Ielts 6.5 2021

IELTS
6.5
IELTS Giang Pham

Preparation for IELTS Training
Leading to Academic IELTS
Syllabus IELTS 6.5
IELTS Giang Pham
Listening: Form completion Reading: Labelling a diagram

Lesson 1 Lesson 19
Speaking: Dạng câu hỏi “Like” Speaking: Describe an activity 1
Week 1 Week 10
Listening: Short answer Listening: Labelling a map
Lesson 2 Lesson 20
Reading: Short answer Speaking: Describe an activity 2
Lesson 3 Writing: Opinion
Lesson 21 Writing: Bar chart
Week 2 Week 11
Reading: Sentence completion
Lesson 4 Reading: Multiple choices
Speaking: Dạng câu hỏi “Yes/No” Lesson 22
Speaking: Describe a person 1
Lesson 5 Writing: Discussion
Week 3 Lesson 23 Writing: Pie chart
Listening: Sentence completion Week 12
Lesson 6 Listening: Labelling a diagram
Reading: Note completion
Lesson 24
Reading: Flow-chart Speaking: Describe a person 2
Lesson 7 Reading: Matching features
Speaking: Dạng câu hỏi “Wh/How”
Week 4 Lesson 25
Writing: Positive and Negative / Speaking: Describe a place 1
Lesson 8 Week 13
Advantages and Disadvantages Listening: Multiple choices
Lesson 26
Reading: Table completion Speaking: Describe a place 2
Lesson 9
Speaking: Dạng câu hỏi “Important”
Week 5 Lesson 27 Writing: Table
Listening: Note completion
Lesson 10 Week 14
Reading: Summary Reading: Matching heading
Lesson 28
Speaking: Describe an event 1
Lesson 11 Writing: Causes and Solutions
Listening: Matching
Week 6 Lesson 29
Listening: Table completion Speaking: Describe an event 2
Lesson 12 Week 15
Speaking: Dạng câu hỏi “Prefer”
Lesson 30 Writing: Map
Lesson 13 Reading: T/F/NG - Y/N/NG
Reading: Matching information
Week 7 Lesson 31
Lesson 14 Writing: Two-part question Speaking: Describe an object 1
Week 16
Listening: Flow-chart Lesson 32 Writing: Process
Lesson 15
Speaking: Describe a favourite 1 Reading: Matching sentence endings
Week 8 Lesson 33
Lesson 16 Writing: Line graph Speaking: Describe an object 2
Week 17
Listening: Summary Lesson 34 Speaking: Part 3
Lesson 17
Speaking: Describe a favourite 2
Week 9
Midterm test Final examination
MỤC LỤC
READING ........................................................................................................................ 1
Lesson 1: Short answer ................................................................................................... 2
Lesson 2: Sentence completion..................................................................................... 12
Lesson 3: Note completion ............................................................................................ 21
Lesson 4: Flow-chart ..................................................................................................... 29
Lesson 5: Table completion ........................................................................................... 38
Lesson 6: Summary ....................................................................................................... 48
Lesson 7: T/F/NG - Y/N/NG ........................................................................................... 61
Lesson 8: Labelling a diagram ....................................................................................... 74
Lesson 9: Multiple choices............................................................................................. 86
Lesson 10: Matching features...................................................................................... 100
Lesson 11: Matching heading ...................................................................................... 114
Lesson 12: Matching information ................................................................................. 125
Lesson 13: Matching sentence endings ...................................................................... 137
LISTENING ................................................................................................................. 148
Lesson 1: Form completion ......................................................................................... 149
Lesson 2: Short answer ............................................................................................... 154
Lesson 3: Sentence completion................................................................................... 158
Lesson 4: Note completion .......................................................................................... 161
Lesson 5: Table completion ......................................................................................... 165
Lesson 6: Flow-chart ................................................................................................... 169
Lesson 7: Summary ..................................................................................................... 174
Lesson 8: Labelling a map ........................................................................................... 178
Lesson 9: Labelling a diagram ..................................................................................... 184
Lesson 10: Multiple choices......................................................................................... 189
Lesson 11: Matching ................................................................................................... 195
WRITING ..................................................................................................................... 200
Lesson 1: Opinion........................................................................................................ 201
Lesson 2: Discussion ................................................................................................... 207
Lesson 3: Positive and Negative / Advantages and Disadvantages ............................ 211
Lesson 4: Causes and Solutions ................................................................................. 214
Lesson 5: Two-part question ....................................................................................... 218
Lesson 6: Line graph ................................................................................................... 221
Lesson 7: Bar chart ..................................................................................................... 226
Lesson 8: Pie chart ...................................................................................................... 232
Lesson 9: Table ........................................................................................................... 238
Lesson 10: Map ........................................................................................................... 242
Lesson 11: Process ..................................................................................................... 249
SPEAKING .................................................................................................................. 254
Lesson 1: Dạng câu hỏi “Like” ..................................................................................... 257
Lesson 2: Dạng câu hỏi “Yes/No” ................................................................................ 259
Lesson 3: Dạng câu hỏi “Wh/How” .............................................................................. 263
Lesson 4: Dạng câu hỏi “Important” ............................................................................ 265
Lesson 5: Dạng câu hỏi “Prefer” .................................................................................. 268
Lesson 6: Describe a favourite .................................................................................... 272
Lesson 7: Describe an activity ..................................................................................... 275
Lesson 8: Describe a person ....................................................................................... 277
Lesson 9: Describe a place ......................................................................................... 279
Lesson 10: Describe an event ..................................................................................... 281
Lesson 11: Describe an object .................................................................................... 283
Lesson 12: Part 3 ........................................................................................................ 285
READING
Part 1
IELTS Giang Pham | 1
Lesson 1: Short answer
Các bước làm bài:

Bước 1: Bỏ qua bài đọc và tìm đến phần câu hỏi.
Bước 2: Đọc kĩ hướng dẫn số từ được cho phép điền là bao nhiêu.
VD: NO MORE THAN TWO WORDS OR A NUMBER
Bước 3: Đọc câu hỏi và tìm những từ khóa dễ nhận biết
- English, 1990
- well-being, “poseidon”, plans and animals
- more, best
Bước 4: Sử dụng kỹ năng SCANNING để tìm từ khóa trong bài đọc.
Bước 5:
- Hãy ưu tiên làm câu hỏi dễ tìm thấy thông tin nhất.
- So sánh thông tin trong bài đọc và từ để hỏi (WHAT, WHY,...) để tìm đáp án.

Luyện tập
1.
Andrea Palladio: Italian Architect
A new exhibition celebrates Palladio’s architecture 500 years on.
1
Vicenza is a pleasant, prosperous city in the Veneto, 60 km west of Venice. Its grand families settled and
farmed the area from the 16th century. But its principal claim to fame is Andrea Palladio, who is such an
influential architect that a neoclassical style is known as Palladian. The city is a permanent exhibition of
some of his finest buildings, and as he was born - in Padua, to be precise - 500 years ago, the International
Centre for the Study of Palladio’s Architecture has an excellent excuse for mounting la grande mostra, the
big show.
2
The exhibition has the special advantage of being held in one of Palladio’s buildings, Palazzo Barbaran da
Porto. Its bold facade is a mixture of rustication and decoration set between two rows of elegant columns.
On the second floor the pediments arc alternately curved or pointed, a Palladian trademark. The
harmonious proportions of the atrium at the entrance lead through to a dramatic interior of fine fireplaces
and painted ceilings. Palladio’s design is simple, clear and not over-crowded. The show has been organised
on the same principles, according to Howard Bums, the architectural historian who co-curated it.
3
Palladio’s father was a miller who settled in Vicenza, where the young Andrea was apprenticed to a skilled
stonemason. How did a humble miller’s son become a world renowned architect? The answer in the
exhibition is that, as a young man, Palladio excelled at carving decorative stonework on columns, doorways
and fireplaces. He was plainly intelligent, and lucky enough to come across a rich patron, Gian Giorgio
Trissino, a landowner and scholar, who organised his education, taking him to Rome in the 1540s, where
he studied the masterpieces of classical Roman and Greek architecture and the work of other influential
architects of the time, such as Donato Bramante and Raphael.
4
Burns argues that social mobility was also important. Entrepreneurs, prosperous from agriculture in the
Veneto, commissioned the promising local architect to design their country villas and their urban mansions.
In Venice the aristocracy were anxious to co-opt talented artists, and Palladio was given the chance to
design the buildings that have made him famous - the churches of San Giorgio Maggiore and the
Redentore, both easy to admire because they can be seen from the city’s historical centre across a stretch
of water.
5
He tried his hand at bridges - his unbuilt version of the Rialto Bridge was decorated with the large pediment
and columns of a temple - and, after a fire at the Ducal Palace, he offered an alternative design which bears
an uncanny resemblance to the Banqueting House in Whitehall in London. Since it was designed by Inigo
Jones, Palladio’s first foreign disciple, this is not as surprising as it sounds.
6
Jones, who visited Italy in 1614, bought a trunk full of the master’s architectural drawings; they passed
through the hands of the Dukes of Burlington and Devonshire before settling at the Royal Institute of British

Architects in 1894. Many are now on display at Palazzo Barbaran. What they show is how Palladio drew
on the buildings of Ancient Rome as models. The major theme of both his rural and urban building was
temple architecture, with a strong pointed pediment supported by columns and approached by wide steps.
7
Palladio’s work for rich landowner alienates unreconstructed critics on the Italian left but among the papers
in the show are designs for cheap housing in Venice. In the wider world, Palladio’s reputation has been
nurtured by a text he wrote and illustrated, “Quattro Libri dell’ Architettura”. His influence spread to St
Petersburg and to Charlottesville in Virginia, where Thomas Jefferson commissioned a Palladian villa, he
called Monticello.
8
Vicenza’s show contains detailed models of the major buildings and is leavened by portraits of Palladio’s
teachers and clients by Titian, Veronese and Tintoretto; the paintings of his Venetia buildings are all by
Canaletto, no less. This is an uncompromising exhibition; many of the drawings are small and faint, and
there are no sideshows for children, but the impact of harmonious lines and satisfying proportions is to
impart in a viewer a feeling of benevolent calm. Palladio is history’s most therapeutic architect.
9
“Palladio, 500 Anni: La Grande Mostra” is at Palazzo Barbaran da Porto, Vicenza, until January 6 th, 2009.
The exhibition continues at the Royal Academy of Arts, London, from January 31 st to April 13th, and travels
afterwards to Barcelona and Madrid.
Choose NO MORE THAN FOUR WORDS from the passage for each answer.
1. What job was Palladio training for before he became an architect?
........................................................................................................................................................................
2. Who arranged Palladio’s architectural studies?
........................................................................................................................................................................
3. Who was the first non-Italian architect influenced by Palladio?
........................................................................................................................................................................
4. What type of Ancient Roman buildings most heavily influenced Palladio’s work?
........................................................................................................................................................................
5. What did Palladio write that strengthened his reputation?
........................................................................................................................................................................
6. In the writer’s opinion, what feeling will visitors to the exhibition experience?
........................................................................................................................................................................
2.
Ancient SOCIEFIES Classification
A
Although humans have established many types of societies throughout history sociologists and
anthropologists tend to classify different societies according to the degree to which different groups within
a society have unequal access to advantages such as resources, prestige or power, and usually refer to
four basic types of societies. From least to most socially complex they are clans, tribes, chiefdoms and
states.
B
These are small-scale societies of hunters and gatherers, generally of fewer than 100 people, who move

seasonally to exploit wild (undomesticated) food resources. Most surviving hunter-gatherer groups are of
this kind, such as the Hadza of Tanzania of the San of southern Africa. Clan members are generally kinsfolk,
related by descent or marriage. Clans lack formal leaders, so there are no marked economic differences or
disparities in status among their members.
C
Because clans are composed of mobile groups of hunter-gatherers, their sites consist mainly of seasonally
occupied camps, and other smaller and more specialised sites. Among the latter are kill or butchery sites -
locations where large mammals are killed and sometimes butchered-and work sites, where tools are made
or other specific activities carried out. The base camp of such a group may give evidence of rather
insubstantial dwellings or temporary shelters, along with the debris of residential occupation.
D
These are generally larger than mobile hunter-gatherer groups, but rarely number more than a few
thousand, and their diet or subsistence is based largely on cultivated plants and domesticated animals.
Typically, they have settled farmers, but they may be nomadic with a very different, mobile economy based
on the intensive exploitation of livestock. These are generally multi-community societies, with the individual
communities integrated into the large society through kinship ties. Although some tribes have officials and
even a “capital” or seat of government, such officials lack the economic base necessary for effective use of
power.
E
The typical settlement pattern for tribes is one of settled agricultural homesteads or villages.
Characteristically, no one settlement dominates any of the others in the region. Instead, the archaeologist
finds evidence for isolated, permanently occupied houses or for permanent villages. Such villages may be
made up of a collection of free-standing houses, like those of the first farms of the Danube valley in Europe.
Or they may be clusters of buildings grouped together, for example, the pueblos of the American Southwest,
and the early farming village or the small town of Catalhoyuk in modern Turkey.
F
These operate on the principle of ranking-differences in social status between people. Different lineages (a
lineage is a group claiming descent from a common ancestor) are graded on a scale of prestige, and the
senior lineage, and hence the society as a whole, is governed by a chief. Prestige and rank are determined
by how closely related one is to the chief, and there is no true stratification into classes. The role of the
chief is crucial.
G
Often, there is local specialization in craft products, and surpluses of these and of foodstuffs are periodically
paid as an obligation to the chief. He uses these to maintain his retainers and may use them for
redistribution to his subjects. The chiefdom generally has a center of power, often with temples, residences
of the chief and his retainers, and craft specialists. Chiefdoms vary greatly in size, but the range is generally
between about 5000 and 20,000 persons.
H
These preserve many of the features of chiefdoms, but the ruler (perhaps a king or sometimes a queen)
has explicit authority to establish laws and also to enforce them by the use of a standing army. Society no
longer depends totally upon kin relationships: it is now stratified into different classes. Agricultural workers
and the poorer urban dwellers form the lowest classes, with the craft specialists above, and the priests and

kinsfolk of the ruler higher still. The functions of the ruler are often separated from those of the priest: the
palace is distinguished from the temple. The society is viewed as a territory owned by the ruling lineage
and populated by tenants who have an obligation to pay taxes. The central capital houses a bureaucratic
administration of officials; one of their principal purposes is to collect revenue (often in the form of taxes
and tolls) and distribute it to government, army and craft specialists. Many early states developed complex
redistribution systems to support these essential services.
I
This rather simple social typology, set out by Elman Service and elaborated by William Sanders and Joseph
Marino, can be criticised, and it should not be used unthinkingly. Nevertheless, if we are seeking to talk
about early societies, we must use words and hence concepts to do so. Service’s categories provide a
good framework to help organise our thoughts.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
1. What is made at the clan work sites?
........................................................................................................................................................................
2. What is the other way of life tribes besides settled farming?
........................................................................................................................................................................
3. How are Catalhoyuk’s housing units arranged?
........................................................................................................................................................................
4. What does a chief give to his subjects as rewards besides crafted goods?
........................................................................................................................................................................
5. What is the largest possible population of a chiefdom?
........................................................................................................................................................................
6. Which group of people is at the bottom of an early state but higher than the farmers?
........................................................................................................................................................................

Bài tập
1.
Thomas Young the Last True Know-It-All
1
Thomas Young (1773-1829) contributed 63 articles to the Encyclopedia Britannica, including 46
biographical entries (mostly on scientists and classicists) and substantial essays on “Bridge,” “Chromatics,”
“Egypt,” “Languages” and “Tides”. Was someone who could write authoritatively about so many subjects a
polymath, a genius or a dilettante? In an ambitious new biography, Andrew Robinson argues that Young is
a good contender for the epitaph “the last man who knew everything.” Young has competition, however:
The phrase, which Robinson takes for his title, also serves as the subtitle of two other recent biographies:
Leonard Warren’s 1998 life of palaeontologist Joseph Leidy (1823-1891) and Paula Findlen’s 2004 book
on Athanasius Kircher (1602-1680), another polymath.
2
Young, of course, did more than write encyclopedia entries. He presented his first paper to the Royal
Society of London at the age of 20 and was elected a Fellow a week after his 21 st birthday. In the paper,
Young explained the process of accommodation in the human eye - on how the eye focuses properly on
objects at varying distances. Young hypothesised that this was achieved by changes in the shape of the
lens. Young also theorised that light traveled in waves and ho believed that, to account for the ability to see
in color, there must be three receptors in the eye corresponding to the three “principal colors” to which the
retina could respond: red, green, violet. All these hypotheses Were subsequently proved to be correct.
3
Later in his life, when he was in his forties, Young was instrumental in cracking the code that unlocked the
unknown script on the Rosetta Stone, a tablet that was “found” in Egypt by the Napoleonic army in 1799.
The stone contains text in three alphabets: Greek, something unrecognisable and Egyptian hieroglyphs.
The unrecognisable script is now known as demotic and, as Young deduced, is related directly to
hieroglyphic. His initial work on this appeared in his Britannica entry on Egypt. In another entry, he coined
the term Indo-European to describe the family of languages spoken throughout most of Europe and
northern India. These are the landmark achievements of a man who was a child prodigy and who, unlike
many remarkable children, did not disappear into oblivion as an adult.
4
Bom in 1773 in Somerset in England, Young lived from an early age with his maternal grandfather,
eventually leaving to attend boarding school. He had devoured books from the age of two, and through his
own initiative he excelled at Latin, Greek, mathematics and natural philosophy. After leaving school, he was
greatly encouraged by his mother’s uncle, Richard Brocklesby, a physician and Fellow of the Royal Society.
Following Brocklesby’s lead, Young decided to pursue a career in medicine. He studied in London, following
the medical circuit, and then moved on to more formal education in Edinburgh, Gottingen and Cambridge.
After completing his medical training at the University of Cambridge in 1808, Young set up practice as a
physician in London. He soon became a Fellow of the Royal College of Physicians and a few years later
was appointed physician at St. George’s Hospital.
5
Young’s skill as a physician, however, did not equal his skill as a scholar of natural philosophy or linguistics.

Earlier, in 1801, he had been appointed to a professorship of natural philosophy at the Royal Institution,
where he delivered as many as 60 lectures in a year. These were published in two volumes in 1807. In
1804 Young had become secretary to the Royal Society, a post he would hold until his death. His opinions
were sought on civic and national matters, such as the introduction of gas lighting to London and methods
of ship construction. From 1819 he was superintendent of the Nautical Almanac and secretary to the Board
of Longitude. From 1824 to 1829 he was physician to and inspector of calculations for the Palladian
Insurance Company. Between 1816 and 1825 he contributed his many and various entries to the
Encyclopedia Britannica, and throughout his career, he authored numerous books, essays and papers.
6
Young is a perfect subject for a biography - perfect, but daunting. Few men contributed so much to so many
technical fields. Robinson’s aim is to introduce non-scientists to Young’s work and life. He succeeds,
providing clear expositions of the technical material (especially that on optics and Egyptian hieroglyphs).
Some readers of this book will, like Robinson, find Young’s accomplishments impressive; others will see
him as some historians have -as a dilettante. Yet despite the rich material presented in this book, readers
will not end up knowing Young personally. We catch glimpses of a playful Young, doodling Greek and Latin
phrases in his notes on medical lectures and translating the verses that a young lady had written on the
walls of a summerhouse into Greek elegiacs. Young was introduced into elite society, attended the theatre
and learned to dance and play the flute. In addition, he was an accomplished horseman. However, his
personal life looks pale next to his vibrant career and studies.
7
Young married Eliza Maxwell in 1804, and according to Robinson, “their marriage was a happy one and
she appreciated his work,” Almost all we know about her is that she sustained her husband through some
rancorous disputes about optics and that she worried about money when his medical career was slow to
take off. Very little evidence survives about the complexities of Young’s relationships with his mother and
father. Robinson does not credit them, or anyone else, with shaping Young’s extraordinary mind. Despite
the lack of details concerning Young’s relationships, however, anyone interested in what it means to be a
genius should read this book.
Choose NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage for each answer.
1. How many life stories did Young write for the Encyclopedia Britannica?
........................................................................................................................................................................
2. What aspect of scientific research did Young focus on in his first academic paper?
........................................................................................................................................................................
3. What name did Young introduce to refer to a group of languages?
........................................................................................................................................................................
4. Who inspired Young to start his medical studies?
........................................................................................................................................................................
.5. Where did Young get a teaching position?
........................................................................................................................................................................
6. What contribution did Young make to London?
........................................................................................................................................................................

2.
Otters
A
Otters are semiaquatic (or in the case of the sea otter, aquatic) mammals. They are members of the
Mustelid family which includes badgers, polecats, martens, weasels, stoats and minks, and have inhabited
the earth for the last 30 million years and over the years have undergone subtle changes to the carnivore
bodies to exploit the rich aquatic environment. Otters have long thin body and short legs-ideal for pushing
dense undergrowth or hunting in tunnels. An adult male may be up to 4 feet long and 30 pounds. Females
are smaller, around 16 pounds typically. The Eurasian otter’s nose is about the smallest among the otter
species and has a characteristic shape described as a shallow “W”. An otter’s tail (or rudder, or stern) is
stout at the base and tapers towards the tip where it flattens. This forms part of the propulsion unit when
swimming fast under water. Otter fur consists of two types of hair: stout guard hairs which form a waterproof
outer covering, and under-fur which is dense and fine, equivalent to an otter’s thermal underwear. The fur
must be kept in good condition by grooming. Sea water reduces the waterproofing and insulating qualities
of otter fur when salt water gets in the fur. This is why freshwater pools are important to otters living on the
coast: After swimming, they wash the salts off in the pools and then squirm on the ground to rub dry against
vegetation.
B
Scent is used for hunting on land, for communication and for detecting danger. Otterine sense of smell is
likely to be similar in sensitivity to dogs. Otters have small eyes and are probably short-sighted on land. But
they do have the ability to modify the shape of the lens in the eye to make it more spherical, and hence
overcome the refraction of water. In clear water and good light, otters can hunt fish by sight. The otter’s
eyes and nostrils are placed high on its head so that it can see and breathe even when the rest of the body
is submerged. The long whiskers growing around the muzzle are used to detect the presence of fish. They
detect regular vibrations caused by the beat of the fish’s tail as it swims away. This allows otters to hunt
even in very murky water. Underwater, the otter holds its legs against the body, except for steering, and
the hind end of the body is flexed in a series of vertical undulations. River otters have webbing which
extends for much of the length of each digit, though not to the very end. Giant otters and sea otters have
even more prominent webs, while the Asian short-clawed otter has no webbing - they hunt for shrimps in
ditches and paddy fields so they don’t need the swimming speed. Otter’s ears are protected by valves which
close them against water pressure.
C
A number of constraints and preferences limit suitable habitats for otters. Water is a must and the rivers
must be large enough to support a healthy population of fish. Being such shy and wary creatures, they will
prefer territories where man’s activities do not impinge greatly. Of course, there must also be no other otter
already in residence - this has only become significant again recently as populations start to recover. A
typical range for a male river otter might be 25km of river, a female’s range less than half this. However,
the productivity of the river affects this hugely and one study found male ranges between 12 and 80km.
Coastal otters have a much more abundant food supply and ranges for males and females may be just a
few kilometers of coastline. Because male ranges are usually larger, a male otter may find his range
overlaps with two or three females. Otters will eat anything that they can get hold of - there are records of
sparrows and snakes and slugs being gobbled. Apart from fish the most common prey are crayfish, crabs

and water birds. Small mammals are occasionally taken, most commonly rabbits but sometimes even
moles.
D
Eurasian otters will breed any time where food is readily available. In places where condition is more severe,
Sweden for example where the lakes are frozen for much of winter, cubs are born in Spring. This ensures
that they are well grown before severe weather returns. In the Shetlands, cubs are born in summer when
fish is more abundant. Though otters can breed every year, some do not. Again, this depends on food
availability. Other factors such as food range and quality of the female may have an effect. Gestation for
Eurasian otter is 63 days, with the exception of North American river otter whose embryos may undergo
delayed implantation.
E
Otters normally give birth in more secure dens to avoid disturbances. Nests are lined with bedding (reeds,
waterside plants, grass) to keep the cubs warm while mummy is away feeding. Litter Size varies between
1 and 5 (2 or 3 being the most common). For some unknown reason, coastal otters tend to produce smaller
litters. At five weeks they open their eyes - a tiny cub of 700g. At seven weeks they’re weaned onto solid
food. At ten weeks they leave the nest, blinking into daylight for the first time. After three months they finally
meet the water and learn to swim. After eight months they are hunting, though the mother still provides a
lot of food herself. Finally, after nine months she can chase them all away with a clear conscience and relax
- until the next fella shows up.
F
The plight of the British otter was recognised in the early 60s, but it wasn’t until the late 70s that the chief
cause was discovered. Pesticides, such as dieldrin and aldrin, were first used in’1955 in agriculture and
other industries - these chemicals are very persistent and had already been recognised as the cause of
huge declines in the population of peregrine falcons, sparrowhawks and other predators. The pesticides
entered the river systems and the food chain-micro-organisms, fish and finally otters, with every step
increasing the concentration of the chemicals. From 1962 the chemicals were phased out, but while some
species recovered quickly, otter numbers did not - and continued to fall into the 80s. This was probably due
mainly to habitat destruction and road deaths. Acting on populations fragmented by the sudden decimation
in the 50s and 60s, the loss of just a handful of otters in one area can make an entire population enviable
and spell the end.
G
Otter numbers are recovering all around Britain - populations are growing again in the few areas where
they had remained and have expanded from those areas into the rest of the country. This is almost entirely
due to law and conservation efforts, slowing down and reversing the destruction of suitable otter habitat
and reintroductions from captive breeding programs. Releasing captive-bred otters is seen by many as a
last resort. The argument runs that where there is no suitable habitat for them they will not survive after
release and when there is suitable habitat; natural populations should be able to expand into the area.
However, reintroducing animals into a fragmented and fragile population may add just enough impetus for
it to stabilise and expand, rather than die out. This is what the Otter Trust accomplished in Norfolk, where
the otter population may have been as low as twenty animals at the beginning of the 1980s. The Otter Trust
has now finished its captive breeding program entirely. Great news because it means it is no longer’
needed.

1. What affects the outer fur of otters?
........................................................................................................................................................................
2. What skill is not necessary for Asian short-clawed otters?
........................................................................................................................................................................
3. Which type of otters has the shortest range?
........................................................................................................................................................................
4. Which type of animals do otters hunt occasionally?
........................................................................................................................................................................

Lesson 2: Sentence completion

- English, 1990
- more, best
Bước 5:
- So sánh thông tin trong bài đọc và câu hỏi để tìm đáp án.

Luyện tập
1.
Skyscraper farming
With a global food crisis predicted, a group of scientists is advocating an innovative alternative to
conventional farming that could radically transform the way that food is produced
A
Today’s environment scientists are in no doubt that the world’s resources of fertile soil are rapidly
deteriorating, and that new land for agriculture is becoming ever more sparse Intensive farming
urbanisation, desertification and sea-level rises are all putting growing pressure on the planers agricultural
land and therefore on food supplies. Currently 24 per cent of the worlds 11.5 billion hectares of cultivated
land has already undergone human-induced soil, degradation particularly through erosion, according to a
recent study by the UK Government Office for Science.
B
The global population is expected to exceed nine billion by 2050 - up a third from today’s level and studies
suggest that food production will have to go up by 70 per cent if we are to feed all of those new mouths.
This means that scientists will have to develop new ways of growing crops if we are to avoid a humanitarian
crisis. Indeed, UN Food and Agriculture Organization figures suggest that the number of undernourished
people is already growing. And with escalating climate change, crop yields in many areas have been
projected to decline.
C
With this in mind, some scientists and agricultural experts are advocating an innovative alternative to
traditional farming whereby skyscrapers packed with shelf-based systems for growing vegetables on each
storey - known as ‘vertical farms’ - could hold the key to revolutionising agriculture. Columbia University
professor Dickson Despommier claims that vertical farming could boost crop yields many times over. A
single 20-storey vertical farm could theoretically feed 50 000 people, according to Despommier. And if the
theory translates into realty as proposed, 160 skyscraper-sized vertical farms could feed the entire
population of New York City, while 180 would be needed to feed London. 289 to feed Cairo and 302 to feed
Kolkata.
D
It’s a compelling vision, and one that has already been put into practice in Asia. Albeit on a smaller scale
‘But there are problems, such as initial investment and operating costs that are too great’ says a spokesman
for Japan’s Ministry of Agriculture. Forestry and Fisheries Nevertheless Tokyo-based mushroom producer
Nokuto Corporation is a model example of how a vertical farm can be profitable. With 28 vertical mushroom
farms operating across the country. it produces some 68.000 tonnes of mushrooms annually. Vertical
mushroom farms have more advantages than ground-level farms,’ says Hokuto’s Ted Yamanoko.
Yamanoko goes on to highlight the relative cost-effectiveness of his organisation’s farming practices
together with reduced emissions of greenhouse gases.
E
And the impact of vertical farms could extend beyond feeding established urban populations. Despommier
sees them as being capable of helping centres of displaced persons - such as refugee camps - in much
the same way that Mobile Army Surgical Hospital (MASH) units are deployed in emergency situations.

‘Developing an emergency-response system for crop production inside specially constructed modular and
highly transportable greenhouses would allow for humanitarian interventions, at least for refugees that are
forced out of their countries by political turmoil’. he says. ‘If you have three or four storeys of food already
growing someplace, they could become mobile units that could be picked up by helicopters and dropped
into the middle of a crisis zone. The food would be ready to pick and eat. It could be designed to supply
people with all the nutrition they need to make it through the crisis.’
F
But it isn’t only about increasing food production. Despommier is concerned about the harm which farming
has done to the world’s landscape over a relatively shoe time span, particularly the elimination of hardwood
forests. ‘Farming is only 12.009 years old, he points out We have been a species for over 200.000 years.
Producing food in tall, buildings will allow us for the first time to feed everyone on earth and still return land
toils original ecological function’ Natalie Jeremijenko, associate professor at New York University. agrees.
‘The challenge that we have now is how we can design urban agriculture systems that not only reduce food
miles, but also improve the worlds ecosystems: she says. ‘By significantly reducing the amount of land
required for food production, vertical farms could help to enrich biodiversity. And according to Jeremijenko,
this can, in turn, help to improve the productivity of conventional farms, as the health of agricultural land is
often tied to the health of the surrounding ecosystems. Furthermore, vertical farming could dramatically cut
the utilisation of fossil fuels. And also reduce geopolitical tensions in countries where poor farming
conditions cause conflict and malnutrition.
A UK Government study found that 1 .............................. is a significant factor contributing to worldwide
levels of soil degradation.
Disadvantages of vertical farming projects include the expense of setting them up, as well as their high
2 ..............................
3 .............................. could potentially be used to take vertical farming facilities to areas where there is a
critical food shortage.
2.
Monkeys and Forests
As an east wind blasts through a gap in the Cordillera de Tilaran, a rugged mountain range that splits
northern Costa Rica in half, a female mantled howler monkey moves through the swaying trees of the
forest canopy
A
Ken Glander, a primatologist from Duke University, gazes into the canopy, tracking the female’s
movements. Holding a dart gun, he waits with infinite patience for the right moment to shoot. With great
care, Glander aims and fires. Hit in the rump, the monkey wobbles. This howler belongs to a population
that has lived for decades at Hacienda La Pacifica, a working cattle ranch in Guanacaste province. Other
native primates -white-faced capuchin monkeys and spider monkeys - once were common in this area, too,
but vanished after the Pan-American Highway was built nearby in the 1950s. Most of the surrounding land
was clear-cut for pasture.
B
Howlers persist at La Pacifica, Glander explains, because they are leaf-eaters. They eat fruit, when it’s
available but, unlike capuchin and spider monkeys, do not depend on large areas of fruiting trees. “Howlers

can survive anyplace you have half a dozen trees, because their eating habits are so flexible,” he says. In
forests, life is an arms race between trees and the myriad creatures that feed on leaves. Plants have
evolved a variety of chemical defenses, ranging from bad-tasting tannins, which bind with plant-produced
nutrients, rendering them indigestible, to deadly poisons, such as alkaloids and cyanide.
C
All primates, including humans, have some ability to handle plant toxins. “We can detoxify a dangerous
poison known as caffeine, which is deadly to a lot of animals:” Glander says. For leaf-eaters, long-term
exposure to a specific plant toxin can increase their ability to defuse the poison and absorb the leaf
nutrients. The leaves that grow in regenerating forests, like those at La Pacifica, are actually more howler
friendly than those produced by the undisturbed, centuries-old trees that survive farther south, in the
Amazon Basin. In younger forests, trees put most of their limited energy into growing wood, leaves and
fruit, so they produce much lower levels of toxin than do well-established, old-growth trees.
D
The value of maturing forests to primates is a subject of study at Santa Rosa National Park, about 35 miles
northwest of Hacienda La Pacifica. The park hosts populations not only of mantled howlers but also of
white-faced capuchins and spider monkeys. Yet the forests there are young, most of them less than 50
years old. Capuchins were the first to begin using the reborn forests, when the trees were as young as 14
years. Howlers, larger and heavier than capuchins, need somewhat older trees, with limbs that can support
their greater body weight. A working ranch at Hacienda La Pacifica also explain their population boom in
Santa Rosa. “Howlers are more resilient than capuchins and spider monkeys for several reasons,” Fedigan
explains. “They can live within a small home range, as long as the trees have the right food for them. Spider
monkeys, on the other hand, occupy a huge home range, so they can’t make it in fragmented habitat.”
E
Howlers also reproduce faster than do other monkey species in the area. Capuchins don’t bear their first
young until about 7 years old, and spider monkeys do so even later, but howlers give birth for the first time
at about 3.5 years of age. Also, while a female spider monkey will have a baby about once every four years,
well-fed howlers can produce an infant every two years.
F
The leaves howlers eat hold plenty of water, so the monkeys can survive away from open streams and
water holes. This ability gives them a real advantage over capuchin and spider monkeys, which have
suffered during the long, ongoing drought in Guanacaste.
G
Growing human population pressures in Central and South America have led to persistent destruction of
forests. During the 1990s, about 1.1 million acres of Central American forest were felled yearly. Alejandro
Estrada, an ecologist at Estacion de Biologia Los Tuxtlas in Veracruz, Mexico, has been exploring how
monkeys survive in a landscape increasingly shaped by humans. He and his colleagues recently studied
the ecology of a group of mantled howler monkeys that thrive in a habitat completely altered by humans: a
cacao plantation in Tabasco, Mexico. Like many varieties of coffee, cacao plants need shade to grow, so
40 years ago the landowners planted fig, monkey pod and other tall trees to form a protective canopy over
their crop. The howlers moved in about 25 years ago after nearby forests were cut. This strange habitat, a
hodgepodge of cultivated native and exotic plants, seems to support about as many monkeys as would a
same-sized patch of wild forest. The howlers eat the leaves and fruit of the shade trees, leaving the valuable

cacao pods alone, so the farmers tolerate them.
H
Estrada believes the monkeys bring underappreciated benefits to such farms, dispersing the seeds of fig
and other shade trees and fertilizing the soil with feces. He points out that howler monkeys live in shade
coffee and cacao plantations in Nicaragua and Costa Rica as well as in Mexico. Spider monkeys also
forage in such plantations, though they need nearby areas of forest to survive in the long term. He hopes
that farmers will begin to see the advantages of associating with wild monkeys, which includes potential
ecotourism projects.
I
“Conservation is usually viewed as a conflict between agricultural practices and the need to preserve
nature,” Estrada says. “We’re moving away from that vision and beginning to consider ways in which
agricultural activities may become a tool for the conservation of primates in human-modified landscapes.”
Complete the sentences below with NO MORE THAN TWO WORDS from the passage for each
answer.
Howlers live between in La Pacifica since they can feed themselves with leaves when 1 ..............................
is not easily found
Howlers have better ability to alleviate the 2 .............................. which old and young trees used to protect
themselves.
When compared to that of spider monkeys and capuchin monkeys, the 3 .............................. rate of howlers
is relatively faster (round for just every 2 years).
The monkeys can survive away from open streams and water holes as the leaves howlers eat hold high
content of 4 .............................. which helps them to resist the continuous 5 .............................. in
Guanacaste.

Bài tập
1.
Is Graffiti Art or Crime?
A
The term graffiti derives from the Italian graffito meaning ‘scratching’ and can be defined as uninvited
marking or writing scratched or applied to objects, built structures and natural features. It is not a new
phenomenon: examples can be found on ancient structures around the world, in some cases predating the
Greeks and Romans. In such circumstances it has acquired invaluable historical and archaeological
significance, providing a social history of life and events at that time. Graffiti is now a problem that has
become pervasive, as a result of the availability of cheap and quick means of mark-making.
B
It is usually considered a priority to remove graffiti as quickly as possible after it appears. This is for several
reasons. The first is to prevent ‘copy-cat’ emulation which can occur rapidly once a clean surface is defaced.
It may also be of a racist or otherwise offensive nature and many companies and councils have a policy of
removing this type of graffiti within an hour or two of it being reported. Also, as paints, glues and inks dry
out over time they can become increasingly difficult to remove and are usually best dealt with as soon as
possible after the incident. Graffiti can also lead to move serious forms of vandalism and, ultimately, the
deterioration of an area, contributing to social decline.
C
Although graffiti may be regarded as an eyesore, any proposal to remove it from sensitive historic surfaces
should be carefully considered: techniques designed for more robust or utilitarian surfaces may result in
considerable damage. In the event of graffiti incidents, it is important that the owners of buildings or other
structures and their consultants are aware of the approach they should take in dealing with the problem.
The police should be informed as there may be other related attacks occurring locally. An incidence pattern
can identify possible culprits, as can stylised signatures or nicknames, known as ‘tags’, which may already
be familiar to local police. Photographs are useful to record graffiti incident and may assist the police in
bringing a prosecution. Such images are also required for insurance claims and can be helpful in cleaning
operatives, allowing them to see the problem area before arriving on site.
D
There are a variety of methods that are used to remove graffiti. Broadly these divide between chemical and
mechanical systems. Chemical preparations are based on dissolving the media; these solvents can range
from water to potentially hazardous chemical ‘cocktails’. Mechanical systems such as wire-brushing and
grit-blasting attempt to abrade or chip the media from the surface. Care should be taken to comply with
health and safety legislation with regard to the protection of both passers-by and any person carrying out
the cleaning. Operatives should follow product guidelines in terms of application and removal, and wear
the appropriate protective equipment. Measures must be taken to ensure that run-off, aerial mists, drips
and splashes do not threaten unprotected members of the public. When examining a graffiti incident it is
important to assess the ability of the substrate to withstand the prescribed treatment. If there is any doubt
regarding this, then small trial areas should be undertaken to assess the impact of more extensive
treatment.

E
A variety of preventive strategies can be adopted to combat a recurring problem of graffiti at a given site.
As no two sites are the same, no one set of protection measures will be suitable for all situations. Each site
must be looked at individually. Surveillance systems such as closed-circuit television may also help. In
cities and towns around the country, prominently placed cameras have been shown to reduce anti-social
behavior of all types including graffiti. Security patrols will also act as a deterrent to prevent recurring
attacks. However, the cost of this may be too high for most situations. A physical barrier such as a wall,
railings, doors or gates can be introduced to discourage unauthorized access to a vulnerable site. However,
consideration has to be given to the impact measures have on the structure being protected. In the worst
cases, they can be almost as damaging to the quality of the environment as the graffiti they prevent. In
others, they might simply provide a new surface for graffiti.
F
One of the most significant problems associated with graffiti removal is the need to remove it from surfaces
that are repeatedly attacked. Under these circumstances, the repeated removal of graffiti using even the
most gentle methods will ultimately cause damage to the surface material. There may be situations where
the preventive strategies mentioned above do not work or are not a viable proposition at a given site. Anti-
graffiti coatings are usually applied by brush or spray leaving a thin veneer that essentially serves to isolate
the graffiti from the surface.
G
Removal of graffiti from a surface that has been treated in this way is much easier, usually using low-
pressure water which reduces the possibility of damage. Depending on the type of barrier selected, it may
be necessary to reapply the coating after each graffiti removal exercise.
Ancient graffiti is of significance and records the 1 .............................. of details life for that period.
The police can recognize newly committed incidents of graffiti by the signature which is called
2 .............................. that they are familiar with.
Operatives ought to comply with relevant rules during the operation, and put on the suitable
3 ..............................
Removal of graffiti from a new type of coating surface can be much convenient of using
4 ..............................
2.
The History of Pencil
1
The beginning of the story of pencils started with a lightning. Graphite, the main material for producing
pencil, was discovered in 1564 in Borrowdale in England when a lightning struck a local tree during a
thunder. Local people found out that the black substance spotted at the root of the unlucky tree was different
from burning ash of wood. It was soft, thus left marks everywhere. Chemistry was barely out of its infancy
at the time, so people mistook it for lead, equally black but much heavier. It was soon put to use by locals
in marking their sheep for ownership and calculation.
2
Britain turns out to be major country where mines of graphite can be detected and developed. Even so, the
first pencil was invented elsewhere. As graphite is soft, it requires some form of encasement. In Italy,

graphite sticks were initially wrapped in string or sheepskin for stability, becoming perhaps the very first
pencil in the world. Then around 1560, an Italian couple made what are likely the first blueprints for the
modern, wood-encased carpentry pencil. Their version was a flat, oval, more compact type of pencil. Their
concept involved the hollowing out of a stick of juniper wood. Shortly thereafter in 1662, a superior technique
was discovered by German people: two wooden halves were carved, a graphite stick inserted, and the
halves then glued together - essentially the same method in use to this day. The news of the usefulness of
these early pencils spread far and wide, attracting the attention of artists all over the known world.
3
Although graphite core in pencils is still referred to as lead, modern pencils do not contain lead as the “lead”
of the pencil is actually a mix of finely ground graphite and clay powders. This mixture is important because
the amount of clay content added to the graphite depends on the intended pencil hardness, and the amount
of time spent on grinding the mixture determines the quality of the lead. The more clay you put in, the higher
hardness the core has. Many pencils across the world, and almost all in Europe, are graded on the
European system. This system of naming used B for black and H for hard; a pencil’s grade was described
by a sequence or successive Hs or Bs such as BB and BBB for successively softer leads, and HH and
HHH for successively harder ones. Then the standard writing pencil is graded HB.
4
In England, pencils continue to be made from whole sawn graphite. But with the mass production of pencils,
they are getting drastically more popular in many countries with each passing decade. As demands rise,
appetite for graphite soars.
5
According to the United States Geological Survey (USGS), world production of natural graphite in 2012
was 1,100,000 tonnes, of which the following major exporters are: China, India, Brazil, North Korea and
Canada. However, much in contrast with its intellectual application in producing pencils, graphite was also
widely used in the military. During the reign of Elizabeth I, Borrowdale graphite was used as a refractory
material to line moulds for cannonballs, resulting in rounder, smoother balls that could be fired farther,
contributing to the strength of the English navy. This particular deposit of graphite was extremely pure and
soft, and could easily be broken into sticks. Because of its military importance, this unique mine and its
production were strictly controlled by the Crown.
6
That the United States did not use pencils in the outer space till they spent $1000 to make a pencil to use
in zero gravity conditions is in fact a fiction. It is widely known that astronauts in Russia used grease pencils,
which don’t have breakage problem. But it is also a fact that their counterparts in the United States used
pencils in the outer space before real zero gravity pencil was invented. They preferred mechanical pencils,
which produced fine line, much clearer than the smudgy lines left by the grease pencils that Russians
favoured. But the lead tips of these mechanical pencils broke often. That bit of graphite floating around the
space capsule could get into someone’s eye, or even find its way into machinery or electronics, causing an
electrical short or other problems. But despite the fact that the Americans did invent zero gravity pencils
later, they stuck to mechanical pencils for many years.
7
Against the backcloth of a digitalized world, the prospect of pencils seems bleak. In reality, it does not. The
application of pencils has by now become so widespread that they can be seen everywhere, such as

classrooms, meeting rooms and art rooms, etc. A spectrum of users are likely to continue to use it into the
future: students to do math works, artists to draw on sketch pads, waiters or waitresses to mark on order
boards, make-up professionals to apply to faces, and architects to produce blue prints. The possibilities
seem limitless.
Choose ONE WORD ONLY from the passage for each answer.
Graphite was found under a 1 .............................. in Borrowdale, it was dirty to use because it was
2 ..............................
Ancient people used graphite to sign 3 ..............................
People found graphite 4 .............................. in Britain.
The first pencil was graphite wrapped in 5 .............................. or animal skin.
Since graphite was too smooth, 6 .............................. was added to make it harder.
Russian astronauts preferred 7 .............................. pencils to write in the outer space.

Lesson 3: Note completion

- English, 1990
- more, best
Bước 5:

Luyện tập
1.
Orientation of birds
A
For many of us, the way birds are able to orientate is both astounding and difficult to appreciate fully. For
instance, the annual migration of the golden plover of the Pacific takes it from Alaska to Hawaii on a flight
of well over 3000 kilometres, and if it were to deviate by only one degree, it would miss the island on which
it nests.
B
The first systematic studies on orientation in birds were made possible by the ‘homing instinct’ exhibited by
so many species. Birds are caught at a when they show an attachment to their territory, especially during
the nesting season. They are taken to some spot, released, and the percentage of returns is recorded. The
distance can be varied, and the direction, as well as the method of transporting them, and then the influence
of climatic and other factors on their ability to find their way home can be studied. These experiments have
shown a wide variation in ability to home, and three types of homing behaviour have been identified.
C
In the first type, birds methodically explain the area in which they are released until they pick up some
familiar feature, and then they quickly find their way back to the nest. Such birds possess a highly developed
visual memory, as experiments with pigeons have shown. Domestic pigeons have been trained to peck at
a certain point on an aerial photograph, with a system of rewards, and four years later the birds were still
able to respond to this training when placed on the aerial photograph. Birds’ eyes have a power of resolution
two to three times greater than ours, enabling them to pick up very fine details. If a bird uses only this type
of homing behaviour, however, it can only succeed if the point of release is not too far away. If the birds are
transported 800 kilometres from their nest, it is only by good fortune that they find their way back as a result
of long exploratory flights. Usually, the area known to a bird is its feeding territory. Released within this
area, the birds soon make their return; release them outside it and far fewer return. However, if a bird is
released for a second time in the same place, its visual memory comes into play, and the bird, no longer
requiring tedious exploratory flights, will return much more quickly.
D
The second type of homing behaviour is shown by birds that are capable of choosing their flight direction
and holding to it for the rest of their journey. How do they decide what direction to take? They appear to
choose their normal migration direction even if they are released in a different place from their usual starting
point. If, for example, birds which normally fly to the north-east to reach latitude 45 degrees north are
released at that latitude, they will immediately start flying north-east anyway. So if they’re released further
to the west, they’ll maintain the correct direction, but fly west of their destination, and so fail to arrive.
E
The third type of homing behaviour shows the highest degree of orientation. Released at one point, the
birds immediately take stock of it compare its position with that of the nest, decide on the direction and fly
off. This happens even if the birds are in country right off their migration routes, where they have never
been before. In one example, a laysan albatross returned to its nesting area on Midway Island in the middle
of the Pacific, having flown over 5000 kilometres from the west coast of the USA in just over ten days.

F
The percentage of successful birds varies greatly, being highest in those species with a strong migratory
behaviour. Thus, the lesser black-backed gull is more migratory than the herring gull and more often
reaches ‘home’. Great migrants such as the swift have the highest percentage of returns. In one case,
seven out of nine alpine swifts were recaptured at their nest is after being displaced some 1400 kilometres;
one made the journey in three days.
G
What part does heredity play in all this? Two research studies suggest that instinctive, i.e. genetically
inherited behaviour patterns play a part in navigation. The first was carried out by Ernst Schuz and it is
highly significant. Schuz caught first-year European storks and release them later, after the departure of
the adult storks at a time when they normally make their south-west autumn migration to Africa. The
recaptures showed that, in spite of the fact that there were no adults to guide them, the birds unanimously
headed south-west. This was a most striking finding, for it showed that the birds had an innate and
unlearned attraction for the Africa wintering area that they have occupied for thousands of years.
H
The case of starlings is a little different. These birds have a great aptitude for homing but this behaviour
differs in the different age groups. Birds that were shifted to the south-east of their normal migration route
split into two lots. The adults, in full possession of their gift for orientation, found their wintering area by
modifying their direction by 90 degrees, whereas the juveniles sought their winter quarters to the south-
east of their real position.
Complete the notes below. Choose NO MORE THAN TWO WORDS from the passage for each
answer.
Types of homing behaviour
First type:
Birds rely on their sophisticated 1 .............................. . However, they are generally most successful if they
are released within their feeding territory.
Second type:
Birds select their accustomed 2 .............................., no matter where they are released. As a result, they
may miss their 3 ..............................
Third type:
Birds orientate correctly, even when they are released in an unfamiliar place and have no
4 .............................. to make use of. One bird with this type of skill is the 5 ..............................
2.
Ancient People in Sahara
1
On Oct. 13, 2000, Paul Sereno, a professor from the University of Chicago, guided a team of
palaeontologists to climb out of three broken Land Rovers, contented their water bottles and walked across
the toffee-coloured desert called Tenere Desert. Tenere, one of the most barren areas on the Earth, is
located on the southern flank of Sahara. According to the turbaned nomads Tuareg who have ruled this
infertile domain for a few centuries, this California-size ocean of sand and rock is ‘a desert within a desert’.
In the Tenere Desert, massive dunes might stretch a hundred miles, as far as the eyes can reach. In
addition, 120-degree heat waves and inexorable winds can take almost all the water from a human body in

less than a day.
2
Mike Hettwer, a photographer in the team, was attracted by the amazing scenes and walked to several
dunes to take photos of the amazing landscape. When reaching the first slope of the dune, he was shocked
by the fact that the dunes were scattered with many bones. He photographed these bones with his digital
camera and went to the Land Rover in a hurry. ‘I found some bones,’ Hettwer said to other group members,
‘to my great surprise, they do not belong to the dinosaurs. They are human bones.’
3
One day in the spring of 2005, Paul Sereno got in touch with Elena Garcea, a prestigious archaeologist at
the University of Cassino in Italy, asking her to return to the site with him together. After spending 30 years
in researching the history of Nile in Sudan and of the mountains in the Libyan Desert, Garcea got well
acquainted with the life of the ancient people in Sahara. But she did not know Sereno before this
exploration, whose claim of having found so many skeletons in Tenere desert was unreliable to some
archaeologists, among whom one person considered Sereno just as a ‘moonlighting palaeontologist’.
However, Garcea was so obsessive with his perspective as to accept his invitation willingly.
4
In the following three weeks, Sereno and Garcea (along with five excavators, five Tuareg guides, and five
soldiers from Niger’s army) sketched a detailed map of the destined site, which was dubbed Gobero after
the Tuareg name for the area, a place the ancient Kiffian and Tuareg nomads used to roam. After that, they
excavated eight tombs and found twenty pieces of artefacts for the above mentioned two civilisations. From
these artefacts, it is evidently seen that Kiffian fishermen caught not only the small fish, but also some huge
ones: the remains of Nile perch, a fierce fish weighing about 300 pounds, along with those of the alligators
and hippos, were left in the vicinity of dunes.
5
Sereno went back with some essential bones and artefacts, and planned for the next trip to the Sahara
area. Meanwhile, he pulled out the teeth of skeletons carefully and sent them to a researching laboratory
for radiocarbon dating. The results indicated that while the smaller’sleeping’ bones might date back to 6,000
years ago (well within the Tenerian period), the bigger compactly tied artefacts were approximately 9,000
years old, just in the heyday of Kiffian era. The scientists now can distinguish one culture from the other.
6
In the fall of 2006, for the purpose of exhuming another 80 burials, these people had another trip to Gobero,
taking more crew members and six extra scientists specialising in different areas. Even at the site, Chris
Stojanowski, bio-archaeologist in Arizona State University, found some clues by matching the pieces.
Judged from the bones, the Kiffian could be a people of peace and hardworking. ‘No injuries in heads or
forearms indicate that they did not fight too much.’ he said. ‘And they had strong bodies.’ He pointed at a
long narrow femur and continued, ‘From this muscle attachment, we could infer the huge leg muscles,
which means this individual lived a strenuous lifestyle and ate much protein. Both of these two inferences
coincide with the lifestyle of the people living on fishing.’ To create a striking contrast, he displayed a femur
of a Tenerian male. This ridge was scarcely seen. ‘This individual had a less laborious lifestyle, which you
might expect of the herder.’
7
Stojanowski concluded that the Tenerian were herders, which was consistent with the other scholars’

dominant view of the lifestyle in Sahara area 6,000 years ago, when the dry climate favoured herding rather
than hunting. But Sereno proposed some confusing points: if the Tenerian was herders, where were the
herds? Despite thousands of animal bones excavated in Gobero, only three cow skeletons were found, and
none of goats or sheep found. ‘It is common for the herding people not to kill the cattle, particularly in a
cemetery.’ Elena Garcea remarked, ‘Even the modem pastoralists such as Niger’s Wodaabe are reluctant
to slaughter the animals in their herd.’ Sereno suggested, ‘Perhaps the Tenerian in Gobero were a
transitional group that had still relied greatly on hunting and fishing and not adopted herding completely.’
Choose ONE WORD ONLY from the passage for each answer.
A comparative study of two ancient cultures
the Kiffian
They seemed to be peaceful and industrious since the reseacher did not find 1 .............................. on their
heads and forearms.
Their lifestyle was 2 ..............................
Through the observation on the huge leg muscles, it could be inferred that their diet had plenty of
3 ..............................
the Tenerian
Stojanowski presumed that the Tenerian preferred herding to 4 ..............................
But only the bones of individual animals such as 5 .............................. were found.
Sereno supposed the Tenerian in Gobero lived in a 6 ..............................

