Giáo trình Speaking 3 (Phần 2) - Trần Thị Gia Quý

Nội dung text: Giáo trình Speaking 3 (Phần 2) - Trần Thị Gia Quý

1. UNIT 10: JOBS I. WARM-UPS: * In five minutes, write down two jobs which: 1. can be done by robots 2. no longer exist 3. require absolutely no intelligence 4. have low salaries but high prestige 5. require very long training 6. will be most needed in the future 7. are overpaid 8. young children typically want to do 9. can be done from home 10. you would really hate to do For example: 1. a builder, a traffic warden 2. a fire- cracker maker 3. a cleaner, a baby-sitter 4. a doctor, a teacher 5. a doctor, a pilot 6. a computer progammer, an architect working on space 7. an air steward/ stewardess 8. a singer, a TV speaker 9. a house wife, a writer 10. a cleaner, an assembly line worker * Discuss and dispute your answers and the reasons why you have chosen those jobs. II. WHAT IS WORK? 1. Read the quotation by Andy Warhol, the American pop artist and then brainstorm on the concept of “work”. Answer question 1. - Discuss the questions 2, 3 and 4 in groups 2. Writing: Choose one of these titles and write an argument on it. a. My ideal job 28
2. b. A day in the life of a (famous person, farmer, etc.) c. How I would resolve unemployment? III. WHICH JOB? Listening: - Discuss the questions 1 and 2 only. Do the first part of the listening (i.e. as far as “ for me that would be the most boring job”). Compare your opinions with the speakers. Listen again to focus on the language used and pick out some expressions. For example: I think probably, obviously, overall, actually, would have to be, would certainly be, what about, so definitely that would be for me - Continue discussing questions 3, 4 and 5, trying to use some of the expressions used by the native speakers. Play the last part of the listening. Note down the choice of job and the reasons given for this. Answer: 1. baby-sitter ( likes kids any way, not hard work) 2. assembly line worker (repetitive, looking at the same thing over and over day after day, doing the same task over and over day after day; your day is broken up into periods that are always the same) 3. doctor (your time is never your own, work terrible hours) 4. (not mentioned) 5. soldier (might end up having to kill someone) IV. DIRTY JOBS? 1. Discussion: - Cover question 7. - Make your decisions individually and the discuss in groups. - Reformulate your decisions on the basis of the follow - up question 7. Vocabulary: - Pharmaceutical (a): of, engaged in, pharmacy; of medicinal drugs - Multinational (n): company, usu very large, that does business in many different countries - Oppress (v): cause to feel troubled; keep down by unjust or cruel government 2. Writing: Choose one of the following tasks: 29
3. a. Write a letter to the managing director of one of these companies, trying to convince him/her to change the company policy. b. Write a press release from one of these companies which want to set up in your area. The statement should justify why, for example, testing beauty products on animals is needed and not immoral. V. INDUSTRIAL TRIBUNAL Some information: An industrial tribunal is a court of justice, whose job is to deal with cases related to work. They have a legally qualified chairperson and two lay members who have knowledge or experience of employment in industry or commerce. 1. Read all the four situations without discussing them. The four people believe that they have been unfairly dismissed by their employer. Imagine that you are members of a jury (body of persons who swear to give a decision on issues of facts in a case in a court of justice) whose job is to decide: a. what the real motivations for the dismissals were b. whether they really have been unfairly dismisses c. if so what kind of compensation should be given to them. Vocabulary: - Host (v): act as a person who entertains guests - Assemble (v):gather together - Topical (a): of present interest; of subject for discussion of the day - Revelation (n): revealing; making known of sth secret or hidden - Execution (n): infliction of punishment by death Hành hình một tội nhân - Precision (n): accuracy; freedom from error 2. Listening: * Hear two people arguing about one of the industrial tribunal cases. Your task is simply to identify which case is being talked about, and whether the two speakers agree that the person was unfairly dismissed. Answer: case 3 (the captain): The woman thinks he should have been dismissed (he’s the one that history dictates that he has to stay there); the man doesn’t (why on earth should the captain die?) * Play the tape again and pick out some relevant phrases, which you would like students to use in your own discussion. Some relevant phrases: - absolutely 30
4. - I’m sure - I’m in absolute agreement that - I agree with it. - That’s absolute nonsense I’m afraid, I’m sorry. - which is absolutely right - I would have done exactly the same thing. * Decide which of the two people in the listening you agree with and proceed to discuss the other three cases. Some information: 1, 3 and 4 are based on real situations, but 1 and 3 were not actually taken to an industrial tribunal; 4 lost his case on the grounds that he was fully aware of what he was doing when he signed the contract. In America, where some companies pay for their employees’ ever-increasing health insurance costs, some employers think they should be able to dictate what their workers do both at work and at home. This ranges from discouraging workers not to have high calorie diet to prohibiting workers from smoking at home, and stopping their managers from using motorbikes. Are these kinds of impositions acceptable? If you were employers, are there certain categories of people who you would not want o give a job to, or who you would be prepared to dismiss if they infringed (break a rule; violate) some of your “regulations”? 3. Writing: Choose one of the four people and write a letter of complaint to your ex-boss. You should try and justify what you did and why you should be reinstated (replaced). VI. HONESTY AT WORK Rank the situations in terms of how dishonest they are. Then discuss your ranking in pairs. Vocabulary - Inadvertent (a): not paying or showing proper attention; (of actions) done thoughtlessly or not on purpose UNIT 11: KINDNESS I. WARM-UPS: 1. Pre- discussion: 31
5. - Have you ever given or would you give any of the following to an unknown person: your blood, parts of your body, your sperm (fertilizing fluid of a male animal) your time, your money? - How much money would you spend on: + a wedding present for a close friend? + a leaving present for a teacher? + mother’s birthday present? + sister/brother’s Christmas (or equivalent) present? II. LOVE THY NEIGHBOUR 1. Read the text and answer question 1. What would you have done in such situations? Vocabulary: - Assailant (n): attacker - Transfix (v): pierce through; cause (sb) to be unable to move, speak , think, etc - Stab (a): pierce or wound with sharp-pointed weapon or instrument; push (a knife, etc) into sb 2. Listening: Listen to some native speakers discussing the two situations. Decide which explanations in questions 2 a-f are mentioned, and if the speakers believe they are true or false. Answer: a. T b. T c. T d. no mentioned, but this is confirmed by the footballer example (the player in question was Cantona) e. don’t know, but probably not f. T Listen again and take notes of some conditional constructions and other useful vocabulary. Use these to discuss question 3. Some conditional constructions and vocabulary from the listening: - I ‘m afraid I ‘m of a school that think - If you hear , you do nothing - I think I tend to agree with that actually. - I have an idea of 3. Writing: “Charity begins at home.” Discuss. Some suggested ideas: - If you want to show your kindness, should do so first to people living near you: your family, your relatives and your neighbours. 32
6. - Your charity should be expressed the least things such as carrying heavy bags for an elderly lady to a bigger thing like building a fence between the two houses or protecting a neighbour when he/she was attacked by a bad person. III. ARE YOU AN ALTRUIST? Vocabulary: + Altruist (n): person who follows the principle of considering the well-being and happiness of others first - Do the quiz individually and then predict what you think your friend would do in such situations. Compare your predictions with your friend. - Write your own quiz and ask your partner your invented questions. IV. MOTHER TERESA OF CALCUTTA 1. Pre-discussion: Think of names of people who appear to be motivated by pure altruism. - Think of Mother Teresa. How much have you known about her? Why did she start to help poor people? What did she do? 2. Listening: Listen to a brief history of the life of Mother Teresa and answer some very simple questions. a. Where and when was she born? b. Who was her father? c. Where was her first missionary work? d. When did she move to Calcutta? e. When did she win the Nobel Peace Prize? f. How many saris does she possess? Some useful words from the listening text: - Accuse (v) of: say (sb) has done wrong, broken the law, is to be blamed - Ulterior (a): situated beyond; beyond what is first seen or said - Motive (n): that which causes sb to act Ulterior motive: motive other than what is expressed or admitted - Spur (v) on: urge on with, or as with greater activity - Missionary (n): person sent to preach his/her religion, esp among people who are ignorant of it. - Leper (n): person suffering from leprosy (a skin disease that forms silvery scales on the skin, causes local insensibility to pain, etc and the loss of fingers and toes 33
