CRITICAL READING & WRITING

3rd semester - Schoolyear: 2020-2021

HK3.CQ.01 – HK3.CQ.02 –
HK3.CQ.03
Monday–Tuesday–Wednesday-
Thursday
 COURSE of
CRITIICAL READING & WRITING
READING WRITING
 In-class Activity
AV275_CRITICAL READING AND
WRITING_HK3.CQ.02_VO KIM HA (sáng 2)
AV275_CRITICAL READING AND
WRITING_HK3.CQ.03_VO KIM HA (chiều 3, sáng 5
AV275_CRITICAL READING AND
WRITING_HK3.CQ.01_VO KIM HA (sáng 4, chiều 5)
Vào ELearning: https://elearning.tdmu.edu.vn/
 In-class Activity

https://www.skillsyouneed.com/learn/criti
cal-reading.html
https://www2.le.ac.uk/offices/ld/resources
/writing/writing-resources/critical-writing
https://my.cumbria.ac.uk/Student-Life/Lea
CRITICAL READIING
Being critical, therefore - in an academic sense - means advancing
your understanding, not dismissing and therefore closing off
learning
To read critically is to exercise your judgement about what you are
reading – that is, not taking anything you read at face value.
Critical reading involves presenting a reasoned argument that
evaluates and analyses what you have read.
Critical Thinking is an Extension of Critical Reading
Thinking critically, in the academic sense, involves being
open-minded - using judgement and discipline to process
what you are learning about without letting your personal
bias or opinion detract from the arguments. 
Critical Writing
Critical writing is not necessarily writing
about the topic in a negative way;
-simply making sure that you have
considered all sides of the argument.
Ex: You are likely to discover different
authors with different views. → your job as
a critical writer to consider all of these
views to show your awareness of all the
issues associated with your topic.
 Developing a Reading Strategy

-Read and critically think about a lot of

information from different sources.

-Not only learn to read critically but also

efficiently

to speed-read
 Developing a Reading Strategy

Step 1:
The first step to efficient reading is to
become selective.
Step 2:
 to speed-read =skim-reading or
scanning
-Readers should scan the first few sentences
of each paragraph to gain an overall impression
of subject areas it cover
 -Scan-reading = know what you are looking for, you
identify the chapters or sections most relevant to you
and ignore Curriculum
the rest. Goals
-speed-read = not aiming to gain a full understanding of
the arguments or topics raised in the text, just simply a
way of determining what the text is about.
-to slow reading speed to gain a more in-depth
understanding of the arguments raised. 
Even when slowing reading down it may well be
necessary to read passages several times to gain
a full understanding.
Assignment 1:
STUDYING JOB DESCRIPTIONS
-When looking for a job, read job description for
detail to find out exactly what the recruiter is
looking for and whether you are a good match for
the position.
-When recruiting for a particular position, read the
job description intensively for detail to make sure
that you find a candidate who matches all the
criteria.
-When reading a job description as part of a
performance review, read the responsibilities and
outcomes intensively and compare them with the
achievements of the employee over the period.
Scan over the job description in just 30 seconds and
choose the best description of the job described:
- A Financial Controller at a leading engineering company
- A Financial Director at a leading accountancy firm

Job title: Financial Controller

The company: A leading engineering company that
manufactures bespoke (custom-made, for clothes)
engineering components for distribution worldwide.
Department/Division: Finance
Reports to: Financial Director
The role:
As Financial Controller, you will be responsible for the
day-to-day financial activities of the company.
This role would suit a fully qualified accountant at least
five years’ post-qualification work.
Responsibility Result/Outcome
Financial management -Directors are fully informed of
Developing strategies to monthly finances.
ensure effective -Finances are managed in the
management of company’s most cost-effective way both
Department management:
-Overseeing the internal -Internal accounting system
accounting system to function to ensure efficiency.
ensure effective -Finance department runs
management of accounts smoothly and in the most
-Managing a team of 12 efficient way.
accountants.
External accounting
standards: -Accounts are produced in a
-Drafting accounts for timely and effective manner to
company that comply with the satisfaction of Board and
relevant accounting external accounting bodies.
Person specification
Requirement Essential Desirable

Qualification Fully qualified MBA

accountant
Experiences -Five years’ post- Previous
qualification work experience
experiences. within the
-Proven track record engineering
of managing a team. industry.
 -Up-to-date knowledge of Good
international Financial competency
Reporting System using other
Competencies -Excellent Excel skills basic
-Clear, effective software
communication skills packages, ex.
-Good people management Word,
skills Outlook.
Assignment 2: Answer the following questions:

1/What does the company produce?

2/What is the Senior Financial Controller responsible
for?
3/What qualifications does the Financial Controller
need?
4/What sort of experience is essential for the
position?
5/What sort of person does the candidate need to be?
Assignment 3: Developing your reading skills
Read the following extracts from the covering letters, and tick
the applicants whose experience matches the job description
criteria:
1/”I’m a fully qualified accountant with eight years’ post-
qualification experience.”

2/”I’m a part-qualified accountant with seven years’ work

experience in an accounts department.”

3/”I have five years’ experience in sales within the

engineering industry, but have never does accounts.”
4/”I have never worked in the engineering industry,
but I have managed a team of accountants for seven
years”.

5/”I’m a big-picture person rather than a detail

person.”

6/”I’m used to to working in stressful situations and

actually work better in those conditions.”
Assignment 4: Language focus
A. Group the phrases under the correct heading in the
box:
-Any thoughts?
-Ben will circulate exact figures shortly
-I’ll get back to you as soon as I can
-We will keep you updated.
-Please advise the department
-What arerequesting
Phrases your thoughts on this?
Phrases promising
further information further information
B. Complete the sentences with these words:
attention bottom get
present glitch (small event, problem)

1/She understands how urgent the situation

is, so she’s going to…………….her team onto it
right away.

2/It’s not working – there must be a ………..in

the system.
3/ Let’s try to get to the ……………..of this
issue, so that we can understand why it
happened.

