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

SÁCH GIÁO VIÊN
tẬp MỘt

NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM

TẬP ĐOÀN XUẤT BẢN GIÁO DỤC PEARSON


contents
Page
INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
BOOK Map.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Unit 1: LIFE STORIES .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Unit 2: URBANISATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Unit 3:THE GREEN MOVEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
REVIEW 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Unit 4:THE MASS MEDIA .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Unit 5:CULTURAL IDENTITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
REVIEW 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

II


INTRODUCTION

TIENG ANH 12 is the third and also the last of the three-level English language set of
textbooks for the Vietnamese upper secondary school. it follows the systematic, cyclical
and theme-based curriculum approved by the Ministry of Education and training
in november 2012. the aim of this set of textbooks is to develop students’ listening,
speaking, reading and writing skills and improve their English language knowledge
with a focus on communicative competence so that when they finish upper secondary
school, their English will be at level three of the Foreign Language Proficiency
Framework for Viet nam (equivalent to B1 in the Common European Framework of
Reference for Languages).

THE COMPONENTS OF TIENG ANH 12
tieng anh 12 is divided into two books: Book 1 and Book 2.
student’s Book 1 contains:
• abookmapprovidinginformationaboutthestructureofthebookandthesections
of each unit;
• five topic-based units, each covering five sections: Getting Started, Language,
Skills, Communication and Culture, Looking Back and Project with meaningful and
well-structured activities taught in eight 45-minute lessons;
• tworeviews,eachofferingrevisionandfurtherpracticeoftheprecedingunits,
taught in two 45-minute lessons;
• aglossarygivingphonetictranscriptionofthenewwordsintheunitsandtheir
Vietnamese equivalents.
two audio cDs contain all the listening material from Student’s Book 1.
teacher’s Book 1 gives full procedural notes for teaching the different sections in
each unit and suggestions for the techniques which could be used depending on
the teaching contexts and situations. it also provides answer keys and/or suggested
answers to all the activities in the Student’s Book, all audio scripts and additional
language and culture notes.
Workbook 1 mirrors and reinforces the content of the corresponding Student’s Book 1,

and provides further practice and ideas for extension activities. Depending on the level
of the students, the activities can be completed in class or assigned as homework.

III


AN OVERVIEW OF THE STUDENT'S BOOK

GETTING STARTED contains:
• a menu listing the language and the skills taught in the unit;
• a conversation introducing the overall topic of the unit, some topic-related
vocabulary and the main grammar points;
• a number of activities to check students’ comprehension and provide practice
of the teaching points in this section.

Unit 1
GETTING STARTED
The person I admire

Unit

GETTIN
G STAR
TED
The pers
on I adm
ire

6


Unit 1/ Life stories

1 Hung and Quang are talking about famous

LIFE STORIES

people. Listen and read.

This unit includes:
LANGUAGE
Vocabulary
t
8PSET
BOE
QISB
TFT
SFMBUFE
UP
QFPQMF
T
MJGF
TUPSJFT
Pronunciation
t
)PNPQIPOFT
Grammar
t
5IF
QBTU
TJNQMF
WT
UI
F
QBTU
DPOUJOVPVT
t
%Fö
OJUF
BOE
JOEFö

OJUF

t
0NJTTJPO
PG
BSUJDMFT BSUJDMFT
SKILLS
t
3FBEJOH
GPS
TQF
DJö
D
JOGPSNBUJPO
BCPVU

UXP

QFPQMFT
MJGF
TUPSJFT
t
5BMLJOH
BCPVU
B
I
JTUPSJ
t
-JTUFOJOH
GPS
TQFDJö DBM
ö
HVSF


D
JOGPSNBUJPO
JO
B
UB
ML
TIPX

BCPVU
QSJWBDZ
BOE
MF
TTPOT
MFBSOU
GSPN
QF
PQMFT

MJGF
TUPSJFT
t
8SJUJOH
B
MJGF
TUPSZ
COMMUNICATION
AND CULTURE
t
'BNJMZ
TUPSJFT
t
5IF
D
This un
SFBUP
it inS
PG
4
DL
)PMNFT
cludIFSMP
es:
LANG
U
Vocabu AGE
t
8PS lary
ET
BOE

QISBTFT
Pronun

SFMBUFE

UP
QFP
t
)PN ciation
QMFT
MJGF
PQIPOF

TUPSJFT

T
Gramm
t
5IF
ar
QB
t
%Fö TU
TJNQMF
WT

O

U
t
0N JUF
BOE
JOEF IF
QBTU
DPOUJO
JTTJPO

ö
PG
BSUJD
OJUF
BSUJDMFT VPVT
MFT
SKILLS
t
3FBE
JOH
GPS
T
QF
QFPQ
DJö
D
t
5BML MFT
MJGF
TUPSJF
JOGPSNBUJP
O
BCPV
JO
T
U
UXP

t
-JTU H
BCPVU
B
I
FOJOH

JTUPSJD
BCPVU
Q GPS
TQFDJö
D
JO BM
ö
HVSF
MJGF
TUPS SJWBDZ
BOE
MF GPSNBUJPO
JO
TTPOT
M

B
UBML
TI

t
8SJU JFT
FBSOU
G
JOH
B
MJG
SPN
QFP PX

F
TUPSZ
QMFT

COMM
U
t
'BN NICATION
AND CU
JMZ
TUPS
JF
t
5IF

LTURE
DSFBUP T
S
PG
4IF
SMPDL
)
PMNFT

LIFE ST
ORIES

Hung:
5IF
UPQJD
GPS
UPNPSSPXT
QSFTFOUBUJPO
JT

SFBMMZ
JOUFSFTUJOH
)BWF
ZPV
EFDJEFE
XIP

UP
UBML
BCPVU

2VBOH
Quang:
/PU
ZFU
*N
TUJMM
XBWFSJOH
CFUXFFO
UXP

GBNPVT
QFPQMF

4UFWF
+PCT
BOE
.JDIBFM

+BDLTPO
*
BENJSF
UIFN
CPUI

Hung: #VU
XIPT
IBE
B
HSFBUFS
JNQBDU
PO
ZPV
Quang: *N
OPU
TVSF
y
4UFWF
+PCTT
XPSL

TUJNVMBUFT
NZ
DSFBUJWJUZ
BOE
JOOPWBUJPO


XIJMF
.JDIBFM
+BDLTPOT
NVTJD
JOTQJSFE

NF
UP
MFBSO
UP
QMBZ
B
NVTJDBM
JOTUSVNFOU

8IBU
EP
ZPV
UIJOL
Hung: 8FMM

CPUI
PG
UIFN
XFSF
WFSZ
UBMFOUFE

BOE
JOø
VFOUJBM

CVU
*
QSFGFS
4UFWF
+PCT

*
UIJOL
.JDIBFM
+BDLTPO
XBT
B
HSFBU

EBODFS

CVU
OPU
BO
FYDFMMFOU
TJOHFS
*O

IJT
MBUFS
ZFBST

IJT
TJOHJOH
WPJDF
CFDBNF

XFBL
BOE
UIJO
BOE
XBTO’U
BT
HPPE
BT

CFGPSF

2 Decide whether the following statements are
true (T), false (F), or not given (NG). Tick the
correct box.
T

NG

Quang wants to become as famous as
2 Steve Jobs and Michael Jackson.

3 Hung likes Michael Jackson’s singing.

Hung learnt to play a musical
4 instrument because he was inspired
by Michael Jackson’s songs.
Both Quang and Hung admire
5 Christine Ha.

3 Discuss with a partner.
*G
ZPV
XFSF
2VBOH

XIP
XPVME
ZPV
DIPPTF
UP
UBML

BCPVU

4UFWF
+PCT
PS
.JDIBFM
+BDLTPO
8IZ

Quang:
*
TFF
8IBU
BCPVU
ZPV
8IP
BSF
ZPV


1 Hung HPJOH
UP
UBML
BCPVU
and Qu

people. Lis ang are talking ab
out famou
ten and rea
2 Decide wh
Hung:

$ISJTUJOF
)B
s
d.
eth
Hung:
5I
true (T), fal er the following sta
Quang:
F
U
:PV
NFBO
y
UIF
MBEZ
XIP
XPO
UIF
64


PQJD
GPS
UPN
se (F), or no
tements are
PSSPXT
Q
SFB.BTUFS$IFG
USPQIZ
JO

correct bo
t given (N
MMZ
JOUFSFTUJ
SFTFOUBUJPO
x.
G). Tick the
OH

JT


)
BWF
UP
UBM

ZPV
EFDJEF
L
BCPVU

2V
Hung:

5IBUT
SJHIU

E
X
IP
BO


Quang:
/P
H
Qu
T
ang


*N
TUZPVS

Quang:
U
Z
*
FU
LOPX

ESFBN

JT

UP

CFDPNF

B

can’t
1
F NG
JMM
XBWFSJO
GBNPVT
Q
talk about decide who he is going
H
CFUXFF
GBNPVT
DIFG
*T
UIBU
XIZ
ZPV
XBOU
UP
UBML

FPQMF
tomorrow.
O
UXP

to
+BDLTPO
*
BE

4UFWF
+PCT
BOE

.JDIBFM

BCPVU
IFS
Quang wants
NJSF
UIFN

2
Hung: #V
CPUI

to become
U
X:FT

Ste
IPT
I8IBUT

as
ve
fam
Job
Hung:

NPSF


$ISJTUJOF

JT

B

CMJOE

BE
B
HSFB
ous
s and Michae
Quang: *N
UFS
JNQBDU

l Jackson. as

OP
PO
ZP
DIFG

XSJUFS

4IFT

U
TVSBOE

3 Hung like
V WFSZ

F
yB

HJGUFE


4 Find
the
conversation that have
s Mic
4UF EFUFSNJOFE

TUJNVMBU
haewords

+PCTT

l Jacksoin the
UBMFOUFE

*U
XBT

FT
NZ
DSFBBOE
WF
XPSL

sinthe
ging.following.
the same soundsn’sas
UJWJUZ
BOE
J
XIJMF
.J
Hung lea
BCTPMVUFMZ
BNB[JOH
UP
XBUDI
IFS
VTF
BMM

OOPWBUJPO
rnt
DIBFM
+BD
to
play a musica
4 instrume


LTPOT
NV
NF
UP
MFB
l

1.


UPP

@@@@@@@@@@@@@@@



nt
TJD
UIF
LJUDIFO
UPPMT
BOE
QSFQBSF
UIF
EJTIFT

bec


SO
UP

JOTQJSFE

ause he
by Michael
8IBU
EP
ZP QMBZ
B
NVTJDBM
JOTUS
Jackson’s sonwas inspired
VNFOFYDJUFE

V
UIJOL*
SFNFNCFS
IPX

*
BHSFF

*

gs.
2.

