion of each
Play the recording again for Ss to check their segment, which can be measured in percentages
•
(%) or fractions (e.g. one-third, a quarter).
answers. For less able Ss, pause the recording
after the sentences that include the information/ 2 This activity aims to provide a sample description of
answer to the question. Encourage them to a pie chart. Inform Ss of the objective of the activity.
note down the answer. • Ask Ss to read the words in the box and check
• Ask Ss to exchange their answers with a partner their comprehension. Explain unfamiliar words,
for peer review. e.g. tie in (to link something or to be linked with
Key something), dominant (more noticeable), majority
(the largest part of a group of things).
1. She downloaded some language learning
apps on her smartphone and started • Allow time for Ss to read the text and do the task.
learning vocabulary on the go. Monitor Ss’ progress and offer help if necessary.
2. Because she wants to improve her English. • Check answers as a class.
3. She uses some social networking sites. Key 1. preferences 2. recorded 3. majority
4. She used a free programme on her
4. tied in 5. dominant 6. the least
smartphone.
3 This activity aims to provide an opportunity for Ss
4 This activity provides Ss with an opportunity to to describe a pie chart. Inform Ss of the objective
relate the content of the listening with their own
of the activity.
knowledge and experiences.
• Ask Ss to look at the chart and read the related
• Ask Ss to work in groups of four exchanging
information. Check their comprehension and
their opinions about Lan’ ways of improving her
give explanations if necessary.
English, and then discuss what they can learn
• Ask Ss to work in pairs and discuss the words and
from her experience.
phrases in the Do you know …? box.
• Ask a few groups to report the results of their
• Have them write their drafts independently,
discussions.
following the sample in 2, and make use of the
LESSON OUTCOME language in the Do you know…? box. Ask Ss to
• Ask Ss: What have you learnt today? exchange their drafts with a partner for peer
What can you do now? review.
• Elicit answers: I have practised listening • Collect some drafts and give comments or ask the
for specific information in a conversation rest of the class to provide feedback. Encourage
about improving English via social media. Ss to make revisions based on the feedback.
• If time allows, have Ss do the revisions and write
their final drafts in class. Otherwise, let Ss do their
WRITING writing at home. Collect the final drafts in the
Describing a pie chart showing the use of next class for marking/grading.
online resources Suggested answer
Lead-in: Inform the class of the lesson objective: The pie chart shows students’ preferred online
describing a pie chart showing Ss’ use of online resources recorded in a survey carried out at Intel
resources at a secondary school. Secondary School Library in 2014. Following is a
1 Ask Ss to look at the illustrations in this section brief description of the students’ preferences.
and elicit their answers. We can see that a majority of students played
Suggested answers interactive games, which rank the first at 30%.
• Charts and graphs represent a series of data Fiction e-books line in the second at 20%,
but they are different from each other. Graphs and are at 10% less than interactive games.
are mainly used to represent variation in values Online magazines rank the third at 18% while
over a period of time. Charts are used to give non-fiction e-books account for 15%. Online
information about the frequency of different dictionaries are the fifth library resource at 11%.
quantities in a single pictorial representation. Only a minority of students, or 6%, used science

Communication
Learning English with video
2 Work in groups. Discuss what videos you

would like to watch in your English lessons/
classes. Give reasons.
Culture
Social media apps
1 Read the following text and give short

answers to the questions.
1 Listen to a conversation between Nam and
Mai about learning English with video. Decide
whether the following statements are true (T) The advancement of technology has enabled
or false (F). the Internet users to access various social
T F networking apps. Most of these apps are
designed to help people to keep in contact
Nam and Mai’s English teacher never let with their friends and share information. They
1
them watch videos. are easy to download, install and update. Free
apps have only basic services, but the paid
Mr Bean and The IT Crowd are popular ones have more advanced options.
2
series on domestic TV channels. Most social networking sites and apps
offer users communication, entertainment
Both speakers had watched many of these and security. You can chat with and send
3 messages to your friends and followers using
TV series.
live messenger and mail functions.
Nam thinks watching the videos is time- You can listen to music or watch videos on
4 video-sharing apps, which also allow you to
consuming.
create your own video clips and share them
with friends and family. For people who like
Mai thinks that teachers should not
5 playing games, there is a wide selection of
choose videos to show in their classes.

journals, which is the least popular of all resources,
and used fivefold less than the most preferred
LESSON OUTCOME
resource, interactive games.
To conclude, the dominant form of online
resources used by the students at Intel
Secondary School Library is interactive games. Of • Elicit answers: I have learnt language to
all the other resources − fiction e-books, online describe pie charts. I can describe a pie
magazines, non-fiction e-books, online dictionaries chart showing the students’ preferences
and science journals − students used science for online resources at a secondary school.
journals the least.
Lead-in: Inform the class of the lesson objective:

further skills development.
Nam: I had also seen most of the episodes, but I still liked
Communication watching them in class with no subtitles. And I enjoyed
discussing the ideas with my classmates.
Learning English with video Mai: Well, I didn’t have much to say… These series are very
1 This activity provides further listening practice. popular and repeated frequently on many domestic TV
Tell Ss the objective of the activity. channels. You can also see them on many social media
websites for free. I think our English teacher should
• Ask Ss to read the instructions and the information choose less familiar films or TV series.
provided. Have them underline the key words Nam: You might be right. My brother’s teacher asks her
and any other clues in the statements and explain students to ‘vote’ for the videos they want to watch,
their decision. Check Ss’ comprehension and give and sometimes even lets them bring in DVDs related to
feedback. the themes of the lessons.
• Play the recording all the way through for the Mai: Sounds like a great idea!
first time. Play it again for Ss to do the task. If Ss
Nam: Yes, but I still think that our teacher should choose the
content. Not all videos are suitable to watch in class.
are not sure of more than two answers, play the
recording a third time for Ss to check again.
• Ask Ss to work in pairs to compare their answers. 2 This activity gives Ss the opportunity for freer
Key 1. F 2. T 3. T 4. F 5. F talking in groups.
• Ask Ss to work in groups of four or five, and talk
about their favourite types of videos for their
Audio script English classes and say the reasons.
Mai: What do you think of the video clips we watched in our
English classes? • Ask one or two groups to report their discussions
Nam: I like them because they are interesting. The language to the class. Then give feedback on their reports.
is authentic and they helped me to improve my Suggested ideas
English… How about you?
Mai: Well, I think some videos were interesting and helped • The video clips are powerful audio-visual
me to learn things like new expressions, but most of resources for learning a language.
them were just entertaining and time-consuming. • They can:
Nam: Which ones? - provide authentic language use
Mai: You know, many of us had already watched the - capture learners’ attention
series about Mr Bean and The IT Crowd before we - increase their motivation
saw them in class. I think it was a waste of time to - enhance their learning experience
watch them again.

LOOKING BACK
game apps in all genres for all ages. The most
popular ones are action and adventure games Pronunciation
followed by puzzles and board games.
Mobile security apps are designed to protect 1 Put the verbs from the box in the
and secure smartphone and tablet devices, appropriate columns.
in cases of theft or loss of data. Additional
features include virus detection and removal, watched surfed downloaded
and scanning websites for phishing scams. installed updated offered
Most apps are fun and people use them all the shared provided checked
time – to chat with friends, play games, get
directions, check the weather forecast, read /t/ /d/ /ɪd/
news and books, and a lot more. However,
before you decide whether to download an
app, you need to go through its functions
very carefully and read the user reviews.
1. What are social networking apps for?

2. Why do people pay for social networking apps?
3. What is a video-sharing app?
4. What are the most popular game apps?
5. Name some functions of mobile security apps.
6. What should you do before downloading an app?
2 Listen to the sentences and pay attention

to each verb. Write 1 or 2 or 3 in the column,
corresponding to the pronunciation of the
ending ‘ed’ of each verb.
1 /t/ 2 /d/ 3 /ɪd/
1 2
2 1
3
2 Work in groups. Discuss some
popular social networking 4
apps and their functions.
5

Culture
Social media apps LOOKING BACK
1 Inform the Ss of the activity objective: to further Lead-in: Inform the class of the lesson objective:
the reading skill. reviewing pronunciation, vocabulary, and grammar.
• Ask Ss to read the questions and underline the
key words or any clues that may help them to
Pronunciation
identify the answers as they scan the text. 1 Activities 1 and 2 aim to help Ss to review the
• Have them compare their answers with a partner. pronunciation of the verb ending -ed through
listening and writing activities. Inform Ss of the
Key objective of this section.
1. They are for communication, entertainment • Ask Ss to do the task independently.
and security on the Internet.
• Have them exchange their answers with a partner
2. Because they want to have more advanced for peer review.
options than basic services.
3. A video-sharing app is an application for Key
creating videos and sharing them with /t/: watched, surfed, checked
family and friends. /d/: installed, shared, offered
4. They are action and adventure games /ɪd/: updated, provided, downloaded
followed by puzzles and board games.
5. Besides protecting smartphones and tablet 2 Play the recording. Have Ss listen and write down
devices from theft and loss of data, these the verbs in the appropriate columns.
security apps detect and remove viruses as • Ask several Ss to read the verbs aloud.
well as phishing scams. Key 1. declined 2. developed
6. We should go through its functions very 3. downloaded 4. influenced
carefully and read the user reviews. 5. invented 6. emerged
7. produced 8. provided
Note
9. compared
phishing scam: a clever and dishonest plan to
get people’s identity, bank account numbers, /t/: 2. developed 4. influenced
etc. over the Internet or social media sites, and 7. produced
then using them to steal money from them. /d/: 1. declined 6. emerged
9. compared
2 Have Ss discuss some popular social networking /ɪd/: 3. downloaded 5. invented
apps in groups. Then ask some Ss to present the 8. provided
apps and demonstrate its functions in front of
the class. Audio script
Note 1. The number of website users declined during the first
Best social networking apps (Free): Whats quarter of the year.
App (for free messaging), Vine (for free sharing 2. A group of students developed our school website two
videos), Snapchat (for free sharing self- years ago.
destructing photos and videos), Secret (for 3. Have you downloaded the information about our school
free posting and commenting anonymously), project?
Instagram (for free sharing photos), Twitter (for 4. Social networking has influenced young people’s lives.
free keeping up with your tweets on the go). 5. Alexander Graham Bell invented the telephone in
1876.
LESSON OUTCOME 6. Radio emerged as a mass medium in 1920s.
7. Walt Disney produced the world’s first full-colour film
What can you do now? Flowers and Trees in 1932.
8. New technologies have provided powerful forms of
• Elicit answers: I have improved my mass media.
listening, speaking and reading skills. I can
talk about the educational values of videos 9. We compared the number of Internet users in several
for learning English. I can also talk about developing countries.
social media apps for communication,
entertainment and security.

Vocabulary
Complete the sentences with the words in the box.
advent social media microblogging mass media social networking app
1. Businesses can reach a wider audience 4. A/An __________________________ is a piece of

using __________________________. software, which can run on the Internet,
on your computer, on your phone or other
2. One of the most popular ways to meet
electronic device.
people is online __________________________.
5. The ______________________ of DVDs has made
3. The missing jet planes received heavy
watching films very convenient.
coverage in the __________________________ – TV,
newspapers, radio and the Internet. 6. ______________________ is writing brief entries
about the daily activities of an individual or
company.
Grammar
1 Fill each gap with an appropriate preposition.
1. Now we rely heavily ______________ computers to organise our work.
2. Last week we carried ______________ a survey on social networking.
3. Listen ______________ him and follow his instructions.
4. They are searching ______________ the source of the leak.
5. What do you think ______________ advertising our products on social media?
6. Take the recording equipment ______________ you in case you need to record something.
2 Match the two halves of the sentences.

a until I had b and then
1 2
Sales of smartphones at When he arrived finished reading bottomed out at
this shop rose to 300 at all the user the end of the
reviews. year.
the beginning of 2014 4
My friend had already
3 joined the online c when my d I had already
I did not want to language-learning computer froze. installed the app.
download the app community
5 6 e when f since he
He had not used any I had installed I became a dropped out
social media the software member. of school.
3 Put the words in brackets in the past simple or past perfect tense.
1. I _______________ (have) an email account for ten years before it was hacked.
2. Last week we _______________ (attend) a presentation on the advantages and disadvantages of social networking.
3. Jack _______________ (delete) his blog after he _______________ (receive) many negative comments.
4. Since I ______________ (get) a smartphone for my birthday, I _______________ (stop) using my brother’s laptop to surf
the Net.
5. My parents ___________ (waste) a lot of their time writing letters before they ___________ (start) using social media
to connect with their relatives two months ago.
6. I _____________ (edit) all my videos from my holiday before I ____________ (upload) them to my blog.

