Where Your Voice Begins TABLE OF CONTENS

UNIT 1 - LIFESTYLE UNIT 4: NATURE

LESSON 1: BAD HABITS LESSON 10: EARTH DAY
Reading: Breaking the habit Reading: International Mother Earth Day
Grammar: Present simple Grammar: Prepositions
Grammar: Present continuous Grammar: Passive Voice
LESSON 2: WHAT WE DID LESSON 11: WHAT IF…
Grammar: Past simple Grammar: Conditional Sentences
Grammar: Past continuous Grammar: Wish clause
Writing: Order in writing Writing: Conclusion
LESSON 3: BREAKING THE ICE LESSON 12: IMAGINE
Listening: Simple conversations Listening: Academic listening practice
Speaking: Breaking the ice Speaking: Imagine a scenario

UNIT 2: GENERATIONS UNIT 5: STORIES

LESSON 4: BLOOD IS THICKER THAN WATER LESSON 13: PATRICK MALONE

Reading: Blood is thicker than water Reading: Patrick Malone
Grammar: Parts of speech Grammar: Subject-verb agreement
Grammar: Phrasal verbs
LESSON 5: THE PERFECT TENSES LESSON 14: WHAT DID THEY SAY?
Grammar: Present perfect Grammar: Direct speech and Reported speech
Grammar: Past perfect Writing: Paraphrasing and
Writing: Chart analyze developing supporting ideas
LESSON 6: TALK ABOUT DIFFERENCES LESSON 15: MAKE A REPORT
Listening: Academic listening practice Listening: Academic listening practice
Speaking: Discussion and individual long turn Speaking: Tell a story

UNIT 3: PLANS UNIT 6: COMMUNICATION

LESSON 7: YOUR CAREER PATH LESSON 16: 2b or not 2b?
Reading: Planning your career path Reading: 2b or not 2b?
Grammar: Near future tense Grammar: relative clause
Grammar: Simple future tense
LESSON 8: THIS OR THAT? LESSON 17: INVERSION
Grammar: Conjunctions Grammar: Inversion
Grammar: Comparison sentences Writing: Complete Task 1 essay
Writing: Introduction
LESSON 9: MAKING PLANS LESSON 18: CONVERSATIONS
Listening: Academic listening practice Listening: Academic listening practice
Speaking: Mutual interview and individual long turn Speaking: Discuss and debate

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 UNIT 1: LIFE STYLE
LESSON 1: BAD HABITS
I. READING
Throughout the course, you will learn “Read and comprehend”. Which means
that you will learn to deeply understand the passage instead of just picking out
the key words or clues for the answers. This way, you can further extend your
vocabulary and have a deeper understanding of the English language.

Read the following passage carefully:

BREAKING THE HABIT

We all think we can break our bad habits — but they can stay with us for life

What is a bad habit? The most common definition is that it is something that
we do regularly, almost without thinking about it, and which has some sort of
negative consequence. This consequence could affect those around us, or it
could affect us personally. Those who deny having bad habits are probably
lying. Bad habits are part of what makes us human.
Many early habits, like sucking our thumb, are broken when we are very young.
We are either told to stop doing it by our parents, or we consciously or
subconsciously observe that others do not have the same habit, and we
gradually grow out of it. It is when we intentionally or unintentionally pick up
new habits in our later childhood or early adulthood that it becomes a problem.
Unless we can break that habit early on, it becomes a part of our life and
becomes 'programmed' into our brain.
A recent study of human memory suggests that no matter how hard we try to
change our habits, it is the old ways that tend to win, especially in situations
where we are rushed, stressed or overworked. Habits that we thought we had
got rid of can suddenly come back. During the study programme, the
researchers showed a group of volunteers several pictures and gave them
words to associate with them (for example, see a picture of tea, and associate it
with 'breakfast'). They then showed the volunteers the same pictures again and
gave them new words to associate with them (see a picture of tea and say
'afternoon').

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 A few days later, the volunteers were given a test. The researchers showed
them the pictures and told them to respond with one of the words they had
been given for each one. It came as no surprise that their answers were split
between the first set of words and the second. Two weeks later, they were given
the same test again. This time, most of them only gave the first set of words.
They appeared to have completely forgotten the second set. The study
confirms that the responses we learn first are those that remain strongest over
time. We may try to change our ways, but after a while, the response that comes
to mind first is usually the first one we learned. The more that response is used,
the more automatic it becomes and the harder it becomes to respond in any
other way.
The study, therefore, suggests that over time, our bad habits also become
automatic, learned behavior. This is not good news for people who picked up
bad habits early in life and now want to change or break them. Even when we
try to put new, good intentions into practice, those previously learned habits
remain stronger in more automatic, unconscious forms of memory.

Here is some of the vocabulary included in the passage. Try and come up with
explanations for each word and phrase along with at least one synonym. There
is an example that has been done for you.

New words and phrases Meanings

Give up. To stop doing something that is a habit,
Break the habit especially something bad or harmful.
Consequence

Grow out of

Tend to

Get rid of

Pick up

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When you do reading exercises, always try to highlight any new vocabulary
that you find along with its meanings and synonyms. You can use your
dictionary, but try to guess the meaning based on the context before you look
up the words.

Now, answer the following questions:

Exercise 1: Do the following statements agree with the information given in the
Reading Passage?
YES if the statement agrees with the claims of the writer
NO if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this

Q1. _______ We usually develop bad habits when we are very young.
Q2. _______ We can only break bad habits if people tell us to do so.
Q3. _______ Bad habits may return when we are under pressure.
Q4. _______ Researchers were surprised by the answers that the volunteers
gave in the first test.
Q5. _______ The volunteers found the test more difficult when they did it the
second time.
Q6. _______ People find it more difficult to remember things they learnt when
they were young.
Q7. _______ If we develop bad habits early in life, they are harder to get rid of.

Exercise 2: Answer the question below with NO MORE THAN FIVE WORDS

Q1. When do we pick up a new habit that becomes a problem?

_________________________________________________________________________________
Q2. When do bad habits that we thought we had got rid of come back?
_________________________________________________________________________________
Q3. How many sets of words were given to volunteers?
_________________________________________________________________________________
Q4. What happened to the second set of words after 2 weeks?
_________________________________________________________________________________
Q5. According to the study, which response remains strongest over time?
_________________________________________________________________________________
Q6. What happens to bad habits over time?
_________________________________________________________________________________

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Exercise 3: Fill in the blanks with NO MORE THAN TWO WORDS

Bad habits are parts of human beings.

At an early stage, habits are broken by personally Q1 _____________ or being told
by parents. It is more problematic to pick up new habits in Q2 ________________
or early adulthood as it can become Q3 ________________ into our brain.

A study has concluded that bad habits become Q4 ________________ over time.
Even when we try practicing new habits, previous learned behaviors remain
stronger in more automatic way

II. GRAMMAR

1. Present simple

1.1. Definition and usage

• Present simple, or simple present, is the most commonly used tense in

English.
• We use it to talk about:

No Usage Examples

Events that take place regularly or • I always go to work at 7:30.

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habitually. • My mom usually washes the dishes.

Events that take place one after the • After work I go home, I cook my
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other. dinner, feed my cat then take a
shower.

3 Facts, or things that are generally • The Sun rises in the East.
valid. • Water boils at 100 degrees.

• The plane takes off at 10 o’clock.

4 Future actions that are planned,
scheduled and predetermined. • We have a lesson next Monday.
• It's my birthday tomorrow.

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1.2. Structure

Form With “to be” With “regular Verbs”

S + am/ is/ are + N/ Adj S + V(s/es) + O

[+] • My dad is a doctor. • He makes breakfast every day.

• His brother is handsome. • We go to school by bus.
• My sister always watches TV.

S + am/is/are + not + N/ A S + do/does + not + V + (O)

[-] • My mom is not a doctor. • Jack does not (doesn’t) sing.

• They are not sad. • Tom and Jack do not (don’t) wake
up early.

Am/Is/Are + S + N/ Adj Do/ Does + S + V?

Yes, Subject + am/is/are. Yes, Subject + do/does.
[?] No, Subject + am/is/are + not. No, Subject + do/does not
(don’t / doesn’t)
Wh + am/is/are (not) + S + …? Wh + do/does + S + V?
Subject + be + N. Subject + Verb.

1.3. Conjugation rules

The form of the Verbs and the Auxiliaries (Aux) that are used must always rely
on the Subject. Keep this in mind as if you get the conjugation wrong, you will
lose a lot of points for just one single mistake.

Subject Aux Conjugation rules Example

First person • I go to school on foot.

(I, We) • They practice English every
Second person
(You) Do Verbs are kept infinitive. day.
• You always break the
Third person
plural dishes!
(They)

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 Subject Aux Conjugation rules Example

For most verbs, we only • Hannah feels hungry.

Third person need to add ‘-s’. • Tu Anh tells me to make
singular (she,
coffee.
he, it)
Does • Mike washes the dishes.
Verbs end with ‘-o’, ‘-s’,
‘-ch’, ‘-x’, ‘-sh’, ‘-z’: add • He goes to school every
‘-es’. day.

Verbs end with • She tries to do homework

consonant + y: change every night.
‘-y’ to ‘-ie’ then add ‘-s’. • He lies down and sleeps.

Verbs end with • He plays the guitar.

vowel + y: add ‘-s’.
NOTE: Modal verbs such as can, may, might, and • I can play badminton.
must never take an ‘-s’. They remain the same in • He must do homework.
all forms. • She may be late if she does
not hurry.

1.4. Identification signs

• Adverbs of frequency: always, usually, generally, often, frequently, sometimes,
occasionally, hardly ever, rarely, never …
• Every day/week/month…
• Once/twice/three times a day/week/month…
2. Present continuous
2.1. Definition and usage

The present continuous verb tense

Examples
indicates
An action or condition is happening We are studying English at the moment.
now.
A longer action in process. I am looking for a job.
A repeating action which causes
You are always coming late.
annoyance.

This tense can also be used to talk about actions in the future, but more about
that later.
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2.2. Structure

Form Structure Example

• I am learning English.
[+] S + am/is/are + V-ing. • We are making music.
• Mark is playing soccer with his friends.
• I am not doing exercises right now.
[-] S + am/is/are + not + V-ing. • We are not making dinner at the moment.
• Look! She is cleaning the house.

Am/Is/Are + S + V-ing? Are you listening to music?

Yes, S + be. Yes, I am.
[?] No, S + be not. No, I am not.

Wh + am/is/are + S + doing? What is Ai doing?

S + am/is/are + V-ing. She is reading books.

2.3. Conjugation rules

Conjugation rules Example

For most Verbs, we simply need to add ‘-ing’. But there are special cases:
Write writing
Type typing
With verbs that end with ‘e’, we remove ‘e’ then
Come coming
add ‘-ing’
Live Living
Take Taking
See Seeing
If a Verb ends with ‘ee’, we don’t have to
Agree Agreeing
remove ‘e’, just add ‘-ing’
Flee Fleeing

With one syllable verbs that end with Vowel + Sit Sitting
Consonant, we double the Consonant, then add Beg Begging
‘-ing’. Stop Stopping
NOTE: Never double "w, x, y" Swim Swimming

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 Conjugation rules Example

Flip Flipping
Fix Fixing
Play Playing
Plow Plowing

With verbs ending with ‘ie’, we switch ‘ie’ to ‘y’, Die Dying
then add ‘-ing’ Lie Lying
Tie Tying

2.4. Identification signs

• Now, right now, at the moment, at present…

• Look! ; Listen! ; Keep silent! ...

III. PRACTICE
Exercise 1: Give the correct form of the Verb.
Q1. I (be) ________________ at school on the weekend.
Q2. She (not study) ________________ on Friday.
Q3. My students (be not) ________________ hard working.
Q4. He (have) ________________ a new haircut today.
Q5. Annie ________________ (get) a haircut while her sister is doing homework.
Q6. I usually (have) ________________ breakfast at 7.00.
Q7. She (live) ________________ in a house?
Q8. I ________________ (think) about what to eat tonight.
Q9. Where (be) ________________ your children?
Q10. My sister (work) ________________ in a bank.

Exercise 2: Circle the correct auxiliary.

Q1. I don’t stay / doesn’t stay at home.
Q2. We don’t wash / doesn’t wash the family car.
Q3. Doris don’t do / doesn’t do her homework.
Q4. They don’t go / doesn’t go to bed at 8.30 p.m.
Q5. Ray has / is having a shower at the moment.
Q6. Our hamster don’t eat / doesn’t eat / isn’t eating / are not eating apples.

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Q7. You don’t chat / doesn’t chat / isn’t chatting / are not chatting with your
friends now.
Q8. She doesn’t go / is not going to Spain this weekend.

Exercise 3: Complete the sentences using the given words.

Q1. She / not / sleep late at the weekends.

Q2. We / not / believe the Prime Minister.

Q3. You / understand the question?

Q4. Will you please be quiet? I / try / do / my homework.

Q5. David / want some coffee?

Q6. When / she / go to her Chinese class?

Q7 Miley / on / a vegetarian diet. She /not / eat / any meat / at the moment.

Q8. You / not / understand / because / you / not / listen / to me.

