Writting Ielts

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Gi bi: labatvi trong 19 Thng Su !""9# 1!:!":$%

Topic 1 Section 1: Smoking
1. Why people smoke?
!el"# $hen to be ner%ous.
&ike the t"ste.
'y (rien)s smoke. *t+s )i((icult to s"y ,no- to " cig"rrette $hen *+m $ith them.
*t+s h"bit th"t )i((icult to stop.
.. ("ct /(ile
"bout 100 million people "roun) the $orl) $ork in the tob"cco in)ustry.
1ig"rette / smoking kills ..2 millions people e%ery ye"r. '"ny o( them )ie (rom lung c"ncer.
Some "ren+t e%en smokers. They+re people $ho li%e or $ork $ith he"%y smokers.
3100 billion o( cig"rettes "re sol) e%ery ye"r4
5. Some businesses no$ s"y th"t no one c"n smoke cig"rettes in "ny o( their o((ices. Some
go%ernments h"%e b"nne) smoking in "ll public pl"ces. This is " goo) i)e" but it "lso t"kes "$"y
some o( our (ree)om. 6o you "gree or )is"gree? Gi%e re"sons.
7. *n some countries8 people "re no longer "llo$e) to smoke in m"ny public pl"ces "n) o((ice
buil)ings. 6o you think this is " goo) rule or " b") rule? 9se speci(ic re"sons "n) )et"ils to support
your position. T:;<&
Why shoul) "pply this rule?
impro%e people+s he"lth.
*ncre"se $orker pro)ucti%ity: the $orker $oul) not stop their $ork "ll the time to smoke8 (e$er
$orker "bsences.
!e)uce con(lict: non / smokers ten) to get "nnoye) "n) =e"lous bec"use smokers h"%e "n e#cuse to
t"ke (re>uent bre"ks.
2. Shoul) the s"me l"$s $hich prohibit the s"le "n) consumption o( heroin be "pplie) to tob"cco?
?. Smoking is " h"bit $hich cl"ims m"ny li%es "n) is " gre"t )r"in on he"lth ser%ices. :ne $"y to
comb"t smoking $oul) be to m"ke it illeg"l. Wh"t "re the pros "n) cons o( such " go%ernment
policy? Wh"t "ltern"ti%e str"tegies c"n you suggest to comb"t smoking? @9n)erst"n) t$o or more
si)es o( "n issueA
Gi bi: labatvi trong 19 Thng Su !""9# 1!:!1:!"
Section .: 1rime "n) %iolence
1A BShoul) crimin"ls be punishe) $ith lengthy ="il terms or ree)uc"te) "n) reh"bilit"te) using8 (or
inst"nce8 community ser%ice progr"mmes8 be(ore being reintro)uce) to society.B C Dns$er: *nsight
into *elts / 1E?.
&ong Term F"il Sentences
Got "s e#pensi%e "s reh"b
1rimin"ls )onHHHHHHHHt )eser%e speci"l (un)ing "n) e)uc"tion
6eters (uture crime
S"tis(ies the public
1rimin"ls "re inherently b") they $ill "l$"ys reo((en)
!eh"b progr"mmes ine((ecti%e crimin"ls reo((en)
&onger time be(ore crimin"ls get the ch"nce to reo((en)
!eh"bilit"tion
Ieeping prisoners is e#pensi%e "ny$"y longer ="il term higher the cost
!eh"b prog"mmes c"n be use) to m"ke or s"%e money eg. buil) things
J"s been (oun) th"t he"%y sentences @"n) e%en )e"th sentenceA h"%e no e((ect on crime r"te
&ongtime inm"tes "re most likely to reo((en)
!eh"b progr"mme is better th"n nothing
&ong term ="il sentences cre"te BusB "n) BthemB situ"tion
1rime "n) crimin"ls "re soci"l problem8 $e h"%e to try "n) reintegr"te crimin"ls into society8
reh"b tries to )o this
.A ;%erybo)y h"s the right to c"rry gun Krep"r"tion "n) pr"ctice /1?E
5A K"triotism is the biggest c"use o( $"r /Krep"r"tion "n) pr"ctice /1?E.
7A The crime r"te "mong teen"gers h"s incre"se) )r"m"tic"lly in m"ny countries. 6iscuss some
possible re"sons (or this incre"se "n) suggest solutions to this problem. @6iscuss " problem "n)
suggest solutionsA
2A Why shoul) not t"ke )rugs?
Dll )rugs "re "))icti%e.
Sooner or l"ter your h"bit $ill get out o( control.
6rugs m"ke you boring.
6rugs cost " lot o( money.
6rugs t"ke up " lot o( time.
6rugs m"ke you h"te your sel(.
6rugs )estroy your soci"l ("culties.
6rugs )"m"ge your he"lth.
Lou ne%er kno$ $h"t you "re t"lking.
Sooner or l"ter you $ill (in) yoursel( on " reco%ery progr"mme.
?A 6iscuss some o( the re"sons (or "n) e((ects o( )rug use "mongst young people in mo)ern society.
Wh"t c"n go%ernments )o to pre%ent "n) (ight youth )rug "buse? / .0. e#ercises /1.7. 6rug8
cuc@2A.. englishnetMcom.htm ..N..Ncomprehensi%e siteNt"sk1t"sk..htmC 101 hints1??.
Why teen"gers use more )rug?
Teen"gers "re un)er incre"sing pressure
peer pressure or pressure to succee) C Kressuure to per(orm $ell "t school.
6rug use m"y help them esc"pe re"lity8 (orget their problems8 or simply (eel more "ccepte) by
their (rien)s.
:ne $"y t e#press )iss"tis("ction $ith those pressures
*n "))ition8 through the me)i" $e "re e#pose) to in(orm"tion th"t gl"mourises )rug use "n) m"kes
it look "ttr"cti%e8 p"rticul"rly to young people.
<urthermore8 teen"gers "re usu"lly n"tur"lly curious "bout )rugs8 "n) )rug )e"lers c"n t"ke
")%"nt"ge o( this curiousity (or their o$n pro(it.
K"rents $ho )rink "n) smoke to e#cess "re8 in e((ect telling their chil)ren th"t it is "cc"pt"le to
"buse their bo)ies $ith )rugs.
The $i)espre") "%"il"bility o( )rugs me"n teen"gers "re ("ce) $ith the tempt"tion to e#periment
Wh"t "re the e((ects?
The incre"se in )rug "buse h"s h") ("rr"nging e((ects.
There "re ob%ious he"lth risks "ssoci"te) $ith )rugs8 such "s D*6S.
'"ny young people+s t"lent "re $"ste)8 "n) "))iction to h"r) )rugs c"n cost " user his or her li(e.
Those $ho )rink "n) )ri%e m"y be in%ol%e) om ("t"l ro") "cci)ents.
Wh"t is more8 "))icts nee) money to support their h"bits8 "n) m"y nee) to turn to crime or
prostitution to r"ise it.
They m"y then h"%e crimin"l recor)s "n) become e%en more isol"te) (rom society.
6rug "buse "mong young people c"n "lso le") to ("mily bre"kup.
Wh"t "re solutions:
Jigh (ines "n) prison sentences shoul) "lso be impose) on )rug )e"lers "n) users.
pre%ention is better th"n cure "n) so " goo) e)uc"tion progr"mme "bout the )"ngers o( )rug "buse
is one o( the most import"nt steps "ny go%ernment shoul)
OA Without c"pit"l punishment @the )e"th pen"ltyA our li%es "re less secure "n) crimes o( %iolence
incre"se. 1"pit"l punishment is essenti"l to control %iolence in society To $h"t e#tent )o you "gree
or )is"gree $ith this opinion? 6e"th p)? 1"mbrige . / 1?1C
D)%"nt"ges o( )e"th punishment?
P c"pit"l punishment is " symbol o( =ustice: people must p"y (or their "ctions.
P sho$ l"$ po$er to peopleQthre"ten people e#p. )rugs sellers or tre"son"ble people
this metho) c"n m"ke people sc"re) to )o something "g"inst the l"$.
Secon)ly8 c"pit"l punishment c"n s"%e money.
D go%ernment h"s to bu)get (or prisoners.
*n contr"st8 " go%ernment )oes not nee) to pro%i)e money to (ee) prisoners $ho "re sentence) to
c"pit"l punishment.
Wh"t "re )is")%"nt"ges?
Ge%ertheless8 there is "n "rgument "bout hum"n rights. Go one h"s the right to kill other people.
inhum"n: )epri%e the right to li%e
possibility (or killing potenti"l goo) citiRens: "(ter being reh"bilit"te).
Go use (or crime re)uce: terorist.
'oreo%er8 some people "sk ho$ to be cert"in th"t " )ecision o( " =u)ge is suit"ble. The $rong
)ecision by the =u)ge coul) not rescue the )e"th o( the prisoners.
<urthermore8 m"ny prisoners become goo) people "(ter le"%ing ="ils.
*n prisons8 there "re m"ny "cti%ities $hich reh"bilit"te "ll prisoners.
Krisoners c"n pr"ctice speci"l skills $hich help them to (in) =obs $hen their punishment is o%er8
such "s cooking8 "rt8 electronics "n) (i#ing c"rs.
&"stly8 crimes )o not )ecre"se in some countries e%er though c"pit"l punishment is use).
E. The crime r"te "mong teen"gers h"s incre"se) )r"m"tic"lly in m"ny countries. 6iscuss some
possible re"sons (or this incre"se "n) suggest solutions to this problem. @6iscuss " problem "n)
suggest solutionsAre"son:
S. !e"sons (or crime "n) suggestion
Wh"t "re re"sons?
1rime is (re>uently connecte) to po%erty.
Those "t the bottom o( society8 $ith (e$ opportunities "n) perh"ps little e)uc"tion8 "re more likely
to be tempte) into " li(e o( crime "s " solution to their problems8 (in"nci"l "n) other$ise.
The problems o( po%erty "re m"gni(ie) $hen the g"p bet$een rich "n) poor $i)ens. When the rest
o( society h"s "ccess to " com(ort"ble li(estyle8 it surely m"kes h"r)ship e%en more )i((icult to be"rC
"g"in8 crime m"y seem " tempting "ltern"ti%e.
Soci"l ("ctors m"y "lso h"%e le) to crime incre"ses.
<"mily structures h"%e ch"nge)8 "n) (eelings o( community h"%e %"nishe).
Ds soci"l units become less "n) less closeknit8 the unspoken rules th"t gui)e) beh"%iour "n) kept
e%eryone in check )is"ppe"r8 "n) one o( the results m"y be crime.
'"ny crimin"ls commit crimes "(ter h"%ing been in prison.
This cle"rly suggests th"t prison h"s little or no e((ect.
Tiolent scenes on TT Q consi)er common thing Q try immit"ting
&"ck o( p"rents+ proper upbringing @busy e"rning moneyA.
'"ture crime incre"se Q"((ect =u%enile crime
Go%ernment not succee) en(orcing the l"$ or gi%e little "ttention to this proplem
Solutions:
P Go%ernments c"n cert"inly m"ke gre"t e((orts to close the g"p bet$een rich "n) poor8 "n) o((er
e%eryone " re"son"ble e)uc"tion $hich $ill bring them gre"ter opportunities in the (uture. Soci"l
$el("re "n) e)uc"tion systems e#ist in m"ny countries th"t succee) in )oing this. :( course8 they
must be (un)e) by t"#p"yersHHHHHHHH money8 "n) incre"ses in t"#"tion $ill "l$"ys be )i((icult (or "ny
go%ernment to intro)uce. Jo$e%er8 incre"ses in crime "re "lso " he"%y bur)en on the t"#p"yer8 "s
prison systems "re e#tremely e#pensi%e "n) "lre")y un)er enormous pressure.
P Wh"t go%ernments must )o is "ccept these ch"nges "n) respon) to them in " pr"ctic"l $"y. *( there
"re more onep"rent ("milies8 there is little point h"rking b"ck nost"lgic"lly to the )"ys $hen
e%eryone h") t$o. Wh"t go%ernments must )o is try to ensure th"t such ("milies )o not li%e in
po%erty or e#perience )iscrimin"tion th"t might remo%e their opportunities to le") (ul(illing "n) l"$
"bi)ing li%es.
P D (urther suggestion is th"t our punishment systems shoul) be m")e to (it the crimes8 so th"t "
%"n)"l coul) be (orce) to cle"n the streets "s p"rt o( his punishment. This m"y bring the mess"ge
home more cle"rly th"n " (e$ months in prison.
P enh"nce censorship (or me)i" me"ns.
P c"ll (or the corper"tion "mong p"rents8 school8 "n) go%ement to put the chil)ren in strict e)uc"tion.
P sen) young crimin"ls to reh"bilit"tion school.
10. BWhen teen"gers un)er the "ge o( 1E commit crimes8 their p"rents shoul) be hel) responsible.B
Write "n ess"y )iscussing this st"tement "n) suggest $"ys to comb"t teen"ge crime.
Why p"rents shoul) be hel) responsible?
P Got m"ture enough to i)enti(y the =ustice Q not eligible to be reponsible (or their "ction
P K"rents responsible (or chil)re"ring8 un")e>u"te up bringing Q commit " crime Q re"son"ble to
hol) responsibility
P ;)uc"tion"l term: p"rents+ un)esir"ble situ"tion "((ect the chil)ren +s thought Qpossibly stop
11. 1rimin"ls $ho commit serious crimes shoul) be sentence) to )e"th.
1.. The $el("re st"te m"kes people less sel(reli"nt.
15. 6o you think th"t punishment (or %iolent crimes shoul) be the s"me (or =u%eniles "n) ")ults?
Why4$hy not?
Gi bi: labatvi trong 19 Thng Su !""9# 1!:!1:%%
Topic 5 1ulture / tr")ition "n) (esti%"l
section 1: 19&T9!; 19ST:'
1. *( * $ere to meet @"n import"nt ol)er personA in your culture8 ho$ shoul) * greet them to be polite
"n) sho$ respect?
<irstly8 t"ke o(( your h"t.
:pen " polite smile.
9sing polite greeting sentences to greet those people8 (or e#"mple the sentences e>ui%"lent to:
,goo) morning8 sir-.
Jo$e%er8 you shoul) stu)y the $"y to use proper titles $hen "))ressing )i((erent sub=ects. This is
not the s"me to ;nglish. <or e#"mple8 i( th"t person is "n ol) $om"n8 you "re suppose) to greet her
$ith: ,1h"o b" "U-C $here"s " greeting sentence to$"r) "n ol) m"n is ,1h"o ong "U-.
*t is )esir"ble to c"ll Tietn"mese pro(ession"l "n) go%ernment o((ici"ls by their title8 i.e.8 'r.
Dssemblym"n8 'r. 6octor8 'r. &ieuten"nt8 etc.
*nste") o( s"ying such (orm"l greeting sentences. Lou c"n "lso e#pressing your respect to$"r)
those people by "sking them some ("mili"r >uestions8 e>ui%"lent to , Jo$ "re you?-8 ,J"%e you h")
your )inner yet?-8 "n) so on.
Dbout the h"n)sh"ke eti>uette8 in Tietn"m8 the ol)er $oul) be the one $ho o((er his4her h"n) (irst.
So you+) better not o((er to sh"ke h"n) until th"t person sho$s th"t he4 she is going to )o so.
Women8 especi"lly those in the countrysi)e8 still shy "$"y (rom sh"king h"n)s8 especi"lly $ith men
(rom their o$n country. *t is best not to o((er to sh"ke h"n)s $ith " $om"n unless she o((ers her
h"n) (irst.
.. 6escribe " custom (rom your country th"t you $oul) like people (rom other countries to ")opt.
;#pl"in your choice8 using speci(ic re"sons "n) e#"mples.
Th"t+s "bout the custom o( gi%ing gi(ts.
P *( gi(ts "re t"ken (or the ("mily8 they shoul) be items th"t they coul) not e"sily obt"in themsel%es.
To t"ke something th"t they coul) buy e"sily $oul) be " b") re(lection on their economic me"ns.
They lo%e "nything o%erse"8 "n) it )oes not h"%e to be e#pensi%e. *( you gi%e the chil)ren things8
e"ch shoul) h"%e " sep"r"te gi(t. *t is not polite to t"ke " $hole b"g o( c"n)y "n) gi%e it to them "s "
group.
P Gi(ts (or bri)es "n) grooms "re usu"lly gi%en in p"irs8 inclu)ing bl"nkets. D single item in)ic"tes
the m"rri"ge is not e#pecte) to l"st long. T$o less e#pensi%e items "re more )esire) th"n one nicer
one.
5. 1"n you tell me something th"t (oreigner shoul) not )o in Tietn"m:
There "re numerous t"boos on "ll "spects o( li(e in Tietn"m. D (e$ o( them "re "s (ollo$s:
6on+t e#press l"%ish ")mir"tion (or " ne$ b"by8 bec"use the )e%ils might he"r you "n) ste"l the
chil) bec"use o( his )esir"bility.
Going )utch $ith " Tietn"mese is not "ppreci"te). *( you run into someone "t " rest"ur"nt "n) you
=oin his t"ble8 let him p"y the $hole bill or p"y it "ll yoursel(. The senior person usu"lly p"ys.
J"ts "re not usu"lly $orn insi)e churches8 e%en 1"tholic ones.
7. When people mo%e to "nother country8 some o( them )eci)e to (ollo$ the customs o( the ne$
country. :thers pre(er to keep their o$n customs. 1omp"re these t$o choices. Which one )o you
pre(er? Support your "ns$er $ith speci(ic )et"ils
This is " )i((icult choice8 "n) the )ecision is not "l$"ys conscious. '"ny pr"ctic"l "n) soci"l
("ctors in(luence people.
Tery o(ten it )epens on "ge
:l)er people h"%e spent " li(etime )oing things " cert"in $"y. Their soci"l customs "re p"rt o( $ho
they "re "s people. *t+s %ery h"r) (or them to st"rt )oing things )i((erently.
The younger gener"tion (in)s it e"syier to le"%e behin) the culture o( their n"ti%e country "n) ")"pt
to the customs o( their ne$ country. They "re not "s set in their $"ys "s ")"ults "re. 1hil)ren "lso
(eel the pressure to (it in (rom the other ki)s ki)s in school.
D m"=or p"rt o( ")"pting to the customs o( " ne$ country is le"rning th"t country+s l"ngu"ge.
1hil)ren le"rn the l"ngu"ge in school8 "n) use it )"ily $hile going to cl"ss "n) pl"ying $ith other
people.
Vut m"ny times ")ults coming to " ne$ country )on+t h"%e time (or (orm"l l"ngu"ge cl"sses. Their
(irst priority is getting " =ob. Sometimes they $ork $ith people (rom their o$n country8 "n) they
)on+t h"%e to use the ne$ l"ngu"ge. :r they m"y (in) " =ob th"t )oesn+t re>uire much spe"king "t "ll.
This me"ns e%en i( they+re trying to le"rn the l"ngu"ge8 they )on+t h"%e " lot o( opportunities to
pr"ctice th"t
<or my p"rt8 * belie%e th"t people $ho $"nt to m"ke their home in " ne$ country nee) to (in) "
b"l"nce. They shoul) keep the best o( thie n"ti%e culture "n) ")opt the goo) things they (in) in their
ne$ country.
2. Sometimes it is %ery )i((icult to le"rn the $"y people )o things in " ne$ culture. Wh"t c"n $e )o
to m"ke li(e e"sier (or ne$comers?
:b%iously8 time c"n help them.
The longer they settle their li(e in th"t ne$ country8 the e"sier (or them to ")"pt $ith li(estyle o( the
ne$ culture )ue to const"nt obser%"tion "n) cont"cts $ith the loc"l people.
Stu)ying the ne$ l"ngu"ge
&"ngu"ge "n) culture is closely rel"te) to e"ch other. *( they c"n spe"k the li%ing country+s l"ngu"ge
(luently8 it is much e"sier (or them to un)erst"n) "n) ")"pt the ne$ culture. Dlso8 stu)ying ne$
l"ngu"ge "lso me"ns stu)ying ne$ culture
'"king ne$ "c>u"int"nce $ith the loc"l people. These people c"n )irectly tell ne$ resi)ent "bout
their h"bits "n) customs th"t they e#pect this person to obser%e.
?. Where is Tietn"mese culture stronger8 in the country or the city? 1"n you gi%e some e#"mples?
*n Tietn"m8 culture is stronger in the country th"n in the city. &et+s h"%e " look in one o( the most
("mous custom o( Tietn"m: the custom o( che$ing betels "n) "rec" nut.
P D >ui) o( betel consists o( (our m"teri"ls: "n "rec" nut8 betel le"(8 " ch"y root8 "n) hy)r"te) lime.
P The custom o( che$ing betelnut is uni>ue to Tietn"m. :l) he"lth books cl"im th"t Bche$ing betel
"n) "rec" nut m"kes the mouth (r"gr"nt8 )ecre"ses b") tempers8 "n) m"kes )igesting (oo) e"syB.
P D >ui) o( betel m"kes people become closer "n) more openhe"rte). Dt "ny $e))ing ceremony8
there must be " )ish o( betel "n) "rec" nut8 $hich people c"n sh"re "s they en=oy the speci"l
occ"sion.
P 6uring (esti%"ls or Tet Joli)"ys8 betel "n) "rec" nut is use) (or in%iting %isitors "n) m"king
"c>u"int"nces.
P Go$")"ys8 the custom o( che$ing betel rem"ins popul"r in some Tietn"mese %ill"ges "n) "mong
the ol). Vut in the urb"n8 it is not o( so poplul"r.
O. 6o tr")ition"l cultures contribute to the )e%elopment o( mo)ern societies? Why? Why not?
E. Gi%e some prominent (e"tures o( your culture:
P *t c"n be s"i) th"t there $ere three l"yers o( culture o%erl"pping e"ch other )uring the history o(
Tietn"m: loc"l culture8 the culture th"t mi#e) $ith those o( 1hin" "n) other countries in the region8
"n) the culture th"t inter"cte) $ith Western culture.
P The most prominent (e"ture o( the Tietn"mese culture is th"t it $"s not "ssimil"te) by (oreign
cultures th"nks to the strong loc"l cultur"l (oun)"tions. :n the contr"ry8 it $"s "ble to utiliRe "n)
loc"liRe those (rom "bro") to enrich the n"tion"l culture.
P The Tietn"mese n"tion"l culture emerge) (rom " concrete li%ing en%ironment: " tropic"l country
$ith m"ny ri%ers "n) the con(luence o( gre"t cultures. The n"tur"l con)itions @temper"ture8
humi)ity8 monsoon8 $"ter(lo$s8 $"terrice "griculture ...A e#ert " rem"rk"ble imp"ct on the m"teri"l
"n) spiritu"l li(e o( the n"tion8 the ch"r"cteristics "n) psychology o( the Tietn"mese.
P The Tietn"mese n"tion $"s (orme) e"rly in the history "n) o(ten h") to c"rry out $"rs o(
resist"nce "g"inst (oreign in%")ers8 $hich cre"te) " prominent cultur"l (e"ture: " p"triotism th"t
in(iltr"te) "n) encomp"sse) e%ery "spect o( li(e.
Gi bi: labatvi trong 19 Thng Su !""9# 1!:!!:$"
Topic . @continue)A
S;1T*:G .: <;ST*TD&S
S. Wh"t "re some import"nt (esti%"ls in your country?HH
Veyon) the n"tion"l (esti%"ls mentione) on$"r)s m"ny loc"l (esti%"ls t"ke pl"ce throughout the ye"r
"roun) the country. There "re "lso scores o( region"l (esti%"ls8 o(ten =ointly celebr"te) by collections
o( %ill"ges. '"ny ethnic groups "lso celebr"te (esti%"ls.
Tet Tietn"mese "n) 1hinese Ge$ Le"r With " history th"t )"tes b"ck thous"n)s o( ye"rs8 the Tet
(esti%"l $"s origin"lly " celebr"tion hel) by Tietn"mese ("rmers to th"nk the go)s (or the "rri%"l o(
spring8 sometime bet$een l"te F"nu"ry or e"rly <ebru"ry. Dlthough o((ici"lly " three)"y "(("ir8
(esti%ities m"y continue (or " $eek or more $ith e%ery e((ort m")e to in)ulge in e"ting8 )rinking8
"n) en=oy"ble soci"l "cti%ities. *t is "lso " time (or ("mily reunions8 "n) (or p"ying respect to
"ncestors "n) the el)ers. Gi(ts o( (oo) "re m")e to (rien)s8 neighbors "n) rel"ti%es in the )"ys be(ore
Tet.
