Giáo trình English for Business I Intensive Reading - Phần 1

Giáo trình English for Business I Intensive Reading được biên soạn nhằm cung cấp các kiến thức hữu ích cho các trường có đào tạo các ngành kỹ thuật - nghiệp vụ và đông đảo bạn đọc quan tâm đến vấn đề hướng nghiệp, dạy nghề. Nội dung của giáo trình gồm có 7 Chapter trình bày các nội dung: English - speaking countries, foreign languages, holidays and recreation, environment and health, background to business, business structure and organization, marketing. Phần 1 của giáo trình trình bày nội dung từ chương 1 đến chương 3, mời các bạn cùng tham khảo.

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L ờ i g i ớ i t h i ê u

ước ta đang bước vào thời kỳ công nghiệp hóa, hiện đại hóa nhằm đưa Việt Nam trở thành nước công nghiệp văn minh, hiện đại

Trong sự nghiệp cách mạng to lớn đó, công tác đào tạo nhân lực luôn giữ vai trò quan trọng Báo cáo Chính trị của Ban Chấp hành Trung ương Đảng Cộng sản Việt Nam tại Đại hội Đảng toàn quốc ln thứ IX đã chỉ rõ: " P h á t t r i ể n

g i á o d ụ c v à đ à o t ạ o là m ộ t t r o n g n h ữ n g đ ộ n g l ự c q u a n t r ọ n g

t h ú c đ ẩ y sự n g h i ệ p công nghiệp hóa, hiện đại hóa, l à đ i ề u

k i ệ n đ ể p h á t t r i ể n n g u ồ n lực c o n n g ư ờ i - y ế u t ố c ơ b ả n đ ể

p h á t t r i ể n x ã h ộ i , t ă n g t r ư ở n g k i n h t ế n h a n h v à b ề n v ữ n g "

Quán triệt chủ trương, Nghị quyết của Đảng và Nhà nước

và nhận thức đúng đắn về tm quan trọng của chương trình, giáo trình đối với việc nâng cao chất lượng đào tạo, theo đề nghị của Sở Giáo dục và Đào tạo Hà Nội, ngày 231912003,

ủy ban nhân dân thành phố Hà Nội đã ra Quyết định số 5620ỈQĐ-UB cho phép Sở Giáo dục và Đào tạo thực hiện đê

án biên soạn chương trình, giáo trình trong các trường Trung học chuyên nghiệp (THCN) Hà Nội Quyết định này thể hiện

sự quan tâm sâu sắc của Thành ủy, UBND thành phố trong việc nâng cao chất lượng đào tạo và phát triển nguồn nhân lực Thủ đô

Trên cơ sở chương trình khung của Bộ Giáo dục và Đào tạo ban hành và những kinh nghiệm rút ra từ thực tế đào tạo,

Sở Giáo dục và Đào tạo đã chỉ đạo các trường THCN tổ chức biên soạn chương trình, giáo trình một cách khoa học, hệ

thống và cập nhật những kiến thức thực tiễn phù hợp với đối tượng học sinh THCN Hà Nội

Bộ giáo trình này là tài liệu giảng dạy và học tập trong các trường THCN ỏ Hà Nội, đồng thòi là tài liệu tham khảo hữu ích cho các trường có đào tạo các ngành kỹ thuật - nghiệp

vụ và đông đảo bạn đọc quan tâm đến vấn đề hướng nghiệp, dạy nghề

Việc tổ chức biên soạn bộ chương trình, giáo trình này

là một trong nhiều hoạt động thiết thực của ngành giáo dục

và đào tạo Thủ đô để kỷ niệm "50 năm giải phóng Thủ đô ",

"50 năm thành lập ngành " và hướng tới kỷ niệm "1000 năm Thăng Long - Hà Nội"