4/It has come to my …………that employees

are using the Internet for non-work purposes.

5/I’m afraid I don’t have all the information

in front of me, so I can’t comment at
…………………….
Assignment 5: Language focus
Fill the blank in the sentences with one of the words or phrases in the
box to describe a person’s competencies:
Proactive self-starter under pressure
Proven track record communication skills
Multi-task energy and drive
Attention to detail team player

1/He’s very good at conveying information to other people – he has

excellent …………….
2/She’s got a ………………….in sales – just look at the glowing reference
she has from the Sales Director of her previous company.
3/She’s a ……………….. –she always gets the job done without
having to be reminded.
4/He seems to very enthusiastic and ambitious – he’s got lots
of …………….
5/I’ve seen her……………. – sometimes she’s juggling several
things at one time.
6/He never seems to get stressed and in fact works
better……………..
7/She works very well with the other people in the
department – she’s a real …………….
8/He’s great at spotting even the tiniest of mistakes – he
pays…………………….
 WRITING
1.Planning
-The purpose of writing
-The audience get the writing
-The content structure (how to sequence facts, ideas,
arguments…)
2.Drafting
3.Editing (reflecting and revising)
(move paragraphs, different forms of words, issues …)
4.Final draft
 Describing written text
-Different purposes, different writing
1/The following advertisement for a position in a
toy library:
Chanworth Toy Library for Children with Special Needs
Toy Librarian
12 hrs per week – pay subject to experience
We are seeking for an enthusiastic Toy Librarian
for Toy Library at the Child Development Centre and within
special schools.
This post is subject to a police check
Closing date: 1st July
Application in writing with two referees to Judith, Chairman
Chanworth Toy Library, PO Box 32, Montley Wood, RC3 5WW
Established structure:
Stating the subject
↓
Acknowledging receipt of a previous letter
↓
Saying what is to be done
↓
Exhorting the letter’s recipient to do something
↓
Signing off
Assignment 6 (write at home)
You decide to apply for the position.
Write the covering letter that you will
send, demonstrating how you have the
skills and experience required to fulfil all
the criteria for the job.
Assignment 7: Speed-read and determine
the meaning of the content
HOW THE WORLD RAN OUT OF
EVERYTHING
For decades, the companies have slashed their
inventories to harvest savings. But Covid has
reinvigorated concerns that some industries
have gone too far.
The pandemic has hampered factor
operations and some chaos in global shipping,
and now the world is facing the shortages of a
vast range of goods
-run out of: exhaust the supply of…
-to slash: reduce or curtail drastically
-inventory: detailed list, report, record
-to harvest: gather, extract; receive benefits or
consequences
-vigor: strength
-to hamper: prevent
-chaos: complete disorder
-shortage: deficiency or lack
CUSTOMS QUIZ
Work with a partner. Read the customs from
various countries. Decide where each custom
belongs in the chart and write its letter. Then
add your own examples
1.In Belarus, shaking your head back and forth
means “yes” and up and down means “no”
2.In South Korea, it is polite to leave some
rice at the bottom of your bowl.
(customs: traditional practice, habitual practice /hə’bɪtjʊəl/ )
Assignment 6 (write at home)
You decide to apply for the position.
Write the covering letter that you will
send, demonstrating how you have the
skills and experience required to fulfil all
the criteria for the job.
1. Greetings A firm handshake is
considered
3 professional in US
1. Styles of dress
1. Personal space
1. Gestures
1. Politeness
3.In France, people kiss on the cheek –
sometimes three or four times – to greet each
other.
4.In the US, it can be threatening to stand
closer than 18 inches to someone you don’t
know very well.
5.In Japan, it is rude to wear your shoes
inside someone’s house.
HISTORY OF THE MAORI LANGUAGE
Decline and revival
In the last 200 years the history of the Māori
language (te reo Māori) has been one of ups and
downs. At the beginning of the 19th century it was
the predominant language spoken in Aotearoa/New
Zealand.
As more English speakers arrived in New Zealand,
the Māori language was increasingly confined to
Māori communities. By the mid-20th century there
were concerns that the language was dying out.
Major initiatives launched from the 1980s
have brought about a revival of te reo. In the
early 21st century, about 125,000 people of
Māori ethnicity could speak and understand te
reo, which was an official language alongside
New Zealand Sign Language.
One land, many dialects
The Māori language evolved in Aotearoa over
several hundred years. There were regional
variations that probably widened because local
populations were relatively isolated.
These variations had their origins in the fact that
the ancestors of modern Māori came by canoe from
different villages and islands in eastern Polynesia.
Māori had no written language, but the symbolic
meanings embodied in carving, knots and weaving
were widely understood.
Māori: a common means of communication
For the first half-century or so of European
settlement, the Māori language was a common way
of communicating. Early settlers were dependent on
Māori for many things and had to learn to speak the
language if they wished to trade with Maori because
settlers were dependent on Maori for many things
at this time.
Up to the 1870s, and in some areas for several
decades after that, it was not unusual for
government officials, missionaries and other
prominent Pākehā (European New Zealanders) to
speak Māori. Growing up with Māori
youngsters, their children were among the most
fluent European speakers and writers of Māori.
Particularly in rural areas, interaction between
Māori and Pākehā was constant.
Kōrero Pākehā /’kɒrərɔ: ‘pɑ:kɪ,hɑ:/
Pākehā (a people) were in the majority by the early 1860s
and English became the dominant language of New
Zealand. Increasingly, te reo was confined to Māori
communities that existed separately from the Pākehā
family.
The Maori language were not understood as an essential
expression and envelope of Maori culture. Important for
the Maori in maintaining their pride and identity as a
people. Speaking Māori was now officially discouraged, and
many Māori themselves questioned its relevance in a