7. - Intersperse (v): place here and there - Sari (n): length of cotton or silk cloth draped round the body, worn by Hindu women. - Devotional (a): used in prayers; for use in worship Answer to the listening questions: 1. Serbia, 1910 2. A rich merchant 3. In Ireland 4. In 1928 5. In 1979 6.Two 3. Discussion: - Look at the statements on your page and discuss whether the first statement is true of Mother Teresa. - Then discuss the other statements. - Think of other famous people who do charitable work. Are the statements 1 and 4 true for them? How does the media present such people to us? Some information: Not everyone sees Mother Teresa as a saintly figure. In 1995, a TV documentary suggested she had been receiving money from dubious sources. 4. Writing: Choose one of the following titles and write an argument. a. If everyone spent one hour a day helping someone worse off than themselves, the world would be a better place. Discuss. b. Every human being deserves a share of the world’ s resources. Discuss. V. THE RED CROSS 1. Pre-discussion: - What is the Red Cross? - How and when was it founded? 2. Discussion: Read the text. Discuss the questions. Vocabulary: - Bazaar (n): (place where there is a)sale of goods for charitable purposes - Car boot (n): place for luggage at the back of a motor-car - Trace (v): follow or discover (sb or sth) by observing marks, tracks, bits of evidence, etc. 34
8. - Carnage (n): killing of many people - Appalling (a): full of fear or terror; dismaying; shocking deeply - Vision (n): power of seeing or imagining, looking ahead Answer: Q1: Being totally independent non-political will help the Red Cross work more advantageously in any country, support any group of people without being restrained by any political authority. Q 2 a. Apart from wartime activities, this is probably the most well-known form of aid that the Red Cross offers. b. These are money raising activities as the Red Cross is a self-financed charity. c. One of the tragedies of war and natural disasters is the separation of families. Using its worldwide network centred in Geneva, the Red Cross is constantly striving to reunite families, no matter how long the separation. The British Red Cross, for example, manages to trace, on average, one person every day of the year. d. Again in war or natural disasters, many people are cut off from the families because normal communications have broken down. Relatives may be taken prisoner-of- war or moved to refugee camps or shelters. In these circumstances the Red Cross Message Service is often the only means for families to keep in touch. e. The Cosmetic Camouflage service aims to help people cope with disfigurement (spoiling the appearance or shape of) and blemishes (mark, etc that spoils the beauty or perfection of sb or sth), including scars, birthmarks and conditions such as vitiligo (Bệnh bạch biến, bệnh lang trắng). The Red Cross also offers beauty care techniques fro the blind. Volunteers demonstrate to women with impaired vision how to apply their make- up. The service is intended to give confidence to visually handicapped people, offer independence and provide an interest which can be shared with other women. UNIT 12: LOVE I. WARM-UPS - Think of different types of love (not just for people, but for nations, places, things, activities) and different ways of showing love. Suggested ideas: love, friendship, family feelings, patriotism, comradeship, brotherhood, love for work, etc. 35
9. - Write a list of three things you love and hate doing. Then read your list to a partner who has to guess if it’s love or hate. II. THE THINGS WE DO FOR LOVE 1. Discussion: Read the text (fictional). Read and tick the items 1-7 that you yourself would do for love. Vocabulary: - Neo-Fascist: New / Modern Fascist - Satanic (a) of Satan, of the Evil One, of the Devil - Cult (n): system of religious worship 2. Listening: - Hear two friends talking about what they would do for love in relation to the questions you have just answered. Try to find out which of questions 1-7 are asked and whether the answer is yes or no. Answer: 4 yes 2 no 1 no - Were you prepared to do all the things for love? III. MARRIAGE CONTRACTS - Listen to the extract. What do you think a marriage contract might be? What clauses might be in it? A marriage contract is a pre-nuptial agreement where both partners would have to stipulate exactly what they were prepared to give up for the other one and how far they were prepared to go. - Read the passage for confirmation of what came up during the class discussion. Vocabulary: - Pre-nuptial (a): before marriage or wedding - Contention (n): quarrelling or disputing - Stipulate (v): state, put forward, as a necessary condition Some information: A number of famous people have or have had marriage contracts - Henry VIII, Mick Jagger (with Bianca), Aristotle Onassis with Jackie Kennedy. This practice is also quite common with modern French couples. IV. ARE YOU A GOOD LOVER? 1. Discussion: 36
10. - Read the questions on your page, answer true or false and discuss them in groups. - Discuss different attitudes to love, deciding which questions indicate a. a romantic approach to love b. a realistic approach c. a cynical approach - Write a score/ analysis for the test. - Compare your analyses with the others. 2. Writing: Choose one of these titles and write: a. It is better to have loved and lost than never to have loved at all. Discuss. b. All is fair in love and war. Discuss. V. A KISS IS JUST A KISS? 1. Pre-discussion: - Think of how people give formal kisses in your country, i.e. where on the face, how many times, and what it means. 2. Discussion: Read the text and discuss the statements. Vocabulary: - Repulsive (a): disgusting - Scruple (n): (hesitation caused by) uneasiness of conscience - Unstuck (a): not stuck or fastened - Mandatory (a): of, conveying, a command; compulsory, obligatory - Cheek-peck (n): hurried, unemotional kiss on the cheeks Information: The article says people kiss twice in France, but a lot of French actually kiss three times. UNIT 13: MONEY I. WARM-UPS - Collect coins and notes from different countries. Compare the currencies and try to set parameters ( characteristic or determining feature) for ideal coins and notes. Factors involved: 1. Notes: number of denominations + related colour and differences; aesthetics, size 2. coins: shape, weight, size, aesthetics, help for the blind 37
11. - Imagine you have been given Ê1 m to be spent in a specific way. In groups, prepare a project. Possible tasks: to improve your town; to design and build a dream house; to start your own business; to invent a new machine; to spend it all in a week without buying anything. - Compare your solutions to a friend who has chosen the same task. II. MONEY MAKES THE WORLD GO ROUND 1. Listening: Listen to a short history of the uses of, and alternatives to, money. Decide which of the pictures of alternatives to money on your page are mentioned. Also try to understand how money has been used not only as a method of payment. Some ideas mentioned in the listening text: - American Indians have used beads made from shells. - In India, cowrie shells - In the Fiji islands, whale teeth - The early colonists of North America utilized tobacco - In Germany after the Second World War, cigarettes and liquor were used - Some southern Europeans used sweets as small change - Today, in some holiday camps, plastic beads made into bracelets and necklaces are used instead of money - Tokens are a common substitute in slot machines - The wide use of cattle in the primitive times survives in the word “pecuniary” from the Latin “pecus” meaning cattle; and the word “salary” reminds us of how the Roman soldiers used to be paid in salt. - Coins began to be employed in the seventh century in a Greek state in Asia Minor. Originally, they were very heavy and were made of a mixture of silver and gold. * The pictures of alternatives to money on the student’s book ‘s page are mentioned: beads made from shells; plastic beads made into bracelets and necklaces. * Money has been used not only as a method of payment. Coins were also used to spread propaganda about the power of the ruler whose head was shown on the face of the coin. Coins were also used as amulets and for decorative purposes. 2. Discussion: - Answer question 1 in the book. Possible disadvantages of some of the alternatives: deterioration (damage) transportation difficulties, difficult to split up, impossible to accumulate (i.e. no savings) not scarce (rare) enough. 38
12. - Answer questions 2 and 3. in groups, think of as many consequences as possible in five minutes. Imagine how you would pay for your English lessons, i.e. what you could offer in exchange. One advantage of bartering is that it avoids inflation, and it might be a little more difficult to amass great wealth. III. WILL YOU EVER BE RICH? 1. Pre-discussion: Think of the following questions: a. How do people get rich? b. Who deserves to be rich? c. What do the rich do? d. How does money affect and change people? 2. Discussion: Do the quiz and discuss your answers, inventing (if you wish) your own scoring system. Write three more questions to ask other members of the class. In a whole class activity students vote on the best questions. Vocabulary: - Casually (adv): by chance - A spending spree: an occasion of (extravagant or unusual) spending of money - Confront (v): face - Hint (n): slight or indirect indication or suggestion 3. Writing: Discuss one of the following titles: a. “Money is the root of all evils.” b. Would you rather be rich and stupid, or poor and intelligent? 4. Listening: Listen to a totally over-the-top woman being interviewed on how she became so fantastically rich. Answer these questions: a. True or false? Dolores was born in the USA b. T or F? Dolores enjoys swimming in champagne. c. How many times has she been married? Is she married now? d. T or F? Dolores’ first husband was 60 years older than her. e. T or F? Many newspapers have had to give Dolores a lot of money for printing supposedly libelous stories about her. f. What other methods has Dolores used to get money? g. What is her dream? 39
13. Some ideas from the listening text: - “Mind Your Pennies” - talking to a farmer whose hens lay golden eggs and to a child whose tooth fairy apparently left him 10 million dollars under his pillow” - some hints on how to become rich without working - Dolores Mint was born in poverty - Her determination to survive led her to cross the border at the age of 13 and to work her way up to Hollywood. - visit Dolores by the side of her champagne filled swimming pool - I picked my men right. They were all very wealthy and extremely old - I’ve made a fortune in suing people and in various libel suits had some fun with insurance companies - very expensive jewels, which I just have this terrible habit of losing, and then when the insurance money comes, they just miraculous reappear - my husbands’ life insurances have come in handy Answer: a. F b. T c. eight times, not currently married d. F e. T f. fires, husbands’ life insurance, insurance on money g. to rob a bank IV. EVERYONE HAS THEIR PRICE - Discuss what money can’t buy. Possible contenders (some of which obviously can’t be bought): health, children happiness, youth, a clear conscience, other people’s love and feelings, freedom. - Discuss the situations in the student’s book. Vocabulary: - Testify (v): bear witness, give evidence - To be under oath: having sworn to tell the truth V. BAKCKHANDERS Discuss the situations in the student’s book. 40