Sở Giáo dục và Đào tạo Hà Nội chân thành cảm ơn Thành

ủy, UBND, các sở, ban, ngành của Thành phố, Vụ Giáo dục chuyên nghiệp Bộ Giáo dục và Đào tạo, các nhà khoa học, các chuyên gia đu ngành, các giảng viên, các nhà quản lý, các nhà doanh nghiệp đã tạo điều kiện giúp đỡ, đóng góp ý kiến,

đồng nghiệm thu các chương trình, giáo trình

Đây là ln đu tiên Sở Giáo dục và Đào tạo Hà Nội tổ chức biên soạn chương trình, giáo trình Dù đã hết sức cố gắng nhưng chắc chắn không tránh khỏi thiếu sót, bất cập Chúng tôi mong nhận được những ý kiến đóng góp của bạn đọc để từng bước hoàn thiện bộ giáo trình trong các ln tái bản sau

G I Á M ĐỐC SỞ G I Á O DỤC V À Đ À O T Ạ O

I N T R O D Ư C T I O N

English for Business ì- Intensive Reading is the first i n a series o f reading

skills texts The complete series has been designed to meet the needs o f students i n business f r o m elementary to intermediate levels and includes the

f o l l o w i n g :

• English for Business ì- Intensive Reading (Elementary)

• English for Business li- Intensive Readỉng (Pre Intermedỉate )

• English for Business IU- Intensive Reading (Intermediate )

A n s w e r keys are available f o r each o f the there titles i n the series

There are 9 chapters vvith 21 units i n this book Each unit presents a short reading and p l e n t i í u l activities thát í ò c u s ô n p r e d i c t i n g , comprehension,

f i n d i n g the m a i n ideas, understanding details, and m a k i n g inferences

the students vvith an appropriate m o d e l f o r pronunciation and i n t p n ạ t i o n tq ò ^ĩi

A m a i n f e a t u r e o f this text is t h á t the v o c a b u l a r y items are s y s t e m a t i c a l l y recycled t h r o u g h o u t T h e r e í o r e , Ít is r e c o m m e n d e d t h á t the u n i t s are studied i n the s é | u e r i c e presented i n the text,*so students are n ó t overvvhelmed b y n e w vocabulary i t e m s T h e w o r d lists are translated i n t o V i e t n a m e s e and consolidated i n a glossary i n alphabetical order át the end o f the b o o k

T h e text does assume an understanding o f basic structures and v o c a b u l a r y Personal p r o n o u n s , i n c l u d i n g the r e f l e x i v e f o r m s , past p a r t i c i p l e s as a d j e c t i v e s ,

gerunds, and such connectors as aỉthough, nevevtheìess, whether, yet, and so

are used

A c t i v i t y T y p e s

• P r e - r e a d i n g

Each unit begins w i t h a series o f pre-reading questions to generate interest and give students a reason f o r exploring the topic T h e questions encourage students to share background knovvledge and express opinions about the unit topic, provide preliminary vocabulary f o r the reading passage i t s e l í The students should try to relate the topic to their o w n experience and to predict w h a t ứ i e y are going to read about The more attention students give to the pre-reading activities, the more successfully they w i l l be able to interact w i t h the text

T o f u r t h é r stimulate discussion and spark interest, each u n i t opens w i t h a photograph, illustration, or map

• U n d e r s t a n d ỉ n g t h e R e a d ỉ n g

This section i n each unit includes the f o l l o w i n g three a c t i v i t y types:

C o m p r e h e n s i o n Q u e s t i o n s These questions ask f o r s p e c i f í c i n í o r m a t i o n

f r o m the reading They help students review the m a i n points o f the reading, and allovv the instructor to gauge the students' level o f understanding O n e o r t w o

o f the questions m i g h t require students to m a k e i n í e r e n c e s based ô n

i n í o r m a t i o n presented i n the reading ( A U questions o r a c t i v i t y items t h á t require students to make i n í e r e n c e s are preceded b y an asterisk [ * ] ) The questions can be answered o r a l l y or i n w r i t i n g and can easily be assigned f o r

h o m e w o r k as w e l l

Detaỉls Several í o r m a t s , i n c l u d i n g true/false and m u l t i p l e choice, are used

to focus students' attention ô n specific details i n the reading T h i s a c t i v i t y type gives students m a n y opportunities to practice the essential r e a d i n g s k i l l s o f