Bài tập
1.
Improving Patient Safety
1
One of the most prominent design issues in pharmacy is that of drag packaging and patient information
leaflets (Pits). Many letters have appeared in The Journal’s letters pages over the years from pharmacists
dismayed at the designs of packaging that are “accidents waiting to happen”.
2
Packaging design in the pharmaceutical industry is handled by either in-house teams or design agencies.
Designs for over-the-counter medicines, where characteristics such as attractiveness and distinguish-ability
are regarded as significant, are usually commissioned from design agencies. A marketing team will prepare
a brief and the design will come up with perhaps external designers. These are whittled down to two or
three that might be tested on a consumer group. In contrast, most designs for prescription-only products
are created by in-house designers. In some cases, this may simply involve applying a company’s house
design (ie. logo, colour, font, etc...). The chosen design is then handed over to design engineers who work
out how the packaging will be produced.
3
The author of the recently published “Information design for patient safety,” Thea Swayne, tracked the
journey of a medicine from manufacturing plant, through distribution warehouses, pharmacies and hospital
wards, to patients’ homes. Her book highlights a multitude of design problems with current packaging, such
as look-alikes and sound-alikes, small type sizes and glare on blister foils. Situations in which medicines
are used include a parent giving a cough medicine to a child in the middle of the night and a busy pharmacist
selecting one box from hundreds. It is argued that packaging should be designed for moments such as
these. “Manufacturers are not aware of the complex situations into which products go. As designers, we
are interested in not what is supposed to happen in hospital wards, but what happens in the real world,” Ms
Swayne said.
4
Incidents where vein has been injected intrathecally instead of spine are a classic example of how poor
design can contribute to harm. Investigations following these tragedies have attributed some blame to poor
typescript.
5
Child protection is another area that gives designers opportunities to improve safety. According to the Child
Accident Prevention Trust, seven out of 10 children admitted to hospital with suspected poisoning have
swallowed medicines. Although child-resistant closures have reduced the number of incidents, they are
not: fully child-proof. The definition of such a closure is one that not more than 15 percent of children aged
between 42 and 51 months can open within five minutes. There is scope for improving what is currently
available, according to Richard Mawle, a freelance product designer. “Many child-resistant packs are based
on strength. They do not necessarily prevent a child from access, but may prevent people with a disability,”
he told The Journal. “The legal requirements are there for a good reason, but they are not good enough in
terms of the users,” he said. “Older people, especially those with arthritis, may have the same level of
strength as a child,” he explained, and suggested that better designs could rely on cognitive skills (eg.

making the opening of a container a three-step process) or be based on the physical size of hands.
6
Mr. Mawle worked with GlaxoSmithKline on a project to improve compliance through design, which involved
applying his skills to packaging and PILs. Commenting on the information presented, he said: “There can
be an awful lot of junk at the beginning of PILs. For example, why are company details listed towards the
beginning of a leaflet when what might be more important for the patient is that the medicine should not be
taken with alcohol?”
7
Look-alike boxes present a potential for picking errors and an obvious solution would be to use colours to
highlight different strengths. However, according to Ms. Swayne, colour differentiation needs to be
approached with care. Not only should strong colour contrasts be used, but designating a colour to a
particular strength (colour coding) is not recommended because this could lead to the user not reading the
text on a box.
8
Design features can provide the basis for lengthy debates. For example, one argument is that if all
packaging is white with black lettering, people would have no choice but to read every box carefully. The
problem is that trials of drug packaging design are few - common studies of legibility and comprehensibility
concern road traffic signs and visual display units. Although some designers take results from such studies
into account, proving that a particular feature is beneficial can be difficult. For example, EU legislation
requires that packaging must now include the name of the medicine in Braille but, according to Karel van
der Waarde, a design consultant to the pharmaceutical industry, “it is not known how much visually impaired
patients will benefit nor how much the reading of visually able patients will be impaired”.
9
More evidence might, however, soon be available. EU legislation requires PILs to reflect consultations with
target patient groups to ensure they are legible, clear and easy to use. This implies that industry will have
to start conducting tests. Dr. van der Waarde has performed readability studies on boxes and PILs for
industry. A typical study involves showing a leaflet or package to a small group and asking them questions
to test understanding. Results and comments are used to modify the material, which is then tested on a
larger group. A third group is used to show that any further changes made are an improvement. Dr. Van
der Waarde is, however, sceptical about the legal requirements and says that many regulatory authorities
do not have the resources to handle packaging information properly. “They do not look at the use of
packaging in a practical context - they only see one box at a time and not several together as pharmacists
would do,” he said.
10
The RCA innovation exhibition this year revealed designs for a number of innovative objects. “The popper”,
by Hugo Glover, aims to help arthritis sufferers remove tablets from blister packs, and “pluspoint”, by James
Cobb, is an adrenaline auto-injector that aims to overcome the fact that many patients do not carry their
auto-injectors due to their prohibitive size. The aim of good design, according Roger Coleman, professor
of inclusive design at the RCA, is to try to make things more user-friendly as well as safer. Surely, in a
patient-centred health system, that can only be a good thing. “Information design for patient safety” is not
intended to be mandatory. Rather, its purpose is to create a basic design standard and to stimulate
innovation. The challenge for the pharmaceutical industry, as a whole, is to adopt such a standard.

Complete the note below using NO MORE THAN TWO WORDS from the passage for each answer.
Packaging in pharmaceutical industry
Designs for over-the-counter medicines
First, 1 .............................. make the proposal, then pass them to the 2 .............................. Finally, these
designs will be tested by 3 ..............................
Prescription-only
First, the design is made by 4 .............................. and then subjected to 5 ..............................

Lesson 4: Flow-chart

- English, 1990
- more, best
Bước 4:
- Nếu biểu đồ có tiêu đề thì có thể tìm tiêu đề đó trong đoạn văn.
- Đáp án thường xuất hiện trong 1 hoặc 2 đoạn liên tiếp nhau.
Bước 6:

Luyện tập
1.
A New Ice Age
1
William Curry is a serious, sober climate scientist, not an art critic. But he has spent a lot of time perusing
Emanuel Gottlieb Leutze’s famous painting “George Washington Crossing the Delaware”, which depicts a
boatload of colonial Ameri-can soldiers making their way to attack English and Hessian troops the day after
Christmas in 1776. “Most people think these other guys in the boat are rowing, but they are actually pushing
the ice away,” says Curry, tapping his finger on a reproduction of the painting. Sure enough, the lead
oarsman is bashing the frozen river with his boot. “I grew up in Philadelphia. The place in this painting is 30
minutes away by car. I can tell you, this kind of thing just doesn’t happen anymore.”
2
But it may again soon. And ice-choked scenes, similar to those immortalised by the 16th century Flemish
painter Pieter Brueghel the Elder, may also return to Europe. His works, including the 1565 masterpiece
“Hunters in the Snow”, make the now-temperate European landscapes look more like Lapland. Such frigid
set-tings were commonplace during a period dating roughly from 1300 to 1850 be-cause much of North
America and Europe was in the throes of a little ice age. And now there is mounting evidence that the chill
could return. A growing number of scientists believe conditions are ripe for another prolonged cooldown, or
small ice age. While no one is predicting a brutal ice sheet like the one that covered the Northern
Hemisphere with glaciers about 12,000 years ago, the next cooling trend could drop average temperatures
5 degrees Fahrenheit over much of the United States and 10 degrees in the Northeast, northern Europe,
and northern Asia.
3
“It could happen in 10 years,” says Terrence Joyce, who chairs the Woods Hole Physical Oceanography
Department. “Once it does, it can take hundreds of years to reverse.” And he is alarmed that Americans
have yet to take the threat seriously.
4
A drop of 5 to 10 degrees entails much more than simply bumping up the thermo-stat and carrying on. Both
economically and ecologically, such quick, persistent chilling could have devastating consequences. A
2002 report titled “Abrupt Climate Change: Inevitable Surprises”, produced by the National Academy of
Sciences, pegged the cost from agricultural losses alone at $100 billion to $250 billion while also predicting
that damage to ecologies could be vast and incalculable. A grim sampler: disappearing forests, increased
housing expenses, dwindling fresh water, lower crop yields, and accelerated species extinctions.
5
The reason for such huge effects is simple. A quick climate change wreaks far more disruption than a slow
one. People, animals, plants, and the economies that depend on them are like rivers; says the report: “For
example, high water in a river will pose few problems until the water runs over the bank, after which levees
can be breached and massive flooding can occur. Many biological processes undergo shifts at particular
thresholds of temperature and precipitation.”
6
Political changes since the last ice age could make survival far more difficult for the world’s poor. During

previous cooling periods, whole tribes simply picked up and moved south, but that option doesn’t work in
the modern, tense world of closed borders. “To the extent that abrupt climate change may cause rapid and
ex-tensive changes of fortune for those who live off the land, the inability to migrate may remove one of the
major safety nets for distressed people,” says the report.
7
But first things first. Isn’t the earth actually warming? Indeed it is, says Joyce.’ In his cluttered office, full of
soft light from the foggy Cape Cod morning, he explains how such warming could actually be the surprising
culprit of the next mini-ice age. The paradox is a result of the appearance over the past 30 years in the
North Atlantic of huge rivers of fresh water - the equivalent of a 10-foot-thick layer - mixed into the salty
sea. No one is certain where the fresh torrents are coming from, but a prime suspect is melting Arctic ice,
caused by a build-up of carbon dioxide in the atmosphere that traps solar energy.
8
The freshwater trend is major news in ocean-science circles. Bob Dickson, a Brit-ish oceanographer who
sounded an alarm at a February conference in Honolulu, has termed the drop in salinity and temperature
in the Labrador Sea - a body of water between northeastern Canada and Greenland that adjoins the Atlantic
- “arguably the largest full-depth changes observed in the modern instrumental oceanographic record”.
9
The trend could cause a little ice age by subverting the northern penetration of Gulf Stream waters.
Normally, the Gulf Stream, laden with heat soaked up in the tropics, meanders up the east coasts of the
United States and Canada. As it flows northward, the stream surrenders heat to the air. Because the
prevailing North Atlantic winds blow eastward, a lot of the heat wafts to Europe. That’s why many scientists
believe winter temperatures on the Continent are as much as 36 de-grees Fahrenheit warmer than those
in North America at the same latitude. Frigid Boston, for example, lies at almost precisely the same latitude
as balmy Rome. And some scientists say the heat also warms Americans and Canadians. “It’s a real
mistake to think of this solely as a European phenomenon,” says Joyce.
10
Having given up its heat to the air, the now-cooler water becomes denser and sinks into the North Atlantic
by a mile or more in a process oceanographers call thermohaline circulation. This massive column of
cascading cold is the main engine powering a deep-water current called the Great Ocean Conveyor that
snakes through all the world’s oceans. But as the North Atlantic fills with fresh water, it grows less dense,
making the waters carried northward by the Gulf Stream less able to sink. The new mass of relatively fresh
water sits on top of the ocean like a big thermal blanket, threatening the thermohaline circulation. That in
turn could make the Gulf Stream slow or veer southward. At some point, the whole system could simply
shut down, and do so quickly. “There is increasing evidence that we are getting closer to a transition point,
from which we can jump to a new state.”

Choose NO MORE THAN THREE WORDS from the passage for each answer.
Tropical warm water ← Less 1 ..............................
↓
Water becomes 2 .............................. and sinks ← Thermohaline circulation
↓
Deep ocean current called
3 .............................. ← Increase in 4 ..............................
↓
Less dense, hard to sink
↓ ← Stays on top
Gulf Stream slows or shuts down
2.
WATER FILTER
A
An ingenious invention is set to bring clean water to the third world, and while the science may be cutting
edge, the materials are extremely down to earth. A handful of clay, yesterday’s coffee grounds and some
cow manure are the ingredients that could bring clean, safe drinking water to much of the third world.
B
The simple new technology, developed by ANU materials scientist Mr. Tony Flynn, allows water filters to
be made from commonly available materials and fired on the ground using cow manure as the source of
heat, without the need for a kiln. The filters have been tested and shown to remove common pathogens
(disease-producing organisms) including E-coli. Unlike other water filtering devices, the filters are simple
and inexpensive to make. ‘They are very simple to explain and demonstrate and can be made by anyone,
anywhere,’ says Mr. Flynn. “They don’t require any western technology. All you need is terracotta clay, a
compliant cow and a match.”
C
The production of the filters is extremely simple. Take a handful of dry, crushed clay, mix it with a handful
of organic material, such as used tea leaves, coffee grounds or rice hulls, add enough water to make a stiff
biscuit-like mixture and form a cylindrical pot that has one end closed, then dry it in the sun. According to
Mr. Flynn, used coffee grounds have given the best results to date. Next, surround the pots with straw; put
them in a mound of cow manure, light the straw and then top up the burning manure as required. In less
than 60 minutes the filters are finished. The walls of the finished pot should be about as thick as an adult’s
index. The properties of cow manure are vital as the fuel can reach a temperature of 700 degrees in half
an hour and will be up to 950 degrees after another 20 to 30 minutes. The manure makes a good fuel
because it is very high in organic material that burns readily and quickly; the manure has to be dry and is
best used exactly as found in the field, there is no need to break it up or process it any further.
D
“A potter’s kiln is an expensive item and can could take up to four or five hours to get up to 800 degrees. It
needs expensive or scarce fuel, such as gas or wood to heat it and experience to run it. With no technology,
no insulation and nothing other than a pile of cow manure and a match, none of these restrictions apply,”
Mr. Flynn says.

E
It is also helpful that, like terracotta clay and organic material, cow dung is freely available across the
developing world. “A cow is a natural fuel factory. My understanding is that cow dung as a fuel would be
pretty much the same wherever you would find it.” Just as using manure as a fuel for domestic uses is not
a new idea, the porosity of clay is something that potters have known about for years, and something that
as a former ceramic’s lecturer in the ANU School of Art, Mr. Flynn is well aware of. The difference is that
rather than viewing the porous nature of the material as a problem -after all not many people want a pot
that won’t hold water -his filters capitalize on this property.
F
Other commercial ceramic filters do exist, but, even if available, with prices starting at US$5 each, they are
often outside the budgets of most people in the developing world. The filtration process is simple, but
effective. The basic principle is that there are passages through the filter that are wide enough for water
droplets to pass through, but too narrow for pathogens. Tests with the deadly E-coli bacterium have seen
the filters remove 94.6 to 99.8 percent of the pathogen -well within safe level. Using only one filter it takes
two hours to filter a litre of water. The use of organic material, which burns away leaving cavities after firing,
helps produce the structure in which pathogens will become trapped. It overcomes the potential problems
of finer clays that may not let water through and also means that cracks are soon halted. And like clay and
cow dung, it is universally available.
G
The invention was born out of a World Vision project involving the Manatuto community in East Timor. The
charity wanted to help set up a small industry manufacturing water filters, but initial research found the local
clay to be too fine - a problem solved by the addition of organic material. While the problems of producing
a working ceramic filter in East Timor were overcome, the solution was kiln-based and particular to that
community’s materials and couldn’t be applied elsewhere. Manure firing, with no requirement for a kiln, has
made this zero technology approach available anywhere it is needed. With all the components being widely
available, Mr. Flynn says there is no reason the technology couldn’t be applied throughout the developing
world, and with no plans to patent his idea, there will be no legal obstacles to it being adopted in any
community that needs it. “Everyone has a right to clean water, these filters have the potential to enable
anyone in the world to drink water safely,” says Mr. Flynn.
Complete the flow chart using NO MORE THAN TWO WORDS from the Reading Passage for each
answer.
Guide to Making Water Filters
Step one: combination of 1 .............................. and organic material, with sufficient
2 .............................. to create a thick mixture
↓
sun dried
Step two: Pack 3 .............................. around the cylinders
Place them in 4 ..............................
↓
for firing (maximum temperature: 5 ..............................)
filter being baked in under 6 ..............................

3.
Detection of a meteorite Lake
A
As the Sun rose over picturesque Lake Bosumtwi, a team of Syracuse University researchers prepared for
another day of using state-of-the-art equipment to help unlock the mysteries hidden below the lake bottom.
Nestled in the heart of Ghana, the lake holds an untapped reservoir of information that could help scientists
predict future climate changes by looking at evidence from the past. This information will also improve the
scientists understanding of the changes that occur in a region struck by a massive meteorite.
B
The project, led by earth sciences professor Christopher Scholz of the College of Arts and Sciences and
funded by the National Science Foundation (NSF), is the first large-scale effort to study Lake Bosumtwi,
which formed 1.1 million years ago when a giant meteor crashed into the Earth’s surface. The resulting
crater is one of the largest and most well-preserved geologically young craters in the world, says Scholz,
who is collaborating on the project with researchers from the University of Arizona, the University of South
Carolina, the University of Rhode Island, and several Ghanaian institutions. “Our data should provide
information about what happens when an impact hits hard, pre-Cambrian, crystalline rocks that are a billion
years old,” he says.
C
Equally important is the fact that the lake, which is about 8 kilometers in diameter, has no natural outlet.
The rim of the crater rises about 250 meters above the water’s surface. Streams flow into the lake, Scholz
says, but the water leaves only by evaporation, or by seeping through the lake sediments. For the past
million years, the lake has acted as a tropical rain gauge, filling and drying with changes in precipitation
and the tropical climate. The record of those changes is hidden in sediment below the lake bottom. “The
lake is one of the best sites in the world for the study of tropical climate changes,” Scholz says. “The tropics
are the heat engine for the Earth’s climate. To understand global climate, we need to have records of
climate changes from many sites around the world, including the tropics.”
D
Before the researchers could explore the lake’s subsurface, they needed a boat with a large, working deck
area that could carry eight tons of scientific equipment. The boat-dubbed R/V Kilindi-was built in Florida
last year. It was constructed in modules that were dismantled, packed inside a shipping container, and
reassembled over a 10-day period in late November and early December 1999 in the rural village of Abono,
Ghana. The research team then spent the next two weeks testing the boat and equipment before returning
to the United States for the holidays.
E
In mid-January, five members of the team - Keely Brooks, an earth sciences graduate student; Peter
Cattaneo, a research analyst; and Kiram Lezzar, a postdoctoral scholar, all from SU; James McGill, a
geophysical field engineer; and Nick Peters, a Ph.D student in geophysics from the University of Miami-
returned to Abono to begin collecting data about the lake’s subsurface using a technique called seismic
reflection profiling. In this process, a high-pressure air gun is used to create small, pneumatic explosions in
the water. The sound energy penetrates about 1,000 to 2,000 meters into the lake’s subsurface before
bouncing back to the surface of the water.
F

The reflected sound energy is detected by underwater microphones called hydrophones- embedded in a
50-meter-long cable that is towed behind the boat as it crosses the lake in a carefully designed grid pattern.
On-board computers record the signals, and the resulting data are then processed and analyzed in the
laboratory. “The results will give us a good idea of the shape of the basin, how thick the layers of sediment
are, and when and where there were major changes in sediment accumulation,” Scholz says. “We are now
developing three-dimensional perspective of the lake’s subsurface and the layers of sediment that have
been laid down.”
G
Team members spent about four weeks in Ghana collecting the data. They worked seven days a week,
arriving at the lake just after sunrise. On a good day, when everything went as planned, the team could
collect data and be back at the dock by early afternoon. Except for a few relatively minor adjustments, the
equipment and the boat worked well. Problems that arose were primarily non-scientific-tree stumps, fishing
nets, cultural barriers, and occasional misunderstandings with local villagers.
H
Lake Bosumtwi, the largest natural freshwater lake in the country, is sacred to the Ashanti people, who
believe their souls come to the lake to bid farewell to their god. The lake is also the primary source of fish
for the 26 surrounding villages. Conventional canoes and boats are forbidden. Fishermen travel on the lake
by floating on traditional planks they propel with small paddles. Before the research project could begin,
Scholz and his Ghanaian counterparts had to secure special permission from tribal chiefs to put the R/V
Kilindi on the lake.
I
When the team began gathering data, rumours flew around the lake as to why the researchers were there.
“Some thought we were dredging the lake for gold, others thought we were going to drain the lake or that
we had bought the lake,” Cattaneo says. “But once the local people understood why we were there, they
were very helpful”
Fill in the blanks in the flow chart. Choose NO MORE THAN TWO WORDS from the passage for each
answer.
water surface
a 1 ..............................
is needed to create the a 50-meter 3.......................
explosion into the water with many 4 .......................
embedded
the 2 ..............................
enters deep into the water
and return back
Step 1 Step 2 Step 3

Bài tập
1.
Bestcom-Considerate Computing
1
‘Your battery is now fully charged,’ announced the laptop to its owner Donald A. Norman in a synthetic
voice, with great enthusiasm and maybe even a hint of pride. For the record, humans are not at all unfamiliar
with distractions and multitasking. ‘We are used to a complex life that gets constantly interrupted by
computer’s attention-seeking requests, as much as we are familiar with procreation,’ laughs Ted Selker of
the Massachusetts Institute of Technology (MIT) Media Lab,
2
Humanity has been connected to approximately three billion networked telephones, computers, traffic lights
and even fridges and picture frames since these things can facilitate our daily lives. That is why we do not
typically turn off the phones, shut down the e-mail system, or close the office door even when we have a
meeting coming or a stretch of concentrated work. We merely endure the consequences. Countless
research reports have confirmed that if people are unexpectedly interrupted, they may suffer a drop in work
efficiency, and they are more likely to make mistakes. According to Robert G. Picard from the University of
Missouri, it appears to build up the feeling of frustration cumulatively, and that stress response makes it
difficult to focus again. It is not solely about productivity and the pace of life. For some professionals like
pilots, drivers, soldiers and doctors, loss of focus can be downright disastrous. ‘If we could find a way to
make our computers and phones realise the limits of human attention and memory, they may come off as
more thoughtful and courteous,’ says Eric Horvitz of Microsoft Research. Horvitz, Selker and Picard are
just a few of a small but prospering group of researchers who are attempting to make computers, phones,
cars and other devices to function more like considerate colleagues instead of egocentric oafs.
3
To do this, the machines need new skills of three kinds: sensing, reasoning and communicating. First, a
system must: sense or infer where its owner is and what he or she is doing. Next, it must weigh the value
of the messages it wants to convey against the cost of the disruption. Then it has to choose the best mode
and time to interject: Each of these pushes the limits of computer science and raises issues of privacy,
complexity or reliability. Nevertheless, Attentive Computing Systems, have started to make an appearance
in the latest Volvos, and IBM has designed and developed a communications software called WebSphere
that comes with an underlying sense of busyness. Microsoft has been conducting extensive in-house tests
of a way more sophisticated system since 2003. In a couple of years, companies might manage to provide
each office employee with a software version of the personal receptionist which is only available to corner-
suite executives today.
4
However, the truth is that most people are not as busy as they claim to be, which explains why we can often
stand interruptions from our inconsiderate electronic paraphernalia. To find out the extent to which such
disruption may claim people’s daily time, an IBM Research team led by Jennifer Lai from Carnegie Mellon
University studied ten managers, researchers and interns at the workplace. They had the subjects on
videotape, and within every period of a specific time, they asked the subjects to evaluate their
‘interruptibility’. The time a worker spent in leave-me-alone state varied from individual to individual and day

today, and the percentage ranged from 10 to 51. Generally, the employees wished to work without
interruption for roughly 1/3 of the time. Similarly, by studying Microsoft workers, Horvitz also came to the
discovery that they ordinarily spend over 65 per cent of their day in a low-attention mode.
5
Obviously, today’s phones and computers are probably correct about two-thirds of time by assuming that
their users are always available to answer a call, check an email, or click the ‘OK’ button on an alert box.
But for the considerate systems to be functional and useful, their accuracy has to be above 65 in sending
when their users are about to reach their cognitive limit.
6
Inspired by Horvitz’s work, Microsoft prototype Bestcom-Enhanced Telephony (Bestcom-ET) digs a bit
deeper into every user’s computer to find out clues about what they are dealing with. As I said earlier,
Microsoft launched an internal beta test of the system in mid-2003. Horvitz points out that by the end of last
October, nearly 3,800 people had been relying on the system to field their incoming calls.
7
Horvitz is, in fact, a tester himself, and as we have our conversation in his office, Bestcom silently takes
care of all the calls. Firstly, it checks if the caller is in his address book, the company directory, or the ‘recent
call’ list. After triangulating all these resources at the same time, it attempts to figure out what their
relationship is. The calls that get through are from family, supervisors and people he called earlier that day.
Other callers will get a message on their screens that say he cannot answer now because he is in a meeting,
and will not be available until 3 pm. The system will scan both Horvitz’s and the caller’s calendar to check
if it can reschedule a callback at a time which works for both of them. Some callers will take that option,
while others simply leave a voicemail. The same happens with e-mails. When Horvitz is not in his office,
Bestcom automatically offers to transfer selected callers to his cellphone, unless his calendar implies that
he is in a meeting.
Choose ONLY ONE WORD from the passage for each answer.
Bestcom Working Process
Bestcom system carries out further analysis in order to find 1 .............................. about what users are
doing.
↓ ↓
in the office out of the office
↓ ↓ ↓
Check the 2 If callers are not in directory, a(n) 3

.............................. between .............................. will show up on Bestcom will provide a solution by
the caller and the user, their screen, saying the user is not transferring your call to the user’s
whether the caller has available at moment. The system will 6.............................. if there is
contact information of the 4 .............................. a suitable time no 7.............................. in his or
user, such as their family, for both, or callers can choose to leave her schedule.
friends or collegues. a(n) 5.............................. to users.

Lesson 5: Table completion

- English, 1990
- more, best
Bước 4:
- Đọc đầu đề của các cột và các dòng: biết được loại từ vựng tại cột (dòng) đó là loại gì: số, tiêng riêng,...
- Đọc ví dụ nếu có, vì đây sẽ là từ khoá chính để tìm trong bài đọc.
Bước 5:

Luyện tập
1.
Travel Books
1
There are many reasons why individuals have travelled beyond their own societies. Some travellers may
have simply desired to satisfy curiosity about the larger world. Until recent times, however, travellers did
start their journey for reasons other than mere curiosity. While the travellers’ accounts give much valuable
information on these foreign lands and provide a window for the understanding of the local cultures and
histories, they are also a mirror to the travellers themselves, for these accounts help them to have a better
understanding of themselves.
2
Records of foreign travel appeared soon after the invention of writing, and fragmentary travel accounts
appeared in both Mesopotamia and Egypt in ancient times. After the formation of large, imperial states in
the classical world, travel accounts emerged as a prominent literary genre in many lands, and they held
especially strong appeal for rulers desiring useful knowledge about their realms. The Greek historian
Herodotus reported on his travels in Egypt and Anatolia in researching the history of the Persian wars. The
Chinese envoy Zhang Qian described much of central Asia as far west as Bactria (modern-day Afghanistan)
on the basis of travels undertaken in the first century BCE while searching for allies for the Han dynasty.
Hellenistic and Roman geographers such as Ptolemy, Strabo, and Pliny the Elder relied on their own travels
through much of the Mediterranean world as well as reports of other travellers to compile vast compendia
of geographical knowledge.
3
During the post-classical era (about 500 to 1500 CE), trade and pilgrimage emerged as major incentives
for travel to foreign lands. Muslim merchants sought trading opportunities throughout much of the eastern
hemisphere. They described lands, peoples, and commercial products of the Indian Ocean basin from East
Africa to Indonesia, and they supplied the first written accounts of societies in sub-Saharan West Africa.
While merchants set out in search of trade and profit, devout Muslims travelled as pilgrims to Mecca to
make their hajj and visit the holy sites of Islam. Since the prophet Muhammad’s original pilgrimage to
Mecca, untold millions of Muslims have followed his example, and thousands of hajj accounts have related
their experiences. East Asian travellers were not quite so prominent as Muslims during the post-classical
era, but they too followed many of the highways and sea lanes of the eastern hemisphere. Chinese
merchants frequently visited South-East Asia and India, occasionally venturing even to East Africa, and
devout East Asian Buddhists undertook distant pilgrimages. Between the 5th and 9th centuries CE, hundreds
and possibly even thousands of Chinese Buddhists travelled to India to study with Buddhist teachers, collect
sacred texts, and visit holy sites. Written ac-counts recorded the experiences of many pilgrims, such as
Faxian, Xuanzang, and Yijing. Though not so numerous as the Chinese pilgrims, Buddhists from Japan,
Korea, and other lands also ventured abroad in the interests of spiritual enlightenment.
4
Medieval Europeans did not hit the roads in such large numbers as their Muslim and East Asian
counterparts during the early part of the post-classical era, al-though gradually increasing crowds of
Christian pilgrims flowed to Jerusalem, Rome, Santiago de Compostela (in northern Spain), and other sites.

After the 12th century, however, merchants, pilgrims, and missionaries from medieval Europe travelled
widely and left numerous travel accounts, of which Marco Polo’s description of his travels and sojourn in
China is the best known. As they became familiar with the larger world of the eastern hemisphere - and the
profitable commercial opportunities that it offered - European peoples worked to find new and more direct
routes to Asian and African markets. Their efforts took them not only to all parts of the eastern hemisphere,
but eventually to the Americas and Oceania as well.
5
If Muslim and Chinese peoples dominated travel and travel writing in post-classical times, European
explorers, conquerors, merchants, and missionaries took centre stage during the early modern era (about
1500 to 1800 CE). By no means did Muslim and Chinese travel come to a halt in early modern times. But
European peoples ventured to the distant corners of the globe, and European printing presses churned out
thousands of travel accounts that described foreign lands and peoples for a reading public with an
apparently insatiable appetite for news about the larger world. The volume of travel litera-ture was so great
that several editors, including Giambattista Ramusio, Rich-ard Hakluyt, Theodore de Biy, and Samuel
Purchas, assembled numerous travel accounts and made them available in enormous published
collections.
6
During the 19th century, European travellers made their way to the interior regions of Africa and the
Americas, generating a fresh round of travel writing as they did so. Meanwhile, European colonial
administrators devoted numer-ous writings to the societies of their colonial subjects, particularly in Asian
and African colonies they established. By mid-century, attention was flowing also in the other direction.
Painfully aware of the military and technological prowess of European and Euro-American societies, Asian
travellers in particu-lar visited Europe and the United States in hopes of discovering principles useful for
the organisation of their own societies. Among the most prominent of these travellers who made extensive
use of their overseas observations and experiences in their own writings were the Japanese reformer
Fukuzawa Yukichi and the Chinese revolutionary Sun Yatsen.
7
With the development of inexpensive and reliable means of mass transport, the 20 th century witnessed
explosions both in the frequency of long-distance travel and in the volume of travel writing. While a great
deal of travel took place for reasons of business, administration, diplomacy, pilgrimage, and mis-sionary
work, as in ages past, increasingly effective modes of mass transport made it possible for new kinds of
travel to flourish. The most distinctive of them was mass tourism, which emerged as a major form of
consumption for individuals living in the world’s wealthy societies. Tourism enabled consumers to get away
from home to see the sights in Rome, take a cruise through the Caribbean, walk the Great Wall of China,
visit some wineries in Bordeaux, or go on safari in Kenya. A peculiar variant of the travel account arose to
meet the needs of these tourists: the guidebook, which offered advice on food, lodging, shopping, local
customs, and all the sights that visitors should not miss seeing. Tourism has had a massive economic
impact throughout the world, but other new forms of travel have also had considerable influence in
contemporary times.

Complete the table below. Choose NO MORE THAN TWO WORDS for each answer.
TIME TRAVELLER DESTINATION PURPOSE OF TRAVEL
Classical To gather information for the

Herodotus Egypt and Anatolia
Greece study of 1..............................
Han Dynasty Zhang Qian Central Asia To seek 2 .............................
Ptolemy, Strabo, Pliny the

Roman Empire The Mediterranean To acquire 3 .........................
Elder
Post-classical
From East Africa to For trading and
era (about 500 Muslims
Indonesia, Mecca 4..............................
to 1500 CE)
5th - 9th To collect Buddhist texts and

Chinese Buddhists 5..............................
Centuries CE for spiritual enlightenment
Early modern
To satisfy public curiosity for
era (about 1500 European explorers The New World
the New World
to 1800 CE)
To provide information for

During 19th
Colonial administrators Asia, Africa the 6.............................. they
century
set up
By To study the
Sun Yat-sen, Fukuzawa Europe and the United
mid-century of 7 .............................. of their
Yukichi States
the 1800s societies
People from
For entertainment and
20th century 8 .............................. Mass tourism
pleasure
countries
2.
The Development of Plastics
1
When rubber was first commercially produced in Europe during the nineteenth century, it rapidly became a
very important commodity, particularly in the fields of transportation and electricity. However, during the
twentieth century a number of new synthetic materials, called plastics, superseded natural rubber in all but
a few applications.
2
Rubber is a polymer-a compound containing large molecules that are formed by the bonding of many
smaller, simpler units, repeated over and over again. The same bonding principle-polymerization-underlies
the creation of a huge range of plastics by the chemical industry.

3
The first plastic was developed as a result of a competition in the USA. In the 1860s, $10,000 was offered
to anybody who could replace ivory-supplies of which were declining-with something equally good as a
material for making billiard balls. The prize was won by John Wesley Hyatt with a material called celluloid.
Celluloid was made by dissolving cellulose, a carbohydrate derived from plants, in a solution of camphor
dissolved in ethanol. This new material rapidly found uses in the manufacture of products such as knife
handles, detachable collars and cuffs, spectacle frames and photographic film. Without celluloid, the film
industry could never have got off the ground at the end of the 19th century.
4
Celluloid can be repeatedly softened and reshaped by heat, and is known as a thermoplastic. In 1907, Leo
Baekeland, a Belgian chemist working in the USA, invented a different kind of plastic, by causing phenol
and formaldehyde to react together. Baekeland called the material Bakelite, and it was the first of the
thermosets-plastics that can be cast and moulded while hot, but cannot be softened by heat and reshaped
once they have set. Bakelite was a good insulator, and was resistant to water, acids and moderate heat.
With these properties it was soon being used in the manufacture of switches, household items such as
knife handles, and electrical components for cars.
5
Soon chemists began looking for other small molecules that could be strung together to make polymers. In
the 1930s, UK discovered that the gas ethylene would polymerize under heat and pressure to form a
thermoplastic they called polythene. Polypropylene followed in the 1950s. Both were used to make bottles,
pipes and plastic bags. A small change in the starting material-replacing a hydrogen atom in ethylene with
a chlorine atom-produced PVC (polyvinyl chloride), a hard, fireproof plastic suitable for drains and gutters.
And by adding certain chemicals, a soft form of PVC could be produced, suitable as a substitute for rubber
in items such as waterproof clothing. A closely related plastic was Teflon, or PTFE (polytetrafluoroethylene).
This had a very low coefficient of friction, making it ideal for bearings, rollers, and non-stick frying pans.
Polystyrene, developed during the 1930s in Germany, was a clear, glass-like material, used in food
containers, domestic appliances and toys. Expanded polystyrene-a white, rigid foam-was widely used in
packaging and insulation. Polyurethanes, also developed in Germany, found uses as adhesives, coatings,
and in the form of rigid foams-as insulation materials. They are all produced from chemicals derived from
crude oil, which contains exactly the same elements-carbon and hydrogen-as many plastics.
6
The first of the man-made fibres, nylon, was also created in the 1930s. Its inventor was a chemist called
Wallace Carothers, who worked for the Du Pont company in the USA. He found that under the right
conditions, two chemicals- hexamethylenediamine and adipic acid-would form a polymer that could be
pumped out through holes and then stretched to form long glossy threads that could be woven like silk. Its
first use was to make parachutes for the US armed forces in World War H. In the post-war years nylon
completely replaced silk in the manufacture of stockings. Subsequently many other synthetic fibres joined
nylon, including Orion, Acrilan and Terylene. Today most garments are made of a blend of natural fibres,
such as cotton and wool, and man-made fibres that make fabrics easier to look after.
7
The great strength of plastic is its indestructibility. However, this quality is also something of a drawback:
beaches all over the world, even on the remotest islands, are littered with plastic bottles that nothing can

destroy. Nor is it very easy to recycle plastics, as different types of plastic are often used in the same items
and call for different treatments. Plastics can be made biodegradable by incorporating into their structure a
material such as starch, which is attacked by bacteria and causes the plastic to fall apart. Other materials
can be incorporated that gradually decay in sunlight-although bottles made of such materials have to be
stored in the dark, to ensure that they do not disintegrate before they have been used.
Complete the table below. Choose NO MORE THAN THREE WORDS from the passages for each
answer.
Date of
Name of plastic Original region Property Common use
invention
Celluloid 1860s US 1............................
Can be cast and 3...........................,
2....................... 1907 US moulded but cannot household items and

be softened by heat car parts
Polythene 1930 4............................. Bottles

Rigid PVC 5............................
Polystyrene 1930s Germany 6............................ Food container
7............................ Adhesives, coatings

Polyurethanes Germany
foams and insulation

Bài tập
1.
Source of Knowledge
A
What counts as knowledge? What do we mean when we say that we know something? What is the status
of different kinds of knowledge? In order to explore those questions we are going to focus on one particular
area of knowledge medicine.
B
How do you know when you are ill? This may seem to be an absurd question. You know you are ill because
you feel ill; your body tells you that you are ill. You may know that you feel pain or discomfort Iml knowing
you are ill is a bit more complex. At times, people experience the symptoms of illness, but in fact they are
simply tired or over-worked or they may just have a hangover. At other limes, people may be suffering from
a disease and fail to be aware of the illness until it has reached a late stage in its development. So how do
we know we are ill, and what counts as knowledge?
C
Think about this example. You feel unwell. You have a bad cough and always seem to be tired. Perhaps it
could be stress at work, or maybe you should give up smoking. You tool worse. You visit the doctor who
listens to your chest and heart, take’s your temperature and blood pressure, and then finally prescribes
antibiotics for your cough.
D
Things do not improve but you struggle on thinking you should pull yourself together, perhaps things will
ease off at work soon. A return visit to your doctor shocks you. This time the doctor, drawing on yours of
training and experience, diagnoses pneumonia. This means that you will need bed rest and a considerable
time off work. The scenario is transformed. Although you still have the same symptoms, you no longer think
that these are caused by pressure at work. You now have proof that you are ill. This is the result of the
combination of your own subjective experience and the diagnosis of someone who has the stains of a
medical expert. You have a medically authenticated diagnosis and it appears
that you are seriously ill; you know you are ill and have evidence upon which to base this knowledge.
E
This scenario shows many different sources of knowledge. For example, you decide to consult the doctor
in the first place because you feel unwell - this is personal knowledge about your own body. However, the
doctor’s expert diagnosis is based on experience and training, with sources of knowledge as diverse as
other experts, laboratory reports, medical textbooks and yours of experience.
F
One source of knowledge is the experience of our own bodies; the personal knowledge we have of change’s
that might be significant, as well as the subjective experience of pain and physical distress. These
experiences are mediated by other forms of knowledge such as the words we have available to describe
our experience and the common sense of our families and friends as well as that drawn from popular
culture. Over the past decade, for example, Western culture has seen a significant emphasis on stress-
related illness in the media. Reference to being stressed end has become a common response in daily
exchanges in the workplace and has become port of popular common-sense knowledge. It is thus not

surprising that we might seek such an explanation of physical symptoms of discomfort.
G
We might also rely on the observations of others who know us. Comments from friends and family such as
you do look ill or that’s a bad cough might be another source of knowledge. Complementary health
practices, such as holistic medicine, produce their own sets of knowledge upon which we might also draw
in deciding the nature and degree of our ill health and about possible treatments.
H
Perhaps the most influential and authoritative source of knowledge is the medical knowledge provided by
the general practitioner. We expect the doctor to have access to expert knowledge. This is socially
sanctioned. It would not be acceptable to notify our employer Unit we simply felt too unwell to turn up for
work or that our faith healer, astrologer, therapist or even our priest thought it was not a good idea. We
need an expert medical diagnosis in order to obtain the necessary certificate it we need to be off work for
more than the statutory self-certification period. The knowledge of the medical sciences is privileged in this
respect in contemporary Western culture. Medical practitioners are also seen as having the required expert
knowledge that permits then legally to prescribe drugs and treatment to which patients would not, otherwise
have access. However there is a range of different knowledge upon which we draw when making decisions
about our own state of health.
I
However, there is more than existing knowledge in this little story; new knowledge is constructed within it.
Given the doctor’s medical training and background, she may hypothesis is this now pneumonia?’ and then
proceed to look for evidence about it. She will use observations and instruments to assess the evidence
and-critically-interpret it in the light of her training and new experience both for you and for the doctor. This
will then be added to the doctor’s medical knowledge and may help in future diagnosis of pneumonia.
Complete the table below. Choose NO MORE THAN THREE WORDS from the passage for each
answer.
Source of knowledge Examples

Symptoms of a 1 ............................ and tiredness.
Personal experience Doctor’s measurement by taking 2 ............................ and temperature.

Common judgment from 3 .............................. around you.
Medical knowledge from the general 4 .............................. e.g. doctor’s
medical 5 ..............................
Scientific evidence
Examine the medical hypothesis with the previous drill and 6
..............................
2.
Children’s Literature
1
Stories and poems aimed at children have an exceedingly long history: lullabies, for example, were sung
in Roman times, and a few nursery games and rhymes are almost as ancient. Yet so far as written-down
literature is concerned, while there were stories in print before 1700 that children often seized on when they
had the chance, such as translations of Aesop’s fables, fairy-stories and popular ballads and romances,
these were not aimed at young people in particular. Since the only genuinely child-oriented literature at this

time would have been a few instructional works to help with reading and general knowledge, plus the odd
Puritanical tract as an aid to morality, the only course for keen child readers was to read adult literature.
This still occurs today, especially with adult thrillers or romances that include more exciting, graphic detail
than is normally found in the literature for younger readers.
2
By the middle of the 18th century there were enough eager child readers, and enough parents glad to cater
to this interest, for publishers to specialize in children’s books whose first aim was pleasure rather than
education or morality. In Britain, a London merchant named Thomas Boreham produced Cajanus, The
Swedish Giant in 1742, while the more famous John Newbery published A Little Pretty Pocket Book in
1744. Its contents - rhymes, stories, children’s games plus a free gift (‘A ball and a pincushion’) - in many
ways anticipated the similar lucky-dip contents of children’s annuals this century. It is a tribute to Newbery’s
flair that he hit upon a winning formula quite so quickly, to be pirated almost immediately in America.
3
Such pleasing levity was not to last. Influenced by Rousseau, whose Emile (1762) decreed that all books
for children save Robinson Crusoe were a dangerous diversion, contemporary critics saw to it that children’s
literature should be instructive and uplifting. Prominent among such voices was Mrs. Sarah Trimmer, whose
magazine The Guardian of Education (1802) carried the first regular reviews of children’s books. It was she
who condemned fairy-tales for their violence and general absurdity; her own stories, Fabulous Histories
(1786) described talking animals who were always models of sense and decorum.
4
So the moral story for children was always threatened from within, given the way children have of drawing
out entertainment from the sternest moralist. But the greatest blow to the improving children’s book was to
come from an unlikely source indeed: early 19th century interest in folklore. Both nursery rhymes, selected
by James Orchard Halliwell for a folklore society in 1842, and collection of fairy-stories by the scholarly
Grimm brothers, swiftly translated into English in 1823, soon rocket to popularity with the young, quickly
leading to new editions, each one more child-centered than the last. From now on younger children could
expect stories written for their particular interest and with the needs of their own limited experience of life
kept well to the fore.
5
What eventually determined the reading of older children was often not the availability of special children’s
literature as such but access to books that contained characters, such as young people or animals, with
whom they could more easily empathize, or action, such as exploring or fighting, that made few demands
on adult maturity or understanding.
6
The final apotheosis of literary childhood as something to be protected from unpleasant reality came with
the arrival in the late 1930s of child-centered best-sellers intend on entertainment at its most escapist. In
Britain, novelist such as Enid Blyton and Richmal Crompton described children who were always free to
have the most unlikely adventures, secure in the knowledge that nothing bad could ever happen to them in
the end. The fact that war broke out again during her books’ greatest popularity fails to register at all in the
self-enclosed world inhabited by Enid Blyton’s young characters. Reaction against such dream-worlds was
inevitable after World War II, coinciding with the growth of paperback sales, children’s libraries and a new
spirit of moral and social concern. Urged on by committed publishers and progressive librarians, writers

slowly began to explore new areas of interest while also shifting the settings of their plots from the middle-
class world to which their chiefly adult patrons had always previously belonged.
7
Critical emphasis, during this development, has been divided. For some the most important task was to rid
children’s books of the social prejudice and exclusiveness no longer found acceptable. Others concentrated
more on the positive achievements of contemporary children’s literature. That writers of these works are
now often recommended to the attentions of adult as well as child readers echoes the 19 th-century belief
that children’s literature can be shared by the generations, rather than being a defensive barrier between
childhood and the necessary growth towards adult understanding.
Complete the table below. Choose NO MORE THAN TWO WORDS from Reading Passage for each
answer.
DATE FEATURES AIM EXAMPLE

Not aimed at young
Before 1700 Education and morality Puritanical tract
children
Collection of A Little Pretty Pocket Book
By the middle
1.............................. and Read for pleasure (exported to
of 18th century
games 2..............................)
Growing interest Nursery rhymes
Early 19th To be more
in 3.............................. and 4..............................
century children-centered
Stories of harm-free Enid Blyton and Richamal

Late 1930s Entertainment
5.............................. Crompton’s novels

Lesson 6: Summary

- English, 1990
- more, best
Bước 4: Nếu không có những từ vựng “dễ nhận biết” thì hãy tìm những “cụm từ” nằm ở phía cuối câu
(phía sau ...) vì những “cụm từ” này thường giống trong bài đọc.
Bước 5:

Luyện tập
1.
The Tasmanian Tiger
1
The Tasmanian tiger, or thylocine, was a carnivorous marsupial (a meat-eating mammal which carries
its young in a pouch). It was given the name ‘tiger’ because it had striped fur, and because it was
ferocious. Between 24 million and 15 million yearn ago, many types of thylocine roamed across
Australia, their powerful laws playing a role in maintaining a balance in the ecosystems of their day.
Some species were fox-sized, while others were barely the size of kittens.
2
But when a period of climate change cooled Australia about 12 million years ago, the numbers of these
ancient thylocines began to decline. By about 3 million years ago, only one species was left. About
4,000 years ago, these vanished completely from the Australian mainland, so that Tasmania, a large
island to the south of Australia, was then the last remaining place where thylocines existed. They ruled
the animal life of that island unchallenged until Europeans with sheep, dogs, and a great indifference
to native flora and fauna, seem to have brought about their extinction. In 1936, the last captive
Tasmanian tiger died in Hobart Zoo. Since then, many expeditions have searched for tigers in the
Tasmanian bush, but no definitive evidence has been found. Despite this, there are many who keep
searching.
3
In 1981, Dutch-bom zoologist Hans Naarding was in Tasmania conducting a survey of Latham’s snipe,
a species of endangered bird. One night he saw an animal in the light from the searchlight mounted
on his vehicle. He described it as about the size of a large dog, but with slightly sloping hindquarters
and a fairly thick tail continuing straight on from its backbone. He said that it had 12 distinct stripes on
its back, running down to the point where the tailbegan. He reported the sighting to the Director of
Tasmania’s National Parks. When the news broke, said Naarding, ‘I was besieged by television crews,
including four or five from Japan, and others from the United Kingdom, Geimany, New Zealand and
South America.’
4
Government and private search parties combed the region, but no further sightings were made. The
tiger, as always, had escaped to its lair - a place that many insist exists only in the imagination. Others
disagree. There have been more than 4,000 claimed sightings of the animal since it supposedly died
out, and the average number of claims reported to the authorities each year is now 150. So is it out
there? Even expeas differ in opinion.
5
Randolph Rose, Zoology at the University of Tasmania, says that he dreamed of seeing a thylocine,
but is now convinced that his dream will go unfulfilled. The consensus among conservationists is that
any animal with a population base of less than 1,000 is headed for extinction within 60 years. ‘Sixty
years ago,’ he says, ‘there was only one thylocine that we know of, and that was in Hobart Zoo. Take

it from me, the tiger is gone.’ But Dr David Pemberton, curator of zoology at the Tasmanian Museum,
states that, despite scientific thinking that a relatively large number of animals is required to sustain a
population, ‘the Florida panther is down to a dozen or so animals, and, while it does have some
inbreeding problems, is still ticking along.’ After all, animals can be notoriously elusive. The strange
fish known as the coelacanth, with its ‘protolegs’, was thought to have died out with the dinosaurs 700
million years ago until a specimen was dragged to the surface in a shark net off the coast of South
Africa in 1938.
6
Wildlife biologist Nick Mooney has the unenviable task of investigating all so-called sightings of the
tiger. It was Mooney who wag first consulted in late February 2005 about the authenticity of new digital
photographic images of a thylocine allegedly taken by a tourist. On face value, Mooney says, this
particular account of a sighting and the photographs submitted as proof amount to one of the most
convincing cases for the species’ survival that he has seen. Many other ‘sightings’ have been hoaxes,
and many sincere seekers are victims of obsession. ‘It is a blind optimism that something is, rather
than a cynicism that something isn’t,’ Mooney says. ‘If something crosses the road, it’s not a case of
“I wonder what that was?” Rather, it is a case of “That’s a thylocine!”
7
However, Mooney treats all sightings on face value. ‘I never try to embarrass people,’ he says, ‘... but
the fact that I don’t pack the car immediately after they telephone can often be taken as ridicule.
Obsessive characters get angry that someone in my position is not out there when they think the
thylocine is there.’
8
Hans Naarding, whose sighting of a striped animal two decades ago was the highlight of a lifetime of
animal spotting, remains puzzled by the time and money people waste on tiger searches. He says
resources would be better applied to saving another endangered animal, the Tasmanian devil, and
helping declining migratory bird populations. Could the thylocine still be out there? ‘Sure,’ Naarding
says. ‘I know the vast south-west wilderness of Tasmania well. They could survive ... (But) if this is
the case, it will not be long before they do disappear completely.’ Naarding believes that any discovery
of surviving thylocines would be ‘rather pointless’. ‘How do you bring a species back from extinction?’
he asks. ‘What could you do with it? If there are thylocines out there, they are better off right where
they are.’
Choose NO MORE THAN TWO WORDS AND/OR A NUMBER answer.
The thylocme was a dog-like animal which had a 1 .............................. coat and was carnivorous. It
was originally spread widely throughout the mainland of 2 .............................., but started to disappear
from that area around 3 .............................. ago because of climate change.
In the end, thyiocines were found only on the island of 4 .............................. until the arrival of
5 .............................. with their farming practices brought about a drastic reduction in thyiocine
numbers. The last one is thought to have died in Hobart Zoo in 1936.

2.
The Origins of Laughter
While joking and wit are uniquely human inventions, laughter certainly is not. Other creatures,
including chimpanzees, gorillas and even rats, laugh. The fact that they laugh suggests that laughter
has been around for a lot longer than we have.
1
There is no doubt that laughing typically involves groups of people. “Laughter evolved as a signal to
others - it almost disappears when we are alone,” says Robert Provine, a neuroscientist at the
University of Maryland. Provine found that most laughter comes as a polite reaction to everyday
remarks such as “see you later”, rather than anything particularly funny. And the way we laugh
depends on the company we’re keeping. Men tend to laugh longer and harder when they are with
other men, perhaps as a way of bonding. Women tend to laugh more and at a higher pitch when men
are present, possibly indicating flirtation or even submission.
2
To find the origins of laughter, Province believes we need to look at play. He points out that the masters
of laughing are children, and nowhere is their talent more obvious than in the boisterous antics, and
the original context is play. Well-known primate watchers, including Dian Fossey and Jane Goodall,
have long argued that chimps laugh while at play. The sound they produce is known as a pant laugh.
It seems obvious when you watch their behavior they even have the same ticklish spots as we do. But
after removing the context, the parallel between human laughter and a chimp’s characteristic pant
laugh is not so clear. When Provine played a tape of the pant laughs to 119 of his students, for
example, only two guessed correctly what it was.
3
These findings underline how chimp and human laughter vary. When we laugh the sound is usually
produced by chopping up a single exhalation into a series of shorter with one sound produced on each
inward and outward breath. The question is: does this pant laughter have the same source as our own
laughter? New research lends weight to the idea that it does. The findings come from Elke
Zimmerman, head of the Institute for Zoology in Germany, who compared the sounds made by babies
and chimpanzees in response to tickling during the first year of their life. Using sound spectrographs
to reveal the pitch and intensity of vocalizations, she discovered that chimp and human baby laughter
follow broadly the same pattern. Zimmerman believes the closeness of baby laughter to chimp
laughter supports the idea that laughter was around long before humans arrives on the scene. What
started simply as a modification of breathing associated with enjoyable and playful interactions has
acquired a symbolic meaning as an indicator of pleasure.
4
Pinpointing when laughter developed is another matter. Humans and chimps share a common
ancestor that lived perhaps 8 million years ago, but animals might have been laughing long before
that. More distantly related primates, including gorillas, laugh, and anecdotal evidence suggests that
other social mammals can do too. Scientists are currently testing such stories with a comparative
analysis of just how common laughter is among animals. So far, though, the most compelling evidence
for laughter beyond primates comes from research done by Jaak Panksepp from Bowling Green State

University, Ohio, into the ultrasonic chirps produced by rats during play and in response to tickling.
5
All this still doesn’t answer the question of why we laugh at all. One idea is that laughter and tickling
originates as a way of sealing the relationship between mother and child. Another is that reflex
response to tickling is protective, alerting us to the presence of crawling creatures that might harm us
or compelling us to defend the parts of our bodies that are most vulnerable in hand-to-hand combat.
But the idea that has gained most popularity in recent years is that laughter in response to tickling is
a way for two individuals to signal and test their trust in one another. This hypothesis starts from the
observation that although a little tickle can be enjoyable, if it goes on too long it can be torture. By
engaging in a bout of tickling, we put ourselves at the mercy of another individual, and laughing is
what makes it a reliable signal of trust according to Tom Flamson, a laughter researcher at the
University of California, Los Angels. “Even in rats, laughter, tickle, play and trust are linked. Rats chirp
a lot when they play,” says Flamson. “These chirps can be aroused by tickling. And they get bonded
to us as a result, which certainly seems like a show of trust.”
6
We’ll never know which animal laughed the first laugh, or why. But we can be sure it wasn’t in response
to a prehistoric joke. The funny thing is that while the origins of laughter are probably quite serious,
we owe human laughter and our language-based humor to the same unique skill. While other animals
pant, we alone can control our breath well enough to produce the sound of laughter. Without that
control there would also be no speech - and no jokes to endure.
Complete the summary using the list of words, A-K, below.
Some scientists believe that laughter first developed out of 1.................... . Research has revealed
that human and chimp laughter may have the same 2 .................... . Scientists have long been aware
that 3 .................... laugh, but it now appears that laughter might be more widespread than once
thought. Although the reasons why humans started to laugh are still unknown, it seems that laughter
may result from the 4 .................... we feel with another person.
A. combat
D. origins F. rats H. confidence J. babies
B. chirps
E. play G. primates I. fear K. tickling
C. pitch
3.
Dirty river but clean water
Floods can occur in rivers when the flow rate exceeds the capacity of the river channel, particularly
at bends or meanders in the waterway. Floods often cause damage to homes and businesses if they
are in the natural flood plains of rivers. While riverine flood damage can be eliminated by moving
away from rivers and other bodies of water, people have traditionally lived and worked by rivers
because the land is usually flat and fertile and because rivers provide easy travel and access to
commerce and industry.
A
Fire and flood are two of humanity’s worst nightmares. People have, therefore, always sought to
control them. Forest fires are snuffed out quickly. The flow of rivers is regulated by weirs and dams.

