SGV-TA12-1

JOTQJSFE NFUPMFBSOUPQMBZBNVTJDBMJOTUSVNFO U 8IBUEPZPVUIJOL PG UIFN XFSFWFSZUBMFOUFE NFNPSJFTPGIFSNVN TDPPLJOH Quang: *U TFFNT ZPV LOPX RVJUF BMPU BCPVU IFS PPE MVDL XJUI GETTING STARTEDc

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

BỘ GIÁO DỤC VÀ ĐÀO TẠO

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

tẬp MỘt

SÁCH GIÁO VIÊN

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

TIENG ANH 12 is the third and also the last of the three-level English language set of

textbooks for the Vietnamese upper secondary school it follows the systematic, cyclical and theme-based curriculum approved by the Ministry of Education and training

in november 2012 the aim of this set of textbooks is to develop students’ listening, speaking, reading and writing skills and improve their English language knowledge with a focus on communicative competence so that when they fi nish upper secondary school, their English will be at level three of the Foreign Language Profi ciency Framework for Viet nam (equivalent to B1 in the Common European Framework of Reference for Languages)

THE COMPONENTS OF TIENG ANH 12

tieng anh 12 is divided into two books: Book 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

INTRODUCTION

Unit 1LIFE STORIES

GETTING STARTED

The person I admire

This unit includes:

SKILLS

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ö
HVSF t
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OU
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MJGF
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8SJUJOH
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TUPSZ

COMMUNICATION AND CULTURE

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6 Unit 1/ Life stories

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

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

2Quang wants to become as famous as Steve Jobs and Michael Jackson.

3Hung likes Michael Jackson’s singing.

4Hung learnt to play a musical instrument because he was inspired

by Michael Jackson’s songs.

5Both Quang and Hung admire Christine Ha.

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

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

XIJMF
JDIBFM
+BDLTPOT
NVTJD
JOTQJSFE

8IBU
EP
ZPV
UIJOL

*
UIJOL
JDIBFM
+BDLTPO
XBT
B
HSFBU

XFBL
BOE
UIJO
BOE
XBTO’U
BT
HPPE
BT

BCTPMVUFMZ
BNB[JOH
UP
XBUDI
IFS
VTF
BMM

UIF
LJUDIFO
UPPMT
BOE
QSFQBSF
UIF
EJTIFT

Quang:
*
BHSFF
*
SFNFNCFS
IPX
FYDJUFE
*

GFMU
XIFO
$ISJTUJOF
XBT
DSFBUJOH
UIPTF

BOYJPVT
XIFO
UIF
KVEHFT
XFSF
UBTUJOH

TIF
XBT
CPSO
*O
7JFU
/BN
PS
UIF
64 NFNPSJFT
PG
IFS
NVNT
DPPLJOH

Quang:
*U
TFFNT
ZPV
LOPX
RVJUF
B
MPU
BCPVU

IFS
(PPE
MVDL
XJUI
ZPVS
QSFTFOUBUJPO

UPNPSSPX

Hung:
5IF
TBNF
UP
ZPV

3 Discuss with a partner.

7

Unit 1 Life stories

OJUF
BSUJDMFT t
0NJTTJPO
PG
BS UJDMFT

SKILLS

t
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GPS
TQFDJö

D
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BCPVU
U XP

QFPQMFT
MJGF
TUPSJFTt
5BMLJOH
BCPVU
B
IJTU

PSJDBM
ö
HVSF t
-JTUFOJOH
GPS
TQFDJö

D
JOGPSNBUJPO
JO
B
UBML
TIP

X

BCPVU
QS JWBDZ
BOE
MFTTPOT
MFBS OU
GSPN
QFPQMF

T

MJGF
TUPSJFT t
8SJUJOH
B
MJG F
TUPSZ

COMMUNIC ATION AND CUL TURE

t
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TU PSJFT t
5IF
DSFBUPS
PG
4IFSMPDL
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2 Decide whether the f

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

en (NG) Tick the correct box.

1Quang can’t decide who he is going t

o talk about tomorrow.

2Steve Jobs and M Quang wants to become as famous as ichael Jackson.

3 Hung likes Michael Jackson

5Christine Ha.Both Quang and Hung admire

4 Find the words in the c

onversation tha t have the same sounds as the f

erbs in brackets.

*
SFNFNCFS
IP

XIFO
$ISJTUJOF
DS

UIPTF

HSFBUMPPLJOH
EJTIFT

1 Hung and Quang

are talking about famous people Listen and r ead.

JOTQJSFE

NF
UP
MFBSO
UP
QMBZ
B
NVTJDBM
JOTUSVNFO

U

8IBU
EP
ZPV
UIJOL PG
UIFN
XFSF
WFSZ
UBMFOUFE

NFNPSJFT
PG
IFS
NVN

T
DPPLJOH

Quang:
*U
TFFNT

ZPV
LOPX
RVJUF
B
MPU
BCPVU

IFS
(PPE
MVDL
XJUI

GETTING STARTEDcontains:

• 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

AN OVERVIEW OF THE STUDENT'S BOOK

• 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

the end of the unit

8 Unit 1 Life stories

Pronunciation Homophones Vocabulary

distinguished achievement respectable talented generosity

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

1 gifted, having a natural ability to do something well

2 very successful and admired by other people

3 regarded by society as acceptable, proper and correct

4 kindness or willingness to give

5 something that has been obtained

by hard work, ability or eff ort

2 Complete the sentences with the correct form

of the words in 1

1. Alexandre Yersin, who had quite a _

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

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

3 The new album is one of his greatest

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

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

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

to play any musical instruments until he was 15.

b) Please read the letter to us.

3a) You can it on this website your life story and post

b) I hope we’re doing the thing

b) Yan has just posted his latest

soup recipe on the Internet You should try it out.

2 Listen and repeat the sentences in 1

DO YOU KNOW…?

Homophones are words (or combinations of words) that have diff erent spellings and meanings, but the same pronunciation.

Examples:

two - too - to (strong form) board - bored piece - peace you’re - your there - their there’s - theirs father - farther knew - new whose - who’s whether - weather genes - jeans council - counsel

10Unit 1 Life stories

3 Complete the gaps with a, an or a cross () if

an article is not necessary.

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

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

fl ash drive from (4) _ computer store in (5) local shopping centre When I went back (6) home, I inserted it into

my computer, but it was not recognised I took

it back to (7) store, but (8) _

store manager got very angry He pointed at (9) _ crack on (10) _ fl ash drive, and said his store was not responsible for such (11) _ defect because it had probably been caused by my carelessness I couldn’t say (12) word, and had to buy another

plural noun, general meaning)

We need more information and advice (information,

advice: uncountable nouns)

t
0UIFS
SVMFT

Use of a/an Examples

after what, such, quite

(+ countable noun)

What a magnifi cent house!

We shouldn’t go out in such a

bad storm.

It’s quite a small house.

to describe jobs, identity My mother is a doctor. Brian is an Englishman.

with a possessive He’s a friend of mine.

before an illness

Exceptions: have (the)

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

ice cream now

6 The teacher gave us

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

good mark in the test.