• W o r d S t u d y Sections

The w o r d study section i n each unit is designed to enhance and r e i n í o r c e students' understanding o f English structures and w o r d f o r m s and to expand their vocabulary A s an introduction to the w o r d f o r m exercises i n this book, Ít

is recommended thát the teacher first review parts o f speech, especially verbs, nouns, adjectives and adverbs Teachers should point out each w o r d form's position i n a sentence Students w i l l develop a sense f o r w h i c h part o f speech is missing i n a given sentence Teachers should also point out clues to tense and number and vvhether an idea is a f f i r m a t i v e or negative The teacher can do the example vvith the students b e í b r e the exercise or as an assignment after the exercise is completed Each section has its o w n instructions depending ô n the particular pattern vvhich is being introduced Some o f the activities deal w i t h prefixes and s u f f i x e s and demonstrate h o w many E n g l i s h words can change i n

f o r m A U o f the vvords presented in these activities are based ô n new words

f r o m the readings Other activities provide practice w i t h prepositions, irregular verb f o r m s , and i d e n t i í y i n g antecedents o f n o ụ n substitutes

• V o c a b u l a r y Revievv

This activity type is a quick revievv o f new vvords f r o m previous units Formats include m a t c h i n g synonyms or antonyms, sentence completions, and multiple choice

• F o l l o w - u p A c t i v i t i e s

This section contains various activities appropriate to the i n í o r m a t i o n i n the passages Some activities are designed f o r pair and small-group w o r k Students are encouraged to use the i n í o r m a t i o n and vocabulary f r o m the passage both orally and in w r i t i n g The teacher may also use these questions and activities as home or in-class assignments

• CIoze q u i z

The C L O Z E exercises are guided and vary throughout the text I n each

C L O Z E , certain types o f vvords are missing These words may be articles, prepositions, verbs, pronouns or quantifiers

• T o p i c s f o r Discussion a n d W r i t i n g :

This section provides ideas or questions f o r the students to discuss or to

w o r k ô n alone, i n pairs, or i n small groups ít provides the students vvith the opportunity to w r i t e

A p p e n d ỉ x

The A p p e n d i x provides some reading skills w h i c h are h e l p í u l t o students to understand and use

G l o s s a r y

This section contains words and phrases f r o m a ỉ l the chapters f o r easy

r e í e r e n c e Students vvill still need to use their o w n dictionaries f o r e x a m i n i n g

the range o f meanings o f a w o r d , and f o r words n ó t i n c ỉ u d e d i n the glossary

A n s w e r K e y

The A n s w e r K e y provides the ansvvers f o r the exercises

C h a p t e r 1

ENGLISH- SPEAKING COUNTRIES

O b j e c t i v e s

• P r o v i d i n g general i n í o r m a t i o n ô n some E n g l i s h - speaking countries

• I m p r o v i n g reading skills: ansvvering pre- reading questions about texts, scanning, s k i m m i n g , detailed reading, a p p l y i n g true/ false questions to texts, understanding m a i n ideas i n a text

• F o r m i n g appropriate manner

Contents

• I n í ò r m a t i o n ô n weather, the peoples o f Britain, the U n i t e d States

• V o c a b u l a r y relating to people and weather

U n i t l

T H E W E A T H E R I N E N G L A N D

P r e - r e a d i n g

1 W h a t is the vveather l i k e in England?

2 H o w is the vveather i n England d i f f e r e n t f r o m t h á t i n y o u r c o u n t r y ?

Other countries have a climate; i n E n g l a n d w e have weather T h i s statement, o f t e n made by Englishmen to describe the peculiar m e t e o r o l o g i c a l conditions o f their country, is both revealing and t r ú c í t is revealing because i n

