Giáo trình Speaking 3 (Phần 1) - Trần Thị Gia Quý

Nội dung text: Giáo trình Speaking 3 (Phần 1) - Trần Thị Gia Quý

1. đại học huế trung tâm đào tạo từ xa ThS. Trần thị gia quý GIáO TRìNH HUế - 2007 1
2. SPEAKING III: STUDY GUIDE GENERAL INTRODUCTION The course Speaking III aims at training students the skills of presenting personal ideas about a problem, discussing, arguing, approving or disapproving a debating point of view. Discussion from A-Z Intermediate by Wallwork, Adrian (1997) is the course book with 26 topic-related units - one for each letter of the alphabet. With an emphasis on speaking skill, Discussion from A-Z Intermediate also provides students with reading texts and some listening exercises in order to supply information and provoke discussion. The study guide is designed to assist students when they study the course book on their own. The guide focuses on helping students improve their speaking skill through the following stages: 1. A pre-discussion activity where students write down related questions. (e.g. warm-ups, pre-listening, ) 2. A discussion initiated by answering such questions, and if possible drawing students’ own personal experiences. 3. The logical or illogical extension of ideas brought up by the discussion. 4. A round-up of conclusions 5. A written summary for consolidation. This study guide has two parts: 1. A guide to help learners learn the course book by themselves. 2. 20 assignments for learners to practise and test their speaking progress after learning the course book. 2
3. UNIT 1: APPEARANCES I. Warm-ups: * When you meet a stranger and you feel curious about him/her, what do you want to find out about him/her? 1. How old is he/she? 2. Is he/she a teacher, a tourist, a researcher? 3. Is he/she married, single, divorced, separated? 4. What does he/she like doing in his/her free time? 5. What kind of music/films/books does he/she like? 6. Is he/she an introvert or an extrovert? 7. Is he/she rich or poor? 8. What religion is he/she? Vocabulary: - introvert (n): person who is more interested in his/her own thoughts and feelings than in things outside himself/himself. - extrovert (n): person more interested in what goes on around him/her than in his own thoughts and feelings * Can you answer these questions just basing on his/her appearance? * Look at a photo of a person on a magazine or newspaper, try to answer the questions about him/her. II. FIRST IMPRESSIONS 1. Pre-listening: Discuss: - How do you make your initial judgements of people, i.e. before they speak? - What things do you then look or listen to? - Do you agree that people form 90% of their opinion of someone in the first 90 seconds? Read the ten situations from a to j in the student’s book. 2. Listening: You will hear five people talking about the people mentioned in the situations. - Play the tape once. Match the situation with the person the speakers are talking about. 3
4. Answer: 1 d 2e 3b 4i 5c - Play the tape again and take note of some expressions which you can use in your discussion. Some useful words and phrases: + immoral (a): contrary to morality; wicked and evil + put sb off (sth): make excuses and try to avoid + Muslim ladies + to find out the story behind each tattoo 3. Discussion: What conclusions can you draw from these situations? 4. Writing: Choose one of the following titles: a. You can’t judge someone by their clothes. Discuss. b. Write a story which begins: “ I couldn’t have been more wrong about Jo. The first time I met her she seemed so ” c. What would tell you more about a stranger’s character: their bathroom cabinet, bookshelves, record collection or wardrobe? III. BEAUTY AND THE BEAST 1. Pre-discussion: - Do you think that beauty is subjective? - Look at pictures of some famous actresses, actors, fashion models, or singers. Define what being attractive and beautiful is. - Are you still sure that beauty is purely subjective? 2. Discussion: Discuss the questions 1 - 6 , and then 7-12. IV. MAKE-UP: -Answer the questions and then decide whether make-up actually improves the way we look. - Listening: You will hear some facts about the history of make-up. Vocabulary: + ravage (n) destruction - ravages of: destructive effects of Những thiệt hại, sự tàn phá 4
5. + smallpox (n) serious contagious disease which leaves permanent scar on the skin Bệnh đậu mùa + rouge (n): fine red powder or other cosmetic substance for colouring the cheeks Phấn hồng, sáp môi + unprecedented (adj): never done or known before Không hề có; ch−a hề có, ch−a hề nghe thấy + cosmetic (a, n): preparation, substance, esp one that adds colour) designed to make the skin or hair beautiful + surgery (n) the science and practice of treating injuries and disease by manual and instrumental operations + remove (v) (from): take off or away from the place occupied; get rid of + blemish (n): mark, etc that spoils the beauty or perfection of sb or sth; moral defect Tật, nh−ợc điểm, thiếu sót + scar (n) : mark remaining on the surface (of skin, furniture, etc) as a result of injury or damage + primitive (a): the earliest times; of an early stage of social development + tribe (n): racial group, esp one united by language and customs, living as a community under one or more chiefs + grotesque (a) absurd; fantastic; laughable because and incongruous Lố bịch, kỳ cục + disguise (n): dress, action, manner, etc, used for disguising + incredible (a) that cannot be believed; difficult to believe; surprising + mummify (v): preserve (a corpse) by embalming Ướp xác; làm héo, làm khô * Your task is to put the pieces of history in chronological order, matching them to the illustrations. Some helpful phrases in the listening text + to hide the ravages caused by smallpox + covering their faces with rouge and their heads with masses of false hair + the French Revolution + under Queen Victoria + seen an unprecedented rise in all forms of cosmetics + surgery to remove various blemishes and scars, or purely for vanity + the use of make-up has turned full circle + magical effects, tattoos 5