At least, that is how it used to be. But foresters have learned that forests need fires to clear out the
brash and even to get seeds to germinate. And a similar revelation is now - dawning on hydrologists.
Rivers - and the ecosystems they support - need floods. That is why a man-made torrent has been
surging down the Grand Canyon. By Thursday March 6th it was running at full throttle, which was
expected to be sustained for 60 hours.
B
Floods once raged through the canyon every year. Spring Snow from as far away as Wyoming would
melt and swell the Colorado river to a flow that averaged around 1,500 cubic metres (50,000 cubic
feet) a second. Every eight years or so, that figure rose to almost 3,000 cubic metres. These floods
infused the river with sediment, carved its beaches and built its sandbars.
C
However, in the four decades since the building of the Glen Canyon dam, just upstream of the Grand
Canyon, the only sediment that it has collected has come from tiny, undammed tributaries. Even that
has not been much use as those tributaries are not powerful enough to distribute the sediment in an
ecologically valuable way.
D
This lack of flooding has harmed local wildlife. The humpback chub, for example, thrived in the rust-
redwaters of the Colorado. Recently, though, its population has crashed. At first sight, it looked as if
the reason was that the chub were being eaten by trout introduced for sport fishing in the mid-20th
century. But trout and chub co-existed until the Glen Canyon dam was built, so something else is going
on. Steve Gloss, of the United States’ Geological Survey (USGS), reckons that the chub’s decline is
the result of their losing their most valuable natural defense, the Colorado’s rusty sediment. The chub
were well adapted to the poor visibility created by the thick, red water which gave the river its name,
and depended on it to hide from predators. Without the cloudy water the chub became vulnerable.
E
And the chub is not alone. In the years since the Glen Canyon dam was built, several species have
vanished altogether. These include the Colorado pike-minnow, the razorback sucker and the round-
tail chub. Meanwhile, aliens including fathead minnows, channel catfish and common carp, which
would have been hard, put to survive in the savage waters of the undammed canyon, have moved in.
F
So flooding is the obvious answer. Unfortunately, it is easier said than done. Floods were sent down
the Grand Canyon in 1996 and 2004 and the results were mixed. In 1996 the flood was allowed to go
on too long. To start with, all seemed well. The built up sandbanks and infused the river with sediment.
Eventually, however, the continued flow washed most of the sediment out of the canyon. This problem
was avoided in 2004, but unfortunately, on that occasion, the volume of sand available behind the
dam was too low to rebuild the sandbanks. This time, the USGS is convinced that things will be better.
The amount of sediment available is three times greater than it was in 2004. So if a flood is going to
do some good, this is the time to unleash one.
G
Even so, it may turn out to be an empty gesture. At less than 1,200 cubic metres a second, this flood

is smaller than even an average spring flood, let alone one of the mightier deluges of the past. Those
glorious inundations moved massive quantities of sediment through the Grand Canyon, wiping the
slate dirty, and making a muddy mess of silt and muck that would make modern river rafters cringe.
The eco-impact of the Canyon Dam
Floods are people’s nightmare. In the past, canyon was raged by flood every year. The snow from far
Wyoming would melt in the season of 1 .............................. and caused a flood flow peak in Colorado
river. In the four decades after people built the Glen Canyon dam, it only could gather 2
.............................. together from tiny, undammed tributaries.
Then, several species disappeared including Colorado pike-minnow, 3 .............................. and the
round-tail chub. Meanwhile, some moved in such as fathead minnows, channel catfish and 4
..............................
4.
Global Warming in New Zealand 2
A
New Zealand is expected to warm by about 3°C over the next century. The northern polar regions will
be more than 6°C warmer, while the large continents - also the largest centres of population - will be
4°C or warmer. In contrast, the Southern Ocean, which surrounds New Zealand, may warm by only
2oC. The sea will act as an air conditioner and in this aspect New Zealand’s location is comparatively
fortunate.
B
Any predictions are complicated by the variability of New Zealand’s climate. The annual temperature
can fluctuate as much as 1oC above or below the long-term average. The early summer of 2006-2007,
for instance, was notably cool, thanks in part to the iceberg that drifted up the east coast. A few months
later, warm water from the Tasman Sea helped make May 2007 unusually hot. These variables will
continue unaffected so that, although the general pattern will be for rising temperatures, the warming
trend may not be uniform. C
The Ocean to the south of New Zealand will have one important effect. As the world warms, the great
band of west winds that circle Antarctica will become stronger. This has already been observed, and
its impact on New Zealand is likely to be profound, stronger, more frequent west winds will bring
increased, sometimes catastrophic rainfall to the west coast of the country and create drier conditions
in some eastern regions that are already drought-prone. At the same time, the general warming will
spread south.
D
Furthermore, in the drier regions, the average moisture deficit - that is, the difference between the
amount of water in soils available to plants and the amount plants need for optimum growth - will
increase. Soils could go into moisture deficit earlier in the growing season and the deficits could last
longer into autumn than at present. What we think of today as a medium-severity drought could be an
almost annual occurrence by the end of the century. One direct consequence of warmer - and shorter
- winters will be a reduction in snow cover. The permanent snow line in the mountains will rise, while

snow cover below this will be shorter-lived. The amount of snow that falls may actually increase,
however, even in some northern centres, owing to the intensification of precipitation. Ski-field base
stations may eventually have to be moved upwards to be within reach of the new snow line but there
could still be plenty of the white stuff up there.
E
There will also be a marked impact on New Zealand’s glaciers. Over the last 100 years, the glaciers
have been reduced by 35%, although since 1978 increase snowfall has offset the effect of warming.
The latest studies conducted by the National Institute for Water and Atmospheric. Research (NIWA),
however, suggest that by the end of the century, warming over the Southern Alps could be significantly
greater than over the rest of country.
F
Sea levels around New Zealand have risen by 25 cm since the middle of the 9th century and by 7 cm
since 1990. Predictions for the coming years cover a wide range, however, partly because of unknown
rises resulting from the melting of the ice in the Arctic, Greenland and Antarctica. In addition, sea level
at any given time is affected by many different factors, one of which is called storm surge. When a
Coincides with a high tide along low lying coastal areas, this bulge raise the tide higher than normal,
creating. Surge not unlike a slow-motion tsunami. Not only does a raise in sea level increase the
potential for his sort damage, it also has less immediate impacts. One potentially grave outcome is
that ground water systems may become contaminated with salt water, spoiling them for the irrigation
of farmland, which in turn could diminish crop harvests. Similarly, over time, estuaries may be enlarged
by erosion as tidal influences reach further upstream, altering the contours of whole shorelines and
initiating further unforeseen consequences.
G
The impacts these changes will have on New Zealand arc difficult to generalize. Human systems are
better able to adapt to change than natural ecosystems because humans can see a problem coming
and plan a response. Farmers and horticulturalists have made considerable advances, replacing crops
they grow to better suit the new conditions. However, plant breeders will need to show considerable
ingenuity if they can overcome the acute water shortages that are forecast.
H
For natural ecosystems the rate of change is crucial. If it is low, the plants and animals and fish will be
able to ‘keep up’; if it is high, only the most adaptable species-those that can survive in the widest
range of ecological niches-are likely to survive. Species adapted to only a narrow range of conditions
or food sources will find adaptation much more difficult. Take tuatara, for instance. Their sex is
determined by the temperature at which the eggs are incubated in warm (currently above 22°C)
condition become predominately male - and now males already outnumber females by nearly two to
one in some island refuges. In the mountains, as the permanent snow line moves upwards, the
tolerance zones of some alpine plants and animals may simply disappear. It should also be
remembered that global warming is just that - a global phenomenon. New Zealand’s own greenhouse
emissions arc tiny - around 0.5% of the global total. Even if New Zealanders were to achieve the
government’s target of carbon neutrality, this would have no discernable impact on global climate

change.
I
The changes that global warming is going to bring to New Zealand during the 21st century are going
to be significant, but where the country is likely to be most vulnerable is with respect to climate change
elsewhere. New Zealand may warm more slowly than most places, but if its major export markets
undergo damaging change, the economic impact will be severe.
Complete the summary below. Choose NO MORE THAN TWO WORDS from the passage for
each answer.
Rising sea levels
The extent of future sea level rises around New Zealand is uncertain and may be determined in the 1
.................... . Another variable is sudden rises in sea level caused by bad weather. Higher sea levels
can lead to reduced 2 .................... and result in changes to the shape of 3 ....................
A. agriculture production
D. polar regions F. coastal land
B. tropical waters
E. global warming G. high tides
C. tidal waves

Bài tập
1.
Natural Pesticide in India
A
A dramatic story about cotton farmers in India shows how destructive pesticides can be for people and the
environment; and why today’s agriculture is so dependent on pesticides. This story also shows that it’s
possible to stop using chemical pesticides without losing a crop to ravaging insects, and it explains how to
do it.
B
The story began about 30 years ago, a handful of families migrated from the Guntur district of Andhra
Pradesh, southeast India, into Punukula, a community of around 900 people farming plots of between two
and 10 acres. The outsiders from Guntur brought cotton-culture with them. Cotton wooed farmers by
promising to bring in more hard cash than the mixed crops they were already growing to eat and sell: millet,
sorghum, groundnuts, pigeon peas, mung beans, chilli and rice. But raising cotton meant using pesticides
and fertilizers - until then a mystery to the mostly illiterate farmers of the community. When cotton production
started spreading through Andhra Pradesh state. The high value of cotton made it an exceptionally
attractive crop, but growing cotton required chemical fertilizers and pesticides. As most of the farmers were
poor, illiterate, and without previous experience using agricultural chemicals, they were forced to rely on
local, small-scale agricultural dealers for advice. The dealers sold them seeds, fertilizers, and pesticides on
credit and also guaranteed the purchase of their crop. The dealers themselves had little technical
knowledge about pesticides. They merely passed on promotional information from multinational chemical
companies that supplied their products.
C
At first, cotton yields were high, and expenses for pesticides were low because cotton pests had not yet
moved in. The farmers had never earned so much! But within a few years, cotton pests like bollworms and
aphids plagued the fields, and the farmers saw how rapid insect evolution can be. Repeated spraying killed
off the weaker pests, but left the ones most resistant to pesticides to multiply. As pesticide resistance
mounted, the farmers had to apply more and more of the pesticides to get the same results. At the same
time, the pesticides killed off birds, wasps, beetles, spiders, and other predators that had once provided
natural control of pest insects. Without these predators, the pests could destroy the entire crop if pesticides
were not used. Eventually, farmers were mixing sometimes having to spray their cotton as frequently as
two times a week. They were really hooked!
D
The villagers were hesitant, but one of Punukula’s village elders decided to risk trying the natural methods
instead of pesticides. His son had collapsed with acute pesticide poisoning and survived but the hospital
bill was staggering. Secure’s staff coached this villager on how to protect his cotton crop by using a toolkit
of natural methods chat India’s Center for Sustainable Agriculture put together in collaboration with
scientists at Andhra Pradesh’s state university. They called the toolkit “Non-Pesticide Management” - or
“NPM.”
E
The most important resource in the NPM toolkit was the neem tree (Azadirachta indica) which is common

throughout much of India. Neem tree is a broad-leaved evergreen tree related to mahogany. It protects
itself against insects by producing a multitude of natural pesticides that work in a variety of ways: with an
arsenal of chemical defenses that repel egg-laying, interfere with insect growth, and most important, disrupt
the ability of crop-eating insects to sense their food.
F
In fact, neem has been used traditionally in India to protect stored grains from insects and to produce soaps,
skin lotions, and other health products. To protect crops from insects, neem seeds are simply ground into
a powder that is soaked overnight in water. The solution is then sprayed onto the crop. Another preparation,
neem cake, can be mixed into the soil to kill pests and diseases in the soil, and it doubles as an organic
fertilizer high in nitrogen. Neem trees grow locally, so the only “cost” is the labor to prepare neem for
application to fields.
G
The first farmer’s trial with NPM was a complete success! His harvest was as good as the harvests of
farmers that were using pesticides, and he earned much more because he did not spend a single rupee on
pesticides. Inspired by this success, 20 farmers tried NPM the next year. Secure posted two well-trained
staff in Punukula to teach and help everyone in the village, and the village women put pressure on their
husbands to stop using toxic chemicals. Families that were no longer exposing themselves to pesticides
began to feel much better, and the rapid improvement in income, health, and general wellbeing quickly sold
everyone on the value of NPM. By 2000, all the farmers in Punukula were using NPM, not only for cotton
but for their other crops as well.
H
The suicide epidemic came to an end. And with the cash, health, and energy that returned when they
stopped poisoning themselves with pesticides, the villagers were inspired to start more community and
business projects. The women of Punukula created a new source of income by collecting, grinding, and
selling neem seeds for NPM in other villages. The villagers rescued their indentured children and gave
them special six-month “catch-up,” courses to return to school.
I
Fighting against pesticides, and winning, increased village solidarity, self-confidence, and optimism about
the future. When dealers tried to punish NPM users by paying less for NPM cotton, the farmers united to
form a marketing cooperative that found fairer prices elsewhere. The leadership and collaboration skills
that the citizens of Punukula developed in the NPM struggle have helped them to take on other challenges,
like water purification, building a cotton gin to add value to the cotton before they sell it, and convincing the
state government to support NPM over the objection of multi-national pesticide corporations.
Complete the summary below. Choose NO MORE THAN TWO WORDS from the passage for each
answer.
The Making of pesticide protecting crops against insects
The broad-leaved neem tree was chosen. It is a fast-growing and 1 .............................. tree and produces
an amount of 2 .............................. for itself that can be effective like insects repellent. Firstly, neem seeds
need to be crushed into 3 .............................. form, which is left behind 4 .............................. in water. Then
we need to spray the solution onto the crop. A special 5 .............................. is used when mixing with soil
in order to eliminate bugs and bacteria, and its effect 6 .............................. when it adds the level of
7 .............................. in this organic fertilizer meanwhile.

2.
John Franklin: “the discovery of the slowness”
A
John Franklin (1786-1847) was the most famous vanisher of the Victorian era. He joined the Navy as a
midshipman at the age of 14, and fought in the battles of Copenhagen and Trafalgar. When peace with the
French broke out, he turned his attention to Arctic exploration, and in particular to solving the conundrum
of the Northwest Passage, the mythical clear-water route which would, if it existed, link the Atlantic and the
Pacific Oceans above the northern coast of the American continent. The first expedition Franklin led to the
Arctic was an arduous overland journey from Hudson Bay to the shores of the so-called Polar Ocean east
of the Coppermine River. Between 1819 and 1822, Franklin and his twenty-strong team covered 5550 miles
on foot. Their expedition was a triumph of surveying-they managed to chart hundreds of miles of previously
unknown coastline.
B
There followed a career as a travel writer and salon-goer (‘the man who ate his boots’ was Franklin’s tag-
line), a second long Arctic expedition, and a controversial spell as Governor of Van Diemen’s Land. Then,
in May 1845, Franklin set off with two ships-the Erebus and the Terror - and 129 men on the Voyage that
would kill him. In July, the convoy was seen by two whalers, entering LancasterSound. Nothing more would
be heard of it for 14 years. Had the ships sunk or been iced in? Were the men dead, or in need of rescue?
Or had they broken through to the legendary open polar sea, beyond the ‘ice barrier’?
C
In his personal correspondence and in his published memoirs, Franklin comes across as a man dedicated
to the external duties of war and exploration, who kept introspection and self-analysis to a minimum. His
blandness makes him an amenably malleable subject for a novelist, and Sten Nadolny has taken full
advantage of this licence. Most important, he has endowed his John Franklin with a defining character trait
for which there is no historical evidence: (‘slowness’, or ‘calmness’).
D
Slowness influences not only Franklin’s behaviour, but also his vision, his thought and his speech. The
opening scene of The Discovery of Slowness (The Discovery of Slowness by Sten Nadolny) - depicts
Franklin as a young boy, playing catch badly because his reaction time is too slow. Despite the bullying of
his peers, Franklin resolves not to fall into step with ‘their way of doing things’. For Nadolny, Franklin’s fatal
fascination with the Arctic stems from his desire to find an environment suited to his peculiar slowness.
E
He describes Franklin as a boy dreaming of the ‘open water and the time without hours and days’ which
exist in the far north, and of finding in the Arctic a place ‘where nobody would find him too slow’. Ice is a
slow mover. Ice demands a corresponding patience from those who venture onto it. The explorers who
have thrived at high altitudes and at high altitudes haven’t usually been men of great speed. They have
tended instead to demonstrate unusual self-possession, a considerable capacity for boredom, and a talent
for what the Scots call ‘tholing’, the uncomplaining endurance of suffering.
F
These were all qualities which the historical Franklin possessed in abundance, and so Nadolny’s
concentration and exaggeration of them isn’t unreasonable. Even as an adult, his slowness of thought
means that he is unable to speak fluently, so he memorizes’ entire fleets of words and batteries of

response’, and speaks a languid, bric-a-brac language. In the Navy, his method of thinking first and acting
later initially provoke mockery from his fellow sailors. But Franklin persists in doing things his way, and
gradually earns the respect of those around him. To a commodore who tells him to speed up his report of
an engagement, he replies: ‘When I tell something, sir, I use my own rhythm.’ A lieutenant says approvingly
of him: ‘Because Franklin is so slow, he never loses time.’
G
Since it was first published in Germany in 1983, The Discovery of Slowness has sold more than a million
copies and been translated into 15 languages. It has been named as one of German literature’s twenty
‘contemporary classics’, and it has been adopted as a manual and manifesto by European pressure groups
and institutions representing causes as diverse as sustainable development, the Protestant Church,
management science, motoring policy and pacifism.
H
The various groups that have taken the novel up have one thing in common: a dislike of the high-speed
culture of Postmodernity. Nadolny’s Franklin appeals to them because he is immune to ‘the compulsion to
be constantly occupied’, and to the idea that ‘someone was better if he could do the same thing fast.’
Several German churches have used him in their symposia and focus groups as an example of
peacefulness, piety and self-confidence. A center scheme (a ‘march of slowness’ or ‘of the slow’), inspired
by the novel. Nadolny has appeared as a guest speaker for RIO, a Lucerne-based organization which aims
to reconcile management principles with ideas of environmental sustainability. The novel has even become
involved in the debate about speed limits oil German roads. Drive down an autobahn today, and you will
see large road-side signs proclaiming ‘tranquility’ or ‘unhurriedness’, a slogan which deliberately plays off
the title of the novel.
I
A management journal in the US described The Discovery of Slowness as a ‘major event not only for
connoisseurs of fine historical fiction, but also for those of us who concern themselves with leadership,
communication and systems-thinking, issues’. It’s easy to see where the attraction lies for the management
crowd. The novel is crammed with quotations about time-efficiency, punctiliousness and profitability: “As a
rule, there are always three points in time: the right one, the lost one and the premature one”. What did too
late mean? They hadn’t waited for it long enough, that’s what it meant.’
Complete the summary below using words from the box. Write your answers, A-K.
In his personal correspondence to and in his published memoirs by Sten Nadolny, John Franklin was
depicted as a man dedicated to the exploration, and the word of “slowness” was used to define his 1
.................... when Franklin was in his childhood, his determination to the 2 .................... of the schoolboys
was too slow for him to fall into step. And Franklin was said to be a boy dreaming finding in a place he could
enjoy the 3 .................... in the Arctic. Later in 20 th, his biography of the discovery of
slowness has been adopted as a 4 .................... as for the movement such as sustainable development, or
management science, motoring policy.
A. exploration D. policy G. management
J. bully
B. blandness E. pressure H. timelessness
K. evidence
C. personality F. guidebook I. sports

Lesson 7: T/F/NG - Y/N/NG

Bước 2:
- Xác định là dạng bài T/F/NG: nói đến sự thật (Facts)
- Xác định là dạng bài Y/N/NG: nói đến ý kiến của tác giả (opinions)
- English, 1990
- more, best
Bước 4: Đọc câu hỏi, tập trung những nhóm từ sau
- biểu lộ sự đối lập và phủ định: but, however, yet, not,
- mô tả về tần suất: sometimes, only, once..,
- mô tả về số lượng: some, only, over, all, much, few,
- so sánh: more/less…than, faster,...
Bước 5:
* Chú ý:
- Dạng bài T/F/NG: Nếu một số câu hỏi nêu quan điểm của tác giả như “The author firmly thinks that…,
According to the writer…” thì khả năng cao sẽ là NOT GIVEN.
- Nếu trong câu hỏi có sự so sánh và trong bài đọc không có so sánh (hoặc ngược lại) thì khả năng cao
sẽ là NOT GIVEN.
- Một số câu hỏi có chứa “some, few, only...” thì những câu đó thường là NO.

Luyện tập
1.
A Brief History of Ballet
A
Ballet originated in the Italian Renaissance courts of the 15 th century. Noblemen and women were treated
to lavish events, especially wedding celebrations, where dancing and music created an elaborate spectacle.
Dancing masters taught the steps to the nobility, and the court participated in the performances. In the 16 th
century, Catherine de Medici - an Italian noblewoman, wife of King Henry II of France and a great patron
of the arts - began to fund ballet in the French court. Her elaborate festivals encouraged the growth of ballet
de cour, a program that included dance, decor, costume, song, music and poetry. A century later, King
Louis XIV helped to popularize and standardize the art form. A passionate dancer, he performed many
roles himself, including that of the Sun King in Ballet de la nuit. His love of ballet fostered its elevation from
a past time for amateurs to an endeavor requiring professional training.
B
By 1661, a dance academy had opened in Paris, and in 1681 ballet moved from the courts to the stage.
The French opera Le Triomphe de l’Amour incorporated ballet elements, creating a long-standing opera-
ballet tradition in France. By the mid-1700s French ballet master Jean Georges Noverre rebelled against
the artifice of opera-ballet, believing that ballet could stand on its own as an art form. His notions - that
ballet should contain expressive, dramatic movement that should reveal the relationships between
characters - introduced the ballet d’action, a dramatic style of ballet that conveys a narrative. Noverre’s
work is considered the precursor to the narrative ballets of the 19th century.
C
Early classical ballets such as Giselle and La Sylphide were created during the Romantic Movement in the
first half of the 19th century. This movement influenced art, music and ballet. It was concerned with the
supernatural world of spirits and magic and often showed women as passive and fragile. These themes are
reflected in the ballets of the time and are called romantic ballets. This is also the period of time when
dancing on the tips of the toes, known as pointe work, became the norm for the ballerina. The romantic
tutu, a calf-length, full skirt made of tulle, was introduced.
D
The popularity of ballet soared in Russia, and, during the latter half of the 19 th century, Russian
choreographers and composers took it to new heights. Marius Petipa’s The Nutcracker, The Sleeping
Beauty and Swan Lake, by Petipa and Lev Ivanov, represent classical ballet in its grandest form. The main
purpose was to display classical technique - pointe work, high extensions, precision of movement and turn-
out (the outward rotation of the legs from the hip)-to the fullest. Complicated sequences that show off
demanding steps, leaps and turns were choreographed into the story. The classical tutu, much shorter and
stiffer than the romantic tutu, was introduced at this time to reveal a ballerina’s legs and the difficulty of her
movements and footwork.
E
In the early part of the 20th century, Russian choreographers Sergei Diaghilev and Michel Fokine began to
experiment with movement and costume, moving beyond the confines of classical ballet form and story.
Diaghilev collaborated with composer Igor Stravinsky on the ballet The Rite of Spring, a work so different -
with its dissonant music, its story of human sacrifice and its unfamiliar movements - that it caused the

audience to riot. Choreographer and New York City Ballet founder George Balanchine, a Russian who
emigrated to America, would change ballet even further. He introduced what is now known as neo-classical
ballet, an expansion on the classical form. He also is considered by many to be the greatest innovator of
the contemporary “plotless” ballet. With no definite storyline, its purpose is to use movement to express the
music and to illuminate human emotion and endeavour. Today, ballet is multi-faceted. Classical forms,
traditional stories and contemporary choreographic innovations intertwine to produce the character of
modern ballet.
Do the following statements agree with the information given in Reading Passage?
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
1. The first form of ballet was designed as entertainment for Italian society’s upper classes. 2. The Ballet
de la Nuit was Louis XIV’s favourite ballet.
3. The strong link between ballet and opera was challenged in mid-18th century France.
4. In the first half of the 19th century the majority of ballet dancers were women.
2.
Multitasking Debate
Can you do them at the same time?
A
Talking on the phone while driving isn’t the only situation where we’re worse at multitasking than we might
like to think we are. New studies have identified a bottleneck in our brains that some say means we are
fundamentally incapable of true multitasking. If experimental findings reflect real-world performance, people
who think they are multitasking, are probably just underperforming in all - or at best, all but one - of their
parallel pursuits. Practice might improve your performance, but you will never be as good as when focusing
on one task at a time.
B
The problem, according to Rene Marois, a psychologist at Vanderbilt University in Nashville, Tennessee,
is that there’s a sticking point in the brain. To demonstrate this, Marois devised an experiment to locate it.
Volunteers watch a screen and when a particular image appears, a red circle, say, they have to press a
key with their index finger. Different coloured circles require presses from different fingers. Typical response
time is about half a second, and the volunteers quickly reached their peak performance. Then they learn to
listen to different recordings and respond by making a specific sound. For instance, when they hear a bird
chirp, they have to say “ba”; an electronic sound should elicit a “ko”, and so on. Again, no problem. A normal
person can do that in about half a second, with almost no effort.
C
The trouble comes when Marois shows the volunteers an image, and then almost immediately plays them
a sound. Now they’re flummoxed. “If you show an image and play a sound at the same time, one task is
postponed,” he says. In fact, if the second task is introduced within the half-second or so it takes to process
and react to the first, it will simply be delayed until the first one is done. The largest dual-task delays occur
when the two tasks are presented simultaneously; delays progressively shorten as the interval between
presenting the tasks lengthens.

D
There are at least three points where we seem to get stuck, says Marois. The first is in simply identifying
what we’re looking at. This can take a few tenths of a second, during which time we are not able to see and
recognize the second item. This limitation is known as the “attentional blink”: experiments have shown that
if you’re watching out for a particular event and a second one shows up unexpectedly any time within this
crucial window of concentration, it may register in your visual cortex but you will be unable to act upon it.
Interestingly, if you don’t expect the first event, you have no trouble responding to the second. What exactly
causes the attentional blink is still a matter for debate.
E
A second limitation is in our short-term visual memory. It’s estimated that we can keep track of about four
items at a time, fewer if they are complex. This capacity shortage is thought to explain, in part, our
astonishing inability to detect even huge changes in scenes that are otherwise identical, so-called “change
blindness”. Show people pairs of near-identical photos - say, aircraft engines in one picture have
disappeared in the other - and they will fail to spot the differences. Here again, though, there is
disagreement about what the essential limiting factor really is. Does it come down to a dearth of storage
capacity, or is it about how much attention a viewer is paying?
F
A third limitation is that choosing a response to a stimulus - braking when you see a child in the road, for
instance, or replying when your mother tells you over the phone that she’s thinking of leaving your dad -
also takes brainpower. Selecting a response to one of these things will delay by some tenths of a second
your ability to respond to the other. This is called the “response selection bottleneck” theory, first proposed
in 1952.
G
But David Meyer, a psychologist at the University of Michigan, Ann Arbor, don’t buy the bottleneck idea. He
thinks dual-task interference is just evidence of a strategy used by the brain to prioritise multiple activities.
Meyer is known as something of an optimist by his peers. He has written papers with titles like “Virtually
perfect time-sharing in dual-task performance: Uncorking the central cognitive bottleneck”. His experiments
have shown that with enough practice - at least 2000 tries - some people can execute two tasks
simultaneously as competently as if they were doing them one after the other. He suggests that there is a
central cognitive processor that coordinates all this and, what’s more, he thinks it uses discretion sometimes
it chooses to delay one task while completing another.
H
Marois agrees that practice can sometimes erase interference effects. He has found that with just 1 hour
of practice each day for two weeks, volunteers show a huge improvement at managing both his tasks at
once. Where he disagrees with Meyer is in what the brain is doing to achieve this. Marois speculates that
practice might give us the chance to find less congested circuits to execute a task - rather like finding trusty
back streets to avoid heavy traffic on main roads - effectively making our response to the task subconscious.
After all, there are plenty of examples of subconscious multitasking that most of us routinely manage:
walking and talking, eating and reading, watching TV and folding the laundry.
I
It probably comes as no surprise that, generally speaking, we get worse at multitasking as we age.
According to Art Kramer at the University of Illinois at Urbana- Champaign, who studies how ageing affects

our cognitive abilities, we speak in our 20s. Though the decline is slow through our 30s and on into our 50s,
it is there; and after 55, it becomes more precipitous. In one study, he and his colleagues had both young
and old participants do a simulated driving task while carrying on a conversation. He found that while young
drivers tended to miss background changes, older drivers failed to notice things that were highly relevant.
Likewise, older subjects had more trouble paying attention to the more important parts of a scene than
young drivers.
J
It’s not all bad news for over - 55s, though. Kramer also found that older people can benefit from the
practice. Not only did they learn to perform better, but brain scans also showed that underlying that
improvement was a change in the way their brains become active. While it’s clear that practice can often
make a difference, especially as we age, the basic facts remain sobering. “We have this impression of an
almighty complex brain,” says Marois, “and yet we have very humbling and crippling limits.” For most of our
history, we probably never needed to do more than one thing at a time, he says, and so we haven’t evolved
to be able to. Perhaps we will in the future, though. We might yet look back one day on people like Debbie
and Alun as ancestors of a new breed of a true multitasker.
Do the following statements agree with the views of the writer in Reading Passage?
YES if the statement agrees with the views of the writer
NO if the statement contradicts the views of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
1. The longer gap between two presenting tasks means shorter delay toward the second one.
2. Incapable of human memory cause people to sometimes miss the differences when presented two similar
images.
3. Marois has a different opinion on the claim that training removes the bottleneck effect.
4. Art Kramer proved there is a correlation between multitasking performance and genders
5. The author doesn’t believe that the effect of practice could bring any variation.
3.
T-Rex: Hunter or Scavenger?
1
Jack Homer is an unlikely academic: his dyslexia is so bad that he has trouble reading a book. But he can
read the imprint of life in sandstone or muddy shale across a distance of l00 years, and it is this gift that
has made him curator of palaeontology at Montana State University’s Museum of the Rockies, the leader
of a multi-million dollar scientific project to expose a complete slice of life 68 million years ago, and a
consultant to Steven Spielberg and other Hollywood figures.
2
His father had a sand and gravel quarry in Montana, and the young Horner was a collector of stones and
bones, complete with notes about when and where he found them. “My father had owned a ranch when he
was younger, in Montana,” he says. “He was enough of a geologist, being a sand and gravel man, to have
a pretty good notion that they were dinosaur bones. So when I was eight years old he took me back to the
area that had been his ranch, to where he had seen these big old bones. I picked up one. I am pretty sure
it was the upper arm bone of a duckbilled dinosaur: it probably wasn’t a duckbilled dinosaur but closely
related to that. I catalogued it, and took good care of it, and then later when I was in high school; excavated
my first dinosaur skeleton. It obviously started earlier than eight and I literally have been driven ever since.
I feel like I was born this way.”

3
Horner spent seven years at university, but never graduated. “I have a learning disability, I would call it a
learning difference - dyslexia, they call it - and I just had a terrible time with English and foreign languages
and things like that. For a degree in geology or biology they required two years of a foreign language. There
was no way in the world I could do that. In fact, I didn’t really pass English. So I couldn’t get a degree, I just
wasn’t capable of it. But I took all of the courses required and I wrote a thesis and I did all sorts of things.
So I have the education, I just don’t have the piece of paper,” he says.
4
“We definitely know we are working on a very broad coastal plain with the streams and rivers bordered by
conifers and hardwood plants, and the areas in between these rivers were probably fern-covered. There
were no grasses at all: just ferns and bushes -an unusual landscape, kind of taking the south-eastern United
States - Georgia, Florida - and mixing it with the moors of England and flattening it out,” he says.
“Triceratops is very common: they are the cows of the Cretaceous, they are everywhere. Duckbilled
dinosaurs are relatively common but not as common as triceratops and T-rex, for a meat-eating dinosaur,
is very common. What we would consider the predator-prey ratio seems really off the scale. What is
interesting is the little dromaeosaurs, the ones we know for sure were good predators, are haven’t been
found.”
5
That is why he sees T-rex not as the lion of the Cretaceous savannah but its vulture. “Look at the wildebeest
that migrate in the Serengeti of Africa, a million individuals lose about 200,000 individuals in that annual
migration. There is a tremendous carrion base there. And so you have hyenas, you have tremendous
numbers of vultures that are scavenging, you don’t have all that many animals that are good predators. If
T-rex was a top predator, especially considering how big it is, you’d expect it to be extremely rare, much
rarer than the little dromaeosaurs, and yet they are everywhere, they are a dime a dozen,” he says. A 12-
tonne T-rex is a lot of vulture, but he doesn’t see the monster as clumsy. He insisted his theory and finding,
dedicated to further research upon it, of course, he would like to reevaluate if there is any case that
additional evidence found or explanation raised by others in the future.
6
He examined the leg bones of the T-rex, and compared the length of the thigh bone (upper leg), to the shin
bone (lower leg). He found that the thigh bone was equal in length or slightly longer than the shin bone,
and much thicker and heavier, which proves that the animal was built to be a slow walker rather than fast
running. On the other hand, the fossils of fast hunting dinosaurs always showed that the shin bone was
longer than the thigh bone. This same truth can be observed in many animals of today which are designed
to run fast: the ostrich, cheetah, etc.
7
He also studied the fossil teeth of the T-rex, and compared them with the teeth of the Velociraptor, and put
the nail in the coffin of the “hunter T-rex theory”. The Velociraptor’s teeth which like steak knives: sharp,
razor-edged, and capable of tearing through flesh with ease. The T-rex’s teeth were huge, sharp at their
tip, but blunt, propelled by enormous jaw muscles, which enabled them to only crush bones.
8
With the evidence presented in his documentary, Horner was able to prove that the idea of the T-rex as
being a hunting and ruthless killing machine is probably just a myth. In light of the scientific clues he was
able to unearth, the T-rex was a slow, sluggish animal which had poor vision, an extraordinary sense of
smell, that often reached its “prey” after the real hunters were done feeding, and sometimes it had to scare

the hunters away from a corpse. In order to do that, the T-rex had to have been ugly, nasty-looking, and
stinky. This is actually true of nearly all scavenger animals. They are usually vile and nasty looking.
1. Jack Horner knew exactly the bone picked up in his father’s ranch belonged to a certain dinosaur when
he was at the age of 8.
2. Jack Horner achieved a distinctive degree in university when he graduated.
3. Jack Horner believes that the number of prey should be more than that of predators.
4. T-rex’s number is equivalent to the number of vulture in the Serengeti.
5. The hypothesis that T-rex is top predator conflicts with the fact of predator-prey ratio which Jack found.
6. Jack Horner refused to accept any other viewpoints about T-rex’s theory.
7. Jack Horner is the first man that discovered T-rex’s bones in the world.
4.
Movie of Metropolis
A
When German director Fritz Lang visited the United States in 1924, his first glimpse of the country was a
night-time view of the New York skyline from the deck of an ocean liner. This, he later recalled, was the
direct inspiration for what is still probably the most innovative and influential science-fiction film ever made
- Metropolis.
B
Metropolis is a bleak vision of the early twenty-first century that is at once both chilling and exhilarating.
This spectacular city of the future is a technological marvel of high-rise buildings connected by elevated
railways and airships. It’s also a world of extreme inequality and social division. The workers live below
ground and exist as machines working in an endless routine of mind-numbing 10-hour shifts while the city’s
elite lead lives of luxury high above. Presiding over them all is the Master of Metropolis, John Fredersen,
whose sole satisfaction seems to lie in the exercise of power.
C
Lang’s graphic depiction of the future is conceived in almost totally abstract terms. The function of the
individual machines is never defined. Instead, this mass of dials, levers and gauges symbolically stands for
all machines and all industry, with the workers as slave-live extensions of the equipment they have to
operate. Lang emphasizes this idea in the famous shift-change sequence at the start of the movie when
the workers walk in zombie-like geometric ranks, all dressed in the same dark overalls and all exhibiting
the same bowed head and dead-eyed stare. An extraordinary fantasy sequence sees one machine
transformed into a huge open-jawed statue which then literally swallows them up.
D
On one level the machines and the exploited workers simply provide the wealth and services which allow
the elite to live their lives of leisure, but on a more profound level, the purpose of all this demented industry
is to serve itself. Power, control and the continuance of the system from one 10-hour shift to the next is all
that counts. The city consumes people and their labour and in the process becomes a perverse parody of
a living being.

E
It is enlightening, I think, to relate the film to the modern global economy in which multinational corporations
now routinely close their factories in one continent so that they can take advantage of cheap labour in
another. Like the industry in Metropolis, these corporations’ goals of increased efficiency and profits have
little to do with the welfare of the majority of their employees or that of the population at large. Instead, their
aims are to sustain the momentum of their own growth and to increase the monetary rewards to a tiny elite
- their executives and shareholders. Fredersen himself is the essence of the big company boss: Rupert
Murdoch would probably feel perfectly at home in his huge skyscraper office with its panoramic view of the
city below. And it is important that there is never any mention of government in Metropolis - the whole
concept is by implication obsolete. The only people who have power are the supreme industrialist,
Fredersen, and his magician/scientist cohort Rotwang.
F
So far so good: when the images are allowed to speak for themselves the film is impeccable both in its
symbolism and in its cynicism. The problem with Metropolis is its sentimental story-line, which sees Freder,
Fredersen’s son, instantly falling in love with the visionary Maria. Maria leads an underground pseudo-
religious movement and preaches that the workers should not rebel but should await the arrival of a
‘Mediator’ between the ‘Head’ (capital) and the ‘Hands’ (labour). That mediator is the ‘Heart’ - love, as
embodied, finally, by Freder’s love of Maria and his father’s love of him.
G
Lang wrote the screenplay in collaboration with his then-wife Thea von Harbou. In 1933 he fled from the
Nazis (and continued a very successful career in Hollywood). She stayed in Germany and continued to
make films under the Hitler regime. There is a constant tension within the film between the too-tidy
platitudes of von Harbou’s script and the uncompromisingly caustic vigour of Lang’s imagery.
H
To my mind, both in Metropolis and in the real world, it’s not so much that the ‘Head’ and ‘Hands’ require a
‘Heart’ to mediate between them but that the ‘Hands’ need to develop their own ‘Head’, their own political
consciousness, and act accordingly - through the ballot box, through buying power and through a sceptical
resistance to the materialistic fantasies of the Fredersens.
I
All the same, Metropolis is probably more accurate now as a representation of industrial and social relations
than it has been at any time since its original release. And Fredersen is certainly still the most potent movie
symbol of the handful of elusive corporate figureheads who increasingly treat the world as a Metropolis-like
global village.
1. The inspiration of the movie-Metropolis-comes from the director’s visit in the USA in 1924.
2. The Master of Metropolis, John Fredersen, is portrayed from an industrialist that the director met in the
US.
3. The start of the movie exhibits the workers working in full energy.
4. The director and his wife got divorced because his wife decided to stay in Germany.

Bài tập
1.
The future of the World’s Language
1
Of the world’s 6,500 living languages, around half are expected to the out by the end of this century,
according to UNESCO. Just 11 are spoken by more than half of the earth’s population, so it is little wonder
that those used by only a few are being left behind as we become a more homogenous, global society. In
short, 95 percent of the world’s languages are spoken by only five percent of its population-a remarkable
level of linguistic diversity stored in tiny pockets of speakers around the world. Mark Turin, a university
professor, has launched WOLP (World Oral Language Project) to prevent the language from the brink of
extinction.
2
He is trying to encourage indigenous communities to collaborate with anthropologists around the world to
record what he calls “oral literature” through video cameras, voice recorders and other multimedia tools by
awarding grants from a £30,000 pot that the project has secured this year. The idea is to collate this
literature in a digital archive that can be accessed on demand and will make the nuts and bolts of lost
cultures readily available.
3
For many of these communities, the oral tradition is at the heart of their culture. The stories they tell are
creative as well as communicative. Unlike the languages with celebrated written traditions, such as Sanskrit,
Hebrew and Ancient Greek, few indigenous communities have recorded their own languages or ever had
them recorded until now.
4
The project suggested itself when Turin was teaching in Nepal. He wanted to study for a PhD in endangered
languages and, while discussing it with his professor at Leiden University in the Netherlands, was drawn to
a map on his tutor’s wall. The map was full of pins of a variety of colours which represented all the world’s
languages that were completely undocumented. At random, Turin chose a “pin” to document. It happened
to belong to the Thangmi tribe, an indigenous community in the hills east of Kathmandu, the capital of
Nepal. “Many of the choices anthropologists and linguists who work on these traditional field-work projects
are quite random,” he admits.
5
Continuing his work with the Thangmi community in the 1990s, Turin began to record the language he was
hearing, realising that not only was this language and its culture entirely undocumented, it was known to
few outside the tiny community. He set about trying to record their language and myth of origins. “I wrote
1,000 pages of grammar in English that nobody could use-but I realised that wasn’t enough. It wasn’t
enough for me, it wasn’t enough for them. It simply wasn’t going to work as something for the community.
So then I produced this trilingual word list in Thangmi, Nepali and English.”
6
In short, it was the first ever publication of that language. That small dictionary is still sold in local schools
for a modest 20 rupees, and used as part of a wider cultural regeneration process to educate children about
their heritage and language. The task is no small undertaking: Nepal itself is a country of massive ethnic

and linguistic diversity, home to 100 languages from four different language families. What’s more, even
fewer ethnic Thangmi speak the Thangmi language. Many of the community members have taken to
speaking Nepali, the national language taught in schools and spread through the media, and community
elders are dying without passing on their knowledge.
7
Despite Turin’s enthusiasm for his subject, he is baffled by many linguists’ refusal to engage in the issue
he is working on. “Of the 6,500 languages spoken on Earth, many do not have written traditions and many
of these spoken forms are endangered,” he says. “There are more linguists in universities around the world
than there are spoken languages-but most of them aren’t working on this issue. To me it’s amazing that in
this day and age, we still have an entirely incomplete image of the world’s linguistic diversity. People do
PhDs on the apostrophe in French, yet we still don’t know how many languages are spoken.”
8
“When a language becomes endangered, so too does a cultural world view. We want to engage with
indigenous people to document their myths and folklore, which can be harder to find funding for if you are
based outside Western universities.”
9
Yet, despite the struggles facing initiatives such as the World Oral Literature Project, there are historical
examples that point to the possibility that language restoration is no mere academic pipe dream. The revival
of a modern form of Hebrew in the 19th century is often cited as one of the best proofs that languages long
dead, belonging to small communities, can be resurrected and embraced by a large number of people. By
the 20th century, Hebrew was well on its way to becoming the main language of the Jewish population of
both Ottoman and British Palestine. It is now spoken by more than seven million people in Israel.
10
Yet, despite the difficulties these communities face in saving their languages, Dr Turin believes that the fate
of the world’s endangered languages is not sealed, and globalisation is not necessarily the nefarious
perpetrator of evil it is often presented to be. “I call it the globalisation paradox: on the one hand globalisation
and rapid socio-economic change are the things that are eroding and challenging diversity But on the other,
globalisation is providing us with new and very exciting tools and facilities to get to places to document
those things that globalisation is eroding. Also, the communities at the coal-face of change are excited by
what globalisation has to offer.”
11
In the meantime, the race is on to collect and protect as many of the languages as possible, so that the Rai
Shaman in eastern Nepal and those in the generations that follow him can continue their traditions and
have a sense of identity. And it certainly is a race: Turin knows his project’s limits and believes it inevitable
that a large number of those languages will disappear. “We have to be wholly realistic. A project like ours
is in no position, and was not designed, to keep languages alive. The only people who can help languages
survive are the people in those communities themselves. They need to be reminded that it’s good to speak
their own language and I think we can help them do that-becoming modem doesn’t mean you have to lose
your language.”

1. Turin argued that anthropologists and linguists usually think carefully before selecting an area to
research.
2. Turin concluded that the Thangmi language had few similarities with other languages.
3. Turin has written that 1000-page document was inappropriate for Thangmi community.
4. Some Nepalese schools lack resources to devote to language teaching.
2.
Decision, Decision!
Research explores when we can make a vital decision quickly and we need to proceed more deliberately
A
A widely recognised legend tells us that in Gordium (in what is now Turkey) in the fourth century BC an
oxcart was roped to a pole with a complex knot. It was said that the first person to untie it would become
the king of Asia. Unfortunately, the knot proved impossible to untie. The story continues that when
confronted with this problem, rather than deliberating on how to untie the Gordian knot. Alexander, the
famous ruler of the Greeks in the ancient world, simply took out his sword and cut it in two - then went on
to conquer Asia. Ever since, the notion of a ‘Gordian solution’ has referred to the attractiveness of a simple
answer to an otherwise intractable problem.
B
Among researchers in the psychology of decision making, however, such solutions have traditionally held
little appeal. In particular, the ‘conflict model’ of decision making proposed by psychologists Irving Janis
and Leon Mann in their 1977 book, Decision Making, argued that a complex decision making process is
essential for guarding individuals and groups from the peril of ‘group-think’. Decisions made without
thorough canvassing, surveying, weighing, examining and reexamining relevant information and options
would be suboptimal and often disastrous. One foreign affairs decision made by a well-known US political
leader in the 1960s is typically held us as an example of the perils of inadequate thought, whereas his
successful handling of a later crisis is cited as an example of the advantages of careful deliberation.
However, examination of these historical events by Peter Suedfield, a psychologist at the University of
British Columbia, and Roderick Kramer, a psychologist at the Stanford Graduate School of Business, found
little difference in the two decision-making processes; both crises required and received complex
consideration by the political administration, but later only the second one was deemed to be the effective.
C
In general, however, organisation and political science offer little evidence that complex decisions fare
better than simpler ones. In fact, a growing body of work suggests that in many situations simple ‘snap’
decisions will be routinely superior to more complex ones -an idea that gained widespread public appeal
with Malcolm Gladwell’s best-selling book Blink (2005).
D
An article by Ap Dijksterhuis of the University of Amsterdam and his colleagues, Making the Right Choice:
the Deliberation-without-attention Effect, runs very much in the spirit of Gladwell’s influential text. It’s core
argument is that to be effective, conscious (deliberative) decision making requires cognitive resources.

Because increasingly complex decisions place increasing strain on those resources, the quality of our
decisions declines as their complexity increases. In short, complex decisions overrun our cognitive powers.
On the other hand, unconscious decision making (what the author refer to as ‘deliberation without attention’)
requires no cognitive resources, so task complexity does not effectiveness. The seemingly counterintuitive
conclusion is that although conscious thought enhances simple decisions, the opposite holds true for more
complex decisions.
E
Dijksterhuis reports four simple but elegant studies supporting this argument. In one, participants assessed
the quality of four hypothetical cars by considering either four attributes (a simple task) or 12 attributes (a
complex task). Among participants who considered four attributes, those who were allowed to engage in
undistracted deliberative thought did better at discriminating between the best and worst cars. Those who
were distracted and thus unable to deliberate had to rely on their unconscious thinking and did well. The
opposite pattern emerged when people considered 12 criteria. In this case, conscious deliberation led to
inferior discrimination and poor decisions.
F
In other study, Dijksterhuis surveyed people shopping for clothes (‘simple’ products) and furniture
(‘complex’ products). Compared with those who said they had deliberated long and hard, shoppers who
bought with little conscious deliberation felt less happy with their simple clothing purchase but happier with
the complex furniture purchases. Deliberation without attention actually produced better results as the
decisions became more complex. From there, however, the researchers take a big leap. They write: There
is no reason to assume that the deliberation-without-attention effect does not generalize to other types of
choices - political, managerial or otherwise. In such cases, it should benefit the individual to think
consciously about simple matters and to delegate thinking about more complicated matters to the
unconscious.
H
This radical inference contradicts standard political and managerial theory but doubtless comforts those in
politics and management who always find the simple solution to the complex problem an attractive
proposition. Indeed, one suspects ma, of our political leaders already embrace this wisdom.
I
Still it is there, in the realms of society and its governance, that the more problematic implications of
deliberation without attention begin to surface. Variables that can be neatly circumscribed in decisions
about shopping lose clarity in a world of group dynamics, social interaction, history and politics. Two
pertinent questions arise. First, what counts as a complex decision? And second, what counts as a good
outcome?
J
As social psychologist Kurt Lewin (1890 - 1947) noted, a ‘good’ decision that nobody respects is actually
bad. His classic studies of decision making showed that participating in deliberative process, makes people
more likely to abide by the results. The issue here is that when political decision makers make mistakes, it
is their politics, or the relation between their politics and our own, rather than psychology which is at fault.
K
Gladwell’s book and Dijkstethuis’s paper are invaluable in pointing out the limitations of the conventional
wisdom that decision quality rises with decision-making complexity. But this work still tempts us to believe

that decision making is simply a matter of psychology, rather than also a question of politics, ideology and
group membership. Avoiding social considerations in a search for general appeal rather than toward it.
1. Dijksterhuis’s findings agree with existing political and management theories.
2. Some political leaders seem to use deliberation without attention when making complex decisions.
3. All political decisions are complex ones.
4. We judge political errors according to our own political beliefs.
5. Social considerations must be taken into account for any examination of decision making to prove useful.

Lesson 8: Labelling a diagram

- English, 1990
- more, best
Bước 4:
- Một số biểu đồ phân tích theo trình tự diễn biến vì câu hỏi của biểu đồ đó không sắp xếp theo thứ tự
xuất hiện trong bài đọc.
- Chú ý đến vị trí của câu hỏi: top, bottom, middle...
Bước 5:

Luyện tập
1.
Hunting Purfume in Madagascar!
A
Ever since the unguentary plied their trade in ancient Rome, perfumers have to keep abreast of changing
fashions. These days they have several thousand ingredients to choose from when creating new scents,
but there is always demand for new combinations. The bigger the ‘palette’ of smells, the better the
perfumer’s chance of creating something fresh and appealing. Even with everyday products such as
shampoo and soap, kitchen cleaners and washing powders, consumers are becoming increasingly fussy.
And many of today’s fragrances have to survive tougher treatment than ever before, resisting the
destructive power of bleach or a high temperature wash cycle. Chemists can create new smells from
synthetic molecules, and a growing number of the odours on the perfumer’s palette are artificial. But nature
has been in the business far longer.
B
The island of Madagascar is an evolutionary hot spot; 85% of its plants are unique, making it an ideal
source for novel fragrances. Last October, Quest International, a company that develops fragrances for
everything from the most delicate perfumes to cleaning products, sent an expedition to Madagascar in
pursuit of some of nature’s most novel fragrances. With some simple technology, borrowed from the
pollution monitoring industry, and a fair amount of ingenuity, the perfume hunters bagged 20 promising new
aromas in the Madagascan rainforest. Each day the team set out from their “hotel”- a wooden hut lit by
kerosene lamps, and trailed up and down paths and animal tracks, exploring the thick vegetation up to 10
meters on either side of the trail. Some smells came from obvious places, often big showy flowers within
easy reach. Others were harder to pin down. “Often it was the very small flowers that were much more
interesting,” says Clery. After the luxuriance of the rainforest, the little-known island of Nosy Hara was a
stark, dry place-geologically and biologically very different from the mainland. “Apart from two beaches, the
rest of the island is impenetrable, except by hacking through the bush,” says Clery. One of the biggest
prizes here was a sweet-smelling sap weeping from the gnarled branches of some ancient shrubby trees
in the parched interior. So far no one has been able to identify the plant.
C
With most flowers or fruits, the hunters used a technique originally designed to trap and identify air
pollutants. The technique itself is relatively simple. A glass bell jar or flask is fitted over the flower. The
fragrance molecules are trapped in this ‘headspace’ and can be extracted by pumping the air out over a
series of filters which absorb different types of volatile molecules. Back home in the laboratory, the
molecules are flushed out of the filters and injected into a gas chromatograph for analysis. If it is impossible
to attach the headspace gear, hunters fix an absorbent probe close to the source of the smell. The probe
looks something like a hypodermic syringe, except that the ‘needle’ is made of silicone rubber which soaks
up molecules from the air. After a few hours, the hunters retract the rubber needle and seal the tube,
keeping the odour molecules inside until they can be injected into the gas chromatograph in the laboratory.
D
Some of the most promising fragrances were those given off by resins that oozed from the bark of trees.
Resins are the source of many traditional perfumes, including frankincense and myrrh. The most exciting

resin came from a Calophyllum tree, which produces a strongly scented medicinal oil. The sap of this
Calophyllum smelt rich and aromatic, a little like church incense. But it also smelt of something like
fragrance industry has learnt to live without, castoreum, a substance extracted from the musk glands of
beavers and once a key ingredient in many perfumes. The company does not use animal products any
longer, but it was wonderful to find a tree with an animal smell.
E
The group also set out from the island to capture the smell of coral reefs. Odors that conjure up sun kissed
seas are highly sought after by the perfume industry. “From the ocean, the only thing we have is seaweed,
and that has a dark and heavy aroma. We hope to find something unique among the corals,” says Dir. The
challenge for the hunters was to extract a smell from water rather than air. This was an opportunity to try
Clery’s new “aqua space” apparatus - a set of filters that work underwater. On Nosy Hara, jars were fixed
over knobs of coral about 2 meters down and water pumped out over the absorbent filters. So what does
coral smell like? “It’s a bit like lobster and crab,” says Clery. The team’s task now is to recreate the best of
their captured smells. First they must identify the molecules that make up each fragrance. Some ingredients
may be quite common chemicals. But some may be completely novel, or they may be too complex or
expensive to make in the lab. The challenge then is to conjure up the fragrances with more readily available
materials. “We can avoid the need to import plants from the rainforest by creating the smell with a different
set of chemicals from those in the original material, “says Clery. “If we get it right, you can sniff the sample
and it will transport you straight back to the moment you smelt it in the rainforest.”
Complete the diagram below using NO MORE THAN ONE WORD from the passage.
A simple device used to trap molecules
probe syringe pumping out air through 2 ..............................

collecting fragrance
Outlet
the gear holding the equipment together

3 .............................. made of
1 “..............................” of the flask or a glass jar
silicone rubber
sample flowers

2.
The Rainmaker
1
Sometimes ideas just pop up out of the blue. Or in Charlie Paton’s case, out of the rain. “I was in a bus in
Morocco travelling through the desert,” he remembers. “It had been raining and the bus was full of hot, wet
people. The windows steamed up and I went to sleep with a towel against the glass. When I woke, the thing
was soaking wet. I had to wring it out. And it set me thinking. Why was it so wet?”
2
The answer, of course, was condensation. Back home in London, a physicist friend, Philip Davies,
explained that the glass, chilled by the rain outside, had cooled the hot humid air inside the bus below its
dew point, causing droplets of water to form on the inside of the window. Intrigues, Paton -a lighting
engineer by profession - started rigging up his own equipment. “I made my own solar stills. It occurred to
me that you might be able to produce water in this way in the desert, simply by cooling the air. I wondered
whether you could make enough to irrigate fields and grow crops.”
3
Today, a decade on, his dream has taken shape as a giant greenhouse on a desert island off Abu Dhabi
in the Persian Gulf -the first commercially viable version of his “seawater greenhouse”. Local scientists,
working with Paton under a licence from his company Light Works, are watering the desert and growing
vegetables in what is basically a giant dew-making machine that produces fresh water and cool air from
sun and seawater. In awarding Paton first prize in a design competition two years ago, Marco Goldschmied,
president of the Royal Institute of British Architects, called it “a truly original idea which has the potential to
impact on the lives of millions of people living in coastal water-starved areas around the world”.
4
The design has three main parts (see Graphic). The greenhouse faces into the prevailing wind so that hot,
dry desert air blows in through the front wall of perforated cardboard, kept wet and cool by a constant trickle
of seawater pumped up from the nearby shoreline. The evaporating seawater cools and moistens the air.
Last June, for example, when the temperature outside the Abu Dhabi greenhouse was 46°C, it was in the
low 30s inside. While the air outside was dry, the humidity in the greenhouse was 90 percent. The cool,
moist air allows the plants to grow faster, and because much less water evaporates from the leaves their
demand for moisture drops dramatically. Paton’s crops thrived on a single litre of water per square meter
per day, compared to 8 litres if they were growing outside.
5
The second feature also cools the air for the plants. Paton has constructed a doubled-layered roof with an
outer layer of clear polythene and an inner, coated layer that reflects infrared light. Visible light can stream
through to maximize photosynthesis, while heat from the infrared radiation is trapped in the space between
the layers, away from the plants.
6
At the back of the greenhouse sits the third element, the main water-production unit. Just before entering
this unit, the humid air of the greenhouse mixes with the hot, dry air from between the two layers of the
roof. This means the air can absorb more moisture as it passes through a second moist cardboard wall.
Finally, the hot saturated air hits a condenser. This is a metal surface kept cool by still more seawater - the

equivalent of the window on Paton’s Moroccan bus. Drops of pure distilled water form on the condenser
and flow into a tank for irrigating the crops.
7
The greenhouse more or less runs itself. Sensors switch everything on when the sun rises and alter flows
of air and seawater through the day in response to changes in temperature, humidity and sunlight. On
windless days, fans ensure a constant flow of air through the greenhouse. “Once it is tuned to the local
environment, you don’t need anyone there for it to work,” says Paton. “We can run the entire operation off
one 13-amp plug, and in future we could make it entirely independent of the grid, powered from a few solar
panels.”
8
The net effect is to evaporate seawater into hot desert air, then recondense the moisture as fresh water. At
the same time, cool moist air flows through the greenhouse to provide ideal conditions for the crops. The
key to the seawater greenhouse’s potential is its unique combination of desalination and air conditioning.
By tapping the power of the sun it can cool as efficiently as a 500-kilowatt air conditioner while using less
than 3 kilowatts of electricity. In practice, it evaporates 3000 litres of seawater a day and turns it into about
800 litres of fresh water - just enough to irrigate the plants. The rest is lost as water vapour.
9
Critics point out that construction costs of £25 per square meter mean the water is twice as expensive as
water from a conventional desalination plant. But the comparison is misleading, says Paton. The natural air
conditioning in the greenhouse massively increases the value of that water. Because the plants need only
an eighth of the water used by those grown conventionally, the effective cost is only a quarter that of water
from a standard desalinator. And costs should plummet when mass production begins, he adds.
10
Best of all, the greenhouses should be environmentally friendly. “I suppose there might be aesthetic
objections to large structures on coastal sites,” says Harris, “but it is a clean technology and doesn’t produce
pollution or even large quantities of hot water.”
Complete the diagram below using NO MORE THAN TWO WORDS from the passage.
2 .................... 3 .................... 4 ..............................
1 .............................. 5 ..............................