Ít we see the E n g l i s h m a n insisting once again thát what happens i n E n g l a n d is nót the same as what happens elsevvhere; its t r i n h can be ascertained b y any

í o r e i g n e r w h o stays i n the country f o r longer than a f e w days

In no country other than England, Ít has been said, one can experience f o u r seasons i n the course o f a single day! Day m a y break as a b a l m y spring

m o r n i n g ; an hour or so later black clouds m a y have appeared f r o m novvhere and the rain m a y be p o u r i n g d o w n Át; midday-eenổitieRS m a y be r e a l l y w i n t r y

w i t h the temperature d o w n b y about eight degrees or m o r e centigrade A n d then, i n the late a í t e r n o o n the sky w i l l clear, the sun w i l l begin to shine, and f o r

an hour or t w o b e í o r e darkness falls, Ít w i l l be summer

I n E n g l a n d one can experience almost every k i n d o f weather except the most extreme (Some foreigners, i n c i d e n t a l l y , seem to be under the impression t h á t f o r ten months o f the year the c o u n t r y is covered b y a dense^ blanket o f f o g ; this is n ó t t r ú c ) The snag is t h á t w e never can be sure w h e n

the d i f f e r e n t types o f weather w i l l occur N ó t o n l y do w e get sẹveral d i f f e r e n t

sorts o f weather i n one day, b ú t we m a y very w e l l get a spell o f w i n t e r i n summer and vice-versa

This uncertainty about the weather has had a d e f i n i t e e f f e c t upon the Englishman's character; Ít tends to make h i m cautious, f o r example The

í ò r e i g n e r may laugh vvhen he sees the Englishman setting f o r t h ô n a b r i l l i a n t l y sunny m o r n i n g w e a r i n g a raincoat and c a r r y i n g an u m b r e l l a , b ú t he m a y w e l l regret his laughter later i n the day! The E n g l i s h vveather has also helped to make the E n g l i s h m a n adaptable í t has been said t h á t one o f the reasons w h y the English colonized so m u c h o f the w o r l d was thát, vvhatever the vveather conditions they m é t abroad, they had already experienced something l i k e t h è m

a t h o m e ! c f c ' ; ị ; , £ chà

A n d , o f course, the weather's variety provides a constant topic o f conversation Even the most taciturn o f E n g l i s h m e n is alvvays prepared to discuss the vveather A n d , though he sometimes complains b i t t e r l y o f Ít, he

w o u l d n ó t , even i f he c o u l d , exchange Ít f o r the m o r e predictable c l i m a t e o f other lands

W O R D L I S T Ascertain(v) b i ế t ch ắ c , x á c đ ị n h

2 H o w l o n g d o y o u t h i n k Ít vvould take y o u t o discove r the characteristics

5 W h a t is the one constant characteristic o f E n g l i s h weather?

6 H o w has the E n g l i s h vveather affected the Englishman's character?

7 W h y is the vveather a constant topic o f conversation i n E n g l a n d ?

8 W h a t was one o f the reasons w h y the E n g l i s h c o l o n i z e d so m u c h o f the world?

— — Ì One i n England can experience f o u r seasons i n a week

2 I n E n g l a n d , we may get a spell o f w i n t e r i n summer

— — 3 The E n g l i s h vveather affects the Englishman's character

4 The E n g l i s h vveather has helped to make the E n g l i s h m a n adaptable

— — 5 The vveather is n ó t an interesting topic o f conversation i n E n g l a n d

c V O C A B U L A R Y

Fiìl in the bìanks with the most suỉtabìe words/rom the text

1 W e never can be ;.,.' when the d i f f e r e n t o f vveather w i l l

2 The E n g l i s h weather has also helped to make the E n g l i s h m a n

3 The weather's provides a r topic o f conversation

4 Á t m i d d a y may be really w i n t r y w i t h the temperature

by about eight degrees or more centigrade

5 The í o r e i g n e r m a y when he sees the E n g l i s h m a n setting f o r t h

ôn a b r i l l i a n t l y m o r n i n g wearing a raincoat and an u m b r e l l a