'i)Dutumn or 1hil)renHHs 'oon <esti%"l @TetTrungThuA
The essence o( TetTrungThu celebr"te) on the 12th )"y o( the eighth lun"r month is to
promote e)uc"tion8 culture8 music8 sports8 "rts "n) cr"(ts8 "n) poetry.
Veginning "t noon "n) en)ing "t mi)night8 the (esti%"l inclu)es:
(olklore )ispl"ys.
1hil)renHHs g"mes.
&"ntern processions.
6r"gon 6"nces.
'ulticultur"l per(orm"nces.
6elic"cies inclu)e moon c"kes8 sticky rice8 (ruits "n) %"rious s$eets.
10. 6escribe " Tietn"mese tr")ition"l (esti%"l:
Tietn"m h"s m"ny tr")ition"l "n) religious holi)"ys but none c"n be comp"re) to Ge$ Le"r (esti%"l8
Tet Gguyen6"n or8 in short8 Tet.
Where "n) $hen )oes it t"ke pl"ce?
Tet st"rts on the (irst )"y o( the (irst lun"r month "n) is the (irst se"son o( the ne$ ye"r @"ccor)ing to
the lun"r c"len)"rA.
Tet h"s become so ("mili"r8 so s"cre) to the Tietn"mese th"t $hen Spring "rri%es8 the Tietn"mese8
$here%er they m"y be8 "re "ll thrille) "n) e#cite) $ith the ")%ent o( Tet8 "n) they (eel "n immense
nost"lgi"8 $ishing to come b"ck to their homel"n) (or " ("mily reunion "n) " t"ste o( the p"rticul"r
(l"%ours o( the Tietn"mese (esti%ities.
6o you h"%e speci"l (oo) or )ress (or this (esti%"l? tell me "bout it.
The V"nh 1hung h"s been " BmustB )uring the Tet holi)"ys. The V"nh 1hung is %ery nutritious8 h"s
"n origin"l t"sty (l"%our "n) m"y be kept (or " long time. Dll o( its ingre)ients "n) m"teri"ls8 (rom
the green $r"pping le"%es to sticky rice "n) pork8 green pe"s "n) pepper insi)e8 "re "ll me)icines
@"ccor)ing to :rient"l 'e)icineA th"t "ct to keep h"rmony bet$een the positi%e "n) the neg"ti%e8
thus helping the bloo) circul"te $ell "n) pre%enting )ise"ses. 1ert"inly8 no other c"kes coul) be o(
such cultur"l signi(ic"nce "n) pro)uce such me)ic"l e((ects "s the green V"nh 1hung o( Tietn"m.
Wh"t )o people )o to prep"re (or such occ"sion? Jo$ )o people celebr"te?
The (irst signs o( the impen)ing holi)"y sho$ up " month be(ore Tet. Workmen st"rt buil)ing st"lls
ne"r the m"rkets to sell holi)"y items such "s Ge$ Le"rHHs greeting c"r)s8 c"n)ie) (ruits "n)
)ecor"tions. Krices (or e%erything begin to rise.
Jouses "n) buil)ings get " ne$ p"int. Keople buy ne$ clothes8 e#ch"nge greeting c"r)s8 $ish e"ch
other J"ppy Ge$ Le"r 1huc 'ung G"m 'oiA.
*tHHs "uspicious i( the br"nches bloom on the (irst morning o( Tet: "pricot blossoms "re repute) to
keep )emons out o( the homes "t this time. The i)e"l is to h"%e the (lo$ers bloom =ust "t Tet8 so
much c"re is gi%en in picking =ust the right br"ches. Some ("milies buy entire "pricot tree "n)
)ecor"te it $ith greeting c"r)s (rom $ell$ishers. <"milies "lso p"ste up strips o( re) p"per ,c"u
)oi- $ith s"yings o( $e"lth8 h"ppiness8 prosperity8 "n) longe%ityC They "lso buy (ruits $ith n"mes
remin)ing o( their $ishes (or the coming ye"r.
<"mily g"ther m"king the tr")ition"l V"nh 1hung8 the c"ke o( sticky rice8 "n) (ruit c"n)ies @'utA.
Tr")ition"lly8 no cooking is )one )uring the three )"y holi)"y8 so "ll (oo) must be prep"re)
be(oreh"n).
Wh"t h"ppens )uring this (esti%"l?
Dt mi)night on Ge$ Le"r+s ;%e8 " ceremony c"lle) BGi"o Thu"B is hel) in $hich " s"cri(ice (or the
spirits "n) the "ncestors is m")e on " lo%ely c"n)lelit "lt"r in the open "ir ne"r the home.
D(ter this8 the ("mily m"y bre"k o(( some ne$ bu)s (rom the speci"l ne$ pl"nts "n) trees recently
purch"se) (or Tet "n) go to the K"go)". There8 they pl"ce incense be(ore the "lt"r "n) pr"y (or the
prosperity o( the ne$ ye"r. When they le"%e the p"go)"8 "nother ne$ bu) is picke) (rom " pl"nt or
tree "n) pl"ce) on the top o( " column "t their home on returning. This symboliRes goo) luck.
The ne#t morning8 the ("mily "rises e"rly "n) )ress in their ne$ clothes. 6ishes o( speci"l (oo)s "re
prep"re) to be pl"ce) on the ("mily "lt"r (or the "ncestors $ho "re b"ck in the home )uring Tet. This
$ill be repe"te) t$ice )"ily until Tet is o%er.
;%eryone o((ers e"ch other Ge$ Le"r $ishes8 "n) the chil)ren "re gi%en lucky re) en%elopes
cont"ining money.
:n the (ourth )"y o( Tet8 the Tietn"mese belie%e th"t their "ncestors return to their he"%enly "bo)e.
The stores begin to reopen "n) li(e reg"ins its norm"lcy. Keople %isit gr"%es on this )"y "cting "s "n
escort (or their )ep"rting "ncestors.
6uring Tet (esti%"l8 "ll stores "re close) "n) businesses "re interrupte) (or "t le"st 5 )"ys.
Things not to )o in Tet (esti%"l:
Some things "re consi)ere) to be %ery b") luck i( )one "t Tet. D (e$ o( them to )o "t Tet "re "s
(ollo$s.
Ge%er cle"n house )uring Tet.
6o not insult others or misbeh"%e.
6o not use pro("nity @ru)e $or)sA.
6o not look (ret(ul or sho$ "ny "nger or grie(.
6o not bre"k "ny )ishes.
1omp"re ho$ people celebr"te it no$ $ith ho$ people m"y h"%e celebr"te) it in the p"st.
Krep"ring (oo): buying proccesse) (oo) inste") o( )oing it8 e%en 1hung c"ke.
Vetter li%ing st"n)"r) Q " more e#pensi%e ,;"ting Tet-.
Jo$ might this (esti%"l ch"nge in the (uture?
The gro$ing popul"rity o( Western (esti%"ls8 like 1hristm"s or Ge$ Le"r <esti%"l $ill someho$
re)uce the me"nings "n) m"ke some "cti%ities in Tet lose its uni>ue ch"r"cter: <"mily reunion8
house re)ecor"tion8 gi%ing lucky money8 (or inst"nce8 c"n t"ke pl"ce in the "bo%e occ"sions inste")
o( Tet.
The incre"singly impro%e) li%ing st"n)"r) $ill gi%e people no sense o( " speci"l menu on Tet )"ys.
They c"n en=oy "ny )elic"cy )uring the ye"r8 unnecces"rily ("lling in Tet occ"sion.
6o you think such " tr")ition"l (esti%"l shoul) be preser%e)? Why? Why not?
:( course it shoul) be. Dny country shoul) preser%e its o$n culture $hich is best presente) in
<esti%"ls.
<esti%"ls h"%e long been consi)ere) the tr")ition"l cultur"l "cti%ity o( the Tietn"mese people. They
"re "ttr"cti%e to "ll soci"l cl"sses "n) h"%e become " necess"ry p"rt o( peopleHHs li%es (or m"ny
centuries.
<esti%"ls "re the cryst"lliR"tion o( cultur"l8 spiritu"l8 "n) physic"l "cti%ities th"t h"%e been chosen8
m"int"ine)8 "n) impro%e) o%er m"ny gener"tions.
Dre you concerne) "bout the possibility o( losing tr")ition"l cultures? Why? Why not?
11. 1oul) you tell me "bout " speci"l (esti%"l in your hometo$n?
'i) Dutumn Qhometo$n
P <or " long time8 Tietn"m "n) some other Dsi"n countries $ho (ollo$ the rite o( $orshipping the
'oon Genie8 $elcome the 'i)Dutumn <esti%"l on the 12th )"y o( the Eth lun"r month. This is the
time $hen the moon is (ull8 the ("rm $ork is "t rest8 "n) the $e"ther is cool "n) (resh. Dp"rt (rom
the &un"r Ge$ Le"r8 the 'i)Dutumn <esti%"l is the most impressi%e e%ent (or the Tietn"mese8
p"rticul"rly the chil)ren. There is no other e%ent in the ye"r other th"n this (esti%"l th"t pro%i)es
them $ith "s much entert"inment8 toys8 c"kes8 c"n)ies8 "n) (ruit.
P Dbout h"l( " month be(ore the e%ent8 %"rious kin)s o( colour(ul items8 mostly c"kes8 c"n)ies "n)
toys8 "re )ispl"ye) (or s"le "long the streets8 in the shops "n) "t the m"rkets . ;%eryone8 both
)omestic "n) (oreign8 is e"ger to go either shopping or sightseeing. :n the (esti%e )"y8 some
("milies cook outst"n)ing (oo) to o((er their "ncestors )uring the )"ytime. *n the e%ening8 the mi)
"utumn (esti%e p"rty is prep"re) $ith c"kes8 c"n)ies "n) (ruits. 1"kes "re %"rious8 but " BmustB is the
b"nh )eo @glutinousrice )umplingsA "n) b"nh nuong @c"kesA in the sh"pe o( the moon "n) (ish. <ruit
8 inclu)ing long"ns8 simmons8 b"n"n"s8 gr"pe(ruits8 etc.8 "re "lso "bun)"nt "n) )i%erse.
P The <esti%"l is e#ception"lly interesting (or the chil)ren $ho pl"y h"ppily $ith the bright ne$ toys.
The toys "re m")e (rom %"rious )i((erent (orms: the lion le")8 the "nim"l in (olk t"les "n) stories.
The l"nterns "re colour(ul "n) o( %"rious kin)s8 such "s the r"bbit8 the c"rp8 etc. Vesi)es tr")ition"l
c"rton p"per toys8 pl"stic "n) b"mboo pl"tes8 ships8 t"nks8 etc. m")e o( pl"stics $ith b"tteries "n)
h"%ing remote controls "re "lso on s"le. This is un)erst"n)"ble )ue to the economic impro%ements o(
the people. Whether org"niRe) in the city or countrysi)e8 the preser%e) tr")ition o( the 'i)Dutumn
<esti%"l is re(lecte) in the $"y the chil)ren pl"y g"mes such "s seek"n)hi)e8 lion )"ncing8 l"ntern
m"rching8 etc.
P The $elcomethemoon p"rty in the e%ening is " goo) opportunity (or the chil)ren not only to
en=oy the (oo)8 but "lso to le"rn more (rom their gr"n)p"rents "n) p"rents. They "re tol) ho$ to
prep"re the p"rty in the most "ttr"cti%e $"y. To )ecor"te the p"rty8 there is "l$"ys " B)octorB m")e
o( p"per or )ough8 $hich remin)s the chil)ren o( the high "chie%ements to be obt"ine) in their
stu)ies. The time to st"rt en=oying the p"rty is solemnly sh"re) by the $hole ("mily "n) becomes the
most s"cre) moment o( the 'i)Dutumn <esti%"l. *n the bright moonlight8 cle"r sky "n) (resh
en%ironment8 e%erybo)y is rel"#e) $ith " pure "n) )et"che) =oy.
1.. Wh"t role )o you think (esti%"ls h"%e in your society "n) is this role ch"nging?
;#pressing re%erence.
'"int"ining "ncient tr")itions
!emembering )e") heroes
1ommemor"ting import"nt e%ents
;ntert"ining the community
Tietn"mese culture h"s " long tr")ition o( colour(ul (esti%"ls.
15. Dre some (esti%"ls too commerci"l these )"ys?
17. Tell me "bout the $"y people celebr"te " $e))ing in your country
We))ing is %ery import"nt to Tietn"mese8 not only to the couple in%ol%e)8 but "lso (or both
("milies. Thus8 it is usu"lly inclu)ing >uite " (e$ (orm"l ritu"l obser%"nces.
The We))ing )"y is usu"lly chosen $ell in ")%"nce by the groom "n) the bri)eHHs p"rents.
:n the $e))ing )"y8 the groomHHs ("mily "n) rel"ti%es go to the bri)eHHs house bringing " lot o( gi(ts
$r"ppe) in re) p"pers. These gi(ts "re simil"r to those o( the eng"gement: betel le"%es "n) "rec"
nuts8 $ines8 (ruits8 c"kes8 te" ...
The groomHHs ("mily $oul) stop in the (ont o( the bri)eHHs house. The le")ing couple shoul) enter
the house (irst bringing " tr"y $ith $ine "n) tiny cups on it. They $oul) in%ite the bri)eHHs p"rents to
t"ke " sip. Vy "ccepting the to"st8 the bri)eHHs ("mily "gree (or the groom ("mily to enter their house.
The groomHHs ("mily $oul) intro)uce themsel%es "n) "sk permission (or their son to m"rry his
bri)e.
The '"ster o( the 1eremony @usu"lly " respecte) person "mong the bri)eHHs rel"ti%esA instructs the
bri)eHHs p"rents to present their )"ughter.
The bri)e then (ollo$s her p"rents out. She is in Tietn"mese tr")ition"l $e))ing Do 6"i $hich is
usu"lly in re). <ollo$e) "re her bri)e m"i)s.
The $e))ing ceremony st"rts in (ront o( the "lt"r. The bri)e "n) the groom $oul) kneel )o$n "n)
pr"y8 "sking their "ncestorsHH permission to be m"rrie)8 "lso "sking (or blessing on their ("milytobe.
The couple then turn "roun) "n) bo$ )o$n to the bri)eHHs p"rents to s"y th"nk (or r"ising "n)
protecting her since birth.
They then bo$ their he") to e"ch other8 $hich me"ns to sho$ their gr"titu)e "n) respect to$"r)
their soontobe husb"n) or $i(e.
The groom "n) the bri)e then e#ch"nge their $e))ing rings.
The ceremony is en)e) $ith " roun) "ppl"use.
To)"y8 " lot o( Tietn"mese couples h"%e their $e))ing ceremony )one in Temples or 1hurches
$hich is %ery much simil"r to Dmeric"n "n) Western style8 inclu)ing e#ch"nging %o$s "n) $e))ing
rings. Jo$e%er8 they still m"int"in Tietn"mese tr")ition"l ceremony in the bri)eHHs home be(ore
he")ing to temples or churches.
The ne$ly $e))e) couples then le"%e (or their honey moon.
;n) o( topic .
S;1T*:G 1: !;T*!;';GT
1. *n some countries the "%er"ge $orker is oblige) to retire "t the "ge o( 208 $hile in others people
c"n $ork until they "re ?2 or O0. 'e"n$hile8 $e see some politici"ns en=oying po$er $ell into their
eighties. 1le"rly8 there is little "greement on "n "ppropri"te retirement "ge. 9ntil $h"t "ge )o you
think people shoul) be encour"ge) to rem"in in p"i) employment? Gi%e re"sons (or your "ns$er.
P ")%"nt"ges o( e"rly retirement:
the young people h"%e ch"nces to $ork.
Secon)ly8 young people "re more e((icient th"n the ol)8 bec"use they "re young "n) strong.
Thir)ly8 young people h"%e m"ny ne$ i)e"s "bout pro)ucts.
<in"lly8 young people re"ct more >uickly th"n ol) people.
P 6is")%"nt"ges o( e"rly retirement:
:ne point is th"t ol) people h"%e lots o( e#perience.
Wh"t is more8 they c"n tr"in young people.
'oreo%er8 i( ol) people c"n continue to $ork8 they $ill (eel h"ppy.
.. Vusinesses shoul) hire employees (or their entire li%es. 6o you "gree or )is"gree? 9se speci(ic
re"sons "n) e#"mples to support your "ns$er. T:;<&5?.
Wh"t is import"nt consi)er"tion in to)"y employment?
Fob per(orm"nce8 spee) "n) ch"nge )ue to h"rsh competition.
Ker(orm"nce: skille) $orkers8 m"tch $ith the t"sks.
Gee) to pro)uce goo)s or ser%ices >uickly Q nee) young people $ho "re $illing to put in long
hours8 be "ggressi%e "n) $ill push themsel%es to )o their =ob ("ster.
J"%e to be inno%"ti%e. 1h"nging $ork(orce Q bring in ne$ i)e"s.
skille) $orkers )o not $"nt to be tie) )o$n to one comp"ny8 they $"nt the (le#ibility to impro%e
their opportunities.
&oy"lty is not pr"ctic"l to)"y.
Gi bi: labatvi trong 1& Thng T' !""9# "$:$1:!(
S;1T*:G .: 1:'';!1*D&
5. 6o you "gree or )is"gree $ith the (ollo$ing st"tement? D)%ertising c"n tell you " lot "bout "
country. 9se speci(ic re"sons "n) e#"mples to support your "ns$er. T:;<& /un"%"il"ble.
7. Some people s"y th"t ")%ertising encour"ges us to buy things $e re"lly )o not nee). :thers s"y
th"t ")%ertisements tell us "bout ne$ pro)ucts th"t m"y impro%e our li%es. Which %ie$point )o you
"gree $ith? 9se speci(ic re"sons "n) e#"mples to support your "ns$er. T:;<&11O
Wh"t is the purpose o( ").?
encour"ge customers to buy things they )on+t nee).
Their prim"ry go"l is pro(it.
*n $hich $"y c"n "). persu")e customers buy things they )on+t nee)?
Vegin $ith chil)ren: they $"nt to be like e%eryone else8 they $"nt to h"%e $h"t e%eryone h"s.
Throughout our li(e: D)%ertisement )e(ine oursel%es by $h"t $e o$n r"ther th"n by $ho $e "re. *t
encour"ges " competition o( ("lse %"lues "n) sh"llo$ me"surements o( $h"t m"tters in our li%es.
Wh"t is the ")%"nt"ge o( ").?
;nh"nce economy.
Keople buy pro)ucts Q other people h"%e =obs.
Ieep us in(orme) "bout ne$ pro)ucts th"t m"y "ctu"lly help us in some $"y.
2. Ds the number o( commerci"l is on the incre"se on our TT8 m"ny %ie$ers (eel "nnoye) "n) cl"im
th"t commerci"ls shoul) be b"nne). 6o you "gree $ith this i)e"?
Topic 5 @continue)A
Gi bi: labatvi trong 1& Thng T' !""9# "$:$1:)$
S;1T*:G 5: ;'K&:L';GT
2. Wh"t "re some import"nt >u"lities o( " goo) super%isor @bossA? 9se speci(ic )et"ils "n) e#"mples
to e#pl"in $hy these >u"lities "re import"nt. T:;<&1E
=ustice: tre"t "ll her employees ("irly.
Ino$ ho$ to gi%e cle"r "n) un)erst"n)"ble )irections: not ch"nge too const"nt.
6eleg"ting "uthority $ell: kno$ ho$ to use the skills o( her employees to best ")%"nt"ge.
Ino$ ho$ to e%"lu"te her employees on " re"son"ble set o( criteri".
Sets the st"n)"r)s (or her employees by her o$n beh"%ior.
?. The i)e" o( h"%ing " single c"reer is becoming "n ol) ("shione) one. The ne$ ("shion $ill be to
h"%e se%er"l c"reers or $"ys o( e"rning money "n) (urther e)uc"tion $ill be something th"t
continues throughout li(e.
Why )oes e"ch person nee) h"%e se%er"l c"reers or $"ys o( e"rning money "n) li(etime e)uc"tion?
The enormous ch"nges in technology
Go m"tter $h"t their (iel) o( e#pertise8 people "re no longer "ble to cope $ith to)"yHHs ("st
ch"nging $orkpl"ce unless they upgr")e their skills through (urther stu)y.
'"ny =obs h"%e become obsolete in recent ye"rs.
<or e#"mple8 robots h"%e t"ken o%er ("ctory "ssembly lines in the "utomobile in)ustry
V"nk employees h"%e lost =obs bec"use no$ people use DT's or their home computer (or or)in"ry
b"nk tr"ns"ctions.
Simil"rly8 tr"%el "gencies "n) ret"il stores h"%e gone online "n) the people $ho use) to )o these
=obs h"%e been ("ce) $ith " mi)li(e c"reer .
The m"rketpl"ce h"s become glob"l.
1ompetition h"s incre"se)8 "n) sm"ll businesses h"%e been s$"llo$e) up by l"rge corpor"tions
th"t "re o(ten multin"tion"ls.
'"ny in)ustries th"t once (lourishe) in Gorth Dmeric"8 like the te#tile in)ustry or the shoe
in)ustry8 no$ only )istribute (oreignm")e goo)s here.
&"bour is che"per in the )e%eloping $orl) "n) so these in)ustries no longer employ the l"rge
$ork(orce in Gorth Dmeric" th"t they once )i). Ds " result8 people h"%e h") to retr"in "n) (in) =obs
in other (iel)s.
Technologic"l ch"nge $ill not slo$ )o$n in the .1st century "n) so it is likely th"t more
occup"tions $ill become obsolete in the (uture "n) $e $ill "ll h"%e to upgr")e our technic"l skills
regul"rly "n) h"%e some employment (le#ibility i( $e "re to rem"in competiti%e in the $ork(orce.
O. The $orl) o( $ork is ch"nging >uickly:
P to)"y:
people o(ten h"%e the s"me =ob (or 50 or 70 ye"rs.
'ost people retire "t ?0 or ?2.
The $orking $eek is O or E hours per )"y (or 2 or ? )"ys.
'illions o( people $ork in ("ctories.
P (uture:
people $ill le"rn ne$ skills "n) ch"nge =ob more o(ten.
'ost people $ill retire "t 20 or 22.
Shorter $orking $eek. Dlso there $ill be more p"rt / time =obs Q more (ree time.
1omputers "n) robots $ill )o " lot o( the $ork in ("ctories.
P :pinions:
in the p"st8 people h") to $ork ("r too h"r). Their =obs controlle) their li%es. *t+s not going to be
like th"t in the (uture. We+ll h"%e more time to en=oy oursel%es. Th"t+s gre"tW$hy $ork i( " robot
c"n )o it (or you?
Keople nee) to $ork. *( you+%e got " =ob you+re " p"rt o( society. *( you h"%en+t got " =ob you+re
outsi)e society.
E 6o you "gree or )is"gree $ith the (ollo$ing st"tement? The most import"nt "spect o( " =ob is the
money " person e"rns. 9se speci(ic re"sons "n) e#"mples to support your "ns$er. T:;<&?1.
Wh"t )oes e"rning " lot o( money me"n?
*n)ic"tor o( success: buy "nything you $"nt.
*n)ic"tor o( " sm"rt person: stupi) person c"n not e"rn much money.
*n)ic"tor o( " goo) c"n)i)"te (or m"rri"ge: "ny girls $"nt to m"rry " rich m"n.
Wh"t "re other ("ctors "((ecting =ob / s"tis("ction?
S Wh"t is " %ery import"nt skill " person shoul) le"rn in or)er to be success(ul in the $orl) to)"y?
1hoose one skill "n) use speci(ic re"sons "n) e#"mples to support your choice. T:;<&7?
Wh"t "re necess"ry skills?
Toler"nce.
1omputer skill.
<oreign l"ngu"ge skill.
Why $e nee) toler"nce?
The $orl) is becoming incre"singly mobile Q $ork $ith )i((erent kin)s o( people Q toler"nt e"ch
other.
Wh"t shoul) $e )o $hen there is " )i((erence in opinion:
&e"rn to be toler"nt o( one "nother.
!espect these )i((erent in opinion.
<in) " common b"ckgroun)8 "n i)e" $e c"n both "gree on.
Q e"sier to settle )i((erences in other sub=ects.
10. Xu"lities " person nee)s to become success(ul in to)"y+s $orl) c"n not be le"rnt "t uni%ersity or
simil"r "c")emic institution. To $h"t e#tent )o you "gree or )is"gree $ith this i)e"?