Vocabulary
The aim of this activity is to review key words and phrases frequently used in the unit. Ask Ss to read and
complete the gapped sentences.
Key
1. social media 2. social networking 3. mass media
4. app 5. advent 6. Microblogging
Grammar
1 The aim of this gap-filling activity is to help Ss to review prepositions and verbs that appear together.
• Ask Ss to read the statements and underline all the verbs and the words after the blanks. Have them discuss
these clues in pairs and decide on the correct preposition. Encourage less able Ss to use a dictionary.
Key 1. on 2. out 3. to 4. for 5. of/about 6. with
2 This matching activity focuses on the use of the past simple and past perfect tense.
• Ask Ss to read the incomplete sentences and underline any key words that they think may help them to decide
which two halves can make a meaningful sentence, e.g. rose… bottomed out, not… until, when… already, etc.
• Ask Ss to exchange the answers in pairs for peer checking.
• Ask several Ss to read aloud the completed sentences.
Key 1. b 2. d 3. a 4. e 5. f 6. c
3 This gap-fill activity focuses on the past simple and past perfect tense and helps Ss to distinguish between
their forms and usage. Inform Ss of the activity objective.
• Ask Ss to read and do the task independently.
• Have Ss exchange their answers for peer checking.
Key
1. had had 2. attended 3. deleted, had received
4. got, stopped 5. had wasted, started 6. had edited, uploaded
LESSON OUTCOME
• Elicit answers: I can identify and pronounce the verb ending -ed correctly. I can identify and use words and
phrases related to mass media. I can use the past simple and past perfect tense correctly.

PROJECT
Interview three classmates to find out

how they used the social networking
sites and apps. Then report to the class.
Guiding questions
1. What social networking sites do you use?
2. What information do you have on your webpage?
3. Do you ever get on the Internet using your mobile phone? What do you
think of this method of using the Net?
4. Do you have a blog? What do you put on it? Do you read other people's
blogs? What do you think of blogging?
5. Have you used any online gambling sites? How do they work?
NOW I CAN
● use words and phrases related to the mass media
● pronounce the verb ending -ed correctly
● use the correct prepositions after certain verbs
● use the past perfect and past simple tenses correctly
● read for general ideas and specific information in an article about forms of mass media
● talk about social networking
● listen for specific information in a conversation about social media: language-
learning apps
● describe a pie chart showing the use of online resources at a secondary school
library
● understand more about social media apps

PROJECT
For this project, ask Ss to work in groups of four to interview their group members to find out how they use the
social networking sites and apps.
• Ask Ss to read and discuss the guiding questions, and add their own questions.
• Remind them of the ideas in the Communication & Culture section.
• Ask several groups to report the results of their interviews to the class.
LESSON OUTCOME
• Ask students: What have you learnt today?
• Elicit answers: I can talk about social networking sites and apps. I can participate in a group discussion
by critically listening and respecting other people’s opinions and ideas. I can carry out a survey, interview
people and report the results.
NOW I CAN

Unit 5 CULtUraL identitY
This unit includes:
Vocabulary
Preserving cultural identity • Words and phrases related to cultural identity
Pronunciation
• Assimilation
Grammar
• The present perfect vs. the present perfect
continuous
• Repeated comparatives to say that something is
changing
SKILLS
• Reading for specifi c information in a passage
about cultural identity in today’s modern society
• Talking about the ways to maintain cultural
identity
• Listening for general ideas and specifi c
information in a talk about cultural diversity in an
Asian country
• Writing an essay about the most important
feature that defi nes someone’s cultural identity
• Migration and cultural identity
• Festivals that help ethnic groups in Viet Nam to
maintain their cultural identity
58 Unit 5 Cultural identity

Objectives
• use words and phrases related to cultural identity
• identify and pronounce sounds affected by assimilation
• use the present perfect and present perfect continuous to talk about an action/event and results
of an action/event; use repeated comparatives to say that something is changing
• read for specific information in a passage about cultural identity
• talk about the ways to maintain cultural identity
• listen for general ideas and specific information in a talk about cultural diversity in an Asian
country
• write an essay about the most important feature that defines someone’s cultural identity
• learn about festivals that help some ethnic groups in Viet Nam to maintain their cultural identity
Getting Started
Preserving cultural identity
Lead-in: Inform the class of the lesson objectives: getting to know the topic, some vocabulary related to cultural
identity, and the two grammar points: revision of the present perfect vs. the present perfect continuous, and the
use of repeated comparatives.
• Write the heading (Preserving cultural identity) on the board.
• Remind Ss of the meaning of identity, which they have learnt previously.
• Ask Ss to guess what aspects of cultural identity they might learn in this unit, e.g. what cultural identity is,
how to preserve it, or why to preserve it.
Unit 5 Cultural identity 58T

1 Listen and read. 2 Complete the diagram.
Mr Brown: Hello everybody. Hope you’re all working
on your essay on cultural identity. Do you
have any questions? 1. _______________
Van: Yes. I’m not quite sure about how people
express their cultural identity. 2. _______________ 3. _______________
Mr Brown: That’s an interesting question. Can anyone
give some examples?
EXPRESSIONS
Lam: I think people can do that through the OF CULTURAL IDENTITY
language they speak, the food they eat
and … certain styles of clothing. For
example, some people still wear their 4. _______________ 5. _______________
traditional costumes so they can preserve
their national identity.
Mr Brown: That’s right. It can also be expressed by
beliefs and cultural practices.
3 Answer the questions.
Yumi: Do you mean people’s religious beliefs,
music activities and festivals? 1. According to Yumi, why
do people need to protect
Mr Brown: Correct. Any other questions?
their cultural identity?
Lam: I wonder … why people need to protect
their cultural identity.
2. How do Yumi’s family
maintain their culture?
Yumi: You live here, in your motherland, so
you can’t see why this is important. But 3. Where is home for Yumi?
for me, a Japanese living in Viet Nam, it’s 4. Give examples of
essential to understand my family history expressions of cultural
and traditions. identity in your
Van: Interesting. Are your parents both community.
Japanese, Yumi?
Yumi: Yes, but they’ve been living here for
twenty years, and they’re afraid that my 4 Find the verb or adjective that goes with
sister and I are becoming less and less each of the following nouns or noun phrases.
familiar with our traditions. If necessary, use a dictionary to check the
Lam: So how do you maintain your culture? meaning.
Yumi: Well, we wear kimonos on special occasions 1. ___________________ their cultural identity
and celebrate Japanese festivals such as
the cherry blossom festival. We also eat 2. ___________________ costumes
sushi, sashimi and udon noodles. At home
3. ___________________ practices
we speak Japanese only.
Van: Do you often go back home? 4. ___________________ my family history
Yumi: I’ve been to Kyoto four or fi ve times to visit 5. ___________________ your culture
my grandparents. But to tell you the truth,
I don’t know whether Viet Nam or Japan
is really my home. My parents are from
Japan, but I was born and grew up here. 5 Read the conversation again and write the
correct tenses of the verbs in brackets.
Mr Brown: I’d be interested to read about your
experiences in Viet Nam in your essay, 1. My parents (live) ___________________________________
Yumi. OK, just to remind you that the here for twenty years.
essays are due next Wednesday and late 2. I (be) ______________________________________ to Kyoto
submissions won’t be accepted. four or fi ve times to visit my grandparents.

1 Ask Ss to look at the picture of the four people and guess who they are and what they are talking about.
Suggested answer
They are three students and their teacher. They are probably talking about Japanese culture (food,
clothing, etc.)
• Tell Ss that they are going to listen to a classroom discussion between students and their teacher.
2 This activity focuses on Ss’ comprehension of the conversation.

• Ask Ss to complete the diagram individually first, and then compare their answers with a partner.
Key 1. language 2. food 3. clothing
4. beliefs 5. cultural practices
3 Have Ss read the questions and discuss their answers with a partner.
• Encourage Ss to provide reasons for their answers. Ask them to refer back to the conversation to get the
• Elicit answers from Ss and write the best ones on the board.
Key 1. Because it’s essential to understand their family history and traditions.
2. They wear kimonos on special occasions and celebrate Japanese festivals. They eat sushi,
sashimi and udon noodles. They also speak Japanese at home.
3. She doesn’t know whether her home is Japan, where her parents come from, or Viet Nam,
where she was born and grew up.
4. (Suggested answer) Language: Vietnamese; food: square and round sticky rice cakes, pho;
clothing: ao dai, ao ba ba; beliefs: ancestor worship (= thờ cúng tổ tiên); cultural practices:
Hung Kings’ Festival, Quan ho singing
4 This activity focuses on the collocations used in the conversation.

• A
sk Ss to read the conversation again and find the verbs or adjectives that go with the given nouns or noun
phrases.
• Have Ss use a dictionary to check the meaning of these words and phrases.
Key 1. express / protect 2. traditional 3. cultural
4. understand 5. maintain
5 This activity focuses on revision of the present perfect and the present perfect continuous tense.
• Ask Ss to write the correct tenses of the verbs in brackets first, and then have them read the conversation to
check their answers.
Key 1. have been living
(Note: The present perfect is also possible: ‘My parents have lived …’)
2. ‘ve been

LanGUaGe
1 Write the words or phrases given in the box Assimilation
next to their meanings.
1 The following phrases are spoken in slow,
assimilate maintain national costumes careful speech and in fast, connected speech.
custom cultural practices multicultural Listen and repeat. Pay attention to the
pronunciation of the underlined sounds.
the traditional clothes worn by
1 _______________ people from a particular country
on special occasions no assimilation in with assimilation in
slow, careful speech fast, connected speech
become part of a country or 1 a. great culture shock b. great culture shock
2 _______________ community by fully integrating
into their society or culture 2 a. good cook b. good cook
3 _______________
a traditional way of behaving and 3 a. garden gate b. garden gate
doing things in a particular society
4 a. essay on culture b. essay on culture
4 _______________
make something continue in the
same way as before 5 a. express your opinion b. express your opinion
5 _______________
activities related to religion, art, 6 a. quiz show b. quiz show
customs, diet, etc.
including people of different

6 _______________ races, religions, languages and 2 Listen and repeat the following sentences
traditions spoken in fast, connected speech.
1. He experienced great culture shock when he
fi rst came to Europe.
2 Complete the sentences with the correct form
of the words in 1. 2. The man in the red car over there is a good cook.
3. Please don’t leave the garden gate open.
1. Some ethnic groups have strange ______________
such as walking on fi re to prevent natural disasters. 4. You can express your opinions at the end of
this show.
2. The Vietnamese people still follow the
5. There’s a quiz show on Channel 7 tonight.
______________________ of giving lucky money to
children during the Tet holidays.
3. The ao dai, cheongsam, kimono and sari are
women’s ___________________________ in some Asian DO
countries. YOU KNOW…?
4. Many ethnic groups fi nd it diffi cult to • Assimilation happens in fast, connected speech
___________________________ their own language or when the ending sound of one word blends into the
preserve their culture. beginning sound of the following word.
• Some rules:
5. People living in a(n) ______________________ society
should learn to respect and understand diff erent /t/ changes to /k/ short cut, that girl
cultural values. /d/ changes to /g/ before /k/ or /g/ hard copy, good game
6. Migrants may lose their cultural identity as they /n/ changes to /ŋ/ golden car, action group
become _________________________ into the new /s/ changes to /ʃ/ dress shop, this yard
community. before /ʃ/ or /j/
/z/ changes to /ʒ/ cheese shop, those young men