14. VI. YOUR MONEY Fill the percentages in the grid and discuss your percentages with your partners. There is no need for the percentages to add up to exactly 100 % but merely to be a rough indication of how you spend your money. UNIT 14: NUMBERS I. WARM-UPS What do you think of the expression “Two’s company, three’s a crowd”? - If two is a company and three is a crowd, what are four and five? Answer: nine - Discuss the ideal number of: a. students in a class b. guests at a wedding c. friends for dinner d. working days per week e. weeks of holiday f. hours of homework per day g. friends to go with to the cinema - Listening: Listen to three people answering some of the questions (a) - (g). Identify which subject is being talked about, and what the ideal number is. Answer: 1. (c) dinner party, eight 2. (c) dinner party (probably) - three or four 3. (g) cinema - alone 4. (d) everyday for a good job, none for a bad job II. THE ORIGIN OF COUNTING Read the text and discuss the questions in groups Vocabulary: - Anthropologist (n): expert in science of man, esp of the beginnings, development, customs and beliefs of mankind - Assert (v): make a claim to, esp one’s rights; declare - Fringe (n): edge (of a crowd, forest, etc) 41
15. - Dual: of two; double; divided in two - Binary (a): of or involving a pair or pairs - Decimal (a): of ten or one-tenths Decimal system: for money, weights, etc. - Aversion (n): strong dislike; sb or sth disliked - Notch (n): V-shaped cut (in or on sth); narrow pass through mountains - The Arabic system: the signs 0, 1, 2, 3, etc - The Roman number: the signs I, II, III, etc. Some information: (2) The most obvious advantages of 12 over 10, is that 12 can be more easily divided (12: 2, 3, 4 and 6; 10: 2, 5). 12 is also related to the way we calculate time. (3) Calculations must have been difficult. (4) They are used to subdivide documents; they are often found at the end of TV programmes to indicate the year of production. (5) cardinal = one, two; ordinal + first, second. III. HOW MANY? Pre-listening: Guess the answers to the questions, individually and then in groups. Listening: You will hear some statistics about languages. Check your answers. Answer: 1. 5000 2. 350 m 3. 350 m; 2,382,509 4. 194-214 5. 615,000 6. 1,913 IV. NUMEROLOGY Read the text, then before calculating your number, you should read the analysis and decide which description best describes you. - Then calculate your number and see if the real description coincides with the one you’d previously chosen. Some information: People actually believe in this, and even calculate the effects that a name change ( e.g. Marylin Monroe to Elton John) can have on the personality of that person. Vocabulary: - Pseudo-science (n): false science - Rebellious (a): not easily controlled; acting like a rebel - Antisocial (a):opposed to social laws or to organized societies 42
16. - Strung (a): made tense, ready, excited, etc. - Impulsive (a): (of persons, their conduct) acting on impulse (without thinking of the consequences); resulting from impulse - Resilient (a): having or showing the quality or property of quickly recovering the original shape or condition after being pulled, pressed, crushed, etc.; (of person0 buoyant in disposition - Resent (a): feel bitter, indignant or angry at V. IS THERE ANY LOGIC IN IT? * If possible, get in groups of four. You have ten minutes to answer as many questions as possible. The group which answers the most questions is the winner. Vocabulary: - Oil slick (n): film of thick oil covering an area of the sea - Haystack (n): large pile of hay firmly packed for storing, with a pointed or ridged top. - Blackout (n): the keeping of all buildings, etc, dark (by curtains, etc, windows, by having no street-lighting, etc) in order to prevent any light being seen, esp from the air. - Tramp (n): person who goes from place to place and does no regular work - Rung (n): crosspiece forming a step in a ladder Answer: 1. one 2. one 3. three 4. eight - He makes seven to start with, smokes them and then he makes the eighth from their ends. 5. four hours - You take the first pill straight away, not after half an hour. 6. None. The ladder of course rises as the tide rises 7. left: seven ,right: five UNIT 15: ORIGINS I. WARM-UP In pairs, discuss your own origins, where you were born, what you know about your ancestors, if you like your birthplace. 43
17. II. ORIGIN OF THE UNIVERSE The four sentences 1-4 on the student’s page are the beginnings and endings of the two paragraphs A and B. Match the beginnings and endings to the correct texts. Vocabulary: - Speculation (n): guess Answer: A. 4 (beginning), 2 (ending); B. 1 (beginning), 3 (ending) * Follow-up: Discuss your own ideas of the origin and history of life on this planet. III. LANGUAGE 1. Pre-discussion: How do you think language may have begun? 2. Discussion: Read the passage and then correct the animal noises in the illustrations. Vocabulary: - Weird (a): unnatural; unearthly; mysterious - Grunt (n): (of animals, esp pigs) make a low, rough sound - Exertion (n):putting forth, bringing into use - Onomatopoeia (n): formation of words in imitation of the sounds associated with the things concerned. Answer: Baa / sheep; cock-a-doodle / cock; coo / pigeon; ee-aw / donkey; miaow / cat; moo / cow; neigh / horse; oink / pig; quack / duck; too-wit / owl. 3. Listening: Hear some of the sounds above. Your task is to match the sound to the word. Answer: 1. creek 2. mumble 3. splash 4. whine 5. buzz 6. tick 7. crunch 8. hum 9. pop 10. sizzle IV. GOIN’ BACK TO MY ROOTS 1. Pre-discussion: In groups, think why people emigrate. Some possible reasons: to find work, enhance lifestyles and opportunities, improve prospects for their children, (e.g. fewer class berriers0join relatives, escape persecution, avoid a war. 2. Reading and discussion: - Discuss question 1. - Read the text, then discuss the other questions. Suggested ideas: 44
18. + Living in a foreign country: strange people, strange language, different culture: habits, customs, points of view, lifestyles, usually having the feelings that you do not belong to that community, etc. + Advice given to an immigrant to my country: trying to adapt to the culture, lifestyles, habit and customs; trying to learn the language; considering it as your second homeland. + There may be different ideas on a person’s real “home”: perhaps that’s a place where he/she was born; or where most of his/ her family and relatives live; or where he/ she has been living; or where he/she finds happy and interesting to live; etc. It is important to have “roots”. This can give you precious emotions about people’s relationships, about humanity, etc. + Conditions that have led to the general feelings of “rootlessness” in many parts of the world: emigration, wars, natural disasters, the living way which doesn’t care about the past, etc. 3. Writing: Write how you imagine the story might have ended, i.e. what happened to the man when he returned to the village. Suggested ideas: - Positive way: Everything his relatives said was wrong. All the villagers were very friendly and glad to welcome him back. The people were very frank. They enjoyed simple but very happy and peaceful lives. The environment was pure and clean. People took care of one another. Therefore he wanted to go back there more frequently. Etc. - Negative way: What his relatives said was partly true. The villagers were indifferent with him. They did not accept you back in their community. Not many people were friendly. He felt disappointed and returned to America immediately. He didn’t think that he would go back there any more. Etc. V. FIRSTS 1. Discussion: In groups, work out and underline the first time the events took place (where and when). 2. Listening: Hear the answers to the “firsts” and check your answers. Also listen for any other “firsts” mentioned. Beauty contest (Belgium 1888); coffee drinking 9 Arabia 1000); diagram of flying machine (Italy 1492); electric chair (USA 1890); playing cards ( china 1000); printed book (Turkestan 868, movable type: Korea 1409); sandwich (England - not mentioned, 1762); phone conversation (Cuba 1849); TV transmission (England 1925); traffic lights (England 1868); + and - (Holland 1514). 45
19. Also mentioned: AIDS (USA 1977); = sign (England 1557); air flight (USA 1903). UNIT 16: PREDICTIONS I. WARM-UPS: Write down three predictions about your classmates (or yourselves, though obviously not using the first person pronouns). You can either write all three about the same person or about three different people. The you read out your predictions and let the others guess who the predictions relate to. * Writing: Write in reported speech the predictions made for you by the others, along with a comment e.g. Adriano predicted I would get married next year - I hope he’s wrong! II. IN 1,000 YEARS 1. Pre- discussion: - Write down a few predictions, serious or not, for life in 1,000 years. In small groups, discuss what you have written. - Read the text ( a satirical piece from The Daily Telegraph) and in groups, discuss the implications. Think about he likelihood and consequences from various points of views - practical utility, ethics, economics, etc. Then compare the analyses between groups. Vocabulary: - Claustrophobia (n): morbid fear of confined places (e.g. a lift, cave or coalmine) Sự kinh sợ những chỗ vây kín; kinh khiếp buồng kín - Foresee (v): know beforehand or in advance 2. Writing: Choose one of the following: a. Sketch a plan of a city in the year 2050, then write an explanation of how you imagine life will be in that city. b. Describe a day in your life five years from now. c. Would you rather live a thousand years into the future or back into the past? 3. Listening: Listen to an altered version of the text. - Underline the differences - Try to remember the differences. The differences (The altered parts are in italics): 46