6. + in the Middle Ages, women tried to makes their skin look even whiter + originally in the very primitive tribes only men painted themselves + painted grotesque designs on their faces as a disguise + Cleopatra - painted her brows and lashes black, top lids deep blue and lower lids bright green Answer: 4a 5b 3c 1d 2e V. KEEPING UP APEARANCES 1. Read the sentences 1-10 in student’s book. Think if you can do these things or more of these things in a street? In cinemas? In parks? In beaches? 2. Listening: Hear someone saying which of the things she would and wouldn’t do and write yes or no against the appropriate item, and if possible, her reasons. Answer: 9 no 5 no 4 no 2 sometimes 7 yes 8 no Vocabulary: + spit (v): send liquid from the mouth + an awful voice + give a quick glance + affectionate (a): loving, fond; showing love (to sb) * To get more ideas for the discussion, read unit 28: Untidy people are not nice to know on page 72 in the book For and Against by Alexander, L. G. (1992). UNIT 2: BELIEFS I. WARM-UPS: - Write down three or four ideas that you associate with the word “belief”, and then a few things that you believe in. - Do you write things like God, ghosts, etc., or ideas like democracy, peace? What exactly does believing in something mean? What things did you believe in when you were a child that you don’t know, and vice versa? How much have your fundamental beliefs changed in the last 5/10/15 years? * Follow-up: Invent a strange set of beliefs and rules for a new cult (giáo phái) that you have supposedly founded. Try to get together with a friend and try to convince 6
7. him/her of your beliefs. Example: children should not be educated,; belief in a sun go and human sacrifice; women should be able to have several husbands; men cannot wear trousers; no laughing; no talking to people older than you unless they speak to you first; men can only walk north-south-north, and women east-west-east. * Writing: Think of ideas to prove : “We all need something to believe in.” II. ISMS Vocabulary: Altruism (n): principle of considering the well-being and happiness of others first; unselfishness; instance of this Chủ nghĩa vị tha; Lòng vị tha, hành động vị tha Atheism (n): belief that there is no God Thuyết vô thần Cannibalism (n): practice of eating the flesh of one’s own kind Tục ăn thịt ng−ời Capitalism (n): economic system in which a country’s trade and industry are organized and controlled by the owners of capital, the chief elements being competition, profit, supply and demand. Communism (n) ideology that proclaims the abolition of class oppression and exploitation, and the foundation of a society based on the common possession of the means of production and the equal distribution of goods. Exorcism (n): Lời phù phép, câu thần chú (để đuổi tà ma) Fanaticism (n): violent, unreasoning enthusiasm Sự cuồng tín Fascism (n):philosophy, principles and organization of the aggressive nationalist and anti-communist dictatorship Fatalism (n): beliefs that events are decided by fate Feminism (n): movement for recognition of the claims of women for rights equal to those possessed by men Hedonism (n): belief that pleasure is the chief good Hypnotism (n): artificial production of hypnosis Thuật thôi miên Imperialism (n): belief in the value of colonies Materialism (n): theory, belief, that only material things exist Nationalism (n): strong devotion to one’s own nation; patriotic feelings, efforts, principles. Optimism (n): belief that in the end good will triumph over evil Pacifism (n): principle that war should and could be abolished 7
8. Racism (n): belief that human abilities are determined by race Sexism (n): unfair or unreasonable discrimination between the sexes Snobbism (n): Tính chất tr−ởng giả học làm sang Terrorism (n): use of violence and intimidation, esp for political purposes Tourism (n) organized touring Vandalism (n): behaviour characteristic of a person who willfully destroys works of art or public and provate property, spoils the beauty of nature. 1. Say which of the isms express some kind of belief 2. Brainstorm words that end in -ist. Say whether you yourself are capitalist, sexist, etc. III. SUPERSTITIONS - Invent a “How superstitious are you?” quiz of around 5-6 questions. - Try to answer questions 1-5. - Match the questions with the answers. Answer: 1d 2a 3b 4e 5c IV. FOLKLORE 1. Pre-discussion: think of folklore from your own country. 2. Discussion: Read the passage. Imagine how the article might have continued. Vocabulary: - Alligator (n): reptile (like a crocodile but with a shorter snout) living in the lakes and rivers of southeastern US Cá sấu Mỹ - Miraculous (a): like a miracle; suprising - Cola (n): African tree - Cây côla 3. Listening: Hear about some of the powers associated with cola. Tick any of the illustrations with are mentioned in the dialogue. Some suggested phrases: - you’re gonna burn your stomach, it’ll give you spots too - it made her throat transparent and split her tongue in two - the coin look like new - to remove your nail varnish - clean your jewellery Answer: All of the illustrations are mentioned, in this order: e, c ,d, a. f, b V. TALK TO THE ANIMALS Read the text and then discuss the consequences of the assumptions not being true. E.g. if animals could talk what would happen? 8