Pronunciation
LanGUaGe
Assimilation
Vocabulary 1 Ask Ss to study the Do you know …? box and
1 Go through the words and phrases in the box practise saying the examples as naturally as
and check Ss’ understanding. possible. Tell Ss that the aim of this aspect of
pronunciation is to facilitate their listening in
• Draw Ss’ attention to the spelling of custom and
real life, when native speakers use assimilation in
costume.
their speech.
• Ask Ss to read the conversation again and guess Tell Ss that they are going to listen to six phrases
•
the meaning of national costumes and cultural spoken in two diff erent ways: slow, careful speech
practices. (with no assimilation) and fast, connected speech
• Ask Ss to use a dictionary or refer to the glossary (with assimilation).
of the book to fi nd the meaning of the words • Ask Ss to listen and repeat.
they do not know.
• Ask Ss to match the words or phrases with their Audio script
meanings. no assimilation with assimilation
in slow, careful in fast, connected
Key 1. national costumes speech speech
2. assimilate b. great culture shock
1. a. great culture shock
3. custom t→k
4. maintain b. good cook
2. a. good cook
d→g
5. cultural practices
b. garden gate
6. multicultural 3. a. garden gate
n→ŋ
b. essay on culture
2 Ask Ss to pay attention to the context in which 4. a. essay on culture
n→ŋ
the words in 1 are used.
b. express your opinion
5. a. express your opinion
• Have Ss complete the sentences individually, s→ʃ
and then compare them in pairs. Check answers b. quiz show
6. a. quiz show
as a class. z→ʒ
Key 1. cultural practices

2. custom 2 Tell Ss that they are going to practise saying fi ve
3. national costumes sentences in which some fi nal sounds blend with
the sounds that follow because of assimilation in
4. maintain
fast speech.
5. multicultural
6. assimilated • Play the recording for Ss to repeat fi rst chorally,
and then individually in pairs.
Audio script
1. He experienced great culture shock when he first came to Europe.
t→k t→k
2. The man in the red car over there is a good cook.
d→g d→g
3. Please don’t leave the garden gate open.
n→ŋ
4. You can express your opinions at the end of this show.
s→ʃ s→ʃ
5. There’s a quiz show on Channel 7 tonight.
z→ʒ

Grammar Repeated comparatives
The present perfect vs. the present perfect 2 Complete the following sentences with the
correct form of the words in brackets, using
continuous
repeated comparatives.
1 Put the verbs in brackets in the present perfect 1. My father’s cooking is getting (good) _____________
or present perfect continuous. as the years go by.
1. I (clean) _______________________ the whole house. 2. A lot of people are migrating to the city to look for
work. The cost of living there is becoming (high)
Does it look nice and tidy? ______________________.
2. For many years, the villagers (try) __________________ 3. It’s getting (diffi cult) ______________________ to fi nd a
very hard to bring back the old custom. job these days.
4. The race car was running (fast) __________________
3. That tower (stand) _______________________ on top of when it crashed into a tree.
the hill for 300 years. 5. With the development of the Internet, (few)
4. My father (work) __________________ in the garden ______________________ people send greetings cards
on special occasions.
all morning. He (plant) _______________________ a lot
6. The practice of using (many) __________________
of tulips and roses. chemicals to improve crop yields is harmful to
5. They (go) _______________________ to Hue to attend people’s health.
the festival there and won’t be back until next 3 Use the information in the table to complete
week. the sentences with repeated comparatives.
6. I (not fi nish) _______________________ reading the 1. Average Dec. Jan. Feb.
temperatures in High: 60C High: 40C High: 30C
book about Thai culture yet, so I can’t answer your New York Low: 00C Low: -20C Low: -40C
questions now. 2. Petrol price Jan. Feb. Mar.
$2.8/litre $2.5/litre $2/litre
REMEMBER 3. Internet users in In 2000 In 2015 In 2020
my city 2 million 3 million 4 million
• The diff erences between the present perfect and 4. Josh’s car speed 50 km/h 70 km/h 100 km/h
present perfect continuous are:
5. ABC Supermarket’s Jan. Apr. Sept.
Present perfect Present perfect continuous customers 50,000 35,000 25,000
- focusing on the result - focusing on the action / 1. It ____________ this winter in New York.
of the action or event event which may or may 2. Petrol prices ____________ this year.
e.g. Look at the flowers not be finished
3. ____________ are using the Internet in my city now.
I have planted. e.g. I have been shopping
all afternoon. 4. Josh _____________ when he realised that the police
were trying to stop him.
- talking about the - talking about how long 5. _______________ went to ABC Supermarket last year.
number of times we something has been
have done something happening
DO Y …?
e.g. We have written e.g. I have been writing OU KNOW
five essays this term. for hours and I need a rest. • Repeated comparatives are used to describe things
- talking about - talking about temporary that are increasing or decreasing.
permanent or long- or continuing situations • Formation: short adjective/adverb + -er and short
lasting situations adjective/adverb + -er
e.g. He has been playing more and more + long adjective/adverb
e.g. He has played for tennis for hours without more/fewer and more/fewer + noun
that club for 10 years. resting. Examples:
It got darker and darker as we went deeper into the cave.
• The present perfect continuous is often used with
Things are getting more and more expensive these days.
time expressions such as all day/week/year, for In Australia, more and more students choose to study French at school.
hours/months/years. It is not normally used with The athletes are running faster and faster as they are
the words ever and never. approaching the finishing line.

Grammar
The present perfect vs. the present perfect continuous
1 Have Ss review the uses of the present perfect and the present perfect continuous tenses.
• Ask Ss to read the two sentences in activity 5 (GETTING STARTED) again and to explain why the present
perfect or the present perfect continuous tense is used in each sentence.
• Ask Ss to study the Remember box. Draw their attention to the rules and examples.
• Ask Ss to read each sentence in activity 1 carefully and decide whether the focus is on the action/event or
the result of the action/event. Draw their attention to the time expressions used in sentences 2, 4 (for many
years, all morning).
Key 1. have cleaned 2. have been trying 3. has stood
4. has been working, has planted 5. have gone 6. haven’t fi nished
Repeated comparatives
2 Ask Ss to study the Do you know …? box. Draw their attention to the formation of repeated comparatives.
• Explain the diff erences between repeated comparatives and double comparatives in form and use.
Notes
• Repeated comparatives are formed by repeating the comparative form of an adjective or adverb.
They are used to describe a continuous change.
Example: I’ve worked very hard and my English is getting better and better.
• Double comparatives are written as one sentence with a comma separating the cause and the eff ect.
They are used to describe a cause-eff ect process.
Example: The better the quality of health care, the longer the life expectancy.
• Ask Ss to complete the sentences, using the words in brackets and the structure of repeated comparatives.
Key 1. better and better 2. higher and higher 3. more and more diffi
cult
4. faster and faster 5. fewer and fewer 6. more and more
3 Ask Ss to study the information in the table. Make sure they understand the increasing or decreasing trend in
each situation.
• Ask Ss to read the sentences and think of a suitable verb, adjective/adverb, or determiner (more/fewer) that
can be used in each sentence.
• Have Ss do the activity individually fi rst, and then compare the answers in pairs. Check answers as a class.
Key 1. is becoming colder and colder 2. are becoming lower and lower
3. More and more people 4. was driving faster and faster
5. Fewer and fewer customers
LESSON OUTCOME
• Elicit answers: I can identify and pronounce sounds affected by the process of assimilation. I can use the
present perfect and present perfect continuous tenses in sentences. I can use repeated comparatives to say
that something is changing.

SKiLLS
READING
There are various studies on cultural identity.
Cultural identity in modern society
(1) _______________________. Individuals usually
1 Use a dictionary to find the meaning of the defi ne themselves by cultural identifi ers such as
words or phrases in the box. Then complete the nationality, ethnicity, location, history, language,
sentences with their correct form. gender, beliefs, customs, clothing and food.
integrate aspect It is suggested that cultural identity develops
for granted cultural identifier in three stages. (2) ______________________________.
Cultural ideas and values provided by families,
1. He had taken it ___________________ that his friend communities or the media are easily accepted
would tell the truth. without much critical thinking. In the second
stage, called the cultural identity search,
2. ___________________
are characteristics shared by teenagers may become more curious, and
individuals belonging to the same group or willing to explore, analyse and compare their
community. beliefs with other cultures. When people develop
a clear sense of cultural identity, know which
3. When he studied abroad, he successfully
social group they belong to and feel satisfi ed
_________________ into the local culture. with their cultural identity, they reach the fi nal
4. His book covers all _____________ of a migrant’s life. stage called cultural identity achievement.
Living in their own country, people can easily
acquire and maintain their cultural identity
because they are fully exposed to diff erent
aspects of their native culture. They inherit
their ancestors’ history, knowledge, language,
beliefs, values, and customs, which have been
passed from one generation to the next one.
(3) ______________________________. In the age of
globalisation, access to the Internet and the
media provides instant contact with many
cultures. A person’s cultural identity may be
infl uenced by certain aspects of other cultures.
2 Read the passage about cultural identity. When people move to a new culture, they may
Four sentences have been removed from the react diff erently. Some people feel a strong
passage. Choose a sentence (a-d) to complete urge to keep their cultural identity, so they
each gap (1-4). continue speaking their language, cooking their
food, wearing their traditional clothing, and
a. On the other hand, there are people who choose to celebrating their festivals. They also insist that
abandon their heritage culture and assimilate into their children and grandchildren maintain their
the new culture of the majority. cultural identity. (4) __________________________.
b. Cultural identity is usually understood as the identity Yet, there are people who integrate into the new
or feeling of belonging to a group that has its own cultural environment while keeping their own
culture. cultural identity and fl exibly adjusting to the
c. However, people often do not confi ne themselves diff erent aspects of the new culture.
to one culture.
d. The fi rst stage, known as unexamined cultural
identity, occurs during childhood, when culture is
taken for granted.

SKiLLS
READING
Cultural identity in modern society
Lead-in: Inform the class of the lesson objectives: developing the ability to follow the logical structure of a text
and reading for specifi c information.
• Ask Ss to read the title. As a warm-up, ask them to make guesses about the content of the text, fi rst in pairs,
then as a class.
1 This activity focuses on vocabulary recognition and building.