D T O P I C S F O R D I S C U S S I O N A N D V V R I T I N G

W r i t e a paragraph o f about 100-120 vvords ô n the k i n d o f weather y o u l i k e best, g i v i n g y o u r reasons

A D D I T I O N A L READING

T H E P E O P L E S O F B R I T A I N Most í o r e i g n e r s w h o have n ó t visited Britain c a l l ai] the inhabitants '"English", f o r they are used to t h i n k i n g o f the British Isles as E n g l a n d I n fact, the British Isles contain a variety o f peoples and o n l y the peoples o f E n g l a n d can themselves E n g l i s h The others refer to themselves as W e l s h , Scottish, or Irish, as the case may be; they are o f t e n slightly annoyed át b e i n g c l a s s i í i e d as

"English" Even i n E n g l a n d there are many differences i n r e g i o n a l character and speech The chief division is between southern E n g l a n d and N o r t h e r n England

South o f a line g o i n g f r o m Bristol to L o n d o n , people speak the type o f English usually learnt by í o r e i g n students, though t h è r e are l o c a l variations Further north ( r o u g h l y beyond a line g o i n g f r o m Manchester to H u l l ) regional speech is usually 'broader' than thát o f Southern B r i t a i n Northerners are apt to claim thát they w o r k harder than the Southerners and are m o r e t h o r o u g h They are open-hearted and hospitable; foreigners o f t e n f i n d t h á t they m a k e í r i e n d s

w i t h t h è m q u i c k l y Northerners generally have hearty appetites: the visitor to Lancashire or Y u r k s h i r e , f o r instance, m a y look f o r w a r d to r e c e i v i n g generous helpings át meal times

U n i t 2

T H E U N I T E D S T A T E S

I ; I

P r e - r e a d i n g

Ì W h e n d i d the ư n i t e d States become independent?

2 W h o was the f i r s t president o f the U n i t e d States?

3 H o w m a n y states are there in the ư n i t e d State now? N a m e át least ten states

The United States is a b i g country I n fact, Ít is the í o u r t h largest country i n the w o r l d Hovvever, the U n i t e d States wasn't always so b i g í t began as a very small nation

England had 13 colonies in N o r t h A m e r i c a i n the 18th century The people

w h o lived there were called colonists N a t u r a l l y , the colonists were E n g l i s h The British g o v e m m e n t made the colonists pay taxes, b ú t they had n o one to represent t h è m i n the government The colonists f e l t thát this practice was unfair

The colonists vvanted representation, so they decided to create a congress

A congress is a group o f representatives w h o discuss problems The Continental Congress had its first meeting i n secret ô n September 5, 1774 the congress d i d n ó t decide to íĩght f o r independence át this t i m e , b ú t war seemed unavoidable George H I the K i n g o f E n g l a n d , w a n t e d the c o l o n i s t s t o obey

h i m b ú t the c o l o n i s t s r e f u s e d T h e K i n g d i d n ó t listen t o the c o l o n i s t s ' complaints F i n a l l y , m a n y people f e l t t h á t their o n l y c h o i c e was t o become independent

I n June 1776, c o l o n i e s were organized i n t o states E a c h state had its o w n government A g r o u p o f m e n f r o m each state m é t t o w r i t e a p u b l i c statement Thomas J e f f e r s o n was a m e m b e r o f this c o m m i t t e e and was c h i e f l y responsible

f o r vvriting this f a m o u s paper ít is called the D e c l a r a t i o n o f I n d e p e n d e n c e , and

Ít is the basic o f the A m e r i c a n government Ô n J u l y 4 , 1776, the c o l o n i s t s accepted the D e c l a r a t i o n T h i s date m a r k e d the b e g i n n i n g o f the A m e r i c a n

R e v o l u t i o n T h e A m e r i c a n R e v o l u t i o n was the w a r 2 9 b e t w e e n the A m e r i c a n colonists and E n g l a n d T h e colonists í o u g h t f o r t h e i r i n d e p e n d e n c e f r o m

