TIẾNG ANH CƠ BẢN 3 – WEEK 1

LISTENING SKILLS – CHAPTER 6

Vocabulary preview.

float6 force3 handle 2 ignore 8 merely12 motion4 obviously15

threaten14 values 9 margin1 fault5 tension10 compression16
focus7 epicenter11 tsunami13

1. …………………. /ˈmɑːrdʒɪn/(n.) the empty space at the side of a written or printed page.
2. …………………. /ˈhændl/(v.) [transitive] to deal with a situation, a person, an area of work or a strong
emotion.
3. …………………. /fɔːrs/(n.) [uncountable] violent physical action used to obtain or achieve something
4. …………………. /ˈməʊʃn/ (n.) [uncountable, singular] the act or process of moving or the way something
moves
5. …………………. /fɔːlt/(n.) [uncountable] the responsibility for something wrong that has happened or been
done
6. …………………. /fləʊt/ (v.) [intransitive] + adv./prep. to move slowly on water or in the air
7. …………………. /ˈfəʊkəs/ (v.) [intransitive, transitive] to give attention, effort, etc. to one particular subject,
situation or person rather than another
8. …………………. /ɪɡˈnɔːr/ (v.) ignore something to pay no attention to something
9. …………………. /ˈvæljuː/(n.) [uncountable, countable] how much something is worth in money or other
goods for which it can be exchanged
10. …………………. /ˈtenʃn/(n.) [uncountable, countable, usually plural] a situation in which people do not trust
each other, or feel unfriendly towards each other, and that may cause them to attack each other
11. …………………. /ˈepɪsentər/ (n.) (US English epicenter) the point on the earth’s surface where the effects of
an earthquake are felt most strongly
12. …………………. /ˈmɪrli/ (adv) used meaning ‘only’ or ‘simply’ to emphasize a fact or something that you
are saying
13. …………………. /tsuːˈnɑːmi/ (n.) an extremely large wave in the sea caused, for example, by an earthquake
14. …………………. /ˈθretn/ (v.)  [transitive] to say that you will cause trouble, hurt somebody, etc. if you do
not get what you want
15. …………………. /ˈɑːbviəsli/ (adv.) used when giving information that you expect other people to know
already or agree with
16. …………………. /kəmˈpreʃn/ (n.) compression (of something) (into something) the act of pressing things
together or pressing something into a smaller space
Track 28.
Listen and write the words.
Peer pressure
Laila: OK Susan, let’s look at question one. When do most peer pressure situations occur?
Susan: I think most peer (1)……………………. occur during school. This is because at school you’re
interacting with your peers all day. You know, you have to deal with relationships and all the politics of hanging
with different kids all day.
Laila: I think it’s after school.
Susan: Really? Laila: Yeah. Susan: Um, OK, so next question. Which type is worse, direct pressure or indirect
pressure?
Laila: What’s the difference?
Susan: Direct pressure is when a person asks you directly to do something. The person says things that push you
toward a certain choice.
Laila: I’m not sure I understand.
Susan: An example would be when someone threatens to end a (2)………………….. if you don’t do something
or when someone calls you a name to make you feel bad.
Laila: I see. So (3)……………………….. is when nothing is actually said to you. Because you see others doing
something, you feel pressure to do the same?
Susan: Right, like when a group stands apart and talks and laughs. They exclude you. Or when they think they’re
really cool, and look at you like you’re not.
Laila: So those are all examples of indirect pressure. The question is …
Susan: Direct pressure is (4)………………………... It’s because your peers force you to react. You can’t just
ignore them. Laila: I don’t think direct pressure is so bad. I feel indirect pressure is worse.
Susan: Why is that?
Laila: Well, I think it’s easier to (5)………………….. direct pressure and be… um.... I can’t think of the exact
word. It’s similar to ‘logical’, or ‘reasonable’.
Susan: You mean rational? Laila: Yeah, it’s easier to be rational with people.
Susan: I don’t see it that way at all.
Laila: Well, we can just agree to disagree. Next question.
Susan: What’s the best way to avoid peer pressure?
Laila: I think the best way is to make friends with people who (6)……………………….. The reason for this is
you’d be less likely to get in trouble.
Susan: That’s a good idea but I think the best thing to do, if you’re pressured to do something you don’t want to
do, is to (7)……………………….. If you do this, they’ll easily get the message.
Laila: Maybe. Oh, this question is interesting. Who is the best person to talk to if you feel peer pressure?
Susan: You should get help from anyone who can help. Laila: But who is the best person? Susan: Um, I suppose
a teacher.
Laila: Why do you say that?
Susan: I don’t know.
Laila: Well, I think the best person to talk to is a parent. If your parents know about the pressure, they’ll get
behind you.
Susan: Imagine someone is pressuring you to do something you know is wrong. What would your parents do if
you told them?
Laila: If I told my parents about it, they’d support me. They wouldn’t get angry or anything. Obviously, they’d
be happy I told them.
Susan: OK, last question. Can peer pressure be a positive thing?
Laila: In my opinion, no.
Susan: Oh, I think it definitely can.
Laila: I can’t see how. It doesn’t make sense.
Susan: Let me explain. If my friends study hard and get (8)………………….. in school, I’ll try and do the same.
If they’re trying to get in shape and be healthier, I probably will too. I think having the right circle of friends is
key.
Track 29.
Listen and correct the mistakes in each sentence.
1. Earthquakes can happen anywhere but obviously, some areas have more earthquakes than others.