5. I’m not talking about

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

4 My friend Brian is _

4DPU
0O
_

special occasions, he wears

kilt and plays the bagpipe.

3 I went to see _

Dr Nga yesterday because

I had fever

She asked me to stay in

bed for two days.

2. What _ nice weather! Let’s go for

3 regarded by society as acceptable,

proper and correct

4 kindness or willingness to give

5 something that has been obtained

by hard work, ability or eff ort

2 Complete the sentences with the correct form

of the words in 1

1. Alexandre Yersin, who had quite a _

career in medicine, devoted his life to the poor

and sick people in Viet Nam.

2 Hard-working and students

should be given more opportunities to develop

their skills.

3 The new album is one of his greatest

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

4 After my father got a well-paid job at an

international company, we moved to a

neighbourhood

5 Don’t allow other people to take advantage of

your _ You should learn to give wisely.

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

to play any musical instruments until he was 15.

b) Please read the letter to us.

3a) You can it on this website your life story and post

b) I hope we’re doing the thing

b) Yan has just posted his latest

soup recipe on the Internet You should try it out.

2 Listen and repeat the sentences in 1

DO YOU KNOW…?

Homophones are words (or combinations of words) that have diff erent spellings and meanings, but the same pronunciation.

Examples:

two - too - to (strong form) board - bored piece - peace you’re - your there - their there’s - theirs father - farther knew - new whose - who’s whether - weather genes - jeans council - counsel

DO YOU KNOW…?

t
5IF
EFö
OJUF
BSUJDMF
the is generally used before

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

Examples:

The dog that bit me ran away

I like the fi lms directed by Steven Spielberg.

t
0UIFS
SVMFT

1 Use of the before Examples

names of musical instruments play the piano

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

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

geographical areas, names of countries with

‘kingdom’ or ‘states’

names of countries

the Middle East, the United States, the Netherlands

names of organisations, museums, hotels, important buildings

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

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

unique objects, transport systems the sun, the London Underground

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

2 Omission of Examples

sports, means of transport play tennis, travel by underground

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

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

academic subjects, nationalities and languages

history, geography, Japanese

magazines New Scientist

Grammar The past simple vs the past continuous

REMEMBER

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DPOUJOVPVT
JT
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UP
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action in progress, and the past simple to talk about a shorter action that interrupted it.

Example: A storm hit the island while I was enjoying my

holiday there last year.

t
5IF
QBTU
DPOUJOVPVT
DBO
CF
VTFE
XJUI
always/

constantly to describe repeated or irritating actions

usually has negative meaning.

Example: Our neighbour was always complaining about

the noise in the building.

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

1. This morning when the alarm clock (go)

off , I (have) _ a sweet dream

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

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

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

my things without asking

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

_ the washing-up in the kitchen,

so I (not hear) _ the phone.

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

still out of work.

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

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

Le Loi, who (then, lead) the resistance movement in the mountainous regions.

2 Complete the gaps with the where necessary If an

article is not necessary, write a cross ().

1. Here’s _ book you asked to borrow.

2. There are some reports on _ oil slick in

5 _ United Arab Emirates part of _

South Asia or _ Middle East?

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

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

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

8 My favourite pastime is playing _ guitar, but

my best friend prefers playing _ tennis.

Definite articles and omission of articles

LANGUAGEincludes:

• 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

• pronunciation including some aspects of

pronunciation that can be problematic to Vietnamese students such as homophones,

diphthongs, the verb ending -ed, and

assimilation the pronunciation points are presented in meaningful contexts, and activities are designed to teach these points through three stages: recognition, repetition and production this helps students to become familiar with features of natural speech and focus on their own pronunciation

• speaking including three or four activities

which are designed and sequenced in a

way that ensures an uninterrupted link

between them Useful language and ideas

are built up through the activities, and

examples are given when necessary this

prepares students for the free production

stage in all the speaking activities,

students are encouraged to activate and

share their background knowledge and

experience with their partners

12 Unit 1 Life stories

3 Find the words or expressions in the t have the following meanings ext that

Write them in the correct spaces.

1. people who do not have enough food or money

2 make something known to someone

3 unknown to other people

4 remove a body part in a medical operation

5 start, make something important begin

6 something remembered from the past

1 What did Larry Stewart do to help those in need?

2. Why was he called ‘Secret Santa’?

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

4 What did Thanh Thuy do to help other people?

5 What title was Thuy awarded?

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

5 Discuss with a partner.

Have you ever taken part in the Sunfl ower Festival

to support Thuy’s Dream Programme?

a If yes, what did you do during the festival?

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

.

A historical figure

1 Choose the correct sentences ( the conversation between two friends a-d ) to complete

a. Who is he?

b Well, in a way, but twenty years was restored later his reputation

c Do you know any stories about him? An interesting story will hold the attention of your audience and the judges.

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

2 Practise the conversation with a par tner.

SPEAKING

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

talking to the mirror?

Van: Well … I’m practising for the storytelling

contest next week (1)

John: I see The topic is the life of a historical

fi gure, isn’t it?

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

Nguyen Trai.

John: Nguyen Trai? (2)

Van: He was a talented scholar and a skilled

strategist He was born in 1380 He helped King Le Loi to free our country from the invaders in the 15 th century I admire him for his dedication to our nation.

John: Wow! He is a real national her(3) o

_

Van: Yes I’ll tell the mystery of the

Lychee Garden It’s about an incident which led to the deaths

of Nguyen Trai’s extended families

John: Gosh … So his life ended in tragedy?

Van: (4)

And he was nominated a World Cultural Celebrity by UNESCO in 1980

Why don’t you come to the contest and listen to my story?

John: OK I will I really want to knomore about this famous man.w

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

reading activities are designed following three stages: pre-reading, while-reading and post-reading this section aims to develop students’ reading skills such as skimming, scanning, understanding word meaning in contexts, etc through various types of tasks including title/heading matching, true/false/not given, multiple choice, comprehension questions and gap-filling in the post-reading stage, there is often a personalised task in which students can share their own ideas or opinions with their partners about the issues related to the facts/problems presented in the reading text

11

Unit 1 Life stories 11

Unit 1 Life stories

Giving back to the community

1 Discuss with a partner.

What do the people in the

pictures need? What can you do

to help them?

Use the words under the pictures

to answer the questions.

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

Name Larry Stewart Le Thanh Thuy

Larry Stewart came from humble beginnings

Born in Mississippi in 1948, he was brought up

jobless and starving for several days After a free

help others whenever he could

Larry then moved to Kansas City, where he

television He began helping the less fortunate

in 1979, and stories of ‘Secret Santa’ started

to emerge from the city For over 26 years, he

to the needy in public places – without ever

more stories of his generosity spread across the

still anonymous

He kept his identity hidden until 2006, when he

his life Since Larry Stewart’s death in 2007, his

mission of kindness and charitable work.