Pākehā-dominated world where the most important goal
seemed to be to get ahead as an individual.
The Māori language was suppressed in schools,
either formally or informally, to ensure that
Māori youngsters assimilated with the wider
community. Some older Māori still recall being
punished for speaking their language. In the
mid-1980s Sir James Henare recalled being sent
into the bush to cut a piece of pirita (supplejack
vine) with which he was struck for speaking te
reo in the school grounds. One teacher told him
that ‘if you want to earn your bread and butter
you must speak English.’
By the 1920s only a few private schools still taught Māori
grammar. Many Māori parents encouraged their children to
learn English and even to turn away from other aspects of
Māori custom. Increasing numbers of Māori people learnt
English because they needed it in the workplace or on the
sportsfield. ‘Kōrero Pākehā’ (Speak English) was seen as
essential for Māori people.
A language lives
Despite the emphasis on speaking English, the Māori
language survived. Until the Second World War most Māori
spoke Maori as their first language.
They worshipped in Māori, and Māori was the language of
the marae. Political meetings, such as those of the
Kotahitanga parliament in the 1890s, were conducted in
Māori; there were Māori newspapers; and literature. More
importantly, it was still the language of the home, where
parents passed it on to their children.
The lure of the city
The Second World War brought about momentous
changes for Māori society. With plenty of work available
in towns and cities, Māori moved into urban areas in
greater numbers. Before the war, about 75% of Māori
lived in rural areas. Two decades later, approximately 60%
lived in urban centres.
English was the language of urban New Zealand – at
work, in school and in leisure activities. Māori
children went to city schools where Māori was
unknown to teachers. Enforced contact between
large numbers of Māori and Pākehā caused much
strain and stress, and the language was one of the
things to suffer.
The number of Māori speakers began to decline
rapidly. By the 1980s fewer than 20% of Māori
knew enough Maori language to be regarded as
native speakers.
Even for those people, Māori was ceasing to be
the everyday language in the home. Some
urbanised Māori people became alienated from
their language and culture. Others maintained
contact with their original communities,
returning for important hui (meetings) and
tangihanga (funerals), or allowing the kaumātua
at home to adopt or care for their children.
From the 1970s many Māori people reasserted their identity
as Māori. An emphasis on the language as an integral part of
Māori culture was central to this identity. Māori leaders
were increasingly recognising the danger that the Māori
language would be lost. New groups with a commitment to
strengthening Māori culture and the language.
Major Māori-language recovery programmes began in the
1980s. Many were targeted at young people and the
education system. The kōhanga reo movement, which
immersed Māori pre-schoolers in the Māori language, began
in 1982, when the first kōhanga reo opened in Lower Hutt.
Other programmes followed, such as kura kaupapa, a system
of primary schooling in a Māori-language environment.
Complete the sentences with the vocabulary from
Reading. You can change the form of the word or
phrase to make the sentence grammatically correct
Assimilate (v): đồng hóa ethnicity (n) s ắc t ộc
Revival (n): hồi sinh
Persist (v): dai dẳng; kiên trì
Divorced from initiative (n)
Predominant (adj): trội hơn
Target (v) suppress (v): đàn áp; nén
Confine (v): giam giữ
Integral (adj.): trọn vẹn
Oblige (v) bắt buộc
1.Words or phrases that are out of style
sometimes experience a ………….and become
popular again.
2.The language spoken by most of the people in a
country is the………..language of the country.
3.It is hard to………………a language to a certain
community and never allow it to be spoken
outside that place.
4.A government ………..can help to create new laws,
for language programs in schools, for example.
5.Many people are proud of their…………, that is,
their racial and cultural background.
6.Some people in the US want to……………the use of
languages other than English in public schools.
7. Learning a new language is one way that people
can blend in with, or ……….into a new society.
8..It takes a long time to learn a new language, so
you must ……………by taking classes and practicing
speaking.
9.Some people think language lessons should……………
very young children because they learn new
languages so fast.
10. Immigrants often worry that they will forget
their customs and become ………..their culture.
11.A person’s language is such a central and
………….part of her culture that she should try to
preserve it.
12.Ome parents do not believe their children
should…………..learn a language than the one they
speak at home.
Find two pieces of evidence (examples, facts, or quotations)
from Reading that support these statements. Write them below
the statement, include the paragraph number where you found
the evidence:
1. Europeans who lived in New Zealand before the
1870s learned Maori.
a. …………………………………………………………………………
b. …………………………………………………………………………
2. Both the Maori and the Pakeha were responsible for
the increase in the use of English after 1860.
b. ………………………………………………………………………………
c. ………………………………………………………………………………………………
3. The Maori language survived until the mid-20th
century because most Maori lived in rural areas where
Maori was still an important language for
communication.
a…………………………………………………………
b………………………………………………………..
4. As the 20th century progressed, there were fewer
native speakers of Maori, but some Maori in the cities
maintained a basic knowledge of their language.
a. …………………………………………………………………
b. ....................................................................
5. Starting in the 1970s, the Maori realized that
they needed to save their language in order to
maintain their cultural identity.
a…………………………………………………………
b………………………………………………………..
5. The Waitangi Tribunal helped to make Maori
an official language and raise its status in New
Zealand.
a. ……………………………………………………………
b. ……………………………………………………………..
List reasons why the Maori maintained their
traditional language. Then list reasons why the
Maori learned to speak English. Write the
paragraph number in which you found the
information next to each reason.