20. In book, Your Future in the Past, Dr Marlon Orange, an Australian pioneer in two thousand years’ time. A teeth; a World Hand Bank perfect hands for a uniform green, thus balance for nobody: Dr Orange foresees. III. THE YEAR 3000 Read the six situations and decide if they will come true or not. Listening: - Listen to the first three listening extracts. Your task is to identify which prediction is being talked about, and whether the speaker believes it will come true or not. - Discuss in groups what the implications would be if these situations really did come true. Exchange your ideas with other groups. - Play the fourth and fifth pieces. Try to identify which points are mentioned, and say what you think about what the speakers said. Vocabulary: - Telepathy (n): transference of thoughts or ideas from one mind to another without the normal use of the senses; ability to be immediately aware of the thoughts and feelings of others. Some useful phrases from the listening text: - people enjoy their food too much - current trends are much more to do with natural food, good foods, no preservatives - icebergs are sort of where they are for a good reason - towing them round the world might unbalance the environment - how the mind can be transmitted already by little electrical impulses from the mind on to computers - a sort of leveling of standards and ways of life Answer: 1. d (no) 2. b (no) 3. e (not a good idea) 4. c (yes, already exists) 5. a (yes) + f (yes) IV. CRYSTAL BALLS - Before looking at the your page, think of various methods of fortune-telling. - Look at your page, say which methods are illustrated. Answer: 47
21. The illustration shows examples of : tarot cards (bài 78 lá) (cartomancy), crystal ball (mirrormancy), tea leaves, dice, bumps on the head (phrenology), palms. - Discuss whether you believe in or have tested any of these methods, if you have ever had your hand read, etc. - Read the statements. Against each statement, write how probable the events are likely to be. V. FORTUNE-TELLING RHYMES Look at the fortune-telling rhymes. Traditionally, in Britain, after you have eaten a fruit pie (e.g. with plums), the number of stones left on your plate corresponds to a prediction about your wedding and future married life. Match the rhyme with one of these interpretations: 1. What kind of man will you marry? 2. What kind of woman will you marry? 3. What kind of profession will you have? 4. When will you get married? 5. What transport will you use to get to the wedding? 6. What type of cloth will you wear to the wedding? 7. What will you have on your feet? 8. What kind of house will you live in? Answer: 1. tinker 2. lady 3. army 4. this year 5. coach 6.silk 7.boots 8. big house UNIT 17: QUIZZES I. A QUIZ IS - Read the four possible origins of the word “quiz” (question 1). In groups decide which is the most likely. All the four possible origins refer to various uses over the last 250 years, though the Oxford English Dictionary claims that the word is of obscure origin and disputes the authenticity of the Dublin origin. 48
22. - Discuss the four statements in question 2. Lead on to the following discussion areas: + Why are women are more interested in discovering their personality than men? Are men less sensitive? What are the fundamental differences between the sexes? + Are TV quizzes educational or simply frivolous? Can students think of a new idea for a TV quiz game? + Do students like board games like “Trivial Pursuit”? Do they have any particularly strange quiz games in their country? + What are the pros and cons of oral and written testing? III. WHAT WOULD YOU DO? 1. Individually you read all the questions and think of possible answers. Then choose a few questions to ask your partner. E.g. “Your house is on fire. You’ve got three minutes to save a few things. What would you do?” Vocabulary: - Hereditary (a): passed on from parent to child, from one generation to following generations - Obnoxious (a): nasty, very disagreeable - Pick on (v): single out, esp for sth unpleasant 2. Listening: Hear several people’s answers to some of the questions. The same questions may be answered by more than one person. Answer: 1. b 2. c 3. b 4. i 5. b 6.e 7. i 8. a IV. DO YOU AGREE? * Read al the questions individually and answer them as quickly as possible, only writing “yes” or “no”. Then choose three to discuss with your partner. Now you can say “it depends” providing you can specify what it depends on. Suggested ideas: Situation 1: - Learn more by reading: you can learn a lot from various books; you have more time understanding the words, structures - Learn more by taking part in a discussion: you can improve both listening and speaking skills, you can practise your ability in using words and structures, in giving reasons, you can learn how to defense your opinions, etc. 49
23. Situation2: - Pros: Many rich people are not happy, some just pay attention to earning money but not to how to spend it appropriately, some do not concern their family happiness, some involve in social evils, etc. - Cons: Without money sometimes we can’t do what we want, our children will not have good conditions and opportunities to develop their ability ; some couples quarrel with each other just because of poverty; some men involve in social evils just because they feel unable to do any thing to help the family some do illegal business to earn money, etc. Situation 3: - Pros: Many people only want us to praise them or say good things about them. This makes them happy. - Cons: Gradually people will realize that you are telling a lie, and they will not trust you any more. Furthermore, if they are your close friends, this is not a good way. In some cases, you should tell them the truth so that they can improve themselves. Situation 4: - Pros: Emotional life is very important. You may feel unhappy and lonely sometimes even when you are a successful person but have no relatives, no close friends or husband or wife to share your feelings. Etc. - Cons: Work is very important. People can’t live without work but they can live without love from others. When you are successful you can have many things. Etc. Situation 5: No. It should depend on your capability and intelligence also. Situation 6: It’s true that sometimes we meet some situations which are inexplicable; but mainly what we receive depends on what we have done. Etc. Situation 7: Yes. You can be more brave and you can improve yourself through your mistakes. Situation 8: Yes. However, some persons are very nice but they do not have advantageous environment and conditions to contact many people so they do not have many friends. Situation 9: Not really. If everyone does what they want, the society will be in a chaotic situation. Situation 10: Yes. Traditions help a country or a community preserve its own nature and characteristics. * Follow-up: Imagine that you have to answer the questions (1-10) as part of a job interview. In groups, discuss the following questions: a. What do you think the interviewer could tell about you from the way you’ve answered the questions? 50
24. b. What do you think the right answers are, or how do you think a potential employer would want the perfect employee to answer? c. Do you think such tests have a valid place in interviews? - Imagine that you want to join a religious group. Would you want to alter any of your answers in order to guarantee admission into the group? V. A MIX UP Individually, first you choose the most suitable answers. These questions came from three different quizzes. In groups, discuss possible titles for the three quizzes. - The titles are A. “How confident are you?”, B “Do you trust others?” and C “How much do you think about others?” Sort out the three quizzes. Some of the questions fit in more than one category. Answer: A 3, 4, 8 B 1, 2, 5, 9 C 6, 7, 10 - Discuss your original written answers in pairs. UNIT 18: RESPONSIBILITIES I. WARM-UPS Discuss the responsibilities of the people the relationships (1-8) listed below. You should consider the responsibilities from both points of view, i.e. a company ‘s responsibilities towards their workers and vice versa. 1. doctors and patients 2. teachers and students 3. priests and the community 4. artists and their public 5. footballers / rock stars and their fans 6. police and the community 7. politicians and the electing community 8. citizens and their nation - Think of the jobs that demand great responsibility. Brainstorm a list, and then rank the four most important. How responsible are such people in real life? Possible contenders: airline pilot, army commander in chief, doctor, judge, mother, president of USA or UN or of your country, teacher. 51
25. II. COMING OF AGE 1. Discussion: - First discuss what you think are the right ages for doing the various activities in your student ‘s book. - Look at the ages, and try and match them with the activities. These are the ages stipulated by English law. There are ten activities but only eight ages. This is obviously because the ages of having a child and coming home at night cannot be regulated by law. You yourselves decide about this. Some information: One definition of responsibility is the ability to act or decide on one ‘s own without supervision, which entails being able to take rational decisions and being accountable for one’ own actions. * Sources seem to disagree on these ages: have child (?), drive (17; 16 in the USA), drink alcohol in a public bar (18), come home at whatever time they want (?), own a gun (15- this should provoke some discussion), marry with parents’ consent (16), buy cigarettes (16, but you can smoke at any age), vote (18), be responsible for a crime (14, no prison until 21), buy a pet (13). 2. Writing: Write about one of the following: a. “We are born responsible, we do not become responsible.” Discuss. b. “We are totally responsible for what happens in our lives - we should never blame other people or circumstances for our own mistakes and misfortunes.” Discuss. 3. Listening: Hear some people talking about what they think the right ages are. Your task is to identify which activity is being talked about, and the age (where possible). Answer: 1. drive, 18 2. drink, 18 3. gun 4. crime 5. coming home III. CRIMINAL RESPONSIBILITY 1. Reading and discussing: Read the two extracts and discuss the implications in pairs. Some suggested ideas: Extract A (based very loosely on a true story): - Think about the expenses of trials and what they actually achieve. Think about whether someone’s circumstances and state of mind should be taken into account. For example, some legal thinkers favour trying to eliminate moral judgements about responsibility and guilt from criminal law, and concentrating on achieving its social purposes: to protect society and reform the prisoner. 52