Born in 1988, Le Thanh Thuy was awarded the title ‘Ho Chi Minh City Outstanding Young Citizen’ in 2006, a year before she passed away As soon was diagnosed with bone cancer and save her life

Thuy’s repeated hospitalisations over four years did was to initiate a fund to help young cancer patients

diff erent charity activities to relieve the young patients’

supported by the community As a result, Thuy’s Dream

The Tuoi Tre

The Tuoi Tre has continued to hold annual events to

support her programme The most important one families get together and have fun Gifts are given to alive by her story about love and sharing.

writing process and focusing on the specific text types required by the syllabus in the pre-writing stage, there is a sample writing for students to study the format

in addition, helpful guidelines, a template and useful language are provided to build students’ confidence before producing their own writing

are organised following the three-stage teaching

procedure: pre-listening, while-listening, and

post-listening the activities aim to develop

students’ listening skills such as listening for

general ideas and/or listening for specific

information the most common task types

are true/false/not given, multiple choice,

and comprehension questions in the

post-listening stage, like other skills, there is often

a personalised task which requires students

to share their ideas or opinions related to the

topic of the listening

14 Unit 1 Life stories

Where there’s a will, there’s a way

1 Read the story of a champion swimmer and

complete the blanks U se the words in the box.

overcome competed misfortune

adopted obsessed helpless

http://www.youandme.com/mylifestory

What is your life story?

Learning is a lifelong journey Share your life experienc

es with other people so that they can learn from your own

Don’t hesitate to post your story of overcoming hardships

and achieving success.

Misfortune, perseverance , success

By Carlos

Published: 09:00 GMT, 10 September

I was born without legs and was abandoned outside an

orphanage in the Philippines, where I was brought up

until I was eight My foster mother Molly Page

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

Perth, Australia, for medical treatment

After getting used to my prosthetic legs, I became

(2) _ with sports and wanted to play soccer like

all other children of my age However, keeping balanc

e

on my legs while playing with the ball was a problem, so

I was advised to try swimming instead That was when

my sporting career began

My mother sent me to a swimming club where I received

the best instruction from Bruce Murphy I would neve

r forget my fear when I got into the pool for the fi rst tim

e

I felt so (3) _ and scared that I thought I would

drown However, Bruce was there, guiding me through the

diff erent stages and helping me to (4) _ my fear

I was surprised that I could make progress very quickl

y.

In 2012, I (5) _ in my fi rst local competition

The following years, I started winning gold medals in

diff erent Australian Championships for parathletes Now

at the age of 20, my dream is to become a champion

swimmer in the Paralympic Games

I’ve told my own story hoping to encourage other peo

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

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

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

2 Put the following par ts of the story in the correct order they app ear in the story.

g Turning point in writer’s life 

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

Writer’s name Thu Ha

Childhood

- when 10 years old, both par ents died in a traffi c accident

- brought up by 70-year-old grandmother

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

- attended evening secondar y school classes

Turning point

in life

- completed secondary e ducation and passed a challenging exam to enter Medical University, but unable to pay tuition fee s

- awarded a scholarship fr om The

Thanh Nien for college students

from poor families

Ambitions and achievements

- graduated from universit y after six years’ hard work

- now working at a hospital

- planning to run a charitable organisation to help poor students

Story’s message

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

WRITING

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

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

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

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

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

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

6 A statue of Sherlock Holmes was built in London.

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?

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 thinking and ability to solve diffi cult cases

Born in Edinburgh in 1859 into a prosperous family, Doyle was strongly infl uenced by his 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

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 served as a volunteer doctor in the Langman Hospital in South Africa during the War of Independence in 1900

He also acted as a war journalist during the First World War.

Doyle’s writing career started during his time at medical school After graduation,

he set up his own medical practice, which was not very successful initially, so he started writing stories again while waiting for patients He wrote 21 novels and more than 150 short stories He also published poems, articles, memoirs and plays on various subjects

His most well-known works are the novels and stories with Sherlock Holmes and the fantasy

novel The Lost World, which were made into successful fi lms

Doyle died at the age of 71, after a heart attack In his honour, a statue of him was built in Crowborough, where he lived for almost 23 years.

COMMUNICATION AND CULTURE

15

Unit 1 Life stories

COMMUNICATION AND CULTUREincludes:

• communication providing language consolidation

and further practice of integrated skills this

section recycles what students have learnt in

the previous sections, and introduces extra

vocabulary the activities are less controlled

Students are encouraged to express their ideas

and opinions freely

• culture providing cultural information about the

ASEAn countries and English speaking countries

around the world connected to the cultural aspects

of the unit topic it helps students to broaden their

knowledge of the world cultures as well as deepen

that of their own Vietnamese culture

13

Unit 1 Life stories

Find the words or expressions in the t ext that

have the following meanings Write them in

the correct spaces.

1. people who do not have

enough food or money

2 make something known to someone

3 unknown to other people

4 remove a body part in a medical operation

5 start, make something

4 Read the stories again Answer the questions .

1 What did Larry Stewart do to help those in need?

2. Why was he called ‘Secret Santa’?

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

4 What did Thanh Thuy do to help other people?

5 What title was Thuy awarded?

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

5 Discuss with a partner.

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

a If yes, what did you do during the festival?

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

A historical figure

1 Choose the correct sentences ( the conversation between two friends a-d ) to complete

a. Who is he?

b was restored Well, in a way, but twenty years later his reputation

c Do you know any stories about him? An interesting story will hold the attention of your audienc

e and the judges.

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

2 Practise the conversation with a par tner.

SPEAKING

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

talking to the mirror?

Van: Well … I’m practising for the storytelling

contest next week (1)

John: I see The topic is the life of a historical

fi gure, isn’t it?

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

Nguyen Trai.

John: Nguyen Trai? (2)

Van: He was a talented scholar and a skilled

strategist He was born in 1380 He helped King Le Loi to free our country from the invaders in the 15 th century I admire him for his dedication to our nation.

John: Wow! He is a real national hero

(3) _

Van: Yes I’ll tell the mystery of the

Lychee Garden It’s about an incident which led to the deaths

of Nguyen Trai’s extended families

John: Gosh … So his life ended in tragedy?

Van: (4) And he was nominated a World Cultural Celebrity by UNESCO in 1980

Why don’t you come to the contest and listen to my story?

John: OK I will I really want to know more about this famous man.

Learning from people’s lives

 They are curious.

 They want to know more about their idols.

 They can have something to gossip about.

 They want to learn lessons from famous failures or successes. people’s

 They can criticise or slander the person not like. they do

 _

 _

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

4. Reading a person’s life story critically means

A making judgements while reading it

B. making criticisms while reading it

C. reading it without fi nding any faults or merits

3 Listen again Answer the questions .

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

2. According to Andy, what questions ourselves when reading or hear should we ask

ing a life story?

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

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

- freed the country and became King in 1428

Reason for being respected:

- his perseverance during the ten years’ war

Interesting legend:

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

Le Quy Don (1726 − 1784) Facts:

- a distinguished philosopher, poet, and encyclopaedist

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

Reason for being respected:

- his sharp wit and wide knowledge

Interesting story:

- Still a child, he created a poem, using words with double meanings to describe the characteristics of diff erent types of snakes The poem can also be interpreted

as a lazy student’s self-accusation and promise to study harder.