• ave Ss use a dictionary to fi nd the meanings of the words in the box, if necessary, and complete the
H
sentences with the correct form of these words.
Key 1. for granted 2. Cultural identifi ers 3. integrated 4. aspects
2 This activity helps Ss to understand the logical structure of the reading passage via cohesive devices.
• Tell Ss that they are going to read a passage about cultural identity in today’s modern society. Explain that
the text has four sentences (a-d) removed from it.
• sk Ss to read through the sentences (a-d) and underline key words or words used for reference (determiners,
A
nouns, verbs, etc.).
• Elicit any linking words used as cohesive devices to create the linkage between sentences.
Examples:
a. On the other hand
c. However
d. The fi rst stage
• ave Ss read each paragraph of the text and look for information before and after each gap that is connected
H
to the key words, reference words or linking words Ss have underlined in the sentences (a-d).
• sk Ss to complete the gaps individually, then compare answers in pairs, and read the entire text to ensure
A
that each sentence fi ts well and the information is coherent.
Key 1. b 2. d 3. c 4. a

3 Read the passage again and answer the 2 Use ideas in 1 to fill each of the numbered
questions. spaces in the following conversation. Then
practise it in groups of three.
1. How do individuals defi ne themselves?
A: What do you think people should do to maintain
2. What happens in the fi rst and the second stages
cultural identity in the age of globalisation?
of the formation of cultural identity?
B: I believe they should (1) _______________.
3. When do people reach the fi nal stage?
C: That’s true. Language is a vital part
4. Why can people’s cultural identity be aff ected of culture and critical to a person’s
by other cultures even if they live in their native (2) __________________.
country?
A: Yes. It enables people to communicate, establish
5. What are the three ways people react when they links with family and community members, and
move to a new culture? acquire and value their native culture.
B: I can’t agree more. It is said that peoples’
4 What should you do to develop your cultural fi rst language helps them (3) ________________ and
identity in today’s modern society? Discuss (4) __________________.
with a partner.
C: That’s absolutely correct. Do you have any
anything else to add?
3 Have a similar conversation discussing what

you should do to maintain cultural identity in
the age of globalisation.
SPEAKING
Maintaining cultural identity
1 Work with a partner. Discuss and decide if
activities (1-4) can help people to maintain
their cultural identity. Match each of them with
its reasons (a-d).
Activities Reasons
1. preserving native a. represents national
language identities; reflects
climatic conditions
2. wearing traditional b. gives big appetites and
clothing adequate nutrition;
strengthens cultural ties
3. celebrating traditional c. develops intellectual
holidays abilities; shapes cultural
identity
4. eating traditional food d. offers a sense of being
rooted in native culture;
brings people together

3 Give Ss enough time to read the entire newspaper 1 This activity aims at giving Ss some activities
column again, including the sentences they have and reasons why they can be used to maintain
inserted into the gaps. people’s cultural identity.
• Ask Ss to work in pairs. Have them discuss and
• Have Ss work in pairs and practise asking and
decide if the activities can help maintain cultural
answering the questions. identity especially in situations when people are
Key away from their home countries.
1 They defi ne themselves by (cultural • Have Ss do the matching activity. Check answers
identifi ers such as) nationality, ethnicity, as a class.
location, history, language, gender, beliefs, Key 1. c 2. a 3. d 4. b
customs, clothing and food.
2. In the fi rst stage, children take culture for 2 The aim of this activity is to show Ss how
granted, and accept cultural ideas and values to engage in a group conversation about
without much critical thinking. However, in maintaining cultural identity.
the second stage, teenagers may become • Give Ss enough time to use ideas in 1 to fi ll the
more curious, and willing to explore, analyse numbered spaces in the dialogue. Check answers
and compare their beliefs with other cultures. as a class.
3. When they develop a clear sense of cultural Suggested answers
identity, know which social group they belong 1. preserve their native language
to, and feel satisfi ed with their cultural identity. 2. cultural identity
4. Because access to the Internet and the media 3. develop their intellectual abilities
provides instant contact with many cultures. 4. shape their cultural identity
5. First, they keep their cultural identity. Second, • Ask Ss to work in groups of three. Have them
they assimilate into the new culture of the practise the conversation.
majority. Third, they integrate into the new • Walk around to monitor and off er help, if
cultural environment (keeping their cultural necessary.
identity and fl exibly adjusting to the diff erent
aspects of the new culture). 3 This activity is for Ss to practise exchanging
their ideas and opinions about how to maintain
4 Have Ss review the key points in the text before cultural identity, using the format of the
they start their discussion.
conversation in 2.
• Have Ss work in pairs/groups. Encourage them to
think of more ideas/activities to develop their
• Have Ss work in groups of three asking and

answering questions about what people should
cultural identity in today’s modern society.
do to preserve their cultural identity and the
• Have some pairs/groups summarise their reasons for doing those.
discussion and present the main points/ideas to
the rest of the class. • Ask one or two groups to act out their
conversation in front of the class.
LESSON OUTCOME • Take notes or encourage the rest of the class to take
• Ask Ss: What have you learnt today? notes of Ss’ good ideas and any mistakes.
What can you do now? • Give feedback as a class.
• Elicit answers: I have learnt how people preserve
their cultural identity in today’s modern society.
I can work out the logical structure of a text by
analysing linking words and words used for
LESSON OUTCOME
reference. I can also read for specific information.
SPEAKING • Elicit answers: I have learnt about activities
Maintaining cultural identity people do to maintain their cultural identity.
Lead-in: Inform the class of the lesson objective: Now I can discuss and talk about the ways to
discussing activities that can help to maintain people’s maintain cultural identity.
cultural identity.

LISTENING 2 Work in pairs. Discuss and match the national
Cultural diversity in Singapore costumes with their names.
1. Indian sari a b
1 You are going to listen to a talk about cultural
diversity in Singapore. What do you know
about this city-state? Look at the information
below. Guess and write the name of each ethnic 2. Malay baju kurung
group in the blank.
c d
SINGAPORE 3. Chinese cheongsam
Official languages: English, Malay,
Mandarin, Tamil
4. Malay baju melayu
Ethnic groups: Chinese, Malays, Indians,
Eurasians and other
Currency used: Singapore dollar (SGD) 3 Listen to a talk. What is the speaker talking
about? Tick the correct boxes.
1. Singapore’s ethnic groups and offi cial
languages
2. Singapore’s traditions and offi cial
languages
1. __________ 3. Chinese wedding costumes in Singapore
2.1% 4. Malay traditional costumes for men and
2. __________
women
8.7%
5. Modern Indian costumes for men
6. The Indian traditional dress
3. __________
13.6% 4 Listen again and complete the following
sentences. Fill each blank with no more than
four words or numbers.
1. Singapore gained its independence on __________.
4. __________
75.6% 2. Singapore does not have a national costume, as
people from the diff erent ethnic groups tend to
____________.
3. ____________ used to wear cheongsam.
Singapore’s population composition 4. Sari is often wrapped around the waist and
____________.
5. At offi ce men usually wear dark trousers, white

shirts and a tie while women wear ____________
long-sleeved blouses with trousers or skirts.
6. The young people often think of themselves
____________, and then as Chinese, Malay or Indian.
5 Work in pairs. Ask and answer the following

question.
What else do you know about the city-country
and its culture?

LISTENING Key
Cultural diversity in Singapore 1. 9 August 1965
2. wear their traditional clothing
Lead-in: Focus Ss’ attention on the section heading
3. Chinese men and women
and ask them to guess the possible content of the
listening text. 4. hung over the shoulder
5. long-sleeved blouses
1 Focus Ss’ attention on the brief information and 6. as Singaporeans fi rst
the population chart of Singapore and ask what
they know about this city-state. 5 The aim of this post-listening activity is to relate
• Have Ss work individually or in pairs to guess and the information from the listening text to Ss’ own
write the name of each ethnic group in the blank. life, experiences or future plans.
• Encourage Ss to add any additional information • Put Ss in pairs and let them ask and answer the
that they may know from either reading about question freely. If Ss have diffi culty coming up with
or visiting Singapore. new ideas, give them some examples of cultural
Explain to Ss that the information in this activity diversity.
•
can also help them to answer the questions in • Ask pairs to summarise and briefl y report their
the listening activities. answers to the class.
Key 1. Eurasians and other 2. Indians Audio script
3. Malays 4. Chinese
Singapore gained its independence on 9 August 1965 and now has
a population of more than five million people including Chinese,
2 Tell Ss that the activity provides some vocabulary Malays, Indians and Eurasians. The country has four official
and information that they may need for the languages: English, Chinese, Malay and Tamil. Singapore does
listening activity. not have a national costume, as people from the different ethnic
Note: As the population of Singapore includes groups tend to wear their traditional clothing.
mainly Chinese, Malays, Indians and Eurasians, The Chinese traditional attire for ladies is called cheongsam, which
its offi
cial languages are Mandarin, Malay, Tamil means a long garment. Originally, both men and women used to wear
and English. this long, one-piece dress specially designed to conceal the body shape.
Today it’s often worn by Chinese women in Singapore during Chinese
• Focus Ss’ attention on the pictures and have New Year celebrations and at traditional wedding ceremonies.
them do the matching fi rst individually, and then For Malay men, the traditional garment is called baju melayu.
check with a partner. It consists of a loose shirt and a sarong worn over a pair of trousers.
Key 1. d 2. a 3. c 4. b Malay women often wear baju kurung, which looks like a long-
sleeved and collarless blouse worn over a long skirt.
3 Tell Ss that the activity focuses on listening for The traditional dress for Indian women is the sari, which can be not
general ideas. Have them read the statements only worn on special occasions, but used every day. It’s a long piece
and make some guesses about the content and of brightly-coloured cloth wrapped around the waist and hung
the structure of the listening text. over the shoulder. It’s usually decorated with beautiful patterns.
Check Ss’ comprehension to make sure they are Because of the hot temperatures and the modern character of
• Singapore, clothing is usually very casual and most people prefer
familiar with the language. Have them review the
western fashions. For business, men usually wear dark trousers,
vocabulary in 3, if necessary. white shirts and a tie. Standard office attire for women includes a
• lay the recording non-stop so Ss can get the gist
P long-sleeved blouse with trousers or a skirt.
of the talk. Unified by the common goal for a better future, the people of
• Have Ss compare answers in pairs, and then Singapore, especially the younger generations, think of themselves
check answers as a class. as Singaporeans first, and then as Chinese, Malay or Indian.
Key 1.  4.  6. 
LESSON OUTCOME
4 Tell Ss that the activity focuses on listening for • Ask Ss: What have you learnt today?
specifi c information.
• Ask Ss to read the questions and check their • Elicit answers: I have learnt about cultural
comprehension before playing the recording. diversity in an Asian country. I can listen for
• Have Ss work in pairs fi rst, and then check their general ideas and specific information in a talk.
answers as a class.

WRITING 3 Which is the most important cultural identifier
or the feature that defines your cultural
What makes me Vietnamese identity? First, discuss your ideas in groups
of four. Then decide on the most important
1 Work in pairs. Give the reasons why language is feature and write an essay of 180-250 words.
often considered the most important cultural
identifier. You can choose one of the following cultural
Example: identifiers:
Language is the most important cultural identifier ● Festivals and cultural practices
because it allows me to communicate with my ● Shared values and beliefs
family and community. ● Traditional food
2 Read the following essay on language as ● History
defining a person’s cultural identity. Complete ● Education
the essay, using the correct form of the words
in the box. Introduction
feature unique share demonstrate
Definition of cultural identity
unify express unite invade
_________________________________________________
F or most people, (1) __________________ one’s _________________________________________________

cultural identity is often a way to show Thesis statement
who they are and how they relate to others. It _________________________________________________
can be (2) _____________ through their language,
_________________________________________________
food, clothing, beliefs, music and festivals.
Among these (3) _________________, language is
Body
what makes me Vietnamese. There are several
reasons for this. First reason
Vietnamese is the language that can (4) _______ _________________________________________________
the people of my country in the face of any _________________________________________________
danger. Although there are over fi fty ethnic
Second reason
groups, we all use Vietnamese as the offi cial
language. It is the means of communication at _________________________________________________
school and in my community. It allows me to _________________________________________________

experience and (5) _____________ my culture.
Conclusion
I am also proud to speak a language that has
a long history. Although my country used Summary of the reasons
to be (6) _____________ by other countries, the
_________________________________________________
language has always been kept alive. Modern
Vietnamese developed from an ancient form _________________________________________________
similar to other Asian languages. It is written

with the Latin alphabet combining letters with
tone markings.
In conclusion, Vietnamese as the community
and national language is the most powerful
(7) ________ force. That is why it is also the most
meaningful part of my cultural identity. This
beautiful and (8) _____________ language defi nes
me as a person and I am very proud of it.

