Giáo trình Speaking 3 (Phần 2)

e and 
then compare and justify your choices. 
- Answer the questions. 
2. Writing: 
- Write down a few examples from your answers to questions 1 and 5, e.g. I wish I 
didn’t have to..., They wanted me to... 
Some information: 
(4) “I want doesn’t get” is a typical parent’s reply to a child who says “I want an ice-
cream.” rather than “Can I have an ice-cream?” However, the idea here is to discuss those 
things that children wish for but parents refuse to buy (e.g. I wanted my parents to get me 
a metal detector, they refuse so I sold a gold coin I had and bought one. I then found a 
cache of Roman coin and two swords!” 
(8) This sentence could be a wonderful philosophy for life. Basically, rather than 
trying to get what you want (you’ll want more in any case), you should enjoy and 
appreciate the things you already have and future things you may get. But it does not 
mean blind and resigned acceptance of your situation. 
V. WASTE NOT WANT NOT 
- Guess how much rubbish your family produces every year. 
- Then refer to the bin statistics on your page. You can also see Britain’s record of 
dumping waste into the North Sea and Irish Sea. These statistics relate to the early 1990s 
and have been considerably rounded; the situation has improved a little since then. 
- Now you do the quiz in pairs. You should decide whether your partner is a waste 
or not. Do you think that a waster is a “good for nothing person”? 
Some information: Recycling also saves considerably on air and water pollution. For 
instance, producing steel from scrap reduces air pollution by 85 % and water pollution by 
76 %; for recycling paper, the reductions are 74 % for air pollution and 35 % for water 
pollution. 
UNIT 24: XENOPHOBIA 
I. WARM-UP 
- Think of adjectives which describe personality. When you have a fairly long list, 
try to associate a nationality with the characteristics and say the reasons why you think so. 
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II. THE ENGLISH 
- This extract comes from a book by an English person satirizing (...) the English 
way of life. It is by no means intended as a serious piece, nor does it necessary reflect the 
views of the majority of English. 
- Read the text and discuss the questions. 
Vocabulary: 
- Xenophobia (n): irrational hatred or fear of strangers or foreigners 
 TÝnh bµi ngo¹i 
- Enduring (a): lasting 
- Perpetrate (v): commit (a crime, an error); be guilty of (sth wrong) 
- Indigenous (a)(to): native, belonging naturally (to) 
- Contempt (n): condition of being looked down upon or despised; disregard or 
disrespect 
- Fastness (n): stronghold; fortress; the quality of being fast 
- Aptness (n): state of being quick-witted 
III. APARTHEID 
1. Discussion: 
- Brainstorm on the meaning of apartheid and the injustices that blacks suffered. 
Apartheid (n): “apartness”, racial segregation of whites, Africans, Coloureds and Indians. 
- Read the text. 
Vocabulary: 
- Menial (a): suitable for, to be done by, a household servant 
- Roll (n): official list or record, esp of names 
- Impose (v):lay or place a tax, duty, etc on; force sth on sb 
- Premise (n): statement on which reasoning is based 
- Subservient (a): giving too much respect to; useful as a means to a purpose; 
subordinate or subject to 
- Absurd (a): unreasonable; foolish; ridiculous 
- Concede (v): admit, grant, allow 
- Turn over (v): (cause to) fall over, upset; change the position of 
2. Listening: 
Hear a white South African (of English origin now living outside South Africa, but 
has a Zulu daughter-in-law who is a member of parliament) talking about what blacks 
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couldn’t do in South Africa before the elections in 1994. Your task is to write down what 
these things are. 
Vocabulary: 
- Hold down (v): oppress, keep down or under 
Answer: 
 + They weren’t allowed the same jobs as whites. 
 + They weren’t allowed to build houses. 
 + They had to use separate entrances in post offices. 
 + They couldn’t eat in white restaurants. 
 + They weren’t allowed to sit with white people in parks, bus stops, etc. 
 + They couldn’t go to white cinemas or use the white public transport. 
IV. RACIAL DISCRIMINATION? 
1. Discussion: 
- Read the six situations on your page and in groups 
• Decide which of the situations you believe are the examples of racial 
discrimination and why. 
• Discuss: Should the offenders be prevented from what they do and should they be 
punished? 
Vocabulary: 
- Sketch (n): short, humorous play or piece of writing 
- Repatriate (v): send or bring sb back to his own country 
- Adverse (a): unfavourable; contrary or hostile to 
Some information: 
Situation 1: According to the British Race Relations Act (1976) a landlord or 
landlady who lives on the premises has the right to choose who they want to live in their 
house. 
Situation 2: A director is within their rights to do this. 
