Sách Giáo Viên: B Giáo D C Và Đào T o

BỘ GIÁO DỤC VÀ ĐÀO TẠO
HOÀnG VĂn VÂn (tổng Chủ biên) – HOÀnG tHỊ XUÂn HOA (Chủ biên)
PHAn HÀ – HOÀnG tHỊ HỒnG HẢi – KiỀU tHỊ tHU HƯƠnG
VŨ tHỊ LAn – ĐÀO nGỌC LỘC – CHUnG tHẾ QUAnG
Với sự cộng tác của DAViD KAYE
SÁCH GIÁO VIÊN

tẬp haI
NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM TẬP ĐOÀN XUẤT BẢN GIÁO DỤC PEARSON
contents
Page
INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
BOOK Map.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Unit 6: endangered species .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Unit 7: artificial intelligence .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Unit 8: the world of work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
REVIEW 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Unit 9: choosing a career .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Unit 10: lifelong learning .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
REVIEW 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
II
INTRODUCTION
TIENG ANH 12 is the third and also the last of the three-level English language set of
textbooks for the Vietnamese upper secondary school. it follows the systematic, cyclical
and theme-based curriculum approved by the Ministry of Education and training
in november 2012. the aim of this set of textbooks is to develop students’ listening,
speaking, reading and writing skills and improve their English language knowledge
with a focus on communicative competence so that when they finish upper secondary
school, they will achieve level three of the Foreign Language Proficiency Framework
for Viet nam (equivalent to B1 in the Common European Framework of Reference for
Languages).
THE COMPONENTS OF TIENG ANH 12

tieng anh 12 is divided into two books: Book 1 and Book 2.
student’s Book 2 contains:

• a book map providing information about the structure of the book and the sections
of each unit;
• fi ve topic-based units, each covering fi ve sections: Getting Started, Language,
Skills, Communication and Culture, Looking Back, and Project with meaningful and
well-structured activities taught in eight 45-minute lessons;
• two reviews, each off ering revision and further practice of the preceding units,
taught in two 45-minute lessons;
• a glossary giving phonetic transcription of the new words in the units and their
Vietnamese equivalents.
two audio cDs contain all the listening material from Student’s Book 2.
teacher’s Book 2 gives full procedural notes for teaching the diff erent sections in
each unit and suggestions for the techniques which could be used depending on
the teaching contexts and situations. it also provides answer keys and/or suggested
answers to all the activities in the Student’s Book, all audio scripts, and additional
language and culture notes.
workbook 2 mirrors and reinforces the content of the corresponding Student’s Book 2,
and provides further practice and ideas for extension activities. Depending on the level
of the students, the activities can be completed in class or assigned as homework.
III
AN OVERVIEW OF THE STUDENT'S BOOK
GETTING STARTED contains:

• a menu listing the language and the skills taught in the unit;
• a conversation introducing the overall topic of the unit, some topic-related
vocabulary, and the main grammar points;
• a number of activities to check students’ comprehension and provide practice
of the teaching points in this section.
Unit 6 ENDANGERED SPECIES
GETTING STARTED This unit includes:
A new wildlife park LANGUAGE

Vocabulary
t 8PSETBOEQISB
TFTSFMBUFEUPFOEBOH
Pronunciation FSFEBOJNBMTBOEQMB
OUT
t -JOLJOHWPXFMUPWPX
FM
Grammar
t 5IFGVUVSFQFSGFDU
t %PVCMFDPNQBSBUJWF
T
SKILLS
t 3FBEJOHGPSHFOFSB
MJEFBTBOETQFDJGJDJO
BOEJEFOUJGZJOHEJG GPSNBUJPO
GFSFOUPQJOJPOTBCP
FOEBOHFSFETQFDJFT VUQSPUFD UJOH
t 5BMLJOHBCPVUIP
XUPQSPUFDUFOEBOH
FSFETQFDJFT
t -JTUFOJOHGPSTQFDJö
DJOG
BSFJOEBOHFSPGFYUJO PSNBUJPOJOBUBMLBCPVUXIZBOJNBMT
DUJPO
t 8SJUJOHBSFQPSUBC
PVUBOFOEBOHFSFET
QFDJFT 1 Mr Willis
COMMUNICATION
AND is talking
t #SJOHJOHFYUJODUTQF CULTURE new wildl to
t )PXTFBUVSUMFTBSF
DJFTCBDLUPMJGF ife park. Lis his two children ab
ten and rea out a
QSPUFDUFEJO.BMBZT
JB Mr Willis:
Lisa, Sim d. 2 Decide wh
eth
news.
on, I’ve
just heard true (T), fal er the following sta
some go se (F), or no tements are
Simon:
What’s it ab od correct bo t given (N
out, Dad?
x. G). Tick the
Mr Willis:
It was anno Visitors wil
unced on T
park will TV that a
new wildl 1 animals l be able to see end F NG
open to in the new ang
Would yo the publi ife week. wildlife par ered
u like to vis c next we k next
Lisa: it it? ek.
Sure. Will 2 Models of extinct ani
there be on display in mals will als
Dad? any dinosa the park. o be
Simon: urs there,
They’re
extinct sp 3 Lisa wants to see din
dinosaurs ecies, Lis doesn’t. osaurs, but
die a. The Simon
Mr Willis: d ou t millions last
That’s rig of years ag 4 Simon is interested
ht. You can o. trees and pla in endangere
there. ’t find ex nts. d
tinct anim
Lisa: als Sim on
So what
can we see 5 wil dli fesug ges ts vis itin g bo th
then? in the wi par k and the the
ldl ife park Ga rde ns at the we Bo tan ica l
Mr Willis: eke nd.
Animals in
danger of 6 Visitors can go cam
and rhino extinction park. ping in the
Simon: ceros. , like tigers wildlife
Will there
be any en
plants? I dangered 3 Find a wo
have a bio
endangere logy assign trees and rd in the co
Mr Willis: d plant sp ment abou each of the nversation
I’m afraid ecies. t following that goes
not. But a 1. _________ phrases or with
might be friend of _________ expression
Simon: able to he mine, Tra _______ sp
ecies s.
Tracy? Yes, lp yo u. cy, 2. an imals in da
I remembe nger of ___
Where’s she r her. She’s 3. _________ _________
Mr Willis: working? a biologist. _________
_________
____
At the Bo _______ tre
es and pla
tanical Ga 4. _________ nts
6 Unit 6 Endangered species of interestin rdens. You _________
g facts the can find lot _______ a
campfire
Simon: re. s
Sounds go
od
wildlife pa . Thanks, Dad. So let
rk next Sa ’s
then go turday mo visit the
to the Bo rning, an
afternoon tanical Ga d
on the wa rdens in
I’ll have y back ho the
gathered me. Hope
by Sunday, enough fully,
so I can inf ormation
assignme start worki
Lisa: nt next we ng on my
It’ll be so ek.
tiring! We
by the tim ’ll have wa
e we get to the lke d for hours
Mr Willis: Botanical
Don’t worry Gardens.
Lisa: . We’ll drive
Oh really? through the
That’ll be park.
to have a fun. Are
picnic or we
Dad? build a cam allowed
Mr Willis: pfire there,
No, I’m
afraid no 4 Read the
animals an t. That ma
d pollute y scare
the conversati
the air. Th correct for on
m of the ve again and write the
and smok e
e you ma mo
environme ke, the les re noise 1. I (gathe rbs in bra
Lisa: nt become s safe the r) ckets.
I see … Ca s for the an ___
informati _____________________
n I ask imals. on
my assign by Sunday, so I can _______ enough
Mr Willis: some frie ___
Sure. The nds to joi ment next start worki
more the n us? we
merrier. 2. We (w ek . ng on
alk) ___
by the tim _____________________
e we get to _______
for hours
the Botan
ical Garde
ns.
Unit 6 En
danger ed spec
ies 7
IV
LANGUAGE includes:
• Vocabulary giving in-depth practice of the words and phrases presented in Getting Started
and additional vocabulary for use later in the unit. Vocabulary units are presented in the order
of form, meaning and use. Word collocation is also a teaching point in this section.
LANGUAGE
Vocabulary
1 Complete the following word diagrams. Use a dictionary, if necessary.
1. extinct (adj) 2. danger (n)
_____________ (n) extinguish (v) _____________ (adj) _____________ (v)
3. survive (v) endangered (adj)
_____________ (n) survivor (n)
• Pronunciation introducing or providing revision

4. diverse (adj)
5. evolve (v) _____________ (n) _____________ (v)
_____________ (n)
evolutionary (adj)
biodiversity (n) of some aspects of pronunciation that can
2 Complete the following sentences with the words in the box. be problematic to Vietnamese students
survival (n)
conservation (n)
vulnerable (adj)
habitat (n)
extinct (adj)
evolution (n)
endangered (adj)
biodiversity (n) such as linking, stress and intonation.
The pronunciation points are presented
1. Darwin’s theory of _________________ has helped to
explain the disappearance of some species 5. Mammoths and
and the _________________ of others. dinosaurs used
in meaningful contexts, and activities are

to live on our
earth quite a
long time ago,
but they are now
2. The saola and the rhino are
considered _________________
_________________.
designed to teach these points through three
species in Viet Nam.
3. The giant panda’s

6. _________________ helps
to maintain the balance
stages: recognition, repetition and production.
This helps students to become familiar with
natural _________________ of nature that we rely
is the bamboo forest. on for our well-being
Giant pandas like to eat and benefit.
features of natural speech and focus on their

bamboo leaves.
7. The World Wide Fund

4. Baby sea turtles are most for Nature (WWF) is an
_________________ when they
leave their nests and make
their way to the sea. They
organisation which is
working on issues related
to _________________,
own pronunciation.
are convenient targets for research and restoration
birds and other animals. of the environment.
8 Unit 6 Endangered species
• Grammar introducing and practising the main grammar points in focus. They are
presented and practised in meaningful contexts following the three-stage approach to
language teaching (presentation, practice and production). There are Do you know ...?
boxes wherever necessary to help students to understand the language features and the
structures presented.
All the sub-sections in the LANGUAGE section are linked to the LOOKING BACK section at
the end of the unit.
Pronunciation Grammar Double comparatives

SKILLS
Linking vowel to vowel The future perfect
3 Work in pairs. Discuss which word(s) in the box
1 The following phrases are spoken in slow, 1 Circle the correct verb form in each sentence. can be used in each gap. READING
careful speech and in fast, connected speech. 1. 0VSSFTDVFDFOUSF IBTSFMFBTFEXJMMIBWFSFMFBTFE
Saving endangered species: pros and cons
Listen and repeat. Pay attention to the more better higher longer
NPOLFZT EFFSBOECFBSTCBDLJOUPUIFGPSFTUT
pronunciation of the linked sounds. CZUIFFOEPGUIJTXFFL 1 Discuss with a partner.
1. The ___________ time you spend on preparing for
no linking in slow, with linking in fast, 2. :PVNBZOPUCFMJFWFUIJT CVUUIJTTFBUVSUMFJTRVJUF
careful speech connected speech PME *U IBT MJWFE XJMM IBWF MJWFE
JO UIJT NBSJOF the test, the ___________ scores you may get.
a. Which of these animals are on the list
1 a. in danger of extinction b. in danger of extinction QBSLGPSZFBST8F XJMMIBWFXJMMIBWFIBE
B 2. The ___________ you practise speaking in your class, of endangered species?
2 a. saola or deer b. saola or deer QBSUZUPDFMFCSBUFJUTCJSUIEBZUPNPSSPX the ___________ you are at public speaking.
3. 8FMM OFYU UJNF * TFF ZPV * FYQFDU ZPV XJMM CF
3 a. the mother of success b. the mother of success
öOJTIJOHXJMMIBWFöOJTIFE
ZPVSSFQPSUPOUIF
4 a. draw a diagram b. draw a diagram FOEBOHFSFETBPMB 4 Complete the sentences with the words from
a. the idea of saving b. the idea of saving 4. *GZPVDPNFUPTFFNFBUPDMPDLUPOJHIU * XJMM the box. One word can be used more than once.
5 endangered species endangered species CFXBUDIJOHXJMMIBWFXBUDIFE
BEPDVNFOUBSZ
faster more better greater warmer higher
BCPVU SIJOPT UP QSFQBSF GPS NZ QSFTFOUBUJPO
2 Listen and repeat the following sentences dolphin
UPNPSSPX4P ZPVECFUUFSDPNFBGUFS#ZUIFO 1. The _________ the pollution becomes, the _________
spoken in fast, connected speech. UIFQSPHSBNNF öOJTIFTXJMMIBWFöOJTIFE

animals lose their natural habitats.
A: What can we see in the park now? 5. +JMMJTTJDLBOEDBOUXPSLPOIFSBTTJHONFOUBCPVU
1 UIFCMVFXIBMFTIBCJUBU4PTIF IBTOUDPNQMFUFE 2. The ___________ I study about endangered species,
B: Animals in danger of extinction, like tigers or rhinoceros. tiger
A: What’s that animal? Is it a saola or a deer? XPOUIBWFDPNQMFUFE
JUCZ.POEBZ4IFOFFET the ___________ I worry about their protection.
2 UPBTLGPSBOFYUFOTJPOPGUIFEFBEMJOF
B: I don’t know. 3. The ___________ the weather gets around the world,
A: Don’t get disappointed. Try again. Failure is the 2 Complete the sentences, using the present the ___________ the polar ice caps will melt.
3 mother of success. perfect or the future perfect.
B: OK. I will. 4. The ___________ effort you make, the ___________ the
1. #ZOFYUTVNNFS PVSSFTDVFUFBN TBWFBOEUBLF
A: I can’t draw a diagram to show the increasing JO
@@@@@@@@@@@@IVOESFETPGFOEBOHFSFEBOJNBMT achievements you may get.
4 pollution levels. Can you help me?
B: Sure. 2. -PPL BU UIJT DVUF MJUUMF CFBS *U MJWF
____________ 5. The ___________ renewable energy sources we use,
JO UIF XJMEMJGF QBSL GPS TJY NPOUIT BOE JUMM CF saola
A: Your idea of saving endangered species sounds very the ___________ our living conditions will become.
5 interesting. SFMFBTFECBDLJOUPUIFXJMEOFYUNPOUI
B: Thank you. 3. *G ZPV DPNF UP UIF DPOGFSFODF PO XJMEMJGF
QSPUFDUJPO BGUFS BN UIF NPTU JOUFSFTUJOH
elephant
QSFTFOUBUJPO öOJTI
____________ DO
DO YOU KNOW…?
YOU KNOW…? 4. #ZUIFFOEPGUPEBZ ,JN WJTJU
____________BMMPG
t *O #SJUJTI &OHMJTI JO GBTU DPOOFDUFE TQFFDI B UIFBOJNBMSFTDVFDFOUSFTJOUIFDJUZ t %PVCMFDPNQBSBUJWFTEFTDSJCFBDBVTFBOEFòFDU
MJOLJOH DPOTPOBOU S DBO BQQFBS CFUXFFO UIF 5. *MM TUBSU XSJUJOH NZ FTTBZ PO QSPUFDUJPO PG process. The first half expresses a cause, and the
WPXFMTPVOEəPSɔːBUUIFFOEPGBXPSEBOE FOEBOHFSFE TQFDJFT BT TPPO BT * DPMMFDU
second half expresses an effect.
UIF WPXFM TPVOE BU UIF CFHJOOJOH PG UIF OFYU ____________FOPVHIJOGPSNBUJPO t 'PSNBUJPODSFBUJOHBQBSBMMFMTUSVDUVSFXJUIUXP
XPSE5IJTNBLFTQSPOVODJBUJPOFBTJFSBOENPSF
OBUVSBM parts having a similar form sea turtle
DO 1. The + comparative adj/adv + subject + verb,
vowel + vowel linking sound Examples YOU KNOW…?
the + comparative adj/adv + subject + verb
/ə/ or /ɔː/ + Lisa and Simon t 5IFGVUVSFQFSGFDUJTVTFEUPTBZUIBUTPNFUIJOHXJMMCF
/r/ öOJTIFEPSDPNQMFUFECZBDFSUBJOUJNFJOUIFGVUVSF Example: The better your education is, the
vowel draw a picture
Example: I’ll have finished cooking dinner by greater your opportunities are.
t *O #SJUJTI &OHMJTI XPSET FOEJOH XJUI UIF MFUUFST the time you come home. giant panda
-r PS -re IBWF B öOBM WPXFM TPVOE )PXFWFS UIF 2. The + more/less + (noun) + subject + verb,
t 5IF QSFTFOU QFSGFDU PS UIF QSFTFOU TJNQMF JT VTFE
XSJUUFO -r/-re JT PGUFO QSPOPVODFE XIFO JU JT the + more/less + (noun) + subject + verb
JOTUFBEPGUIFGVUVSFQFSGFDUUPFYQSFTTUIFJEFBPG
GPMMPXFECZBXPSECFHJOOJOHXJUIBWPXFM DPNQMFUJPOBGUFSTPNFDPOKVODUJPOTPGUJNFwhen, Examples: The more you give, the more you will
written -r/-re as soon as, after, before. receive.
linking sound Examples Examples: b. Can you find them in Viet Nam now?
+ vowel The more money he makes, the less
I’ll phone you when I’ve finished my homework. free time he has.
car engine
-r/-re + vowel /r/ I’ll phone you when I finish my homework.
another English book
Unit 6 Endangered species 9 10 Unit 6 Endangered species
V
SKILLS includes:
• Reading containing a topic-related reading text developed to suit students’ interests
and age. The vocabulary and grammar points learnt in the previous sections are
recycled in the reading text. The text also provides an input of language and ideas for
students to use in the Speaking, Listening
Double comparatives
and Writing sub-sections that follow. The
SKILLS
can be used in each gap. READING
reading activities are designed following
more better higher
1
longer
three stages: pre-reading, while-reading and
Saving endangered species: pros and cons
Discuss with a partner.
post-reading. This section aims to develop

the test, the ___________ scores you may get.
students’ reading skills such as skimming,

2. The ___________ you practise speaking in your class, of endangered species?
the ___________ you are at public speaking.
4 Complete the sentences with the words from

the box. One word can be used more than once.
scanning, understanding word meaning in
faster more better greater warmer higher contexts, etc., through various types of tasks
dolphin
1. The _________ the pollution becomes, the _________
animals lose their natural habitats. including title/heading matching, true/false/
2. The ___________ I study about endangered species,
the ___________ I worry about their protection. not given, multiple choice, comprehension
tiger
3. The ___________ the weather gets around the world,

the ___________ the polar ice caps will melt. questions and gap-filling. In the post-
4. The ___________ effort you make, the ___________ the
achievements you may get. reading stage, there is often a personalised
5. The ___________ renewable energy sources we use,
the ___________ our living conditions will become. task in which students can share their own
saola
DO
ideas or opinions with their partners about
elephant
YOU KNOW…?
t %PVCMFDPNQBSBUJWFTEFTDSJCFBDBVTFBOEFòFDU
process. The first half expresses a cause, and the
the issues related to the facts or problems
t 'PSNBUJPODSFBUJOHBQBSBMMFMTUSVDUVSFXJUIUXP presented in the reading text.
parts having a similar form sea turtle
1. The + comparative adj/adv + subject + verb,
Example: The better your education is, the
greater your opportunities are.
2. The + more/less + (noun) + subject + verb, giant panda
the + more/less + (noun) + subject + verb
Examples: The more you give, the more you will
receive.
b. Can you find them in Viet Nam now?
The more money he makes, the less
free time he has.
SPEAKING
Action for end
angered species
conserv
ation
1 Put the following
ways of protectin
and coral reef g rhinos
s in the correct
boxes. 2 Work with a part
►ban transportatio ner. Use the info
or your own idea rma
n of and trading
in rhino horns s to prepare a talk tion in 1
►donate to rhino to protect rhin about how
conservation orga os or coral reef
nisations phrases and expr s. The
essions may help following
► launch anti-
poaching campaig
• Speaking including three or four activities ► not leav
► practise
e litter on the beac
safe and responsi
ns
h or in the wate
ble diving and
r
Purposes
Phrases and expr
1. To welcome the Good morn
you.
essions
which are designed and sequenced in a

snorkelling ing/afternoon,
audience and everyone.
► stop using rhin introduce the
o products
► use organic ferti topic It’s my pleasure to
way that ensures an uninterrupted link lizers to avoid pollu talk to you
ting the ocean today about ...
► stop using cora
l reef products
2. To introduce the To begin with, I’ll sugg
between them. Useful language and ideas HOW TO PRO
TECT RHINOS
first point/idea
I’d like to begin by
est ...
discussing ...
are built up through the activities, and

● _______________ 3. To move to the
_______________
_______________
My next point is ...
__ next point
● _______________ Let’s now turn to anoth
_______________ er point.
examples are given when necessary. This

_______________
__
● _______________ Finally, I’d like to summ
_______________
_______________ key issues/points. arise the
__ 4. To indicate the
prepares students for the free production ● _______________

_______________
_______________
__
end of the talk To sum up, let’s look
points again. at the main
To conclude, I’d like

stage. In all the speaking activities, 5. To thank the Thank you for your
to ...
attention.
audience
students are encouraged to activate and Thanks for listening.
share their background knowledge and

experience with their partners.
HOW TO PRO
TECT CORAL
REEFS
● _______________
_______________
_______________
__
● _______________
_______________
_______________
__
● _______________
_______________
_______________
●
__ 3 Present your talk
_______________
_______________ to the class.
_______________
__
stop using rhin
o products
stop using
coral reef
products
12 Unit 6 Endang
ered species
VI
LISTENING
Dangers to wildlife
1 Below is the conservatio
n status scale which
indicates whether a
species still exists and 4 Listen to the secon
how likely it is to becom d part again. Complete
• Listening including four or five activities which e extinct in the near the summary of the
future. Match the three talk, writing one word
phrases indicating each blank. in
‘threatened’ levels three
with the numbers 1,
2 and 3.
are organised following the three-stage Threatened In the second part,
main (1) ____________
Shawl discusses the
___ to wildlife.
two
EX
teaching procedure: pre-listening, while- EW The first is
1 2 3 loss of (2) ____________
NT LC ___, and the secon
hunting and (3) ______ d is
_________. These
listening, and post-listening. The activities aim

Extinct Extinct in dangers
the wild Near are caused by (4)
Least __________________
_ activities,
threatened concern so we need to take
VU (Vulnerable) action to protect
to develop students’ listening skills such as (5) _______________ wildli and

CR (Critically enda fe.
ngered)
EN (Endangered)
listening for general ideas and/or listening for 2 Listen to the first part
Shawl, a conservatio
of a talk given by Peter
5 Do you agree with
Peter
are responsible for
Discuss with a partn
Shawl that humans
the loss of biodiversi
ty?
n biologist, and check
specific information. The most common task answers in 1.
3 Listen to the secon
your er.
d part
the best option to comp of the talk and choose WRITING
types are true/false/not given, multiple choice, answer the questions.
lete the statements
or Endangered spec
ies report
1. According to
and comprehension questions. In the post- endangered becau
Peter Shawl, wildli
A. the population of
se _______________.
fe becomes 1 Match the pictures
with the anim
Then discuss the ques als’ names.
tions with a partner.
listening stage, like other skills, there is often

some species grow - Can you find these
B. natural habitats too fast animals in Viet Nam?
are destroyed by huma - What do they eat?
C. the stronger anim ns
als kill the weaker - Are they endangere
a personalised task which requires students

d species?
2. Animals’ habitats
become polluted when a. blue whale
_______________. humans b. Komodo drago
n
to share their ideas or opinions related to the

A. cut down forest
trees
B. build more house 1
s
C. use chemicals in
topic. 3. When tigers are
parts are collected
agriculture
hunted and killed,
which of their
and used?
A. Their bones.
B. Their fur.
C. Their teeth.
4. Which of the follow
ing uses of elephant
mentioned in the talk? tusks is
ON
t the Komodo drago
n and the COMMUNICATI A. Making false teeth
.
2 Read the facts abou c, d, or e in the space provided AND CULTURE B. Producing traditional
blue whale. Write a, b, medicine to treat diseas
the correct section. C. Making valuable es.
to match the title with s items. 2
a. Diet
b. Conservation statu Communication
on d. Population ies back to life?
c. Habitat and locati Bringing extinct spec Unit 6 Endanger
e. Physical features . Are the speakers
ed species 13
nges
Komodo dragon
Blue whale 1 Listen to two exchaing extinct species back
on - live in the cold for or against bring
1. - found in the wild waters of the Arctic to life?
Indonesian islands support
and Antarctic , write ‘yes’ if they
(Komodo, Rinca,
____
al a. In the table below
Gili Montang, Gili - migrate to tropic they oppose it.
seas to breed (up to the idea, or ‘no’ if
Dasami, Flores)
four months) the reaso n (for or against) given by
• Writing guiding students through the

- live in forests, on b. Complete words
g no more than two
beaches, on hilltops each speaker, writin
ile - mammal, but
looks in each gap.
- looks like a crocod
writing process and focusing on the specific
2. like a fish s back to life?
____
or lizard
- 30 metres long Bringing extinct specie
- male adults can grow 00 tons
up to 3 metre s long - 150-2 Yes/No Reason
3.
- 90 kilos
eat meat (large water shellfish
eat very small
Van
We should _______
the
damage that has been
text types required by the syllabus. In
done to _______.
buffaloes, deer, pigs,
the pre-writing stage, there is a sample
1
____
smaller dragons) Some species could
estimated 14,000 bring back _______
to
4. 6,000 in the wild in (10,000 in the Nam our world.
____
Indonesia; slightly
declining
Antarctic and 4,000
in
the Arctic); increasing Scientists could _____
to protect endangered
_
writing for students to study the format.
- endangered (IUCN
In addition, helpful guidelines, a template,
__
(IUCN Red species if they _____
5. - vulnerable Red List) Mary to bring some extinc
t
List) species back to life.
____ - facing threats 2
- cause: more males
and useful language are provided to build
from whalers, and
than females It’s a _______ time
not a pollution, collisions
(humans are
with boats and
Paul money.
threat) ships, and global
- protected
poaching
esia
by
laws
and
anti-
in
by
warming
- many recovery
st
2 Are you for or againct
students’ confidence before producing their
Indon plans to restore its the revival of extin
30 zoos
wildli fe
Indonesia
and
parks
other
outsid e population species? Discuss with
a partner.
own writing.
two species in 2 and write
3 Choose one of the words to describe it.
a report of 150-200
.
Follow the plan below
s below.
t and location of the specie
Paragraph 1: Habita …
s are found in the wild
Example: Komodo dragon , …
They live in forests
al features and diet
Paragraph 2: Physic look like …
are called dragons, they
Example: Although they
status
tion and conservation
Paragraph 3: Popula
about 6,000 … Culture
Example: There are List, Komodo dragons
According to the IUCN Red Let’s save the sea turtles!
are classified as …
ed species 1 Read the text about how sea turtles are
14 Unit 6 Endanger
protected and complete the notes.
Sea turtles have lived in Many sea turtle natural

the world’s oceans for more reserves have been set up in poachers from stealing
than 100 million years. Terengganu, Pahang, Sabah the eggs, but also to save
However, they have become and other places to carry out baby turtles from natural
COMMUNICATION AND CULTURE includes: endangered or critically

endangered largely because
of overfishing, loss of nesting
different projects to save the
species.
These turtle centres are
predators like birds, crabs
and lizards.
Programmes to raise
habitat and climate change.
• Communication providing language consolidation

designated as protected public awareness are also
Living in warm waters, sea areas, and no visitors are conducted by the turtle
turtles migrate hundreds of allowed on the beaches at centres to educate visitors on
and further practice of integrated skills. This miles between their feeding
grounds and the beaches
where they nest and lay
certain times of the year.
This helps to ensure a safe
breeding ground for turtles
the critical need to protect
sea turtles, their eggs, baby
turtles and their habitat.
section recycles what students have learnt in eggs. Aware of sea turtles’
behaviour, Malaysian local
authorities have made efforts
when they come to land to
lay eggs. Turtle enclosures
near the beach are fenced-
These efforts are made in
the hope of preserving the
species and maintaining the
the previous sections, and introduces extra to restore their population. off not only to stop human ecological balance.
vocabulary. The activities are less controlled. Notes about sea turtles:
A. Facts about sea turtles:
Students are encouraged to express their ideas

- Conservation status: (1) ______________________ or ______________________
- Dangers: - overfishing
- (2) ______________________
and opinions freely. - (3) ______________________

- Habitat: (4) living in ______________________ sea waters
• Culture providing cultural information about the

(5) laying eggs on ______________________
B. How sea turtles are protected in Malaysia:
Setting up turtle natural reserves for the following purposes:
ASEAN countries and English speaking countries (6) ensuring a safe ______________________ for sea turtles
(7) protecting ______________________ and baby turtles
around the world connected to the cultural aspects (8) conducting programmes to ______________________
of the unit topic. It helps students to broaden their 2 Discuss with a partner.
a. Where are sea turtles mostly found in Viet Nam? Are they endangered in Viet Nam?
knowledge of the world cultures as well as deepen b. Are there any measures or laws to protect sea turtles in Viet Nam?
that of their own Vietnamese culture. Unit 6 Endangered species 15
VII
LOOKING BA
CK
Looking back offers revision and Pronunciatio
n
1 Read the followi Grammar
consolidation of the language learnt in the linking /r/
fluent speech.
ng exc hanges. Dec
is likely to hap ide where
pen in fast,
1 Work with a par
tner. Prac tise asking que
the unit. It begins with a pronunciation
and giving ans stions
1. A: Rhinos are wers, using the
in danger of exti prompts below.
nction in Asia and Example: how
Africa, aren’t they many lessons /
? review / by nine
activity which is aimed at checking B: Yes. Because
diseases. How
their horns are
ever, there is
believed to cure
- How many
tonight
lessons will you
o’clock tonight? have reviewed
o’clock
by nine
students’ ability to recognise and use support this beli no evidence to
ef. - I’ll have revie
2. A: Lisa and wed three lesso
I went to the new ns by then.
wildlife park last
the pronunciation points they have
week.
B: Did you see
any deer or saol
as there?
learnt. The words or phrases practising
A: Yes, we did. The
y were very frien
dly and funny.
the pronunciation points are often

1. how long / stud
those that students have encountered time / graduate
2. how long / live
y English / in this
in June
school / by the
in other parts of the unit or taken from 2 Listen and che

ck you r answers. Then
3. how many new
of this unit
/ in present hom
English words /
e / by next year
learn / by the end
exchanges in 1. repeat the
the reading or listening texts. Vocabulary
4. how many
weeks’ time
units in this boo
k / finish / in
four
The vocabulary and grammar activities

5. how long / wor
Complete the sen k / this assignm
tences with the you / hand it in ent / by the time
of the words in correct form /
brackets.
focus on the main vocabulary and 1. Increasing trad
e in ivory prod
the (survive) ____ ucts is a threat
to
2 Rewrite these
sentences, usin
g double
___________ of
elephants. comparatives.
grammar points learnt in the unit 2. I don’t think
species back to
bringing (extinct
ion) ____________
life is a good idea ___
Example: As we
want to put mor
witness more dam
age to wildlife,
we
and are aimed at checking students’
against the laws . That’s going e effort into prot
of nature. and animals. ecting wild plan
ts
3. Plants and tree - The more dam
s can be (danger) age to wildlife we
understanding of the meaning and
animals. The lady ______________
like effort we want to witness, the mor
slipper orchid is put into protectin e
an example. animals. g wild plants and
4. Dinosaurs and
mammoths are
classified as EX, 1. As people nee
use of the words or structures. The
meaning extinct,
on the (conserv d more land to
status scale. e) _______________ cut down more build houses, they
forests.
5. If (poach) _____ 2. The unempl
activities also provide students with an elephants, rhin
be gone within
__________ con
tinues at
os and other Afric current rates,
an wildlife may 3. If you get a
oyment rate is
crime rate is bec getting higher,
oming higher as
well.
so the
our lifetime.
opportunity to practise the language
better educatio
6. Darwin’s theo opportunities for n, there will be
you to get a goo more
ry of (evolve) d job.
explains that the _____________ 4. As it is rain
strongest spec _______ ing more heavily,
in their own speech. because they have
environment bett
ies can survive
the ability to ada
er than others.
pt to the new
become worse.
5. There are mor
e and more cars
the flooding will
16 will have to suff in our city, so

Unit 6 Endang er more from poll we
ered species uted air.
PROJECT ies and design a post

er Project is aimed at providing students
one endangered spec
information about
to introduce this
four to six. Look for
1 Work in groups of ies. Include the following points:
spec res, diet, popu lation )
with an opportunity to apply the language
location, physical featu
● Facts about the
species (habitat and
s, why it is endanger
ed and how to prote
ct it and skills they have learnt throughout the
● Conservation statu
Suggested enda nger ed spec ies:
unit to perform a task in a real-life situation.
)
● the saola (Viet Nam
● the sea turtle (Viet
Nam) Students are asked to do a survey or carry
or (USA)
out research to get information about their
rnian cond
● the Califo why and how it
species and explain
nt the features of your
er to the class. Prese
2 Introduce your post . Here is an example.
prote cted
friends, their neighbourhood, or to broaden
Komodo dragon
shou ld be
their knowledge about the real world. The

project activities often involve teamwork
Size & weight:
Location: in the wild

• up to 3 metres long
• 90 kilos
which develops students’ collaborative
ds
on Indonesian islan
Diet: meat (large skills and promotes their team spirit. Much
Habitat: forests, water buffaloes, deer
,
beaches, hilltops pigs, smaller dragons) of the work for the Project can be done
Population: How to protect:
6,000 in the wild • anti-poaching laws outside of class, at home or during break
in Indonesia • setting up Komodo
Why endangered?
Conservation statu
vulnerable
s:
National Park & 30
zoos
time. The teacher can also put aside some
les
more males than fema
class time for students to share the results
of their project work.
plants
NOW I CAN ngered animals and
ses related to enda ch
use words and phra fast connected spee
● understand and between vowels in
● identify and use
● use the future
appropriate linking
perfe ct to describe futur
aratives to describe
e actio ns
a cause-and
or even
-eff ect
ts
proce ss • Now I can gives a summary of the language
● use double comp ife protection
mation about wildl
● read for general
● talk about how to
ideas and specific infor
protect endangered
species
t threa ts to wildlife
and skills learnt in the unit and helps
in a talk abou
information
● listen for specific
● write a report abou
t an endangered spec
sea turtles are prote
ies
cted in Malaysia
students to assess their own progress and
● learn about how ed species 17
Unit 6 Endanger
achievement after completing the unit.
VIII
GENERAL TEACHING SUGGESTIONS Teaching Getting Started
• Getting Started introduces the unit in general,
The following teaching guidelines are for your and includes a conversational text followed by
reference. Feel free to make any adjustments four or five activities. Start your teaching with
(such as extending or shortening the material) a lead-in, which is a short activity (normally up
because you know your teaching situation to five minutes) to draw students’ attention to
best and what your students need to learn. the topic of the unit and the objectives of the
lesson. This is a good way to activate students’
• It is advisable to go through the Book Map of background knowledge of the topic as well as to
the Student’s Book and the General Teaching check their comprehension of the language. You
Suggestions before you start teaching with the can vary the activity to suit the teaching purpose;
book. This will help you to become familiar with for example, the teacher can get the students to
the content and methodology of the textbook, brainstorm on the topic through a set of pictures
and know what materials to prepare for the or photos, listen to a piece of music or a song,
lesson as well as what activities to conduct as view a video clip, do dictation, or play a game
part of your teaching procedure. such as Charades, Bingo, Tic-Tac-Toe, or Odd-One-
• In general, the teaching of both the language Out to revise previously learnt vocabulary. (See
skills and language elements follows the three- details of the games in the Teaching Vocabulary
stage approach. The pre-, while- and post- stage sub-section.)
procedure is recommended for the skills lessons • Get students to read the text silently as they
and the presentation, practice, production (PPP) listen to the recording. Then have them call out
procedure for the language lessons. Both the words they do not know and write them on
procedures should be handled appropriately the board. Follow the teaching procedure in the
with respect to the prior knowledge, beliefs, and Teaching Vocabulary sub-section before giving
expectations that your students bring to class the meaning and have students repeat the words
so that they can develop language awareness, or copy them down into their notebooks for later
self-reflection, critical thinking, and learning review.
strategies.
• Allow time for students to do the activities in
• It is important to maximise and facilitate pairs or individually before checking answers as
students’ talking time and interactions. You can a class. Give feedback and ask students to explain
use different question types to elicit their ideas their answers if necessary. Each task following
and guide them in the process of practising the the conversational text has its own purpose, for
language. example, a comprehension task and a question
• Vocabulary and grammatical items need to for personalisation, vocabulary task(s), and
be presented in both form and meaning. They grammar task(s).
should be practised in meaningful contexts and
their usage needs to be focused.
• Pairwork and groupwork should be used
appropriately so that students have more TEACHING LANGUAGE
opportunities to practise the language in class. • Vocabulary includes new words that appear not
This also promotes the spirit of collaboration and only in the GETTING STARTED and LANGUAGE
competition. However, it is necessary to provide sections, but also in other sections of the unit.
clear instructions and/or to demonstrate the Encourage students to guess their meaning
activity before asking students to work in pairs from the context. For challenging words,
or groups. provide Vietnamese equivalents to save time.
• Problems of mixed-ability classes can be dealt Students should be given opportunities to revise
with by multi-tiered tasks suitable for students’ previously learnt vocabulary such as individual
levels. This can encourage both less able and words, phrases and collocations (words that
more competent students to contribute to the go together) through a variety of interesting
lesson. activities and games such as Dictation, Charades,
Bingo, Tic-Tac-Toe, and Odd-One-Out.
IX
• Dictation: Students work in pairs or in groups, Students take turns picking a square in the grid,
taking turns to dictate the target words to each and completing the question in the square. If their
other and check their spelling. The teacher can answer is grammatically correct and makes sense
also give the dictation while all students listen they draw an X or O in the corresponding square
and write it down. Then students work in pairs to of their grid. The first student with three Xs or Os
correct mistakes if there are any. in a line wins. With larger classes, the game can be
• Charades: This is a great game to review vocabulary. played in groups while the teacher walks around
If students feel shy or awkward in the beginning, you the class checking answers.
may need to let them play the game. This will help • Odd-One-Out: This is the fastest way to revise sets
them to feel more comfortable and secure. Divide of vocabulary. Choose several (4-5) words from
the students into two teams. Show the first team a a vocabulary set and one that does not belong
vocabulary item. They must act it out. If the second to it and have students find the odd one out
team can guess the correct word, they will get a (the one that is not part of the set). You can also
point. Switch the teams and let the second team act choose four words from the same vocabulary
out a word while the first team guesses. set, but three have a positive meaning and one
• Bingo: Draw a blank word grid on the board and has a negative meaning, or vice versa.
ask students to copy it. Ask students to tell you the • Pronunciation activities often ask students to
words they have studied in their lessons. List them listen and repeat exactly what they have heard.
on the board. Students choose some of the words This helps them to identify and practise the
from the list and copy them into their grid. Every pronunciation points in focus such as linking,
student needs to have a different grid of words for stress and intonation. Tell students that they
the game to work. While they are doing this, copy cannot develop good English pronunciation skills
each word onto a strip of paper, put the strips of by just repeating once and that practice makes
paper into a bag, and mix them up. Select students perfect. They should make several attempts at
to pick out a strip of paper and call out the word. recognising and imitating the model as naturally
Students with that word in their grid put a cross as they can.
on it. Continue the game until there is a student
who has all the words on a straight line (horizontal,
vertical, or diagonal) crossed out. That student calls Grammar
out ‘Bingo’, and is declared the winner. As a follow- • Grammar can be taught inductively – starting
up activity, have students make sentences with the with examples from which students work out
words in their grids. a rule for themselves, or deductively – starting
• Tic-Tac-Toe: This is a fun way for students to with the presentation of a rule which is then
practise their English while enjoying some applied to specific language examples and
competition. The game is very intuitive. Draw honed through practice exercises.
a 3x3 grid on the board. Write in each square • These two approaches can be employed flexibly
a question prompt such as: Do you like...? What depending on the grammatical point being
is the meaning of...? Why do you...? What do taught or the teacher’s and students’ preferences.
you...? Who likes...? What is... for? What does... The learner-centred nature of inductive teaching
mean? Have you got...? How many...? Each pair of is often seen as advantageous as the students
students has a blank 3x3 grid on a piece of paper. were active and engaged in the learning process
which may help students to develop deeper
understanding and could enhance learners’
autonomy and motivation. However, it can
be more time- and energy- consuming and
more demanding of the teacher and students.
Therefore, a combination of the two approaches
can bring about the best results for a grammar
lesson.
• When following the deductive approach, it is
advisable to explain grammatical concepts and
points very clearly as you present these and
check comprehension by asking students to
translate into Vietnamese, if necessary.
X
• When following the inductive approach, use development such as producing an oral summary
exercises and questions to guide students of the whole text or part of the text.
to work out the grammatical rule. Give clear
instructions before having students carry out the Speaking is an oral productive skill, which is
tasks. You can also ask students to explain their important, but difficult to teach in secondary
answers. Drilling, a kind of mechanical practice, school, where English is learnt just as a
is the easiest way to help students to learn the foreign language in the Vietnamese language
target forms and structures. Then they should environment. It has been confirmed that one
focus on the meaning, usage and the content to of the major problems that students often
express in more personalised practice. face when learning to speak English is the
• The language boxes are designed to help students lack of ideas and/or the language to express
to work out grammatical rules or generalisations. their ideas. That is why the speaking lesson in
Students can read them before they do the Tieng Anh 12 usually begins with one or two
activities to become familiar with the grammar activities to prepare students for the actual
concepts. They can also refer back to them later speaking task. In these activities, students
as revision prompts. Ask students to read them are provided with useful vocabulary and
individually and check comprehension as a class. expressions to talk about the topic of the lesson.
Some background knowledge or ideas are also
presented in the first stage of the lesson through
TEACHING SKILLS
a quiz or a matching exercise. A sample dialogue
Reading is mainly a receptive skill. In general, the is sometimes given before students are asked
most common reading sub-skills in Tieng Anh 12 to make their own conversations. Another
include identifying the topic of the text, problem that inhibits students from taking part
understanding general ideas and finding specific in speaking activities is their shyness and fear
information. of making mistakes. In order to overcome this
• It is important to teach students reading strategies problem, encouragement and support from the
so that they can get the most from the text. Start teacher are needed. It is suggested that when
by arousing their interest in the topic and asking teaching speaking, the teacher should stick to
them to predict the reading content. Be sure that the following principles:
your students understand both the task and the • Keep a balance between accuracy and fluency
key vocabulary. Set a time limit to prevent them in the speaking lesson and always provide input
from reading for details while the activity is for such as vocabulary, expressions and ideas for
gist, and be flexible if necessary. Ask students to students before asking them to perform the
look at the pictures and tell you what they can actual speaking task(s).
see or what is happening. You can also ask them
• Encourage students to speak English by
to predict what they are going to read by eliciting
providing a rich environment that contains
their background knowledge connected to the
collaborative work and shared knowledge, and
title and topic, and having a brief discussion
giving them encouraging feedback.
about them.
• Try to get all the students in the class involved
• Pre-teach the key words before the first reading,
in every speaking activity by applying different
if necessary. (See the Teaching Vocabulary sub-
ways of student participation. Use multi-tiered
section.) When students finish their first reading,
tasks that have something for both strong and
ask them to discuss their answers in pairs or
weak students to do.
groups before you check their answers as a class.
• Reduce teacher talking time in class while
• The second reading usually requires students to
increasing student talking time. Never provide
focus more on the task fulfilment. Tell them what
students with answers or solutions, but elicit
techniques and strategies to use and set a time
those from them instead.
limit for the activity. Students are encouraged to
work together to discuss their answers before • Use different types of questions for different
you check as a class. purposes: yes/no questions to provide students
with ideas or language, wh-questions to invite
• When students finish their second reading,
them to produce longer stretches of speech, and
encourage them to respond to the text. This
eliciting questions such as What do you mean?
will help students to integrate reading and
and How did you reach that conclusion? to prompt
speaking skills, or focus on language features
students to speak more.
that are necessary for their language proficiency
XI
• Do not correct students’mistakes very often while giving an oral report or participating in a group
they are speaking, especially in the production discussion.
stage (usually in activities 3 or 4 in the Speaking
lesson), because this may distract students from Writing is also a productive skill which teaches
trying to speak and expressing ideas. students to communicate through writing.
Most writing activities in Tieng Anh 12 focus
• While students are working in pairs or groups,
on the text types required by the syllabus. The
walk around the classroom to ensure that
common writing tasks include filling the gaps
students are on the right track, and see whether
in sentences or paragraphs, following a model
they need your help.
to write a specific text, or rearranging parts/
components of a letter/passage or taking notes
Listening is mainly a receptive skill. Listening in
during a survey to get information related to
English is not easy for Vietnamese students, so
a specific topic. The section normally contains
you should prepare them well. The common
three or four activities following the three-
types of listening tasks in Tieng Anh 12 include
stage approach to language teaching. A model,
listening for general ideas and listening for
guidelines or a template are often provided for
specific information in a variety of formats such
students’ reference.
as true/false, multiple choice, comprehension
questions, do the matching and gap filling. The • You can begin a pre-writing task by having
following ideas will help you to conduct the students look at the pictures and brainstorm
listening activities effectively: what they can see or what is happening, or
read a model text and answer questions about
• Encourage students to predict and make
it. Pairs or small groups often work well for pre-
active guesses based on their own knowledge
writing tasks. Ensure that students understand
or contextual clues. Get them to predict the
the instructions, the texts and any necessary
content by looking at the pictures and tell you
words and phrases for the writing tasks. The
what they can see or what is happening. You can
text can be used as the writing model, and topic
also have a brainstorming session or discussion
discussions can reinforce students’ knowledge.
related to the title and topic. Alternatively, to
Remind students to note down the ideas during
save time you can tell students that they are
discussions so that they can use them in their
going to hear someone talking to someone else
writing later.
about something.
• Give students clear instructions and enough
• Pre-teach key vocabulary items by displaying
time for their writing. Encourage them to ask
them on the board and checking comprehension,
questions, and walk around the classroom
and then having students repeat each word
offering help with vocabulary or grammar if
once or twice to get themselves familiar with the
necessary. Tell students that you will grade their
sounds.
writing on how well they follow the instructions,
• Tell students that the focus is on the general and how clearly they express their ideas to the
ideas or specific information, and they do not reader. The final work should be legible. Students’
need to understand every word. Ensure that they ability to use standard English and good spelling
understand both the task and the key vocabulary should also affect the grading.
before they listen to the recording.
• Have students work individually or in pairs
• Provide students with listening strategies by to brainstorm ideas, concepts and important
telling them to leave any question that they vocabulary before they start drafting. Ask
cannot answer, and just continue with the students to read their final drafts carefully, and
next question. They will have another chance check them for meaning and content, and for
to answer difficult questions the next time spelling, punctuation and grammar errors.
they listen.
• Make sure students are familiar with your set of
• Tell students in advance that you will read or play correction marks of grammar, spelling, textual
the recording two or three times to reduce their mechanics, and neatness. When you return the
anxiety. Eliminate distractions and noise during papers to the students who have made errors,
the listening process by closing doors or windows, ask them to make the corrections by themselves.
or asking students to be quiet while listening. This helps students to improve their writing
• Encourage students to write down or retell what skills. Give your assessment on different criteria
they have heard by writing a summary and/or such as relevance to the specific theme or topic,
XII
register, organisation of ideas, grammar, and at the beginning of the unit and focus on the
vocabulary. main vocabulary and grammar points learnt in
the unit. They are aimed at checking students’
TEACHING COMMUNICATION AND CULTURE understanding of the meaning and use of the
• The Communication sub-section provides target words or structures.
students with an opportunity for further practice
• You can start the lesson by telling the class
and consolidation of the skills and the language
that these are activities designed to review the
previously learnt in the unit. The lesson normally
includes a speaking task or speaking combined pronunciation, vocabulary, and grammar points
with listening and/or reading. After getting some of the unit. For the Pronunciation part, play the
input from the reading or listening activities, recording all the way through for students to
students are engaged in a discussion about an listen. Play the recording again for them to repeat.
issue related to the topic. The speaking activities Ask a few students to read the words, phrases or
in this sub-section are less controlled and sentences in turn. Correct their pronunciation if
students are encouraged to use their own ideas necessary. For the Vocabulary and Grammar
or creativity to complete the tasks. Fluency is the parts, ask students to focus on the instructions.
focus, so correction of students’ errors (grammar Give them time to read and prepare. Set a time
or pronunciation) should be postponed until they limit and ask students to do the tasks individually
have completed the activity. Extra vocabulary or in pairs. Check the answers as a class and give
should be provided to facilitate free expression explanations if necessary.
of ideas and natural speech.
• The Project section does not only provide
• The aim of the Culture sub-section is to provide students with opportunities to practise the
students with information related to the ASEAN language they have learnt in the unit freely,
and English speaking countries around the but also helps them to develop collaborative
world. The sub-section can include a reading text skills when working in a team, and independent
giving students more information of a cultural study skills when searching for information for
aspect or facts related to the topic, or two short their project.
texts, one about Viet Nam and the other about
another country for students to make cultural or • Begin your teaching with a lead-in to focus
factual comparisons. students on the project objectives. Make
sure students understand the tasks and the
• You can start the lesson by giving a brief requirements for the final product of the project.
introduction to the country or the cultural Divide them into groups to do the project. Make
features mentioned in the reading texts. This can useful suggestions to students about how to
also be presented by the students themselves divide their workload. It is advisable that much
as a kind of assignment or homework given to of the work for the project be done at break
them in the previous lesson. Since vocabulary time, out of the class or at home. Allow some
learning is not the focus here, new words should time in class for students to share the findings
be explained very briefly. and results of their project work.
TEACHING LOOKING BACK AND PROJECT
• The Looking Back section is designed for
revision and consolidation of the language
learnt in the unit. It begins with a pronunciation
activity to check and consolidate students’
knowledge of the pronunciation points learnt
previously in the unit. The words, phrases or
sentences containing the pronunciation points
are often those that students have encountered
in other parts of the unit or taken from the
reading or listening texts.
• The Vocabulary and Grammar activities are
linked to the activities in the Language section
XIII
BOOK MAP
Topic Vocab. Pronunciation Grammar Reading
UNIT Endangered Words and Linking vowel to - The future perfect Reading for general
phrases related vowel ideas and specific
6 species to endangered
- Double
information
comparatives
animals and and identifying
plants different opinions
about protecting
endangered
species
UNIT Artificial Words and Sentence stress The active and Reading
phrases related passive causatives for specific
7 Intelligence to artificial information
intelligence in an article
about artificial
intelligence
applications
UNIT The world of Words and Stressed words Reported speech: Reading
phrases related (exceptions) reporting orders, for specific
8 work to the world of requests, offers, information
work advice, instructions,... in job
advertisements
REVIEW 3
UNIT Choosing a Words and Unstressed words - Phrasal verbs Reading for
phrases related (consisting of a general ideas
9 career to leaving school verb, an adverb, and specific
and choosing a and a preposition) information
career - Adverbial clauses about career
of condition, advice on
comparison, websites for
manner, and result secondary
school leavers
UNIT Lifelong Words and Intonation of - Conditionals Reading for