26. - Think about whether we should consider more the responsibility we have towards society, the victim or the criminal - do we think too much about rehabilitating the criminals rather than helping the victims? Extract B (from G. Gurdjieff: Meetings with remarkable people): - Discuss about personal responsibility and at what age someone becomes responsible for their own actions. - This extract implies that women become maturer earlier than men. Do you agree with this? 2. Writing: “Responsibility educates.“ Discuss. IV. IRRESPONSIBLE? 1. Reading: - Read the text and read the questions without discussing them. 2. Listening and discussion: Before discussing the questions, listen to pieces 1 and 2. Your task is to understand which questions are being talked about. Answer: 1. b 2. c - Then discuss the questions in groups and then listen to pieces 3 and 4. your final task is to decide whether you agree with the male speaker or the female speakers). Some information: Many smokers (and a few non-smokers) argue that as the government makes vast sums of money out of taxing cigarette sales then they have a moral responsibility to make amends for any negative health effects that smoking may cause. This can be countered by the fact that most governments put health warnings on cigarettes now. V. HEAVEN’S GATES - Rate the cases in terms of how irresponsible these people are (i.e. from least to most irresponsible). You should do this individually first. Then compare your answers with your friends. Decide who the people are being irresponsible to. - An alternative group activity: You cut the sentences up into strips. Lay them face down at each group ‘s table. Imagine that you are members of a jury at the gates of a Very Responsible Heaven. Their task is to send down the really irresponsible people to hell. One member of the group takes one of the strips of paper and says, for example, “I am pregnant and I smoke.” This student then has to justify his/her smoking and the other 53
27. members have to decide whether to send him/her down to hell. Then another student takes a strip, etc. Extra: Look at the photos, discuss whether your conscience and sense of responsibility is touched by them. Think about the current wars, starvation crises, etc. around the world. How mush is your and other governments doing to help such people? And on a personal level what are you doing? Are we in any way responsible for the tragedies of other countries? - Writing: “Sin with the multitude, and your responsibility and guilt are as great and as truly personal as if you alone had done the wrong.” (Tyron Edwards) Discuss. UNIT 19: SCHOOL I. WARM-UP 1. Discuss the following questions in groups: a. What is the best thing about school? The worst? b. The funniest thing that (has) ever happened to you at school? c. Your best teacher? Your worst teacher? 2. Listening: Listen to the two pieces of listening. Your task is simply to understand what the speakers are talking about. Some ideas from the listening: - According to age: a child found to be particularly talented can jump the classes and can be admitted into classes two or three classes higher - Both sides: A child put in a class according to his ability would be younger, might lose out when he gets to the top of the school. If he’s kept with his age group he would not be extended. II. SUBJECTS - Look at the list of subjects, answer the questions and discuss your answers in groups. - Tick all the subjects you are taught at the College, adding any that are not given in the list. Rank them in the order of importance. Add at least two subjects that are not taught in schools that you think would be useful (e.g. memory skills, social skills, 54
28. newspaper reading, film studies, first aid, environmental and peace studies, plumbing, electrics). III. TEACHERS 1. Discussion: You are a members of the board of governors of a school (real or imaginary). You have to cut down on expenses. Which of the following would you do? a. Increase the number of students per class. b. Eliminate certain subjects - which ones? c. Reduce the number of hours spent at school either by reducing the length of the school day or by reducing the number of hours. d. Sack inefficient teachers - which ones? Think of your consequences of your actions but not only in terms of saving money. 2. Listening: Hear two stories (both true!) told by teachers about their lessons. Answer the questions: a. Why did the first teacher invent an eighth day? What did he call it? b. What was the purpose of the second teacher’s lesson? Why did it go wrong? Some ideas form the listening: First teacher: - The first lessons I ‘d ever taught - everything I wrote down on the blackboard they’d copy into their books - write an eighth day and called it “My day” - some wrote it down Second teacher: - try out an experiment - teach an advanced class on speech and silence - I ‘d go into class, sit down and say nothing and then see how long it would take for someone in the class to say something . Students compare what they ’d been thinking during this silence, plus a general discussion on how silence can be embarrassing, why people find it difficult or are reluctant to say something when they don’t understand what ‘s going on - I fell asleep Answer: a. To catch those students out who automatically copied everything down. My day. b. To discuss silence and the reluctance of people to react when they don’t know what’s going on. Teacher fell asleep. 3. Discussion: 55
29. In groups, discuss the questions on your page. From the results of your answers, come up with a definition of an ideal teacher. Suggested ideas: Question 1: Knowledge on specific subjects, on science, technology, society, etc. It depends. Question 3: A young inexperienced teacher: perhaps more modern teaching methods, livelier, more flexible and open-minded. She will supplement and improve knowledge gradually. - An old experienced teacher: understand what is necessary for students. Strict, (maybe) not as flexible, etc. Expert knowledge of a particular subject does not necessarily imply an ability to teach that subject. Teaching methods are very important. Question 4: No. The teacher’s duty is to transmit the knowledge and the method of learning, not political views - an area which varies according to each individual. Question 5: No. Sometimes, it’s necessary to ask the teacher about what you haven’t understood. Question 6: All Question 7: To entertain the students, make them relax during the hours of concentrating too much on the lesson. Question 8: First name. It’s not good to be so formal in class. Question 9: Not so strict, not so easy-going. Question 10: Students get out of control; boring class atmosphere, etc. IV. EXAMS In groups, decide whether the statements on your page are true or not. Look at the arguments from both points of views. V. BRIGHT IDEAS? These letters were written by four people taking part in a competition (by the Institute for Social Innovations, Global Ideas Bank) for ideas on how to improve education and parent-child and youth-community relations. - Get into four groups, each group read one letter. Your task is to decide how you would put into practice the idea suggested in the letter. You should try to extend the ideas as much as possible and to think of all the possible consequences. For example, when discussing community service, you should consider when you would do it, for how many 56
30. hours (and years), what kinds of services are needed and what they could offer, what would be the benefits not only to the community but also to the participants themselves, etc. - Form new groups so that there is at least one member of each project in each new group. Explain to each other what your original group decided. Then vote for the best idea. Decide as a whole class what the most interesting, practical or useful idea was. - In pairs, act out one of these role-plays. a. Child telling parent that he/she ‘s failed an exam. b. Child telling parent that he/she wants to leave school and get a job. c. Parent telling child that he/she (the child) must leave school and get a job. d. Head teacher telling another teacher that his/her teaching is not up to standard. e. A teacher/ professor telling student that they might as well stop studying as they have no chance of progress. f. Teacher telling parent that child has been bullying another child. g. Parent complaining to teacher that he/she has been victimising their child. * For more ideas, refer to unit 20 “Examination exerts a pernicious influence on education” in the book For and Against by Alexander, L. G. UNIT 20: TIME I. WARM-UPS Read the following activities: food preparation, eating, dishwashing, housekeeping, shopping, school/paid work, studying at home, traveling, physical exercise, meeting friends/ going out, watching TV, reading/hobbies, personal care/hygiene, sleeping (and any others you can think of). - Write down how much time (in hours) in a week you spend doing them. - Total the hours up and se how accurately you accounted for your time (there are 168 hours in a week). You can make any adjustments you want. - In pairs, now ask each other questions, e.g. How much time do you spend doing X? How many hours do you ? Do you spend as much time doing X as you do Y? What do you spend the most /least time on? What would you like to spend less time on? When you were younger did you use to spend more or less time on X? - Do time vary between men and women? If so, why? How does this compare with how you used to spend your times 5/10/15 years ago? How does this compare with your 57