3.
Keep a Watchful Eye on the Bridges
A
Most road and rail bridges are only inspected visually, if at all. Every few months, engineers have to clamber
over the structure in an attempt to find problems before the bridge shows obvious signs of damage.
Technologies developed at Los Alamos National Laboratory, New Mexico, and Texas A&M University may
replace these surveys with microwave sensors that constantly monitor the condition of bridges.
B
“The device uses microwaves to measure the distance between the sensor and the bridge, much like radar
does,” says Albert Migliori, a Los Alamos physicist “Any load on the bridge - such as traffic induces
displacements, which change that distance as the bridge moves up and down.” By monitoring these
movements over several minutes, the researchers can find out how the bridge resonates. Changes in its
behaviour can give an early warning of damage.
C
The Interstate 40 bridge over the Rio Grande river in Albuquerque provided the researchers with a rare
opportunity to text their ideas. Chuck Farrar, an engineer at Los Alamos, explains: “The New Mexico
authorities decided to raze this bridge and replace it. We were able to mount instruments on it, test it under
various load conditions and even inflict damage just before it was demolished.” In the 1960s and 1970s,
2500 similar bridges were built in the US. They have two steel girders supporting the load in each section.
Highway experts know that this design is “fracture critical” because a failure in either girder would cause
the bridge to fail.
D
After setting up the microwave dish on the ground below the bridge, the Los Alamos team installed
conventional accelerometers at several points along the span to measure its motion. They then tested the
bridge while traffic roared across it and while subjecting it to pounding from a “shaker”, which delivered
precise punches to a specific point on the road.
E
“We then created damage that we hoped would simulate fatigue cracks that can occur in steel girders,”
says Farrar. They first cut a slot about 60 centimetres long in the middle of one girder. They then extended
the cut until it reached the bottom of the girder and finally they cut across the flange - the bottom of the
girder’s “I” shape.
F
The initial, crude analysis of the bridge’s behaviour, based on the frequency at which the bridge resonates,
did not indicate that anything was wrong until the flange was damaged. But later the data were reanalysed
with algorithms that took into account changes in the mode shapes of the structure - shapes that the
structure takes on when excited at a particular frequency. These more sophisticated algorithms, which were
developed by Norris Stubbs at Texas A&M University, successfully identified and located the damage
caused by the initial cut.
G
“When any structure vibrates, the energy is distributed throughout with some points not moving, while others
vibrate strongly at various frequencies,” says Stubbs. “My algorithms use pattern recognition to detect
changes in the distribution of this energy.” NASA already uses Stubbs’ method to check the behaviour of

the body flap that slows space shuttles down after they land.
H
A commercial system based on the Los Alamos hardware is now available, complete with the Stubbs
algorithms, from the Quatro Corporation in Albuquerque for about $100,000. Tim Darling, another Los
Alamos physicist working on the microwave interferometer with Migliori, says that as the electronics become
cheaper, a microwave inspection system will eventually be applied to most large bridges in the US. “In a
decade I would like to see a battery or solar-powered package mounted under each bridge, scanning it
every day to detect changes,” he says.
Complete the diagram below using NO MORE THAN TWO WORDS from the passage.
The diagram of monitoring a bridge
2 ..............................
3 ..............................
4 ..............................
1 ..............................

Bài tập
1.
Elephant Communication
1
O’Connell-Rodwell, a postdoctoral fellow at Stanford University, has travelled to Namibia’s first-ever wildlife
reserve to explore the mystical and complicated realm of elephant communication. She, along with her
colleagues, is part of a scientific revolution that started almost 20 years ago. This revolution has made a
stunning revelation: elephants are capable of communicating with each other over long distances with low-
frequency sounds, also known as infrasounds, which are too deep for humans to hear.
2
As might be expected, African elephants able to detect seismic sound may have something to do with their
ears. The hammer bone in an elephant’s inner ear is proportionally huge for a mammal, but it is rather
normal for animals that use vibrational signals. Thus, it may be a sign that suggests elephants can use
seismic sounds to communicate.
3
Other aspects of elephant anatomy also support that ability. First, their massive bodies, which enable them
to give out low-frequency sounds almost as powerful as the sound a jet makes during takeoff, serve as
ideal frames for receiving ground vibrations and transmitting them to the inner ear. Second, the elephant’s
toe bones are set on a fatty pad, which might be of help when focusing vibrations from the ground into the
bone. Finally, the elephant has an enormous brain that sits in the cranial cavity behind the eyes in line with
the auditory canal. The front of the skull is riddled with sinus cavities, which might function as resonating
chambers for ground vibrations.
4
It remains unclear how the elephants detect such vibrations, but O’Connell-Rodwell raises a point that the
pachyderms are ‘listening’ with their trunks and feet instead of their ears. The elephant trunk may just be
the most versatile appendage in nature. Its utilization encompasses drinking, bathing, smelling, feeding and
scratching. Both trunk and feet contain two types of nerve endings that are sensitive to pressure - one
detects infrasonic vibration, and another responds to vibrations higher in frequencies. As O’Connell-
Rodwell sees, this research has a boundless and unpredictable future. ‘Our work is really interfaced of
geophysics, neurophysiology and ecology’ she says. ‘We’re raising questions that have never even been
considered before.’
5
It has been well-known to scientists that seismic communication is widely observed among small animals,
such as spiders, scorpions, insects and quite a lot of vertebrate species like white-lipped frogs, blind mole
rats, kangaroo rats and golden moles. Nevertheless, O’Connell-Rodwell first argued that a giant land animal
is also sending and receiving seismic signals. ‘I used to lay a male planthopper on a stem and replay the
calling sound of a female, and then the male one would exhibit the same kind of behaviour that happens in
elephants-he would freeze, then press down on his legs, move forward a little, then stay still again. I find it
so fascinating, and it got me thinking that perhaps auditory communication is not the only thing that is going
on.’

6
Scientists have confirmed that an elephant’s capacity to communicate over long distance is essential for
survival, especially in places like Etosha, where more than 2,400 savanna elephants range over a land
bigger than New Jersey. It is already difficult for an elephant to find a mate in such a vast wild land, and the
elephant reproductive biology only complicates it. Breeding herds also adopt low-frequency sounds to send
alerts regarding predators. Even though grown-up elephants have no enemies else than human beings,
baby elephants are vulnerable and are susceptible to lions and hyenas attack. At the sight of a predator,
older ones in the herd will clump together to form protection before running away.
7
We now know that elephants can respond to warning calls in the air, but can they detect signals transmitted
solely through the ground? To look into that matter, the research team designed an experiment in 2002,
which used electronic devices that enabled them to give out signals through the ground at Mushara. ‘The
outcomes of our 2002 study revealed that elephants could indeed sense warning signals through the
ground,’ O’Connell-Rodwell observes.
8
Last year, an experiment was set up in the hope of solving that problem. It used three different recordings-
the 1994 warning call from Mushara, an anti-predator call recorded by scientist Joyce Poole in Kenya and
a made-up warble tone. ‘The data I’ve observed to this point implies that the elephants were responding
the way I always expected. However, the fascinating finding is that the anti-predator call from Kenya, which
is unfamiliar to them, caused them to gather around, tense up and rumble aggressively as well-but they
didn’t always flee. I didn’t expect the results to be that clear-cut.’
1 .............................. bones in inner
big sized brain skull with many ear
4 ..............................
a 2 .............................. body
toe and fatty

3 ..............................

2.
The Olympic Torch
1
Since 776 B.C., when the Greek people held their first-ever Olympic Games, the Games were hosted every
four years at the city of Olympia. Back then, a long journey for the Olympic torch was made before the
opening ceremony of each Olympic Games. The Greek people would light a cauldron of flames on the altar,
a ritual devoted to Hera, the Greek Goddess of birth and marriage.
2
The reintroduction of flame to the Olympics occurred at the Amsterdam 1928 Games, for which a cauldron
was lit yet without a torch relay. The 1936 Berlin Summer Games held the first Olympic torch relay, which
was not resumed in the Winter Olympics until 1952. However, in that year the torch was lit not in Olympia,
Greece, but in Norway, which was considered as the birthplace of skiing. Until the Innsbruck 1964 Winter
Olympics in Austria, the Olympic flame was reignited at Olympia.
3
The torch is originally an abstract concept of a designer or groups of designers. A couple of design groups
hand in their drafts to the Olympic Committee in the hope of getting the chance to create the torch. After
the torch is completed, it has to succeed in going through all sorts of severe weather conditions. The group
that wins the competition will come up with a design for a torch that has both aesthetic and practical value.
The appearance of the modem Olympic torch is attributed to a Disney artist John Hench, who designed the
torch for the 1960 Winter Olympics in Squaw Valley, California. His design laid a solid foundation for all the
torches in the future.
4
The long trip to the Olympic area is not completed by one single torch, but by thousands of them, so the
torch has to be replicated many times. Approximately 10,000 to 15,000 torches are built to fit thousands of
runners who take the torches through every section of the Olympic relay. Every single runner can choose
to buy his or her torch as a treasurable souvenir when he or she finishes his or her part of the relay.
5
The first torch in the modem Olympics (the 1936 Berlin Games) was made from a slender steel rod with a
circular platform at the top and a circular hole in the middle to jet flames.
6
The name of the runner was also inscribed on the platform as a token of thanks. In the earlier days, torches
used everything from gunpowder to olive oil as fuels. Some torches adopted a combination of hexamine
and naphthalene with a flammable fluid. However, these materials weren’t exactly the ideal fuel sources,
and they could be quite hazardous sometimes. In the 1956 Olympics, the torch in the final relay was ignited
by magnesium and aluminium, but some flaming pieces fell off and seared the runner’s arms.
7
To improve safety, liquid fuels made their first appearance at the 1972 Munich Games. Since then, torches
have been using fuels which are pressurised into the form of a liquid. When the fuels are burnt, they turn
into gas to produce a flame. Liquid fuel is safer for the runner and can be stored in a light container. The
torch at the 1996 Atlanta Summer Olympics is equipped with an aluminium base that accommodates a tiny
fuel tank. As the fuel ascends through the modified handle, it is squeezed through a brass valve that has
thousands of little openings. As the fuel passes through the tiny openings, it accumulates pressure. Once

it makes its way through the openings, the pressure decreases and the liquid becomes gas so it can bum
up.
8
The torch in 1996 was fuelled by propylene, a type of substance that could give out a bright flame. However,
since propylene was loaded with carbon, it would produce plenty of smoke which was detrimental to the
environment. In 2000, the designers of the Sydney Olympic torch proposed a lighter and cheaper design,
which was harmless to the environment. For the fuel, they decided to go with a combination of 35 per cent
propane (a gas that is used for cooking and heating) and 65 per cent butane (a gas that is obtained from
petroleum), thus creating a powerful flame without generating much smoke.
9
Both the 1996 and 2000 torches adopted a double flame burning system, enabling the flames to stay lit
even in severe weather conditions. The exterior flame bums at a slower rate and at a lower temperature. It
can be perceived easily with its big orange flame, but it is unstable. On the other hand, the interior flame
bums faster and hotter, generating a small blue flame with great stability, due to the internal site offering
protection from the wind. Accordingly, the interior flame would serve as a pilot light, which could relight the
external flame if it should go out.
10
As for the torch of 2002 Olympics in Salt Lake City, the top section was made of glass in which the flame
burned, for the purpose of echoing the theme of ‘Light the Fire Within’ of that Olympics. This torch was of
great significance for the designs of following torches.

Choose NO MORE THAN THREE WORDS from the passage for each answer.
Burning system produces

5 ..............................
Thin fuel pipe
A brass valve with many small

2 ..............................
Pressurised fuel from the improved

3 ..........................
The liquid fuel. In 2000, it was a

mixture of 4 ..............................
1 .............................. coated by an
aluminum base

Lesson 9: Multiple choices

Bước 2: Đọc kĩ yêu cầu đề bài là chọn 1 đáp án hay nhiều đáp án.
- English, 1990
- more, best
Bước 4: Đọc đáp án:
- Nhận xét những đáp án nào giống nhau (đều là câu phủ định, câu so sánh...)
- Đáp án nào là rõ ràng nhất hoặc khác với những đáp án còn lại nhất → Loại
Bước 5:

Luyện tập
1.
Decision making and Happiness
A
Americans today choose among more options in more parts of life than has ever been possible before. To
an extent, the opportunity to choose enhances our lives. It is only logical to think that if some choice is
good, more is better; people who care about having infinite options will benefit from them, and those who
do not can always just ignore the 273 versions of cereal they have never tried. Yet recent research strongly
suggests that, psychologically, this assumption is wrong. Although some choice is undoubtedly better than
none, more is not always better than less.
B
Recent research offers insight into why many people end up unhappy rather than pleased when their
options expand. We began by making a distinction between “maximizers” (those who always aim to make
the best possible choice) and “satisficers” (those who aim for “good enough,” whether or not better
selections might be out there).
C
In particular, we composed a set of statements-the Maximization Scale to diagnose people’s propensity to
maximize. Then we had several thousand people rate themselves from 1 to 7 (from “completely disagree”
to “completely agree”) on such statements as “I never settle for second best.” We also evaluated their sense
of satisfaction with their decisions. We did not define a sharp cutoff to separate maximizers from satisficers,
but in general, we think of individuals whose average scores are higher than 4 (the scale’s midpoint) as
maximizers and those whose scores are lower than the midpoint as satisficers. People who score highest
on the test - the greatest maximisers-engages in more product comparisons than the lowest scorers, both
before and after they make purchasing decisions, and they take longer to decide what to buy. When
satisficers find an item that meets their standards, they stop looking. But maximizers exert enormous effort
to read labels, checking out consumer magazines and trying new products. They also spend more time
comparing their purchasing decisions with those of others.
D
We found that the greatest maximizers are the least happy with the fruits of their efforts. When they compare
themselves with others, they get little pleasure from finding out that they did better and substantial
dissatisfaction from finding out that they did worse. They are more prone to experiencing regret after
purchase, and if their acquisition disappoints them, their sense of well-being takes longer to recover. They
also tend to brood or ruminate more than satisficers do.
E
Does it follow that maximizers are less happy in general than satisficers? We tested this by having people
fill out a variety of questionnaires known to be reliable indicators of well-being. As might be expected,
individuals with high maximization scores experienced less satisfaction with life and were less happy, less
optimistic and more depressed than people with low maximization scores. Indeed, those with extreme
maximization ratings had depression scores that placed them in the borderline clinical range.
F
Several factors explain why more choice is not always better than less, especially for maximizers. High

among these are “opportunity costs.” The quality of any given option cannot be assessed in isolation from
its alternatives. One of the “costs” of making a selection is losing the opportunities that a different option
would have afforded. Thus an opportunity cost of vacationing on the beach in Cape Cod might be missing
the fabulous restaurants in the Napa Valley. Early decision-making research by Daniel Kahneman and
Amos Tversky showed that people respond much more strongly to losses than gains. If we assume that
opportunity costs reduce the overall desirability of the most preferred choice, then the more alternatives
there are, the deeper our sense of loss will be and the less satisfaction we will derive from our ultimate
decision.
G
The problem of opportunity costs will be worse for a maximizer than for a satisficer. The latter’s “good
enough” philosophy can survive thoughts about opportunity costs. In addition, the “good enough” standard
leads to much less searching and inspection of alternatives than ‘the maximizer’s “best” standard. With
fewer choices under consideration, a person will have fewer opportunity costs to subtract.
H
Just as people feel sorrow about the opportunities they have forgone, they may also suffer regret about the
option they settle on. My colleagues and I devised a scale to measure proneness to feeling regret, and we
found that people with high sensitivity to regret are less happy, less satisfied with life, less optimistic and
more depressed than those with low sensitivity. Not surprisingly, we also found that people with high regret
sensitivity tend to be maximizers. Indeed, we think that worry over future regret is a major reason that
individuals become maximizers. The only way to be sure you will not regret a decision is by making the
best possible one. Unfortunately, the more options you have and the more opportunity costs you incur, the
more likely you are to experience regret.
I
In a classic demonstration of the power of sunk costs, people were offered season subscriptions to a local
theater company. Some were offered the tickets at full price and others at a discount. Then the researchers
simply kept track of how often the ticket purchasers actually attended the plays over the course of the
season. Full-price payers were more likely to show up at performances than discount payers. The reason
for this, the investigators argued, was that the full-price payers would experience more regret if they did not
use the tickets because not using the more costly tickets would constitute a bigger loss. To increase the
sense of happiness, we can decide to restrict our options when the decision is not crucial. For example,
make a rule to visit no more than two stores when shopping for clothing.
Choose the correct letter, A, B, C or D.
1. What is the subject of this passage?
A. regret makes people less happy
B. choices and well-being
C. an interesting phenomenon
D. advices on shopping
2. According to the conclusion of questionnaires, which of the following statement is correct?
A. maximisers are less happy
B. state of being optimistic is important
C. uncertain results are found.
D. maximisers tend to cross the bottom line

3. The experimental on theater tickets suggested:
A. sales are different according to each season
B. people like to spend on the most expensive items
C. people feel depressed if they spend their vouchers
D. people will feel regret more when they fail to use a higher-priced purchase
4. What is the author’s suggestion on how to increase happiness:
A. focus on the final decision
B. be sensitive and smart
C. reduce the choice or option
D. read the label carefully
2.
Tackling Hunger in Msekeni
A
There are not enough classrooms at the Msekeni primary school, so half the lessons take place in the
shade of yellow-blossomed acacia trees. Given this shortage, it might seem odd that one of the school’s
purpose-built classrooms has been emptied of pupils and turned into a storeroom for sacks of grain. But it
makes sense. Food matters more than shelter.
B
Msekeni is in one of the poorer parts of Malawi, a landlocked southern African country of exceptional beauty
and great poverty. No war lays waster Malawi, nor is the land unusually crowded or infertile, but Malawians
still have trouble finding enough to eat. Half of the children under five are underfed to the point of stunting.
Hunger blights most aspects of Malawian life, so the country is as good a place as any to investigate how
nutrition affects development, and vice versa.
C
The headmaster at Msekeni, Bernard Kumanda, has strong views on the subject. He thinks food is a
priceless teaching aid. Since 1999, his pupils have received free school lunches. Donors such as the World
Food Programme (WFP) provide the food: those sacks of grain (mostly mixes maize and soyabean flour,
enriched with vitamin A) in that converted classroom. Local volunteers do the cooking - turning the dry
ingredients into a bland but nutritious slop, and spooning it out on to plastic plates. The children line up in
large crowds, cheerfully singing a song called “We are getting porridge”.
D
When the school’s feeding programme was introduced, enrolment as Msekeni doubled. Some of the pupils
had switched from nearby schools that did not give out free porridge, but most were children whose families
had previously kept them at home to work. These families were so poor that the long-term benefits of
education seemed unattractive when set against the short-term gain of sending children out to gather
firewood or help in the fields. One plate of porridge a day completely altered the calculation. A child fed at
school will not howl so plaintively for food at home. Girls, who are more likely than boys to be kept out of
school, are given extra snacks to take home.
E
When a school takes in a horde of extra students from the poorest homes, you would expect standards to
drop. Anywhere in the world, poor kids tend to perform worse than their better-off classmates. When the
influx of new pupils is not accompanied by any increase in the number of teachers, as was the case at

Msekeni, you would expect standards to fall even further. But they have not. Pass rates at Msekeni
improved dramatically, from 30% to 85%. Although this was an exceptional example, the nationwide results
of school feeding programmes were still pretty good. On average, after a Malawian school started handing
out free food it attracted 38% more girls and 24% more boys. The pass rate for boys stayed about the
same, while for girls it improved by 9.5%.
F
Better nutrition makes for brighter children. Most immediately, well-fed children find it easier to concentrate.
It is hard to focus the mind on long division when your stomach is screaming for food. Mr. Kumanda says
that it used to be easy to spot the kids who were really undernourished. “They were the ones who stared
into space and didn’t respond when you asked them questions,” he says. More crucially, though, more and
better food helps brains grow and develop. Like any other organ in the body, the brain needs nutrition and
exercise. But if it is starved of the necessary calories, proteins and micronutrients, it is stunted, perhaps not
as severely as a muscle would be, but stunted nonetheless. That is why feeding children at schools works
so well. And the fact that the effect of feeding was more pronounced on girls than on boys gives a clue to
who eats first in rural Malawian households. It isn’t the girls.
G
On the global scale, the good news is that people are eating better than ever before. Homo sapiens has
grown 50% bigger since the industrial revolution. Three centuries ago, chronic malnutrition was more or
less universal. Now, it is extremely rare in rich countries. In developing countries, where most people live,
plates and rice bowls are also fuller than ever before. The proportion of children under five in the developing
world who are malnourished to the point of stunting fell from 39% in 1990 to 30% in 2000, says the World
Health Organization (WHO). In other places, the battle against hunger is steadily being won. Better nutrition
is making people cleverer and more energetic, which will help them grow more prosperous. And when they
eventually join the ranks of the well-off, they can start fretting about growing too fat.
Choose TWO letters, A-F.
Which TWO of the following statements are true?
A. Some children are taught in the open air.
B. Bernard Kumanda became the headmaster in 1991.
C. No new staffs were recruited when attendance rose.
D. Girls are often treated equally with boys in Malawi.
E. Scientists have devised ways to detect the most underfed students in school.
F. WHO is worried about malnutrition among kids in developing countries.
3.
Company Innovation
A
In a shabby office in downtown Manhattan, a group of 30 AI (artificial intelligence) programmers from
Umagic are attempting to mimic the brains of a famous sexologist, a celebrated dietitian, a popular fitness
coach and a bunch of other specialists, Umagic Systems is an up-and-coming firm, which sets up websites
that enable their clients to seek advice from the virtual versions of those figures. The users put in all the
information regarding themselves and their objectives; then it’s Umagic’s job to give advice, that a star
expert would give. Even though the neuroses of American consumers have always been a marketing focus,
the future of Umagic is difficult to predict (who knows what it’ll be like in ten years? Asking a computer about

your sex life might be either normal or crazy). However, companies such as Umagic are starting to
intimidate major American firms, because these young companies regard the half-crazy ‘creative’ ideas as
the portal to their triumph in the future.
B
Innovation has established itself as the catchword of American business management. Enterprises have
realised that they are running out of things that can be outsourced or re-engineered (worryingly, by their
competitors too). Winners of today’s American business tend to be companies with innovative powers such
as Dell, Amazon and Wal-Mart, which have come up with concepts or goods that have reshaped their
industries.
C
According to a new book by two consultants from Arthur D. Little, during the last 15 years, the top 20% of
firms in Fortune magazine’s annual innovation survey have attained twice as much the shareholder returns
as their peers. The desperate search for new ideas is the stimulus for a large part of today’s merger boom.
The same goes for the money spent on licensing and purchasing others’ intellectual property. Based on
the statistics from Pasadena-based Patent & Licence Exchange, trade volume in intangible assets in
America has gone up from $15 billion in 1990 to $100 billion in 1998, with small firms and individuals taking
up an increasing share of the rewards.
D
And that terrifies big companies: it appears that innovative work is incompatible with them. Some major
famous companies that are always known for ‘innovative ideas’, such as 3M, Procter & Gamble, and
Rubbermaid, have recently had dry spells. Peter Chernin, who runs the Fox TV and film empire for News
Corporation, points out that ‘In the management of creativity, size is your enemy.’ It’s impossible for
someone who’s managing 20 movies to be as involved as someone doing 5. Therefore, he has tried to
divide the studio into smaller parts, disregarding the risk of higher expenses.
E
Nowadays, ideas are more likely to prosper outside big companies. In the old days, when a brilliant scientist
came up with an idea and wanted to make money out of it, he would take it to a big company first. But now,
with all this cheap venture capital around, he would probably want to commercialise it by himself. So far,
Umagic has already raised $5m and is on its way to another $25m. Even in the case of capital-intensive
businesses like pharmaceuticals, entrepreneurs have the option to conduct early-stage research and sell
out to the big firms when they’re faced with costly, risky clinical trials. Approximately 1/3 of drug firms’ total
revenue is now from licensed-in technology.
F
Some of the major enterprises such as General Electric and Cisco have been impressively triumphant when
it comes to snatching and incorporating small companies’ scores. However, other grants are concerned
about the money they have to spend and the way to keep those geniuses who generated the idea. It is the
dream of everyone to develop more ideas within their organisations. Procter & Gamble is currently switching
their entire business focus from countries to products; one of the goals is to get the whole company to
accept the innovations. In other places, the craving for innovation has caused ‘a frenzy for intrapreneurship’,
transferring power and establishing internal idea-workshops and tracking inventory so that the talents will
stay.

G
Some people don’t believe that this kind of restructuring is sufficient. Clayton Christensen argues in their
new book that big firms’ many advantages, such as taking care of their existing customers, can get in the
way of innovative behaviour that is necessary for handling disruptive technologies. That’s why there’s been
the trend of cannibalisation, which brings about businesses that will confront and jeopardise the existing
ones. For example, Bank One has set up Wingspan, which is an online bank that in fact compete with its
actual branches.
H
There’s no denying that innovation is a big deal. However, do major firms have to be this pessimistic?
According to a recent survey of the top 50 innovations in America by Industry Week, ideas are equally likely
to come from both big and small companies. Big companies can adopt new ideas when they are mature
enough and the risks and rewards have become more quantifiable.
1. What is the author’s opinion on innovation in paragraph C?
A. It only works for big companies.
B. Fortune magazine has a globally huge influence.
C. It is becoming increasingly important.
D. Its effects on American companies are more evident.
2. What is Peter Chemin’s point of view on innovation?
A. Small companies are more innovative than big ones.
B. Film industry needs more innovation than other industries.
C. We need to cut the cost when risks occur.
D. New ideas are more likely to go to big companies.
3. What is the author’s opinion on innovation at the end of this passage?
A. Umagic’s success lies in the accidental ‘virtual expert’.
B. Innovation is easy and straightforward.
C. IBM sets a good example on innovation.
D. The author’s attitude is uncertain on innovation.
4.
Can We Hold Back the Flood?
A
Last winter’s floods on the rivers of central Europe were among the worst since the Middle Ages, and as
winter storms return, the spectre of floods is returning too. Just weeks ago, the river Rhone is south-east
France burst its banks, driving 15,000 people from their homes, and worse could be on the way.
Traditionally, river engineers have gone for Plan A: get rid of the water fast, draining it off the land and down
to the sea in tall-sides rivers re-engineered as high-performance drains. But however big they dig city
drains, however wide and straight they make the rivers, and however high they build the banks, the floods
keep coming back to haunt them, from the Mississippi to the Danube. And when the floods come, they
seem to be worse than ever.
B
No wonder engineers are turning to Plan B: sap the water’s destructive strength by dispersing it into fields,
forgotten lakes, flood plains and aquifers. Back in the days when rivers took a more tortuous path to the

sea, floodwaters lost impetus and volume while meandering across flood plains and idling through wetlands
and inland deltas. But today the water tends to have an unimpeded journey to the sea. And this means that
when it rains in the uplands, the water comes down all at once. Worse, whenever we close off more flood
plain, the river’s flow farther downstream becomes more violent and uncontrollable. Dykes are only as good
as their weakest link - and the water will unerringly find it.
C
Today, the river has lost 7 per cent of its original length and runs up to a third faster. When it rains hard in
the Alps, the peak flows from several tributaries coincide in the main river, where once they arrived
separately. And with four-fifths of the Lower Rhine’s flood plain barricaded off, the waters rise ever higher.
The result is more frequent flooding that does ever-greater damage to the homes, offices and roads that sit
on the flood plain. Much the same has happened in the US on the mighty Mississippi, which drains the
world’s second-largest river catchment into the Gulf of Mexico.
D
The European Union is trying to improve rain forecasts and more accurately model how intense rains swell
rivers. That may help cities prepare, but it won’t stop the floods. To do that, say, hydrologists, you need a
new approach to engineering, not just Agency - country £1 billion - puts it like this: “The focus is now on
working with the forces of nature. Towering concrete walls are out, and new wetlands are in.” to help keep
London’s upstream and reflooding 10 square kilometres outside Oxford. Nearer to London it has spent
£100 million creating new wetlands and a relief channel across 16 kilometres.
E
The same is taking place on a much grander scale in Austria, in one of Europe’s largest river restorations
to date. Engineers are regenerating flood plains along 60 kilometres of the river Drave as it exits the Alps.
They are also widening the river bed and channeling it back into abandoned meanders, oxbow lakes and
backwaters overhung with willows. The engineers calculate that the restored flood plain can now store up
to 10 million cubic metres of floodwaters and slow storm surges coming out of the Alps by more than an
hour, protecting towns as far downstream as Slovenia and Croatia.
F
“Rivers have to be allowed to take more space. They have to be turned from flood-chutes into flood-foilers,”
says Nienhuis. And the Dutch, for whom preventing floods is a matter of survival, have gone furthest. A
nation built largely on drained marshes and seabed had the fright of its life in 1993 when the Rhine almost
overwhelmed it. The same happened again in 1995 when a quarter of a million people were evacuated
from the Netherlands. But a new breed of “soft engineers” wants out cities to become porous, and Berlin is
their governed by tough new rules to prevent its drains from becoming overloaded after heavy rains. Herald
Kraft, an architect working in the city, says: “We now see rainwater as giant Potsdamer Platz, a huge new
commercial redevelopment by Daimler Chrysler in the heart of the city.
G
Los Angeles has spent billions of dollars digging huge drains and concreting river beds to carry away the
water from occasional intense storms. “In LA we receive half the water we need in rainfall, and we throw it
away. Then we spend hundreds of millions to import water,” says Andy Lipkis, an LA environmentalist who
kick-started the idea of the porous city by showing it could work on one house. Lipkis, along with citizens
groups like Friends of the Los Angeles River and Unpaved LA, want to beat the urban flood hazard and fill
the taps by holding onto the city’s floodwater. And it’s not just a pipe dream. The authorities this year

launched a $100 million scheme to road-test the porous city in one flood-hit community in Sun Valley. The
plan is to catch the rain that falls on thousands of driveways, parking lots and rooftops in the valley. Trees
will soak up water from parking lots. Homes and public buildings will capture roof water to irrigate gardens
and parks. And road drains will empty into old gravel pits and other leaky places that should recharge the
city’s underground water reserves. Result: less flooding and more water for the city. Plan B says every city
should be porous, every river should have room to flood naturally and every coastline should be left to build
its own defences. It sounds expensive and utopian, until you realise how much we spend trying to drain
cities and protect our watery margins - and how bad we are at it.
Choose TWO correct letters.
What TWO benefits will the new approach in the UK and Austria bring to us according to this passage?
A. We can prepare before the flood comes
B. It may stop the flood involving the whole area
C. Decrease strong rainfalls around the Alps simply by engineering constructions
D. Reserve water to protect downstream towns
E. Store tons of water in the downstream area

Bài tập
1.
Communication in science
A
Science plays an increasingly significant role in people’s lives, making the faithful communication of
scientific developments more important than ever. Yet such communication is fraught with challenges that
can easily distort discussions, leading to unnecessary confusion and misunderstandings.
B
Some problems stem from the esoteric nature of current research and the associated difficulty of finding
sufficiently faithful terminology. Abstraction and complexity are not signs that a given scientific direction is
wrong, as some commentators have suggested, but are instead a tribute to the success of human ingenuity
in meeting the increasingly complex challenges that nature presents. They can, however, make
communication more difficult. But many of the biggest challenges for science reporting arise because in
areas of evolving research, scientists themselves often only partly understand the full implications of any
particular advance or development. Since that dynamic applies to most of the scientific developments that
directly affect people’s lives global warming, cancer research, diet studies - learning how to overcome it is
critical to spurring a more informed scientific debate among the broader public.
C
Ambiguous word choices are the source of some misunderstandings. Scientists often employ colloquial
terminology, which they then assign a specific meaning that is impossible to fathom without proper training.
The term “relativity” for example, is intrinsically misleading. Many interpret the theory to mean that
everything is relative and there are no absolutes. Yet although the measurements any observer makes
depend on his coordinates and reference frame, the physical phenomena he measures have an invariant
description that transcends that observer’s particular coordinates. Einstein’s theory of relativity is really
about finding an invariant description of physical phenomena. True, Einstein agreed with the idea that his
theory would have been better named “Invarianten theorie”. But the term “relativity” was already entrenched
at the time for him to change.
D
“The uncertainty principle” is another frequently abused term. It is sometimes interpreted as a limitation on
observers and their ability to make measurements.
E
But it is not about intrinsic limitations on any one particular measurement; it is about the inability to precisely
measure particular pairs of quantities simultaneously? The first interpretation is perhaps more engaging
from a philosophical or political perspective. It’s just not what the science is about.
F
Even the word “theory” can be a problem. Unlike most people, who use the word to describe a passing
conjecture that they often regard as suspect, physicists have very specific ideas in mind when they talk
about theories. For physicists, theories entail a definite physical framework embodied in a set of
fundamental assumptions about the world that lead to a specific set of equations and predictions - ones
that are borne out by successful predictions. Theories aren’t necessarily shown to be correct or complete
immediately. Even Einstein took the better part of a decade to develop the correct version of his theory of

general relativity. But eventually both the ideas and the measurements settle down and theories are either
proven correct, abandoned or absorbed into other, more encompassing theories.
G
“Global warming” is another example of problematic terminology. Climatologists predict more drastic
fluctuations in temperature and rainfall - not necessarily that every place will be warmer. The name
sometimes subverts the debate, since it lets people argue that their winter was worse, so how could there
be global warming? Clearly “global climate change” would have been a better name. But not all problems
stem solely from poor word choices. Some stem from the intrinsically complex nature of much of modern
science. Science sometimes transcends this limitation: remarkably, chemists were able to detail the precise
chemical processes involved in the destruction of the ozone layer, making the evidence that
chlorofluorocarbon gases (Freon, for example) were destroying the ozone layer indisputable.
H
A better understanding of the mathematical significance of results and less insistence on a simple story
would help to clarify many scientific discussions. For several months, Harvard was tortured months, Harvard
was tortured by empty debates over the relative intrinsic scientific abilities of men and women. One of the
more amusing aspects of the discussion was that those who believed in the differences and those who
didn’t use the same evidence about gender-specific special ability? How could that be? The answer is that
the data shows no substantial effects. Social factors might account for these tiny differences, which in any
case have an unclear connection to scientific ability. Not much of a headline when phrased that way, is it?
Each type of science has its own source of complexity and potential for miscommunication. Yet there are
steps we can take to improve public understanding in all cases. The first would be to inculcate greater
understanding and acceptance of indirect scientific evidence. The information from an unmanned space
mission is no less legitimate than the information from one in which people are on board.
I
This doesn’t mean questioning an interpretation, but it also doesn’t mean equating indirect evidence with
blind belief, as people sometimes suggest. Second, we might need different standards for evaluating
science with urgent policy implications than research with the purely theoretical value. When scientists say
they are not certain about their predictions, it doesn’t necessarily mean they’ve found nothing substantial.
It would be better if scientists were more open about the mathematical significance of their results and if
the public didn’t treat math as quite so scary; statistics and errors, which tell us the uncertainty in a
measurement, give us the tools to evaluate new developments fairly.
J
But most important, people have to recognize that science can be complex. If we accept only simple stories,
the description will necessarily be distorted. When advances are subtle or complicated, scientists should
be willing to go the extra distance to give proper explanations and the public should be more patient about
the truth. Even so, some difficulties are unavoidable. Most developments reflect work in progress, so the
story is complex because no one yet knows the big picture.

1. Why faithful science communication important?
A. Science plays an increasingly significant role in people’s lives.
B. Science is fraught with challenges public are interested in.
C. The nature of complexity in science communication leads to confusion.
D. Scientific inventions are more important than ever before.
2. What is the reason that the author believes for the biggest challenges for science reporting
A. phenomenon such as global warming, cancer research, diet studies is too complex.
B. Scientists themselves often only partly understand the Theory of Evolution
C. Scientists do not totally comprehend the meaning of certain scientific evolution
D. Scientists themselves often partly understand the esoteric communication nature
3. According to the 3rd paragraph, the reference to the term and example of “theory of relativity” is to
demonstrate
A. theory of relativity is about an invariant physical phenomenon
B. common people may be misled by the inaccurate choice of scientific phrase
C. the term “relativity,” is designed to be misleading public
D. everything is relative and there is no absolutes existence
4. Which one is a good example of appropriate word choice:
A. Scientific theory for the uncertainty principle
B. phenomenon of Global warming
C. the importance of ozone layer
D. Freon’s destructive process on environmental
5. What is a surprising finding of the Harvard debates in the passage?
A. There are equal intrinsic scientific abilities of men and women.
B. The proof applied by both sides seemed to be of no big difference.
C. The scientific date usually shows no substantial figures to support a debated idea.
D. Social factors might have a clear connection to scientific ability.
2.
Ants Could Teach Ants
1
The ants are tiny and usually nest between rocks in the south coast of England. Transformed into research
subjects at the University of Bristol, they raced along a tabletop foraging for food -and then, remarkably,
returned to guide others. Time and again, followers trailed behind leaders, darting this way and that along
the route, presumably to memorize land-marks. Once a follower got its bearings, it tapped the leader with
its antennae, prompting the lesson to literally proceed to the next step. The ants were only looking for food
but the researchers said the careful way the leaders led followers -thereby turning them into leaders in their
own right -marked the Temnothorax albipennis ant as the very first example of a non-human animal
exhibiting teaching behaviour.
2
“Tandem running is an example of teaching, to our knowledge the first in a non-human animal, that involves
bidirectional feedback between teacher and pupil.” remarks Nigel Franks, professor of animal behaviour
and ecology, whose paper on the ant educators was published last week in the journal Nature.

3
No sooner was the paper published, of course, than another educator questioned it. Marc Hauser, a
psychologist and biologist and one of the scientists who came up with the definition of teaching, said it was
unclear whether the ants had learned a new skill or merely acquired new information.
4
Later, Franks took a further study and found that there were even races between leaders. With the guidance
of leaders, ants could find food faster. But the help comes at a cost for the leader, who normally would have
reached the food about four times faster if not hampered by a follower. This means the hypothesis that the
leaders deliberately slowed down in order to pass the skills on to the followers seems potentially valid. His
ideas were advocated by the students who carried out the video project with him.
5
Opposing views still arose, however. Hauser noted that mere communication of information is
commonplace in the animal world. Consider a species, for example, that uses alarm calls to warn fellow
members about the presence of a predator. Sounding the alarm can be costly, because the animal may
draw the attention of the predator to itself. But it allows others to flee to safety. “Would you call this
teaching?” wrote Hauser. “The caller incurs a cost. The naive animals gain a benefit and new knowledge
that better enables them to learn about the predator’s location than if the caller had not called. This happens
throughout the animal kingdom, but we don’t call it teaching, even though it is clearly transfer of information.”
6
Tim Caro, a zoologist, presented two cases of animal communication. He found that cheetah mothers that
take their cubs along on hunts gradually allow their cubs to do more of the hunting - going, for example,
from killing a gazelle and allowing young cubs to eat to merely tripping the gazelle and letting the cubs
finish it off. At one level, such behaviour might be called teaching - except the mother was not really teaching
the cubs to hunt but merely facilitating various stages of learning. In another instance, birds watching other
birds using a stick to locate food such as insects and so on, are observed to do the same thing themselves
while finding food later.
7
Psychologists study animal behaviour in part to understand the evolutionary roots of human behaviour,
Hauser said. The challenge in understanding whether other animals truly teach one another, he added, is
that human teaching involves a “theory of mind” - teachers are aware that students don’t know something.
He questioned whether Franks’s leader ants really knew that the follower ants were ignorant. Could they
simply have been following an instinctive rule to proceed when the followers tapped them on the legs or
abdomen? And did leaders that led the way to food -only to find that it had been removed by the
experimenter -incur the wrath of followers? That, Hauser said, would suggest that the follower ant actually
knew the leader was more knowledgeable and not merely following an instinctive routine itself.
8
The controversy went on, and for a good reason. The occurrence of teaching in ants, if proven to be true,
indicates that teaching can evolve in animals with tiny brains. It is probably the value of information in social
animals that determines when teaching will evolve rather than the constraints of brain size.
9
Bennett Galef Jr., a psychologist who studies animal behaviour and social learning at McMaster University
in Canada, maintained that ants were unlikely to have a “theory of mind” -meaning that leader and followers

may well have been following instinctive routines that were not based on an understanding of what was
happening in another ant’s brain. He warned that scientists may be barking up the wrong tree when they
look not only for examples of human like behaviour among other animals but human like thinking that
underlies such behavior. Animals may behave in ways similar to humans without a similar cognitive system,
he said, so the behavior is not necessarily a good guide into how humans came to think the way they do.
Choose FOUR letters, A-H.
Which FOUR of the following behaviors of animals are mentioned in the passage?
A. touch each other with antenna
B. alert others when there is danger
C. escape from predators
D. protect the young
E. hunt food for the young
F. fight with each other
G. use tools like twigs
H. feed on a variety of foods

Lesson 10: Matching features

Bước 2: Dạng bài này yêu cầu mỗi câu hỏi đúng với 1 tên riêng duy nhất.
- English, 1990
- more, best
Bước 4:
- Phải tìm hết tất cả các tên riêng (danh sách cho sẵn) trong bài đọc, sau đó mới quay lại câu hỏi.
- Nếu tên riêng nào xuất hiện nhiều nhất trong bài thì có thể sẽ xuất hiện nhiều nhất trong các câu hỏi.
Bước 5:

Luyện tập
1.
Ambergris
What is it and where does it come from?
1
Ambergris was used to perfume cosmetics in the days of ancient Mesopotamia and almost every civilization
on the earth has a brush with Ambergris. Before 1,000 AD, the Chinese names ambergris as lung sien
hiang, “dragon’s spittle perfume,’as they think that it was produced from the drooling of dragons sleeping
on rocks at the edge of a sea. The Arabs knew ambergris as anbar who believed that it is produced from
springs near seas. It also gets its name from here. For centuries, this substance has also been used as a
flavoring for food.
2
During the Middle Ages, Europeans used ambergris as a remedy for headaches, colds, epilepsy, and other
ailments. In the 1851 whaling novel Moby-Dick, Herman Melville claimed that ambergris was “largely used
in perfumery.’But nobody ever knew where it really came from. Experts were still guessing its origin
thousands of years later, until the long ages of guesswork ended in the 1720’s, when Nantucket whalers
found gobs of the costly material inside the stomachs of sperm whales. Industrial whaling quickly
burgeoned. By 20th century ambergris is mainly recovered from inside the carcasses of sperm whales.
3
Through countless ages, people have found pieces of ambergris on sandy beaches. It was names grey
amber to distinguish it from golden amber, another rare treasure. Both of them were among the most
sought-after substances in the world, almost as valuable as gold. (Ambergris sells for roughly $20 a gram,
slightly less than gold at $30 a gram.) Amber floats in salt water, and in old times the origin of both these
substances was mysterious. But it turned out that amber and ambergris have little in common. Amber is a
fossilized resin from trees that was quite familiar to Europeans long before the discovery of the New World,
and prized for jewelry. Although considered a gem, amber is a hard, transparent, wholly-organic material
derived from the resin of extinct species of trees, mainly pines.
4
To the earliest Western chroniclers, ambergris was variously thought to come from the same bituminous
sea founts as amber, from the sperm of fishes or whales, from the droppings of strange sea birds (probably
because of confusion over the include beaks of squid) or from the large hives of bees living near the sea.
Marco Polo was the first Western chronicler who correctly attributed ambergris to sperm whales and its
vomit.
5
As sperm whales navigate in the oceans, they often dive down to 2 km or more below the sea level to prey
on squid, most famously the Giant Squid. It’s commonly accepted that ambergris forms in the whale’s gut
or intestines as the creature attempts to “deal’with squid beaks. Sperm whales are rather partial to squid,
but seemingly struggle to digest the hard, sharp, parrot-like beaks. It is thought their stomach juices become
hyper-active trying to process the irritants, and eventually hard, resinous lumps are formed around the
beaks, and then expelled from their innards by vomiting. When a whale initially vomits up ambergris, it is
soft and has a terrible smell. Some marine biologists compare it to the unpleasant smell of cow dung. But

after floating on the salty ocean for about a decade, the substance hardens with air and sun into a smooth,
waxy, usually rounded piece of nostril heaven. The dung smell is gone, replaced by a sweet, smooth, musky
and pleasant earthy aroma.
6
Since ambergris is derived from animals, naturally a question of ethics arises, and in the case of ambergris,
it is very important to consider. Sperm whales are an endangered species, whose populations started to
decline as far back as the 19th century due to the high demand for their highly emollient oil, and today their
stocks still have not recovered. During the 1970’s, the Save the Whales movement brought the plight of
whales to international recognition. Many people now believe that whales are “saved”. This couldn’t be
further from the truth. All around the world, whaling still exists. Many countries continue to hunt whales, in
spite of international treaties to protect them. Many marine researchers are concerned that even the trade
in naturally found ambergris can be harmful by creating further incentives to hunt whales of this valuable
substance.
7
One of the forms ambergris is used today is as a valuable fixative in perfumes to enhance and prolong the
scent. But nowadays, since ambergris is rare and expensive, and big fragrance suppliers that make most
of the fragrances on the market today do not deal in it for reasons of cost, availability and murky legal
issues, most perfumeries prefer to add a chemical derivative which mimics the properties of ambergris. As
a fragrance consumer, you can assume that there is no natural ambergris in your perfume bottle, unless
the company advertises this fact and unless you own vintage fragrances created before the 1980s. If you
are wondering if you have been wearing a perfume with this legendary ingredient, you may want to review
your scent collection. Here are a few of some of the top ambergris containing perfumes: Givenchy Amarige,
Chanel No. 5, and Gucci Guilty.
Classify the following information as referring to.
A ambergris only
B amber only
C both ambergris and amber
D neither ambergris nor amber
1. Being expensive
2. Adds flavor to food
3. Used as currency
4. Being see-through
5. Referred to by Herman Melville
6. Produces sweet smell
2.
The Farmers! Parade of History
A
History of Farmers trading company: In 1909 Robert Laidlaw establishes mail-order company Laidlaw
Leeds in Fort Street，Auckland. Then, Branch expansion: purchase of Green and Colebrook chain store;
further provincial stores in Auckland and Waikato to follow. Opening of first furniture and boot factory. In

1920, Company now has 29 branches; Whangarei store purchased. Doors open at Hobson Street for direct
selling to public. Firm establishes London and New York buying offices. With permission from the Harbour
Board, the large FARMERS electric sign on the Wyndham Street frontage is erected.
B
In 1935, if the merchandise has changed, the language of the catalogues hasn’t. Robert Laidlaw, the
Scottish immigrant who established the century-old business, might have been scripting a modern-day
television commercial when he told his earliest customers: Satisfaction, or your money back. “It was the
first money back guarantee ever offered in New Zealand by any firm, says Ian Hunter, business historian.
“And his mission statement was, potentially, only the second one ever found in the world. “Laid law’s stated
aims were simple to build the greatest business in New Zealand, to simplify every transaction, to eliminate
all delays, to only sell goods; it would pay the customer to buy.
C
This year, the company that began as a mail-order business and now employs 3500 staff across 58 stores
turns 100. Its centenary will be celebrated with the release of a book and major community fundraising
projects, to be announced next week. Hunter, who is writing the centenary history, says “coming to a
Farmers store once a week was a part of the New Zealand way of life”. By I960, one in every 10 people
had an account with the company. It was the place where teenage girls shopped for their first bra, where
newlyweds purchased their first dinner sets, where first pay cheques were used to pay off hire purchase
furniture, where Santa paraded every Christmas.
D
Gary Blumenthar s mother shopped there, and so does he. The fondest memory for the Rotorua resident?
We were on holiday in Auckland ... I decided that up on the lookout tower on top of the Farmers building
would be a unique place to fit the ring on my new fiancee’s finger. The lovebirds, who had to wait for “an
annoying youth’to leave the tower before they could enjoy their engagement kiss, celebrate their 50 th
wedding anniversary in June.
E
Farmers, says Hunter, has always had a heart. This, from a 1993 North & South interview with a former
board chairman, Rawdon Busfield: “One day I was in the Hobson Street shop and I saw a woman with two
small children. They were clean and tidily dressed, but poor, you could tell. That week we had a special on
a big bar of chocolate for one shilling. I heard the woman say to her boy, “no, your penny won’t buy that”.
He wasn’t wearing shoes. So I went up to the boy and said, “Son, have you got your penny?”. He handed
it to me. It was hot he’d had it in his hand for hours. I took the penny and gave him the chocolate.
F
Farmers was once the home of genteel tearooms, children’s playgrounds and an annual sale of celebration
for birthday of Hector the Parrot (the store mascot died, aged 131, in the 1970s his stuffed remains still
occupy pride of place at the company’s head office). You could buy houses from Farmers. Its saddle factory
supplied the armed forces, and its upright grand overstrung pianos offered “the acme of value’according to
those early catalogues hand-drawn by Robert Laidlaw himself. Walk through a Farmers store today and
get hit by bright lights and big brands. Its Albany branch houses 16 international cosmetics companies. It
buys from approximately 500 suppliers, and about 30% of those are locally owned.
G
Eight, 10 years ago, says current chief executive Rod McDermott, “lots of brands wouldn’t partner with us.

The stores were quite distressed. We were first price point focused, we weren’t fashion focused. “Remove
the rose-tinted nostalgia, and Farmers is, quite simply, a business, doing business in hard times. Dancing
with the Stars presenter Candy Lane launches a clothing line? “We put a trial on, and we thought it was
really lovely, but the uptake wasn’t what we thought it would be. It’s got to be what the customer wants,
says McDermott.
H
He acknowledges retailers suffer in a recession: “We’re celebrating 100 years because we can and because
we should.’Farmers almost didn’t pull through one economic crisis. By the mid 1980s, it had stores across
the country. It had acquired the South Island’s Calder Mackay chain of stores and bought out Hay wrights.
Then, with sales topping $375 million, it was taken over by Chase Corporation. Lincoln Laidlaw, now aged
88, and the son of the company’s founder, remembers the dark days following the stock market crash and
the collapse of Chase. I think, once, Farmers was like a big family and all of the people who worked for it
felt they were building something which would ultimately be to their benefit and to the benefit of New
Zealand ... then the business was being divided up and so that kind of family situation was dispelled and it
hasn’t been recovered. For a turbulent few years, the stores were controlled, first by a consortium of
Australian banks and later Deka, the Maori Development Corporation and Foodland Associated Ltd. In
2003, it went back to family’ownership, with the purchase by the James Pascoe Group, owned by David
and Anne Norman the latter being the great-granddaughter of James Pascoe, whose first business interest
was jewellery.
J
“Sheer power of the brand”, says McDermott, “pulled Farmers through and now we’re becoming the brand
it used to be again.” Farmers were the company that, during World Warn, topped up the wages of any staff
member disadvantaged by overseas service. Robert Laidlaw a committed Christian who came to his faith
at a 1902 evangelistic service in Dunedin concluded his original mission statement with the words, “all at it,
always at it, wins success”. Next week, 58 Farmers stores across the country will announce the local
charities they will raise funds for in their centenary celebration everything from guide dog services to
hospices to volunteer fire brigades will benefit. Every dollar raised by the community will be matched by the
company. “It’s like the rebirth of an icon”, says McDermott.
Use the information in the passage to match the people (A-C) with opinions or deeds below.
A Lincoln Laidlaw
B Rod McDermott
C Ian Hunter
1. Product became worse as wrong aspect focused.