phrases related questions (revision) Type 3 general ideas
10 learning to lifelong and specific
- Mixed conditionals
learning of Type 2 and information in
Type 3 an article about
lifelong learning
REVIEW 4
4
4
Speaking Listening Writing Culture Project
Talking about Listening for specific Writing a Sea turtle protection Designing a poster
how to protect information in a talk report about in Malaysia and preparing for a
endangered about why animals an endangered presentation on an
species are in danger of species endangered species
extinction
Talking about the Listening for specific Writing an People’s attitudes Designing a poster
risks of artificial information in a essay about the towards intelligent and preparing for a
intelligence conversation about advantages and machines presentation on a
the future of A.I. disadvantages robotic machine/a
of intelligent medical robot/a popular
machines science-fiction film about
artificial intelligence
Discussing skills Listening for general Writing a CV The job seeking Reporting on the
and qualities ideas and specific to support an experiences of an similarities and
needed for information about application for English school leaver differences in job
getting a job how to write a good employment requirements between
CV Viet Nam and another
country
Talking about Listening for main Writing a job Taking a year out Preparing for a
ambitions and ideas and specific application letter presentation on
dreams (future information in an in response to an the choice of a job
jobs) interview with advertisement considering its positive
school leavers about and negative points
the positive and
negative points of
some careers
Giving a Listening for specific Writing a Lifelong learning in Doing a survey on

presentation information in a description of a different countries people’s perception of
on how to talk show about a bar chart about lifelong learning and
keep learning successful lifelong barriers to lifelong their plans for lifelong
throughout life learner learning learning
5
5
Unit 6 ENDANGERED SPECIES
GETTING STARTED This unit includes:
A new wildlife park LANGUAGE

Vocabulary
t 8PSETBOEQISB
TFTSFMBUFEUPFOEB
Pronunciation OHFSFEBOJNBMTBO
EQMBOUT
t -JOLJOHWPXFMUP
WPXFM
Grammar
t 5IFGVUVSFQFSGF
DU
t %PVCMFDPNQBSB
UJWFT
SKILLS
t 3FBEJOHGPSHFO
FSBMJEFBTBOETQFD
BOEJEFOUJGZJOHEJGG JGJDJOGPSNBUJPO
FSFOUPQJOJPOTBCP
FOEBOHFSFETQFDJF VUQSPUFDUJOH
T
t 5BMLJOHBCPVUI
PXUPQSPUFDUFOEB
OHFSFETQFDJFT
t -JTUFOJOHGPSTQF
DJöDJOGPSNBUJPOJO
BSFJOEBOHFSPGFYU BUBMLBCPVUXIZBO
JODUJPO JNBMT
t 8SJUJOHBSFQPSUB
CPVUBOFOEBOHFSFE
TQFDJFT
COMMUNICATION
AND CULTURE
t #SJOHJOHFYUJODU
TQFDJFTCBDLUPMJGF
t )PXTFBUVSUMFTB
SFQSPUFDUFEJO.BMB
ZTJB

Objectives
By the end of this unit, Ss can
• understand and use words and phrases related to endangered animals and plants
• identify and use appropriate linking between vowels in fast, connected speech
• use the future perfect to describe future actions or events
• use double comparatives to describe a cause-and-effect process
• read for general ideas and specific information and identify different opinions about protecting
endangered species
• talk about how to protect endangered species
• listen for specific information in a talk about why animals are in danger of extinction
• write a report about an endangered species
• learn about how sea turtles are protected in Malaysia
Getting Started
A new wildlife park
Lead-in: Inform the class of the lesson objectives: introducing the topic, some vocabulary related to
endangered species, and the two grammar points: the future perfect and double comparatives.
• Write the heading (A new wildlife park) on the board.
• Ask Ss questions as a lead-in to the lesson topic:
How is a wildlife park different from a zoo?
What can people see and do in a wildlife park?
• Elicit answers from Ss and write the key words of the answers on the board.
Suggested answers
- In a zoo, animals are kept in captivity (cages or enclosed space). A wildlife park is usually bigger than a
zoo, and animals can move freely in their natural environment.
- In a wildlife park, people can drive in their own vehicles or ride in vehicles provided by the park to
observe the freely roaming wild animals. Visitors can buy souvenirs at a gift shop, or have a light meal
at a café or restaurant.
Note
Useful resources:
https://en.wikipedia.org/wiki/Safari_park
https://www.youtube.com/watch?v=FXsqf0U32kI
https://www.youtube.com/watch?v=Yive25NxaA4
Unit 6 Endangered species 6T

1 Mr Willis is talking to his two children about a 2 Decide whether the following statements are
new wildlife park. Listen and read. true (T), false (F), or not given (NG). Tick the
correct box.
Mr Willis: Lisa, Simon, I’ve just heard some good T F NG
news. Visitors will be able to see endangered
Simon: What’s it about, Dad? 1 animals in the new wildlife park next
Mr Willis: It was announced on TV that a new wildlife week.
park will open to the public next week. Models of extinct animals will also be
2 on display in the park.
Would you like to visit it?
Lisa: Sure. Will there be any dinosaurs there, Lisa wants to see dinosaurs, but Simon
3 doesn’t.
Dad?
Simon is interested in endangered
Simon: They’re extinct species, Lisa. The last 4 trees and plants.
dinosaurs died out millions of years ago.
Simon suggests visiting both the
Mr Willis: That’s right. You can’t find extinct animals 5 wildlife park and the Botanical
there. Gardens at the weekend.
Lisa: So what can we see in the wildlife park Visitors can go camping in the wildlife
6 park.
then?
Mr Willis: Animals in danger of extinction, like tigers
and rhinoceros. 3 Find a word in the conversation that goes with
Simon: Will there be any endangered trees and each of the following phrases or expressions.
plants? I have a biology assignment about
1. _________________________ species
endangered plant species.
Mr Willis: I’m afraid not. But a friend of mine, Tracy, 2. animals in danger of _________________________
might be able to help you. 3. _________________________ trees and plants
Simon: Tracy? Yes, I remember her. She’s a biologist.
4. _________________________ a campfire
Where’s she working?
Mr Willis: At the Botanical Gardens. You can find lots
of interesting facts there.
Simon: Sounds good. Thanks, Dad. So let’s visit the
wildlife park next Saturday morning, and
then go to the Botanical Gardens in the
afternoon on the way back home. Hopefully,
I’ll have gathered enough information
by Sunday, so I can start working on my
assignment next week.
Lisa: It’ll be so tiring! We’ll have walked for hours
by the time we get to the Botanical Gardens.
Mr Willis: Don’t worry. We’ll drive through the park.
Lisa: Oh really? That’ll be fun. Are we allowed
to have a picnic or build a campfire there,
Dad? 4 Read the conversation again and write the
Mr Willis: No, I’m afraid not. That may scare the correct form of the verbs in brackets.
animals and pollute the air. The more noise 1. I (gather) __________________________________ enough
and smoke you make, the less safe the information by Sunday, so I can start working on
environment becomes for the animals. my assignment next week.
Lisa: I see … Can I ask some friends to join us? 2. We (walk) _______________________________ for hours
Mr Willis: Sure. The more the merrier. by the time we get to the Botanical Gardens.
7 Unit 6 Endangered species Unit 6 Endangered species 7

1 Ask Ss to look at the picture and guess what the three people are talking about.
Suggested answer
They are talking about wild animals such as rhinos (rhinoceros), tigers and bears.
• Tell Ss that they are going to listen to a conversation between a father and his two children.
• Play the recording. Ask Ss to listen and read silently.
2 This activity focuses on comprehension.

• Ask Ss to read the statements individually first. Then have them discuss in pairs and decide whether the
statements are true, false, or not given.
• Encourage Ss to provide reasons for their answers. Ask them to refer back to the conversation to get the
necessary information.
Key 1. T 2. F 3. NG 4. T 5. T 6. F
3 The aim of this activity is to help Ss to learn word collocations.

• Ask Ss to read the incomplete phrases, and then read the conversation to pick out the words that can go
with them.
Key 1. extinct
2. extinction
3. endangered
4. build
Note
‘Species’ can be a singular or plural noun.
Examples: a rare species; many species
4 The aim of this activity is to help Ss to recognise the verb form used in the future perfect tense.
• Ask Ss to read the conversation again and write the correct form for the given verbs in the space provided.
• Draw Ss’ attention to the time expressions used in these sentences (by Sunday, by the time).
• Ask Ss to read aloud the two sentences.
Key 1. (I)’ll/will have gathered 2. (We)’ll/will have walked

LANGUAGE
Vocabulary
1 Complete the following word diagrams. Use a dictionary, if necessary.
1. extinct (adj) 2. danger (n)
_____________ (n) extinguish (v) _____________ (adj) _____________ (v)
3. survive (v) endangered (adj)
_____________ (n) survivor (n)

4. diverse (adj)
5. evolve (v) _____________ (n) _____________ (v)
_____________ (n)
biodiversity (n)
evolutionary (adj)
2 Complete the following sentences with the words in the box.

survival (n) vulnerable (adj) extinct (adj) endangered (adj)
conservation (n) habitat (n) evolution (n) biodiversity (n)
1. Darwin’s theory of _________________ has helped to

explain the disappearance of some species 5. Mammoths and
and the _________________ of others. dinosaurs used
to live on our
earth quite a
long time ago,
but they are now
2. The saola and the rhino are _________________.
considered _________________
species in Viet Nam.
6. _________________ helps
3. The giant panda’s to maintain the balance

natural _________________ of nature that we rely
is the bamboo forest. on for our well-being
Giant pandas like to eat and benefit.
bamboo leaves.
7. The World Wide Fund

4. Baby sea turtles are most for Nature (WWF) is an
_________________ when they organisation which is
leave their nests and make working on issues related
their way to the sea. They to _________________,
are convenient targets for research and restoration
birds and other animals. of the environment.
88 Unit 66 Endangered
Unit Endangered species
species
LanGUaGe
Vocabulary
1 The aim of this activity is to help Ss to understand word formation by adding prefixes or suffixes before or
after the base of a word, e.g. using suffixes to form nouns (-tion, -ity, -or/-er, -al), suffixes to form adjectives
(-ed, -ous, -ary), and prefixes/suffixes to form verbs (en-, -ify).
• Ask Ss to work in pairs and complete the word diagrams.
• Encourage Ss to use a dictionary to check their answers. If necessary, give them guidance on how to look for
the word meaning and word derivatives.
• Check answers as a class.
Key 1. extinction (n)

2. dangerous (adj), endanger (v)
3. survival (n)
4. diversity (n), diversify (v)
5. evolution (n)
• If time allows, have Ss play a word game (Letter scramble or Missing vowels) to arouse their interest and help
them to master the spelling of new words.
Examples
Letter scramble: TECNIXT (= extinct)
Missing vowels: SRVVL (= survival)
2 Ask Ss to pay attention to the context in which the words given in the box can be used.
• Have Ss complete the sentences individually, and then compare their answers with a partner.
Key 1. evolution, survival

2. endangered
3. habitat
4. vulnerable
5. extinct
6. Biodiversity
7. conservation

Pronunciation Grammar
1 The following phrases are spoken in slow, 1 Circle the correct verb form in each sentence.
careful speech and in fast, connected speech. 1. 0VSSFTDVFDFOUSF IBTSFMFBTFEXJMMIBWFSFMFBTFE

Listen and repeat. Pay attention to the NPOLFZT EFFSBOECFBSTCBDLJOUPUIFGPSFTUT
pronunciation of the linked sounds. CZUIFFOEPGUIJTXFFL
no linking in slow, with linking in fast, 2. :PVNBZOPUCFMJFWFUIJT CVUUIJTTFBUVSUMFJTRVJUF
careful speech connected speech PME *U IBT MJWFE XJMM IBWF MJWFE
JO UIJT NBSJOF
1 a. in danger of extinction b. in danger of extinction QBSLGPSZFBST8F XJMMIBWFXJMMIBWFIBE
B
2 a. saola or deer b. saola or deer QBSUZUPDFMFCSBUFJUTCJSUIEBZUPNPSSPX
3. 8FMM OFYU UJNF * TFF ZPV * FYQFDU ZPV XJMM CF
3 a. the mother of success b. the mother of success
öOJTIJOHXJMMIBWFöOJTIFE
ZPVSSFQPSUPOUIF
4 a. draw a diagram b. draw a diagram FOEBOHFSFETBPMB
a. the idea of saving b. the idea of saving 4. *GZPVDPNFUPTFFNFBUPDMPDLUPOJHIU * XJMM
5 endangered species endangered species CFXBUDIJOHXJMMIBWFXBUDIFE
BEPDVNFOUBSZ
BCPVU SIJOPT UP QSFQBSF GPS NZ QSFTFOUBUJPO
2 Listen and repeat the following sentences UPNPSSPX4P ZPVECFUUFSDPNFBGUFS#ZUIFO
spoken in fast, connected speech. UIFQSPHSBNNF öOJTIFTXJMMIBWFöOJTIFE

A: What can we see in the park now? 5. +JMMJTTJDLBOEDBOUXPSLPOIFSBTTJHONFOUBCPVU
1 UIFCMVFXIBMFTIBCJUBU4PTIF IBTOUDPNQMFUFE
B: Animals in danger of extinction, like tigers or rhinoceros.
A: What’s that animal? Is it a saola or a deer? XPOUIBWFDPNQMFUFE
JUCZ.POEBZ4IFOFFET
2 UPBTLGPSBOFYUFOTJPOPGUIFEFBEMJOF
B: I don’t know.
A: Don’t get disappointed. Try again. Failure is the 2 Complete the sentences, using the present
3 mother of success. perfect or the future perfect.
B: OK. I will.
1. #ZOFYUTVNNFS PVSSFTDVFUFBN TBWFBOEUBLF
A: I can’t draw a diagram to show the increasing JO
@@@@@@@@@@@@IVOESFETPGFOEBOHFSFEBOJNBMT
B: Sure. 2. -PPL BU UIJT DVUF MJUUMF CFBS *U MJWF
____________
JO UIF XJMEMJGF QBSL GPS TJY NPOUIT BOE JUMM CF
A: Your idea of saving endangered species sounds very
5 interesting. SFMFBTFECBDLJOUPUIFXJMEOFYUNPOUI
B: Thank you. 3. *G ZPV DPNF UP UIF DPOGFSFODF PO XJMEMJGF
QSPUFDUJPO BGUFS BN UIF NPTU JOUFSFTUJOH
QSFTFOUBUJPO öOJTI
____________
DO
YOU KNOW…? 4. #ZUIFFOEPGUPEBZ ,JN WJTJU
____________BMMPG
t *O #SJUJTI &OHMJTI JO GBTU DPOOFDUFE TQFFDI B UIFBOJNBMSFTDVFDFOUSFTJOUIFDJUZ
MJOLJOH DPOTPOBOU S DBO BQQFBS CFUXFFO UIF 5. *MM TUBSU XSJUJOH NZ FTTBZ PO QSPUFDUJPO PG
WPXFMTPVOEəPSɔːBUUIFFOEPGBXPSEBOE FOEBOHFSFE TQFDJFT BT TPPO BT * DPMMFDU

UIF WPXFM TPVOE BU UIF CFHJOOJOH PG UIF OFYU ____________FOPVHIJOGPSNBUJPO
XPSE5IJTNBLFTQSPOVODJBUJPOFBTJFSBOENPSF
OBUVSBM
DO
vowel + vowel linking sound Examples YOU KNOW…?
/ə/ or /ɔː/ + Lisa and Simon t 5IFGVUVSFQFSGFDUJTVTFEUPTBZUIBUTPNFUIJOHXJMMCF
/r/ öOJTIFEPSDPNQMFUFECZBDFSUBJOUJNFJOUIFGVUVSF
vowel draw a picture
Example: I’ll have finished cooking dinner by
t *O #SJUJTI &OHMJTI XPSET FOEJOH XJUI UIF MFUUFST the time you come home.
-r PS -re IBWF B öOBM WPXFM TPVOE )PXFWFS UIF t 5IF QSFTFOU QFSGFDU PS UIF QSFTFOU TJNQMF JT VTFE
XSJUUFO -r/-re JT PGUFO QSPOPVODFE XIFO JU JT JOTUFBEPGUIFGVUVSFQFSGFDUUPFYQSFTTUIFJEFBPG
GPMMPXFECZBXPSECFHJOOJOHXJUIBWPXFM DPNQMFUJPOBGUFSTPNFDPOKVODUJPOTPGUJNFwhen,
written -r/-re as soon as, after, before.
linking sound Examples Examples:
+ vowel
I’ll phone you when I’ve finished my homework.
car engine
-r/-re + vowel /r/ I’ll phone you when I finish my homework.
another English book
Unit 6 Endangered species 9
1 The aim of this activity is to facilitate Ss’ listening in 1 The aim of this activity is to help Ss to review
real life, when native speakers use linking in their the use of the present perfect and the future
fast speech. continuous, and to learn the new verb tense: the
• Tell Ss that they are going to listen to five phrases future perfect.
spoken in two different ways: slow, careful speech • Ask Ss to study the Do you know …? box. Draw
(with no linking) and fast, connected speech (with their attention to the time expressions and the
linking). conjunctions indicating time (by the time, when,
• Ask Ss to listen and repeat. as soon as, after, before).
Audio script • Write two sentences on the board. Underline the
verbs:
no linking in slow, with linking in fast,
careful speech connected speech I've already completed my report.
a. in danger of b. in danger of extinction I'll be playing tennis at 4 p.m. tomorrow.
1
extinction r • Help Ss to review the use of the verb tenses they
b. saola or deer have already learnt in previous years.
2 a. saola or deer
r Notes
a. the mother of b. the mother of success • The present perfect is used to talk about
3 r
success a completed action.
b. draw a diagram Example: I have already completed my
4 a. draw a diagram
r report on endangered species.
a. the idea of saving b. the idea of saving • The future continuous is used to talk
5 endangered r
about an action which will be in progress
species endangered species
at a certain time in the future.
Example: I’ll be playing tennis at 4 p.m. tomorrow.
2 The aim of this activity is to help Ss to practise using
linking in their speech. • Ask Ss to read each sentence carefully,
• Play the recording for Ss to repeat chorally first, and underline the time expressions and circle the
then in pairs. correct verb tense.
Audio script Key
1. will have released (by the end of this week)
A: What can we see in the park now?
1 B: Animals in danger of extinction, like tigers or 2. has lived (for 40 years), will have (tomorrow)
rhinoceros. r 3. will have finished (next time I see you)
A: What’s that animal? Is it a saola or a deer? 4. will be watching (at 7 o’clock tonight),
2 r r will have finished (By then)
B: I don’t know.
5. won’t have completed (by Monday)
A: Don’t get disappointed. Try again. Failure is the
mother of success. r 2 In this activity, Ss have to decide whether to put
3 r
the verbs in brackets in the present perfect or
B: OK. I will.
the future perfect tense.
A: I can’t draw a diagram to show the increasing • Ask Ss to read each sentence carefully, paying
r attention to the context and the time expressions.
B: Sure. • Have Ss do the activity individually first, and then
compare the answers in pairs. Check answers as a class.
A: Your idea of saving endangered species sounds
r r Key 1. will have saved and taken in
5 very interesting. 2. has lived 3. will have finished
B: Thank you. 4. will have visited 5. have collected

Double comparatives
SKILLS
can be used in each gap. READING
more better higher longer Saving endangered species: pros and cons
1 Discuss with a partner.
the test, the ___________ scores you may get.
2. The ___________ you practise speaking in your class, of endangered species?
the ___________ you are at public speaking.
4 Complete the sentences with the words from

the box. One word can be used more than once.
faster more better greater warmer higher
dolphin
1. The _________ the pollution becomes, the _________
animals lose their natural habitats.
2. The ___________ I study about endangered species,
tiger
the ___________ I worry about their protection.
3. The ___________ the weather gets around the world,
the ___________ the polar ice caps will melt.
4. The ___________ effort you make, the ___________ the
achievements you may get.
5. The ___________ renewable energy sources we use,
saola
the ___________ our living conditions will become.
elephant
DO
YOU KNOW…?
t %PVCMFDPNQBSBUJWFTEFTDSJCFBDBVTFBOEFòFDU
process. The first half expresses a cause, and the
t 'PSNBUJPODSFBUJOHBQBSBMMFMTUSVDUVSFXJUIUXP
parts having a similar form sea turtle
1. The + comparative adj/adv + subject + verb,
Example: The better your education is, the
greater your opportunities are.
2. The + more/less + (noun) + subject + verb, giant pand
a
the + more/less + (noun) + subject + verb
Examples: The more you give, the more you will
receive.
b. Can you find them in Viet Nam now?
The more money he makes, the less
free time he has.
Unit 66 Endangered
10 Unit
10 Endangered species
species
Double comparatives
SKiLLS
3 This activity aims to involve Ss in discussing the
new grammar point.
• Ask Ss to work in pairs and to suggest which word
READING
can be used in each gap. Saving endangered species: pros and cons
• Tell Ss that there can be more than one correct Lead-in: Inform the class of the lesson objectives:
answer. skimming and scanning a text for general ideas and
• Check answers as a class. specific information about wildlife protection, and
identifying different opinions about the topic.
Key 1. more/longer, better/higher
2. more, better 1 The aim of this activity is to focus Ss’ attention on
the reading topic as well as activate Ss’ previous
knowledge about endangered animals so that
4 Have Ss study the words in the box.
they get more involved in the reading lesson.
• Ask Ss to complete the gaps with these words.
Remind them that there can be more than one • Ask Ss to work in pairs, look at the pictures, and
correct answer. answer the questions. For the best results, assign
these questions as homework of the previous
• Have Ss compare their answers with a partner.
lesson, and ask Ss to present their answers before
Key starting the reading lesson.
1. The higher the pollution becomes, the Key
more animals lose …
a. Tigers, saolas, elephants, sea turtles, and giant
2. The more I study …, the more I worry … pandas are on the list of endangered species.
3. The warmer the weather …, the faster the b. Tigers, saolas, elephants and sea turtles are
polar ice caps … still found in Viet Nam, but each with a small
4. The more effort you make, the greater/ population.
better/higher the achievements …
5. The more renewable energy sources …, Notes
the better our living conditions … • Saola (or Vu Quang ox): Only recently discovered,
the saola is already at risk. Its rarity, distinctiveness
Notes and vulnerability make it one of the greatest
priorities for conservation in the Indochina
• These structures can be mixed up. For region. The species is found in the Vu Quang
example, you can start with a clause and end Nature Reserve (north-central Viet Nam).
with a comparative form, or reverse the order.
Example: The less Mary thinks about the • Giant panda (or panda bear): Pandas live mainly
problem, the more relaxed she feels. in bamboo forests in a few mountain ranges
of central China. They are endangered mainly
• In spoken English, double comparatives are because of habitat destruction. As the population
often shortened. in China continues to grow, the pandas’ habitat
Examples: The more the merrier. is affected. People cut down more and more
The cheaper the better. bamboos to clear land for building, industry
and farming; as a result, the panda loses its food
LESSON OUTCOME source and its home.
• Ask Ss: What have you learnt today?
What can you do now? 2 Tell Ss that they are going to read three people’s
• Elicit answers: I can identify and use appropriate opinions posted on a website.
linking between vowels in fast, fluent speech. I have • Ask Ss to read the opinions and decide what the
learnt the use of the future perfect and reviewed the writers are discussing.
use of the present perfect and future continuous, • Have Ss compare their answers with a partner.
and I can use them to describe actions or events.
Key c. Whether or not we should protect
I have learnt how to use double comparatives to
endangered species.
describe a cause-and-effect process.
2 Below are three people’s opinions posted on the fantasticwildlife.org website. Read the text and
decide what they are talking about.
a. Why endangered animals should be protected.
b. How to protect endangered species.
c. Whether or not we should protect endangered species.
fantasticwildlife.org
SIMON (Scotland)
Let’s just put ourselves in endangered animals’ shoes. How would we feel if the animals ruled the world
and we became the ones in danger of extinction? We are living creatures and so are the animals. We can
no longer attribute the rapid extinction of species to natural causes such as earthquakes or drought.
Today many plants and animals are becoming endangered or extinct because of habitat destruction, over-
harvesting and poaching. It’s our duty to start repairing the damage we’ve caused to nature.
YOSHIKO (Japan)
If we continue to save endangered animals, then we stop animals from replacing other animals. Extinction
is just a part of the evolutionary process and we must not interfere with it. Hence, trying to save species that
cannot survive in their environment is rather silly, because it’s against the laws of nature. So, let mother nature
do her job. What’s more, not all animals are friendly or harmless. Elephants and tigers are two examples of
animals that are dangerous. People living near some nature reserves have to face constant threats to their
livestock and crops. Then should we protect these animals at the expense of local people’s lives?
AI LIEN (Viet Nam)
Animal and plant extinction can ruin the ecosystem and reduce biodiversity. All creatures are part of an
ecosystem. They all help humans in some way. For example, over 50% of the medicines currently in use are
derived from natural products made from animals or plants. By losing biodiversity, we are losing the chance
to discover new medicines that could save the lives of millions of people each year. What’s more, nature is
beautiful, and that’s the best reason to preserve it. Walking in a rainforest or going scuba-diving over a coral
reef helps us to relax and feel at peace.
3 Whose opinions are these? Write the correct name in the space before each statement.
1. ___________________ There are two reasons why we should protect endangered species.
2. ___________________ There are two reasons why we shouldn’t protect endangered species.
3. ___________________ Humans should be held responsible for endangering species or driving them to extinction.
4. ___________________ Saving species in danger of extinction means going against the laws of nature.
5. ___________________ Humans and animals should get an equal chance of being protected from danger.
6. ___________________ Preserving animal and plant species helps to maintain biodiversity.
4 Find the prepositions in the reading text to complete these phrases and expressions. Use a dictionary to find
their meanings.
Phrases and expressions Meanings
1. to put oneself ____________ someone’s shoes
2. to attribute something (a result) ____________ something else (a cause)
3. to cause damage ____________ something
4. to interfere ____________ something
5. to feel ____________ peace

Which of the three people above do you agree with? Why?

3 Explain to Ss that they have to decide which person mentions the ideas expressed in the statements 1-6.
• Provide guidance on how to approach this kind of activity: Ss should (1) underline the key words and phrases
in the six statements, then (2) read through each person’s opinion, and (3) find ideas, words or phrases that
match the key words in the statements.
Suggested answers
Key words/phrases in the six statements Ideas, words/phrases in the text
(Ai Lien) all creatures, ecosystem, help humans; nature is beautiful,
1. two reasons, should protect
relax, feel at peace
(Yoshiko) evolutionary process, must not interfere with it; not all animals
2. two reasons, shouldn’t protect
are friendly or harmless, constant threats
3. Humans, responsible, endangering, extinction (Simon) our duty to start repairing the damage we’ve caused
4. Saving, going against, laws of nature (Yoshiko) because it’s against the laws of nature
5. Humans, animals, equal chance, protected (Simon) put ourselves in endangered animals’ shoes, we are living
creatures and so are the animals
6. Preserving, species, maintain biodiversity (Ai Lien) extinction can ruin the ecosystem and reduce biodiversity
• Have Ss compare their answers in pairs. Check answers as a class.

Key
1. Ai Lien 2. Yoshiko 3. Simon 4. Yoshiko 5. Simon 6. Ai Lien
4 Have Ss read the text again and find the prepositions to complete the phrases and expressions.
• Encourage Ss to guess the meanings of these phrases from the context, or use a dictionary if they cannot
figure out the meanings.
• Ask Ss to write the meanings in the table.
Key
1. in (put oneself in someone’s shoes = be in another person’s situation)
2. to (attribute sth to sth else = believe that something is the result of a particular thing)
3. to (cause damage to something = harm something)
4. with (interfere with something = prevent something from being done)
5. at (feel at peace = be free from anxiety or distress)
5 Have Ss work in pairs and discuss the question.

• Ask some pairs to present their answers in front of the class.
• Encourage other Ss to ask further questions or give feedback. Given the aim of the post-reading activity, do
not interrupt or stop Ss in order to correct them, but just offer encouragement and praise those who have
original ideas.
LESSON OUTCOME
• Ask Ss: What have you learnt today? What can you do now?
• Elicit answers: I have learnt about people’s different opinions about the protection of endangered species.
I can skim a text to get general ideas, and scan a text for specific information and key words.

SPEAKING
Action for endangered species conservation
1 Put the following ways of protecting rhinos 2 Work with a partner. Use the information in 1
and coral reefs in the correct boxes. or your own ideas to prepare a talk about how
► ban transportation of and trading in rhino horns
to protect rhinos or coral reefs. The following
phrases and expressions may help you.
► donate to rhino conservation organisations
► launch anti-poaching campaigns Purposes Phrases and expressions
► not leave litter on the beach or in the water 1. To welcome the Good morning/afternoon,
► practise safe and responsible diving and audience and everyone.
snorkelling introduce the It’s my pleasure to talk to you
topic today about ...
► stop using rhino products
► use organic fertilizers to avoid polluting the ocean To begin with, I’ll suggest ...
2. To introduce the
► stop using coral reef products first point/idea I’d like to begin by discussing ...
HOW TO PROTECT RHINOS
3. To move to the My next point is ...
next point Let’s now turn to another point.
● _______________________________________________
● _______________________________________________ Finally, I’d like to summarise the

key issues/points.
4. To indicate the To sum up, let’s look at the main
● _______________________________________________
end of the talk
points again.
● _______________________________________________ To conclude, I’d like to ...
5. To thank the Thank you for your attention.

audience Thanks for listening.
HOW TO PROTECT CORAL REEFS
● _______________________________________________
● _______________________________________________
● _______________________________________________ 3 Present your talk to the class.

● _______________________________________________
stop using rhino products
stop using
coral reef
products
12
12 Unit
Unit 66 Endangered
Endangered species
species
SPEAKING
Action for endangered species conservation 3 Ask two or three Ss to present their talk in front of
Lead-in: Inform the class of the lesson objective: the class.
giving a smooth, coherent talk about how to protect • Give feedback. Praise Ss who can give a smooth talk
endangered species. and use the appropriate phrases and expressions.
1 The aim of this activity is to help Ss to get some LESSON OUTCOME

ideas about how to protect rhinos and coral reefs.
• Ask Ss to read through eight ways of protecting What can you do now?
the two endangered species and put them in the • Elicit answers: I have learnt about how to
correct boxes. give a smooth and coherent talk. I can talk
• Explain any new words, if necessary. about how to protect an endangered species.
Key
How to protect rhinos How to protect coral LISTENING
reefs
Dangers to wildlife
- ban transportation of - not leave litter on the Lead-in: Inform the class of the lesson objective:
and trading in rhino beach or in the water listening for specific information in a talk about why
horns - practise safe and animals are in danger of extinction.
- donate to rhino responsible diving and
conservation snorkelling 1 The aim of this activity is to introduce the topic of
organisations - use organic fertilizers to the listening lesson by presenting the conservation
- launch anti-poaching avoid polluting the ocean status scale to Ss and helping them to understand
campaigns - stop using coral reef how endangered species are classified.
- stop using rhino products products
• Ask Ss to guess which ‘threatened’ level (1, 2, or 3)
in the scale goes with the phrases VU (Vulnerable),
Note CR (Critically endangered) or EN (Endangered).
Resources for reference about rhinos and coral • If necessary, pre-teach some words in this section
reefs: that might be difficult or new to Ss (e.g. elephant
https://en.wikipedia.org/wiki/Rhinoceros tusk, ivory, pesticide).
https://en.wikipedia.org/wiki/Southeast_ Note
Asian_coral_reefs The conservation status of species is defined
http://www.reefbase.org/global_database/ by the IUCN (International Union for the
dbs1,32,VNM,50.aspx Conservation of Nature) Red List. The IUCN is
an international organisation working in the
2 The aim of this activity is to help Ss to prepare their field of nature conservation and sustainable
talk and structure it in a logical way. Encourage Ss use of natural resources. The IUCN Red List of
to use the given expressions to make their speech Threatened Species (also known as the IUCN
smooth and coherent. Red List) was founded in 1964. This list is
• Ask Ss to work in pairs and study the phrases/ constantly under review, and revised versions
expressions. Discuss and clarify the purposes are published every few years.
listed in the first column.
• Explain to Ss that they should follow the order 2 Ask Ss to listen to the first part of the talk and
of the ‘purposes’ which can serve as the plan for check their answers in 1.
their talk. • Have Ss compare their answers. Check answers as
• Encourage Ss to choose one phrase/expression a class.
for each purpose. Key 1. CR (Critically endangered)
• Have Ss practise giving their talk in pairs. 2. EN (Endangered) 3. VU (Vulnerable)

LISTENING
Dangers to wildlife
1 Below is the conservation status scale which 4 Listen to the second part again. Complete
indicates whether a species still exists and the summary of the talk, writing one word in
how likely it is to become extinct in the near each blank.
future. Match the three phrases indicating three
‘threatened’ levels with the numbers 1, 2 and 3. In the second part, Shawl discusses the two
Threatened
main (1) _______________ to wildlife. The first is
loss of (2) _______________, and the second is
EX EW 1 2 3 NT LC hunting and (3) _______________. These dangers
are caused by (4) ___________________ activities,
Extinct Extinct in Near Least
the wild threatened concern so we need to take action to protect and
(5) _______________ wildlife.
VU (Vulnerable)
CR (Critically endangered)
EN (Endangered) 5 Do you agree with Peter Shawl that humans
are responsible for the loss of biodiversity?
2 Listen to the first part of a talk given by Peter Discuss with a partner.
Shawl, a conservation biologist, and check your
answers in 1.
3 Listen to the second part of the talk and choose WRITING
the best option to complete the statements or Endangered species report
answer the questions.
1 Match the pictures with the animals’ names.
1. According to Peter Shawl, wildlife becomes Then discuss the questions with a partner.
endangered because _______________.
- Can you find these animals in Viet Nam?
A. the population of some species grow too fast
- What do they eat?
B. natural habitats are destroyed by humans - Are they endangered species?
C. the stronger animals kill the weaker
a. blue whale b. Komodo dragon
2. Animals’ habitats become polluted when humans
_______________.
A. cut down forest trees 1

B. build more houses
C. use chemicals in agriculture
3. When tigers are hunted and killed, which of their
parts are collected and used?
A. Their bones.
B. Their fur.
C. Their teeth.
4. Which of the following uses of elephant tusks is
mentioned in the talk?
A. Making false teeth.
B. Producing traditional medicine to treat diseases. 2
C. Making valuable items.

3 This activity focuses on listening for specific • Have Ss check their answers in pairs and then as a class.
information. Key 1. dangers 2. habitat
• Tell Ss to read through the statements and the 3. poaching 4. human 5. conserve
answer options so that they have some ideas about
what they are going to listen for. 5 The aim of this post-listening activity is to provide
• Play the second part of the recording without opportunities for Ss to express their own views
pausing. Have Ss find the answers individually first, on the listening topic in freer communication
and then compare their answers with a partner. practice.
Check answers as a class. • Have Ss discuss the question in pairs.
Key 1. B 2. C 3. A 4. C
• Ask some Ss to present their opinions to the class.
LESSON OUTCOME
Audio script
(PART 1) What can you do now?
Hello everyone. I’m happy that you could come and listen to • Elicit answers: I have learnt more about why
my talk today. I’ll be discussing two main points. To begin animals are in danger of extinction. I know how
with, I’d like to explain the conservation status scale. Now endangered species are classified according to
look at the scale. Let’s start from the right end. When an the conservation status scale. I can listen for
animal is ranked as ‘Least concern’ and ‘Near threatened’, specific details and key words.
it isn’t endangered now. But it might be in the near future.
Next is ‘Vulnerable’, which means the animal faces a high
risk of extinction. ‘Endangered’ means a very high risk,
and ‘Critically endangered’ means an extremely high risk.
WRITING
Species classified as VU, EN or CR need care and protection. Endangered species report
The last two groups, EW and EX, tell us that the species is not
Lead-in: Inform the class of the lesson objective:
found in the wild or has become extinct.
writing a report about an endangered species.
(PART 2)
Now let’s turn to the two main dangers to wildlife. Loss of 1 The aim of this activity is to introduce and get
habitat is the first one. The higher the world's population Ss interested in the writing topic and some of its
becomes, the greater the need for food and housing gets. aspects.
People cut down forest trees to make more room for land for • Ask Ss to match the pictures with the animals’
agriculture and building housing. To increase crop production, names.
people may also use pesticides and fertilizers. As a result, wild
• Have Ss discuss the three questions with a partner.
animals’ natural living space gets smaller and more polluted.
Allow all wild guesses at this stage. Tell Ss that they
The second danger is hunting and poaching. Animals can be
will check their own answers after activity 2.
killed not just for food, but for other purposes. In many Asian
countries, tiger bones and rhino horns are believed to be Key 1. b (Komodo dragon: not found in Viet Nam;
able to treat diseases while elephant tusks are used to make eats meat; classified as vulnerable)
valuable ivory objects. 2. a (blue whale: sometimes found stranded
As you can see, the two dangers that I mentioned involve on Viet Nam’s coastal areas; eats small
human activities. Therefore, we are responsible for the loss of shellfish; classified as endangered)
biodiversity and we need to take immediate action to protect
and conserve wildlife.
4 Have Ss do this activity with a partner.

• Ask Ss to guess which word might go into each gap.
• Play the second part of the recording again. If
necessary, pause the audio after the words Ss need
to write in the gaps.