Situation 3: This horrifying but true story is recounted in Hanif Kureishi’s 
introduction to the filmscript of My Beautiful Laundrette. 
 Think how geography and history should be taught, e.g. in England and America 
history tends to be taught from the white man’s point of view, thus Native Americans may 
be badly represented in the US, and Indians the same in England. Should we try and teach 
history from all points of view? 
Situation 4: With reference to the 1960s Kureishi had this to say about British TV:” 
Television comics used Pakistanis as the butt of their humour. Their jokes were highly 
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political: they contributed to a way of seeing the world. The enjoyed reduction of racial 
hatred to a joke did two things: it expressed a collective view (which was sanctioned 
(given a right or permission given by authority to do sth) by its being on the BBC), and it 
was a celebration of contempt in millions of living rooms in England. I was afraid to 
watch TV because of it; it was too embarrassing, too degrading. The word “Pakistani” had 
been made into an insult. It was a word I didn’t want used about myself. I couldn’t tolerate 
being myself. The British complained incessantly that the Pakistanis wouldn’t assimilate 
(absorb ideas, knowledge; make or become like). This meant that they wanted the 
Pakistanis to be exactly like them. The British were doing the assimilating: they 
assimilated Pakistanis to their world view. They saw them as dirty, ignorant and less than 
human- worthy of abuse and violence.” 
Situation 5: In 1965 the British politician Enoch Powell said with reference to 
immigrants: “ We should not lose sight of the desirability of achieving a steady flow of 
voluntary repatriation fro the elements which are proving unsuccessful or unassimilable.” 
Situation 6: This is known as “reverse discrimination” and is not permitted by the 
Race Relations Act. Some years ago, a white English man applied for the job of gardener 
at Leicester City Council. He sent off six identical letters. In three. He used his own name, 
and failed, but when he used the name Prakesh Patel, he was granted an interview. He 
threatened to take the council to an industrial tribunal, but in the end the case was settled 
out of court. 
2. Writing: “A multicultural and multilingual society is a much healthier society than a 
one race language society.” Discuss. 
V. LANGUAGE 
Read the text and then answer the questions in groups. 
Vocabulary: 
- Mandatory (a): of, conveying, a command; compulsory; obligatory 
- Kinship (n): relationship by blood; similarity in character 
* For more ideas, refer to unit 29 “Violence can do nothing to diminish race 
prejudice” in the book For and Against by Alexander, L. G. 
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UNIT 25: YOU 
I. WARM-UPS 
Imagine you have to break the ice with a new acquaintance. You have to write down 
ten questions to ask this person, so that from the answers you can an overall picture of this 
person. 
Some suggested ideas fro the questions: best friend, favourite toys as a child, most 
interesting thing they have learned from life, person they admire most, hopes for the 
future, worst/best day in their life, favourite sport/ food/ drink/ music/ book/ city etc. 
II. YOU ARE WHAT YOU HAVE 
1. Discussion: 
- Write down the four most important things you have. 
* Most people often include four types of possessions: body part or intellect, objects, 
places and time periods, people and pets. 
- Then compare your list with your partner’s. 
- How did you define “have”? 
- What did you give preference to? 
- What does this tell you about your and your partner’s personality? 
2. Listening: 
You will hear some people who have just done the above exercise. Your task is to 
note down the two people’s “haves”, and whether the third person approves of these 
“haves” and why. 
Answer: 
1. family, friends, car 
2. health, friends and cats; approves because they are not materialistic 
3. Reading and discussion: 
Read the text and answer the questions in groups. 
4. Follow-up 
- In groups, one student takes out the content of his/her pockets/bag/wallet/case. The 
other student try to classify these objects and draw some conclusions about the lifestyle 
and personality of the student. He/She then comments on their observations. 
III. HAVE YOU EVER? 
1. Discussion: 
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- Answer the questions in pairs or groups. 
2. Listening: 
Listen and match the extracts with the questions a-t. 
Answer: 1. a 2. a 3. m 4. q 
 5. i 6. e 7. k 
IV. WOULD YOU EVER? 
Answer the questions in pairs or groups. 
V. FEELINGS 
1. Discussion: 
Answer the questions in pairs or groups. 
2.Listening: Listen to someone doing the same exercise. Your task is to match the 
answers with the questions in the exercise. 
Answer: 1. d 2. b 3. f 4. h 
 5. i 6. g 7. j 
VI. SUPERLATIVES 
Answer the questions in pairs or groups. 
UNIT 26: ZOOLOGY 
I. WARM-UPS 
- You draw very quickly two domestic and two wild animals, try to draw the animals 
which are unfamiliar and difficult to guess. In small groups, pass round your drawings 
and guess what your partner’s animals are, giving reasons and commencing: “it could be a 
goat”, “it looks a bit like...”. “it can’t be a bird because it doesn’t have wings”. Within the 
groups, you compare impressions and then the “artist” reveals the truth. 