9. UNIT 3: COLOUR I. WARM-UPS - Brainstorm on the problems of being colour blind. What subject at school require being able to distinguish colours? What jobs? - Imagine how life would be if everything were in black and white. - What are the advantages of black and white TV and photos over colour? - What do you feel about the colour and layout of your textbooks? II. WHAT IS YOUR FAVOURITE COLOUR? 1. Vocabulary: - Dignified (a): having or showing dignity/ the quality that earns or deserves respect - Deliberation (n): careful consideration and discussion; debate - Introspection (n): examining one’s own thoughts and feelings - Conservatism (n): tendency to maintain a state of affairs (esp in politics) without great or sudden change - Impulsive (a): (of persons, their conduct) acting on impulse, without reflection - Self-effacing (a): keeping oneself in the background; not trying to get attention - Composure (n): calmness - Flamboyant (a): brightly coloured and decorated; (of a person) florid, showy - Vigorous (a): strong, energetic - Opinionated (a): obstinate in one’s opinion 2. Read the text. Follow the instruction. Answer: 1 black 2 blue 3brown 4 green 5 grey 6 orange 7 pink 8 red 9 white 10 yellow - Discuss if there is any truth in the personality descriptions. III. COLOUR CHART 1. Fill in the chart and if possible compare your ideas with your friend’s. 2. Discuss colour and fashion, why men and women wear different colours, which colours seem more expensive than others, how the colour of packaging influences our choice of products. Suggested ideas: The colours we wear have a great influence on our psychophysical state. A colour is something that can influence our mood, or well-being, and the way we are. This is because colours are partly responsible for the amount of light which gets to our skin and 9
10. the stimulation our skin derives from it. Food dyes are artificial colours used by food manufacturers to help increase sales of their products. Consumers tend to associate a bight colour with freshness, wholesomeness and tastiness. Laboratory experiments have shown that if a range of drinks s presented with identical flavours, most consumers will report that the more darkly coloured the drinks are, the stronger they appear to taste. Moreover, banana-flavoured drinks dyed red will be reported as having a strawberry flavour. The colour of packaging has significant effects on sales. In 1996 Pepsi began a multi-million dollar campaign and changed its brand colour to blue. One mobile phone group renamed itself Orange. 3. Listening: Listen to a phone-in programme about colour in various aspects of our lives. Questions: 1. What effect do blue clothes have on the wearer? 2. What colour clothes is caller one wearing? 3. What is caller two worried about? 4. What is the expert’s advice for caller two? 5. Why should yellow be avoided in shops? 6. Where might yellow be a good colour and why? 7. How does pink make people feel? 8. Why is red not a good colour for car rear light? 9. What would be the best colour for fire engines? 10
11. Answer: 1. calming effects + makes brain more alert 2. red 3. food dyes and additives 4. avoid artificial dyes 5. encourages stealing 6. restaurants + speeds up eating 7. lethargic 8. gives impression of being further away than it really is. 9. yellow IV. GENTLEMEN PREFER BLONDES 1. Read the text and answer the questions. Vocabulary: - Pigment (n): the natural colouring matter in the skin, hair, etc of living beings Chất sắc, sắc tố - Supremacy (n): highest authority; being supreme over 2. Listening: Hear about hair colour habits in the USA and answer these questions. Questions: True or False? a. There is a higher percentage of blonde women pictured in magazines than there is in real life. b. About 25% of the white population in the US is blonde. c. Many US college students would like to be blonde. d. most US men prefer their women blonde. e. Only 13% of US men prefer red-heads. Vocabulary: - Disproportionate (a): out of proportion, relatively too large or too small - Frivolous (a): not serious or important - Measly (adv): of little value; of poor quality; of small size or amount Answer: 1T 2 T 3 T 4 F (brunettes) 5. F (14%) V. SKIN DEEP? - Read the text which is an extract from an interview with a white woman, Sue, who married a black man, and had children, by him. She recounts how white people abuse her when she takes her daughter, Esme, out for walks, and how even her mother, Jenny, has rejected her. How do Sue and her mother feel? Discuss the questions. 11