WRITING
What makes me Vietnamese
Lead-in: Inform the class of the lesson objective: • Ask Ss to work independently and write their
writing an essay about the most important feature fi nal essays incorporating all the feedback from
that defi nes someone’s cultural identity. Ss and T.
• Invite some Ss to read their essays. Have the rest
1 Ask Ss to work in pairs and discuss their opinions of the class ask questions or say what they like
about the most important feature that defi nes most about the piece of writing.
someone’s cultural identity and give their reasons.
• Tell Ss that they can refer back to the reading and Suggested answer
other previous sections to get ideas. Some people believe cultural identity is how we
Ask Ss to read the example and give reasons identify ourselves as part of a culture. This can simply
•
why language is considered the most important be done through the language we use, the food we
cultural identifi er. often have, or the clothing we often wear on special
occasions. In my opinion, festivals and cultural
• Encourage Ss to share their ideas and say if they practices celebrated and preserved years after years
agree or disagree with the example. are the most important cultural identifi ers.
Through festivals, we want to express our unity as
2 Tell Ss that they are going to read an essay. Allow well as cultural identifi er. Originally, festivals are
enough time for them to read through the text special occasions when people at a particular place
and work out the essay structure. stop working in order to celebrate parties or events.
• Ask Ss to use a dictionary to check the meaning of They are often connected with religious beliefs of a
diffi
cult words and phrases. specifi c group of people to thank Gods and ancestors
for good harvests, fortune, and happiness.
• Ask Ss to work individually fi rst, and then in pairs
to discuss and compare their answers. Along with festivals, cultural practices are unique
ways of expressing who we are and what country
• Check answers as a class. or culture we belong to. These are traditionally
Key 1. expressing 2. demonstrated considered the right things to do in a community.
3. features 4. unite For example, Vietnamese people usually go to
5. share 6. invaded pagodas on fi rst days of New Year to pray for good
7. unifying 8. unique health and happiness. Although we are now in
modern time, these traditions are well preserved
3 The product of this activity should be Ss’ complete respectably as a cultural stereotype.
essays. As people all over the world become closer and
• Have Ss review what they have discussed in 1
closer, we share our festivals and cultural practices
– the most important features. We organise
and the reasons in the essay in 2 as the fi rst step
international festivals and take part in various kinds
in preparing for the essay writing.
of cultural events in other countries. This is always
• Ask Ss to work in groups of four to discuss and the meaningful way of identifying, sharing and
choose the most important features that defi ne preserving cultures.
people’s cultural identity.
• Have Ss complete the outline with their choices
and reasons, then ask them to swap the outlines
LESSON OUTCOME
with a partner for peer feedback. Walk around
and give further comments. • Ask Ss: What have you learnt today?
• Encourage Ss to incorporate the feedback and
• Elicit answers: I can write an essay about the
write the fi rst draft in full sentences. Then ask Ss most important feature that defines someone’s
to read their drafts in their groups so other group cultural identity.
members can comment on content, grammar and
vocabulary use. Walk around and provide help by
correcting mistakes in grammar or word choice.

Communication Culture
Migration and cultural identity Festivals
1 Listen to a talk by Mr Ben Wilson, a sociologist 1 Read the text about celebrations of some
and psychologist, about preserving migrants’ ethnic groups in Viet Nam. Write the names of
cultural identity. Answer the questions. the festivals under the pictures.
1. What are migrants encouraged to do in a
multicultural society?
2. What do migrants want to do when they settle
down in a new culture?
3. Summarise the two ways for migrants to pass
down their culture to the next generation.
a. _____________________________________________________
2 Discuss the question with a partner.

What should people do to preserve their cultural
identity when they move to a new place? b. _____________________________________________________

COMMUniCatiOn and CULtUre country when they have a chance to visit their homeland. This
also means that it’s necessary to travel to the home country
regularly. There is no better way to learn about a culture than
Lead-in: Inform the class of the lesson objectives: to experience it first-hand. Second, they should attend festivals
further skills development. celebrating their culture, such as the Lunar New Year for some
Asian communities. On these occasions, everybody can enjoy
Communication traditional food, wear traditional clothes, sing folk songs,
Migration and cultural identity and exchange best wishes in the heritage language. People
will have a chance to get together, and maintain and further
develop their sense of cultural identity.
1 This activity provides further listening practice.
• Tell Ss that they are going to listen to a talk
by Mr Ben Wilson about preserving migrants’ 2 This activity provides further speaking practice on
cultural identity. the topic.
• Ask Ss to read the questions and underline the key • Ask Ss to work in pairs and discuss the question.
words so they can get a general idea of the talk.
• Ask some Ss to present their answers in front of
• Explain some new words, if necessary (immigrant, the class. Give feedback.
migrant, settle down, pass down).
Suggested answer
• Play the recording once or twice for Ss to take
When people move to a new place, they can
notes of their answers.
preserve their cultural identity by
• Ask Ss to work with a partner to compare their - organising and participating in traditional
answers. Check answers as a class. festivals or practices in their community,
- cooking traditional food for the family,
Key
- teaching children to speak their native
1. They are encouraged to maintain their language at home.
cultural identity.
2. They want to assimilate into the new culture,
but they also want to maintain their own
culture.
3. The fi rst way: encouraging all family
members to speak the mother tongue
at home; travelling to the home country
regularly.
The second way: attending festivals
celebrating the migrants’ culture.
Audio script
The topic of my talk today is the problems many migrants have
to face when living in a place which is not their homeland.
Migrants can be immigrants who settle down in another
country. But migrants can also be those people moving from Culture
one place to another within the same country, like … moving Festivals
from the countryside to the city.
1 Ask Ss what the people in the photos are doing.
In a multicultural society like ours, migrants are encouraged Let them guess where in Viet Nam these events
to maintain their own cultural identity. When people migrate, may take place.
they do not leave their beliefs, customs or cultural practices
behind. They want to assimilate into the new culture, but they • Have Ss read the text quickly and write the names
also want to maintain their own. However, their children and of the festivals under the photos.
grandchildren, I mean the next generations, find it difficult. Key
There are mainly two ways for migrants to pass down their
a. Elephant Racing Festival
culture to the next generation. First, they should encourage all
family members to speak the mother tongue at home. This will b. Forest Worshipping Festival
help the young ones to communicate with people in the home

2 Read the text again and complete the table.
Festivals are celebrated to highlight the cultural
heritage of nations. At national level, festivals help Elephant Racing Forest Worshipping
to strengthen the spirit of solidarity and unity of Festival Festival
the whole nation. Regional festivals or festivals
of an ethnic group, on the other hand, help to
Location
maintain the cultural identity of a community.
Taking part in diff erent activities of the festival,
group members get together, have fun, and
promote their cultural image. Examples can be Time
found in well-known festivals of some ethnic
groups in Viet Nam.
In March, the Elephant Racing Festival is held at Ethnic groups
Don Village, in Dak Lak Province, to promote the
martial spirit of the M’Nong and Ede people, who
are famous for their bravery in wild elephant Purpose
hunting. Every year, more and more participants
in colourful costumes fl ock to the area to watch
the race and take part in other fun activities such
as eating traditional food, drinking rice wine, Activities
dancing, and watching elephants play soccer.
Forest Worshipping is an important festival of the
Nung and Dao people in Ha Giang and Lao Cai 3 Discuss the question with a partner.
Provinces, which takes place in the fi rst lunar month. Have you ever attended any ethnic cultural
People worship the god of trees and villagers who festivals in Viet Nam?
sacrifi ced their lives to protect the village. They also
pray for good health, fruitful trees and favourable a. If yes, tell your partner where, when, how and why
climate. The ceremony is held under an old tree in the festival was celebrated.
the forest, with a lot of agricultural products used b. If no, do you want to attend any? Why or why
as off erings. After the ceremony, local people sign not?
a statement to protect forests and plant more trees
around their houses. Finally, they take part in folk
games with strong ethnic identity, such as blind
man’s buff , swinging, shuttlecock throwing, and
tug of war.

2 Ask Ss to study the table and consider what kind of information they need to write in it.
• Ask Ss to read the text again and complete the table. Check answers as a class.
Key
Elephant Racing Festival Forest Worshipping Festival

Location Dak Lak Province Ha Giang and Lao Cai Provinces
Time annually, in March the first lunar month
Ethnic groups M’Nong and Ede Nung and Dao
Purpose to promote the martial spirit of the M'Nong and - to worship the god of trees and villagers who sacrificed
Ede people their lives to protect the village
- to pray for good health, fruitful trees and favourable
climate
Activities - watching elephant race - offering agricultural products
- eating traditional food and drinking rice wine - signing a statement to protect forests and plant trees
- dancing - playing folk games
- watching elephants play soccer
3 Have Ss discuss the question in pairs.

• After their discussion, ask some pairs to report their experiences and opinions to the class.
LESSON OUTCOME
• Elicit answers: I have improved my listening, speaking and reading skills. I have learnt how migrants can
preserve their cultural identity. I have also learnt about the festivals of some ethnic groups in Viet Nam.

LOOKinG BaCK
Grammar
Pronunciation 1 Read the exchanges. Put the verbs in brackets
1 Underline the sounds that can be affected by in the present perfect or present perfect
assimilation. continuous. Use the passive voice if necessary.
1. We took a lot of pictures of the Grand Canyon and 1. Lian: Did Vietnamese men wear the ao dai in the
the Golden Gate Bridge during our trip to the US. past?
2. In her dress shop, Alice showed us traditional Ha: Yes. But nowadays men only wear it on
dresses and some nice shoes. special occasions. The ao dai (become)
_______________ a symbol of the Vietnamese
3. Where’s your credit card, Tom?
feminine beauty, and many fashion designers
4. Indian cuisine had gained popularity in Canada (continue) __________ to create new designs
before Indian immigrants settled there. for it.
5. People living in a foreign country don’t want to be Lian: I see. By the way, I heard that there will be an
treated as second-class citizens. Ao dai Grand Fashion Show at Hue Festival
next month.
2 Listen and repeat the sentences in 1.
Ha: Yes. My sister, who is a fashion designer,
(work) ___________ day and night to prepare
Vocabulary for the show.
Complete the sentences with the correct form of 2. Kim: Tony, do Englishmen wear kilts?
the words or phrases in the box. Tony: Not really. Scottish men wear kilts, as a way
to express their cultural identity.
cultural identity cultural practices
national pride preserve Kim: But I (never, see) ______________ you in a kilt.
national costume solidarity You’re from Scotland, aren’t you?
Tony: Yes, I am. I have a kilt, and I (wear) __________
1. Festivals help people to _________________________
it fi ve times this year, but I only wear it on
their traditions and strengthen community spirit.
special occasions.
2. I think the most important feature of the
Kim: You should wear it more often. You know,
_____________________ of a nation is the language.
the Scottish kilt (even, become) __________
3. Many of the __________________ in India are linked to a required uniform for Scotland’s national
the natural environment. football team’s fans.
4. The villagers show their _____________________ by
playing traditional gongs and drums. 2 Read the situation and complete Andy’s
5. During the war, many countries expressed statements about himself, using repeated
_____________________ with Vietnamese people. comparatives.
6. In Viet Nam, during the wedding ceremony, the Andy’s studying very hard, but he’s worried that he’s
bride usually wears the ao dai, a ________________, making no progress.
and then she changes into a western-style 1. My English tests are getting (hard) ______________.
wedding gown for the reception. Example: My English tests are getting harder and
harder.
2. As a result, I’m getting (low) __________ test scores.
3. It’s becoming (diffi cult) ______________ for me to
keep up with the other students in my class.
4. It seems that the textbook just gets (complicated)
______________.
5. Now I have to spend (much) ______________ time
reviewing the lessons every day.
6. Consequently, I have (little) ______________ time for
recreation.