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 UNIT 1: LIFE STYLE
LESSON 2: WHAT WE DID
I. GRAMMAR

1. Present simple

1.1. Definition and usage

• The simple past is a verb tense that is used to talk about things that hap-
pened or existed before now.
• This tense emphasizes that the action is finished, and is no longer related
to the present.
Example: He went to Ha Noi last weekend.

1.2. Structure

Form To be structure Regular verb structure

S + was/ were + N/adj+ (O). S + V-ed + (O).

[+]
• I was a student. • I studied at a university.
• They were lost. • We broke the flower vase
yesterday.

S + was/were + not + N/adj + (O). S + did not + V + (O).

[-]
• I was not a teacher until recently. • I did not come to school last week.
• She was sick yesterday. • He didn’t brush his teeth yesterday.

Was/ were + S + N/Adj + (O)? Did + S + V?

Yes, S + was/were. Yes, S + did.
[?] No, W + was/were + not. No, S + didn’t.

Was there a party last night? Did you go to the cinema last week?
Yes, there were. No, I did not.

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1.3. Conjugation rules

Conjugation rules Example

For regular verbs, we just simply add ‘-ed’ at the end Talk Talked
of the word. Listen Listened

Die Died
For Verbs that ends with ‘e’, we just need to add ‘-d’
Tie Tied

With Singular Verbs that end with a vowel + Stop Stopped

consonant, double the consonant then add ‘-ed’. Nod Nodded

With Verbs that end with ‘y’: Play Played

- If there is a vowel before ‘y’, we add ‘-ed’ like usual. Study Studied
- If there is a consonant before ‘y’, convert ‘y’ into ‘i’ Cry Cried
then add ‘-ed’.

For irregular verbs, there are special simple past

form to these verbs. Some looks exactly like the root Speak Spoke
form, others, including ‘to be’, are more erratic. There Say Said
is a table at the end of the book for you to look up any Tell Told
word you need.

1.4. Identification signs

• Yesterday
• Last night/week/month/year
• Time + ago (2 hours ago)
• When + time in the past (when I was 12)

2. Past continuous
2.1. Definition and usage

Usage Examples

The past continuous can show what

At 10 pm last night, I was playing
was happening at a precise time in the
games.
past.

2
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 Usage Examples

Describe something that was happening I was making dinner when they
continuously in the past when another arrived.
action interrupted it.
It can also express 2 actions that While I was taking a shower, she
occurred at the same time in the past. was cooking dinner.

2.2. Structure

Form Structure Example

• I was studying at this time last night.

[+] S + was/ were + V-ing. • They were playing soccer at 5 p.m.
yesterday.
• I wasn’t having coffee at 10 am
[-] S + Was/ were + not + V-ing. yesterday.
• She wasn’t having dinner with us at 7.pm

Was/ were + S + Ving? Were you driving when I called you?

[?] Yes, S + was/were Yes I was.
No, S + was/were not. No I was not.

2.3. Identification signs

• At + a time in the past. (at 10 last night)
• At this time + time in the past. (At this time 2 weeks ago)
• In + year in the past.
• While, when, at that time…

II. PRACTICE

Exercise 1: Complete the crossword with the past simple forms of these verbs.

Across: 1. win 2. have 4. buy 5. sell 8. be 10. meet 11. make

Down: 1. go 3. do 4. become 5. spend 6. write 7. leave 9. get

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Exercise 2: Fill in the blank with correct verb tense

When I Q1 ________________ (be) young, I used to enjoy dancing a lot. Every

day after school, I would go to the park and dance with my friends. We
Q2 ____________________ (dance) for just purely for fun, really. Me and my friends
Q3 ________________ (be) inspired by K-pop culture back then, where they had very
catchy songs and easy choreography. Because of dancing, we Q4 _________ (get)
to enjoy the music more fully and move our body along with it. Since my mom
had known that I had so much passion for dancing, she Q5 ________________ (give)
a portable speaker as a present so I could practice Q6 ________________ (dance) in
my free time with my friends. One time, when we Q7 ________________ (dance) in
the park, a stranger came to us and Q8 ________________ (suggest) us to join in a
dancing competition. In a hot minute, we Q9 ________________ (think) how absurd
it was, but after a lot of consideration, we Q10 ________________ (sign up) for it. We
joined in and considered it as a learning experience. Never had we expected to
win the competition at all, but we did. Of course, we were all at shock when they
Q11 ______________________ (announce) the winner. It was an absolutely lovely
experience and it has strengthened my love for dancing ever since.

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Exercise 3: Choose the correct answer

Q1. Last summer, me and my brother ________ swimming everyday

A. Go B. went C. is going D. was going
Q2. I ________ when my mom came and told me the news
A. Study B. studied C. Is studying D. was studying
Q3. Mai ________ play game every day when she was a kid
A. Uses to B. used to C. Use to D. was using to
Q4. When we get to their airport, I realized I ________ my passport at home
A. Leave B. left C. was leaving D. is leaving
Q5. Ann ________ to music when the CD started to play up
A. Listens B. listened C. Listen D. was listening

Exercise 4: Find and correct mistakes in the passage below.

Childhood uses to be very quite different from what it is today.

Back then, young people don’t to have so much leisure time.
Today’s children may complain about their schoolwork but our
great-grandparents were having to go out to work at a very
young age. They had often been left school by the time there are
fourteen and find a job. This meant that they have little time for
hobbies or leisure activities, especially after they’ve finished
working all day. Of course, they got themselves used to working
long hour eventually, but it would meant that they have to grow
up very quickly. Today, we are used to having some free time to
do things we enjoy, a luxury people in the past rarely had.

III. WRITING

For this course, the exercises are designed to guide you on how to write a
simple IELTS Task 1 exercise, and to overall make you a better writer.
In an essay, order means everything. You can use some advanced words and
complex structures, but if you don’t write your ideas in a logical order, it’s all for
none. So, in today’s Writing lesson, you will practice how to order your ideas in
the most logical way.

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Exercise 1: Look at the pie chart and match sentence parts 1 – 7 with A-G and
then write the whole essay below.

A. choose its museums and galleries

Q1. The chart shows as the things they like the most.
Q2. The largest percentage, 36 B. choose its friendly inhabitants.
percent, C. choose other things.
Q3. 22 percent D. think that its summer arts festival is
Q4. 16 percent of visitors the best thing about it.
Q5. The city's cafés, bars and E. think the city's cultural attractions
restaurants were popular with are its best features.
Q6. 10 percent F. another 16 percent of visitors.
Q7. Overall, the majority of visitors G. what visitors to Edinburgh like most
about the city.

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Exercise 2: Look at the chart about tourists stay at a holiday destination. Put the
sentences below in the correct order to make a summary

A. 24 percent of tourists stay in these.

B. The youth hostel and the campsite accommodate
nine percent and eight percent of tourists.
C. Overall, more visitors stay in hotels than in any other
kind of accommodation.
D. The largest percentage, 34 percent, stay in the town's
local hotels.
E. The chart gives information about the different types
of accommodation that tourists stay in when they
visit Casuarina Beach.
F. International hotels are also popular, with 22 percent
of tourists choosing to stay in one.
G. A further three percent stay in other types of
accommodation.
H. Guest houses are the next most popular type of
accommodation.

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Exercise 3: Which is a better description of the line graph: A or B? Why?

A. The graph shows the percentage of

graduates in the UK population
between 1990 and 2015. In 1990 17% of % of graduates in the population
the population of the UK was graduates. (UK)
This rose to 20% in 1995 and 24% in
2000. In 2005, it went up to 29%, in 2010
to 34% and up to 38% in 2015.

B. The graph shows an upward trend in

the % of graduates in the population
between 1990 and 2015. The percentage
rose gradually throughout the period. It
increased by about 3 to 5% every five
years, for example between 1990 and
1995 it increased from 17 to 20%.

Exercise 4: Read this Writing task. Put the sentences in the sample answer that
follow it into their correct order

Write about the following topic:

Some people believe that our happiness depends on how much money we
have. Others say that 'money cannot buy happiness'.

Do you think that having money is the key to happiness, or are there more
important factors? Give reasons for your answer and include any relevant
examples from your own knowledge or experience.

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Introduction

A. Everybody needs money. __1__

B. We also need it to pay for the luxuries that we all enjoy, such as a
cinema visit or a meal in a restaurant. ________
C. We spend eight hours a day or more earning it so that we can pay our
bills and buy essentials. ________

First paragraph
A. Is money therefore the key to happiness? ____1____
B. These include football players, actors and rock stars. ________
C. However, this is not the same as being happy. ________
D. In fact, if you believe the newspaper stories about them, many are often
rude and aggressive. ________
E. If they are happy, they do not seem to show it. ________
F. There are many wealthy people in my country. ________
G. It is certainly true that it can buy us comfort and security. _______
H. This is not the sort of behavior that we associate with happiness. ______

Second paragraph
A. Therefore, if happiness does not depend on money, what factors does it
depend on? _________
B. Some people are happy because they have good friends and enjoy an
active social life. _________
C. Having money, for me at least, does not make me any more or any less
happy. _________
D. Others find happiness by helping others, or by doing a job that they
really enjoy. _________
E. Speaking personally, I am happy when doing simple things like listening
to music or going for a walk. _________
F. This probably depends on the individual. _________

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Conclusion
A. In conclusion, I think that there may well be a few cases where
someone's happiness depends on their wealth. _________
B. As everyone is different, these probably vary from person to person.
_________
C. However, this is probably rare. _________
D. For most people, other factors are far more important. _________

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 UNIT 1: LIFE STYLE
LESSON 3: BREAKING THE ICE
I. LISTENING

Listening is a part of the IELTS test. There are dozens of methods that may
help you get through the test easier and get higher results. But before you
break the game, you must first master it. Therefore, in this course, you’ll be
getting used to Academic listening. Let’s start with simple conversations.

Exercise 1: Listen to four short conversations, and complete these sentences by

choosing the correct word and / or number.

Q1. The man is moving house on Friday 3rd / 13th / 30th.

Q2. The man has come from Crawford / Crauford / Crawsord.
Q3. The man’s mobile number is 0780 29227 / 0872 92702 / 0870 292720.
Q4. Sue lives at 70 Sydney / 70 Sidney / 17 Sydney Avenue.

Exercise 2: Now listen to these short conversations, and complete the sentences
with no more than TWO WORDS AND / OR NUMBER.

Q1. The woman’s name is ___________________________

Q2. The woman’s mobile number is _________________
Q3. The man’s address is ____________________ Fenton.
Q4. The woman arrived on ______________________April.

Exercise 3: You are going to hear a woman calling an accommodation agency

about an apartment she wants to rent. Before you listen, look at the form below
and answer the following questions.

Then, listen and complete the form. Write NO MORE THAN TWO WORDS AND/OR
A NUMBER for each answer.

In which gaps do you think you will need to write:

A. a word (or words) only? ________________________
B. a number only? _________________________________
C. a word (or words) and a number________________

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 Good Moves Accommodation Agency
Call taken by:
Name: Q1 ________________
Telephone: Q2 ________________
Heard about us from: Q3 ________________
Type of accommodation preferred: Q4 ________________
Number of people: Q5 ________________
Preferred location: Wants to be close to Q6 ________________
Price: maximum Q7 £ ________________ per person
(Including Q8 ________________)
Additional notes:
I suggested Flat 3 at Q9 ________________ Road in Bampton.
I will send further details to customer by Q10 ________________

II. SPEAKING

In an IELTS speaking test, your first task is to introduce yourself in the form of
an interview. Simple questions about yourself will be asked, starting from
“What’s your name?” to “What is your occupation?” or “What did you do last
summer.” Simple questions that may seem random, but the examiner can
evaluate your speaking ability though your answer.

In today’s lesson, you will interview each other in pairs. Besides the “What’s your
name?” basics, here are some example questions:
- Where are you currently studying/ working?
- What’s your profession?
- Where do you come from? / Where’s your hometown?
- Where are you currently living?
- Can you tell me about your family?
- Do you live with your family? / Who do you live with?
- Can you tell me about one of your best friends?
- What’s your favorite style of clothing?
- Have you recently bought a gift for someone? What is it? For what
occasion?

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 - What’s the first thing you do when you wake up?
- Tell me about your daily routine?
- Do you have any hobbies? Why do you like doing it?
- What do you do to relax? Why do you do it?
And of course, come up with your own questions. If you are interested in a
particular person in your class, here’s your chance!

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 UNIT 2: GENERATIONS
LESSON 4: BLOOD IS THICKER THAN WATER

I. READING
Read the following passage carefully.

BLOOD IS THICKER THAN WATER

A. Blood is thicker than water. This means that family is more important than
anyone else. Many young people, though, spend more time with their friends
than with their family. They value their friends’ opinions more and enjoy their
company. When it’s time to visit grandma or go to a cousin’s wedding, teenagers
often prefer to be at home. But are they missing out?

B. In Asia, the Middle East, South America and Sub-Saharan Africa over 40% of
children live in families with other adults such as aunts, uncles and
grandparents in addition to their parents. In South Africa, it is almost 70%. On
the other hand, in Europe, Australia and North America, less than 25% of children
live in extended families. Is the lack of close contact with relatives putting some
children at a disadvantage?