FZF
@@@@@@@@@@@@@@@



U

Hung: Quang:

8FMM

CPGFMU

XIFO

$ISJTUJOF
XBT
DSFBUJOH
UIPTF
5 Bo th Qu an g an d
UI
PG


UIF
N
XFSF
WF
Hu ng adm
Ch rist3.ine
BOE
JOø
VF


TFB

ire
SZ
UBMy
BOE
FWFO

Ha
. _______________
HSFBUMPPLJOH

EJTIFT

OUJBM

CVU

*
QSFGFS
4UF FOUFE

*
UIJOL
.J
BOYJPVT

XIFO
UIF
KVEHFT

XFSF

WF
+PC
DI
4. POF
_______________
T
UBTUJOH

EBODFS

CV BFM
+BDLTPO
XBT

UIFN

XBZ

EP
B

ZPV

U
OPU
#Z

HSFLOPX


BU
XIFSF
3 Discuss
BO
UIF

FYDFMMFOU

IJT
MBUFS
ZF
5.wiOP



th a pa_______________
rtner.
TJOHFS
*O

TIF
XBT
CPSO

*O
7JFU
/BN
PS
UIF
64
BST
*G
ZPV
XFSF

XFBL
BOE


IJT
TJOHJOH
WPJDF
2VBOH

XIP

CF
UIJ
DBN
O
BOE
XB CVU
TIF
XBT
F

*O
$BMJGPSOJB


JOTQJSFE
CZ
BCPV

XPVME
ZP again and write the
CFHung:

TO’U
BT
HP
GPSF
U

4
5UFWRead

the conversation
V
DIPPTF
UP
F
+PCT
P
PE
BT

NFNPSJFT
PG
IFS
NVNT
DPPLJOH
S
.JDIBFM
+B
Quang:
*


UBML

TFF
8IBU

DLTverbs
correct tenses
of the
PO
8in
IZbrackets.
PVU
ZPV
LOPX
RVJUF
B
MPU
BCPVU

Quang:
*U
BC
TFFNT

HPJOH

UP
UBML
BCP ZPV
8IP
BSF
ZP
*
SFNFNCFS
IPX
FYDJUFE
*
GFFM


________________

VU
IFS
(PPE

MVDL
XJUI
ZPVS
V

QSFTFOUBUJPO

Hung:
$I
SJTUJOF
)B
UPNPSSPX
XIFO
$ISJTUJOF
DSFBUF


________________
UIPTF

Quang:
:P
V
NFBO
y

UIF
MBEZ
X
5IF
TBNF
UP
ZPV
HSFBUMPPLJOH
EJTIFT
.BTUFHung:

IP
XPO
UI
S$IFG
USPQI
F
64

Z
JO

Hung:
5I
BUT
SJHIU

Quang:
*

LOPX
ZP
VS
ESFBN

JT

GBNPVT
DIF
G
*T
UIBU
XI UP
CFDPNF
B

BCPVU
IFS
Z
ZPV
XBOU

UP
UBML

Hung:
:F
T
8IBUT

NPSF

$I
DIFG
BOE

SJTUJOF
JT

B

B
HJGUFE


XSJUFS
4I CMJOE

UBMFOUFE

FT
WFSZ

BO
BCTPMVUFMZ
E
EFUFSNJOFE

*U

BN
4 Find the
UIF
LJUDIFO B[JOH
UP
XBUDI
IFS
XBT

words in the

UPPMT
BOE
Q
VTF
Quang:
*

the same
conversati
SFQBSF
UIF
E
BMM

BHSFF
*

sounds as
on that ha
JTIFT

SFNFNCF
the follow
ve
1.
UPP

S
IPX
FYD
GFMU
XIFO
ing.
@@@@@@@@@

$ISJTUJOF

@@@@@@


XBT
DSFBUJ JUFE
*

HSFBUMPP


2.

FZF

OH
UIPTF

LJOH
EJT
IF
@@@
T
y
BO
@@@@@@@@@
BOYJPVT
XI
@@@

E
FWFO

FO
UIF
KVE


3.

TFB

UIFN
#Z
HFT
XFSF

_________

UIF
XBZ


______
EP
ZPV
LO UBTUJOH

TIF
XBT
C
4. POF

PX

PSO
*O
7JF
_________
Hung:
*O

U
/BN
PS
UI XIFSF


______
$BMJGPSOJB


F
64
5.
CV
OP
U

TIF




______
NFNPSJF
_________
T
PG
IFS
NV XBT
JOTQJSFE
CZ

Quang:
*U

NT
DPPLJOH
TFFNT
ZP

V
LOPX

5 Read the
RV
IFS
(PPE
conv

MVDL
XJUI
JUF
B
MPU
BCPVU

correct ten ersation again an
ZPVS
QSFTFO
UPNPSSPX
d
ses of the

UBUJPO


verbs in br write the
Hung:
5I
*
SFNFNC
ackets.
F
TBNF
UP
Z
FS
IPX
FYDJ
PV
UFE
*
GFFM


XIFO
$ISJTU
_________
JOF
DSFBUF

_______


_________
HSFBUMPPLJO
_______
UI
H
EJTIFT
PTF

Unit 1 Lif
e storie
s

IV

F

Quang can’t decide who he is going to
1 talk about tomorrow.


7


r

LANGUAGE includes:
• Vocabulary giving in-depth practice of the words and phrases presented in Getting Started
and additional vocabulary for use later in the unit. Vocabulary units are presented in the order
of form, meaning and use. Word collocation is also a teaching point in this section.
LANGUAGE
Vocabulary
meanings.

distinguished
respectable
generosity

__

n

__

of
y.

Homophones

1 Listen to pairs of sentences. Write the correct


words in the gaps. The first pair has been done
as an example.

1

a) My English class is at two o’clock.
b) It’s never too late to learn another language.

2

2

very successful and admired by other
people

a) His father is a guitarist, but he wasn’t
________________ to play any musical instruments
until he was 15.
b) Please read the letter ________________ to us.

3

regarded by society as acceptable,
proper and correct

3

a) You can ________________ your life story and post
it on this website.
b) I hope we’re doing the ________________ thing.


4

kindness or willingness to give

5

something that has been obtained
by hard work, ability or effort

of the words in 1.

1. Alexandre Yersin, who had quite a _________________
career in medicine, devoted his life to the poor
and sick people in Viet Nam.

• Pronunciation

including some aspects of
pronunciation that can be problematic to
Vietnamese students such as homophones,
diphthongs, the verb ending -ed, and
assimilation. The pronunciation points are
presented in meaningful contexts, and
activities are designed to teach these points
through three stages: recognition, repetition
and production. This helps students to become
familiar with features of natural speech and
focus on their own pronunciation.


a) J.K. Rowling’s ________________ novel will come
out next month.
4
b) I ________________ where he was hiding, but I
didn’t know why he was wanted.

5

a) Beethoven composed some of his finest works
________________ in this house.
b) Did you ________________ the latest news about
Steven Spielberg’s film?

6

a) She has ________________ involved in many
community projects.
b) Yan has just posted his latest ________________
soup recipe on the Internet. You should try it out.

2 Complete the sentences with the correct form

2. Hard-working and ______________________ students
should be given more opportunities to develop
their skills.
3. The new album is one of his greatest ____________.
It sold 50,000 copies just in the first week.
4. After my father got a well-paid job at an
international company, we moved to a ______________
neighbourhood.

5. Don’t allow other people to take advantage of
your _____________. You should learn to give wisely.

2 Listen and repeat the sentences in 1.
DO
YOU KNOW…?
Homophones are words (or combinations of words)
that have different spellings and meanings, but the
same pronunciation.
Examples:
two - too - to (strong form)

board - bored

piece - peace

you’re - your

there - their

there’s - theirs

father - farther

knew - new

whose - who’s

whether - weather


genes - jeans

council - counsel

Unit 1 Life stories

8

• Grammar introducing and practising the main grammar points in focus. They are
presented and practised in meaningful contexts following the three-stage approach to
language teaching (presentation, practice and production). There are Do you know ...?
boxes wherever necessary to help students to understand the language features and the
structures presented.
All the sub-sections in the LANGUAGE section are linked to the LOOKING BACK section at
the end of the unit.
Grammar
The past simple vs. the past continuous

Pronunciation

1 Put the verbs in brackets in the past simple or

Homophones

1 Listen to pairs of sentences. Write the correct

words in the gaps. The first pair has been done
as an example.

a) My English class is at two o’clock.

1
b) It’s never too late to learn another language.

1.
2.
3.

2

a) His father is a guitarist, but he wasn’t
________________ to play any musical instruments
until he was 15.
b) Please read the letter ________________ to us.

3

a) You can ________________ your life story and post
it on this website.
b) I hope we’re doing the ________________ thing.

5.

4

a) J.K. Rowling’s ________________ novel will come
out next month.
b) I ________________ where he was hiding, but I
didn’t know why he was wanted.

6.


a) Beethoven composed some of his finest works
________________ in this house.
5
b) Did you ________________ the latest news about
Steven Spielberg’s film?

6

a) She has ________________ involved in many
community projects.
b) Yan has just posted his latest ________________
soup recipe on the Internet. You should try it out.

ts
p

_.

achievement
talented

gifted, having a natural ability to do
something well

1

m

or


Pronunciation

1 Write the words given in the box next to their

2 Listen and repeat the sentences in 1.
DO

YOU KNOW…?
Homophones are words (or combinations of words)
that have different spellings and meanings, but the
same pronunciation.
Examples:
two - too - to (strong form)

board - bored

piece - peace

you’re - your

there - their

there’s - theirs

father - farther

knew - new

whose - who’s


whether - weather

genes - jeans

council - counsel

4.

7.
8.

the past continuous.
This morning when the alarm clock (go) __________
off, I (have) _____________ a sweet dream.
Carol (meet) _________________ her husband while
she (travel) _________________ in Europe.
I (work) _________________ on my computer when
there (be) _________________ a sudden power cut
and all my data (be) _________________ lost.
When we (share) _________________ a room two
years ago, Lin (always, take) ____________________
my things without asking.
When Tom (call) _________________ yesterday, I (do)
___________________ the washing-up in the kitchen,
so I (not hear) _________________ the phone.
Frank (constantly, ask) ________________________ for
money last year when he (be) ___________________
still out of work.
Mark (request) _________________ complete silence

when he (compose) _________________ music.
In 1417, Nguyen Trai (join) ____________ the army of
Le Loi, who (then, lead) ______________ the resistance
movement in the mountainous regions.
REMEMBER

t
5IF
QBTU
DPOUJOVPVT
JT
VTFE
UP
UBML
BCPVU
B
QBTU

action in progress, and the past simple to talk
about a shorter action that interrupted it.
Example: A storm hit the island while I was enjoying my
holiday there last year.
t
5IF
QBTU
DPOUJOVPVT
DBO
CF
VTFE
XJUI
always/
constantly to describe repeated or irritating actions
or events in the past. It is similar to ‘used to’, but
usually has negative meaning.
Example: Our neighbour was always complaining about
the noise in the building.

Definite articles and omission of articles
2 Complete the gaps with the where necessary. If an
article is not necessary, write a cross ().
1. Here’s _________ book you asked to borrow.
2. There are some reports on _________ oil slick in
_________ Mediterranean Sea.
3. _________ kangaroos are found only in _________
Australia.
4. Angelina is working for a charitable organisation
that helps _________ people with disabilities.

5. Is _________ United Arab Emirates part of _________

South Asia or _________ Middle East?
6. Last summer, we travelled to many places. We
visited _________ Taj Mahal in _________ India, climbed
_________ Mount Everest in _________ Himalayas, and
took a cruise to _________ Bahamas.
7. I love _________ Spain. I find _________ Spanish very
friendly, but I can’t say much in _________ Spanish.
8. My favourite pastime is playing _________ guitar, but
my best friend prefers playing _________ tennis.