2 Read the facts about the Komodo dragon and the
blue whale. Write a, b, c, d, or e in the space provided COMMUNICATION
to match the title with the correct section. AND CULTURE
a. Diet b. Conservation status
c. Habitat and location d. Population Communication
e. Physical features Bringing extinct species back to life?
Komodo dragon Blue whale
1 Listen to two exchanges. Are the speakers
1. - found in the wild on - live in the cold
Indonesian islands waters of the Arctic for or against bringing extinct species back
____
(Komodo, Rinca, and Antarctic to life?
Gili Montang, Gili - migrate to tropical a. In the table below, write ‘yes’ if they support
Dasami, Flores) seas to breed (up to the idea, or ‘no’ if they oppose it.
- live in forests, on four months)
beaches, on hilltops b. Complete the reason (for or against) given by
each speaker, writing no more than two words
2. - looks like a crocodile - mammal, but looks
or lizard like a fish in each gap.
____
- male adults can grow - 30 metres long
up to 3 metres long - 150-200 tons Bringing extinct species back to life?
- 90 kilos
Yes/No Reason
3. eat meat (large water eat very small
buffaloes, deer, pigs, shellfish We should _______ the
____
smaller dragons) Van damage that has been
1 done to _______.
4. 6,000 in the wild in estimated 14,000
Indonesia; slightly (10,000 in the Some species could
____
declining Antarctic and 4,000 in Nam bring back _______ to
the Arctic); increasing our world.
Scientists could ______
5. - vulnerable (IUCN Red - endangered (IUCN to protect endangered
List) Red List)
____ Mary species if they _______
- cause: more males - facing threats to bring some extinct
than females from whalers, 2 species back to life.
(humans are not a pollution, collisions
threat) with boats and It’s a _______ time and
ships, and global
Paul money.
- protected by anti-
poaching laws in warming
Indonesia and by - many recovery
30 zoos and other plans to restore its 2 Are you for or against
wildlife parks outside population the revival of extinct
Indonesia species? Discuss with
a partner.
3 Choose one of the two species in 2 and write
a report of 150-200 words to describe it.
Follow the plan below.
Paragraph 1: Habitat and location of the species below.
Example: Komodo dragons are found in the wild …
They live in forests, …
Paragraph 2: Physical features and diet
Example: Although they are called dragons, they look like …
Paragraph 3: Population and conservation status
Example: There are about 6,000 …
According to the IUCN Red List, Komodo dragons
are classified as …
14
14 Unit
Unit 6
6 Endangered
Endangered species
species
2 The aim of this activity is to provide Ss with some
facts about the two endangered or vulnerable COMMUniCatiOn and CULtUre
species, which they may use in their writing in 3.
• Ask Ss to read through the facts about the Komodo further skills development.
dragon and the blue whale.
• Have Ss work in pairs and match the subheadings
Communication
(a-e) with the five parts (1-5). Bringing extinct species back to life?
Key 1c Habitat and location 2e Physical features 1 This activity provides further listening practice.
3a Diet 4d Population • Tell Ss that they are going to listen to two exchanges
5b Conservation status and will have to understand the speakers’ opinions.
• Play the recording once or twice for Ss to take notes
3 This activity focuses on developing Ss’ writing skills. of the key words that reflect the speakers’ opinions.
• Ask Ss to study the suggested plan. • Play the recording again this time for Ss to focus
on each speaker’s reason and take notes.
• Elicit from Ss what kind of text type a report is, and if • Ask Ss to work with a partner and compare their
they need to express their opinions in their writing. answers. Check answers as a class.
Suggested answer
Key
- Text type of a report: informative
- Ss do not need to express their opinions in an 1 Van Yes (Well, We should undo the damage
informative report, which should include only why not?) that has been done to nature.
facts and factual information. Nam No (I’d say no Some species could bring back
• Ask Ss to choose one of the two species. Have them to this idea.) deadly diseases to our world.
write their drafts individually, and then exchange 2 Mary Yes (So I Scientists could find ways to
their writing with a partner for peer feedback. agree with protect endangered species if
Encourage Ss to make revisions, if necessary. them, not they knew how to bring some
with you.) extinct species back to life.
• Collect some of the Ss’ final drafts and give written
comments. Paul No (What a It’s a waste of time and
silly idea!) money.
Suggested answer
Komodo dragons are found in the wild on only five islands in
Indonesia: Komodo, Rinca, Gili Montang, Gili Dasami and Flores, Audio script
where they roam freely. They live mainly in forests, but can be Van: Reviving extinct species? Well, why not? We
seen scattered widely over the islands from beaches to hilltops. pushed many plant and animal species into
extinction, so we should be responsible for
Although they are called dragons, they look like a big lizard. A
bringing them back to life. It’s only fair that
male adult can measure three metres in length and weighs 90 we should undo the damage that has been
kilos. Komodo dragons eat meat. They are also fierce hunters and 1
done to nature. What’s your opinion, Nam?
can eat very large prey, such as large water buffaloes, deer and
pigs. They will even eat smaller Komodo dragons. Nam: You might be right, Van. But I think some species
could bring back deadly diseases to our world if
There are about 6,000 Komodo dragons in Indonesia. Humans are they were revived. So I’d say no to this idea.
not a great danger to them. However, their population is slightly
Mary: Scientists say they’re trying to bring extinct
declining because there are more males than females. According
species like dinosaurs or mammoths back to
to the IUCN Red List, Komodo dragons are not endangered, but life. What do you think, Paul?
they are considered vulnerable. About 30 zoos outside Indonesia
have been trying to protect the Komodo. There are also plans to Paul: What a silly idea! It’s a waste of time and
build more wildlife parks around the world, which will help to money. Why don’t they dedicate their time to
working out ways to cure diseases like cancer
increase the population of this fascinating species. 2
instead? Do you agree with me, Mary?
Mary: But scientists believe that if they knew how
LESSON OUTCOME to bring these species back to life, they
• Ask Ss: What have you learnt today? could find ways to protect and save species
What can you do now? in danger of extinction now. So I agree with
• Elicit answers: I can write an information report them, not with you, Paul.
about an animal’s habitat, physical features,
diet, population and conservation status.
Culture
Let’s save the sea turtles!
1 Read the text about how sea turtles are

protected and complete the notes.
Sea turtles have lived in Many sea turtle natural

the world’s oceans for more reserves have been set up in poachers from stealing
than 100 million years. Terengganu, Pahang, Sabah the eggs, but also to save
However, they have become and other places to carry out baby turtles from natural
endangered or critically different projects to save the predators like birds, crabs
endangered largely because species. and lizards.
of overfishing, loss of nesting These turtle centres are Programmes to raise
habitat and climate change. designated as protected public awareness are also
Living in warm waters, sea areas, and no visitors are conducted by the turtle
turtles migrate hundreds of allowed on the beaches at centres to educate visitors on
miles between their feeding certain times of the year. the critical need to protect
grounds and the beaches This helps to ensure a safe sea turtles, their eggs, baby
where they nest and lay breeding ground for turtles turtles and their habitat.
eggs. Aware of sea turtles’ when they come to land to These efforts are made in
behaviour, Malaysian local lay eggs. Turtle enclosures the hope of preserving the
authorities have made efforts near the beach are fenced- species and maintaining the
to restore their population. off not only to stop human ecological balance.
Notes about sea turtles:

A. Facts about sea turtles:
- Conservation status: (1) ______________________ or ______________________
- Dangers: - overfishing
- (2) ______________________
- (3) ______________________
- Habitat: (4) living in ______________________ sea waters
(5) laying eggs on ______________________
B. How sea turtles are protected in Malaysia:
Setting up turtle natural reserves for the following purposes:
(6) ensuring a safe ______________________ for sea turtles
(7) protecting ______________________ and baby turtles
(8) conducting programmes to ______________________

a. Where are sea turtles mostly found in Viet Nam? Are they endangered in Viet Nam?
b. Are there any measures or laws to protect sea turtles in Viet Nam?

2 This activity provides further speaking practice 2 This follow-up activity provides an opportunity
on the topic. for Ss to relate the text content to the situation in
• Have Ss discuss the question in pairs. Encourage Viet Nam by talking about sea turtles, an
them to use the expressions they encountered in endangered species in Viet Nam.
the exchanges in 1 to express their opinions (Why • Assign this activity as homework of the previous
not?; I’d say yes/no [to this idea]; What a silly idea; lesson. Put Ss into eight groups and assign each
I agree/disagree with you). question (a or b) to four groups.
• Ask some pairs to report their opinions to the class. • In the next class, mix Ss of any two groups
• Alternatively, for stronger classes, divide the class responsible for questions a and b together. This
into two groups: one group (group A) prepare will result in four big mixed groups.
reasons for the revival of extinct species, while the • Ask Ss to exchange their findings in groups.
other group (group B) prepare reasons against it. • After their discussion, ask some Ss to report to the
• Hold a debate in class by asking Ss to take turns class.
giving their opinions.
Suggested answers
• Give feedback. Praise Ss who can use the
appropriate expressions, express their opinions 1. Sea turtles are mostly found in Con Dao
fluently and support them with good reasons. Island (about 180 km from Vung Tau
City), Nui Chua National Park (Ninh Thuan
Province), and a few in the wild (13 coastal
Culture provinces of Viet Nam). Sea turtles are
Let’s save the sea turtles! classified as EN or CR in Viet Nam.
2. Yes. Rescue centres for sea turtles have
1 The aim of this activity is to provide Ss with
been set up at Con Dao National Park and
interesting information about how sea turtles are
Nui Chua National Park. Trading in sea
protected in Malaysia.
turtles and their products is banned.
• Have Ss read the gapped notes about sea turtles
individually first. Explain any unfamiliar words if
necessary (e.g. overfishing, lay eggs, natural LESSON OUTCOME
reserves, ensure). • Ask Ss: What have you learnt today?
• Ask Ss to work in pairs and discuss the information What can you do now?
they should look for in the text in order to • Elicit answers: I have improved my listening,
complete the notes. speaking and reading skills. I can express
Example: Facts about sea turtles (conservation status, my opinions about whether to bring extinct
dangers, habitat); How sea turtles are protected species back to life. I have learnt about why
(ensuring a safe …, protecting …, conducting sea turtles have become endangered and
programmes to …) how they are protected.
• Have Ss read the text, locate the missing words/
phrases by underlining them in the text, and then
write the appropriate ones in the corresponding
blanks.
• Ask Ss to compare their answers in pairs. Check
answers as a class.
Key (1) endangered, critically endangered
(2) loss of nesting habitat
(3) climate change
(4) warm
(5) the beach/beaches
(6) breeding ground
(7) turtle eggs
(8) raise public awareness
LOOKING BACK
1 Read the following exchanges. Decide where 1 Work with a partner. Practise asking questions
the linking /r/ is likely to happen in fast, and giving answers, using the prompts below.
fluent speech.
Example: how many lessons / review / by nine o’clock
1. A: Rhinos are in danger of extinction in Asia and tonight
Africa, aren’t they? - How many lessons will you have reviewed by nine
B: Yes. Because their horns are believed to cure o’clock tonight?
diseases. However, there is no evidence to - I’ll have reviewed three lessons by then.
support this belief.
2. A: Lisa and I went to the new wildlife park last
week.
B: Did you see any deer or saolas there?
A: Yes, we did. They were very friendly and funny.
1. how long / study English / in this school / by the

time / graduate in June
2. how long / live / in present home / by next year
3. how many new English words / learn / by the end
of this unit
2 Listen and check your answers. Then repeat the 4. how many units in this book / finish / in four
exchanges in 1. weeks’ time
5. how long / work / this assignment / by the time /
Vocabulary you / hand it in
Complete the sentences with the correct form
of the words in brackets.
2 Rewrite these sentences, using double
1. Increasing trade in ivory products is a threat to comparatives.
the (survive) _______________ of elephants. Example: As we witness more damage to wildlife, we
2. I don’t think bringing (extinction) _______________ want to put more effort into protecting wild plants
species back to life is a good idea. That’s going and animals.
against the laws of nature. - The more damage to wildlife we witness, the more
effort we want to put into protecting wild plants and
3. Plants and trees can be (danger) ______________ like
animals.
animals. The lady slipper orchid is an example.
1. As people need more land to build houses, they
4. Dinosaurs and mammoths are classified as EX, cut down more forests.
meaning extinct, on the (conserve) _______________
status scale. 2. The unemployment rate is getting higher, so the
crime rate is becoming higher as well.
5. If (poach) _______________ continues at current rates,
3. If you get a better education, there will be more
elephants, rhinos and other African wildlife may
opportunities for you to get a good job.
be gone within our lifetime.
4. As it is raining more heavily, the flooding will
6. Darwin’s theory of (evolve) ____________________ become worse.
explains that the strongest species can survive
because they have the ability to adapt to the new 5. There are more and more cars in our city, so we
environment better than others. will have to suffer more from polluted air.
16 Endangered species
Unit 6 Endangered species
• Ask Ss to work in pairs, making questions based
LOOKinG BaCK on the given words and answering them.
• Have some pairs of Ss role-play their questions
Lead-in: Inform the class of the lesson objective: and answers in front of the class.
reviewing pronunciation, vocabulary, and grammar.
Key 1. How long will you have studied English in this
Pronunciation school by the time you graduate in June?
1 The aim of this activity is to help Ss to review the 2. How long will you have lived in your present
pronunciation topic in this unit: linking vowels home by next year?
with the sound /r/, which is a process likely to 3. How many new English words will you have
happen in fast, fluent speech. learnt by the end of this unit?
• Ask Ss to underline where the linking /r/ might 4. How many units in this book will you have
happen in the two exchanges. finished in four weeks’ time?
5. How long will you have worked on this
• Have Ss compare their answers in pairs. assignment by the time you hand it in?
Key and audio script 2 The aim of this activity is to help Ss to review
1. A: Rhinos are in danger of extinction in Asia and double comparatives for describing a cause-and-
r r r effect process.
Africa, aren’t they? • Ask Ss to read the sentences and underline the
word more, and the comparative forms of the
B: Yes. Because their horns are believed to cure diseases.
adjectives/adverbs.
However, there is no evidence to support this belief.
• Remind Ss that the first part of each sentence
r
expresses the cause, and the second part expresses
2. A: Lisa and I went to the new wildlife park last week. the effect.
r • Have Ss use double comparative structures to
B: Did you see any deer or saolas there? rewrite these sentences individually first, and
r then compare their answers with a partner. If
A: Yes, we did. They were very friendly and funny. necessary, refer them to the Do you know …? box
on page 10.
2 Play the recording. Have Ss listen and check their • Check answers as a class.
answers. Key
• Ask Ss to work in pairs to practise the exchanges. 1. The more land people need to build houses,
• Have some pairs role-play these exchanges in front of the more forests they cut down.
the class. Encourage them to speak fast and fluently. 2. The higher the unemployment rate gets, the
higher the crime rate becomes.
Vocabulary 3. The better education you get, the more
opportunities for a good job there will be.
The aim of this activity is to review the word 4. The heavier the rain gets, the worse the
formation of the key vocabulary frequently used in flooding will become./The more heavily it is
the unit. raining, the worse the flooding will become.
• Have Ss do the activity individually. Tell them to 5. The more cars our city has/The more cars we
decide what word class is needed in each blank. have in our city, the more we will have to suffer
• Ask Ss to compare their answers with a partner. from polluted air.
LESSON OUTCOME
Key 1. survival 2. extinct 3. endangered • Ask Ss: What have you learnt today?
4. conservation 5. poaching 6. evolution What can you do now?
• Extend the activity by asking Ss to make their own • Elicit answers: I have revised all language
sentences with these words, if there is enough time. points covered in this unit. I can identify and use
appropriate linking between vowels in fast, fluent
Grammar speech. I can use the correct forms of the key
1 The aim of this activity is to help Ss to review the words related to endangered species. I can use
verb forms and usage of the future perfect and the future perfect to describe actions or events in
provide opportunities to use the tense in speaking the future. I can also use double comparatives to
practice. describe a cause-and-effect process.

PROJECT
1 Work in groups of four to six. Look for information about one endangered species and design a poster
to introduce this species. Include the following points:
● Facts about the species (habitat and location, physical features, diet, population)
● Conservation status, why it is endangered and how to protect it
Suggested endangered species:
● the saola (Viet Nam)
● the sea turtle (Viet Nam)
● the Californian condor (USA)
2 Introduce your poster to the class. Present the features of your species and explain why and how it
should be protected. Here is an example.
Komodo dragon
Location: in the wild Size & weight:
on Indonesian islands • up to 3 metres long
• 90 kilos
Habitat: forests,
beaches, hilltops Diet: meat (large
water buffaloes, deer,
Population: pigs, smaller dragons)
6,000 in the wild
in Indonesia How to protect:
• anti-poaching laws
Why endangered? Conservation status: • setting up Komodo
more males than females vulnerable National Park & 30 zoos
NOW I CAN
● understand and use words and phrases related to endangered animals and plants
● identify and use appropriate linking between vowels in fast connected speech
● use the future perfect to describe future actions or events
● use double comparatives to describe a cause-and-effect process
● read for general ideas and specific information about wildlife protection
● talk about how to protect endangered species
● listen for specific information in a talk about threats to wildlife
● write a report about an endangered species
● learn about how sea turtles are protected in Malaysia

PrOJeCt
Lead-in: Inform the class of the lesson objective: further explore the topic in a collaborative way.
1 For this project, have Ss work in groups of four to six.
• Allow one week for Ss to collect information about an endangered species, design a poster for this species,
and prepare a presentation for it.
2 Have each group introduce their poster, present the features of the species they have chosen, and explain
why and how it should be protected.
• Encourage the rest of the class to ask questions and give feedback about the poster and the content of the
presentation.
• Have the class vote for the best poster and presentation.
Notes
Saolas Sea turtles Californian condors
Habitat & - live in forests about 200-600 m - live in warm waters, lay eggs on the beach - live in the mountains of
location above sea level - found along coastal provinces, Con Dao NP and North America
- found in Truong Son Range Nui Chua NP
Physical - antelope family - reptile; 5 species in VN: green turtle, - bird
features - 1.3-1.5 m in length; 90 cm in height leatherback, loggerhead, hawksbill and olive - 1-1.4 metres long (body)
- 100 kilos ridley - 8-14 kilos
- different sizes, shapes, colours (1-3m long;
50-500 kilos)
Diet - eat plants, seeds, fruits - eat sponge, shellfish, or jellyfish - eat meat of dead animals
Population - less than 100 (in Vu Quang NP in - unspecified number in the wild - estimated 435 (in 2013)
Ha Tinh Province) - declining - slightly increasing
- about 50-60 in Saola Nature
Reserve (Quang Nam Province)
Conservation - CR - EN or CR - CR
status - threats from humans - threats from humans and polluted habitats - taken into captivity for
- protected in national parks and - protected in national parks protection
nature reserves - laws to ban poaching and trading - the San Diego Zoo helps
- laws to ban poaching and trading condors’ reproduction
LESSON OUTCOME
• Ask students: What have you learnt today? What can you do now?
• Elicit answers: I can design a poster for an endangered species and give a presentation about it.
I can collaborate with others when working in a group.
NOW I CAN
• Ask Ss to self-check their lesson outcomes by ticking the appropriate column in the assessment box.
• If time allows, ask Ss to work in pairs/groups to go through each item in the list. Have them discuss
which part of the unit needs further instruction or practice, and report to the class.
• Provide remedial work, if necessary.

Unit 7 ARTIFICIAL INTELLIGENCE
This unit includes:
GETTING STARTED LANGUAGE

Vocabulary
A.I.
t 8PSETBOEQISB
TFTSFMBUFEUPBSUJöDJ
Pronunciation BMJOUFMMJHFODF
t 4FOUFODFTUSFTT
Grammar
t 5IFBDUJWFBOEQB
TTJWFDBVTBUJWFT
SKILLS
t 3FBEJOHGPSTQF
DJöDJOGPSNBUJPOJO
BSUJöDJBMJOUFMMJHFODF BOBSUJDMFBCPVU
BQQMJDBUJPOT
t 5BMLJOHBCPVUUIF
SJTLTPGBSUJöDJBMJO
t -JTUFOJOHGPSTQF UFMMJHFODF
DJöDJOGPSNBUJPOJO
BCPVUUIFGVUVSFP B DPOWFSTBUJPO
G"*
t 8SJUJOHBOFTTBZB
CPVUUIFBEWBOUBHF
EJTBEWBOUBHFTPGJOU TBOE
FMMJHFOUNBDIJOFT
COMMUNICATION
AND CULTURE
t "SUJöDJBM*OUFMMJH
FODFJOTDJFODFöD
t 1FPQMFTBUUJUVEF UJPOöMNT
TUPXBSETJOUFMMJHFO
UNBDIJOFT
1 Nam and Mai are talking about a film. Listen and read.
Nam: %JEZPVTFFUIFöMN"*PODBCMF57 PUIFSQFPQMF5IFZTUBSUUIJOLJOHUIBU%BWJEJT
Mai: /P *EJEOU8IBUEPFT"*NFBO EBOHFSPVTUPIVNBOT
Nam: "SUJöDJBM*OUFMMJHFODF Mai: 5IBUTUFSSJCMF
Mai: 8IBUTUIFöMNBCPVU Nam: :FT .POJDB JT XPSSJFE UIBU UIFZ BSF HPJOH
UPHFUUIFSPCPUJDCPZEFTUSPZFE4PTIFIBT
Nam: *UT B TDJFODFöDUJPO öMN BCPVU B SPCPUJD DIJME
TPNFPOF UBLF IJN UP B GBSBXBZ GPSFTU BOE
XIPIBTIVNBOFNPUJPOT
MFBWFIJNUIFSF
Mai: 4PVOETVOCFMJFWBCMF
Mai: 1PPS%BWJE
Nam: :FBI5IF 4XJOUPOT POMZ TPO .BSUJO IBT HPU
Nam: :FBI %BWJE UIJOLT .POJDB EPFTOU MPWF IJN
BMJGFUISFBUFOJOHEJTFBTFBOEXBJUTGPSBDVSF
BOZ NPSF CFDBVTF IF JTOU B ‘SFBM CPZ’ MJLF
UP CF GPVOE .FBOXIJMF .POJDB IJT NPUIFS
.BSUJO4PIFHPFTTFBSDIJOHGPSUIF#MVF'BJSZ
BHSFFTUPBDUJWBUF%BWJE BSPCPUJDCPZDBQBCMF
UPIFMQIJNUPCFDPNFBSFBMCPZ
PGIVNBOFNPUJPOT5IJOHTBQQFBSUPCFHPJOH
XFMMXJUIUIF4XJOUPOT Mai: %PFTIFöOEIFS
Mai: 4P XIBUIBQQFOTUIFO Nam: 8FMM IJT EBOHFSPVT BOE JODSFEJCMF KPVSOFZ JO
TFBSDIPGUIF#MVF'BJSZJTJOWBJO
Nam: 8FMM .BSUJOJTDPNQMFUFMZDVSFEBOEIFBMUIZ
BHBJO )F PGUFO HFUT %BWJE JOUP USPVCMF XJUI Mai: %PZPVNFBO%BWJEDBOOPUöOEUIF#MVF'BJSZ
18 Unit 7 Artificial Intelligence

Objectives
• understand and use words and phrases related to artificial intelligence
• identify and use sentence stress correctly
• use the active and passive causative structures in the sentences
• read for specific information in an article about artificial intelligence applications
• talk about the risks of artificial intelligence
• listen for specific information in a conversation about the future of A.I.
• write an essay about the advantages and disadvantages of intelligent machines
• learn more about people’s attitudes towards intelligent machines
Getting Started
A.I.
Lead-in: Inform the class of the lesson objectives: introducing the topic, some vocabulary related to
artificial intelligence, and the grammar point: active and passive causatives.
• Ask Ss to read the heading A.I., look at the picture, and brainstorm what they know about the
abbreviation. Write Ss’ ideas on the board and circle any words or phrases related to the topic or
content of the conversation.
• Draw Ss’ attention to the meaning of A.I. (artificial intelligence) and explain that the woman is Monica,
and the boy is David. They are the main characters in the science-fiction film A.I.
1 Ask Ss to guess what Nam and Mai are talking about. Write the best answers on the board. Then
tell them that they are going to listen to the conversation in order to check their answers. Play the
recording. Ask Ss to listen and read silently.
Suggested answer
Nam and Mai are talking about the science-fiction film A.I.
Unit 7 Artificial Intelligence 18T

2 Answer the following questions.
1. Why do you think Monica agrees to activate the
robotic boy?
2. Why does David look for the Blue Fairy?
3. What is David’s journey like?
4. What happens to humans after two thousand
years in the film?
5. Do you like science-fiction films? Why?/Why not?
3 Work in pairs. Find a word or phrase in the

conversation that means the following.
1. a type of book or film showing space travel or life
on other planets, based on imagined scientific
discoveries of the future
2. expressing harm or violence
3. ruined or exterminated
Nam: No, he cannot. But after two thousand 4. without success
years, when humans do not exist any
more, David is found and resurrected by 4 Work in pairs. Discuss the underlined
future A.I. grammar points.
Mai: Really? Incredible! Monica is worried that they are going to get the
robotic boy destroyed. So she has someone take
Nam: Well, thanks to the advanced science and
him to a faraway forest ...
technology, David is reunited with Monica.
Mai: A happy ending, right?
Nam: Yes. But they can only spend one happy day
together as a real mother and a real son.
Mai: Why only one day?
Nam: I don’t know... In the last scene, they
both fall asleep... Well, you should
watch the film. There are a lot more
thrilling events to see.
19 Unit 7 Artificial Intelligence Unit 7 Artificial Intelligence 19

2 This activity focuses on reading comprehension.
• Ask Ss to read the questions and underline the key words in each question. Remind Ss to read the conversation
to find the information that matches the key words that possibly lead to the answers.
• Allow enough time for Ss to answer the questions individually before comparing their answers in pairs.
Key 1. because she has the only son whose life is threatened by a very dangerous disease.
2. because he wants her to help him become a real boy.
3. It is dangerous and incredible.
4. they become extinct.
5. students’ answers
3 This activity aims to help Ss to learn the meaning of the vocabulary items through paraphrasing.
• Ask Ss to read the meanings and definitions (1-4), and then refer back to the conversation for the words or
phrases having similar meanings.
• Tell Ss to work individually before comparing their answers in pairs.
Key 1. science fiction 2. threatening
3. destroyed 4. in vain
4 This activity aims to get Ss’ attention to grammatical point presented in the conversation, the active and
passive causatives.
• Have Ss work in pairs. Ask them to read the sentences carefully and discuss their structures. Have Ss analyse
the underlined structures and focus on the verb forms.
Monica is worried that they are going to get the robotic boy destroyed. (get + object + past participle)
So she has someone take him to a faraway forest ... (has + object + bare infinitive + object)
Key … they are going to get the robotic boy destroyed → passive causative
… she has someone take him to a faraway forest → active causative

LANGUAGE
Vocabulary Pronunciation
1 Match the words (1-5) with their meanings (a-e). Sentence stress
Listen and repeat the sentences, paying

1. incredible (adj) attention to the stressed words.
a having the ability or 1. There are a lot of science-fiction films on TV
qualities necessary nowadays.
for doing something
2. activate (v) 2. A GPS tracking device is hidden under the seat.
3. Please turn off all your electronic devices during
b bring something
back into use takeoff.
3. capable (adj) 4. GMT (Greenwich Mean Time) is recognised all

c impossible or over the globe by millions of people.
difficult to believe 5. The first space shuttle was launched by NASA in
1981.
4. resurrect (v) d strong feeling 6. Do you believe that the future A.I. will destroy
humans completely?
e make a device start
7. The ATM was broken so I went to the bank to get
working
5. emotion (n) my cash.
2 Complete the following sentences with the

correct form of the words in 1.
1. Her ______________ was so strong that it brought
tears to her eyes.
2. Deep Blue is a chess-playing computer developed DO
by IBM that was ______________ of defeating the YOU KNOW…?
world champion Garry Kasparov in 1997. 1. In spoken English, we use sentence stress to
show which parts of our utterances are the
3. After two thousand years, the deceased most important – the parts that carry the most
Monica was ______________ by the future artificial meaning.
intelligence. We stress words in a sentence by saying them
slightly louder, higher pitched and more slowly
4. This programme is used to ______________ the new than the other words.
generation robots. 2. We usually stress:
- content words: nouns (films), verbs (believe,
5. Many viewers like the Star Treck films which have
require), adjectives (future), adverbs (completely)
lots of ______________ space travels.
- negative auxiliaries (don’t, doesn’t, etc.)
- demonstrative pronouns (this, that, these, those,
etc.)
- possessive pronouns (mine, his, hers, etc.)
- question words (what, where, how, why, etc.)
Note: Any word or phrase can be emphasised
depending on the intention of the speaker.

LanGUaGe
Vocabulary
1 The aim of this activity is to help Ss to understand the meaning of some new words by matching the
vocabulary items with their meanings.
• Ask Ss to work individually to do the matching.
• Then ask them to swap their answers with a partner.
Key 1. c 2. e 3. a 4. b 5. d
2 The aim of this activity is for Ss to practise using the words in sentences. Have Ss read the sentences and pay
attention to the words before and after the blanks. Explain that this will help them to guess which words or
phrases should be used.
• Ask Ss to work individually, and then have them compare their answers in pairs.
Key 1. emotion 2. capable 3. resurrected

4. activate 5. incredible
Pronunciation
Sentence stress
This activity focuses on practising stressed words in utterances. Have Ss read Do you know…? box and check
their understanding.
• Ask Ss to listen and repeat, paying attention to the stressed words. After that, have them identify the word class of
the stressed words. This will help them to understand that only the words mentioned in the Do you know...? box are
stressed.
Note
In speech, each letter in an abbreviation is stressed.
Key and audio script

1. There are a lot of science-fiction films on TV nowadays.
2. A GPS tracking device is hidden under the seat.
3. Please turn off all your electronic devices during takeoff.
4. GMT (Greenwich Mean Time) is recognised all over the globe by millions of people.
5. The first space shuttle was launched by NASA in 1981.
6. Do you believe that the future A.I. will destroy humans completely?
7. The ATM was broken so I went to the bank to get my cash.

Grammar
The active and passive causatives
DO
1 Rewrite the sentences, using have + object + YOU KNOW…?
bare infinitive. t 5IFBDUJWFDBVTBUJWFJTVTFEXIFOUIFTVCKFDU
Example: DBVTFTUIFPCKFDUUPEPTPNFUIJOH
Monica wanted Jimmy to repair the fence that fell t have + someone + bare infinitive 5IFTVCKFDU
over in the garden. BSSBOHFTGPSTPNFPOFFMTFUPEPTPNFUIJOHGPS
IJNIFS
Monica had Jimmy repair the fence that fell over in

Example:
the garden.
The A.I. expert had his assistant activate the newly
1. 5IF"*FYQFSUXBOUFEIJTBTTJTUBOUUPBDUJWBUFUIF made robot.
OFXMZNBEFSPCPU
t 5IF WFSCT have BOE get BSF BMTP VTFE JO UIF
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ QBTTJWF DBVTBUJWF5IFSF JT VTVBMMZ OP BHFOU JO
2. 5IFDPNQVUFSDPSQPSBUJPOXBOUFEUIFJSXPSLFST UIJTTUSVDUVSF
UPFMJNJOBUFNBMGVODUJPOJOHQSPEVDUT have + something + past participle
Example:
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
The A.I. expert had the newly made robot
3. 5IF SPCPU NBOVGBDUVSFS XBOUFE IJT DVTUPNFST activated.
UP FYDIBOHF UIFJS PVUEBUFE SPCPUT GPS UIF OFYU get + something + past participle
HFOFSBUJPOSPCPUT Example:
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ The A.I. expert got the newly made robot
activated.
4. 5IF DPNQBOZ XBOUFE TPNFPOF UP DMFBS PVU BMM
UIFKVOLJOUIFTUPSF
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
5. 5IF NBOBHFS XBOUFE UIF XPSLFST UP NPWF UIF

NBDIJOFUPBOFXTUBUJPO
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
6. 5IF PXOFS PG UIF QBMBDF XBOUFE B DPOTUSVDUJPO

DPNQBOZUPSFNPEFMIJTFTUBUF
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
2 Rewrite the sentences in 1, using get + object +

past participle.
Example: Monica wanted Jimmy to repair the fence
that fell over in the garden.
Monica got the fence that fell over in the garden
repaired.
1. @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
2. @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
3. @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
4. @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
5. @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
6. @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
Unit 7 Artificial Intelligence 21

Grammar
The active and passive causatives
1 Tell Ss that they are going to change the sentences (1-6) into causative structures.
• Ask Ss to work individually, and then have them compare their answers in pairs.
Key
1. The A.I. expert had his assistant activate the newly made robot.
2. The computer corporation had their workers eliminate malfunctioning products.
3. The robot manufacturer had his customers exchange their outdated robots for the next generation robots.
4. The company had someone clear out all the junk in the store.
5. The manager had the workers move the machine to a new station.
6. The owner of the palace had a construction company remodel his estate.
2 This activity focuses on the passive causative. Remind Ss of the causative structures with have and get.
• Ask Ss to read the example carefully, paying attention to the passive causative structure with get.
• Allow enough time for Ss to do the activity individually fi rst, and then have them compare the answers in pairs.
Key
1. The A.I. expert got the newly made robot activated.
2. The computer corporation got malfunctioning products eliminated.
3. The robot manufacturer got the outdated robots exchanged for the next generation robots.
4. The company got all the junk in the store cleared out.
5. The manager got the machine moved to a new station.
6. The owner of the palace got his estate remodeled.
LESSON OUTCOME
• Elicit answers: I can identify and use sentence stress in speech. I can use the active and passive causatives
with the verbs have and get to describe actions or events.

SKILLS
READING
A.I. applications
1 Discuss what the pictures below show and where you might see these things.
a b c d
2 Read the following text about some A.I. applications and circle the correct answers. There may be more
than one correct answer to some questions.
A.I. or artificial intelligence is the intelligence 1. What types of A.I. technology can be seen in today’s
displayed by machines or software. industries?
Many industries today use highly automated vehicles A. Human-like robots.
that can drive with almost no human intervention. B. Automated cars.
Smart robots have replaced humans in stressful and C. Machines controlled by humanoids.
dangerous jobs, and in assembly lines doing tasks D. Packing and lifting machines.
such as packing and lifting heavy things. 2. Which of these A.I. applications in medicine is
In science and medicine, A.I. techniques help medical mentioned in the text?
doctors to discover subtle interactions between A. Operating on patients at highest risk of
medications that put patients at risk because of complications.
their serious side effects. Patients at highest risk B. Helping to treat unhealthy organs.
of complications are also detected based on these C. Finding out about the serious side effects of some
techniques. medications.
In navigation, devices using the GPS (Global D. Discovering how medications interact within the
Positioning System) help drivers or pilots to find human body.
the best routes to their destination by avoiding 3. How can the GPS help you?
obstacles, traffic jams, and accidents. A. Recommend your destination.
In military, A.I. robots are used to explore dangerous B. Show you the fastest way to your destination.
environments containing explosives or contaminated C. Show you how to get out of traffic jams.
by nuclear weapons. D. Drive the car automatically.
In communication, the voice recognition systems in 4. What is the function of voice recognition?
smartphones or other electronic devices can identify A. Identifying human voices.
our speech, and are getting better at understanding
our intentions. A.I. algorithms can also help to detect
B. Copying human commands.
faces and other features in photos sent to social C. Recording human voices.
networking sites and automatically organise them. D. Translating human commands.
Internet search engines such as Google and Bing 5. How can Internet users understand foreign language
provide hundreds of millions of people with search texts?
results related to weather, traffic predictions, book A. They can learn the language on the Internet.
recommendations, educational institutions, music, B. They can guess the meaning using search engines.
films, and games. A.I. applications on the Internet can C. They can get information about them on the Internet.
translate web pages in real time, and even help users D. They can use a translating application.
to learn new languages.
Many A.I. experts believe that A.I. technology will 6. What will A.I. robots in the near future be capable of
soon make even greater advances in many other having according to many A.I. experts?
areas. Modern robots will be more intelligent A. Human-like emotions.
and replace humans in many dangerous jobs and B. Healthy lifestyles.
environments. This will certainly improve our lives C. Dangerous behaviour.
in the near future. D. Higher levels of intelligence.

SKiLLS
READING
A.I. applications
Lead-in: Inform the class of the lesson objective: scanning a text for specific information about A.I. applications.
1 The aim of this activity is to activate Ss’ previous knowledge of A.I. applications.
• Ask Ss to work in pairs, look at the pictures, discuss what the images illustrate, and guess where they might
see these things.
Suggested answers
a. a voice recognition application which can be seen in smartphones, tablets and other electronic devices
b. a device using the GPS (Global Positioning System): a space-based navigation system that provides
location information in all weather conditions, anywhere on or near the Earth, and can be seen in
advanced means of transport
c. a medical robot which can be seen in technologically advanced hospitals
d. an automated bomb disposal robot which is used by the military
2 Tell Ss that this activity focuses on comprehension and reading for specific information. Ask them to make
predictions about the text, and then skim the text quickly to check their guesses.
• Ask Ss to read the questions (1-6) and underline the key words which will help them to identify the information
which may lead to the answers. Explain that there may be more than one correct answer to some questions.
• Have Ss scan the text carefully and fi nd the answers to the questions.
• Have Ss compare their answers in pairs.
Key 1. b, D 2. C, D 3. b, C 4. A 5. A, D 6. D

3 Work in pairs. Find a noun from each verb. 4 Work in groups. Name some robots which you
Then make a sentence with each noun. have seen. Tell your partners where you saw
them and their functions.
Verb Noun
1 apply
2 interverne
3 interact
4 navigate
5 predict
6 recognize
SPEAKING
Talking about the risks of artificial intelligence
2 Read and complete the following news item
1 Work in pairs. Discuss the following questions. with the words in the box.
Do you know the name of this person? What is evolution consequences efforts
he famous for? destruction form threat technology
Stephen Hawking warns

A.I. could end mankind
Professor Stephen Hawking told the BBC that
(1) _____________ to create thinking machines
pose a (2) _______________ to humans and the
development of full artificial intelligence
could end human existence. His warning
came in response to a question about
the (3) ______________________ that he uses to
communicate. The device which he uses is
a basic (4) ___________________ of A.I. He thinks
the primitive forms of artificial intelligence
developed so far have already proved very
useful. However, he fears the (5) _____________
of creating something that can match
or surpass humans could lead to their
(6) _____________ because humans would not
be able to compete with A.I. due to their
slow biological (7) _____________.
11
23 Unit 7
1 Artificial
Life stories
Intelligence Unit 7 Artificial Intelligence 23
3 The aim of this activity is to build Ss’ vocabulary through word formation (nouns deriving from verbs, and
then using the new words in sentences).
• Ask Ss to work individually to complete the table. Have them use a dictionary, if necessary.
• Have them compare their answers in pairs. Check answers as a class.
• Allow enough time for Ss to make their sentences individually. Have Ss swap their sentences with a partner
and read them.
• Ask some Ss to read aloud their sentences.
Key 1. application 2. intervention 3. interaction
4. navigation 5. prediction 6. recognition
4 Inform Ss that this is a post-reading activity. Encourage them to share their experiences of the robots they
have seen in their daily lives or in films and advertisements in various forms of the mass media such as TV and
the Internet.
• Set a time limit for Ss to discuss and give report to the class.
LESSON OUTCOME
• Elicit answers: I have learnt about A.I. applications in various areas such as industry, science, medicine,
navigation, military, and communication. I have improved my reading skills by scanning a text to get
the answers to multiple choice questions. I learnt new vocabulary through word formation and forming
sentences with the new words. I have practised using the new vocabulary in a guessing game.
SPEAKING
Talking about the risks of artificial intelligence
Lead-in: Inform the class of the lesson objective: talking about the risks of artificial intelligence based on the
related news items.
1 Have Ss look at the picture and say what they know about this person. Have them brainstorm their ideas in
pairs. Write the most interesting ideas on the board and highlight the ones that answer the questions.
Key
It's Professor Stephen Hawking. He is a world-renowned british theoretical physicist, known for his
contributions to the fields of cosmology, general relativity and quantum gravity, especially in the context
of black holes.
For more information, visit the following websites:
www.physicsoftheuniverse.com/scientists_hawking.html
www.hawking.org.uk/about-stephen.html
2 The aim of this activity is to help Ss to expand their vocabulary and provide them with ideas for the speaking
activity in this section.
• Ask Ss to read the text and guess the words that can be used to fi ll in each gap.
Key 1. efforts 2. threat 3. technology
4. form 5. consequences 6. destruction 7. evolution

3 Work in pairs. Complete the conversation using LISTENING
the information in 2 and practise it.
The future of A.I.
Nam: Did you read Professor Stephen Hawking’s
interview about artificial intelligence? 1 Match each word in column A with its meaning
Mai: No, I didn’t. (1) _______________________? in column B.
Nam: The BBC. A B
1 a. a person who studies
Mai: What did he talk about?
the future and makes
malfunction (n) predictions about it
Nam: He talked about (2) __________________________.
based on current trends
Mai: Why is it risky to develop artificial intelligence? 2 b. kill or destroy
Nam: Because (3) __________________________________. implant (v) somebody completely
Mai: I still don’t understand that. c. failure to work normally
3 because of a fault or
Nam: Professor Hawking thought that humans couldn’t
futurist (n) bad design
compete with A.I. because of (4) ______________.
d. insert or fix something
4 in a person’s body,
complicated (adj) especially by surgery
e. an illegal attempt
to harm someone’s
5
computer system, or
exterminate (v) the information on it,
using the Internet.
6 f. difficult to analyse,
cyber-attack (n) understand, or explain
2 Listen to the conversation between Nam and

Mai. Decide whether the following statements
are true (T), false (F), or not given (NG). Tick the
correct box.
T F NG
Mai met Kurzweil in a conference
4 Work in groups. Prepare a talk about the risks 1 about A.I.
of artificial intelligence to present to the class
using the ideas from 2 and 3. Add your own Kurzweil is one of the leading
ideas if there are any. 2 American scientists in the
development of A.I. technology.
He believes that computers will be
3 more intelligent than humans by 2029.
According to this scientist, humans

4 will be more powerful and have
better memories.
Nam and Mai will be in their thirties
5 by 2029.
According to some predictions, if A.I.

machines become more intelligent
6 than humans, they will destroy the
world and kill humans.

3 The aim of this activity is to help Ss to transfer ideas LISTENING
from a news item into a conversation. They can also
The future of A.I.
study a model conversation.
• Ask Ss to work in pairs to read the news item, listening for specific information in a conversation
complete the conversation, and then practise
about the future of A.I.
it. Encourage Ss to add their own ideas to the
conversation. 1 The aim of this activity is to provide Ss with the key
• Set a time limit for Ss to do the activity, then invite vocabulary that will help them to understand the
a few pairs to role play the conversation. conversation they are going to listen to.
• Ask Ss to work in pairs to match the words with
Suggested answers their meanings.
1. Who interviewed him • Check answers as a class.
2. the threat of creating thinking machines and
the development of full artificial intelligence Key 1. c 2. d 3. a 4. f 5. b 6. e
3. it can lead to the destruction of humanity
4. their slow biological evolution. Creating 2 This activity focuses on listening for specific
intelligent machines that could match or information. Tell Ss that they are going to listen to
a conversation between Nam and Mai. Ss have to
surpass humans could lead to the destruction
decide if the sentences provided are true (T), false
of people (F), or not given (NG).
• Ask Ss to read the sentences and underline the key
4 This is a freer speaking practice. words when they are listening.
• Play the recording twice: the fi rst time all the
• Ask Ss to reread the activities 2 and 3 for the risks way through, and the second time pausing at
of artificial intelligence before they brainstorm as appropriate places for Ss to tick the correct boxes.
many ideas as possible. • Have Ss compare their answers in pairs.
Suggested ideas • Check answers as a class.
- Hackers take control of A.I. devices and Key 1. NG 2. NG 3. F 4. F 5. T 6. T
misuse them causing mass destruction and
danger to the world. Audio script
- A.I. devices crash causing fatal accidents
Mai: Do you know anything about Ray Kurzweil?
in industries and hospital medicine. Nam: Yes, I do. Why do you ask about him?
Mai: I saw his name in an article about artificial intelligence.
Who is he?
Nam: He’s an American author, computer scientist, inventor,
LESSON OUTCOME and futurist.
• Ask Ss: What have you learnt today? Mai: Oh, he must be very talented.
What can you do now? Nam: Right. He’s also one of the leading American scientists,
• Elicit answers: I have learnt how to talk about who believes that computers will be as intelligent as
the risks of artificial intelligence. humans by 2029.
Mai: Oh, really? That’s so soon!
Nam: And he also said that computers will soon think more
quicky than humans.
Mai: Unbelievable! So what will happen to us then?
Nam: I don’t know. But Kurzweil believes that there could be
tiny robots called nanobots implanted into our brains
to make us think faster, and improve our memory.
Mai: Sounds fascinating! We’ll be over thirty in 2029. And we’ll
be more intelligent and have a better memory, right?
Nam: Yeah, but some of his other predictions are not that
optimistic. According to him, A.I. machines will also
evolve and they may cause mass destruction to our
world, and exterminate humans as happens in some
science-fiction films.
Mai: Terrible! So, how can we prevent A.I. machines from
destroying us?
Nam: I don’t know. But I think scientists must be very careful
in developing A.I. programs. They must also detect any
malfunctions and prevent cyber-attacks.
Mai: Sounds complicated!
Nam: Yes. But we want to survive!