C. The people they live with have a great influence on the way children grow up.
Those who live with their extended family have many advantages. They usually
get lots of love and attention. Grandparents often have more time to read to
children and play with them. As they are often retired, they are not always busy
and stressed as many parents are. They have learnt to be patient and they have
already handled most of the problems children and young people face.

D. It is good for children to grow up to understand the needs of older people: they
may become more caring and less selfish if they spend time helping their
grandparents. Children learn about the past from grandparents’ stories.
Sometimes they feel closer to their grandparents than to their parents.

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E. Young adults often feel that living alone will be exciting, but they forget that it
can also be lonely. By remaining with the family during this stage of their lives,
they can avoid this. They can also save money for their education and future.

F. Young people whose grandparents live far away can gain some of these
advantages by keeping in close contact by phone, email, letters and visit. It is
nice to know there is someone you can go to if you have a problem. As the Italian
proverb says “Se non sta andando bene chiamare la nonna” - “If things aren’t
going well, call your grandmother”.

G. Friends are important to young people, but friends come and go. Your family
is always on your side. Grandparents won’t be there forever. Appreciate them
while you can.

Here are some vocabularies included in the passage. Give a synonym and
explanation to the words and phrases. Also note down words that are new to you
along with their meanings.

New words and phrases Synonyms and meanings

Value

Missing out

In addition to

On the other hand

Relatives

Extended family

Face (V)

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Now, complete these exercises.

Exercise 1: Answer the questions. Choose NO MORE THAN FIVE WORDS AND/OR
A NUMBER from the passage for each answer.

Q1. What percentage of children live in extended families in Asia, the Middle
East, South America and Sub-Saharan Africa?
_________________________________________________________________________________
Q2. Why are grandparents often less busy and stressed than parents?
_________________________________________________________________________________
Q3. What do young adults often think living alone will be like?
_________________________________________________________________________________
Q4. What does “Blood” represent?
_________________________________________________________________________________
Q5. Who has the most influence on the way children grow up?
_________________________________________________________________________________

Exercise 2: Read the following statements. Do they agree with the information
given in the passage? Write:

TRUE if the statement agrees with the information.

FALSE if the statement does not agree with the information.

Q1. _______ Family is as important as anyone else.

Q2. _______ Many young people value their friends more than their family.
Q3. _______ More children in North America, Europe and Australia live in
extended families than children in Asia, the Middle East, South
America and Sub-Saharan Africa.
Q4. _______ Extended family can bring children a lot of advantages.
Q5. _______ Living alone can be lonely.

Exercise 3: Match paragraph A-F to the information below. Which section contains
the following information?

Q1. _______ Children can learn many experiences living with older people.
Q2. _______ Living with family can also benefit young adults.
Q3. _______ Western countries have less children living in extended families.

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Q4. _______ Family is the most important, but many young people don’t realize
this.
Q5. _______ Children living in extended families get lots of love and attention.
Q6. _______ Ways that young people can keep in touch with their grandparents

II. GRAMMAR
1. Parts of speech
There are 9 parts of speech in English; each has its own unique function. It's
quite important to recognize parts of speech. This helps you to:
- Analyze sentences and understand them.
- Construct good sentences.

Noun Pronouns Determiners

Verbs Gerunds Adjectives

Adverbs Prepositions Conjunctions

Let’s analyze this sentence:

Doing homework is very tiring, but you need to finish all your tasks before class

The sentence above includes all parts of speech. Now let’s look at each part.

1.1. Nouns
A noun is a person, a place, a concept, or an object. Basically, anything that’s a
“thing” is a noun.
Nouns fall into 2 categories: common nouns and proper nouns.
- Common nouns are general names for things, such as a planet or a car.
- Proper nouns are specific names for individual things, like Mars and
Porsche.
In the example, “homework”, “tasks” and “class” are Nouns, “Doing” is also a
type of Noun, but it is formed differently, though remains the same in terms of
function.

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Doing homework is very tiring, but you need to finish all your tasks before class.

The noun has the main role as the subject (Doing) in the sentence or clause.

1.2. Pronouns

In the sentence, pronouns will replace the nouns for the purpose of avoiding
word repetition.
There are 5 basic types of pronoun as shown in the chart:
Besides, it also acts as the object (homework, tasks, class) and complement for
the subject, object, and preposition.

Subject Object Possessive Reflexive

Pronouns Pronouns Pronouns Pronouns
Myself,
1st person I, We Me, Us Mine, Ours
Ourselves
Yourself,
2nd person You You Yours
Yourselves
She, He, It, Her, Him, It, Hers, Herself,
3rd person
They Them His, Himself,
Theirs Themselves.

The type of Pronoun used depends on its position in the sentence.

In the example, “you” is a Pronoun, standing as the Subject for the second
clause:

Doing homework is very tiring, but you need to finish all your tasks before class.

1.3. Determiners
Accompanying nouns and noun phrases, determiners express the reference of
that noun or noun phrase in the context.
There are 3 types:

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 Pre-determiners Central determiners Post determiners
Total quantity: Ordinal number: Number:
Article: a, an, the
all, both, half… first, second… one, two…

Article: a, an, the Few,

Multipliers: Demi-determiners:
many,
double, twice… same, next, other…
Possessive adjectives: and some…
my, your, his, her, its, our,
their

In the example, “all” and “your” is a determiner, both complementing for “tasks”:

Doing homework is very tiring, but you need to finish all your tasks before class.

1.4. Verbs
Verbs are words that describe specific actions, like running, winning, and being.
Not all verbs refer to literal actions, though. Verbs that refer to feelings or states
of being, like to love or to be, are known as non-action verbs. Conversely, the
verbs that do refer to literal actions are known as action verbs.
Verbs are placed behind Subjects and adverbs of frequency.

In the example, “need” and “finish” are Verbs. “Need” is a non-action verb, and
“finish” is an action verb:

Doing homework is very tiring, but you need to finish all your tasks before class.

1.5. Gerunds
A gerund is a noun formed by adding the ending -ing to the verb. It has the same
functions as a noun, however, it usually refers to actions rather than people or
objects.

In the example, “Doing” is a Gerund, standing as the Subject of the sentence.

Doing homework is very tiring, but you need to finish all your tasks before class.

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1.6. Adjectives
Adjectives are the words that describe nouns and pronouns, simple as that. If
you are describing something, you’re using adjectives.

In the example, “tiring” is an Adjective complementing for the subject “Doing

homework”, and “your” is a possessive adjective complementing for “tasks”:

Doing homework is very tiring, but you need to finish all your tasks before class.

1.7. Adverbs
Adverbs are also used to describe, but to describe an adjective, a verb, or
another adverb. It can even describe a whole clause if placed in the beginning of
the clause, followed by a comma.

In the example, “very” is an Adverb, complementing for “tiring”:

Doing homework is very tiring, but you need to finish all your tasks before class.

1.8. Prepositions
Prepositions are the type of word used to describe the relationship of
circumstances, locations, collocation, or times of events, things, or phenomena
mentioned in a sentence.

In the example, “before” is a Preposition, telling the relationship between “finish

all your tasks” and “class”:

Doing homework is very tiring, but you need to finish all your tasks before class.

1.9. Conjunctions
Conjunctions, also known as linking words, are used to connect words, phrases,
clauses, sentences.
There are 3 types: Coordinating conjunctions, Correlative conjunctions and
Subordinating conjunctions.

In the example, “but” is a Conjunction, linking the 2 clauses:

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Doing homework is very tiring, but you need to finish all your tasks before class.

About conjunctions and prepositions, they will be further explained in other les-
sons.

2. Phrasal verbs
Phrasal verbs can be intimidating at first, but they become quite simple and
really useful when you get the gist of it.

2.1. Definition and usage

A Phrasal verb is a phrase made up of a verb and one or two particles. These
particles can be adverbs or prepositions.
When a particle is added, the word has a completely different meaning from its
original verb.
For example, ‘come’ means ‘to arrive’, but ‘come up’ means ‘to happen’.
Generally, there are 2 types of phrasal verbs:

Transitive phrasal verbs Intransitive phrasal verb

- Require an object. - Can’t have an object

- An object can stand between the - The verb and the particle are
verb and the particle. inseparable.

- I take my clothes off. = I take off my - My bike broke down last month.
clothes. - I was born and grew up in Hanoi.
- My brother looked for this book
yesterday.

There are exceptions, though, as many phrasal verbs can be both transitive
and intransitive, depending on the situation of the sentence.
Example: The plane takes off at 7 o’clock. (Intransitive)
He took off his hat and bow (Transitive)

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There are tons of phrasal verbs and they are used rather frequently in English.
Here are some phrasal verbs that are used in the reading exercise above.

Phrasal verbs Meanings

Miss out To miss an opportunity.

Learn about Study something.

Look up to To admire or respect somebody

Look after To take care of somebody

There is also a table of common phrasal verbs at the end of the book, right after
the irregular verbs table for you to refer to.

III. PRACTICE
Exercise 1: Choose the correct answer.

Q1. My mom is not fond _____ me wearing jeans

A. in B. of
C. at D. out
Q2. Teenagers usually try to catch _____ with current fashion trends even though
it is not appropriate for them
A. in B. out
C. up D. on
Q3. It’s a blessing that I have never come ____ huge generation gap in my family
A. Up B. into
C. after D. across
Q4. Nowadays, celebrities are role models that kids usually look _____ to.
A. Up B. after
C. into D. at
Q5. Parents will always want to look ___ their children no matter how old they are.
A. Up B. after
C. into D. at

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Exercise 2: Complete the sentences using the correct form of the given words.

Get up Get into Look after Look up Run into Run out

Turn into Turn on Turn up Fall into Fall apart Turn out

Q1. On Sunday morning, Maria doesn’t usually __________________ until 10 o’clock

Q2. When Arden’s sister gets home later, she usually asks Arden to

__________________ the kids

Q3. We’d better hurry! We are __________________ of time

Q4. Can you __________________ the volume, please!

Q5. Since Andy and Maria got into a huge argument, they have __________________

Q6. The holiday started amazingly, and then it _____________ a bit of a nightmare

Exercise 3: Give the correct form of the given words.

Q1. My ________________ (relate) with my mom is the most important thing to me.

Q2. The ___________ (differ) between parents and their kids is called a generation

gap

Q3. ________________ (argue) usually happens between parents and children as

we all have different opinions and perspective of life

Q4. Back in the day, people normally lived near their ________________ (extend)

family. However, nowadays, people often move out when they come of age.

Q5. Has anyone ever told you how ________________ (polite) it is to interrupt when

other people are talking?

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 UNIT 2: GENERATIONS
LESSON 5: THE PERFECT TENSES
I. GRAMMAR

1. Present perfect

1.1. Definition and usage

The present perfect tense refers to an action or state that either occurred
at an indefinite time in the past or began in the past and continued to the present
time. We use the tense to talk about:

Usage Examples
Activities that started in the past and They’ve been together for more than a
continue to the present. year.
Habits that were done before and are He has read 3 books and he is now
still done now. reading the 4th one.
Experiences that we’ve had up to now. This is the best coffee that I’ve ever
Often used with “ever” tasted.
Actions that occurred in the past, but I’ve lost my keys, and now I have to
are important to the present. In this break into my own house.
case, the actions have consequences in
the present.

1.2. Structure

[ + ] S + have/ has + Vp2 + (O). I have done my homework.

She has finished reading 3 books.

[ - ] S + have/ has + not + Vp2 + (O). I haven’t eaten banh mi since last week.

Have/ has + S + Vp2? Have you seen this movie?

Yes, S + have/has Yes I have.
No, S + have/has not. No, I haven’t
[?]
Wh + have/has + S + Vp2? What have you done since I was gone?
S + have/has + Vp2. I have done my homework and read some
books.

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1.3. Conjugation rules
In Present perfect, the verbs must be in past participle form. For most verbs,
we only have to add ‘-ed’ or ‘-d’ like its past simple form. However, just like the
simple past, some words are irregular and have different past participle forms.
The most obvious example is ‘to be’:

Root (present) Past simple Past participle

Am, is, are Was, were Been

Again, you can refer to the irregular verbs table at the end of the book.

1.4. Identification signs

- Just, recently, lately
- Already
- Before
- Ever, never
- Yet
- So far, until now, up to now…
- For + amount of time.
- Since + point of time.

2. Past perfect
2.1. Definition and usage
The Past perfect tense describe an action or state that had happened before a
point of time or an action in the past. It is basically the same as the Present
perfect, but instead of “up to now”, it’s “up to that point”. We use it to talk about:

Usage Examples
Describes an action that occurred and - We had learnt so much before the
lasted up to a certain time in the past. end of the course last week.
- I had had 3 sandwiches before last
night’s dinner.
Describe an activity that happened and - He had driven for 3 hours before he
completed before another action in the arrived.
past. - It had been 9 hours before the bell
rung.

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 Usage Examples
An action happened as a precondition - I had prepared for the exams and
for another action in the past. was ready to do well.
- Tomas had recovered beautifully
and could finally walk around.

NOTE: The past perfect is usually accompanied with the Past simple tense.

2.2. Structure
I had already gone out when he came
[ + ] S + had + Vp2 + (O).
back.

[-] I hadn’t been able to go out until it

S + had + not + Vp2 + O.
stopped raining.

Had + S + Vp2? Had he been asleep before she came

[?] Yes, S + have/has back?
No, S + have/has not. Yes he had.