Maori language English language

Used in religious Needed in the
ceremonies (para. 7) workplace (para. 6)
Read the following statement. Write T (true) or F (false),
then correct each false statement to make it true.
1.The Maori language has been in steady decline since the
arrival of Europeans in New Zealand. (Paragraph: ………..)
……….
2. The Maori people have always maintained their native
language with pride. (Paragraph:…….) …..........
3.In the early 20th century, the Maori language survived in
both public and private settings. (Paragraph:……)………….
4.Maori people were forced to move to the cities during
and after the Second World War. (Paragraph:…..) ………….
WRITE WHAT YOU THINK
Discuss the questions in a group:

1.Do you think the efforts to save the Maori

language will continue to be successful? Why
or why not?

2.Is it important for society to try to save

language that are in danger of disappearing?
Should governments create laws to encourage
the protection of endangered language?
MAIN IDEAS – DETAILS
1. Main ideas:
a. Definition:
-The most important piece of information that support the
topic or central theme of a piece of writing.
Find the main ideas → understand the purpose and focus of the
writing.
b. How to find main ideas:
-asking yourself the question “What is this paragragph about?”
-paying attention to repeated vocabulary.
-looking for words in the headline or title of the text
-reading subheading or subtitle or illustrations
-looking for words that introduce conclusions or main ideas, ex.
Therefore, however, finally….
-focus on words in bold, italics or different colors.

→ main ideas are usually connected to the central focus,

argument or thesis of the paper and often near the end of
the introduction
2. Genre /’ʒɑ:nrə/ of writing
a. Academic writing: one main idea usually
contained in the paragraph. The main idea is
often near the beginning of the paragraph and
summarized at the end → the first and the last
sentence of the paragraph
b. News article: main ideas frequently in headlines
and subheadings.
c. Business communication: main ideas often stated
early and repeated at the end → bullet points,
bold text, repetition
Activity A: Read the excerpts, identify the genre of
the writing. Then write the main ideas in a sentence:
1/When people move to a new culture, they usually
experience a series of different feelings as they adjust
to their new surroundings. A new culture is not
necessarily another country or a place where another
language is spoken. Therefore, this adjustment can
occur in any situation where a person’s normal rules of
behavior no longer work The process of adapting to
these differences has four stages and is called culture
shock.
-Genre:…………………………………………………….
-Main idea: …………………………………………….
2/Say It Again Language Learning Program
The company is interested in a language learning
program. There are two suitable programs
available: Say It Again and Language Now. We
recommend Say It Again for these reasons:
. cost-19 percent less
. technical support – included in price.
Say It Again will meet our needs at a lower cost
and with better service.
-Genre:……………………………………….
-Main idea: ……………………………….
 3/Languages change through two processes:
internal change and language contact. Internal
change occurs slowly over time as words or
phrases shift in meaning or grammatical structure.
For instance, the Old English a nadder, meaning “a
snake”, gradually became an adder, the modern
La word, when the n became attached to the article.
The second source of change is external, and it
occurs when another, usually more powerful,
language comes into contact with it.
-Genre:……………………………………….
-Main idea: ……………………………….
 4/New Zealand in the 1830s
New Zealand was largely a Maori world in the 1830s.
There were perhaps 100,000 Maori, divided into
major iwi, or tribes. Relations between groups could
be tense, and conflict was common. Maori traditions
and social structures prevailed, but more Europeans
La
arrived in New Zealand throughout the decade. There
were about 200 in the North island in the early
1830s. By 1830, there may have been 2,000
throughout the country (including around 1,400 in the
North Island), attracted by trade and settlement.
-Genre:……………………………………….
-Main idea: ……………………………….
5/The rules of conduct during an examination are
clear. No books, calculators or papers are allowed
in the test room.  Proctors will not allow anyone
with such items to take the test.  Anyone caught
cheating will be asked to leave the room.  His or
her test sheet will be taken.  The incident will be
reported to the proper authority.  At the end of
the test period, all materials will be returned to
the proctor.  Failure to abide by these rules will
result in a failing grade for this test.

-Genre:……………………………………….
-Main idea: ……………………………….
Activity B: You make generalizations about
where main ideas are found in different genres.
When you generalize, you use specific
information to make general rules. This shows
you understand the information in a thorough
way.
-How would you find the main ideas in the
following types of writing? Discuss your
answers with a partner:
1. An email
2. An advertisement
3. A business letter
4. A newspaper editorialˌ/,ed ɪ’tɔ:ri əl/
PREVIEW READING 2
A. What knowledge do you think
can be lost when languages die?
Make three predictions.