DO

YOU KNOW…?
t
5IF
EFö
OJUF
BSUJDMF
the is generally used before
a singular or plural noun when we talk about a
specific thing or action.
Examples:
The dog that bit me ran away.
I like the films directed by Steven Spielberg.
t
0UIFS
SVMFT
1. Use of the before
Examples
names of musical
play the piano
instruments
the Pacific Ocean, the Red
names of oceans, rivers,
River, the Sahara, the
seas, deserts, ranges of
mountains, island groups Andes, the Bahamas

geographical areas,
names of countries with the Middle East,
the United States,
‘kingdom’ or ‘states’
the Netherlands
in their names, plural
names of countries
names of organisations, the United Nations, the
Louvre, the Grand Hotel,
museums, hotels,
the Twin Towers
important buildings
adjectives used as nouns, the rich, the poor, the
people of a country
Japanese
unique objects, transport the sun, the London
systems
Underground
names of newspapers,
The Washington Post, the
mass media
Internet
2. Omission of
articles before

New Scientist
Unit 1 Life stories

2. What _______________ nice
weather! Let’s go for

_________________ picnic.

6. The teacher gave us ______________
test on ____________ indefinite
articles yesterday. It wasn't easy,
but I could get ______________
good mark in the test.
7. I like ______________ ice cream,
but I’m not in the mood for
______________ ice cream now.
8. A: Let’s go for ______________
coffee.
B: No, thanks. I don’t drink
______________ coffee.
9

4 Read the following story and complete each
gap with an article. Write a cross () if an
article is not necessary.
I had (1)

______________

very bad experience

(2) _________ last Sunday. I bought (3) _________
flash drive from (4) _________ computer store in

5. I’m not talking about
__________ global warming,

but traffic congestion. This is
quite ______________ different
problem in our city.

streets, lakes, bays,
Street, Sword Lake,
mountains, islands, most Baker
Easter Island, Mt Everest,
countries, states, cities,
New York, Africa
continents

magazines

an article is not necessary.

4. My friend Brian is ___________
4DPU
0O
_____________
special occasions, he wears
______________ kilt and plays
the bagpipe.

Examples

history, geography,
Japanese

3 Complete the gaps with a, an or a cross () if
1. There’s _________________
chance that she’ll win

the competition again.

3. I went to see _________________
Dr Nga yesterday because
I had ______________ fever.
She asked me to stay in
______________ bed for two days.

play tennis, travel by
sports, means of transport underground

academic subjects,
nationalities and
languages

Indefinite articles

10

(5)

____________

local shopping centre. When I

went back (6) __________ home, I inserted it into
my computer, but it was not recognised. I took
it back to (7) __________ store, but (8) ___________
store manager got very angry. He pointed at
(9) _________ crack on (10) _________ flash drive,

and said his store was not responsible for such
(11) ___________ defect because it had probably
been caused by my carelessness. I couldn’t say
(12) ____________ word, and had to buy another
flash drive.

DO
YOU KNOW…?
t
*O
HFOFSBM

a/an is used before singular, countable
nouns. No articles are used before plural or
uncountable nouns when they are used in an
abstract, general meaning.
Examples:
I have a cat. (cat: singular, countable noun)
Children should not stay up late at night. (children:
plural noun, general meaning)
We need more information and advice. (information,
advice: uncountable nouns)
t
0UIFS
SVMFT
Use of a/an

Examples

What a magnificent house!
after what, such, quite We shouldn’t go out in such a
bad storm.
(+ countable noun)
It’s quite a small house.
to describe jobs,

identity

My mother is a doctor.
Brian is an Englishman.

with a possessive

He’s a friend of mine.

before an illness
Exceptions: have (the) I’ve got a headache/a cold.
flu/measles

Unit 1 Life stories

V


SKILLS includes:
• Reading containing a topic-related reading text developed to suit students’ interest

and age. The vocabulary and grammar points learnt in the previous sections are
recycled in the reading text. The text also provides an input of language and ideas for
students to use in the Speaking, Listening
and Writing sub-sections that follow. The
SKILLS
READING
reading activities are designed following
three stages: pre-reading, while-reading and
1

post-reading. This section aims to develop
students’ reading skills such as skimming,
scanning, understanding word meaning in
2
contexts, etc. through various types of tasks
including title/heading matching, true/false/
not given, multiple choice, comprehension
questions and gap-filling. In the postreading stage, there is often a personalised
B
task in which students can share their own
L
ideas or opinions with their partners about
the issues related to the facts/problems
presented in the reading text.
Giving back to the community

Discuss with a partner.
What do the people in the
pictures need? What can you do
to help them?
Use the words under the pictures
to answer the questions.

c

a

b

food / shelter


care / comfort

study equipment

Read two people’s life stories and complete the table with facts about them.
Name

Larry Stewart

Le Thanh Thuy

Born
Died

Nationality

Health problem

Dedicated life to ...

arry Stewart came from humble beginnings.
Born in Mississippi in 1948, he was brought up
by his grandparents. In 1971, Larry found himself
jobless and starving for several days. After a free
meal given by a restaurant’s owner, he vowed to
help others whenever he could.
Larry then moved to Kansas City, where he
was fortunate enough to make money in cable
television. He began helping the less fortunate

in 1979, and stories of ‘Secret Santa’ started
to emerge from the city. For over 26 years, he
handed out thousands of dollars every Christmas
to the needy in public places – without ever
revealing his identity. The more he gave, the
more stories of his generosity spread across the
United States. Secret Santa became famous, yet
still anonymous.

He kept his identity hidden until 2006, when he
was diagnosed with cancer, which later claimed
his life. Since Larry Stewart’s death in 2007, his
example has inspired others to continue his
mission of kindness and charitable work.

orn in 1988, Le Thanh Thuy was
awarded the title ‘Ho Chi Minh City
Outstanding Young Citizen’ in 2006, a
year before she passed away. As soon
as Thuy started high school in 2003, she
was diagnosed with bone cancer and
doctors decided to amputate her leg to
save her life.

Thuy’s repeated hospitalisations over four years did
not stop her from helping other patients. Her dream
was to initiate a fund to help young cancer patients.
Whenever Thuy could move around, she organised
different charity activities to relieve the young patients’
pain. Thuy’s meaningful work was welcomed and

supported by the community. As a result, Thuy’s Dream
Programme was launched and is currently managed by
The Tuoi Tre.
The Tuoi Tre has continued to hold annual events to
support her programme. The most important one
is the Sunflower Festival, where children and their
families get together and have fun. Gifts are given to
the young patients, and the memory of Thuy is kept
alive by her story about love and sharing.
Unit 1 Life stories

11

3 Find the words
or expr

essions in the text
have the following
that
meanings. Writ
the correct spac
e them in
es.
1. people who
do not have
enough food or
money
_______________
2. make somethin
______

g known
to someone

• Speaking including three or four activities

which are designed and sequenced in a
way that ensures an uninterrupted link
between them. Useful language and ideas
are built up through the activities, and
examples are given when necessary. This
prepares students for the free production
stage. In all the speaking activities,
students are encouraged to activate and
share their background knowledge and
experience with their partners.

VI

SPEAKING

A historical figu

re

1 Choose the corr
ect

sentences (a-d)
to complete
the conversation

between two frien
ds.
a. Who is he?
_______________
______
3. unknown to
b. Well, in a way
other people _____
, but twenty year
_____
s later his reputatio
___________
was restored.
4. remove a bod
n
y part in a
c. Do you know
medical operation
any stories abou
_______________
t him? An interestin
story will hold
5. start, make
______
g
the attention of
something
your
the
audi

judg
ence
important begi
es.
and
n
_______________
d. I want to see
______
6. something
my expression
remembered
while I’m speaking
from the past
.
_______________
John: Hi, Van. Wha
______
t are you doing?
Why are you
4 Read the stories
talking to the mirr
or?
again. Answer
the questions.
Van: Well … I’m
1. What did Larr
practising for the
y Stewart do to
storytelling

help those in need
contest next wee
2. Why was he
?
k. (1) _______________
called ‘Secret Sant
_
a’?
John: I see. The
3. How has his
topic is the life
act of kindness
of a historical
influenced othe
figure, isn’t it?
people since his
r
death?
Van: That’s righ
4. What did Than
t. I’ve decided to
h Thuy do to help
talk about
other people?
Nguyen Trai.
5. What title was
Thuy awarded?
John: Nguyen Trai?
6. How does
(2) _______________

The Tuoi Tre man
_
age Thuy’s Drea
Programme?
Van:
He was a talented
m
scholar and a skille
d
strategist. He was
born in 1380. He
helped
King Le Loi to free
our country from
the
invaders in the th
15 century. I adm
ire
him for his ded
ication to our
nation.
John: Wow! He
is a real national
hero.
(3) ___________
Van: Yes. I’ll tell
the mystery of
the
Lychee Garden.
It’s about an

incident which
led to the deat
hs
of Nguyen Trai’
s extended fami
lies.
John: Gosh … So
his life ended in
tragedy?
Van: (4) __________
________. And
he was
nominated a Wor
ld Cultural
Celebrity by UNE
SCO in 1980.
Why don’t you
5 Discuss with a
come to the
partner.
contest and liste
n to my story?
Have you ever take
n part in the Sunfl
John: OK. I will.
to support Thuy
owe
I
reall
r Festival

y want to know
’s Dream Program
more about this
me?
a. If yes, what did
famous man.
you do during
the festival?
b. If no, would
you like to do it
in the future and
would you help
how
? Give your reas
ons.
2 Practise the conv
ersation with a
12 Unit 1 Life
partner.
stories


3 Find the words or expre

ssions in the text that
have the following
meanings. Write them
in
the correct spaces.
1. people who do

not have
enough food or mone
y
__________________
___
2. make something
known
to someone
__________________
___
3. unknown to other
people ____________
_________
4. remove a body
part in a
medical operation
__________________
___
5. start, make some
thing
important begin
__________________
___
6. something reme
mbered
from the past
______

SPEAKING


A historical figur

3 Work with a partn
er. Use the infor
mation
below or your

e

1 Choose the correct
sente

King Le Loi/Le Thai To

(1385 − 1433)
Facts:
- determined leade
r of Lam Son upris
ing
against the Ming
invaders (1418 − 1427
),
suffered hardship
and difficulties
- freed the country
and became King
in 1428
Reason for being
respected:
- his perseverance

during the ten years
’ war
Interesting legen
d:
- the history of Swor
d Lake in Ha Noi: the
return of the magi
cal sword to a golde
n
turtle after the war
against the invaders

• Listening including four or five activities which

are organised following the three-stage teaching
procedure: pre-listening, while-listening, and
4
post-listening. The activities aim to develop
students’ listening skills such as listening for
general ideas and/or listening for specific
information. The most common task types
are true/false/not given, multiple choice,
and comprehension questions. In the postlistening stage, like other skills, there is often
a personalised task which requires students
to share their ideas or opinions related to the
topic of the listening.
_______________

Read the stories again
. Answer the questions

.
1. What did Larry Stewa
rt do to help those
in need?
2. Why was he called
‘Secret Santa’?
3. How has his act
of kindness influence
d other
people since his death
?
4. What did Thanh
Thuy do to help other
people?
5. What title was Thuy
awarded?
6. How does The
Tuoi Tre manage
Thuy’s Dream
Programme?

5 Discuss with a partn
er.

John: Hi, Van. What
are you doing? Why
are you
talking to the mirro
r?
Van: Well … I’m pract

ising for the storytellin
g
contest next week
. (1) ________________
John: I see. The topic
is the life of a histor
ical
figure, isn’t it?
Van: That’s right. I’ve
decided to talk abou
t
Nguyen Trai.
John: Nguyen Trai?
(2) ________________
Van: He was a talen
ted scholar and a skille
d
strategist. He was born
in 1380. He helped
King Le Loi to free
our country from the
invaders in the 15th
century. I admire
him for his dedication
to our
nation.
John: Wow! He is a
real national hero.
(3) ___________
Van: Yes. I’ll tell the

mystery of the
Lychee Garden. It’s
about an
incident which led
to the deaths
of Nguyen Trai’s exten
ded families.
John: Gosh … So his
life ended in trage
dy?
Van: (4) ____________
______. And he
was
nominated a World
Cultural
Celebrity by UNESCO
in 1980.
Why don’t you come
to the
contest and listen
to my story?
John: OK. I will. I really
want to know
more about this famo
us man.