E n g l a n d

W h e n the w a r began, George W a s h i n g t o n was already an e x p e r i e n c e d

m i l i t a r y o f f i c e r People respected and a d m i r e d h i m H e was the c o m m a n d e r

-i n - c h -i e f o f the A m e r -i c a n a r m y d u r -i n g the A m e r -i c a n R e v o l u t -i o n D u r -i n g the war, the A m e r i c a n s had f e w arms and clothes, and v e r y l i t t l e m o n e y T h e w a r was l o n g and d i f f i c u l t , b ú t fínally the B r i t i s h signed a peace treaty ô n September 3, 1783 A new n a t i o n was b o m

The new c o u n t r y d i d n ó t have a g o v e r n m e n t í t o n l y h a d the C o n t i n e n t a l Congress, b ú t the congress had no a u t h o r i t y F o r e x a m p l e , Ít c o u l d n ó t m a k e laws or collect taxes to raise m o n e y Each state was v e r y w o r r i e d about keeping its o w n independence T h e states d i d n ó t vvant a p o w e r f u l central government

T h e years 1783 to 1787 vvere very d i f f i c u l t ones f o r the n e w n a t i o n D u r i n g these f o u r years the states made m a n y c o m p r o m i s e s , and ĩ i n a l l y , ô n D e c e m b e r

7, 1787, the states began to accept the new C o n s t i t u t i o n a n d the n e w central government

The C o n s t i t u t i o n created a f o r m a l Congress and a president T h e Congress unanimously elected George W a s h i n g t o n the first president o f the U n i t e d States

He vvas a g o o d general d u r i n g the war, b ú t m o s t i m p o r t a n t , he w a s honest and f a i r and people trusted h i m George W a s h i n g t o n b e c a m e p r e s i d e n t ô n

A p r i l 3 0 , 1789, and the U n i t e d States o f A m e r i c a b e c a m e the f i r s t d e m o c r a c y

1 The Ư n i t e d States is the largest country i n the w o r l d

2 The people w h o lived i n the 13 colonies came f r o m E n g l a n d

- 3 The K i n g o f England wanted the colonists i n N o r t h A m e r i c a to pay taxes to England

4 Thomas Jefferson wrote the Declaration o f Independence alone 5.George W a s h i n g t o n f o u g h t in the A m e r i c a n R e v o l u t i o n

ó G e o r g e W a s h i n g t o n became the íìrst president o f the ư n i t e d States

in 1776

A 2 R e a d t h e p a s s a g e a s e c o n d t i m e T h e n t r y t o a n s v v e r t h e

f o l l o w i n g q u e s t i o n s D o n ó t l o o k b a c k á t t h e p a s s a g e C o m p a r e

y o u r a n s v v e r s w i t h a c l a s s m a t e ' s

Ì W h y d i d the colonists decide to become independent f r o m E n g l a n d ?

2 H o w many colonies d i d England have i n north A m e r i c a ừi the 18* century?

3 W h a t is the basis o f A m e r i c a govemment?

4 W h o was George Washington?

5 W h e n d i d George W a s h i n g t o n become president?

A 3 R e a d i n g a n a l y s i s

Read each question care/ully Circle the letter ọf the best answer

ị H o w many countries are bigger than the U n i t e d States?

3 " W a r seemed unavoidable" means thát

a most people believed thát war was g o i n g to happen

b most people believed thát war was n ó t possible

4 Thomas Jefferson was c h i e í l y responsible f o r w r i t i n g the D e c l a r a t i o n o f Independence I n this sentence, c h i e f l y means

a o n l y

b m o s t l y

c completely

5 The Declaration o f Independence is the basis o f the A m e r i c a n g o v e m m e n t

I n this sentence, basis means

a reason; í b u n d a t i o n

b vvritten part

c best part

B M A I N I D E A

What is the main idea oỷthis passage?