PROjECT is aimed at providing students with an opportunity to apply the language and skills they have learnt throughout the unit to perform a task in a real-life situation Students are asked to do a survey or carry out research to get information about their friends, their neighbourhood or to broaden their knowledge about the real world the project activities often involve teamwork which develops students’ collaborative skills and promotes their team spirit Much

outside of class, at home or during break time the teacher can also put aside some class time for students to share the results

of their project work

and skills learnt in the unit and helps students to assess their own progress and achievement after learning the unit

16 Unit 1 Life stories

Vocabulary

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

wo

1  brake  break  brick

2  dare  dear  deer

2 Listen and write the correct homophones complete the sentences to

1 We need more _ _ for the campfi re

you be able to bring some?

4 There was a big _

in her sock, so the

_

of her big toe was sticking out.

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

achievement historical fi gure distinguished reputation respectable

dedication

1. Naming streets after _

is a common practice around the world.

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

as a

fi rst-class cook.

3 You’ll look more

if you wear a nice suit and a tie.

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

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

award for music.

6. Nguyen Trai had a(n)

career as

a skilled strategist and prominent scholar.

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

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

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

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

not invited

to the assembly because

he was too young He (5 become) _

very upset As he (6 shout) _

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

him an orange

He also (9 order) _ the young marquis

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

the war strategies, Tran Quoc Toan (11 still, wait) _

outside the hall He (12 get) _ so upset and stimulated that he (13 crush) the orange with his own hand Later he (14 begin) _

forming his own army and (15 manage)

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

to the front to drive the enemies back

His death was unknown, but today Tran Quoc Toan

is considered one of the

fi nest examples of Vietnamese patriotism, especially for the young generation.

against the Mongol army, he (17 always, dash)

to the front to drive the enemies back

His death was unknown, but today Tran Quoc Toan

is considered one of the

fi nest examples of Vietnamese patriotism, especially for the young generation.

1 Your group is going to take part in the Public Sp eaking Contest ‛A famous

person you admire’ organised

by your school.

Assign the task to each group member: choosing

a famous person, creating his/her profi le, and giving

a presentation about this p erson.

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

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

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

Famous person’s profile

(photo and name)

2 These sentences are inc orrect Correct them, adding ar

ticles where necessary.

1. We had great time in USA last summer.

2 John decided to join army and become soldier

so that he could fi ght for country.

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

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

5. When you go to Paris, don’t forget to visit L

ouvre and take boat trip along Seine.

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

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

on way home.

8. In rush hour in Ha Noi, it’s more convenient

to travel by motorbike than to take taxi

● use articles correctlyation about two people’s life stories

● talk about a historical fi gure

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

● write a person’s life story

● learn about Sir Arthur Conan Doyle, the crea

tor of Sherlock Holmes

1 Tick the word that do es not have the same

sound as the other two

1  brake  break  brick

2  dare  dear  deer

3  wait  wet  weight

4  son  sun  soon

5  greet  great  grate

6  bay  by  buy

2 Listen and write the correct homophones t o

complete the sentences

1 We need more _ for the campfi re

_ you be able to bring some?

2. I get really _ with playing the same

_ games every day.

3. The _ forecast is for more rain, so

I’m not sure we can go hiking

tomorrow.

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

_ of her big toe was sticking out.

Complete the sentences with the correct form of

the words or phrase in the b ox.

achievement historical fi gure distinguished

reputation respectable dedication

1. Naming streets after _

is a common practice around the world.

2 After winning the MasterChef competition,

Christine Ha gained a(n) as a

fi rst-class cook.

3 You’ll look more if you wear a

nice suit and a tie.

4. No one can deny his hard work and _

to the club.

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

etime

award for music.

6. Nguyen Trai had a(n) career as

a skilled strategist and prominent scholar.

1 Read the following stor y about Tran Quoc Toan

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

Marquis Hoai Van Tran Quoc Toan (1 be)

born in 1267 In 1279, Kublai Khan of the Mongol Empire (2 begin) _ his attempt to take over Dai Viet and Champa Facing threat from the north, in October 1282, Dai Viet’s Emper

or (3 gather) _ all members of the royal family and offi cials in the royal court to discuss ways to defend the country The 15-year-old

Tran Quoc Toan (4 be) not invited

to the assembly because he was too young He (5 become) _ very upset As he (6 shout) _ angrily outside the royal court, the emperor (7 come) _

out and (8 give) him an orange

He also (9 order) _ the young marquis

to go home While the emperor and the offi

cials (10 discuss) _ the war strategies, Tran Quoc Toan (11 still, wait) _

outside the hall He (12 get) _ so upset and stimulated that he (13 crush)

the orange with his own hand Later he (14 begin) _ forming his own army and (15 manage) to recruit over one

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

to the front to drive the enemies back

His death was unknown, but today Tran Quoc Toan

is considered one of the

fi nest examples of Vietnamese patriotism, especially for the

young generation.

LOOKING BACK

LOOKING bACK offers revision and consolidation of the language learnt in

the unit it begins with a pronunciation

activity which is aimed at checking students’ ability to recognise and use the pronunciation points they have learnt the words or phrases practising the pronunciation points are often those that students have encountered

in other parts of the unit or taken from the reading or listening texts

the vocabulary and grammar activities

focus on the main vocabulary and grammar points learnt in the unit and are aimed at checking students’

understanding of the meaning and use of the words or structures the activities also provide students with an opportunity to practise the language

in their own speech

GENERAL TEACHING SUGGESTIONS

the following teaching guidelines are for your

reference Feel free to make any adjustments

(extending or shortening the material)

because you know your teaching situation

best and what your students need to learn

• It is advisable to go through the Book Map of

the Student’s Book and the General Teaching

Suggestions before you start teaching with the

book this will help you to become familiar with

the content and methodology of the textbook,

and know what materials to prepare for the

lesson as well as what activities to conduct as

part of your teaching procedure

• In general, the teaching of both the language

skills and language elements follows the

three-stage approach the pre-, while- and post-three-stage

procedure is recommended for the skills lessons

and the presentation, practice, production (PPP)

procedure for the language lessons Both

procedures should be handled appropriately

with respect to the prior knowledge, beliefs and

expectations that your students bring to class

so that they can develop language awareness,

self-reflection, critical thinking and learning

strategies

• It is important to maximise and facilitate

students’ talking time and interactions You can

use different question types to elicit their ideas

and guide them in the process of practising the

language

• Vocabulary and grammatical items need to

be presented in both form and meaning, and

practised in meaningful contexts, and usage

needs to be focused

• Pairwork and groupwork should be used

appropriately so that students have more

opportunities to practise the language in class

this also promotes the spirit of collaboration

and competition However, it is necessary to

provide clear instructions or explanations and/or

demonstrate the activity before asking students

to work in pairs or groups

• Problems of mixed-ability classes can be dealt

with by multi-tiered tasks suitable for students’

levels this can encourage both less able and

more competent students to contribute to the

lesson

TEACHING GETTING STARTED

• Getting started introduces the unit in general,

including a conversational text followed by four

or five activities Start your teaching with a

lead-in, which is a short activity (normally up to five minutes) to draw students’ attention to the topic

of the unit and the objectives of the lesson this

is a good way to activate students’ background knowledge of the topic as well as to check their comprehension of the language You can vary the activity to suit the teaching purpose; for example, the teacher can get the students to brainstorm

on the topic through a set of pictures or photos, listen to a piece of music extract or a song, view a video clip, do a dictation or play a game such as

Charades, Bingo, Tic-Tac-Toe and Odd-One-Out to

revise previously learnt vocabulary (See details

sub-section.)