2. An unprecedented statement made by Farmers in New Zealand.
3. Character of the company was changed.
3.
Mungo Man
A
Fifty thousand years ago, a lush landscape greeted the first Australians making their way towards the south-
east of the continent. Temperatures were cooler than now. Megafauna - giant prehistoric animals such as

marsupial lions, goannas and the rhinoceros-sized diprotodon - were abundant. The Lake Mungo remains
are three prominent sets of fossils which tell the archeologists the story: Mungo Man lived around the shores
of Lake Mungo with his family. When he was young Mungo Man lost his two lower canine teeth, possible
knocked out in a ritual. He grew into a man nearly 1.7m in height. Over the years his molar teeth became
worn and scratched, possibly from eating a gritty diet or stripping the long leaves of water reeds with his
teeth to make twine. As Mungo Man grew older his bones ached with arthritis, especially his right elbow,
which was so damaged that bits of bone were completely worn out or broken away. Such wear and tear
are typical of people who have used a woomera to throw spears over many years. Mungo Man reached a
good age for the hard life of a hunter-gatherer and died when he was about 50. His family mourned for him,
and carefully buried him in the lunette, on his back with his hands crossed in his lap, and sprinkled with red
ochre. Mungo Man is the oldest known example in the world of such a ritual.
B
This treasure-trove of history was found by the University of Melbourne geologist Professor Jim Bowler in
1969. He was searching for ancient lakes and came across the charred remains of Mungo Lady, who had
been cremated. And in 1974, he found a second complete skeleton, Mungo Man, buried 300 metres away.
Using carbon-dating, a technique only reliable to around 40,000 years old, the skeleton was first estimated
at 28,000 to 32,000 years old. The comprehensive study of 25 different sediment layers at Mungo concludes
that both graves are 40,000 years old.
C
This is much younger than the 62,000 years Mungo Man was attributed within 1999 by a team led by
Professor Alan Thorne, of the Australian National University. The modern-day story of the science of Mungo
also has its fair share of rivalry. Because Thorne is the country’s leading opponent of the Out of Africa
theory - that Homo sapiens had a single place of origin. “Dr Alan Thorne supports the multi-regional
explanation (that modern humans arose simultaneously in Africa, Europe and Asia from one of our
predecessors, Homo erectus, who left Africa more than 1.5 million years ago.) if Mungo Man was
descended from a person who had left Africa in the past 200,000 years, Thorne argues, then his
mitochondrial DNA should have looked like that of the other samples.”
D
However, Out of Africa supporters are not about to let go of their beliefs because of the Australian research,
Professor Chris Stringer, from the Natural History Museum in London, UK, said that the research community
would want to see the work repeated in other labs before major conclusions were drawn from the Australian
research. But even assuming the DNA sequences were correct, Professor Stringer said it could just mean
that there was much more genetic diversity in the past than was previously realised. There is no evidence
here that the ancestry of these Australian fossils goes back a million or two million years. It’s much more
likely that modern humans came out of Africa.” For Bowler, these debates are irritating speculative
distractions from the study’s main findings. At 40,000 years old, Mungo Man and Mungo Lady remain
Australian’s oldest human burials and the earliest evidence on Earth of cultural sophistication, he says.
Modern humans had not even reached North America by this time. In 1997, Pddbo’s research group
recovered an mtDNA fingerprint from the Feldholer Neanderthal skeleton uncovered in Germany in 1865 -
the first Neanderthal remains ever found.
E
In its 1999 study, Thorne’s team used three techniques to date Mungo Man at 62,000 years old, and it

stands by its figures. It dated bone, teeth enamel and some sand. Bowler has strongly challenged the
results ever since. Dating human bones is “notoriously unreliable”, he says. As well, the sand sample
Thorne’s group dated was taken hundreds of metres from the burial site. “You don’t have to be a
gravedigger … to realize the age of the sand is not the same as the age of the grave,” says Bowler.
F
Thorne counters that Bowler’s team used one dating technique, while he used three. The best practice is
to have at least two methods produce the same result. A Thorne team member, Professor Rainer Grün,
says the fact that the latest results were consistent between laboratories doesn’t mean they are absolutely
correct. We now have two data sets that are contradictory. I do not have a plausible explanation.” Now,
however, Thorne says the age of Mungo Man is irrelevant to this origins debate. Recent fossils find show
modern humans were in China 110,000 years ago. “So he has got a long time to turn up in Australia. It
doesn’t matter if he is 40,000 or 60,000 years old.
G
Dr Tim Flannery, a proponent of the controversial theory that Australia’s megafauna were wiped out 46,000
years ago in a “blitzkrieg” of hunting by the arriving people, also claims the new Mungo dates support this
view. In 2001 a member of Bowler’s team, Dr Richard Roberts of Wollongong University, along with
Flannery, director of the South Australian Museum, published research on their blitzkrieg theory. They dated
28 sites across the continent, arguing their analysis showed the megafauna died out suddenly 46,000 years
ago. Flannery praises the Bowler team’s research on Mungo Man as “the most thorough and rigorous
dating” of ancient human remains. He says the finding that humans arrived at Lake Mungo between 46,000
and 50,000 years ago was a critical time in Australia’s history. There is no evidence of a dramatic climatic
change then, he says. “It’s my view that humans arrived and extinction took place in almost the same
geological instant.”
H
Bowler, however, is skeptical of Flannery’s theory and says the Mungo study provides no definitive new
evidence to support it. He argues that climate change at 40,000 years ago was more intense than had been
previously realized and could have played a role in the megafauna’s demise. “To blame the earliest
Australians for their complete extinction is drawing a longbow.”
Use the information in the passage to match the people (A-F) with opinions or deeds below.
A Jim Bowler
B Alan Thorne
C Pddbo
D Tim Flannery
E Chris Stringer
F Rainer Grün
1. He was searching for ancient lakes and came across the charred remains of Mungo Lady, who had been
cremated.
2. Professor who hold a skeptical attitude towards reliability for DNA analysis on some fossils.
3. Professor whose determination of the age of Mungo Man to be much younger than the former result
which is older than the 62,000 years.

4. Determining the age of Mungo Man has little to do with controversy for the origins of Australians.
5. Research group who recovered a biological proof of the first Neanderthal found in Europe.
6. A supporter of the idea that Australia’s megafauna was extinct due to the hunting by the ancient human
beings.
7. Instead of keep arguing a single source origin, multi-regional explanation has been raised.
8. Climate change rather than prehistoric human activities resulted in megafauna’s extinction.
4.
What the Managers Really Do?
1
When students graduate and first enter the workforce, the most common choice is to find an entry-level
position. This can be a job such as an unpaid internship, an assistant, a secretary, or a junior partner
position. Traditionally, we start with simpler jobs and work our way up. Young professionals start out with a
plan to become senior partners, associates, or even managers of a workplace. However, these promotions
can be few and far between, leaving many young professionals unfamiliar with management experience.
An important step is understanding the role and responsibilities of a person in a managing position.
Managers are organisational members who are responsible for the work performance of other
organisational members. Managers have formal authority to use organisational resources and to make
decisions. Managers at different levels of the organisation engage in different amounts of time on the four
managerial functions of planning, organising, leading, and controlling. However, as many professionals
already know, managing styles can be very different depending on where you work. Some managing styles
are strictly hierarchical. Other managing styles can be more casual and relaxed, where the manager may
act more like a team member rather than a strict boss. Many researchers have created a more scientific
approach in studying these different approaches to managing. In the 1960s, researcher Henry Mintzberg
created a seminal organisational model using three categories. These categories represent three major
functional approaches, which are designated as interpersonal, informational and decisional.
2
Introduced Category 1: INTERPERSONAL ROLES. Interpersonal roles require managers to direct and
supervise employees and the organisation. The figurehead is typically a top of middle manager. This
manager may communicate future organisational goals or ethical guidelines to employees at company
meetings. They also attend ribbon-cutting ceremonies, host receptions, presentations and other activities
associated with the figurehead role. A leader acts as an example for other employees to follow, gives
commands and directions to subordinates, makes decisions, and mobilises employee support. They are
also responsible for the selection and training of employees. Managers must be leaders at all levels of the
organisation; often lower-level managers look to top management for this leadership example. In the role
of liaison, a manager must coordinate the work of others in different work units, establish alliances between
others, and work to share resources. This role is particularly critical for middle managers, who must often
compete with other managers for important resources, yet must maintain successful working relationships
with them for long time periods.
3
Introduced Category 2: INFORMATIONAL ROLES. Informational roles are those in which managers obtain
and transmit information. These roles have changed dramatically as technology has improved. The monitor
evaluates the performance of others and takes corrective action to improve that performance. Monitors also

watch for changes in the environment and within the company that may affect individual and organisational
performance. Monitoring occurs at all levels of management. The role of disseminator requires that
managers inform employees of changes that affect them and the organisation. They also communicate the
company’s vision and purpose.
4
Introduced Category 3: DECISIONAL ROLES. Decisional roles require managers to plan strategy and
utilise resources. There are four specific roles that are decisional. The entrepreneur role requires the
manager to assign resources to develop innovative goods and services, or to expand a business. The
disturbance handler corrects unanticipated problems facing the organisation from the internal or external
environment. The third decisional role that of resource allocator involves determining which work units will
get which resources. Top managers are likely to make large, overall budget decisions, while middle
managers may make more specific allocations. Finally, the negotiator works with others, such as suppliers,
distributors, or labor unions, to reach agreements regarding products and services.
5
Although Mintzberg’s initial research in 1960s helped categorise manager approaches, Mintzberg was still
concerned about research involving other roles in the workplace. Mintzberg considered expanding his
research to other roles, such as the role of disseminator, figurehead, liaison and spokesperson. Each role
would have different special characteristics, and a new categorisation system would have to be made for
each role to understand it properly.
6
While Mintzberg’s initial research was helpful in starting the conversation, there has since been criticism of
his methods from other researchers. Some criticisms of the work were that even though there were multiple
categories, the role of manager is still more complex. There are still many manager roles that are not as
traditional and are not captured in Mintzberg’s original three categories. In addition, sometimes, Mintzberg’s
research was not always effective. The research, when applied to real-life situations, did not always improve
the management process in real-life practice.
7
These two criticisms against Mintzberg’s research method raised some questions about whether or not the
research was useful to how we understand “managers” in today’s world. However, even if the criticisms
against Mintzberg’s work are true, it does not mean that the original research from the 1960s is completely
useless. Those researchers did not say Mintzberg’s research is invalid. His research has two positive
functions to the further research.
8
The first positive function is Mintzberg provided a useful functional approach to analyse management. And
he used this approach to provide a clear concept of the role of manager to the researcher. When
researching human behavior, it is important to be concise about the subject of the research. Mintzberg’s
research has helped other researchers clearly define what a “manager” is, because in real-life situations,
the “manager” is not always the same position title. Mintzberg’s definitions added clarity and precision to
future research on the topic.
9
The second positive function is Mintzberg’s research could be regarded as a good beginning to give a new
insight to further research on this field in the future. Scientific research is always a gradual process. Just

because Mintzberg’s initial research had certain flaws, does not mean it is useless to other researchers.
Researchers who are interested in studying the workplace in a systematic way have older research to look
back on. A researcher doesn’t have to start from the very beginning - older research like Mintzberg’s has
shown what methods work well and what methods are not as appropriate for workplace dynamics. As more
young professionals enter the job market, this research will continue to study and change the way we think
about the modern workplace.
Match each description or deed with the correct category, A, B or C.
List of Categories
A INTERPERSONAL ROLES
B INFORMATIONAL ROLES
C DECISIONAL ROLES
1. the development of business scheme

2. presiding at formal events
3. using employees and funds
4. getting and passing message on to related persons
5. relating the information to employees and organisation
6. recruiting the staff

Bài tập
1.
Researcher on the Tree Crown
A
The forest canopy-the term given to the aggregated crowns of trees in a forest-is thought to host up to 40
per cent of all species, of which ten per cent could be unique to the forest roof. “We’re dealing with the
richest, least known, most threatened habitat on Earth,” says Andrew Mitchell, the executive director of the
Global Canopy Programme/ a collection of groups undertaking research into this lofty world. “The problem
with our understanding of forests is that nearly all the information we have has been gleaned from just two
meters above the soil, and yet we’re dealing with trees that grow to heights of 60 meters, or in the case of
the tallest redwood 112 meters. It’s like doctors trying to treat humans by only looking at their feet.”
B
Tropical rainforest comprises the richest of ecosystems, rivalled only by coral reel for its diversity and
complex interrelationships. And a great deal of that diversity lives up in the canopy-an estimated 70-90 per
cent of life in the rainforest exists in the trees; one in ten of all vascular plants are canopy dwellers; and
about 20-25 per cent of all invertebrates are thought to be unique to the canopy.
C
The first Briton to actually get into the canopy may have been Sir Francis Drake who, in 1573, gained his
first glimpse of the Pacific Ocean from a tall tree in Darien, Panama. However, the first serious effort to
reach and study the canopy didn’t begin until 1929. The Oxford University Expedition to British Guiana, led
by Major RWG Hingston, still ended up help of locals when it came to building an observation platform. It
was a successful expedition all the same, despite the colony’s acting governor getting stuck high up on a
winched seat during a visit. In terms of canopy access, the French have proved themselves to be excellent
innovators, taking things further with the development of ‘lighter-than-air platforms -balloons and related
equipment, to you and me. Francis Halle; from the Laboratoire de Botanique Tropicale at Montpellier
University took to a balloon in the mid-1980s in order to approach the canopy from above. His work in
French Guiana was inspired by the use in Gabon of a tethered helium balloon by Marcel and Annette
Hladick. Halle went one further by using a small purpose-built airship-a cigar-shaped balloon with propellers
to aid manoeuvrability. “We suddenly had a mobile system that could move around the treetops; there was
no other means of doing this,” says Mitchell.
D
From this, two balloon-dependent features have developed: the radeau or raft, and the luge or sledge. The
raft is a ‘floating’ platform, employed by French academics Dany Cleyet-Marrel and Laurent Pyot and is
essentially an island in the treetops. Made of kevlar mesh netting and edged with inflated neoprene tubes,
it rests on top of the canopy, allowing sampling (mostly of plants and insects) to take place at the edges of
the platform, and can stay in position for several days. The luge, on the other hand, is an inflated hexagon
similar to a traditional balloon basket but with a hole in the bottom covered with Kevlar mesh. Such
techniques aren’t without their problems, however, “balloons can cover larger areas, especially for
collection purposes, but they are extremely expensive- Jibe raft alone cost 122,000 euro (86,000 pounds
sterling) in 2001, nut very effective because you can only reach the tops of the trees, and are highly
dependent on the weather, “ says Dr Wilfried Morawetz, director of systematic botany at the University of

Leipzig. “Balloons can usually only be used in the early morning for two to four hours. Last time, we could
only fly three times during a whole week.” Given these factors, it comes as no surprise that operations
involving these balloons numbered just six between 1986 and 2001.
E
Smithsonian Tropical Research Institute in Panama. Smith had the idea of using a static crane to get into
the treetops. Un-tethered balloons may allow widely distributed sites to be sampled, but cranes allow
scientists to study an area of at least a hectare from soil to canopy throughout the year, year after year.
“Cranes beat any other access mode. They are cheap, reliable and fast. In two minutes I can reach any
point in our forest, which is essential for comparative measurements across species,” says Professor
Christian Korner of the University of Basel. Korner is using a static crane in a unique carbon dioxide-
enrichment experiment in Switzerland, in an attempt to discover how forests might respond to the global
increase in atmospheric carbon dioxide (see Swiss canopy-crane carbon experiment, right). For reasons
of convenience, cranes are generally situated close to cities or a research center. Leipzig University has a
crane not far from the town, the Location allowing scientists to study the effect of city pollutants on forests.
In order to increase the amount of canopy a crane can access, some have been mounted on short rail
tracks. In 1995, Dr Wilfried Morawetz was the first to use this technique, installing a crane on 150 meters
of track in Venezuelan rainforest. “In my opinion, cranes should be the core of canopy research in the
future,” he says.
F
It appears that the rest of the scientific community has now come around to Mitchell’s way of thinking. “I
think most scientists thought him mad to consider such a complex field station at first,” says internationally
respected ‘canopist’ Meg Lowman, the executive director of the Marie Selby Botanical Gardens. “However,
we’ve all come to realize that a combination of methods, a long-term approach to ecological studies and a
collaborative approach are the absolute best ways to advance canopy science. A permanent canopy field
station would allow that to happen.” With A dedicated group of canopy scientists working together and a
wide range of tools available for them to get into the treetops, we’re now finally on our way towards a true
understanding of the least-known terrestrial habitat.
Use the information in the passage to match the category (listed A-F) with opinions or deeds below.
A Sir Francis Drake

B Wilfried Morawetz
C Dany Cleyet-Marrel
D Francis Halle
E Christian Korner
F Alan Smith
1. Scientist whose work was inspired by the method used by other researchers.
2. Scientist who made a claim that balloon could only be used in a limited frequency or time.
3. Scientist who initiated a successful access mode which is cheap and stable.
4. Scientist who had committed canopy-crane experiment for a specific scientific project.
5. Scientist who initiated the use of crane on the short rail tracks.

2.
Renewable Energy
An insight into the progress in renewable energy research
A
The race is on for the ultimate goal of renewable energy: electricity production at prices that are competitive
with coal-fired power stations, but without coal’s pollution. Some new technologies are aiming to be the first
to push coal from its position as Australia’s chief source of electricity.
B
At the moment the front-runner in renewable energy is wind technology. According to Peter Bergin of
Australian Hydro, one of Australia’s leading wind energy companies, there have been no dramatic changes
in windmill design for many years, but the cumulative effects of numerous small improvements have had a
major impact on cost. ‘We’re reaping the benefits of 30 years of research in Europe, without having to make
the same mistakes that they did,’ Mr. Bergin says.
C
Electricity can be produced from coal at around 4 cents per kilowatt-hour, but only if the environmental
costs are ignored. ‘Australia has the second cheapest electricity in the world, and this makes it difficult for
renewable to compete,’ says Richard Hunter of the Australian Eco-generation Association (AEA).
Nevertheless, the AEA reports: ‘The production cost of a kilowatt-hour of wind power is one fifth of what it
was 20 years ago,’ or around 7 cents per kilowatt-hour.
D
Australian Hydro has dozens of wind monitoring stations across Australia as part of its aim to become
Australia’s pre-eminent renewable energy company. Despite all these developments, wind power remains
one of the few forms of alternative energy where Australia is nowhere near the global cutting edge, mostly
just replicating European designs. E
While wind may currently lead the way, some consider a number of technologies under development have
more potential. In several cases, Australia is at the forefront of global research in the area. Some of them
are very site-specific, ensuring that they may never become dominant market players. On the other hand,
these newer developments are capable of providing more reliable power, avoiding the major criticism of
windmills - the need for back-up on a calm day.
F
One such development uses hot, dry rocks. Deep beneath South Australia, radiation from elements
contained in granite heats the rocks. Layers of insulating sedimentation raise the temperatures in some
location to 250° centigrade. An Australian firm, Geoenergy, is proposing to pump water 3.5 kilometres into
the earth, where it will travel through tiny fissures in the granite, heating up as it goes, until it escapes as
steam through another drilled hole.
G
No greenhouse gases are produced, but the system needs some additional features if it is to be
environmentally friendly. Dr Prue Chopra, a geophysicist at the Australian National University and one of
the founders of Geoenergy, note that the steam will bring with it radon gas, along through a heat exchanger
and then sent back underground for another cycle. Technically speaking, hot dry rocks are not a renewable
source of energy. However, the Australian source is so large it could supply the entire country’s needs for
thousands of years at current rates of consumption.

H
Two other proposals for very different ways to harness sun and wind energy have surfaced recently.
Progress continues with Australian company EnviroPower’s plans for Australia’s first solar chimney near
Mildura, in Victoria. Under this scheme, a tall tower will draw hot air from a greenhouse built to cover the
surrounding 5 km2. As the air rises, it will drive a turbine to produce electricity. The solar tower combines
three very old technologies - the chimney, the turbine and the greenhouse - to produce something quite
new. It is this reliance on proven engineering principles that led Enviropower’s CEO, Richard Davies, to
state: There is no doubt this technology will work, none at all.’
I
This year, Enviropower recognized that the quality of sunlight in the Mildura district will require a
substantially larger collecting area than was previously thought. However, spokesperson kay Firth says that
a new location closer to Mildura will enable Enviropower to balance the increased costs with extra revenue.
Besides saving in transmission costs, the new site ‘will mean increased revenue from tourism and use of
power for telecommunications. We’ll also be able to use the outer 500 metres for agribusiness.’ Wind
speeds closer to the tower will be too high for farming.
J
Another Australian company, Wavetech, is achieving success with ways of harvesting the energy in waves.
Wavetech’s invention uses a curved surface to push waves into a chamber, where the flowing water column
pushes air back and forth through a turbine. Wavetech was created when Dr. Tim Devine offered the idea
to the world leader in wave generator manufacturers, who rather surprisingly rejected it. Dr. Devine
responded by establishing Wavetech, and making a number of other improvements to generator design.
Wavetech claims that, at appropriate sites, ‘the cost of electricity produced with our technology should be
below 4 cents per kilowatt-hour.
K
The diversity of forms of greenhouse -friendly energy under development in Australia is remarkable.
However, support on a national level is disappointing. According to Richard Hunter of the AEA, ‘Australia
has huge potential for wind, sun and wave technology. We should really be at the forefront, but the reality
is we are a long way behind’.
Match each statement with the correct company, A-D.
Lists of Companies
A Australian Hydro
B Geoenergy
C Enviropower
D Wavetech
1. During the process, harmful substances are prevented from escaping.

2. Water is used to force air through a special device.
3. Techniques used by other countries are being copied.
4. The system can provide services other than energy production.
5. It is planned to force water deep under the ground.
6. Original estimates for part of the project have been revised.

Lesson 11: Matching heading

Bước 2: Gạch các ví dụ đề bài đã làm sẵn (nếu có).
- English, 1990
- more, best
Bước 4:
- Nhóm các heading có nội dung gần giống nhau.
- Xác định câu chủ đề của đoạn: Bắt đầu với đoạn paragraph ngắn nhất hoặc đoạn paragraph đã nắm
được nhiều thông tin nhất.
Bước 5:
- Đọc đến đoạn văn nào thì đối chiếu ngay với các nhóm headings.
- Nếu còn phân vân giữa 2 headings trở lên thì đánh dấu lại vào tiếp tục câu khác.
Bước 6:

Luyện tập
1.
Thomas Harriot
The Discovery of Refraction
A
When light travels from one medium to another, it generally bends, or refracts. The law of refraction gives
us a way of predicting the amount of bending. Refraction has many applications in optics and technology.
A lens uses refraction to form an image of an object for many different purposes, such as magnification. A
prism uses refraction to form a spectrum of colors from an incident beam of light. Refraction also plays an
important role in the formation of a mirage and other optical illusions. The law of refraction is also known
as Snell’s Law, named after Willobrord Snell, who discovered the law in 1621. Although Snell’s sine law of
refraction is now taught routinely in undergraduate courses, the quest for it spanned many centuries and
involved many celebrated scientists. Perhaps the most interesting thing is that the first discovery of the sine
law, made by the sixteenth-century English scientist Thomas Harriot (1560-1621), has been almost
completely overlooked by physicists, despite much published material describing his contribution.
B
A contemporary of Shakespeare, Elizabeth I, Johannes Kepler and Galilei Galileo, Thomas Harriot (1560-
1621) was an English scientist and mathematician. His principal biographer, J. W. Shirley, was quoted
saying that in his time he was “England’s most profound mathematician, most imaginative and methodical
experimental scientist”. As a mathematician, he contributed to the development of algebra, and introduced
the symbols of “>”, and “<” for “more than” and “less than.” He also studied navigation and astronomy. On
September 17, 1607, Harriot observed a comet, later Identified as Haileys. With his painstaking
observations, later workers were able to compute the comet’s orbit. Harriot was also the first to use a
telescope to observe the heavens in England. He made sketches of the moon in 1609, and then developed
lenses of increasing magnification. By April 1611, he had developed a lens with a magnification of 32.
Between October 17, 1610 and February 26, 1612, he observed the moons of Jupiter, which had already
discovered by Galileo. While observing Jupiter’s moons, he made a discovery of his own: sunspots, which
he viewed 199 times between December 8, 1610 and January 18, 1613. These observations allowed him
to figure out the sun’s period of rotation.
C
He was also an early English explorer of North America. He was a friend of the English courtier and explorer
Sir Walter Raleigh and travelled to Virginia as a scientific observer on a colonising expedition in 1585. On
June 30, 1585, his ship anchored at Roanoke Island off Virginia. On shore, Harriot observed the
topography, flora and fauna, made many drawings and maps, and met the native people who spoke a
language the English called Algonquian. Harriot worked out a phonetic transcription of the native people’s
speech sounds and began to learn the language, which enabled him to converse to some extent with other
natives the English encountered. Harriot wrote his report for Raleigh and published it as A Briefe and True
Report of the New Found Land of Virginia in 1588. Raleigh gave Harriot his own estate in Ireland, and
Harriot began a survey of Raleigh’s Irish holdings. He also undertook a study of ballistics and ship design
for Raleigh in advance of the Spanish Armada’s arrival.

D
Harriot kept regular correspondence with other scientists and mathematicians, especially in England but
also in mainland Europe, notably with Johannes Kepler. About twenty years before Snell’s discovery,
Johannes Kepler (1571-1630) had also looked for the law of refraction, but used the early data of Ptolemy.
Unfortunately, Ptolemy’s data was in error, so Kepler could obtain only an approximation which he
published in 1604. Kepler later tried to obtain additional experimental results on refraction, and
corresponded with Thomas Harriot from 1606 to 1609 since Kepler had heard Harriot had carried out some
detailed experiments. In 1606, Harriot sent Kepler some tables of refraction data for different materials at
a constant incident angle, but didn’t provide enough detail for the data to be very useful. Kepler requested
further information, but Harriot was not forthcoming, and it appears that Kepler eventually gave up the
correspondence, frustrated with Harriot’s reluctance.
E
Apart from the correspondence with Kepler, there is no evidence that Harriot ever published his detailed
results on refraction. His personal notes, however, reveal extensive studies significantly predating those of
Kepler, Snell and Descartes. Harriot carried out many experiments on refraction in the 1590s, and from his
notes, it is clear that he had discovered the sine law at least as early as 1602. Around 1606, he had studied
dispersion in prisms (predating Newton by around 60 years), measured the refractive indices of different
liquids placed in a hollow glass prism, studied refraction in crystal spheres, and correctly understood
refraction in the rainbow before Descartes.
F
As his studies of refraction, Harriot’s discoveries in other fields were largely unpublished during his lifetime,
and until this century, Harriot was known only for an account of his travels in Virginia published in 1588,
and for a treatise on algebra published posthumously in 1631. The reason why Harriot kept his results
unpublished is unclear. Harriot wrote to Kepler that poor health prevented him from providing more
information, but it is also possible that he was afraid of the seventeenth century’s English religious
establishment which was suspicious of the work carried out by mathematicians and scientists.
G
After the discovery of sunspots, Harriot’s scientific work dwindled. The cause of his diminished productivity
might have been a cancer discovered on his nose. Harriot died on July 2, 1621, in London, but his story did
not end with his death. Recent research has revealed his wide range of interests and his genuinely original
discoveries. What some writers describe as his “thousands upon thousands of sheets of mathematics and
of scientific observations” appeared to be lost until 1784, when they were found in Henry Percy’s country
estate by one of Percy’s descendants. She gave them to Franz Xaver Zach, her husband’s son’s tutor.
Zach eventually put some of the papers in the hands of the Oxford University Press, but much work was
required to prepare them for publication, and it has never been done. Scholars have begun to study them,
and an appreciation of Harriot’s contribution started to grow in the second half of the twentieth century.
Harriot’s study of refraction is but one example where his work overlapped with independent studies carried
out by others in Europe, but in any historical treatment of optics his contribution rightfully deserves to be
acknowledged.

Choose the correct heading for paragraphs B-E and G from the list of headings below.
List of Headings
i A misunderstanding in the history of science
ii Thomas Harriot’s biography Example
iii Unknown reasons for his unpublished works Paragraph A: i
iv Harriot’s 1588 publication on North America studies 2. Paragraph B:
v Expedition to the New World 3. Paragraph C:
vi Reluctant cooperation with Kepler 4. Paragraph D:
vii Belated appreciation of Harriot’s contribution 5. Paragraph E:
viii Religious pressures keeping him from publishing 6. Paragraph F:
ix Correspondence with Kepler 7. Paragraph G:
x Interests and researches into multiple fields of study
2.
Review of research on the effects of food promotion to children
A
Children’s food promotion is dominated by television advertising, and the great majority of this promotes
the so-called ‘Big Four’ of pre-sugared breakfast cereals, soft-drinks, confectionary and savoury snacks. In
the last ten years advertising for fast food outlets has rapidly increased. There is some evidence that the
dominance of television has recently begun to wane. The importance of strong, global branding reinforces
a need for multi-faceted communications combining television with merchandising, ‘tie-ins’ and point of sale
activity. The advertised diet contrasts sharply with that recommended by public health advisors, and themes
of fun and fantasy or taste, rather than health and nutrition, are used to promote it to children. Meanwhile,
the recommended diet gets little promotional support.
B
There is plenty of evidence that children notice and enjoy food promotion. However, establishing whether
this actually influences them is a complex problem. The review tackled it by looking at studies that had
examined possible effects on what children know about food, their food preferences, their actual food
behaviour (both buying and eating), and their health outcomes (eg. obesity or cholesterol levels). The
majority of studies examined food advertising, but a few examined other forms of food promotion. In terms
of nutritional knowledge, food advertising seems to have little influence on children’s general perceptions
of what constitutes a healthy diet, but, in certain contexts, it does have an effect on more specific types of
nutritional knowledge. For example, seeing soft drink and cereal adverts reduced primary aged children’s
ability to determine correctly whether or not certain products contained real fruit.
C
The review also found evidence that food promotion influences children’s food preferences and their
purchase behaviour. A study of primary school children, for instance, found that exposure to advertising
influenced which foods they claimed to like; and another showed that labelling and signage on a vending
machine had an effect on what was bought by secondary school pupils. A number of studies have also
shown that food advertising can influence what children eat. One, for example, showed that advertising
influenced a primary class’s choice of daily snack at playtime.
D
The next step, of trying to establish whether or not a link exists between food promotion and diet or obesity,

is extremely difficult as it requires research to be done in real world settings. A number of studies have
attempted this by using amount of television viewing as a proxy for exposure to television advertising. They
have established a clear link between television viewing and diet, obesity, and cholesterol levels. It is
impossible to say, however, whether this effect is caused by the advertising, the sedentary nature of
television viewing or snacking that might take place whilst viewing. One study resolved this problem by
taking a detailed diary of children’s viewing habits. This showed that the more food adverts they saw, the
more snacks and calories they consumed.
E
Thus the literature does suggest food promotion is influencing children’s diet in a number of ways. This
does not amount to proof; as noted above with this kind of research, incontrovertible proof simply isn’t
attainable. Nor do all studies point to this conclusion; several have not found an effect. In addition, very few
studies have attempted to measure how strong these effects are relative to other factors influencing
children’s food choices. Nonetheless, many studies have found clear effects and they have used
sophisticated methodologies that make it possible to determine that i) these effects are not just due to
chance; ii) they are independent of other factors that may influence diet, such as parents’ eating habits or
attitudes; and iii) they occur at a brand and category level.
F
Furthermore, two factors suggest that these findings actually downplay the effect that food promotion has
on children. First, the literature focuses principally on television advertising; the cumulative effect of this
combined with other forms of promotion and marketing is likely to be significantly greater. Second, the
studies have looked at direct effects on individual children, and understate indirect influences. For example,
promotion for fast food outlets may not only influence the child, but also encourage parents to take them
for meals and reinforce the idea that this is a normal and desirable behaviour.
G
This does not amount to proof of an effect, but in our view does provide sufficient evidence to conclude that
an effect exists. The debate should now shift to what action is needed, and specifically to how the power of
commercial marketing can be used to bring about improvements in young people’s eating.
Choose the most suitable heading for paragraphs A-G from the list of headings below.
List of Headings
i General points of agreements and disagreements of researchers
ii How much children really know about food 1. Paragraph A:
iii Need to take action 2. Paragraph B:
iv Advertising effects of the “Big Four” 3. Paragraph C:
v Connection of advertising and children’s weight problems 4. Paragraph D:
vi Evidence that advertising affects what children buy to eat 5. Paragraph E:
vii How parents influence children’s eating habits 6. Paragraph F:
viii Advertising’s focus on unhealthy options 7. Paragraph G:
ix Children often buy what they want
x Underestimating the effects advertising has on children

3.
Blue-footed Boobies 2
A
Boobies are a small group of seabirds native to tropical and subtropical oceans throughout the world. Their
diet consists mainly of fish. They are specialized fish eaters feeding on small school fish like sardines,
anchovies, mackerel, and flying fish. When their prey is in sight, they fold their long wings back around their
streamlined bodies and plunge into the water from as high as 80 feet, so streamlined they barely make a
splash. They travel in parties of about 12 to areas of water with large schools of small fish. When the lead
bird sees a fish shoal in the water, it will signal the rest of the group and they will all dive together.
Surprisingly, individuals do not eat with the hunting group, preferring to eat on their own, usually in the early
morning or late afternoon.
B
There are three varieties on the Galapagos: the blue-footed, red-footed, and masked boobies. They are all
members of the same family, and are not only different in appearance but also in behaviours. The blue-
footed and red-footed boobies mate throughout the year, while the masked boobies have an annual mating
cycle that differs from island to island. All catch fish in a similar manner, but in different areas: the blue-
footed booby does its fishing close to shore, while the masked booby goes slightly farther out, and the red-
footed booby fishes at the farthest distances from shore.
C
Although it is unknown where the name “Booby” emanates from, some conjecture it may come from the
Spanish word for clown, “bobo”, meaning “stupid”. Its name was probably inspired by the bird’s clumsiness
on land and apparently unwarranted bravery. The blue footed booby is extremely vulnerable to human
visitors because it does not appear to fear them. Therefore these birds received such name for their
clumsiness on land in which they were easy, captured, killed, and eaten by humans.
D
The blue-footed booby’s characteristic feet play a significant part in their famous courtship ceremony, the
‘booby dance’. The male walks around the female, raising his bright blue feet straight up in the air while
bringing his ‘shoulders’ towards the ground and crossing the bottom tips of his wings high above the ground.
Plus he’ll raise his bill up towards the sky to try to win his mate over. The female may also partake in these
activities - lifting her feet, sky pointing, and of course, squawking at her mate. After mating, another ritual
occurs - the nest-building which ironically is never used because they nest on the bare ground. When the
female is ready to lay her eggs, they scrape the existing nest away so she can nest on exposed ground.
Sun-baked islands form the booby’s breeding grounds. When ready the female Blue Footed Booby lays
one to three eggs.
E
After mating, two or three eggs are laid in a shallow depression on flat or gently sloping ground. Both male
and female take turns incubating the eggs. Unlike most birds, booby doesn’t develop brood patches (areas
of bare skin on the breast) to warm the eggs during incubation. Instead, it uses its broad webbed feet, which
have large numbers of prominent blood vessels, to transmit heat essential for incubation. The eggs are
thick-shelled so they can withstand the full weight of an incubating bird.
F
After hatching, the male plays a major role in bringing fish home. He can bring back a constant supply of

small fish for the chicks, which must be fed continuously. The reason is that the male has a longer tail than
the female in relation to his body size, which makes him able to execute shallower dives and to feed closer
to shore. Then the female takes a greater part as time proceeds. Sooner or later, the need to feed the
young becomes greater than the need to protect them and both adults must fish to provide enough.
G
When times are good, the parents may successfully fledge all three chicks, but, in harder times, they may
still lay as many eggs yet only obtain enough food to raise one. The problem is usually solved by the
somewhat callous-sounding system of “opportunistic sibling murder.” The first-born chick is larger and
stronger than its nest mate(s) as a result of hatching a few days earlier and also because the parents feed
the larger chick. If food is scarce, the first born will get more food than its nest mate(s) and will outcompete
them, causing them to starve. The above system optimizes the reproductive capacity of the blue-foot in an
unpredictable environment. The system ensures that, if possible, at least one chick will survive a period of
shortage rather than all three dying of starvation under a more ‘humane’ system.
Choose the correct heading for paragraphs A-G from the list below.
List of Headings
i Unusual way of hatching the chicks Example
ii Feeding habit of the red-footed booby Paragraph C: ix
iii Folding wings for purpose 1. Paragraph A:
iv Rearing the young 2. Paragraph B:
v Classification of boobies 3. Paragraph D:
vi Diving for seafood 4. Paragraph E:
vii Surviving mechanism during the food shortage period 5. Paragraph F:
viii Mating and breeding 6. Paragraph G:
ix Origin of the booby’s name

Bài tập
1.
FOOD OF THOUGHT
A
There are not enough classrooms at the Msekeni primary school, so half the lessons take place in the
shade of yellow-blossomed acacia trees. Given this shortage, it might seem odd that one of the school’s
purpose-built classrooms has been emptied of pupils and turned into a storeroom for sacks of grain. But it
makes sense. Food matters more than shelter.
B
Msekeni is in one of the poorer parts of Malawi, a landlocked southern African country of exceptional beauty
and great poverty. No war lays waste Malawi, nor is the land unusually crowded or infertile, but Malawians
still have trouble finding enough to eat. Half of the children under five are underfed to the point of stunting.
Hunger blights most aspects of Malawian life, so the country is as good a place as any to investigate how
nutrition affects development, and vice versa.
C
The headmaster at Msekeni, Bernard Kumanda, has strong views on the subject. He thinks food is a
priceless teaching aid. Since 1999, his pupils have received free school lunches. Donors such as the World
Food Programme (WFP) provide the food: those sacks of grain (mostly mixed maize and soya bean flour,
enriched with vitamin A) in that converted classroom. Local volunteers do the cooking - turning the dry
ingredients into a bland but nutritious slop, and spooning it out on to plastic plates. The children line up in
large crowds, cheerfully singing a song called - We are getting porridge‖.
D
When the school’s feeding programme was introduced, enrolment at Msekeni doubled. Some of the new
pupils had switched from nearby schools that did not give out free porridge, but most were children whose
families had previously kept them at home to work. These families were so poor that the long-term benefits
of education seemed unattractive when set against the short-term gain of sending children out to gather
firewood or help in the fields. One plate of porridge a day completely altered the calculation. A child fed at
school will not howl so plaintively for food at home. Girls, who are more likely than boys to be kept out of
school, are given extra snacks to take home.
E
When a school takes in a horde of extra students from the poorest homes, you would expect standards to
drop. Anywhere in the world, poor kids tend to perform worse than their better-off classmates. When the
influx of new pupils is not accompanied by an increase in the number of teachers, as was the case at
Msekeni, you would expect standards to fall even further. But they have not. Pass rates at Msekeni
improved dramatically, from 30% to 85%. Although this was an exceptional example, the nationwide results
of school feeding programmes were still pretty good. On average, after a Malawian school started handing
out free food it attracted 38% more girls and 24% more boys. The pass rate for boys stayed about the
same, while for girls it improved by 9.5%.
F
Better nutrition makes for brighter children. Most immediately, well-fed children find it easier to concentrate.
It is hard to focus the mind on long division when your stomach is screaming for food. Mr. Kumanda says

that it used to be easy to spot the kids who were really undernourished. They were the ones who stared
into space and didn’t respond when you asked them questions, he says. More crucially, though, more and
better food helps brains grow and develop. Like any other organ in the body, the brain needs nutrition and
exercise. But if it is starved of the necessary calories, proteins and micronutrients, it is stunted, perhaps not
as severely as a muscle would be, but stunted nonetheless. That is why feeding children at schools work
so well. And the fact that the effect of feeding was more pronounced on girls than on boys gives a clue to
who eats first in rural Malawian households. It isn’t the girls.
G
On a global scale, the good news is that people are eating better than ever before. Homo sapiens has
grown 50% bigger since the industrial revolution. Three centuries ago, chronic malnutrition was more or
less universal. Now, it is extremely rare in rich countries. In developing countries, where most people live,
plates and rice bowls are also fuller than ever before. The proportion of children under five in the developing
world who are malnourished to the point of stunting fell from 39% in 1990 to 30% in 2000, says the World
Health Organization (WHO). In other places, the battle against hunger is steadily being won. Better nutrition
is making people cleverer and more energetic, which will help them grow more prosperous. And when they
eventually join the ranks of the well off, they can start fretting about growing too fast.
Choose the correct heading for paragraphs A-G from the list below.
List of Headings
i Why better food helps students’ learning
ii A song for getting porridge
iii Surprising use of school premises 1. Paragraph A:
iv Global perspective 2. Paragraph B:
v Brains can be starved 3. Paragraph C:
vi Surprising academics outcome 4. Paragraph D:
vii Girls are specially treated in the program 5. Paragraph E:
viii How food program is operated 6. Paragraph F:
ix How food program affects school attendance 7. Paragraph G:
x None of the usual reasons
xi How to maintain an academic standard
2.
Communicating Styles and Conflict
Knowing your communication style and having a mix of styles on your team can provide a positive force
for resolving conflict.
A
As far back as Hippocrates’ time (460-370B.C.), people have tried to understand other people by
characterizing them according to personality type or temperament. Hippocrates believed there were four
different body fluids that influenced four basic types of temperament. His work was further developed 500
years later by Galen. These days there are any number of self-assessment tools that relate to the basic
descriptions developed by Galen, although we no longer believe the source to be the types of body fluid
that dominate our systems.
B
The values in self-assessments that help determine personality style. Learning styles, communication

styles, conflict-handling styles, or other aspects of individuals is that they help depersonalize conflict in
interpersonal relationships. The depersonalization occurs when you realize that others aren’t trying to be
difficult, but they need different or more information than you do. They’re not intending to be rude: they are
so focused on the task they forget about greeting people. They would like to work faster but not at the risk
of damaging the relationships needed to get the job done. They understand there is a job to do. But it can
only be done right with the appropriate information, which takes time to collect. When used appropriately,
understanding communication styles can help resolve conflict on teams. Very rarely are conflicts true
personality issues. Usually, they are issues of style, information needs, or focus.
C
Hippocrates and later Galen determined there were four basic temperaments: sanguine, phlegmatic,
melancholic and choleric. These descriptions were developed centuries ago and are still somewhat apt,
although you could update the wording. In today’s world, they translate into the four fairly common
communication styles described below.
D
The sanguine person would be the expressive or spirited style of communication. These people speak in
pictures. They invest a lot of emotion and energy in their communication and often speak quickly. Putting
their whole body into it. They are easily sidetracked onto a story that may or may not illustrate the point
they are trying to make. Because of their enthusiasm, they are great team motivators. They are concerned
about people and relationships. Their high levels of energy can come on strong at times and their focus is
usually on the bigger picture, which means they sometimes miss the details or the proper order of things.
These people find conflict or differences of opinion invigorating and love to engage in a spirited discussion.
They love change and are constantly looking for new and exciting adventures.
E
Tile phlegmatic person - cool and persevering - translates into the technical or systematic communication
style. This style of communication is focused on facts and technical details. Phlegmatic people have an
orderly methodical way of approaching tasks, and their focus is very much on the task, not on the people,
emotions, or concerns that the task may evoke. The focus is also more on the details necessary to
accomplish a task. Sometimes the details overwhelm the big picture and focus needs to be brought back
to the context of the task. People with this style think the facts should speak for themselves, and they are
not as comfortable with conflict. They need time to adapt to change and need to understand both the logic
of it and the steps involved.
F
A tile melancholic person who is soft hearted and oriented toward doing things for others translates into the
considerate or sympathetic communication style. A person with this communication style is focused on
people and relationships. They are good listeners and do things for other people-sometimes to the detriment
of getting things done for themselves. They want to solicit everyone’s opinion and make sure everyone is
comfortable with whatever is required to get the job done. At times this focus on others can distract from
the task at hand. Because they are so concerned with the needs of others and smoothing over issues, they
do not like conflict. They believe that change threatens the status quo and tends to make people feel
uneasy, so people with this communication style, like phlegmatic people, need time to consider the changes
in order to adapt to them.

G
The choleric temperament translates into the bold or direct style of communication. People with this style
are brief in their communication - the fewer words the better. They are big picture thinkers and love to be
involved in many things at once. They are focused on tasks and outcomes and often forget that the people
involved in carrying out the tasks have needs. They don’t do detail work easily and as a result, can often
underestimate how much time it takes to achieve the task. Because they are so direct, they often seem
forceful and can be very intimidating to others. They usually would welcome someone challenging them.
But most other styles are afraid to do so. They also thrive on change, the more the better.
H
A well-functioning team should have all of these communication styles for true effectiveness. All teams
need to focus on the task, and they need to take care of relationships in order to achieve those tasks. They
need the big picture perspective or the context of their work, and they need the details to be identified and
taken care of for success. We all have aspects of each style within us. Some of us can easily move from
one style to another and adapt our style to the needs of the situation at hand-whether the focus is on tasks
or relationships. For others, a dominant style is very evident, and it is more challenging to see the situation
from the perspective of another style. The work environment can influence communication styles either by
the type of work that is required or by the predominance of one style reflected in that environment. Some
people use one style at work and another at home. The good news about communication styles is that we
have the ability to develop flexibility in our styles. The greater the flexibility we have, the more skilled we
usually are at handling possible and actual conflicts. Usually, it has to be relevant to us to do so, either
because we think it is important or because there are incentives in our environment to encourage it. The
key is that we have to want to become flexible with our communication style. As Henry Ford said, “Whether
you think you can or you can’t, you’re right!”
Choose the correct heading for each section from the list of headings below.
List of Headings
i Summarising personality types
ii Combined styles for workplace
iii Physical explanation 1. Paragraph A:
iv A lively person who encourages 2. Paragraph B:
v Demanding and unsympathetic personality 3. Paragraph C:
vi Lazy and careless personality 4. Paragraph D:
vii The benefits of understanding communication styles 5. Paragraph E:
viii Cautious and caring 6. Paragraph F:
ix Factual and analytical personality 7. Paragraph G:
x Self-assessment determines one’s temperament

Lesson 12: Matching information

Bước 2: Phân tích câu hỏi
VD: how driving habits contribute to road problems
Gồm 2 phần:
- Hỏi về vấn đề gì: how...
- Hỏi về cái gì: driving habits
- English, 1990
- more, best
Bước 4: So sánh ý nghĩa của đoạn văn với từ khóa của phần “Hỏi về vấn đề gì” trong câu hỏi.
Bước 5:
- Một đoạn văn có thể là đáp án của nhiều câu hỏi.

Luyện tập
1.
Man or Machine
A
During July 2003, the Museum of Science in Cambridge, Massachusetts exhibited what Honda calls ‘the
world’s most advanced humanoid robot’, ASIMO (the Advanced Step in Innovative Mobility). Honda’s
brainchild is on tour in North America and delighting audiences wherever it goes. After 17 years in the
making, ASIMO stands at four feet tall, weighs around 115 pounds and looks like a child in an astronaut’s
suit. Though it is difficult to see ASIMO’s face at a distance, on closer inspection it has a smile and two
large ‘eyes’ that conceal cameras. The robot cannot work autonomously - its actions are ‘remote-controlled’
by scientist through the computer in its backpack. Yet watching AIMIO perform at a show in Massachusetts
it seemed uncannily human. The audience cheered as ASIMO walked forwards and backwards, side to
side and up and downstairs. After the show, a number of people told me that they would like robots to play
more of a role in daily life - one even said that the robot would be like ‘another person’.
B
While the Japanese have made huge strides in solving some of the engineering problems of human kinetics
and bipedal movements, for the past 10 years scientists at MIT’s former Artificial Intelligence (AI) lab
(recently renamed the Computer Science and Artificial Intelligence Laboratory, CSAIL) have been making
robots that can behave like humans and interact with humans. One of MIT’s robots, Kismet, is an
anthropomorphic head and has two eyes (complete with eyelids), ears, a mouth, and eyebrows. It has
several facial expressions, including happy, sad, frightened and disgusted. Human interlocutors are able to
read some of the robot’s facial expressions, and often change their behavior towards the machine as a
result - for example, playing with it when it appears ‘sad’. Kismet is now in MIT’s museum, but the ideas
developed here continue to be explored in new robots.
C
Cog (short for Cognition) is another pioneering project from MIT’s former AI lab. Cog has a head, eyes, two
arms, hands and a torso - and its proportions were originally measured from the body of a researcher in
the lab. The work on Cog has been used to test theories of embodiment and developmental robotics,
particularly getting a robot to develop intelligence by responding to its environment via sensors, and to learn
through these types of interactions.
D
MIT is getting furthest down the road to creating human-like and interactive robots. Some scientists argue
that ASIMO is a great engineering feat but not an intelligent machine - because it is unable to interact
autonomously with unpredictabilities in its environment in meaningful ways, and learn from experience.
Robots like Cog and Kismet and new robots at MIT’s CSAIL and media lab, however, are beginning to do
this.
E
These are exciting developments. Creating a machine that can walk, make gestures and learn from its
environment is an amazing achievement. And watch this space: these achievements are likely rapidly to
be improved upon. Humanoid robots could have a plethora of uses in society, helping to free people from
everyday tasks. In Japan, for example, there is an aim to create robots that can do the tasks similar to an

average human and also act in more sophisticated situations as firefighters, astronauts or medical
assistants to the elderly in the workplace and in homes - partly in order to counterbalance the effects of an
ageing population.
F
Such robots say much about the way in which we view humanity, and they bring out the best and worst of
us. On one hand, these developments express human creativity - our ability to invent, experiment, and to
extend our control over the world. On the other hand, the aim to create a robot like a human being is spurred
on by dehumanized ideas - by the sense that human companionship can be substituted by machines; that
humans lose their humanity when they interact with technology; or that we a little more than surface and
ritual behaviors, that can be simulated with metal and electrical circuits.
Which paragraph contains the following information?
1. different ways of using robots
2. a robot whose body has the same proportion as that of an adult
3. the fact that human can be copied and replaced by robots
4. a comparison between ASIMO for Honda and other robots
5. the pros and cons of creating robots
6. a robot that has eyebrows
2.
Amateur Naturalists
From the results of an annual Alaskan betting contest to sightings of migratory birds, ecologists are using
a wealth of unusual data to predict the impact of climate change.
A
Tim Sparks slides a small leather-bound notebook out of an envelope. The book’s yellowing pages contain
bee-keeping notes made between 1941 and 1969 by the late Walter Coates of Kilworth, Leicestershire. He
adds it to his growing pile of local journals, birdwatchers’ lists and gardening diaries. “We’re uncovering
about one major new record each month,” he says, “I still get surprised.” Around two centuries before
Coates, Robert Marsham, a landowner from Norfolk in the east of England, began recording the life cycles
of plants and animals on his estate - when the first wood anemones flowered, the dates on which the oaks
burst into leaf and the rooks began nesting. Successive Marshams continued compiling these notes for 211
years.
B
Today, such records are being put to uses that their authors could not possibly have expected. These data
sets, and others like them, are proving invaluable to ecologists interested in the timing of biological events,
or phenology. By combining the records with climate data, researchers can reveal how, for example,
changes in temperature affect the arrival of spring, allowing ecologists to make improved predictions about
the impact of climate change. A small band of researchers is combing through hundreds of years of records
taken by thousands of amateur naturalists. And more systematic projects have also started up, producing
an overwhelming response. “The amount of interest is almost frightening,” says Sparks, a climate
researcher at the Centre for Ecology and Hydrology in Monks Wood, Cambridgeshire.
C
Sparks first became aware of the army of “closet phenologists”, as he describes them, when a retiring
colleague gave him the Marsham records. He now spends much of his time following leads from one

historical data set to another. As news of his quest spreads, people tip him off to other historical records,
and more amateur phenologists come out of their closets. The British devotion to recording and collecting
makes his job easier - one man from Kent sent him 30 years’ worth of kitchen calendars, on which he had
noted the date that his neighbour’s magnolia tree flowered.
D
Other researchers have unearthed data from equally odd sources. Rafe Sagarin, an ecologist at Stanford
University in California, recently studied records of a betting contest in which participants attempt to guess
the exact time at which a specially erected wooden tripod will fall through the surface of a thawing river.
The competition has taken place annually on the Tenana River in Alaska since 1917, and analysis of the
results showed that the thaw now arrives five days earlier than it did when the contest began.
E
Overall, such records have helped to show that, compared with 20 years ago, a raft of natural events now
occur earlier across much of the northern hemisphere, from the opening of leaves to the return of birds
from migration and the emergence of butterflies from hibernation. The data can also hint at how nature will
change in the future. Together with models of climate change, amateurs’ records could help guide
conservation. Terry Root, an ecologist at the University of Michigan in Ann Arbor, has collected
birdwatchers’ counts of wildfowl taken between 1955 and 1996 on seasonal ponds in the American Midwest
and combined them with climate data and models of future warming. Her analysis shows that the increased
droughts that the models predict could halve the breeding populations at the ponds. “The number of
waterfowl in North America will most probably drop significantly with global warming,” she says.
F
But not all professionals are happy to use amateur data. “A lot of scientists won’t touch them, they say
they’re too full of problems,” says Root. Because different observers can have different ideas of what
constitutes, for example, an open snowdrop. “The biggest concern with ad hoc observations is how carefully
and systematically they were taken,” says Mark Schwartz of the University of Wisconsin, Milwaukee, who
studies the interactions between plants and climate. “We need to know pretty precisely what a person’s
been observing - if they just say ‘I noted when the leaves came out’, it might not be that useful.” Measuring
the onset of autumn can be particularly problematic because deciding when leaves change colour is a more
subjective process than noting when they appear.
G
Overall, most phenologists are positive about the contribution that amateurs can make. “They get at the
raw power of science: careful observation of the natural world,” says Sagarin. But the professionals also
acknowledge the need for careful quality control. Root, for example, tries to gauge the quality of an amateur
archive by interviewing its collector. “You always have to worry - things as trivial as vacations can affect
measurement. I disregard a lot of records because they’re not rigorous enough,” she says. Others suggest
that the right statistics can iron out some of the problems with amateur data. Together with colleagues at
Wageningen University in the Netherlands, environmental scientist Arnold van Vliet is developing statistical
techniques to account for the uncertainty in amateur phenological data. With the enthusiasm of amateur
phenologists evident from past records, professional researchers are now trying to create standardised
recording schemes for future efforts. They hope that well-designed studies will generate a volume of
observations large enough to drown out the idiosyncrasies of individual recorders. The data are cheap to
collect, and can provide breadth in space, time and range of species. “It’s very difficult to collect data on a

large geographical scale without enlisting an army of observers,” says Root.
H
Phenology also helps to drive home messages about climate change. “Because the public understand
these records, they accept them,” says Sparks. It can also illustrate potentially unpleasant consequences,
he adds, such as the finding that more rat infestations are reported to local councils in warmer years. And
getting people involved is great for public relations. “People are thrilled to think that the data they’ve been
collecting as a hobby can be used for something scientific - it empowers them,” says Root.
1. The definition of phenology
2. How Sparks first became aware of amateur records
3. How people reacted to their involvement in data collection
4. The necessity to encourage amateur data collection
5. A description of using amateur records to make predictions
6. Records of a competition providing clues to climate change
7. A description of a very old record compiled by generations of amateur naturalists
3.
The Study of Chimpanzee Culture
A
After studying the similarities between chimpanzees and humans for years, researchers have recognised
these resemblances run much deeper than anyone first thought in the latest decade. For instance, the nut
cracking observed in the Tai Forest is not a simple chimpanzee behaviour, but a separate adaptation found
only in that particular part of Africa, as well as a trait which is considered to be an expression of chimpanzee
culture by biologists. These researchers frequently quote the word ‘culture’ to describe elementary animal
behaviours, like the regional dialects of different species of songbirds, but it turns out that the rich and
varied cultural traditions chimpanzees enjoyed rank secondly in complexity only to human traditions.
B
During the past two years, the major research group which studies chimpanzees collaborated
unprecedentedly and documented some distinct cultural patterns, ranging from animals’ use of tools to their
forms of communication and social customs. This emerging picture of chimpanzees affects how human
beings ponder upon these amazing creatures. Also, it alters our conception of human uniqueness and
shows us the extraordinary ability of our ancient ancestors to create cultures.
C
Although we know that Homo sapiens and Pan Troglodytes have coexisted for hundreds of millennia and
their genetic similarities surpass 98 per cent, we still knew next to nothing about chimpanzee behaviour in
the wild until 40 years ago. All this began to change in the 1960s when Toshisada Nishida of Kyoto
University in Japan and renowned British primatologist Jane Goodall launched their studies of wild
chimpanzees at two field sites in Tanzania. (Goodall’s research station at Gombe - the first of its kind - is
more famous, but Nishida’s site at Mahale is the second oldest chimpanzee research site in the world.)
D
During these primary studies, as the chimpanzees became more and more accustomed to close
observation, the remarkable discoveries emerged. Researchers witnessed a variety of unexpected
behaviours, ranging from fashioning and using tools, hunting, meat eating, food sharing to lethal fights

between members of neighbouring communities.
E
In 1973, 13 forms of tool use and 8 social activities which appeared to differ between the Gombe
chimpanzees and chimpanzee species elsewhere were recorded by Goodall. She speculated that some
variations shared what she referred to as a ‘cultural origin’. But what exactly did Goodall mean by ‘culture’?
According to the Oxford Encyclopedic English Dictionary, culture is defined as ‘the customs and
achievements of a particular time or people.’ The diversity of human cultures extends from technological
variations to marriage rituals, from culinary habits to myths and legends. Of course, animals do not have
myths and legends, but they do share the capacity to pass on behavioural traits from one generation to
another, not through their genes but via learning. From biologists’ view, this is the fundamental criterion for
a cultural trait - something can be learnt by observing the established skills of others and then passed on
to following generations.
F
What are the implications for chimpanzees themselves? We must place a high value upon the tragic loss
of chimpanzees, who are decimated just when finally we are coming to appreciate these astonishing
animals more completely. The population of chimpanzees has plummeted and continued to fall due to illegal
trapping, logging and, most recently, the bushmeat trade within the past century. The latter is particularly
alarming because logging has driven roadways, which are now used to ship wild animal meat - including
chimpanzee meat to consumers as far afield as Europe, into forests. Such destruction threatens not only
the animals themselves but also a host of fascinatingly different ape cultures.
G
However, the cultural richness of the ape may contribute to its salvation. For example, the conservation
efforts have already altered the attitudes of some local people. After several organisations showed
videotapes illustrating the cognitive prowess of chimpanzees, one Zairian viewer was heard to exclaim, ‘Ah,
this ape is so like me, I can no longer eat him.’
H
How did an international team of chimpanzee experts perform the most comprehensive survey of the
animals ever attempted? Although scientists have been delving into chimpanzee culture for several
decades, sometimes their studies contained a fatal defect. So far, most attempts to document cultural
diversity among chimpanzees have solely relied upon officially published accounts of the behaviours
reported at each research site. But this approach probably neglects a good deal of cultural variation for
three reasons.
I
First, scientists normally don’t publish an extensive list of all the activities they do not see at a particular
location. Yet this is the very information we need to know - which behaviours were and were not observed
at each site. Second, there are many reports describing chimpanzee behaviours without expressing how
common they are; without this information, we can’t determine whether a particular action was a transient
phenomenon or a routine event that should be considered part of its culture. Finally, researchers’
description of potentially significant chimpanzee behaviours often lacks sufficient detail, which makes it
difficult for scientists from other spots to report the presence or absence of the activities.
J
To tackle these problems, my colleague and I determined to take a new approach. We asked field

researchers at each site to list all the behaviours which they suspected were local traditions. With this
information, we assembled a comprehensive list of 65 candidates for cultural behaviours.
K
Then we distributed our list to team leaders at each site. They consulted with their colleagues and classified
each behaviour regarding its occurrence or absence in the chimpanzee community. The major brackets
contained customary behaviour (occurs in most or all of the able-bodied members of at least one age or
sex class, such as all adult males), habitual (less common than customary but occurs repeatedly in several
individuals), present (observed at the site but not habitual), absent (never seen), and unknown.
1. an approach to research on chimpanzees’ culture that is only based on official sources
2. mention of a new system designed by two scientists who aim to solve the problem
3. reasons why previous research on ape culture is problematic
4. new classification of data observed or collected
5. an example showing that the cultural traits of chimpanzees can lead to a change in local people’s attitude
towards their preservation