a The ư n i t e d States had a revolution against E n g l a n d over 200 years ago

b The U n i t e d States became a democratic country after a fíght f o r indeperidence

c The U n i t e d States is the í o u r t h largest country i n the w o r l d

c W O R D F O R M S

Use the correct noun, verb, or adjective forms in the sentences Change the grammatical fovm of the worcỉs if necessary

1 Collect

Last Sunday, they all their nevvspapers and put t h è m i n a b i g

box The sanitation truck picked ú p the b i g , heavy o f newspapers and took Ít to a recycling center

7 Practice

Betty ô n the piano every day f o r f o u r years She became a g o o d

musician because o f her

• • í •

8 Compromise

Sara vvanted to go to a m o v i e , b ú t T o n y wanted t o stay h o m e T h e y

f i n a l l y They vvatched a m o v i e ô n television and decided to go

out next week Both o f t h è m íelt s a t i s f í e d w i t h their

9 Trust

M r and M r s A d r i a n had complete i n their daughter T h e y always

her to act responsibly

arms authority u n a n i m o u s l y refused

f e w committee unavoidable obeyed honest complaint

1 Bernice is a member o f the thát organizes the y e a r l y o f f i c e party

2 N o one likes to pay taxes, b ú t we all have to pay t h è m P a y i n g taxes

is

3 Janet m o v e d to Chicago f r o m Florida t w o vveeks ago She has

friends i n Chicago

4 Fay asked A d r i a n to lend her $50, b ú t he Fay never pays back

the money she borrows

5 The f o o d i n W i n n i e ' s Restaurant is delicious, and e v e r y t h i n g is v e r y

clean ì only have one The restaurant is alvvays very h ó t and smoky

6 A police o f f i c e r has the to arrest y o u i f y o u break the law

7 The teacher asked the students i f they vvanted to go h o m e early T h e y

ansvvered "Yes!" N o one vvanted t ơ stay i n school

8 T o m the t r a f f i c l i g h t H e stopped ô n the r e d s i g n a l

9 I n E n g l a n d , p o l i c e o f f í c e r s d o n ó t c a r r y any ,but i n the U n i t e d States, p o l i c e o f f i c e r s a l w a y s c a r r y guns

10 Nilsson is a very person Y o u can trust h i m t o t e l l y o u the t r u t h

E F O L L O W - Ú P A C T I V I T Y

The n e w A m e r i c a n s accepted the C o n s t i t u t i o n , b ú t they s t i l l vvorried T h e

C o n s t i t u t i o n d i d n ó t c l e a r l y e x p l a i n some basic r i g h t s , so m e m b e r s o f the Continental Congress d e c i d e d t o make changes to the C o n s t i t u t i o n T h e y added

s p e c i í ĩ c r i g h t s t o the C o n s t i t u t i o n i n order t o protect t h è m í o r e v e r These changes i n the C o n s t i t u t i o n are c a l l e d amendments T h e B i n o f R i g h t s is the name o f the f i r s t ten amendments

T h e f o l l o w i n g r i g h t s are i n c l u d e d i n the B i n o f R i g h t s :

Ì F r e e đ o m o f religion Each person can practice any religio n he or she wants

2 Freedom o f speech Each person has the right to say a n y t h i n g he or she vvants i f Ít is t r ú c

3 Freedom o f the press People have the right to print a n y t h i n g they want

in newspapers and magazines i f Ít is t r ú c

4 Freedom to have meetings People have the right to meet together

5 Freedom to c o m p l a i n Each person has the right to m a k e a c o m p l a i n t to

an o f f i c i a l o f the government

6 Freedom f r o m unreasonable search A n o f f i c e r must have a g o o d reason

to search a person's home

7 Each person has the right to a f a i r trial by j u r y

8 Each person can have the assistance o f a lawyer

9 Each person can have vvitnesses and can question vvitnesses w h o against

h i m

10 Each person is guaranteed the protection o f l i f e , liberty, and property

In groups, read the list o f Rights Discuss these rights, and put t h è m i n order o f importance I n other vvords, the one y o u t h i n k is the most important is number 1 The one you t h i n k is the least important is number 10 G i v e reasons f o r your choice