Wh + had + S + Vp2? What had he done before she came back?

S + had + Vp2. He had been asleep.

2.3. Conjugation rules

Just like the Present perfect, the Verb must be in Past Participle form. However,
since it’s one of the past tenses, the auxiliary must be in its past tense, “Had”.
Apart from that, there’s not much difference in terms of structure.

2.4. Identification signs.

- When + time/action in the past.
- Before + past simple.
- Past simple + after.
For this tense, you should also pay attention to the situation of the sentence.
For example:
When we got home last night. We found that somebody had broken into the flat.

If you find that the event happened before another action, then that event is in
the Past perfect tense.

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Now that we’ve learnt about present and past tenses, let’s draw a timeline so we
can understand the relation between the tenses.

Past Simple Simple

Perfect Past Present

Past progressive Present progressive

Present Perfect

Past Perfect

Let’s go from past to present.

- Past simple is an action that started and ended in the past. It has little
to no relation to the present.
- Past continuous is an action that WAS happening at a point of time in
the past. It also ended and is unrelated to the present.
- Present perfect, however, started in the past and continued to the
present. It can be the cause of certain events in the present.
- Past perfect is like Present perfect, but past. The action started at some
point in the past and only continued to another point in the past. It can
also be the cause of certain events in the past.
- Present simple is an action that happens around the present moment.
- Present continuous is an action that is currently happening at the
moment of speech.

It’s important to know the differences between the tenses. During the reading
and writing process, just the tense alone can show us most of the context in the
passage, whether it is story telling or describing, what action happens first and
what follows, even the cause of the event or condition that are mentioned. Now
that we’ve got that in mind, let’s do some practicing.

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II. PRACTICE

Exercise 1: Give the correct form of the given word.

Q1. A: Could I borrow that book sometime? It looks really interesting.

B: Sure, you can borrow it now. I ________________ (finish) it
Q2. A: Why isn’t Ben at work today?
B: He’s in hospital. He ________________ (break) his leg!
Q3. When we got to the airport, I realized I ________________(leave) my passport
at home
Q4. A: Do you know Zendaya in the Spider man movie?
B: I know her but I ________________ (not watch) Spider man yet
Q5. A: Where are you going on holiday this year?
B: We ________________ plan to spend a week in Nha Trang
Q6. When they got married, they ___________________ date each other for 5 years
Q7. Tu sent off more than 20 job applications last month, but so far, he
________________________ receive any reply.
Q8. She ________________ (promise) to send me all the pictures that we took but
until now, I have received only one picture
Q9. Holly ________________________________ (have) oyster before so she wasn’t
sure what to do with them.
Q10. My grandparents ________________ (move) to Hanoi in 1990. They are still in
Hanoi now, so they ________________ (be) staying in Hanoi for more than 30
years. They usually come and visit me whenever they have time. Actually,
they ________________ (visit) me last week. Whenever they come, they would
bring me my favorite food – caramel apple. They ________________ (bring) it
every time since I said I loved my grandma’s homemade caramel apple.
Q11. I chose this hotel because I ________________________ (be) there before
Q12. By the time Vincent Van Gogh died, he ________________________ (compose)
more than 900 paintings.

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Exercise 2: Correct the mistakes in the passage below.

I think I had a very interesting life. I'm 73 now and I don't work
anymore. I have been in the army for 51 years. I have retired
when I was 69. I go to so many countries that I can't
remember all of them. I went to Australia six or seven times
and to South Africa three times. I have also been once to
Russia but I didn't like it at all: much too cold for me! They say
that love is the greatest thing and I agree. I've been married
four times but never for more than five years. I don't think
women really understand me!
I am not on television, but I am on the radio once. It was a
programme about life in the military about twenty years ago.
I met the Prime Minister on the same day. Actually, I've met a
lot of famous people: members of the royal family, famous
politicians and also famous cinema and television
personalities. I never met the American President though
which is a pity.
Because I've travelled a lot, I've seen a lot of wonderful things
and also ate and drank some strange foods and drinks. I ate
cat and rat in India and drank something called Mirto on a
little island in Italy many years ago.

Exercise 3: Rewrite the sentences below.

Q1. I moved out when I was 18.

________________________________________ since __________________________
Q2. The last time me and my parents have an argument was 6 months ago
It has been _____________________________________________________________
Q3. Leann’s mom first complained about Lean’s dress code when she turned
into a teenager.
________________________________________ since __________________________
Q4. She still didn’t call her dad.
She ________________________________________________________________ yet.

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III. WRITING

Most of the time in the Writing task 1 test, you will be given a chart. To
proficiently analyze the chart, you first need to notice trends in the chart.
These exercises will provide you with the necessary vocab to describe the
trends, and help you practice identifying trends.

Exercise 1: Put the words into correct column. Are they verbs (V), nouns (N) or
both?

Decline Decrease Drop Fall Growth Increase Rise

Exercise 2: Write the past simple and past participle forms of the verbs.

Infinitive Past simple Past participle

Fall

Increase

Drop

Decrease

Decline

Rise

Grow

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Exercise 3: Use the correct verb or noun form of one of the words from above to
complete the sentences about the table.

2007/08 16,540
2009/10 15,500
2011/12 17,630
2013/14 18,360
2015/16 20,480
This year 19,213

Q1. The number of new entrants to primary teaching ________________________

during the period.
Q2. There was a ________________________ From 2007/08 to 2009/10.
Q3. There was a steady _______________ in numbers from 2009/10 to 2015/16.
Q4. The numbers ________________________ again this year.

Exercise 4: Complete these sentences with the given words in Exercise 1 and 2.

Q1. The number of fish caught in the lake ________________________ in 2010.

2009: 17,000 fish caught in the lake.
2010: 15,000 fish caught in the lake.
Q2. The amount of honey produced ________________________ in July.
June: Amount of honey produced - 170kg.
July: amount of honey produced - 190kg.
Q3. The number of animals on the reserve ________________________ between
2005 and 2007.
2005: 1250 animals on the game reserve
2006: 1520 animals on the game reserve
2007: 1870 animals on the game reserve
Q4. From 2004 to 2006, the number of visitors to the zoo ______________________.
Q5. Over the same period, admission prices ____________________________________.
2004: 20,000 visitors to the zoo. Admission price: £10
2005: 18,000 visitors to the zoo. Admission price: £12
2006: 16,000 visitors to the zoo. Admission price: £15

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 UNIT 2: GENERATIONS
LESSON 6: TALK ABOUT DIFFERENCES
I. LISTENING

Exercise 1: Listen and fill in the blank.

How can you understand your teen better? Meet Emily and Matthew. They
are Q1 ________________ parents or millennial. Both are in their mid-30s, work as
middle managers and worship Jennifer Lawrence, Kim Kardashian and Eminem.
And meet Ava, their Q2 ___________________. She is a middle school student whose
icons are Jaden Smith, Zara Larsson and George Mateus. Overall, a typical
present-day family with its honors and oddities.
But there's something hazy too. Like her Q3 ________________, Ava feels that
her parents just don't understand her well. They often feel the same way about
their beloved girl. The root cause behind this is the Q4 ________________, a contrast
in attitudes between people of various age groups.
Here are the three major mindset differences between Gen Z kids and their
Gen Y parents. Matthew bought himself a dumb phone when he was 18. Ava got
her first Internet-enabled smartphone as a present when she just turned 11. Gen
Z's are true Q5 ________________ natives. For them, gadgets are not a luxury but
indispensable tools. Your mission as a parent is to set reasonable usage limits
and meaningful purposes.
Emily dreamed of becoming a singer or a movie star when she was little.
Ava is all about Q6 ________________, startups and earning a buck while having fun.
Gen Z's are very money conscious and entrepreneurial. They are unlikely to
chase unicorns but instead Q7________________ their way up step by step.
Matthew and Emily hang out on Facebook and use it to showcase the
brightest sides of their lives to everyone. Ava's Q8 ________________ experience
goes far beyond that. She shares her innermost feelings and thoughts, but she
does that via anonymous platforms like Snapchat or Yukia. Although Gen Z's
literally Q9 ________________ social media, they favor peer-to-peer social media
and online anonymity. Teens actively seek so-called ‘pockets’ where they can be
unfiltered and worry less about making mistakes.
Here we come to the essence. The described differences in attitudes are crucial
when it comes to Q10 ________________ your Gen Z kid. Simply put, don't take kids'
gadgets away. They really need them. Don't “Because I said so!” on them. Try to

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explain and convince. Don't hold them back from following their ambitions. It's
their inspiration. Respect Q11 ________________, including online. Everyone needs
some space. And please don't bore them with long talks. Their attention span is
Q12 ________________. Lecture any longer and they're (snoring sounds). After all,
parents just want their kid to be well and live a happy life. Understanding your
child by learning about their Q13 ________________ and value is the eminent step
towards this noble goal. So, go on and step up.

Exercise 2: Listen to the audio and fill in the blank WITH NO MORE THAN THREE
WORDS.

I want to talk about my experience of Q1 ___________ and living Q2 ___________.

Many people still live with their parents even though they have Q3 ___________.
Many people would rather Q4 ______________________ more money.
Despite other people’s opinions, my parents Q5 ____________________ my decision.
There are some reasons for independent living, including:
- Save Q6 ______________________.
- Gain Q7 ______________________ and freedom.
But there are some Q8 ______________________ in living on your own.
You have to Q9 ______________________ with the landlord about the price, furniture,
maintenance, etc.
Money is the main Q10 ______________________ in living on your own.
I have to regularly tidy up my apartment and Q11 ______________________, so it
doesn’t really save much of my time after all.

Exercise 3: Listen to the conversation. Decide if the following sentences are true
(T) or false (F).

T F

Q1. Linda’s parents are pleased with her choice of clothes.

Q2. Tom shares Linda’s opinion on clothes.

Q3. Linda wants to look more fashionable.

Q4. Tom’s parents don’t let him play computer games.

Q5. Playing computer games is a form of relaxation for Tom.

Q6. Linda advises Tom to quit playing games.

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II. SPEAKING
1. Discussion
Work in pairs, discuss and answer these following questions:

Questions Answers

What is generation gap? When do you feel

the generation gap the most?
How many generations usually live together
in your country?
How do you overcome the generation gap?
Do you think young people are spending less
time with their family? Why?
Can you talk to your parents about
everything? Why?
Is it important to visit family members?
What can young people can learn from old
people and vice versa?
What are the advantages and disadvantages
of several generations living in the same
house?
Do you think you can become a better parent
than your parents in the future?
Is technology making the generation gap
bigger or smaller? How?

2. Individual long turn

Describe an argument that you’ve had with your parents.

You should say:
- When it happened
- What it was about
- How it was solved
- How you felt about it

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 UNIT 3: PLANS
LESSON 7: YOUR CAREER PATH
I. READING
Read the following passage carefully, and then finish the tasks below.

PLANNING YOUR CAREER PATH

It is not uncommon for people today to have three, four or even five
different careers over the span of their working life. While this may suit some
personalities, others may regard such a situation as disastrous. For the latter,
taking the time to plan a career path can help to make an informed choice and
avoid disappointment in the future. There are several steps to consider in the
career planning process.

PERSONAL ASSESSMENT
Making a profile of who you are as a person will start the ball rolling. This
involves determining the kinds of tasks you excel in. Are you good at calculating,
designing, computer programming or maybe working with your hands? It also
means deciding on the things you want from a career, such as long-term
security, prospects of growth, flexible working hours or a good salary.

CAREER OPTIONS
Searching websites, scanning newspapers and magazines, and talking to
friends and relatives allow you to learn about different career fields. It is also
good to get first-hand knowledge from people working in the field, giving you the
added benefit of their experience. Matching up your personal attributes with the
features and requisites of the various jobs helps, at this preliminary stage, to
narrow down more suitable career choices.

CAREER PATHWAY
In the next phase of the process, it is important to set some career goals
because achieving these will lead to ultimate satisfaction and personal fulfil-
ment from your chosen job down the track. When setting goals, you should think
about career growth, earning potential and professional development.
These factors should be considered from the perspective of what is

45
achievable long-term versus what can be feasibly reached in the short-term.
Putting a timeframe on your goals draws a career pathway and maximizes your
career potential. For example, seeking a position in which there is potential to
assume a managerial role is a goal that could be reached in a three year period,
while aiming for the top job of Chief Executive Officer (CEO) is more realistically
a long-term objective.

ACTING ON DECISIONS
Looking into prospective jobs and employers and contacting them is your
next step. It is best to send a resume which is accompanied by a covering letter.

Here is some vocabulary words included in the passage. Give a synonym and
explanation to the words and phrases. Also note down words that are new to you
along with its meanings.

New words and phrases Explanations and synonyms

Career

Disastrous

Start the ball rolling

Determining

Excel in

First-hand knowledge

Requisites

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46
Exercise 1: Answer the questions below with NO MORE THAN FIVE WORDS.

Q1. Is it common for people to have more than 2 career paths within their
working life?
_______________________________________________________________________________
Q2. What do you need to do to avoid disappointment?
_______________________________________________________________________________
Q3. What should you make a profile of?
_______________________________________________________________________________
Q4. Where should you seek advice from?
_______________________________________________________________________________
Q5. When mapping out your pathway, name one thing you should think about?
_______________________________________________________________________________
Q6. Who should you get in touch with when making a move?
_______________________________________________________________________________
Q7. What are the 2 things you should send the employers?
_______________________________________________________________________________

Exercise 2: Choose true (T) or false (F).