3 Listen again. Answer the following questions. 2 Read and combine the sentence halves.
1. What is the article that Mai read about?
1 A.I. robots are widely a but can also make
2. Besides being a computer scientist, what is Kurzweil used in many areas, fewer errors than
famous for? humans.
3. What is Mai’s opinion of Kurzweil?
2 Obviously, robots
4. What did the scientist say about the ability of
bring advantages to b and reduce the cost
computers to think?
many areas; of production.
5. What does Kurzweil call the tiny robots implanted
into human bodies?
3 The use of robots c and helping human
4 Work in groups. What do you think about can replace the doctors to identify
Kurzweil’s ideas? human workforce damaged organs.
4 They can not only d including the car

complete tasks and food industries,
faster than humans, and medicine.
5 In hospitals, robots e A.I. robots may lead

WRITING will work as medical to the misuse and
doctors performing destruction to the
Advantages and disadvantages of intelligent operations on world.
machines patients,
1 Put the following phrases about intelligent f however, there are

robots in the appropriate columns. 6 When attacked by also disadvantages
malware or viruses, using them.
1. costly to train the operating staff and upgrade the or disabled by
computer programs power failure,
2. complete tasks faster and more precisely than
humans
3. have fewer errors and defects 3 Complete the outline. Then write an essay of
220-260 words to discuss the advantages and
4. malfunctions due to computer system crashes disadvantages of using intelligent robots, using
5. hackers taking control of computers and causing the ideas in 2 and 3.
damage Helpful ideas:
6. reduce the workforce and cost of production Introduction
• robots are widely used in the food industry and medicine
Advantages Disadvantages • they have advantages and disadvantages
Body
• advantages: _________________________________________
• disadvantages: ______________________________________
Conclusion
• replace humans in stressful and dangerous work
• the advantages outweigh the disadvantages
25 Unit 7 Artificial Intelligence Unit 7 Artificial Intelligence 25

3 This activity focuses on listening for specific information and answering comprehension questions.
• Tell Ss to read through the questions and underline the key words. Ask them to pay attention to these words
when they listen.
• Play the recording without pausing. Have Ss answer the questions individually and then compare their
answers in pairs.
Suggested answers
1. It is about artificial intelligence. 2. He is an author, inventor, and futurist.
3. He’s very talented. 4. They will think more quickly than humans.
5. He calls them nanobots.
4 This activity is a follow-up activity which enables Ss to talk about Ray Kurzweil’s ideas. They may agree or
disagree with his. Remind Ss to support their opinions with reasons.
Resource for ref. https://en.wikipedia.org/wiki/Ray_Kurzweil
LESSON OUTCOME
• Elicit answers: I have learnt about the future of A.I. and understand the concerns of many scientists
about the full development of artificial intelligence. I have practised listening for specific information in a
conversation about Ray Kurzweil’s predictions about the future of A.I.
WRITING
Advantages and disadvantages of intelligent machines
Lead-in: Inform the class of the lesson objective: writing an essay about advantages and disadvantages of
intelligent machines.
1 The aim of this activity is to provide Ss with some useful ideas that they can use to describe the advantages
and disadvantages of intelligent machines.
• Ask Ss to read the sentences carefully and put them in the correct columns.
Key Advantages: 2, 3, 6; Disadvantages: 1, 4 , 5
2 This activity provides more ideas for the writing task. It also helps Ss to form coherent and well-structured
sentences.
• Ask Ss to read and match the sentence halves individually. Then have them compare their answers in pairs.
Key 1. d 2. f 3. b 4. a 5. c 6. e
3 The aim of this activity is to develop Ss’ writing skills.

• Ask Ss to study and complete the suggested plan and prompts, and write their drafts individually.
Suggested ideas:
- advantages: reduce workforce in industries, help doctors to do surgery and do research
- disadvantages: become useless by power failure, attached and taken control of by hackers leading to
the misuse of robotic devices
• Ask them to compare their writing in pairs and obtain peer feedback. Encourage them to make revisions
when reworking and finalising their drafts.
• Collect some fi nal drafts and give feedback.

COMMUNICATION AND CULTURE
Communication Culture
Artificial Intelligence in science-fiction films People’s attitudes towards intelligent machines
1 Listen to a conversation between Linh and Nam. Read a text about people’s different attitudes
Circle the correct letters to complete the towards intelligent machines. Answer the
sentences. questions that follow.
1. Linh and Nam are talking about a _________.
A. science project Rapid advances in robotic applications
for domestic and personal use have made
B. science-fiction film intelligent robots become part of our everyday
C. science-fiction scientist lives. In order to help robot designers and
developers to imagine a roadmap for their
2. Linh has already seen _________. development in the future, there have been
A. Skynet surveys conducted in many countries to study
B. The Terminator people’s attitudes towards robots, with a
particular focus on domestic use.
C. A.I.
Globally, the results show that a large
3. The first film that Nam recommends is rated proportion of people in the surveys have a
_________. positive attitude towards the idea of having
A. 10/20 intelligent service robots as small ‘domestic
machines’. These machines can be ‘controlled’
B. 8/9 and do mainly difficult and repetitive household
C. 9/10 tasks such as cleaning, ironing, and cooking.
A few want robots to be more like friends and
4. Skynet evolves from _________. have human-like abilities such as the ability to
A. the Terminator speak and communicate with them. However,
B. the Internet these people do not want robots to have
human appearance or to substitute humans in
C. Sara Connor child or animal care because they regard these
5. Sarah Connor’s _____________ saves the world from tasks as unsuitable for machines.
destruction. On the other hand, many people have a
A. best friend negative attitude towards robots. They fear that
machine malfunction could lead to harmful
B. future son
and dangerous consequences. The biggest fear
C. A.I. robot is that humans might lose control over robots.
All these ideas seem to come from a typical
2 Work in groups of four. Discuss and recommend science-fiction scenario where robots get out
an interesting film about A.I. of control by gaining too much autonomy.
Having positive or negative attitudes towards
intelligent robots is not related to where the
interviewees live. A majority of them are in
countries where they have daily contact with
robots in various industries or businesses, and
see them on TV, in films, or in their immediate
environment. Most of them believe that the day
robots will become part of our lives will come
sooner or later.
14
26 Unit 71 Artifi
Unit Life cial
stories
Intelligence
Suggested answer
A.I. robots are widely used in areas such as the food industry and medicine. Obviously, they bring advantages
as well as disadvantages.
The advantages of intelligent robots are countless. Robotic machines can replace the human workforce
in industrial assembly lines because they can not only complete tasks faster than humans, but also make
fewer errors. Furthermore, unlike humans, they take no breaks. In modern manufacturing plants, one out of
every ten thousand workers is a robot. That is the reason why robots are so widely used in the automobile
and electronics factories.
In hospitals, A.I. robots can operate on patients, and help doctors to discover damaged organs in patients.
They also help experts to do research on any serious side effects caused by the interactions of different
medications on patients that can lead to complications in treatment.
The disadvantages of A.I. are undeniable. Robots and other robotic machines are designed and programmed
by humans. Therefore, they can be disabled due to power failure. In such cases, the computer systems will
crash and A.I. devices will become useless machines. Another disadvantage is that the computer operating
systems could be taken control of by hackers, causing misuse of robotic devices. This could potentially be
dangerous to human lives.
In conclusion, robots benefit humanity because the aim of their creation is to replace people in stressful
and dangerous jobs, and make their lives better. The advantages of using intelligent robots outweigh the
disadvantages. but relying on them completely is dangerous, because so much can go wrong with them.
LESSON OUTCOME
• Elicit answers: I can write an essay about the advantages and disadvantages of intelligent machines.
COMMUniCatiOn and CULtUre

Communication
Artificial Intelligence in science-fiction films
Lead-in: Inform the class of the lesson objective: further skill development of listening, reading, and speaking.
1 The aim of this activity is to provide further listening practice of the topic of artificial intelligence in science-
fiction films.
• Tell Ss that they are going to listen to a conversation between Linh and Nam about artifi cial intelligence in
science-fiction films.
• Ask Ss to read the statements and guess the answers before they listen to the recording. Play the recording
twice for Ss to do the activity. Give brief explanations of how films are rated. (Ref. https://en.wikipedia.org/wiki/
Motion_Picture_Association_of_America_film_rating_system)
• Ask Ss to compare their answers in pairs.
Key 1. b 2. C 3. C 4. b 5. b
Audio script
Linh: Can you recommend an interesting science-fiction film about artificial intelligence?
Nam: Have you seen the film A.I.? It was rated 9 out of 10.
Linh: Yes, that was a great film. I saw it last month.
Nam: Well, how about the Terminator series? It got the same rating. Have you seen any of them?
Linh: I don’t think so, but I’ve heard about them. What are they about?
Nam: The Internet evolves into a powerful A.I., Skynet, and sends its robot warriors after the Connor family.
Linh: Interesting, but why?
Nam: Because it realises that they are a threat to its own survival.
Linh: Humans can be a threat to computers?
Nam: Well, when machines behave like humans, people start to worry about their own existence and survival.
Linh: Unbelievable! So what happens?

LOOKING BACK
Pronunciation
Listen and mark the stressed syllables.

1. In 1884, GMT was adapted internationally as a
standard time zone.
2. The USA is one of the largest and most powerful
countries in the world.
3. The A.I. robots will help humans to develop a
more powerful memory in the future.
4. UFO is the acronym for Unidentified Flying
Object.
5. I sent the package right away because I read the
acronym ASAP on its cover.
6. Thanks to the GPS I could discover where my
missing car was.
1. What is the purpose of the surveys on
people’s attitudes towards robots? 7. Let’s get together next Sunday at 7 in the evening.
2. What do people having positive
attitudes towards robots think about
them? Vocabulary
3. What work do most people not want Complete the sentences, using the correct form of
to assign to robots? the words from the box.
4. Why are some people afraid of robots? life-threatening reduce exterminate
5. Are you afraid of robots? Why?/Why not? futurist operating leading malfunction
1. After the power cuts last night, the machine

started to ________________.
2. A lot of ________________ think that A.I. robots will
be harmful to humans.
3. This _______________________ disease caused a lot of
complications during the treatment procedure.
4. Do you really think that humans will be __________
when the machines rise against them in the
future?
5. It costs a lot of money to upgrade the ______________
system and the workers’ skills in this car plant.
6. In order to _______________ the cost of production,
the manufacturers have used robots for repetitive
work.
7. He is one of the ___________________ A.I. scientists in
the world.
15
27 Unit 7
1 Artificial
Life stories
Intelligence Unit 7 Artificial Intelligence 27
Nam: An android, called ‘a Terminator’, is sent back in time from 2029 to 1984 to kill Sarah Connor.
Linh: Who is she?
Nam: She’s the woman who gives birth to the man who will defeat Skynet, and save humans from extinction in the future.
Linh: Sounds fascinating. So, does the Terminator fulfil his mission?
Nam: No, Sarah is saved by a man sent back by her future son, John Connor.
Linh: Well, well, these strange things can only happen in science-fiction films!
Nam: Yeah. Sarah Connor can’t be killed until her son is born!
Linh: So, what happens after she gives birth?
Nam: Well, you should watch it for yourself. I don’t want to spoil the story for you.
Linh: OK, but what’s the message? Do they try to teach us something?
Nam: I think it’s a warning about the consequences of man playing God.
Linh: What do you mean?
Nam: Well, A.I. is created by humans. Then it evolves and realises that its creators are a threat to it. So it tries to destroy all the people
with nuclear weapons.
Linh: Sounds terrible!
2 This follow-up activity provides Ss with further speaking practice after the listening activity.
• Tell Ss to discuss and recommend an interesting fi lm about A.I. in groups. You can also suggest some social
media sites on the Internet where Ss can do some research or watch science-fiction (sci-fi) films about the rise
of intelligent machines.
• Ask some pairs to present their recommendations to the class.
Culture
People's attitudes towards intelligent machines
Lead-in: Inform Ss of the objective of the activity: enriching Ss’ knowledge by reading about the different attitudes
of people in developed countries towards intelligent machines.
• Have Ss brainstorm what they know about popular domestic robots in use today. Then ask them to give their
opinions about these automated machines. Write Ss’ opinions on the board and ask them to compare theirs
with those expressed by the people in the text.
• Ask Ss to read the questions and underline the key words before scanning the text for answers.
• Tell them to compare their answers in pairs.
Key 1. To help robot designers and developers to imagine the roadmap for their future development.
2. A lot of people think they are small domestic machines that can be controlled. A few want robots
to be friends that can speak and communicate with them.
3. People don’t want robots to look after children or animals.
4. because they fear that malfunctioning robots could be harmful and dangeous, and humans
might lose control over them.
5. Students’ answers
LESSON OUTCOME
• Elicit answers: I have improved my listening, speaking, and reading skills. I can recommend a science-fiction film
on A.I. I have also learnt about people’s attitudes towards artificial intelligence in some developed countries.
LOOKinG BaCK
Lead-in: Inform the class of the lesson objectives: reviewing pronunciation, vocabulary, and grammar.
Pronunciation
The aim of this activity is to help Ss to review sentence stress in speech.
• Remind Ss of the word classes that usually receive stress in sentences.
• Ask them to mark the stressed syllables when they are listening to the recording.
• Play the recording twice for Ss to do the activity. Have them compare their answers in pairs.
Grammar
1 Circle the correct answers. 2 Complete the sentences, using the active or
1. Instead of buying a new computer, why don’t you passive causatives. Follow the example.
have your old one __________? have + somebody + bare infinitive
A. to fix B. fixing have + something + past participle
get + something + past participle
C. fixed D. fixes
Example:
2. The owners of modern manufacturing plants A: Where’s your motorbike?
had workers doing heavy and repetitive tasks B: I sent it to the mechanic for him to repair.
__________ by robots. I had the mechanic repair it.
A. to replace B. replacing I had it repaired.
C. replaced D. being replaced I got it repaired.
3. NASA has had an autonomous spaceship _________ 1. A: Your hair is rather long.
the universe recently. B: I’ll have a friend ________________________________.
A. to explore B. explored I’ll have my hair ________________________________.
C. exploring D. explore I’ll get my hair _________________________________.
4. We had the computer technician _______________ 2. A: Your house needs a new coat of paint.
the new software for us.
B: I’ll have a worker ______________________________.
A. to install B. intalling
I’ll have it _______________________________________.
C. installed D. install
I’ll get it ________________________________________.
5. My mother always has the dishwashing machine
3. A: My computer often crashes.
__________ the washing-up after meals.
A. do B. doing B: Why don’t you have the computer technician
__________________________?
C. did D. to do
Why don’t you have it ________________________?
6. The newspaper editor-in-chief had a newswoman
Why don’t you get it __________________________?
__________ about the latest domestic robots.
A. to write B. writing 4. A: Your motorbike was fixed.
C. wrote D. write B: Yesterday I had my brother ___________________.
I had it _________________________________________.
7. The teacher had his students ______________ their
laptops to surf the Net for resources in his class. I got it __________________________________________.
A. using B. to use 5. A: Your smartphone needs updating.
C. use D. used B: I’ll have a repairman __________________________.
I’ll have it ______________________________________.
I’ll get it ________________________________________.
6. A: Who’s going to take your suitcase to the taxi

for you?
B: I’ll have a porter _______________________________.
I’ll have my suitcase ___________________________.
I’ll get my suitcase _____________________________.

1. In '1'8'8'4, 'G'M'T was a'dapted inter'nationally as a 'standard 'time 'zone.
2. The 'U'S'A is 'one of the 'largest and 'most 'powerful 'countries in the 'world.
3. The 'A.'I. 'robots will 'help 'humans to de'velop a 'more 'powerful 'memory in the 'future.
4. 'U'F'O is the 'acronym for Uni'dentified 'Flying 'Object.
5. I 'sent the 'package 'right 'away because I 'read the 'acronym 'A'S'A'P on its 'cover.
6. 'Thanks to the 'G'P'S I could dis'cover 'where my 'missing 'car was.
7. 'Let’s 'get to'gether 'next 'Sunday at '7 in the 'evening.
Vocabulary
The aim of this activity is to review the key words in contexts.
• Tell Ss to do the activity individually, and then compare their answers in pairs.
Key 1. malfunction 2. futurists 3. life-threatening 4. exterminated
5. operating 6. reduce 7. leading
Grammar
1 The aim of this activity is to help Ss to review the active and passive causative structures, and use them in
statements.
• Ask Ss to read each sentence carefully and select the appropriate option to complete it.
Key 1. C 2. C 3. b 4. D 5. A 6. D 7. C
2 The aim of this activity is to help Ss to review active and passive causative structures and use them in short
exchanges.
• Tell Ss to read the sentences and underline the agents and objects. Explain that this will help them to use the
appropriate structure when rewriting the sentences.
• Ask Ss to work individually, and then compare their answers in pairs.
Key
1. I’ll have a friend cut it./I’ll have my hair cut./I’ll get my hair cut.
2. I’ll have a worker paint it./I’ll have it painted./I’ll get it painted.
3. Why don’t you have the computer technician repair it?/Why don’t you have it repaired?/Why don’t you
get it repaired?
4. Yesterday I had my brother fi x it./I had it fi xed yesterday./I got it fi xed yesterday.
5. I’ll have a repairman update it./I’ll have it updated./I’ll get it updated.
6. I’ll have a porter bring my suitcase to the taxi./I’ll have my suitcase brought to the taxi by the porter. / I'll get my
suitcase brought to the taxi by the porter.
LESSON OUTCOME
What can you do now?
• Elicit answers: I have revised all language points in this unit. I can identify stressed words and use sentence
stress correctly in speech. I can use the active and passive causatives to talk about actions and events.

PROJECT
Work in groups of four. Do some research on one of the following topics.
- a kind of robot that is in use in fields such as entertainment, medicine and industry: its appearance and
functions, its cost, where it is used, its popularity, etc.
- a popular science-fiction film about artificial intelligence: the title, plot summary, characters, the cast (actors
and actresses), setting, and ratings
Then present the results of your research to the class. Include some video clips and relevant captioned
pictures in your presentation.
NOW I CAN
● understand and use words and phrases related to artificial intelligence
● identify and use sentence stress correctly
● use the active and passive causative structures with the verbs have and get
● read for specific information in article about artificial intelligence applications
● talk about the risks of artificial intelligence
● listen for specific information in a conversation about the future of artificial intelligence
● write an essay about the advantages and disadvantages of intelligent machines
● learn more about people’s attitudes towards intelligent machines

PrOJeCt
Lead-in: Inform the class of the project objective: further exploring the topic in a collaborative way.
• Ask Ss to work in groups of four to select one of the topics and carry out the research for their presentation.
• Ask them to select a group monitor. The group should discuss and decide on the topic and the information and
images they need to collect. Each group should also select certain students to be in charge of different things to
be done, for example: getting information about each sub-topic, preparing the presentation, finding relevant
photos or pictures, recording or downloading video clips, etc.
• Encourage Ss to assign a role to each group member when presenting their research to the class. Make sure
that each of them contributes to the group presentation.
• After the presentation, encourage the rest of the class to ask questions and give feedback on the contents of
the presentation and the performance of the group.
• Have the class vote for the best presentation.
Note
Helpful resources: http://www.robots-and-androids.com/medical-robots.html;
https://en.wikipedia.org/wiki/List_of_science_fiction_films_of_the_2010s
LESSON OUTCOME
• Elicit answers: I can make a presentation on artificial intelligence/robots/a science-fiction film. I can work
responsibly and collaborate with other group members to carry out the project.
NOW I CAN
• Ask Ss to self-check their lesson outcomes by ticking the correct column in the assessment box.
• If there is enough time, go through each item in the list to identify Ss’ strengths and weaknesses for
further remedial work.

Unit 8 THE WORLD OF WORK
This unit includes:
Vocabulary
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Pronunciation
t 4USFTTFEXPSET FYDFQUJPOT

Grammar
t 3FQPSUFETQFFDISFQPSUJOHPSEFST SFRVFTUT
offers, advice, instructions,...
SKILLS
t 3FBEJOHGPSTQFDJöDJOGPSNBUJPOJOKPC
1 Mai and Nam are talking about their advertisements
preparations for the world of work. t %JTDVTTJOHTLJMMTBOERVBMJUJFTOFFEFEGPSHFUUJOH
Listen and read. a job
t -JTUFOJOHGPSHFOFSBMJEFBTBOETQFDJöDJOGPSNBUJPO
Nam: Hi, Mai! about how to write a good CV
Mai: Hello, Nam. How are things? t 8SJUJOHB$7UPTVQQPSUBOBQQMJDBUJPOGPS
Nam: Great, thanks. I found a job advertisement for employment
the position of a waiter in a restaurant. I’m COMMUNICATION AND CULTURE
writing my CV to apply for the job. t *TTVFTSFMBUFEUPBKPCBQQMJDBUJPO
Mai: Can I see it? t 5IFKPCTFFLJOHFYQFSJFODFTPGBO&OHMJTITDIPPM
Nam: You asked to see the job advertisement? Okay, leaver
here it is.
Mai: Oh, you are applying for this job? But you still
go to school, Nam. Nam: Before we apply for any jobs, we need to
prepare a good CV and a covering letter very
Nam: Yeah, it’s just a part-time job, and I’ll only work carefully. They should include information
at the weekend. My father advised me to get about relevant qualifications, experience,
some work experience. and skills.
Mai: Well, my mum thinks working while still at Mai: Yes, but will employers have time to read
school is a waste of time. each application carefully? So many people
Nam: Really? are looking for jobs.
Mai: She told me to focus on my studies. She Nam: You’re right. There are usually a lot of job
advised me and my brother not to look for seekers applying for one position. Only a few
jobs until we have finished university. She also of them are shortlisted for an interview.
offered to do all the housework for us so that Mai: The job interview is also very important. Only
we have more time to study. the best candidate is recruited. Sometimes
Nam: I think your mother has her own reasons. there are even two or three rounds of
I guess she wants you and your brother to be interviews!
well-prepared for your future jobs. Nam: Yes, then new employees have to go through
Mai: I think so, too. It’s getting more and more an initial period of probation when the
difficult to get a good job nowadays. employer will assess their performance and
Nam: Yes, employers usually look for qualifications provide some training. If everything goes well,
and relevant experience. They also want job they will be confirmed as regular employees.
applicants to be able to demonstrate their Mai: It seems like hard work getting a job, Nam.
skills and qualities. I think I should start learning how to prepare
Mai: Sounds very challenging. How can we do that? my CV and practising my interview skills.
30 Unit 8 The world of work

Objectives
• understand and use words and phrases related to the world of work
• recognise stressed words (exceptions) and pronounce them correctly in connected speech
• use reported speech: reporting orders, requests, offers, advice, instructions, ...
• read for specific information in job advertisements
• discuss skills and qualities needed for getting a job
• listen for general ideas and specific information about how to write a good CV
• write a CV to support an application for employment
• learn more about the job seeking experiences of an English school leaver
Getting Started
Are we ready for work?
Lead-in: Inform the class of the lesson objectives: introducing the topic, some vocabulary related to the
world of work, stressed words (exceptions), and one grammar point: reported speech with orders, requests,
offers, advice, instructions, ...
1 Ask Ss to look at the picture next to the GETTING STARTED conversation and tell them that the two
people in the picture are Mai and Nam. They are talking about their preparations for the world of work.
Tell Ss that they are going to listen to the conversation between Mai and Nam.
• Tell them not to worry about the new vocabulary as unfamiliar words will be dealt with later.
• Play the recording. Have Ss listen and read the conversation silently.
• Elicit from Ss what should be done for the preparations, e.g. finding information in job advertisements,
writing a CV, writing a covering letter, getting information about the company or organisation, getting ready
for the interview, ...
Unit 8 The world of work 30T

2 Read the conversation again. Answer the
questions about it.
1. What is Nam doing?
2. Does Nam’s father want him to work while at
school? Why?/Why not?
3. Does Mai’s mother want her to work while at
school? Why?/Why not?
4. What information do job seekers need to include
in their CVs and covering letters?
5. Why is the probation period important?
6. Do you think you are ready for work? Why?/Why not?
3 Complete the text with the correct form of the

words from the box.
CV job seeker covering letter
job interview job advertisement
A (1) _____________________ is a person who is

trying to find a job. He or she often looks
for (2) ______________________ – notices in
newspapers or other mass media telling
people about an opportunity to get a job.
If the job seeker is interested in the job
and thinks that he is qualified for it, he will
prepare a written record of his education and
the jobs he has done, which is known as a
(3) _____________________ or curriculum vitae in
its full form. He also needs to send a letter
containing extra information which is called
a (4) ________________________. If his application
is impressive enough, he can be called for a
(5) _____________________, which is a meeting
in which interviewers ask the job seeker
questions to see whether he would be the
right person for that job.
4 Complete the sentences using the reporting

verbs from the conversation.
1. Mai _________________ to see the job advertisement.
2. My father _________________ me to get some work
experience.
3. She _________________ me to focus on my studies.
4. She _________________ me and my brother not to
look for jobs until we have finished university.
5. She also _________________ to do all the housework
for us so that we have more time to study.
31 Unit 8 The world of work Unit 8 The world of work 31

2 This activity focuses on Ss’ comprehension of the conversation.
• Tell Ss to read the questions carefully before reading the conversation for a second time.
• Help Ss with key words or phrases to make sure that they understand all the questions.
• Let Ss work in pairs to answer the questions.
• Check Ss’ answers as a class.
Key
1. He is writing a CV to apply for a part-time job.
2. Yes, he does. He wants his son to get some work experience.
3. No, she doesn’t. She wants her to focus on her studies.
4. They need to include information about their relevant qualifications, experience, and skills.
5. Because it is a period when the employer can assess the employee’s performance and provide them
with some training.
6. Students’ answers
3 This activity focuses on the meaning of some key words used in the conversation.
• Encourage Ss to use the context and clues in the conversation to work out the correct form of the missing
words. Then ask Ss to look at the words given in the box and study the context in which they are used in the
conversation. Ensure Ss understand the key words before moving on.
• Tell them to complete the text with the correct form of the words from the box.
• Let Ss compare answers in pairs or groups.
Key 1. job seeker 2. job advertisements 3. CV 4. covering letter 5. job interview
Note
A covering letter (cover letter in American English) accompanies a CV (résumé in American English) or an
application form. It should normally be no longer than one side of a single page. While in some countries
covering letters are handwritten, in Britain and North America they are typed, unless otherwise requested.
A good covering letter uses formal language and presents some key arguments for why your application
should be taken seriously. When there are many applicants for a job, employers may select which CVs to
read on the strength of this letter.
4 The aim of this activity is to help Ss to identify the examples of reported speech used in the conversation.
• Ask Ss to read the conversation again and complete the sentences using the words from the conversation.
Key 1. asked 2. advised 3. told 4. advised 5. offered
• Play the recording again if there is time.

LANGUAGE
1 The words in the left column are from the Stressed words: exceptions
conversation in GETTING STARTED. Match them
with the appropriate definitions in the right Listen and repeat the sentences, paying
column. attention to the stressed words.
a find new people to
join a company or 1. I’ll help you to write the CV if I can.
1. BQQMZ W
organisation 2. We would send you the application if we could.
3. Her mother can’t help her with the job application
b a certificate or a letter, but her sister can.
degree that you earn
after completing a 4. He isn’t interested in that job, but she is.
2. SFDSVJU W
course or passing an 5. She has the right skills to do the job, and he does,
FYBN too.
6. A: You can’t work under time pressure.
c a period of time B: I can work under time pressure.
3. RVBMJöDBUJPO O
during which your
employer can see if 7. I couldn’t write a CV two years ago, but I can write
you are suitable for one now.
the job
4. SFMFWBOU BEK
d make a formal
application or
request
5. QSPCBUJPO O
e correct or suitable for

a particular purpose
2 Complete the text with the correct form of the

words in 1.
"QQMZJOHGPSBKPCJTBQSPDFTTPGTFWFSBMTUBHFT DO
YOU KNOW…?
'JSTU XIFO B OFX KPC JT BEWFSUJTFE QFPQMF
t 8IFO BVYJMJBSZ WFSCT BOE NPEBM BVYJMJBSJFT

___________CZTFOEJOHUIFJS$7TBOEDPWFSJOH BSFOPUGPMMPXFECZBWFSC UIFZBSFTUSFTTFE
MFUUFST "MM UIFTF $7T BOE DPWFSJOH MFUUFST BSF Examples:
UIFO TDSFFOFE BOE POMZ UIF
___________ I’ll come to the party if I can.
BQQMJDBOUT XJUI TVJUBCMF FYQFSJFODF BOE We would lend you the motorbike if we could.

___________ BSF TIPSUMJTUFE BOE JOWJUFE GPS B t "VYJMJBSZ WFSCT BSF TUSFTTFE XIFO UIFZ BSF
used in contradictions.
KPC JOUFSWJFX *G UIF DBOEJEBUFT DBO QFSGPSN
Example:
XFMM BOE JNQSFTT UIF JOUFSWJFXFST EVSJOH UIF A: You haven’t applied for the job.
JOUFSWJFX UIFZ DBO CF
___________ /FYU UIF B: I have applied for it.
OFX SFDSVJUT PGUFO HP UISPVHI B
___________ t "VYJMJBSZ WFSCT BSF BMTP TUSFTTFE XIFO UIFZ
QFSJPE UIBU NBZ MBTU GSPN TFWFSBM NPOUIT UP B are used in time contrasts.
Example:
year, depending on the policy of the company
He wasn’t interested in that job, but he is
or organisation.
interested in it now.
32
32 Unit 8
Unit 8 The
The world
world of
of work
work
LanGUaGe • Check the answers as a class.
• Play the recording again and ask Ss to read aloud
Vocabulary along with it, imitating the correct pronunciation
of the stressed words and phrases.
1 This activity focuses on the meaning of some key • Afterwards, have Ss practise saying these
words used in the conversation.
sentences.
• Ask Ss to fi nd the words from the left-hand column • Call some Ss to read these sentences aloud in
in the conversation and underline them. front of the class. Praise Ss who can produce
• Encourage Ss to guess the meaning of the words these sentences with good pronunciation and
and then match them with their definitions in correct stressed words. Provide correction where
the right-hand column. Tell Ss to use the context needed.
around the words to help them work out the Key and audio script
meaning of each word.
1. I’ll help you to write the CV if I can.
• Ask Ss to compare their answers in pairs or
groups. 2. We would send you the application if we
could.
3. Her mother can’t help her with the job
Key 1. d 2. a 3. b 4. e 5. c application letter, but her sister can.
2 This activity provides Ss with an opportunity to 4. He isn’t interested in that job, but she is.
use the words they have learnt in 1. Ensure Ss 5. She has the right skills to do the job, and
clearly understand the meaning of each word he does, too.
before proceeding with the activity.
6. A: You can’t work under time pressure.
• Tell Ss to read the text carefully and use the B: I can work under time pressure.
contextual clues to work out which word best
completes each of the gaps. 7. I couldn’t write a CV two years ago, but I
can write one now.
• Let Ss complete the sentences individually, then
compare answers in pairs or groups. • If time allows, teach the idea in the Note below,
• Check Ss’ answers as a class. and give Ss the examples.
Key 1. apply 2. relevant Note
3. qualifications 4. recruited
Any word can be stressed for special emphasis.
5. probation
Examples
Pronunciation 1. I want to apply for this job. (I don’t want to
apply for other jobs.)
Stressed words: exceptions
2. I saw this job advert on my way to the gym.
This activity focuses on exceptions to stressed words (I didn’t see it on the way from the gym.)
in a sentence.
3. He practised the job interview with her.
• Play the recording and ask Ss to listen carefully (I didn’t practise the job interview with her.)
and underline the stressed words (spoken slightly
4. He asked her for the information. (He didn’t
louder and more slowly than other words).
ask me or others for the information.)
• Do not provide correction at this stage.
• Ask Ss to study the Do you know…? box to learn
the rules for exceptions to stressed words in a
phrase or a sentence.
• Play the recording another time, and allow Ss
to revise their answers based on the rules they
have learnt.
Grammar
DO
YOU KNOW…?
Reported speech: reporting orders, requests,
offers, advice, instructions, ... Reporting orders and requests
t 8FDBOVTFUIFTUSVDUVSFtell/ask someone to do
1 Rewrite the sentences in reported speech, something.
using the appropriate verbs from the box in Examples:
the correct tense. Direct speech Reported speech
ask offer tell advise ‘Spend more time on My father told me to spend
your studies.’ more time on my studies.
1. 0VSUFBDIFS‘:PVNVTUTUVEZIBSEGPSUIFöOBMFYBNT’ ‘Will you be able to The employer asked me if I
→ 0VS UFBDIFS _______________________________________ start the job this week?’ would be able to start the
2. 5IF KPC BQQMJDBOU ‘$PVME ZPV UFMM NF JG UIF job that week.
DPNQBOZQSPWJEFTDPNQVUFSTGPSBMMFNQMPZFFT ’
t 5IFOFHBUJWFJTtell/ask someone not to do
→ 5IFKPCBQQMJDBOU _________________________________ something.
3. 5IF DBSFFS BEWJTFS ‘:PV TIPVME EFWFMPQ ZPVS Direct speech Reported speech
DPNNVOJDBUJPOBOEQMBOOJOHTLJMMT’
‘You mustn’t skip classes My parents told me not
→ 5IF DBSFFS BEWJTFS ________________________________
to do your part-time job.’ to skip classes to do my
4. .Z NPUIFS ‘*MM öOE JOGPSNBUJPO BCPVU TIPSU part-time job.
DPVSTFTPOPSHBOJTBUJPOBMTLJMMTGPSZPV’ ‘Please don’t rush Our parents asked us not
→ .Z NPUIFS ________________________________________ into marriage before to rush into marriage
graduating and getting a before graduating and
2 Complete the sentences, reporting what was good job.’ getting a good job.
said. t *UJTBMTPQPTTJCMFUPSFQPSUBOPSEFSPSBSFRVFTU
MJLFUIJT
1. ‘8PVME ZPV MJLF UP TFF NF QMBZ JO B GPPUCBMM
Examples:
NBUDI ’
My father told me that I had to spend more time
→ 5IFNPOJUPSJOWJUFE_______________________________ on my studies.
We asked the employers if they would give us
2. ‘$PVMEZPVUFMMNFXIBUTLJMMT*OFFEJOPSEFSUP more information about the responsibilities of the
HFUUIJTKPC ’ part-time job.
→ 5IF BQQMJDBOU BTLFE UIF IFBE PG UIF IVNBO t 8FDBOBMTPVTFUIFTUSVDUVSFTask to do
SFTPVSDFTEFQBSUNFOU____________________________ somethingBOEask forwhen someone asks to
have something.
3. ‘*G ZPV MJLF *MM öOE NPSF JOGPSNBUJPO BCPVU UIF Examples:
DPNQBOZUIBUZPVBSFBQQMZJOHUP’
Direct speech Reported speech
→ .ZGSJFOEPòFSFE_________________________________
‘Can I see your identity The interviewer asked to
4. ‘(PBIFBE"QQMZGPSUIFKPC’ card, please?’ see my identity card.
→ )JTGBUIFSFODPVSBHFE____________________________ ‘Can I have the I asked the interviewer
5. ‘5IF XPSLJOH DPOEJUJPOT BU UIJT GBDUPSZ BSF company’s brochure, for the company’s
UFSSJCMF’ please?’ brochure.
→ )FDPNQMBJOFEUPIJTGSJFOET_____________________ Reporting offers and advice
6. ‘/P * DBOU UFMM ZPV XIBU UIF EJSFDUPST TBMBSZ JT t 8FDBOVTFofferBOEadviseXJUIBtoJOöOJUJWF
CFDBVTFUIBUJOGPSNBUJPOJTDPOöEFOUJBM’ Examples:
→ 4IFSFGVTFE_______________________________________ Direct speech Reported speech
‘I’ll help you to write My brother offered to
When we report a speaker’s words, we don’t just your CV.’ help me to write my CV.
apply rules mechanically. We interpret what we ‘I think you should My teacher advised us
hear or have heard, so we use the appropriate learn how to use some to learn how to use some
computer applications.’ computer applications.
reporting verbs (introductory verbs).

Grammar • agree/claim/complain/deny/exclaim/explain +
that-clause
Reported speech: reporting orders, requests, Examples:
offers, advice, instructions, ...
Direct speech Reported speech
1 This activity asks Ss to rewrite the given sentences ‘You never ask for He/She complained that I never
in reported speech, using the appropriate verbs my opinion.’ asked for his/her opinion.
from the box in the correct tense.
• Ask Ss to read each of the direct speech sentences • inform somebody/promise/suggest + that-clause;
and identify the functions of these sentences (to explain to somebody + how
order, to request, to advise, to offer). • wonder + where/what/why/how + clause (when
• Encourage them to refer to the Do you know…? box the subject of the introductory verb is not the
to get more information about reported speech. same as the subject of the direct question)
• Have Ss work individually fi rst. Ask them to rewrite • wonder + to-infinitive or clause; wonder + where/
the sentences in reported speech, using the what/how + to-infinitive (when the subject of the
appropriate verbs from the box in the correct tense. infinitive is the same as the subject of the verb)
Examples:
• Ask Ss to compare answers in pairs.
• Check Ss’ answers as a class. Direct speech Reported speech
Suggested answers ‘What is the right He/She wondered what the right
answer?’ answer was.
1. Our teacher told us to study hard for the final exams.
2. The job applicant asked if the company provided ‘Shall I apply for He/She wondered whether to
computers for all employees. this job?’ apply for that job.
or:
3. The career adviser advised us to develop our He/She wondered whether he/
communication and planning skills. she should apply for that job.
4. My mother offered to find information about short
courses on organisational skills for me. 2 This activity gives Ss further practice with reported
speech.
Notes When we report a speaker’s words, we don’t
• Ask Ss to read the sentences written in direct
just apply rules mechanically. We interpret the
speech and identify the functions of these
meaning of what we hear or have heard, so we
sentences.
can use the appropriate reporting verbs. Some of
these introductory verbs are: • Have Ss work individually fi rst.
• agree/demand/offer/promise/refuse/threaten/ • Get ready to help Ss if necessary, using the rules in
claim + to-infinitive the Do you know ...? box and the Notes given above.
• Invite some Ss to write their sentences on the board.
Examples:
Direct speech Reported speech Suggested answers
‘Get to work on time He/She threatened to sack me if 1. The monitor invited me to see him play in a football
or I’ll sack you.’ I didn’t get to work on time. match.
• advise/allow/ask/beg/command/encourage/ 2. The applicant asked the head of the human
forbid/instruct/invite/order/permit/remind/urge/ resources department to tell him what skills he
warn/want + somebody + to-infinitive needed in order to get that job.
Examples: 3. My friend offered to find more information about
the company that I was applying to.
Direct speech Reported speech 4. His father encouraged him to apply for the job.
‘I’d like you to join me He/She invited me to join 5. He complained to his friends about the terrible
in doing this project.’ him/her in doing that project. working conditions at that factory.
6. She refused to tell me what the director’s salary was
• accuse somebody of/apologise for/admit (to)/
because that information was confidential.
boast about/complain to somebody about/deny/
insist on/suggest + -ing form. LESSON OUTCOME
Examples: • Ask Ss: What have you learnt today?
Direct speech Reported speech What can you do now?
• Elicit answers: I have learnt some key vocabulary
‘I’m the best He/She boasted about being the best items related to the world of work. I can recognise the
candidate in the candidate in the final round of interviews. exceptions to stressed words and pronounce them
final round of
interviews.’ correctly. I can change sentences from direct speech
to reported speech appropriately.

SKILLS
READING
Are you qualified for the job?
Apprentice Administrator
in a Car Dealership
A successful car dealership specialising in second-
hand cars is looking for an apprentice administrator
to provide administrative support for the team.
This would be a fantastic opportunity for someone
looking for an entry-level position in administration
as no experience is required. The ideal candidate
1 Below are some skills and qualities required should also be able to work on Saturdays.
for the position of an apprentice administrator.
Tick the ones that you have. Do you think you Main responsibilities
are qualified for this job? • Answering telephone calls and responding to
emails
 • Meeting and greeting customers
Having time management skills • Filing and entering data
Having communication skills • Typing reports and creating spreadsheets
Well-spoken and articulate • Taking minutes at meetings
• Arranging meetings
Responsible and self-motivated
Flexible and eager to learn Requirements
• 18 years of age or older
Friendly and approachable
• Finished school with a National Certificate of
Well-organised Secondary Education
Able to work to deadlines and prioritise tasks • Excellent time-management skills
• Good communication skills
• Well spoken and articulate
2 Read the job advertisement. Match the
highlighted words in the advertisement with • Responsible and self-motivated
the following meanings. Write the words in the • Flexible and eager to learn
space provided. • Friendly and approachable
1. a person whose job is to • Well-organised
manage and organise the • Able to work to deadlines and prioritise tasks
public or business affairs of
a company or an institution ______________________ The successful candidate will be offered:
• competitive salary
2. becoming an expert in a
• ongoing training
particular area of work or
business ______________________ • 12 days of annual leave
• long-term job prospects in the company after
3. put tasks or problems in
six-month apprenticeship
order of importance so that ______________________
you can deal with the most To apply for this position, send your CV and a
important first covering letter to hr@hungphamcarsales.com. For
4. selected for final further information, please phone Ms Kim Thanh at
consideration ______________________ 0123975648.
5. friendly and easy to Please note that only shortlisted candidates will be
understand and to talk to ______________________ contacted.
34 Unit 8
Unit 8 The
The world
world of
of work
work
SKiLLS
READING
Are you qualified for the job?
Lead-in: Inform the class of the lesson objective: reading for specific information in job advertisements.
1 This is a pre-reading activity which aims to get Ss involved in the lesson and help them to activate their prior
knowledge about the topic. There are no right or wrong answers in this exercise.
If necessary, provide Ss with the meanings or explanation in Vietnamese of some possible new words.
well-spoken (adj): having a way of speaking that is considered correct or elegant
articulate (adj): good at expressing ideas or feelings clearly in words
self-motivated (adj): capable of hard work and effort without the need for encouragement
flexible (adj): able to change to suit new conditions or situations
• Have Ss work individually fi rst, ticking the skills and qualities that they have.
• Then ask Ss to talk with a partner to get the same information about him/her.
• Invite some Ss to tell the class whether they think they are qualifi ed for the job and give reasons.
Key Students’ answers
2 In this activity, Ss have to match the meanings provided with the highlighted words from the text. This is to
reinforce the learning of key vocabulary words, and allow Ss to practise eliciting from context.
• Ask Ss to read carefully the meanings provided and look at the highlighted words in the advertisement.
Encourage Ss to study the context around the highlighted words which helps them to work out the meanings
of these words.
• Have Ss work individually to write the correct words next to the meanings.
• Ask them to compare their answers in pairs or small groups.
Key 1. administrator 2. specialising 3. prioritise
4. shortlisted 5. approachable

SPEAKING
Skills and qualities
3 Read the job advertisement in 2 again and
decide whether the statements below are true
(T), false (F), or not given (NG).
T F NG
1. Job applicants must have the
relevant working experience to
apply for this job.
2. The job involves office work such
as typing reports and taking
minutes at meetings.
3. The job applicant is expected to
be good at time management
and communication.
4. Being flexible is the most important
quality required for the job.
1 Look at the lists of skills and qualities. Can you
5. After finishing the apprenticeship, add more of them? Choose a job in the box below,
the person will be recruited on a and decide on the skills and qualities needed for
long-term contract. the job. Tell your partner about the job.
4 Read the final part of the advertisement shop assistant chef teacher
carefully. Answer the following questions. farmer doctor police officer
flight attendant engineer
1. What benefits will you be offered if you get the
apprenticeship?
Skills Qualities
2. How can you apply for the apprenticeship?
working in a team polite
3. How can you get additional information about
the apprenticeship? applying new skills trustworthy
4. Who will be contacted and invited to an solving problems self-motivated
interview? communicating ideas confident
following orders compassionate
5 Discuss the questions with a partner.
working under pressure energetic
Which benefits of the apprenticeship mentioned
in the advertisement are the most important to meeting deadlines enthusiastic
you? Why? prioritising tasks creative
… …
… …
Examples:
I think a chef needs to be self-motivated, hard-
working, and creative. He/She also needs to be
good at planning menus and instructing cooks.
I think the job of a doctor is very challenging. He/
She has to work under a lot of pressure. The job
also involves a lot of interaction with patients. It is
very important for a doctor to be kind, caring, and
compassionate.