B. QUICK WRITE: Where in the

world do you think languages are
in danger of dying. Why do you
think this is happening? Write
for 5-10 minutes in response.
READING 2
Read the excerpt and gather information on
what happens when a language disappears
WHEN LANGUAGES DIE
What exactly do we stand to lose when
languages vanish? It has become a cliché to talk
about a cure for cancer that may be found in
the Amazon rain forest, perhaps from a
medicinal plant known only to local shamans?
(Plotkin, 1993). But pharmaceutical companies
have spared no efforts to get at this
An estimated $85 billion in profits per year is made
on medicines made from plants that were first
known to indigenous peoples for this healing
properties (Posey, 1990).
An astonishing 87 percent of the world’s plant and
animal species have not yet be identified, namd,
described, or classified by modern science
(Hawksworth & Kalin-Arroyo, 1995). Therefore, we
need to look to indigenous cultures to fill in or vast
knowledge gap about the natural world. But can they
retain their knowledge in the face of global
linguistic homogenization?
Much – if not most – of what we know about the
natural world lies completely outside of science
textbooks, libraries, and databases existing only
in unwritten languages in people’s memories. It is
only one generation away from extinction and
always in jeopardy of not being passed on. This
immense knowledge base remains largely
explored and uncataloged. We can only hope to
access it if the people who possess and nurture
it can be encouraged to continue to do so.
If people feel their knowledge is worth keeping, they will
keep it. If they are told, or come to believe, that it is
useless in the modern world, they may well abandon it.
Traditional knowledge is not always easily transferred
from small, endangered languages to large, global ones.
How can that be true if any idea is expressible in any
language? Couldn’t Solomon Islanders talk about the
behavior patterns of fish in English just as easily as in
Maroyo, their native language? I argue that when small
communities abandon their languages and switch to English
or Spanish, there is also massive disruption of the
transfer of traditional knowledge across generations.
This arises in part from the way knowledge is
packaged in a particular language.
Consider Western !Xoon, a small language of
Namibia (the exclamation mark is a click sound).
In !Xoon, clouds are called “rain houses”. By
learning the word for cloud, a !Xoon-speaking
child automatically gets (for free) the extra
information that clouds contain and are the
source of rain. An English child learning the
word cloud gets no information about rain and
has to learn on her own that rain comes from
 -cliché /’kli:ʃeɪ/: phrase or saying that has
been used so many times that it no longer has
any real meaning or interest (lời sáo rỗng, sáo
ngữ)
-shaman /’ʃɑ:mən/: traditional healers or
medicine men (tư tế, linh mục).
-to exploit: khai thác
-to retain: giữ lại
-to vanish: disappear
-to stand to do: have a high likelihood of doing
-to spare: miễn cho, để dành, dư thừa
-indigenous /ɪn’dɪdʒɪnəs/: bản xứ, địa phương
-homogenization – homogeneous
(adj.) /,həʊmə’dʒi:nɪəs/: đồng nhất, đồng đều
-to abandon /ə’bændən/: từ bỏ, bỏ rơi
-to arise: come into being; spring; appear
-species /’spi:ʃiːz/: loại, loài
-cure /kjʊə/: chữa, hồi phục; thuốc (n)
-in jeopardy (adv) /’dʒepədɪ/: in danger
-in the face of (phr.) = in spite of; when
threatened by
A/Write each bold word or phrase to the
correct definition. You may need to change verbs
to their base form and nouns to the singular
form.
1.Some researchers hope that plant from the
Amazon rain forest can provide a cure for cancer
2.To develop new drugs, some drug makers have
exploited the knowledge that people of the
Amazon have about native plants.
3.The indigenous people of the Amazon know
more about its native plants than researchers
4.People can still retain some traditional
knowledge even if they give up some of their
old ways of doing things.
5.It can be hard for people to resist doing
what others ask, but sometimes we must be
strong in the face of pressure.
6.Old ways of doing something are in jeopardy
when the ugly people who know those traditions
grow old and die.
7.People may abandon their native languages if
they think they are useless.
a………………………(phr.) in a dangerous position or
situation and likely to be lost or harmed.
b………………………(n) amedicineor medical
treatment for an illness.
c……………………(phr.) despite (difficulties,
problems, etc.)
d……………………(v.) to leave a thing or place to
stop supporting or believing in something.
e……………………(v.) to keep
f……………………(adj.) belonging to a particular
place rather than coming to it from somewhere
B/Why does the author include these
examples and statistics? Circle the
answer that best connects each example
or statistic to the main idea.
1.An estimated $85 billion in profits per
year is gained on medicine made from
plants that were first known to indigenous
peoples for their healing properties
(para.1)
a.to show that drug companies make too
b.to show that indigenous knowledge is
valuable.
c.to show that drug companies treat
indigenous cultures badly.

2.An astonishing 87 percent of the world’s

plant and animal species have not yet been
identified, named, described or classified
by modern science (paragr. 2)
a.to support the importance of traditional
b.to criticize scientists for not studying more
plants and animals.
c.to explain that the author is surprised
about the number of the unidentified species.

3.Couldn’t Solomon Islanders talk about the

behavior patterns of fish in English just as
easily as in Maroyo, their native languages?
(Paragraph 4)
a.to suggest that it is impossible to talk
b.to suggest that Maroyo can be translated
into English without any loss.
c.to suggest that English words might not
carry the same information as words in
Maroyo.

4.In !Xoon, clouds are called “rain houses”

(Paragraph 5)
a.to make fun of the !Xoon word for “clouds”.
b.to show how a language packages information
in a word.
C/Write answers to these questions in your own
words, using information from Reading 2. Provide the
paragraph numbers where you found the information.
1.What is “global linguistic homogenization”?
………(Para…..)
2.Why is global linguistic homogenization a threat to
indigenous knowledge?
………..(Para……)
3.What is the difference between the !Xoon and
English words for “cloud”?
A/Writing tips for an email about an event
1. Start your email with “Dear…” to make it a
little formal.

2. Give the context at the beginning,

“Thanks for …” or ”As you know, …”

3. Try to explain the importance of the event

for your company or your school.
… were particularly interesting for us.
4. Keep your email short.
Add an attachment if necessary, with
some confirmation:
I'm attaching …

5. You can finish by offering more

information:
I'm happy to discuss the report further if
you're interested.

6. You can sign off with Best regards.

B/Writing tips for an email to invite
someone to a job interview:
1.First of all, thank the candidate for their
application
2. Write the information about:
-What position for the interview and what
will be discussed in the interview.
-When the interview will take place.
-Who will be interviewing and who the
candidate will ask for when arriving.
-Where the interview will happen.
-How long the interview will last
-What the candidate must bring
(identity card, references,…)
3. Write the date in words, not in
numbers
4. The email can be ended with
the phrases suck as: I look
forward to hearing from
you/seeing you soon….
Exercise 1: Match the questions with the
answers
60 minutes
2 p.m on Thursday 3 April
Software engineer
Two job references
Mr. Anderson and Ms. Wallin
Mr.Anderson
Kungsbron 2
Ms. Jakobsson.
1/What position is the interview for?

2/When will the job interview be?

3/Who should Sanjay ask for when he

arrives?

4/How long will the interview last?

5/Where will the interview take place?

Exercise 2: Put the phrases in the correct groups:
Thank you for applying for…….
Your interview is scheduled for Thursday 3 April at 2
p.m.
It is a six-minute walk from Stockholm Central
Station.
Our offices are located on Kungsbron 2. Dear Mr.
Chaudhary,
They will be telling you more about the job and
getting to know you better.
You will be able to see the office.
You will have the opportunity to ask questions
about the position.