Have you ever taken
part in
to support Thuy’s Dream the Sunflower Festival
Programme?

a. If yes, what did you
do during the festiv
al?
b. If no, would you
like to do it in the future
and how
would you help? Give
your reasons.
2 Practise the conve
WRITING
the n with
of the story inrsatio
a partner.
there’s a way
2 Put the following parts ar in the story.
Where there’s a will,
appe
correct order they

a. Writer’s name

nts
veme
and achie
b. Writer’s ambitions

c. Childhood

time
d. Posting date and


e. Story title

pion swimmer and
age
cham
mess
a
’s
of
Story
story
f.

1 Read the
words in the box.
life
the
r’s
Use
write
s.
in
blank
g. Turning point
complete the
rtune
misfo
competed
er

overcome
helpless
mation to write anoth
obsessed
adopted
3 Use the given infor s. You can add further
story of 180-250 word
g.
.com/mylifestory
story more interestin
andme
details to make your
What is your life story?
ences
Thu Ha
experi
life
your
journey. Share
Writer’s name
Learning is a lifelong that they can learn from your own.
with other people so your story of overcoming hardships
Don’t hesitate to posts.
parents
- when 10 years old, both
and achieving succes
died in a traffic accident
ce, success
Misfortune, perseveran
r-old

- brought up by 70-yea
By Carlos
grandmother
10 September
Published: 09:00 GMT,
e an
selling
and was abandoned outsid
- did odd jobs for a living:
Childhood
I was born without legs
ht up
dishes,
ines, where I was broug
lottery tickets, washing
orphanage in the Philipp
r Molly Page
mothe
foster
doing babysitting
My
until I was eight.
to her home in
back
me
ary school
ht
second
broug
g

and
- attended evenin
(1) _________ me
al treatment.
classes
Perth, Australia, for medic
e
prosthetic legs, I becam
like
After getting used to my
soccer
and wanted to play
education
(2) _________ with sports However, keeping balance
- completed secondary
age.
exam to
m, so
all other children of my
and passed a challenging
g with the ball was a proble
but
when
on my legs while playin
enter Medical University,
ing instead. That was
swimm
try
to
d

fees
advise
I was
unable to pay tuition
Turning point
.
began
career
g
sportin
my
from The
in life
I received
- awarded a scholarship
a swimming club where
students
My mother sent me to
never
Thanh Nien for college
Bruce Murphy. I would
the best instruction from
first time.
from poor families
got into the pool for the
forget my fear when I
would
I
t
though

I
that
and scared
I felt so (3) _________
through the
sity after six
was there, guiding me
- graduated from univer
drown. However, Bruce
my fear.
g me to (4) _________
years’ hard work
.
different stages and helpin
make progress very quickly
Ambitions and - now working at a hospital
I was surprised that I could
tition.
ble
achievements
in my first local compe
- planning to run a charita
In 2012, I (5) _________
medals in
students
started winning gold
organisation to help poor
Now
The following years, I
ionships for parathletes.

different Australian Champ is to become a champion
dream
at the age of 20, my
.
let
Games
Don’t
.
mpic
- Poverty is no shame
swimmer in the Paraly
y your
people
y defeat you and destro
hoping to encourage other allow
Story’s message povert
I’ve told my own story
Don’t
new and challenging.
hope for better life.
s.
succes
like me to try something
to
ities to get in your way
disabil
and
___
_____
.

(6)
a way. This is my motto
Where there’s a will, there’s
14

LISTENING

own ideas to talk
about one of
the historical figur
es below.

nces (a-d) to complete
the conversation betw
een two friends.
a. Who is he?
b. Well, in a way, but
twenty years later his
reputation
was restored.
c. Do you know any
stories about him?
An intere
story will hold the
attention of your audie sting
nce and
the judges.
d. I want to see my
expression while I’m
speaking.


Le Quy

Don (1726 − 1784)
Facts:
- a distinguished
philosopher, poet,
and
encyclopaedist
- responsible for a
large number of
encyclopaedic, histo
rical and philosoph
ical
works
Reason for being
respected:
- his sharp wit and
wide knowledge
Interesting story
:
- Still a child, he creat
ed a poem,
using words with
double
meanings to descr
ibe the
characteristics of
different
types of snakes. The

poem
can also be interp
reted
as a lazy student’s
self-accusation and
promise to study
harder.

Learning from peop

le’s lives

1 Why are people often

interested in the life
celebrities or famo
of
us people? Tick the
possible
reasons and add some
more, if you can.
 They are curious.
 They want to know
more about their idols.
 They can have some
thing to gossip abou
t.
 They want to learn
lessons from famo
us people’s

failures or successes.
 They can criticise
or slander the perso
n they do
not like.

 ________________________
__________________
___________
 ________________________
__________________

___________

2 Listen to a talk show

with host Cindy Brow
and guest speaker
n
Andy Lewis, a socio
logist.
Choose the best
answer to complete
each
statement.
1. According to Cindy
, our audience are
______
stories about celeb
rities and famous peop ______

le.
A. interested in
B. overloaded with
C. bored with
2. People may use
stories about our
private life in
order to __________.
A. damage our reput
ation
B. write novels
C. make films
3. We should not share
too much personal
information ______
____.
A. at parties
B. with strangers
C. online
4. Reading a perso
n’s life story critica
lly means
__________.
A. making judgement
s while reading it
B. making criticisms
while reading it
C. reading it witho
ut finding any faults
or merits

3 Listen again. Answ
er the questions.
1. What life skills
does Andy think
people should
have?
2. According to Andy
, what questions shoul
d we ask
ourselves when readi
ng or hearing a life
story?
3. What can we
benefit from learn
ing about a
person’s failures or
successes?
4 Do you agree with
Andy that everyone’s
story is like a book
that can teach us some life
thing?
Discuss with a partn
er.
Unit 1 Life stori
es

13

• Writing guiding students through the


es
Unit 1 Life stori

writing process and focusing on the specific
text types required by the syllabus. In
the pre-writing stage, there is a sample
writing for students to study the format.
In addition, helpful guidelines, a template
and useful language are provided to build
students’ confidence before producing their
own writing.

COMMUNICATION AND CULTURE
Communication
Family stories

1 Listen to An’s story. Complete the statements about the story. Write from 1 to 3 words in each blank.
1.
2.
3.
4.
5.

An enjoys reading books about _________.
An’s friends call her a _________ encyclopaedia because she can answer all their questions about _________.
Sometimes she has a feeling that the people in the books she has read are _____________.
She spent her two months’ holiday in _________.
To An, her grandparents were as heroic and worthy of _________ as many historical figures, and their stories
were even more interesting and more _________ than those in the books she has read.


2 Discuss the question in pairs.
Do you think family stories should be told to children? Why or why not?

COMMUNICATION AND CULTURE includes:
• Communication providing language consolidation
and further practice of integrated skills. This
section recycles what students have learnt in
the previous sections, and introduces extra
vocabulary. The activities are less controlled.
Students are encouraged to express their ideas
and opinions freely.
• Culture providing cultural information about the
ASEAN countries and English speaking countries
around the world connected to the cultural aspects
of the unit topic. It helps students to broaden their
knowledge of the world cultures as well as deepen
that of their own Vietnamese culture.

Culture

The creator of Sherlock Holmes

1 Read the text about Arthur Conan Doyle and decide whether the statements about it are true (T), false
(F), or not given (NG). Tick the correct boxes.

Sir Arthur Ignatius Conan Doyle was a Scottish writer and physician. He is best known for
his creation of Sherlock Holmes – a brilliant London-based detective famous for his logical
thinking and ability to solve difficult cases.
Born in Edinburgh in 1859 into a prosperous family, Doyle was strongly influenced by his

mother, who was a well-educated woman. In his early childhood, she used to tell him vivid
stories which sparked his imagination. The second person who had a great impact on his
writing career was Dr Joseph Bell, a professor at the medical school where Doyle studied
from 1876 to 1881. Dr Bell’s keen powers of observation later inspired Doyle to create his
fictional detective character, Sherlock Holmes.
Doyle’s active life provided him with vivid experiences for his stories. With a great love for adventure, he would
never miss a chance to travel. He took a surgeon’s position on a whaling ship sailing for the Arctic Circle. He
served as a volunteer doctor in the Langman Hospital in South Africa during the War of Independence in 1900.
He also acted as a war journalist during the First World War.
Doyle’s writing career started during his time at medical school. After graduation,
he set up his own medical practice, which was not very successful initially, so he started
writing stories again while waiting for patients. He wrote 21 novels and more than 150
short stories. He also published poems, articles, memoirs and plays on various subjects.
His most well-known works are the novels and stories with Sherlock Holmes and the fantasy
novel The Lost World, which were made into successful films.
Doyle died at the age of 71, after a heart attack. In his honour, a statue of him was built in
Crowborough, where he lived for almost 23 years.
T
F NG
1. Arthur Conan Doyle’s stories about Sherlock Holmes were the first detective stories in
the world.
2. The two people who had a strong influence on Doyle’s writing career were his mother
and Dr Joseph Bell.
3. Doyle’s mother inspired him to write about Sherlock Holmes.
4. Doyle’s life experiences were sources for many of his stories.
5. The Lost World and his novels and stories about Sherlock Holmes were made into films.
6. A statue of Sherlock Holmes was built in London.

2 Work with a partner. Find some Vietnamese writers of detective stories and talk about their lives and works.
Unit 1 Life stories


15

VII


LOOKING BA
CK

Looking back offers revision and

Pronunciatio

n
1 Tick the word
that does not
have the same
sound as the oth
er two.

consolidation of the language learnt in
the unit. It begins with a pronunciation
activity which is aimed at checking
students’ ability to recognise and use
the pronunciation points they have
learnt. The words or phrases practising
the pronunciation points are often
those that students have encountered
in other parts of the unit or taken from
the reading or listening texts.

The vocabulary and grammar activities
focus on the main vocabulary and
grammar points learnt in the unit
and are aimed at checking students’
understanding of the meaning and
use of the words or structures. The
activities also provide students with an
opportunity to practise the language
in their own speech.

1.  brake
2.  dare
3.  wait
4.  son
5.  greet
6.  bay

e necessary.
, adding articles wher
of woollen
hat, new coat and pair
6. You’ll need warm to Europe this season.
gloves for your trip
on Fir
1. We had great time
soldier so
would go to bank
me
she
beco

said
and
er
join army
then she
7. My moth
2. John decided to for country.
some money, and
Street to withdraw
theatre on
near
ket
that he could fight
rmar
supe
fast?
would drop by
tea or coffee at break
3. Do English drink
way home.
Philippines
convenient to
two-week holiday in
Ha Noi, it’s more
4. We returned from
8. In rush hour in
.
than to take taxi.
nesia
Indo

and
travel by motorbike
Louvre
visit
to
t
forge
Paris, don’t
5. When you go to
along Seine.
and take boat trip
rect. Correct them

in USA last summer.