3 This activity helps Ss to practise reading for • Invite several pairs to summarise their discussions
specific information. and present their opinions to the rest of the class.
Encourage other Ss to ask follow-up questions.
• First, ask Ss to read the questions carefully to
decide whether the statements are true (T), false Key Students’ answers
(F), or not given (NG).
LESSON OUTCOME
• Then let Ss compare their answers in pairs or small
groups. Encourage Ss to provide reasons for their
answers. They may refer back to the text to get
• Elicit answers: I have learnt to scan a job
the necessary information.
advertisement for specific information.
• Check Ss’ answers as a class and explain any points I have learnt what to prepare for a job
if necessary. Have Ss correct the false statements. application.
Key 1. F 2. T 3. T
4. NG (flexibility is one valuable quality, SPEAKING
but may or may not be the most
important) Skills and qualities
5. NG (long-term prospects are only a Lead-in: Inform the class of the lesson objective:
possibility after the apprenticeship) discussing skills and qualities needed for getting
a job.
4 This activity gives Ss further practice on reading
for specific information. 1 This activity is the first step in preparing Ss for
• Ask Ss to look at the questions quickly and achieving the final objective of the Speaking
underline some key words which can help them lesson – discussing skills and qualities needed for
to locate the specific information in the text getting a job.
(e.g. benefits, how, apply, additional information, • Have Ss look at the jobs given in the box and
contacted, invited, interview). the lists of skills and qualities. Encourage Ss
• Let Ss read the fi nal part of the advertisement to add further jobs, skills, and qualities to the
individually to find the information and answer lists. Alternatively, suggest further jobs, skills,
the questions. Then Ss compare their answers in and qualities from the Notes below. Ask them
pairs or groups. to choose one job and decide on the skills and
• Encourage Ss to explain exactly which information qualities needed for that job. Encourage Ss to
from the text helps them to answer the questions. look at the given examples for reference.
• Let Ss work in pairs and practise telling each other
Key about their chosen jobs.
1. Competitive pay, ongoing training, 12
days of annual leave, and long-term job Key Students’ answers
prospects in the company after completing
Notes
the apprenticeship.
2. I need to send my CV and a covering letter Other possible skills: using your hands,
to hr@hungphamcarsales.com. delegating tasks, finding compromises,
3. For additional information, I can call Ms Kim artistic skills, computer skills, etc.
Thanh at 0123975648. Other possible qualities: thoughtful, fit,
4. Only shortlisted candidates will be flexible, positive, reliable, determined,
contacted and invited to an interview. hardworking, conscientious, creative,
patient, etc.
5 This follow-up activity enables Ss to personalise
the topic.
• Ask Ss to discuss the questions in pairs and give
reasons for their answers.

2 Complete the conversation between Lan and LISTENING
Nam using the information in the box. Then
practise the conversation in pairs. What makes a good CV?
Lan would like

to
work as a chef Nam wants to be a
in the
future. She is ha teacher. He is very
rd- good at science
working, creativ
e, subjects. He is
and self-motivat
ed. friendly. He loves
She is also good
at children and can
planning menus
and can give cl communicate his
ear
instructions. ideas very clearly to
other people.
Nam: What kind of job would you like to have in

the future?
Lan: I’d like to work (1) _____________________.
Nam: Really? Why do you want to be a chef?
Lan: Well, I think I have (2) ______________________.
I’m (3) _____________________.
Nam: I agree. I’ve always admired your creativity.
Lan: I’m also good at (4) __________________ and can
(5) _____________________ .
Nam: Yes, you have excellent communication skills.
I hope you will become a master chef one
day. 1 Work in pairs. Ask and answer the following
questions.
Lan: Thank you! What about you?
1. What is a CV?
Nam: I don’t really know. My parents want me to
2. How important is your CV in applying for a job?
study medicine, but I don’t think I’d like to
be a doctor. I want (6) _____________________ 3. What makes a successful CV?
instead.
Lan: Great, but do you think you can be a good
2 Match the words with their meanings.
teacher? 1
a full of details in an
Nam: Actually, I’m very good at (7) __________________. unique (adj)
untidy way
I’m (8) ___________________, I love children, and
I can (9) _______________. My biology teacher 2 b very special
also advised me to consider becoming a tip (n)
teacher. c the department in a
3 company that deals
Lan: I think she is right. I believe that you will with employing and
cluttered (adj)
become a great biology teacher! training people
4 d a useful piece
3 Work in pairs. Make a similar conversation to tailor (v) of advice about
the one in 2. Use the words and phrases in 1 something practical
and your own information. 5
e adapt something for
personnel (n)
a particular purpose
36
36 Unit 8
Unit 8 The
The world
world of
of work
work
2 This activity provides Ss with a model conversation LISTENING
in which Ss discuss skills and qualities they need
to have in order to do specific jobs. What makes a good CV?
• Ask Ss to read the information about Lan and Lead-in: Inform the class of the lesson objectives:
Nam in the box, then use it to complete the listening for general ideas and specific information
conversation between them. about how to write a good CV.
• Have Ss work in pairs to role play the conversation.
1 This activity is a pre-listening activity, which aims
Encourage them to use the correct sentence stress.
to introduce the topic of the listening text and get
Key Ss to brainstorm ideas related to the topic.
1. as a chef • Ask Ss to discuss the questions in pairs. Encourage
2. the qualities needed to be a chef them to write down their answers so that they can
compare them later, after listening to the talk.
3. hard-working, creative, and self-motivated
4. planning menus
5. give clear instructions 2 The aim of this activity is to introduce new
6. to be a teacher vocabulary items which will help Ss to understand
the listening text.
7. science subjects
• Ask Ss if they know any of the words given and
8. friendly guess their meanings.
9. communicate my ideas very clearly to other • Teach Ss these words and give some examples to
people illustrate the meanings and uses of these words.
3 This activity is a free practice. Ss use the words and • Let Ss match the words with their meanings.
phrases in 1 and their own information to make a • Check Ss’ answers as a class.
conversation similar to the one in 2 to discuss skills Key 1. b 2. d 3. a 4. e 5. c
and qualities they need in order to do certain jobs.
• Put Ss into pairs and ask them to prepare their
conversation as required.
• While Ss are doing the activity, walk around the
class to offer support, if necessary.
• Invite several pairs to role play their conversation
in front of the class. Provide feedback and correct
any frequently occurring mistakes.
LESSON OUTCOME
• Elicit answers: I have learnt about
different jobs and the skills and qualities
needed to do those jobs. I can take part in
a conversation about skills and qualities
needed for certain jobs.

WRITING
How to write a CV
3 Mr Le, an invited speaker, is talking to grade 1 Look at the following job advertisements.
12 students about how to write a good CV. Which of the jobs would you like to apply for?
Listen to his talk and check your answers to the Think about whether you have the necessary
questions in 1. skills and qualities. Share with a partner.
4 Listen again and complete each of the ZOO VOLUNTEERS

sentences with no more than three words. The city zoo is looking for weekend
volunteers. Responsibilities include
1. Your CV is one of the most important answering general questions from the
requirements for getting ____________________. zoo visitors, assisting
2. If your CV looks _________________ and confusing, educational programmes,
and helping feed the
the personnel manager is going to think that you
animals. Benefits include
will be a cluttered and confused employee.
... .
3. Many companies nowadays use _________________
to scan CVs for important key words.
4. Every job you apply for is going to have a unique
_________________.
5. You should have a different and unique CV for COFFEE HOUSE SERVERS
_________________ you apply for. A popular coffee house near the university
seeks baristas to make coffee
and serve snacks. Outgoing
personality and high energy
are more important than
experience. Free coffee
and meals ... .
SHOP ASSISTANTS
A trendy clothing store seeks part-time

shop assistants. The store is in a convenient
5 Work in groups. Which of the three tips from location and the working hours are flexible.
Mr Le’s talk do you think is the most useful for Previous experience or interest in fashion is
you? Why? preferred. Salary is ... .

3 This activity focuses on the skill of listening for Finally, you should remember to tailor your CV to the job you are
specific information. applying for. Every job you apply for is going to have a unique set of
• Tell Ss that they will listen to the talk once to get requirements. So, you should ensure that your experience and skills
are completely aligned with those requirements. That is why you
answers to the questions in 1 with the information should have a different and unique CV for every job you apply for.
from the recording.
• Play the recording without pausing. OK, so I’ve just given you the three most important tips that will
make your CV stand out. Of course, there are still other techniques
• Ss can compare their answers now with their that you can use. Now, if you have any questions about writing a
earlier answers. Let Ss compare their answers with CV, please don’t hesitate to ask me.
a partner. After that, check Ss' answers as a class. If
necessary, play the recording again, pausing where Student 1: Mr Le, should I include my hobbies and interests in my CV?
Ss may have difficulty understanding the listening (fading voice)....
text or where Ss can get the answer to a specific
question. 5 This activity provides Ss with an opportunity to
Key relate the content of the listening text to their own
1. A CV is a written record of your education situation.
and work experience. • Put Ss into groups to discuss the useful tips for writing
2. It makes the first impression on your potential a good CV.
employer, and it can be the deciding factor in • Ask groups of Ss to rank the tips in order of usefulness
whether or not you can get an interview. and to give reasons for their decisions.
3. A successful CV is simple in design, includes • Invite Ss from several groups to report the results
key words from the job description, and is of their discussion.
tailored to the job you are applying for.
• Give Ss encouraging feedback and correct only
4 This activity focuses on the skill of listening for frequently occurring mistakes.
specific information. Key Students’ answers
• Tell Ss to read the sentences and try to predict the
words/phrases (parts of speech, rough meanings, LESSON OUTCOME
etc.) needed to complete them. • Ask Ss: What have you learnt today?
• Play the recording again. Ask Ss to take notes
while listening and then use the notes to complete
the sentences. For a weaker class, pause after the • Elicit answers: I have learnt some useful tips for
information so that Ss can complete each sentence. writing a CV. I can listen for general ideas and
• Let Ss compare their answers in pairs. Then check specific information about how to write a good CV.
answers as a class.
Key 1. a job 2. cluttered WRITING
3. digital software 4. set of requirements How to write a CV
5. every job Lead-in: Inform the class of the lesson objective: by
Audio script the end of the lesson, Ss should be able to write a CV
Presenter: Good morning, everybody! As part of our programme to to support an application for employment.
support school leavers, last week you had a chance to listen to 1 The aim of this activity is to provide Ss with some
Mr Le talk about the skills and qualities you need to prepare for
ideas about the requirements of jobs.
the workforce. Today, Mr Le has come back to give you some
useful tips on how to write your CV, which is the written record • Ask Ss to read the job advertisements and choose
of your education and work experience. the one that they would like to apply for. Ss should
Mr Le: Hello everyone! Thank you for inviting me back. As you know, be prepared to explain why they want the job.
your CV is one of the most important requirements for getting a • Let Ss work in pairs to tell each other about their
job. It is the first impression you make on your potential employer. choices.
More importantly, it can be the deciding factor in whether or not • Invite some Ss to talk to the class about their or
you can get an interview. And here are the top three tips for their partner’s choices and reasoning.
getting the most out of your CV.
Sample answer
The first CV writing tip is to keep it simple in terms of design. If your
CV looks cluttered and confusing, the personnel manager is going I would like to apply for the position of a zoo
to think that you will be a cluttered and confused employee. volunteer at the city zoo. I love animals and I have
read a lot about them, so I think I can help a lot.
Tip number two is that you need to include important key words At home, I often take care of my family’s two dogs.
from the job description in your CV. Many companies nowadays Feeding them and walking them every day are my
have digital software to scan CVs for important key words. So, if you duties, so I think I have relevant experience.
don’t have those key words in your CV, you won’t be shortlisted.
2 Look at the sample CV. Some pieces of
information have been taken out. Where COMMUNICATION
should the writer put them? Match the words
and phrases (A-E) with the gaps (1-5) in the CV. AND CULTURE
A. Skills B. Personal details
C. Education and qualifications Communication
D. Achievements E. Responsibilities
Work-related issues
CURRICULUM VITAE
1. _____________________________________________________
1 Work in groups and discuss these questions.
Name: Nguyen Thanh Long 1. At what age should a young person get a job?
Address: 1559 To Hieu, Ha Dong, Ha Noi Give reasons.
Mobile phone: 09172800000
Home phone: (04) 36668888 A. 14 and under
Email: thanhlongnguyen@speedymail.com B. 15-18
Personal summary and career objectives C. 19 and over
I am a self-motivated individual who can work hard,
communicates well, and has good interpersonal skills. 2. What are the three most important qualities that
I have recently completed upper secondary education and will help a job applicant to get a job? You may
received the National Certificate of Secondary Education.
choose from the following list or come up with
I am seeking a starting position in the business field to
obtain real-world experience and learn new skills. your own ideas. Give reasons.
2. _____________________________________________________
A. Responsible
2012-2015: Quang Trung Upper Secondary School, B. Reliable
awarded the National Certificate of Secondary Education C. Dedicated
2008-2012: Nguyen Hue Lower Secondary School D. Well-organised
2003-2008: Tran Quoc Toan Primary School
3. Which of the following are the top skills that job
Work experience
seekers need? Give reasons.
2013-2014: Shop assistant (part-time), Ha Trang
Clothing Company A. Working collaboratively in a team
3. _____________________________________________________ B. Communication skills
t (SFFUJOHBOEBTTJTUJOHDVTUPNFST C. Time-management skills
t ,FFQJOHUIFTUPSFUJEZBOEDMFBO BOENBLJOH D. Problem-solving skills
sure all clothing items are on display
t "UUBDIJOHQSJDFUBHTUPOFXDMPUIJOH E. Applying new knowledge and skills
t (JWJOHBEWJDFBOEHVJEBODFPODMPUIJOHTFMFDUJPO
4. _____________________________________________________
t Received the ‘Shop Assistant of the Month’ award
t 3FDFJWFEUIFUIJSEQSJ[FJOUIF&OHMJTITQFBLJOH
contest in the final school year 2 Present your group’s ideas to the class.
5. _____________________________________________________
t 1SPöDJFOUJODPNQVUFSBQQMJDBUJPOTMJLF.48PSE
Excel, and PowerPoint
Interests
t 8PSLJOHPVUBUUIFHZN
References
t "WBJMBCMFVQPOSFRVFTU
3 Write your own CV to apply for one of the jobs

advertised in 1 following the structure of the
sample CV in 2. Remember to tailor your CV
so that your experience and skills are aligned
with the job requirements.

2 The aim of this activity is to provide Ss with a LESSON OUTCOME
model of a CV so that Ss can write their own CVs • Ask Ss: What have you learnt today?
in the next activity. What can you do now?
• Ask Ss to look at the subheadings taken out from • Elicit answers: I can write my own CV to
a CV, then read the CV carefully and complete it apply for a job I would like to do.
with the given subheadings.
• Let Ss check their answers in pairs or groups.
Encourage Ss to give explanations for their choice.
• Check Ss’ answers as a class. COMMUniCatiOn and CULtUre
Key 1. B 2. C 3. E 4. D 5. A
3 The product of this activity should be Ss’ Communication

completed CVs. Work-related issues
• Ask Ss to write their own CVs, based on the jobs Lead-in: Inform the class of the lesson objective:
they chose in 1 and the model CV in 2. further skills development.
• Let Ss work in pairs swapping their CVs for their 1 This activity aims to provide further communication
partner to read and give comments. practice by engaging Ss in a discussion about work-
• If time is limited, this activity can be assigned as related issues and improving their reasoning and
homework. persuasion skills.
• Let Ss form groups and start their discussion.
Sample CV to apply for the post of a barista Ask each group to choose a discussion leader
to monitor the group discussion and make sure
CURRICULUM VITAE every member contributes their ideas. Have one
Personal details
of the group members take notes.
Name: Hoang Tuan Hung
Address: 1568 Tan Mai Street, Hoang Mai District, Ha Noi • Walk around the class to off er help, if necessary.
Mobile: 01234500000 2 The aim of this activity is to help Ss to further
Home phone: (04) 38886666 improve their speaking skills by presenting the
Email: hung_tuanhoang@speedymail.com results of their groups’ discussion to the class.
Personal summary and career objectives • Ask Ss to work in groups and read their notes from
I am a responsible individual who can work 1 to prepare for their presentations.
hard, communicates well, and has excellent • Set a time limit and walk around to help Ss to
interpersonal skills. I have recently completed organise their ideas.
upper secondary education and received the
National Certificate of Secondary Education. I • Invite several groups to present the results of their
am seeking a starting position as a barista so discussion. Encourage other Ss to ask follow-up
that I can obtain real-world experience and questions.
learn new skills. Sample answers
Education and qualifications 1. In our group we think people should start looking
2012 – 2015: Thang Long Upper Secondary School for a job after leaving school at the age of 18. This
2008 – 2012: Tan Mai Lower Secondary School can be a part-time job or a voluntary one, not
2003 – 2008: Tan Mai Primary School necessarily a permanent job. When people start
Work experience working, they become more responsible for their
Summer, 2014: Waiter at a student canteen lives and contribute more to society.
Responsibilities 2. We all believe that the three most important
Greeting customers and arranging seats for them qualities are reliability, responsibility, and
Taking orders from customers and serving them flexibility. Employers really want to find the
snacks and drinks people who they can rely on. Also, they want their
employees to be flexible to adapt well to the ever
Skills changing working environment.
Good communication and interpersonal skills 3. All of the members of my group agree that the
Interests necessary skills for job seekers are communication,
Reading books about making drinks problem solving, and collaboration.When employees
Learning foreign languages can communicate with each other, it is easier for
References them to work together to solve problems.
Available upon request
Culture
My name is Harry and I live

in Bath, a small beautiful
city in the south-west
of England. I left school
when I was 18, after
taking my A levels.
My results were not
great, but probably high
enough for university.
However, I am not very
academic so I decided not
to study for a degree.
I thought there would be
lots of companies looking
for bright school leavers 1 Read the text about the job seeking experiences
who want to head straight of Harry, an English school leaver, and decide
into the world of work through whether the following statements about it are
an apprenticeship. Money was true (T), false (F), or not given (NG). Tick the
also a problem. Although there correct box.
are tuition loans available and
T F NG
my parents were willing to help me financially,
I didn’t want to borrow money and then graduate 1. Harry wanted to go to
from university with a huge debt. university, but his A level results
were too low.
I started looking for an apprenticeship and it 2. Harry believed that it would be
took me several months to get my first interview. easy to find an apprenticeship
My application was not successful; there were because many companies want
to recruit bright school graduates.
more than 4,000 applicants and only 20 were
selected. I realised that apprenticeships were very 3. Harry was not successful at his
first interview because he didn’t
competitive so I started to look for other jobs. prepare well for it.
I worked as a barista at coffee shops, I interviewed
4. He stopped applying for
people on the street, I sold tickets for events, and apprenticeships when he was
I was even a human statue at different theme offered part-time jobs.
parks and festivals. I was not only enjoying myself, 5. His parents gave him £200 to
but managed to save more than £2,000. buy a trailer to start his mobile
catering business.
Then while I was working at one of the music
festivals, I had an idea. Why not start up a mobile 6. He now employs 15 people who
travel with him to different
catering business? Buying a small trailer didn’t events in the UK.
require a large investment and finding someone
to cook was easy. Now I have a team of 15 people, 2 Discuss the following questions with a partner.
travel to fantastic events around the country,
Do you think you can become successful without
sell delicious food, and then watch people enjoy
a university degree? Do you know any young
it. Although I didn’t get my ideal apprenticeship
people who have followed a similar career path
in software development or accountancy, I am a
in Viet Nam? What can you learn from Harry’s job
successful young entrepreneur.
seeking experience?

Culture
The aim of this section is to provide Ss with information about the job seeking experience of an English
school leaver.
• As a warm-up activity, ask if Ss know anything about how English school leavers look for jobs. Give them
some suggested questions to discuss: Will they need their parents’ support in looking for a job? What should
they consider before deciding whether to continue on to further study or to start looking for jobs after leaving
school?
• Have Ss brainstorm ideas, but do not correct them at this stage of the lesson. Encourage Ss to share with the
class the ideas they have brainstormed.
Note
A level: A qualification in the British school system. A (Advanced) level exams are usually taken at the age
of 18, and determine whether a student will be accepted into a university.
• Some of the words or phrases in the text may be diffi
cult or unfamiliar. Have Ss guess their meaning or,
to save time, provide equivalent words or explanation in Vietnamese before Ss read the text.
Possible new words:
academic (adj): good at subjects involving a lot of reading and studying
tuition (n): the money that you pay to be taught in a college or university
trailer (n): a container with wheels which is pulled by another vehicle
entrepreneur (n): a person who makes money by starting or running a business
1 This activity focuses on developing comprehension skills and checking Ss’ understanding of the text about
the job seeking experience of an English school leaver.
• Ask Ss to read the text individually to get an overall idea about its content, then decide whether the statements
about Harry, the English school leaver are true (T), false (F), or not given (NG). Ss can refer back to the text if
necessary.
• Ask Ss to compare their answers in pairs or groups.
Key 1. F 2. T 3. NG 4. F 5. NG 6. T
2 The aim of this activity is to relate the text content to the situation in Viet Nam.
• Put Ss into pairs to discuss the questions. Then invite several Ss to present their answers to the class.
LESSON OUTCOME
• Elicit answers: I have improved my speaking and reading skills. I can give a talk about work-related issues.
I have learnt about the job seeking experience of an English school leaver.

LOOKING BACK
Listen to the following exchanges and Turn the following sentences into reported
underline the stressed words. Then practise speech, using the reporting verbs in the box.
them with a partner, using the correct urge promise encourage ask
sentence stress. complain exclaim inform refuse
1. A: Do you think communication skills are really
1. Mike: ‘How long will it take you to finish writing
important?
your CV, Mira?’
B: Well, some people think they aren’t
_____________________________________________________
important, but, in fact, they are.
2. A: Can people without a university degree 2. Mira: ‘I think I will need another two hours.’
apply for this job? _____________________________________________________
B: Yes, they can.
3. Mike: ‘Try to finish it by 4 p.m. so that you can
3. A: Should I ask my brother to help me to write come and watch the football match.’
the CV?
_____________________________________________________
B: Yes, certainly you should.
4. A: You haven’t been shortlisted for the 4. Mira: ‘That’ll give me only an hour!’
interview. _____________________________________________________
B: I have been shortlisted for it.

5. Mike: ‘Come on, just write it quickly.’
_____________________________________________________
6. Mira: ‘Sorry, I won’t be able to leave the house

before 4 p.m. because I want to write a very
impressive CV.’
_____________________________________________________
7. Mike: ‘But you never come and see me play.’

_____________________________________________________
Vocabulary
8. Mira: ‘I’ll come to your next match. I promise!’
Underline the correct word in each sentence.
_____________________________________________________
1. If you want to get a job, you should look for job
(adverts/CVs).
2. Don’t forget to read the information about the
required skills and qualities to see if you have
the (relevant/reliable) job experience.
3. If you (change/tailor) your CV to suit the job
requirements, you can increase your chances of
getting an interview.
4. After the CV screening process, only a small
number of (interviewers/candidates) are invited
for a job interview.
5. The new (employee/employer) is usually confirmed
after a period of probation.

Vocabulary
LOOKinG BaCK
The aim of this activity is to help Ss to revise the key
vocabulary items in the unit.
reviewing pronunciation, vocabulary, and grammar. • Ask Ss to underline the correct word in each
sentence.
Pronunciation • Let them compare their answers in pairs or groups.
This activity helps Ss to review the rules for stressed • Check Ss’ answers as a class.
words, with a focus on exceptions to stressed words. Key 1. adverts 2. relevant 3. tailor
• Help Ss to review the words that are usually 4. candidates 5. employee
stressed (content words, negative auxiliaries,
demonstrative pronouns when not followed by a Grammar
noun, possessive pronouns, and questions words)
and exceptions to stressed words (auxiliary This activity provides further revision of reported
speech by turning examples of direct speech into
verbs and modal auxiliaries when not followed
reported speech.
by a verb).
• Let Ss work individually, and then compare their
• Play the recording. Ask Ss to listen and repeat, answers in pairs or groups.
paying attention to the stressed words. • Ask individual Ss to write their sentences on the
• Ask Ss to underline the stressed words, then board.
compare their answers in pairs or groups. • Check Ss’ answers as a class.
• Check Ss’ answers as a class. Suggested answers
• Then play the recording again and ask Ss to listen 1. Mike asked Mira how long it would take
and read along. her to finish writing her CV.
2. Mira informed him that she would need
• Ask Ss to practise in pairs, taking turns to be A
another two hours.
and B.
3. Mike encouraged/urged her to try and
• Walk around and comment on the pairs’ finish it by 4 p.m. so that she could come
performance and praise Ss who can pronounce and watch the football match.
the stressed words correctly. 4. Mira exclaimed that that would give her
only an hour.
Key and audio script 5. Mike urged her to write it quickly.
1. A: Do you think communication skills are really 6. Mira refused to leave the house before
important? 4 p.m. because she wanted to write a
B: Well, some people think they aren’t important, very impressive CV.
but, in fact, they are. 7. Mike complained that she never came and
saw him play.
2. A: Can people without a university degree apply for 8. Mira promised to come to his match/that
this job? she would come to his next match.
B: Yes, they can.
3. A: Should I ask my brother to help me to write the CV? LESSON OUTCOME

B: Yes, certainly you should. • Ask Ss: What have you learnt today?
4. A: You haven’t been shortlisted for the interview. • Elicit answers: I have revised all the language
B: I have been shortlisted for it. points covered in this unit. I can use vocabulary
related to the world of work. I can recognise
stressed words and exceptions to them and
pronounce them correctly in connected speech.
I can use the reported speech to report orders,
requests, offers, advice, and other functions.

PROJECT
Work in groups of four to six. Choose a profession or career that all members of your group are
interested in. Find information about it in Viet Nam and another country.
Guiding questions:
In Viet Nam In …
1 How popular is the profession of a ...?
2 What are the skills needed to do this profession?

What are the required qualifications to enter the
3
profession or career?
Where can people find jobs related to this career?
4 What does this profession involve? What are the career
options?
5 What are the benefits or advantages of being a ...?
6 What are the drawbacks or disadvantages of being a ...?
Display the information on a poster and present it to the class focusing on the similarities and
differences in the job requirements between Viet Nam and another country. Invite the rest of the
class to ask you questions at the end.
NOW I CAN
● understand and use words and phrases related to the world of work
● recognise stressed words (exceptions) and pronounce them correctly in
connected speech
● report orders, requests, offers, advice, instructions, ...
● read for specific information in job advertisements
● discuss skills and qualities needed for getting a job
● listen for general ideas and specific information about how to write a good CV
● write a CV to support an application for employment
● learn more about the job seeking experiences of an English school leaver

PrOJeCt
Lead-in: Inform the class of the lesson objective: providing further opportunities for Ss to use the language,
skills, and information they have learnt in the unit through collaborative work.
• Ask Ss to form groups. (This can be done in the fi rst lesson of the unit so that Ss have enough time to plan
their project.) Have Ss in each group choose a leader who will assign tasks to the members and monitor the
work to make sure all members contribute equally.
• Have groups look at the guiding questions, then do the tasks assigned to each member by the group leader
(mainly involving collecting information to answer the guiding questions about a number of jobs in Viet Nam
and in another country of the group's choice).
• Let Ss discuss their fi ndings about these jobs. Have them write their fi ndings on large-size sheets of paper so
that they can put them up on the board or wall for the teacher and the rest of the class to read them.
• Have Ss practise their presentations in groups. Make sure each member has been assigned a part to
present.
• After presentations, encourage the rest of the class to ask questions and give feedback about the content,
clarity of expression, and delivery.
• Tell Ss to go to some useful websites where they fi nd information for their presentations:
https://nationalcareersservice.direct.gov.uk;
www.huongnghiep.vn; www.huongnghiep.com.vn;
https://huongnghiep.hoasen.edu.vn
LESSON OUTCOME
• Elicit answer: I can work collaboratively with other students to find information and prepare for a
presentation. I have learnt about a number of jobs in Viet Nam and in other countries. I can design a
poster and give a presentation about one of these jobs.
NOW I CAN
• Ask Ss to assess their own lesson outcomes by ticking the appropriate column in the assessment box.
• If time allows, ask Ss to work in pairs/groups to go through each item in the list. Have them discuss
which part of the unit needs further instruction or practice, and report to the class.

Review 3 Units 6-7-8
LANGUAGE 2 Complete the following table. Then use the
words in the table to complete the sentences.
Vocabulary Noun
1 Use the correct form of the words in the box to Adj. evolutionary conserved
complete the sentences. A word may be used Verb diversify
more than once.
1. In spite of the importance of biodiversity,
android robot extinction
_______________ efforts are not strong enough.
probation quality
2. In his book On the Origin of Species, published in
1. My brother Minh has the ___________________ of a
1859, Charles Darwin first formulated the theory
good leader.
of _______________________ by natural selection.
2. The new _________________ working in the customer
3. Species _____________________, or species richness, is
service department looks so real that many people
especially important to life on Earth.
have mistaken her for a human being.
4. I think the best way to __________________ wild
3. Some people support the idea of reviving animals and plants is to protect their habitats.
___________________ species, but others are against
5. Although humans share a common ancestor with
this idea.
some primates they did not _______________ from
4. One day, medical ________________________________ will apes, gorillas or chimps.
replace human surgeons and perform complex
6. Approximately 2.2 million species of plants and
surgical procedures.
animals have been found in our oceans, so you
5. Many touchscreen mobile devices such as can imagine how _______________ they are.
smartphones and tablet computers use the
__________________________ operating system.
6. New employees can be put on a _________________ Pronunciation

period to see if they are suitable for the position.
3 Listen to part of the conversation below and
mark the stressed syllables in the sentences.
Then listen to the conversation again and
practise it with a partner, using appropriate
sentence stress.
Student: What should I do to make a good
impression on the job interviewer?
Career adviser: I think the most important thing is to
demonstrate your strong communication
skills.
Student: My strong communication skills? I’m not
sure whether I have any. What exactly do
you think I need to do?
Career adviser: Well, do things like listening attentively,
speaking confidently, making eye contact,
and asking questions when appropriate.
42 Review 3
1
Introduction
• The aim of Review 3 is to help Ss to revise the language and skills they have learnt in Units 6, 7, and 8.
• Begin the review by asking Ss whether they remember what they have learnt so far in terms of language
and skills. Summarise Ss’ answers and add more information if necessary.
LANGUAGE
• Use the Language review as a self-assessment test or revision. Have Ss do the activities individually or in pairs/
groups. Then check answers as a class.
• Alternatively, have Ss work on an activity and check their answers before they move on to the next one.
Vocabulary
1 This activity helps Ss to revise the vocabulary taught in the previous units. Ask Ss to do this activity individually,
and then check their answers with a partner. Provide them with the correct answers if necessary.
• Have some Ss write the completed answers on the board or read them out loud (depending on the level of
the class).
Key 1. qualities 2. android/robot 3. extinct
4. robots 5. Android 6. probation
2 Have Ss do this activity individually first, and then ask some Ss to write their answers on the board.
Key
Noun evolution conservation diversity
Adj. evolutionary conserved diverse
Verb evolve conserve diversify
1. conservation 2. evolution 3. diversity
4. conserve 5. evolve 6. diverse
Pronunciation
3 In this activity, Ss have a chance to check their knowledge of homophones. Play the recording. Have Ss listen
and mark the stressed syllables in the sentences. Check answers as a class.
• Play the recording again for Ss to repeat each sentence out loud.
• Have Ss practise reading the conversation in pairs.
• Alternatively, assign this activity as homework and encourage Ss to practise saying the sentences at home.
Student: 'What should I 'do to 'make a 'good im'pression on the 'job 'interviewer?
Career adviser: I 'think the 'most im'portant 'thing is to 'demonstrate your 'strong communi'cation 'skills.
Student: My 'strong communi'cation 'skills? I’m 'not 'sure whether I 'have any. What e'xactly do you 'think I 'need to 'do?
Career adviser: Well, do 'things like 'listening a'ttentively, 'speaking 'confidently, 'making 'eye 'contact, and 'asking 'questions
when a'ppropriate.
Review 3 42T
Grammar
4 Work with a partner. Practise asking questions 6 Complete the sentences, reporting what was said.
and giving answers, using the future perfect 1. ‘4QFOENPSFUJNFTUVEZJOH BOEMFTTUJNFQMBZJOH
and the prompts below. HBNFT’
Example: → .ZNPUIFSUPME_____________________________________
t IPXNBOZNPOLFZTSFTDVFDFOUSFSFMFBTFCBDL 2. ‘8PVMEZPVUFMMVTBCPVUUIFJNQPSUBODFPG
GPSFTUCZUIFFOEPGUIJTNPOUI
TQFDJFTEJWFSTJUZGPSBMMGPSNTPGMJGF ’
A: How many monkeys will the rescue centre have → 5IFTUVEFOUTBTLFEUIFTDJFOUJTU___________________
released back into the forest by the end of this
3. ‘:PVNVTUOUIBSNUIFFOWJSPONFOUPSEJTUVSC
month?
UIFCBMBODFPGUIFFDPTZTUFN’
# They’ll have released 35 by then.
→ 5IFFOWJSPONFOUBMJTUUPMEUIFCVTJOFTT
1. )PXNBOZQBHFTXSJUFCZUPNPSSPX QBHFT
DPNNVOJUZ__________________________________________
2. )PXNBOZUSFFTDMBTTQMBOUCZUIFFOEPGUIF
4. ‘$BOZPVTIPXNFZPVSSFQPSUTPOXJMEMJGF QMFBTF ’
EBZ
→ 5IFUFBDIFSBTLFEUIFTUVEFOUT____________________
3. )PXNBOZSPCPUT"*DPNQBOZJOWFOUCZUIF
5. ‘*MMIFMQZPVXJUIZPVSSFTFBSDIJOUPUIFMBUFTU
FOEPGUIFZFBS
HFOFSBUJPOPGBOESPJET’
4. )PXMPOHUIJTSIJOPMJWFSFTDVFDFOUSFCZUIF
→ .ZCSPUIFSPòFSFE_________________________________
FOEPGUIJTZFBS ZFBST
6. ‘*XPVMEMFBSOIPXUPVTFUIFOFXTNBSUQIPOF
5. )PXNBOZBQQMJDBUJPOTDPNQBOZSFDFJWFCZ
BQQT JG*XFSFZPV’
+BOVBSZSE
6. )PXNBOZBOJNBMTSFTDVFDFOUSFTBWFBOEUBLF → 5IF"*FYQFSUBEWJTFEUIFTUVEFOUT______________

JOCZUIJTUJNFOFYUZFBS IVOESFET
7 Turn the following sentences into reported

5 Complete the sentences, using the correct speech, using the reporting verbs: warn,
form of the verbs in the box. suggest, promise, explain, advise, remind.
Example:
pull out steal design
‘Our visit to the animal rescue centre will be
publish repair service
postponed to next week,’ said the teacher.
1. .Z CSPUIFS HPU IJT MBQUPQ _________________________ → The teacher explained that our/their visit to the
BTJUXBTTUJMMVOEFSXBSSBOUZ animal rescue centre would be postponed to the
2. 5IFDPNQBOZIBETPNF"*FYQFSUT _______________ following week.
BMMUIFNBMGVODUJPOTJOUIFJSSPCPUT 1. ‘%POUGPSHFUUPESPQJOUPUIFSPCPUTIPQPOUIF
XBZIPNF ’ TBJE.JOIUP2VBOH
3. *IBENZSFQPSUPOCJPEJWFSTJUZ ____________________
2. ‘* UIJOL ZPV TIPVME XSJUF B SFQPSU PO UIF TBPMB ’
JOBTDJFOUJöDKPVSOBM
TBJENZNPUIFS
4. :PVS UPPUI JT WFSZ EFDBZFE :PV TIPVME IBWF JU 3. ‘%POUQVMMUIFDBUTUBJMPSJUXJMMTDSBUDIZPV ’ UIF
_______________________ PMEMBEZTBJEUPIJN
5. 5IFUFBNMFBEFSHPUIJTDPNQVUFSQSPHSBNNFST 4. ‘*MM XPSL IBSEFS UP HFU HPPE RVBMJöDBUJPOT ’ TBJE
__________________BOFXNPEFMPGEPNFTUJDSPCPUT )VPOH
6. 5IFNBOIBEIJTOFXTNBSUQIPOF_________________ 5. ‘)PX BCPVU BDUJWBUJOH UIF OFYU HFOFSBUJPO
POUIFUSBJOMBTUXFFL SPCPU ’TBJEUIFUFBNMFBEFS
43 Review 3
1 Review 3 43
Grammar
4 The aim of this activity is to review the use of 6 The aim of this activity is for Ss to revise reported
the future perfect tense. Ask Ss to follow the speech. Ask Ss to do the activity individually first,
instruction and write the questions and answers and then compare answers with a partner.
individually. • Alternatively, have some Ss complete the sentences
• Then have Ss compare their answers with a on the board, and then check answers as a class.
partner.
Key
• Check answers as a class. 1. My mother told me to spend more time
• Remind Ss of the use of the future perfect tense in studying and less time playing games.
Unit 6 if necessary. 2. The students asked the scientist to tell
Key them about the importance of species
diversity for all forms of life.
1. How many pages will you have written 3. The environmentalist told the business
by tomorrow? I’ll have written 5 pages by community not to harm the environment
then. or disturb the balance of the ecosystem.
2. How many trees will our class have 4. The teacher asked the students to show
planted by the end of the day? We’ll have him/her their reports on wildlife.
planted 100 by then.
5. My brother offered to help me with my
3. How many robots will the A.I. company research into the latest generation of
have invented by the end of the year? androids.
They’ll have invented 8 by then.
6. The A.I. expert advised the students to
4. How long will this rhino have lived in the learn how to use the new smartphones
rescue centre by the end of this year? It’ll apps.
have lived there for 5 years by then.
5. How many applications will the company 7 This activity continues to provide Ss with an
have received by January 3rd? They’ll have opportunity to review some common reporting
received 200 by then.
verbs.
6. How many animals will the rescue centre
have saved and taken in by this time next • Ask Ss to follow the instructions and complete the
year? They’ll have saved and taken in exercise individually. Then have Ss compare their
hundreds (of them) by then. answers with a partner. Check answers as a class.
• Remind Ss of the use of reporting verbs in Unit 8
5 This activity provides Ss with the revision of the
if necessary.
uses of the active and passive causatives. Elicit
the forms and uses of the active and passive • Alternatively, have individual students read their
causatives. answers out loud.
• Invite some Ss to write their completed sentences Key
on the board while others do the activity
1. Minh reminded Quang to drop into the
individually or in pairs.
robot shop on the way home.
• Check Ss’ answers, and ask them to explain the 2. My mother advised me to write a report
choice of the causatives (active or passive) in each on the saola.
case if necessary.
3. The old lady warned him not to pull the
Key cat’s tail or it would scratch him.
1. serviced 2. repair 4. Huong promised to work harder to get
3. published 4. pulled out good qualifications.
5. to design 6. stolen 5. The team leader suggested activating
the next generation robot.
Review 3 43T
SKILLS 2 Read the text again and decide whether
the following statements are true (T),
false (F), or not given (NG). Tick
READING the correct box. T F NG
IUCN Red List The IUCN Red List evaluates the
1 extinction risk of thousands of species.
1 Read the text about IUCN Red List.
Factors taken into consideration are
2 only the remaining number, breeding
The International Union for Conservation of success rates, and known threats.
Nature (IUCN) Red List is a comprehensive The IUCN Red List suggests measures
catalogue of the conservation status of 3 to conserve endangered species.
species. Information is collected from all
Endangered species are the ones at
over the world and carefully analysed. Many 4 the most serious risk of extinction.
factors are taken into consideration, such as
the remaining numbers, the overall increase Though they may be in decline,
5 Near Threatened and Least Concern
or decrease in the population, breeding species are quite safe and healthy.
success rates, and known threats. The IUCN
Red List then classifies species into seven The IUCN Red List requires countries to
6 create laws that protect wildlife.
categories: Extinct (EX), Extinct in the wild
(EW), Critically Endangered (CR), Endangered
(EN), Vulnerable (VU), Near-threatened (NT), or
Least Concern (LC). SPEAKING
After Extinct and Extinct in the wild, the highest Job skills and qualities
risk category assigned by the IUCN Red List is
Critically Endangered. A Critically Endangered 3 Work with a partner. Use the information below
species is a species that is facing a very high or your own ideas to make a conversation
risk of extinction in the wild. Endangered is about the skills and/or qualities of one job.
the next most severe conservation status for Jobs Skills Qualities
wildlife. A Vulnerable species is one that is likely
1. childcare worker - nurturing - devoted
to become endangered if the circumstances
threatening its survival and reproduction - organising - friendly
do not improve. The main reason for its - instructing - competent
vulnerability is habitat loss or destruction. The - tolerance - reliable
species labelled Near Threatened and Least - communication - respectful
Concern, have had their conservation status 2. nurse - compassion - caring
assessed and found to be relatively safe and - patience - empathetic
healthy, though they may be in decline.
- physical endurance - responsible
The number of extinct and endangered - time management - diligent
species is increasing every year. It is estimated - experience - professional
that over 40 per cent of the species on Earth
are at risk of extinction. The IUCN Red List Example:
featured 3079 animal and 2655 plant species
Student A: Why do you think a childcare worker
as endangered worldwide in 2012, and 1102
needs to have nurturing skills?
and 1197 respectively in 1998. Many countries
in the world now have laws to conserve Student B: Well, a childcare worker has to look after
wild species and protect endangered and children when their parents are at work,
threatened species. However, much more or away on business. Basically, they keep
has to be done to successfully safeguard the children safe and care for their everyday
biodiversity of our planet. needs. That’s why nurturing skills are
important.
44
44 Review 31
Review
SKILLS
READING
IUCN Red List
1 This reading activity focuses on scanning for specific information. Ask Ss to read the title and make guesses
about the content of the text, first in pairs, then as a class.
• Write the best predictions on the board. Then have Ss read the text to check if any of their predictions were
accurate.
2 Have Ss skim the questions before reading the text.