Bài tập
1.
Being Left-handed in a Right-handed World
The world is designed for right-handed people. Why does a tenth of the population prefer the left?
A
The probability that two right-handed people would have a left-handed child is only about 9.5 percent. The
chance rises to 19.5 percent if one parent is a lefty and 26 percent if both parents are left-handed. The
preference, however, could also stem from an infant’s imitation of his parents. To test genetic influence,
starting in the 1970s British biologist Marian Annett of the University of Leicester hypothesized that no
single gene determines handedness. Rather, during fetal development, a certain molecular factor helps to
strengthen the brain’s left hemisphere, which increases the probability that the right hand will be dominant,
because the left side of the brain controls the right side of the body, and vice versa. Among the minority of
people who lack this factor, handedness develops entirely by chance. Research conducted on twins
complicates the theory, however. One in five sets of identical twins involves one right-handed and one left-
handed person, despite the fact that their genetic material is the same. Genes, therefore, are not solely
responsible for handedness.
B
Genetic theory is also undermined by results from Peter Hepper and his team at Queen’s University in
Belfast, Ireland. In 2004 the psychologists used ultrasound to show that by the 15 th week of pregnancy,
fetuses already have a preference as to which thumb they suck. In most cases, the preference continued
after birth. At 15 weeks, though, the brain does not yet have control over the body’s limbs. Hepper
speculates that fetuses tend to prefer whichever side of the body is developing quicker and that their
movements, in turn, influence the brain’s development. Whether this early preference is temporary or holds
up throughout development and infancy is unknown. Genetic predetermination is also contradicted by the
widespread observation that children do not settle on either their right or left hand until they are two or three
years old.
C
But even if these correlations were true, they did not explain what actually causes left-handedness.
Furthermore, specialization on either side of the body is common among animals. Cats will favor one paw
over another when fishing toys out from under the couch. Horses stomp more frequently with one hoof than
the other. Certain crabs motion predominantly with the left or right claw. In evolutionary terms, focusing
power and dexterity in one limb is more efficient than having to train two, four or even eight limbs equally.
Yet for most animals, the preference for one side or the other is seemingly random. The overwhelming
dominance of the right hand is associated only with humans. That fact directs attention toward the brain’s
two hemispheres and perhaps toward language.
D
Interest in hemispheres dates back to at least 1836. That year, at a medical conference, French physician
Marc Dax reported on an unusual commonality among his patients. During his many years as a country
doctor, Dax had encountered more than 40 men and women for whom speech was difficult, the result of
some kind of brain damage. What was unique was that every individual suffered damage to the left side of
the brain. At the conference, Dax elaborated on his theory, stating that each half of the brain was

responsible for certain functions and that the left hemisphere controlled speech. Other experts showed little
interest in the Frenchman’s ideas. Over time, however, scientists found more and more evidence of people
experiencing speech difficulties following injury to the left brain. Patients with damage to the right
hemisphere most often displayed disruptions in perception or concentration. Major advancements in
understanding the brain’s asymmetry were made in the 1960s as a result of so-called split-brain surgery,
developed to help patients with epilepsy. During this operation, doctors severed the corpus callosum-the
nerve bundle that connects the two hemispheres. The surgical cut also stopped almost all normal
communication between the two hemispheres, which offered researchers the opportunity to investigate
each side’s activity.
E
In 1949 neurosurgeon Juhn Wada devised the first test to provide access to the brain’s functional
organization of language. By injecting an anaesthetic into the right or left carotid artery, Wada temporarily
paralyzed one side of a healthy brain, enabling him to more closely study the other side’s capabilities.
Based on this approach, Brenda Milner and the late Theodore Rasmussen of the Montreal Neurological
Institute published a major study in 1975 that confirmed the theory that country doctor Dax had formulated
nearly 140 years earlier: in 96 percent of right-handed people, language is processed much more intensely
in the left hemisphere. The correlation is not as clear in lefties, however. For two-thirds of them, the left
hemisphere is still the most active language processor. But for the remaining third, either the right side is
dominant or both sides work equally, controlling different language functions. That last statistic has slowed
acceptance of the notion that the predominance of right-handedness is driven by left-hemisphere
dominance in language processing. It is not at all clear why language control should somehow have
dragged the control of body movement with it. Some experts think one reason the left hemisphere reigns
over language is because the organs of speech processing-the larynx and tongue-are positioned on the
body’s symmetry axis. Because these structures were centered, it may have been unclear, in evolutionary
terms, which side of the brain should control them, and it seems unlikely that shared operation would result
in smooth motor activity. Language and handedness could have developed preferentially for very different
reasons as well. For example, some researchers, including evolutionary psychologist Michael C. Corballis
of the University of Auckland in New Zealand, think that the origin of human speech lies in gestures.
Gestures predated words and helped language emerge. If the left hemisphere began to dominate speech,
it would have dominated gestures, too, and because the left brain controls the right side of the body, the
right hand developed more strongly.
F
Perhaps we will know more soon. In the meantime, we can revel in what, if any, differences handedness
brings to our human talents. Popular wisdom says right-handed, left-brained people excel at logical,
analytical thinking. Lefthanded, right-brained individuals are thought to possess more creative skills and
may be better at combining the functional features emergent in both sides of the brain. Yet some
neuroscientists see such claims as pure speculation. Fewer scientists are ready to claim that left-
handedness means greater creative potential. Yet lefties are prevalent among artists, composers and the
generally acknowledged great political thinkers. Possibly if these individuals are among the lefties whose
language abilities are evenly distributed between hemispheres, the intense interplay required could lead to
unusual mental capabilities.

G
Or perhaps some lefties become highly creative simply because they must be more clever to get by in our
right-handed world. This battle, which begins during the very early stages of childhood, may lay the
groundwork for exceptional achievements.
1. Preference of using one side of the body in animal species.
2. How likely one-handedness is born.
3. The age when the preference of using one hand is settled.
4. Occupations usually found in left-handed population.
5. A reference to an early discovery of each hemisphere’s function.
2.
Copy your neighbour
A
There’s no animal that symbolises rainforest diversity quite as spectacularly as the tropical butterfly. Anyone
lucky enough to see these creatures flitting between patches of sunlight cannot fail to be impressed by the
variety of their patterns. But why do they display such colourful exuberance? Until recently, this was almost
as pertinent a question as it had been when the 19th-century naturalists, armed only with butterfly nets and
insatiable curiosity, battle through the rainforests. These early explorers soon realised that although some
of the butterflies’ bright colours are there to attract a mate, others are warning signals. They send out a
message to any predators: “Keep off, we’re poisonous.” And because wearing certain patterns affords
protection, other species copy them. Biologists use the term “mimicry rings” for these clusters of impostors
and their evolutionary idol.
B
But here’s the conundrum. “Classical mimicry theory says that only a single ring should be found in any
one area,” explains George Beccaloni of the Natural History Museum, London. The idea is that in each
locality there should be just the one pattern that best protects its wearers. Predators would quickly learn to
avoid it and eventually, all mimetic species in a region should converge upon it. “The fact that this is patently
not the case has been one of the major problems in mimicry research,” says Beccaloni. In pursuit of a
solution to the mystery of mimetic exuberance, Beccaloni set off for one of the mega centres for butterfly
diversity, the point where the western edge of the Amazon basin meets the foothills of the Andes in Ecuador.
“It’s exceptionally rich, but comparatively well collected, so I pretty much knew what was there, says
Beccaloni.” The trick was to work out how all the butterflies were organised and how this related to mimicry.
C
Working at the Jatun Sach Biological Research Station on the banks of the Rio Napo, Beccaloni focused
his attention on a group of butterflies called ithomiines. These distant relatives of Britain’s Camberwell
Beauty are abundant throughout Central and South America and the Caribbean. They are famous for their
bright colours, toxic bodies and complex mimetic relationships. “They can comprise up to 85 per cent of the
individuals in a mimicry ring and their patterns are mimicked not just by butterflies, but by other insects as
diverse as damselflies and true bugs,” says Philip DeVries of the Milwaukee Public Museum’s Center for
Biodiversity Studies.
D
Even though all ithomiines are poisonous, it is in their interests to evolve to look like one another because

predators that learn to avoid one species will also avoid others that resemble it. This is known as Müllerian
mimicry. Mimicry rings may also contain insects that are not toxic but gain protection by looking likes a
model species that is: an adaptation called Batesian mimicry. So strong is an experienced predator’s
avoidance response that even quite inept resemblance gives some protection. “Often there will be a whole
series of species that mimic, with varying degrees of verisimilitude, a focal or model species,” says John
Turner from the University of Leeds. “The results of these deceptions are some of the most exquisite
examples of evolution known to science.” In addition to colour, many mimics copy behaviours and even the
flight pattern of their model species.
E
But why are there so many different mimicry rings? One idea is that species flying at the same height in the
forest canopy evolve to look like one another. “It had been suggested since the 1970s that mimicry
complexes were stratified by flight height,” says DeVries. The idea is that wing colour patterns are
camouflaged against the different patterns of light and shadow at each level in the canopy, providing the
first line of defence against predators.” But the light patterns and wing patterns don’t match very well,” he
says. And observations show that the insects do not shift in height as the day progresses and the light
patterns change. Worse still, according to DeVries, this theory doesn’t explain why the model species is
flying at that particular height in the first place.
F
“When I first went out to Ecuador, I didn’t believe the flight height hypothesis and set out to test it,” says
Beccaloni. “A few weeks with the collecting net convinced me otherwise. They really flew that way.” What
he didn’t accept, however, was the explanation about light patterns. “I thought if this idea really is true, I
can work out why it could help explain why there are so many different warning patterns in any not place.
Then we might finally understand how they could evolve in such a complex way.” The job was complicated
by the sheer diversity of species involved at Jatun Sach. Not only were there 56 ithomiine butterfly species
divided among eight mimicry rings, but there were also 69 other insect species, including 34 day-flying
moths and a damselfly, all in a 200-hectare study area. Like many entomologists before him, Beccaloni
used a large bag-like net to capture his prey. This allowed him to sample the 2.5 metres immediately above
the forest floor. Unlike many previous workers, he kept very precise notes on exactly where he caught his
specimens.
G
The attention to detail paid off. Beccaloni found that the mimicry rings were flying at two quite separate
altitudes. “Their use of the forest was quite distinctive,” he recalls. “For example, most members of the
clear-winged mimicry ring would fly close to the forest floor, while the majority of the 12 species in the tiger-
winged ring fly high up.” Each mimicry wing had its own characteristic flight height.
H
However, this being practice rather than theory, things were a bit fuzzy. “They’d spend the majority of their
time flying at a certain height. But they’d also spend a smaller proportion of their time flying at other heights,”
Beccaloni admits. Species weren’t stacked rigidly like passenger jets waiting to land, but they did appear
to have preferred airspace in the forest. So far, so good, but he still hadn’t explained what causes the
various groups of ithomiines and their chromatic consorts to fly in formations at these particular heights.
I
Then Beccaloni had a bright idea. “I started looking at the distribution of ithomiine larval food plants within

the canopy,” he says. “For each one, I’d record the height to which the host plant grew and the height above
the ground at which the eggs or larvae were found. Once I got them back to the field station’s lab, it was
just a matter of keeping them alive until they pupated and then hatched into adults which I could identify.”
1. Criticism against flight height theory of butterfly.
2. Explained why Beccaloni carried out research in Ecuador.
3. Different mimicry ring flies at different height.
4. The method of catching butterfly by Beccaloni.
5. Not all mimicry patterns are toxic information sent out from insects.

Lesson 13: Matching sentence endings

Bước 2: Nhận xét
- Số lượng endings luôn nhiều hơn số lượng câu hỏi.
- Nhiều endings sẽ không có trong bài đọc.
- English, 1990
- more, best
Bước 4:
- Nếu không có những loại từ khóa trên → chọn những từ mà các câu hỏi giống nhau hoặc tương tự.
- Tìm trong bài đọc xem đoạn nào có nhiều từ giống nhau hoặc tương tự xuất hiện.
- Đọc kỹ câu chứa những từ vựng đó.
- Quay trở lại phần endings, scanning tất cả những endings có từ vựng tương tự câu vừa đọc và so sánh.
Bước 5:

Luyện tập
1.
Mechanism of Linguistic Change
A
The changes that have caused the most disagreement are those in pronunciation. We have various sources
of evidence for the pronunciations of earlier times, such as the spellings, the treatment of words borrowed
from other languages or borrowed by them, the descriptions of contemporary grammarians and spelling-
reformers, and the modern pronunciations in all the languages and dialects concerned From the middle of
the sixteenth century, there are in England writers who attempt to describe the position of the speech-
organs for the production of English phonemes, and who invent what are in effect systems of phonetic
symbols. These various kinds of evidence, combined with a knowledge of the mechanisms of speech-
production, can often give us a very good idea of the pronunciation of an earlier age, though absolute
certainty is never possible.
B
When we study the pronunciation of a language over any period of a few generations or more, we find there
are always large-scale regularities in the changes: for example, over a certain period of time, just about all
the long [a:] vowels in a language may change into long [e:] vowels, or all the [b] consonants in a certain
position (for example at the end of a word) may change into [p] consonants. Such regular changes are often
called sound laws. There are no universal sound laws (even though sound laws often reflect universal
tendencies), but simply particular sound laws for one given language (or dialect) at one given period
C
It is also possible that fashion plays a part in the process of change. It certainly plays a part in the spread
of change: one person imitates another, and people with the most prestige are most likely to be imitated,
so that a change that takes place in one social group may be imitated (more or less accurately) by speakers
in another group. When a social group goes up or down in the world, its pronunciation of Russian, which
had formerly been considered desirable, became, on the contrary, an undesirable kind of accent to have,
so that people tried to disguise it. Some of the changes in accepted English pronunciation in the
seventeenth and eighteenth centuries have been shown to consist in the replacement of one style of
pronunciation by another style already existing, and it is likely that such substitutions were a result of the
great social changes of the period: the increased power and wealth of the middle classes, and their steady
infiltration upwards into the ranks of the landed gentry, probably carried elements of middle-class
pronunciation into upper-class speech.
D
A less specific variant of the argument is that the imitation of children is imperfect: they copy their parents’
speech, but never reproduce it exactly. This is true, but it is also true that such deviations from adult speech
are usually corrected in later childhood. Perhaps it is more significant that even adults show a certain
amount of random variation in their pronunciation of a given phoneme, even if the phonetic context is kept
unchanged. This, however, cannot explain changes in pronunciation unless it can be shown that there is
some systematic trend in the failures of imitation: if they are merely random deviations they will cancel one
another out and there will be no net change in the language.

E
One such force which is often invoked is the principle of ease, or minimization of effort. The change from
fussy to fuzzy would be an example of assimilation, which is a very common kind of change. Assimilation
is the changing of a sound under the influence of a neighbouring one. For example, the word scant was
once same, but the /m/ has been changed to /n/ under the influence of the following /t/. Greater efficiency
has hereby been achieved, because /n/ and /t/ are articulated in the same place (with the tip of the tongue
against the teeth-ridge), whereas /m/ is articulated elsewhere (with the two lips). So the place of articulation
of the nasal consonant has been changed to conform with that of the following plosive. A more recent
example of the same kind of thing is the common pronunciation of football as football.
F
Assimilation is not the only way in which we change our pronunciation in order to increase efficiency. It is
very common for consonants to be lost at the end of a word: in Middle English, word-final [-n] was often
lost in unstressed syllables, so that baken ‘to bake’ changed from [‘ba:kan] to [‘ba:k3], and later to [ba:k].
Consonant-clusters are often simplified. At one time there was a [t] in words like castle and Christmas, and
an initial [k] in words like knight and know. Sometimes a whole syllable is dropped out when two successive
syllables begin with the same consonant (haplology): a recent example is temporary, which in Britain is
often pronounced as if it were temporary.
Complete each sentence with the correct ending, A-H, below.
1. As a consequence, [b] will be pronounced as
2. The pronunciation of /m/ changed to /n/
3. The omit of [t] in the sound of Christmas
A. Since the speakers can pronounce it with less effort
B. Assimilation of a sound under the influence of a neighbouring one
C. It is a trend for changes in pronunciation in a large scale in a given period
D. Because the speaker can pronounce [n] and [t] both in the same time
2.
THE ADOLESCENTS
A
The American Academy of Pediatrics recognizes three stages of adolescence. These are early, middle and
late adolescence, and each has its own developmental tasks. Teenagers move through these tasks at their
own speed depending on their physical development and hormone levels. Although these stages are
common to all teenagers, each child will go through them in his or her own highly individual ways.
B
During the early years young people make the first attempts to leave the dependent, secure role of a child
and to establish themselves as unique individuals, independent of their parents. Early adolescence is
marked by rapid physical growth and maturation. The focus of adolescents’ self-concepts are thus often on
their physical self and their evaluation of their physical acceptability. Early adolescence is also a period of
intense conformity to peers. ‘Getting along,’ not being different, and being accepted seem somehow
pressing to the early adolescent. The worst possibility, from the view of the early adolescent, is to be seen
by peers as ‘different’.
C
Middle adolescence is marked by the emergence of new thinking skills. The intellectual world of the young

person is suddenly greatly expanded. Their concerns about peers are more directed toward their opposite
sexed peers. It is also during this period that the move to establish psychological independence from one’s
parents accelerates. Delinquency behavior may emerge since parental views are no longer seen as
absolutely correct by adolescents. Despite some delinquent behavior, middle adolescence is a period
during which young people are oriented toward what is right and proper. They are developing a sense of
behavioral maturity and learning to control their impulsiveness.
D
Late adolescence is marked by the final preparations for adult roles. The developmental demands of late
adolescence often extend into the period that we think of as young adulthood. Late adolescents attempt to
crystallize their vocational goals and to establish sense of personal identity. Their needs for peer approval
are diminished and they are largely psychologically independent from their parents. The shift to adulthood
is nearly complete.
E
Some years ago, Professor Robert Havighurst of the University of Chicago proposed that stages in human
development can best be thought of in terms of the developmental tasks that are part of the normal
transition. He identified eleven developmental tasks associated with the adolescent transition. One
developmental task an adolescent needs to achieve is to adjust to a new physical sense of self. At no other
time since birth does an individual undergo such rapid and profound physical changes as during early
adolescence. Puberty is marked by sudden rapid growth in height and weight. Also, the young person
experiences the emergence and accentuation of those physical traits that make him or her a boy or girl.
The effect of this rapid change is that the young adolescent often becomes focused on his or her body.
F
Before adolescence, children’s thinking is dominated by a need to have a concrete example for any problem
that they solve. Their thinking is constrained to what is real and physical. During adolescence, young people
begin to recognize and understand abstractions. The adolescent must adjust to increased cognitive
demands at school. Adults see high school in part as a place where adolescents prepare for adult roles
and responsibilities and in part as preparatory for further education. School curricula are frequently
dominated by inclusion of more abstract, demanding material, regardless of whether the adolescents have
achieved formal thought. Since not all adolescents make the intellectual transition at the same rate,
demands for abstract thinking prior to achievement of that ability may be frustrating.
G
During adolescence, as teens develop increasingly complex knowledge systems and a sense of self, they
also adopt an integrated set of values and morals. During the early stages of moral development, parents
provide their child with a structured set of rules of what is right and wrong, what is acceptable and
unacceptable. Eventually the adolescent must assess the parents’ values as they come into conflict with
values expressed by peers and other segments of society. To reconcile differences, the adolescent
restructures those beliefs into a personal ideology.
H
The adolescent must develop expanded verbal skills. As adolescents mature intellectually, as they face
increased school demands, and as they prepare for adult roles, they must develop new verbal skills to
accommodate more complex concepts and tasks. Their limited language of childhood is no longer
adequate. Adolescents may appear less competent because of their inability to express themselves
meaningfully.
I
The adolescent must establish emotional and psychological independence from his or her parents.

Childhood is marked by strong dependence on one’s parents. Adolescents may yearn to keep that safe,
secure, supportive, dependent relationship. Yet, to be an adult implies a sense of independence, of
autonomy, of being one’s own person. Adolescents may vacillate between their desire for dependence and
their need to be independent. In an attempt to assert their need for independence and individuality,
adolescents may respond with what appears to be hostility and lack of cooperation.
J
Adolescents do not progress through these multiple developmental tasks separately. At any given time,
adolescents may be dealing with several. Further, the centrality of specific developmental tasks varies with
early, middle, and late periods of the transition.
Complete each sentence with the correct ending, A-F, below.
1. One of Havighurst’s research
2. High school courses
3. Adolescence is time when young people
4. The developmental speed of thinking patterns
A. form personal identity with a set of moral and values
B. develops a table and productive peer relationships
C. are designed to be more challenging than some can accept
D. varise from people to people
E. focuses on creating self image
F. become an extension of their parents
3.
History of Refrigeration
1
Refrigeration is a process of removing heat, which means cooling an area or a substance below the
environmental temperature. Mechanical refrigeration makes use of (he evaporation of a liquid refrigerant,
which goes through a cycle so that it can be reused. The main cycles include vapour-compression,
absorption steam-jet or steam-ejector, and airing. The term ‘refrigerator’ was first introduced by a Maryland
farmer Thomas Moore in 1803, but it is in the 20th century that the appliance we know today first appeared.
2
People used to find various ways to preserve their food before the advent of mechanical refrigeration
systems. Some preferred using cooling systems of ice or snow, which meant that diets would have
consisted of very little fresh food or fruits and vegetables, but mostly of bread, cheese and salted meals.
For milk and cheeses, it was very difficult to keep them fresh, so such foods were usually stored in a cellar
or window box. In spite of those measures, they could not survive rapid spoilage. Later on, people
discovered that adding such chemical as sodium nitrate or potassium nitrate to water could lead to a lower
temperature. In 1550 when this technique was first recorded, people used it to cool wine, as was the term
‘to refrigerate’. Cooling drinks grew very popular in Europe by 1600, particularly in Spain, France, and Italy.
Instead of cooling water at night, people used a new technique: rotating long-necked bottles of water which
held dissolved saltpeter. The solution was intended to create very low temperatures and even to make ice.
By the end of the 17th century, iced drink including frozen juices and liquors tad become extremely
fashionable in France.

3
People’s demand for ice soon became strong. Consumers’ soaring requirement for fresh food, especially
for green vegetables, resulted in reform in people’s dieting habits between 1830 and the American Civil
War, accelerated by a drastic expansion of the urban areas arid the rapid amelioration in an economy of
the populace. With the growth of the cities and towns, the distance between the consumer and the source
of food was enlarged. In 1799s as a commercial product, ice was first transported out of Canal Street in
New York City to Charleston, South Carolina. Unfortunately, this transportation was not successful because
when the ship reached the destination, little ice left. Frederick Tudor and Nathaniel Wyeth, two New
England’ businessmen, grasped the great potential opportunities for ice business and managed to improve
the storage method of ice in the process of shipment. The acknowledged ‘Ice King’ in that time, Tudor
concentrated his efforts on bringing the ice to the tropica1 areas. In order to achieve his goal and guarantee
the ice to arrive at the destination safely, he tried many insulating materials in an experiment and
successfully constructed the ice containers, which reduce the ice loss from 66 per cent to less than 8 per
cent at drastically. Wyeth invented an economical and speedy method to cut the ice into uniform blocks,
which had a tremendous positive influence on the ice industry. Also, he improved the processing techniques
for storing, transporting and distributing ice with less waste.
4
When people realised that the ice transported from the distance was not as clean as previously thought
and gradually caused many health problems, it was more demanding to seek the clean natural sources of
ice. To make it worse, by the 1890s water pollution and sewage dumping made clean ice even more
unavailable. The adverse effect first appeared in the blowing industry, and then seriously spread to such
sectors as meat packing and dairy industries. As a result, the clean, mechanical refrigeration was
considerately in need.
5
Many inventors with creative ideas took part in the process of inventing refrigeration, and each version was
built on the previous discoveries. Dr William Cullen initiated to study the evaporation of liquid under the
vacuum conditions in 1720. He soon invented the first man-made refrigerator at the University of Glasgow
in 1748 with the employment of ethyl ether boiling into a partial vacuum. American inventor Oliver Evans
designed the refrigerator firstly using vapour rather than liquid in 1805. Although his conception was not
put into practice in the end the mechanism was adopted by an American physician John Gorrie, who made
one cooling machine similar to Evans’ in 1842 with the purpose of reducing the temperature of the patient
with yellow fever in a Florida hospital. Until 1851, Evans obtained the first patent for mechanical refrigeration
in the USA. In 1820, Michael Faraday, a Londoner, first liquefied ammonia to cause cooling. In 1859,
Ferdinand Carre from France invented the first version of the ammonia water cooling machine. In 1873,
Carl von Linde designed the first practical and portable compressor refrigerator in Munich, and in 1876 he
abandoned the methyl ether system and began using ammonia cycle. Linde later created a new method
(‘Linde technique’) for liquefying large amounts of air in 1894. Nearly a decade later, this mechanical
refrigerating method was adopted subsequently by the meat packing industry in Chicago.
6
Since 1840, cars with the refrigerating system had been utilised to deliver and distribute milk and butter.
Until 1860, most seafood and dairy products were transported with cold-chain logistics. In 1867,
refrigerated, railroad cars are patented to J.B, Sutherland from Detroit, Michigan, who invented insulated

cars by installing the ice bunkers at the end of the cars: air came in from the top, passed through the
bunkers, circulated through the cars by gravity and controlled by different quantities of hanging flaps which
caused different air temperatures. Depending on the cargo (such as meat, fruits, etc...) transported by the
cars, different car designs came into existence. In 1867, the first refrigerated car to carry fresh fruit was
manufactured by Parker Earle of Illinois, who shipped strawberries on the Illinois Central Railroad. Each
chest was freighted with 100 pounds of ice and 200 quarts of strawberries. Until 1949, the trucking industry
began to be equipped with the refrigeration system with a roof-mounted cooling device, invented by Fred
Jones.
7
From the late 1800s to 1929, the refrigerators employed toxic gases - methyl chloride, ammonia, and sulfur
dioxide - as refrigerants. But in the 1920s, a great number of lethal accidents took place due to the leakage
of methyl chloride out of refrigerators. Therefore, some American companies started to seek some secure
methods of refrigeration. Frigidaire detected a new class of synthetic, refrigerants called halocarbons or
CFCs (chlorofluorocarbons) in 1928. this research led to the discovery of chlorofluorocarbons (Freon),
which quickly became the prevailing material in compressor refrigerators. Freon was safer for the people
in the vicinity, but in 1973 it was discovered to have detrimental effects on the ozone layer. After that, new
improvements were made, and Hydrofluorocarbons, with no known harmful effects, was used in the cooling
system. Simultaneously, nowadays, Chlorofluorocarbons (CFS) are no longer used; they are announced
illegal in several places, making the refrigeration far safer than before.
Complete each sentence with the correct ending, A-E, below.
1. A healthy dietary change between 1830 and the American Civil War was greatly associated with
2. The development of urbanisation was likely to cause
3. Problems due to water treatment contributed to
4. The risk of the environmental devastation from the refrigeration led to
A. new developments, such as the application of Hydrofluorocarbons.
B. consumers’ demand for fresh food, especially for vegetables.
C. the discovery of chlorofluorocarbons (Freon).
D. regional transportation system for refrigeration for a long distance.
E. extensive spread of the refrigeration method.

Bài tập
1.
Theory or Practice?
1
Students go to universities and other academic institutions to prepare for their future. We pay tuition and
struggle through classes in the hopes that we can find a fulfilling and exciting career. But the choice of your
university has a large influence on your future. How can you know which university will prepare you the
best for your future? Like other academic institutions, busi-ness schools are judged by the quality of the
research carried out by their faculties. Professors must both teach students and also produce original
research in their own field. The quality of this research is assessed by academic publications. At the same
time, universities have another responsibility to equip their students for the real world, however that is
defined. Most students learning from professors will not go into academics themselves-so how do
academics best prepare them for their future careers, whatever that maybe? Whether academic research
actually produces anything that is useful to the practice of business, or even whether it is its job to do so,
are questions that can provoke vigorous arguments on campus.
2
The debate, which first flared during the 1950s, was reignited in August, when AACSB International, the
most widely recognised global accrediting agency for business schools, announced it would consider
changing the way it evaluates research. The news followed rather damning criti-cism in 2002 from Jeffrey
Pfefler. a Stanford professor, and Christina Fong of Washington Uni-versity, which questioned whether
business education in its current guise was sustainable. The study found that traditional modes of academia
were not adequately preparing students for the kind of careers they faced in current times. The most
controversial recommendation in AACSB’s draft report (which was sent round to administrators for their
comment) is that the schools should be required to demonstrate the value of their faculties’ research not
simply by listing its citations in journals, but by demonstrating the impact it has in the professional world.
New qualifiers, such as average incomes, student placement in top firms and business collaborations would
now be considered just as important as academic publications.
3
AACSB justifies its stance by saying that it wants schools and faculty to play to their strengths, whether
they be in pedagogy, in the research of practical applications, or in scholarly endeavor. Traditionally,
universities operate in a pyramid structure. Everyone enters and stays in an attempt to be successful in
their academic field. A psychology professor must publish competi-tive research in the top neuroscience
journals. A Cultural Studies professor must send graduate students on new field research expeditions to
be taken seriously. This research is the core of a university’s output. And research of any kind is expensive-
AACSB points out that business schools in America alone spend more than $320m a year on it. So it seems
legitimate to ask for,’ what purpose it is undertaken?
4
If a school chose to specialise in professional outputs rather than academic outputs, it could use such a
large sum of money and redirect it into more fruitful programs. For example, if a business school wanted a
larger presence of employees at top financial firms, this money may be better spent on a career center
which focuses on building the skills of students, rather than paying for more high-level research to be done
through the effort of faculty. A change in evaluation could also open the door to inviting more professionals

from different fields to teach as adjuncts. Students could take accredited courses from people who are
currently working in their dream field. The AACSB insists that universities answer the question as to why
research is the most critical component of traditional education.
5
On one level, the question is simple to answer. Research in business schools, as anywhere else, is about
expanding the boundaries of knowledge; it thrives on answering unasked questions. Surely this pursuit of
knowledge is still important to the university system. Our society progresses because we learn how to do
things in new ways, a process which depends heavily on research and academics. But one cannot ignore
the other obvious practical uses of research publications. Research is also about cementing schools’-and
professors’-reputations. Schools gain kudos from their faculties’ record of publication: which journals
publish them, and how often. In some cases, such as with government-funded schools in Britain, it can
affect how much money they receive. For professors, the mantra is often “publish or perish”. Their careers
depend on being seen in the right journals.
6
But at a certain point, one has to wonder whether this research is being done for the benefit of the university
or for the students the university aims to teach. Greater publications will attract greater funding, which will
in turn be spent on better publications. Students seeking to enter pro-fessions out of academia find this
cycle frustrating, and often see their professors as being part of the “Ivory Tower” of academia, operating
in a self-contained community that has little influ-ence on the outside world.
7
The research is almost universally unread by real-world managers. Part of the trouble is that the journals
labour under a similar ethos. They publish more than 20,000 articles each year. Most of the research is
highly quantitative, hypothesis-driven and esoteric. As a result, it is almost univer-sally unread by real-world
managers. Much of the research criticises other published research. A paper in a 2006 issue of Strategy &
Leadership commented that “research is not designed with managers’ needs in mind, nor is it
communicated in the journals they read. For the most part, it has become a self-referential closed system
irrelevant to corporate performance.” The AACSB demands that this segregation must change for the future
of higher education. If students must invest thousands of dollars for an education as part of their career
path, the academics which serve the students should be more fully incorporated into the professional world.
This means that uni-versities must focus on other strengths outside of research, such as professional
networks, tech-nology skills, and connections with top business firms around the world. Though many
universities resisted the report, today’s world continues to change. The universities which prepare students
for our changing future have little choice but to change with new trends and new standards.
Complete each sentence with the correct ending, A-E, below.
1. Most professors support academic research because
2. Schools support academic research because
3. Our society needs academic research because
4. Universities resisting the AACSB should change because
A. it progresses as we learn innovative ways of doing things.
B. the trends and standards are changing.
C. their jobs depend on it.
D. they care about their school rankings and government funds.
E. it helps students to go into top business firms.

2.
Grimm’s Fairy Tales
A
The Brothers Grimm, Jacob and Wilhelm, named their story collection Children’s and Household Tales and
published the first of its seven editions in Germany in 1812. The table of contents reads like an A-list of
fairy-tale celebrities: Cinderella, Sleeping Beauty, Snow White, Little Red Riding Hood, Rapunzel,
Rumpelstiltskin, Hansel and Gretel, the Frog King. Drawn mostly from oral narratives, the 210 stories in die
Grimm’s’ collection represent an anthology of fairy tales, animal fables, rustic farces, and religious allegories
that remain unrivalled to this day.
B
Such lasting fame would have shocked the humble Grimms. During their lifetimes the collection sold
modestly in Germany, at first only a few hundred copies a year. The early editions were not even aimed at
children. The brothers initially refused to consider illustrations, and scholarly footnotes took up almost as
much space as the talcs themselves. Jacob and Wilhelm viewed themselves as patriotic folklorists, not as
entertainers of children. They began their work at a time when Germany had been overrun by the French
under Napoleon, who were intent on suppressing local culture. As young, workaholic scholars, single and
sharing a cramped flat, the Brothers Grimm undertook the fairy-tale collection with the goal of serving the
endangered oral tradition of Germany.
C
For much of the 19th century teachers, parents, and religious figures, particularly in the United States,
deplored the Grimms’ collection for its raw, uncivilized content. Offended adults objected to the gruesome
punishments inflicted on the stories’ villains. In the original “Snow White” the evil stepmother is forced to
dance in red-hot iron shoes until she falls down dead. Even today some protective parents shy from the
Grimms’ talcs because of their reputation for violence.
D
Despite its sometimes rocky reception, Children’s and Household Tales gradually took root with the public.
The brothers had not foreseen that the appearance of their work would coincide with a great flowering of
children’s literature in Europe. English publishers led the way, issuing high-quality picture books such as
Jack and the Beanstalk and handsome folktale collections, all to satisfy a newly literate audience seeking
virtuous material for the nursery. Once the Brothers Grimm sighted this new public, they set about refining
and softening their tales, which had originated centuries earlier as earthy peasant fare. In the Grimms’
hands, cruel mothers became nasty stepmothers, unmarried lovers were made chaste, and the incestuous
father was recast as the devil.
E
In the 20th century the Grimms’ fairy tales have come to rule the bookshelves of children’s bedrooms. The
stories read like dreams come true: handsome lads and beautiful damsels, armed with magic, triumph over
giants and witches and wild beasts. They outwit mean, selfish adults. Inevitably the boy and girl fall in love
and live happily ever after. And parents keep reading because they approve of the finger-wagging lessons
inserted into the stories: keep your promises, don’t talk to strangers, work hard, obey your parents.
According to the Grimms, the collection served as “a manual of manners”.
F
Altogether some 40 persons delivered tales to the Grimms. Many of the storytellers came to the Grimms’
house in Kassel. The brothers particularly welcomed the visits of Dorothea Viehmann, a widow who walked
to town to sell produce from her garden. An innkeeper daughter, Viehmann had grown up listening to stories
from travellers on the road to Frankfurt. Among her treasure was “Aschenputtel” -Cinderella. Marie

Hassenpflug was a 20-year-old friend of their sister, Charlotte, from a well-bred, French-speaking family.
Marie’s wonderful stories blended motifs from the oral tradition and from Perrault’s influential 1697 book,
Tales of My Mother Goose, which contained elaborate versions of “Little Red Riding Hood”, “Snow White”,
and “Sleeping Beauty”, among others. Many of these had been adapted from earlier Italian tales.
G
Given that the origins of many of the Grimm fairy tales reach throughout Europe and into the Middle East
and Orient, the question must be asked: How German are the Grimm tales? Very, says scholar Heinz
Rolleke. Love of the underdog, rustic simplicity, creative energy-these are Teutonic traits. The coarse
texture of life during medieval times in Germany, when many of the tales entered the oral tradition, also
coloured the narratives. Throughout Europe children were often neglected and abandoned, like Hansel and
Gretel. Accused witches were burned at the stake, like the evil mother-in-law in “The Six Swans”. “The
cruelty in the stories was not the Grimm’s fantasy”, Rolleke points out “It reflected the law-and-order system
of the old times”.
H
The editorial fingerprints left by the Grimms betray the specific values of 19 th-century Christian, bourgeois
German society. But that has not stopped the tales from being embraced by almost every culture and
nationality in the world. What accounts for this widespread, enduring popularity? Bernhard Lauer points to
the “universal style” of the writing, you have no concrete descriptions of the land, or the clothes, or the
forest, or the castles. It makes the stories timeless and placeless” The tales allow us to express ‘our utopian
longings’,” says Jack Zipes of the University of Minnesota, whose 1987 translation of the complete fairy
tales captures the rustic vigour of the original text. They show a striving for happiness that none of us knows
but that we sense is possible. We can identify with the heroes of the tales and become in our mind the
masters and mistresses of our own destinies.”
I
Fairy tales provide a workout for the unconscious, psychoanalysts maintain. Bruno Bettelheim famously
promoted the therapeutic of the Grimms’ stories, calling fairy tales the “great comforters. By confronting
fears and phobias, symbolized by witches, heartless stepmothers, and hungry wolves, children find they
can master their anxieties. Bettelheim’s theory continues to be hotly debated. But most young readers
aren’t interested in exercising their unconsciousness. The Grimm tales in fact please in an infinite number
of ways, something about them seems to mirror whatever moods or interests we bring to our reading of
them. The flexibility of interpretation suits them for almost any time and any culture.
Complete the following sentences using the correct letter.
1. Heinz rolleke said the Grimm’s tales are “German” because the tales
2. Heinz Rolleke said the abandoned children in tales
3. Bernhard Lauer said the writing style of the Grimm brothers is universal because they
4. Jack Zipes said the pursuit of happiness in the tales means they
5. Bruno Bettelheim said the therapeutic value of the tales means that the fairy tales
A. reflect what life was like at that time
B. help children deal with their problems
C. demonstrate the outdated system
D. tell of the simplicity of life in the German countryside
E. encourage people to believe that they can do anything
F. recognize the heroes in the real life
G. contribute to the belief in nature power
H. avoid details about characters’ social settings.

LISTENING
Part 2

Lesson 1: Form completion
Các bước làm bài

Bước 1: Đọc kĩ số từ được cho phép điền là bao nhiêu.
VD: NO MORE THAN THREE WORDS OR A NUMBER
Bước 2: Tập trung đọc lướt tất cả những chỗ cần phải điền.
Bước 3: Nắm vững nguyên tắc LUÔN LÀM 2 CÂU MỘT LÚC, tức là luôn phải nhớ thông tin 2 câu hỏi
cùng lúc, đề phòng câu trả lời nằm ngay sát cạnh nhau.
Bước 4: Nếu không nghe được rõ câu nào thì có thể ghi ra bất kỳ từ nào mà bạn nghe được, KHÔNG BỎ
TRỐNG BẤT KỲ CÂU NÀO.

Luyện tập
1. Write ONE WORD AND/OR A NUMBER for each answer.

INCIDENT REPORT
Name: Anna Lumley
Contact (Phone) Number: 1 ..............................
Date of expected arrival: 2 ..............................
Address: 235 3 .............................. Road, East sea
The total value of insurance: 4 $ ..............................
Missing items:
- lamps and chairs (not expensive)
- furniture and 5 ..............................
- a rocking horse, a number of 6 .............................. and fruit bowls
Items ordered:
- a clock
- a 7 ..............................
Damaged items:
- the 8 .............................. needs to be replaced
- a 9 .............................. of one of the dining chairs is split
- four 10 .............................. were broken
Fruit Picking Application
Employment form
Surname of the applicant: Sophie Harries
Current address: 1 .............................. Hostel, Sydney
Contact phone number: 0452 832721
Age: 2 ..............................
Preferred working location: near the 3 ..............................
Available to work in 4 ..............................
Preferred to be paid by 5 ..............................
Type of fruit to pick up: 6 ..............................
Health condition: used to have a problem with 7 ..............................
Has medical 8 ..............................
Doesn’t have a licence for 9 ..............................
Accommodation arranged in a close 10 ..............................

3. Write NO MORE THAN THREE WORDS for each answer.
Temporary Patient Record Form
Name: Peter Smith
Address: 1 ..............................
County: 2 ..............................
Phone: 3 ..............................
Injury Details
- Cause: Sports - Tennis
- Type: Sprained 4 ..............................
- Date: 5 ..............................
Description of Previous Record and Current Situation
- The private doctor of the patient suggested treatment with 6 ..............................
- But the patient is still unable to 7 .............................. and also getting some pain in his 8
.............................. at night.
Advice from the Doctor
- Not use the 9 ..............................
- Do regular 10 .............................. at home.
Revision Note
Problem with: the brochure sample
Company name: 1 .............................. Hotel Chains
Letters of the 2 .............................. should be bigger.
The information of the 3 .............................. should be removed.
Change the description under the top photo to 4 ..............................
Use the picture with the 5 .............................. of the hotel.
The 6 .............................. should be in red print.
Translate into 7 ..............................
Deadline: by the end of 8 ..............................
Address: No. 9 Green Drive, 9 .............................., NY21300
Telephone number: 10 ..............................

Bài tập

Hotel Reservation
Location: north from the coast
Four-bed room available in 1 ..............................
Room price:
• in high season: € 2 ..............................
• cheaper if you booked 3 .............................. in advance
Meal included in price: 4 ..............................
Must bring your own: 5 ..............................
Hotel facilities:
• a lounge with a variety of 6 ..............................
• 7 .............................. room
• 8 ..............................
Activities available:
• collect 9 ..............................
• hire 10 ..............................
Car Rental Inquiry
Nationality: American
Contact number: 1 ..............................
Send written quote by: 2 ..............................
Price for renting: 3 .............................. daily
Special requirements for the room:
• an extra 4
• most important facility: 5 ..............................
Extra equipment:
• they should have a 6 ..............................
• as well as a 7 ..............................
Pick them up from the 8 ..............................
The caravan driver’s age: 9 ..............................
The registered licence issued in: 10 ..............................
3. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.
North Residency Questionnaire
Age of the interviewee: 19
Current occupation: 1 ..............................
Length of living in the
North: 2 .............................. years
Exact living area: 3 ..............................
Type of accommodation: a shared 4 ..............................
Private transport: on foot and by bike

Public transport: take the 5 .............................. or a taxi
Frequency of eating out: 6 ..............................
Places for entertainment: the places people usually go to, such as some great 7 ..............................
Other free time activity: go to the 8 ..............................
Preferred exercises:
• go swimming
• go to the gym
• go 9 ..............................
Part-time course: 10 ..............................

Lesson 2: Short answer

Bước 2: Gạch chân từ để hỏi và những từ khóa dễ nhận biết
- How far, When,...
- English, 1990
- more, best
Bước 3: Chú ý từ vựng đồng nghĩa vì câu hỏi sẽ không được nói chính xác như thế trong bài nghe.
VD: Trong bài nghe “How does it cost?” nhưng câu hỏi lại là “What is its price?”

Luyện tập
1. Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.
1. How long did the sailing course last?
........................................................................................................................................................................
2. What was the first thing that Alicia learnt?
........................................................................................................................................................................
3. What is the date ofthe next course?
........................................................................................................................................................................
4. Who will lead the next course?
........................................................................................................................................................................
2. Answer the questions below. Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each
answer.
1. What kind of tour did the woman do?
........................................................................................................................................................................
2. How did she find out about the tour?
........................................................................................................................................................................
3. How many people were on the tour?
........................................................................................................................................................................
4. What is the address of the hire shop?
........................................................................................................................................................................
5. How much did each student in the group pay?
........................................................................................................................................................................
3. Use NO MORE THAN THREE WORDS for each answer.
1. What were used as an ancient type of currency for trade?
........................................................................................................................................................................
2. What were the first coins made in Greece a natural mixture of?
........................................................................................................................................................................
3. Which material did the Chinese use in the seventh century BC to make coins?
........................................................................................................................................................................
4. Write NO MORE THAN TWO WORDS AND/ORA NUMBER for each answer.
1. Which type of people are particularly attracted to wealth that can be easily transported?
........................................................................................................................................................................
2. What did the ancient Egyptians invent in order to protect their wealth?
........................................................................................................................................................................
3. After which year was the dead bolt lock created?
........................................................................................................................................................................
4. What did the Romans add to Egyptian lock designs?
........................................................................................................................................................................
5. What made Roman locks more difficult to break open than Egyptian locks?
........................................................................................................................................................................

5. Answer the questions below. Write NO MORE THAN THREE WORDS for each answer.
Sea Life Centre - information
1. What was the Sea Life Centre previously called?
........................................................................................................................................................................
2. What is the newest attraction called?
........................................................................................................................................................................
3. When is the main feeding time?
........................................................................................................................................................................
4. What can you do with a VIP ticket?
........................................................................................................................................................................
5. What special event will the Sea Life Centre arrange for you?
........................................................................................................................................................................
6. Where will the petition for animal conservation be sent to?
........................................................................................................................................................................
7. What can you use to test what you have learnt?
........................................................................................................................................................................

Bài tập
1. Answer the questions below. Write NO MORE THAN TWO WORDS for each answer.
Lifestyle questionnaire
1. What exercise do you do regularly?
........................................................................................................................................................................
2. Do you have any injuries?
........................................................................................................................................................................
3. What is your goal or target?
........................................................................................................................................................................
4. What is your occupation?
........................................................................................................................................................................
5. How did you hear about the club?
........................................................................................................................................................................
2. Answer the questions below. Write NO MORE THAN TWO WORDS for each answer.
1. What part of the assignment is Alan going to start working on?
........................................................................................................................................................................
2. Where will Melanie get more information on used paper collection?
........................................................................................................................................................................
3. What will they add to the assignment to make it more interesting?
........................................................................................................................................................................
4. What do they agree to complete by the end of the month?
........................................................................................................................................................................
5. Who will they ask to review their work?
........................................................................................................................................................................

Lesson 3: Sentence completion

Bước 2: Gạch chân những từ khóa dễ nhận biết
- English, 1990
- more, best
Bước 3: Chú ý từ vựng đồng nghĩa vì câu hỏi sẽ không được nói chính xác như thế trong bài nghe.
VD: Trong bài nghe “interested in” nhưng câu hỏi lại là “like”

Luyện tập
1. The title of the course the student wants to do is ..............................
2. The course starts at .............................. a.m
3. It lasts for a period of .............................. hours in total.
4. The course aims to teach people how to use different ..............................
5. Part of the course is held at a nearby ..............................
6. The total cost of the course is ..............................
2. Listen and complete each sentence with NO MORE THAN TWO WORDS.
1. If you want to teach in a school, the best option is to complete a .............................. in Education.
2. You can also apply to study on a .............................. of .............................. course.
3. If you want to do a like a PhD, it may take .............................. at least three years to complete.
4. A .............................. provides a good opportunity to gain commercial experience in your chosen
profession.
5 If you want to find work, a good idea would be to attend a .............................., which gives you the
opportunity to talk to many potential employers in one place.
3. Complete the sentences. Write NO MORE THAN TWO WORDS for each answer.
1. A basic definition of the news story is ..............................
2. A key difference between TV and print news stories is that TV editors must be ..............................
3. Nowadays news stories engage the reader if they have ..............................
4. What an editor chooses to report is highly dependent on their ..............................
5. A good news editor also needs to pay attention to the stories being published by ..............................
4. Complete the sentences below. Write ONE WORD ONLY for each answer.
Paxton Nature Reserve
1. Paxton is a good place for seeing rare .............................. all year round.
2. This is a particularly good time for seeing certain unusual ..............................
3. Visitors will be able to learn about .............................. and then collect some.
4. Part of the .............................. has been made suitable for swimming.
5. Complete tho sentences below. Write NO MORE THAN TWO WORDS AND/OR A
NUMBER for each answer.
1. You need to have a .............................. to buy a ticket for £10.
2. The bus tour lasts .............................. in total
3. The cost of the bus ticket includes entrance to the ..............................
4. You can listen to an audio commentary which has been made by the ..............................
5. If the weather is wet. it is a good idea to bring ..............................
6. Don’t forget to bring your .............................. when you book online.

Bài tập
1. Complete the sentences below. Write NO MORE THAN TWO WORDS for each answer.
Judging and Prize Details
The competition is judged by 1 ..............................
The top five stones will be available 2 ..............................
The top story will be chosen by the 3 ..............................
The first prize is a place at a writers’ workshop in 4 ..............................
2. Complete the sentences below. Write ONE WORD ONLY for each answer.
1. The watercolours class suits people who are ..............................
2. To find out about the Maori language class, contact Jason ..............................
3. For the photography class, check the .............................. for the camera.
4. There is a trip to a local .............................. in the final week of the photography class.
3. Complete the sentences below. Write NO MORE THAN TWO WORDS for each answer.
The police officer suggests neighbours give each other their 1 ..............................
Neighbours should discuss what to do if there’s any kind of 2 ..............................
Its a good idea to leave on the 3 ..............................
Think carefully about where you put any 4 ..............................
It’s a good idea to buy good-guality 5 ..............................

Lesson 4: Note completion

Bước 2: Gạch chân những từ khóa dễ nhận biết
- English, 1990
- more, best
Bước 3: Chú ý những cụm từ in đậm của mỗi đoạn vì những cụm từ này sẽ giúp bạn biết được vị trí thông
tin mà người nói đang nhắc đến.
VD: China, In 1990...
Bước 4: Chú ý đặc điểm chung của những ý phía trước và phía sau của chỗ trống, nếu là số nhiều (số ít)
thì từ cần điền cũng phải tương đương về mặt ngữ pháp.
VD:
- steps
- ... (số nhiều)
- organisations

Luyện tập
Public Service Broadcast
Volunteer workers must be at least 1 ..............................
Job applicants should not have 2 ..............................
Job applicants are asked to submit 3 .............................. and 4 ..............................
The employer will pay the expenses of 5 .............................. and phone calls.
ENVIRONMENTAL CHANGE DISCUSSION
• In Southeast Mexico, farmers did too much 1 .............................. so the environment has been destroyed.
• According to Dick, vegetation problems caused 2 ..............................
• A back issue of a periodical reported interviews with 3 ..............................
• According to one of the articles in the periodical, land 4 .............................. show it is very tough for plant
growth there.
• In the past ten years, almost 5 .............................. kilometres of forest has disappeared.
3. Write ONE WORD ONLY for each answer.

THINGS TO DO:
1. post furniture ..............................
2. .............................. or sell kitchen things
3. get a .............................. first from the second-hand shop
4. give clothes to the .............................. shop
5. fridge and .............................. to Andrea
Birmingham Exhibition
• Open in: 1 ..............................
• Length of exhibition: 2 ..............................
• A wide range of manufacturers will be showcased.
• Some cars are available to observe and the others are for 3 ..............................
• The 4 .............................. is prohibited to take into the museum.
• Every ticket includes one free photo.
• Price of ticket: 5 £ .............................. (in advance)
• Transfer to Mark 6 .............................. (Box Office Manager)
• Held in the 7 .............................. Palace this year
• Not far from 8 ..............................
• Website: www. 9 .............................. .corn
• Best way to contact: 10 ..............................

Bài tập

Novel: 1 ..............................
Protagonists: Mary Lennox; Colin Craven
Period of Time: Early in 2 ..............................
Plot: Mary→WIC-meet Colin who thinks he’ll never be capable of 3 ............................... But then they
become friends.
Point of view: ‘omniscient narrator’ knows all about characters’ feelings, opinions and 4
..............................
Audience: Good for children-story simple to follow
Symbols (physical items that represent 5 ..............................)
• the robin redbreast
• 6 ..............................
• the portrait of Mistress Craven
Motifs (patterns on the story):
• the Garden of Eden
• secrecy-metaphorical and literal transition from 7 ..............................
Themes: Connections between
• 8 .............................. and outlook
• 9 .............................. and well-being
• individuals and the need for 10 ..............................
Wind Farm in Australia
Background:
• In the past, the wind was used to grind flour and pump 1 ..............................
• During the 1970s, the wind power was firstly used to carried out 2 ..............................
Disadvantages:
• The wind turbines can be 3 ..............................
• The turbine blades will harm 4 ..............................
Advantages:
• provides 5 .............................. of the power
• helps the local tourism
Structure:
The wind turbine blade is as big as 6 .............................. and made in 7 ..............................
The local residents can get money from 8 ..............................
In extreme weather conditions, they can 9 .............................. the speed.
The fan is made of fiberglass and 10 ..............................