2. About 90% of earthquakes happen in areas where the earth’s tectonic plates move against each other.

3. The second type is a reverse fault.

4. Both normal and reverse faults result in the vertical movement of blocks of land.

5. The movement along the San Andreas Fault in California is only about 56 millimeters per year, or about as
fast as a human’s fingernail grows.

6. There are four kinds of seismic waves that occur, all at the same time.

7. Some waves can travel through solids and liquids, while others travel only through solids.

8. Tsunamis may also occur as a result of v. 

READING SKILLS – CHAPTER 6

setback noun /ˈsetbæk/ a difficulty or problem that delays or prevents something, or makes a situation
worse
come up with phrasal verb [no passive] to find or produce an answer, a sum of money, etc.
quinine noun /ˈkwɪniːn/ /ˈkwaɪnaɪn/ a drug made from the bark of a South American tree, used in the
past to treat malaria
permanently adverb /ˈpɜːrmənəntli/ in a way that lasts for a long time or for all time in the future; in a way
that exists all the time
synthetic adjective /sɪnˈθetɪk/ artificial; made by combining chemical substances rather than being
produced naturally by plants or animals
dye verb /daɪ/ to change the colour of something, especially by using a special liquid or substance
fade verb /feɪd/ to become or to make something become paler or less bright
assist verb /əˈsɪst/ to help somebody to do something
carbonated adjective /ˈkɑːrbəneɪtɪd/ (of a drink) containing small bubbles of carbon dioxide
 fountain noun /ˈfaʊntən/ enlarge imagea structure from which water is sent up into the air by a pump,
used to decorate parks and gardens
accidentally adverb /ˌæksɪˈdentəli/ by chance; in a way that was not planned
moldy adjective /ˈməʊldi/ covered with or containing mold (a container that you pour a liquid or soft
substance into, which then becomes solid in the same shape as the container, for example
when it is cooled or cooked)
implication noun /ˌɪmplɪˈkeɪʃn/ [countable, usually plural] a possible effect or result of an action or a
decision
penicillin noun /ˌpenɪˈsɪlɪn/ a substance obtained from mould, used as a drug to treat or prevent
infections caused by bacteria; a type of antibiotic (a substance, for example penicillin, that can
destroy or prevent the growth of bacteria and cure infections)
strain noun /streɪn/ pressure on a system or relationship because great demands are being placed on
it
ambition noun /æmˈbɪʃn/ something that you want to do or achieve very much
satisfy verb /ˈsætɪsfaɪ/ to make somebody pleased by doing or giving them what they want
obtain verb /əbˈteɪn/ [transitive] obtain something to get something, especially by making an effort
desire noun /dɪˈzaɪə(r)/ [countable] a strong wish to have or do something
intention noun /ɪnˈtenʃn/ what you intend or plan to do; your aim
proportion noun /prəˈpɔːrʃn/ [countable + singular or plural verb] a part or share of a whole
poll noun /pəʊl/ [countable] the process of questioning people who are representative of a larger
group in order to get information about the general opinion
conduct verb /kənˈdʌkt/ [transitive] conduct something (formal) to organize and/or do a particular
activity
database noun /ˈdeɪtəbeɪs/, /ˈdætəbeɪs/ an organized set of data that is stored in a computer and can be
looked at and used in various ways
frustrated adjective /ˈfrʌstreɪtɪd/ feeling annoyed and impatient because you cannot do or achieve what
you want
self-employed adjective /ˌself ɪmˈplɔɪd/ working for yourself and not employed by a company, etc.
steady adjective /ˈstedi/ developing, growing, etc. gradually and in an even and regular way
Reading text p.61
Read the sentences. Which paragraphs give the information?
1. Children choose these jobs largely because of the excessive wealth associated with them.p2
2. Many people oppose that there is nothing wrong with having such aspirations, others feel that this trend will lead
to dissatisfaction as more and more people are unable to pursue the objective.p.1
3. A feeling of worthlessness and a complete lack of control can also be hard for people to adapt back to a normal
everyday life.p.3
4. People won't accomplish their childhood dreams, and this could have an unfavorable effect on their pleasure.p.5
Passage 1 Read the passage and do the exercises.

Dear Maria,

(1)Paris is beautiful, and I have developed a deep affection for it, but I am still adapting to the culture. Last year
when I visited you in California, we were dreaming about what it would be like to live here, remember? Well, it's
not quite what we thought! In some ways, it's much better, but I didn't count on things being so intense sometimes.

(2)I live in a small apartment with a tiny kitchen that's near school. After class every day, I do my shopping for
dinner. It's not like it is at home in Texas, where I buy all my groceries for the week; in Paris everyone shops only
for the food they're going to eat that day. It's interesting, too, because I have to go to four or five different stores to
get what I need.