_______________

young. He
ause he was too
upset. As he
_____________ very
outside the
ily
angr
__

__________

PROJECT
to

1 Your group is going

F am ou s pe

rs on ’s pr of

_________

ror (7. come) __________
him an orange.
the young marquis

____________

While his troops
against the
(17. always, dash)

______

the front to

es back.
nknown,
Quoc Toan
one of the

of Vietnamese
ecially for the


on.

VIII

ow up?
he/she gr

______
___

______
_________

_________

___

_________

life story:

Lessons to _____________________

______

_________

_________

_________


_________

his/her
learn from

___

se
the best presentation
which meets the
following criteria:
to the
● Content: relevant
,
topic, well-structured
interesting, truthful
on
ntati
prese
ker’s
● Spea
ne,
techniques: clear outli
ssive
emotional and expre
body
voice, good use of
res,
language and gestu

good pronunciation

giving

_________

_________

_________

_________

______
_________

2 Work in groups. Choo

admire’ organised

_________

______

______
_________

______

___


_________

NOW I CAN
people’s life stories
phrases related to
● use words and
correctly
ounce homophones
● identify and pron
nuous tenses to
conti
past
le and
● use the past simp
ns or events
describe past actio
ctly
● use articles corre
le’s life stories
ation about two peop
● read for specific inform figure
rical
show about
● talk about a histo
talk
a
in
n
matio
c infor

life stories
● listen for specifi
learnt from people’s
privacy and lessons
story
life
n’s
perso
a
or of
● write
n Doyle, the creat
Cona
r
Arthu
Sir
t
● learn abou
Sherlock Holmes
ies
Unit 1 Life stor

Unit 1 Life stor
ies

with an opportunity to apply the language
and skills they have learnt throughout the
unit to perform a task in a real-life situation.
Students are asked to do a survey or carry
out research to get information about their

friends, their neighbourhood or to broaden
their knowledge about the real world. The
project activities often involve teamwork
which develops students’ collaborative
skills and promotes their team spirit. Much
of the work for the Project can be done
outside of class, at home or during break
time. The teacher can also put aside some
class time for students to share the results
of their project work.

Where did _____________________
___
_________
_________
ous for?
_________
/she fam
_________
What is he _____________________
___
er:
_________
out him/h __________________
ab
ts
fac
_________
eresting
___

_________
Some int
_________
_________
______

)
(phot nd name
oa

born?

_________

_________

_________

_________

_________

________

_______________

s he/she

d when wa


Where an

_________

the officials
the emperor and
the war strategies,

_____
still, wait) __________
so upset
(12. get) _______________
_____________
_____
)
t he (13. crush
. Later he
h his own hand
his own army and
________ forming
to recruit over one

il e

‛A famous person you

er profile, and
person, creating his/h

by your school.

choosing a famous
each group member:
Assign the task to
t this person.
a presentation abou

_________________

_______________

ic Speaking Contest

take part in the Publ

g story about Tran
Put the verbs in
Quoc Toan.
brackets in the
past simple or
the past continu
ous.

Project is aimed at providing students

incor
2 These sentences are

__________
Quoc Toan (1. be)
Mongol

Kublai Khan of the
pt to take
_______ his attem
t from
threa
g
ampa. Facin
eror
1282, Dai Viet’s Emp
royal
the
of
____ all members
discuss
to
t
cour
royal
the
ar-old Tran
ountry. The 15-ye
d
____ not invite

 brick
 deer
 weight
 soon
 grate
 buy


Marquis Hoai Van
Tran Quoc Toan
(1. be) ________
born in 1267.
__
In 1279, Kublai
Khan of the Mon
Empire (2. beg
gol
in) ____________
_ his attempt
to take
over Dai Viet
and Champa.
Facing threat
2 Listen and writ
the north, in
from
October 1282,
e the correct hom
Dai Viet’s Emp
ophones to
complete the sen
(3. gather) ____
eror
_____________
tences.
all members of
1. We need mor

the royal
family and offi
e ________________
cials
in the royal cou
_ for the cam
rt
________________
to
pfi
disc
re.
way
uss
s to defend the
_ you be able
country. The 15-y
to bring some?
ear-old Tran
2. I get really ____
Quoc Toan (4. be)
_____________
________________
with playing the
________ not
________________
sam
e
invited
to the assembl

_ games ever
y because he
y day.
was too young.
3. The ________
(5. become) ____
He
_________ fore
________________
cast is for mor
___ very ups
e rain, so
I’m not sure ____
et. As he
(6. shout) ________
________________
____
we can go hiki
_____________
tomorrow.
ang
ng
rily
outs
ide
royal court, the
the
emperor (7. com
4. There was a
e) ________________

big ____________
out and (8. give
___
_____ in her
) ________________
sock, so the
________________
______ him an
_ of her big
orange.
He also (9. orde
toe was sticking
r)
____
out.
___________ the
young marquis
to go home. Whi
le the emperor
Vocabulary
and the officials
(10. discuss) ____
________________
___ the war
Complete the
strategies,
Tran Quoc Toan
sentences with
(11. still, wait) ____
the correct form

the words or phr
________________
of
ase in the box.
outside the hall.
___
He (12. get) ____
achievement
___________ so
historical figure
upset
and stimulated
reputation
that he (13. crus
distinguished
respectable
h) ________________
the orange
dedication
__
with his own
1. Naming stre
hand. Later
ets after ________
(14. begin) ________
he
________________
common practice
_________ form
___ is a

ing his own arm
around the wor
y and
(15. manage) ____
ld.
2. After winning
________________
to recruit over
the MasterChef
thousand soldiers.
one
competition,
Christine Ha gain
While his troops
ed a(n) ________
(16. fight) ________
____________
first-class cook.
as a
______ against
the
Mongol army,
3. You’ll look mor
he (17. always,
e ________________
dash)
____ if you wea
________________
nice suit and a
ra

to the front to
tie.
drive the enemie
4. No one can
s back.
deny his hard
wor
k
and
____
His
_________
to the club.
death was unk
nown,
but today Tran
5. After a serie
Quoc Toan
s of successes,
she won a lifet
________________
is considered
ime
____ award for
one
of the
music.
6. Nguyen Trai
finest examples
had a(n) ________

of Vietnamese
____________
career as
a skilled strategi
patriotism, espe
st and prominen
ciall
y for the
t scholar.
young generat
ion.

16

Toan.
ory about Tran Quoc
le or
kets in the past simp

 break
 dear
 wet
 sun
 great
 by

Grammar
1 Read the followin

• Now I can gives a summary of the language

17

and skills learnt in the unit and helps
students to assess their own progress and
achievement after learning the unit.


GENERAL TEACHING SUGGESTIONS
The following teaching guidelines are for your
reference. Feel free to make any adjustments
(extending or shortening the material)
because you know your teaching situation
best and what your students need to learn.
• It is advisable to go through the Book Map of
the Student’s Book and the General Teaching
Suggestions before you start teaching with the
book. This will help you to become familiar with
the content and methodology of the textbook,
and know what materials to prepare for the
lesson as well as what activities to conduct as
part of your teaching procedure.
• In general, the teaching of both the language
skills and language elements follows the threestage approach. The pre-, while- and post-stage
procedure is recommended for the skills lessons
and the presentation, practice, production (PPP)
procedure for the language lessons. Both
procedures should be handled appropriately
with respect to the prior knowledge, beliefs and
expectations that your students bring to class
so that they can develop language awareness,

self-reflection, critical thinking and learning
strategies.
• It is important to maximise and facilitate
students’ talking time and interactions. You can
use different question types to elicit their ideas
and guide them in the process of practising the
language.
• Vocabulary and grammatical items need to
be presented in both form and meaning, and
practised in meaningful contexts, and usage
needs to be focused.
• Pairwork and groupwork should be used
appropriately so that students have more
opportunities to practise the language in class.
This also promotes the spirit of collaboration
and competition. However, it is necessary to
provide clear instructions or explanations and/or
demonstrate the activity before asking students
to work in pairs or groups.
• Problems of mixed-ability classes can be dealt
with by multi-tiered tasks suitable for students’
levels. This can encourage both less able and
more competent students to contribute to the
lesson.

Teaching Getting Started
• Getting Started introduces the unit in general,

including a conversational text followed by four
or five activities. Start your teaching with a leadin, which is a short activity (normally up to five

minutes) to draw students’ attention to the topic
of the unit and the objectives of the lesson. This
is a good way to activate students’ background
knowledge of the topic as well as to check their
comprehension of the language. You can vary the
activity to suit the teaching purpose; for example,
the teacher can get the students to brainstorm
on the topic through a set of pictures or photos,
listen to a piece of music extract or a song, view a
video clip, do a dictation or play a game such as
Charades, Bingo, Tic-tac-toe and Odd-one-out to
revise previously learnt vocabulary. (See details
of the games in the Teaching Vocabulary subsection.)
• Get students to read the text silently as they
listen to the recording. Then have them call out
the words they do not know and write them on
the board. Follow the teaching procedure in the
Teaching Vocabulary sub-section before giving
the meaning and have students repeat the words
or copy them down into their notebooks for later
review.
• Allow time for students to do the activities in
pairs or individually before checking answers
as a class. Give feedback and ask students to
explain their answers if necessary. Each task
following the conversational text has its own
purpose, for example, a comprehension task and
a question for personalisation, vocabulary task(s)
and grammar task(s).


TEACHING LANGUAGE
• Vocabulary includes new words that appear not
only in the GETTING STARTED and LANGUAGE
sections, but also in other sections of the unit.
Encourage students to guess their meaning
from the context. For challenging words,
provide Vietnamese equivalents to save time.
Students should be given opportunities to revise
previously learnt vocabulary such as individual
words, phrases and collocations (words that
go together) through a variety of interesting
activities and games such as Dictation, Charades,
Bingo, Tic-Tac-Toe, and Odd-One-Out.

IX


• Dictation: Students work in pairs or in groups,
taking turns to dictate the target words to each
other and check their spelling. The teacher can
also give the dictation while all students listen
and write it down. Then students work in pairs to
correct mistakes if there are any.
• Charades: This is a great game to review vocabulary.
If students feel shy or awkward in the beginning, you
may need to let them play the game. This will help
them to feel more comfortable and secure. Divide
the students into two teams. Show the first team a
vocabulary item. They must act it out. If the second
team can guess the correct word, they will get a

point. Switch the teams and let the second team act
out a word while the first team guesses.
• Bingo: Draw a word grid on the board and ask
students to copy it. Students tell you the words
they have studied in their lessons. List them on
the board. Students choose the words from the
list and copy them into their grid. While they are
doing this, copy each word onto a strip of paper,
put the strips of paper into a bag and mix them
up. Select students to pick out a strip of paper and
call out the word. Students with that word in their
grid put a cross on it. Continue the game until there
is a student who has all the words on a straight
line crossed out. He/She will call out ‘Bingo’. As a
follow-up activity, have students make sentences
with the words in their grids.
• Tic-Tac-Toe: This is a fun way for students to practise
their English while enjoying some competition. The
game is very intuitive. Distribute the tic-tac-toe
sheet, e.g., Do you like …? What is the meaning of …?
Why do you …? What do you …? Who likes …? What
is … for? What does … mean? Have you got …? How
many …? Students complete the questions. Each
question that is grammatically correct and makes
sense is scored an X or O. With larger classes, the
game can be played in pairs while the teacher
walks around the class checking answers.