• Get students to read the text silently as they listen to the recording then have them call out the words they do not know and write them on the board Follow the teaching procedure in the

the meaning and have students repeat the words

or copy them down into their notebooks for later review

• Allow time for students to do the activities in pairs or individually before checking answers

as a class Give feedback and ask students to explain their answers if necessary Each task following the conversational text has its own purpose, for example, a comprehension task and

a question for personalisation, vocabulary task(s) and grammar task(s)

TEACHING LANGUAGE

• Vocabulary includes new words that appear not

sections, but also in other sections of the unit Encourage students to guess their meaning from the context For challenging words, provide Vietnamese equivalents to save time Students should be given opportunities to revise previously learnt vocabulary such as individual words, phrases and collocations (words that

go together) through a variety of interesting

activities and games such as Dictation, Charades,

Bingo, Tic-Tac-Toe, and Odd-One-Out.

• Dictation: Students work in pairs or in groups,

taking turns to dictate the target words to each

other and check their spelling the teacher can

also give the dictation while all students listen

and write it down then students work in pairs to

correct mistakes if there are any

• Charades: this is a great game to review vocabulary

if students feel shy or awkward in the beginning, you

may need to let them play the game this will help

them to feel more comfortable and secure Divide

the students into two teams Show the first team a

vocabulary item they must act it out if the second

team can guess the correct word, they will get a

point Switch the teams and let the second team act

out a word while the first team guesses

• Bingo: Draw a word grid on the board and ask

students to copy it Students tell you the words

they have studied in their lessons List them on

the board Students choose the words from the

list and copy them into their grid While they are

doing this, copy each word onto a strip of paper,

put the strips of paper into a bag and mix them

up Select students to pick out a strip of paper and

call out the word Students with that word in their

grid put a cross on it Continue the game until there

is a student who has all the words on a straight

follow-up activity, have students make sentences

with the words in their grids

• Tic-Tac-Toe: this is a fun way for students to practise

their English while enjoying some competition the

game is very intuitive Distribute the tic-tac-toe

sheet, e.g., Do you like …? What is the meaning of …?

Why do you …? What do you …? Who likes …? What

is … for? What does … mean? Have you got …? How

many …? Students complete the questions Each

question that is grammatically correct and makes

sense is scored an X or O With larger classes, the

game can be played in pairs while the teacher

walks around the class checking answers

• Odd-One-Out: this is the fastest way to revise

sets of vocabulary Choose several (4-5) words from a vocabulary set and one that does not belong to it and have students find the odd one out (the one that is not part of the set) You can also choose the four words from the same vocabulary set, but three have positive meaning and one has negative or vice versa

• pronunciation activities often ask students

to listen and repeat exactly what they have heard this helps them to identify and practise the pronunciation points in focus such as homophones, diphthongs, the verb ending

-ed, and assimilation tell students that they

cannot develop good English pronunciation

skills by just repeating once and that practice

makes perfect they must make more attempts

at recognising and imitating the model as naturally as they can

Grammar

with examples from which Ss work out a rule for themselves, or deductively – starting with the presentation of a rule which is then applied to specific language examples and honed through practice exercises

depending on the grammatical point being taught or the teacher’s and Ss’ preferences the learner-centred nature of inductive teaching is often seen as advantageous as the Ss were active and engaged in the learning process which may help Ss to develop deeper understanding and could enhance learners’ autonomy and motivation However, it can be more time- and energy- consuming and more demanding of the

t and Ss therefore, a combination of the two approaches can bring about the best results for

a grammar lesson

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

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

the meaning, usage and the content to express

in more personalised practice

• The language boxes are designed to help students

to work out grammar rules or generalisations

Students can read them before they do the

activities to become familiar with the grammar

concepts they can also refer back to them later

as revision prompts Ask students to read them

individually and check comprehension as a class

TEACHING SKILLS

Reading is mainly a receptive skill in general, the

most common reading sub-skills in tieng anh 12

include identifying the topic of the text,

understanding general ideas and finding specific

information

• It is important to teach students reading strategies

so that they can get the most from the text Start

by arousing their interest in the topic and asking

them to predict the reading content Be sure that

your students understand both the task and the

key vocabulary Set a time limit to prevent them

from reading for details while the activity is for

gist, and be flexible if necessary Ask students to

look at the pictures and tell you what they can

see or what is happening You can also ask them

to predict what they are going to read by eliciting

their background knowledge connected to the

title and topic, and having a brief discussion

about them

• Pre-teach the key words before the first reading,

if necessary (See the Teaching Vocabulary

sub-section.) When students finish their first reading,

ask them to discuss their answers in pairs or

groups before you check their answers as a class

• The second reading usually requires students to

focus more on the task fulfillment tell them what

techniques and strategies to use and set a time

limit for the activity Students are encouraged to

work together to discuss their answers before

you check as a class

• When students finish their second reading,

encourage them to respond to the text this

will help students to integrate reading and

speaking skills, or focus on language features

that are necessary for their language proficiency

development such as producing an oral summary

of the whole text or part of the text

speaking is an oral productive skill, which is

important, but difficult to teach in secondary

school, where English is learnt just as a

foreign language in the Vietnamese language environment it has been confirmed that one

of the major problems that students often face when learning to speak English is the lack of ideas or/and the language to express their ideas that is why the speaking lesson in

tieng anh 12 usually begins with one or two

activities to prepare students for the actual speaking task in these activities, students are provided with useful vocabulary and expressions to talk about the topic of the lesson Some background knowledge or ideas are also presented in the first stage of the lesson through

a quiz or a matching exercise A sample dialogue

is sometimes given before students are asked

to make their own conversations Another problem that inhibits students from taking part

in speaking activities is their shyness and fear

of making mistakes in order to overcome this problem, encouragement and support from the teacher are needed it is suggested that when teaching speaking, the teacher should stick to the following principles:

• Keep a balance between accuracy and fluency

in the speaking lesson and always provide input such as vocabulary, expressions and ideas for students before asking them to perform the actual speaking task(s);

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

• Try to get all the students in the class involved

in every speaking activity by applying different ways of student participation Use multi-tiered tasks that have something for both strong and weak students to do

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

• Use different types of questions for different

purposes: yes/no questions to provide students with ideas or language, wh-questions to invite

them to produce longer stretches of speech, and

eliciting questions such as What do you mean? and How did you reach that conclusion? to prompt

students to speak more

• Do not correct students’ mistakes very often while they are speaking, especially in the production

stage (usually in activities 3 or 4 in the speaking

lesson), because this may distract students from trying to speak and expressing ideas