1/Useful polite phrases

2/Essential practical information

3/Telling the candidate what to expect

language is much more than communication . A
particular language comprises not only grammar
and vocabulary, but also aspects of its speakers’
culture, their traditional knowledge, their rules of
behavior and their forms of social interaction. For
instance, the vocabulary of the Maroyo language
reflects the Solomon Islanders’ understanding of
fish behavior. In Japanese, the complex system of
honorifics (suffixes added to names that indicate
the relationship between speaker and listener)
Exercise 3: Write the word to fill the
gap:
Dear Sandra,
Thank you for …………..for the position………
customer service assistant.
We…..……like to arrange an interview with
you at our offices at 9 a.m on Thursday
20 December.
……………interview will be with our HP
Assistant, Ms. Cecil Dubois, and will …………
approximately 30 minutes.
During this time, we would like to find out
more about your experience and background.
The interview will take ……………in our
offices on 20 rue de Rivoll. When you ……….,
please ask for me at reception. Please
remember to ………… an ID so that you can
get a visitor’s pass.
We look forward…….. meeting you soon.
• Ask parents to fill out a questionnaire about their child.
o Have them describe areas in which they would like to see their child improve.
o Have them describe their child's personality, interests, and talents
WRITE WHAT YOU THINK
Discuss these questions in a group. Look back
at your Quick Write as you think about what
you have learned.

1.Have you ever tried to translate directly

between two languages or sed an online
translation program. How accurate was the
translation?

2.Can you think of examples of words or idioms

that lose meaning when translated into
English? How can you express the same ideas
in English?
WRITE THE EXTENDED DEFINITION
New words or concepts that are complex
are often introduced in an extended
definition. An extended definition is an
analysis of a concept that helps readers
understand by focusing on different
features of the concept. Extended
definitions frequently answer these
questions:
1. What is it?
2. What is it not?
3. What is it similar/dissimilar to?
4. What does it consist of?
5. What are its characteristics?
6. What are some examples?
7. How does it work?
8. How is it used?
9. Why is it important?
 WRITING
A/Read this extended definition of language.
Underline and number (1-5) the information that
answers the questions below.
___________________________________
WHAT IS LANGUAGE?
Language is one of the distinguishing capacities of
human beings. The dictionary defines language as the
system of communication in speech and writing that is
used by people of a particular country or area, but in
reality,
expresses the complex social roles that are important
in that country.
This deeper definition of language helps explain why
translation is often so difficult and why so much
knowledge is lost when a language dies.
____________________________
1. What is language?
2. What is language not?
3. What does language consist of?
4. What are some examples of language?
5. Why is language important?
B/Read a longer definition contrasting the concept
that is not quite the same in the two languages. Then
complete the chart with information from the model:
WIT OR HUMOR?
Laughter appears to be a universal human reaction,
but what makes us laugh is deeply cultural. As an
Englishman living in France, I have learnt that even
though our countries are separated by a narrow
stretch of water, our senses of humor are a million
miles apart. Even the words fail to translate
adequately; English
“humor” is certainly not the same as the French
“esprit”.
The French word “esprit” is often translated in
English as “wit”, a rarely used word that is hard for
many people to understand. When English speakers
use “humor”, they are trying to make others laugh
with them. When the French employ “esprit” they
are often asking listeners to laugh at someone else.
That is, a funny person in English demonstrates an
ability to share “humor”, whereas being funny in
France in
certain social situations might mean making
fun of someone else. “Esprit” can, therefore,
be mocking or even, some would say, a little
mean.
An example that contrasts these two
cultural concepts will help explain the
difference. The French movie “Ridicule” shows
us the dark side of a culture in which social
status depends on the ability to make jokes
about other people. The jokes may be
funny, but they are also hurtful. Such jokes are
also examples of “esprit”: witty, but perhaps not
humorous. Towards the end of the movie, one of
the main characters is standing with an English
friend on a cliff above the English Channel. A gust
of wind blows the Frenchman’s hat into the water.
The Englishman smiles and observes, “Better your
hat than your head!”. After a pause, his French
friend laughs, “Ah, that’s the English sense of
humor!”. The Frenchman struggles to understand
“humor”
whose purpose is not to mock, but to enjoy the
strangeness of life. Although “Ridicule” is set in the
17th century, and French society has certainly
changed since then, the spirit of “esprit” lives on
today in many ways….
...Both cultures developed their different styles of
comedy over many centuries, and laughter plays an
important role in both countries. Humor and wit
release tension and create social connections. They
are responses to difficult situations and ways to tell
the truth even when it is painful or unpopular.
What is the word? Humor Wit
What does it mean
when people use
this concept?
What are some
examples?
Why is it confusing
to people from the
other culture?
Read the writing model in Activities A and
discuss these questions with a partner:

1/What is the purpose of the first

sentence in both definitions?
2/How are the two definition organized?
3/What words do the writers use to
connect ideas in each definition?
4/How do the writers conclude their
definitions?
GRAMMAR
CONTRAST & CONCESSION CONNECTORS
Contrast and concession connectors join ideas with
different meanings. In a concession you acknowledge an
opposing idea and then show that it is less important
than your idea.
The coordinating conjunctions “but” and “yet” are used to
join two contrasting independent clauses of equal
importance.
-“Yet” is stronger than “but” and introduces an
unexpected contrast or concession with the first clause.
-”Although, though, even though”: in a dependent
clause.
-”Even though” is stronger than “although” and
“though”
-”While” introduces a direct contrast or opposition
to the idea in the main clause.
-Adverbs or phrases of transition: “However, On
the other hand’’ show the relationship between the
ideas in the clauses. A period “.” or semicolon “;”
can be used to separate the independent clauses.
A. Choose the best connectors to complete
sentences:
1/(But/Although) some words in French look like
English words, they have different meanings.
2/Sign language consists of hand signals instead
of words. (However/On the other hand), it is a
fully functional language.
3/ Many Latin words survive in English, (but/even
though) Latin has not been spoken for centuries.
4/In many countries, an indigenous language is
used for daily communication (while/even though)
another language is used for official business.
5/The word “algebra” looks like a Latin or a
Greek word, (yet/however) it comes from Arabic.
6/Some immigrants retain their native languages,
(but/however) more lose theirs.
7/Speaking two languages is sometimes a
disadvantage for young children, (but/yet) most
linguists believe that the opposite is true.
8/(Although/Yet) some governments protect
native languages, their survival is not
guaranteed.
B. Combine each pair of sentences into one. Use
the connector in parentheses:
1/(although) The children did not all speak the
same language. They learned to communicate.
2/(while) There are 6000 languages in the
world. The United Nations operates with only 6
official languages
3/(yet) The translation was accurate. The
book was extremely difficult to understand.
4/(however) Researchers have studied most
of the world’s languages. New languages are
still being discovered.
C. Write an extended definition