• Give Ss enough time to read the text and scan it to decide whether the statements are true, false, or not
given.
• Check Ss’ answers as a class and ask them to give explanations if necessary.
Key 1. T 2. F 3. NG 4. F 5. T 6. F
SPEAKING
Job skills and qualities
3 This activity offers Ss a chance to consolidate their ability to talk about job skills and qualities. Have Ss work
in pairs. Ask them to read the information in the table and the example first, then choose a job and decide on
the information they want to talk about.
• Have Ss practise their conversations until they are fluent and confident.
• Invite some pairs to role play their conversation in front of the class.
Review 3 44T
Student A: Oh, I see. How about organisational skills? 6. Although the speaker had seen pictures of other
Do you think they are necessary for her? robots, this meeting had a strong effect on him
Student B: Sure. A good childcare worker should because it ______________.
know how to organise children’s play A. was so unexpected
activities. She should also be able to teach B. involved close contact
simple drawings and songs, and take part C. was in a department store
in games and other physical activities.
D. was reported in the news
Student A: Sounds interesting.
WRITING
LISTENING Tailoring a CV
She’s so life-like!
5 Look at the job advertisements below. Which
4 Listen to someone one would you like to apply for? Consider
talking about his whether you have the necessary skills and
first encounter with qualities. Discuss your ideas with a partner.
a humanoid robot.
CHILDCARE WORKER
Choose the best
option to complete We are currently seeking applicants for full-
the sentences. time and part-time childcare workers (M/F).
 Part-time working hours: 1p.m. – 6p.m.;
1. The speaker saw Aiko Chihira on the floor of a 7a.m. – 12p.m., Mon-Fri.
Tokyo department store, working _______.
 Full-time working hours: 40 hours per week
A. with customers C. in customer service (7a.m. – 6p.m.), Mon-Fri.
B. as a cashier D. with photographers  A generous salary.
2. Did the speaker immediately realise that Aiko was  Successful candidates should be devoted,
not a human being? friendly, and reliable. They should be
A. Yes, he had seen her before. nurturing and caring, and enjoy working and
interacting with young children. Excellent
B. Yes, because customers were taking pictures of her.
communication skills are required.
C. No, it took him a few minutes, because she looked
so real. NURSE
D. No, because he never expected her to be so real. Are you planning a career as a qualified
nurse? Would you like to have a well-
3. Chihira is very life-like, really pretty, and she looks paid job and achieve both personal and
like she is _____. professional success? Join Lifecare Health
A. in her late thirties B. in her early thirties and take advantage of our tremendous
C. in her late twenties D. in her early twenties opportunities for development.
 Education: a nursing degree from a good
4. What made her look real was her subtle university
movements when _________.
 Skills: compassion, patience, physical
A. bowing or blinking C. bowing or smiling endurance
B. smiling or twitching D. blinking or clapping  Experience: 2 years or more
5. Many people rushed to the department store  Qualities: responsible, caring, diligent
that day _________ Chihira.
A. to shop, and see 6 Write your own CV to apply for one of the
jobs advertised in 5 or a job of your choice.
B. to shop, and to take pictures with
Tailor your CV to have a better chance to be
C. not to shop, but to see shortlisted for an interview.
D. not to shop, but to buy robots like
45 Review 3
1 Review 3 45
LISTENING 6 Tell Ss that this activity focuses on helping Ss to
tailor their own CV. Ask Ss to write their own CVs
She’s so life-like!
in response to one of the job ads.
4 This activity aims at listening for specific information • Alternatively, they can think of another job they
in a talk about a humanoid robot. Ask Ss to read the
title and look at the picture. Elicit their background would like to apply for, or a job they have seen it
knowledge about humanoid robots. advertised in a newspaper.
• Have Ss read through sentences 1-6 and the • Elicit Ss’ knowledge about the structure of a CV.
answer options.
• Have Ss write their drafts first in class, swap them
• Play the recording once for Ss to listen and decide with a partner for peer review, and then write
on the best option for each sentence.
their final versions at home.
• Play the recording again, pausing at appropriate
places and highlighting the clues in the listening
text, so that Ss can check their answers. Suggested answer
• Ask some Ss to report their answers. Correct any CURRICULUM VITAE
wrong answers. Personal details
• Alternatively, play the recording several times, Full name: Nguyen Minh Quang
pausing after sentences to check Ss’ comprehension. Address: 1661 Giang Van Minh, Ha Noi
• If time allows, have Ss rewrite and correct the false Mobile phone: 01234567888
answers. Home phone: 04-37228888
Email: nguyenminhquang@speedymail.com
Key 1. C 2. C 3. B 4. A 5. C 6. B
Personal summary and career objectives
Audio script I am a highly motivated young person who works hard,
Hello, everybody. I’d like to share with you my first-hand has good interpersonal skills, and gets on well with
experience of a humanoid robot. people. I have just finished upper-secondary school
and have a two month holiday before starting tertiary
I met one on the floor of a Tokyo department store, working in education. I am looking for a part-time job as a childcare
customer service. Aiko Chihira was so life-like that I first mistook worker. I play the piano, table tennis, and chess, swim
her for a human being. I was so surprised when I saw so many well, and have a good command of English. In addition, I
people taking pictures of a receptionist. Only a few minutes later love children and can spend hours playing or interacting
did I realise that she was a robot! She was wearing a traditional with them.
silk kimono and looked really pretty. I think she is supposed to be Educations and qualifications
in her early thirties. Her silicone body was perfect and her subtle May 2017: IELTS 7.5 (British Council, Ha Noi)
movements when bowing or blinking made her seem almost real. 2014-2017: Ha Noi Upper Secondary School
I heard that many people rushed to the department store that day 2010-2014: Ha Noi Lower Secondary School
not to shop, but to see Chihira with their own eyes. Some people 2005-2010: Dai Yen Primary School
didn’t even believe that she was a robot. One woman said that she
had never expected that Chihira would be so real. Work experience
I had already seen pictures of robotic broadcasters reading news 2016-2017: Part-time childcare worker and tutor in Maths
reports. However, this face-to-face meeting made a strong and English for two students during the summer
impression on me. I still feel very excited and look forward to Responsibilities included
seeing other humanoid robots in the future.
- Walking them to school and back home
- Tutoring them in Maths and English
WRITING - Teaching them to play the piano
- Interacting and playing games with them
Tailoring a CV
Achievements
5 The aim of this activity is for Ss to get prepared July 2012: Second prize in Swimming Contest, City level
to tailor a CV. Have Ss read through the job
August 2011: Third prize in Piano Contest, City level
advertisements and allow enough time for them
to think and discuss with a partner whether they Skills
have the necessary skills and qualities. - Compassion
• Walk around the classroom to monitor and offer - Excellent communication skills
necessary help. Interests
• Make sure Ss understand the information in the - Music: piano
two job ads. - Sports: table tennis, chess, swimming
Note M/F: male or female. (Nowadays both sexes are encouraged References
to qualify and work as nurses and childcare workers.) Available upon request
Review 3 45T
Unit 9 CHOOSING A CAREER
This unit includes:
Vocabulary
Options for school leavers t 8PSETBOEQISBTFTSFMBUFEUPMFBWJOHTDIPPMBO
E
DIPPTJOHBDBSFFS
Pronunciation
t 6OTUSFTTFEXPSET
Grammar
t 1ISBTBMWFSCT DPOTJTUJOHPGBWFSC BOBEWFSC BO
EB
QSFQPTJUJPO

t "EWFSCJBMDMBVTFTPGDPOEJUJPO DPNQBSJTPO
NBOOFS BOESFTVMU
SKILLS
t 3FBEJOHGPSHFOFSBMJEFBTBOETQFDJöDJOGPSNB
UJPO
BCPVUDBSFFSBEWJDFPOXFCTJUFTGPSTFDPOEBSZ
TDIPPMMFBWFST
t 5BMLJOHBCPVUBNCJUJPOTBOEESFBNT GVUVSFKPC
T
t -JTUFOJOHGPSNBJOJEFBTBOETQFDJöDJOGPSNBUJPO
JOBOJOUFS WJFXXJUITDIPPMMFBWFSTBCPVUUIF
QPTJUJWFBOEOFHBUJWFQPJOUTPGTPNFDBSFFST
t 8SJUJOHBKPCBQQMJDBUJPOMFUUFSJOSFTQPOTFUPBO
BEWFSUJTFNFOU
t 4VNNFSKPCT
t 5BLJOHBZFBSPVU
46 Unit 9 Choosing a career

Objectives
 understand and use words and phrases related to leaving school and choosing a career
 recognise unstressed words and pronounce them correctly
 use phrasal verbs (consisting of a verb, an adverb, and a preposition) and use adverbial clauses of
condition, comparison, manner, and result

 read for general ideas and specific information about career advice on websites for secondary school
leavers
 talk about ambitions and dreams (future jobs)
 listen for main ideas and specific information in an interview with school leavers about the positive
and negative points of some careers

 write a job application letter in response to an advertisement
 understand more about taking a year out
Getting Started
Options for school leavers
Lead-in: Inform the class of the lesson objectives: getting to know the topic and some vocabulary related to
leaving school and choosing a career, unstressed words, and grammar points: phrasal verbs and adverbial
clauses of condition, comparison, manner, and result.
• Write the heading Options for school leavers on the board.
• Ask Ss to work in pairs and answer the question:
What can young people do when they finish secondary school?
• Elicit answers from Ss and write the key words of the answers on the board.
Unit 9 Choosing a career 46T

1 Mai and Jim are talking about their options after 2 Answer the questions.
finishing secondary school. Listen and read. 1. What kind of information is Jim searching for on
the Internet?
Mai: Hi, Jim. How’re things? You look very busy!
2. What kind of job does he want to apply for in the
Jim: Oh, I’m surfing the net. I’m trying to find out summer?
what options are available for school leavers.
3. What is Mai’s dream job?
Mai: So what do you want to do after you finish
4. Who has she been in contact with for the results
secondary school?
of her IELTS exams?
Jim: Hmm.... I don’t know, so I’m searching for 5. What will she do if she gets a band score of 6.5?
websites offering career advice so that I can
6. What are your plans after you leave secondary
come up with a plan.
school?
Mai: Do you plan to go straight to university or join
the workforce without pursuing further study? 3 Match the words and phrases in the conversation
Jim: Well, I want to go straight to university, but I’m with their definitions.
also thinking of applying for a temporary job in
a. people who work in a
the summer. 1 option (n) particular company, or
Mai: What kind of job are you looking for? are available to work in
Jim: I’m looking for work in marketing companies. a country
I’d love to do smartphone marketing. 2 career (n) b. continuing for only a
Mai: I see. You want to gain work experience, and limited period of time
save up some money for university.
c. a choice you can make
Jim: Exactly. I’ve secured a university place to study career in a particular situation
3
economics. And how about you? What kind of advice (n)
d. a job or profession that
career are you looking for, Mai?
you have been trained
Mai: Well, I’d love to work in a hospital. I want to for, and which you do for
become a doctor. 4 secure (v) a long period of your life
Jim: Then you’ll have to study medicine.
e. an opinion about what
Mai: Right. And I want to go to a medical university jobs and professional
in the UK. You know, I took the IELTS two weeks 5 workforce (n) training might be
ago, and I’m looking forward to the exam suitable for someone
results from The English Language Centre at
f. to obtain or achieve
the British Council.
6 temporary (adj) something, especially
Jim: Great! Have you been in touch with The English after a lot of effort
Language Centre?
Mai: Yes, I have. They said they would send me the 4 Find sentences with phrasal verbs consisting
results next week. If I get a band score of 6.5, I’ll of a verb, an adverb, and a preposition; and
apply for a scholarship and study in the UK. adverbial clauses in the conversation. Write
Jim: Good luck! And remember to practise your them in the space below.
English more often. ● Sentences with phrasal verbs (consisting of a verb,
Mai: Thanks a lot. I’ll try my best to. I want to speak an adverb, and a preposition):
English as fluently as you.
_____________________________________________________
Jim: I hope that your dreams come true.
_____________________________________________________
Mai: Thank you very much, Jim.
_____________________________________________________
● Sentences with adverbial clauses:

_____________________________________________________
_____________________________________________________
_____________________________________________________
47 Unit 9 Choosing a career Unit 9 Choosing a career 47

1 Ask Ss to look at the picture next to the GETTING STARTED conversation and tell them that two students are
named Mai and Jim. Ask Ss to guess what Mai and Jim are talking about.
Suggested answer
They are talking about their career options after they finish secondary school.
• Tell Ss that they are going to listen to a conversation between Mai and Jim about their career options after
they finish secondary school.
• Play the recording. Ask Ss to listen and read silently along.
Note
IELTS is the International English Language Testing System which tests the English proficiency of people
who want to study or work where English is used as the language of communication. IELTS tests four
language skills - listening, reading, writing, and speaking.
2 This activity focuses on developing comprehension skills. Have Ss read the questions and find the answers in
the conversation.
Key
1. He is searching for career advice.
2. He wants to apply for a temporary job of smartphone marketing in a marketing company.
3. She would like to become a doctor.
4. She has been in contact with (has contacted) The English Language Centre at the British Council (for
the results of her IELTS exams).
5. She will apply for a scholarship and study in the UK.
6. Students' answers
3 The aim of this activity is to introduce the meanings of key vocabulary items used in the conversation.
• Have Ss go through the words and the meanings provided. Encourage them to read through the conversation
again and find examples of each word. T can advise Ss to use the context around the words to work out their
meanings.
• Have Ss match the words and phrases with the definitions individually, and then compare their answers in
pairs or groups.
Key 1. c 2. d 3. e 4. f 5. a 6. b
4 This activity helps Ss to identify sentences with phrasal verbs consisting of a verb, an adverb, and a preposition;
and adverbial clauses. Explain to Ss how to do the activity.
• Have Ss scan the conversation quickly and write any phrasal verbs and adverbial clauses in the space given.
• Check the answers as a class. T can now guide Ss to any answers they have missed. If time allows, ask Ss to
discuss the meanings of these phrasal verbs and adverbial clauses.
Key
Sentences with phrasal verbs (consisting of a verb, an adverb, and a preposition):
- … so that I can come up with a plan.
- I’m looking forward to the exam results from …
Sentences with adverbial clauses:
- If I get a band score of 6.5, I’ll apply for a scholarship …
- I want to speak English as fluently as you.

LANGUAGE
Vocabulary
1 Complete the sentences using the correct form 2 Now listen to the conversation in 1 again.
of the words or phrases from 3 in GETTING Practise it with a partner. Try to use the correct
STARTED. sentence stress.
1. You can search for __________ on some websites.
Grammar
2. She has just begun a __________ in teaching.
Phrasal verbs (consisting of a verb, an adverb,
3. Some students in my class want to join the and a preposition)
__________ after leaving school.
4. University is not the only ______________ for school 1 Match the phrasal verbs in A with their
leavers to pursue further study. meanings in B.
5. You may want to consider _____________ work until A B
you decide what you want to do. 1. go on with a leave/give up
6. He has finished his A levels and __________ a place 2. keep up with b pay a short visit
for himself at a law school.
3. think back on c have none left
Pronunciation d tolerate
Unstressed words 4. talk back to
e reduce
5. drop out of
1 Listen to part of the conversation in GETTING
STARTED again. Underline the words that are f have a good
6. drop in on relationship with
not stressed.
Mai: What kind of job are you looking for? 7. run out of g continue
Jim: I’m looking for work in marketing companies.
8. put up with h maintain pace with
I’d love to do smartphone marketing.
Mai: I see. You want to gain work experience, 9. cut down on i recall
and save up some money for university.
Jim: Exactly. I’ve secured a university place to 10. get on with j answer impolitely
study economics. And how about you? What
kind of career are you looking for, Mai? 2 Complete each sentence using the correct
Mai: Well, I’d love to work in a hospital. I want to form of a phrasal verb in 1. You don’t need to
become a doctor. use all the verbs.
Jim: Then you’ll have to study medicine. 1. I hope none of my friends ____________ school this
term.
2. John often ____________ us without warning.
DO
YOU KNOW…? 3. The government is trying not to ____________ the
There is no stress on most function words in a money they are spending on vocational training.
phrase or sentence. Here are the unstressed words: 4. David doesn’t ____________ his wife. They’re always
● Articles a, an, and the arguing.
● Prepositions: for, of, … 5. Linda was about to take a part-time job, but she
● Subject pronouns: I, you, we, they, he, she, it decided to ____________ her studies.
● Possessive adjectives: my, your, our, their, her, 6. Hoa is a brilliant student. It’s difficult to ____________
his, its
● Forms of the verb be her if you don’t try very hard.
● The expressions there is, there are 7. I usually ____________ my childhood with great
● The to before a verb pleasure.
● The relative pronouns who, whose, when, where, why, 8. The trainee ____________ his trainer and was kicked
what, which and how in the middle of a sentence. out of the group.
48
48 Unit 9
Unit 9 Choosing
Choosing aa career
career
Notes
LanGUaGe The following words are also unstressed:
• Object pronouns: me, you, him, her, it, us, them.
Vocabulary • Demonstrative adjectives: this, that, these, and
those when followed by a noun.
1 The aim of this activity is to help Ss to use the • Auxiliary verbs: am, is, are, was, were, do, does, did,
vocabulary from 3 in GETTING STARTED in a have, has, had, etc.
diff erent context. • Modal auxiliaries: can, must, have to, should,
• Remind Ss that they may have to change the form could, would, etc.
of the words to fit the sentences. • Other function words: and, but, or, so, nor, if, as,
• Ask Ss to study the sentences given and work out because, whether, since, until, although.
the form of the words needed to complete them. 2 This activity provides further practice on sentence stress.
Encourage Ss to exploit the contextual clues that
• Play the recording and ask Ss to read along,
can help them to figure out the answers.
imitating the correct pronunciation of the stressed
• Have Ss complete the sentences individually, and and unstressed words and phrases.
then compare their answers in pairs or groups. • Have Ss practise the conversation in pairs.
• Check answers as a class. • Ask some pairs to role play the exchanges in front
Key 1. career advice 2. career of the class, using correct sentence stress.
3. workforce 4. option • Praise Ss who can produce these exchanges with
5. temporary 6. has secured/secured good pronunciation and correct sentence stress.
Grammar
Pronunciation
Phrasal verbs (consisting of a verb, an adverb,
Unstressed words and a preposition)
1 This activity focuses on unstressed words in a 1 This activity helps Ss to work out the meanings
sentence. of some phrasal verbs (consisting of a verb, an
• Play the recording and ask Ss to listen carefully to adverb, and a preposition).
identify the difference between the stressed words • Have Ss read through the phrasal verbs in A and
(spoken loudly) and unstressed words (spoken the meanings provided in B.
more softly and quickly) in the conversation. • Ask Ss to match the phrasal verbs with the
• Play the recording again and ask Ss to underline definitions individually, and then compare their
the words that are not stressed. answers in pairs or groups.
Key 1. g; 2. h; 3. i; 4. j; 5. a; 6. b; 7. c; 8. d; 9. e; 10. f
• Ask Ss to study the Do you know…? box to learn
some rules for the unstressed words in a phrase 2 The aim of this activity is to help Ss to use the
or a sentence. correct form of the phrasal verbs in 1 to complete
Key and audio script the sentences.
Mai: What kind of job are you looking for? • Ask Ss to read the information in the Do you know…?
Jim: I’m looking for work in marketing companies. I’d love to do box to get more information about the phrasal verbs,
smartphone marketing. then ask Ss to complete the sentences individually.
Mai: I see. You want to gain work experience, and save up some money • Have them compare their answers in pairs or groups.
for university. • Check answers as a class.
Jim: Exactly. I’ve secured a university place to study economics. And how
Key 1. drop out of 2. drops in on
about you? What kind of career are you looking for, Mai?
Mai: Well, I’d love to work in a hospital. I want to become a doctor. 3. cut down on 4. get on with
Jim: Then you’ll have to study medicine. 5. go on with 6. keep up with
7. think back on 8. talked back to

DO DO
YOU KNOW…? YOU KNOW…?
• Some phrasal verbs have three parts: a verb, an An adverbial clause is a dependent clause that
adverb, and a preposition. The adverb and the functions as an adverb. The following are some types
preposition cannot be separated. Many of these of adverbial clauses:
phrasal verbs are often used in informal contexts, t Adverbial clause of condition beginning with the
and it is difficult to guess their meaning from their subordinate conjunction if or unless. It introduces
individual parts. a hypothesis or condition, real or imagined.
Forms Example:
verb + adverb + preposition - What would you buy if you won the lottery?
keep up with get on with face up to t Adverbial clause of comparison beginning with
go on with watch out for look forward to subordinate conjunctions such as than, as … as,
cut down on drop out of put up with or as. It compares a skill, size, or amount.
• The object (underlined below) always comes Example:
immediately after the preposition. - Lee can speak English as fluently as her teacher.
Examples:
t Adverbial clause of manner beginning with
- He dropped out of school at fifteen. subordinate conjunctions such as as (if), like, or
- If you don’t work hard, you won’t be able to keep the way. It states how something is done.
up with your friends. Example:
• If another verb is used after a phrasal verb, it must - He acts as if it was a joke.
be in the -ing form: t Adverbial clause of result beginning with
Example: subordinate conjunctions such as so … that or
- We’re really looking forward to seeing you. such … that. It indicates the result(s) of an act or
(= We’re pleased and excited because we are event.
going to see you.) Example:
- Jack was so tired that he couldn’t go on with his work.
Adverbial clauses of condition, comparison,
manner, and result
4 Combine each pair of simple sentences into
3 Underline the adverbial clause in each one complex sentence containing an adverbial
sentence below. Then say what type of clause. Use the words provided and make any
adverbial clause it is. necessary changes.
1. If I knew French, I would apply for a temporary job 1. Don’t be late for work. You may lose your job. (if)
in this company. 2. Factory workers work hard. Secondary school
2. Laura has just finished training as a cook, and now students also work hard. (as … as)
she can cook better than her mother. 3. Linda was offered a very good job. Linda didn’t
3. My career adviser talks to me like he is my father. hesitate to accept it. (such … that)
4. The programme at the vocational school was so 4. You must tell me everything. Otherwise I will not
bad that Nam dropped out of school. be able to help you. (if)
5. He won’t be able to go to university unless he 5. The lab instructor had told us the right way to mix
works harder. the chemicals. We mixed the chemicals the same
way. (exactly as)

Adverbial clauses of condition, comparison, manner, and result
3 This activity focuses on adverbial clauses of condition, comparison, manner, and result.
• Ask Ss to read and underline the adverbial clause in each sentence, then identify what type of adverbial
clause it is.
• Have them refer to the Do you know…? box to learn more information about adverbial clauses and how they
are used. Ensure that Ss understand the rules of adverbial clauses before continuing.
• Ask Ss to work individually, and then compare their answers in pairs or groups.
Key
1. If I knew French, I would apply for a temporary job in this company. (adverbial clause of condition)
2. Laura has just fi nished training as a cook, and now she can cook better than her mother. (adverbial
clause of comparison)
3. My career adviser talks to me like he is my father. (adverbial clause of manner)
4. The programme at the vocational school was so bad that Nam dropped out of school. (adverbial
clause of result)
5. He won’t be able to go to university unless he works harder. (adverbial clause of condition)
4 The aim of this activity is to help Ss to combine each pair of simple sentences into one complex sentence
containing an adverbial clause.
• Remind Ss to use the words provided and make any necessary changes while retaining the meanings of the
original sentences.
• Ask Ss to work individually.
• Have them compare their answers in pairs or groups.
Suggested answers
1. If you are late for work, you may lose your job.
2. Secondary school students work as hard as factory workers.
3. Linda was off ered such a good job that she didn’t hesitate to accept it.
4. If you do not tell me everything, I will not be able to help you.
5. We mixed the chemicals exactly as the lab instructor had told us to.
LESSON OUTCOME
• Elicit answers: I have learnt some key vocabulary items related to leaving school and choosing a career.
I can recognise and pronounce the unstressed words correctly. I can use phrasal verbs (consisting of a
verb, an adverb, and a preposition) in sentences. I can use adverbial clauses of condition, comparison,
manner, and result in sentences.

2
1 3
SKILLS
READING
Advice for secondary school leavers
1 Work with a partner. Guess what the students

in the pictures may do after they leave school.
2 Read some career advice for secondary school

leavers. Choose the appropriate heading for
each paragraph.
a. For those going to university b. For those who have no plans
c. For those going to be apprentices d. For those about to start a job
In the UK, there are some of staff to spend some time used to university life. During
websites that provide school shadowing them and getting the first week, students have
students with practical advice to grips with the basics of the their timetables and other
about leaving school and taking job. If apprentices are given the paperwork sorted. After that
the next step in their careers. The opportunity to get involved they can relax and take in the
following are some examples: early on, they should take it, as campus atmosphere.
this will help them learn faster
1. _______________________________ 4. _______________________________
and improve their confidence.
If students are about to start a The best thing for apprentices is When students do not know
job, career advisers have useful that they have the opportunity what they want to do after
information that may help to earn while they learn, and leaving school, they could
them make the transition into most apprentices are required consider some other options,
the working world smoother. to attend college for part of the which the advisers can offer.
They should get used to taking time. They can find a temporary
responsibility if something goes job, or take a gap year and
wrong in their job. By taking 3. _______________________________ go travelling; they may work
responsibility, they will have the Moving straight to tertiary somewhere abroad, or speak
opportunity to learn how to put education from secondary to career advisers who can
things right and they can avoid school is considered a big help them come up with a
making the same mistakes in the jump. However, many students plan. If none of these options
future. take to university life like a are successful, students should
duck to water. Normally, the go back to school. They can
2. _______________________________
first week at university is a bit still be accepted on to A level
In general, apprentices are confusing, even a little stressful, courses if they have GCSEs.
assigned to a senior member but it does not take long to get
3 Find the words/phrases/expressions in the reading text which are closest in meaning to the following.
Write them in the correct space.
1. without problems or difficulties __________________________
2. someone who works for an employer or expert to learn a particular skill or job __________________________
3. to follow someone else while they are at work to learn about that person’s job __________________________
4. to begin to understand and deal with something difficult __________________________
5. to become used to something very easily __________________________
6. written work in an office, such as filling in forms, writing letters, etc. __________________________
50
50 Unit 9
Unit 9 Choosing
Choosing aa career
career
SKiLLS
READING
Advice for secondary school leavers
Lead-in: Inform the class of the lesson objectives: skimming and scanning a text for main ideas and specifi c
information.
1 The aim of this activity is to attract Ss’ attention to the topic of the text and get them more involved in the
reading lesson by provoking discussion about the pictures.
• Have Ss work in pairs and encourage them to make guesses freely.
Suggested answers
Picture 1: She may go straight to university/continue studying.
Picture 2: They may work as apprentices/join the workforce.
Picture 3: He may take a gap year and go travelling.
2 The aim of this activity is for Ss to practise reading to extract the main ideas from a text.
• Ask Ss to individually skim the text and then choose the appropriate heading for each paragraph.
Key 1. d 2. c 3. a 4. b
3 This activity focuses on the skill of identifying words/phrases/expressions in a text, based on the defi nitions
provided.
• Tell Ss to carefully read the meanings, and then go back to the text to locate the words that match the given
meanings.
• Have Ss work individually to write the correct words next to the defi nitions given.
• Ask them to check answers in pairs or groups.
Key 1. smooth(er) 2. apprentice
3. shadow(ing) them 4. get(ting) to grips with
5. take to (something) like a duck to water 6. paperwork

4 Read the text again and answer the questions. John: OK. What about you, Lan? What are
1. What kind of websites are available for school your plans after you leave secondary
leavers in the UK? school?
Lan: I’d like to go straight into university.
2. What advice is offered to school leavers who want
(3)______________________. You know I love
to start a job?
writing, and I’m very keen on improving
3. What is the best thing for apprentices? my English. One thing I’d like to do
4. What do students do in the first week at university? one day is to work for an international
newspaper.
5. What can students do if they have no plans after
Linda: (4) ______________________. I’m confident
leaving school?
you’ll be very successful. And how
5 Discuss with a partner. about you, John? What kind of job do
you have in mind?
Which is the most useful piece of advice for
you in the text? Why do you think it is useful? John: Well, my dream is to be a computer
programmer.
Lan: What are you going to do after leaving
school?
John: I’d like to take a year off and travel
abroad. (5) ______________________
Lan: Really? So what would you like to do
after that?
John: (6) ______________________
Linda: I think that would be a great thing for
you to do, John.
SPEAKING
Future jobs: ambitions and dreams 2 Find the expressions that John, Lan, and
Linda used to talk about their ambitions and
1 Choose sentences a-f to complete the dreams in the conversation. Write them in the
discussion between Linda, Lan, and John. correct space.
a. Sounds great! Expressions
b. I’d like to study journalism. John
Example: My dream is …
c. What I’d love to do one day is to run my own
(1) _____________________________________
software company.
(2) _____________________________________
d. I’d like to work overseas.
Lan
e. What kind of career are you looking for? (3) _____________________________________
f. I could work as a volunteer in Thailand. (4) _____________________________________
Linda
John: OK, the topic of today’s discussion is (5) _____________________________________
our ambitions and dreams, and our
possible future jobs or careers. So let’s
start with Linda. (1) ____________________ 3 Work in groups of three. Practise the
Linda: I’ve always wanted to be a doctor conversation in 1.
because I love taking care of kids.
(2) ________________. I have to get into 4 Work in groups of three. Use the expressions
a medical school first to gain the in 2 to make a similar conversation about your
necessary knowledge and skills. own ambitions and dreams.

4 The aim of this activity is for Ss to practise reading SPEAKING
for specific information. Future jobs: ambitions and dreams
• Ask Ss to look at the questions quickly and Lead-in: Inform the class of the lesson objective:
underline the key words which can help them to talking about ambitions and dreams related to
locate the specifi c information in the text. future jobs or careers.
• Let Ss read the text individually, then compare 1 This activity prepares Ss for the later speaking
their answers in pairs or groups. Encourage Ss to activity by providing them with a sample
explain which specifi c details from the text help conversation and some ideas.
them to answer the questions. • Ask students to read the conversation and
the sentences (a-f). Ask Ss to complete the
• Check answers as a class. conversation with the appropriate sentences.
Key • Let Ss work individually, and then compare their
1. Some websites that provide school leavers answers in pairs or groups.
with practical advice about leaving school • Check answers as a class.
and taking the next step in their careers. Key 1. e 2. d 3. b 4. a 5. f 6. c
2. They should learn to take responsibility
when things go wrong. 2 This activity focuses on fi nding the expressions
used to talk about ambitions and dreams in the
3. The best thing for apprentices is that they have conversation.
the opportunity to earn while they learn.
• Have Ss fi ll the gaps with the expressions in the
4. They have their timetables and other conversation, and then compare their answers in
paperwork sorted in the first week at pairs or groups.
university. • Check answers as a class.
5. They can fi nd a temporary job; they can Key
take a year out and go travelling; they may John: (1) I’d like to…
work somewhere abroad; they can speak to (2) What I’d love to do one day is …
career advisers to help them come up with a Lan: (3) I’d like to …
plan; they can go back to school. (4) One thing I’d like to do one day is …
Linda: (5) I’ve always wanted to …
5 This post-reading activity enables Ss to
personalise the topic. 3 The aim of this activity is for Ss to practise
the conversation so that they can apply the
• Ask Ss to work in pairs to share their ideas. conversation structure, as well as expressions and
• Invite several pairs to present their ideas and ideas in the free practice later.
explanations to the rest of the class. Encourage • Ask Ss to role play the conversation in groups of three.
other Ss to ask follow-up questions. Give
encouragement and praise to those who have 4 This activity provides freer speaking practice and helps
original ideas. Ss to further develop their communication skills.
• Ask Ss to work in groups of three.
• Set a time limit for the group’s preparation and practice.
• Invite some groups to present their conversations to
LESSON OUTCOME
the class.
• Do not stop Ss to correct their mistakes. Encourage
What can you do now? them to speak freely and just give comments on things
• Elicit answers: I have learnt about career advice such as Ss’ ambitions and dreams about future jobs.
for secondary school leavers. I can skim a text to
get the general ideas and scan a text for specific LESSON OUTCOME
career advice. I can find words in a text based on • Ask Ss: What have you learnt today?
the meanings and contexts given. What can you do now?
• Elicit answers: I have learnt to use expressions to
talk about ambitions and dreams. I can express my
opinions, ambitions, and dreams about my future job.

LISTENING
Positive and negative points of careers
1 Look at the pictures. What jobs do the people 2 Match each word with its meaning.
in the pictures do? Write down the job under
each picture. 1. rewarding (adj) a a negative aspect
b tiresome or boring
2. fascinating (adj)
c making you happy
3. battle (n) because you think it is
useful or important
4. tedious (adj) d a fight or struggle

e extremely interesting
5. downside (n) and engaging
3 Listen to an interview about the positive and

negative points of the careers of three people.
Match the career with each interviewee.
1. _____________________________________________________
1. Tom a. medical researcher
2. Alice b. TV journalist
3. Mark c. flight attendant
4 Listen again and decide if the following

statements are true (T), false (F), or not
given (NG).
T F NG
1. Tom thinks that being a TV journalist
could be a fascinating job.
2. _____________________________________________________ 2. A TV journalist could meet many
people such as pop stars, sports
stars, and scientists.
3. Alice thinks that working as a flight

attendant could be a boring job.
4. Flight attendants are well paid because

they have to breathe polluted air.
5. According to Mark, being a medical

researcher would be really rewarding.
5 Work in groups. Do you agree or disagree with

the positive and negative points of the three
careers in the listening? Why?/Why not? Can
3. _____________________________________________________
you add more points?

LISTENING Audio script
Interviewer: So, what kind of career are you looking for, Tom?
Positive and negative points of careers Tom: I think working as a TV journalist would be a fascinating job.
You would do interviews with so many famous people, such
Lead-in: Inform the class of the lesson objectives: as politicians, movie stars, authors, and actors.
listening for main ideas and specific information about Interviewer: Do you think there would be any downsides to
the positive and negative points of some careers. the job?
Tom: Well, being a TV journalist could be difficult at times. You
1 The aim of this activity is to engage Ss with the could have to go into dangerous situations, for example,
topic. like forest fires or battles in warzones.
• Ask Ss to look at the pictures, guess what job each Interviewer: I agree. How about you, Alice? What career would
person does, and write down the job under each you choose?
picture. Alice: I want to be a flight attendant. It could be an interesting job.
• Have Ss compare their answers in pairs or groups. I would really enjoy meeting people from many different
countries. And I think flight attendants are well paid.
• Check answers as a class. Interviewer: It’s a very demanding job. Don’t you think so?
Key 1. a medical researcher/scientist Alice: Yes, you may have to work long hours on long haul flights
2. a flight attendant and not get enough sleep. Travelling all the time could
have a negative effect on your health. Being stuck in an
3. a TV journalist/reporter aircraft and breathing dirty air is not very healthy.
Interviewer: Yes, I agree. Now, Mark, what career would you
2 The aim of this activity is to introduce new like to pursue?
vocabulary items which will help Ss to understand Mark: Well, I’d like to be a medical researcher. I think that doing
the listening exercise. medical research would be really rewarding.
• Ask Ss to look at the words and the meanings given, Interviewer: So what are some positive points about the job?
and then match the words with the appropriate Mark: This job would help save people’s lives. You could make a
meanings. great medical discovery, such as a new drug that can cure
or prevent deadly diseases.
• Have Ss compare their answers in pairs or groups.
Interviewer: Sure, but not everyone is lucky enough to discover
• Check answers as a class. new things. You could end up doing tedious experiments
Key 1. c 2. e 3. d 4. b 5. a and writing long reports.
Mark: Well, doing research may take time and you may not see
3 This activity focuses on listening for main ideas. immediate results. But I still believe in the good things
that medical research can bring to people.
• Ask Ss to look at the names of the three Interviewer: All right. Thank you all for coming to the interview,
interviewees, and the list of careers, and then and I wish you good luck in your future careers.
make their own predictions for the career each of
them does.
5 The aim of this follow-up activity is to provide
• Have Ss listen to the recording and match the opportunities for Ss to express their viewpoints in
career with each interviewee. freer communication practice.
• Have Ss compare their answers in pairs or groups. • Have Ss discuss the positive and negative aspects
• Check answers as a class. of each career in groups of three. Encourage them
Key 1. b 2. c 3. a to add more points (positive and negative).
• Ask some groups to present the main points of
4 This activity is to help Ss to practise listening for their discussions to the class.
specific information. Key Students’ answers
• Ask Ss to look through all the statements and guess
the answers based on their first listening. LESSON OUTCOME
• Have Ss listen to the recording again and decide • Ask Ss: What have you learnt today?
if the statements are true (T), false (F), or not What can you do now?
given (NG). • Elicit answers: I can understand an interview
about the positive and negative points of some
careers. I can listen for and understand main
• Check answers as a class. ideas and specific details to answer questions
Key 1. T 2. NG 3. F 4. F 5. T related to the topic.

WRITING
Applying for a job
1 Read the job application letter and write the 2 Read the job advertisement. Make a list of
numbers (1-8) next to the letters (a-h) to show the qualities and experience you may need
the correct components of the letter. for the job.
(1) The Manager (3) 618 Tay Son St HOTEL RECEPTIONIST WANTED
Souvenir Shop Ha Noi For Sunflower Hotel
755 Giang Vo St
Ha Noi We need a young and enthusiastic
person to work as a receptionist at our hotel
(2) 20 May 20 ... in Da Nang from 15 August to 30 September.
Working hours are from 8 a.m. to 4 p.m.
Dear Sir or Madam,
Responsibilities include receiving guests and
(4) I am writing in response to your
visitors, checking them in and out, taking
advertisement on Findingjobs.com for the
post of a part-time shop assistant. bookings, and answering the phone. Ability to
speak English is a plus.
(5) Last summer, I worked as a shop assistant
for five weeks in a local shop selling Please contact:
traditional Vietnamese clothing in a tourist The manager, Sunflower Hotel,
area. My responsibilities were to serve 610 Bach Dang Rd, Da Nang
customers, including foreign visitors, deliver
the clothes, and answer the phone.
(6) I think that I am reliable, hard-working
and enthusiastic. I can also speak English
fluently. If required, I can provide references
from the clothes shop.
(7) I would be grateful for an opportunity to
visit your shop and discuss my application t ________________________________________________________
with you in person. I can come for an
t ________________________________________________________
interview any afternoon during the week. If
my application is successful, I will be available t ________________________________________________________
to start work from the 15th of June. Please
find my CV enclosed in this letter. t ________________________________________________________
I look forward to hearing from you soon.
Yours faithfully, 3 Write a letter of around 180 words applying
(8)Trang for the job in the advert in 2. Include all the
letter components in 1 and follow the writing
Le Thu Trang
plan below.
a. date t 4BZXIFSFZPVTBXUIFBEWFSUJTFNFOUBOEXIBU
job you are applying for.
b. applicant’s personal qualities
t (JWF EFUBJMT PG QSFWJPVT XPSL FYQFSJFODF BOE
1 c. recipient’s address responsibilities.
d. applicant’s address t 5BML BCPVU ZPVS QFSTPOBM RVBMJUJFT BOE PòFS UP
e. applicant’s work experience send a reference.
f. applicant’s signature and full name t .FOUJPOXIFOZPVBSFBWBJMBCMFGPSBOJOUFSWJFX
g. when the applicant is available for an and can start work.
interview and to start work
h. what the job is and where the applicant
saw the job advertisement

WRITING 3 This activity is intended to allow Ss to practise
writing a job application letter.
Applying for a job
• Ask Ss to work in pairs and discuss the plan
suggested.
writing a job application letter in response to an
advertisement. • Remind Ss that they have to include all the letter
components as the letter in 1.
1 This activity aims to provide Ss with a sample • Have Ss write their drafts individually, and then
job application letter and help them to identify exchange their writing with a partner for peer
different parts of a job application letter. feedback. Encourage Ss to make revisions, if
• Ask Ss to read the letter. Remind them that St is the necessary.
abbreviation of Street. • Collect some of the Ss’ fi nal drafts and give written
• Answer any other questions Ss may ask about the comments.
letter format. Suggested answer
Notes The Manager 745 Le Loi Rd
Addressing in formal letters Sunfl ower Hotel Da Nang
If we know the recipient’s name, we begin with
610 Bach Dang Rd, Da Nang
Dear Mr/Ms/Mrs + surname, and end with Yours
sincerely. 16 July 20…
If we do not know the recipient’s name, we start Dear Sir or Madam,
with Dear Sir or Madam, and end with Yours
I am writing in response to your advertisement
faithfully.
in last Saturday’s Viet Nam News for a young
• Ask Ss to read through the list of letter components and enthusiastic receptionist.
and write the numbers (1-8) next to the letters Last summer, I worked as a tour guide for six
(a-h). weeks for a small travel agency in Da Nang. My
responsibilities included giving information
Key 2. a 3. d 4. h 5. e
to visitors, accompanying foreign tourists on
6. b 7. g 8. f
trips throughout Viet Nam, and answering the
phone.
2 The aim of this activity is to provide a job I consider myself to be trustworthy, hard-
advertisement for Ss to analyse. working and enthusiastic. I can speak English
• Ask Ss to read the advertisement and make a list fluently and can work as an interpreter. In
of the personal qualities and experience they addition, I can work for long hours. If required,
may need for the job. Remind Ss that Rd is the I can provide references from the travel agency.
abbreviation of Road. I would really like to visit your hotel and
discuss my application with you in person.
Suggested answer
I am available for an interview on any afternoon.
List of qualities and experience: If my application is successful, I will be able to
• worked for a local travel agency last summer start work from 15th of August when I fi nish my
exams. I am enclosing my CV with this letter.
• trustworthy, confi dent, hard-working, and
enthusiastic I look forward to hearing from you soon.
Yours faithfully,
• can speak English fl uently
Nam
• can work for long hours
Nguyen Van Nam
LESSON OUTCOME
• Elicit answers: I have learnt about the
components of a letter applying for a job.
I can write a job application letter in response
to an advertisment.

Communication
1 Listen to Peter, Jane, and Mary talking about

their summer jobs. What does each person do?
Write his/her job under each picture.
1. Peter: _______________________________________________
2. Jane: ________________________________________________
3. Mary: ___________________________________________
2 Listen again. Do Peter, Jane, and Mary like

their jobs? Why or why not? Tick the correct
column and take notes in the table below. 3 Work in groups. Imagine you are going to do
a summer job. Tell your group about your job
Names Likes Doesn’t like Reasons and why you like or dislike it.
_______________________
Peter _______________________
_______________________
Jane _______________________
_______________________
Mary _______________________

Communication
Summer jobs
1 This activity provides Ss with further listening
practice. Woman 1: Why don’t you quit?
• Tell Ss that they are going to listen to Peter, Jane, Peter: Because I need the money.
and Mary talking about their summer jobs. Conversation 2
• Ask Ss to look at the three pictures and brainstorm Woman 2: So where are you working this summer,
some ideas about the kinds of jobs they show. Jane?
• Play the recording for Ss and ask them to write a Jane: I’m working as a tutor at a private summer
job under each picture. school for kids.
• Ask Ss to work with a partner to compare their Woman 2: Sounds interesting. What kind of things do
answers. the kids do there?
Key 1. dishwasher 2. tutor 3. tour guide Jane: They work on the subjects they need extra
help with, but mainly English and Maths.
2 This activity helps Ss to practise listening for Woman 2: Is your job difficult?
specific information. Jane: No, not at all. The kids work on their
• Based on their fi rst listening, ask Ss to look at the computers most of the time. I get them
questions and answer them as best they can. started, and help them when they run into
problems.
• Play the recording again for Ss to listen and tick
and write notes in the space given in the table. Woman 2: Do you enjoy it?
• Have Ss compare their answers in pairs or groups. Jane: Oh, yes. I love working with the kids. It’s
• Check answers as a class. fun.
Suggested answers Conversation 3
Doesn’t Man: So what kind of job did you find for the
Names Likes Reasons summer, Mary?
like
Mary: I’m working for a tour company. I work as a
It’s a pretty hard job. tour guide.
Peter 
It’s hot in the kitchen. Man: What do you have to do there?
She loves working with the kids. Mary: I have to lead bus tours in the city.
Jane 
It’s fun.
Man: Do you like it?
The work’s very interesting. Mary: Yes. It’s very interesting. Sometimes I feel
Mary  She has the opportunity to see lots of really tired, but I have the opportunity to
historical buildings and sights. see lots of historical buildings and sights.
Man: Lucky you!
Audio script
Conversation 1 3 This follow-up activity provides an opportunity for
Woman 1: Peter, did you find a summer job? Ss to personalise the topic through discussion.
Peter: Yes, I’m working in a restaurant. • Have Ss work in groups and prepare their own
Woman 1: How is it going? ideas to talk about their imaginary summer jobs.
Peter: Oh, the money is not bad… ten dollars an • Ask each student to tell the group about his/her
hour. job and what they like and dislike about it.
Woman 1: What do you do?
Peter: Well, I’m working as a dishwasher. But it’s a
pretty hard job. I have to work in the kitchen
all the time. It’s very hot in there.

Culture
Taking a year out
1 Read the text about a year out and answer the questions that follow.
Tom has just finished his A levels and he has got a place at university, but he would really like a break from
the academic world. Like many young people today he’s thinking about taking a year out first, or as people
often say, spending a year at ‘the university of life’.
There are lots of things for Tom to choose from. He could work in a bank or do community work. He might
even do something adventurous, such as joining an expedition to a rainforest. The experience will broaden
his horizons and teach him new skills. It may also give him the chance to earn some money, which will be very
helpful when he eventually starts his studies.
Before Tom decides to take a gap year, he must make sure that the university will hold his place for him till the
following year. Most are quite happy to do this, as they find that year-out students are more mature, confident,
and independent. But each student should know that it is a year out, not a year off. His university will want to
know what he is going to do. They will not be very pleased if he just wants to do nothing for a year.
1. What would Tom really like to do after securing a place at university?

2. What are the things that he can do in his gap year?
3. What are the benefits that the experience will give him during a gap year?
4. What must Tom check before he decides to take a year out?
5. What does ‘the university of life’ mean?
2 Discuss the questions with a partner.

1. Do young people take a year out in Viet Nam?
2. Imagine you are allowed to take a year out after finishing school. What will you do in your gap year?