11. Some people pre(er to $ork (or themsel%es or o$n " business. :thers pre(er to $ork (or "n
employer. Woul) you r"ther be sel(employe)8 $ork (or someone else8 or o$n " business? 9se
speci(ic re"sons to e#pl"in your choice. T:;<&
1.. *n the (iel) o( in)ustri"l rel"tions8 employees going on strike is not " %"li) $"y o( resol%ing
con(lict. There "re better "pro"ches to resol%ing )i((erences in the $orkpl"ce.
Wh"t "re the purpose (or employees going on strike?
e((ecti%e $"y to resol%e in)ustri"l )isputes.
Wh"t c"n be )is")%"nt"ge) by those strikes?
&oss o( pro)uction
Kossible loss o( customers (or comp"nies.
&oss o( $"ges (or the striking employees.
*n some c"ses striking employees "lso put their o$n =obs "t risk
6irectly through possible )ismiss"l by their employer
*n)irectly through $e"kening the competiti%e position o( the comp"ny they $ork (or.
*t h"s been sho$n in m"ny c"se stu)ies o( strikes ten) to incre"se con(lict "n) to hurt both p"rties
through the economic )"m"ge they c"use.
Strikes "re "n e#ercise in po$er8 "n) )o not get to the un)erlying c"use o( in)ustri"l )isputes8 $hich
is " con(lict o( interests bet$eem employer "n) employee.
15. 6o you think th"t public sector $orkers such "s te"chers8 )octors8 nurses "n) (ire (ighters shoul)
be "llo$e) to strike?
V: Got i( theyHHre properly re$"r)e). Their unions shoul) come together $ith the employers "n)
negoti"te nostrike "greements.
D: Wh"t i( the employers )eci)e to intro)uce ne$ $orking pr"ctices? D(ter "ll8 things c"nHHt rem"in
the s"me (or e%er.
V: Dny ch"nge in con)itions shoul) be negoti"te) "s $ell.
D: Dn) $h"t h"ppens i( the t$o si)es c"nHHt "gree?
V: Then the )ispute shoul) go to "rbitr"tion. Wh"tHHs nee)e) is "n in)epen)ent bo)y to me)i"te in
in)ustri"l )isputes. *t might sometimes h"%e to impose " settlement.
D: Surely8 nobo)y c"n (orce people to go to $ork8 i( they re"lly )onHHt $"nt to.
V: Then they risk losing their =obs. *t is $rong to le"%e hospit"l p"tients $ithout )octors "n) nurses.
&ike$ise8 strikes "mong te"chers c"n se%erely )isrupt the e)uc"tion o( our chil)ren.
D: So you )onHHt think e%erybo)y shoul) h"%e the right to strike?
V: Well8 * think e%erybo)y shoul) h"%e the right to =oin " tr")e union. This "llo$s (ree collecti%e
b"rg"ining. Lou c"nHHt h"%e e%ery $orker m"king sep"r"te )e"ls $ith m"n"gement. The strike
$e"pon shoul) only be use) "s " l"st resort i( "rbitr"tion ("ils. ;mployees shoul) kno$ th"t
m"n"gement m"y impose " lockout.
*s there "ny other better "ltern"ti%es?
Voth si)es must "lso re"lise th"t they nee) e"ch other
Ve prep"re) to negoti"te " compromise solution in situ"tions $here con(licts "rise.
;mployers shoul) re"liRe th"t their employees "re "n in%"lu"ble resource.
They shoul) use e%ery "%enue to encour"ge employees to contribute their i)e"s to impro%ing the
$ork en%ironment.
;mployees shoul) re"liRe th"t they h"%e more to g"in by $orking constructi%ely $ith employers
th"n by opposing them.
Where communic"tion is encour"ge) "t e%ery le%el8 rel"tions $ill be better8 "n) strikes much less
likely to occur.
17. *( you $ere "n employer8 $hich kin) o( $orker $oul) you pre(er to hire: "n ine#perience)
$orker "t " lo$er s"l"ry or "n e#perience) $orker "t " higher s"l"ry? 9se speci(ic re"sons "n)
)et"ils to support your "ns$er. T:;<& /un"%"il"ble.
12. The employment m"rket is r"pi)ly ch"nging8 posing imp"cts on =ob seekers. 6iscuss the c"uses
o( such ch"nges in employment opportunities.
Jo$ r"pi) is employment m"rket ch"nging?
1h"nges in technology Q re>uire ne$ skill.
Glob"l $ork(orce m"rket Qmore competiti%e8 ne$ $"y o( $orking.
The incre"sing p"rticip"tion o( (em"le Q more competiti%e.
!ising popul"tion Q more competiti%e.
Wh"t "re ne$ re>uirement to$"r) ne$ =ob / seekers?
Gee) glob"l skills: (oreign l"ngu"ge8 computer skill.
Dbility (or te"m$orking.
Techni>ue (or "pplying (or " =ob: )yn"mic8 inter%ie$ skill.
Dbility to e"rn money in some $"ys.
1?. We "ll $ork or $ill $ork in our =obs $ith m"ny )i((erent kin)s o( people. *n your opinion8 $h"t
"re some import"nt ch"r"cteristics o( " co$orker @someone you $ork closely $ithA? 9se re"sons
"n) speci(ic e#"mples to e#pl"in $hy these ch"r"cteristics "re import"nt. T:;<&..
1ooper"ti%e: get "long $ith others8 (inish t"sk e((iciently "n) in time.
D)"pt"ble: $ith ch"nges in sche)ules or routines8 h"%ing =ob )escription re%ise).
Jelp(ul: $illing to )o $h"te%er it t"kes to get the =ob )one8 h"%e sense o( communiti%e.
D symp"thetic listener: not gossip.
1O. Keople $ork bec"use they nee) money to li%e. Wh"t "re some other re"sons th"t people $ork?
6iscuss one or more o( these re"sons. 9se speci(ic e#"mples "n) )et"ils to support your "ns$er.
T:;<&
(eeling o( success.
<eeling o( use(ul.
Fob s"tis("ction: ;n=oy $orking $h"t they interest
&ike the sense o( "ccomplishment.
*nter"ct $ith people8 help others.
Kursue their intereste) (iel).
Soci"l st"tus.
1E. Some people pre(er to $ork (or " l"rge comp"ny. :thers pre(er to $ork (or " sm"ll comp"ny.
Which $oul) you pre(er? 9se speci(ic re"sons "n) )et"ils to support your choice. T:;<&22
Why l"rge comp"ny?
")%"ncement8 promotion.
T"riety o( =obs Q c"n be tr"ine) in " %"riety o( positions "n) $oul) h"%e %"lu"ble e#perience.
'ore prestige.
1S. Some people like to )o only $h"t they "lre")y )o $ell. :ther people pre(er to try ne$ things "n)
t"ke risks. Which )o you pre(er? 9se speci(ic re"sons "n) e#"mples to support your choice.
T:;<&2E.
Why t"ke risk?
Gothing %enture)8 nothing g"ine).
Ge$ opportunities.
Ge$ ch"llenges8 )espite ("ilure Q t"ke e#periences8 lessons.
.0. 6o you "gree or )is"gree $ith the (ollo$ing st"tement? Vusinesses shoul) )o "nything they c"n
to m"ke " pro(it. 9se speci(ic re"sons "n) e#"mples to support your position. T:;<&??.
Wh"t shoul) businesses )o?
S"tis(y employees.
Trust o( customer.
Kl"y "n "cti%e p"rt in the community.
.1. *s it more import"nt to be "ble to $ork $ith " group o( people on " te"m or to $ork
in)epen)ently? 9se re"sons "n) speci(ic e#"mples to support your "ns$er. T:;<& un"%"il"ble.
... 6o you "gree or )is"gree $ith the (ollo$ing st"tement? *t is better to be " member o( " group
th"n to be the le")er o( " group. 9se speci(ic re"sons "n) e#"mples to support your "ns$er.
T:;<&111.
Wh"t "re )esir"ble ch"r"cters o( " le")er?
Dbility to "nticip"te $h"t h"ppen.
Goo) pl"nner8 persu"si%e person
*niti"ti%e
Dction / oriente)
!esponsible.
Why shoul) * be " le")er?
<eeling o( being success.
G"ining soci"l respect.
1ontribute the most to surroun)ing people "n) the community.
Gi bi: labatvi trong 1& Thng T' !""9# "$:$!:"!
S;1T*:G 7: :TJ;! ;1:G:'*1 *SS9;S
.5. D uni%ersity pl"ns to )e%elop " ne$ rese"rch center in your country. Some people $"nt " center
(or business rese"rch. :ther people $"nt " center (or rese"rch in "griculture @("rmingA. Which o(
these t$o kin)s o( rese"rch centers )o you recommen) (or your country? 9se speci(ic re"sons in
your recommen)"tion. T:;<&10.
Wh"t c"n rese"rch center (or business bring?
*mpro%e " country+s economy in rel"tion to other countries
Why not "ppro%e business center?
Vusiness pr"ctices in the 9S "lre")y ser%e "s " mo)el (or m"ny other countries.
Vusiness "re "lre")y $ell / connecte) intern"tion"lly. They h"%e the ")%"nt"ges o( the *nternet "n)
other me"ns o( electronic in(orm"tion tr"nsmission.
Vusinessmen $oul) get richer. <or the rest o( the country+s people8 there might be little ob%ious
bene(it.
Wh"t c"n rese"rch center (or "griculture bring?
Jelp "ll people: (oo) prices c"n be re)uce) "s ("rmers )isco%er more e((ecti%e me"ns o( (oo)
pro)uction.
G"tur"l resources "re ero)ing.
<"rmers nee) to buil) stronger net$ork "cross the country "n) intern"tion"lly much "s
businessmen "lre")y h"%e )one.
:ther possible >uestions (or inter%ie$ section reg"r)s this topic:
1. Wh"t "re some o( the m"in in)ustries in your country?HH
Dgriculture: Tietn"m is still b"sic"lly "n "griculture society8 "lthough it continues to t"ke steps
to$"r) "n in)ustryoriente) )e%elopment.
:ne o( the $orl)HHs l"rgest e#porters o( rice.
The Tietn"mese economy is )omin"te) by "griculture8 $hich employs o%er ?0Y o( the l"bour
(orce8 "n) comprises 70Y o( tot"l e#ports.
Though rice is the m"in "gricultur"l pro)uct8 the country "lso pro)uces m"iRe8 s$eet pot"to8
%eget"bles8 y"m "n) be"ns.
Tietn"m is one o( the $orl)HHs l"rgest pro)ucers "n) e#porters o( co((ee.
'iner"l *n)ustry:
!ich in n"tur"l resources8 $ith most o( its reser%es rel"ti%ely unt"ppe)8 co"l is Tietn"mHHs secon)
most import"nt miner"l in terms o( e#port e"rnings8 "(ter petroleum. Tietn"m bec"me "n oil
pro)ucing n"tion in 1SE?.
The in)ustri"l sector is "lso "n import"nt contributor to the countryHHs economy.
;mploying "bout 1.Y o( the l"bour (orce.
'"nu("cturing in)ustries inclu)e (oo) processing8 te#tiles "n) le"ther8 buil)ing m"teri"ls8
p"ck"ging8 $oo) processing "n) p"per8 engineering "n) chemic"ls.
.. 6escribe " =ob th"t you think $oul) be i)e"l (or you.
Lou shoul) s"y:
$h"t this =ob is.
Wh"t >u"lities or pre / con)itions people usu"lly h"%e to h"%e to get this kin) o( =ob.
Why you think this =ob $oul) be i)e"l (or you.
Dn) e#pl"in $hy it is likely or unlikely th"t you $ill h"%e " =ob like this in the (uture.
5. Jo$ import"nt )o you think it is to h"%e " =ob th"t you en=oy?
7. 1omp"re the import"nce o( s"l"ry "n) =ob s"tis("ction in choosing " =ob or c"reer.
2. ;%"lu"te the import"nce o( goo) rel"tionships in " $ork en%ironment.
?. Dre there "ny =obs or (iel)s o( $ork8 $hich you consi)er to be more "ppropri"te (or m"les or
(em"les? Why?
O 1onsi)er employment in Tietn"m. 6o you think it is more or less segreg"te) in terms o( gen)er
th"n in pre%ious gener"tions? Wh"t TT commerci"ls )o you like? Why?
E Wh"tHHs your ("%orite commerci"l?
S Wh"t is the purpose o( ")%ertising " pro)uct?
10 6o you think there "re sublimin"l mess"ges?
11 When you )ri%e or $"lk8 )o you get )istr"cte) by ")%ertisements on buses or billbo"r)s?
1. When you go (oo) shopping8 )o you buy (oo)s youHH%e seen in TT commerci"ls?
15 6o you like the VennettonHHs ")%ertisements? *( not8 $hy? @Lou c"n substitute "ny comp"nyHHs
n"me.A
17 6o you think itHHs right to see n"ke) $omen in TT commerci"ls selling be"uty pro)ucts?
12 Which =ob "re you best "t?
1? Which =ob $oul) you ne%er )o?
1O Which =obs )o you think "re the most prestigious?
1E Who "mong the people you kno$ h"s the most interesting =ob? Wh"t is it?
1S Why )i) you le"%e your l"st =ob )i) you resign or $ere you s"cke)?
.0 Woul) you be upset i( your boss $"s " $om"n?
.1 Woul) you consi)er the milit"ry "s " c"reer choice? Why or $hy not?
.. Woul) you like " =ob in $hich you tr"%ele) " lot?
.5 Woul) you like " =ob th"t re>uire) you to sit "t " computer "ll )"y?
.7 Woul) you r"ther be " )octor or " b"nker?
.2 Woul) you r"ther $ork insi)e or outsi)e?
;n) o( topic 5
Gi bi: labatvi trong 1& Thng T' !""9# "$:$!:!)
Topic 7: ;)uc"tion
Section 1: 9G*<:!' J:';W:!I
1. Some high schools re>uire "ll stu)ents to $e"r school uni(orms. :ther high schools permit
stu)ents to )eci)e $h"t to $e"r to school. Which o( these t$o school policies )o you think is better?
9se speci(ic re"sons "n) e#"mples to support your opinion. T:;<&
Wh"t "re ")%"nt"ges o( $e"ring uni(orm?
'"ke thing more e>u"l (or "ll stu)ents.
;>u"l on "n economic le%el
Q Kre%ent en%y "n) =eolousy "bout stylish clothes
Q <orm (rien)ship b"se) on person"lity not clothes.
re)uce une>u"l tre"tment by te"chers.
;nh"nce soli)"rity
;ncour"ge the in)i%i)u"l stu)ents o( " school to (eel like p"rt o( " bigger group.
Wh"t "re )is")%"nt"ges o( $e"ring uni(orm?
School uni(orms limit chil)ren+s in)i%i)u"lism in clothes.
Some ("milies c"n+t "((or) those uni(orms.
.. '"ny te"chers "ssign home$ork to stu)ents e%ery )"y. 6o you think th"t )"ily home$ork is
necess"ry (or stu)ents? 9se speci(ic re"sons "n) )et"ils to support your "ns$er. T:;<& /
un"%"il"ble.
5. Dp"rt (rom uni(orms8 $h"t )o you think shoul) be )one to impro%e the e>u"lity "mong the
chil)ren o( )i((erent economic b"ckgroun)s?
7. Dre school chil)ren in Tietn"m re>uire) to $e"r uni(orms?
2. Wh"t "re some o( the bene(its o( re>uiring chil)ren to $e"r uni(orms to school?
?. Wh"t "re some o( the )is")%"nt"ges o( compulsory school uni(orm?
O. 6o you think compulsory school uni(orm c"n be =usti(ie) on e)uc"tion"l groun)s?
S;1T*:G .: T;D1J;! ST96;GT
1. When stu)ents "re in l"rge cl"sses it is %ery h"r) (or the te"cher to gi%e e%ery stu)ent in)i%i)u"l
"ttention. Wh"t c"n e)uc"tion"l "uthorities )o "bout this?
.. ;%"lu"te " te"cher+s po$er to in(luence " stu)ent+s $hole li(e.
5. Some people belie%e th"t stu)ents shoul) be gi%en one long %"c"tion e"ch ye"r. :thers belie%e
th"t stu)ents shoul) h"%e se%er"l short %"c"tions throughout the ye"r. Which %ie$point )o you "gree
$ith? 9se speci(ic re"sons "n) e#"mples to support your choice. T:;<&112.
Why se%er"l short %"c"tions throughout the ye"r?: @5 months per ye"r8 e"ch time l"st (or 1 monthA.
;"sier (or p"rents to sche)ule %"c"tions.
J"r) (or p"rents to m"ke " pl"n (or the time in long %"c"tion: e#pensi%e8 uns"(e (or chil)ren.
Vetter (or economy "n) tourism.
:%ercro$)e) in holi)"y se"sons.
1hil)ren "re better (ocuse) on stu)y
Why one long %"c"tion in the ye"r?
School buil)ings "re "ir / con)itione) Q in summer: hot.
Stu)ents c"n t"ke p"rt in the re"l $orl): $orking (or e#periences.
7. Some people think th"t they c"n le"rn better by themsel%es th"n $ith te"cher. :thers think th"t it
is "l$"ys better to h"%e " te"cher. Which )o you pre(er? 9se speci(ic re"sons to )e%elop your ess"y.
T:;<&1O.
Why $e nee) te"chers?
Te"chers bring $ith them %"rie) "n) use(ul b"ckgroun).
Tr"ine) te"ch in)i%i)u"ls in )i((erent $"ys )epen)ing on their style Q $hich $"y is best (or e"ch
stu)ent:
6iscussion.
Writing.
D goo) te"cher c"n ")"pt her te"ching to your nee)s8
Te"chers help you to (ocus on $h"t you "re le"rning.
Ieep your "ttention on the sub=ect.
Ino$ ho$ to "ppro"ch " sub=ect logic"lly8 t"king it one step "t " time. Stu)y by yoursel( Q skip
p"rts you think you )on+t nee).
D bro")er $"y o( le"rning.
*n(orm"tion in the $ritten m"teri"ls "s $ell "s the te"cher+s o$n kno$le)ge o( the topic.
Kro%i)e) e#tr" m"teri"ls to bro")en the scope.
2. To be success(ul in e)uc"tion it is more import"nt to be " goo) stu)ent th"n to h"%e goo) te"chers.
6o you "gree?
?. 6o you "gree or )is"gree $ith the (ollo$ing st"tement? Te"chers shoul) be p"i) "ccor)ing to ho$
much their stu)ents le"rn. Gi%e speci(ic re"sons "n) e#"mples to support your opinion. T:;<&.O0
Why shoul)n+t te"chers be p"i) "ccor)ing to ho$ much their stu)ents le"rn?Z ho$ goo) )o their
stu)ents per(orm in e#"min"tions
Stu)ents $ill miss out on " lot o( e)uc"tion th"t c"n+t be me"sure) on " test8 bec"use te"cher $ill
st"rt to te"ch only $h"t stu)ents nee) to get high test scores.
Some less "ble stu)ents $oul) be )is")%"nt"ge). Te"chers m"y ignore stu)ents $ho h"%e le"rning
)i((iculties bec"use they h"%e to push the m"=ority o( the stu)ents.
:n $h"t b"sis shoul) te"chers be p"i)?
O. Some stu)ents pre(er to stu)y "lone. :thers pre(er to stu)y $ith " group o( stu)ents. Which )o
you pre(er? 9se speci(ic re"sons "n) e#"mples to support your "ns$er. T:;<&127
Wh"t "re ")%"nt"ges o( stu)ying "lone?
*n c"se the group )on+t t"ke stu)ying seriously Q )istr"cte)8 interuptions.
Dbsolutely >uite.
6epen) on your h"bits "n) person"lity.
*( you "re soci"ble Q too tempte) to soci"liRe.
Wh"t "re ")%"nt"ges o( stu)ying in " group?
;#ch"nge in(orm"tion "bout the topic: comp"ring notes8 )iscuss %"rious "spects o( " topic Q
cle"rer "rguments.
<ocuse) on stu)ying: goo) )iscipline Q no $"ste) time.
Wh"t "re )is")%"nt"ges o( stu)ying in " group?
E. Schools shoul) "sk stu)ents to e%"lu"te their te"chers. 6o you "gree or )is"gree? 9se speci(ic
re"sons "n) e#"mples to support your "ns$er. T:;<&O2
Why stu)ents shoul) e%"lu"te their te"chers?
Jelp te"chers to per(ect themsel%es: *n(orm te"cher o( ho$ stu)ents re"ct both to their te"ching
metho)s "n) to them "s in)i%i)u"ls.
;ncour"ge te"chers8 gi%e them con(i)ence.
Jelp(ul (or school ")ministr"tors "ssessment o( the >u"lity o( their te"chers.
Goo) e#ercise (or stu)ents Q un)erst"n) better $h"t is e#pecte) o( them.
Te"ch stu)ents responsibility: Gi%e stu)ents (eelings th"t they h"%e " %oice in $h"t h"ppen in their
schools.
S. 6o you "gree or )is"gree $ith the (ollo$ing st"tement? Jigh schools shoul) "llo$ stu)ents to
stu)y the courses th"t stu)ents $"nt to stu)y. 9se speci(ic re"sons "n) e#"mples to support your
opinion. T:;<&110.
Wh"t sub=ects "re m"n)"tory?
'"themetics8 liter"ture8 "n) science.
J"r)ly "ny stu)ents choose these )espite neccessity.
Wh"t sub=ects "re electi%e? Why?
'usic8 "rt8 =ourn"lism8 %"rious kin)s o( te"m sports.
1h"nce o( e#periment.
Get " he") st"rt on $h"t going to stu)y in college.
Vec"use stu)ents intereste) in )i((erent sub=ects. &"ter on8 no time (or stu)ying their intereste)
sub=ects.
10. Some stu)ents like cl"sses $here te"chers lecture @)o "ll o( the t"lkingA in cl"ss. :ther stu)ents
pre(er cl"sses $here the stu)ents )o some o( the t"lking. Which type o( cl"ss )o you pre(er? Gi%e
speci(ic re"sons "n) )et"ils to support your choice. T:;<&172
D)%"nt"ges o( lecture:
Te"cher gi%e the stu)ent the in(orm"tion "t their best.
Stu)ents g"in their e#perience "n) kno$le)ge.
D)%"nt"ges o( )iscussion:
)e%elop stu)ents+ "cti%eness.
6e%elop stu)ents+ inter"cti%e skill.
Te"chers (eel more com(ort"ble.
Stu)ents stu)y more e((ecti%ely:
:ne e((ecti%e $"y o( stu)ying is: m"king mist"ke.
6icussion is "l$"ys " better $"y (or g"ining in(orm"tion.
Stu)ents h"%e to consi)er the problems right "t the cl"ss to kno$ to $h"t e#tent they un)erst"n).
11. 6isrupti%e school stu)ents h"%e " neg"ti%e in(luence on others. Stu)ents $ho "re noisy "n)
)isobe)ient shoul) be groupe) together "n) t"ught seper"tely. 6o you "gree or )is"gree? /
*GS*GJT1E?
Why shoul)n+t $e sep"r"te )isrupti%e stu)ents?
&imiting their e)uc"tion"l opportunities.
D sort o( prison Q ne%er reco%er (rom the e#perience Q problems (or the $i)er society.
Wh"t+s the "ltern"ti%e?
*n%estige (or the re"son:
The $ork is too e"sy.
Te"chers "re uninspiring.
Q sol%e it
1.. '"ny stu)ents h"%e to li%e $ith roomm"tes $hile going to school or uni%ersity. Wh"t "re some
o( the import"nt >u"lities o( " goo) roomm"te? 9se speci(ic re"sons "n) e#"mples to e#pl"in $hy
these >u"lities "re import"nt. T:;<& / un"%"il"ble.
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1.. Wh"t $ere some o( the rules you h") to (ollo$ "t your high school?
P Which rules )i) you think $ere un("ir?
P 6i) you e%er get c"ught bre"king "ny school rules?
P Were you "llo$e) to smoke on c"mpus?
P Were you "llo$e) to e"t (oo) in the cl"ssroom?
15. To $h"t e#tent shoul) uni%ersity courses be ge"re) to the economic nee)s o( society?
17. The go%ernment o( your country is going to o((er " number o( uni%ersity schol"rships. *n $hich
"c")emic sub=ects shoul) these schol"rships be o((ere) to bene(it your country? 1uc 51
Why o((er schol"rships to e#cellent stu)ents commite) to "gricultur"l science "n) technology?