12. - Think of a dialogue between Sue and Jenny - her mother in which Sue confronts her mother with her racial prejudices. The mother should try and give some justification for the way she feels and Sue should explain how wrong these explanations are. - Alternatively, think of a dialogue between Sue and Esme - her child. Sue has to explain why white people are prejudiced against blacks and the difficulties Esme is likely to have in her life. Esme should try and ask typical child-like questions (i.e. lots of whys). - If possible, act out the dialogues with a friend. - Use the dialogues as a basis for a discussion on racism. UNIT 4: DECISIONS I. WARM-UPS: - Write down the most important decisions you have to make in your life. E.g. choosing a school/ college/ university, choosing friends, leaving home, choosing a life- long partner, deciding to have children, choosing a job, deciding to change job/ career, breaking up with partner, moving house/ country, changing religion. - Rank the decisions in terms of importance and life-changing impact. - Discuss the most important decision (s) they will have to make in the future. II. GOOD AND EVIL? Read the passage and answer the questions. Vocabulary: - Intent (n): intention, purpose - To have no inkling of sth: have a hint, slight understanding of sth - Behead (v): cut off the head of (as a punishment) - Epoch (n): period of time in history, life, etc, marked by special events or characteristics - Resurrect (v): bring or come back to life again 12
13. III. DILEMMAS? 1. Read the situations in the student’s book, make your choices and then discuss. 2. Listening: Listen to the alternatives which you have to decide between. Play the pieces several times each. Write down your answers/ reactions as you listen. Then discuss them. IV. DECISION-MAKING 1. Discuss the situations and what you would do to resolve them. 2. If possible, get together with your friend and identify the situation illustrated in the pictures. Then choose one of the situations 1, 3, 4 and 5 and act out. V. PAPA DON’T PREACH 1. Decide who should make the decisions- parents or children. Say the reasons why. 2. Listening: Listen to two people discussing who they think should decide in some of the situations. Identify which point each speaker is talking about and who they choose as the decision-maker in each situation. Vocabulary: - Pressurise (v): apply pressure to - Rebel (v): show resistance; protest strongly Answer: 1 e child 2 b parents 3 d parents 4 c children 5 g children 6 e parents UNIT 5: ENGLISH I. WARM-UPS: Lead-in questions: 1. Do you know many languages? 2. Is it an advantage to speak fluently many languages? 3. What do you think if the whole world speak one language? II.A WORLD LANGUAGE 1. Read the passage and answer the questions 13
14. Think about differences between your language and English. 2. Discussion: Your native language and English have been nominated for adoption as the world language. Imagine that the number of speakers of both languages are the same, and that there are no economic or political advantages of adopting one rather than the other language. The choice of language therefore depend totally on its ease of learning and its effectiveness in communication. Choose a few areas of your language which you think are better than English. Suggested ideas: Vietnamese and English - Some areas of Vietnamese which are better than English: + no differences between spelling and pronunciation + very clear in addressing with another person (different pronouns for people of different ages, different positions, different ranks, etc.) + rich in meaning + simpler in grammar III. NEWSPEAK - Read the passage about Orwell’s 1984. - Imagine that you are member of a board of linguists whose job is to simplify the English language for use in international communication. Think of all the areas of English which you have difficulty in, and how these could be simplified or even eliminated completely. (You should analyse the uses of tenses, forms or words in question before deciding which one to abolish.) Some suggestions: + Possible redundant tenses (you choose to eliminate one of the following pairs): present simple/present continuous, going to/ will, present perfect/simple past. + Possible redundant words: be/have (some languages don’t have a distinction, e.g. Welsh), may/can, make/do, say/tell, tale/speak, bring/take, big/large (little/small), hello/goodbye, because/why, by/from. - Follow-up: Imagine a crazy dictator has taken power. He/She has ordered the following changes to the language. Your task is to assess which differences this would make and which difficulties, if any, it would create: a. Separate pronouns depending on skin colour. b. Sentences must be no longer than ten words (except in literature). c. No words of Latin or Greek origin are allowed. d. The use of the passive is banned. 14