Q1. _______ Everyone has more than 2 jobs

Q2. _______ People should take time to plan their career to avoid
disappointment in the future

Q3. _______ You should asses yourself before choosing a career

Q4. _______ When making a personal profile, you should think about your
future employers.

Q5. _______ You should seek advice on various sources

Q6. _______ At the preliminary stage, you should broaden your options

Q7. _______ When setting small goals for your career, consider some
financial aspects and professional development.

47
Exercise 3: Complete the note below with NO MORE THAN THREE WORDS.

Steps when planning your career

1. Making a personal profile to assess yourself, your strengths and

weaknesses, and what you expect from your career.

2. Searching for options through Q1 ________________________, newspapers,

magazines, seek advice from Q2 ________________________________. It is also

recommended to get knowledge from people in the industry. Remember to

Q3 ________________________________ your choices.

3. Set out long term and short term goals.

4. Looking and contacting Q4 ____________________________________ by sending

Q5 ________________________________ and Q6 ________________________________.

II. GRAMMAR

1. The near future tense

Remember that the Present continuous tense can be used to refer to actions
in the future that have been planned? It is called the near future tense.

1.1. Definition and usage

As said above, the tense is used to:

Usage Examples
Talk about a plan, a predetermined - I am going to take the test next
action or event that is certainly going to week.
happen. - She is going to train for the contest.

Expresses a prediction based on present - Look at the clouds, it’s going to rain.
evidence. - Looks like they are going to win the
match, as they are leading so far.

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1.2. Structure
The structure is really simple:
S + be going to + V + (O).
Example: I’m going to Nha Trang soon.

1.3. Identification signs

- In + time in the future
- Tomorrow
- Next week/month/year…

2. Simple future tense

2.1. Definition and usage

Usage Examples

Expressing a decision at the time of - It is cold. I will turn on the heater.

speaking. - Are you reading? I will use my

headphones then.

Make requests, suggestions, or - Will you come to lunch?

invitations. - Will you be quiet?

Expressing predictions based on - I think people will have robots do

personal opinions, usually used with everything in the future.

“think” - I think it will rain.

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2.2. Structure

Form With “to be” With “regular Verbs”

S + will + be + N/ Adj. S + will + V + (O).
[+]
I will be 18 next month. She will go to Nha Trang when I’m 18.

S + will not + be + N/ Adj. S + will not + V + (O).

[-]
They won’t be at school tomorrow. He won’t go to school tomorrow.

[?] Will + S + be + N/ Adj? Will + S + V?

Yes, S + will. Yes, S + will.
No, S + won’t. No, S + won’t.

Will you be on time? Will you come to my party?

Yes, I will try. Yes, I will.
No, I don’t think I can. No, I won’t, I have work.

2.3. Identification signs

- In + time in the future.
- Tomorrow.
- Next week/month/year…
- Verbs of opinion: think, believe, suppose…
You may find the two tenses quite confusing as they literally have almost the
same identification signs. So, in order to tell them apart, it comes down to the
context.

Tense Usage Examples

Used to predict based on Look at the clouds, it’s going to
evidence in the present. rain.
Near future
Used to express pre-planned I’m going to Nha Trang. I’ve
events and actions. booked the tickets.

Used to predict based on I think it will rain soon.

Simple personal opinion.
future
Used to express decisions on It’s too bright! I’ll close the
the moment of speech. windows.

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III. PRACTICE

Exercise 1: Complete the sentences below using near or simple future tense.

Q1. A: What are you going to do this evening?

B: I don't know. Maybe I ________________ go to a movie?
Q2. This shirt is really nice but I think it ________________ be very expensive.
Q3. A: Have you planned what to do tomorrow?
B: Me and my partner have decided. We ________________ go to Disneyland
next week.
Q4. A: Why are you wearing sunglasses?
B: Because I ________________ go to the beach.
Q5. When I grow up, I ________________ be a psychologist.
Q6. Next year, Xuan ________________ study abroad in England.
Q7. It’s Thu’s birthday next week, so I ________________ give her some flowers.
Q8. A: The exercise is too difficult for me.
B: Don’t worry, I ________________ help you!
Q9. My parents ________________ be so proud. I have passed all the exam.
Q10. According to the schedule, we ________________ visit Madame Tussaud at
11am.

Exercise 2: Identify and correct the errors.

Q1. _______ The universe is going to continue to expand for billions of years.
Q2. _______ Look out! You will hit the car in front!
Q3. _______ I’m going to do the washing up tonight, if you like.
Q4. _______ Do you think that in the future, people are going to live to be
hundreds of years old?
Q5. _______ I’m going to have my friends over for the summer.
Q6. _______ We’ve decided we will try the new restaurant around the corner of
our house.
Q7. _______ Will you go to Jason’s party next Saturday?
Q8. _______ I’ve bought a guitar and I will learn to play it.

51
 UNIT 3: PLANS
LESSON 8: THIS OR THAT?
I. GRAMMAR
1. Conjunctions

First, let’s look at how we can separate sentences in English. There are 3 ways:

Sentence break methods

Using dots Using semicolons Using conjunctions

In Vietnamese, we can use commas to separate small sentences, but this is not
allowed in English. If we use a comma to separate sentences, a conjunction
must be used.

• Definition and usage

Conjunctions are linking words that connect simple sentences, making a longer
and more complex sentence, called compound sentence. Each simple sentence
in a compound sentence is called a clause.
- Each conjunction has a unique meaning, which demonstrates the
relationship in meaning of the sentences it joins.
Example: I love seafood, but I’m allergic to shellfish.
I am allergic to shellfish, so I ordered tuna.
But how about these sentences?
I love coffee and tea.
My brother and I go camping.
- In this case, the conjunctions are not used to link clauses together, but
are used to link nouns. Look at it like this:
Example: I love coffee, and I love tea.
= I love coffee and tea.

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52
 - The two clauses have the same subject (I) and action (love), so we can
shorten the sentence and still keep the meaning. The same goes with
Example: My brother goes camping, and I go camping.
= My brother and I go camping.
The sentences tell the same action (to go camping), therefore we can remove
one action and link the nouns together.
• Types of conjunctions
Conjunctions can be classified into 3 types:

Conjunctions

Coordinating Correlative Subordinating

conjunctions conjunctions conjunctions

- Coordinating conjunctions connect two or more equivalent clauses. There are

7 common conjunctions that we can remember by the word ‘FANBOYS’

Conjunctions Usage Examples

FOR Explain reason or purpose. I brought an umbrella for it was
Equivalent to ‘because’ going to rain.
Add another subject when Me and my brother went fishing.
AND
listing.
NOR Add another subject to the I don’t want fish nor beef.
negative meaning mentioned
earlier.
BUT Express the opposite meaning. She doesn’t like tea but she
loves coffee.

OR Express one more choice I can’t decide what to take, this

one or that one.
Express the opposite of what He knew that it’s wrong, yet he
YET was said before. did it anyway.
Equivalent to “but”.

SO Talk about the result, the effect He did everything wrong, so now
of an event on the mentioned he faces the consequences.
event.

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- Correlative conjunctions are used in pair to link clauses that are grammatically
equivalent:

Conjunctions Usage Examples

Both…and… Description of double choice Both tea and coffee are fine.
Not only… but Description of double choice Not only do I like tea but I also
also… love tea.

Either…or… Expressing double negation Either I or he doesn’t like fried

rice.
Expressing double negation Neither I nor she doesn’t like
Neither… nor…
milk.
Describe a question between I can’t decide whether to go out
Whether…or…
two objects for lunch or stay in.
As… as… Use in equal comparison This one is as good as that one.

No sooner… Describe the relationship of No sooner did she leave than I

than… time came back.
Hardly… than…
Describe a choice, preference I’d prefer noodles rather than
Rather… than…
rice.

- Subordinating conjunctions connect clauses with different functions:

Conjunctions Usage Examples

After/ before Used to express time, one I came home after/before she
thing happens after/before left.
another.
Although/ Used to denote two logically Although it’s late, I still have to
though/ opposite actions. do homework.
even though…
As Used to describe two actions I brought my umbrella as it was
that happen at the same about to rain.
time or to describe the cause
As long as… Condition Description You can leave early as long as
you finish all the work.

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54
Conjunctions Usage Examples
As soon as… Describe the relationship of Send me your work as soon as
time possible.
Because/ Describe the cause, the reason Since she was careless, she
since forgot her bag at school.
Even if… Describe strong hypothetical Even if it’s cold, we still have to
conditions wake up in the morning.

If…/unless… Used to describe conditions You can’t go out unless you

wear a mask.
Once… Describe time constraints You can go home once all the
work is done.
Now that… Used to explain a new event or Now that we’ve know all these
situation conjunctions, let’s put them to
use.
So that…/ Describe the purpose I drink some coffee so that I
in order that… can stay awake.
When Describe the relationship of I was sleeping when my cat sat
time on my face.

While Describe the relationship of While she highly disagree, she

time didn’t raise her voice.
Describe two opposing ideas

Where Description of place I’ll be right there, where we first

met.

Used to describe the

Until relationship of time, often used I waited until it rained.
with a negative meaning.
In case…/in Describes hypothetical Bring some water with you in
the event actions and events that may case you get thirsty.
that… take place in the future
In spite of/ Express a contrast between Despite his broken leg, he was
despite two things able to crawl out of the car.

55
2. Comparison sentences
2.1. Types of Adjectives
First, we have to look at 3 types of Adjectives:

Types of adjectives

Short adjectives Long adjectives Special adjectives

Have only 1 Have 2 syllables Have more than Verbs that end
syllable but end with 2 syllables with ‘-ed’ or
Example: ‘-y’, ‘-ow’, ‘-le’, Example: ‘-ing’
short, long, tall, ‘-er’, ‘et' beautiful, Example:
high... Example: lovely, intelligent Excitec, exciting
narrow, clever,
quiet...

Each type of adjective will have its own comparative form. It’s important to
know and identify these types, as if you are not careful, you will make mistakes.

2.2. Structures

Types Usage Structures Examples

Used when comparing My bike is as fast as
[+] S1 + to be + as +
Equal comparison

two people, two things, your bike.

two things, or two adj/adv + as + S2.
groups of objects of the
same nature...
Note: ‘As’ must be [-] S1 + to be + not + My bike is not as new as
followed by a subject as + adj/adv + as + yours.
pronoun, not an object. S2.

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56
Types Usage Structures Examples
Short adjectives: She is prettier than her
Comparative sentence

Comparative adjectives S1 + to be + adj-er + sister.

to compare one than + S2.
person/thing with
another Long adjectives: My bike is more
S1 + to be + more adj beautiful than hers.
+ than + S2.

Short adjectives: Tuan is the smartest

Superlative sentence

Compare people/things S + to be + THE + person in the room.

with all people/things adj-est.
in the group.
Long adjectives: Hannah is the most
S + to be + THE most adorable girl in the
+ adj. group.

Equal comparison can

also be expressed
using the structure "the
same as".
Nouns can also be
used to compare the S1 + to be + the He has the same height
properties of two same + (noun) + as + as me.
Special structures

things or events. S2.

However, the nouns
used to describe must
have an equivalent
adjective.
Example:
High/tall - height

In some cases, we can This car is not as big as that one = This car is
use equal comparison smaller than that one.
sentences to express
lesser comparison.

57
2.3. Some irregular adjectives
Just like nouns, adjectives also have some irregular ones:

Adjectives Comparative Superlative

Good Better The best

Bad Worse The worst

Far Farther/further The farthest/ the furthest

Much/ many More The most

Little Less The least

Old Older/ elder The oldest/ the eldest

II. PRACTICE

COMPARISON

Exercise 1: Look at the diagram and complete the sentence about the pie chart.

Q1. The ________________ popular type of takeaway is Chinese.

Q2. The three ________________ popular types are Mexican, Greek and Japanese.
Q3. Italian takeaways are slightly _____________ popular than British takeaways.
Q4. Japanese food is ________________ popular than Thai Food.
Q5. ________________ people like Chinese food than Indian food.
Q6. ________________ people like Mexican food than Thai food.

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58
Exercise 2: Complete the sentences using the correct form of adjective in
brackets.
Q1. Airplanes are one of the ________________ (safe) forms of transport.
Q2. I have never travelled ________________ (far) than Hoi An.
Q3. Traffic pollution is probably the ________________(great) problem facing the
modern world.
Q4. The ________________(hot) month in Hanoi is June.
Q5. I think An needs to see an optician because her sight is getting
________________(bad).
Q6. Overall, the ____________ (high) number of commuters travels to work by car.
Q7. Air pollution was ________________(low) two years ago than it is now.

Exercise 3: Rewrite the sentences.

Q1. You can get to London more quickly by train than by bus.
It’s quicker to get to London by train than by bus.
Q2. Prices are rising more steadily this year than last year.
Prices are ____________________________________________________________________
Q3. You’ll eat healthier if you grill food instead of frying it.
Grilling food is _______________________________________________________________
Q4. You can travel into town more easily by bus than by car.
It’s ___________________________________________________________________________
Q5. You can shop more economically in the market than in the supermarket.
It’s more _____________________________________________________________________

CONJUNCTION
Exercise 1: Fill in the gap below with conjunction.