- Write down the names of the first three animals that come into your heads, then 
three adjectives to describe each animal (i.e. the total is nine adjectives). In groups of 
four, pass your papers to the person on your right. This is a psychological game. The first 
animal with the corresponding adjective describes how you see yourself, the second how 
you wish you were, and the third how you really are. 
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Each student read as follow: “Lucas sees himself as a dog, he wishes he were a lion, 
but he really is a mouse.” 
II. ZOOS 
1. Reading and discussion: 
- Read the text and answer the questions 
- Brainstorm the reasons for zoos. 
Vocabulary: 
- Undignified (a): not showing proper dignity; clumsy 
- Penned-up (a): being shut up in, or as in, a pen 
- Demean (v): lower oneself in dignity, social esteem 
2. Listening: 
Listen to Dr Katz, an advocate of certain kinds of zoos, and answer these questions. 
Questions: True or false? 
1. Dr Katz approves or modern farming methods. 
2. Up to 15 % of the world biological diversity may have been lost by the end of the 
21st century. 
3. Animals are responsible for eating a lot of crops produced by third world farmers. 
4. San Diego zoo specializes in breeding endangered species and reintroducing them 
into their natural environment. 
5. Dr Katz agrees that it is better to visit animals in their natural habitat. 
Answer: 1. F 2. F 3. F 4. T 5. F 
3. Writing: “Would you rather be a lion tamer or a lion hunter?” Discuss. 
III. THE LAWS OF THE JUNGLE? 
1. Discussion: 
- Read the six situations on your page. 
- Imagine you are members of a civil jury whose job is to sentence the six people in 
the situations. Decide beforehand what range of sentences can be given, including 
acquittal (judgement that a person is not guilty). refer to question 1, do you think that 
these types of dogs should be banned from domestic use? 
Vocabulary: 
- Maul (v): hurt or injure by rough or brutal handling 
- Maim (v): wound or injure so that some part of the body is useless 
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- Ember (n): small piece of burning wood or coal in a dying fire; ashes of a dying 
fire 
- Poacher (n): person who takes sth illegally 
2. Writing: 
Write a letter of protest to one of the following governments: The Chinese /Taiwan 
governments to get them suspend trade in powders made from tiger bone (used for quasi 
medicinal purposes) and rhinoceros (thick-skinned, heavily built animals of Africa and 
Asia with one or two horns on the snout) horn (aphrodisiac); these have been banned by 
the UN convention on International Trade in Endangered Species. 
IV. ANIMAL RIGHTS 
1. Discussion: 
- Think about how we mistreat animals. Think on the areas: battery hens, 
bullfighting, force-feeding geese, horse-racing and horse-jumping, circuses, hunting, 
killing for furs, whaling, etc. 
- In groups, discuss your attitudes to such activities. Would it be right for the 
European Parliament to ban bullfighting in Spain? Do we have the right to change other 
nations’ traditions? How much do animals actually suffer? Is keeping a dog in a town 
apartment any worse than hunting foxes? 
- In groups, now look at the statements on your page and decide whether they are 
true or false. 
Some information: 
Pharmaceutical companies wishing to introduce a new drug on to the market have to 
provide scientific evidence of its safety by getting their drug licensed. This requires 
toxicology (branch of medical science dealing with the nature and effects of poisons) 
testing which in the UK (and many other countries) entails tests on animals. Apparently, 
450 million animals are killed fro food each year and another 7 million are destroyed as 
vermin (wild animals harmful to plants, birds and other animals) or unwanted pets. 
2. Writing: 
Write a letter to a pharmaceutical company asking them to stop testing their 
products on animals. Then write a reply from the public relations officer of that company. 
V. PETS 
Read the text and answer the questions in groups. 
- Snarling (a): (of dogs) show the teeth and growl (at) 
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- Bare (v): uncover, reveal 
- Bungalow (n): small house of only one storey 
- Dam (n): barrier built to keep back water and raise its level (e.g. to from a 
reservoir, or for hydro-electric power) 
- Attendant (n): servant or companion 
- Spaniel (n): sorts of dogs with short legs, long, silky hair and large, drooping ears 
- Lochside (n): by the side of a lake 
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ChÞu tr¸ch nhiÖm néi dung: 
Ts. NguyÔn v¨n hßa 
Biªn tËp: 
Tæ c«ng nghÖ th«ng tin 
Phßng kh¶o thÝ - ®¶m b¶o chÊt l−îng gi¸o dôc 
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