15. e. All prepositions are abolished. f. Exclamations marks, colons and semicolons are banned. g. No swear words. h. No words to contain the combination “th”. i. The following words are banned: no, my, the, one, see, come, white, woman. j. On Wednesdays everyone has to speak in a foreign language. IV. FUN WITH ENGLISH * Find the appropriate answers to the questions in the student’s book. Vocabulary: - Squash (v): kind of gourd, like a pumpkin, eaten as a vegetable - Clip (v): omit or abbreviate (esp the end of ) sounds of (words) - Onomatopoeic (a): formation of words in imitation of the sounds associated with the things concerned (as cuckoo for the bird that utters this cry) - Comic (n): music hall comedian - Acronym (n): word formed from the initial letters of a name - Decipher (v): find the meaning of Answer: 1. with, eighth, telephone 2. abstemious 3. fanzine ( a magazine for music fans), flextime (flexible time, i.e. arriving and leaving work to suit yourself), workaholic (someone who is addicted to work, like someone who is addicted to alcohol) 4. discotheque, laboratory, gymnasium 5. goodbye (compare with “farewell”= fare you well) 6. children, mice, women 7. smack, crash, gulp 8. baby-sitter, know how, spaceship 9. compact disc (CD), random access memory (RAM), unidentified flying object (UFO) 10. Was it ? Pull up 11. Peter Piper Swan swam 12. He said that that “that” that that man said was correct. 13. You are too good to me to be forgotten. 14. backwards, you 15. all American spellings 15
16. 16. ate/late * Listening: An English woman is trying to convince an Indian woman that nothing can beat English as a world language. Tick off any items from 1-11, mentioned during the listening. If possible, write down any other reasons why the English woman is convinced that English would be a good world language. Answer: 8 (composite words - weekend, skyscraper, playboy, knockout)) 10 (boy, yob) 9 (acronyms - WASP) 7 (onomatopoeic - snarl etc.) 3 (blended words - brunch, smog, motel, cheeseburger) 4 (clipped words - ad) 5 (plurals - children, mice and women) Reasons for English being a world language: only one word for you; word creation (noun to verb, etc.) no cases; no gender; simple way to create plurals. UNIT 6: FAMILY I. WARM-UPS: - Brainstorm on all the English words you can think of to express family relationships (e.g. mother, father, cousin, etc.). - Draw a diagram of your family tree and discuss it with your classmates. - Try and decide on a definition for “family”. II. FAMMILY TIES: 1. Discussion: - Look at the diagrams of family situations in the student’s book, identify which category your own family fits into, and whether this is typical in your country. - Discuss the pros and cons of each category. - Discuss questions 1 -6. Vocabulary: - Matriarchal (a): belonging to a social organization in which mothers are the heads of families. 16
17. - Patriarchal (a): belonging to a social organization in which fathers are the heads of families - Instil (v): introduce (ideas, etc.) gradually 2. Listening: You will hear an Indian woman (born in Britain) describing how an Indian family differs from an English family. - Predict the differences between Indian and English family life. - Answer the questions: a. Does the Indian woman agree that there is no family life in England? b. Is the typical English family nuclear? c. List two pros and two cons of the extended family. d. Who is expected to look after old people in England? Answer: a. no b. yes c. pros: support for other family members (young help old), sense of continuum (not fragile like nuclear family); cons: intrusive, no room for individuality, forced to do what you don’t necessarily want to do, conservative d. the state III. LIFE IN A KIBBUTZ - Think what a kibbutz is and what the lifestyle there is like. - Read the facts and rank the various elements from the most positive (i.e. those that you most agree with) to the most negative. Think about the rationale behind these ideas. Vocabulary: - Kibbutz (n): communal farm or settlement in Israel - Communal (a): of or for a community; for common use; shared - Allocate (v): give, put on one side, as a share or for a purpose IV. LOVE AND MARRIAGE 1. Read the passage and discuss the questions Vocabulary: - Polygamy (n): is a generic word which covers both polygyny and polyandry; the latter is very rare. 17
18. 2. Listening: Listen to a Uganda woman talking about polygamy in her country. Answer the following questions: a. How many wives did her father and grandfather have? b. What advantages dos polygamy have? Answer: a. 5 (father), 20 (grandfather) b. replacement mothers V. SACRIFICE? 1. Read the passage and answer the true/false statements. Then discuss your answers with your friends. Vocabulary: - overstep (v): go beyond - Bronchitis (n): inflammation of the mucous membrane of the bronchi Bệnh viêm cuống phổi - Pneumonia (n): serious illness with inflammation of one or both lungs Viêm phổi - Lobe (n): subdivision of the lungs or brain Thuỳ (phổi, não) 2. Listening: Listen to a New Zealander, an American and an Indian (born in England) discussing what they will do with their parents when they get old. Answer these questions: a. How old are the first speaker’s parents? b. Does he want to have his parents living with him? - why? Why not? c. In India where do grandparents live? d. Does the Indian woman want to have her parents living with her? Would they agree? e. Why are old people’s homes so “terrible”? f. What is the best solution? Answer: a. approaching 70s b. no; unnatural c. with their children d. yes; maybe not e. surrounded by only old people 18