Group Presentation Assignment
Topic Information source
1 .............................. check at the 2 ..............................
Views on 3 .............................. interview the manager of 4 ..............................
Practice of 5 .............................. find relevant information from the 6 ..........................
How to deliver the plan: as an 7 ..............................
Date of giving the presentation: on 8 ..............................
Schedule of items due:
First Phase: 9 ..............................
Final Phase: Group 10 ..............................
Birds in New Zealand
Facts
The birds often build their nests along the coastline or besides the 1 ..............................
In 1984, researchers suggested that there were only 2 .............................. of this kind of bird left.
It seems hard to 3 .............................. the number of birds precisely.
Influencing factors
Human activities, such as 4 .............................. as well as constructing homes threaten this bird population.
The birds are influenced by many species which can eat their 5 ..............................
Natural disasters including 6 .............................. can also reduce the population of the birds.
Ways of protection
The zoo should recruit a 7 .............................. to prevent the birds from their being poached.
The organizer could build a 8 .............................. to prevent the public from getting closer.
People should make more of an effort to protect 9 .............................. birds.
Through the 10 .............................., people will know more about bird protection.

Lesson 5: Table completion

Bước 3:
- Đọc đầu đề của các cột và các dòng: biết được loại từ vựng tại cột (dòng) đó là loại gì: số, tiên riêng,...

Luyện tập
Mode of Transportation Cash fare Card fare

Bus 1 $.............................. $1.50
Train (peak) $10 $10
Train (off-peak)
before 5 pm or after $10 3 $..............................
2..............................pm
4..............................ferry $4.50 $3.55
Tourist ferry
$35 -
(5..............................)
Tourist ferry (whole day) $65 -
Workshop Content Target group

What you need to succeed in academic
Adjusting 1..............................students
sections
Manage time efficiently, achieve
Getting organised 2..............................between study and All students
leisure
Talking with staff, communicating across All students, especially
Communicating
cultures 3.............................. students
4.............................., breathing
Anxiety Students about to sit exams
techniques, meditation, etc.
6..............................students
5.............................. Staying on track for long periods
only
Topic Time
Academic 1.............................. 7 minutes

2..............................
- cafeteria 6 minutes
- 3..............................
Social activity
- 4.............................. 8 minutes
- 5..............................
Conclusion nearly 6..............................

4. Write NO MORE THAN TWO WORDS for each answer.
Observational method:
Observation checklist Conduct
Students:
Keep a 2..............................
examine the 1..............................of peer pupils
Carry out 3.............................. In-class 4..............................
Non-observational method:
Non-observation checklist Conduct
Statistics Evaluate 5..............................
With the help of 6..............................to identify respondents
Questionnaires
Choose own respondents to do 7..............................
Time perspectives
Time zone Outlook Features & Consequences
Remember good times, e.g. birthdays;
Positive
keep family records, photos, albums, etc.
Past
Focus on disappointments, failures, bad
1..............................
decisions.
Live for 2..............................; seek
Hedonistic
sensation; avoid pain.
Present Life is governed by 3..............................,
Fatalistic religious beliefs, social conditions. Life’s

path can’t be changed.
Prefer work to play. Don’t give it to
4..............................
temptation.
Future Have a strong belief in life after death and
Fatalistic the importance of 5..............................in

life.

Bài tập
Day Entertainment activities Transportation

• learning to make 1..............................
Tuesdays • minibus
• having a 2..............................concert
• enjoying mountain view • 3..............................
Wednesdays
• exploring a tropical 4.............................. • shuttle bus
• having a fancy dinner
Thursdays • watching a spectacular display of • 6..............................
5..............................
Time Keeper Disadvantages

The sundial In different parts of the year, the time for day 1..............................
The changing pressure and 2..............................were what the flow
The clepsydra (Water clock)
of water still relied on.
The 3.............................. The time duration was 4..............................
The burning 5..............................or the rate of burning, was subject
Fire candle clock
to the candles wax.
Research Methods Objects Problems

reference section 1.............................. there is too much information
2.............................. Rebellion bias makes it 3..............................
4.............................. Jim Wiley the information is insufficient
newspaper archives 5.............................. more detail is needed

Lesson 6: Flow-chart

Bước 3:
- Chú ý đến những từ “tín hiệu” trong khi nghe: Let’s begin by, Next, Now we can, And another thing is,
Finally...
Bước 4: Nếu không nghe được rõ câu nào thì có thể ghi ra bất kỳ từ nào mà bạn nghe được,
KHÔNG BỎ TRỐNG BẤT KỲ CÂU NÀO.

Luyện tập

Harvesting and Processing Cocoa Beans
Chocolate beans are 1 .............................. and then bags are shipped.
↓
Bags are then 2 .............................. and weighed by machines.
↓
Next chocolate beans are 3 .............................. in a hopper.
↓
After being roasted at a high temperature
↓
Boiled chocolate beans are 4 .............................. and cracked.
↓
Roasted beans needs to be 5 ..............................
↓
Roasted beans are 6 .............................. in the pocket.

HOW TO APPLY FOR A HOMESTAY
Visit the website and contact the advisor
↓
Keep in touch with the 1 ..............................
↓
Provide two photos, one for the host family, and the other for 2 ..............................
↓
Send in some documents to confirm your 3 ..............................
↓
Receive 4 .............................. within 7 working days
↓
Have a(n) 5 .............................. in London
↓
Pay the extra fee for a fast-track service
↓
Receive a written 6 ..............................

3. Complete the flow-chart below. Choose SIX answers from the box and write the correct
letter, A-H.
To Take Part in the Bird Count
A clear photograph
set up a 1 .............................. for a mobile app
B rough estimate ↓
C new account decide on a 2 .............................. for the day of the bird count
↓
D suitable location
organise a 3 .............................. for support
E council permit ↓
F basic competition ensure everyone has access to a 4 ..............................
G good team ↓
agree on a 5 .............................. for observed birds
H visual guide
↓
submit a 6 .............................. with you collected data
4. Complete the flow-chart below. Choose SIX answers from the box and write the correct
letter, A-I.
A lifestyle changes F effective packaging
B famous people G toxic substances
C scientific findings H processed foods
D industrial processes I alarming images
E poor diet
History of vitamin supplements

Prior to 1900s: physical weakness is thought to be caused by1 ..............................
↓
Early 1900s: research shows a link between 2 .............................. and sickness
↓
1930s: governments become concerned about the popularity of 3 ..............................
↓
1940s: 4 .............................. convince housewives to buy vitamin supplements
↓
1950s: 5 .............................. make vitamin supplements more accessible to consumers
↓
1960s to present day: vitamin supplement sales continue to rise because of 6 ....................

Bài tập

Expertise in creative writing
Background - researcher had previously studied 1 ..............................
↓
Had initial idea for research - inspired by a book (the 2 .............................. of a famous novelist).
↓
Posed initial question - why do some people become experts whilst others don’t?
↓
Read expertise research in different fields, avoided studies conducted in a
3 .............................. because too controlled.
↓
Most helpful studies-research into 4 .............................. e.g. waiting tables.
↓
Found participants: four true 5 .............................. in creative writing (easy to find) and four with extensive
experience.
↓
Using ‘think aloud’ techniques, gathered 6 .............................. data from inexperienced writer. (during
session - assistant made 7 .............................. recordings).
↓
Gathered similar data from experienced writers.
↓
Compared two data sets and generated a 8 .............................. for analysis (identified five major stages in
writing will be refined later).
↓
Got an expert 9 .............................. to evaluate the quality of the different products.
↓
Identified the most effective 10 .............................. of stages in producing text.

2. Complete the flow-chart below. Choose FOUR answers from the box and write the correct letter,
A - F.
A written records
B online studies
C specific questions
D individual responsibility
E proper planning
F regular meetings
Market Research Using a Business’s Own Resources

Begin with staff education to maximize the chances of success.
↓
Give staff examples of 1.............................. that will be helpful every day.
↓
The BQR Group says that staff should make use of 2.............................. each week.
↓
Having 3.............................. is motivating for staff, according to Business Guide.
↓
Provide detailed feedback about any changes that you decide to make
↓
Allow staff to have 4.............................. to ensure continued participation.

Lesson 7: Summary

Bước 2: Gạch chân từ để hỏi và những từ khóa dễ nhận biết
- How far, When,...
- English, 1990
- more, best

Luyện tập

Major Problems of a Company Since the company opened, there have been many problems with
employment, but there is no 1 .............................. . He needs to find a venue for financial training. It is very
hard to run an organisation and the 2 .............................. is of great importance to staying organised. To
enhance the organisation skills, there is a section on 3 .............................. in the library where some
valuable books can be found. In addition, the library contains some useful resources, such as a collection
of documentaries on personal organisation, the literature on 4 .............................., and the articles on the
5 ..............................
After high school some people travel, find a (an) 1 .............................. or take on temporary work to save
money for further education. If you decide to go straight on to more study, to start with you should think
about your 2 .............................. . You’ll also need to consider whether your 3 .............................. will help
you eventually get a good job. After course selection, you should decide on study goals: how many papers
to take and what 4 .............................. you want to achieve.
Managing Creativity in Your Business
Managing creative staff is a difficult task. They have creativity and 1 .............................. so they need
freedom. In the past, in factories, 2 .............................. was vital for making a high quality product.
Nowadays, we hire staff to create new products and find new customers. But, their new ideas must be 3
.............................. if we want to make money from them. A standard method for managing staff is setting
4 .............................. targets, related to profits, products or new clients. This method has some problems,
because staff might be dishonest or break the law so that they can meet the company goals. These goals
are often tied in to 5 .............................. and this can make the problem worse.

Every day the human body is fighting off 1 .............................. by destructive pathogens. A person in good
health has natural protection in the form of an immune system which works best against familiar micro-
organisms which may have been encountered during a previous 2 .............................. or passed on by the
mother before or after birth.
Vaccination is a way to cause 3 .............................. immunisation by introducing a small amount of
pathogen into the body - just enough for the body’s 4 .............................. to react by making antibodies.
Passive immunisation can be used as a way of treating someone who is already sick. Proteins from animal
5 .............................. are introduced into the patient to give him the necessary antibodies to fight the
disease.
Dr. Edward Jenner observed that people who had suffered and recovered from a serious disease called
smallpox did not get it again. He also noted that victims of a milder disease, cowpox, which they caught
from 6 .............................., were immune to smallpox. He carried out a successful 7 .............................. by

deliberately giving a child cowpox in order to make him immune to smallpox.
Production of Rice
Rice gives more 1 .............................. per hectare than other cereal crops and production has increased
over 100% in recent years because of better yields. Land area has only increased by 30% due to the need
for wet land so availability of land is quite limited by 2 ..............................
type and 3 .............................. supply. The dry-land variety gives poorer yields and poorer 4
.............................. . No weed killers have been developed yet that do not harm the main crop. Heavy
machines are unable to work in paddy fields so most rice is still grown 5 ..............................

Bài tập

Cochlear Implants - Advantages, Disadvantages and Factors
Hearing aids 1 .............................. normal sounds, so they are good for mild hearing loss but not for severe
loss. Cochlear implants help some people a lot, but do not work so well for everyone. The brain gets different
2 .............................. from an implant, so users must relearn how to hear. Cochlear implants are not a cure.
Users need ongoing training in 3 .............................. lip-reading and sign language. The
surgery can damage nerves. It may also destroy any 4 ..............................; in such cases, those users
cannot go back to using a hearing aid. The most important factor for selecting users is the 5
.............................. of their deafness, and also age and previous speaking ability. Finally, the condition of
the nerve cells in the cochlea is a factor, because 6 .............................. can damage these cells.
Several large earthquakes were triggered by the eruption of Pinatubo on 15 th June 1991 because of the 1
.............................. of the summit. The ‘caldera’ thus created considerably reduced the height of the
mountain. At the same time a 2 .............................. was passing by and the rain associated with it mixed
with the cinders in the air to form a substance called ‘teplra’ which fell on the 3 .............................. of homes
causing them to collapse, crushing hundreds of people.
During the eruption, large amounts of sulphur dioxide gas were emitted, which combined with 4
.............................. to make sulphuric acid which was responsible for a great deal of ozone depletion above
Antarctica. The overall effect of the cloud from this great eruption was the lowering of 5 ..............................

Lesson 8: Labelling a map

Bước 1: Xác định điểm bắt đầu:
- Thường bắt đầu bằng các từ: “You are here”, “Entrance”,…
- Nghe hướng dẫn
Bước 2: Xác định rõ vị trí, phương hướng, địa điểm (north, south...turn left, right...)
Bước 3: Nếu số lượng danh sách ít hơn địa điểm trong hình thì 1 trong những đáp án sẽ nằm gần điểm
bắt đầu nhất.

Luyện tập
1. Match the places in questions 1-5 to the appropriate place among A-E on the map.
1. Student Centre
2. Health Centre
3. Internet Unit1
4. Complaint Office
5. Cafe
2. Write the correct letter, A-E, next to questions 1-5.
1. Science Museum
2. National History Museum
3. Car Park
4. Shopping Mall
5. Primary School

3. Write the correct letter, A-E, next to questions 1-5.
1. Campsite
2. Business Centre
3. Museum
4. Cafe
4. Write the correct letter, A-H, next to questions 1-6.
1. Bus stop
2. Car park
3. Museum
4. Mill
5. Potter’s studio
6. Café

1. Bird hide
2. Pye-dog zone
3. Rest area
4. Kangaroo visiting site
5. Photo shop

Bài tập
1. Write the correct letter, A-I, next to questions 1-5.
1. Mill
2. Museum
3. Laboratory
4. Café
5. Toilet

1. Reception
2. Mr. Green’s Room
3. Medical Records Office
4. Surgery Room
5. Manager’s Office

3. Write the correct letter, A-F, next to questions 1-6.
A. Video Resource Centre
B. Reading Room
C. Food Service Centre
D. Periodicals Section
E. Enquiry Desk
F. Satellite TV Station
4 .................... 3 ....................
5 ...................
1 ....................
6 ............
2 .................

Lesson 9: Labelling a diagram

Bước 2: Đọc các thông tin đề cho, gạch chân 1 số key words và dự đoán thông tin cần điền là gì
Bước 3: Bám sát vào các từ ngữ chỉ vị trí có sẵn trong bài nghe để dễ dàng định vị các câu trả lời.
Bước 4: Các đáp án cho loại câu hỏi này sẽ được nêu theo thứ tự câu hỏi.

Luyện tập
2 ..............................
1 ..............................
5 ..............................
6 ..............................
4 ..............................
3 ..............................
2. Write NO MORE THAN ONE OR TWO WORDS in each gap.

Outer casting made of
1 .............................. 2 ..............................
or other strong metal
Spring is 3 .............................. when closed

4 ..............................
5 .............................. with numbers

Bài tập

3. Write ONE OR TWO WORDS AND/OR A NUMBER for each answer.
DRINKS MACHINE FOR STAFF ROOM
1 .................... front
2 ....................
receiver
drink delivered by
a visible
3 ....................
(drink not
4 ....................)
put in
order 5 ....................
maximum of for drink require
6 ....................
4. Write ONE OR TWO WORDS for each answer.

DEBIT CARD
hologram with
black
moving
1 .................... 2 ....................
name of bank
or debit-card
company
6 ....................
expiry
5 .................... security number
and holder’s
cardholder’s 4 .................... 3 ....................
name

Lesson 10: Multiple choices

- English, 1990
- more, best
Bước 2: Đọc đáp án:
- Nhận xét những đáp án nào giống nhau (đều là câu phủ định, câu so sánh...)
- Đáp án nào là rõ ràng nhất hoặc khác với những đáp án còn lại nhất → Loại
Bước 3: Chú ý những đáp án được nói ngay lập tức sau tín hiệu câu hỏi thường là sai, tập trung nghe
những từ như “but, however, unfortunately”
Bước 4: Nếu không nghe được rõ câu nào thì có thể bỏ qua để nghe câu tiếp theo, KHÔNG BỎ TRỐNG
BẤT KỲ CÂU NÀO.

Luyện tập
1. Choose the correct letter, A, B or C.

1. What is Harry’s problem?
A. He doesn’t want to sell his things.
B. He needs to decide what to do with his possessions.
C. He would like to take everything to England.
2. Which of the items below does Harry want to sell?
A. sleeping bag
B. kitchen furniture
C. household appliances
3. Where is Harry going to advertise his books for sale?
A. In the university bookshop.
B. In the student newspaper.
C. In the economics department.
4. Andrea thinks it is unlikely students will purchase the furniture because
A. they’re all doing the same thing.
B. they live at home.
C. it’s the summer vacation.
5. Andrea thinks that a second-hand shop
A. may not pay well.
B. may not take your goods.
C. may only take free goods.
2. Choose the correct letter, A, B or C
1. The Treloar Valley passenger ferry
A. usually starts services in April.
B. departs at the same time each day.
C. is the primary means of transport for local villagers.
2. Which of the following is true about the river cruise?
A. It can be combined a train journey.
B. Its unsuitable for people who have difficulties in walking.
C. The return journey takes up to four hours,
3. What information is given about train services in the area?
A. Trains run non-stop between Calton and Plymouth.
B. One section of the rail track is raised.
C. Bookings can he made via telephone or the Internet.
4. The rover bus ticket
A. can be used for up to five journeys a day.
B. is valid for weekend travel only.
C. has recently gone down in price.

1. What was Jill surprised to find?
A. Some work to reduce the water usage to her house could be done soon.
B. The house was poorly insulated.
C. She could get financial help.
2. What does Jill say can do straight away?
A. Use energy-saving bulbs.
B. Turn down the thermostat.
C. Turn off their appliances completely.
3. What pleased Jill about the energy provider?
A. reduction in price for prompt payment
B. allowing customers to pay online
C. having a reduction in price of the energy-saving sources
4. What difficulty dies Jill have with the energy meters?
A. They are difficult to access.
B. The figures are hard to read accurately.
C. She can’t tell whether they’re for electricity or for gas.
5. What kind of energy-saving method is Jill going to take next?
A. Use an energy-saving boiler.
B. Have the walls checked for their insulation level.
C. Install double-glazed windows.
6. Why is Jill doubtful about renewable energy?
A. She thinks it’s unsuitable for her house.
B. She doesn’t understand the technical details.
C. She believes it’s too expensive.
1. Pacific tapa cloth is different from other types of tapa cloth because it is
A. the only tapa made today.
B. better quality than others.
C. put a wider range of users.
2. What does Helen say about the paper mulberry tree?
A. It is also a source of food.
B. It is not native to the Pacific.
C. It can grow in any environment,
3. Why did the Maori people of New Zealand stop making tapa?
A. They could not find the right trees in New Zealand.
B. They were introduced to other fabrics by the Europeans.
C. They found a better material for making fabric.
4. Large pieces of tapa are made from smaller pieces which are
A. stuck together.
B. woven together.
C. sewn together.

5.
Questions 1 and 2. Choose TWO letters, A-E.
Which TWO water-saving tips are not recommended by Jill?
A. Use more showers than baths.
B. Keep the washing machine full before using it.
C. Boil only as much water as you need.
D. Turn off the taps while you are brushing your teeth.
E. Repair leaking taps.
Questions 3 and 4. Choose TWO letters, A-E.
Which TWO topics do people most frequently ask about?
A. the ideal temperature setting on the thermostat
B. whether to leave the light on or not
C. whether to use a computer or laptop to watch movies
D. how to work out the operating cost of appliances
E. whether solar panels only work on sunny days

Bài tập

1. Lila and Jake chose this article because
A. it was on a topic familiar to most students.
B. it covered both IT and education issues.
C. it dealt with a very straightforward concept.
2. How did Lila and Jake encourage students to take part in their research?
A. They convinced them they would enjoy the experience.
B. They said it would help them do a particular test.
C. They offered to help them with their own research later on.
3. Lila and Jake changed the design of the original questionnaire because
A. it was too short for their purpose.
B. it asked misleading questions.
C. it contained obsolete points.
4. Lila was surprised by the fact that
A. the questionnaire returns to below.
B. so many students sent back their questionnaires.
C. the questionnaire response were of such high quality.
1. Students may fail the exam if they
A. do not do a slide show.
B. copy other people’s work.
C. do not follow the instructions.
2. Why does the man think they should skip some photos of the first volcano in the presentation?
A. they are not attractive
B. the time is not enough
C. people have never heard of this
3. About Mount Fago, a volcano in Mexico or the USA, the man thinks
A. they should not use inaccurate information in the presentation.
B. they can find another example.
C. it does not matter to choose which volcano to use.
4. The woman thinks they should mention Mount Etna since
A. it covers most of the important points.
B. it was formed a long time ago.
C. it has amazing views.
5. They reached an agreement to leave out Mount Herta since
A. other students have used it before.
B. it is irrelevant to their topic.
C. there is nothing special about this volcano.

3. Choose the correct letter, A, B, or C.
1. What has Irene recently done?
A. She has almost finished planning the experiment.
B. She is not applying herself enough to her work.
C. She spends plenty of time in the lab.
2. What is Bill’s attitude toward Kim?
A. He is grateful for Kim’s contribution.
B. He is not fond of Kim’s tastes in clothes.
C. He thinks Kim is not good at laboratory work.
3. How does Jen find the other people in the group?
A. The boys are good at maths which is very helpful.
B. They would fail the experiment without Irene’s contribution.
C. Irene has completed the data analysis so the experiment is nearly done.
4. How did Jen and Bill feel about Linda?
A. She always handed in her work late for the group work.
B. She was hard to get in touch with.
C. She thought it was easy to get in a high score.
5. Why was Jen invited to the professor’s personal project?
A. She was quite popular among students.
B. She always finishes reading all the assignments.
C. She was closer to the professor.

Lesson 11: Matching

Bước 2:
- Gạch chân những từ vựng đặc biệt của từng câu đáp án cho sẵn: “new, extend, reduce...”
- Sau đó nhóm những câu này vào từng nhóm có từ vựng giống nhau: đều có cùng từ “new” hoặc
“extend”
Bước 3: Các đáp án được nói đến ngay lập tức “thường” là các đáp án sai.
Bước 4: Chú ý một số từ vựng: but, however, unfortunately... vì đó sẽ là dấu hiệu cho sự thay đổi nghĩa
trong câu.

Luyện tập
1. Write the correct letter, A-E, next to Questions 1-3.

A. The course is full.
B. The course fee is too expensive.
C. She has another activity at that time.
D. She has another activity that evening.
E. The class is too late.
Courses
1. Dance Class
2. Singing Class
3. Vocal Class
2. Write the correct letter, A, B or C, next to Questions 1-4.
Which counsellor should you see?
A. Louise Bagshaw
B. Tony Denby
C. Naomi Flynn
1. If it is your first time to see a counsellor

2. If you are unable to see a counsellor during normal office hours
3. If you do not arrange an appointment
4. If your concerns are associated with anxiety
3. Write the correct letter; A, B or C, next to Questions 1-6.
What does the organiser tell the members about who should do each of the following tasks?
Tasks
1. Taking tents
A. All the members must do it. 2. Booking campsites
B. Members have the opinion of doing it. 3. Taking bicycles
C. The organiser is responsible for doing it. 4. Buying train tickets
5. Buying tickets for a football match
6. Collecting information about the area of the tour
4. Choose FOUR answers from the box and write the correct letter, A-H, next to Questions
1-4.
Which location has the following attraction?
A. farming museum
Locations B. horseriding
1. St. Andrews C. locally produced food
2. Cluny D. market selling clothes
3. Pennerley E. old ruins
4. Farlow F. steam railway
G. transport museum
H. water sports

5. Choose SIX answers from the box and write the correct letter, A-H, next to Questions 1-
6.
A. varieties of desert
1. Mary B. edible plants
2. Berson C. lawns and lawn alternatives
3. Smith D. native plants
4. Nunee E. storing water
5. Acanlan F. plants attracting wildlife
6. Mandelson G. unified design
H. soil nutrients

Bài tập
1. Choose FIVE answers from the box and write the correct letter, A-F, next to Questions
1-5.
What task has been distributed to each person?
Tasks
A. Acknowledgement
B. Methodology
C. Bibliography
D. Literature review
E. Results
F. Discussion
Person
1. Irene
2. Kate
3. Jen
4. Bill
5. Linda
2. Choose SIX answers from the box and write the correct letter. A-H, next to Questions 1-
6.
What are the suggestions offered by the speakers?
A. get feedback from teaching staff
B. do more reading 1. Essays
C. get help from school supporting staff 2. Lectures
D. get help for nursing problems 3. Research
E. manage time properly 4. Online forum
F. be well prepared 5. Placement tests
G. review the notes regularly 6. Freshmen
H. don’t set unrealistic goals

3. Choose FIVE answers from the box and write the correct letter, A-F, next to Questions
1-5.
Which statement can best fit to each of the following situation?
Features
A. make a short movie.
B. lack his / her own points.
C. ignore the positive sides.
D. watch some documentaries.
E. prepare beforehand.
F. identify the differences between them.
1. The woman’s last presentation was criticised because it did

2. The tutor suggested for the next presentation the woman should
3. People do not know enough about volcanoes and so they
4. The reason why the man felt nervous is that he did not
5. They are researching active and extinct volcanoes to
4. Write the correct letter, A, B, C or D, next to Questions 1-6.
According to the speakers, what function has tapa played in the following countries?
Countries
1. Samoa
2. Tonga
3. Cook Islands
4. Fiji
5. Tahiti
6. Tikopia
Functions
A recreational
B practical
C spiritual
D commercial

WRITING
Part 3

Lesson 1: Opinion
1. Rewrite the sentences with the instructions below.
Đổi cấu trúc câu

Employers should provide their employees with better salary packages. (chủ
động)
→ Employees should be provided with better salary packages by their
Đổi từ cấu trúc chủ employers. (bị động)
động sang bị động VD: Governments should spend money on measures to save languages that
hoặc ngược lại. are used by few speakers.
→.....................................................................................................................
........................................................................................................................
........................................................................................................................
Đổi dạng từ trong câu

Đổi động từ trong câu The government should support local businesses.
thành danh từ hoặc → The government should provide support for local businesses.
ngược lại. “support (v) → support (n)”
Chú ý: Khi đổi dạng từ (to provide support for somebody: cho ai đó. sự giúp đỡ)
thì cấu trúc câu cũng VD: The environment is being seriously damaged by human activities.
sẽ thay đổi nên cần →.....................................................................................................................
phải kiểm tra từ điển ........................................................................................................................
để dùng chính xác các ........................................................................................................................
cặp từ đi với nhau
trong trường hợp sử
dụng cách này.
Sử dụng chủ ngữ giả (it, there)

People need to protect the environment.
Trong những câu sử → It is necessary for people to protect the environment.
dụng cấu trúc “should, VD: The government should carry out new regulations to protect endangered
need, must...” thì có animals.
thể sử dụng chủ ngữ →.....................................................................................................................
giả “it” để viết lại câu. ........................................................................................................................
........................................................................................................................
- Smoking should be restricted in public places.
→ There should be restriction on smoking in public places.
Một số trường hợp có
VD: Fast food should be taxed heavily.
thể dùng chủ ngữ giả
→.....................................................................................................................
“there” để viết lại câu.
........................................................................................................................
........................................................................................................................

Thêm thành phần giải thích nghĩa
- The government should support local businesses.
Viết lại câu bằng cách → The government should support businesses that operate locally.
đưa ra phần bổ nghĩa “local businesses = businesses that operate locally”
hoặc giải thích nghĩa VD: Artists should receive funding from the government in order for them to
(mệnh đề quan hệ) continue with their work.
cho một thành phần →.....................................................................................................................
của câu gốc. ........................................................................................................................
........................................................................................................................
Thay đổi các cụm từ tương đương

Learning through mistakes plays an important role in a person’s
development.
→ Learning through mistakes plays a vital part in a person’s development.
Sử dụng những cụm
VD: The performance of staff can have significant impact on the success of
từ (collocation) mang
a company.
ý nghĩa tương tự.
→.....................................................................................................................
........................................................................................................................
........................................................................................................................
2. Complete the Introduction and Conclusion with the instruction below.

2.1. Phân biệt giữa OPINION và TREND
VD 1: Some people believe that when designing a building, the most important factor is intended use
of the building rather than its outward appearance. To what extent do you agree or disagree?
VD 2: When designing a building, the most important factor is intended use of the building rather than
its outward appearance. To what extent do you agree or disagree?
2.2. Mở bài
VD 1: Some people believe that when designing a building, the most important factor is intended use
of the building rather than its outward appearance. To what extent do you agree or disagree?
- Chỉ đồng ý với 1 ý kiến: There is a common belief that (People have different views regarding...in
comparison to...) . I completely agree (disagree) with this statement.
→ There is a common belief that the function of a building should be the main consideration at the
design stage than its appearance, I completely agree that with this statement.
Hoặc
→ People have different views regarding the importance of a building’s function in comparison to
its appearance. I completely disagree that with this statement.
- Đồng ý với cả 2 ý kiến: While I believe that..., I also agree that
→ While I believe that the function of a building should be the main consideration at the design stage,
I also agree that the other important factor is the appearance of the building from the outside.
VD 2: When designing a building, the most important factor is intended use of the building rather than
its outward appearance. To what extent do you agree or disagree?

- Chỉ đồng ý với 1 ý kiến: While..., I completely agree with this statement.
→ While the function of a building should be the main consideration at the design stage than its
appearance. I completely agree that with this statement.
- Đồng ý với cả 2 ý kiến: While I believe that..., I also agree that
→ While I believe that the function of a building should be the main consideration at the design stage,
I also agree that the other important factor is the appearance of the building from the outside.
2.3. Kết luận
- Chỉ đồng ý với 1 ý kiến: In conclusion, although (it is argued that) + S + V, I personally believe
that + S + V
→ In conclusion, although (it is argued that) high school students could be required to attend art
classes, I personally believe that other core subjects might be equally important for various reasons.
- Đồng ý với cả 2 ý kiến: In conclusion, although I accept that ..., I also argue that...
→ In conclusion, although I accept that high school students could be required to attend art classes,
I also argue that other core subjects might be equally important for various reasons.
2.4. Luyện tập
Topic: Some people believe that although more and more people read the news on the Internet,
newspapers will remain the most important source of news for the majority of people. Do you agree
or disagree?
(Nhiều người cho rằng mặc dù ngày càng có nhiều người đọc tin tức trên Internet, báo giấy vẫn là
nguồn thông tin chính của đại bộ phận người dân. Bạn đồng ý hay không đồng ý với quan điểm này?)
Introduction:
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
Conclusion:
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
3. Complete Bodies with the structure below.
Chú ý: Không dùng “I, we, you, he, she” trong đoạn thân bài.
3.1. Thân bài có 1 ý chính
1. Câu chủ đề
- Totally agree/ Totally disagree (Hoàn toàn đồng ý hoặc không đồng ý với 1 ý kiến)
Body 1: The first reason in favour of my argument is that...
Body 2: Another reason supporting my view is that...

VD: The first reason in favour of my argument is that having a girlfriend usually costs a lot of money.
- Balanced opinion (Đồng ý với cả 2 ý kiến)
Body 1: On the one hand, it is justifiable that...
Body 2: On the other hand, it would contend that...
VD: On the one hand, it is justifiable that having a girlfriend usually costs a lot of money.
2. Câu giải thích (giải thích nguyên nhân vì sao lại có câu chủ đề)
- Since + S + V, S + V (- In fact, S + V, which...)
VD: Since people have to buy presents for their darling regularly.
3. Câu ví dụ (Ví dụ structure)
Câu 3(4): Take..., who (which) is one of the..., as an example.
Câu 4(5): Giải thích bằng cách chia nhỏ Câu Supporting idea
- people → males (người cụ thể là ai? → con trai)
- have to → often (giảm tính bắt buộc hoặc chắn chắn của sự việc)
- presents → chocolates or flowers (quà gì? → sô cô la hoặc hoa)
- darling (có thể giữ nguyên hoặc viết lại bằng từ khác) → girlfriends
- regularly → on Valentine’s Day (mức độ thường xuyên? → vào ngày Lễ Tình yêu)
VD: Take a girlfriend, who is one of the best loving people, as an example. Males often buy chocolates
or flowers for their darling on Valentine’s Day.
4. Câu kết đoạn (Kết quả từ ví dụ)
Câu 5(6): As a result (This means that)
VD: As a result, men might have to face serious financial problems.
Topic: Although more and more people read the news on the Internet, newspapers will remain the
most important source of news for the majority of people. Do you agree or disagree?
Body 1:
- Ý chính: trải nghiệm mới của Internet mang lại cho người đọc.
- Giải thích: quá trình phát triển liên tục của nền công nghiệp công nghệ đã mở ra khả năng đăng tải
video và băng ghi âm trên nhiều trang thông tin mạng.
- Ví dụ: bóng đá → người hâm mộ bóng đá ngày nay có thể xem lại những trận bóng đá yêu thích bất
cứ lúc nào họ muốn với duy nhất chiếc máy tính có kết nối mạng Internet.
- Kết quả: không có sự giới hạn của Internet thứ mà có thể truyền tải đa phương tiện đến người đọc.
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................

................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
3.2. Thân bài có 1 ý chính và 1 ý đối lập
1. Câu Topic sentence, Câu Supporting ideal (và Example) giống với cách viết phía trên
2. Câu đối lập: có thể sử dụng một trong những cách sau
- Sử dụng từ “Without”
VD: Space exploration helps scientists to predict extreme weather events and other potential dangers
from space; therefore, they could give early warnings and take actions to prevent the damage caused
by these threats. Without space research, human survival could be threatened by various unexpected
natural disasters or other sudden events.
(Khám phá vũ trụ giúp các nhà khoa học dự đoán được các hiện tượng thời tiết khắc nghiệt và các
mối nguy hiểm khác từ không gian; do đó, họ có thể đưa ra cảnh báo sớm và hành động để ngăn
chặn những tổn thất bị gây ra bởi những mối đe dọa này. Không có nghiên cứu vũ trụ, sự tồn tại của
loài người có thể bị đe dọa bởi nhiều thảm họa thiên nhiên hay những sự kiện bất ngờ khác)
- Sử dụng cụm từ “By contrast,”
VD: People, who graduate from single- sex schools, despite their higher academic results, might find
it hard to work collaboratively with their colleagues of the opposite sex. By contrast, people from
mixed schools might easily cooperate with their opposite-gender partners since they have learned
how to communicate and interact effectively with opposite-sex classmates during their time at school.
(Những người tốt nghiệp từ các trường học một giới, mặc dù kết quả học tập cao hơn, có thể khó
cộng tác với các đồng nghiệp khác giới. Ngược lại, những người từ các trường học hai giới có thể dễ
dàng hợp tác với các đồng nghiệp khác giới vì họ đã học cách giao tiếp và tương tác hiệu quả với
các bạn cùng giới trong thời gian ở trường.)
- Sử dụng câu điều kiện
VD: Advertising brings a wide range of benefits to society due to the fact that the advertising industry
provides millions of employment opportunities. If the government imposed a total ban on advertising,
many people might have to face unemployment.
(Quảng cáo mang lại nhiều lợi ích cho xã hội bởi vì thực tế là ngành công nghiệp quảng cáo cung cấp
hàng triệu cơ hội việc làm. Nếu chính phủ ban hành một lệnh cấm lên quảng cáo, nhiều người có thể
phải đối mặt với thất nghiệp.)
Topic: Although more and more people read the news on the Internet, newspapers will remain the
most important source of news for the majority of people. Do you agree or disagree?
Body 2:
- Ý chính: tin tức trên các nguồn tin trực tuyến là dễ dàng truy cập.
- Giải thích: với sự hiện diện của Internet xung quanh hầu hết mọi ngóc ngách trên thế giới, mọi người
có thiết bị di động có thể truy cập bộ nhớ tin tức khổng lồ.
- Ví dụ: các cuộc tấn công khủng bố sẽ được cập nhật ngay lập tức trên CNN hay New York Times.

- Ý đối lập: ngược lại, với việc kéo dài các thủ tục bao gồm chỉnh sửa và in, tờ báo truyền thống có
thể không thể cạnh tranh với Internet về tốc độ cập nhật.
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Lesson 2: Discussion
1. Complete the sentences using the given words.

1. to be a key to = play(s) an important role in: đóng vai trò quan trọng trong việc gì
(Giáo dục đại học là chìa khóa để nâng cao chất lượng của lực lượng lao động.)
workforce / human / the / of / university / the / improve / education / quality
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2. make great (substantial/valuable/outstanding) contribution to sth: đóng góp cần thiết cho
(Những tiến bộ của y học đã đóng góp xuất sắc vào việc chăm sóc sức khỏe cộng đồng.)
have / health / advances / care / public’s / the / medical
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3. reap the benefits enormously (considerably) of sth = gain benefit from sth: có những lợi ích to lớn
của (từ) việc gì
(Khách hàng gặt hái những lợi ích to lớn của toàn cầu hóa.)
(globalisation / customers / the)
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4. satisfy the needs (demands/desires/requirements) of sb: làm hài lòng những nhu cầu của ai đó
(Thiết kế của chương trình làm hài lòng nhu cầu của người học.)
the / learners / designed / program / the
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5. to be entitled to do sth = to have a right to do sth: có quyền làm (có được) điều gì
(Nhân viên toàn thời gian có quyền có được bảo hiểm y tế.)
employees / health / full-time / are / receive / insurance
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6. promote (facilitate) the development of sth: thúc đẩy sự phát triển của việc gì
(city / care / millions / the / invested / medical / to / of / and / has / pounds / education)
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7. have a duty = have an obligation to do: có bổn phận (nghĩa vụ) phải làm gì
(children / their / parents / education / receive / in / ensure / countries, / that / proper / most / European)
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8. to enhance (boost) efficiency/productivity of sth: tăng hiệu quả năng suất của việc gì
(question / education / the / about / main / it / that / high-tech / learning / is)
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9. take steps to do sth: tiến hành các bước làm việc gì
(the / have / the / curb / price / government / to / housing)
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10. expand (enrich) sb’s outlook = broaden sb’s hozirons: mở rộng tầm hiểu biết
(greatly / working / for / can / university / them / and / in / period / before / capable / a / university /
make / going / to / more / students’)
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2. Complete the Introduction with the instruction below.
2.1. Cấu trúc
- Nếu đề bài là OPINION
→ While many people argue that..., others agree that..., I am more convinced that...
(While many people argue that...in place of (rather than/instead of)..., I am more convinced
that...)
VD1: Some people believe that schoolchildren should not be given homework by their teachers,
whereas others argue that homework plays an important role in the education of children. Discuss
both of these views and give your own opinion.
→ While many argue that homework should not be given for the sake of the students in place of
their teachers, I am more convinced that it is a necessary aspect of education.
for the sake of = vì lợi ích của
- Nếu đề bài là TREND
→ While...in place of (rather than/instead of)..., I am more convinced that...
VD2: Schoolchildren should not be given homework by their teachers, whereas others argue that
homework plays an important role in the education of children. Discuss both of these views and give
your own opinion.
→ While homework should not be given for the sake of the students in place of their teachers, I am
more convinced that it is a necessary aspect of education.
2.2. Luyện tập
Topic: Some people think that the main benefit of international cooperation is in the protection of the
environment, while others think that the main benefit is in the world business. Discuss both views and
give your opinion.
(Một vài người nghĩ rằng lợi ích chính của hợp tác quốc tế là bảo vệ môi trường, trong khi đó những
người khác cho rằng mục đích chính đó là kinh doanh quốc tế. Thảo luận cả hai ý kiến trên và đưa ra
quan điểm của bạn.)
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3. Follow the instruction below and complete the Conclusion with topics from Exercise 2.
→ In conclusion, although this view is true in some cases, I would argue that...
VD: In conclusion, although this view is true in some cases, I would argue that other core
subjects might be better for various reasons.
environment, while others think that the main benefit is in world business. Discuss both views and give
your opinion.
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environment, while others think that the main benefit is in world business. Discuss both views and give
your opinion.
Body 1 (Phân tích ưu điểm hoặc nhược điểm cho ý kiến không ủng hộ)
- Câu chủ đề: On the one hand, it is justifiable for some to argue that...
- Ý chính 1: Firstly, S+V, S+V
- Giải thích (ví dụ hoặc kết luận) cho Ý chính 1: In fact, S+V, which (As a result)
- Ý chính 2: Secondly, since S+V
- Giải thích (ví dụ hoặc kết luận) cho Ý chính 2: This means that S+V, which
Có 2 ưu điểm chính đối với kinh doanh:
- Câu chủ đề: hợp tác quốc tế là chìa khóa cho kinh doanh
- Ý chính 1: những công ty đa quốc gia có được những lợi ích to lớn từ các quốc gia khác
- Ví dụ: Apple → việc mở rộng kinh doanh ở Trung Quốc đã đạt được tỷ suất lợi nhuận khổng lồ vì
chi phí sản xuất thấp
- Ý chính 2: nguồn đầu tư từ nước ngoài cho các cơ sở hạ tầng mới có thể thúc đẩy tạo ra doanh thu.
- Ví dụ: xây dựng cầu hoặc đường cao tốc mới có thể giúp người dân địa phương đi lại thuận tiện,
trong khi nhà đầu tư có thể thu phí sử dụng các cơ sở hạ tầng đường bộ này.
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Body 2 (Phân tích ưu điểm cho ý kiến ủng hộ)
- Câu chủ đề: On the other hand (In spite of the above arguments), I am more in favour of...
- Ý chính 1: The first reason is (that) (+ S+V, S+V)
- Giải thích (ví dụ hoặc kết luận) cho Idea 1: In fact, S+V, which (As a result)
- Ý chính 2: Another reason worth mentioning is (that) (+ S+V)
- Giải thích (ví dụ hoặc kết luận) cho Idea 2: This means that S+V, which
Có 2 ưu điểm đối với bảo vệ môi trường:
- Câu chủ đề: những lợi ích của bảo vệ môi trường là không thể phủ nhận
- Ý chính 1: các hiệp định được ký kết giữa các quốc gia về giảm thiểu ô nhiễm không khí
- Ví dụ: Trung Quốc và Hàn Quốc đã đồng ý về việc đóng cửa các nhà máy công nghiệp thải ra một
lượng lớn các chất độc hại.
- Kết quả: giảm đáng kể lượng khí thải các bon và cải thiện chất lượng không khí trong khu vực
- Ý chính 2: sự hợp tác giữa các quốc gia để ứng phó với các vấn đề cấp bách như cháy rừng
- Ví dụ: cử các đội cứu hỏa quốc tế đến Brazil để dập tắt các đám cháy rừng nhiệt đới Amazon vài
năm trước → đám cháy đã nhanh chóng được dập tắt và đã cứu được khu rừng nhiệt đới.
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Lesson 3: Positive and Negative / Advantages and Disadvantages
1. Complete sentences below using the word in the box.
One of the major

major drawback of A major disadvantage of potential benefits of
advantages of
main drawback The advantage of brought great benefits main disadvantage
1. ………………………... using a specialist firm is that the people who work there have years of
experience.
2. ………………………... this type of engine is that it is smaller and lighter than a conventional petrol
engine.
3. Modern technology has ………………………... to mankind.
4. There has been a great deal of research into the ………………………... using genetically modified
crops.
5. The ………………………... of this book is its price.
6. ………………………... using large quantities of chemicals is that they quickly get absorbed into soil.
7. The ………………………... this method is that it can be very time-consuming.
8. Aluminium is very light and also very strong. Its ………………………... is that it cools down very
rapidly.
2. Complete the Introductions with the instructions below.
2.1. Cấu trúc
- “Do the advantages outweigh the disadvantages?” hoặc “Do you think it is a negative or positive
development?”
→ People have different opinions whether... . I am more convinced that the advantages
(disadvantages) are more serious and should not be overlooked.
VD: Many people think that more and more people in the city live in homes with small spaces or no
outdoor areas. Do you think it is a negative or positive development?
→ People have different opinions whether more city inhabitants have to live in cramped houses
with no outdoor spaces. I am more convinced that the drawbacks are more serious and should
not be overlooked.
→ While...could benefit from (to)...in various ways, I am more convinced that the drawbacks
are more serious and should not be overlooked.
→ While ..., I am more convinced that the benefits of...vastly (far) outweigh its drawbacks.
VD: More and more people in the city live in homes with small spaces or no outdoor areas. Do you
think it is a negative or positive development?
→ While more city inhabitants have to live in cramped houses with no outdoor spaces, I would argue
that the disadvantages of this problem vastly outweigh its advantages.

2.2. Phương pháp nâng cấp mở bài
- Viết thêm 1 câu đầu tiên nêu chủ đề chính của đề bài (nếu xác định được chủ đề chính).
VD: Many people say that having a loved one bring more benefits to healthy life than a balanced diet.
Do you think it is a negative or positive issue?
- Main words: healthy life
- Supporting words: having a loved one, balanced diet
- Question: negative or positive
→ In modern society, healthy life has been receiving a great deal of public attention. People have
different opinions whether a darling is more important to healthy life than a balanced diet, I am more
convinced that the drawbacks are more serious and should not be overlooked.
2.3. Luyện tập
Topic: The use of social media is replacing face-to-face interaction among many people in society.
Do you think the advantages outweigh the disadvantages?
(Việc sử dụng mạng xã hội đang dần thay thế cho giao tiếp trực tiếp giữa nhiều người trong xã hội.
Bạn nghĩ rằng những ưu điểm có vượt trội hơn những nhược điểm không?)
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Body 1 (Phân tích ưu điểm hoặc nhược điểm cho ý kiến không ủng hộ)
- Câu chủ đề: On the one hand, it is evident that...may result in some negative consequences (positive
results).
- Ý chính 1: Firstly, S+V, S+V
- Ý chính 2: Secondly, since S+V
Có 2 ưu điểm chính:
- Câu chủ đề: mạng xã hội có nhiều ưu điểm
- Ý chính 1: sự ra đời của các nền tảng xã hội trực tuyến đã làm cho mọi người dễ dàng tiếp xúc với
nhau, cũng như xây dựng các mối quan hệ mới
- Ví dụ: Facebook → nếu các trang mạng xã hội này thay thế các tương tác trực tiếp, mọi người sẽ
có thể làm việc linh hoạt và học tập từ nhà mà không cần phải tốn nhiều thời gian đi đến nơi làm việc
- Ý chính 2: giảm sự tắc nghẽn giao thông

- Giải thích: làm giảm sự khủng hoảng nghiêm trọng bầu khí quyển
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Body 2 (Phân tích ý kiến ủng hộ)
- Câu chủ đề:
→ On the other hand, I believe that there are more advantages (disadvantages) that...should take into
consideration.
→ On the other hand, I believe that the positive (negative) effects of this development far eclipse its
drawbacks (benefits) mentioned above.
- Ý chính 1: The first reason is (that) (+ S+V, S+V)
- Giải thích (ví dụ hoặc kết luận) cho Idea 1: In fact, S+V, which (As a result)
- Ý chính 2: Another reason worth mentioning is (that) (+ S+V)
- Giải thích (ví dụ hoặc kết luận) cho Idea 2: This means that S+V, which
4. Complete the Conclusions with the instructions below.
→ In conclusion, my view is that the benefits offered by...are undeniable yet outweighed by the
disadvantages mentioned above.
VD: In conclusion, my view is that the benefits offered by extra classes are undeniable yet outweighed
by the disadvantages mentioned above.
→ In conclusion, despite the disadvantages in terms of...(and)..., I am completely in favour
of...(and)...since their benefits are much more considerable.
VD: In conclusion, despite the disadvantages in terms of technical errors and attendees’ attention
span, I am completely in favour of online business meetings and trainings since their benefits are
much more considerable.

Lesson 4: Causes and Solutions
a reason for partly due to as a result of
owing to because of main justification for
1. They were discriminated against .............................. their colour.

2. The number of songbirds has declined. This is .............................. modern farming methods.
3. .............................. lack of public interest, the programme was abandoned.
4. Sea levels are rising .............................. global warming.
5. 39% of workers gave poor working conditions as .............................. leaving their previous job.
6. The US government’s .............................. the war was that they wanted to bring democracy to the
country.
lead(s) to give(s) rise to result(s) in bring(s) about
to be conducive to the result this would enable...to this would lead to
1. The research could eventually .............................. a cure for many serious illnesses.
2. Many household fires .............................. in death or serious injury.
3. The war .............................. enormous social change.
4. Poor performance in exams can .............................. depression and even thoughts of suicide.
5. In addition, visual improvements .............................. survival and reproduction.
6. .............................. of this is that there’s rarely a contest between lion and tiger anymore.
7. .............................. airlines .............................. configure seating according to demand.
8. .............................. an incorrect filter.
it is important one solution would

viable measures address eradicate
for...to be for...to
1. .............................. the government .............................. encourage people to use public transport

instead of their own cars.
2. .............................. the government .............................. encourage people to use public transport
instead of their own cars.
3. There are several actions that could be taken to .............................. the problems described above.
4. There are potential ways to .............................. these problems, or at least reduce the effects.
5. There are some .............................. should be taken by government to tackle such problems.
4. Complete the Introductions with the instruction below.
4.1. Cấu trúc

→ People have different views about whether... . Several causes can be identified, and some
solutions could help to tackle this problem.
VD: Some people think that they today do not feel safe either at home or when they are out. What
are the causes? What are the solutions?
→ People have different views about whether they no longer feel safe at their house or on the
street. Several causes can be identified, and some solutions could help to tackle this problem.
→ While..., several causes can be identified, and some solutions could help to tackle this
problem.
VD: People today do not feel safe either at home or when they are out. What are the causes? What
are the solutions?
→ While people are no longer safe either in their own houses or when they are in the street or other
public places, several causes can be identified, and some solutions could help to tackle this
problem.
4.2. Luyện tập
Topic: Nowadays, most people are not as fit and active as they were in the past. What are the main
causes of this situation? Suggest some possible solutions.
(Ngày nay, hầu hết mọi người không thon gọn và hoạt bát như trước đây. Những vấn đề chính ở đây
là gì? Đưa ra một vài giải pháp để giải quyết.)
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5. Complete Causes and Solutions bodies with the structure below.
Body 1: Nguyên nhân
(- Câu chủ đề: There are two main factors that can be proposed to explain this tendency.)
- Ý chính 1: In terms of..., S+V, S+V
- Giải thích (ví dụ hoặc kết luận) cho Ý chín 1: In fact, S+V, which (As a result)
- Ý chính 2: In terms of..., since S+V
Có 2 nguyên nhân chính:
(- Câu chủ đề: có hai lý do chính có thể được đưa ra để giải thích cho xu hướng này)
- Ý chính 1: góc độ xã hội, cuộc sống hiện đại trở nên náo nhiệt hơn, đặc biệt ở các khu vực đô thị
- Giải thích: mọi người có những thời khóa biểu quá bận rộn → làm cho họ ít có thời gian hơn để tập
thể dục → tập trung vào những ưu tiên khác như làm thêm giờ để đáp ứng thời hạn hơn là đi đến
phòng tập thể dục
- Ý chính 2: góc độ công nghệ, sự thống trị của các thiết bị công nghệ là một trong những lý do chính

cho lối sống thụ động
- Giải thích: mọi người có xu hướng bắt kịp với sự phát triển của công nghệ → thường dành quá
nhiều thời gian trước máy tính hoặc ti vi bởi vì có nhiều người cùng vui chơi hơn → mọi người thường
không tham gia vào các hoạt động thể chất
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Body 2: Giải pháp
- Câu chủ đề: However, several feasible solutions could be put forward to solve the problems
mentioned above.
- Câu Ý chính 1: From the perspective of..., S+V, S+V
- Ý chính 2: From the perspective of..., S+V, S+V
Có 2 giải pháp chính: (mỗi giải pháp phải liên quan đến từng nguyên nhân)
- Câu chủ đề: một vài giải pháp có thể đưa ra để giải quyết vấn đề
- Ý chính 1: chính phủ nên đưa ra một số chiến dịch khuyến khích công khai để thúc đẩy lợi ích của
các bài tập
- Giải thích: tác động của việc có một cuộc sống ổn định đối với sức khỏe của người dân
- Ý chính 2 + Giải thích: nhiều cơ sở hạ tầng công cộng như sân chơi hoặc các trung tâm giải trí nên
được xây dựng để mọi người có khả năng tham gia vào việc tập thể dục
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................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
6. Complete the Conclusions with the instruction below.
→ In conclusion, there are various causes of..., and appropriate steps need to be taken to tackle
this problem.
VD: People today do not feel safe either at home or when they are out. What are the causes? What
are the solutions?
→ In conclusion, there are various causes of road safety, and appropriate steps need to be
taken to tackle this problem.
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................

Lesson 5: Two-part question
1. Underline the ideas of the questions below.

1. Nowadays, some employers think that formal academic qualifications are more important than life
experience or personal qualities when they look for new employees. Why is it the case? Is it a positive
or negative development?
2. In recent years, the family structure has changed, as well as family roles. What are the changes
occurring? Do you think these changes are positive or negative?
3. Scientists predict in the near future cars will be driven by computers, not people. Why? Do you think
it is a positive or negative development?
4. In some parts of the world, it is increasingly popular to research the history of one’s own family.
Why do people want to do this? Is it a positive or negative development?
5. Competitiveness is a positive quality for people in most societies. How does competitiveness affect
individuals? Is it a positive or negative trend?
6. More and more young people from wealthy countries are spending a short time in communities in
poorer countries doing unpaid work such as teaching or building houses. Why? Who benefits more
from this, the community or these young people?
7. In many countries, people now wear Western clothes (suits, jeans) rather than traditional clothing.
Why? Is this a positive or negative development?
8. In many countries, governments are spending a large amount of money on improving internet
access. Why is it happening, and do you think it is the most appropriate use of government money?
9. Many animal species are becoming extinct due to human activities both on land and in the sea.
What activities can harm animal existence? What can be done to prevent this?
10. Consumers are faced with increasing numbers of advertisements from competing companies. To
what extent do you think consumers are influenced by advertisements? What measures can be taken
to protect them?
2. Complete the Introduction and Conclusion with the instructions below.
2.1. Nội dung
Trọng tâm của dạng bài này là phần trình bày nguyên nhân, vì nếu phần nguyên nhân đã được phân
tích rõ ràng thì không khó để tìm giải pháp. Hơn nữa, giám khảo không kì vọng việc đưa ra giải pháp
triệt để, hoàn hảo cho vấn đề trong đề bài, nên chỉ cần tập trung cho việc nhận biết, phân tích vần đề.
→ Thân bài sẽ gồm 2 đoạn văn, đoạn 1 trình bày nguyên nhân, đoạn 2 đưa ra ý kiến của bản thân về
câu hỏi thứ hai của đề bài.
2.2. Cấu trúc
Introduction: Giới thiệu topic (paraphrase lại đề bài) và trả lời cả 2 câu hỏi nêu ra ở đề bài, chỉ cần
trả lời chung chung không cần nêu chi tiết, cụ thể. Nếu có hỏi “your opinion” thì phải nêu “your opinion”.
→ ... . The reasons behind this trend will be outlined in the following essay, and in my opinion,
this is a positive (negative) overall. / it could bring both positive and negative results in equal
measure.
→ ... . This essay will discuss the reasons behind this phenomenon, and in my opinion, it also

justifies the (negative) positive effect on ...
VD: Museums and historical sites are mostly visited by tourists, not local people. Why? Is this a positive
or negative development?
→ People who visit museums and historical places are mainly tourists, not local people. There are
two main reasons behind this trend, and in my opinion, this is a negative development overall.
Topic: Children nowadays are spending too much time playing video games and very little time playing
sports. Why is this happening? Is this a positive or negative development?
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
Body: Cần phải trả lời đầy đủ cả 2 câu hỏi ở 2 đoạn thân bài. Câu trả lời ở 2 đoạn này độc lập với
nhau, không cần phải có sự liên kết về ý tưởng giữa 2 đoạn.
Body 1: There are a variety of justifications why... . Firstly,... . Secondly,...
- Why are children spending time playing games? → sự thiếu giám sát của cha mẹ có thể cho phép
trẻ em dành quá nhiều thời gian trên cuộc sống ảo → bởi vì lịch trình bận rộn, cha mẹ có thể không
thể chú ý đầy đủ đến con cái → cho phép những đứa trẻ chơi trò chơi máy tính hơn là tiếp xúc với tất
cả các mối đe dọa bên ngoài.
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
- Why aren’t they spending time playing sports? → việc gia tăng các tòa nhà cao tầng, đặc biệt là ở
các khu vực đô thị, đã thay thế một số lượng lớn sân chơi của trẻ em → điều này sẽ làm cho chúng
không còn lựa chọn nào khác ngoài việc tham gia vào trò chơi điện tử → đô thị hóa là bằng chứng
cho sự thiếu hụt của trẻ em về các hoạt động thể chất.
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................