LOOKinG BaCK Vocabulary
The aim of this activity is to revise some of the key
Lead-in: Inform the class of the lesson objective: vocabulary items used in the unit.
reviewing pronunciation, vocabulary, and grammar.
• Have Ss read the instructions and do the activity
Pronunciation individually. Then ask them to compare their
answers in pairs.
1 Help Ss to review the process of assimilation in this
unit (/t, d, n/ before /k, g/; /s, z/ before /ʃ, j/). • Check answers as a class.
• Have Ss read the sentences and underline the Key 1. preserve 2. cultural identity
sounds that can be aff ected by assimilation. 3. cultural practices 4. national pride
• Ask Ss to work with a partner to compare their 5. solidarity 6. national costume
answers. Check answers as a class.
• Extend the activity by asking Ss to make their
Key 1. Grand Canyon, Golden Gate own sentences with these words and phrases.
2. dress shop, Alice showed, nice shoes
Grammar
3. Where’s your, credit card
4. Indian cuisine, had gained, in Canada 1 The aim of this activity is to help Ss to review
the use of the present perfect and the present
5. foreign country, second-class perfect continuous.
• Ask Ss to read through the two exchanges before
2 Play the recording. Have Ss listen and repeat. deciding on the correct tense for each verb.
• Ask some Ss to say these sentences aloud. • Have Ss do the activity individually fi rst, and
Give comments and praise Ss who can say the then compare their answers in pairs. Check
sentences naturally and fl uently, and try to blend answers as a class.
the fi nal and initial sounds. Key 1. has become, have continued,
Audio script has been working
2. have never seen, have worn,
1. We took a lot of pictures of the Grand Canyon and the has even become
d→g
Golden Gate Bridge during our trip to the US. 2 Tell Ss that they are going to write sentences
n→ŋ about someone called Andy. Ask Ss to read
2. In her dress shop, Alice showed us traditional dresses the situation and the example fi rst. Ask
s→ʃ s→ʃ comprehension questions to check if they
and some nice shoes. understand the activity context.
s→ʃ • Have Ss complete the sentences, using the
3. Where’s your credit card, Tom? words in brackets to form repeated comparatives
z→ʒ t→k to describe the changes that Andy is going
through.
4. Indian cuisine had gained popularity in Canada before
• Allow Ss to do the activity individually fi rst, and
n→ŋ d→g n→ŋ
then compare their sentences in pairs. Check
Indian immigrants settled there. answers as a class.
5. People living in a foreign country don’t want to be treated Key
n→ŋ
2. lower and lower 3. more and more diffi
cult
as second-class citizens.
d→g 4. more and more complicated
5. more and more 6. less and less
Note LESSON OUTCOME

/d/ in ‘Grand Canyon’ and ‘second-class’ • Ask Ss: What have you learnt today?
can be dropped before /k/, and then the What can you do now?
sound /n/ before /k/ becomes /ŋ/. • Elicit answers: I can identify and pronounce words
affected by assimilation. I can distinguish between
1. Grand Canyon 5. second-class the forms and uses of the present perfect and present
ŋ-k ŋ-k perfect continuous. I can use repeated comparatives
to describe something that is changing.

PrOJeCt
1 Work in groups of four or five. Choose one 2 Design a poster to introduce the ethnic group.
ethnic group in Viet Nam. Look for information Add pictures to make it more attractive. Include
about the features that define the group’s the information about:
cultural identity. ● Population
Suggested ethnic groups: ● Region(s) with signifi cant population
● the Rhade (or Ede) in Central Highlands ● Language
● Religion and beliefs
● the Cham in central Viet Nam and An Giang
Province ● Clothing
● Traditional food and drink
● the Tay in northern Viet Nam
● Festivals and music
3 Introduce your poster to the class and give a presentation on the cultural features of the ethnic group.
NOW I CAN
● use words and phrases related to cultural identity
● identify and pronounce utterances where assimilation occurs
● distinguish the use of the present perfect and the present perfect continuous
● use repeated comparatives to say that something is changing
● read for specifi c information in a newspaper column about cultural identity
● express opinions about the ways to maintain cultural identity
● listen for general ideas and specifi c information in a talk about cultural diversity
in an Asian country
● write an essay about the most important feature that defi nes someone’s cultural
identity
● learn about some festivals that help ethnic groups in Viet Nam to maintain their
cultural identity

PrOJeCt
1 & 2 For this project, have Ss work in groups of four or fi ve.

• Allow Ss one week to collect the information about an ethnic group, prepare a poster, and organise their
presentations about the ethnic group.
3 Have each group introduce their poster and present the cultural features of the ethnic group they have chosen.
• Encourage the rest of the class to ask questions and give feedback about the poster and content of the
presentation.
• Have the class vote for the best poster and presentation.
Notes on three ethnic groups in Viet Nam
Rhade / Ede Cham Tay
1. Region(s) with An Giang, Ninh Thuan, Binh Thuan
significant Dak Lak Province Provinces Northern Viet Nam
population
2. Population 331,194 (2009) 162,000 (2009) 1,626,392 (2009)
3. Religion Christianity, Animism Hinduism, Islam Then, Buddhism
4. Language Rhade Cham Tai
5. Traditional food and forest bitter melon; wine banana cake, peanut cake, sticky rice
rice, fish
drink rice cake
6. Music - musical instruments: - musical instruments: guitars, - song: Lượn (a kind of poem sung as a
gongs, flutes, drums gongs, drums, and xylophones duet between lovers)
- Cham dances at the temples - musical instrument: Tính then (string
instrument with 2 or 3 strings)
7. Clothing - women: skirt and vest - women: blouse and sarong, turban women: sarongs or skirts
- men: loincloths - men: shirt and sarong (batik), turban
8. Festivals - Elephant racing (in March) Bon Kate: the first 10 days of the - Long Tong (walking around the rice
- New rice festival or Hua 7th month of the Cham Calendar to paddy) after Lunar New Year to pray
Esei Mrao (in October) thank their gods and promote their for yield
traditional culture and arts - Tăm Khảu mảu (pounding the young
rice) when the rice becomes ripe
LESSON OUTCOME
• Elicit answers: I can design a poster about an ethnic group in Viet Nam and give a presentation about this
ethnic group. When working in a group, I have learnt to cooperate with others.
NOW I CAN

Review 2 Units 4-5
LANGUAGE 2 Complete the sentences, using the correct
Vocabulary form of the words in brackets.
1 Use the correct form of the words or phrases in

the box to complete the sentences.
digital device social networking blog

mass media instant messaging advent
1. He uses his _______________________ to write about 1. Many immigrants were forced to ______________
his passion for science. into the dominant culture. (assimilation)
2. In general, _____________________ sites are good for 2. Languages represent a way of life and are
our society because they help to connect people. important for preserving a people’s cultural
_________________. (identify)
3. Smartphones, tablets, laptops and desktop
3. costumes help people to learn
__________________
computers are all _______________________.
about their history and preserve their heritage.
4. People rely on the ________________________ such as (nation)
television, radio, newspapers and the Internet as 4. Differences between people based on nationality,
the main source of information. _________________, gender, class, religion beliefs, etc.
5. _________________ allows people to communicate might be sources of conflicts in a multicultural

in real-time with friends and family directly from environment. (ethnic)
their smartphones or computers. 5. In the age of globalisation, many young people
choose to maintain their own culture and
6. With the _________________ of mobile technology,
_________________________ different aspects of other
people have come to expect a response
cultures into it. (integration)
immediately.
Pronunciation
3 Listen to the sentences and pay attention to the
regular verbs in the past tense. Tick the correct
box depending on the pronunciation of the
verb ending -ed. Then practise saying them.
/t/ /d/ /ɪd/ /t//d//ɪd/
1.    7.   
2.    8.   
3.    9.   
4.    10.   
5.    11.   
6.    12.   
70 Review 2
Introduction
• The aim of Review 2 is to help Ss to revise the language and skills they have learnt in Units 4 and 5.
• Begin the review by asking Ss whether they remember what they have learnt so far in terms of
language and skills. Summarise Ss’ answers and add more details if necessary.
LANGUAGE
• Use the Language review as a self-assessment test or revision. Have Ss do the activities individually or in
pairs/groups. Then check answers as a class.
• Alternatively, have Ss work on an activity and check answers before they move on to the next one.
Vocabulary
1 This activity helps Ss to revise the vocabulary taught in the previous units.
• Ask Ss to do this activity individually, and then check their answers with a partner before giving them the
correct answers.
• Have some Ss write the completed answers on the board or read them out loud (depending on the level of
the class).
Key 1. blog 2. social networking 3. digital devices
4. mass media 5. Instant messaging 6. advent
2 Have Ss do this activity individually first, then ask some Ss to write their completed sentences on the board.
Check answers as a class.
Key 1. assimilate 2. identity 3. National 4. ethnicity 5. integrate
Pronunciation
3 In this activity, Ss have an opportunity to check their knowledge of the verb ending -ed.
• Play the recording. Let Ss listen and tick the correct box depending on the pronunciation of the verb
ending -ed. Check answers as a class.
• Play the recording again for Ss to repeat each sentence out loud.
• Alternatively, have Ss practise saying the sentences at home.
Review 2 70T
Grammar 6 Match the two halves of the sentences.
4 Fill each gap with an appropriate preposition. 1 I’m getting better and a fewer and fewer
better people are using
1. May I introduce you ____________________ our new
postal services.
computer technician? 2 When the technician
finally installed the app, b before I moved to
2. I am thinking ______________________ buying a new this school.
laptop because this one is too old. 3 Before my grandad
c he had already
came to visit me,
3. My brother would like to specialise _____________ signed up for the
computer science. 4 With the advent of course.
digital media d so I covered my
4. You can use my smartphone to search ___________
ears.
the materials you need. 5 The noise was getting
louder and louder e I had already left
5. This security app can protect users’ devices the store.
___________ hackers. 6 I had used the student
blog and discussion f at cooking
forum traditional dishes.
5 Put the words in brackets in the correct tenses. 7 My friend never told g he had never
me flown on an
Quang’s mother: aeroplane.
Hi, Quang. It’s Mum here.
(1. clean) ______________________ you
everything in the kitchen?
Quang:
No. I’m sorry. I (2. not sweep) _______________

the floor yet, but I (3. wash) _______________
all the dishes.
Quang’s mother:
Oh, that’s good. And where’s your
sister? I (4. try) ____________ to call her
at least five times.
Quang:
Really? She’s in her room. She