Q1. ________________some people want to go straight to university after finishing

school, some people prefer having a gap year.
Q2. ________________ her parents are not keen on her travelling on her own, she
still does it anyway.
Q3. ________________planning everything thoroughly, things did fall into place as
expected.
Q4. ________________she has enough money, she will go to Canada for a week.
Q5. Anh will study abroad ________________ he’s got a scholarship at University of
Manchester.

59
Q6. People need to equip themselves with important skills such as teamwork,
communication, or computer skills, etc. ________________have a competitive
advantage when applying for a job.
Q7. I couldn’t sleep ________________ the noise.
Q8. I can go to America ________________ I can prove my financial stability.
Q9. She can go out ________________ she promises to come back before curfew.
Q10. ________________ you are stressed, it is recommended to take a few deep
breaths.

Exercise 2: Choose the correct answer.

Q1. ________learning English is difficult, it can be a great help to get a high
salary position in the future.
A. In spite of B. Even though C. When D. Since
Q2. Monica will travel around the world ________Covid 19 is over.
A. as long as B. even though C. as soon as D. since
Q3. Chandler needs to evaluate his own skills ________have an insight about his
capabilities.
A. as long as B. since C. after D. in order to
Q4. ________the plane landed on the ground, she began to feel more relaxed.
A. Even though B. Once C. Before D. While
Q5. ________we live near each other, we usually go to work together.
A. In spite of B. In order to C. Now that D. Unless
Q6. We need to arrive early ________we can get a good seat.
A. because B. so that C. in order to D. if
Q7. Beside getting knowledge from school, he wanted to gain practical
experience. That’s why he had a part time job _____studying at university.
A. while B. now that C. once D. as

Exercise 3: Read the passage and fill in each blank with a suitable conjunctions.

Some people prefer to spend their lives doing the same things and avoiding
change. Others, however, think that change is always a good thing. Discuss both
these views and give your own opinion.

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60
 There are good reasons why some people feel the need to make
significant changes to their lives from time to time. Firstly, any new situation
that a person encounters can be an opportunity to learn and grow as a person.
A new job, for instance, might present challenges that push the person to adapt,
acquire new knowledge, ________________ add to his or her skill set. _______________,
a change can represent a break with the past and an old routine which has
become boring and predictable. Finally, ________________making life more fun and
interesting, new experiences can be good for our physical and mental health.
________________it is understandable why people might avoid change. Whenever
people are forced to change their lifestyles, jobs or even to move house, they are
likely to experience stress and worry as they try to adapt to the new situation.
________________we feel comfortable and confident when we stay with what we
know. The decision to persist with a course of action or stick to one chosen path
often leads to greater success in life. For example, by staying in the same job for
many years, a person can become an expert in his or her field, which will lead to
better opportunities for promotions and career progression.

III. WRITING

The introduction of an essay is where the examiners will notice the most, as it
tells your intention in writing and what the overall content will be about.
Whether you are on or off topic is all showed in the introduction. So you need
to be careful.

Exercise 1: Complete the sentences with words from the box to form an opening.
You will need to use one phrase twice.

The charts below show information about the number of fish caught and the
number of fishing boats used in Westhaven.
Summarize the information by selecting and reporting the main features and
make comparisons where relevant.

61
 And Between During First Fishing boats
How many Same Second Swordfish Tuna

The Q1________________ chart shows Q2 ________________ Q3 ___________________ and

Q4 ________________ were caught near Westhaven Q5 ______________________ 2008
Q6 ________________ 2011. The Q7________________ chart shows Q8 ________________
Q9__________________________ there were in Westhaven Q10 _______________________
the Q11________________ period.

Exercise 2: Study the information about the introductions in the box above, and
then read the following Part 2 questions and a student’s introduction. What are the
good and bad things about this introduction?

Some people think shopping online is better, while others prefer going to the
shops. Discuss both these views and give your own opinion.

2
62
 Online shopping has increased in popularity over the last few years.
People now shop for a wide variety of items on websites. Other people still
prefer going to the shops to buy things. There are a lot of reasons why online
shopping is growing. One of them is that there is a wider choice of items. In this
essay, I will consider each of these opinions and give my own view.

Exercise 3: Below are the first three paragraphs (introduction and two body para-
graphs) from a sample answer. Match the first part of each paragraph 1 – 3 with
its second part A-C

1. Introduction … A. They simply wanted to go

Before mass tourism made overseas somewhere where they could relax
travel available to everyone, people and enjoy some warm weather. In
were rather ignorant of the world other cases, they found the thought of
beyond their homes. For many, this experiencing the culture a frightening
changed when they began to travel. prospect, especially if it was very
different from their own.
2. First main paragraph …
However, for others, their views B. Consequently, they learn no more
remained unchanged. One reason for about the country they are in than
this was that they did not actually people who stay at home. A recent
experience the culture of the country survey of holidaymakers indicates
they were visiting. In many cases this that 76% did not leave their hotel or
was because they were not interested resort unless they went on a guided
in. tour.

3. Second main paragraph … C. They learnt about other cultures,

Unfortunately, this is still true today. and benefited from personally experi-
In my country, the main reason many encing them. As a result, they
people go abroad is to get a suntan returned home having a much greater
and go swimming in the sea. They appreciation and understanding of
show little interest in local people or other cultures.
their way of life.

63
Exercise 4: Which one is a better introduction and why?

It is inevitable that traditional cultures will be lost as technology develops.

Technology and traditional cultures are incompatible. To what extent do you
agree or disagree with this view?

A. Some people believe that technological developments lead to the loss of

traditional cultures. I partly agree with this assertion; while it may be true in the
case of some societies, others seem to be unaffected by technology and the
modern world.

B. Overall, I truly disagree with that point and strongly believe that the
coexistence of technical advancement and traditional activities is possible.

Do the advantages of supermarkets outweigh the disadvantages?

A. I totally agree that the advantages of supermarkets outweigh the

disadvantages. There are many benefits - cheap prices, plenty of choice, late
opening hours, and only a few drawbacks. In this essay I will explain my opinion.

B. Nowadays you can find a supermarket in every town. There are often several
to choose from and there is strong competition between them. This clearly has
many benefits, but there are some drawbacks too. I will consider both sides of
the argument and give my own view.

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64
 UNIT 3: PLANS
LESSON 9: MAKING PLANS
I. LISTENING

Exercise 1: What are the benefits of doing a gap year? Tick the statements you
agree with. Cross the statements you don’t agree with?

A. You have time to think about your future …

B. You learn about different countries and cultures …
C. You become more independent …
D. You develop new skills …
E. You develop your confidence …

Exercise 2: Listen to Izabela and Raoul talking about a gap year. Which of the
ideas in exercise 1 do they mention?

A. You have time to think about your future …

B. You learn about different countries and cultures …
C. You become more independent …
D. You develop new skills …
E. You develop your confidence …

Exercise 3: Listen again and choose Yes, No or Not Given

Q1. _______ Izabela is going to spend her gap year travelling and working
Q2. _______ She is going to spend time in Australia
Q3. _______ Raoul thinks it may be difficult for her to return to education after her
trip.
Q4. _______ They agree the trip is worthwhile

65
Exercise 4: Who has these opinions about the gap year?
Write I for Izabela and R for Raoul

Q1. _______ It’s going to impress a future employer …

Q2. _______ It’s going to be very challenging …
Q3. _______ It’s going to be a good opportunity to travel at length …
Q4. _______ It’s going to be too expensive …
Q5. _______ It’s going to be a waste of time …

II. SPEAKING
1. Interview

No. Questions Answers

1. Do you make plans every day?
2. Are you good at managing your time?
3. What is your latest plan you made?
4. What is the hardest part of making plans?
5. Do you plan your life in detail, or do you prefer
not to make plans? Why?
6. Do you always share your plans with other
people? What kind of plans do people keep
secret? Why don't they want to tell other
people what they are planning?
7. What do you use to help you plan? A smart
phone application? Computer software? A
pen and paper?
8. When you travel, do you plan where you will
go, what you will see, and what you will eat?
9. Do you have financial plans? How important
is it to plan your financial future?
10. Failing to plan is planning to fail. Discuss this
idea.

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66
2. Individual long turn

Describe a plan (not related to work or study) you have for the future.
You should say:
- What plan it is
- What you would need to do to achieve it
- How long you have had this plan

Describe something you want to do in the future.

You should say:
- What it is
- When you want to do it
- How you want to complete/achieve it

Describe a place that you want to visit.

You should say:
- Where this place is
- What you would do at this place
- Who you would go there with
- And explain why you want to go to this

Describe your dream in the future.

You should say:
- What is it
- What you would need to achieve it
- How long you have this plan

67
 UNIT 4: NATURE
LESSON 10: EARTH DAY
I. READING
Read the following passage carefully.

International Mother Earth Day

What is International Mother Earth Day?
It's a special celebration that brings together people from around the
world to remember that planet Earth is our home and we want to live in harmony
with nature. We are all responsible for protecting our planet and looking after all
the species that live here. April 22 was first established by the UN as
International Mother Earth Day in 2009, joining groups that had previously
celebrated Earth Day on the same date. The UN website explains that the idea of
'Mother Earth' is used because it 'reflects the interdependence that exists
among human beings, other living species and the planet we all inhabit'.

Why is it important?
On these day, environmental organizations from all over the world come
together to highlight the urgent need to protect the many ecosystems that make
up our environment. These ecosystems are under attack from climate change
and the natural disasters caused by rising temperatures: forest fires, floods and
terrible storms. More than a million animal and plant species are in danger of
extinction through loss of habitat, mainly due to human activity. This, in turn, is
leading to outbreaks of deadly diseases that spread from wildlife to humans. On
International Mother Earth Day, environmentalists call for action to reverse this
damage.

How did it start?

The first Earth Day was celebrated in 1970 in the USA after a decade of
local protests about air and water pollution in the United States. In 1969, people
were angry about a terrible oil spill in Santa Barbara, California, and the damage
it caused. US Senator Gaylord Nelson called for a national 'teach-in', bringing
together students and teachers to discuss key issues of pollution and
conservation.

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 On 22 April 1970, 20 million people, approximately ten per cent of the total
population of the States at the time, joined the 'teach-in' and met in streets,
parks and universities across the land to call for a healthy, clean, sustainable
environment. Some people think of that day as the birth of the modern environ-
mental movement.
Twenty years later, in 1990, Earth Day went global. More than 200 million
people in 141 countries came together to call for environmental issues to be
discussed on the world stage. In 1995, Senator Nelson was given an award for
his work for the environment.
Today more than one billion people all over the world come together each
year to celebrate International Mother Earth Day and remind politicians that
action needs to be taken to move towards a more sustainable way of life that
works for both people and the planet.

Here are some of the new words and phrases included in the text. Provide each
word and phrase a synonym and explain the meaning. Also note down
vocabularies that you find is new.

New words and phrases Synonyms and meanings

Bring together

Harmony

Inhabit

Ecosystem

Outbreak

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Now answer these questions.

Exercise 1: Answer the questions below with NO MORE THAN THREE WORDS
AND/ OR A NUMBER

Q1. In what year was the first Earth Day celebrated?

_________________________________________________________________________________
Q2. How many people celebrated the first Earth Day?
_________________________________________________________________________________
Q3. In what year did Earth Day become an official UN event?
_________________________________________________________________________________
Q4. How many people celebrated the first global Earth Day?
_________________________________________________________________________________
Q5. How many people celebrate International Mother Earth Day now?
_________________________________________________________________________________

Exercise 2: Put the words in the correct groups.

Climate change Ecosystems Human activity Deadly diseases

Natural disasters Habitat Species Environment

Need protection Cause problems

Exercise 2: Choose true (T) or false (F).

Q1. _______It is up to us to protect and look after our earth
Q2. _______International Mother Earth Day was first celebrated in 2009
Q3. _______The ecosystems are suffering from climate change and natural
disasters caused by human destruction.
Q4. _______The reason behind the first Earth Day was due to deforestation in the
States
Q5. _______A protest in 1970 was considered the birth of the modern
environmental movement
Q6. _______Earth Day went global after 20 years
Q7. _______International Mother Earth Day is a reminder for politicians to take
needed actions towards sustainable way of living

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II. GRAMMAR
1. Prepositions
1.1. Definitions and usage

Preposition is an introductory part of speech. The preposition placed in a

sentence will show the relationship between the things mentioned in that
sentence.
Preposition has its own place in the sentence:

No Place Example
1 Before nouns In the morning.
On Monday

2 After verbs I live in Ha Noi.

He picked me up last week.

3 After adjectives I’m interested in basketball.

1.2. Types of prepositions

1. Preposition of place In / on/ at

Types of prepositions

2. Preposition of time In / on/ at

3. Preposition of movement From/ to/ along

4. Preposition of manners With / Like

5. Preposition of cause, reason and purpose Of/ For/ With

6. Preposition of possesstion On / of / With

1.2.1. Preposition of place

Usage Examples
In Used to indicate location in an area, a space; In Ha Noi
used before street names, town names, cities, In the car
countries, religions, directions, or used with In the city
vehicles.