• Odd-one-out: This is the fastest way to revise
sets of vocabulary. Choose several (4-5) words
from a vocabulary set and one that does not
belong to it and have students find the odd
one out (the one that is not part of the set). You
can also choose the four words from the same
vocabulary set, but three have positive meaning
and one has negative or vice versa.
• Pronunciation activities often ask students
to listen and repeat exactly what they have
heard. This helps them to identify and practise
the pronunciation points in focus such as
homophones, diphthongs, the verb ending
-ed, and assimilation. Tell students that they
cannot develop good English pronunciation
skills by just repeating once and that practice
makes perfect. They must make more attempts
at recognising and imitating the model as
naturally as they can.

Grammar
• Grammar can be taught inductively – starting

with examples from which Ss work out a rule for
themselves, or deductively – starting with the
presentation of a rule which is then applied to
specific language examples and honed through
practice exercises.

•These two approaches can be employed flexibly


depending on the grammatical point being
taught or the teacher’s and Ss’ preferences. The
learner-centred nature of inductive teaching is
often seen as advantageous as the Ss were active
and engaged in the learning process which
may help Ss to develop deeper understanding
and could enhance learners’ autonomy and
motivation. However, it can be more time- and
energy- consuming and more demanding of the
T and Ss. Therefore, a combination of the two
approaches can bring about the best results for
a grammar lesson.

• When following the deductive approach, it is
advisable to explain grammatical concepts and
points very clearly as you present these and
check comprehension by asking students to
translate into Vietnamese, if necessary.

• When following the inductive approach, use
exercises and questions to guide Ss to work out
the grammatical rule. Give clear instructions
before having students carry out the tasks. You
can also ask students to explain their answers.
Drilling, a kind of mechanical practice, is the
easiest way to help students to learn the target
forms and structures. Then they should focus on

X



the meaning, usage and the content to express
in more personalised practice.
• The language boxes are designed to help students
to work out grammar rules or generalisations.
Students can read them before they do the
activities to become familiar with the grammar
concepts. They can also refer back to them later
as revision prompts. Ask students to read them
individually and check comprehension as a class.

TEACHING SKILLS
Reading is mainly a receptive skill. In general, the
most common reading sub-skills in Tieng Anh 12
include identifying the topic of the text,
understanding general ideas and finding specific
information.
• It is important to teach students reading strategies
so that they can get the most from the text. Start
by arousing their interest in the topic and asking
them to predict the reading content. Be sure that
your students understand both the task and the
key vocabulary. Set a time limit to prevent them
from reading for details while the activity is for
gist, and be flexible if necessary. Ask students to
look at the pictures and tell you what they can
see or what is happening. You can also ask them
to predict what they are going to read by eliciting
their background knowledge connected to the

title and topic, and having a brief discussion
about them.
• Pre-teach the key words before the first reading,
if necessary. (See the Teaching Vocabulary subsection.) When students finish their first reading,
ask them to discuss their answers in pairs or
groups before you check their answers as a class.
• The second reading usually requires students to
focus more on the task fulfillment. Tell them what
techniques and strategies to use and set a time
limit for the activity. Students are encouraged to
work together to discuss their answers before
you check as a class.
• When students finish their second reading,
encourage them to respond to the text. This
will help students to integrate reading and
speaking skills, or focus on language features
that are necessary for their language proficiency
development such as producing an oral summary
of the whole text or part of the text.
Speaking is an oral productive skill, which is
important, but difficult to teach in secondary
school, where English is learnt just as a

•

•

•

•


•

foreign language in the Vietnamese language
environment. It has been confirmed that one
of the major problems that students often
face when learning to speak English is the
lack of ideas or/and the language to express
their ideas. That is why the speaking lesson in
Tieng Anh 12 usually begins with one or two
activities to prepare students for the actual
speaking task. In these activities, students
are provided with useful vocabulary and
expressions to talk about the topic of the lesson.
Some background knowledge or ideas are also
presented in the first stage of the lesson through
a quiz or a matching exercise. A sample dialogue
is sometimes given before students are asked
to make their own conversations. Another
problem that inhibits students from taking part
in speaking activities is their shyness and fear
of making mistakes. In order to overcome this
problem, encouragement and support from the
teacher are needed. It is suggested that when
teaching speaking, the teacher should stick to
the following principles:
Keep a balance between accuracy and fluency
in the speaking lesson and always provide input
such as vocabulary, expressions and ideas for
students before asking them to perform the

actual speaking task(s);
Encourage students to speak English by
providing a rich environment that contains
collaborative work and shared knowledge, and
giving them encouraging feedback.
Try to get all the students in the class involved
in every speaking activity by applying different
ways of student participation. Use multi-tiered
tasks that have something for both strong and
weak students to do.
Reduce teacher talking time in class while
increasing student talking time. Never provide
students with answers or solutions, but elicit
those from them instead.
Use different types of questions for different
purposes: yes/no questions to provide students
with ideas or language, wh-questions to invite
them to produce longer stretches of speech, and
eliciting questions such as What do you mean?
and How did you reach that conclusion? to prompt
students to speak more.

• Do not correct students’ mistakes very often while
they are speaking, especially in the production
stage (usually in activities 3 or 4 in the Speaking
lesson), because this may distract students from
trying to speak and expressing ideas.
XI



• While students are working in pairs or groups,
walk around the classroom to ensure that
students are on the right track, and see whether
they need your help.
Listening is mainly a receptive skill. Listening in
English is not easy for Vietnamese students, so
you should prepare them well. The common
types of listening tasks in Tieng Anh 12 include
listening for general ideas and listening for
specific information in a variety of formats such
as true/false, multiple choice, comprehension
questions and gap filling. The following ideas
will help you to conduct the listening activities
effectively:
• Encourage students to predict and make
active guesses based on their own knowledge
or contextual clues. Get them to predict the
content by looking at the pictures and tell you
what they can see or what is happening. You can
also have a brainstorming session or discussion
related to the title and topic. Alternatively, to
save time you can tell students that they are
going to hear someone talking to someone else
about something.
• Pre-teach key vocabulary items by displaying
them on the board and checking comprehension,
and then have students repeat each word once
or twice to get themselves familiar with the
sounds.
• Tell students that the focus is on the general

ideas or specific information, and they do not
need to understand every word. Ensure that they
understand both the task and the key vocabulary
before they listen to the recording.
• Provide students with listening strategies by
telling them to leave the question that they
cannot answer, and just continue with the
next question. They will have another chance
to answer difficult questions the next time
they listen.
• Tell students in advance that you will read or play
the recording two or three times to reduce their
anxiety. Eliminate distractions and noise during
the listening process by closing doors or windows,
or asking students to be quiet while listening.
• Encourage students to write down or retell what
they have heard by writing a summary and/or
giving an oral report or participating in a group
discussion.
Writing is also a productive skill which teaches
students to communicate through writing. Most
writing activities in Tieng Anh 12 focus on the
XII

•

•

•


•

text types required by the syllabus. The common
writing tasks include filling the gaps in sentences
or paragraphs, following a model to write a
specific text or taking notes during a survey to
get information related to a specific topic. The
section normally contains four or five activities
following the three-stage approach to language
teaching. A model, guidelines or a template are
often provided for students’ reference.
You can begin a pre-writing task by having
students look at the pictures and brainstorm
what they can see or what is happening, or
read a model text and answer the questions.
Pairs or small groups often work well for prewriting tasks. Ensure that students understand
the instructions, the texts and any necessary
words and phrases for the writing tasks. The
text can be used as the writing model, and topic
discussions can reinforce students’ knowledge.
Remind students to note down the ideas during
discussions so that they can use them in their
writing later.
Give students clear instructions and enough
time for their writing. Encourage them to ask
questions, and walk around the classroom while
offering help with vocabulary or grammar if
necessary. Tell students that you will grade their
writing on how well they follow the instructions,
and how clearly they express their ideas to the

reader. The final work should be legible. Students’
ability to use standard English and good spelling
should also affect the grading.
Have students work individually or in pairs
to brainstorm ideas, concepts and important
vocabulary before they start drafting. Ask
students to read their final drafts carefully, and
check them for meaning and content, and for
spelling, punctuation and grammar errors.
Make sure students are familiar with your
set of correction marks of grammar, spelling,
textual mechanics and neatness. When you
return the papers to the students who have
made errors, ask them to make the corrections
by themselves. This helps students to improve
their writing skills. Give your assessment on
different criteria such as relevance of specific
theme or topic, register, organisation of ideas,
grammar and vocabulary.


TEACHING COMMUNICATION AND
CULTURE
• The Communication sub-section provides

students with an opportunity for further practice
and consolidation of the skills and the language
previously learnt in the unit. The lesson normally
includes a speaking task or speaking combined
with listening and/or reading. After getting some

input from the reading or listening activities,
students are engaged in a discussion about an
issue related to the topic. The speaking activities
in this sub-section are less controlled and
students are encouraged to use their own ideas
or creativity to complete the tasks. Fluency is the
focus, so correction of students’ errors (grammar
or pronunciation) should be postponed until they
have completed the activity. Extra vocabulary
should be provided to facilitate free expression
of ideas and natural speech.
• The aim of the Culture sub-section is to provide
students with information related to the ASEAN
and English speaking countries around the
world. The sub-section can include a reading text
giving students more information of a cultural
aspect or facts related to the topic, or two short
texts, one about Viet Nam and the other about
another country for students to make cultural or
factual comparisons.
• You can start the lesson by giving a brief
introduction to the country or cultural and
factual features mentioned in the reading
texts. This can also be presented by the
students themselves as a kind of assignment or
homework given to them in the previous lesson.
Since vocabulary learning is not the focus here,
new words should be explained very briefly.

at the beginning of the unit and focus on the

main vocabulary and grammar points learnt in
the unit. They are aimed at checking students’
understanding of the meaning and use of the
target words or structures.

• You can start the lesson by telling the class
that these are activities designed to review the
pronunciation, vocabulary, and grammar points
of the unit. For the Pronunciation part, play the
recording all the way through for students to
listen. Play the recording again for them to repeat.
Ask a few students to read the words, phrases or
sentences in turn. Correct their pronunciation if
necessary. For the Vocabulary and Grammar
parts, ask students to focus on the instructions.
Give them time to read and prepare. Set a time
limit and ask students to do the tasks individually
or in pairs. Check the answers as a class and give
explanations if necessary.

• The Project section does not only provide Ss

with opportunities to practise the language they
have learnt in the unit freely, but also helps them
to develop collaborative skills when working
in a team, and independent study skills when
searching for information for their project.

• Begin your teaching with a lead-in to focus


students on the project objectives. Make
sure students understand the tasks and the
requirements for the final product of the project.
Divide them into groups to do the project. Make
useful suggestions to students about how to
divide their workload. It is advisable that much
of the work for the project be done at break
time, out of the class or at home. Allow some
time in class for students to share the findings
and results of their project work.

TEACHING LOOKING BACK AND PROJECT
• The Looking Back section is designed for
revision and consolidation of the language
learnt in the unit. It begins with a pronunciation
activity to check and consolidate students’
knowledge of the pronunciation points learnt
previously in the unit. The words, phrases or
sentences containing the pronunciation points
are often those that students have encountered
in other parts of the unit or taken from the
reading or listening texts.

• The Vocabulary and Grammar activities are
linked to the activities in the Language section

XIII


BOOK MAP

Topic

Vocab.