19. f. granny flat ( a house next door) * Look at unit 10: “Parents Are Too Permissive with Their Children Nowadays” in the book For and Against by Alexander , L. G. for more ideas. UNIT 7: GEOGRAPHY I. WARM-UPS - Draw quick outlines of five countries. - Pass these outlines to your partner, who has to write sentences like: I think this is France, this looks like Britain, this could be Australia, this must be Italy. They then criticize each other’s maps: this should have been bigger, you’ve missed out this part, etc. II. GEOGRAPHY TEST 1. Answer the ten questions 1-10 in groups and see which group can finish first. Then check the answer in the key. (statistics on questions 2 and 3 vary from source to source and year to year, so check with an up-to-date reference book). Then discuss the questions 11 and 12 Some useful words: highlands; steep and dangerous mountains (núi non hiểm trở); low temperature; low-lying area (vùng đất thấp); flood; storm; drought (hạn hán). 2. Writing: Discuss one of the following: a. If you could live anywhere in the world (apart from where you live now) where would it be? b. Are people who live in cold climates greater achievers than those who live in warmer climates? Write down your ideas. 3. Listening: - Listen to some people discussing the effects of geographical location on people’s lives and personality. - Fill the answers while listening in the table below. Country Features Climate Personality Speaker 1: NZ Speaker 2: USA “Features” refers to geographical and natural features 19
20. “Personality” refers to the effect that these features and climate have on the personality of the inhabitants. Some useful words and phrases: - friendlier as a consequence - everything was accessible - the climate’s quite extreme - outstanding natural beauty Answer: Country Features Climate Personality Speaker 1: NZ Open space, Hot summers, Friendly, easy- beautiful nature, cold winters going, relaxed beaches, skiing Speaker 2: USA Natural beauty, East: reserved and cities hard West: laid-back, warm, open 4. Writing: Choose two or three of the following and write about the implications of living under such conditions: in a remote mountain village, under a volcano, in a desert, in a third world country, near a river which often floods, where there is no natural water supply, near a nuclear power station. III. SETTLEMENTS: 1. Discussion: a. Think of the life of primitive man. Focus the discussion in the following areas: food, shelter, defence, health, religion and death, industry and trade, entertainment. * For reference: Life in Britain: In the Paleolithic age (before 8000 BC) people lived by hunting, fishing and food gathering (e.g. nuts, roots and berries); often dwelled in caves; animals included bison, bear, rhino and hyena. Mesolithic (8000 - 3250 BC): still no permanent settlements; first evidence of temporary woodland clearances. Neolithic: began farming land with grain crops; settlement on high ground; burial chambers; extensive trade in stone axes. Bronze age (1700 -500 BC): bronze weapons and ornamental objects; wood and stone still used fro agricultural tools; more forest clearing; stone circles; evidence of lowland settlements. Iron age (500 BC-43AD): hilltop forts 20
21. serve as tribal capitals; farmsteads and small villages; cattle and sheep grazing; trade routes expanded. Vocabulary: - Paleolithic (a): Thời kỳ đồ đá - Dwell (v): reside - Bison (n): European wild ox; American buffalo - Rhino (n): con tê giác - Hyena (n):linh cẩu - Mesolithic (a): thời đại đồ đá giữa - Neolithic (a): thời kỳ đồ đá giữa b. Imagine that you are part of a primitive tribe. You have just moved to a new area and are deciding where to settle. Look at the map and decide on three alternative positions for your camp. Then decide on the best position. Suggested ideas: Decide whether you will live on the mountains, or in the forest where you rely on hunting animals and picking fruit for living; or on the grassland where there are many edible animals; or on the lowland where you rely on agriculture; or near the ocean where you rely on fishing, etc. 2. Follow-up: a. Get a local map, think about possible locations for some of the following: a new town, disco, supermarket, sports center, etc. in your city. Write a description of the locations and the reasons why you choose them. b. Local geography: What do you know about the origin of the places where you live? What do you know about the local history? IV. THE PETERS PROJECTION - Cover the Peters Projection and focus your attention on the traditional map (the top one) - Compare the relative sizes of Greenland (2, 175,600 km²) and Australia ( 7, 682, 300 km²) to estimate which is the bigger and how much bigger it is. (Australia is more than three times as big). Think of the main problem of map-making (i.e. how to represent a three dimensional globe on a two-dimensional map). For reference: Mercator, the Flemish cartographer, whose map, published in 1569, is the basis of our modern maps, resolved the problem by treating the world as a cylinder (north up, south down) to make life easy for navigators. 21