Culture
Taking a year out
1 This activity aims to provide Ss with more knowledge about the practice of taking a year out, also known as
a gap year as practised by young people in the UK.
• Ask Ss to read the text individually to get an overall idea about its content.
• Have Ss read the questions and answer them.
Key
1. He would really like a break from the academic world.
2. He could work in a bank or do community work. He might even do something adventurous, such as
joining an expedition to a rainforest.
3. His experience during a gap year will broaden his horizons and teach him new skills. It may also give
him the chance to earn some money.
4. Before deciding to take a year out, he must make sure that the university will hold his place for him till
the following year.
5. It means the education one gets from experience in the real world.
2 This follow-up activity provides an opportunity for Ss to relate the text content to their situation in Viet Nam.
• Ask Ss to work in pairs and discuss the questions.
• Invite some pairs or individuals to present their ideas in front of the class.
• Encourage other Ss to give comments.
LESSON OUTCOME
• Elicit answers: I have improved my listening, speaking, and reading skills.
I’ve learnt more about summer jobs and taking a year out in the UK.

LOOKING BACK
1 Listen and underline the unstressed words in 1 Complete the sentences using the correct form
the following sentences. of the phrasal verbs in the box.
1. I’m looking for a job to keep me busy this summer.
cut down on drop out of drop in on
2. He saw the advertisement in today’s newspaper. go on with get on with keep up with
3. How far is it from here to your school? come up with run out of
2 Underline the unstressed words in the 1. That’s enough for now – let’s _______________ the
following sentences and practise reading discussion tomorrow.
them aloud.
2. If you don’t work hard, you won’t be able to
1. I would like to take a year off first, and then go to
_______________ your friends.
university.
2. Working as a journalist, he has the opportunity to 3. Come on, Linda. Can you _______________ a better
meet famous people and interview them. idea?
3. I decided to be an apprentice to an electrician 4. I don’t think she would _______________ her sister-
for two years, and then I will study electrical in-law.
engineering at university.
5. They _______________ money and had to abandon
the project.
6. We thought we could _______________ you while we
were passing by.
7. The doctor told him to _______________ chips and
chocolate.
8. He felt disappointed and _______________ school
after the first term.
Vocabulary
Complete the sentences with the correct form 2 Make a complex sentence from each pair of
of the words/phrases in the box. sentences. Use the words provided and make
any necessary changes.
career apprentice workforce
career advice temporary option 1. Don’t eat too much. You may fall ill. (if)
2. Kate is beautiful. Her mother is beautiful. (as … as)
1. Mark is worried because his company is cutting its
________________ by a quarter. 3. He is not bright. He thinks he is bright. (as … as)
2. Teaching as a ________________ is very challenging, 4. It rained hard. The plane couldn’t take off. (so …
but also very rewarding. that)
5. You must run fast. You may be late for school.
3. Secondary school students often do _____________ (unless)
jobs during the summer holidays.
6. It was a very good novel. Mary couldn’t put the
4. Don’t worry, Peter. You can always ask your father novel down. (such ... that)
for ________________.
7. I wish I had one million dollars. I would travel
5. Lan has been working for three months at the around the world. (if)
hairdresser’s as a(n) ________________. 8. Mr Smith had requested that the apprentice finish
6. There are many job ________________ available for the work. The apprentice finished the work. (as)
young people to choose from nowadays.

LOOKinG BaCK
Lead-in: Inform the class of the lesson objective: Grammar

reviewing pronunciation, vocabulary, and grammar.
1 The aim of this activity is to help Ss to revise the
Pronunciation phrasal verbs consisting of a verb, an adverb, and
a preposition.
1 This activity aims to review the use of unstressed
words. • Ask Ss to complete the sentences with the correct
form of the phrasal verbs given.
• Play the recording and let Ss listen and underline
the unstressed words. • Have Ss work individually fi rst, and then compare
their answers in pairs.
• Check answers as a class by asking some Ss to
read the sentences out loud. • Check answers as a class.
• Play the recording again and let Ss listen and Key 1. go on with 2. keep up with
repeat the sentences. 3. come up with 4. get on with
Key and audio script 5. ran out of 6. drop in on
1. I’m looking for a job to keep me busy this summer. 7. cut down on 8. dropped out of
2. He saw the advertisement in today’s newspaper.
2 This activity aims to help Ss to review the adverbial
3. How far is it from here to your school? clauses of condition, comparison, manner, and
result.
2 The aim of this activity is to help Ss to consolidate • Ask Ss to make a complex sentence from each
and practise the pronunciation of unstressed pair of sentences using the words provided.
words.
• Have Ss work individually fi rst, and then compare
• Have Ss work individually, and then compare their their answers in pairs.
answers in pairs.
Key
• Ask Ss to read the sentences aloud.
1. If you eat too much, you may fall ill.
Key
2. Kate is as beautiful as her mother.
1. I would like to take a year off first, and then go
to university. 3. He is not as bright as he thinks he is.
2. Working as a journalist, he has the opportunity 4. It rained so hard that the plane couldn’t take off.
to meet famous people and interview them. 5. Unless you run fast, you will be late for school.
3. I decided to be an apprentice to an electrician 6. It was such a good novel that Mary couldn’t
for two years, and then I will study electrical put it down.
engineering at university. 7. If I had one million dollars, I would travel
around the world.
Vocabulary 8. The apprentice fi nished the work as Mr Smith
This activity helps Ss to revise the key vocabulary had requested.
items of the topic.
LESSON OUTCOME
• Have Ss complete the sentences with the correct
words/phrases given in the box. • Ask Ss: What have you learnt today?
• Elicit answers: I can pronounce the unstressed
• Check the answers as a class.
words in the sentences correctly. I can use the
Key 1. workforce 2. career key vocabulary items related to choosing a
3. temporary 4. career advice career. I can use phrasal verbs consisting of a
5. apprentice 6. options verb, an adverb, and a preposition. I can use
adverbial clauses of condition, comparison,
manner, and result.

PROJECT
1 Work in groups. Interview your group members about their future careers. Use the table below as
a guide.
Reasons for
Names Future career Positive points Negative points choosing the
career
1
_________________
2
_________________
3
_________________
4
_________________
2 Present the results of the interviews to the class.
NOW I CAN
● understand and use words and phrases related to leaving school and choosing a career
● recognise and pronounce unstressed words in the sentences correctly
● use phrasal verbs (consisting of a verb, an adverb, and a preposition), and
adverbial clauses of condition, comparison, manner, and result
● read for general ideas and specific information about career advice on websites
for secondary school leavers
● talk about ambitions and dreams (future jobs)
● listen for main ideas and specific information in an interview with school leavers
about the positive and negative points of particular careers
● write a job application letter in response to an advertisement
● understand more about taking a year out

PrOJeCt
Lead-in: Inform the class of the lesson objective: exploring the topic further in a collaborative way.
1 Ask Ss to work in groups of fi ve.

• Have them prepare their tables shown in Project as a guide.
• Ask each student to interview four members in his/her group and note down the information they get in the
appropriate columns in the table.
• Ask Ss to prepare their presentations, paying attentions to the similarities and diff erences in the choices of
career of the group members.
2 Have the representative of each group present the results of their interviews to the class.
• Ask Ss to present what they think are positive and negative points of the career, and the reasons why they
have chosen the jobs (including the representative’s job choice and his/her reasons).
• Encourage the rest of the class to ask questions and give feedback about the presentation.
LESSON OUTCOME
• Elicit answers: I can deliver a presentation about a future job option and the reasons why I have chosen
the job. When working in a group, I have learnt to cooperate with others.
NOW I CAN
• Ask Ss to assess their lesson outcomes by ticking the appropriate column in the assessment box.
• If time allows, go through each item in the list and discuss as a class to identify Ss’ strengths and
weaknesses for further remedial work.

Unit 10 LIFELONG LEARNING
This unit includes:

Vocabulary
Keep learning throughout life! t 8PSETBOEQISBTFTSFMBUFEUPMJGFMPOHMFBSOJOH
Pronunciation
t *OUPOBUJPOPGRVFTUJPOT
1 Angela and her grandpa are talking about Grammar
keeping learning throughout life. Listen and read. t $POEJUJPOBMT5ZQF
Angela: Grandpa, sorry I’m a bit late, but I had to do t .JYFEDPOEJUJPOBMTPG5ZQFBOE5ZQF
a lot of homework and missed the bus. If I SKILLS
hadn’t missed it, I’d have come at least 30 t 3FBEJOHGPSHFOFSBMJEFBTBOETQFDJöD
minutes earlier. information in an article about lifelong
Grandpa: No problem. Your grandma is still out learning
shopping. t (JWJOHBQSFTFOUBUJPOBCPVUIPXUPLFFQ
Angela: What are you reading, grandpa? You look learning throughout life
really excited! t -JTUFOJOHGPSTQFDJöDJOGPSNBUJPOJOBUBML
Grandpa: Well, I’ve joined the Lifelong Learning show about a successful lifelong learner
Institute and I’ve chosen some interesting t 8SJUJOHBEFTDSJQUJPOPGBCBSDIBSUBCPVU
courses to attend. Do you want to have a barriers to lifelong learning
look at their brochure?
Angela: OK. But I thought you are retired now? t "GBNPVTMJGFMPOHMFBSOFS
Why do you need to study? And what’s this t -JGFMPOHMFBSOJOHJOEJòFSFOUDPVOUSJFT
lifelong learning? Do you mean learning all
the time?
Grandpa: Kind of … These courses are not just for
retired people. They are for everyone who
is interested.
Angela: Oh, no, I don’t think I’d want to study all my
life. Twelve years in compulsory education
seems enough for me.
Grandpa: Yes, but things change all the time. There
are new ideas and concepts that you need
to understand in order to succeed! As a
lifelong learner, you can also choose what
and how to study. This type of learning is
self-directed.
Angela: Sounds great, but how can I find the time
to attend courses when I have a full-time
job?
Grandpa: Well, you could do an online course with
discussion sessions in the evening or
at the weekend. You can do it from the
comfort of your own home. The key thing
is to enjoy learning and acquire new skills
all the time.
58 Unit 10 Lifelong learning

Objectives
 understand and use words and phrases related to lifelong learning
 recognise and use correct intonation on different types of questions
 use conditionals Type 3, and mixed conditionals of Type 2 and Type 3
 read for general ideas and specific information about lifelong learning
 give a presentation about how to keep learning throughout life
 listen for specific information in a talk show about a successful lifelong learner
 write a description of a bar chart about barriers to lifelong learning
 learn about lifelong learning in different countries
Getting Started
Keep learning throughout life!
Lead-in: Inform the class of the lesson objectives: getting to know the topic; some vocabulary related
to lifelong learning; the two grammar points: conditionals Type 3, and mixed conditionals of Type 2 and
Type 3.
 Write the heading ‘Keep learning throughout life’ on the board.
 Ask Ss to work in pairs and answer these questions:
What is lifelong learning?
Is there anyone in your family who has kept learning throughout their life?
How can people keep learning while working, and after they retire?
 Elicit answers from Ss and write any key words in their answers on the board. If Ss do not answer the
questions adequately, briefly explain the concept of lifelong learning:
Lifelong learning is education that continues throughout your life even though you may be working full-
time jobs, or have even retired. It’s a kind of continuous learning that is flexible enough to adapt to many
situations and environments.
Lifelong learning can take various forms. It can be a class-based, face-to-face, or online course. Most
importantly, courses can be completed by learners in their free time, in the evening, or at the weekend.
1 Ask Ss to look at the picture next to the GETTING STARTED conversation and tell them that the two
people in the picture are Angela and her grandpa. Ask Ss to guess what the two people in the picture
are talking about.
Suggested answer
They are talking about the aim of lifelong learning and how to keep learning through life.
• Tell Ss that they are going to listen to a conversation between Angela and her grandpa about keeping
learning throughout life.
• Play the recording. Ask Ss to listen and read along silently.
Unit 10 Lifelong learning 58T

2 Work in pairs. Decide whether the following
statements are true (T), false (F), or not given
Angela: Sounds nice. So lifelong learning is all (NG). Tick the correct box.
T F NG
about learning to enjoy learning?
Grandpa: That’s right. It’s voluntary and self- 1 Lifelong learning is only for
retired people.
motivated. People usually take time to
study for personal or professional reasons, 2 According to Angela’s grandpa,
depending on their needs and learning lifelong learning is for people
who want to stay in touch with
styles. current ideas and concepts.
Angela: But what about you? Why do you need to 3 People in full-time jobs can’t
do all these courses? Digital technology, attend the courses offered by the
art history, French literature? These courses Lifelong Learning Institute.
all sound difficult to me. If I had known 4 Angela’s grandpa wants to attend
that, I’d have brought you my Information different courses at the Lifelong
Technology textbook. Learning Institute.
Grandpa: Well, it’s important for me to try new things 5 Angela didn’t bring any
and keep my brain healthy and fit. I can textbooks because she left them
also meet and talk to different people, and at home.
make new friends.
Angela: Good luck, grandpa. Hope you enjoy the 3 Find the words/phrases in the conversation
courses. that mean the following.
1. This kind of education requires
children to attend a state or
private school to complete a
certain period or level. ___________________
2. This includes all activities that

aim at improving knowledge
and skills throughout life. ___________________
3. This word is used to describe

people who are keen to do or
achieve something because of
their own enthusiasm or interest. ___________________
4. This word is used to show that

lifelong learners can choose
freely what to learn. ___________________
5. These are ways and techniques

of learning something. ___________________
4 Work in pairs. Ask and answer the question.

Do you think lifelong learning is important? Why?/
Why not?
5 Work in pairs. Discuss the form and meaning of

the grammar point in the following sentences.
1. If I hadn’t missed it, I’d have come at least 30
minutes earlier.
2. If I had known that, I’d have brought you my
Information Technology textbook.
59 Unit 10 Lifelong learning Unit 10 Lifelong learning 59

2 This activity focuses on developing comprehension skills.
• Ask Ss to work in pairs to decide whether the statements are true (T), false (F), or not given (NG).
• Encourage Ss to provide reasons for their answers. They may refer back to the conversation to get the
necessary information.
Key 1. F 2. T 3. F
4. T 5. NG
3 The aim of this activity is to help Ss to practise working out the meaning of the new words and phrases from
their context.
• Ask Ss to work individually. Have them read the definitions, and then read the conversation again to find the
correct words or phrases.
• Have Ss write the correct word or phrase next to the meanings given.
Key 1. compulsory education 2. lifelong learning 3. self-motivated
4. self-directed 5. learning styles
4 This activity focuses on students’ personalisation of the topic‘Keep learning throughout life’.
• Allow enough time for Ss to ask and answer the questions in pairs.
• Ask one or two Ss to present their answers to the class.
5 The aim of this activity is to help Ss to recognise the verb form in conditional sentences (conditionals).
• Ask Ss to underline the verb form in the two conditional sentences given.
If I hadn’t missed it, I’d have come at least 30 minutes earlier.
If I had known that, I’d have brought you my Information Technology textbook.
• Draw Ss’ attention to the fact that the sentences are talking about past activities and results.
• Explain briefly the verb forms and their meanings: the past perfect in the If-clauses and would + have + past
participle in the main clauses are used to talk about unreal or imaginary past activities or events.

LANGUAGE
Intonation of questions
1 Work in pairs. Match the characteristics of lifelong
learning (1-5) with their example actions (a-e).
1 Listen and mark the rising ( ) or falling ( )
a. Learners update intonation on the questions.
1. flexible their professional 1. A: Are teachers an important factor in students’
knowledge and skills by lifelong learning?
themselves. B: Absolutely. They teach students how to learn.
b. Learners decide what to 2. A: What is the most important requirement for
learn and manage how this course?
2. voluntary
to learn. B: Self-motivation!
c. Learners can easily 3. A: Would a secondary school graduate become
change the time of the a better lifelong learner than a university
course according to graduate?
3. self-directed their work schedule. B: I think it depends on the person’s self-
motivation.
d. Learners actively find
suitable courses for 4. A: Did you email your report to me?
their own benefits B: I’m afraid not. There’s something wrong with
4. self-motivated without being forced to my laptop. I’ll send it tonight.
do so.
5. A: How do I encourage my students to develop
e. Learners independently lifelong learning?
work hard and B: Well, just show them that learning can be fun.
overcome difficulties
5. self-improved without others’
encouragement.
2 Complete the sentences with the right form of

the words and phrases in the box.
lifelong learning learning styles voluntary
self-directed self-motivated
1. Students with __________________________ are good

at completing challenging tasks without the
encouragement of other people.
2. To become a ________________________ you need to

learn new things ________________ every single day
of your life.
3. Colleges often encourage students to consolidate

knowledge through _______________________ study.
4. Some people think that if we recognise our 2 Work in pairs. Practise reading the short
________________, we will learn better. conversations in 1.

LanGUaGe
1 This matching activity focuses on the meaning of Intonation of questions
some of the key words related to the characteristics
of lifelong learning. 1 The aim of this activity is to review the use of
rising and falling intonation in different types
• Ask Ss to work individually, read each word or
of questions.
phrase and match it with its meaning. If necessary,
provide support by encouraging Ss to use the • Tell Ss that they have already learnt these
context and clues in the conversation. intonation patterns and how they are used in
different types of questions – rising intonation
Key 1. c 2. d 3. b 4. e 5. a for Yes-No questions and falling intonation for
Wh-questions.
2 This activity focuses on using the new words in • Play the recording for Ss to listen and mark
context. the rising () or falling () intonation on the
questions.
• Go through the words and phrases in the box and • Model the intonation (or play the recording
check Ss’ understanding. again) for Ss to repeat chorally and
• Ask Ss to study the context to decide which words individually.
or phrases in the box need to be used to complete • If Ss have difficulty, help them to distinguish
the sentences. between rising and falling intonation by
• Remind Ss that they have to consider which form of reading out the questions using exaggerated
the words is appropriate in each of the sentences. rising and falling intonations.
• Ask Ss to complete the sentences individually. Key and audio script
• Alternatively, in a weaker class, have Ss work on the 1. A: Are teachers an important factor in students’
sentences in pairs. lifelong learning?
• Check answers as a class. B: Absolutely. They teach students how to learn.
2. A: What is the most important requirement for this
Key 1. self-motivation course?
2. lifelong learner; voluntarily B: Self-motivation!
3. self-directed 3. A: Would a secondary school graduate become a better

lifelong learner than a university graduate?
4. learning styles B: I think it depends on the person’s self-motivation.
4. A: Did you email your report to me?
B: I’m afraid not. There’s something wrong with my
laptop. I’ll send it tonight.
5. A: How do I encourage my students to develop lifelong
learning?
B: Well, just show them that learning can be fun.
2 Tell Ss that they are going to work in pairs to

practise the intonation of questions in five
conversations in 1.
• Invite some Ss to read the questions out loud
in front of the class. Encourage other Ss to say if
they think the intonation is appropriate or not.
• Have Ss work in pairs, taking turns reading
aloud the exchanges.

Grammar Mixed conditionals of Type 2 and Type 3
Conditionals Type 3 2 Ben is now thinking about what he did not do
in his previous job and his current situation.
1 Ben is recently out of work. He is thinking about Write mixed conditionals, putting the verbs in
what he did or did not do in his previous job. brackets in the correct form.
Match the if-clauses with the results. Then write 1. If I (share) my knowledge with others, I (have) more
conditionals using appropriate verb forms. ideas on how to find a more suitable job now.
2. If I (gain) some experience in solving problems,
1 if I had shared my a. (be) better at I (be) promoted to a new position by now.
knowledge with problem solving 3. If I (be able) to put my knowledge into practice,
others
I (have) more job opportunities now.
2 if I had had more b. (gain) more 4. If I (learn) how to analyse the information, I (not
information and practical need) to take this course now.
knowledge experience 5. If I (be) able to improve my professional skills
through self-learning, I (be) a manager now.
3 if I had had the
opportunity to put c. (become) more DO
my knowledge successful at YOU KNOW…?
into practice work Mixed conditionals of Type 2 and Type 3 are used to
talk about unreal or imaginary past activities, which
4 if I had known have a present result.
how to analyse the d. (have) more
If-clause Main clause
information close friends and
supporters past perfect would + bare infinitive
(Conditional Type 3) (Conditional Type 2)
5 if I had been able
to improve my Example:
e. (improve) my If Tom had studied harder last term, he would have a
professional skills
critical thinking better job now.
through self-
skills (Tom did not study hard.)
learning
3 Put the verbs in brackets in the correct form.

1. If you (learn) _________ more about how to use the
Internet for studying before, you (be) _________ a
DO
YOU KNOW…? successful lifelong learner now.
Conditionals Type 3 are used to talk about unreal or 2. If he (know) _________ how to present his ideas in
imaginary past activities or events. his previous job, he (have) _________ no trouble
becoming a good manager.
If-clause Main clause 3. She’s out of work again! If she (continue) _________
would/could/might + have + past improving her skills through lifelong learning, she
past perfect participle (find) _________ new ways to make herself more
employable.
Examples: 4. Those engineers have failed. If they (continue)
If Tom had studied harder, he would have got the job. _________ learning, they (keep) ___________ up with
(Tom did not study hard.) new developments and technology.
If Anna had passed the examination last month, she 5. These people do not have good memories. If they
would have received the scholarship. (do) _________ more mentally challenging activities
(Anna did not pass the examination.) in the past, they (slow) _____________ down mental
deterioration.

Grammar
Conditionals Type 3
1 The first section of Grammar aims to teach Ss conditionals Type 3.
• Ask Ss to read through the conditionals used in the conversation again (Activity 5, GETTING STARTED).
Tell Ss those two sentences are conditionals Type 3.
• Ask Ss to read the Do you know…? box and check their understanding of the phrase ‘unreal or imaginary past
activities or events’. Explain the phrase to Ss if necessary.
• Explain to Ss the usage of conditionals Type 3.
• Ask Ss to do the activity individually.
• Ss must fi rst match the two halves of the sentences, and then write out the completed conditionals altering
forms and tenses where necessary. This is quite an involved task, so monitor the class and help where
necessary.
Key
1 - d If I had shared my knowledge with others, I would have had more close friends and supporters.
2 - a If I had had more information and knowledge, I would have been better at problem solving.
3 - b If I had had the opportunity to put my knowledge into practice, I would have gained more practical experience.
4 - e If I had known how to analyse the information, I would have improved my critical thinking skills.
5 - c If I had been able to improve my professional skills through self-learning, I would have become more
successful at work.
2 This activity focuses on mixed conditionals of Type 2 and Type 3.

• Ask Ss to read the Do you know…? box and check their understanding of the phrase ‘unreal or imaginary past
activities, which have a present result’. Explain the phrase to Ss if necessary.
• Explain to Ss the usage of mixed conditionals of Type 2 and Type 3, paying special attention to the diff erence
between this mixed type and conditionals Type 3 – the unreal or imaginary present result and the unreal or
imaginary past result. Check Ss’ understanding of the rules before moving on.
• Ask Ss to do the activity individually.
• Monitor the activity and help Ss, if necessary.
Key 1. had shared, would have 2. had gained, would be
3. had been able, would have 4. had learnt, would not need 5. had been, would be
3 This activity focuses on reviewing different types of conditionals.

• Ask Ss to complete the sentences with the correct tenses and forms of the verbs in brackets.
• Have Ss work individually fi rst. Monitor the activity and help Ss, if necessary.
• Ask Ss to check their answers in pairs or groups.
• Then check answers as a class.
Key 1. had learnt, would be 2. had known, would have had
3. had continued, would have found 4. had continued, would have kept
5. had done, might/may have slowed
LESSON OUTCOME
• Elicit answers: I have learnt how to use conditionals Type 3 and mixed conditionals of Type 2 and Type 3. I can
use conditionals Type 3 to talk about unreal or imaginary past activities or events. I can use mixed conditionals
of Type 2 and Type 3 to talk about unreal or imaginary past activities, which have a present result.

SKILLS
READING
Notes on lifelong learning
1 Work with a partner. Ask and answer the qualifications. This means the ultimate aim is to
questions below. better yourself for personal and/or professional
development rather than for some certificate to
1. What do you think can facilitate lifelong learning?
decorate your CV. This type of lifelong learning
2. How can people practise lifelong learning? may not necessarily take place as part of a course. It
may be done very informally in any area of interest
2 Read the text about lifelong learning and and at your convenience, as long as it is well within
choose a heading for each paragraph. your capabilities and/or improves your skills. For
example, researching the tidal cycles of the sea
a. Forms of lifelong learning where you often go fishing and the types of fish
b. Aims of lifelong learning available there is a form of lifelong learning.
c. Defining lifelong learning
d. The difference between compulsory education 3 Read the text and find the words or phrases
and lifelong learning in the text that have the following meanings.
Write them in the space below.
1. _____________________________________________________
1. the action of trying one’s best to
‘Lifelong learning’ is the pursuit of knowledge find or follow something _______________
throughout life. In other words, learning is 2. to keep someone or something
not confined to the classroom environment within limits of time and
and school subjects. Instead, people can learn boundaries of space _______________
throughout their adulthood, even in old age
3. interactive online services that
and in a variety of situations, particularly in their
provide teachers and learners with
daily interactions with others and with the world
information and tools _______________
around them. Lifelong learning must be voluntary
and self-motivated. Therefore, lifelong learners 4. a building with physical presence
should have a strong desire to learn and explore rather than virtual or online _______________
the world. 5. being or happening at the end of

a process or a series of actions _______________
2. _____________________________________________________
Lifelong learning is facilitated by e-learning

platforms. Education is now no longer offered 4 Read the text again and answer the following
only by ‘bricks and mortar’ institutions. Online questions.
courses have instead enabled lifelong learning by 1. Which of the characteristics of lifelong learning
providing learners, teachers, and course providers distinguishes it from compulsory education?
with much more flexibility in terms of learning 2. What makes people become good lifelong
time, place, pace, and style. Learners, for instance,
learners according to the writer?
can now have the course content taught to them
by a school located miles away from where they 3. How is lifelong learning made possible or easier
live or work. In addition, young parents can select to access?
their group meeting time late in the evening 4. What should be the objective of lifelong learning?
when their children have gone to bed.
3. _____________________________________________________ 5 Work in groups. Discuss the following question.
Most importantly, lifelong learning should Do you know someone who has kept learning
be regarded as an attitude to learning for throughout their life? Tell the group briefly about
self-improvement rather than a pathway to him/her.

SKiLLS
READING
Notes on lifelong learning
Lead-in: Inform the class of the lesson objectives: 4 This activity aims to check Ss’ comprehension of
skimming for general ideas and scanning for information the reading text.
about lifelong learning. • Tell Ss to read through the questions fi rst to
get some general ideas about what kind of
1 The aim of this activity is to activate Ss’ knowledge
information they have to find in the text.
of lifelong learning and draw Ss’ attention to the
• Ask Ss to read the text again and answer the
topic of the reading.
questions by writing complete sentences or just
• Ask Ss to discuss and answer the questions with their taking short notes.
partners based on information learnt from the unit • Then have Ss work in pairs, taking turns to ask and
so far, and their own knowledge and experience. answer the questions.
• Elicit answers from Ss and write any key words in the • Check answers as a class.
answers that relate to the reading text on the board.
Key
Suggested answers 1. Lifelong learning is not confined to the
1. The government’s education policy and new classroom environment.
technology are making lifelong learning more
and more accessible. 2. Voluntary learning, self-motivation, and a
strong desire to learn make people become
2. People can practise lifelong learning in
good lifelong learners.
many different ways, depending on their
situation and circumstances. Some ways 3. Lifelong learning has been facilitated by
include courses, programmes, or talks at their e-learning platforms with a variety of online
workplace or at home. courses.
4. Lifelong learners should aim at learning for
2 Tell Ss that the activity focuses on reading for general
self-improvement, rather than as a pathway
ideas and have them read the headings quickly.
to qualifications.
• Explain to Ss that repeated and similar vocabulary
can form a vocabulary chain in a paragraph, which 5 This activity helps Ss to personalise the topic
can help to express the main idea of the paragraph. through a group discussion on lifelong learning.
• Have Ss individually skim the text to choose the • Have Ss work in groups to take turns thinking
best heading for each paragraph. Remind Ss that about someone they know who has kept learning
not all the headings need to be used. Then let them throughout their life. Each student briefly talks
check their answers with a partner. about that person. Alternatively, Ss can share
• Check answers as a class and write them on the board. their ideas about lifelong learning in general.
Key 1. c 2. a 3. b • Choose one or two groups to present their ideas
in front of the class.
3 This activity focuses on finding words in a text,
based on the meanings provided.
• Tell Ss to study the meanings, and then go back LESSON OUTCOME
to the reading text to locate the words that match • Ask Ss: What have you learnt today?
each given definition. What can you do now?
• Have Ss work individually to write the correct words • Elicit answers: I have learnt more about
next to the definitions given. lifelong learning. I have improved my reading
• Ask them to check their answers in pairs or groups. skills by skimming a text to get main ideas.
• Check answers as a class. I can scan a text to get specific information.
Key 1. pursuit 2. confine 3. e-learning platform
4. bricks and mortar 5. ultimate
SPEAKING
How to keep learning throughout life
1 Work in pairs. Discuss the following ideas

about steps to keep learning throughout life.
Put them in the order of importance.
t BUUFOE QSPGFTTJPOBM DPOGFSFODFT TFNJOBST BOE
training courses
t BQQMZLOPXMFEHFJOFWFSZEBZMJGF
t NBLFBQMBO PRESENTATION OUTLINE
t DIPPTFTPNFUIJOHPGJOUFSFTU Introduction
t SFBENPSFSFHVMBSMZ Getting attention (a) ________________
t QVUUIPVHIUTJOUPBDUJPO Previewing the main points (b) _______________

Body
2 Work with a partner. Fill the gaps in the First main point (c) ________________
presentation with some ideas in 1, and then Supporting ideas (d) ________________
complete its outline.
Second main point (e) ________________
HOW TO CONTINUE LEARNING
AFTER LEAVING SCHOOL Supporting ideas (f) ________________
Good morning everyone and thank you very Third main point (g) ________________
much for coming to my presentation. I’m here Supporting ideas (h) ________________
today to talk about my three essential steps to
keep learning after leaving school. Conclusion
The first step is to (1) ________________________. Summary of the main
You may have several hobbies, but ask yourself points and restatement
what you are most interested in. It is your of the central idea (i) ________________
genuine interest that will keep you on track Closing (j) ________________
until you reach the final destination.
Secondly, (2) ________________________. You need
to make certain that you will have enough
time for learning. Take into account the time
needed for your job, for housework, and
for rest. Also, make sure that you will have
adequate funding throughout the learning.
Last but not least, (3) ________________________.
Contact the course provider. Tell your best
friends to support your studies by not insisting
on hanging out with you all the time. Buy or
borrow all the study supplies as required.
In conclusion, choosing the subject you like
most, planning your study, and realising your
plan are three main steps to keeping you 3 Work in groups. Choose two ideas discussed
learning through life. Thank you for listening.
in 1 or brainstorm your own ideas to prepare
I hope my advice is useful and you will start
a presentation about how to keep learning
your journey of lifelong learning soon.
throughout life following the outline in 2.

SPEAKING
How to keep learning throughout life
Lead-in: Inform the class of the lesson objectives: discussing ideas related to lifelong learning, and preparing a
presentation on how to keep learning throughout life.
1 This activity aims to help Ss to prepare some ideas for the presentation in activity 3.
• Ask Ss to work in pairs and read through the ideas on how to continue learning throughout life.
• After explaining the ideas (if necessary), ask Ss to put the ideas in order of importance from the most
important to the least important and briefly explain their reasoning.
• Have Ss write down anything they think is interesting and helpful.
2 The aim of this activity is to familiarise Ss with a short presentation. Explain the context: an expert is giving a
presentation on tips on how to continue learning after leaving school.
• Tell Ss that they have already learnt about presentations.
• Have Ss work in pairs to read through the presentation and the outline.
• Ask Ss to read the presentation again to find out the words, phrases, or sentences in 1 to complete the
presentation and its outline.
• Check answers as a class and give feedback.
Suggested answers
1. choose something you’ll really enjoy learning about
2. make a plan
3. put your thoughts into action
(a) Greeting and thanking the audience
(b) Introducing three essential steps to keep learning after leaving school
(c) Choosing something you’ll really enjoy learning about
(d) Asking what the most interested fi eld is
(e) Making a plan
(f) Arranging time for job, housework, and rest and funding
(g) Putting your thoughts into action
(h) Informing friends and others about your learning
(i) Asking what the most interested fi eld is, making a plan, and arranging time for job, housework,
and rest and funding
(j) Expressing thanks and hopes
3 Divide Ss into groups. Ask them to choose some ideas discussed in 1 or brainstorm their own ideas to prepare
a presentation about how to keep learning throughout life.
• Advise Ss to use the presentation in 2 as a good example of a short explanatory presentation.
• Remind Ss that they have to give explanations, reasons, or examples to support the main ideas.
• Set a time limit.
• Walk around to monitor and provide help.
• Invite some groups to present in front of the class.
LESSON OUTCOME
• Elicit answers: I have learnt how to brainstorm my own ideas and prepare a presentation. I can make the
presentation naturally and smoothly in front of the audience.

LISTENING
A successful lifelong learner
1 Work in pairs. Match the words (1-5) with their 3 Listen again and decide if the statements are
meanings (a-e). true (T) or false (F). Tick the correct box.
a. the industry which exploits T F
1. achiever goal and other minerals from
under the ground The guests on the show were the best
1
2. mining b. a special right or an students in the class.
advantage for someone
3. kick-start The guests are brother and sister and
c. move someone from one 2
they work in the same field.
place to another
4. privilege As a nursery teacher, Julie worked only
d. a person who highly succeeds 3
in career in the morning.
5. transfer
e. begin a career or project quickly Julie’s manager supported her
4 professional development by asking her
2 Listen to a talk show about lifelong learning to attend business meetings.
and choose the best answers.
1. What was Julie’s part-time job? 5 Julie’s company has an office in Viet Nam.
A. An artist.
B. A teaching assistant.
C. A project manager.
D. A marketing manager.
2. What did Julie study while having a part-time job?
A. A project management course.
B. A marketing course.
C. A Vietnamese language course.
D. An international business course.
3. What type of company is West Corner?
A. Hospitality.
B. Training.
C. Mining.
D. Marketing.
4. What did Julie study in order to develop her
professional skills?
A. Vietnamese language and culture. 4 Work in pairs. Ask and answer questions about
B. Project development and management. someone you know that has succeeded in life
thanks to lifelong learning.
C. Marketing.
D. Design.
5. Why was Julie promoted?
A. Because she had the right qualifications and
spoke both English and Vietnamese.
B. Because she kept studying to improve her
design skills.
C. Because she was Vietnamese.
D. Because she was good at project management.

LISTENING
A successful lifelong learner
Lead-in: Inform the class of the lesson objective: listening for specific information in a talk show about a
successful lifelong learner.
1 The aim of this activity is to provide Ss with the key vocabulary that will help them to understand the
conversation they are going to listen to.
• Ask Ss to work in pairs to match the words with their meanings.
Key 1. d 2. a 3. e 4. b 5. c
2 The aim of this activity is to practise listening for specific information. Tell Ss that they will listen to a talk show
in which the host interviews two people who have achieved success through lifelong learning.
• Ask Ss to read the sentences and predict what they are going to hear.
• Help Ss with any diffi cult vocabulary in the questions, if necessary.
• Give Ss sufficient time to listen to the recording so they can extract the information needed and select the
correct choices.
• Have Ss compare their answers in pairs or groups.
Key 1. B 2. D 3. C 4. B 5. A
3 This activity provides Ss with questions to practise listening for specific information to decide if the statements
are true (T) or false (F).
• Ask Ss to read the statements and check their comprehension before playing the recording.
• Have Ss work in pairs fi rst, and then check their answers as a class.
Key 1. F 2. F 3. T 4. F 5. T
Audio script
Host: Good evening, ladies and gentlemen. Please join me in welcoming our guests tonight, two young high achievers: Julie Tran in
mining and Jimmy Tran in hospitality. Now, who’ll be the first to tell our listeners how they kick-started their career?
Jimmy: People often say ‘ladies first’, so I think my sister should have the privilege.
Host: I can't agree with you more, Jimmy. Julie, let’s hear your story first. How did you get to where you are today?
Julie: Well, I studied art and design at a vocational school, but I'm now working as a project manager in the mining industry. After I got my
diploma, I worked as a teaching assistant at a kindergarten. It was a part-time job so I had all the afternoons free. I realised that the job was
not challenging enough. I had plenty of time and I was capable of handling a lot more, so I started an international business course.
Host: You mean you worked part-time and studied at the same time?
Julie: That’s right. It was a degree course, and it took me three years to complete it. Then I got hired by West Corner, a mining company,
in the marketing team. I was lucky to have a very supportive supervisor, who gave me the opportunity to attend workshops and
further develop my professional skills.
Host: And you continued learning?
Julie: Yes, I really enjoyed what I studied so I took a course in project development and management. Upon completion,
I was internally transferred to the project team as the company had secured a good deal in North Viet Nam. It was a
promotion for me, partly because I had studied to gain the right qualifications and partly because I am bilingual.
I speak Vietnamese at home with my parents. So, that’s how I started my journey to where I am today.
Host: Thank you, Julie. And now our second young guest, who seems to have a different story, Jimmy…
4 The aim of this post-listening activity is to relate the information from listening text to Ss’ own life.
• Ask Ss to work in pairs to tell their partner about someone they know that has succeeded in life thanks to
lifelong learning.
• Ask some Ss to present their answers before the class.
LESSON OUTCOME
• Elicit answers: I have learnt about the examples of lifelong learners. I can listen for key words to choose
the best answers and I can listen for specific information to determine true or false statements.

WRITING
Barriers to lifelong learning
1 Work in groups. Ask and answer the following question.

What do you think are barriers to lifelong learning (things that prevent people from lifelong learning)?
2 Below is a bar chart describing the results of a recent survey of approximately 500 employees about
barriers to lifelong learning. Complete the sentences describing the five barriers, using the information
in the chart and the useful expressions in the box.
Barriers to Lifelong Learning
Lack of interest in learning (10%)
Irrelevance of the subjects available

( 20%)
Unawareness of the importance of
lifelong learning (22%)
Lack of time (66%)
Lack of finances (77%)

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
1. The survey ________________ that 77% of

employees ________________ lack of finances as
the main barrier to lifelong learning.
2. Lack of time was ________________ barrier (66%).

Useful expressions
3. About 22% of the employees ________________ in
Introduction
the survey had no idea of the importance of
The bar chart is about …
lifelong learning.
The bar chart highlights/illustrates/shows …
4. The irrelevance of the subjects available
Body
________________ 20% of the survey responses.
more/less than …
one third/fourth/fifth … 5. ________________, or 10 per cent, of the employees
nearly/approximately/just over/just under a half … were not interested in lifelong learning.

a very large/significant proportion
a very small number/minority 3 Use the sentences in 2 to write a description
of 150-180 words about barriers to lifelong
Conclusion learning based on the information from the
It is clear that … bar chart.
In conclusion/brief …

WRITING
Barriers to lifelong learing
Lead-in: Inform the class of the lesson objective: writing a description of a bar chart about barriers to lifelong
learning.
1 The aim of this activity is to activate Ss’ background knowledge of the writing topic of the unit in a group
discussion.
• Explain the word ‘barriers’ to Ss.
• Have Ss work in groups to discuss the question.
• Allow all wild guesses, ideas, and opinions at this stage.
2 The aim of this activity is to help Ss to plan and write sentences describing five major barriers to lifelong learning.
• Have Ss read the bar chart.
• Ask Ss to discuss in groups and identify the important information presented in the bar chart.
• Ask Ss to use the information in the bar chart and the useful expressions in the box to complete the sentences
about the barriers to lifelong learning.
• Ask Ss from diff erent groups to write their sentences on the board.
• Encourage Ss to provide peer feedback. Correct any errors if necessary.
Suggested answers
1. showed/shows, picked 2. the second rated 3. interviewed/asked
4. accounted for 5. A minority/A very small number
3 This activity focuses on developing Ss’ writing skills.

• Set a time limit for them to write the fi rst draft of their descriptions.
• Have Ss exchange their drafts in pairs or groups for peer review.
• Encourage them to comment on the content and structure, clarity of expression, grammar, and spelling.
• Add any additional feedback, if necessary.
• Have Ss revise their drafts based on their partners’ comments and your feedback. This can be done as homework.
• Collect Ss’ descriptions for checking or marking.
Suggested answer
The bar chart shows the results of a survey of approximately 500 employees about barriers to lifelong
learning. The survey found that there are five barriers that prevent people from participating in lifelong
learning. However, these barriers are not equally important.
Lack of finances is rated by most of the survey participants as the most important factor. More than three
quarters (77%) of those who responded to the survey reported that it was their main problem. The second
important factor is the lack of time. This was identifi ed as a barrier by 66% of the research participants
(almost two-thirds).
Two more factors were picked by about one-fifth of the participants. These were the unawareness of the
importance of lifelong learning (22%) and the irrelevance of the subjects available (20%). A small minority
of participants reported a lack of interest in learning (10%).
In conclusion, the top two factors that prevent employees from participating in lifelong learning are lack
of finances and lack of time. It is clear that priority must be given to them when encouraging employees to
pursue further education.
LESSON OUTCOME
• Elicit answers: I can write a description of a bar chart about barriers to lifelong learning.

Communication
A famous lifelong learner
1 Listen to a student talking about President Ho Chi Minh as an example of a successful lifelong learner.
Complete each statement with no more than three words.
1. One of the reasons for President Ho Chi

Minh’s success was his __________________ for
learning.
2. According to President Ho Chi Minh,

his higher education consisted of his
__________________.
3. While learning a new language, President

Ho Chi Minh learnt new words by __________
on his hands and ____________________ while
working.
4. President Ho Chi Minh often practised his

English by ___________________ and attending
public presentations.
2 In groups, discuss the lessons of lifelong

learning you can learn from President
Ho Chi Minh.
14
66 Unit 10
Unit 1 Life stories
Lifelong learning
Communication
A famous lifelong learner
Lead-in: Inform the class of the lesson objective: further skills development.
1 This activity provides further listening practice.

• Tell Ss that they are going to listen to a student talking about President Ho Chi Minh as an example of a
successful lifelong learner.
• Ask Ss to read the statements and try to anticipate what information to write in each gap.
• Play the recording once (or twice, if necessary) for Ss to complete each statement.
• Ask Ss to compare the answers in pairs. Check as a class.
Key
1. continuous self-motivation
2. travelling and work
3. writing words, glancing at them
4. reading in libraries
Audio script
President Ho Chi Minh is a well-known example for the Vietnamese people of a successful lifelong learner.
The revolutionary leader once modestly described his own schooling as consisting of only the compulsory education
grades. However, what made him a great leader and an inspiration to everyone is his continuous self-motivation for
learning, which is one of the essential qualities of a ‘lifelong learner’.
Once, addressing the audience at an Indonesian university, the President revealed that his university was all the
travelling and the work he had done. This way, his schooling continued forever, well into his senior age.
Talking about learning languages, the President said that he would write new words on his hands, and now and then
he would glance at them while he was working. When in England, he was often seen in crowded places learning and
practising English. He was also known for his frequent visits to libraries where he read intensively about topics of
interest and attended public presentations. He enjoyed talking to different people. These activities were wonderful
opportunities for his language development.
2 This activity provides further speaking practice on the topic.

• Have Ss read the instruction carefully.
• Ask Ss to work in groups of four to discuss the lessons of lifelong learning they can learn from President
Ho Chi Minh.
• Ask some groups to present their opinions in front of the class.
• Alternatively, for stronger classes, ask Ss to give more examples of what they can learn from other successful
lifelong learners.

Culture
Lifelong learning in Australia and Singapore
1 Read the texts about lifelong learning

in Australia and Singapore. Answer the
questions that follow.
Australia has an education With the aim of building the future and strengthening
system that encourages lifelong social security, the Singaporean government has
learning and recognises both built a modern and friendly environment for lifelong
formal and informal learning. learning. Lifelong learning can also help amend
This form of education has some of the weaknesses of the education system.
been developed to increase Singapore has launched a project, designed to
individual income and update the knowledge and develop the skills needed
employment security. It has by industries. Consequently, a good lifelong learner
also helped businesses and could advance at work and in life. Starting with the
organisations to be more workforce, the government has created initiatives
competitive and to keep up with and programmes for employees to improve their job
global development. As a result, relevant skills. This is one part of the lifelong Skills
Australia is becoming one of the Future scheme, which will enable all Singaporeans
leading countries in the world. to actively take responsibility for their learning
In general, Australians believe throughout their lives by attending various courses.
that pursuing lifelong learning
will help them to get a good job
and meet employers’ demands.
1. What are the aims of the Australian lifelong learning programmes?