Tn is "n "gricultur"l country.
The pro)uction is limite) )ue to the l"ck o( ")%"nce) "gricultur"l technology "n) ("rming metho)s.
Tietn"mese stu)ents $oul) be encour"ge) "n) ("cilit"te) to "c>uire ")%"nce) "gricultur"l science
"n) technology to "pply to the ("rms "n) rice (iel)s
O0Y popul"tion $oul) en=oy incre"se) pro)uction8 higher >u"lity pro)ucts8 more =ob opportunities8
"n) higher incomes.
Why o((er schol"rships to e#cellent stu)ents commite) to in(orm"tion technology?
Ki%ot"l role o( this (iel) in pushing up their economies.
Tn en=oy comp"r"ti%e ")%"nt"ges in hum"n resource since our stu)ents r"nk high in intern"tion"l
"n) region"l computer science "n) m"ths contests.
*gnoring computer science in this *T $orl)8 %ietn"m $oul) risk l"gging behin) in the )ec")es to
come.
12. To $h"t e#tent shoul) uni%ersities (unction "s tr"ining groun)s (or employment?
1?. Some uni%ersities re>uire stu)ents to t"ke cl"sses in m"ny sub=ects. :ther uni%ersities re>uire
stu)ents to speci"liRe in one sub=ect. Which is better? 9se speci(ic re"sons "n) e#"mples to support
your "ns$er. T:;<& /un"%"il"ble.
1O. *n some countries8 teen"gers h"%e =obs $hile they "re still stu)ents. 6o you think this is " goo)
i)e"? Support your opinion by using speci(ic re"sons "n) )et"ils. T:;<&.7.
Why shoul)n+t teen"gers h"%e =obs $hile they "re still stu)ents?
Geg"ti%e imp"ct on their le"rning8 "n) e%entu"lly on their gr")es.
6isrupt " teen"ger+s home li(e.
Je+s missing out on the (un o( being young. Je h"s " $hole li(etime in $hich he+ll h"%e to e"rn "
li%ing
1E. 1hil)ren shoul) ne%er be e)uc"te) "t home by their p"rents. 6o you "gree or )is"gree?
1S. Some people belie%e th"t uni%ersity stu)ents shoul) be re>uire) to "tten) cl"sses. :thers belie%e
th"t going to cl"sses shoul) be option"l (or stu)ents. Which point o( %ie$ )o you "gree $ith? 9se
speci(ic re"sons "n) )et"ils to e#pl"in your "ns$er. T:;<&17
Why shoul) "tten) the cl"ss?
Kerson"l e#perience c"n help people le"rn "bout themsel%es "n) the $orl) outsi)e the cl"ssroom8
but $hen it comes to le"rning "bout "c")emic sub=ects8 stu)ents nee) to be in cl"ss.
*n cl"ss8 stu)ents recei%e the bene(it o( the te"cher+s kno$le)ge.
Dtten)ing cl"sses on "ny sub=ect te"ches more th"n =ust ("cts. *t te"ches stu)ents ho$ to le"rn 8 ho$
to "bsorb in(orm"tion "n) "pply $h"t they+%e le"rne) to other situ"tions.
Te"ch them ho$ to $ork $ith the other members o( the cl"ss.
Te"ch stu)ents responsibility "n) )iscipline.
.0. Some people belie%e th"t " college or uni%ersity e)uc"tion shoul) be "%"il"ble to "ll stu)ents.
:thers belie%e th"t higher e)uc"tion shoul) be "%"il"ble only to goo) stu)ents. 6iscuss these %ie$s.
Which %ie$ )o you "gree $ith? ;#pl"in $hy. T:;<&E0.
Why e%eryone shoul) h"%e the opportunity to "tten) college?
e)uc"tion is " %"lu"ble in%estment in (uture c"reer e"rnings.
Keople $ith college )egrees m"ke more money "n) h"%e more opportunities l"ter.
;%eryone shoul) h"%e " perio) to le"rn "bout themsel%es be(ore they begin to $ork "n) e"rn
money.
1ollege is " time to meet )i((erent people8 sep"r"te (rom your p"rents8 "n) begin to )e(ine you "s "
person.
Dnyone shoul) be gi%en " ch"nce to see ho$ ("r she c"n go.
Why terti"ry shoul) be "%"il"ble to only goo) stu)ents?
Jigher e)uc"tion is %ery e#pensi%e.
'ight be " $"ste o( money to sen) someone to college $ho might not be "ble to h"n)le the course
$ork.
D big in%estment o( time.
D $e"k stu)ent shoul) get " =ob "n) e"rn some money.
.1. Stu)ents "t uni%ersities o(ten h"%e " choice o( pl"ces to li%e. They m"y choose to li%e in
uni%ersity )ormitories8 or they m"y choose to li%e in "p"rtments in the community. 1omp"re the
")%"nt"ges o( li%ing in uni%ersity housing $ith the ")%"nt"ges o( li%ing in "n "p"rtment in the
community. Where $oul) you pre(er to li%e? Gi%e re"sons (or your pre(erence. T:;<&OE
Why li%e on c"mpus their (irst t$o ye"rs?
(reshmen "n) sophomores nee) the st"bility o( c"mpus li(e
li%ing on c"mpus m"kes it e"sier to get oriente) to the $"y things "re )one.
Lou get the $hole uni%ersity e#perience
Lou inter"ct more $ith other stu)ents.
The ol)er stu)ents in the )ormitory c"n be " big help (or the ne$ stu)ents
'"=or t"sk is stu)y.
. <eel more " p"rt o( the uni%ersity community.
'ore opportunities (or becoming in%ol%e) in uni%ersity "cti%ities "n) net$orking $ith stu)ent
le")ers "n) uni%ersity ")ministr"tion.
Why li%e o(( c"mpus their l"st t$o ye"rs?
Funiors "n) seniors nee) the in)epen)ence o( o(( c"mpus li(e.
<in)ing "n "p"rtment8 )e"ling $ith le"ses "n) l"n)lor)+s regul"tions8 cooking me"ls8 "n) (iguring
out bu)gets "re "ll goo) pr"ctice (or li(e "(ter gr")u"tion Q gro$ into ")ulthoo).
D better perspecti%e on $h"t is going on "roun) them.
... Lou h"%e been tol) th"t )ormitory rooms "t your uni%ersity must be sh"re) by t$o stu)ents.
Woul) you r"ther h"%e the uni%ersity "ssign " stu)ent to sh"re " room $ith you8 or $oul) you r"ther
choose your o$n roomm"te? 9se speci(ic re"sons "n) )et"ils to e#pl"in your "ns$er. T:;<&O..
Why let the uni%ersity "ssign?
Stu)ent shoul) meet ne$ people "n) be open to ne$ e#perience.
We c"n ch"nge roomm"te in the ne#t semester i( not com(ort"ble.
We c"n pl"y "n )ecisi%e role $hen m"king " list.
Someone $ho is )i((erent (rom us $oul) be interesting.
1h"nce to get " roomm"te (rom "nother culture.
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.5. 6o you "gree or )is"gree $ith the (ollo$ing st"tement? Voys "n) girls shoul) "tten) sep"r"te
schools. 9se speci(ic re"sons "n) e#"mples to support your "ns$er. T:;<& un"%"il"ble
.7. ;)uc"tion is recogniRe) "s %it"l to the (uture o( "ny society in to)"yHHs $orl). Go%ernments
throughout the $orl) shoul) m"ke e)uc"tion compulsory (or "ll chil)ren bet$een the "ges o( 2 "n)
12. To $h"t e#tent )o you "gree or )is"gree $ith this st"tement?
Wh"t "re bene(its o( compulsory e)uc"tion
Dt " young "ge8 stu)ents "re unlikely to be su((iciently m"ture to m"ke sensible )ecisions "bout
their li%es.
*n to)"y+s society8 $here incre"singly high le%els o( skills "n) kno$le)ge "re re>uire) o( the
$ork(orce Q nee) "t le"st b"sic e)uc"tion.
The go%ernments pro%i)e " b"sic e)uc"tion (or chil)ren (or (reeC their p"rents h"%e nothing to lose.
Some p"rents $ho )o not $"nt to (ollo$ the policy )o not re"liRe the necessity o( " b"sic
e)uc"tion.
*n ("ct8 " b"sic e)uc"tion is " m"=or (oun)"tion (or e%ery c"reer.
Wh"t "re )is")%"nt"ges o( compulsory e)uc"tion &o$ income ("milies m"y not be "ble to "((or) to
keep their chil)ren "t school.
1hil)ren c"n help bring in much nee)e) income.
1ompulsory schooling might be psychologic"l )"m"ging (or the stu)ents $ho "re not moti%"te) to
le"rn
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1. Shoul) )e%eloping countries concentr"te on *mpro%ing in)ustri"l skills or shoul) they promote
e)uc"tion (irst?
.. ;)uc"tion is " critic"l ("ctor in " country+s )e%elopment. :pinion is )i%i)e)8 ho$e%er8 on $hether
" )e%eloping country $ith limite) resources shoul) gi%e priority to impro%ing "n) e#p"n)ing b"sic
e)uc"tion (or the m"sses or to pro%i)ing " high >u"lity terti"ry e)uc"tion (or the (uture le")ers. K)@1A
Why shoul) impro%e "n) e#p"n) b"sic e)u"tion?
;%eryone born to this $orl) is e>u"l "n)8 hence8 is entitle) to recei%ing b"sic e)uc"tion.
:nly by impro%ing b"sic e)uc"tion coul) " poor n"tion encour"ge its people to )isco%er their
potenti"l8 $hich $oul) tr"nsl"te into their kno$le)ge "n) skills to be employe) "t $ork8
thus4thereby impro%ing pro)ucti%ity "n) 8 ultim"tely8 li%ing st"n)"r)s.
*t+s common people $ho m"ke up the l"rgest p"rt o( the $ork(orce.
The mor"l >uestion o( e>u"l opportunities (or e%eryone. :n $h"t criteri" c"n " young person be
=u)ge) "s " potenti"l (uture le")er or =ust "s " common person?
6epri%e the in%ol%e) in)i%i)u"l o( higher e)uc"tion opportunity to e#plore his4her (ull potenti"l8
"n) might "lso )epri%e the n"tion o( " potenti"l cle%er le")er.
5. 6escribe the m"=or purpose o( e)uc"tion in society.
Well / e)uc"te) "n) goo) citiRens.
Skill(ul "n) >u"li(ie) $ork(orce.
7. Too much e)uc"tion is )"ngerous. *( people recei%e more e)uc"tion th"n they nee) to (unction in
their =ob8 it only bree)s )iss"tis("ction. <or or "g"inst? Krep"r"tion "n) pr"ctice /171
Too much e)uc"tion is )"ngerous?
;)uc"tion gi%es people unre"listic "mbitions: the l"$ o( the m"rket )ecrees th"t not e%ery one c"n
be " m"n"ging )irector.
There is %ery little point in tr"ining people (or " le%el o( =ob th"t they c"n ne%er hope to "chie%e.
;)uc"tion is e#pensi%e. :%ere)uc"tiion is " $"ste o( time "n) money.
Stu)ents ten) to be " )isrupti%e in(luence on society: (oun) "t the (ore(ront o( r")ic"l org"nis"tion.
Why shoul) in%est in e)uc"tion?
'ost countries nee) " high st"n)"r) o( hum"n resources in or)er to compette in the $orl) m"rket.
9ne)uc"te) people un"ble to sho$ initi"ti%e.
1onst"ntly ch"nging technology me"ns th"t the $ork(orce h"s to be (le#ible "n) recepti%e to ne$
i)e"s in or)er to be o( %"lue to employers.
'or"l >uestion: $ho h"s the right to s"y ho$ much e)uc"tion " person is entitle) to? Wh"t criteri"
coul) be use) to )eci)e " le%el o( schooling?
2. Topic1S: ;)uc"tion is the single most import"nt ("ctor in the )e%elopment o( " country. 6o you
"gree? 1uc .
Why e)uc"tion is the most import"nt ("ctor?
;)uc"tion pro%i)es b"sis (or other skills.
&iter"cy impro%es $orking person+s c"p"bility.
1re"tes sel(4 n"tion"l respect.
;)uc"ion pro%i)es b"sis (or he"lthy popul"tion.
Why e)uc"tion is not the most import"nt ("ctor?
Je"lth is more import"nt th"n e)uc"tion.
;conomic )e%elopment is import"nt8 "n) m"y only nee) unskille) $orkers.
6i((icult to (in) enough tr"ine) te"chers.
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1. ... $hy you chose your p"rticul"r (iel) o( stu)y.
.. Woul) you (orce your chil)ren to stu)y " p"rticul"r sub=ect @or sub=ectsA or $oul) you "llo$ them
to choose their o$n pro(ession?
5. Wh"t )o you )islike most "bout your stu)ies?
7. 6i) you en=oy stu)ying "t your uni%ersity? Wh"t intereste) you?
2. 6escribe " sub=ect th"t you h"%e (oun) interesting. S"y:
P Wh"t the sub=ect is.
P Why you chose to t"ke it.
P Jo$ you (elt "bout the sub=ect.
Dn) e#pl"in $hy you (oun) this sub=ect p"rticul"rly interesting.
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1. 6o you "gree or )is"gree $ith the (ollo$ing st"tement? Gr")es @m"rksA encour"ge stu)ents to
le"rn. 9se speci(ic re"sons "n) e#"mples to support your opinion. T:;<&
.. Topic5?: ;#"min"tions "re not " goo) $"y to =u)ge " stu)ent+s "bility
5. Too much import"nce is "tt"che) to e#"ms "t school. 6o you "gree? /K) Xui.
P Why s"y too much import"nce is gi%en to e#"ms "n) th"t it is time to ch"nge the $"y $e monitor
out chil)ren+s )e%elopment "t school.
P <irstly8 * think th"t the e#"min"tion system is un("ir bec"use sometimes t$o stu)ents $ith the s"me
"bility in " sub=ect get %ery )i((erent e#"m results. This is bec"use one is much better "t t"king
e#"ms th"n the other.
P Dp"rt (rom this8 e#"m >uestions o(ten test ho$ much " stu)ent h"s remembere) "bout the things he
or she h"s been t"ught in the cl"ssroom.
P Ds " result8 stu)ents "re o(ten encour"ge) to le"rn ("cts by he"rt8 inste") o( ho$ to use the
in(orm"tion "n) ho$ to think (or themsel%es.
P &"stly8 it seems to me th"t e#"ms sometimes h"%e " b") e((ect on te"ching8 "s te"chers "re usu"lly
=u)ge) by the e#"m results o( their stu)ents.
P 1onse>uently8 they "re o(ten more intereste) in prep"ring their stu)ents (or the e#"ms th"n in
m"king their lessons li%ely "n) stimul"ting.
S;1T*:G E: :ther rele%"nt >uestions
1. *s it import"nt to stu)y h"r) $hen you "re young or c"n you en=oy your li(e "n) return to stu)y
$hen you "re gro$nup?
.. Wh"t "re the ")%"nt"ges "n) )is")%"nt"ges o( stu)ying $hen you "re... "A young bA m"ture
5. Wh"t is your opinion o( your e)uc"tion system? Wh"t "re the goo) "n) b") points "n) ho$ coul)
it be impro%e)?
7. Wh"t )o you think "re positi%e "n) neg"ti%e "spects o( your countryHHs e)uc"tion system?HH
2. Shoul) go%ernments spen) more on e)uc"tion th"n they )o "t present?
?. Dre te"chers p"i) enough?
;n) o( topic 7
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Topic 2 ;n%ironment / popul"tion /polution Dnim"l
Section 1: popul"tion urb"nis"tion.
1. *n gener"l8 people "re li%ing longer no$. 6iscuss the c"uses o( this phenomenon. 9se speci(ic
re"sons "n) )et"ils to )e%elop your ess"y.
.. <"ctors "((ecting popul"tion gro$th "n) e((ects o( popul"tion control progr"mme.
<"ctors "((ecting popul"tion gro$th:
the le%el o( me)ic"l c"re "%"il"ble.
The "%"il"bility o( (oo)
Dttitu)es to ("mily siRe.
The r"te o( )e"th "mongst chil)ren "n) ")ults Q incon(i)ent th"t their chil)ren $ill sur%i%e.
Dims o( popul"tion control progr"mme:
re)uce chil) mort"lity by better me)ic"l c"re "%"il"ble
;((ect: *n long term8 gi%ing p"rents more con(i)ence th"t their chil)ren $ill sur%i%e.
'"ke ("mily pl"nning in(orm"tion "n) ser%ices "ccessible.
;ncour"ge the i)e" o( sm"ll ("milies
5. *n the l"te t$entieth century8 the proportion o( the $orl)HHHHs popul"tion li%ing in cities h"s
incre"se) subst"nti"lly. Keople h"%e mo%e) in e%ergro$ing numbers (rom rur"l to urb"n "re"s. Ds
migr"tion (rom rur"l "re"s to cities continues8 it is ine%it"ble th"t the in(r"structure in these cities
$ill coll"pse. To $h"t e#tent )o you "gree or )is"gree $ith this st"tement?
7. The $orl) is e#periencing " )r"m"tic incre"se in popul"tion. This is c"using problems not only (or
poor8 un)e%elope) countries8 but "lso (or in)ustri"lise) "n) )e%eloping n"tions. 6escribe some o(
the problems th"t o%erpopul"tion c"uses8 "n) suggest "t le"st one possible solution. 101 hints /1?2
1onse>uences:
*n poor countries it is )i((icult to pro%i)e enough (oo) to (ee) e%en the present number o( people.
*n "))ition8 e)uc"tion to limit the number o( chil)ren per ("mily is not "l$"ys succes(ul.
Koorer countries usu"lly h"%e " lot o( unemployment too8 "n) "n incre"se in popul"tion simply
m"=es the situ"tion $orse.
The en%ironment "lso su((ers $hen there "re too m"ny people li%ing on the l"n).
*n rich8 in)ustri"lise) "n) )e%eloping countries it is %ery )i((icult (or go%ernments to pro%i)e
e((ecti%e public ser%ices in o%ercro$)e) cities.
'oreo%er8 there is usu"lly " gre"t )e"l more crime8 $hich is o(ten )ue to high r"tes o( unemploye).
<urther l"rge incre"ses in popul"tion only c"use more o%ercro$)ing8 unemployment "n) crime.
Solution:
;%ery$om"n $ho is pregn"nt8 but $ho )oes not $"nt to gi%e birth8 shoul) be "llo$e) by l"$ to
h"%e "n "bortion.
Go%ernments must e)uc"te people to limit the siRe o( ("mily.
*n 1hin"8 couples "re punishe) (in"nci"lly i( they h"%e more th"n one chil). This m"y seem cruel8
but the ,one /chil) /policy- is beginning to h"%e "n e((ect in the $orl)+s most populous n"tion.
;%entu"lly8 simil"r policies might "lso be necces"ry in other cro$)e) n"tions such "s *n)i"8 (or
e#"mple.
2. Some go%ernments s"y ho$ m"ny chil)ren " ("mily c"n h"%e in their country. They m"y control
the number o( chil)ren someone h"s through t"#es. *t is sometimes necces"ry "n) right (or "
go%ernment to control the popul"tion in this $"y. 6o you "gree or )is"gree? / c"mbri)ge . /1?2.
!e"sons (or go%ernment to control the popul"tion:
*n the p"st8 popul"tions $ere p"rtly regul"te) by (re>uent $"r "n) $i)espre") )ise"se8 but in recent
ye"rs the e((ects o( those ("ctors h"%e been )iminishe).
1ountries c"n be ("ce) $ith " popul"tion th"t is gro$ing much ("ster th"n the n"tion+s (oo)
resources or employment opportunities "n) $hose members c"n be con)emne) to po%erty by the
nee) to (ee) e#tr" mouths.
Kopul"tion control "s " me"ns o( r"ising li%ing st"n)"r).
Solution:
The best "ppro"ch $oul) be to $ork by persu"sion r"ther th"n compulsion.
1le"rly8 this $hole "re" is " %ery )elic"te person"l "n) cultur"l issue. '"ny people (eel th"t this is
not " m"tter o( the st"te. They (eel this is one "re" o( li(e $here they h"%e the right to m"ke )ecisions
(or themsel%es.
This coul) be )one by " process o( e)uc"tion th"t points out the $"y " sm"ller ("mily c"n me"n "n
impro%e) >u"lity o( li(e (or the ("mily members8 "s $ell "s less str"in on the country+s8 perh"ps %ery
limite)8 resources.
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Section .: Dnim"l \oo
1. To $h"t e#tent is the use o( "nim"ls in scienti(ic rese"rch "ccept"ble? Shoul) $e use "nim"ls in
scienti(ic e#periments? Dnim"l ..)oc
'ost scienti(ic rese"rch h"s to rely on the results o( "nim"l e#periments. :ther "ltern"ti%es8 such "s
computer mo)eling8 th"t coul) repl"ce "nim"ls "re %ery limite). Some people think th"t using
"nim"ls in scienti(ic e#periments is immor"l "n) cruel.
*n my point o( %ie$8 only "nim"ls c"n (ul(ill the re>uirements o( scienti(ic e#periments in " re"l
$orl). <or e#"mple8 some me)ic"l uni%ersities use )ogs "s " substitute to "llo$ stu)ents to be
tr"ine) in their surgic"l techni>ues. 'ost people un)erst"n) th"t $e c"nnot use hum"ns in
e#periments bec"use it m"y be h"rm(ul "n) )"ngerous (or hum"ns. *n other l"bor"tory e#periments8
scientist o(ten use "nim"ls like r"ts8 (rogs "n) r"bbits to obser%e the results bec"use only these
"nim"ls h"%e " simil"r org"ns "s hum"ns. There(ore8 $e c"n not )eny th"t "nim"ls contribute " lot to
the )e%elopment o( science.
Dlthough it seems impossible to repl"ce "nim"ls in scienti(ic e#periments8 $e shoul) not gi%e up
on these m"tter. <urthermore8 $e shoul) try our best to re)uce the use o( "nim"ls in scienti(ic
e#periments. *n "))ition8 $e shoul) try to re)uce p"in "n) )istress o( the "nim"ls )uring the
e#periments. <or e#"mple8 $e c"n "n"esthetiRe them be(ore )oing "ny e#periments.
To summ"riRe8 $e shoul) put more e((ort into (in)ing the better "ltern"ti%es th"n using "nim"ls in
e#periments. *n the me"n time8 $e coul) impro%e our "bilities to re)uce the su((ering o( the "nim"ls
in the e#periments.
.. '"ny people h"%e " close rel"tionship $ith their pets. These people tre"t their bir)s8 c"ts8 or other
"nim"ls "s members o( their ("mily. *n your opinion8 "re such rel"tionships goo)? Why or $hy not?
9se speci(ic re"sons "n) e#"mples to support your "ns$er.12. /unnecces"ry.
5. Some people think th"t hum"n nee)s (or ("rml"n)8 housing8 "n) in)ustry "re more import"nt th"n
s"%ing l"n) (or en)"ngere) "nim"ls. 6o you "gree or )is"gree $ith this point o( %ie$? Why or $hy
not? 9se speci(ic re"sons "n) e#"mples to support your "ns$er. T:;<&72
6is"gree:
there is " )elic"te b"l"nce o( n"ture. :( one sm"ll p"rt is remo%e)8 it $ill e((ect "ll the other p"rts.
:ur en%ironment h"s been "((ecte) by the "bsence o( cert"in "nim"ls. 1ert"in (lo$ers "re
pollin"te) by butter(lies $hich migr"te (rom 1Dn")" to 'e#ico. Some o( the bree)ing groun)s o(
these butter(lies $"s )estroye). Go$ these (lo$ers "re )is"ppe"ring (rom cert"in "re"s. We $ill no
longer be "ble to en=oy their be"uty.
The >u"lity h"s been ch"nge). Dmeric" use) to be co%ere) $ith gi"nts trees. Go$ $e h"%e to %isit
them in one sm"ll p"rk. !"in (orests "roun) the $orl) "re being cut )o$n to m"ke room (or hum"ns.
We $ill ne%er be "ble to see or stu)y this (r"gile ecosystem.
* $oul) encour"ge us hum"ns to look (or other "lt"n"ti%es (or our ("rml"n)s8 housing "n)
in)ustries. We h"%e "ltern"ti%es8 the "nim"ls )o not.