22. - Look at the Peters Projection. What are the relative proportion of the various countries? Why was such a map made? How does it affect our view? Suggested ideas: Mercator placed Europe in the center of his world picture. And since the southern hemisphere was something of an irrelevance in 1569, he relegated it to the bottom third of the map. Peters drew the earth in “equal-area” and in the atlas itself, all pages are of equal scale and representation. This also means third world countries become much more prominent on the map. - Read the two passages and decide which comes from the introduction to the Peters Atlas and which from a review. Vocabulary: Answer: 1. Introduction to the Peters Atlas 2. Review (The Economist) UNIT 8: HONESTY I. WARM-UPS Brainstorm on what you prefer in a person: honesty/ sincerity, intelligence, sense of humour, good looks. Put the four in the order of priority. Then justify the inverse order, i.e. if you have put good looks as being the least important, you should think of justifications for it being the most important. II. HOW HONEST ARE YOU? 1. Read the quiz. Answer the questions individually then if possible discuss them with a friend. 2. Writing: Given the opportunity most people would steal if there was no way of being caught. Discuss. III. WHITE LIES - Discuss how you can tell if someone is lying, whether lying is actually bad, who we lie most often to and what it is that we lie about. Some suggested ideas: Whilst we are all very good at telling lies we are not so good at spotting them. Unless someone is a professional/ compulsive liar there are a number of things that people tend to do when they lie: they tend to avoid lie contact; their voice has a high pitch than 22
23. usual; what they say sounds rehearsed - probably using words that are supposed to be convincing but generally sound unnatural and distant; they tend to touch their nose or ears, scratch parts of their body, and shift in their seats. Interestingly, we tend to lie more to attractive people rather than unattractive people. Most lies are not intended to be deceptive; generally we lie unconsciously, either to be tactful or to protect/promote ourselves, by editing out details. Lying is not always a bad thing; married couples who religiously tell each other everything are more likely to get divorced than those who have a few secrets. In any cases, imagine what life would be like if we always told the truth! - Read the situations in the student’s book, discuss in which of the situations it would be convenient to tell a white lie. Say what the lie might be and whether you would actually use it. Some suggested ideas: + Situation 1: “It’s much too good to wear.” / “I like it but no one in my class wears a new jumper.” + Situation 2: “ Thank you for your invitation but I do not feel very well today.” + Situation 3: “ Your illness is not too bad. Don’t worry. You should relax and enjoy life.” + Situation 4: “My daughter will be 13 years old in two months.” + Situation 5: A lie: “You look lovely, darling.” But in this situation I would tell the truth: “You look very nice but you will be lovelier if you don’t wear so much make-up.” IV. CHEATING - Cover the text. Answer the true and false questions, then discuss them with your friends if you have any. - Read the text and check if your answers are right. Correct the true and false answers where necessary. - Brainstorm on ways that adults cheat (e.g. tax dodges, drugs for sports performance enhancement, politicians, infidelity, lying to their kids). V. HIPPOCRATIC OATH 1. Cover the text and questions. Brainstorm what the Hippocratic Oath is what kind of promises they imagine that doctors have to make. Then read the text and discuss the reasons behind the oaths and the consequent implications. Answer: Implications: 3 This could initiate a discussion on Jehovah’s witnesses. 23
24. 4 euthanasia 5 abortion Vocabulary: - Oath (n): solemn declaration that something is true - Hippocratic Oath : oath to observe the medical code of ethical and professional behaviour, sworn by entrants to the profession - Euthanasia (n): (bringing about of a) mercifully easy and painless death (for persons suffering from an incurable and painful disease) - Jehovah (n): name of God used in the Old Testament 2. Writing: Promises are made to be broken. Discuss. Suggested ideas: Pros: Some people feel it easy to make a promise, even when they don’t think that they can do what they have promised. However, in their opinion, it’s not important for them to keep the promise. Making a promise, to them, is just to please other people at the time. Cons: It’s not good to frequently break your promise because that will make you lose other people’s trust. Only promise what you can do for other people. UNIT 9: IDEAS I. WARM-UPS: 1. Look at the things illustrated in the student’s book. They are a TV remote control, a zip, a magnet, a tennis, a racket, a human being, a rubber. Think of their normal uses. - Try to think of novel uses of three of these six things. You should try to extend your ideas beyond obvious uses. Suggested ideas: the remote control could obviously be used for switching other things off and on (including people we don’t want to hear); the rubber could be used to cancel bad memories; an Austrian surgeon once sewed a zip into a man’s stomach so that it was instantly accessible for internal dressings; the racket can be used for catching fish, the human being can be used to entertain people from other planets; etc. 2. Listening: You will hear about the origins of jeans. First discuss the following questions: a. Why are jeans called jeans? 24