2. What are the main reasons for Australians to pursue lifelong learning?
3. Why did Singapore decide to build lifelong learning environment?
4. How can the Skills Future scheme benefit all Singaporeans?
2 What do you think

the Vietnamese
government should
do to encourage
lifelong learning?
Discuss in pairs.
15
67 Unit 10
1 Life
Lifelong
stories
learning
Culture
Lifelong learning in Australia and Singapore
1 This reading activity aims to provide more information about what governments in developing countries
have done to encourage and facilitate lifelong learning.
• Ask Ss to read the text carefully and answer the questions individually.
• Allow enough time for Ss to read and underline the key words in the questions. Then ask them to read the
text and underline the information that they think is relevant to answer the questions.
• Monitor the activity, and off er help with unfamiliar vocabulary if necessary.
• When the information has been absorbed, ask Ss to answer the four questions.
• Encourage Ss to share their answers in pairs or groups.
Key
1. To increase individual income and employment security; to help businesses and organisations to be more
competitive; to keep up with global development.
2. To get a good job and meet their employers’ demands.
3. To build the future and strengthen social security.
4. It enables Singaporeans to actively take responsibility for their learning throughout their lives by attending
various courses.
2 The aim of this follow-up activity is to encourage Ss to relate the content of the text in 2 to the situation
in Viet Nam. Make Ss work in pairs to discuss the question. Then invite some Ss to present their answers to
the class.
Suggested answers
I think the government should carry out programmes to raise people’s awareness of lifelong learning
as a key to creating happy citizens and successful employees. Besides, there should be more and more
initiatives and policies to support the employees who are following courses and programmes to meet the
demands of employers. Consequently, these citizens will contribute more and more to the development
of the country.
LESSON OUTCOME
• Elicit answers: I have improved my listening, speaking and reading skills. I have learnt more about lifelong
learning and the example of a famous lifelong learner, President Ho Chi Minh. I have also learnt about
what the governments of Australia and Singapore have done to encourage lifelong learning.

LOOKING BACK
Pronunciation
1 Listen and mark the intonation patterns on the 4. People who keep studying and acquiring new
questions. Then practise reading them. knowledge and skills until the end of their life are
called _______________.
1. What does lifelong learning mean?
2. Does lifelong learning contribute to social or 5. Many people consider lifelong learning as a way
personal development? of _______________ their lives.
3. Excuse me, I’ve just arrived. Has the seminar on 6. A person with good time management skills will
learning skills started? be able to come up with a _______________ plan for
4. Do you think that continuous learning is the key continuing his studies while working.
to success? 7. People pursue lifelong learning for personal or
5. How should I apply for part-time courses? _______________ reasons.
8. To enjoy learning throughout life, you need to

2 Practise these conversations. Mark the
study and attend courses _______________.
questions with rising or falling intonation.
Then listen and repeat.
1. A: Did you say that we need to pursue knowledge Grammar
throughout our lives?
Use your own ideas to complete the sentences
B: No. Those are the lecturer’s words.
below, putting the verbs in brackets in the
2. A: Do you think learning from on-the-job correct form as required.
experiences is always effective?
1. Lifelong learning (be) successful if …
B: Yes, definitely.
(Conditional Type 1)
3. A: How can parents encourage their children to _____________________________________________________
learn all their lives?
2. If that school (provide) better educational
B: By setting good examples. materials, …
4. A: Which is more important, working experience (Conditional Type 2)
or qualifications? _____________________________________________________
B: I think it’s up to each individual situation. 3. If the lifelong learning programmes (start) earlier
5. A: Does asking questions encourage learning? this year, …
B: Yes, it does. That’s the new way of teaching
and learning. _____________________________________________________
4. If he (not keep) learning while working here, …
Vocabulary (Mixed conditional of Type 2 and Type 3)
Complete the sentences using the correct form _____________________________________________________
of the words in the box. 5. If you (not develop) leadership skills, …

improve self-motivate voluntary
_____________________________________________________
self-directing pursue flexibility
profession lifelong learning 6. If I (follow) your advice on professional training, …
1. _______________is one of the essential qualities of _____________________________________________________
lifelong learners. 7. If he (complete) the previous management course, …
2. What we want is to see the child in _______________ of (Mixed conditional of Type 2 and Type 3)
knowledge, and not knowledge in _______________ _____________________________________________________
of the child. 8. If we (take) online courses, …
3. The brochure gives learners guidance in their (Conditional Type 3)
_______________ learning. _____________________________________________________

Vocabulary
LOOKinG BaCK
This activity aims to review the key words frequently
used in the unit and their form.
reviewing pronunciation, vocabulary, and grammar. • Have Ss do the activity individually. Ask them to
use the words or phrases in their correct form to
Pronunciation complete the gapped sentences.
1 This activity provides practice on intonation • Ask Ss to compare their answers with a partner.
patterns for questions. • Check answers as a class.
• Play the recording and ask Ss to identify the Key
questions with rising intonation and those with 1. Self-motivation 2. pursuit, pursuit
falling intonation. Then mark the intonation pattern. 3. self-directed 4. lifelong learners
• Check answers as a class. 5. improving 6. flexible
• Play the recording again for Ss to repeat. 7. professional 8. voluntarily
Grammar
1. What does lifelong learning mean?
The aim of this activity is to review the types of
2. Does lifelong learning contribute to social conditionals learnt so far.
or personal development?
• Ask Ss to work in pairs and discuss the ideas to
3. Excuse me, I’ve just arrived. Has the seminar complete the sentences.
on learning skills started? • Explain to Ss that they should put the verbs in
4. Do you think that continuous learning is the brackets in the correct form as requested before
key to success? completing the sentences.
5. How should I apply for part-time courses? • Invite Ss from diff erent pairs to write the sentences
on the board. Check answers as a class.
2 The aim of this activity is to provide further Suggested answers
practice on intonation patterns for questions. 1. Lifelong learning will be successful if the learner
• Have Ss work in pairs to practise the conversations is self-motivated.
and mark the intonation patterns on the 2. If that school provided better educational
questions. materials, the students would be more
• Play the recording and ask Ss to listen to the interested in lifelong learning.
conversations and check the intonation patterns. 3. If the lifelong learning programmes had
• Have Ss compare their answers in pairs or groups. started earlier this year, I could have arranged
my schedule to attend some of them.
• Check Ss’ answers as a class. 4. If he had not kept learning while working here,
• Key and audio script he would not be the director now.
5. If you do not develop leadership skills, you will
1. A: Did you say that we need to pursue knowledge have difficulties in working with your staff.
throughout our lives? 6. If I had followed your advice on professional
B: No. Those are the lecturer’s words. training, I would have got a higher salary.
2. A: Do you think learning from on-the-job experiences is 7. If he had completed the previous management
always effective? course, he would be recruited to the team now.
B: Yes, definitely. 8. If we had taken online courses, we would have
3. A: How can parents encourage their children to learn saved more time.
all their lives?
B: By setting good examples.
LESSON OUTCOME
4. A: Which is more important, working experience
or qualifications?
B: I think it’s up to each individual situation.
• Elicit answers: I can identify and use appropriate
intonation on questions. I can also use
5. A: Does asking questions encourage learning? conditionals of Type 1, Type 2, Type 3, and mixed
B: Yes, it does. That’s the new way of teaching and learning. conditionals of Type 2 and Type 3.
PROJECT
LIFELONG LEARNING QUESTIONNAIRE
Please answer the questions by ticking the boxes.
1 Work in groups.
Each group 1. Which of the following is the main objective for lifelong learning?
member interviews A. Keeping your brain healthy. 
ten people about B. Increasing individual income and employment security. 
C. Updating knowledge and skills. 
their perception
D. Getting a higher degree to decorate one’s CV. 
of lifelong E. Teaching and training other people. 
learning. Use the F. Your idea: __________________________________________________
questionnaire
2. Which of the following is the best thing to learn throughout life?
shown here as a
A. Work-related knowledge and experience. 
guide. B. General knowledge. 
C. Anything of one’s interest. 
D. Specialised knowledge. 
E. Anything at one’s convenience. 
F. Your idea: __________________________________________________
3. Which of the following is the best way to learn throughout life?
A. Enrolling on online courses. 
B. Attending lectures, conferences, seminars, and meetings. 
C. Reading professional magazines and books. 
D. Attending classes at ‘bricks and mortar’ institutions. 
E. Learning from friends, colleagues and experienced professionals. 
F. Your idea: __________________________________________________
2 Report the 4. Which of the following is the main facilitator to lifelong learning?
information you A. Government programmes supporting lifelong learning. 
B. Online educational materials available. 
have collected to
C. Employers’ support, awards, and promotion for good lifelong learners. 
the whole class D. Family’s support. 
focusing on the E. Scholarships from universities and organisations. 
similarities and F. Your idea: __________________________________________________
differences in the
5. Which of the following is the main barrier to lifelong learning?
perceptions of A. Lack of time. 
lifelong learning of B. Lack of interest and motivation. 
the ten people you C. Lack of support from family and employers. 
have interviewed. D. Lack of finances. 
E. Inability to choose what to learn. 
F. Your idea: __________________________________________________
NOW I CAN
● understand and use words and phrases related to young people’s hopes,
dreams, and ambitions after leaving school
● recognise and use correct intonation on different types of questions
● use conditionals Type 3, and mixed conditionals of Type 2 and Type 3
● read for general ideas and specific information about lifelong learning
● give a presentation about how to keep learning throughout life
● listen for specific information in a talk show about a successful lifelong learner
● write a description of a bar chart about barriers to lifelong learning
● learn about lifelong learning in different countries

PrOJeCt
Lead-in: Inform the class of the lesson objective: exploring the topic further in a collaborative way.
1 For this project, Ss work in groups of four or fi ve.
• Ask Ss to prepare their survey forms to match the one printed in the textbook.
• Have each student ask ten people. They could be their classmates, relatives, or neighbours. Ss should ask
these people, and take notes of their answers to the five survey questions. Advise them not to collect any
personal data such as names and addresses, and to keep the identity of the survey participants anonymous.
• Allow Ss one week to collect the information about people’s perception of lifelong learning.
2 Ask Ss in each group to compare the information they have collected about their survey participants and try
to find out similarities and differences in the perceptions of lifelong learning of the people interviewed.
• Based on these common features, Ss prepare their reports to the whole class. Encourage the rest of the class
to ask questions and give feedback about the presentation. Have the class vote for the best presentation.
LESSON OUTCOME
• Elicit answers: I have learnt about people’s perception of lifelong learning and their plans for continuing
acquiring knowledge and developing skills. When doing the survey, I have learnt how to interview,
communicate, and collaborate with others.
NOW I CAN
• Ask Ss to assess their own lesson outcomes by ticking the appropriate column in the assessment box.
• If time allows, go through each item in the list and discuss as a class to identify Ss’ strengths and
weaknesses for further remedial work.

Review 4 Units 9-10
LANGUAGE
Vocabulary
1 Use the right form of the words in the box to 2 Form new words by matching the words on the
complete the sentences. left with the appropriate form of the words on
the right. Then complete the sentences using
pursuit flexibility career the new compound words.
option profession apprenticeship
self long
1. Some schools fail to prepare students for 21st-
century ___________________.
2. Earning while learning is one of the advantages work time
of a(n) ___________________.
3. I believe that those who ___________________ a career full book
in medicine should be motivated by the desire to
help other people.
life direction
4. My granny said that I could gain __________________
knowledge and experience during an apprenticeship.
text learn
5. After gaining good qualifications, he is now
looking for a job that is well-paid, exciting, and
self force
___________________.
6. In the modern age, keeping your skills up to date 1. When my mom gave birth to my younger brother,
will give you more career _______________________ to she gave up her _____________ job and looked for a
choose from. part-time one.
2. She admired her grandfather even more after she
heard that he had acquired his professional skills
through _____________.
3. Many students in my school prefer studying with
digital _____________ to studying with print ones.
4. My grandmother is an example of a _____________
learner. She learnt to speak two more languages
at the age of 65.
5. Many people believe that _____________ learning
can be very challenging, even for the most
motivated and intelligent students.
6. A recent report reveals that over 60 per cent of the
total _____________ in the US healthcare industry is
without a bachelor’s degree.
42
70 Review 4
1
Introduction
• The aim of Review 4 is to help Ss to revise the language and skills they have learnt in Units 9 and 10.
• Begin the review by asking Ss whether they remember what they have learnt so far in terms of language
and skills. Summarise Ss’ answers and add more details if necessary.
LANGUAGE
• Use the Language review as a self-assessment test or revision. Ask Ss to do the activities individually or in pairs/
groups. Then check answers as a class.
• Alternatively, have Ss work on an activity and check their answers before they move on to the next one.
Vocabulary
1 This activity helps Ss to revise the vocabulary taught in the previous units.
• Ask Ss to do this activity individually, and then check their answers with a partner. Provide them with the
correct answers if necessary.
• Have some Ss write their answers on the board or read them out loud (depending on the level of the class).
Key 1. careers 2. apprenticeship 3. pursue
4. professional 5. flexible 6. options
2 Have Ss match the words individually first. Remind them to use the correct forms. The compound words may
or may not need hyphenating.
• Ask some Ss to write the compound words on the board or read them out loud. When all the compound
words have been correctly identified, have Ss do the gap filling activity.
Key 1. full-time 2. self-learning 3. textbooks
4. lifelong 5. self-directed 6. workforce
Review 4 70T
Pronunciation
3 Listen and underline the unstressed words in 5 Make a complex sentence from each pair of
the following sentences. sentences. Use the words provided and make
any necessary changes.
1. There are subtle differences between a letter of
application and a covering letter, but the terms 1. A person will not be able to adapt to changes in
are sometimes used interchangeably. life and work. He or she becomes a lifelong learner.
(unless)
2. A letter of application can stand on its own.
2. Lifelong learning has become important in our
3. A covering letter, which is always accompanied lives. Various courses and programmes have
by other documents, expresses the job applicant’s been designed and developed to meet our
interest. needs. (so … that)
3. Minh reads a few books. Kieu reads many books.
Grammar (as … as)
4 Complete the sentences using the correct form 4. He acts like a career adviser. He is not a career
adviser. (as if)
of the phrasal verbs in the box. You don’t need
to use all the verbs. 5. You don’t keep up with new technology. You’ll be
left behind at work. (If)
drop out of drop in on go on with
get on with talk back to cut down on 6. Jane studies hard. Tom studies harder. (than)
keep up with come up with run out of
think back on put up with 6 Use your own ideas to complete the sentences
1. Though my manager didn’t offer me a pay rise I below.
felt satisfied because she agreed _____________ my 1. I would be most grateful if _________________________.
job duties. (Conditional Type 2)
2. When I leave upper secondary school, I 2. If my grandpa hadn’t been a lifelong learner,
________________ those happy school days. _________________________. (Conditional Type 3)
3. Do you dare _______________ your boss? If you
3. If my father gets a promotion at work, ___________.
speak your mind to your manager, and do it in the
right way, it can be helpful to your career.
4. The number of students _______________ school is 4. If she hadn’t had enough passion and
still a problem, though the number that complete determination _______________________. (Conditional
Type 3)
school is continually increasing.
5. Decision making skills can help you to analyse 5. If the teacher changed his teaching methods,
problems and __________________ good solutions. _________________________. (Conditional Type 2)
6. Through lifelong learning, individuals can 6. If he hadn’t refused to take a course in computer
________________ rapidly-evolving technology and science, _______________. (Mixed conditional of Type 2
the fast-changing world. and Type 3)
43
71 Review 4
1 Review 4 71
Pronunciation
3 In this activity, Ss have a chance to check their
Key
knowledge of unstressed words.
• Remind Ss of the rules about unstressed words in 1. A person will not be able to adapt to changes
Unit 9 if necessary. in life and work unless he or she becomes a
lifelong learner.
• Have Ss underline the weak forms and check with
a partner before listening to the recording. 2. Lifelong learning has become so important
• Play the recording. Ask Ss to listen and confirm in our lives that various courses and
their answers. programmes have been designed and
developed to meet our needs.
• Play the recording again for Ss to repeat each 3. Minh doesn’t read as many books as Kieu
sentence out loud. (does).
• Alternatively, assign this activity as homework and 4. He acts as if he were/was a career adviser.
encourage Ss to practise saying the sentences at 5. If you don’t keep up with new technology,
home.
you’ll be left behind at work.
Key and audio script 6. Tom studies harder than Jane (does).
1. There are subtle differences between a letter of
application and a covering letter, but the terms are 6 This activity provides Ss with the revision of
sometimes used interchangeably. conditional sentences.
2. A letter of application can stand on its own. • Ask Ss to do the activity individually first, and
3. A covering letter, which is always accompanied by then compare answers with a partner.
other documents, expresses the job applicant’s • Have some Ss write their answers on the board,
interest. and then check Ss’ answers as a class.
• Alternatively, have individual students read their
answers in front of the class.
Grammar
Suggested answers
4 The aim of this activity is to review phrasal verbs.
1. I would be most grateful if you could help me
• Ask Ss to follow the instructions and complete
to plan my career.
the sentences individually.
• Then have Ss compare their answers with a partner. 2. If my grandpa hadn’t been a lifelong learner,
he couldn’t/wouldn’t have done so many
• Check answers as a class. things in his life.
Key 1. to cut down on 2. will think back on 3. If my father gets a promotion at work, he will
3. to talk back to 4. dropping out of earn more money.
5. come up with 6. keep up with 4. If she hadn’t had enough passion and
determination, she wouldn’t have achieved
5 This activity focuses on revising adverbial this level of success.
clauses.
5. If the teacher changed his teaching methods,
• Elicit Ss’ knowledge of adverbial clauses of
he would make his lessons more interesting.
condition, comparison, manner, and result.
Revisit the rules regarding them if necessary. 6. If he hadn’t refused to take a course in computer
• Ask some Ss to complete the sentences on the science, he would now be able to work with
board while others do the activity individually or new technologies.
in pairs.
• Check answers, and ask Ss to explain their choice
of an adverbial clause in each case if necessary.
Review 4 71T
SKILLS
READING
1 Read the text about lifelong learning. 2 Read the text again and answer the questions.
1. Why do individuals need to learn new skills and
Lifelong learning: Why? keep improving them throughout their lives?
The astonishing speed of technlogical
development makes it necessary for 2. What is meant by LLL?
individuals to learn new skills and keep 3. What does formal learning include?
improving them throughout their lives.
The term lifelong learning (LLL) refers to the 4. How is non-formal learning different from
DPOUJOVPVTBDDVNVMBUJPOPGBOJOEJWJEVBMT informal learning?
knowledge and skills. Apart from the
LOPXMFEHF TLJMMT BUUJUVEFT BOECFIBWJPVST 5. What benefits does LLL offer individuals?
QFPQMFBDRVJSFJOUIFJSFWFSZEBZMJWFT --- 6. How do communities and countries benefit
DPOTJTUTPGUISFFGPSNTGPSNBM OPOGPSNBM
from LLL?
and informal learning. Formal learning is
learning that happens in formal and organised
TFUUJOHTMJLFTDIPPMTBOEVOJWFSTJUJFT BOEWFSZ SPEAKING
often leads to certificates or degrees. While
non-formal learning is considered learning 3 Work with a partner. Discuss the career
gained in planned activities like vocational planning steps below. Which one is the most
TLJMMTUSBJOJOH JOGPSNBMMFBSOJOHJTMFBSOJOH important to you?
BDRVJSFEGSPNEBJMZMJGFBDUJWJUJFT CAREER PLANNING STEPS
LLL offers a great number of benefits to t LOPXJOH ZPVSTFMG TUSFOHUIT TLJMMT JOUFSFTUT
JOEJWJEVBMT DPNNVOJUJFT BOEUIFDPVOUSZ WBMVFT BOEBNCJUJPOT
'JSTUPGBMM JUCSJOHTJOEJWJEVBMTLOPXMFEHF t öOEJOH PVU FYQMPSJOH MJGF XPSL BOE MFBSOJOH
FOIBODFTUIFJSFYJTUJOHTLJMMT TUJNVMBUFT
MFBSOJOHFYQFSJFODFT BOECVJMETVQTZTUFNT options available
PGWBMVFT OFDFTTBSZGPSUIFNBTTPDJBMIVNBO t HFUUJOH BEWJDF UBMLJOH UP DBSFFS BEWJTFST
CFJOHT4FDPOEMZ LOPXMFEHFBCMFJOEJWJEVBMT QSPGFTTJPOBMT BOEFYQFSUT
make communities more productive and t NBLJOHEFDJTJPOTDPNQBSJOHPQUJPOT OBSSPXJOH
DSFBUJWFXJUIUIFJSVQUPEBUFTLJMMT BCJMJUJFT
EPXO DIPJDFT BOE DIFDLJOH JG UIFZ NBUDI ZPVS
BOEJEFBT5PEBZTGBTUDIBOHJOHLOPXMFEHF
FDPOPNZSFRVJSFTXPSLFSTXIPBSFXFMM skills and interests
prepared for new challenges by constant t UBLJOHBDUJPOXPSLJOHUPXBSETZPVSHPBMT TUVEZJOH
MFBSOJOH5IJSEMZ ---IFMQTUIFDPVOUSZUP IBSEFSUPQBTTFYBNTBOEUPHFURVBMJöDBUJPOT
QSPTQFS"OBCMF TLJMGVM BOELOPXMFEHFBCMF
Example
person can enormously contribute to his/
IFSDPVOUSZTEFWFMPQNFOUBOEQSPTQFSJUZ Student A: /PX MFUT IBWF B MPPL BU UIF DBSFFS
which in turn contributes to the happiness planning steps. What do you think of the
BOEXFMMCFJOHPGJUTDJUJ[FOT0CWJPVTMZ ---JT WFSZöSTUTUFQLOPXJOHZPVSTFMG
so important that all individuals should learn Student B: 8FMM * UIJOL JU NFBOT UIBU XF IBWF
throughout their lives.
to understand our strengths and
XFBLOFTTFT BT XFMM BT PVS WBMVFT BOE
ambitions.
Student A: :FT * BHSFF (FUUJOH UP LOPX ZPVSTFMG
XFMM XIFO ZPVSF DIPPTJOH B DBSFFS PS
looking for a job can help you make the
SJHIUEFDJTJPO)PXBCPVUUIFOFYUTUFQ
44
72 Review 41
Review
SKILLS
READING
Lifelong learning: Why?
1 This reading activity focuses on scanning for specific information. Ask Ss to read the title and make guesses
about the content of the text, first in pairs, then as a class.
• Write the best predictions on the board. Then have Ss read the text to check if any of their predictions were
accurate.
2 Have Ss skim the questions before reading the text.

• Give Ss enough time to read the text and scan it to answer the questions.
• Ask Ss to discuss their answers with a partner.
• Check answers as a class and give explanations if necessary.
Key
1. They/Individuals need to learn new skills and keep improving them throughout their lives because of the
astonishing speed of technological development.
2. LLL (which stands for lifelong learning) means the continuous accumulation of an individual’s knowledge
and skills.
3. It includes learning that happens in formal and organised settings like schools and universities, and very
often leads to certificates or degrees.
4. Non-formal learning is learning gained in planned activities, whereas informal learning is learning acquired
from daily life activities.
5. Apart from knowledge, skills, and learning experiences, it builds up systems of values necessary for all
individuals.
6. With their skills, abilities, and ideas, knowledgeable individuals make communities more productive and
creative, and contribute to their country’s development and prosperity.
SPEAKING
Career planning steps
3 This activity offers Ss a chance to consolidate their ability to talk about steps in career planning.
• Have Ss work in pairs. Ask them to discuss the career planning steps first, and then role play the example with
a partner.
• Ask Ss to decide on the steps important to them.
• Encourage Ss to practise their conversation until they are fluent and confident.
• Invite some pairs to role play their conversations in front of the class.
Review 4 72T
LISTENING WRITING
Lifelong learning: good or bad? A letter of application
4 Listen to a talk about lifelong learning. 5 Read the job advertisement in the newspaper
Decide whether the following statements are Viet Nam News and think about the qualities
true (T), false (F), or not given (NG). and experience you may need for the job.
T F NG
TOUR GUIDE WANTED
We will soon be left behind if we do Happy Travels needs a young, self-motivated,
not keep our knowledge and skills enthusiastic, and friendly person to work as a
1 sharp and up-to-date in this fast-
tour guide at their agency in Ho Chi Minh City,
changing world. from July 1st to August 31st.
Responsibilities:
Lifelong learning, or LLL, sharpens our
2 mind and improves our memory. - Taking visitors to historical and religious
sites, national monuments and museums,
Thanks to LLL, people are more natural attractions
3 confident in their ability to learn, to - Answering visitors’ questions
work, and to share information. - Helping to organise tours
Lifelong learners damage their Skills and personal requirements:
4 relationships and decrease their - Responsibility, patience, and a friendly
ability to communicate with people. personality
LLL offers individuals better - Plenty of energy and enthusiasm
5 opportunities to make more - Ability to find up-to-date information
money. - Good interpersonal skills and
organisational skills
Lifelong learners can have more - Languages: English (required); French or
6 opportunities for career growth and
quick promotion. others (desirable)
Please send your application to: happytravels@
goodlife.com or Personnel Department, 1861
Giang Van Minh St., Ha Noi
Hotline: 0906115555
6 Write a covering letter of around 180 words,

applying for the job in 5. Use the suggestions
below or your own information and ideas.
t 4BZ XIZ ZPV BSF XSJUJOH NFOUJPOJOH UIF KPC
you are applying for and where you found the
information.
t (JWFEFUBJMTPGZPVSTLJMMTPSQSFWJPVTFYQFSJFODF
XIJDIBSFDPOTJEFSFEBHPPEöUGPSUIFKPC
t 5BML BCPVU ZPVS QFSTPOBM RVBMJUJFT BOE
qualifications, and offer to provide references.
t $PODMVEF CZ UIBOLJOH UIF FNQMPZFS GPS
considering you for the position. Mention when
you are available for an interview.
45
73 Review 4
1 Review 4 73
LISTENING • Ask Ss to work in pairs or groups and discuss
the qualities and experience necessary for the
Lifelong learning: good or bad? job advertised.
4 This activity aims at listening for specific 6 Tell Ss that this activity focuses on having them
information in a talk about lifelong learning. write a letter of application.
• Ask Ss to look at the table and read statements 1-6.
• Give Ss enough time to read through the
• Play the recording once for Ss to listen and decide suggestions invidually. Encourage them to add
on the correct answers. any information or ideas.
• Play the recording again, pausing at appropriate
• Remind Ss of the format of the job application
places and highlighting the clues in the listening
letter provided in Unit 9 if necessary.
text, so that Ss can check their answers.
• Ask some Ss to report their answers. Correct any
• Have Ss write their drafts first in class, swap them
with a partner for peer review, and then write
wrong answers.
their final versions at home.
• If time allows, have Ss rewrite and correct the false
answers. Suggested answer
Key 1. T 2. T 3. T Personnel Department Nguyen Minh Quang
4. F 5. NG 6. NG Happy Travels 2099 Hai Ba Trung St.
1861 Giang Van Minh St. Ho Chi Minh City
Audio script Ha Noi
Well, as I said earlier, the world around us is changing at an 29 May 20….
amazing speed. If we do not keep our knowledge and skills Dear Sir or Madam,
sharp and up-to-date, we will soon be left behind. I am writing in response to your advertisement
Firstly, lifelong learning, or LLL, sharpens our mind and in today’s Viet Nam News for the post of tour
improves our memory. Generally, learning has positive effects guide at your agency in Ho Chi Minh City.
on human brain. Research reveals that people with more I enclose my CV for your information.
education are less likely to suffer from memory loss in old age. As you can see, I have previous experience which
Secondly, LLL makes people more confident in their ability to has prepared me for this position. I worked as
learn, to work, and to share information with others. an assistant tour guide for Binh Minh Travels in
Ho Chi Minh City for eight weeks last summer.
In addition, lifelong learners have better interpersonal skills.
My responsibilities included giving information
When learning, we often engage with life and people, which, in to visitors, accompanying groups of foreign
turn, enhances our relationships and sharpens our skills. Learning tourists on overnight and multi-location tours,
forces us to continuously listen, read, write, and speak. While we answering visitors’ questions and keeping the
build up and enhance these skills, we also improve our ability to tours organised, safe, and efficient.
communicate with colleagues, customers, and other people. I am an active and hard-working person.
Furthermore, LLL can also improve our career opportunities. I am also self-motivated, sociable, friendly,
Not only can we enhance the skills we already have, but and enthusiastic. I have a good command of
we can also take advantage of opportunities to learn new English and my IELTS score is 7.5. I sometimes
skills or maximise our chances of career growth. work as a freelance interpreter and translator.
In addition, I can speak Spanish fluently, as
In summary, in the 21st century we all need to be lifelong well as a little French. If required, I can provide
learners if we want to succeed in life. references and any additional information.
I am very keen to work for your agency and
would be grateful for an opportunity to discuss
WRITING my application with you in person. I would be
available for an interview at any time.
A letter of application Thank you very much for taking the time to
5 The aim of this activity is for Ss to get information consider this application.
necessary for their letter of application. I look forward to hearing from you.
• Give Ss enough time to read through the Yours faithfully,
advertisement. Explain any words or concepts Quang
that they may not understand. Nguyen Minh Quang
Review 4 73T
GLOSSARY
Abbreviations
adj adjective con conjunction n noun pro pronoun
adv adverb idm idiom pre preposition v verb
Word Transcription Meaning Unit

academic (adj) /ˌækəˈdemɪk/ học thuật, giỏi các môn học thuật Unit 8
activate (v) /ˈæktɪveɪt/ kích hoạt Unit 7
adequate (adj) /ˈædɪkwət/ thoả đáng, phù hợp Unit 10
administrator (n) /ədˈmɪnɪstreɪtə(r)/ nhân viên hành chính Unit 8
advice (n) /ədˈvaɪs/ lời khuyên Unit 9
algorithm (n) /ˈælgərɪðəm/ thuật toán Unit 7
align (v) /əˈlaɪn/ tuân theo, phù hợp Unit 8
ambition (n) /æmˈbɪʃn/ hoài bão, khát vọng, tham vọng Unit 9
applicant (n) /ˈæplɪkənt/ người nộp đơn xin việc Unit 8
apply (v) /əˈplaɪ/ nộp đơn, đệ trình Unit 8
apprentice (n) /əˈprentɪs/ thực tập sinh, người học việc Unit 8
approachable (adj) /əˈprəʊtʃəbl/ dễ gần, dễ tiếp cận Unit 8
articulate (adj) /ɑːˈtɪkjuleɪt/ hoạt ngôn, nói năng lưu loát Unit 8
artificial intelligence (n) /ɑːtɪˈfɪʃl ɪnˈtelɪdʒəns/ trí tuệ nhân tạo Unit 7
automated (adj) /ˈɔtəmeɪtɪd/ tự động Unit 7
barista (n) /bəˈriːstə/ nhân viên làm việc trong quán cà phê Unit 8
be in touch with /bi ɪn tʌtʃ wɪð/ liên lạc với Unit 9
biodiversity (n) /ˌbaɪəʊdaɪˈvɜːsəti/ đa dạng sinh học Unit 6
call for /ˈkɔ:l fə(r)/ kêu gọi Unit 7
candidate (n) /ˈkændɪdət/ ứng viên (đã qua vòng sơ tuyển) Unit 8
career (n) /kəˈrɪə/ nghề, nghề nghiệp, sự nghiệp Unit 9
career adviser (n) /kəˈrɪə ədˈvaɪzə/ người tư vấn nghề nghiệp Unit 9
cluttered (adj) /ˈklʌtəd/ lộn xộn, trông rối mắt Unit 8
come up with /kʌm əp wɪð/ tìm thấy/nảy ra (ý tưởng, giải pháp) Unit 9
compassionate (adj) /kəmˈpæʃənət/ thông cảm, cảm thông Unit 8
colleague (n) /ˈkɒliːɡ/ đồng nghiệp Unit 8
74
covering letter (n) /ˈkʌvərɪŋ ˈletə(r)/ thư xin việc Unit 8
conservation (n) /ˌkɒnsəˈveɪʃn/ sự bảo tồn Unit 6
conservation status (n) /ˌkɒnsəˈveɪʃn ˈsteɪtəs/ tình trạng bảo tồn Unit 6
cut down on /kʌt daʊn ɒn/ cắt, giảm (biên chế, số lượng) Unit 9
cyber-attack (n) /ˈsaɪbə(r) əˈtæk/ tấn công mạng Unit 7
dealership (n) /ˈdiːləʃɪp/ doanh nghiệp kinh doanh Unit 8
demonstrate (v) /ˈdemənstreɪt/ thể hiện Unit 8
dishwasher (n) /ˈdɪʃwɒʃə(r)/ người rửa bát đĩa, máy rửa bát đĩa Unit 9
downside (n) /ˈdaʊnsaɪd/ mặt trái, bất lợi Unit 9
drop in on /drɒp ɪn ɒn/ ghé thăm Unit 9
drop out of /drɒp aʊt əv / bỏ (học, nghề,…) Unit 9
e-learning (n) /ˈiː lɜːnɪŋ/ hình thức học trực tuyến Unit 10
employable (adj) /ɪmˈplɔɪəbl/ có thể được thuê làm việc Unit 10
endangered (adj) /ɪnˈdeɪndʒəd/ bị đe doạ, trong tình thế nguy hiểm Unit 6
endangered species (n) /ɪnˈdeɪndʒəd ˈspiːʃiːz/ chủng loài có nguy cơ bị tuyệt chủng Unit 6
entrepreneur (n) /ˌɒntrəprəˈnɜː(r)/ nhà doanh nghiệp, người khởi nghiệp Unit 8
evolution (n) /ˌiːvəˈluːʃn/ sự tiến hoá Unit 6
exterminate (v) /ɪkˈstɜ:mɪneɪt/ tiêu diệt Unit 7
extinct (adj) /ɪkˈstɪŋkt/ tuyệt chủng Unit 6
extinction (n) /ɪkˈstɪŋkʃn/ sự tuyệt chủng Unit 6
facilitate (v) /fəˈsɪlɪteɪt/ tạo điều kiện thuận lợi Unit 10
faraway (adj) /ˈfɑ:rəweɪ/ xa xôi Unit 7
fascinating (adj) /ˈfæsɪneɪtɪŋ/ có sức hấp dẫn hoặc quyến rũ lớn Unit 9
flexibility (n) /ˌfleksəˈbɪləti/ tính linh động Unit 10
genius (n) /ˈdʒiːniəs/ thiên tài Unit 10
get on with /ɡet ɒn wɪð/ sống hòa thuận với Unit 9
get to grips with /ɡet tə ɡrɪps wɪð/ bắt đầu giải quyết (một vấn đề khó) Unit 9
habitat (n) /ˈhæbɪtæt/ môi trường sống Unit 6
75
GLOSSARY

hacker (n) /ˈhækə(r)/ tin tặc Unit 7
hospitality (n) /ˌhɒspɪˈtæləti/ lòng mến khách Unit 10
implant (v) /ɪmˈpla:nt/ cấy, ghép Unit 7
incredible (adj) /ɪnˈkredəbl/ đáng kinh ngạc Unit 7
sáng kiến, tính chủ động
initiative (n) /ɪˈnɪʃətɪv/ Unit 10
trong công việc
institution (n) /ˌɪnstɪˈtjuːʃn/ cơ quan, tổ chức Unit 10
interaction (n) /ˌɪntərˈækʃn/ sự tương tác Unit 10
intervention (n) /ˌɪntəˈvenʃn/ sự can thiệp Unit 7
keep up with /kiːp əp wɪð/ theo kịp, đuổi kịp Unit 9
lifelong (adj) /ˈlaɪflɒŋ/ suốt đời Unit 10
look forward to /lʊk ˈfɔːwəd tə/ chờ đợi, trông đợi Unit 9
malfunction (n) /ˌmælˈfʌŋkʃn/ sự trục trặc Unit 7
mature (adj) /məˈtʃʊə(r)/ trưởng thành Unit 9
navigation (n) /ˌnævɪˈgeɪʃn/ sự đi lại trên biển hoặc trên không Unit 7
opportunity (n) /ˌɒpəˈtjuːnəti/ cơ hội Unit 10
overpopulation (n) /ˌəʊvəpɒpjuˈleɪʃn/ sự quá tải dân số Unit 7
overwhelming (adj) /ˌəʊvəˈwelmɪŋ/ vượt trội unit 10
paperwork (n) /ˈpeɪpəwɜːk/ công việc giấy tờ/văn phòng Unit 9
poach (v) /pəʊtʃ/ săn trộm Unit 6
potential (adj) /pəˈtenʃl/ tiềm năng Unit 8
sắp xếp công việc hợp lý, ưu tiên việc
prioritise (v) /praɪˈɒrətaɪz/ Unit 8
quan trọng trước
probation (n) /prəˈbeɪʃn/ sự thử việc, thời gian thử việc Unit 8
pursue (v) /pəˈsjuː/ theo đuổi, tiếp tục Unit 9
pursuit (n) /pəˈsjuːt/ sự theo đuổi Unit 10
put up with /pʊt ʌp wɪð/ chịu đựng Unit 9
qualification (n) /ˌkwɒlɪfɪˈkeɪʃn/ trình độ chuyên môn, bằng cấp Unit 8
recruit (v) /rɪˈkruːt/ tuyển dụng Unit 8
relevant (adj) /ˈreləvənt/ thích hợp, phù hợp Unit 8
76
resurrect (v) /ˌrezəˈrekt/ làm sống lại, phục hồi Unit 7
rewarding (adj) /rɪˈwɔːdɪŋ/ bõ công, đáng công, thỏa đáng Unit 9
/ˈraɪnəʊ/
rhino/rhinoceros (n) con tê giác Unit 6
/raɪˈnɒsərəs/
run out of /rʌn aʊt əv / hết, cạn (tiền, năng lượng…) Unit 9
sea turtle (n) /ˈsiː tɜːtl/ con rùa biển Unit 6
secure (v) /sɪˈkjʊə(r)/ giành được, đạt được Unit 9
self-directed (adj) /self daɪˈrektɪd/ theo định hướng cá nhân Unit 10
self-motivated (adj) /self ˈmoʊtɪveɪtɪd/ có động lực cá nhân Unit 10
đi theo quan sát (ai),
shadow (v) /ˈʃædəʊ/ Unit 9
thực hành để học việc
shortlist (v) /ˈʃɔːtlɪst/ sơ tuyển Unit 8
specialise (v) /ˈspeʃəlaɪz/ chuyên (về lĩnh vực nào đó) Unit 8
survival (n) /səˈvaɪvl/ sự sống sót Unit 6
survive (v) /səˈvaɪv/ sống sót Unit 6
tailor (v) /ˈteɪlə(r)/ điều chỉnh cho phù hợp Unit 8
tedious (adj) /ˈtiːdiəs/ tẻ nhạt, làm mệt mỏi Unit 9
temptation (n) /tempˈteɪʃn/ sự lôi cuốn Unit 10
think back on /θɪŋk bæk ɒn/ nhớ lại Unit 9
trade (v) /treɪd/ mua bán Unit 6
trailer (n) /ˈtreɪlə(r)/ xe móc, xe kéo Unit 8
tuition (n) /tjuˈɪʃn/ học phí Unit 8
ultimate (adj) /ˈʌltɪmət/ sau cùng, quan trọng nhất Unit 10
unbelievable (adj) /ˌʌnbɪˈli:vəbl/ khó tin Unit 7
unique (adj) /juˈniːk/ đặc biệt, khác biệt, độc nhất Unit 8
voluntarily (adv) /ˈvɒləntrəli/ một cách tự nguyện Unit 10
vulnerable (adj) /ˈvʌlnərəbl/ dễ bị tổn thương, dễ gặp nguy hiểm Unit 6
well-spoken (adj) /ˌwel ˈspəʊkən/ nói hay, nói với lời lẽ chải chuốt Unit 8
workforce (n) /ˈwɜːkfɔːs/ lực lượng lao động Unit 9
77
Chịu trách nhiệm xuất bản :
Chủ tịch Hội đồng Thành viên MẠC VĂN THIỆN
Tổng Giám đốc GS. TS. vũ văn hùng
Phó Tổng Giám đốc kiêm Tổng biên tập TS. PHAN XUÂN THÀNH
Biên tập nội dung : lê thị huệ – TRẦN THU HÀ – Vessela Gasper
Biên tập mĩ thuật : nguyễn bích la
Thiết kế sách : THÁI THANH VÂN - nguyễn phương dung
Minh hoạ : BÙI VIỆT DUY
Trình bày bìa : PHẠM THỊ MINH THU
Sửa bản in : lê thị huệ - TRẦN THU HÀ
Chế bản tại : CTCP MĨ THUẬT & TRUYỀN THÔNG
Sách được biên soạn, biên tập, thiết kế với sự cộng tác của Tập đoàn Xuất bản Giáo dục Pearson.
Trong sách có sử dụng một số hình ảnh từ Internet.
Bản quyền thuộc Nhà xuất bản Giáo dục Việt Nam – Bộ Giáo dục và Đào tạo,
Tập đoàn Xuất bản Giáo dục Pearson.
tiếng anh 12 – sách giáo viên – tập HAI
Mã số : CG219M6
In 5.000 bản (QĐ ), khổ 19 x 26,5 (cm)
Đơn vị in :
Địa chỉ :
Số ĐKXB : 01 - 2016/CXBIPH/474 - 964/GD
Số QĐXB :
In xong và nộp lưu chiểu tháng năm 2016.
Mã số ISBN : Tập một : 978-604-0-07781-3
Tập hai : 978-604-0-07782-0

Sách Giáo Viên: B Giáo D C Và Đào T o

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BỘ GIÁO DỤC VÀ ĐÀO TẠO

SÁCH GIÁO VIÊN

THE COMPONENTS OF TIENG ANH 12

student’s Book 2 contains:

GETTING STARTED contains:

Unit 6 ENDANGERED SPECIES

GETTING STARTED This unit includes:

A new wildlife park LANGUAGE

1. extinct (adj) 2. danger (n)

_____________ (n) extinguish (v) _____________ (adj) _____________ (v)

3. survive (v) endangered (adj)

_____________ (n) survivor (n)

• Pronunciation introducing or providing revision

in meaningful contexts, and activities are

3. The giant panda’s

features of natural speech and focus on their

7. The World Wide Fund

8 Unit 6 Endangered species

Pronunciation Grammar Double comparatives

post-reading. This section aims to develop

students’ reading skills such as skimming,

4 Complete the sentences with the words from

3. The ___________ the weather gets around the world,

10 Unit 6 Endangered species

which are designed and sequenced in a

are built up through the activities, and

examples are given when necessary. This

prepares students for the free production ● _______________

To conclude, I’d like

share their background knowledge and

listening, and post-listening. The activities aim

to develop students’ listening skills such as (5) _______________ wildli and

listening stage, like other skills, there is often

a personalised task which requires students

to share their ideas or opinions related to the

• Writing guiding students through the

Sea turtles have lived in Many sea turtle natural

COMMUNICATION AND CULTURE includes: endangered or critically

• Communication providing language consolidation

Students are encouraged to express their ideas

and opinions freely. - (3) ______________________

• Culture providing cultural information about the

that of their own Vietnamese culture. Unit 6 Endangered species 15

the pronunciation points are often

in other parts of the unit or taken from 2 Listen and che

The vocabulary and grammar activities

16 will have to suff in our city, so

PROJECT ies and design a post

their knowledge about the real world. The

Location: in the wild

UNIT Lifelong Words and Intonation of - Conditionals Reading for

Giving a Listening for specific Writing a Lifelong learning in Doing a survey on

GETTING STARTED This unit includes:

A new wildlife park LANGUAGE

6 Unit 6 Endangered species

Unit 6 Endangered species 6T

7 Unit 6 Endangered species Unit 6 Endangered species 7

2 This activity focuses on comprehension.

3 The aim of this activity is to help Ss to learn word collocations.

Unit 6 Endangered species 7T

1. extinct (adj) 2. danger (n)

_____________ (n) extinguish (v) _____________ (adj) _____________ (v)

3. survive (v) endangered (adj)

_______ (n) extinguish (v) _ (adj) _______ (v)

_______ (n) extinguish (v) _ (adj) _______ (v)