C h a p t e r 2

FOREIGN LANGUAGES

Objectives

• Providing k n o w l e d g e ô n foreign languages

• I m p r o v i n g reading skills: ansvvering pre- reading questions about texts, scanning, s k i m m i n g , detailed reading, applying true/ false questions to texts

• F o r m i n g appropriate manner

*

C o n t e n t s

• The popularity o f E n g l i s h

• The way to learn a í o r e i g n language

• Sutýect- verb concord

2 W h i c h language do y o u t h i n k is spoken b y most peoples i n the w o r l d ?

W h i c h language is the íirst language i n the ư n i t e d States, i n A u s t r a l i a , i n New Zealand, i n most o f Canada, i n certain nations i n A f r i c a , and i n other areas o f the world?

Language is n ó t necessarily the private property o f those w h o use Ít, j u s t as French is n ó t the private property o f French people, nor E n g l i s h o f E n g l i s h people E n g l i s h is spoken as a f i r s t language i n the U n i t e d States, i n A u s t r a l i a ,

in N e w Zealand, i n most o f Canada, i n certain nations o f A í r i c a and i n other areas o f the w o r l d ít is unreasonable to regard any language as the possession

of a particular nation, and w i t h no language is Ít m o r e unreasonable than w i t h English T h i s is n ó t to say thát E n g l i s h is used b y a greater n u m b e r o f speakers than any other languages, f o r Ít is easily o u t n u m b e r e d i n this respect by Chinese B ú t Ít is the most international o f languages A Dane and a D u t c h person meeting i n R o m e w i l l almost automatically f i n d themselves speaking to each other i n E n g l i s h The pilots o f a Russian plane approaching C a i r o vvill use English to ask f o r landing instructions M a l a y s i a n lecturers use E n g l i s h w h e n addressing their M a l a y s i a n students i n K u a l a L u m p u r T o people i n A í r i c a Asia, and South A m e r i c a , E n g l i s h is an important í o r e i g n language t o master nót merely because Ít is the language o f Britain or the U n i t e d States b ú t because Ít provides ready access to w o r l d scholarship and vvorld trade í t is understood more w i d e l y than any other language

ít is true, then, thát a great many p e o p l e - and a great m a n y p e o p l e s - are involved i n the use o f English M i l l i o n s o f men and w o m e n i n f o u r continents have English as their first language, and m i l l i o n s i n every part o f the w o r l d use

Ít as their second or í o r e i g n language This gives us some idea o f the importance o f E n g l i s h , and Ít shovvs both the U n i t e d States and B r i t a i n thát the language is nót the possession o f these t w o nations alone ít is also the property

o f the Canadian and the Indian, the Australian and the N i g e r i a n í t belongs to those w h o use Ít

A C O M P R E H E N S I O N

A I W r i t e T b e t o r e t r u e s t a t e m e n t s W r í t e F b e t o r e f a l s e s t a t e m e n t s

D o n ó t l o o k b a c k á t t h e r e a d i n g

Ì Language is the private property o f those w h o use Ít

2 English is used b y a greater n u m b e r o f speakers than any other languages

3 English is used as an access to vvorld scholarship and w o r l d trade

4 English is spoken as the f i r s t language i n m a n y countries

5 English is understood as vvidely as other languages

A 2 R e a d t h e a r t i c l e a g a i n a n d a n s v v e r t h e s e q u e s t i o n s

Ì I n w h i c h countries is English spoken as the f i r s t language?

2 W h i c h language is used b y Russian pilots to ask f o r l a n d i n g instructions

in Cairo?

3 Is English an important language? W h y ?

4 T o w h o m does English belong?

English is an important language to master

English is an important language which we have to master

A n i n í i n i t i v e can be placed after nouns and pronouns to replace a relative clause

Now complete each sentence with the properỷorm ofthe verb in parentheses

Ì A good place (eat) is Bloom's