7. Topic15: Dre our Roos cruel to $il) "nim"ls? 6iscuss.
2. We shoul) not keep m"rine m"mm"ls in c"pti%ity. Dgree? 1lick here
?. Topic17: \oos "re sometimes seen "s necess"ry but not poor "ltern"ti%es to " n"tur"l en%ironment.
6iscuss some o( the "rguments (or "n)4or "g"inst keeping "nim"ls in Roos. Dnim"l 1
\oos "re common pl"ces (or people "roun) the $orl). Dnim"ls "re kept in Roos (or se%er"l positi%e
re"sons: entert"inment8 e)uc"tion "n) conser%"tion. :n the other h"n)8 Roos "lso c"use some
problems (or "nim"ls8 such "s restrictions in their (ree)om or the )estruction o( the ,$il)- ch"r"cter
o( "nim"ls. This ess"y $ill )iscuss ")%"nt"ges "n) )is")%"nt"ges "bout keeping "nim"ls in Roos.
<irstly8 Roos "re entert"ining "n) interesting pl"ces (or chil)ren. Tirtu"lly "ll chil)ren like to see
"nim"ls in Roos. These "re goo) pl"ces (or ("milies to rel"#. \oos "re not only interesting pl"ces (or
chil)ren8 but they "lso gi%e " ch"nce (or people $ho li%e in big cities get close to n"ture.
The ne#t point is the scientists c"n rese"rch "nim"ls+ li%es $hen they "re kept in Roos e"sier th"n
they "re still li%ing in (orests. Scientists c"n stu)y "nim"ls+ rel"tionships8 their li(e cycle8 or their
h"bits. *n "))ition8 rese"rchers c"n le"rn ho$ "nim"ls t"ke c"re o( e"ch other such "s ho$ mothers
look "(ter their o((spring. 'oreo%er8 rese"rchers h"%e "ckno$le)ge) the import"nce o( ho$ to bree)
"nim"ls8 $hich c"n re)uce "nim"l e#tinction.
<urthermore8 en)"ngere) "nim"ls such "s tigers8 lions c"n be kept in c"pti%ity. Some "nim"ls th"t
risk e#tinction might still e#ist bec"use they "re kept in s"(e (rom hunting.
Jo$e%er8 Roos "re not suit"ble (or "nim"ls bec"use they "re kept in the limite) "re"8 in limite) (oo)
(or " long time. They m"y lose their (ree)om "n) their soci"liR"tion $ith other "nim"ls. Vesi)es8
some "nim"ls h"%e lost their ,$il)- ch"r"cter. <or e#"mple8 tigers might lose their hunting skillsC
pl"typuses might )ie bec"use they "re not use) to li%e in limite) "re"s.
Dlso8 Roos cost " lot o( money (or l"n)8 "nim"ls+ (oo) "n) l"bours. This m"y ch"rge e#pensi%e
entr"nce (ees (or people $ho $"nt to go into Roos.
*n summ"ry8 Roos "re interesting pl"ces to people o( "ll "ges "n) Roos "re "lso s"(e pl"ces (or some
species o( "nim"ls. Let8 Roos+ o$ners shoul) look "(ter "ll "nim"ls "n) gi%e them enough (oo) "n)
suit"ble c"pti%ity8 "s this $ill gi%e being better ")%"nt"ges (or "nim"ls+ li%es.
O. Topic1E: \oos "re both necess"ry "n) entert"ining. "bo%e
E. 6o you "gree or )is"gree $ith the (ollo$ing st"tement? D Roo h"s no use(ul purpose. 9se speci(ic
re"sons "n) e#"mples to e#pl"in your "ns$er. T:;<& "bo%e
@to be continue)A
Gi bi: labatvi trong 1& Thng T' !""9# "$:$):"1
Section 5: ;n%ironment
1. Kroblems "n) solutions
P !"in (orests:
solution: go%ernments in r"in(orest countries nee) to pl"n "n) $ork together. They shoul) "lso
protect cert"in "re"s "n) pl"nt ne$ (orest.
P energy:
"t the moment8 S7Y o( the $orl)+s energy comes (rom (ossil (uels. There+s enough co"l (or the
ne#t 500 ye"rs8 but oil is only enough (or ne#t 20 ye"rs. Wh"t h"ppens then? Well8 one "ns$er is
nucle"r energy. Vut "(ter the 1hernobyl )is"ster in 1SE?8 m"ny people think nucle"r po$er isn+t s"(e.
The green solutions: they "ll use n"tur"l energy "lre")y in the en%ironment:
Win) energy
Sol"r energy
W"%e energy
Geotherm"l energy @(rom hot rocks un)er the ;"rthA
P Dci) r"in:
solutions: *n)ustri"l countries shoul) control their le%els o( pollution. This is "lre")y h"ppening in
some p"rts o( ;urope.
P Wi)eli(e:
Dnim"ls "re " p"rt o( the en%ironment8 too. 'illions o( them "re kille) or tre"te) cruelly by m"n
e%ery ye"r. There "re (i%e m"in groups:
Dnim"ls use) (or scienti(ic rese"rch: r"bbits.
Dnim"ls kille) (or sportC (o#es.
Dnim"ls kille) (or (ur8 skin: croco)ies.
Dnim"ls / their en%ironment "re in )"nger: glorill"s.
Dnim"ls kept in cruel con)itions on ("rm: chicken8 co$s.
solution: groups like Greenpe"ce h"%e "lre")y helpe) to stop $h"le hunting. Go$8 they $"nt to
stop (ur hunting8 too Q they belie%e in "nim"l rights. Dnim"ls shoul)n+t su((er. The cruelty must
stop.
.. Why is protecting en%ironment import"nt?
P We nee) " he"lthy en%ironment in or)er to sur%i%e so $e must protect it. We nee) to protect the
en%ironment no$ to help pre%ent he"lth problems8 to m"int"in the ecosystem "n) to preser%e the
e"rth (or our chil)ren.
P Kollution (rom ("ctories "n) c"rs c"n c"use )"m"ges to the en%ironment. 'oreo%er8 pollution c"use
he"lth problems8 p"rticul"rly (or chil)ren "n) the el)erly $ho h"%e $e"ker immune system. We nee)
to ensure th"t there "re controls on the "mount o( pollution $hen possible so "s to pre%ent he"lth
problems c"use) by bre"thing )irty "ir.
P We "lso nee) to p"y "ttention to the ecosystem. Trees8 pl"nt li(e8 "n) people "ll )epent on e"ch
other. Dn unhe"lthy en%ironment c"n h"%e h"rm(ul e((ects on the ecosystem. <or e#"mple8 i( " pl"nt
)ies bec"use o( ch"nges to the en%ironment "n) th"t pl"nt is (oo) (or "n "nim"l8 th"t "nim"l $on+t
h"%e "ny (oo). *( hum"n uses th"t "nim"l "s " (oo) source there coul) be big problems.
P *( $e )o not respect our en%ironment no$8 it $ill continue to get $orse "n) our chil)ren $ill su((er
the conse>uences. They $oul)n+t h"%e the s"me >u"lity o( "ir to bre"th or n"tur"l be"uty to ")mire.
Th"t $oul) be s").
P Without cle"n "ir to bre"th8 " he"lthy ecosystem "n) " (uture (or our chil)ren the hum"n r"ce
$oul) not sur%i%e. Th"t+s $hy protecting our en%ironment is import"nt.
5. BDction such "s recycling c"nnot be le(t up to the goo) $ill o( the in)i%i)u"l. *t must be (orce) on
us by go%ernment.B 6iscuss this st"tement "n) suggest ho$ go%ernments c"n encour"ge people to be
more "$"re o( en%ironment"l issues. i)e"s
Jo$ c"n the go%ernment encour"ge4(orce us to recycle? 5
P ne$ l"$s
P intro)uce (ines
P pro%i)e speci"l collection ser%ices (or )i((erent types o( rubbish
P promote recycling through " me)i" c"mp"ign
P te"ch chil)ren "bout recycling "n) en%ironment"l issues "t school.
Why shoul) $e recycle? 1
P too much rubbish no$here to put it
P using up import"nt resources too >uickly
P rubbish c"uses pollution8 e.g. pl"stic $hich is not bio)egr")"ble.
Wh"t "re the )is")%"nt"ges o( go%ernment legisl"tion to encour"ge4(orce people to recycle? 7
P people $oul)nHHt nee) to think "bout the en%ironment they =ust (ollo$ the l"$
P m"y be "n e#pensi%e policy
P checking "n) (ining people $ho )onHHt recycle $oul) be e#pensi%e to )o8 so the go%ernment might
h"%e to r"ise t"#es to p"y (or it
Why )onHHt people recycle $ithout go%ernment l"$? .
P itHHs e"sier not to recycle people "re n"tur"lly l"Ry
P people "re not "$"re o( en%ironment"l issues
Where )o people recycle " lot? 2
P Germ"ny8 (or e#"mple.
Jo$ much shoul) the go%ernment (ine people $ho )o not recycle? 5 ")) to the other i)e"s "bo%e
P Jigh (ines to m"ke people )o it.
Who shoul) check i( people "re recycling? The police? 7
P %ery )i((icult point police "re too busy
P m"ybe loc"l council o((ici"ls
7. To $h"t e#tent is the continuous use o( (ossil (uels "ccept"ble gi%en the e%i)ence o( glob"l
$"rming?
2. Topic12: To $h"t e#tent shoul) economic pl"nning be in(luence) by the nee) o( en%ironment"l
conser%"tion?
?. '"ny p"rts o( the $orl) "re losing import"nt n"tur"l resources8 such "s (orests8 "nim"ls8 or cle"n
$"ter. 1hoose one resource th"t is )is"ppe"ring "n) e#pl"in $hy it nee)s to be s"%e). 9se speci(ic
re"sons "n) e#"mples to support your opinion. T:;<&1.5
$h"t "re e#"mples (or the loss o( such import"nt resources?
(orests.
Dnim"ls
1le"n $"ter
Why they "re being lost?
)ue to hum"n beings+ "cti%ities like: e#plor"tion (or n"tur"l resources.
Kollute) en%ironment
Wh"t is the ob%ious e#"mple? Gi%e e%i)ence
:ur trees.
Jun)re)s o( thous"n)s o( "rces o( trees )is"ppe"r in countries "ll "roun) the $orl).
$h"t is the re"son?
Trees "re use) (or (uel.
Trees "re )estroye) to buil) housing )e%elopments "n) shopping centers.
Why this resource is import"nt?
Trees "re essenti"l to our sur%i%"l. They "re " m"=or p"rt o( the process o( photosynthesis.
Khotosynthesis is the process in $hich green pl"nts use c"rbon )io#i)e to pro)uce o#ygen8 "n)
o#ygen is something "ll o( us nee). The (e$er trees there "re8 the more this "((ects our "bility to
bre"th.
Trees "re "lso import"nt in the )e%elopment o( m"ny me)icines. '"ny )rugs come (rom the le"%es
o( cert"in trees8 "long $ith other herbs "n) pl"nts.
Trees "re import"nt to soil conser%"tion. This is $hy you+ll usu"lly see trees lining " (iel). Tree
roots help keep the soil in pl"ce8 "n) "re "lso " ("ctor in $"ter )istribution )eep bene"th the groun).
Trees pro%i)e so much ple"sure.
Wh"t c"n be )one to protect this )is"ppe"r"nce?
O. The en%ironment is the most import"nt issue in the $orl) to)"y. 6iscuss.
E. The 9nite) G"tions shoul) be gi%en " stronger role in glob"l economic m"n"gement in or)er to
ensure th"t the $orl)+s resources "re use) $isely. Vritish 1ouncil.
*n the t$entieth century8 m"ny countries h"%e been )e%eloping their economies "n) impro%ing the
st"n)"r) o( their people. The , Tiger economies- o( ;"st Dsi" pro%i)e " %ery goo) e#"mple o( this.
Dt the s"me time8 it is true th"t there "re some en%ironment"l problems $ith )e%elopment8 such "s
"ir "n) $"ter pollution8 "n) the cutting )o$n o( l"rge "re"s o( r"in (orest in some countries.
* )o not think the 9G is the best org"nis"tion to t"ke on " m"n"gement role to try "n) (in) " b"l"nce
in such m"tters. *t h"s become cle"r in recent ye"rs th"t the 9G is not %ery goo) "t m"n"ging its o$n
"(("ir. Some people sent to $ork (or 9G seem to h"%e more interest in their o$n ")%"ncement th"n
in ser%ing the gre"ter c"use o( m"nkin). Ds " result there h"%e been serious problems $ith $"ste "n)
ine((iciency in the $ork o( the 9G.
* $oul) "rgue th"t problems o( )e%elopment "n) o( conser%"tion h"%e to be sol%e) by the countries
concerne). Ds st"n)"r)s o( li%ing rise in the )e%eloping economies8 people in those countries $ill
st"rt to (ight "g"inst pollutiion "n) )em"n) " better st"n)"r) o( li%ing. These countries $ill
e%entu"lly (ollo$ " p"th like th"t o( the )e%elope) countries "n) issues o( conser%"tion $ill become
incre"singly import"nt.
The best role th"t the 9G c"n pl"y is to help countries get together to sort out problems o( mutu"l
interest $hich cross n"tion"l bor)ers. There "re "lso speci"l glob"l problems8 such "s the hole in the
oRone l"yer8 $here the 9G c"n pro%i)e " (orum (or countries to seek common solutions. Vut this is "
%ery )i((erent m"tter (rom gi%ing the 9G " stronger role in glob"l economic m"n"gement.
S. Topic75 :The (orests "re becoming sm"ller "n) the pl"net is more pollute) e%ery)"y.- 6iscuss the
")%"nt"ges "n) )is")%"nt"ges o( economic )e%elopment. @.20 $or)sA economic
Wh"t+s the connections bet$een b") si)es o( economic )e%elopment "n) en%ironment"l issue?
<irst8 "n) most import"ntly8 economic )e%elopment o( m"ny countries m"kes m"ssi%e problems8
$hich )"m"ge the en%ironment.
<or e#"mple8 i( some countries h"%e " goo) economy8 they $ill $"nt to spre") the prosperity to
outsi)e countries. There(ore8 sometimes they h"%e to cut )o$n " (orest to buil) buil)ings or
("ctories. Ds " result8 the (orests "re no$ becoming sm"ller.
'oreo%er8 there "re m"ny kin)s o( in)ustries8 such "s chemic"l or petroleum in)ustries th"t c"use
the pl"net to be pollute) e%ery)"y.
So $e shoul) not o%erlook these problems $hile $e "re )e%eloping "n economy.
10. To $h"t e#tent shoul) in)ustry be m")e to p"y (or en%ironment"l pollution?
11. To $h"t e#tent c"n in)i%i)u"ls ensure th"t the en%ironment is protecte) (rom pollution?
1.. Some people belie%e th"t the ;"rth is being h"rme) @)"m"ge)A by hum"n "cti%ity. :thers (eel
th"t hum"n "cti%ity m"kes the ;"rth " better pl"ce to li%e. Wh"t is your opinion? 9se speci(ic
re"sons "n) e#"mples to support your "ns$er. T:;<&50
15. Jum"n beings "re r"pi)ly )estroying the pl"net e"rth / cuc .E
17. Wh"t "re "cti%ities o( hum"n beings $hich )estroy the pl"net e"rth?. Vritish 1ouncil
Kollution
Kollute) the "ir "n) l"n).
1"rs "n) ("ctories "re %ery )irty Q )"ngerous (or people8 $il)li(e "n) the en%ironment.
. serious pollution problems "re:
Dci) r"in: this h"ppens $hen g"ses "n) chemic"ls mi# $ith $"ter in the "ir. The mi#ture tr"%els (or
hun)re)s o( miles "n) (in"lly ("lls b"ck to e"rth. Vec"use ,Dci) r"in- cont"ins " lot o( chemic"ls *t
kills (ish "n) trees.
The Greenhouse e((ect: g"ses "n) chemic"ls "re the re"son (or this problems8 too. Some o( them
st"y in the "ir like " blnket "roun) the $orl). Vec"use o( this bl"nket8 the ;"rth+s clim"te is ch"nging
"n) getting hotter.
6esserts: soil erosion:
'ore people Q (e$er trees Q gre"ter use o( l"n) Q thinner soil Q erosion Q ("mine.
W"ter: in the )e%eloping $orl)8 cle"n $"ter is r"re Q )ig )eep $ells.
!"in <orest: in the l"st 70 ye"rs8 h"l( o( the $orl)+s (orests h"%e )iss"ppe"re). *( this continues (or
the ne#t 70 ye"rs8 millions o( specis o( pl"nts "n) "nim"ls $ill become e#tinct. Dn) th"t+s =ust the
beginning.
Why is the crisis h"ppening?
Vec"use )e%eloping $orl) ("rmers )on+t h"%e enough l"n) (or pl"ces gro$ing (oo) "n) pl"ces
li%ing.
!ich countries )epen) on r"in (orest pro)ucts.
'o)ern li(e in the )e%elope) $orl) )epen)s on r"in (orest pro)ucts. These inclu)es:
'iner"l
Woo)
'e)icine
rubber
e((ects o( the crisis:
the $orl)+s r"in(orests "re ("cing " tot"l )is"ster. Some scientists s"ys it+s e%en $orse th"n the
e((ect o( nucle"r $"r.
The r"in(orest (ires in D(ric" "re so big th"t they "ppe"r in s"ttellite photos. Vut it+s not =ust "
>uestion o( )i"ppe"ring o( tribes8 trees "n) species.
*t+s " >uestion o( clim"t8 too. :ut pl"net nee)s he"lthy r"in(orests to contrl its temper"ture. Without
them8 the greenhouse ;((ect $ill =ust get $orse "n) $orse.
9se) most o( the ;"rth+s oil8 g"s "n) co"l.
1ompletely kille) more th"n 200 kin)s o( "nim"ls8 bir)s "n) pl"nts.
.050: .2Y o( "nim"ls8 bir)s8 (ish "n) insects m"y be e#tinct.
!e"sons:
Kollution: millions o( "nim"ls )ie e%ery ye"r bec"use m"n h"s pollute) their n"tur"l home or
h"bit"t.
Junting: m"n hunts "n) kills millions o( "nim"ls e%ery ye"r.
;n%ironment itsel(:
sm"ller: m"n cuts )o$n more trees8 buil) more ro")8 uses more l"n) (or ("rming Q(e$er =ungles8
(iel)s "n) (orest (or $il) li(e.
'")e "n) use) "tomic bombs.
Gro$n in numbers (rom 1 billion @ 1E50A to more th"n ? billions to)"y.
n"tur"l resources: $"ter source8 biologic"l source8 energy resources "re h"rme) by hum"n+s
e#plor"tion:
strip mining )e%"st"te $hole regions8 le"%ing b"re "n) useless groun).
6e(orest"tion remo%es ol) gro$th trees th"t c"n+t be repl"ce).
Too much (ishing m"y h"rm (ish popul"tions to the point $here they c"n+t reco%er
:%erpopul"tion:
'"ny "re"s su((er too much )e%elopment
;conomic )e%elopment
pollution to en%ironment:
tr"((ic congestion.
pollute) "ir @emission (rom ("ctoriesA
pollute) $"ter @$"ste (rom comp"nies "n) communitiesA
W"ste present e%ery$here: b"rrels o( in)ustri"l $"ste8 r")io"cti%e $"ste.
Wh"t h"%e hum"n beings )one to m"ke the e"rth " better pl"ce?
rescue "n) buil) the e#plore) resources.
!eh"bilit"te the e"rth.
*n the l"st .0 ye"rs there h"s been " Green re%olution.
To)"y8 m"ny scientists "n) $orl) le")ers re"liRe th"t the e"rth is in )"nger.
Q *t is re"lly %ery simple: ;ither $e stop killing the ;"rth or $e $ill kill oursel%es. We nee) "
cle"ner8 he"lthier pl"net.
12. D comp"ny is going to gi%e some money either to support the "rts or to protect the en%ironment.
Which )o you think the comp"ny shoul) choose? 9se speci(ic re"sons "n) e#"mples to support your
"ns$er. T:;<&
Why protect the en%ironment import"nt?
pre%ent he"lth problems.
'"int"in the ecosystem.
Kreser%e the ;"rth (or our chil)ren.
The e"rth pl"net is no$ in )"nger $.r.t en%ironment.
1lick here
1?. <orests "re the lungs o( the e"rth. 6estruction o( the $orl)HHs (orests "mounts to )e"th o( the
$orl) $e currently kno$. To $h"t e#tent )o you "gree or )is"gree? /V1
1O. Topic1?: 6"m"ge o( the en%ironment is "n ine%it"ble conse>uence o( $orl)$i)e impro%ements
in the st"n)"r) o( li%ing. 6iscuss. 1lick here
1E. 6escibe "n en%ironment"l problem th"t Tietn"m h"s.
The )is"ppe"ring o( (orests.V1
6e(orest"tion r"tes in Tietn"m h"%e been high $ith net "nnu"l loss o( (orests estim"te) "t 100 000
1.2 000 h" in recent ye"rs.
!e"son:
&oc"l )em"n)s (or in)ustri"l $oo)
*mpro%e) m"rket prices "s p"rt o( the process o( economic r"tion"lis"tion.
Trees "re use) (or (uel.
Trees "re cut )o$n illeg"lly by crimin"ls (or pro(its.
<orest (ires in the south o( Tietn"m in recent months. The recent (ire in 9minh @c"m"uA (orest r"in
in Tietn"m c"use) more th"n ?000 h" )estroye) completely.
Trees "re )estroye) to buil) housing )e%elopments "n) shopping centers8 gi%ing pl"ces (or gro$ing
(oo)s "n) pro%i)ing li%ing sp"ce (or ne$ / "))e) popul"tion.
Why this issue is import"nt?
<orest is the m"=or h"bit"t (or "nim"ls8 bir)s8 pl"nts
Trees "re essenti"l to our sur%i%"l. They "re " m"=or p"rt o( the process o( photosynthesis.
Khotosynthesis is the process in $hich green pl"nts use c"rbon )io#i)e to pro)uce o#ygen8 "n)
o#ygen is something "ll o( us nee). The (e$er trees there "re8 the more this "((ects our "bility to
bre"th.
Trees "re "lso import"nt in the )e%elopment o( m"ny me)icines. '"ny )rugs come (rom the le"%es
o( cert"in trees8 "long $ith other herbs "n) pl"nts.
Trees "re import"nt to soil conser%"tion. This is $hy you+ll usu"lly see trees lining " (iel). Tree
roots help keep the soil in pl"ce8 "n) "re "lso " ("ctor in $"ter )istribution )eep bene"th the groun).
Trees pro%i)e so much ple"sure.
1S. Wh"t )o you think c"n be )one to sol%e this problem?
Serious e((orts "re being m")e to est"blish (orest pl"nt"tions in Tietn"m $ith " p"r"llel progr"m o(
pl"ntings "s sc"ttere) trees in home g"r)ens8 "n) "long )ykes "n) ro")si)es. h"%e "lre")y pro%en to
be the )ri%ing (orces to$"r)s the re(orest"tion o( b"rren l"n) "n) pri%"te tree pl"nting in home
g"r)ens "n) on m"rgin"l l"n)s "longsi)e ro")s "n) )ykes.
Vetter m"n"gement in (orests: the (orestry te"m nee) better tr"ining.
&"uch e((ecti%e c"mp"igns to enh"nce m"ss+ "$"reness o( the import"nce o( protecting the (orest.
<in) other "ltern"ti%es (rom the tree /pl"nt "re"s to buil) buil)ings: t"ll buil)ing shoul) repl"ce one
/t$o (loor house.
This issue must be t"ken into "ccount $hen )e%eloping the in)ustry.
.0. Wh"t )o you think th"t or)in"ry people c"n )o to help protect the en%ironment?
T"ke p"rt in the process o( popul"riRing the neccesity o( protecting the en%ironment in the m"ss.
Kl"nt trees more in surroun)ing li%ing region.
;"ch "ction must sho$ respect to the en%ironment protection:
Ge%er thro$ $"ste into $rong pl"ces
Ge%er m"ke h"rm to the green trees.
.1. 6o you $orry "bout the st"te o( the en%ironment in the $orl)? Why4 Why not?
G"tur"l resources: $"ter source8 biologic"l source8 energy resources "re h"rme) by hum"n+s
e#plor"tion:
strip mining )e%"st"te $hole regions8 le"%ing b"re "n) useless groun).
6e(orest"tion remo%es ol) gro$th trees th"t c"n+t be repl"ce).