31. parents’ generation? Has the proportion of time we spend doing certain things changed much over the past 15 years? How will it change in the future? (e.g. less work, more leisure, more time saving devices). II. CLOCKING OUT Read the text and then discuss questions in groups. Suggested ideas: Question 3: When the world being at the same time, in some places, it would be 10 am when it’s still dark or 11 pm at noon. Life would be mixed up in many places. Etc. III. TOMORROW While reading the text, underline what you consider to be the three most and three least important future developments. Then discuss these in groups. - Writing: “It is one of our few possessions in life, that we cannot foretell the future” (Ivy Compton Burnett). Discuss. Suggested ideas: when we can foretell the future, we can predict what is going to happen to us. If all the things are good, we will feel happy, but if they are not good, we will feel so pessimistic, which can make you disappointed and put you in a bad situation. Furthermore, if people can foretell the future, some people will try to change the world or the situation in their own ways, which can lead the world to an chaotic situation. Etc. IV. ARE YOU A VICTIM OF TIME? - Pre-discussion: Brainstorm fictional (or factual) attempts at beating time and space E.g. H. G. Wells’ Time Machine, the film Back To The Future, Dr Who, Total Recall, Star Trek. Discuss whether it will be ever possible to move back and forward in time. - Discussion: Read the short passage and answer the questions. Then in groups decide which questions are aimed at discovering whether someone lives (a) in the past (b) in the present (c) in the future. Students analyze each other ‘ answers and imagine that you are psychologists who have to give your “patients”‘ advice on their relationship with time. Vocabulary: - Condemn (v): say that sb is, or has done, wrong, or that sth is wrong, faulty or unfit for use; doom, send, appoint 58
32. - Motto (n): short sentence or phrase used as a guide or rule of behaviour Answer: Past: 1, 3, 6, 9a Present: 5, 7, 8a, 8b, 9b Future: 2, 4, 8c, 9c V. HOW LONG? HOW OLD? 1. Read all the questions and add any more you wish to add. Then turn over your photocopy, an din pairs, ask each other the questions that you remember. 2. Listening: Hear some people ‘s answers to the questions on student ‘s page. Your task is first to identify the question, and then to write down the time or age. Answer: 1. a (half an hour) 2. e (forever) 3. g. (7 years old) 4. e. (impossible) 5. a (20 minutes) 6. g (10 years old) 7. h ( 16 years old) 8. k (snow - ten) 9. a (thirty minutes or a quarter of an hour) UNIT 21: UNUSUAL I. WARM-UP - Read the following questions: 1. What’s the most unusual experience you’ve ever had? 2. Who’s the most unusual person you’ve ever met? 3. Where’s the most unusual place you’ve ever been? 4. What’s the most unusual thing you’ve ever bought? 5. What’s the most unusual thing you’ve ever been given? 6. What’s the most unusual film you’ve ever seen? 7. What’s the most unusual book you’ve ever read? 8. What’s the most unusual sight you’ve ever seen? 9. Who has the most unusual face you’ve ever seen? 10. Who’s the most unusual teacher you’ve ever had? - Invent your own questions. - Write the answers to at least three of the questions, without writing the number of the questions. Then show your answers to your partner who has to match them with the questions. Finally, discuss your answers. 59
33. II. COINCIDENCES? - Read the text and discuss the answers in groups. Then come up with a rational explanation for the coincidence surrounding twins separated at birth. Check your ideas with the listening exercise. - Listening: Listen to some rational explanations for the similarities between the identical twins mentioned in the text. Questions: 1. What is the logical explanation for the twins (a) having seven rings (b) getting married on the same day? 2. What do these coincidences imply? Answer: 1a. Rich husbands able to afford to buy them rings, they’d got nice lender hands so they ‘d want to show rings off, superstition, coincidence. 1b. High statistical chance (actually 1 in 125) : most people get married on a Saturday, some months are more popular than others, people tend to get married at a similar age. 2. Our personality and lifestyle is not only controlled by the environment but is also determined by our genes. More explanations: Some similarities between separated twins may be explained in terms of physiology. Because they share all their genes, identical twins are likely to develop the same hereditary illnesses. Medical problems can affect other aspects life - financial, occupational, social and educational. Similarities in the economic and social conditions of life may also lead to specific similarities in behaviour. For example, people in the US who have modest incomes may be likely to vacation in Florida, where a holiday is relatively inexpensive. III. CULTS? - Read all the cases (all based on fact). - In groups, answer the questions. Which case seems to be the most unusual? Vocabulary: - Cult (n): system of religious worship; devotion to a person or practice - Assemble (v): gather together, collect - Congregation (n): gathering of people; (esp) body of people taking part in religious worship Sự tập hợp, su hội họp; giáo đoàn 60
34. - Fanatical (a): excessively enthusiastic - Messiah (n): person expected by the Jews to come and set them free Chúa cứu thế; vị cứu tinh - Barricade (v): block (a street, etc) with a barrier of objects (trees, carts, etc) - Fortress (n): fortified building or town Pháo đài - Brainwash (v): force a person to reject old beliefs and accept new beliefs by use of extreme mental pressure, e.g. persistent questioning Tẩy não - Revitalize (v): put new life into; restore vitality - Rejuvenate (v): make or become young or vigorous again in nature or appearance - Fraudulent (a): acting with criminal deception; deceitful IV. UNUSUALTOPIA 1. Discussion: A group of people have created their own mini-Utopia (imaginary perfect social and political system) which has now been successfully operating for 100 years. In groups you have to discuss the rationale behind, and the implications of, the ten statements about the utopia, i.e. why the inhabitant decided to instigate these ideas and what the consequences are, and whether they themselves agree with these ideas. Match the statements with the four extracts (A-D) from the Partially Correct Guide to a Better Planet. The extracts then can be discussed in groups. Vocabulary: - Instigate (v): incite; goad (sb to do sth); cause sth by doing this Xúi giục, xúi bẩy; là thủ m−u của - Provisions (n): amount (of sth) provided; food, food supplies; providing, preparation (esp for future needs) - Level (v): make or become level or flat - Bracket (v): put inside, join with, brackets; put together to imply connection or equality - Dilute (v): make (a liquid or colour) weaker or thinner Answer: A f B e C j D a 2. Listening: - Listen to extracts from a discussion with members of the unusualtopia. Your task is + firstly to identify which statement is/are being discussed + secondly to identify the reasons for the policy in question 61
35. Answer: 1 f. Children watch people doing things, like a cook making a cake, a mechanic mending a car. They help when they can and constantly gain experience. By 14, they begin working. When they are around 30, this stops, school begins. Reasons: You can’t learn anything unless you experienced it and nor can you teach anything you haven’t experienced directly yourself. So there are no teachers, just exchanges of information and practical demonstrations by which people who’ve generated their own particular interests and wish to communicate them to others. 2 e Reasons: You are actually paid more in time rather than money. It’s far more sensible to have more time which you can use really beneficially. So everyone works hard because no one wants to spend all their life in an office, factory or whatever. 3 i, j Reasons: People should be totally independent 4 b, c, g Reasons: All for environmental reasons: we’ve eliminated air pollution, everything’s solar powered, no traffic jams, no ugly exterior architecture and no need for paper. - After listening, discuss some of what you’ve heard and discuss whether you would like to live in this Utopia or not. UNIT 22: VISION I. WARM-UP - Study the picture at the top of your page for 30 seconds. - Get into groups of two or three. Student 1 look at the picture and ask students 2 and 3, who have their picture covered, to see how accurately they remember the details. - At the end of he lesson, you look at the picture on the next page (you must have the first picture covered). The you write down any differences you find. (* The scenes are in fact identical). II. COULD YOU BE AN EYEWITNESS? Read the passage. Vocabulary: - Assassination (n): murder in which sb (an important political, ruler) is killed violently and treacherously, for political reasons. - Senator (n): member of Senate 62
36. - Autopsy (n): post-mortem examination of a body (by cutting it open) to learn the cause of death. Sự mổ xác (để khám nghiệm) - Distort (v): pull, twist, out of the usual shape; give a false account of; twist out of the truth III. TALKING BLINDLY 1. Discussion: - Brainstorm the subject of blindness. + What can/could you do with your eyes closed? + How many famous blind people can they think of? - To stimulate a real life experience, in pairs, student 1 can lead a blindfolded student 2 around the classroom. Student 2 then describes his/her sensations. -Now look at the list on your page and, in groups, decide which of these activities blind people might have problems with, and what solutions have been found or could be found to help the blind in these activities. Suggested ideas: Activities blind people might have problems with: reading, writing, walking, sports, cooking, painting, finding a job, appreciating nature, make-up and personal appearance, using public transport, choosing clothes, driving, being accepted by other people. Solutions have been found: Braille writing (for reading and writing); special dogs for blind people (for walking, for doing daily activities); centers for blind people (giving jobs to them, consulting them when they meet difficulties, etc.), educating people and especially children the sense of sympathizing and helping disabled people. More solutions need to be found to help blind people in : sports, appreciating nature (maybe record tapes of natural beauty for them to listen), make-up and personal appearance, using public transport (special transport system for blind people). 2. Listening: - Look at the illustrations of Braille writing. Do you know what it is? Who invented it? - Listen, put the illustrations in the order and then answer these questions. Questions: 1. Was Louis Braille born blind? 2. In what year did Braille go to a school for the blind? 3. How big were the letters in the reading books? 4. What was “night writing”? 63