Write an extended definition of a

word or concept from a different language
that cannot be translated exactly into
English. Use information from Reading 1 or
Reading 2, and your work in this unit to
support your ideas.
PLAN and WRITE
A. Think of one word, or phrase or concept from a
language you know that lose their meaning when
translated. Then follow these steps:
1. Write about the words, phrases or concepts for
ten minutes without stopping. Then read your
freewriting and underline the best ideas to
develop.
2. Choose one word, phrase or concept from your
freewriting in Step 1. Check (V) at least 4
questions you can answer to define it. Make notes.
1. What is it? 6. What are its
2. What is it not? characteristics?
3. What is it similar to? 7. What are some
4. What is it different examples?
from? 8. How does it work?
5. What does it consist 9. How is it used?
of? 10. Why is it important?
B. Follow these steps to plan your extended definition.
1.Go to the Online Resources to download, organize and
outline for your extended definition
2.Decide how many paragraphs you need and
what information you are going to write in
every paragraph.
C. Use your plan notes to write your
extended definition.
D. Revise and Edit
Complete the Self-Assessment checklist as
you write the final draft of your extended
definition.
Y
q e No
s
Have you adequately defined the concept
so that readers will have a clear
understanding of how it is used.
Have you used in a variety of sentence
types and lengths?
Are main ideas arranged appropriately
and supported with convincing ideas?
Do you use appropriate contrast and
concession connectors?
 Ye No
s
Does the extended definition include
vocabulary in the unit?
Did you checketh the extended definition
lea
D. Circlefor
thepunctuation,
words andspelling
phrasesand grammar?
you learned
in this unit:
Cure ethnicity habitat initiative
Revival shift abandon assimilate
Confine exploit persist retain
Suppress target
Predominant in jeopardy
In the face of indigenous

E. Answer the questions to make the extended

definition of “culture shock” and “humor”.
F. Plan, make notes and write the extended
definition of ona word, phrase or concept you
choose.
CHAPTER 2
WHAT IS THE DIFFERENCE BETWEEN
WORK AND FUN?
A. Discuss these questions with your
classmates:

1/What do you do for fun? Are your leisure

activities the same as your parents’ or
grandparents’ were at your age?
2/ Can you think of a job that you would
find fun? What would make work fun?
3/ What activities do the students consider
fun?
4/ What activities do the students consider
work?
LEARNING ENLISH THROUGH STORIES
https://youtu.be/mEQZRZZOhjE
https://youtu.be/81shDtayLhY

https://youtu.be/vfP2Jenwa_4
https://youtu.be/s3l5BmzM80E
https://youtu.be/lhu6XGoZHQU
https://youtu.be/0C6PYwV3578
https://youtu.be/QfHtcDOoeoQ
 EXERCISES ABOUT TENSES
1. Let the flowers ……………………….
not plucked not be plucked
not be plucking not been plucked
2. You …………………… to lend me your book.
are requesting requested
are requested have requested
3. When you phoned I …………………… in the garden.
am working was working
have been working will be working
4. I ………………… my homework. What shall I do now?
did have done will do do
5. She ………………… as an expert.
regarded was regarded is regarding will regard

6. I think my ankle ………………….

broke is broken has been broken
Either ‘is broken’ or ‘has been broken’
7. She ………………… all her childhood in France.
spend spends spent has spent
8. I …………………… Peter yesterday morning and he told
me that he was leaving for his native place.
have seen had seen saw seen
9. What …………………… at 4 o’clock yesterday evening?
were you doing are you doing
will you be doing did you do
10. The phone rang while I …………………… dinner.
had am having was having have been having
11. She …………………… in Switzerland for ten years when she was
a child.
lived had lived has lived was living
12. When we were kids we ……………………… our own amusements.
were making made had made are making
13. I am not worried about the exam. I …………………… enough to
pass.
learnt have learnt learn had learnt
14. I ………………………… the book for several weeks now.
have been reading am reading
was reading read
15. This is the first time that I …………………… her act.
see saw have seen had seen
16. It was the fourth time she …………………… in love that
year.
was had been has been is
17. ‘You look exhausted.’ ‘Yes, I ………………… non-stop
until 6 o’clock.’
have been walking was walking
had been walking have walked
18. How long ……………………… music?
are you learning have you been learning
were you learning had you been learning
19. He wanted to know when …………………….
I was leaving was I leaving
I will leave I am leaving
20. She ………………… English fairly well, but she has got a
strong French accent.
is speaking speaks has spoken would speak
Answers:
1.Not be plucked; 2.are requested; 3. was working;
4. have done; 5. was regarded;
6. Either “is broken” or “has been broken”; 7.spent;
8. saw; 9. were you doing; 10. was having;
11. lived; 12. made; 13. have learnt;
14. have been reading; 15. have seen (first time);
16. had been (fourth time); 17.was walking;
18. have you been learning; 19. I was leaving; 20. speaks
B. Choose WHO, WHOM or WHOSE for each gap below:
1.  ……………….. wrote this book?
2. ……………….. are you going to recommend?
3.  ………………..dictionary is on the table?
4. It doesn't look like this is the right address. ……… did you ask for
directions?
5. We have two extra tickets for the concert. ………wants to go with us?
6. It wasn't me! I have no idea ……………….. left the oven on.
7.  ………………..car is parked in the handicapped parking space? If
someone doesn't move it, it's going to be towed.
8. The police have called in an expert to
identify ……………….. handwriting is actually on the ransom
letter.
9. Do you remember ……………….. received the Academy Award
for best actress that year? Was it Nicole Kidman?
10. Melanie couldn't remember the name of the
student ……….. science project received the $100,000 prize.
11. I know exactly ……………….. I'm going to support in the
upcoming election
12. That's the professor ……………….. spent 10 years living
with the Pygmies in Central Africa.
13. She's the actress ……………….. he so vividly describes
in his scandalous new book.
14. Can you please tell me the names of the
people ……………….. helped organize the AIDS charity
event?
15. The national park is being renamed in honor of Dian
Fossey, ………………..  scientific research and
environmental efforts helped save the last remaining
mountain gorillas.
 PARTICIPLE PHRASES
I/Forming participle phrases:
-present participle (-ing form),
-past participle (-ed form),
-perfect participle (having + past participle)
Ex: Shouting loudly, Peter walked home. [Peter was shouting]
-Shouted at loudly, Peter walked home. [Someone was
shouting at Peter]
-Having won the match, Susan jumped for joy.
-Having been told the bad news, Susan sat down and cried.
II/Meaning and use of participle phrases:
-to shorten relative clauses,
-make one sentence out of two,
- after verbs of perception (see, watch, hear, listen to,
smell, feel...),
- instead of a subordinate clause.
EXERCISES
I/Replace the Relative Clause by a Participle Construction
while keeping the rest of the sentence unchanged.
1/The boy who was waiting in the hall expected a phone call.
→ The boy waiting in the hall expected a phone call.