Too much (ishing m"y h"rm (ish popul"tions to the point $here they c"n+t reco%er
:%erpopul"tion:
'"ny "re"s su((er too much )e%elopment
;conomic )e%elopment
pollution to en%ironment:
tr"((ic congestion.
pollute) "ir @emission (rom ("ctoriesA
pollute) $"ter @$"ste (rom comp"nies "n) communitiesA
there "re m"ny kin)s o( in)ustries8 such "s chemic"l or petroleum in)ustries th"t c"use the pl"net to
be pollute) e%ery)"y.
W"ste present e%ery$here: b"rrels o( in)ustri"l $"ste8 r")io"cti%e $"ste.
... Specul"te on the e((ects o( en%ironment"l ch"nge on the li%es o( (uture gener"tions.
.5. To $h"t e#tent is en%ironment"l )"m"ge irresistible?
.7. Wh"t )o you think is the most serious problem in the $orl)?
P Why )o you think so?
P Wh"t c"n $e )o "s in)i%i)u"ls to sol%e this problem?
.2. Wh"t types o( noise pollution )o you h"te the most?
;n) o( topic 2.
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Topic ?: <"mily /chil)ren $omen
section 1: chil)ren
1. *t is better (or chil)ren to gro$ up in the countrysi)e th"n in " big city. 6o you "gree or )is"gree?
9se speci(ic re"sons "n) e#"mples to )e%elop your ess"y..0
Gro$ing up in the country me"ns " cert"in "mount o( isol"tion. Lou "re in " sm"ll to$n or on "
("rm "n) not $ith " lot o( people. ;%en more import"nt8 the people you meet e%ery )"y ten) to be
=ust like you. 'ost $ill be the s"me r"ce "s you8 h"%e the s"me b"ckgroun) "s you8 "n) $ill h"%e
gone to the s"me scholls "s you.
*n the city8 you meet $ith " %"riety o( people. There "re )i((erent r"ces "n) )i((erent cultures. Lou
get " more interesting mi#.
there isn+t the sense o( community in the city th"t you h"%e in the country bec"use city people ten)
to come (rom" lot o( )i((erent pl"ces "n) mo%e "roun) " lot. Keople in the city c"n li%e in the s"me
"p"rtment buil)ing (or t$enty ye"rs "n) ne%er get to kno$ their neighbors.
*n the country8 e%erybo)y kno$s e%erybo)y. <or " chil)8 this me"s the country is more secure. D
chil) c"n get lost or hurt in the city "n) h"%e no one to turn to. *n the country8 e%eryone is "
neighbor. Keople in the country (eel connecte) to e"ch other.
D chil) gro$ing up in the city h"s the ")%"nt"ge o( " lot o( interesting "n) e#citing pl"ces to %isit.
Je or she c"n go to the Roo8 museums8 "rt g"lleries "n) concerts. There "re " lot o( rest"ur"nts $ith
)i((erent kin)s o( (oo). *t+s e"sy to see e%ery ne$ mo%ie th"t come out. 1hil)ren in the country )on+t
h"%e " lot o( these "cti%ity ne"rby.
Dll in "ll8 * think " chil)hoo) in the city is better bec"use it prep"res you more (or $h"t re"l li(e is
like.
.. 6o you "gree or )is"gree $ith the (ollo$ing st"tement? K"rents or other ")ult rel"ti%es shoul)
m"ke import"nt )ecisions (or their ol)er @12 to 1E ye"rol)A teen"ge chil)ren. 9se speci(ic re"sons
"n) e#"mples to support your opinion. /21.
Dgree:
no one kno$s me "s $ell "s my p"rents. Go one $"nts the best (or me like my p"rents. *t is n"tur"l
th"t * shoul) "llo$ my p"rents to m"ke import"nt )ecisions (or me8 concerne) e)uc"tion8 soci"l li(e
"n) (uture c"reer.
They "re much more $ise "n) )eep thinker.
They "re e#perience).
5. 6o you "gree or )is"gree $ith the (ollo$ing st"tement? D person+s chil)hoo) ye"rs @the time (rom
birth to t$el%e ye"rs o( "geA "re the most import"nt ye"rs o( " person+s li(e. 9se speci(ic re"sons "n)
e#"mples to support your "ns$er.10?
Dre chil)hoo) ye"rs o( " person the most import"nt ye"rs in his4her li(e?
Dgree: these "re the ye"rs th"t (orm us. These ye"rs )etermine $h"t kin) o( " person the chil) $ill
become.
Why?
The time $hen $e le"rn "bout rel"tionships.
:ur p"rents "n) siblings8 then "bout rest o( the $orl).
&e"rn ho$ to respon) to others b"se) the tre"tment $e+%e gi%en.
*( $e "re lo%e) Qkno$ ho$ to lo%e others.
<orm our i)e"s "bout our o$n sel( / $orth (rom the $"y others tre"t us )uring these ye"rs. They
c"n con%ince us $e "re $orthless8 or they c"n te"ch us $e )eser%e lo%e "n) respect.
The ye"rs $hen $e begin our (orm"l e)uc"tion.
Dc>uire the b"sic skills /re")ing8 $riting8 $orking $ith numbers /use throughout out li%es.
&e"rn ho$ to "n"lyRe in(orm"tion "n) use it.
6e%elop our mor"l sense o( $h"t+s right "n) $rong.
6e%elop our sel( / )iscipline to li%e "ccor)ing to our mor"ls.
7. 6o you "gree or )is"gree $ith the (ollo$ing st"tement? There is nothing th"t young people c"n
te"ch ol)er people. 9se speci(ic re"sons "n) e#"mples to support your position.SS
Wh"t c"n ol)er people te"ch young people?
*s there "nything th"t young people c"n te"ch ol)er people?
Technology.
Louth culture: popul"r music is gener"lly youth / oriente).
Louth / rel"te) soci"l issues: D*6S "n) school / %iolence.
2. Ds p"rt o( " cl"ss "ssignment you h"%e to $rite "bout the (ollo$ing topic. *n some countries
chil)ren h"%e %ery strict rules o( beh"%iour8 in other countries they "re "llo$e) to )o "lmost
"nything they $"nt. To $"nt e#tent shoul) chil)ren h"%e to (ollo$ rules? Lou shoul) $rite "t le"st
.20 $or)s.chil)ren.)oc
*t $oul) be un$ise8 in)ee) (oolh"r)y8 to impose the s"me rules o( beh"%ior on "ll chil)ren in e%ery
p"rt o( the $orl).
Dccept"ble rules i( beh"%iour c"n %"ry gre"tly (rom one country to "nother8 $ith ("ctors such "s
"ge "n) ("mily %"lues in(luencing $h"t is )eeme) to be "ccept"ble in th"t p"rticul"r society. ;%en
the se# o( " chil) c"n gre"tly in(luence these rules.
D b"sic ("ctor th"t must be consi)ere) is the "ge o( the chil).
:ther ("ctors $hich must be consi)ere) inclu)e m"turity "n) househol) rules
Wh"te%er the situ"tion8 rules o( beh"%iour )o nee) to be impose) on chil)ren. *n "ll societies rules
"re "n integr"l p"rt o( li(e "n) i( impose) (rom "n e"rly "ge " chil) $ill )e%elop " more )iscipline)
"ppro"ch to li(e "n) "s " result )e%elop into " $ell b"l"nce) ")ult to )e"l $ith "n e%er more comple#
$orl).
?. Wh"t "re the import"nt >u"lities o( " goo) son or )"ughter? J"%e these >u"lities ch"nge) or
rem"ine) the s"me o%er time in your culture? 9se speci(ic re"sons "n) e#"mples to support your
"ns$er. T:;<&27.
:be)ience
&oy"lty
!espect
O. 1hil)ren le"rn best by obser%ing beh"%ior o( ")ults "n) copying it. To $h"t e#tent )o you "gree or
)is"gree $ith this st"tement?
E. Some people think th"t chil)ren shoul) begin their (orm"l e)uc"tion "t " %ery e"rly "ge "n) shoul)
spen) most o( their time on school stu)ies. :thers belie%e th"t young chil)ren shoul) spen) most o(
their time pl"ying. 1omp"re these t$o %ie$s. Which %ie$ )o you "gree $ith? Why?E2
Shoul) chil)ren begin their (orm"l e)uc"tion "t " %ery e"rly "ge?
There "re m"ny things th"t coul) "((ect the outcome o( the "rgument.
Wh"t kin) o( school is it?
*t coul) be " school $here chil)ren sit "t their )esks "ll )"y long memoriRing )"tes "n) ("cts.
:r it coul) be " scholl $here the te"cher helps the chil)ren le"rn $h"t they $"nt to le"rn Q better.
Wh"t kin) o( pl"y $e "re t"lking "bout?
The chil) coul) be "lone "ll )"y long $"tching tele%ision8 $hich coul) m"ke him or her bore) "n)
lonely.
The chil) coul) e in%ol%e) in group "cti%ities $ith neighborhoo) chil)ren o( the s"me "ge8 $hich
coul) help him or her le"rn ho$ to get "long $ith others.
Dt $hich "ge shoul) chil)ren begin their (orm"l e)uc"tion?
? ye"rs ol) Q $hy?
Wh"t role )oes ,pl"y-t"ke to$"r)s " chil)?
&e"rn ho$ to get "long $ith others.
Wh"t is more import"nt to " chil)8 e)uction or pl"ying? Why?
Voth "re import"nt.
Wh"t is the best b"l"nce?
Dn i)e"l school $ith proper bre"k in $hich chil)ren c"n pl"y.
S. *t is %ery import"nt th"t chil)ren shoul) stu)y h"r) "t school. Time spent pl"ying is time $"ste).
6o you "gree? chil)ren.)oc
Why e)uc"tion is %ery import"nt (or chil)ren?
*t is belie%e th"t i( chil)ren stu)y h"r) "t school8 they $ill h"%e m"ny opportunities to (in) " goo)
=ob.
Wh"t is the )is")"%"nt"ges o( stu)ying h"r)?
Je"lth: str"in is the c"use o( b") he"lth e((ects such "s high bloo) pressure8 he"rt "tt"cks "n)
eyesight problems.
1ommunic"tion: they m"y not communic"te $ith their ("milies "n) (rien)s Q )i((iculties $ith
their colle"gues "n) their bosses.
1hil)ren shoul) m"n"ge time: ho$ long shoul) chil)ren stu)y "n) pl"y.
10. 6o you "gree or )is"gree $ith the (ollo$ing st"tement? 1hil)ren shoul) be re>uire) to help $ith
househol) t"sks "s soon "s they "re "ble to )o so. 9se speci(ic re"sons "n) e#"mples to support your
"ns$er. T:;<&10O.
Wh"t "re the ")%"nt"ges (or chil)ren o( )oing househol) t"sks?
Jousehol) t"sks buil) skills Q m"ke li(e " lot e"sier.
<"mily h"ppier: p"rents less busy Q ("mily rel"# togetherC p"rents $on+t (eel like the ser%"nts to
their ,couch pot"to- o((spring.
!esponsibility8 better org"niR"tion "n) time m"n"gement skills Q more likely to be succes(ul in
li(e.
11. BWhen teen"gers un)er the "ge o( 1E commit crimes8 their p"rents shoul) be hel) responsible.B
Write "n ess"y )iscussing this st"tement "n) suggest $"ys to comb"t teen"ge crime.
1.. The go%ernment shoul) pro%i)e more (in"nci"l "ssist"nce to p"rents $ho use chil)c"re.
1hil)c"re /"%"il"ble
Wh"t is the ")%"nt"ges o( using chil)c"re?
<irstly8 chil)c"re centres m"y "ssist chil)ren in their e"rly )e%elopment.
They gi%e chil)ren "n opportunity to mi# $ith other chil)ren "n) to )e%elop soci"l skills "t "n e"rly
"ge.
*n)ee)8 " $hole r"nge o( le"rning occurs in chil)c"re centres.
'oreo%er8 p"rents "n) chil)ren nee) to spen) some time "p"rt.
1hil)ren become less )epen)ent on their p"rents
K"rents themsel%es "re less stresse) "n) more e((ecti%e c"regi%ers $hen there "re perio)s o(
sep"r"tion.
*n ("ct8 recent stu)ies in)ic"te th"t the p"rentchil) rel"tionship c"n be impro%e) by the use o( high
>u"lity chil)c"re ("cilities.
*n "))ition8 p"rents $ho c"nnot go to $ork bec"use they )onHHt h"%e "ccess to chil)c"re ("cilities
c"nnot contribute to the n"tion"l economy.
They "re not "ble to utilise their pro)ucti%e skills "n) )o not p"y income t"#.
*n ("ct8 non$orking p"rents c"n become " )r"in on the t"# system through )epen)ent spouse "n)
other reb"tes.
*n conclusion8 go%ernment support (or chil)c"re ser%ices "ssists in)i%i)u"l ("milies "n) is
import"nt (or the economic $ellbeing o( the $hole n"tion.
15. Wh"t "re some o( the >u"lities o( " goo) p"rent? 9se speci(ic )et"ils "n) e#"mples to e#pl"in
your "ns$er. T:;<&17S.
&o%e us in "ny circumst"nce: m"rri"ge8 religion8 ... Q uncon)ition"l lo%e
Trust: trust e"ch other.
!espect their chil)ren. Tre"t them "s in)i%i)u"ls. Dccept our )i((erences.
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S;1T*:G .: <D'*&L DG6 <D'*&L !;&DT*:GSJ*KS
17. 6o you "gree or )is"gree $ith the (ollo$ing st"tement? K"rents "re the best te"chers. 9se
speci(ic re"sons "n) e#"mples to support your "ns$er..
Wh"t p"rents c"n te"ch us?
Wh"t "re )is")%"nt"ges o( p"rents in the position o( te"chers?
They m"y be too close to their chil)ren emotion"lly: sometimes limit " chol)+s (ree)om in the
n"me o( s"(ety.
They m"y e#pect their chil)ren+s interest to be simil"r to their o$n.
6i((erent gener"tions Q )is")%"nt"ge o( p"rents: n"rro$er %ie$s o( li(e8 c"n+t keep up $ith r"pi)
soci"l "n) technologic"l ch"nges.
Wh"t is the re"l te"cher o( one+s li(e:
:ur p"rents
:ur te"chers.
:ur peers.
Vooks "n) ne$sp"per "n) tele%isions.
They "re "ll %"lu"ble.
12. Some people think th"t the ("mily is the most import"nt in(luence on young ")ults. :ther people
think th"t (rien)s "re the most import"nt in(luence on young ")ults. Which %ie$ )o you "gree $ith?
9se e#"mples to support your position.EO
$h"t role )oes ("mily pl"y in young ")ult+s li(e?
D ("mily is perm"nent8 $hile (rien)s come "n) go. They gi%e you support throughout your li(e
Lour p"rents "re your role mo)els. They $ill encour"ge you to )o your best to push yoursel(8 "n)
to impro%e your sel(. D ("mily is "mitious (or you.
Lour ("mily te"ches you "bout lo%e.
Wh"t is their (rien)s+s role?
P Which is more import"nt?
] !ele%"nt >uestions (or inter%ie$ section:
1. 6o you h"%e "ny brothers or sisters? Wh"t "re they )oing "t present?
.. Where )oes your ("ther or mother $ork?
5. 6o you li%e $ith your ("mily? Why?
7. Wh"t )o you "n) your ("mily )o together?
2. 6escribe the role o( the ("mily in your li(e
gi%e moti%"tion Q li(e is more me"ning(ul: h"%e people to c"re (or.
Gi%e li(etime support Qcon(i)ence.
&i(elong (rien)s: ne%er betr"y8 "l$"ys lo%e me "n) $"nt the most be"uti(ul thing (or me.
?. Specul"te on ho$ li(e $oul) be $ithout "ny ("mily.
&"ck o( moti%"tion.
&"ck o( orient"tion.
&i(e is less me"ning(ul.
O. 6escibe the most interesting member o( your ("mily. S"y:
P Jis4her rel"tionship to you.
P Wh"t this persons )oes.
P Jo$ you (eel "bout this person
Dn) e#pl"in $h"t m"kes this person interesting.
E. D person $ho h"s the most in(luence in your li(e. @ple"se $rite your o$n "ns$er (or this >uestion
A
Who is the person? *t is %ery my ("ther th"t m"kes the most import"nt in(luence in my li(e. Je h"sn+t
only helpe) me (orm my o$n ch"r"cter but "lso gi%en me strength to le") " better li(e. 'oreo%er8 he
in)ee) m")e " gre"t contribution to "ll my "chie%ements up till no$. <or me8 he is "n i)e"l <"ther.
Jo$ )oes this person in(luence on you?
Je $"s the person $ho m"ke gre"t contribution to my "c")emic per(orm"nce.
<rom his %ie$8 " succes(ul person must be "n $ell e)uc"te) person. Th"t+s $hy he "l$"ys
encour"ge us8 his (our chil)ren8 to stu)y "n) stu)y more. Je m")e us "$"re) th"t intellectu"l is the
most precious thing "ny person c"n possess8 much more th"n money.
Je $orke) h"r) (or e"rning enough money (or pro%i)ing us the best con)itions (or our stu)ying.
T"ke my sel( "s "n e#"mple. When * =ust entere) my high school8 "n) "ppe"re) to h"%e goo) "bility
(or computer science sub=ect8 he h") no hesit"tion to buy me " goo) computer )espite the ("ct th"t
our ("mily $"s not $ell/o(( "t th"t time "n) computer $"s not che"p "t "ll.
<our chil)ren in the s"me "ge group is in)ee) " he"%y bur)en (or "ny p"rents. Dlthough he is only
" norm"l electric"l engineer $ith mo)er"te s"l"ry but he m"n"ge) succes(ully re"ring us. Dll o( us
h"%e success(ully entere) into best uni%ersities "n) per(orme) re"lly $ell in our "c")emic results.
Dnyone looking "t our ("mily $oul) ")mire my ("ther (or his e((ort o( bring up us.
Wh"t+s more8 he ser%es "s " p"ttern o( " goo) person (or us to (ollo$:
Je is " soul(ul m"n not only in ("mily but "lso in his rel"tionship to$"r)s (rien)s "s $ell "s
colle"gues..
Je kno$s ho$ to t"ckle his li(etime thorny problem. T"ke his youth time "s "n e#"mple. Jis rule
$"s "l$"ys )oing the best in gi%en con)itions.
S. 6escribe the role o( the ("mily in tr")ition"l Tietn"mese society.
The long turn shoul) inclu)e:
The roles "n) responsibilities o( the %"rious gener"tions.
The bene(its to chil)ren8 the el)erly etc. o( " ("mily like this.
Dny )is")%"nt"ges.
Dn) )escribe "ny ch"nges to the tr")ition"l ("mily structure th"t h"%e occurre) or "re in the process
o( occurring.
@to be continue)A
Topic ? @continue)A
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S;1T*:G 5: W:';G
1. 6escibe the role o( $omen in " typic"l ("mily in Tietn"m
P the t"sks $omen usu"lly per(orm in the home.
P Whether men h"%e )i((erent responsibilities to $omen
P Wh"t roles m"le "n) (em"le p"rents t"ke in bringing up chil)ren
Jo$ s"tis(ie) m"les "n) (em"les "re $ith the current situ"tion.
.A Topic21:B<"therhoo) ought to be emph"siRe) "s much "s motherhoo). The i)e" th"t $omen "re
solely respon)ible (or )eci)ing $hether or not to h"%e b"bies le")s to the i)e" th"t they "re "lso
responsible (or bringing the chil)ren up.B To $h"t e#tent to you "gree or )is"gree? here
Why ("therhoo) shoul) be emph"siRe) "s much "s motherhoo) in the r"ising o( chil)ren.
*( the )ecision to h"%e b"bies is sh"re) by both p"rents8 then the responsibility (or r"ising chil)ren
is more likely to be sh"re) "s $ell. The role o( ("ther shoul) h"%e the s"me import"nce "s th"t o(
mother.
<"thers "re import"nt to chil)ren "s m"le role mo)els.
Tr")ition"lly8 F"p"nese ("thers "re e#pecte) to te"ch their chil)ren "bout the re"l $orl) "n) the
import"nce o( $ork.
'ore "n) more $omen "re $orking outsi)e their homes to m"ke en)s meet )espite the ("ct th"t
they "re still r"ising " ("mily.
Ds more "n) more $omen elect to h"%e both ("mily "n) c"reer they nee) more help (rom their
husb"n)s.
<or e#"mple ("thers shoul) sh"re househol) chores $ith mothers in such "re"s "s cooking8 cle"ning
"n) l"un)ry.
Women "lso nee) psychologic"l support (rom men since the r"ising o( chil)ren ^en)"shC
especi"lly younger chil)ren^em)"shCc"n be e#h"usting.
*n conclusion8 the ("therHHs role "n) the motherHHs role shoul) be e>u"lly emph"siRe) bec"use not
only )oes sh"re) p"renting e"se the bur)en8 but "lso gi%es chil)ren " bro")er perspecti%e on
beh"%iour.
5. The position o( $omen in society h"s ch"nge) m"rke)ly in the l"st t$enty ye"rs. '"ny o( the
problems young people no$ e#perience8 such "s =u%enile )elin>uency8 "rise (rom the ("ct th"t m"ny
m"rrie) $omen no$ $ork or "re not "t home to c"re (or their chil)ren.To $h"t e#tent )o you "gree
or )is"gree $ith this opinion? The1"mbri)ge . /1?5.8 1uc ... here
Jo$ )is")%"nt"ges o( $orking $omen to$"r) =u%enile?
P 'ost $orking m"rrie) $omen h"%e no time (or their chil)ren.
Ds " result they "re no longer "n "uthority (or their o((spring.
Their =obs t"ke E hours o( their )"y or sometimes e%en more8 so chil)ren "re not "ble to
communic"te $ith their mothers "n) )o not recei%e in(orm"tion "n) kno$le)ge (rom them.
1onse>uently 1hil)ren )o not $"nt to obey their p"rentsHH rules. They trust "n) belie%e more in
their (rien)s th"n their p"rents "n) there(ore get in%ol%e) in more trouble th"n i( they h") listene) to
their mothers.
P Secon)8 the person"l %"lues o( m"rrie) $omen $ho $ork ch"nge so they c"re more "bout their
=obs th"n their chil)ren.
*n response8 chil)ren protest "n) )o b") things to "ttr"ct their mothersHH "ttention.
P Work brings money "n) person"l s"tis("ction (or the m"rrie) $omen but it "((ects chil)renHHs
e)uc"tion so they "re more likely to be in%ol%e) in crimin"l "ction.
Why this is not " )irect c"use o( the in)isput"ble incre"se in =u%enile / rel"te) problems )uring this
perio)?
*t is no$ "ccepte) th"t young $omen shoul) (in) $ork on le"%ing schoolC in)ee) to rely tot"lly on
their p"rents+ (in"nci"l support is no longer "n option in m"ny ("milies.
&ike$ise8 once they get m"rrie)8 the m"=ority o( $omen continue $orking since the (in"nci"l
pressures o( setting up " house "n) est"blishing " re"son"ble st"n)"r) o( li%ing o(ten re>uire t$o
incomes.
T$enty ye"rs "go it $"s common (or $omen to gi%e up $ork once they h") chil)ren "n) )e%ote
their time to c"ring (or their chil)ren.
This is no longer the gener"l rule "n) the pro%ision o( pro(ession"lly run chil) c"re ("cilities "n)
)"y nurseries h"%e romo%e) much o( the responsibility (or chil) re"ring th"t use) to ("ll to mothers.
Jo$e%er8 these ("cilities come "t " cost "n) o(ten re>uire t$o s"l"ries coming into " ("mily to be
"((or)e).
the incre"se in the number o( $orking mothes h"s not resulte) in chil)ren being brought up less
$ell th"n pre%iously.
Vy gi%ing mothers the opportunity to $ork "n) e"rn money chil)ren c"n be better pro%i)e) (or th"n
pre%iously.
There is more money (or lu#uries "n) holi)"ys "n) " more secure ("mily li(e is possible.
:( course there "re limits "s to the "mount o( time th"t i)e"lly shoul) be spent "$"y (rom home
"n) the i)e"l scen"rio $oul) be (or one o( the p"rents @o(ten the $i(eA to h"%e " p"rt / time =ob "n)
thus be "%"il"ble (or their chil)ren be(ore "n) "(ter school.
*t is import"nt to est"blish the correct b"l"nce bet$een ("mily li(e "n) $orking li(e.
7. <"thers "re =ust "s c"p"ble "s mothers o( t"king c"re o( chil)ren8 so men shoul) sh"re p"renting
$ork more e>u"lly $ith $omen. Dgree4 )is"gree?