• While students are working in pairs or groups,

walk around the classroom to ensure that

students are on the right track, and see whether

they need your help

Listening is mainly a receptive skill Listening in

English is not easy for Vietnamese students, so

you should prepare them well the common

types of listening tasks in tieng anh 12 include

listening for general ideas and listening for

specific information in a variety of formats such

as true/false, multiple choice, comprehension

questions and gap filling the following ideas

will help you to conduct the listening activities

effectively:

• Encourage students to predict and make

active guesses based on their own knowledge

or contextual clues Get them to predict the

content by looking at the pictures and tell you

what they can see or what is happening You can

also have a brainstorming session or discussion

related to the title and topic Alternatively, to

save time you can tell students that they are

going to hear someone talking to someone else

about something

• Pre-teach key vocabulary items by displaying

them on the board and checking comprehension,

and then have students repeat each word once

or twice to get themselves familiar with the

sounds

• Tell students that the focus is on the general

ideas or specific information, and they do not

need to understand every word Ensure that they

understand both the task and the key vocabulary

before they listen to the recording

• Provide students with listening strategies by

telling them to leave the question that they

cannot answer, and just continue with the

next question they will have another chance

to answer difficult questions the next time

they listen

• Tell students in advance that you will read or play

the recording two or three times to reduce their

anxiety Eliminate distractions and noise during

the listening process by closing doors or windows,

or asking students to be quiet while listening

• Encourage students to write down or retell what

they have heard by writing a summary and/or

giving an oral report or participating in a group

discussion

Writing is also a productive skill which teaches

students to communicate through writing Most

writing activities in tieng anh 12 focus on the

text types required by the syllabus the common writing tasks include filling the gaps in sentences

or paragraphs, following a model to write a specific text or taking notes during a survey to get information related to a specific topic the section normally contains four or five activities following the three-stage approach to language teaching A model, guidelines or a template are often provided for students’ reference

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

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

• Have students work individually or in pairs

to brainstorm ideas, concepts and important vocabulary before they start drafting Ask students to read their final drafts carefully, and check them for meaning and content, and for spelling, punctuation and grammar errors

• Make sure students are familiar with your set of correction marks of grammar, spelling, textual mechanics and neatness When you return the papers to the students who have made errors, ask them to make the corrections

by themselves this helps students to improve their writing skills Give your assessment on different criteria such as relevance of specific theme or topic, register, organisation of ideas, grammar and vocabulary

TEACHING COMMUNICATION AND

CULTURE

students with an opportunity for further practice

and consolidation of the skills and the language

previously learnt in the unit the lesson normally

includes a speaking task or speaking combined

with listening and/or reading After getting some

input from the reading or listening activities,

students are engaged in a discussion about an

issue related to the topic the speaking activities

in this sub-section are less controlled and

students are encouraged to use their own ideas

or creativity to complete the tasks Fluency is the

focus, so correction of students’ errors (grammar

or pronunciation) should be postponed until they

have completed the activity Extra vocabulary

should be provided to facilitate free expression

of ideas and natural speech

• The aim of the culture sub-section is to provide

students with information related to the ASEAn

and English speaking countries around the

world the sub-section can include a reading text

giving students more information of a cultural

aspect or facts related to the topic, or two short

texts, one about Viet nam and the other about

another country for students to make cultural or

factual comparisons

• You can start the lesson by giving a brief

introduction to the country or cultural and

factual features mentioned in the reading

texts this can also be presented by the

students themselves as a kind of assignment or

homework given to them in the previous lesson

Since vocabulary learning is not the focus here,

new words should be explained very briefly

TEACHING LOOKING bACK AND PROjECT

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

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

that these are activities designed to review the pronunciation, vocabulary, and grammar points

recording all the way through for students to listen Play the recording again for them to repeat Ask a few students to read the words, phrases or sentences in turn Correct their pronunciation if

parts, ask students to focus on the instructions Give them time to read and prepare Set a time limit and ask students to do the tasks individually

or in pairs Check the answers as a class and give explanations if necessary

with opportunities to practise the language they have learnt in the unit freely, but also helps them

to develop collaborative skills when working

in a team, and independent study skills when searching for information for their project

students on the project objectives Make sure students understand the tasks and the requirements for the final product of the project Divide them into groups to do the project Make useful suggestions to students about how to divide their workload it is advisable that much

of the work for the project be done at break time, out of the class or at home Allow some time in class for students to share the findings and results of their project work

simple vs the past continuous

- Defi nite and indefi nite articles

- Omission of articles

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

Talking about a

show about privacy and lessons learnt from people’s life stories

famous person you admire

UNIT

- Words and phrases related to urbanisation and its features

- Word formation:

Compound adjectives

in that-clauses

after certain verbs and expressions

Reading for specifi c information

in an article about urbanisation and its causes

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

of living

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

Describing

a line graph about the rate of urbanisation

Urbanisation in Bangkok,

has undergone urbanisation

UNIT

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

compound, and complex sentences

- Relative clauses

with which

referring to the whole clause

Reading for general ideas and specifi c information

in an article about soot pollution

Discussing lifestyle choices and deciding

if they are environmentally friendly

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

Go Green initiative

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

The greenest countries and

green lifestyle

REVIEW 1

UNIT

Words and phrases related to the mass media

after certain verbs

- The past perfect

vs the past simple

Reading for general ideas and specifi c information

in an article about forms

of mass media

Talking about social networking

Listening for specifi c information in

a conversation about social media:

language-learning apps

Describing a pie chart showing the use of online resources

survey on students’ favourite social networking sites and apps

UNIT

Words and phrases related to cultural identity

perfect vs the present perfect continuousRepeated

- comparatives

to say that something is changing

Reading for specifi c information in a passage about cultural identity

in today’s modern society

Talking about the ways to maintain cultural identity

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

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

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

Preparing for a presentation on the cultural identity of

an ethnic group in Viet Nam

REVIEW 2

- Defi nite and indefi nite

articles

- Omission of articles

Reading for specifi c

information about two

people’s life stories

Talking about a

show about privacy and lessons learnt from people’s life stories

famous person you admire

UNIT

- Words and phrases related to

urbanisation and its features

- Word formation:

Compound adjectives

in that-clauses

after certain verbs and expressions

Reading for specifi c

information

in an article about

urbanisation and its causes

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

of living

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

Describing

a line graph about the rate of urbanisation

Urbanisation in Bangkok,

has undergone urbanisation

UNIT

Words and phrases related to the

advantages and disadvantages of a

green lifestyle

compound, and complex

sentences

- Relative clauses

with which

referring to the whole clause

Reading for general ideas

and specifi c information

in an article about soot

pollution

Discussing lifestyle choices and deciding

if they are environmentally friendly

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

Go Green initiative

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

The greenest countries and

green lifestyle

REVIEW 1

UNIT

Words and phrases related to the mass

media

after certain verbs

- The past perfect

vs the past simple

Reading for general ideas

and specifi c information

in an article about forms

of mass media

Talking about social networking

Listening for specifi c information in

a conversation about social media:

language-learning apps

Describing a pie chart showing the use of online resources

survey on students’ favourite social networking sites and apps

continuousRepeated

- comparatives

to say that something is

changing

Reading for specifi c

information in a passage about

cultural identity

in today’s modern society

Talking about the ways to maintain cultural identity

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

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

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

Preparing for a presentation on the cultural identity of

an ethnic group in Viet Nam

REVIEW 2

Unit 1 LiFe StOrieS

GettinG Started

The person I admire

This unit includes:

LANGUAGE Vocabulary

• Writing a life story

COMMUNICATION AND CULTURE

• Family stories

• The creator of Sherlock Holmes

Unit 1 Life stories 6T

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

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

by Michael Jackson’s songs

the same sounds as the following.

correct tenses of the verbs in brackets.