2/Passengers who wanted to go to Liverpool had to change in

Manchester.

3/The girl who was picked up by her brother was very nice.
4/The house that stands at the end of the road will
soon be sold.
5/The conference which was planned by non-
governmental organizations was about globalization.
6/Irish people who live in Great Britain have the
right to vote in British elections.
7/A friend who helps you in need is a good friend
indeed.
8/A picture that shows the image of a person is a
portrait.
9/The problems that were discussed will be
essential for your exam.
10/Animals that eat plants are called herbivores.
II/Make a reduced relative clause. These sentences all
need an active clause.

1)They called a lawyer (the lawyer lived nearby)

2) The coffee is very strong (the coffee is drunk in
Turkey)
3) The man is in the garden (the man is wearing a
blue jumper)
4) We found a doctor (the doctor works at a
hospital in Madrid)
5) People will not be allowed to enter (people have
arrived late)
6) Don't wake the baby (the baby is sleeping in the
next room)
7) Who is that boy (that boy is walking in the forest)?
8) Those books were mine (those books had been lying
on the table)
9) Julia is on the train (the train is arriving at
Platform 3)
10) The television was stolen (the televison was bought
twenty years ago)
11) I often buy cheese (the cheese is imported from Paris)
12) The bread is in the kitchen (the bread was brought by
John)'
13) We live in a house (the house was built by my
grandfather)
14) The money has been given to charity (the money was
found in the street)
15) We all praised the cake (the cake was baked
by my mother)
16) The robber ran away (the robber was seen by
David)
17) I really loved the flowers (the flowers were
grown in London)
18) I don't know much about the games (the
games are played by children nowadays)
III/ Complete the sentences using the correct form of
the word in brackets
1. A woman…………………….. (wear) a blue hat opened the door.
2. Champagne, …………………….. (produced) in France, is
exported all over the world.
3. My sister works in a bakery…………………….. (make) cakes.
4. A million dollars worth of jewellery…………………….. (belong)
to the President's wife has been stolen.
5. Pictures…………………….. (paint) by Picasso usually sell
for millions of pounds.

6. A lorry…………………….. (carry) fruit crashed on the

motorway.

7. This is a vegetarian restaurant. None of the

dishes…………………….. (serve) here contain meat or fish.

8. The Harry Potter books, …………………….. (write) by JK

Rowling, have all been made into films.
 ADJECTIVE ORDER
1. The closer the adjective to the noun, the more it defines the noun.
The further from the noun, the less closely the adjective defines the
noun.

Ex: “an antique engagement ring” “an engagement antique ring”

(because “engagement” defines what sort of ring)
2. Separate two adjectives with a comma (not “and”)
Ex. “she had a small, yappy dog” and not “She had a small and yappy dog”.
3. Use “and” after the verb “to be” and with color adjectives.
“The dog was small, white and vicious. It wore a red and white jacket
when it went out for walks.”
 ADJECTIVE ORDER
Opinion, size, (physical quality), shape, age,
color, origin, material, defining (type-purpose)
C. Exercise: Put these adjectives in the right order:
1.funny little old-fashioned toy
2.desk Italian leather red diary
3.fat middle-aged science unfriendly teacher
4.Chinese paper red lantern
5.big comfortable old sofa.
6.She wore a (wedding white beautiful) dress.
7.Her mother wore an (green square big ugly) hat
8.The groom wore a (grey Italian stylish) suit
ANSWER:
1. funny little old-fashioned toy
2. red Italian leather desk diary
3. unfriendly fat middle-aged science teacher
4. red Chinese paper lantern
5. big old comfortable sofa
6. She wore a beautiful, white, wedding dress.
7. Her mother wore an ugly, big, square, green hat.
8. The groom wore a stylish, grey, Italian suit.
Questions: 1.C; 2.A; 3.B; 4.B; 5.D; 6.B; 7.C; 8.A
Section Header
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Add a Slide Title - 3
1/Critical Reading and Writing – HK3.CQ.02 - Học sáng thứ
2, từ 31/5
AV275_CRITICAL READING AND
WRITING_HK3.CQ.02_VO KIM HA
(AV275_CRITICAL RW_CQ.02)
2/Critical Reading and Writing _ HK3.CQ.03 – Học chiều
thứ 3 và sáng thứ 5, từ 1/6
AV275_CRITICAL READING AND
WRITING_HK3.CQ.03_VO KIM HA
3/Critical Reading and Writing _ HK3.CQ.01 – Học sáng thứ
4 và chiều thứ 5, từ 2/6
AV275_CRITICAL READING AND
WRITING_HK3.CQ.01_VO KIM HA
4/Research Methodology, chiều thứ 7
NNAN046_RM
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