(5. study) ___________________ for her
exams all morning.
71 Review 2
Audio script
1. Yesterday I joined an interesting discussion about cultural identity.
2. She gained useful experience when working in a multicultural environment.
3. The teacher demanded that the student leave the classroom.
4. I watched a very interesting programme on TV last night.
5. IBM invented the first smartphone in 1992.
6. The small boy coughed a lot two days ago.
7. He hated Sundays when he was a child.
8. I looked for the latest model of tablets in the electronic store this morning.
9. My smartphone operated very well until it was hacked.
10. Lan studied very hard last year.
11. The little boy washed his hands carefully before the meals.
12. I believed in my ability to complete all the challenges.
Key /t/: 4, 6, 8, 11 /d/: 1, 2, 10, 12 /ɪd/: 3, 5, 7, 9
Grammar
4 This activity focuses on the revision of verbs and prepositions which usually appear together.
• Ask Ss to follow the instructions and complete the sentences individually. Then have Ss compare their
answers with a partner. Check answers as a class.
Key 1. to 2. of 3. in 4. for 5. from
5 This activity helps Ss to consolidate the use of the present perfect simple and present perfect continuous.
• Elicit the forms and uses of the present perfect and the present perfect continuous.
• Invite some Ss to complete the sentences on the board while others do the activity individually or in pairs.
• Check answers, and ask Ss to explain the choice of tense in each case if necessary.
Key 1. Have ... cleaned 2. haven’t swept 3. have washed
4. have tried 5. has been studying
6 This matching activity focuses on repeated comparatives, the past perfect simple and the past simple.
• Ask Ss to do the activity individually first, and then compare answers with a partner.
• Invite some Ss to write their answers on the board, and then check Ss’ answers as a class.
• Alternatively, have individual students read their answers aloud in front of the class.
Key 1. f 2. e 3. g 4. a 5. d 6. b 7. c
Review 2 71T
SKILLS SPEAKING
READING
3 Work with a partner. Choose one idea (or use
1 Read the text about advertising and the media. your own ideas) and make a conversation
about social networking in schools.
Advertising and the mass media
Having the power to deliver information to large Social networking in schools
audiences at the same time, the mass media have becoming increasingly important for
naturally become ideal tools for advertising. This teacher-student communication or for
huge industry has reached and dominated almost out-of-classroom discussions
all types of the mass media. Advertisements are
everywhere, from broadcast media (the radio, offering opportunities: strengthening
television and films), Internet media (email, websites existing relationships, establishing new
and blogs), print media (newspapers, magazines, ones
books and comics), outdoor media (billboards, signs exploring topics of interest: learning and
and placards) to digital media, which include Internet exchanging knowledge
and mobile devices.
building strong school communities
Advertising is beneficial to the mass media too. through class blogs, discussion forums,
Companies and businesses are willing to spend videos, etc.
millions, even billions of dollars, to influence
customers’ attitudes towards their ideas, services
Example:
and products. Their advanced advertising methods
and techniques are successful in persuading Student A: How useful is social networking in
customers of all ages and schools? What benefits can it bring to
genders, and turning luxuries teachers and students?
into necessities. Because of Student B: I think things like class blogs, discussion
the easy access to all forms of forums and videos are very useful. Sharing
the media, information information such as class schedules or
can reach every corner social plans helps to connect students
of the world instantly with their classmates and teachers and
and cost-effectively. In even with parents or former students.
addition, all media channels Student A: Yes, I agree. Social networking can provide
receive huge sums of money the tools for efficient communication and
from advertisers, which allows collaboration, leading to strong school
them to make better and more communities.
interesting programmes and services for a
large number of people worldwide.
2 Read the text again and answer the questions.

1. Why have the mass media naturally become ideal
tools for advertising?
2. What are some kinds of advertisements?
3. Why are companies and businesses willing to
spend money on advertising?
4. How do advertisers persuade customers?
5. What does the easy access to the media offer
advertising?
6. How beneficial is advertising to the mass media?
72 Review 2
SKILLS
READING
Advertising and the mass media
1 This reading activity focuses on scanning for specific information. Ask Ss to read the title. Then in pairs or as
a class, make guesses about the content of the text.
2 Have Ss skim the questions before reading the text.
• Give Ss enough time to read the text and scan it to answer the questions.
• Check answers as a class and give explanations if necessary.
Key
1. Because they have the power to deliver information to large audiences at the same time.
2. They are broadcast media, Internet media, print media, outdoor media and digital media.
3. They want to influence customers’ attitudes towards their ideas, services and products.
4. They use (all forms of media and) advanced advertising methods and techniques.
5. Information can reach every corner of the world instantly and cost-effectively.
6. Huge sums of money from advertisers allow media channels to make better and more interesting
programmes and services for a large number of people worldwide.
SPEAKING
Social networking in schools
3 Tell Ss that this activity focuses on talking about social networking in schools. Have Ss work in pairs. Ask them
to read the information about social networking in schools first, then role-play the example with a partner.
• Ask Ss to decide on the information they want to talk about.
• Encourage Ss to practise their conversations until they are fluent and confident.
• Invite some pairs to role-play their conversation in front of the class.
LISTENING
Maintaining cultural identity abroad
4 This activity provides an opportunity for Ss to listen for specific information and decide if the statements are
true (T), false (F), or not given (NG). Ask Ss to read the title and elicit their ideas of cultural identity and how to
maintain cultural identity abroad.
• Ask Ss to look at the table and read questions 1-5.
• Play the recording once for Ss to listen and decide whether the statements are true, false or not given.
• Play the recording again and pause at appropriate places and highlighting the clues in the listening text, so
that Ss can check their answers.
• Ask some Ss to report their answers. Correct any wrong answers.
• Alternatively, play the recording several times, pausing after sentences to check Ss’ comprehension.
• If time allows, have Ss rewrite and correct the false answers.
Key 1. T 2. F 3. T 4. F 5. NG
Review 2 72T
LISTENING WRITING
Maintaining cultural identity abroad Cultural identity in a globalised world
4 Listen to a talk about how to maintain 5 Write an essay of 180-250 words about
cultural identity abroad. Decide whether the maintaining cultural identity in the globalised
following statements are true (T), false (F), or world. Use the suggestions in the box or your
not given (NG). own information and ideas.
T F NG INTRODUCTION
Keeping in touch with your family and Explanation of the issue
1 friends can help you to feel part of - world – global village, cultural
your native culture.
differences – less evident
It is not necessary that your children - people watch same TV channels, films, listen
2 talk to their cousins, aunts, and uncles. to same music, eat same food, etc.
Thesis statement
The taste and smell of your favourite
dishes from your home country can - people should maintain their cultural identity
3 bring back good memories from your
BODY
childhood or the past.
You should involve your kids and First reason
4 friends in shopping for traditional - essence of cultural identity – sense of
food, cooking and sharing recipes. belonging: defines an ethnic group/
It is a good idea for you to community, connects people, reminds of
5 celebrate your home country’s history, strengthens solidarity; people unite
holidays abroad too. against dangers; nurture love and respect for
country, community and heritage
Second reason
- disappearance of cultural diversity: everyone
speaks English, wears same clothes; cultural
identity at risk of dying out; vital to preserve
languages, festivals, traditional music, dance and
food, etc. to make the world a fascinating place
CONCLUSION
Summary of the reasons
You can start your essay like this:

There is no doubt that
the world today
has become one
global village.
Differences
between cultures
are getting less
evident. People
worldwide watch
the same TV
channels and films, ...
73 Review 2
Audio script
Now, I’d like to give you some advice on how to maintain your cultural identity in a new culture.
Well, first of all, I recommend that you keep in touch with people you know back home. Staying connected with your family
and friends helps you to feel part of your native culture. If you have children, you should let them talk regularly to their cousins,
aunts, uncles, and grandparents too. Today, modern technology like the Internet and instant messaging has made long-distance
communication faster and more convenient than ever before.
Secondly, it’s a good idea that you try to cook traditional food frequently. The taste and smell of your favourite dishes from your
home country can bring back good memories from your childhood or the past. You should also remember to make mealtimes
special and important occasions. If you’re a parent, you can involve your children in cooking. They may find the cuisine of
your country of origin fascinating. Shopping for traditional food, cooking and sharing recipes can also help to connect the
different generations.
WRITING
Cultural identity in a globalised world
5 This activity aims at giving Ss a chance to write an essay about cultural identity in a globalised world.
• Explain any words or ideas that Ss may not understand. Give them enough time to read through the
suggestions.
• Ask Ss to work in pairs or groups and discuss if they agree or disagree with the suggested ideas.
• Remind Ss of the useful language they have studied in the previous units to make their essays cohesive and
coherent.
• Have Ss write their drafts first in class, swap them with a partner for peer review, and then write their final
versions at home.
Suggested answer
There is no doubt that the world today has become one global village. Differences between cultures are
becoming less evident. People worldwide watch the same TV channels and films, listen to the same music,
eat the same food and follow the same fashion trends. That is why, in a globalised world, it is essential that
people maintain their cultural identity.
The development of a strong cultural identity is essential to people’s sense of belonging. It helps to define an
ethnic group or community that shares unique and distinctive features. Cultural identity is also important as
it connects people, reminds them of their shared history and strengthens the solidarity between them. The
power of cultural identity can encourage and motivate people to unite against a common danger. A strong
sense of cultural identity can also nurture their love and respect for their country, community and heritage.
However, in a globalised world cultural diversity is gradually disappearing. In an environment where everyone
speaks only English and wears almost the same clothes, an individual’s cultural identity is at risk of dying
out. Maintaining cultural identity is vital for preserving the different languages, festivals, types of traditional
music, dance and food, beliefs and other activities that make the world a fascinating place to live.
Globalisation is inevitable; however, it is essential for people to maintain their cultural identity. Preserving
cultural identity can guarantee the prosperity of a country or community, and the world’s cultural diversity.
Review 2 73T
GLOSSARY
Word Transcription Meaning Unit

achievement (n) /əˈtʃiːvmənt/ thành tích, thành tựu Unit 1
addicted (adj) /əˈdɪktɪd/ nghiện Unit 4
advent (n) /'ædvent/ sự đến, tới (sự kiện quan trọng) Unit 4
agricultural (adj) /ˌæɡrɪˈkʌltʃərəl/ thuộc về nông nghiệp Unit 2
anonymous (adj) /əˈnɒnɪməs/ ẩn danh, giấu tên Unit 1
ứng dụng/chương trình máy tính hoặc
app (n) (application) /æp/ Unit 4
trên Internet/mạng xã hội
assimilate (v) /əˈsɪməleɪt/ đồng hoá Unit 5
assimilation (n) /əˌsɪməˈleɪʃn/ sự đồng hoá Unit 5
asthma (n) /ˈæsmə/ bệnh hen, bệnh suyễn Unit 3
attire (n) /əˈtaɪə(r)/ quần áo, trang phục Unit 5
attitude (n) /'ætɪtju:d/ thái độ, quan điểm Unit 4
nguyên liệu tự nhiên từ thực vật/động
biomass (n) /ˈbaɪəʊmæs/ Unit 3
vật, sinh khối
blind man’s buff /blaɪnd mænz ˈbʌf/ trò chơi bịt mắt bắt dê Unit 5
bệnh viêm cuống phổi, bệnh viêm phế
bronchitis /brɒŋˈkaɪtɪs/ Unit 3
quản
centralise (v) /ˈsentrəlaɪz/ tập trung Unit 2
clutter (n) /ˈklʌtə(r)/ tình trạng bừa bộn, lộn xộn Unit 3
combustion (n) /kəmˈbʌstʃən/ sự đốt cháy Unit 3
connect (v) /kə'nekt/ kết nối Unit 4
conservation (n) /ˌkɒnsəˈveɪʃn/ sự bảo tồn Unit 3
cost-effective (adj) /ˌkɒst ɪˈfektɪv/ hiệu quả, xứng đáng với chi phí Unit 2
/ˈkaʊntə(r)
counter-urbanisation phản đô thị hóa, dãn dân Unit 2
ˌɜːbənaɪˈzeɪʃn/
cultural identity /ˈkʌltʃərəl aɪˈdentəti/ bản sắc văn hoá Unit 5
cultural practices /ˈkʌltʃərəl ˈpræktɪsɪz/ các hoạt động văn hoá, tập quán văn hoá Unit 5
custom (n) /ˈkʌstəm/ phong tục, tập quán Unit 5
cyberbullying (n) /'saɪbəbʊliɪŋ/ khủng bố qua mạng Internet Unit 4
dedication (n) /ˌdedɪˈkeɪʃn/ sự cống hiến, hiến dâng, tận tụy Unit 1
densely populated / ˌdensli ˈpɒpjuleɪtɪd/ dân cư đông đúc/mật độ dân số cao Unit 2
deplete (n) /dɪˈpliːt/ rút hết, làm cạn kiệt Unit 3
diagnose (v) /ˈdaɪəɡnəʊz/ chẩn đoán (bệnh) Unit 1
74
discrimination (n) /dɪˌskrɪmɪˈneɪʃn/ sự phân biệt đối xử Unit 2
dispose of (v) /dɪˈspəʊz əv/ vứt bỏ Unit 3
distinguished (adj) /dɪˈstɪŋɡwɪʃt/ kiệt xuất, lỗi lạc Unit 1
diversity (n) /daɪˈvɜːsəti/ tính đa dạng Unit 5
documentary (n) /ˌdɒkju'mentri/ phim tài liệu Unit 4
dominant /'dɒmɪnənt/ thống trị, có ưu thế hơn Unit 4
double (v) /dʌbl/ tăng gấp đôi Unit 2
downmarket (adj) /ˌdaʊnˈmɑːkɪt/ giá rẻ, bình dân Unit 2
down-to-earth (adj) /ˌdaʊn tə ˈɜːθ/ thực tế, sát thực tế Unit 2
drama (n) /'dra:mə/ kịch, tuồng Unit 4
efficient (adj) /ɪˈfɪʃnt/ có hiệu quả Unit 4
emerge (v) /iˈmɜːdʒ// vượt trội, nổi bật, nổi lên Unit 4
energy-saving (adj) /ˌɛnədʒi ˈseɪvɪŋ/ tiết kiệm năng lượng Unit 2
expand (v) /ɪkˈspænd/ mở rộng Unit 2
figure (n) /ˈfɪɡə(r)/ nhân vật Unit 1
fivefold (adj, adv) /'faɪvfəʊld/ gấp năm lần Unit 4
flock (v) /flɒk/ lũ lượt kéo đến Unit 5
generosity (n) /ˌdʒenəˈrɒsəti/ sự rộng lượng, tính hào phóng Unit 1
geothermal (adj) /ˌdʒiːəʊˈθɜːml/ (thuộc) địa nhiệt Unit 3
GPS (n) (Global
/ˌdʒi: pi: 'es/ hệ thống định vị toàn cầu Unit 4
Positioning System)
môi trường sống, nơi sống của thực vật,
habitat (n) /ˈhæbɪtæt/ Unit 3
động vật
hospitalisation (n) /ˌhɒspɪtəlaɪˈzeɪʃn/ sự nhập viện, đưa vào bệnh viện Unit 1
humble beginnings /ˈhʌmbl bɪˈɡɪnɪŋz/ khởi đầu thấp kém, hèn mọn Unit 1
industrialisation (n) /ɪnˌdʌstriəlaɪˈzeɪʃn/ công nghiệp hóa Unit 2
interest-free (adj) /ˌɪntrəst ˈfriː/ không tính lãi, không lãi suất Unit 2
kind-hearted (adj) /kaɪnd ˈhɑːtɪd/ tử tế, tốt bụng Unit 2
leaflet (n) /ˈli:flət/ tờ rơi, tờ in rời Unit 4
lifestyle (n) /ˈlaɪfstaɪl/ phong cách sống Unit 3
long-lasting (adj) /ˌlɒŋ ˈlɑːstɪŋ/ kéo dài, diễn ra trong thời gian dài Unit 2
maintain (v) /meɪnˈteɪn/ bảo vệ, duy trì Unit 5
75
GLOSSARY