37. 5. Was Braille’s system only used for reading words? Answer: - Order of illustrations: c, a, d, b 1. no ( 4 years old) 2. 1818 3. 7 cm high and 5 cm wide 4. a means for letting soldier communicate in the dark 5. no, for music, too IV. POINTS OF VIEW 1. Discussion: - Read Henry Ford’s (founder of the Ford Motor Company, and famous for saying “History is bunk”) quotation. Make sure you understand the meaning, and why it is important to understand other people’s points of view. Suggested ideas: The tip for being successful lies in the ability to understand other person’s point of view and consider the fact/ problem in that person ‘ s situation as well as in your situation. That is, try to have an all-sided look on a thing, not just base on your own opinion. - Read the eleven situations. In pairs, your task is to choose two or three of the situations. Analyze these situations from various viewpoints and decide who is in the most difficult. Finally, choose one situation and improvise a dialogue between two of the people in that situation. - Some pairs act out your dialogue in front of the class. The rest of the class has to identify which situation is being acted out. Vocabulary: - Smack (v): strike with the open hand - Tell sb off (v): give a list of sb’ s misdoings; scold him - Emaciated (a): made thin and weak - Disfigured (a): spoil the appearance or shape of - Bent (a): curved 2. Writing: Imagine you were a third person who observed but didn’t participate in the above dialogues. Your task is to write down this third person’s viewpoint of what happened, quoting either in direct or indirect speech from what the two people said, adding your own observation and then reaching some kind of conclusion. 64
38. V. OPTICAL ILLUSIONS First match the descriptions with the illusions. Then in groups, look at the optical illusions and try and explain them to students in your groups who don’t understand them. Answer: 1 b 2. c 3. d 4. a * Extra: Teacher (or one student) puts some objects in a plastic bag. Either by feeling the shape from outside, or putting your hands inside but without looking, you have to guess what they are. As a result of this experience, students should decide which of these two senses, sight or touch, s the most developed, and when touch may be more important than sight. UNIT 23: WANTS I. WARM-UPS - Discuss what you would like to change in yourself in from all points of views- physically, psychologically, in love, in work, at school, things you wish you were better at , etc. You should discuss with your partner how likely you are to achieve them. - You discuss what you would like to change in others - this could be in members of the class, in your teacher, in their family, friends etc. II. WISHES 1. Discussion: - Read all the wishes and select the five things you would wish for most. You should assume that there are no strings attached and that what you wish for will turn out to be just as you wanted. - In small groups then discuss these wishes. This exercise is based on a test (from Sex roles Vol. 26 may 1991) performed by psychologists on college students to find out if men’s and women’s desires are different. The list on the student’s page begins with the most popular wishes (i.e. of the psychologists’ subject) going down to the least popular. In groups, you identify what the typical female wishes would be and what conclusions can be drawn from this. Some information: Females outweighed males in desiring wishes 1, 2, 5 and 7 to come true, and had an equal desire for 15 and 16. The conclusions of the psychologists were that the wishes 65
39. more favoured by the women tend to be those generally preferred by both genders. In addition, they tend to be concerned with “real life” issues involving other people. In sharp contrast, men’s wishes seem to involve the desire to be free of reality constraints, and seem to be relatively impersonal. 2. Writing: “It’s better to have than wish.” Discuss. Suggested ideas: - Pros: Some people are realistic. They think it’s nonsense just to wish or desire what you do not have. It ’s better to try to achieve them. - Cons: Life will be so dry and boring without dreaming and wishing. If you have a wish, you will imagine, will hope about the moment when you wish become true and it will be happy thoughts to you. III. REGRETS 1. Discussion: - Look at the questions. Don ‘t feel embarrassed to talk about your regrets. The regrets could be banal (commonplace) and don’t have to be overly personal. 2. Listening: You hear some people talk about the major regrets in your lives. Your task is simply to note down what the regrets are. - Listen to the first three pieces to get an idea of the kind of regrets that can be revealed without embarrassment. Elicit the relevant constructions (I wish, if only). - Listen to the fourth and fifth pieces, which are more personal. - Discuss your own regrets and the other questions on your page. Answer to the listening: 1. restarting smoking 2. not learning the piano 3. being angry with someone 4. not having really known her brothers 5. everything up to the age of 30 3. Writing: Choose one of the following topics and write. (a) Imagine and write down what regrets you think your parents or other members of family ( or friends, or famous people) have. (b) “Regret is a stronger emotion than pleasure.” Discuss. IV. WANTS 1. Discussion: 66
40. - Discuss what people basically want from life. - Read Dale Carnegie ‘s principle wants. You compare your wants with Dale Carnegie‘s. you should now put Carnegie’s wants in your own order of importance and then compare and justify your choices. - Answer the questions. 2. Writing: - Write down a few examples from your answers to questions 1 and 5, e.g. I wish I didn’t have to , They wanted me to Some information: (4) “I want doesn’t get” is a typical parent’s reply to a child who says “I want an ice- cream.” rather than “Can I have an ice-cream?” However, the idea here is to discuss those things that children wish for but parents refuse to buy (e.g. I wanted my parents to get me a metal detector, they refuse so I sold a gold coin I had and bought one. I then found a cache of Roman coin and two swords!” (8) This sentence could be a wonderful philosophy for life. Basically, rather than trying to get what you want (you’ll want more in any case), you should enjoy and appreciate the things you already have and future things you may get. But it does not mean blind and resigned acceptance of your situation. V. WASTE NOT WANT NOT - Guess how much rubbish your family produces every year. - Then refer to the bin statistics on your page. You can also see Britain’s record of dumping waste into the North Sea and Irish Sea. These statistics relate to the early 1990s and have been considerably rounded; the situation has improved a little since then. - Now you do the quiz in pairs. You should decide whether your partner is a waste or not. Do you think that a waster is a “good for nothing person”? Some information: Recycling also saves considerably on air and water pollution. For instance, producing steel from scrap reduces air pollution by 85 % and water pollution by 76 %; for recycling paper, the reductions are 74 % for air pollution and 35 % for water pollution. UNIT 24: XENOPHOBIA I. WARM-UP - Think of adjectives which describe personality. When you have a fairly long list, try to associate a nationality with the characteristics and say the reasons why you think so. 67
41. II. THE ENGLISH - This extract comes from a book by an English person satirizing ( ) the English way of life. It is by no means intended as a serious piece, nor does it necessary reflect the views of the majority of English. - Read the text and discuss the questions. Vocabulary: - Xenophobia (n): irrational hatred or fear of strangers or foreigners Tính bài ngoại - Enduring (a): lasting - Perpetrate (v): commit (a crime, an error); be guilty of (sth wrong) - Indigenous (a)(to): native, belonging naturally (to) - Contempt (n): condition of being looked down upon or despised; disregard or disrespect - Fastness (n): stronghold; fortress; the quality of being fast - Aptness (n): state of being quick-witted III. APARTHEID 1. Discussion: - Brainstorm on the meaning of apartheid and the injustices that blacks suffered. Apartheid (n): “apartness”, racial segregation of whites, Africans, Coloureds and Indians. - Read the text. Vocabulary: - Menial (a): suitable for, to be done by, a household servant - Roll (n): official list or record, esp of names - Impose (v):lay or place a tax, duty, etc on; force sth on sb - Premise (n): statement on which reasoning is based - Subservient (a): giving too much respect to; useful as a means to a purpose; subordinate or subject to - Absurd (a): unreasonable; foolish; ridiculous - Concede (v): admit, grant, allow - Turn over (v): (cause to) fall over, upset; change the position of 2. Listening: Hear a white South African (of English origin now living outside South Africa, but has a Zulu daughter-in-law who is a member of parliament) talking about what blacks 68