................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
Body 2: From my perspective,... . Firstly,... . Secondly,...
- Is playing games too much positive or negative? → một số trò chơi điện tử có thể chứa nội dung bạo
lực quá mức có thể gây hậu quả về việc phát triển tính cách của trẻ em → ví dụ, một học sinh trung
học ở mỹ đã phạm tội giết người bởi vì anh ta bị ảnh hưởng bởi âm mưu giết người của một trò chơi
điện tử.
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
- Is not spending time playing sports positive or negative? → dành quá nhiều thời gian cho trò chơi
máy tính mà không luyện tập thể dục sẽ làm giảm việc đốt cháy calo của trẻ em khi chúng chỉ ngồi ở
nhà và chơi trò chơi → điều này có thể làm cho trẻ em dễ dàng gặp nhiều vấn đề về sức khỏe, chẳng
hạn như béo phì hoặc bệnh tim mạch khi chúng lớn lên.
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
Conclusion: Nhắc lại 2 câu trả lời của 2 câu hỏi
- trẻ em chơi quá nhiều trò chơi điện tử là một vấn đề đã xảy ra trong một thời gian.
- cá nhân tôi tin rằng việc chơi game quá nhiều có thể cản trở nhận thức xã hội của trẻ em và mang
đến cho chúng những vấn đề nhất định về sức khỏe.
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................

Lesson 6: Line graph
* Công thức “in terms of”

The (chart) + illustrates + số lượng các yếu tố + in terms of + thông tin so sánh
VD: The chart below shows the number of children who participated in three sports in Britain since
2008 until 2014.
Participation in three different sports

10
Number of children (millions)
9 Football
8
7
6
5 Athletics
4
Swimming
3
2
1
0
2008 2010 2012 2014
→ The line graph illustrates football, athletics and swimming in terms of how many participants
wrere children in Britain since 2008 until 2014.
* Từ vựng diễn tả thời gian
VD: The chart below shows the number of children who participated in three sports in Britain since
2008 until 2014.
→ beginning in...and ending in...:
→ over a period of...years / over a ...-year period:
1. Follow the instruction below and complete the Introductions.
1. The graph below shows the oil production and consumption in China between 1982 and 2006.
Oil production and consumption in China between 1982 and 2006

7
Millions of oil barrels per day
Consumption
6
2
Production
1
0
1982 1986 1990 1994 1998 2002 2006
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................

2. The graph below shows the production levels of main fuels in a European country from 1981 and
2001.
140
120 Petroleum
measured in tonnes
100
Natural Gas
80
60
40 Coal
20
0
1981 1983 1985 1987 1989 1991 1993 1995 1997 1999 2001
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
2. Follow the instruction below and complete the Overviews with graphs from Exercise 1.
- Câu 1: Nêu xu hướng chung của biểu đồ (có sự thay đổi mạnh mẽ, điều gì là phổ biến nhất,...)
→ Overall, it is clear that...during the research period (throughout the period shown).
- Câu 2: So sánh giữa các nhóm yếu tố
→ While the number(s) of (the amount of) ... by A (and B) rose significantly/slightly, the figure(s)
for C (and D) experienced a slight/dramatic decline.
1.
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
2.
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
...............................................................................................................................................
................................................................................................................................................................

3. Describe the charts with the structures below.
Oil production and consumption in China between 1982 and 2006

7
Millions of oil barrels per day
Consumption
6
2
Production
1
0
1982 1986 1990 1994 1998 2002 2006
1. S + V + Adv + to + Number + in + Time

................................................................................................................................................................
................................................................................................................................................................
2. There + to be + a/an + Adj + N + to + Number + N + in + Time
................................................................................................................................................................
................................................................................................................................................................
3. S + saw/experienced + a/an + Adj + N + to + Number + in + Time
................................................................................................................................................................
................................................................................................................................................................
4. Time + saw/experienced + a/an + Adj + N + to + Number + N
................................................................................................................................................................
................................................................................................................................................................
140
120 Petroleum
measured in tonnes
100
Natural Gas
80
60
40 Coal
20
0
1981 1983 1985 1987 1989 1991 1993 1995 1997 1999 2001

................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................

................................................................................................................................................................
................................................................................................................................................................
8. Time period + saw/experienced + a/an + Adj + N + to + Number + N
................................................................................................................................................................
................................................................................................................................................................
4. Look at the graph about bakeries and answer questions below.
The chart shows the sales of five different kinds of jam from 2009 to 2014.
8
Strawberry
7
6
Raspbery
5
million units
Grape
4
3
Cherry
Plum
0
2009 2010 2011 2012 2013 2014
1. Introduction
................................................................................................................................................................
................................................................................................................................................................
2. Overview
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
6. Time + saw/experienced + a/an + Adj + N + to + Number + N
................................................................................................................................................................
................................................................................................................................................................

Bài tập
1. Complete the line graph below.

The graph below gives information about the technology that households in one US city used
for watching television between 2004 and 2014.
200,000 Internet
180,000
160,000
Number of households
140,000
120,000 Satellite
100,000
80,000
Cable
60,000
40,000
Broadcast
20,000
-
2004 2006 2008 2010 2012 2014
1. Introduction: Sử dụng cấu trúc “In terms of”

2. Overall
- Satellite và Internet tăng trong khi đó cable và broadcast giảm
3. Body 1: Satellite và Internet (đều có xu hướng tăng)
- Satellite tăng chậm từ 70,000 năm 2004 đến gần 110,000 năm 2014
- Sối lượng sử dụng Internet tăng nhanh, với chỉ số đạt gần 200,000 vào năm 2014.
4. Body 2: Broadcast và Cable (đều có xu hướng giảm)
- Broadcast giảm mạnh, khoảng 90,000 người dùng vào năm 2004, nhưng thấp nhất vào năm 2014
là 10,000 người dùng. Chỉ số này thấp gần 20 lần so với Internet năm 2014
- Cable giảm nhẹ từ 90,000 người xem vào năm 2004 xuống còn 60,000 nguồi xem vào năm 2014
sau khi tăng nhẹ khoảng 20,000 người xem vào năm 2008.

Lesson 7: Bar chart
1. Complete the Introductions below.

1. The chart shows the information about salt intake in the US in 2000.
5000
4500
4000
3500
MILLLIGRAMS
3000
2500
2000
1500
1000
500
0
Under 6 6-11 12-19 20-39 40-60 Over 60
Male Female
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
2. The chart shows the proportion of people’s total spending on different commodities and services in
a particular European country in 1998 and 2008.
25
20
20
18
16
15
12
10
8
6 6
5
5
3 3
1 1
0
Holiday Clothing Eating out Electronic goods Newspaper Go to cinema
1998 2008
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
2. Follow the instructions below and complete the Overviews with graphs from Exercise 1.
2.1. Biểu đồ xu hướng
→ Overall, it is clear that...during the research period (throughout the period shown). While the
number(s) of (the amount of sth by) A (and B) rose significantly (marginally), the figure(s) for

C (and D) experienced a moderately (considerably) decline.
2.2. Biểu đồ so sánh
- Câu 1: Viết câu so sánh nhất (có sự thay đổi mạnh mẽ nhất, điều gì là phổ biến nhất...)
→ Overall, it is clear that....
- Câu 2: Viết câu so sánh hơn (giữa 2 xu hướng)
→ While + A là thấp hơn (cao hơn), B là cao hơn (thấp hơn) during the research period
(throughout the period shown).
1.
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
2.
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
5000
4500
4000
3500
MILLLIGRAMS
3000
2500
2000
1500
1000
500
0
Under 6 6-11 12-19 20-39 40-60 Over 60
Male Female
1. S + accounted for + Number + of + N (+ Time)

................................................................................................................................................................
................................................................................................................................................................
2. S1 + accounted for + Number + N + as opposed to (compared to) + Number + S2 (+ Time)
................................................................................................................................................................
................................................................................................................................................................

25
20
20 18
16
15
12
10 8
6 6
5
5 3 3
1 1
0
Holiday Clothing Eating out Electronic goods Newspaper Go to cinema
1998 2008
3. A/an + Adj + N + Number + was seen + in + S + Time period

................................................................................................................................................................
................................................................................................................................................................
4. S + V + by + Number + from number + Time period + to number + Time period
................................................................................................................................................................
................................................................................................................................................................
5. S1 + stood at + Number, ... times + as much as + that of + S2 + Time period
................................................................................................................................................................
................................................................................................................................................................
6. At + Number, the figure for + S1 + to be + Number + as much as + that of + S2 + Time period
................................................................................................................................................................
................................................................................................................................................................
4. Look at the chart below and complete the essay.
The chart below shows the amount of money invested in each category from five
organisations in 1998.
1.8
1.6
1.4
Billion euros
1.2
0.8
0.6
0.4
0.2
0
Organisation A Organisation B Organisation C Organisation D Organisation E
Machinery Building Staff training Research

................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
2. Overview
- Organisation B đã chi khoản đầu tư lớn nhất trong khi D và E đầu tư số tiền thấp nhất.
- Organisation A và B đã phân bổ số tiền lớn nhất để chi cho Building và Staff tranining
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
3. Body 1:
- Organisation B đã chi khoảng 1,9 tỷ euros cho Staff tranining, đây là con số lớn nhất trong bảng xếp
hạng.
- Các số liệu tương ứng của A và E lần lượt là 1,2 và 0,9 tỷ.
- Chi phí lớn thứ hai của Organisation B là Research, ở mức 1,6 tỷ, đây cũng là khoản đầu tư lớn nhất
vào lĩnh vực
- Theo sau là Organisation C với khoản đầu tư 1,3 tỷ euro cho Research và Machinery.
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
4. Body 2:
- Về xây dựng, Organisation A đã chi nhiều nhất với 1,5 tỷ euro, so với tổ chức B với 1,4 tỷ
- Những nhóm còn lại đã đầu tư cùng một số tiền vào lĩnh vực này, với 1 tỷ euro mỗi Organisation
- Về đầu tư vào Machinery, Organisation C đã đầu tư đáng kể nhất, trong khi mỗi Organisation còn
lại đầu tư khoảng 0,8 tỷ.
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................

................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................

Bài tập
1. Rewrite these sentences.

1. The number of cars fell gradually over the period from 1990 to 2000.
The number of cars.................................................................................................................................
2. The research investment decreased significantly in 2005.
The year..................................................................................................................................................
3. There was a slight fall in the sales of mangos in 2006.
The
sales.......................................................................................................................................................
4. The quality of food in supermarkets has increased sharply.
There......................................................................................................................................................
5. There was a quick drop of $3 million in sugar imports in 1988.
The year 1988.........................................................................................................................................
6. The price of laptops dropped quickly over the period.
A quick drop............................................................................................................................................
7. There was an upward trend in the number of visitors to the website.
The number of visitors.............................................................................................................................
8. The growth rate fluctuated wildly throughout the years.
There......................................................................................................................................................
9. The number of students applying to the university stabilized over the decade.
A stability.................................................................................................................................................
10. The year 2000 saw a gradual growth in the house price in London.
The house price in London......................................................................................................................

Lesson 8: Pie chart

1. The charts below show the percentage of people aged 23-65 in different occupations in Ashby and
in the UK as a whole in 2008.
Ashby The UK
Unemployed
Unemployed 10%
14%
Office work Construction work Office work

Construction work 10%
16% 18% 19%
Shop work Personal

Personal
13% service
service
17%
21%
Shop work
14% Technical
work
Professional work 17%
Technical 14%
Professional work
work
8%
9%
Introduction:
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
Overall:
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
2. The charts below show the percentage of volunteers by organisations in 2008 and 2014.
2008 2014
Environmental
21%
Environmental Others
Others
29% 9%
15%
Educational
17%
Educational
Art 24% Health care
18% 8%
Art
12%
Sport Sport
15% 25%
Health care
Introduction: 7%
................................................................................................................................................................
................................................................................................................................................................

................................................................................................................................................................
Overall:
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
Ashby The UK
Unemployed
Unemployed 10%
14%
Office work Construction work Office work

Construction work 10%
16% 18% 19%
Shop work Personal

Personal
13% service
service
17%
21%
Shop work
14% Technical
work
Professional work 17%
Technical 14%
Professional work
work
8%
9%
1. There + to be + Number + S1 + while + the figure for + S2 + stood at + Number

................................................................................................................................................................
................................................................................................................................................................
2. S1 + accounted for + Number + N + while + S2 + made up + Number
................................................................................................................................................................
................................................................................................................................................................
3. S1, which + stood at + Number, to be + Number + as much as + that of + S2
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
VD: The number of students decreased slightly to (account for/made up/took up) 1,500 in 2015.
However, the number of students increased significantly by 500 in 2016.
1. S + V + Adv to (account for/made up/took up) + Number + in + Time, which was followed by + a
(an) + N + to Number + in + Time
The number of students accounted for 1,500 in 2015, which was followed by an increase to 2,000 in
2016.

2. S + V + Adv to (account for/made up/took up) + Number + in + Time, but later + V + Adv + by +
Number + in + Time
The number of students declined slightly to 1,500 in 2015, but later went up sharply by 500 in 2016.
3. S + V + Adv to (account for/made up/took up) + Number + in + Time + before + V-ing + of Number
+ in + Time
The number of students declined slightly to 1,500 in 2015 before experiencing a sharp increase of 500
in 2016.
2008 2014
Environmental
21% Environmental Others
Others
29% 9%
15%
Educational
17%
Educational
Art 24% Health care
18% 8%
Art
12%
Sport Sport
15% 25%
Health care
7%
................................................................................................................................................................
................................................................................................................................................................
Number + in + Time
................................................................................................................................................................
................................................................................................................................................................
+ in + Time
................................................................................................................................................................
................................................................................................................................................................
4. Complete the essay with Instructions below.
The charts below show the average percentages in typical meals of three types of nutrients,
all of which may be unhealthy if eaten too much in 2000.
Sodium Saturated fat Added Sugar
Snacks, Breakfast, Breakfast, Breakfast,

Snacks, Dinner;
14% 14% 16% 19%
21% 16%
Lunch, Lunch,
29% Snacks; Lunch,
26%
42% 23%
Dinner,
43% Dinner,
37% IELTS Giang Pham | 234
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
2. Overview
- Breakfast là tốt nhất cho sức khỏe, cái mà có chứa ít nhất những thành phần này.
- Dinner and Snacks là chiếm tỷ lệ lớn nhất trong bốn bữa ăn một ngày.
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
3. Body 1: Miêu tả và so sánh Breakfast và Lunch
- chỉ có khoảng một phần sáu lượng Sodium, Saturated fat và Added sugar được tiêu thụ cho Bữa
sáng
- tại Bữa trưa, trong khi tỷ lệ đường bổ sung tăng nhẹ lên 23%, lượng Sodium và Saturated fat tăng
đáng kể lên lần lượt là 29% và 26%
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
4. Body 2: Miêu tả và so sánh Dinner và Snacks
- tỷ lệ của cả ba loại chất dinh dưỡng cho Dinner và Snacks có ý nghĩa hơn nhiều so với những bữa
ăn trước đó.
- trong khi một lượng quá nhiều Sodium và Saturated fat đã được tiêu thụ cho bữa tối, lần lượt ở mức
43% và 37%, chỉ có khoảng một phần tư Added sugar được tiêu thụ.
- Added sugar chiếm ưu thế trong các món ăn nhẹ điển hình của Mỹ, ở mức 42%, cao hơn nhiều so
với hai chất còn lại, ở mức 14% đối với Sodium và 21% đối với Saturated fat.
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Bài tập
1. Complete the sentences below.
Giới từ Cấu trúc Ví dụ

with the figure reaching: 1. Tỷ lệ phần trăm người sử dụng xe tăng nhanh chóng, với số liệu
với số liệu đạt là bao nhiêu đạt 80% trong năm 2010.
with
→....................................................................................................
........................................................................................................
stand at + số liệu: đạt ở 2. Tỉ lệ tội phạm đứng ở mức 5% vào năm 2000.
mức là bao nhiêu →....................................................................................................
.......................................................................................................
remain stable (remained 3. Số liệu xuất khẩu gạo giữ nguyên ở mức 15 triệu đô la vào năm
the same) at + số liệu: giữ 2015.
nguyên tại mức →....................................................................................................
at
........................................................................................................
peak at + số liệu: đạt mức 4. Lượng điện được sản xuất đạt mức cao nhất là 10,000 đơn vị
cao nhất là bao nhiêu vào năm 2000.
→....................................................................................................
........................................................................................................
(V) increase (decrease) to 5. Số lượng học sinh tăng đến mức 10,000 sau 2 năm.
+ số liệu: tăng đến/ giảm →....................................................................................................
xuống mức
to (N) an increase (decrease) 6. Có một sự tăng đến mức 10,000 trong số lượng học sinh sau 2
to + số liệu: một sự tăng năm.
đến (giảm xuống mức) →....................................................................................................
........................................................................................................
(V) increase (decrease by + 7. Số lượng học sinh tăng thêm 2,000 sau 2 năm.
by số liệu: tăng thêm (giảm đi) →....................................................................................................
bao nhiêu ........................................................................................................
(N) an increase (decrease) 8. Có một sự tăng thêm 2,000 trong số lượng học sinh sau 2 năm.
of + số liệu: một sự tăng lên →....................................................................................................
(giảm đi) bao nhiêu ........................................................................................................
reach a peak (reach the 9. Lượng điện được sản xuất đạt mức cao nhất là 10,000 đơn vị
highest point) of + số liệu: vào năm 2000
of
đạt lên mức cao nhất là bao →....................................................................................................
nhiêu ........................................................................................................
hit a low (hit the lowest 10. Lượng điện được sản xuất chạm mức thấp nhất là 5,000 đơn
point of) + số liệu: chạm vị vào năm 1980.
mức thấp nhất là bao nhiêu →....................................................................................................
........................................................................................................
- fluctuate (a fluctuation) 11. Tỉ lệ thất nghiệp ở Việt Nam biến động trong khoảng 10% từ
around + số liệu: biến động 2007 đến 2010.
trong khoảng →....................................................................................................
around
- fluctuate (a fluctuation) ........................................................................................................
(between…
between…and…: biến động 12. Tỉ lệ thất nghiệp ở Việt Nam biến động trong khoảng từ 2% đến
and…)
ở mức giữa...và... 12% từ 2007 đến 2010.
→....................................................................................................
........................................................................................................

Lesson 9: Table

1. The table below gives information about favourite pastimes in different countries.
From 30 - 50 years old

TV Sport Reading Hobbies Music Beach Sleep
Canada 30 22 15 40 3 2
France 30 20 4
England 30 21 4
Australia 65 30 15 45 5 30 4
Korea 22 21 60 45 2 2 4
China 15 25 60 50 5 5
USA 60 23 15 42 23 30 2
Japan 62
Introduction:
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................................................................................................................................................................
Overview:
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2. The table below gives statistics about the size of US households from 1790 to 1990.
US household by size 1790-1990
Average
Percent distribution of number of households
population
Year
1 person 2-person 3-person 4-person 5-person 6-person 7-person per
household
1790 3.7% 7.8% 11.7% 13.9% 13.9% 13.2% 35.8% 5.4
1890 3.6% 13.2% 16.7% 16.8% 15.1% 11.6% 23% 4.9
1990 24.6% 32.2% 17.2% 15.6% 6.7% 2.3% 1.4% 2.6
Introduction:
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................................................................................................................................................................
Overview:
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................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................

From 30 - 50 years old
TV Sport Reading Hobbies Music Beach Sleep
Canada 30 22 15 40 3 2
France 30 20 4
England 30 21 4
Australia 65 30 15 45 5 30 4
Korea 22 21 60 45 2 2 4
China 15 25 60 50 5 5
USA 60 23 15 42 23 30 2
Japan 62
1. There + to be + Number + S1 + while + the figure for + S2 + stood at + Number

................................................................................................................................................................
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................................................................................................................................................................
................................................................................................................................................................
3. S1, which + stood at + Number, to be + Number + as much as + that of + S2
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
US household by size 1790-1990
Average
Percent distribution of number of households
population
Year
1 person 2-person 3-person 4-person 5-person 6-person 7-person per
household
1790 3.7% 7.8% 11.7% 13.9% 13.9% 13.2% 35.8% 5.4
1890 3.6% 13.2% 16.7% 16.8% 15.1% 11.6% 23% 4.9
1990 24.6% 32.2% 17.2% 15.6% 6.7% 2.3% 1.4% 2.6
................................................................................................................................................................
................................................................................................................................................................
Number + in + Time
................................................................................................................................................................
................................................................................................................................................................
+ in + Time
................................................................................................................................................................
................................................................................................................................................................

3. Complete the essay with the instructions below.
The pie chart shows the percentage of personals arrested in the five years ending 1994 and
the bar chart shows the most recent reasons for arrest.
Persons arrested in five years ending 1994 (%)
Males Females
Arrested,
9%
Arrested,
32%
Not arrested, Not arrested,

68% 91%
Reasons for most recent arrest (%)
Drink driving
Puclic drinking
Breach of order
Assault
Theft
Other reason
No answer
0% 5% 10% 15% 20% 25% 30% 35% 40%
Females Males

................................................................................................................................................................
................................................................................................................................................................
2. Overview
- số lượng nam giới bị bắt nhiều hơn nữ giới
- lý do bị bắt phổ biến nhất là Public drinking
................................................................................................................................................................
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3. Body 1
- tỷ lệ nam giới vi phạm pháp luật dẫn đến các vụ bắt giữ cao hơn gần bốn lần so với phụ nữ, ở mức
32% so với 9%
- đối với cả hai giới, hầu hết các vụ bắt giữ được thực hiện do Public drinkning, ở mức khoảng 31%

đối với nam giới và khoảng 37% đối với phụ nữ
- hành vi phạm tội này, cùng với Assault, lần lượt là 17% và 19% đối với nam và nữ, là những loại tội
phạm mà nữ giới phạm tội cao hơn so với các nam giới.
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4. Body 2
- lý do phổ biến thứ hai nam giới bị bắt giữ là Drink driving, với khoảng 26%, trong khi con số đối với
phụ nữ là khoảng một nửa, ở mức 14%
- đối với các tội danh còn lại, dữ liệu cho mỗi giới tính duy trì phạm vi tối thiểu từ 13% đến 19%
- bốn phần trăm tội phạm nữ và bảy phần trăm tội phạm nam không rõ lý do để bắt giữ họ.
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Lesson 10: Map
1. Complete describing the position of items by using words in the box.
A. perpendicular to E. on the top right-hand corner

B. surrounded by F. to the south
C. in close proximity to G. halfway between
D. directly opposite H. on the bottom right-hand corner
1. The farm was .................... of the map.

2. The port was .................... the factory.
3. The restaurant was .................... the bus stop.
4. The factory was .................... a lot of trees.
5. The disused railway was .................... the main road.
6. The filling station was .................... of the map.
7. The restaurant was .................... the filling station and the hotel.
8. The church was located .................... of the farm.

2. Complete describing the position of items by using words in the box.
A. chopped down E. reopened
B. constructed F. relocated to
C. built (x2) G. make way for
D. converted into H. replaced by
1. A warehouse was .................... near the port
2. The bus stop was .................... a car park and .................... a new place near the church.
3. The pine trees opposite the hotel were .................... to .................... a hospital.
4. The disused railway was .................... and a new railway station was .....................
5. The farm was .................... a golf course.
6. A new road which leads to the golf course was ....................

3. Complete the examples of each content.
Content Vocabulary of changes Meaning Example

Được xây 1. A power plant ........................................ to the
Built, constructed, erected
lên east of the mine.
Renovated, reconstructed,
Được xây lại 2. The university library ..............................
modernized completely .............................. .
Được biến 3. The playground ........................................ a
converted, transformed
đổi
(into something) large car park.
thành
4. The garden ........................................ a large car
Buildings Được thế
replaced (by something) park.
chỗ bởi
5. The student hall ........................................ the
Được di dời
relocated (to somewhere) east of the university.
đến
Được mở 6. The hotel ........................................ greatly
extended, expanded ........................................ to a total of 70 rooms.
rộng
demolished, knocked down, 7. The warehouse ........................................ and
Bị dỡ bỏ ........................................ a garage.
flattened
cut down, chopped down Bị chặt hạ 8. The forest on the western end of the island
Bị xóa sổ để ........................................ to .........................
cleared (to make way for) dành chỗ
Trees, forest ........... a hotel.
cho
9. Many palms ....................................... around the
planted Được trồng
villa.
Được xây 10. A bridge across the river
constructed, built, erected
lên .......................................
Bridge, port, extended, expanded, Được mở 11. The main road ........................................ to
road, railway widen rộng meet the increasing demand.
Được khôi 12. The old railway alongside the river
reopened
phục ........................................
opened up, set up, Được xây 13. A new theme park ........................................
established dựng just opposite the shopping mall.
Facilities
Được mở 14. The cinema ........................................ with the
developed, expanded
rộng total cost of $80000.

4. Complete the Introductions of each map.
- how sth changed after some developments
- a number of changes which took place sth
- before and after some developments
- at which sth would be constructed.
1. The maps below show the Happy Valley Shopping Center in 1982 and 2012.
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................................................................................................................................................................
................................................................................................................................................................
2. The maps below show the changes experienced by the town of Lakeside at the beginning of the
21st Century.

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5. Following the instructions below and complete the Overviews of each map from
Exercise 4.
- has witnessed changes ... over the given period
- the most change taking place in the area is the construction of ...
- trung tâm được mở rộng về phía tây
- sắp xếp mới được thực hiện trong tòa nhà.
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21st Century.
- hồ lón ở phía đông của thị trấn đã bị giảm kích thước
- các cơ sở hạ tầng mới được xây dựng để đô thị hóa thị trấn
................................................................................................................................................................
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6. Following the instructions below and complete the Bodies of each map from Exercise 4.
Body 1:
- Năm 1982, trung tâm mua sắm được bao quanh bởi cây cối, với một con đường trải dài qua hồ về
phía tây, dẫn đến lối vào ở phía đông của nó.
- con đường này mở ra một khu vực sảnh trong tòa nhà chính, liền kề với một quán cà phê ở góc trên

cùng bên phải và nhà vệ sinh ở góc dưới bên phải.
- phần trung tâm là khu vực giải trí, nằm gần một loạt các cửa hàng.
- một thang máy lên tầng hai nằm ở bức tường phía nam của tòa nhà.
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Body 2:
- ba mươi năm sau, tòa nhà chính được mở rộng về phía tây, với một lĩnh vực bán lẻ đồ nội thất thay
thế hồ nước vào năm 2012.
- con đường đã được gỡ bỏ, và khách hàng có thể đi trực tiếp từ bãi đậu xe mới được xây lên đến lối
vào cũ.
- phần trung tâm và phía bắc của tòa nhà hầu như không thay đổi, trong khi khu vực sảnh và quán cà
phê bị đóng cửa.
- các cửa hàng đã được di dời, với việc bổ sung một số “themed restaurants”.
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................................................................................................................................................................
21st Century.

Body 1:
- hồ được chia thành hai phần bởi một con sông chảy theo hướng tây bắc thành một cái hồ ở giữa
rừng phía đông.
- phần phía trên bao gồm hai khu dân cư, một nằm ở góc tây bắc của thị trấn trong khi phần còn lại
gần sông.
- có một trung tâm nghệ thuật và một trường học ở giữa hai khu vực, cũng như một khu phố cổ và
một loạt các nhà kho vô chủ liền kề với rừng.
- một khu phức hợp công nghiệp và một khu dân cư thứ ba xây lên ở phía bên kia sông.
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Body 2:
- Năm 2009, khu dân cư ven sông đã được chuyển đổi thành trung tâm mua sắm, trong khi rạp chiếu
phim nhiều màn hình thay thế trung tâm nghệ thuật cũ.
- khu phố cổ và các nhà kho đã bị phá hủy để tạo không gian cho một bãi đậu xe và một khu phức
hợp văn phòng-đại học.
- diện tích rừng phía bắc giảm dần, hồ thu hẹp thành ao và khu dân cư thứ ba biến mất khi khu phức
hợp công nghiệp mở rộng.
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Lesson 11: Process
1. Complete the sentences using sequencing languages in the box.

1.1. Mô tả mối quan hệ Trước - Sau
subsequent subsequently after that following followed by before
afterwards first finally after finally after that
1. At the .................... stage of the paper-recycling process, recycled paper is collected.

2. .................... some water is added, and the mixture is left for an hour.
3. .................... the new paper is left to dry in a warm place for at least 24 hours.
4. Some water is added, and the mixture is soaked for an hour. .................... the mixture is beaten for
about 45 seconds until a pulp is formed.
5. .................... being soaked for an hour, the mixture is beaten for about 45 seconds until a pulp is
formed.
6. .................... being beaten for about 45 seconds to form a pulp, the mixture is left for an hour.
7. The mixture is beaten for about 45 seconds and a pulp is formed ....................
8. The mixture is beaten for about 45 seconds and a pulp is formed afterwards. At the ....................
stage, the pulp is poured into a shallow tray and some water is also added. It is then mixed by hand.
9. At the following stage, the pulp is poured into a shallow tray and some water is also added.
This is .................... a hand-mixing process.
10. The mixture is soaked for an hour. .................... the mixture is beaten for about 45 seconds until a
pulp is formed.
11. The mixture is soaked for an hour and is .................... beaten for about 45 seconds until a pulp is
formed.
12. At the .................... stage of the process, the mixture is soaked for an hour.
1.2. Mô tả mối quan hệ xảy ra đồng thời
at the same time thereby during while
1. .................... its entire life cycle, salmon have lived in both freshwater and saltwater.
2. The rolling pin is used to flatten the pulp, .................... forcing out any excess water.
3. .................... the mixture of sand and soda is being heated, some other chemicals are added to
create various colours.
4. The mixture of sand and soda is heated. .............................. some other chemicals are added to
create various colours.
5. Sand and soda are mixed and heated ...............................

2. Complete the Introductions of each process.
- the process by which ... is produced.
- the process of ...
- how to ...
1. The diagram below shows the production of olive oil.
................................................................................................................................................................
................................................................................................................................................................
2. The flow chart below shows the procedures to get a driving license in the US.
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................................................................................................................................................................

3. Following the instructions below and complete the Overviews of each process in
Exercise 2.
- Chỉ ra có bao nhiêu giai đoạn trong process? Quá trình bắt đầu và kết thúc như thế nào và ở điểm
nào?
- Overall, it is clear that there are ... main steps in the process (in the process of producing ...),
beginning with … and ending with ...
- Overall, it can be seen that this is a step-by-step process that is comprised of ... stages, from ... to ...
- 2 quá trình song song: sử dụng “meanwhile / while”
VD: Overall, there are five main steps in the process of producing milk, meanwhile only three stages
are required to store it after that.
- bảy giai đoạn
- từ việc thu hoạch trái cây trưởng thành từ cây olive, đến việc đóng gói và bán sản phẩm hoàn thành.
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2. The flow chart below shows the procedures to get a driving license in US.
- ba bài kiểm tra
- một bài kiểm tra thị giác, một bài kiểm tra lý thuyết, và kiểm tra lái xe thực tế.
................................................................................................................................................................
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4. Following the instructions below and complete the Bodies of each process in Exercise
3.
Body 1: Mô tả chi tiết từ bước một (thu hoạch hạt ô liu) đến hết bước thứ ba (tách hạt ô liu)
- Ban đầu, ô liu chín được thu hoạch từ những cây bởi nông dân và sau đó ô liu được rửa qua nước
lạnh.
- Sau khi được rửa sạch, ô liu chuyển qua băng chuyền sang máy khác, cái mà nghiền ô liu để tách
nước và hạt.
- Trong giai đoạn này, ô liu được nghiền nát thành paste, trong khi đó olive stones sẽ bị loại bỏ.
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Body 2: Mô tả chi tiết các bước còn lại, từ việc đưa hạt ô liu đã tách hạt vào túi thoáng đến việc sử
dụng dầu ô liu cho mục đích tiêu thụ hoặc cất giữ
- Loại bột ô liu được đặt trong một túi đục lỗ trước khi được đặt qua máy ép, tiếp theo là một quá trình
khác nơi mà bất kỳ nước thừa nào cũng được tách dầu.
- Và cuối cùng, dầu ô liu được đóng gói và chuyển đến các cửa hàng để bán.
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2. The flow chart below shows the procedures to get a driving license in the US.
Body 1: Miêu tả các bước trong bài kiểm tra thị lực
- Điều đầu tiên cần làm để có bằng lái là đăng ký tại một trung tâm bằng lái xe, và điền vào các biểu
mẫu thích hợp.
- Sau đó, kiểm tra thị lực là cần thiết.
- Nếu người nộp đơn đã vượt qua bài kiểm tra này, họ sẽ tiếp tục tiếp tục giai đoạn thứ hai.
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Body 2: Miêu tả các bước trong bài kiểm tra lý thuyết và thực hành
- Sau khi trả phí bắt buộc, người nộp đơn sẽ phải làm bài kiểm tra viết và sẽ có thêm hai cơ hội để
kiểm tra lại nếu họ thất bại.
- Một khi bài thi thành công, một kiểm tra đường bộ thực tế sẽ được thực hiện.

- Bắt buộc phải vượt qua cả hai kỳ thi để có được bằng lái xe.
- Tuy nhiên, nếu thất bại, họ vẫn có thể nhận được giấy phép bằng cách trả phí lần nữa và cố gắng
làm lại cả hai bài kiểm tra.
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SPEAKING
Part 4

One Hit Structure (Câu chào, Câu chung và Nội dung)
1. Câu chào
- Sử dụng một số từ sau để bắt đầu câu trả lời: Generally; In general; To be honest, I have to say
that; Well, I would say that
VD: Generally, I am a big fan of My Tam.
2. Câu chung
- Trả lời trực tiếp câu hỏi bằng cách sử dụng từ vựng đồng nghĩa
VD: like = to be interested in
- Đưa ra giải thích
VD: because = since
- Hoặc đưa ra ví dụ để giải thích bằng cách sử dụng cấu trúc: ...is one of my perennial favourite...
VD: My Tam is one of my perennial favourite singers.
perennial (adj): từ trước đến nay
3. Nội dung
Chọn một trong những cách sau để giải thích cho câu trả lời:
3.1. Lợi ích
- do wonders for
VD: I think learning a second language does wonder for our personal development.
- Về tinh thần: chill out = unwind = blow off some steam = uplift my mood = let my hair down
VD: Son Tung MTP’s music is the best way to blow off some steam.
- Về thể chất: stay in shape = keep fit = get lean; healthy = keep in trim
VD: Regular exercise helps me stay in shape.
3.2. Sự phổ biến
- famous (adj) = prominent
VD: Son Tung MTP is one of the prominent artists in Asia.
- the in-thing (adj): đang rất phổ biến
VD: Bubble tea is the in-thing in young generation nowadays.
- all the rage (adj): khuấy đảo
VD: His music is all the rage in Vietnam right now.
- very common = to be ubiquitous
VD: Street food is ubiquitous in Vietnam.
3.3. So sánh
- compare to
VD: Well, I prefer living in an apartment because it has a parking garage. Compare to a house which
is usually in small alley and parking is unsuitable.
- peculiar (adj): khác thường
VD: I am a diehard fan of Blues, which is kind of peculiar I guess because people seem to be into
genres that are more mainstream such as Pop, for example.

Đắt Rẻ
- crazy expensive - a bargain
- prohibitive expensive - dirt cheap
- pricey - budget-friendly
- costly - reasonably priced
- exorbitant
- stratospheric
Thu nhập cao Thu nhập thấp

- make a lucrative income - grossly underpaid
- make a killing
3.4. Từ vựng khác

Bận rộn Thử làm gì Nghiện Thế mạnh
- up to my ears: bận ngập - give it a shot (a go): sẽ thử - fanatic: nghiện gì - forte = strong
đầu điều đó đó suite: thế mạnh
VD: I’m up to my ears in I know it’s not easy but I’m VD: I’m a sport VD: Swimming is
study at the moment. gonna give it a shot. fanatic. not exactly my
- caught up: bận sấp mặt - have a crack at: thử điều - avid: sành về gì đó strong suit.
luôn đó VD: I’m an avid - have a knack for:
VD: I’m so caught up in my VD: I would love to have a traveller. có năng khiếu về
work and have little time to crack at it in the future. VD: I don’t have a
relax. knack for cooking.
- my hands full: bận tối mắt
VD: I have my hands full
with work.

Lesson 1: Dạng câu hỏi “Like”
1. Từ vựng
- to be into: đắm chìm trong
VD: For the most part, I am into Thai cuisine.
- to be big on: rất yêu thích
VD: I am quite big on Pop music.
- Sth + enthusiast (passionate about): đam mê
VD: I’d consider myself a shoe enthusiast, so naturally I love wearing shoes.
- a die-hard fan of: fan cuồng
VD: Well, I’m a die-hard fan of Son Tung MPT. His music is all the rage here.
- have a thing for: cực thích cái gì
VD: Women have a thing for flowers, so that’s why I usually give them.
2. Ví dụ
Do you like listening to music?
→ Well, I am into music because it’s a great way to relieve stress. Son Tung MTP is my perennial
favourite performer, who is a prominent pop singer in Vietnam and he’s all the rage right now,
especially among young generation.

Luyện tập
1. Do you like texting?

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2. Do you like running?
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3. Do you like to smile?
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4. Did you like to go outside when you were young?
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5. Do you like to try new activities?
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6. Do you like your own voice?
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7. Do you like to travel?
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8. Do people like to take photos of beautiful scenery?
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9. Where do people in Vietnam like to live, in house or an apartment?
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10. What kind of furniture would you like to buy?
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Lesson 2: Dạng câu hỏi “Yes/No”
1. Từ vựng
- Không trả lời trực tiếp theo kiểu: Yes, I do / No, I don’t
- Có thể sử dụng từ vựng trong dạng bài “Like” để trả lời.
2. Ví dụ
Are you interested in robots?
→ To be honest, I’m not keen on robots because I’m kind of a low-tech person. Also, a robot is a
luxury technological product that I have never been able to afford, so I don’t want to know much
about them.

Luyện tập
1. Do you often stay up late?

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2. Do you have a lot of furniture in your home?
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3. Did you do anything special on weekend?
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4. Did you go on a picnic when you were a child?
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5. Do you like shopping?
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6. Is it difficult to cook?
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7. Do you want to be a movie star?
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8. Does your house have a lot of pictures?
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9. Are you good at memorizing things?
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10. Are you good at managing your time?
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Lesson 3: Dạng câu hỏi “Wh/How”
1. Từ vựng
- Không trả lời theo kiểu liệt kê: I like pizza, pasta, hamburger...
- a lot of = a range of / a variety of
VD: In Hanoi, there is a range of dining establishments.
- a wealth of: có rất nhiều
VD: Hanoi has a wealth of tourist attractions.
2. Ví dụ
What are the benefits of children playing toys?
→ Generally, toys can bring benefits to children’s development in a variety of ways. Educational toys
can actually improve the cognitive development of small kids. My brother used to with Lego a lot
when he was small, and he’s a very creative person.
cognitive development: phát triển trí não

Luyện tập
1. How often do you use social networking applications?

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2. What kind of people do you usually see in the news?
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3. How often do you look at the sky?
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4. Why should students wear school uniforms?
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5. What’s your favorite hairstyle?
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6. Have you borrowed books from others?
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7. How much sleep do you need every day?
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8. Have you done water sports?
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9. What would you like to do in the future?
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10. What's the most attractive part of your hometown?
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Lesson 4: Dạng câu hỏi “Important”
1. Từ vựng
- Không trả lời trực tiếp theo kiểu: Yes, I do / No, I don’t
- indispensable
- play a pivotal role in
- play an integral part in
- to be of paramount importance
2. Ví dụ
When you buy clothes, is the colour important to you?
→ Well, I think it is of paramount importance because when I’m shopping for my clothes, I have to be
mindful of the colour which would match well with the rest of my wardrobe.
be mindful of (adj): lưu ý đến
match well (v): phù hợp

Luyện tập
1. Is short break or a long break more important?

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2. Is color important for clothing?
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3. Do you think it’s important to choose a subject you like?
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4. Which skill is more important, speaking or writing?
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5. Do you think history is important?
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6. Is it important for children to play outdoors?
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7. Which stage of your life do you think is the most important?
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8. Is a career plan important?
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9. What important lessons can we learn from schools?
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10. Is science important?
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Lesson 5: Dạng câu hỏi “Prefer”
1. Từ vựng
- lean towards: nghiêng về
- gravitate towards: cuốn hút về
2. Ví dụ
Do you prefer to eat fruit or vegetables?
→ Well, I tend to lean towards fruit since it is easier to eat, I think. Even the more citric fruits such
as oranges or lemons are pretty easy to enjoy.
citric (adj): có vị chua

Luyện tập
1. Do you prefer to read news online or on newspaper?

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2. Do you prefer to be indoors or outdoors?
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3. Do you prefer to study by yourself or with your friends?
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4. Do you prefer dry or wet weather?
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5. Do you prefer watching performance live and watching it on TV?
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6. Do you prefer sending or receiving messages?
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7. Which do you prefer, support from family members or friends?
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8. Do you prefer the sky in the morning or the sky at night?
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9. Do you prefer to make a list on paper or your phone?

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10. Do you prefer to choose stunning hotel or resort room views?
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Lesson 6: Describe a favourite
Cấu trúc Chi tiết Giải thích
Well, I would prefer to start off by saying start off (v): bắt đầu
Câu chào 1
that
I can name so many (đề bài - số nhiều), but perennial (adj): thích từ trước đến giờ
one of the most perennial (đề bài - số
Câu chung 2
nhiều) that I really into, which is (sở thích
muốn nói đến)
If my recollection serves me right, it was recollection serves me right: nhớ
3 probably a few years ago more or less when không nhầm
I was ... in college. It was my..., who...
I could never forget the first time I (did
4
something), I was instantly impressed by...
Khoảng 45 giây - 1 phút
Tại sao (2 ý): Well, ... interests me for
different reasons. The main reason is
simply because ...
5 On top of that,
Nội dung
- I had an absolute blast an absolute blast = a good time
- I can escape the hustle and bustle of life hustle and bustle of life: cuộc sống
bận rộn và ồn ào
If you ask me, I strongly believe that ... is the exaggeration (n): sự phóng đại
most ... in my lifetime. I also join a lovers in my city to share our
6 community for ... lovers in my city to share thoughts about: những người có
our thoughts about this ... cùng sở thích để chia sẻ vấn đề nào
đó
In the future, I hope that I will have a
7
chance to ...
Khoảng 1 phút 50 giây - 2 phút

Topic: Describe a drama series or a TV program
You should say:
When and where you saw it?
What type of film it was?
What the film was about?
And explain why it is your favourite film?

Template:
Câu chào + Câu chung: Well, I would prefer to start off by saying that I can name so many (outdoor
sports), but one of the most perennial (sports) that I really into, which is (swimming).
Nội dung:
If my recollection serves - It was my brother - who introduced this person to me a
me right, it was probably a - It was my English professor long time ago.
few years ago when I was - It was my coworker - who recommended me this
sophomore in college. - It was my boyfriend restaurant a long time ago.
- It was my father - who encouraged me to take a
swimming course
- who took me to Danang
- who taught me the first lessons
about life
- when I was in high school / college.
- when I was looking for new songs to
listen to.
- when we had a conversation about
music.
I could never forget the - listened to his songs I was instantly impressed by (blown
first time I - used the app away)
- by his voice. I spent all of my savings
on buying a ticket to his concert.
- by its features. It was so useful that I
dedcided to pay 100 dollars for its
membership.
If you ask me, I strongly - Son Tung is the most
believe that talented artist in Vietnam.
- Bruce Lee is the best martial
artist in history.
In the future, I hope that I - meet him in person.
will have a chance to - attend a singing class to
become a singer like him.
- go to his music concert.
- I will be able to purchase a
full version of this app.

Lesson 7: Describe an activity
Câu chào 1 Well, I would prefer to start off by saying that start off (v): bắt đầu
I can name so many (đề bài - số nhiều), but one of perennial (adj): thích từ
Câu chung 2 the most perennial (đề bài - số nhiều) that I really trước đến giờ
into, which is (hoạt động muốn nói đến)
If my recollection serves me right, it was probably recollection serves me right:
3 a few years ago when I was ... in college. It was my..., nhớ không nhầm
who (when)...
I could never forget the first time I (did something), I
4
was instantly impressed by...
Tại sao (2 ý): Well, ... interests me for different
reasons. The main reason is simply because ... On
top of that, ...
Mental Physical
Nội dung - relieve anxiety - it has many positive physical
5
- decrease stress impacts.
level - get lean
- contribute to - increase fitness, muscle
quality of life strength and flexibility
- improve my bodily coordination
If you ask me, I strongly believe that ... is the most ... lovers in my city to share
in... I also join a community for ... lovers in my city to our thoughts about: những
6
share our thoughts about this ... người có cùng sở thích để
chia sẻ vấn đề nào đó
7 In the future, I hope that I will have a chance to ...

Topic: Describe a difficult decision that you made
You should say:
What decision it was?
What difficulties you faced?
How you made the decision?
Why it was a difficult decision?

Lesson 8: Describe a person
I can name so many (đề bài - số nhiều), but one of perennial (adj): thích từ trước
Câu chung 2 the most perennial (đề bài - số nhiều) that I really đến giờ
into, who is (người muốn nói đến)
If my recollection serves me right, it was recollection serves me right:
3 probably a few years ago more or less when I was nhớ không nhầm
... in college. It was my..., who...
I could never forget the first time I (did something),
4
I was instantly impressed by...
reasons. The main reason is simply because ... On
top of that, ...
Character Popular witty (adj): hóm hỉnh
Nội dung - quite witty and - incredible in terms of society amuse (v): làm cho vui vẻ
5
amuses others and imagery, showing his (her) sense of humour (n): khiếu hài
with his (her) total commitment to carreer. hước
incredible sense - to be willing to help people in imagery (n): hình tượng
of humour need: sẵn lòng giúp đỡ những commitment (n): sự tận tâm
ai cần
If you ask me, I strongly believe that... is the most lovers in my city to share our
... in my lifetime. I also join a community for ... thoughts about: những người
6
lovers in my city to share our thoughts about this ... có cùng sở thích để chia sẻ
vấn đề nào đó
7 In the future, I hope that I will have a chance to ...

Topic: Describe a person in the news you would like to meet
You should say:
Who this person is?
How do you know about this person?
What this person is famous for?
And explain why you are interested in this person.

Lesson 9: Describe a place
I can name so many (đề bài - số nhiều), but one perennial (adj): thích từ trước
Câu chung 2 of the most perennial (đề bài - số nhiều) that I đến giờ
really into, which is (địa điểm muốn nói đến)
If my recollection serves me right, it was recollection serves me right:
3 probably a few years ago more or less when I was nhớ không nhầm
... in college. It was my..., who...
4
reasons. The main reason is simply because... On
top of that,...
City Building breathtaking view: cảnh đẹp
- went to mountain → - have an absolute blast đến nghẹt thở
breathtaking view → - a panoramic view snap photos = take a selfie
snap photos → post - escape the hustle and went for a = go
Nội dung on social media bustle of life to relieve delicacy (n): đặc sản
5
- went for a swim/dive stress prominent (adj) = famous
→ crystal clear bustling (adj) = crowded
- tried the delicacy patronage (n) = customer
absolute blast = a good time
panoramic view (n): nhìn toàn
cảnh
hustle and bustle of life: cuộc
sống ồn ào vào náo nhiệt
If you ask me, I strongly believe that ... is the most lovers in my city to share our
... in my lifetime. I also join a community for ... thoughts about: những người
6
lovers in my city to share our thoughts about this có cùng sở thích để chia sẻ
... vấn đề nào đó
7 In the future, I hope that I will have a chance to

Topic: Describe an interesting part of your country
You should say:
Where it is?
How did you get to know about it?
What is it famous for?
And why you think it is interesting?

Lesson 10: Describe an event
I can name so many (đề bài - số nhiều), but one of perennial (adj): thích từ trước đến
Câu chung 2 the most perennial (đề bài - số nhiều) that I really giờ
into, which is (sự kiện muốn nói đến)
If my recollection serves me right, it was probably recollection serves me right: nhớ
3 a few years ago more or less when I was ... in không nhầm
college. It was my..., who...
4
top of that,...
- sth left a lasting impression on me leave a lasting impression on me
- I have had passion for... (idiom): để lại ấn tượng sâu sắc
Nội dung
5 - this event was written into the national record trong tôi
books. have passion for sth (v): có niềm
- this event can usher in an era of đam mê với cái gì
record book (n): sách kỷ lục
usher in an era of (v): mang đến
thời kỳ mới của điều gì đó
If you ask me, I strongly believe that ... is the most lovers in my city to share our
... in my lifetime. I also join a community for ... lovers thoughts about: những người có
6
in my city to share our thoughts about this ... cùng sở thích để chia sẻ vấn đề nào
đó

Topic: Describe a stage you enjoyed most in your life
You should say:
What did you like to do back then?
What the age/ stage was (When)?
Who you enjoyed being with mostly back then?
Why you enjoyed?

Lesson 11: Describe an object
I can name so many (đề bài - số nhiều), but one of perennial (adj): thích từ trước
Câu chung 2 the most perennial (đề bài - số nhiều) that I really đến giờ
into, which is (đồ vật muốn nói đến)
If my recollection serves me right, it was probably recollection serves me right:
3 a few years ago more or less when I was ... in nhớ không nhầm
college. It was my..., who...
4
top of that,...
- cutting-edge and this one which comes in handy cutting-edge = state-of-the-
is a better choice art (adj): hiện đại
5 - becomes a must-have sth come in handy (phrasal
Nội dung
- sth symbolizes for the... verb): tiện dụng
- represents our culture symbolizes for (v): tượng
trưng cho
indispensable (adj): không
thể thiếu được
If you ask me, I strongly believe that ... is the most exaggeration (n): sự phóng
... in my lifetime. I also join a community for ... lovers đại
in my city to share our thoughts about this ... lovers in my city to share our
6
thoughts about: những người
có cùng sở thích để chia sẻ
vấn đề nào đó

Topic: Describe a traditional product
You should say:
What is it?
Where did you saw it?
Who’s produced?
And why it is traditional?

Lesson 12: Part 3
1. Câu chào: To be honest; Generally;...

2. Câu chung
2.1. So sánh (comparison)
- different (adj) = vastly / radically different = distinct
VD: Do men and women have the same hobby?
→ I have to say that male and female have vastly different leisure pursuit.
2.2. Giải thích lý do (opinion)
- can be attributed to a host of reasons: có nhiều lý do nổi bật
VD: Why do young people listen to Pop music?
→ I think young people prefer Pop music can be attributed to a host of reasons.
2.3. Biện pháp giải quyết vấn đề (problems / solutions)
- a host of issues with regard to sth: có nhiều vấn đề nóng bỏng xảy ra đối với việc gì đó
VD: What are the problems with housing in your country?
→ In Vietnam, there is a host of issues with regard to accommodation and housing.
2.4. Dự đoán về tương lai (prediction)
- It is difficult to predict the future, but I think there are going to be some major changes with regard
to...
VD: How do you think housing will change in the future?
→ It is difficult to predict the future, but I think there are going to be some major changes with regard
to housing.
3. Nội dung 1
- For the most part / For one
VD: For one, housing in Vietnam is prohibitively expensive.
4. Nội dung 2
- On top of that / What is more
VD: What is more, most houses are poorly built.

Luyện tập
1. What are the differences of favourite music genre comparing men with women?
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2. Why do some people like to save money?
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3. What are some of the problems with housing in Vietnam?
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4. What types of leisure activities may become more popular in the future?
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IELTS 6.5

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IELTS

IELTS Giang Pham

Listening: Form completion Reading: Labelling a diagram

Các bước làm bài:

IELTS Giang Pham | 2

IELTS Giang Pham | 3

IELTS Giang Pham | 4

IELTS Giang Pham | 5

IELTS Giang Pham | 6

IELTS Giang Pham | 7

IELTS Giang Pham | 8

IELTS Giang Pham | 9

IELTS Giang Pham | 10

IELTS Giang Pham | 11

Các bước làm bài:

IELTS Giang Pham | 12

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IELTS Giang Pham | 16

IELTS Giang Pham | 17

IELTS Giang Pham | 18

IELTS Giang Pham | 19

IELTS Giang Pham | 20

Các bước làm bài:

IELTS Giang Pham | 21

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IELTS Giang Pham | 24

IELTS Giang Pham | 25

IELTS Giang Pham | 26

IELTS Giang Pham | 27

IELTS Giang Pham | 28

Các bước làm bài:

IELTS Giang Pham | 29

IELTS Giang Pham | 30

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IELTS Giang Pham | 35

IELTS Giang Pham | 36

in the office out of the office

Check the 2 If callers are not in directory, a(n) 3

IELTS Giang Pham | 37

Các bước làm bài:

IELTS Giang Pham | 38

IELTS Giang Pham | 39

IELTS Giang Pham | 40

TIME TRAVELLER DESTINATION PURPOSE OF TRAVEL

Classical To gather information for the

Han Dynasty Zhang Qian Central Asia To seek 2 .............................

Ptolemy, Strabo, Pliny the

5th - 9th To collect Buddhist texts and

To provide information for

IELTS Giang Pham | 41

IELTS Giang Pham | 42

Celluloid 1860s US 1............................

Can be cast and 3...........................,

2....................... 1907 US moulded but cannot household items and

Polythene 1930 4............................. Bottles

Polystyrene 1930s Germany 6............................ Food container

7............................ Adhesives, coatings