martial spirit /ˈmɑːʃl ˈspɪrɪt/ tinh thần thượng võ Unit 5
mass (n) /mæs/ số đông, số nhiều, đại chúng Unit 4
media (n) /'mi:diə/ (số nhiều của medium) phương tiện Unit 4
medium (n) /'mi:diəm/ phương tiện Unit 4
việc (cá nhân) thường xuyên gửi tin
nhắn/video/ảnh lên mạng xã hội để cộng
microblogging (n) /ˈmaɪkrəʊˌblɒɡɪŋ/ Unit 4
đồng mạng biết được các hoạt động và
suy nghĩ của người đăng tin
migrate (v) /maɪˈɡreɪt/ di cư Unit 2
mildew (n) /ˈmɪldjuː/ nấm mốc, nấm min-điu Unit 3
mindset (n) /ˈmaɪndset/ định kiến Unit 2
mould (n) /məʊld/ mốc, meo Unit 3
multicultural (adj) /ˌmʌltiˈkʌltʃərəl/ đa văn hoá Unit 5
national costume /ˈnæʃnəl ˈkɒstjuːm/ trang phục dân tộc Unit 5
national pride /ˈnæʃnəl praɪd/ lòng tự hào dân tộc Unit 5
(thực phẩm, phương pháp trồng trọt…)
organic (adj) /ɔːˈɡænɪk/ Unit 3
không dùng (hoá) chất nhân tạo, hữu cơ
overload (v) /ˌəʊvəˈləʊd/ làm cho quá tải Unit 2
pathway (n) /ˈpɑːθweɪ/ đường mòn, lối nhỏ Unit 3
perseverance (n) /ˌpɜːsɪˈvɪərəns/ tính kiên trì, sự bền chí Unit 1
pie chart (n) /'paɪ tʃɑ:t/ biểu đồ tròn Unit 4
preservation (n) /ˌprezəˈveɪʃn/ sự gìn giữ Unit 3
print (n) /prɪnt/ chữ in, tài liệu in như báo, tạp chí, v.v. Unit 4
promote (v) /prəˈməʊt/ thúc đẩy phát triển Unit 3
prosthetic leg /prɒsˈθetɪk leɡ/ chân giả Unit 1
purification (n) /ˌpjʊərɪfɪˈkeɪʃn/ sự làm sạch, sự tinh chế Unit 3
replenish (v) /rɪˈplenɪʃ/ làm đầy lại, bổ sung Unit 3
reputation (n) /ˌrepjuˈteɪʃn/ danh tiếng Unit 1
respectable (adj) /rɪˈspektəbl/ đáng kính, đúng đắn Unit 1
sanitation (n) /ˌsænɪˈteɪʃn/ vệ sinh Unit 2
có động cơ từ nội lực, tự tạo ra động cơ
self-motivated (adj) /self ˈməʊtɪveɪtɪd/ Unit 2
cho mình
slum (n) /slʌm/ nhà ổ chuột Unit 2
76
social networking (n) /ˈsəʊʃl ˈnetwɜːkɪŋ / mạng xã hội Unit 4
solidarity (n) /ˌsɒlɪˈdærəti/ sự đoàn kết, tình đoàn kết Unit 5
soot (n) /sʊt/ bồ hóng, nhọ nồi Unit 3
subscribe (v) /sʌb'scraɪb/ đặt mua dài hạn Unit 4
việc sử dụng sản phẩm, năng lượng tự
sustainability (n) /səˌsteɪnəˈbɪləti/ Unit 3
nhiên không gây hại môi trường, bền vững
switch off (v) /ˈswɪtʃ ɒf/ ngừng, thôi không chú ý đến nữa Unit 2
tablet PC (n) /'tæblət pi: si:/ máy tính bảng Unit 4
talented (adj) /ˈtæləntɪd/ có tài năng, có năng khiếu Unit 1
the mass media /ðə mæs ˈmiːdiə/ truyền thông đại chúng Unit 4
tie in (v) /'taɪ ɪn/ gắn với Unit 4
time-consuming (adj) /ˈtaɪm kənˈsjuːmɪŋ/ tốn thời gian Unit 2
thought-provoking (adj) /ˈθɔːt prəˈvəʊkɪŋ/ đáng để suy nghĩ Unit 2
unemployment (n) /ˌʌnɪmˈplɔɪmənt/ tình trạng thất nghiệp Unit 2
unify (v) /ˈjuːnɪfaɪ/ thống nhất Unit 5
unique (adj) /juˈniːk/ độc nhất, duy nhất, chỉ có một Unit 5
unite (v) /juˈnaɪt/ đoàn kết Unit 5
upmarket (adj) /ˌʌpˈmɑːkɪt/ đắt tiền, xa xỉ Unit 2
urbanisation (n) /ˌɜːbənaɪˈzeɪʃn/ đô thị hóa Unit 2
waver (v) /ˈweɪvə(r)/ dao động, phân vân Unit 1
weather-beaten (adj) /ˌweðə(r) ˈbiːtn/ dãi dầu sương gió Unit 2
vị trí web, điểm mạng, cổng thông tin
website (n) /'websaɪt/ Unit 4
điện tử trang web
well-established (adj) /ˌwel ɪˈstæblɪʃt/ được hình thành từ lâu, có tiếng tăm Unit 2
worldwide (adv) /ˈwɜːldwaɪd/ trên phạm vi toàn cầu Unit 2
worship (v) /ˈwɜːʃɪp/ tôn kính, thờ cúng Unit 5
77
Chịu trách nhiệm xuất bản :
Chủ tịch Hội đồng Thành viên MẠC VĂN THIỆN
Tổng Giám đốc GS. TS. vũ văn hùng
Phó Tổng Giám đốc kiêm Tổng biên tập TS. PHAN XUÂN THÀNH
Biên tập nội dung : lê thị huệ – trần thu hà – Vessela Gasper
Biên tập mĩ thuật : nguyễn bích la
Thiết kế sách : THÁI THANH VÂN
Minh hoạ : nguyễn THỊ NGỌC THUỶ - bùi việt duy
Trình bày bìa : PHẠM THỊ MINH THU
Sửa 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.
tiếng anh 12 – sách GIÁO VIÊN – tập một
Mã số : CG218M6
Số đăng kí xuất bản : 01 - 2016/CXBIPH/473-964/GD
In 5.000 bản (QĐ ), khổ 19 × 26,5 (cm)
In tại :
Địa chỉ :
In xong và nộp lưu chiểu tháng 7 năm 2016.
ISBN : 978 - 604 - 0 - 07781 - 3

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BỘ GIÁO DỤC VÀ ĐÀO TẠO

SÁCH GIÁO VIÊN

THE COMPONENTS OF TIENG ANH 12

student’s Book 1 contains:

GETTING STARTED contains:

regarded by society as acceptable, 3

2. Hard-working and ______________________ students

and production. This helps students to become

8 Unit 1 Life stories

Grammar 5. Is _________ United Arab Emirates part of _________ Indefinite articles

Unit 1 Life stories 9 10 Unit 1 Life stories

1 Discuss with a partner.

students’ reading skills such as skimming,

scanning, understanding word meaning in

ideas or opinions with their partners about

the issues related to the facts/problems

Unit 1 Life stories 11

3 Find the words

share their background knowledge and John: Wow! He

experience with their partners.

• Listening including four or five activities which

are organised following the three-stage teaching

and comprehension questions. In the post-

listening stage, like other skills, there is often

topic of the listening.

COMMUNICATION AND CULTURE includes:

• Communication providing language consolidation

• Culture providing cultural information about the

that of their own Vietnamese culture. Unit 1 Life stories 15

in other parts of the unit or taken from

and are aimed at checking students’

opportunity to practise the language 5. After a serie

with an opportunity to apply the language

still, wait) __________

TEACHING LOOKING BACK AND PROJECT

UNIT Urbanisation - Words and Vowels: Diphthongs The subjunctive Reading

6 Unit 1 Life stories

Unit 1 Life stories 6T

Quang: I agree. I remember how excited I 2. eye _______________

anxious when the judges were tasting 4. one _______________

7 Unit 1 Life stories

2 This activity focuses on comprehension.

Unit 1 Life stories 7T

2. Hard-working and ______________________ students

8 Unit 1 Life stories

Unit 1 Life stories 8T

9 Unit 1 Life stories

Definite articles and omission of articles

Unit 1 Life stories 9T

10 Unit 1 Life stories

Unit 1 Life stories 10T

1 Discuss with a partner.

Born in 1988, Le Thanh Thuy was

11 Unit 1 Life stories

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

What people need What to do

Note: The Tuoi Tre is the name of a newspaper whose main oﬃ

Unit 1 Life stories 11T

12 Unit 1 Life stories

5 Have Ss work in pairs and discuss the question.

2 Ask Ss to practise the conversation in pairs.

Unit 1 Life stories 12T

Grammar 5. Is _ United Arab Emirates part of _ Indefinite articles