Pronunciation

Grammar

Reading

UNIT Life stories
1

Words and phrases
related to people’s life
stories

Homophones

- Review: the past
simple vs. the
past continuous
- Definite and
indefinite
articles
- Omission of
articles

Reading
for specific

information
about two
people’s life
stories

UNIT Urbanisation
2

- Words and
phrases related to
urbanisation and its
features
- Word formation:
Compound
adjectives

Vowels: Diphthongs

The subjunctive
in that-clauses
after certain verbs
and expressions

Reading
for specific
information
in an article
about
urbanisation
and its causes


UNIT The green
3
movement

Words and phrases
related to the
advantages and
disadvantages of a
green lifestyle

Assimilation

- Simple,
compound,
and complex
sentences
- Relative clauses
with which
referring to the
whole clause

Reading for
general ideas
and specific
information
in an article
about soot
pollution


UNIT The mass
4
media

Words and phrases
related to the mass
media

The verb ending -ed

- Prepositions
after certain
verbs
- The past perfect
vs. the past
simple

Reading for
general ideas
and specific
information
in an article
about forms
of mass media

UNIT Cultural
5
identity

Words and phrases

related to cultural
identity

Assimilation

- The present
perfect vs. the
present perfect
continuous
- Repeated
comparatives
to say that
something is
changing

Reading for
specific
information in a
passage about
cultural identity
in today’s
modern society

REVIEW 1

REVIEW 2
4
4



Speaking

Listening

Writing

Culture

Project

Talking about a
historical figure

Listening for specific Writing a life story
information in a talk
show about privacy
and lessons learnt
from people’s life
stories

The creator of Sherlock
Holmes

Preparing for a
speaking contest: A
famous person you
admire

Discussing
key features of

urbanisation
and expressing
opinions about a
preferable place
of living

Listening for general
ideas and specific
information in a
discussion about
the advantages and
disadvantages of
urbanisation

Describing
a line graph
about the rate of
urbanisation

Urbanisation in Bangkok,
Thailand

Finding out how
a city or a country
has undergone
urbanisation

Discussing
lifestyle choices
and deciding

if they are
environmentally
friendly

Listening for general
ideas and specific
information in a
talk show about a
school’s
Go Green initiative

Writing an
essay about the
advantages and
disadvantages of a
green lifestyle

The greenest countries and
cities in the world

Conducting a
survey on students’
green lifestyle

Talking
about social
networking

Listening for specific
information in

a conversation
about social media:
language-learning
apps

Describing a pie
chart showing
the use of online
resources

Social media apps

Conducting a
survey on students’
favourite social
networking sites
and apps

Writing an essay
about the most
important feature
that defines
someone’s cultural
identity

Festivals that help ethnic
groups in Viet Nam to
maintain their cultural
identity


Preparing for a
presentation on the
cultural identity of
an ethnic group in
Viet Nam

Talking about the Listening for general
ways to maintain ideas and specific
cultural identity information in a
talk about cultural
diversity in an Asian
country

5
5


Unit 1
GettinG Started
The person I admire

6

Unit 1 Life stories

LiFe StOrieS
This unit includes:
LANGUAGE
Vocabulary
• Wordsandphra

sesrelatedtopeopl
e’slifestories
Pronunciation
• Homophones
Grammar
• Thepastsimplev
s.thepastcontinuo
us
• Definiteandinde
finitearticles
• Omissionofartic
les
SKILLS
• Readingforspe
cificinformationab
outtwo
people’slifestories
• Talkingaboutah
istoricalfigure
• Listeningforspe
cificinformationin
atalkshow
aboutprivacyandle
ssonslearntfromp
eople’s
lifestories
• Writingalifestor
y
COMMUNICATION
AND CULTURE

• Familystories
• ThecreatorofS
herlockHolmes


Objectives
By the end of this unit, Ss can
•
•
•
•
•
•
•
•

use words and phrases related to people’s life stories
identify and pronounce homophones correctly
use the past simple and the past continuous to talk about past actions or events; use articles correctly
read for specific information about two people’s life stories
talk about a historical figure
listen for specific information in a talk show about privacy and lessons learnt from people’s life stories
write a person’s life story
learn about Sir Arthur Conan Doyle, the creator of Sherlock Holmes

Getting Started
The person I admire
Lead-in: Inform the class of the lesson objectives: getting to know the topic, some vocabulary
related to people’s life stories, and the two grammar points: revision of the past simple vs. the past
continuous and use of articles.

•
Write the heading (The person I admire) on the board.
•
Ask Ss to work in pairs and tell their partner who they admire.
•
Elicit answers from Ss and write them on the board.

Unit 1 Life stories

6T


1 Hung and Quang are talking about famous
people. Listen and read.

Hung: Thetopicfortomorrow’spresentationis
reallyinteresting.Haveyoudecidedwho
totalkabout,Quang?
Quang: Notyet.I’mstillwaveringbetweentwo
famouspeople,SteveJobsandMichael
Jackson.Iadmirethemboth.
Hung: Butwho’shadagreaterimpactonyou?
Quang: I’m not sure … Steve Jobs’s work
stimulatesmycreativityandinnovation,
while Michael Jackson’s music inspired
metolearntoplayamusicalinstrument.
Whatdoyouthink?
Hung: Well, both of them were very talented
and influential, but I prefer Steve Jobs.
I think Michael Jackson was a great

dancer, but not an excellent singer. In
hislateryears,hissingingvoicebecame
weak and thin and wasn’t as good as
before.

2 Decide whether the following statements are
true (T), false (F), or not given (NG). Tick the
correct box.
T

F

NG

Quang can’t decide who he is going to
1 talk about tomorrow.
Quang wants to become as famous as
2 Steve Jobs and Michael Jackson.

3 Hung likes Michael Jackson’s singing.
Hung learnt to play a musical
4 instrument because he was inspired
by Michael Jackson’s songs.
Both Quang and Hung admire
5 Christine Ha.

3 Discuss with a partner.
IfyouwereQuang,whowouldyouchoosetotalk
about,SteveJobsorMichaelJackson?Why?


Quang: I see. What about you? Who are you
goingtotalkabout?
Hung: ChristineHa.
Quang: Youmean…theladywhowontheUS
MasterCheftrophyin2012?
Hung: That’sright.
Quang: I know your dream is to become a
famouschef.Isthatwhyyouwanttotalk
abouther?
Hung: Yes. What’s more, Christine is a blind
chef and a gifted writer. She’s very
talented and determined. It was
absolutelyamazingtowatchheruseall
thekitchentoolsandpreparethedishes.

4 Find the words in the conversation that have
the same sounds as the following.

1. too

_______________



Quang: I agree. I remember how excited I
felt when Christine was creating those
great-looking dishes … and even
anxious when the judges were tasting
them. By the way, do you know where
shewasborn?InVietNamortheUS?


2. eye

_______________



3. sea

_______________

4. one

_______________

5. no

_______________

Hung: In California, but she was inspired by
memoriesofhermum’scooking.

5 Read the conversation again and write the

Quang: It seems you know quite a lot about
her. Good luck with your presentation
tomorrow!
Hung: Thesametoyou!
7


Unit 1 Life stories

correct tenses of the verbs in brackets.

IrememberhowexcitedI(feel)________________
whenChristine(create)________________those
great-lookingdishes.


1 Ask Ss to look at the picture of the two students and guess who they are talking about.



Suggested answer
They are talking about three people: Steve Jobs, Michael Jackson, and Christine Ha.



Notes



• Steven Paul ‘Steve’ Jobs (February 24, 1955  – October 5, 2011) was an American entrepreneur,
marketer, and inventor, who was the co-founder, chairman, and CEO of Apple Inc.



• Michael Joseph Jackson (August 29, 1958 – June 25, 2009) was an American singer, songwriter, record
producer, dancer, and actor.




• Christine Ha (May 9, 1979) is an American chef, the first blind contestant of the TV show MasterChef and
winner of its third season in 2012.

• Tell Ss that they are going to listen to a conversation between the two students.
• Play the recording. Ask Ss to listen and read silently.

2 This activity focuses on comprehension.
• Ask Ss to work individually first, and then in pairs to decide whether the statements are true, false, or
not given.
• E ncourage Ss to provide reasons for their answers. Ask them to refer back to the conversation to get the
necessary information.


Key

1. T

2. NG

3. F

4. F

5. T

3 Have Ss read the question and discuss their answers with a partner.
• Encourage Ss to give other reasons in addition to those mentioned in the conversation (e.g. Steve Jobs: a
pioneer of the microcomputer revolution, a creative entrepreneur; Michael Jackson: a good dancer with complex

dance techniques, an influential singer and songwriter).
• Elicit some answers and write the best ones on the board.

4 Explain briefly to Ss that many English words (or combinations of words) may have the same
pronunciation, but different spellings and different meanings. They are called homophones.

• Have Ss say aloud the five given words.
• Ask Ss to read the conversation again and find the words that have the same sound as the given ones.


Key

1. two

2. I

3. see

4. won

5. know

5 This activity focuses on revision of the past simple and the past continuous.

• Ask Ss to give the correct tenses of the verbs in brackets first, and then have them read the conversation
to check their answers.


Key


felt, was creating

Unit 1 Life stories

7T


LanGUaGe
Vocabulary

Pronunciation

1 Write the words given in the box next to their

Homophones

meanings.

distinguished
respectable
generosity

achievement
talented

1 Listen to pairs of sentences. Write the correct

words in the gaps. The first pair has been done
as an example.


1
1

gifted, having a natural ability to do
something well

2

very successful and admired by other
people

3

regarded by society as acceptable,
proper and correct

4

kindness or willingness to give

5

something that has been obtained
by hard work, ability or effort

2 Complete the sentences with the correct form
of the words in 1.

1. AlexandreYersin,whohadquitea_________________
career in medicine, devoted his life to the poor

andsickpeopleinVietNam.

a) My English class is at two o’clock.
b) It’s never too late to learn another language.

a) His father is a guitarist, but he wasn’t
________________ to play any musical instruments
2
until he was 15.
b) Please read the letter ________________ to us.

3

a) You can ________________ your life story and post
it on this website.
b) I hope we’re doing the ________________ thing.

a) J.K. Rowling’s ________________ novel will come
out next month.
4
b) I ________________ where he was hiding, but I
didn’t know why he was wanted.
a) Beethoven composed some of his finest works
________________ in this house.
5
b) Did you ________________ the latest news about
Steven Spielberg’s film?
a) She has ________________ involved in many
community projects.
6

b) Yan has just posted his latest ________________
soup recipe on the Internet. You should try it out.

2. Hard-working and ______________________ students
should be given more opportunities to develop
theirskills.
3. Thenewalbumisoneofhisgreatest ____________.
Itsold50,000copiesjustinthefirstweek.
4. After my father got a well-paid job at an
internationalcompany,wemovedtoa______________
neighbourhood.
5. Don’t allow other people to take advantage of
your_____________.Youshouldlearntogivewisely.

8

Unit 1 Life stories

2 Listen and repeat the sentences in 1.
DO

YOU KNOW…?
Homophonesarewords(orcombinationsofwords)
thathavedifferentspellingsandmeanings,butthe
samepronunciation.
Examples:
two - too - to (strong form)

board - bored


piece - peace

you’re - your

there - their

there’s - theirs

father - farther

knew - new

whose - who’s

whether - weather

genes - jeans

council - counsel


LanGUaGe

Vocabulary
1 Thisactivityfocusesonthemeaningofsomeofthekeywordsusedintheconversationandthewholeunit.
• HelpSstoguessthemeaningoffivewordsbywritingtheirbaseformsontheboard:distinguish, achieve,
respect, talent, generous.
Note: MostofthesebaseformsarethewordsSshavelearntinthepreviousyears.