2. '"ny people belie%e th"t $omen m"ke better p"rents th"n men "n) th"t this is $hy they h"%e the
gre"ter role in r"ising chil)ren in most societies. :thers cl"im th"t men "re =ust "s goo) "s $omen "t
p"renting Write "n ess"y e#pressing your point o( %ie$. Gi%e re"sons (or your "ns$er.
K"rent1"mbri)ge . / 12O.
P * belie%e th"t chil) / re"ring shoul) be the responsibility o( both p"rents "n) th"t8 $hist the roles
$ithin th"t p"rtnership m"y be )i((erent8 they "re ne%ertheless e>u"l in import"nce.
*n some countries8 it h"s been m")e e"sier o%er the ye"rs (or single p"rents to r"ise chil)ren on
their o$n.
Jo$e%er8 this )oes not me"n th"t the tr")ition"l ("mily8 $ith both p"rents pro%i)ing emotion"l "n)
role / mo)els (or their chil)ren8 is not the most s"tis("ctory $"y o( bringing up chil)ren.
ho$ $e )e(ine _responsible (or bringing the chil)ren up+.
Dt is simplest8 it coul) me"n gi%ing the (in"nci"l support necces"ry to pro%i)e " home8 (oo) "n)
clothes "n) m"king sure the chil) is s"(e "n) recei%es "n ")e>u"te e)uc"tion. This coul) be the b"sic
)e(inition.
Dnother possible $"y o( )e(ining th"t p"rt o( the >uot"tion.
Th"t $oul) s"y it is not =ust the ("ther+s responsibility to pro%i)e the b"sics (or his chil)ren8 $hile
his $i(e in%ol%es hersel( in the e%ery)"y "cti%ity o( bringing them up.
!"ther8 he shoul) sh"re those )"ily )uties8 spen) "s much time "s his =ob "llo$s $ith his chil)ren8
pl"y $ith them8 re") to them8 help )irectly $ith their e)uc"tion8 p"rticip"te %ery (ully in their li%es
"n) encour"ge them to sh"re his.
The economic "n) employment situ"tion in m"ny countries me"ns th"t =obs "re getting more8 not
less8 stress(ul8 re>uiring long hours "n) perh"ps long =ourneys to $ork "s $ell. There(ore it m"y
rem"in (or m"ny " )esir"ble i)e"l r"ther th"n "n "chie%"ble re"lity.
?A Topic: 'ost high le%el =obs "re )one by men. Shoul) the go%ernment encour"ge " cert"in Y o(
these =obs to be reser%e) (or $omen?
Lou shoul) spen) no more th"n 70 minutes on this t"sk. Lou shoul) $rite " minimum o( .20 $or)s.
/ 1uc 11
P 'ost o( the =obs in society th"t "re highp"ying8 po$er(ul8 "n) )em"n) " lot o( responsibility "re
hel) by men. * )o not belie%e this situ"tion "rose bec"use $omen "re inc"p"ble o( )oing highle%el
$ork. * belie%e society coul) bene(it i( more $omen $ere in postions o( po$er "n) there(ore * think
the go%ernment shoul) reser%e " percent"ge o( these =obs (or (em"les.
Why shoul) go%ernment encour"ge " cert"in Y o( high le%el =obs (or $omen?
P This situ"tion is not bec"use o( the inc"p"bility o( $omen
P <irstly8 the problem o( un("ir employment )istribution "ppe"rs to come (rom soci"l con%ention "n)
not competence or true "bility.
Dt " young "ge most girls "re not encour"ge) to pursue politic"l o((ice8 business success8 or
pro(ession"l prestige .
:n the other h"n)8 boys "re tol) to )o these things.
Ds " result8 men hol) the high le%el =obs but this )oes not me"n they "re %ery goo) "t $h"t they )o.
*( the go%ernment set " >uot" (or hiring $omen to )o high le%el $ork8 such "s $orking in the
go%ernment itsel(8 then perh"ps $omen $oul) be more inspire) to be "mbitious in their li(e pl"ns
"n) contribute to " lessth"n per(ect society.
P !egul"tions in the $orkpl"ce (or hiring $omen $oul) not be " ne$ thing.
Dlthough not $ritten or m")e into l"$8 there seems to be rules (or $ho c"n "n) c"nnot h"%e high
le%el =obs.
<or inst"nce8 i( " m"n "n) " $om"n both compete) (or the presi)ency o( " comp"ny or e%en the
country8 "n) both $ere e>u"lly >u"li(ie) "n) h") the s"me e#perience "n) b"ckgroun)8 there is little
)oubt $ho $oul) get the =ob.
;%en more8 i( the m"n $"s less >u"li(ie) "n) less e#perience) th"n the $om"n8 the m"n $oul) still
prob"bly get the =ob bec"use o( his se#.
There(ore8 to legisl"te " percent"ge o( high le%el =obs (or $omen $oul) $ork to (ight the un$ritten
se#ist rules o( the $orkpl"ce.
D >uot" system $oul) bre"k )o$n some b"rriers in the shortterm. Se#ism in the $orkpl"ce $ill
not =ust m"gic"lly )is"ppe"r.
Why shoul) not?
The in=ustice "n) )iscrimin"tion coul) be re%erse).
This is to s"y th"t some >u"li(ie) men might be )enie) " =ob $hile some un>u"li(ie) $omen $oul)
be gi%en one.
Dlso8 the problem o( se#ism "t $ork coul) be $orsene) inste") o( being o%ercome. Keople $oul)
)oubt $hether " $omen $ith " high le%el =ob $"s Btruly c"p"bleBmen might (eel bitterness "n)
resentment8 $hile $omen might think less o( themsel%es "n) begin to )epen) on go%ernment
Bch"rityB.
<urthermore8 there is the problem o( )e(ining $h"t is " highle%el =ob "n) )etermining "n
"ppropri"te percent"ge. @ <in"l st"tement th"t supports my opinion "g"in.A
OA Women $ill pl"y "n incre"singly import"nt role in the $ork pl"ce o( the (uture. Krep"r"tion "n)
pr"ctice /12..
Why $omen $ill m"ke up " l"rge percent"ge o( the $ork(orce?
6ue to the recession in the )e%elope) $orl)8 comp"nies "re reluct"nt to t"ke on (ull / time $orkers8
$ho usu"lly e#pect he"lth c"re8 " pension scheme "n) re)un)"ncy p"yments $hen )ismisse).
*nste")8 m"ny employers pre(er to hire people "t "n hourly r"te. These employees ten) to be
$omen.
D lot o( $omen c"n+t commit themsel%es to " (orty / hour $eek "s they h"%e chil)ren to look "(ter.
This is p"rticul"rly true (or single p"rent ("milies8 $here the $om"n h"%e to look "(ter the chil)ren
hersel(.
There m"y "lso be the perception th"t " $om"n is only $orking to supplement her husb"n)+s
income "n) so (ull /time $ork is not "s import"nt.
*t is "lso be true to s"y th"t incre"sing se#u"l e>u"lity h"s me"nt th"t more $omen "re re"ching
m"n"gement positions.
This in turn $oul) me"n th"t the number o( $omen "lso incre"se in lo$er positions8 "s $omen
$oul) be keen to employ other $omen.
*( this is the c"se8 this tren) must be e#pecte) to continue.
*t seems likely th"t the number o( $orking $omen $ill continue to incre"se o%er the nect (e$ ye"rs
"s comp"nies continue to seek " $ork(orce th"t $oul) be e"ily )ismisse) "n) is more (le#ible in
their $orking hours. Dthough this m"y be " goo) thing in terms o( se#u"l e>u"lity8 it is " m"=or
setb"ck in terms o( $orker rights.
E. When mothers go out to $ork8 their ("milies su((er.
S. J"%e the ch"nging roles o( $omen goo) (or $omen "n) society? /cuc .2
Voth $omen "n) society h"%e been )is")%"nt"ge) by $omen+s em"ncip"tion. She supports this
"rgument by sho$ing th"t the ch"nging role o( $omen h"s c"use):
regression o( $omen+s con)itions to 1Sth century le%el
"(ter h"%ing been (ree) o( $ork outsi)e the home in the 1Sth century8 $omen "re no$ )oing both
p"i) employment "n) house$ork "g"in.
lo$ering o( the bre")$inner+s $"ge.
1oll"pse o( ("mily soli)"rity.
'en neglect(ul o( their ("milies.
Fu%enile )eli>uency.
Jigh unemployment.
Women to be )iss"tis(ie) $ith homem"king but still per(orming simil"r t"sks in the ne$
employment "re" /ser%ice.
Women to "ccept in"ppropri"te "n) unple"s"nt =obs.
Women to )eny their (eminine n"ture.
1"su"l "ttitu)e to se#8 resulting in:
V"by hunger.
*n(ertility.
Se#u"l tr"nsmitte) )ise"ses.
Dbortion.
;n) o( topic ?.
Gi bi: labatvi trong 1& Thng T' !""9# "$:$%:$$
Topic O. <oo) /6rink he"lthWel("re
Section 1: 6rink
1. Wh"t+s your country+s )rinking h"bit?
Te" Dn *n)ispens"ble 6rink (or the Tietn"mese
Ds you $"lk "long the streets8 some$here ne"r " l"mp post8 un)er the sh")e o( " tree8 or ne#t to "
)oor8 there is " lo$ t"ble $ith gl"ss pots cont"ining )i((erent kin)s o( c"n)ies8 ro"ste) groun) nuts8
"n) sug"r co"te) c"kes. 9su"lly ne#t to these tre"ts8 there is " humble te" coRy $ith " tr"y o( cups.
Droun) the t"ble "re se%er"l sm"ll $oo)en stools. This is tr")ition"lly " complete )escription o( "
m"keshi(t te" shop8 $hich is " %ery popul"r p"rt o( Tietn"mese street li(e.
This )rink is consi)ere) in)ispens"ble to e%ery inh"bit"nt o( the city. Te" is )runk e%ery )"y (rom
the e"rly morning until l"te "t night. Keople )rink te" "t their homes8 "t their $ork pl"ces8 "n) e%en
in te" shops on their $"y to "n) (rom $ork.
Whene%er the Tietn"mese (eel thirsty8 they "re likely to look (or this )rink. *t is )runk in both the
summer "n) the $inter months. *n the $inter8 " sip o( hot te" m"kes you (eel $"rm insi)e "n) better
"ble to cope $ith the col) temper"tures outsi)e.9nlike northerners8 $hose pre(erence is (or " cup o(
hot ste"my te"8 people in the south like to )rink their te" col)8 ten)ing to ")) ice cubes.
Jo$ )o $e m"ke " goo) te" cosy?
The o$ner skill(ully li(ts the c"p o( the te" coRy8 t"kes out the te" pot8 "n) then pours the hot te" into
" sm"ll cup. The o$ner then h"n)s the cup o( ste"ming te" to the customer
Section .: he"lth
1. Keople )o m"ny )i((erent things to st"y he"lthy. Wh"t )o you )o (or goo) he"lth? 9se speci(ic
re"sons "n) e#"mples to support your "ns$er. T:;<&152
P :ur he"lth is the only thing $e re"lly h"%e in the $orl). Lou c"n t"ke "$"y our money8 our house8
or our clothes "n) $e c"n sur%i%e. T"ke "$"y our he"lth "n) $e $ill )ie. Th"t is $"y * e"t
he"lth(ully8 e#ercise regul"rly "n) keep up my soci"l li(e.
P ;"ting he"lth(ully is import"nt to m"int"in one+s he"lth. * try to "%oi) (oo)s high in ("t like (rench
(ries or cookie?. * "lso try to limit the "mount o( "nim"l protein * consume. * ne%er e"t more th"n "
(e$ ounces o( (ish or chicken " )"y "n) * r"rely e"t me"t. * e"t " lot o( %eget"bles "n) (resh (ruit
$hich "re (ull o( (iber "n) %it"mins. *t is import"nt to kno$ ho$ to cook these (oo)s so the nutrients
"re not lost in the cooking process.
P Lour muscles must continue to be strong to support your bo)y "s it gro$s ol)er. ;sercise helps the
bones buil) )ensity "n) helps you m"int"in your posture. D regul"r e#ercise progr"m o(
c"r)io%"scul"r tr"ining "n) $eight tr"ining is "n import"nt p"rt o( keeping your he"lth.
P <rien)s "re "n import"nt o( one+s he"lth. Stu)ies h"%e sho$n th"t people $ith " $i)e r"nge o(
socil" cont"cts get (e$er col)s "n) h"%e (e$er compl"ints th"n those $ho )on+t. l"ughing is "lso "n
import"nt p"rt o( he"lth. * like to l"uhg $ith my (rien)s "n) * "l$"ys (eel better $hen * "m $ith them
th"n $hen * "m "lone.
P Vy e"ting properly "n) e#ercising regul"rly8 * c"n keep my bo)y "t "n "ppropri"te $eight "n) c"n
m"int"in my he"lth. Vy spen)ing time $ith my (rien)s8 i c"n keep my min) "s $ell "s my bo)y
h"ppy. *t+s "ll " p"rt o( my recipe (or he"lth(ul li%ing.
.. Kre%ention is better th"n cure. :ut o( " countryHHs he"lth bu)get8 " l"rge proportion shoul) be
)i%erte) (rom tre"tment to spen)ing on he"lth e)uc"tion "n) pre%ent"ti%e me"sures. To $h"t e#tent
)o you "gree or )is"gree $ith this st"tement 1"mbri)ge . /12S.8 1uc .0?
:( course it goes $ithout s"ying th"t pre%enting is better th"n cure. Th"t is $hy in recent ye"rs8 there
h"s been " gro$ing bo)y o( opinion in ("%our o( putting more resources into he"lth e)uc"tion "n)
pre%enti%e me"sures. The "rgument is th"t ignor"nce o( (or e#"mple8 b"sic hygiene or the )"ngers o(
"n unhe"lthy )iet or li(estyle nee)s to be comb"tte) by speci"l n"tion$i)e publictity c"mp"igns8 "s
$ell "s longer / term he"lth e)uc"tion.
:b%iously8 there is " strong hum"n "rgument (or c"tching "ny me)ic"l con)ition "s e"rly "s possible.
There is "lso "n economic "rgument (or )oing so. St"tistics )emonstr"te the cost e((ecti%eness o(
tre"ting " con)ition in the e"rly st"ges8 r"ther th"n )el"ying until more e#pensi%e "n) prolonge)
tre"tment is necess"ry. Then there "re soci"l or economic costs8 perh"ps in term o( loss o( e"rnings
(or the ("mily concerne) o( unemploye) bene(it p"i) by the st"te.
So ("r so goo) @up till no$ e%erything h"s gone on tr"ckA8 but the )i((iculties st"rt $hen $e try to
)e(ine $h"t the proportion o( the bu)get shoul) be8 p"rticul"rly i( the (un)s $ill be )i%erte) (rom
tre"tment. 6ecisions on e#"ctly ho$ much o( the tot"l he"lth bu)get shoul) be spent in this $"y "re
not " m"tter (or the non / speci"list8 but shoul) be m")e on the b"sis o( "n "ccepte) he"lth ser%ice
mo)el.
This is the point "t $hich re"l problems occur / the (ormul"tion o( the mo)el. Jo$ )o $e "ccur"tely
me"sure $hich he"lth e)uc"tion c"mp"igns "re e((ecti%e in both me)ic"l "n) (in"nci"l terms? Jo$
)o $e "gree "bout the me)ic"l e((ic"cy o( %"rious screening " progr"mmes8 (or e#"mple8 $hen the
me)ic"l est"blishment itsel( )oes not "gree? D %ery rigorous process o( e%"lu"tion is c"lle) (or8 so
th"t $e c"n m"ke in(orme) )ecisions.
5. Je"lth: spen) l"rge sums o( money or me)ic"l rese"rch or )irecte) to$"r)s tre"ting p"tients
*nsight into *elts / 1E7.
There is "l$"ys some contro%ersy o%er $hether it is import"nt to spen) l"rge sums o( money on
me)ic"l rese"rch or $hether more o( this money shoul) be )irecte) to$"r)s tre"ting p"tients.
:b%iously some me)ic"l rese"rch is essenti"l. Without it8 $e $oul) h"%e no %"ccin"tions "g"inst
)ise"ses such "s polio8 no )rugs such "s "ntibiotics "n) no tre"tments like #r"ys or r")iother"py.
Ge%ertheless8 the (iel) o( me)ic"l rese"rch is %ery competiti%e "n) this h"s (in"nci"l )is")%"nt"ges.
T"ke8 (or e#"mple8 the current rese"rch being con)ucte) on the J*T %irus. *n this (iel) it is "rgu"ble
th"t money is being $"ste) in th"t scientists throughout the $orl) "re $orking in)epen)ently
to$"r)s the s"me ultim"te go"l / to (in) " cure (or D*6S /"n) $ith the s"me hope o( becoming
("mous in the process. Surely it $oul) be more pro)ucti%e "n) less costly i( these scientists =oine)
(orces "n) "n intern"tion"l (un)ing.
7. Stu)ents c"n become %ery tire) both emotion"lly "n) physic"lly $hen they "re prep"ring (or "n
e#"min"tion. Jo$ c"n they look "(ter their he"lth $hile they "re stu)ying? >uestion..
2. Keople+s "ccess to goo) he"lth c"re shoul) not )epen) on soci"l ("ctors such "s their le%el o(
income or soci"l st"tus.
P Dll people shoul) h"%e "ccess to ")e>u"te he"lth c"re. *t is )i((icult to "rgue "g"inst this
proposition. *n theory most people $oul) "gree $ith it. Vut in pr"ctice it is more )i((icult to (in)
countries $here it is "ctu"lly true.
P Je"lth c"re systems8 such "s in the 9nite) St"tes8 $here " l"rge proportion o( the popul"tion c"nnot
"((or) he"lth insur"nce8 "re most un)esir"ble in soci"l terms. Keople "re not c"re) (or properly i(
they su((er " serious "cci)ent or become seriously ill. Let in the s"me country the %ery best in
me)ic"l ser%ices "re "%"il"ble to those $ith the c"p"city to p"y. Dre $e "t the point $here $e "ccept
th"t the li(e o( " rich person is $orth more th"n th"t o( " poor person?
P Go%ernments h"%e " responsibility to pro%i)e b"sic he"lth ser%ices to "ll the popul"tion. Jo$e%er8
go%ernments "l$"ys h"%e limite) resources8 "n) they h"%e " responsibility to use these in "n
e((icient "n) e((ecti%e m"nner. <or e#"mple8 it is )i((icult to =usti(y go%ernments spen)ing money on
e#pensi%e me)ic"l proce)ures such "s c"ncer rese"rch8 i( this )i%erts resources "$"y (rom the
prim"ry ob=ecti%e o( e>u"l "ccess to he"lth c"re (or "ll. The "rgument then turns on $h"t kin) o(
he"lth c"re system shoul) be supporte) by go%ernments.
P Kre%enti%e he"lth c"re is one "re" $here go%ernment nee)s to t"ke the le"). 'oney spent on
pre%enting )ise"se is more th"n rep"i) by money s"%e) in not h"%ing to tre"t th"t )ise"se "t " l"ter
time. Kublic he"lth progr"ms to er")ic"te )ise"ses such "s typhoi) "n) sm"llpo# "re " goo) e#"mple
$here the bene(its (lo$ on to "ll people8 reg"r)less o( income or soci"l st"tus. 'ore recently8
go%ernments sponsore) (luori)"tion progr"ms h"%e pl"ye) " m"=or p"rt in re)ucing the inci)ence o(
tooth )ec"y8 $ith signi(ic"nt impro%ement in gener"l he"lth "n) enormous s"%ings in )ent"l bills (or
or)in"ry people.
?. Go$")"ys )octors c"n become %ery rich. '"ybe they shoul) not (ocus on pro(it"ble "cti%ities
such "s pl"stic surgery or looking "(ter rich p"tients "n) concentr"te more on p"tients he"lth8 no
m"tter ho$ rich they "re?
O. Jo$ import"nt is the p"tientHHs ment"l "ttitu)e to$"r)s his4her tre"tment in )etermining the
e((ecti%eness o( the tre"tment? / Krep"re (or *elts / 1.5.
D $i)e r"nge o( me)ic"l tre"tments is "%"il"ble to)"y. K"tients m"y $on)er $hich $ill be the most
e((ecti%e8 "n) $hether their o$n ment"l "ttitu)e to the type o( tre"tment might "((ect its success.
This ess"y $ill consi)er the secon) o( these >uestions.
'"ny people %istit their )octor or go to hospit"l $ith complete trust in the e#pert c"re o((ere) by
con%ention"l ser%ices. Jo$e%er8 some people )o not get " s"tis("ctory result. <or e#"mple8 the )rugs
they "re prescribe) m"y h"%e unple"s"nt si)e / e((ects. Their initi"l positi%e "ttitu)e to$"r)s their
tre"tment )oes them little goo).
Simil"rly8 those p"tients $ho trust(ully choose "ltern"ti%e tre"tment o%er tr")ition"l me)icine m"y
(in) themsel%es )isillusione). &ess rigorous >u"li(ic"tion st"n)"r) "mong "ltern"ti%e pr"ctitioners
m"y me"n th"t some he"lers gi%e ine((ecti%e or )"m"ging ")%ice. The result8 "g"in8 is th"t " p"tient
$ho entere) tre"tment $ith con(i)ence le"%es th"t tre"tment )isillusione).
:n the other h"n)8 p"tients m"y try " style o( tre"tment $ith some scepticism. D person use) to
con%ention"l me)icines "n) )rugs m"y be suspicious o( tre"tments b"se) on )iet "n) li(estyle
ch"nges. Let i( they (ollo$ such progr"ms8 they m"y in ("ct notice impro%ements in their con)ition8
in spite o( their scepticism. ;>u"lly8 " p"tient oppose) to con%ention"l me)icine m"y h"%e "n
"cci)ent "n) be s"%e) by the e((ecti%e tre"tment o( con%ention"l emergency ser%ices.
*n conclusion8 it "ppe"rs th"t the ment"l "ttitu)e o( the p"tient is not the most signi(ic"nt ("ctor in
)etermining the outcome o( the tre"tment. K"tients $ho enter tre"tment con(i)ently m"y le"%e
)isillusione) $hile those $ho begin tre"tment sceptic"l o( the results m"y (in) themsel%es surprise)
$ith $h"t they h"%e g"ine). K"tients shoul) seek the ")%"nt"ges $hich e"ch style o( c"re c"n o((er.
E. D number o( )i((erent me)ic"l tr")itions "re no$ $i)ely kno$n "n) use): Western me)icine
@using )rugs "n) surgeryA8 herb"l me)icine8 "cupuncture @using nee)les "t cert"in points o( the
bo)yA8 homoeop"thy @using minute )oses o( poisonsA8 "n) so on.
S. Je"lth: shoul) p"rents be oblige) to immunise their chil)ren "g"ist common chil)hoo) )ise"ses?
:r )o in)i%i)u"ls h"%e the right to choose not to immunise their chil)ren? Dns$er: *nsight into *elts
/ 1E2.
<or:
pre%ent"ti%e me)icine h"s pro%e) to be the most e((ecti%e $"y o( re)ucing the inci)ence o( ("t"l
chil)hoo) )ise"ses. Q li%es h"%e been s"%e) "n) the )ise"ses h"%e been re)uce) to "lmost Rero.
` in pre%ious centuries chil)ren )ie) (rom or)in"ry illnesses such "s in(luenR" "n) tuberculosis "n)
bec"use (e$ people h") immunity8 the )ise"ses spre") e"sily. 6ise"ses such "s )ysentery $ere the
result o( poor hygiene but these h"%e long been er")ic"te) since the "rri%"l o( (oo) s"nit"tion "n)
cle"n $"ter. Gobo)y $oul) suggest th"t $e shoul) re%erse this goo) pr"ctice no$ bec"use )ysentery
h"s been $ipe) out.
Serious )ise"se such "s polio "n) sm"llpo# h"%e "lso been er")ic"te) through n"tion"l
immunis"tion progr"mmes. *n conse>uence8 chil)ren not immusnise) "re ("r less "t risk in this
)ise"se / (ree society th"n they $oul) other$ise be. K"rents choosing not to immunise "re relying on
the ("ct th"t the )ise"ses h"%e "lre")y been er")ic"te). *( the number o( p"rents choosing not to
immunise increse)8 there $oul) be " simil"r incre"se in the risk o( the )ise"se returning.