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 Usage Examples
On Used to indicate location on a surface, On the table
number of floors in a building or used with On the ground
certain vehicles. On 7th floor
At home, at work, at
At Used to indicate a specific location. school…
At 54 Vu Trong
Phung street, Thanh
Xuan, Ha Noi.

1.2.2 Preposition of time

Usage Examples
In Used to indicate times of the day (morning, In the morning
afternoon, evening), month, year, season, In 1998
decade, century, or a period of time in the In the Middle Age
future.

On Used to refer to days of the week, days of the On Sunday

year, days of holidays, or specific parts of a On November 1st
specific day. On Tuesday evening
At Used to indicate hours, fixed times or At 11 o’clock
holidays. At noon
At first
If you notice, people usually talk about prepositions in the order: in - on - at.
That is because as we go down the line, the prepositions go from general to
very specific, as shown in this graph:

General
IN
(Bigger)
More specific
ON
(Smaller)

Very specific
AT
(Smallest)

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1.2.3. Preposition of movement
Often used to indicate direction of movements, unlike prepositions of time and
place, there are a lot more and each has its own meanings. Here are some
common prepositions of movements.

Prepositions Examples

From I come from Vietnam.

To I’m flying to Japan.

Through They walked through the forest.

Across The children are running across the street.

Round/Around The driver looks around the corner.

Along We walked along the lake.

Up She went up hill.

Down She went down the basement.

Towards The cat jumped towards the mice.

1.2.4. Preposition of manners

These prepositions tell you about the way something happened or how it is
done. For example by, with, like…
Example: Fought with courage.
Spend money like there is no tomorrow.

1.2.5. Preposition of cause, reason and purpose

These are the prepositions that show the reason for something happening or
being in a sentence. These help us to know why something is happening.
Examples of these types of prepositions are of, for, with…
Example: Died of hunger
The place for a picnic
Shivers with cold

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1.2.6. Preposition of possession
These prepositions are used to indicate that one noun or pronoun owns
something in the sentence. Examples are on, of, with…
Example: He has no money on him.
The girl with blonde hair.
John is a man of focus, commitment, and sheer will.
2. Passive voice
The passive voice is often maligned by teachers and professors as a bad
writing habit. Or, to put it in the active voice, teachers and professors across the
English-speaking world malign the passive voice as a bad writing habit.
First, we need to know the difference between a tense and a voice. While
tense is all about time references, voice describes whether the grammatical
subject of a clause performs or receives the action of the verb.

2.1. Definition and usage

- Passive voice is a sentence in which the subject is the person who is
often affected by the action, used to emphasize the object affected by that
action.
- In general, the active voice makes your writing stronger, more direct, and
more active. The subject is something, or it does the action of the verb in
the sentence. With the passive voice, the subject is acted upon by some
other performer of the verb. (In case you weren’t paying attention, the first
two sentences use the type of voice they describe.)
- Passive voice does a better job of presenting an idea, especially in
certain formal, professional, and legal discussions. There are 3 common
uses of the passive voice:
• Reports of crimes or incidents with unknown perpetrators.
Example: My car was stolen yesterday.
• Scientific contexts.
Example: A research has been carried out.
• To emphasize an action itself and the doer of the action is
irrelevant or distracting.
Example: I was snowed under with work.

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2.2. Structure
A common active voice will have the following structure as we all know:

Subject + Verb + Object.

However, in passive voice, the Object above becomes the passive Subject, and
is being affected by the active Object’s action:

Subject + Verb + By Object.

For example:
Active: Someone took my pencil.
Passive: My pencil was taken by someone.

Overall, the structure for most passive voice sentences looks something like
this:

Subject + to be + Vp2 + by Object.

Example: Exercises are being done by the students.

And for modal verbs, the structure is:

Subject + Modal verb + to be + Vp2 + by Object.

2.3. Conversion rules

- The first thing that you need to do is to identify the object in the active
sentence and convert it into the subject of the passive sentence.
- Then, determine the tense in the active sentence and then start moving the
word into the passive voice, change the word into the form "To be + Vp2" as well
as conjugate "to be" according to the tense of the active sentence, keep the
same way of conjugating the singular and plural forms according to the subject.
- Finally, if the subject in the active sentence is definite, change it to the object
in the passive sentence and add "by" in front. Unspecified subjects can be
omitted, for example them, people…
- It will look something like this:

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 Subject + Verb + Object.

Subject + To be + Verb(p2) + By Object.

Note: intransitive verbs are not used in the passive voice.

III. PRACTICE

Exercise 1: Rewrite the sentences below.

Q1. Pollution affects the environment in many ways

The environment ________________________________________________________

Q2. The green effect causes serious climate changes around the globe

Serious climate changes ________________________________________________

Q3. Greta Thunberg has challenged the world leaders to take immediate

action for climate change mitigation.

The world leaders ________________________________________________________

____________________________________________________________________________
Q4. Environmentalists in Australia were trying to save endangered species

after the fire incidents.

Endangered species ______________________________________________________

____________________________________________________________________________
Q5. Global warming will affect each country differently

Each country _____________________________________________________________

Q6. The development of eco-friendly cars would improve the world's climate

change problem.

The world's climate change problem____________________________________

____________________________________________________________________________

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Exercise 2: Choose the correct answer.

Q1. Our quality of life _____________ by pollution.

A. affect

B. affected

C. will affect

D. will be affected
Q2. Some forest ecosystems _____________ by deforestation.

A. has been destroyed

B. has destroyed

C. destroyed

D. destroy
Q3. Genetic engineering _____________ serious threats.

A. is caused

B. can be cause

C. can cause

D. will be caused
Q4. Toxic chemicals _____________ into the water.

A. should not be disposed

B. do not dispose

C. should not dispose

D. is not dispose
Q5. Chemicals _____________ by some farmers in their crops.

A. overuse

B. are being overused

C. overused

D. have overused

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Exercise 2: Find the mistakes and correct them.

Tiger will become extinct in the next fifty years if we don’t

protect them. They are poached and their cub sold to

make coats and their body parts for medicine. Even in

nature reserved, tiger aren’t safe. Organization has an

orphanage for young together that have lost the mother.

So far, thirty baby tigers have saved. Right now, there are

three tiger cubs at the center. Their mother shot by

hunters and her fur find in by a park ranger.

In the past, animal fur was used to make warm clothes.

People had no choice then, but things are different now.

Many man-made material has developed in the past sixty

years, but animal fur is still used to make coats. Animals

keep on special farms for their fur. Imagine: eighteen foxes

killed to make one fur coat! Even worse, many wild animals

hunt for their fur. Some people pay a lot of money for the

fur of a tiger or leopard even though these animals protect

in nature reserves for many years. Fortunately, ethical

clothes are becoming more fashionable. These clothes are

created by young designers who don’t use real fur.

Hopefully, real fur will replace by new materials in the

future.

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 UNIT 4: NATURE
LESSON 11: WHAT IF…

I. GRAMMAR
1. Conditional sentences
1.1. Definition and usage
You might know this type of sentence before, in which one clause tells the
cause, and the other tells the consequence. A conditional sentence is a
sentence that describes an event that happens on the condition that another
event happened before. There are four main types of conditional sentences in
English.

1.2. Structure

Types Usage Structures Examples

The First conditional

Used to talk about an

event that may happen If + Present simple, If it rains tomorrow,
in the present or in the S + will + Verb.
we'll go to the cinema.
future if there is a
certain condition.

Used to talk about an

The Second conditional

event that cannot

actually happen in the
present. The second If + Past simple, S + If I were you, I wouldn't
conditional mainly would + Verb. get married.
talks about things in
the present and in the
future that are probably
not going to be true.

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Types
The Third conditional Usage Structures Examples

It talks about the past,

used to describe a If + Past perfect, If I had gone to bed
situation that didn't S + would + have + early, I would have been
happen, and to imagine Vp2. on time.
the result of this
situation.
The Zero conditional

This conditional is used If + Present simple, If you heat water to 100

when the result will S + Present simple. degrees, it boils.
always happen. A
known fact.

2. Wish clause
2.1. Definition and usage

As the name suggests, the wish clause simply expresses someone’s wish or
regret. Like the Conditional sentences, the Wish clause is used for the past,
present and the future, expressing wishes at different times.
2.2. Structure

Types Usage Structures Examples

Express a wish for

something that is not S + wish(es) + I wish we didn’t have to
real in the present or to (that) + S + (not) + work this hard.
In the present

assume something that V-ed.

is contrary to reality.

In most cases, we use were instead of was in I wish I were rich.

wish sentences. However, the use of was is
also acceptable in certain cases.

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Types Usage Structures Examples

Express a wish, usually

In the past

regret, about some- S + wish(es) + I wish I hadn’t quit

thing that was not true (that) + S + had school.
in the past or to (not) + Vp2.
assume something
contrary to the past.

Express a wish for S + wish(es) + I wish it would rain

something to happen (that) + S + tomorrow.
In the future

or something good in would/could + V.

the future.

NOTE: We don't use wish with things that are I hope we would get
likely to happen in the future. Replace wish home soon.
with hope.

In addition, to talk about our own wishes, we can - If only I could fly.
replace I wish with If only. - If only I hadn’t been so
short.

2.2. Other uses of Wish

Usage Structures Examples

To express our wish instead of Wish + To-V I wish to go now

would like. = I would like to go now.

To express a wish for someone to Wish + O + to V I wish these people to

do something. leave.

Wishing someone to get something. Wish + O + N I wish you the best.

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II. PRACTICE

Exercise 1: Choose the correct answer.

Q1. If the Industrial revolution didn’t start, the Earth’s temperature ________
raised.
A. would not B. do not
C. would not have D. will not have
Q2. If you ________ about Greenhouse Effect, read about it and you will find out.
A. do not know B. haven’t known
C. did not know D. hadn’t know
Q3. If the temperature kept rising, the water of the seas and oceans ________.
A. will expand B. expands
C. would expand D. would have expanded
Q4. If I ________ the dishwasher only with a full load, we would have reduced
the use of electricity.
A. run B. ran
C. would have run D. would run
Q5. If each of us saved just one can from landfill, that _____ up to hundreds of
millions of can in just one day.
A. add B. added
C. would added D. would have added
Q6. We would have helped to protect the environment if we ________ more
recycled materials.
A. used B use
C. had used D. have been used
Q7. If people ________ so careless, Earth wouldn’t be in danger.
A. isn’t B. wasn’t C. hadn’t had D. haven’t had
Q8. If you ________ to help the planet, you ________ change your habits.
A. want … will have to
B. wanted … would have to
C. had wanted … would have had to
D. had wanted … would have to
Q9. If you ________ a stone into the air, gravity ________ it back to earth again.
A. throw … will pull
B. threw … would pull
C. had thrown … would have thrown
D. throw … pulls

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Exercise 2: Give the correct form of the verbs in the brackets.

Q1. If a tsunami hadn’t hit Indonesia in 2008, it ________ (kill) over 1000 people
Q2. If global emissions aren’t reduced, huge areas of land ________(be) flooded
and the world economy _____________ (collapse). By 2050, up to one million
species _______________(become) extinct due to the loss of natural habitats
Q3. The amount of waste __________________________ (decrease) if people started
to buy reusable packages
Q4. We will threaten our existence if we _____________ (not cut) down our waste
rapidly
Q5. If we had formulated specific policy to control human activities, global
temperature __________________________ (not increase)
Q6. If we __________________________ (want) to protect the remaining rainforests,
we ____________ (give) our support to organizations like WWF (World Wild
Fund for Nature)
Q7. If severe flood ________________ (hit) the Middle of Vietnam last year, it
_______________ (cause) people to lose their houses.
Q8. Soon the Earth’s resource will be exhausted if the human population
________________________________ (continue) to grow
Q9. If the temperature of water _________________ (drop) to freezing point, it
____________________ (turn) to ice.

Exercise 3: Choose the correct answer.

Q1. I wish you _________ the TV, I want to sleep.

A. would turn off B. had turned off
C. turned off D. have turned off
Q2. I wish you _________ yelling at your sister
A. stopped B. had stopped
C. would stop D. stops
Q3. I wish I _________ how to do the laundry before getting married.
A. knew B. had known
C. would know D. know

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Q4. I feel bad because I kissed my best friend’s girlfriend last night. I wish I
_________ my best friend’s girlfriend.
A. didn’t kiss B. hadn’t kissed
C. wouldn’t kiss D. don’t kiss
Q5. I wish I _________ to the doctor yesterday when I had that stomachache.
A. went B. had gone
C. would go D. go

III. WRITING

Another important part of an essay which can tell everything about its
content is the Conclusion. The conclusion needs to be short, but it must
summarize every point that you’ve made and emphasize your main idea.
These exercises will provide you with the vocabulary that you need to write
a successful conclusion, and they will guide you through how to write one.

Exercise 1: Match the words to make some common word pairs

1. endangered a. fuel
2. air b. warming
3. renewable c. pollution
4. natural d. species
5. global e. habitats
6. fossil f. energy

Exercise 2: Fill in the gaps with word pair above to make sentences you could use
in a conclusion.

Q1. In conclusion, ________________ is already causing sea temperatures to rise.