• Add suffixes to these base forms (e.g. talented). Draw Ss’ attention to the adjective-forming suffixes (-ed,

-able),thenoun-formingsuffi
xes(-ity, -ment),andthechangeinwordformwhenasuffi
xisaddedtothebase
(e.g.generosity).
• AskSstomatchthewordswiththeirmeanings.Checkanswersasaclass.


Key


1.talented
4. generosity

2.distinguished
5.achievement

3.respectable

2 AskSstopayattentiontothegrammarwhenusingthewordsin1.Whenusinganoun,Ssneedtoconsider
itssuitableform(singularorplural).

• Have Ss complete the sentences individually, and then compare their answers in pairs. Check answers
asaclass.


Key

1. distinguished

2. talented3. achievements4. respectable 5.generosity


Pronunciation
Homophones

1 AskSstostudytheDo you know …?boxandpractisesayingthepairsofhomophonesusingthecorrect
pronunciation.

• T ellSsthattheyaregoingtolistentotherecordingandwritethewordstheyhearintheblanks.Askthemto
readthetwosentencesa)andb)carefully,anddecideonthepartofspeechofthemissingwords.
• Playtherecording.PauseafterthefirstpairofsentencesandfocusSs’attentiononthehomophones.

• P laytherestoftherecording.AskSstowritedownallwordswiththesamepronunciationwhilelistening.
Explainthattheywillhaveachancetoselectthecorrectonelateron.Pausetherecordingaftereachpairof
sentences,ifnecessary.
• H
aveSsworkinpairs,discussingthemeaningofeachwordandchoosingthecorrectoneforeachsentence.
Checkanswersasaclass.


Key


2.a)allowedb)aloud
5.a)hereb)hear

3.a)writeb)right
6.a)beenb)bean

4. a)newb)knew


2 Playtherecordingagain.HaveSsrepeateachsentencechorally.Thenaskthemtoreadthesentencesinpairs.


Audio script
1. a) My English class is at two o’clock.
b) It’s never too late to learn another language.
2. a) His father is a guitarist, but he wasn’t allowed to
play any musical instruments until he was 15.
b) Please read the letter aloud to us.
3. a) You can write your life story and post it on this website.
b) I hope we’re doing the right thing.

4. a) J.K. Rowling’s new novel will come out next month.
b) I knew where he was hiding, but I didn’t know why he was wanted.
5. a) Beethoven composed some of his finest works here in this house.
b) Did you hear the latest news about Steven Spielberg’s film?
6. a) She has been involved in many community projects.
b) Yan has just posted his latest bean soup recipe on the Internet. You
should try it out.
Unit 1 Life stories

8T


Grammar
The past simple vs. the past continuous

1 Put the verbs in brackets in the past simple or
1.
2.

3.
4.
5.
6.
7.
8.

the past continuous.
Thismorningwhenthealarmclock(go)__________
off,I(have)_____________asweetdream.
Carol (meet) _________________ her husband while
she(travel)_________________inEurope.
I (work) _________________ on my computer when
there (be) _________________ a sudden power cut
andallmydata(be)_________________lost.
When we (share) _________________ a room two
years ago, Lin (always, take) ____________________
mythingswithoutasking.
WhenTom(call) _________________yesterday,I(do)
___________________thewashing-upinthekitchen,
soI(nothear)_________________thephone.
Frank (constantly, ask) ________________________ for
money last year when he (be) ___________________
stilloutofwork.
Mark (request) _________________ complete silence
whenhe(compose)_________________music.
In1417,NguyenTrai(join)____________thearmyof
LeLoi,who(then,lead)______________theresistance
movementinthemountainousregions.
REMEMBER


• The past continuous is used to talk about a past
action in progress, and the past simple to talk
aboutashorteractionthatinterruptedit.
Example:A storm hit the island while I was enjoying my
holiday there last year.
• The past continuous can be used with always/
constantlytodescriberepeatedorirritatingactions
oreventsinthepast.Itissimilarto‘usedto’,but
usuallyhasnegativemeaning.
Example: Our neighbour was always complaining about
the noise in the building.

Definite articles and omission of articles
2 Complete the gaps with the where necessary. If an
article is not necessary, write a cross ().
1. Here’s_________bookyouaskedtoborrow.
2. There are some reports on _________ oil slick in
_________MediterraneanSea.
3. _________ kangaroos are found only in _________
Australia.
4. Angelinaisworkingforacharitableorganisation
thathelps_________peoplewithdisabilities.
9

Unit 1 Life stories

5. Is _________UnitedArabEmiratespartof _________
SouthAsiaor_________MiddleEast?
6. Last summer, we travelled to many places. We

visited_________TajMahalin_________India,climbed
_________MountEverestin_________Himalayas,and
tookacruiseto_________Bahamas.
7. Ilove _________Spain.Ifind _________Spanishvery
friendly,butIcan’tsaymuchin_________Spanish.
8. Myfavouritepastimeisplaying_________guitar,but
mybestfriendprefersplaying_________tennis.

DO

YOU KNOW…?
• The definite article the is generally used before
a singular or plural noun when we talk about a
specificthingoraction.
Examples:
The dog that bit me ran away.
I like the films directed by Steven Spielberg.
• Otherrules
1. Use of the before
Examples
names of musical
play the piano
instruments
the Pacific Ocean, the Red
names of oceans, rivers,
River, the Sahara, the
seas, deserts, ranges of
mountains, island groups Andes, the Bahamas
geographical areas,
names of countries with the Middle East,

the United States,
‘kingdom’ or ‘states’
the Netherlands
in their names, plural
names of countries
names of organisations, the United Nations, the
Louvre, the Grand Hotel,
museums, hotels,
the Twin Towers
important buildings
adjectives used as nouns, the rich, the poor, the
people of a country
Japanese
unique objects, transport the sun, the London
systems
Underground
names of newspapers,
The Washington Post, the
mass media
Internet
2. Omission of
articles before

Examples

tennis, travel by
sports, means of transport play
underground
streets, lakes, bays,
Street, Sword Lake,

mountains, islands, most Baker
Easter
Island, Mt Everest,
countries, states, cities,
New York, Africa
continents
academic subjects,
nationalities and
languages

history, geography,
Japanese

magazines

New Scientist


Grammar
The past simple vs. the past continuous

1 Have Ss review the use of the past simple and the past continuous.
• Ask Ss to look at the Remember box. Draw their attention to the examples and ask them guiding questions:


In the first example, which verb indicates an action in progress? Which verb indicates a shorter action that interrupts it?



What kind of action does the second example indicate? Why is the adverb ‘always’ used?


• A
 sk Ss to read each sentence carefully and decide which action is in progress and which one is a shorter
action that interrupts it. Draw their attention to sentences 4 and 6, in which always and constantly are used.
• Have Ss complete the sentences in pairs.
• Check answers as a class.


Key




1. went, was having

3. was working, was, were
5. called, was doing, did not hear
7. requested, was composing

2. met, was travelling
4. shared, was always taking
6. was constantly asking, was
8. joined, was then leading

Definite articles and omission of articles
2 Ask Ss to study the Do you know …? box. Draw their attention to the special cases (use of the and omission of
articles).
• Ask Ss to read the sentences carefully and underline the nouns/noun phrases after the gaps.
• T ell Ss to pay attention to the forms and kinds of these nouns/noun phrases (singular or plural, countable or
uncountable, common or proper) before deciding whether to use an article or not in each case.

• Ask Ss to complete the gaps with the or a cross (X) if an article is not necessary.
• Have Ss compare their answers with a partner.


Key


1. the
5. the, X, the

2. the, the

6. the, X, X, the, the

3. X, X
7. X, the, X

4. X
8. the, X

Unit 1 Life stories

9T


Indefinite articles

3 Complete the gaps with a, an or a cross () if

4 Read the following story and complete each


1. There’s_________________
chancethatshe’llwin
thecompetitionagain.



gap with an article. Write a cross () if an
article is not necessary.

an article is not necessary.

I had (1) ______________ very bad experience
(2) _________lastSunday.Ibought(3) _________
flashdrivefrom(4)_________computerstorein

2. What_______________nice
weather!Let’sgofor
_________________picnic.

(5) ____________ local shopping centre.When I
wentback(6)__________home,Iinserteditinto
mycomputer,butitwasnotrecognised.Itook
itbackto(7)__________store,but(8)___________

3. Iwenttosee_________________
DrNgayesterdaybecause
Ihad______________fever.
Sheaskedmetostayin
______________bedfortwodays.


storemanagergotveryangry.Hepointedat
(9) _________crackon(10) _________flashdrive,
andsaidhisstorewasnotresponsibleforsuch
(11)___________defectbecauseithadprobably
beencausedbymycarelessness.Icouldn’tsay

4. MyfriendBrianis___________
Scot.On_____________
specialoccasions,hewears
______________kiltandplays
thebagpipe.

(12)____________word,andhadtobuyanother
flashdrive.

DO

5. I’mnottalkingabout
__________globalwarming,
buttraffi
ccongestion.Thisis
quite______________different
probleminourcity.

•

6. Theteachergaveus______________
teston____________indefinite
articlesyesterday.Itwasn'teasy,

butIcouldget______________
goodmarkinthetest.
7. Ilike ______________icecream,
but I’m not in the mood for
______________icecreamnow.
8. A: Let’sgofor______________
coffee.
B:No,thanks.Idon’tdrink
______________coffee.
10

Unit 1 Life stories







•

YOU KNOW…?
Ingeneral,a/anisusedbeforesingular,countable
nouns. No articles are used before plural or
uncountable nouns when they are used in an
abstract,generalmeaning.
Examples:
I have a cat.(cat:singular,countablenoun)
Children should not stay up late at night.(children:
pluralnoun,generalmeaning)

We need more information and advice.(information,
advice:uncountablenouns)
Otherrules
Use of a/an
Examples
What a magnificent house!
after what, such, quite We shouldn’t go out in such a
bad storm.
(+ countable noun)
It’s quite a small house.
My mother is a doctor.
to describe jobs,
identity
Brian is an Englishman.
with a possessive
He’s a friend of mine.
before an illness
Exceptions: have (the) I’ve got a headache/a cold.
flu/measles


Indefinite articles

3 AskSstostudytheDo you know …?box.
• A
skSstocompletethegapswithanindefinitearticleoracross(X)ifanarticleisnotnecessary.Drawtheir
attentiontosentences7and8,inwhichthenouns(ice cream, coffee)canbecountableoruncountable.


Key





Note:Somenounscanbebothcountableanduncountable,withachangeofmeaning.



Examples:

1.a
5.X,a

2.X,a
6.a,X,a

3.X,a,X
7.X,an

4.a,X,a
8.a,X

coffee (uncountable) = a kind of hot drink; a coffee (countable) = a cup of coffee
ice cream (uncountable) = a kind of sweet frozen food; an ice cream (countable) = a small amount of ice cream
for one person

4 TellSsthattodoactivity4,theyneedtoconsiderwhethertouseadefinitearticle,anindefinitearticle,orno
articlesatallforeachgapinthestory.

• AskSstoreadthewholestoryfirsttounderstandthecontextbeforecompletingthegaps.

• Havethemcomparetheiranswerswithapartner.
• Checkanswersasaclass.
Key

1.a
7.the

2.X
8.the

3.a
9.a

4.a/the
10.the

5.the
11.a

6.X
12.a

LESSON OUTCOME


• AskSs:



• E licitanswers:I can pronounce homophones correctly. I have reviewed the use of the past simple and past

continuous, and I can use them to describe past actions or events. I have learnt when to use definite and
indefinite articles, and when not to use an article.

What have you learnt today?
What can you do now?

Unit 1 Life stories 10T