*mmunis"tion is not "n issue like se"tbelts $hich "((ects only the in)i%i)u"l. D )ecision not to
immunise $ill h"%e $i)espre") repercussion (or the $hole o( society "n) (or this re"son8 * )o not
belie%e th"t in)i%i)u"ls h"%e the right to st"n) "si)e. *n my opinion immunis"tion shoul) be
oblig"tory.
*)e"s "g"inst:
the issue o( $hether $e shoul) (orce p"rents to immunise their chil)ren "g"inst common )ise"ses
is8 in my opinion8 " soci"l r"ther th"n " me)ic"l >uestion. Since $e "re (ree to choose $h"t $e
e#pose our bo)ies to in the $"y o( (oo)8 )rink8 or religion (or th"t m"tter8 $hy shoul) $e >uestion o(
me)ic"l ,tre"tment- be "ny )i((erent?
'e)ic"l rese"rchers "n) go%ernments "re prim"rily intereste) in o%er"ll st"tistics "n) tren)s "n) in
money / )"%ing schemes $hich ("il to t"ke into consi)er"tion the in)i%i)u"l+s concern "n) rights.
While immunis"tion "g"inst )ise"se such "s tent"nus "n) $hooping cough m"y be e((ecti%e8 little
in(ormetion is rele"se) "bout the h"rm(ul e((ects mo( %"ccin"tions $hich c"n sometimes result in
stunte) gro$th or e%en )e"th.
The bo)y is )esigne) to resist )ise"se "n) to cre"te its o$n n"tur"l immunity through cont"ct $ith
th"t )ise"se. So $hen chil)ren "re gi%en "rti(ici"l immunity8 $e cre"te " %ulner"le society $hich is
entirely )epen)ent on immunis"stion. *n the en%ent th"t m"ss immunis"tion progr"mmes $ere to
ce"se8 the society "s " $hole $oul) be more "t risk th"n e%er be(ore.
*n "))ition there is the issue o( the rights o( the in)i%i)u"l. Ds members o( " society8 $hy shoul)$e
oblige) to sub=ect our chil)ren to this potenti"lly h"rm(ul pr"ctice? Some people m"y "lso be "g"inst
immunis"tion on religious groun)s "n) their nee)s must "lso be consi)ere).
<or these re"sons * (eel strongly th"t immusnis"tion progr"mmes shoul) not be oblig"tory "n) th"t
the in)i%i)u"l shoul) h"%e the right to choose $hether or not to p"rticip"te.
@to be continue)A
Topic O @continue)A
Gi bi: labatvi trong 1& Thng T' !""9# "$:$%:%(
Section 5: Wel("re
1. Topic55: D go%ernmentHHs role is only to pro%i)e )e(ence c"p"bility "n) urb"n in(r"structure
@ro")s8 $"ter supplies8 etc.A. Dll other ser%ices @e)uc"tion8 he"lth8 soci"l securityA shoul) be pro%i)e)
by pri%"te groups or in)i%i)u"ls in the community. To $h"t e#tent )o you "gree or )is"gree $ith this
opinion / prep"re (or ielts /1.7.
Go%ernments c"n only pro%i)e " limite) r"nge o( ser%ices (or citiRens. 1ert"in types o( ser%ice8
ho$e%er8 must be pro%i)e) by go%ernments8 $here"s both go%ernments "n) pri%"te groups or
in)i%i)u"ls c"n sh"re the responsibility to pro%i)e other ser%ices.
D go%ernment must pro%i)e those ser%ices $hich "re essentil" to " country. These inclu)e )e(ence
c"p"bilities "n) soci"l security. Kri%"te enterprise "n) the pro(it moti%e shoul) not (orm p"rt o( these
essenti"l ser%ices. :n the other h"n)8 some ser%ices coul) be pro%i)e) by either go%ernments or
pri%"te groups or both. ;)uc"tion "n) he"lth c"re "re e#"mples o( such ser%ices. D go%ernment must
pro%i)e "t le"st " b"sic le%el o( e)uc"tion "n) he"lth c"re so "ll citiRens c"n h"%e "ccess to them.
Kri%"te enterprise8 though8 coul) "lso pro%i)e ser%ices in these "re"s (or those $ho $ish to p"y (or
them.
9rb"n in(r"structure is "nother "re" $here go%ernments "n) pri%"te groups or in)i%i)u"ls c"n sh"re
responsibility. Go%ernments must buil) "n) m"int"in " system o( ro")s8 but toll ro")s c"n be built
"n) ro") m"inten"nce c"rrie) out by pri%"te contr"ctors. Simil"rly8 other in(r"structure8 such "s
$"ter or electricity supply8 c"n be oper"te) by pri%"te comp"nies.
To sum up8 there "re some ser%ices such "s )e(ence "n) soci"l security $hich must be pro%i)e) by
go%ernment. :ther ser%ices8 (or e#"mples $"ter supply or e)uc"tion8 coul) be pro%i)e) by both
go%ernment "n) pri%"te enterprise. 1onse>uently8 it is not true to s"y th"t " go%ernment+s role is
only to pro%i)e some ser%ices $hile others shoul) be pro%i)e) by the pri%"te sector. *n ("ct8 both
go%ernment "n) pri%"te groups c"n sh"re in the pro%ision o( most ser%ices.
.. *n Vrit"in8 $hen someone gets ol)8 they o(ten go to li%e in " home $ith other ol) people $here
there "re nurses to look "(ter them. Sometimes the go%ernment h"s to p"y (or this c"re.
Who shoul) be responsible (or our ol) people? Gi%e re"sons.
Their chil)ren.
Go%ernment.
5. Wh"t shoul) " go%ernment )o (or " country to become success(ul?
Jum"n resources.
1onsoli)"te the n"tion"l soli)"rity.
Kuri(y the go%ernment le")ership.
7. Dlthough "buses o( the system "re ine%it"ble8 soci"l $el("re p"yments "re essenti"l to protect the
rights citiRens h"%e to " gu"r"ntee) income in " )emocr"tic society. 6iscuss / .0. e#ercise /1.0.
Soci"l $el("re is "n essenti"l element o( "n ")%"nce) society. Goo) systems "re "l$"ys "buse)8 but
th"t )oes not me"n they "re ("ulty. *n my opinion8 the t$o m"in re"sons $hy $el("re p"yments "re
necess"ry "re "s (ollo$s:
(irst o( "ll8 critics (orget th"t there "re m"ny (orms o( $el("re besi)es p"yments to the unemploye).
Their neg"ti%e opinions h"rm those $ho "re c"p"ble o( e"rning " $"ge8 such "s singlep"rent
mothers8 the )is"ble)8 "n) the sick. 'oreo%er8 the unemploye) h"%e the right to "n income8 too.
They "re not "l$"ys "t ("ult (or not h"%ing " =ob8 "n) in most c"ses the t"# they h"%e p"i) in the p"st
entitles them to "ssist"nce.
The secon) re"son is th"t crime incre"ses $hen people h"%e no me"ns o( support. The )esper"tely
poor ine%it"bly turn to crime8 $hich is not only )"ngerous but costly. Kolicing the streets is more
e#pensi%e th"n pro%i)ing $el("re. D policem"n+s $"ge is (our or (i%e times higher th"n " ,)ole-
p"yment.
1ert"in members o( society belie%e th"t people shoul) look "(ter themsel%es. They point out th"t
$el("re incre"ses )ep"n)ency on others "n) )estroys )ignity. This m"y be true8 but in the c"se o( the
unemploye)8 the relie( p"yments "re usu"lly tempor"ry. *t is surely the ("ult o( the go%ernment i(
there "re long / term unemploye). Wel("re critices "lso belie%e th"t it is the responsibility o( "
%ictim+s ("mily to pro%i)e (in"nci"l "ssist"nce. Jo$e%er8 it is too e#pensi%e to pro%i)e complete
help (or " se%erely )is"ble) person.
To conclu)e8 it is %it"l to un)erst"n) the nee) (or $el("re in " mo)ern )emocr"tic society. Without
$el("re p"yments the poor "re )estine) to become poorer. The (irst )uty o( " go%ernment is to
pro%i)e " (in"nci"l s"(ety net (or "ll )is")%"nt"ge) persons8 "n) th"t inclu)es those $ithout $ork.
2. The $el("re st"te m"kes people less sel(reli"nt: "bo%e >uestion
?. D much )eb"te) issue these )"ys is $hether citiRens shoul) t"ke out pri%"te he"lth insur"nce or
not
D much )eb"te) issue these )"ys is $hether citiRens shoul) t"ke out pri%"te he"lth insur"nce or not.
The cost o( pro%i)ing (ree me)ic"l c"re (or both the $e"lthy "n) the poor is ("r too gre"t (or "ny
go%ernment8 "n) most people "gree th"t i( you c"n p"y (or insur"nce8 you shoul). *n this ess"y8 * $ill
"rgue th"t "ll $ho c"n "((or) it shoul) be insure)8 but (ree me)ic"l c"re must be m")e "%"il"ble (or
those too poor to )o so.
The most import"nt re"son (or encour"ging people to t"ke out pri%"te he"lth insur"nce is the cost to
the go%ernment o( he"lth c"re. <ree he"lth co%er (or people $ho "re "ble to p"y (or it is " $"ste o(
public money. :( course8 people $ill only p"y he"lth insur"nce premiums i( they kno$ th"t they "re
getting goo) %"lue (or their money. *( they get sick8 they shoul) p"y %ery little or nothing "t "ll. *n
"))ition8 the pri%"tely insure) "re entitle) to speci"l bene(its such "s h"%ing the choice o( their o$n
)octors8 "n) being "ble to "%oi) long $"iting lists (or hospit"l be)s.
:n the other h"n)8 those $ho re"lly c"nnot "((or) to p"y pri%"te insur"nce premiums8 $hich "re
o(ten %ery high8 "re still entitle) "s citiRens to the best me)ic"l c"re "%"il"ble they c"nnot be
e#pecte) to p"y their o$n me)ic"l bills. Jo$e%er8 i( they "re $orking8 they shoul) still p"y "
percent"ge o( their $"ge @s"y 1 to .YA "s " t"# $hich p"ys to$"r)s the cost o( pro%i)ing _(ree+
me)ic"l ser%ices.
*n conclusion8 most people shoul) pri%"tely insure their he"lth8 but it is unre"son"ble to suppose
th"t "ll citiRens c"n "((or) it. There(ore8 " s"(ety net in the (orm o( " b"sic (ree he"lth c"re system
must e#ist (or the %ery poor "n) the unemploye). @501 $or)sA
Section 7: (oo)
1. Go$")"ys8 (oo) h"s become e"sier to prep"re. J"s this ch"nge impro%e) the $"y people li%e?
9se speci(ic re"sons "n) e#"mples to support your "ns$er. T:;<&5
P The t$entieth century h"s broght $ith it m"ny ")%"nces. With those ")%"nces8 hum"n li%es h"%e
ch"nge) )r"m"tic"lly. *n some $"ys li(e is $orse8 but mostly it is better. 1h"nges in (oo)
prep"r"tion mehto)8 (or e#"mple8 h"%e impro%e) our li%es gre"tly.
P The con%enience o( prep"ring (oo) to)"y is "m"Ring. ;%en sto%es h"%e gotten too slo$ (or us.
'icro$"%e cooking is much e"sier. We c"n press " (e$ buttons "n) " me"k is completely cooke) in
" short time. Keople use) to spen) hours (or "n o%encooke) me"l8 "n) no$ $e c"n use th"t time (or
other8 better things. Klus8 there "re "ll kin)s o( port"nle8 prep"ck"ble (oo)s $e c"n buy. Je"t them in
the o((ice micro$"%e8 "n) lunch "t $ork is >uick "n) e"sy.
P <oo) prep"r"tion to)"y "llo$s (or more %"riety. With re(riger"tor "n) (reeRers8 $e c"n preser%e "
lot o( )i((erent (oo)s in our homes. Since technology m"kes cooking so much ("ster8 people "re
$illing to m"ke se%er"l )ishes (or e%en " sm"ll me"l. K"rents "re more likely to let chil)ren be picky8
no$ th"t they c"n e"sily he"t them up seome prep"ck"ge) m"c"r"ni "n) cheese on the si)e. Gee)less
to s"y8 ")ults li%ing in the s"me house m"y h"%e %ery )i((erent e"ting h"bits "s $ell. *( they )on+t
$"nt to cook " lot o( )i((erent )ishes8 it+s common no$ to e"t out "t rest"ur"nts se%er"l times "
$eek.
P Je"lth(ul e"ting is "lso e"sier th"n e%er no$. When people cook8 they c"n use ne$ ("t substitues
"n) cooking spr"ys to cut ("t "n) c"lories. This re)uces the risk o( he"rt )ise"se "n) high cholesterol.
D))ition"lly8 $e c"n buy (ruits "n) %eget"ble (resh8 (roRen or c"nne). They "re e"sy to prep"re8 so
m"ny o( us e"t more o( those nutritious items )"ily. D hun)re) ye"rs "go8 you coul)n+t im"gine the
process o( t"king some (roRen (ruit "n) ice (rom the (reeRer8 "))ing some lo$ /("t yogurt (rom "
pl"stic cup "n) some =uice (rom " c"n in the re(riger"tor8 "n) $hipping up " lo$ /("t smootine in the
blen)er.
P :ur li(estyle is ("st8 but people still like goo) (oo). Wh"t ne$ (oo) prep"r"tion technology h"s
gi%en us is more choices. To)"y8 $e c"n prep"re (oo) th"t is more con%enient8 he"lthier8 "n) o(
gre"ter %"riety th"n e%er be(ore in history.
.. Some people pre(er to e"t "t (oo) st"n)s or rest"ur"nts. :ther people pre(er to prep"re "n) e"t
(oo) "t home. Which )o you pre(er? 9se speci(ic re"sons "n) e#"mples to support your "ns$er.15
P Some people like to e"t out "t (oo) st"n)s "n) rest"ur"nts8 $hile other like to prep"re (oo) "t home.
:(ten it )epen)s on the kin) o( li(estyle people h"%e. Those $ith %ery busy =obs outsi)e the house
)on+t "l$"ys h"%e time to cook. They like the con%enience o( e"ting out. :%er"ll8 though8 it is
che"per "n) he"lthier to e"t "t home.
P While e"ting in rest"ur"nt is ("st8 the money you spen) c"n ")) up. When * h"%e )inner "t
rest"ur"nt $ith " (rie)n8 the bill is usu"lly o%er t$enty )oll"rs. * c"n buy " lot o( groceries $ith th"t
much money. ;%en lunch "t " ("st / (oo) st"n) usu"lly costs (i%e or si# )oll"rss (or one person.
Th"t+s enough to (ee) the $hole ("mily "t home.
P ;"ting "t home is better (or you8 too. 'e"ls "t rest"ur"nts "re o(ten high in ("t "n) c"lories8 "n)
they ser%e big pl"tes o( (oo) / much more (oo) th"n you nee) to e"t "t one me"l. *( you cook (oo) "t
home8 you h"%e more control o%er the ingre)ients. Lou c"n use m"rg"rine inste") o( butter on your
pot"toes8 or not put so much cheese on the top o( your piRR". Dt home8 you c"n control your portion
siRe. Lou c"n ser%e yoursel( "s little "s you $"nt. *n " rest"ur"nt8 you m"y e"t " (ull pl"te o( (oo)
,bec"use you p"i) (or it-.
P *t is true th"t e"ting out is con%enient. Lou )on+t h"%e to shop8 to cook8 to cle"n up. Vut re"l home
cooking )oesn+t h"%e to t"ke up " lot o( time. Ther "re lots o( simple me"ls th"t )on+t t"ke long to
m"ke. *n ("ct8 they+re ("ster th"n e"ting out8 especi"lly i( you think o( the time you spen) )ri%ing to "
rest"ur"nt8 p"rking8 $"iting (or " t"ble8 $"iting (or ser%ice8 )ri%ing home.
P Voth e"ting "t rest"ur"nts "n) cooking "t home c"n be s"tis(ying. Voth c"n t"ste goo) "n) be
en=oye) $ith ("mily "n) (rien)s. * pre(er cooking "t home bec"use o( the money "n) he"lth issues8
but people $ill m"ke the choice th"t (its their li(estyle best.
*nter%ie$
1. 6escribe your ("%ourite rest"ur"nt.
P 'oc" !est"ur"nt loc"tion
P The (oo):
P The ser%ice:
P The )ecor"tion:
P The price:
P The (e"ture:
P The strength:
P Why suit"ble (or (oreigner:
.. Tr")ition"l (oo):
P Which Tietn"mese tr")ition"l )ish )o you p"rticul"rly like?
Sticky rice c"kes "re " Tietn"mese tr")ition"l )ish th"t must be p"rt o( Tet me"ls. Ds " m"tter o(
("ct8 e%ery Tietn"mese ("mily must h"%e sticky rice c"kes "mong the o((erings pl"ce) on the "lt"r to
their "ncestors.
P 6o you kno$ ho$ to m"ke the )ish?
V"nh chung is m")e o( glutinous rice8 pork me"t8 "n) green be"ns p"ste $r"ppe) in " s>u"re o(
b"mboo le"%es8 gi%ing the rice " green colour "(ter boiling.
'"king sticky rice c"kes is " %ery meticulous =ob. To obt"in the best c"kes8 rice h"s to so"k in
$"ter (or "n entire )"y. The pork me"t must inclu)e skin "n) ("t8 the green be"ns must be o( the
s"me siRe8 "n) the b"mboo le"%es must be (resh.
S>u"ring o(( "n) tying c"kes $ith b"mboo strings re>uires skil(ul h"n)s.
Sticky rice c"kes "re "%"il"ble "t "ny time o( the ye"r8 "lthough one is sure to en=oy them $ith
rel"ti%es "n) (rien)s )uring Tet. 6uring Tet8 rice c"kes "re ser%e) $ith gio lu" "n) h"nh muoi/ le"n
me"t pie "n) s"lte) sour onions.
5 Dre Tietn"mese people+s e"ting h"bits ch"nging? 1"n you gi%e "n e#"mple o( such ch"nges.
*ncre"sing number o( people come to rest"ur"nt
*mpro%e) st"n)"r) "n) 'ore )ishes th"n be(ore )ue to upgr")e) li%ing st"n)"r).
!"rely the $hole ("mily c"n g"ther )ue to business.
7. 6o you think people in your country pre(er e"ting tr")ition"l (oo) to intern"tion"l one? Why?
Why not?
Tr")ition"l one.
not m"ny opportunities (or trying intern"tion"l )elic"cies.
2. Specul"te on " $orl) in $hich people "te "ll the s"me kin)s o( (oo).
not %ery ("%our"ble.
Kre(er " %"riety o( )elic"cies.
:ne p"rt o( e"ch country+s culture /one p"rt o( the country.
2. Jo$ is your country+s tr")ition"l culture re(lecte) in the e"ting h"bit o( the people?
Dgriculture culture re(lecte) in )ishes.
1lose /knit rel"tionship bet$een ("mily members.
Tr")ition"l role o( $omen.
;n) o( topic O.
Gi bi: labatvi trong 1& Thng T' !""9# "$:)!:19
Topic E: J"ppiness /(rien)ship m"rri"ge
Section 1: J"ppiness(rien)ship
1. Keople remember speci"l gi(ts or presents th"t they h"%e recei%e). Why? 9se speci(ic re"sons "n)
e#"mples to support your "ns$er. T:;<&15..
Why $e remember those gi(ts?
<eel =oy $hen looking "t them: <eeling o( being lo%e)8 rec"ll goo) time together8 etc.
Kinpoint speci"l e%ents in li%es.
!ec"ll memories o( speci"l people.
.A Goo) he"lth is more import"nt th"n money (or " h"ppy li(e. 6o you "gree?
5. Wh"t )o you $"nt most in " (rien) a someone $ho is intelligent8 or someone $ho h"s " sense o(
humor8 or someone $ho is reli"ble? Which one o( these ch"r"cteristics is most import"nt to you?
9se re"sons "n) speci(ic e#"mples to e#pl"in your choice. T:;<&
7. Some people pre(er to spen) most o( their time "lone. :thers like to be $ith (rien)s most o( the
time. 6o you pre(er to spen) your time "lone or $ith (rien)s? 9se speci(ic re"sons to support your
"ns$er. T:;<&E5
Why $"nt be "lone?
J"%e time think "bout my go"ls "n) to )e%elop " str"tegy to re"ch them Q re"lly think "bout my
li(e "n) $h"t * $"nt to )o $ith it.
Goo) $"y to listen to the silence "n) rel"# completely: lo$er stress le%el8 sh"rpen the po$er o(
concentr"tion.
Veing "lone Q h"%e time to step b"ck8 see the re"l %"lue o( things $ithout being in(luence) by the
opinions o( others
*( $ith others: )istort our %ie$s o( things8 $orrie) "bout $h"t others think o(
2. Some people pre(er to spen) time $ith one or t$o close (rien)s. :thers choose to spen) time $ith
" l"rge number o( (rien)s. 1omp"re the ")%"nt"ges o( e"ch choice. Which o( these t$o $"ys o(
spen)ing time )o you pre(er? 9se speci(ic re"sons to support your "ns$er. T:;<&E7
Wh"t )oes (rien)ship gi%e us?
&e"rn ho$ to trust e"ch others.
Wh"t to e#pect (rom others.
Jo$ to pro(it (rom e#periences.
Why the more (rien)s the better?
Dl$"ys "%"il"ble $hen $e nee) them8 not only in times o( trouble but "lso in times o( h"ppiness.
W"nt to h"%e people "roun) me th"t surprise me. ;"ch h"s his o$n $"y o( re"cting to " situ"tion Q
le"rn ho$ to )e"l $ith )i((erent kin)s o( people.
Te"ch us "bout li(e. lots (rien)s Z plenty o( in(orm"tion "n) e#perience.
?. Some people choose (rien)s $ho "re )i((erent (rom themsel%es. :ther schoose (rien)s $ho "re
simil"r to themsel%es. 1omp"re the )%"nt"ges o( h"%ing (rien)s $ho "re )i((erent (rom you $ith the
")%"nt"ges o( h"%ing (rien)s $ho "re simil"r to you. Which kin) o( (rien) )o you pre(er (or
yoursel(? Why? T:;<&S0
Why )i((erent (rom us?
Gi%ing you )i((erent $"ys o( looking "t the $orl).
*ntro)uce you to ne$ interesting things.
1orrect your $e"kness: spont"neous kin) o( person Q $ell org"niRe).
;#periences (rom )i((erent (iel)s.
Why simil"r to us?
;n=oy )oing the s"me things.
9n)erst"n) e"ch other Q e"sy to sh"re problems.
O. 9se speci(ic re"sons "n) e#"mples to e#pl"in your "ns$er. *t is sometimes s"i) th"t borro$ing
money (rom " (rien) c"n h"rm or )"m"ge the (rien)ship. 6o you "gree? Why or $hy not? 9se
re"sons "n) speci(ic e#"mples to e#pl"in your "ns$er. T:;<&175
Jo$ c"n borro$ing money h"rm (rien)ship?
Jo$ to kno$ the len)er c"n "((or) or not? Q embr"sse)
When you+ll b"ck the lo"n? Q "$k$"r)ness.
*nterest issues Q hurt (eelings Q h"rm to (rien)ship
*nter%ie$
1. T"lking.
Wh"t kin)s o( people )o you most like to t"lk $ith?
Sense o( humor: com(ort"ble8 rel"#e).
Wh"t )o you usu"lly t"lk "bout?
&i(e8 c"reer8 e%erything in%ol%e) both.
. Who )o you think "re better in con%ers"tion / men or $omen? Why?
Women: sensible8 emotion"l8 un)erst"n)ing.
5 Wh"t ")%ice coul) you gi%e to someone $ho is shy "bout t"lking?
The more she t"lks the more con(i)ent she is.
7. Wh"t role )o (rien)s pl"y in your li(e?
Why $e nee) (rien)s?
Jelp you to sol%e problems.
Sh"re h"ppiness.
Gi%ing you the sense o( lo%e "n) being lo%e)
Sh"re kno$le)ge "n) e#perience.
2. 6escribe your best (rien).
Why )o you get kno$n e"ch other?
Wh"t is his ch"r"cter?
Jo$ )o you (eel "bout your (rien)ship $ith him?
7. Wh"t "re some o( the )i((erences bet$een " Tietn"mese (rien) "n) " (oreign (rien)?
ch"r"cters:
topics (or t"lking:

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