42. couldn’t do in South Africa before the elections in 1994. Your task is to write down what these things are. Vocabulary: - Hold down (v): oppress, keep down or under Answer: + They weren’t allowed the same jobs as whites. + They weren’t allowed to build houses. + They had to use separate entrances in post offices. + They couldn’t eat in white restaurants. + They weren’t allowed to sit with white people in parks, bus stops, etc. + They couldn’t go to white cinemas or use the white public transport. IV. RACIAL DISCRIMINATION? 1. Discussion: - Read the six situations on your page and in groups • Decide which of the situations you believe are the examples of racial discrimination and why. • Discuss: Should the offenders be prevented from what they do and should they be punished? Vocabulary: - Sketch (n): short, humorous play or piece of writing - Repatriate (v): send or bring sb back to his own country - Adverse (a): unfavourable; contrary or hostile to Some information: Situation 1: According to the British Race Relations Act (1976) a landlord or landlady who lives on the premises has the right to choose who they want to live in their house. Situation 2: A director is within their rights to do this. Situation 3: This horrifying but true story is recounted in Hanif Kureishi’s introduction to the filmscript of My Beautiful Laundrette. Think how geography and history should be taught, e.g. in England and America history tends to be taught from the white man’s point of view, thus Native Americans may be badly represented in the US, and Indians the same in England. Should we try and teach history from all points of view? Situation 4: With reference to the 1960s Kureishi had this to say about British TV:” Television comics used Pakistanis as the butt of their humour. Their jokes were highly 69
43. political: they contributed to a way of seeing the world. The enjoyed reduction of racial hatred to a joke did two things: it expressed a collective view (which was sanctioned (given a right or permission given by authority to do sth) by its being on the BBC), and it was a celebration of contempt in millions of living rooms in England. I was afraid to watch TV because of it; it was too embarrassing, too degrading. The word “Pakistani” had been made into an insult. It was a word I didn’t want used about myself. I couldn’t tolerate being myself. The British complained incessantly that the Pakistanis wouldn’t assimilate (absorb ideas, knowledge; make or become like). This meant that they wanted the Pakistanis to be exactly like them. The British were doing the assimilating: they assimilated Pakistanis to their world view. They saw them as dirty, ignorant and less than human- worthy of abuse and violence.” Situation 5: In 1965 the British politician Enoch Powell said with reference to immigrants: “ We should not lose sight of the desirability of achieving a steady flow of voluntary repatriation fro the elements which are proving unsuccessful or unassimilable.” Situation 6: This is known as “reverse discrimination” and is not permitted by the Race Relations Act. Some years ago, a white English man applied for the job of gardener at Leicester City Council. He sent off six identical letters. In three. He used his own name, and failed, but when he used the name Prakesh Patel, he was granted an interview. He threatened to take the council to an industrial tribunal, but in the end the case was settled out of court. 2. Writing: “A multicultural and multilingual society is a much healthier society than a one race language society.” Discuss. V. LANGUAGE Read the text and then answer the questions in groups. Vocabulary: - Mandatory (a): of, conveying, a command; compulsory; obligatory - Kinship (n): relationship by blood; similarity in character * For more ideas, refer to unit 29 “Violence can do nothing to diminish race prejudice” in the book For and Against by Alexander, L. G. 70
44. UNIT 25: YOU I. WARM-UPS Imagine you have to break the ice with a new acquaintance. You have to write down ten questions to ask this person, so that from the answers you can an overall picture of this person. Some suggested ideas fro the questions: best friend, favourite toys as a child, most interesting thing they have learned from life, person they admire most, hopes for the future, worst/best day in their life, favourite sport/ food/ drink/ music/ book/ city etc. II. YOU ARE WHAT YOU HAVE 1. Discussion: - Write down the four most important things you have. * Most people often include four types of possessions: body part or intellect, objects, places and time periods, people and pets. - Then compare your list with your partner’s. - How did you define “have”? - What did you give preference to? - What does this tell you about your and your partner’s personality? 2. Listening: You will hear some people who have just done the above exercise. Your task is to note down the two people’s “haves”, and whether the third person approves of these “haves” and why. Answer: 1. family, friends, car 2. health, friends and cats; approves because they are not materialistic 3. Reading and discussion: Read the text and answer the questions in groups. 4. Follow-up - In groups, one student takes out the content of his/her pockets/bag/wallet/case. The other student try to classify these objects and draw some conclusions about the lifestyle and personality of the student. He/She then comments on their observations. III. HAVE YOU EVER? 1. Discussion: 71
45. - Answer the questions in pairs or groups. 2. Listening: Listen and match the extracts with the questions a-t. Answer: 1. a 2. a 3. m 4. q 5. i 6. e 7. k IV. WOULD YOU EVER? Answer the questions in pairs or groups. V. FEELINGS 1. Discussion: Answer the questions in pairs or groups. 2.Listening: Listen to someone doing the same exercise. Your task is to match the answers with the questions in the exercise. Answer: 1. d 2. b 3. f 4. h 5. i 6. g 7. j VI. SUPERLATIVES Answer the questions in pairs or groups. UNIT 26: ZOOLOGY I. WARM-UPS - You draw very quickly two domestic and two wild animals, try to draw the animals which are unfamiliar and difficult to guess. In small groups, pass round your drawings and guess what your partner’s animals are, giving reasons and commencing: “it could be a goat”, “it looks a bit like ”. “it can’t be a bird because it doesn’t have wings”. Within the groups, you compare impressions and then the “artist” reveals the truth. - Write down the names of the first three animals that come into your heads, then three adjectives to describe each animal (i.e. the total is nine adjectives). In groups of four, pass your papers to the person on your right. This is a psychological game. The first animal with the corresponding adjective describes how you see yourself, the second how you wish you were, and the third how you really are. 72
46. Each student read as follow: “Lucas sees himself as a dog, he wishes he were a lion, but he really is a mouse.” II. ZOOS 1. Reading and discussion: - Read the text and answer the questions - Brainstorm the reasons for zoos. Vocabulary: - Undignified (a): not showing proper dignity; clumsy - Penned-up (a): being shut up in, or as in, a pen - Demean (v): lower oneself in dignity, social esteem 2. Listening: Listen to Dr Katz, an advocate of certain kinds of zoos, and answer these questions. Questions: True or false? 1. Dr Katz approves or modern farming methods. 2. Up to 15 % of the world biological diversity may have been lost by the end of the 21st century. 3. Animals are responsible for eating a lot of crops produced by third world farmers. 4. San Diego zoo specializes in breeding endangered species and reintroducing them into their natural environment. 5. Dr Katz agrees that it is better to visit animals in their natural habitat. Answer: 1. F 2. F 3. F 4. T 5. F 3. Writing: “Would you rather be a lion tamer or a lion hunter?” Discuss. III. THE LAWS OF THE JUNGLE? 1. Discussion: - Read the six situations on your page. - Imagine you are members of a civil jury whose job is to sentence the six people in the situations. Decide beforehand what range of sentences can be given, including acquittal (judgement that a person is not guilty). refer to question 1, do you think that these types of dogs should be banned from domestic use? Vocabulary: - Maul (v): hurt or injure by rough or brutal handling - Maim (v): wound or injure so that some part of the body is useless 73
47. - Ember (n): small piece of burning wood or coal in a dying fire; ashes of a dying fire - Poacher (n): person who takes sth illegally 2. Writing: Write a letter of protest to one of the following governments: The Chinese /Taiwan governments to get them suspend trade in powders made from tiger bone (used for quasi medicinal purposes) and rhinoceros (thick-skinned, heavily built animals of Africa and Asia with one or two horns on the snout) horn (aphrodisiac); these have been banned by the UN convention on International Trade in Endangered Species. IV. ANIMAL RIGHTS 1. Discussion: - Think about how we mistreat animals. Think on the areas: battery hens, bullfighting, force-feeding geese, horse-racing and horse-jumping, circuses, hunting, killing for furs, whaling, etc. - In groups, discuss your attitudes to such activities. Would it be right for the European Parliament to ban bullfighting in Spain? Do we have the right to change other nations’ traditions? How much do animals actually suffer? Is keeping a dog in a town apartment any worse than hunting foxes? - In groups, now look at the statements on your page and decide whether they are true or false. Some information: Pharmaceutical companies wishing to introduce a new drug on to the market have to provide scientific evidence of its safety by getting their drug licensed. This requires toxicology (branch of medical science dealing with the nature and effects of poisons) testing which in the UK (and many other countries) entails tests on animals. Apparently, 450 million animals are killed fro food each year and another 7 million are destroyed as vermin (wild animals harmful to plants, birds and other animals) or unwanted pets. 2. Writing: Write a letter to a pharmaceutical company asking them to stop testing their products on animals. Then write a reply from the public relations officer of that company. V. PETS Read the text and answer the questions in groups. - Snarling (a): (of dogs) show the teeth and growl (at) 74
48. - Bare (v): uncover, reveal - Bungalow (n): small house of only one storey - Dam (n): barrier built to keep back water and raise its level (e.g. to from a reservoir, or for hydro-electric power) - Attendant (n): servant or companion - Spaniel (n): sorts of dogs with short legs, long, silky hair and large, drooping ears - Lochside (n): by the side of a lake 75
49. Chịu trách nhiệm nội dung: Ts. Nguyễn văn hòa Biên tập: Tổ công nghệ thông tin Phòng khảo thí - đảm bảo chất l−ợng giáo dục 76