I remember how excited I (feel) when Christine (create) those

people Listen and read.

Hung: Well, both of them were very talented

and infl uential, but I prefer Steve Jobs

I think Michael Jackson was a great

dancer, but not an excellent singer In

Hung: Yes What’s more, Christine is a blind

chef and a gifted writer She’s very

talented and determined It was

absolutely amazing to watch her use all

the kitchen tools and prepare the dishes

Quang: I agree I remember how excited I

felt when Christine was creating those

great-looking dishes … and even

anxious when the judges were tasting

them By the way, do you know where

she was born? In Viet Nam or the US?

Hung: In California, but she was inspired by

memories of her mum’s cooking

Quang: It seems you know quite a lot about

her Good luck with your presentation

tomorrow!

If you were Quang, who would you choose to talk about, Steve Jobs or Michael Jackson? Why?

Unit 1 Life stories 7T

career in medicine, devoted his life to the poor

and sick people in Viet Nam

should be given more opportunities to develop

words in the gaps The fi rst pair has been done

as an example.

2

until he was 15

4

out next month

didn’t know why he was wanted

soup recipe on the Internet You should try it out

DO YOU KNOW…?

Homophones are words (or combinations of words) that have diff erent spellings and meanings, but the same pronunciation

Examples:

Unit 1 Life stories 8T

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

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

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

play any musical instruments until he was 15

b) Please read the letter aloud to us

3 a) You can write your life story and post it on this website

b) I hope we’re doing the right thing

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

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

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

6 a) She has been involved in many community projects

b) Yan has just posted his latest bean soup recipe on the Internet You should try it out

DO YOU KNOW…?

• The defi nite article the is generally used before

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

Examples:

The dog that bit me ran away

I like the fi lms directed by Steven Spielberg.

• Other rules

names of musical

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

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

geographical areas, names of countries with

names of organisations, museums, hotels, important buildings

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

adjectives used as nouns,

unique objects, transport

names of newspapers,

2 Omission of

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

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

academic subjects, nationalities and languages

history, geography, Japanese

Example: A storm hit the island while I was enjoying my

holiday there last year.

• The past continuous can be used with always/

constantly to describe repeated or irritating actions

or events in the past It is similar to ‘used to’, but

usually has negative meaning

Example: Our neighbour was always complaining about

the noise in the building.

the past continuous.

my things without asking

Unit 1 Life stories 9T

Grammar

The past simple vs the past continuous

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?

Definite articles and omission of articles

3 Complete the gaps with a, an or a cross () if

an article is not necessary.

article is not necessary.

Examples:

I have a cat (cat: singular, countable noun) Children should not stay up late at night (children:

plural noun, general meaning)

We need more information and advice (information,

advice: uncountable nouns)

• Other rules

after what, such, quite

(+ countable noun)

What a magnifi cent house!

We shouldn’t go out in such a

bad storm.

It’s quite a small house.

to describe jobs,

before an illness

Exceptions: have (the)

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

Unit 1 Life stories 10T

Indefinite articles

attention to sentences 7 and 8, in which the nouns (ice cream, coff ee) can be countable or uncountable.

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

Examples:

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

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

LESSON OUTCOME

What can you do now?

continuous, and I can use them to describe past actions or events I have learnt when to use defi nite and indefi nite articles, and when not to use an article

Giving back to the community

1 Discuss with a partner.

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

television He began helping the less fortunate

in 1979, and stories of ‘Secret Santa’ started

to emerge from the city For over 26 years, he

handed out thousands of dollars every Christmas

to the needy in public places – without ever

revealing his identity The more he gave, the

his life Since Larry Stewart’s death in 2007, his

example has inspired others to continue his

mission of kindness and charitable work

awarded the title ‘Ho Chi Minh City Outstanding Young Citizen’ in 2006, a year before she passed away As soon

as Thuy started high school in 2003, she was diagnosed with bone cancer and doctors decided to amputate her leg to save her life

Thuy’s repeated hospitalisations over four years did not stop her from helping other patients Her dream was to initiate a fund to help young cancer patients Whenever Thuy could move around, she organised diff erent charity activities to relieve the young patients’ pain Thuy’s meaningful work was welcomed and supported by the community As a result, Thuy’s Dream Programme was launched and is currently managed by

The Tuoi Tre

The Tuoi Tre has continued to hold annual events to

support her programme The most important one

is the Sunflower Festival, where children and their families get together and have fun Gifts are given to the young patients, and the memory of Thuy is kept

Unit 1 Life stories 11T

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

SKiLLS

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

3 Find the words or expressions in the text that

have the following meanings Write them in

the correct spaces.

him for his dedication to our nation

John: Wow! He is a real national hero

Van: Yes I’ll tell the mystery of the

Lychee Garden It’s about an incident which led to the deaths

of Nguyen Trai’s extended families

John: Gosh … So his life ended in tragedy?

Van: (4) And he was nominated a World Cultural Celebrity by UNESCO in 1980

Why don’t you come to the contest and listen to my story?

John: OK I will I really want to know

more about this famous man

Unit 1 Life stories 12T

What can you do now?

their health problems I have improved my reading skills by scanning a text to get specifi c information to complete a table and by reading in detail to answer comprehension questions

Learning from people’s lives

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

3 Listen again Answer the questions.

below or your own ideas to talk about one of

the historical figures below.

Unit 1 Life stories 13T

LISTENING

Learning from people’s lives

Lead-in : Inform the class of the lesson objectives:

listening to a talk show about privacy and lessons

learnt from people’s life stories, identifying specifi c

new words that Ss will hear in the next activity

(overwhelm, blackmail, slander, take advantage of).

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

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

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

Andy: You mean we’re living in a world of stories and scandals? Cindy: Right As a sociologist, 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

Cindy: For whatever purpose, it could be extremely damaging Andy: Exactly So we should not reveal too much of our private life on

social networking sites

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

read or follow these stories?

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

learning from other people’s lives Everyone’s life story is like

a book that can teach us something So we should open that book and read it critically

Cindy: Critically? Can you explain this?

Andy: It means we should make careful judgements when reading

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

Cindy: Lessons such as …?

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

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

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

sharing your thoughts with our listeners Next week …

2 use … our private life

3 not share … personal information

4 making judgements, criticising,

without fi nding any faults

the answers individually fi rst, and then compare their answers with a partner Check as a class

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

Rắn đầu biếng học lẽ không tha

Thẹn đèn hổ lửa đau lòng mẹ,

Nay thét mai gầm rát cổ cha.