(3)They have big supermarkets here, but they are in the suburbs. In the city, all of the food stores are separate. For
instance, for meat I go to the butcher, for dairy products I go to the "fromagier" ("fromage" means cheese), for bread
I go to the bakery, and for fruits and vegetables I go to the corner store, where all the produce is set outside on
stands. Inside the corner store, I can buy things like cooking oil. On certain days, many neighborhoods in Paris have
outdoor produce markets. The one in my locale is on Tuesdays, and the whole street is blocked off to traffic.

(4)It sounds exhausting to go to all those different stores every day, but, in fact, I prefer it. I have gotten to know the
people who work in the stores, and they like me because I am not afraid to try new things. The butcher tries to tell
me how to cook some of the things I have never had before, such as duck, and laughs when I can't understand the
difference between the French words for "broil" and "bake." He starts motioning animatedly with his hands and
making noises mimicking the sound of fire, and everyone in the shop ends up laughing with us! At first, it was
embarrassing not to be fluent in French, and I thought people would be more critical, but I have found that as long as
I make an effort, people are happy to help me.

(5)Another difference I've found is that people are not so conservative here. For example, they do not stand in line
like they do in the States. It was hard at first to get any of my official paperwork done at the municipal offices
because people who came after me would constantly cut in line and get in ahead of me. I was surprised, but they
weren't mean about it, and everyone did it, so it was hard to get annoyed. I guess it isn't considered bad manners
here. After some practice, I have become more tolerant and can now barge to the front of the line just like everyone
else.

(6)Once, I was in the mayor's office, waiting to take care of something with my visa. Thinking I would try out my
new skills, I walked right up to the window without paying much attention. Then, all these people started hissing! It
sounded as though snakes were in the room. I turned around and realized that I had cut in front of an elderly woman.
It was mortifying--I apologized as best I could and ran out of there.

Classes are great, and my French is getting better all the time. I hope you can come and visit me before I leave--you
would really love it here. Write soon!

Love,

Sara
Passage 1

Task 1 Use NO MORE THAN THREE WORDS to finish the box.

Texas Paris

Grocery Shopping Buy groceries for the week (1) Buy groceries for the day(p.2)

Stores Supermarkets (2) separate food stores (p.3)

People queuing (3) stand in line (p.5) (4) cut in line

Task 2 Complete the summary below using one of the words from the box for each blank.

tolerant language cut stores fluency people wait

confident

Shopping in Paris is a social experience. I have to go to a few (1)stores to get what I need. But that's great for
practicing my French, and talking to people in the stores has improved my (2)fluency. Having people (3)cut in line
was a shock, but I'm more (4)tolerant of that now!
Passage 2 Read the passage and do the exercises.
In the primary school, a child is in a comparatively simple setting and most of the time forms a relationship with one
familiar teacher. On entering secondary school, a new world opens up and frequently it is a much more difficult
world. The pupil soon learns to be less free in the way he speaks to teachers and even to his fellow pupils. He begins
to lose gradually the free and easy ways of the primary school, for he senses the need for a more cautious approach
in the secondary school where there are older pupils. Secondary staff and pupils suffer from the pressures of
academic work and seem to have less time to stop and talk. Teachers with specialist roles may see hundreds of
children in a week, and a pupil may be able to form relationships with very few of the staff. He has to decide which
adults are approachable; good schools will make clear to every young person from the first year what guidance and
personal help is available _ but whether the reality of life in the institution actually encourages requests for help is
another matter.
Adults often forget what a confusing picture school can offer to a child. He sees a great deal of movement, a great
number of people – often rather frightening-looking people – and realises that an increasing number of choices and
decisions have to be made. As he progresses through the school the confusion may become less but the choices and
decisions required will increase. The school will rightly expect the pupil to take the first steps to obtain the help he
needs, for this is the pattern of adult life for which he has to be prepared, but all the time the opportunities for
personal and group advice must be presented in a way which makes them easy to understand and within easy reach
of pupils.
Passage 2
Task 1 Find words or phrases in the passage that can match with the following meanings.
a. very careful to avoid danger cautious
b. becomes aware of something senses
c. worries caused by the need to achieve something pressures
d. friendly and easy to talk to approach
e. school institution
Task 2 Answers the questions briefly.
1. What kind of things do secondary staff and pupils suffer ?
Under pressures of work
2. What increases after the pupil stay for some time in the secondary school ?
Choices and decisions
3. Why will the pupil be expected to get the help he needs ?

Listen and complete the summary of the video using words from the box.

biological 10 breathe 4 established7 fire8 lungs 5

oxygen 2 sickness 3 thicker 6 thinner 1 tools9

Living in mountains
• air is 1. __________
• people take in less 2. __________
• cause of hypoxia
Mountain 3. __________ studies
Tibetans
• 4. __________ faster
• get more oxygen into 5. __________
and move it around quickly
Andean people
• have more hemoglobin in their blood
(blood is 6. __________)
Ethiopian highlanders
• scientists haven’t yet 7. __________
how they’ve adapted
Adaptations
Cultural
• need to make and take 8. __________
with you
• need warm clothes, and 9. __________
to make them
10. __________
• DNA studies may prove people are
adapted to high altitudes