25. b. What is the name of the material used? c. Where does this name come from? d. Who invented jeans? e. Who for? f. What nationality was the inventor? Then listen and check your answers to the questions. Answers: a. After Strauss’ wife, Jean, who took a hand in shaping and sewing the trousers in the early days of the business, or may have derived from the Italian town of Genoa, where the fabric for producing jeans was supposedly originally made. b. Denim c. serge de Nimes cloth d. Levis Strauss e. Prospectors, cowboys, farmers, lumberjacks, railroad construction men, oil drillers, and town people who wanted hard-wearing trousers. II. FIXED IDEAS 1. Pre-discussion: - In what sense ideas can be considered as “fixed”? - Suggested answer: A “fixed” idea is one in which a person persists and which tends to occupy his thoughts too much. -Think of some of your parents’ and grandparents’ fixed ideas, including ideas on traditions and religions. 2. Discussion: a. Read the text. Vocabulary: - Prosecute (v): continue with; start legal proceedings agaisnt - Theory of evolution: theory of the development of more complicated forms of life (plants, animals) from earlier and simpler forms - Appeal (v): make an earnest request; take a question (to a higher court, etc), fro rehearing and a new decision. - Conviction (n): declaring in a law court that a person is guilty of (a crime) - Technicality (n): technical word, phrase, point - Fundamentalist (n): supporter of Fundamentalism 25
26. - Fundamentalism (n): maintenance of the literal interpretation of the traditional beliefs of the Christian religion (such as the accuracy of everything in the Bible), in opposition to more modern teachings - Ape (n): tailless monkey (gorilla, chimpanzee, orang-outang, gibbon) - Imminent (a): (of events, esp dangers) likely to come, happen soon - Resurrect (v): bring back into use; revive the practice of; take from the grave; dig up - Eternal (a): without beginning or end; lasting forever - Campaign (n):series of planned activities to gain a special object - Abortion (n): expulsion of the foetus from the womb during the first 28 weeks of pregnancy - Homosexuality (n): the condition of being sexually attracted to persons of one’ own sex - Pornography (n): treatment of obscene subjects, in writing, in pictures - Sacred (a): of God; connected with religion; solemn - Impose (v): lay or place a tax, duty, etc on; force (sth, oneself, one’s company) on sb. b. Answer True and False to the statements. c. Listening: You will hear someone’s views on this matter. Try to understand which questions 1-5 the speaker discusses and what you think about them. Answer: Question 1: The speaker thinks that no one has the right to convict the teacher because he was teaching established scientific fact. Question 2: The speaker thinks parents have the right to decide, for example, whether their child should be taught religion or not. d. Discuss with your partner your answers to the 5 questions under the reading text. e. Writing: “There is only one truth.” Discuss. Suggested ideas: - Everything on the Earth keeps changing and developing so it is impossible to have only one truth. - Everything has two sides: positive and negative. So sometimes one fact is true in this situation but false in the other situation. III. ANY IDEAS? 1. Discussion: 26
27. - Read the ten kinds of machines mentioned in the student’s book. - In groups, decide which machines it would actually be feasible to create. - When the “impossible” machines have been eliminated, still in your groups, narrow your choice down to four. - Your task now is to draw a design for one or more of the machines: Each individual makes a drawing of one of these four machines, but without specifying which, not writing any explanations. - Then you show each other your drawings and have to guess what you are supposed to depict / describe. - Each student explains to each other how his/her machine works while the others make criticisms. 2. Writing: Write to the patents office putting forth your ideas for one of the machines and explaining why it’s so good. IV. STRANGE IDEAS? 1. Read the “Thinking” text. Guess who the Papalagi might be. Information: Tuiavii, a wise man of a tribe from Samoa, travelled to Europe in the early 1900s, and came into contact with the habits of the “Papalagi” - the white man. On his return to his native islands, he warned his people against the perverse attraction of Western life. Erich Scheurmann, an artist friend of Hermann Hesse, who was in Samoa to escape the horrors of the first World War, made a collection of Tuiavii’s criticisms of the mistaken values of the Europeans, in a book. What we read there makes us question the whole quality of our lives, through the eyes of someone totally unaffected by the so-called progress of mankind. Scheurmann divided Tuiavii’s insights into different sections, some of which are summarised on the student’s pages. 2. What do you think a native of the tribe might say about “things” and “time” in the context of Western culture? 3. Read the passages and discuss the ideas in them. Vocabulary: - Infantile (a): characteristic of infants - Obsession (n): state of being occupied the mind of (a fear, a fixed or false idea) - Devise (v): think out, plan 4. Writing: Imagine what Tuiavii might have said about newspapers and money. Try to write id\t down. 27