Ráo mép chỉ quen tuồng lếu láo,

Lằn lưng cam chịu vệt năm ba.

Từ nay Trâu Lỗ xin siêng học,

Kẻo hổ mang danh tiếng thế gia.

Note: The highlighted words are used with double

meanings.

LESSON OUTCOME

What can you do now?

historical fi gures of Viet Nam I can talk about a

historical fi gure’s life story.

Where there’s a will, there’s a way

1 Read the story of a champion swimmer and

complete the blanks Use the words in the box.

http://www.youandme.com/mylifestory

What is your life story?

Learning is a lifelong journey Share your life experiences

with other people so that they can learn from your own

Don’t hesitate to post your story of overcoming hardships

and achieving success

Misfortune, perseverance, success

By Carlos

Published: 09:00 GMT, 10 September

I was born without legs and was abandoned outside an

orphanage in the Philippines, where I was brought up

until I was eight My foster mother Molly Page

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

Perth, Australia, for medical treatment

After getting used to my prosthetic legs, I became

(2) _ with sports and wanted to play soccer like

all other children of my age However, keeping balance

on my legs while playing with the ball was a problem, so

I was advised to try swimming instead That was when

my sporting career began

My mother sent me to a swimming club where I received

the best instruction from Bruce Murphy I would never

forget my fear when I got into the pool for the fi rst time

I felt so (3) _ and scared that I thought I would

drown However, Bruce was there, guiding me through the

diff erent stages and helping me to (4) _ my fear

I was surprised that I could make progress very quickly

In 2012, I (5) _ in my fi rst local competition

The following years, I started winning gold medals in

diff erent Australian Championships for parathletes Now

at the age of 20, my dream is to become a champion

swimmer in the Paralympic Games

I’ve told my own story hoping to encourage other people

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

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

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

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

Childhood

- when 10 years old, both parents died in a traffi c accident

- brought up by 70-year-old grandmother

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

- attended evening secondary school classes

Turning point

in life

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

- awarded a scholarship from The

Thanh Nien for college students

from poor families

Ambitions and achievements

- graduated from university after six years’ hard work

- now working at a hospital

- planning to run a charitable organisation to help poor students

Story’s message - Poverty is no shame Don’t let poverty defeat you and destroy your

hope for better life.

WRITING

Unit 1 Life stories 14T

Where there’s a will, there’s a way

to adopt a new way of life so we can improve

ourselves and become better human beings

ideas about Thu Ha

exchange their writing with a partner for peer feedback Encourage Ss to make revisions, if necessary

After lots of hardship and eff ort, I completed secondary education and passed a challenging exam to enter Medical University, which is the dream of many students However, I could not pay the tuition fees and had to reject the off er The door to a new life was closed before me I was completely disappointed and saw only gloomy days ahead Then something incredible happened:

I was awarded a scholarship from The Thanh Nien for college students from poor families This was really a turning point in my life because I could start my university studies and hope for a better future

Six years of hard work at the university and of trying

to live on a very tight budget came to an end at last Now I am working as a doctor at a hospital, but

I will never forget those diffi cult days I am planning

to set up and run a charitable organisation to help poor students, as a way to acknowledge other people for supporting me

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

LESSON OUTCOME

What can you do now?

person who has overcome hardship to become successful.

discussion

What can we learn from a person’s life? Can we learn

from his/her good or bad experiences or deeds?

Think about a famous person (for example, Steve Jobs)

What can we learn from his/her life?

LESSON OUTCOME

What can you do now?

dangers of exposing personal information I know

how to critically read a person’s life story, and learn

from their successes or failures I have practised

listening to a talk show for specifi c details.

(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

Unit 1 Life stories 15T

(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

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

doctors and they are so busy that they have very little time for me Luckily, we have a lot of books at home and these books have become my best friends The ones I like best are those about people’s life stories My friends joke that I

am a kind of walking encyclopaedia because I can answer all their questions about well-known historical fi gures such as Tran Hung Dao or Abraham Lincoln, and even infl uential composers like Beethoven or Mozart However, sometimes I have a feeling that these famous people are unreal, despite reading all the facts written about them

Then a new world opened to me after my two months’

holiday with my grandparents in the countryside My grandfather told me his own life story As a child, he was just a buff alo boy, and then he joined the army as a soldier

to fi ght against the invaders My grandmother told me how hard she had worked to bring up my father and uncles during the war, while my grandpa was away I found their stories even more interesting and more real than those

in the books I had read To me, my grandparents were as heroic and worthy of respect as many historical fi gures I have learnt lessons about love and patriotism from them

My grandparents are my real heroes

Suggested answer: Family stories should be

told to children because this is the best way

to teach children about the family’s history and traditions Children will know more about their ancestors and feel strongly attached

to their family Moreover, when stories are told, everybody recalls memories of the past, which provides the best opportunity for family members to spend time together

Culture

The creator of Sherlock Holmes

the creator of Sherlock Holmes, and decide whether the statements are true, false, or not given

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

What can you do now?

speaking and reading skills I can talk about the advantages of telling family stories I have learnt the life story of a famous author of detective stories.

Pronunciation Grammar

Vocabulary

sound as the other two

complete the sentences

Complete the sentences with the correct form of

the words or phrase in the box.

achievement historical fi gure distinguished

common practice around the world

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

LOOKinG BaCK

born in 1267 In 1279, Kublai Khan of the Mongol

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

drive the enemies back

His death was unknown, but today Tran Quoc Toan

is considered one of the

fi nest examples of Vietnamese patriotism, especially for the

Unit 1 Life stories 16T

Lead-in: Inform the class of the lesson objective:

reviewing pronunciation, vocabulary, and

grammar

Pronunciation

combinations of words that have diff erent

spellings and meanings, but the same

pronunciation)

Encourage them to use a dictionary if they are

unsure about the pronunciation of these words

answers

whether we can go hiking tomorrow

was sticking out

Tran Quoc Toan before deciding on the correct tense for each verb

What can you do now?

homophones correctly I can use the past simple and the past continuous to describe actions or events in the past I can use defi nite and indefi nite articles before nouns correctly.

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

by your school.

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

a presentation about this person.

the best presentation

which meets the

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

by your school.

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

a presentation about this person.

the best presentation

which meets the

a group, I can collaborate with the other members

Unit 2 URBANISATION

GETTING STARTED

A presentation on urbanisation

presentation on urbanisation Listen and read

This unit includes:

LANGUAGE Vocabulary

• Word formation: Compound adjectives

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

advantages and disadvantages of urbanisation

COMMUNICATION AND CULTURE

• Urbanisation in Bangkok, Thailand

Nam: Hi, Lan!

Lan: Hello, Nam Do you know if our Geography

teacher has fi xed the date for our presentation

on urbanisation?

Nam: It’s next Friday It’s time we fi nalised the

content How long should we talk?

Lan: Well, it is recommended that the presentation

be no more than 15 minutes There is also a

fi ve-minute Q&A session

Nam: Well, we’d better work together or we might

not prepare well for it

Lan: You’re right I think we should start with the

defi nition of urbanisation and perhaps mention some of its causes, such as lack

of resources in rural areas and better work opportunities in urban areas