Q2. In my opinion, loss of _______________ is a continuing threat to wild animals.
Q3. To sum up, __________ is having a serious effect on people who live in cities.
Q4. If we don’t take action now, the number of ________________ will continue to
increase.
Q5. I suggest government stop using ________________ and start using clean
sources of energy.
Q6. Finally, I believe that ________________can offer us hope to save our planet.

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Exercise 3: Match example 1 – 6 with the feature A-K.

1. In short, all types of pollution are A. a concluding phrase

increasing B. a prediction (What will/might
2. So, in conclusion, we can say that happen in the future)
3. Personally. I feel that there is a C. supporting evidence
limit to what we can do D. Your opinion
4. I think there will be very few wild E. an idea you haven’t
animals left in 25 years’ time mentioned before
5. I hope people will work hard to F. plenty of detail
protect our beautiful planet G. a summary of your main ideas
6. Government should use the law, H. what you hope (or fear) might
education and clean energy to happen in the future
improve the situation I. your recommendation
J. your answer to the questions
K. at least four sentences

Exercise 4: Which paragraph is a better conclusion to the essay title?

The individual has an important role to play in protecting the environment. To

what extent do you agree with this statement?

A. To conclude, my view is that everyone can help protect the

environment. We can recycle as much as possible, maintain our vehicles
properly and ask our Member of Parliament to support laws that prevent
damage to the environment. If we all do this, we can ensure the planet is in good
condition for future generations.

B. Another issue is how we use our vehicles. We should walk or use public
transport whenever possible and only have one car per family. The main reason
public transport in my home town is not very good is because it is not used
enough. We must get our cars serviced regularly to make sure we don't pollute
the air. So this is another reason why I say, in conclusion, that people can help
protect the environment.

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Exercise 5: Read the introduction and main paragraph, write the conclusion for
given paragraph.

Introduction
Some people argue that it is pointless to spend money on the protection
of wild animals because we humans have no need for them. I completely
disagree with this point of view.

Main paragraphs
In my opinion, it is absurd to argue that wild animals have no place in the
21st century. I do not believe that planet Earth exists only for the benefit of
humans, and there is nothing special about this particular century that means
that we suddenly have the right to allow or encourage the extinction of any spe-
cies. Furthermore, there is no compelling reason why we should let animals die
out. We do not need to exploit or destroy every last square meter of land in order
to feed or accommodate the world’s population. There is plenty of room for us
to exist side by side with wild animals, and this should be our aim.
I also disagree with the idea that protecting animals is a waste of
resources. It is usually the protection of natural habitats that ensures the
survival of wild animals, and most scientists agree that these habitats are also
crucial for human survival. For example, rainforests produce oxygen, absorb
carbon dioxide and stabilize the Earth’s climate. If we destroyed these areas,
the costs of managing the resulting changes to our planet would far outweigh
the costs of conservation. By protecting wild animals and their habitats, we
maintain the natural balance of all life on Earth.

Conclusions

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Exercise 6: Look at the graph below (from Unit 4) again and complete the
concluding paragraph with given words. You will need to use some words more
than once.

However More Number

Overall Swordfish Tuna

Q1. __Overall__, the Q2 ________________of fishing boats that were used did not
affect the Q3 __________________ of the Q4 _______________________which were
caught. Q5 ____________________ it did appear to affect the Q6 _________________of
Q7 ________________ When there were Q8 __________________ boats, Q9 ______________
Q10 ________________ were caught.

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 UNIT 4: NATURE
LESSON 12: WHAT IF…?

I. LISTENING

Exercise 1: Listen to the audio and complete the table. WRITE NO MORE THAN
ONE WORD AND/OR A NUMBER.

Natural History day: morning events

All events begin at 9:30. You must attend one of these.

Name of event Theme or topic Type of event Location

Dogs might fly Animal Q1____________ Lecture and Room 27

Q2 ____________

Flowers talk How plants might Video presentation Q4 _________

Q3 ____________

A world in your Local animal and plant Q6 ____________ Local park

Q5 ____________ life

I’m not touching that Snakes and other Workshop Q8_________

Q7 ____________

Exercise 2: Listen to the audio and write TRUE or FALSE for these statements
below:

Q1. _______ According to the speaker, everyone used to know what she explains
in the video.
Q2. _______ The speaker describes spring as a chaotic competition between
organisms.
Q3. _______ When she mentions spring, the speaker suggests that humans do
not always have the right priorities.
Q4. _______ The neighbor thought the speaker had built the wasps' nest.

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Q5. _______ The speaker compares different organisms' activities to human
activities to show how similar they are.
Q6. _______ The speaker seems to admire human achievements more than she
admires nature.

Exercise 3: Listen to the audio again and fill in the blanks.

Q1. The ________________ of the natural world is doing things very similar
________________what we humans need to do.
Q2. We're not the first ________________ to build house
Q3. He asked me ________________ I had made the house.
Q4. It ________________ to me that he didn't know this.
Q5. If something was ________________ well done, we must have done it.

II. SPEAKING

What would happen if something in the world suddenly changes? Ask each
other about an imaginary scenario when something changes in the past or at
present. Think of the possibilities.

You should all say:

- What has changed?
- What would happen
- Would you/the people appreciate that change
- How possible is the scenario
- And what would you do to make that scenario come true.

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 UNIT 5: STORIES
LESSON 13: PATRICK MALONE

I. READING

Read the following passage carefully.

Patrick Malone

Patrick Malone is a traveler, writer and broadcaster. He was born in 1968

in Basel, Switzerland, where his British parents were working for a
pharmaceutical company. His family left Switzerland when he was twelve, and
returned to their home in Britain. For the next six years, Malone attended the
local secondary school. He then went to Leed University to do a course in
Human Geography. He wanted to become a town planner. However, the only
work he could find was as a teacher at a local school. During his holidays and
free time, he went walking, often covering very long distances very quickly. On
one occasion he walked the entire length of Britain, a distance of over 1,400
kilometers, in less than a month. He enjoyed the experience and the challenge
so much that he started walking in different parts of the world, usually in fairly
remote areas away from major population centers. The people he met and the
experiences he had on these trips provided him with some excellent material for
his classes. It was during one trip that he met his old university tutor, Don
Perkins. At the time, Perkins was putting together a team of geographers and
biologists for a research trip to the Amazon, and asked Malone if he would like
to go with them. The expedition was for a whole year, and so he had to give up
his job at the school, but Malone did not hesitate to accept Perkins' offer. He
sold his car to make some money, bought an airline ticket for Brazil and set off.
The Amazon expedition, which took six months and covered a distance of
almost 2,500 kilometers, was a great success. The group discovered some new
plant and insect species, as well as a forest tribe which people had never heard
of. Malone enjoyed the trip so much that he decided to become a full-time
explorer. He earned money by writing travel articles for magazines and
newspapers, which he illustrated with his own photographs. In 1996, he married
Margaret Logan, an American doctor he had met while travelling around Africa.

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90
In 1998 they had Adam, the first of three children (twins Amelia and Jennifer
were born a year later). Many families at this stage would settle down, but
Margaret and Patrick decided to keep travelling, spending two years walking
around India and another twelve months exploring the islands of Indonesia.
When they returned home, they wrote a magazine article about travelling with
small children. It was so popular that they were asked to write several more
articles on the same subject. This was followed by an offer from a television
company to present a TV series about travelling with children. The series ran for
12 years and won several television awards. Today they still make the most of
every opportunity to travel and have recently returned from the South Pacific.

Here are some of the new words and phrases included in the text. Provide each
word and phrase a synonym and explain the meaning. Also note down
vocabularies that you find is new.

New words and phrases Synonyms and meanings

Pharmaceutical Relating to the production of medicines.

Expedition

Hesitate

Illustrate

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Exercise 1: Read the first paragraph and use the words in the box to complete the
flowchart above

Britain Expedition Human Geography

1,400 kilometers Remote teacher

Born in Switzerland

Moved to Q1________________ When he was twelve.

Studied Q2 ____________________at University.

Got a job as a Q3 __________________________.

Once travelled more than Q4 __________________________On foot on a single trip.

Often went walking in places that were quite Q5 ____________________.

Joined a/an Q6 ________________________________ to the Amazon.

Exercise 2: Read the next paragraph and complete the note with NO MORE THAN
TWO WORDS AND / OR A NUMBER.

Travelled 2,500 kilometers through the Amazon.

Q1 ________________________________ a tribe that nobody knew existed.

Q2 ________________________________ someone he met on a trip.

They had Q3 ________________________________: Adam, Amelia and Jennifer.

Explored the Indonesian islands for Q4 ________________________________.

Made a successful Q5 ________________________________.

Still likes to Q6 ________________________________ whenever possible.

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Exercise 3: Read the passage and write:

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

Q1. _______ After graduating a course in Human Geography, Patrick Malone was
able to find a job as a town planner.
Q2. _______ He spend his leisure time walking long distance.
Q3. _______ He started walking in different parts of the world including Europe
and America as he found joy in the experience and the challenge.
Q4. _______ He usually walked in population centres.
Q5. _______ Malone hesitated to go on a research trip to the Amazon.
Q6. _______ Malone’s group discovered new plants, insect species and a forest
tribe.
Q7. _______ He met his wife while travelling around Africa.
Q8. _______ His family used to travelling around with young children and wrote
an article about it.
Q9. _______ They had travelled for 12 years before returning home.

II. GRAMMAR
1. Subject - Verb agreement

This part is crucial, especially in Writing and Speaking tests. You need to
conjugate the verbs correctly to get high results. The basic rule in conjugation
in English is that the verb depends on the subject and the tense used. Plural
subjects have plural verbs, singular subjects have singular verbs. But, there
are some special rules that you have no choice but to memorize.

There are 25 rules, and we’ll go from the easiest ones.

- If the subject is an uncountable noun or a singular pronoun, conjugate the verb
in the singular form.
Example: The cat chases the mouse.
- If the subject is a plural noun or pronoun, the verb is plural.
Example: Those cats are fighting.
- If the subject is a gerund, the verb will be in the singular form.
Example: Voting is an important responsibility.

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- When the subject is joined by the conjunction "OR" or "NOR", conjugate
the verb according to the subject closest to the verb.
Example: Our happiness or our sorrow is largely due to our actions.
- If the subject uses the structure “EITHER…. OR” or “NEITHER …NOR”
conjugate the verb according to the closest subject.
Example: Neither John nor his friends have seen this movie before.
- When the subject is a phrase EITHER or NEITHER with OF, the verb is
always in the singular form.
Example: Neither of them works in this company.
- If the subject is the structure THE NUMBER OF + N, the verb will be conjugated
in the singular form.
Example: The number of addicted people has increased recently.
- When you encounter the structure A NUMBER OF + N, conjugate the verb
in the plural form
Example: A number of special conditions are necessary for the formation of
a geyser.
- When subjects are connected by conjunctions: as long as, as well as,
with, together with, etc., the verbs are conjugated according to the first
subject.
Example:
The old man with his dogs passes my house every morning.
Mr. Robbins, accompanied by his wife and children, is leaving tonight.
- If the subject consists of many different subjects and is connected by
the conjunction "AND", then conjugate the verb in the plural form.
Example: Honor and glory are the rewards.
NOTE:
- Some certain things always go together and are considered as one.
They often refer to a person, a dish, or a concept.
Example: Steak and eggs is my favorite dish.
President and CEO is Mr. Tung.
- When "and" is used for addition, we conjugate the verb in the
singular.
Example: Two and three is five.
- Subjects that start with an indefinite pronoun like each, each of, every one,
everybody, everything, someone, somebody, something, every + N, the verb
always follows the singular subject.

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 Example: Everyone in my class is very intelligent.
- When the subject uses the plural MANY + N structure, conjugate the verb
in the plural form.
Example:
Many animals face starvation and frostbite during the snowy season.
- When the subject includes THE + ADJECTIVE to refer to a group, conjugate the
verb in the plural form.
Especially, when following ‘THE’ are nouns like: people, police, army,
children, and cattle…, the verb is also used in the plural.
Example: The sick need special attention and care from others.
The young nowadays really care about the environment.
- Some nouns have an "S" at the end but will conjugate the verb in the singular
form.
• Subjects: physics, mathematics, economics, politics...
• Sports: athletics, billiards, checkers…
• Names of diseases: Measles, rickets....
• Other nouns: news, the United States ...
- When the subject is a phrase indicating money, distance, size, measure and
time, the verb is singular.
Example: Five dollars is a good price for a meal.
70 kilograms is too heavy for me.
- For subjects that contain fractions and percentages, we conjugate the verbs
according to the nouns after "OF".
Example: Two third of the students in my class are girls.
Fifty percent of the pie has disappeared.
- If the noun following the phrases MAJORITY OF, SOME OF, ALL OF, MOST OF is
uncountable, it will conjugate a singular verb, and vice versa if it is a
countable plural, then a plural verb.
Example: Some of my friends are very bad at English.
Most of the water is polluted.
- If "NO" or "NONE OF" is followed by a singular or uncountable noun, conjugate
the verb in the singular form.
Example: No meat was cooked in this special day.
- When the subject is a noun such as: pants, trousers, glasses, shorts,
shoes, scissors, pliers, tongs, then the verb conjugation is in the plural, be
cause they always come in pairs.

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 Example: The shoes are on the shelf.
NOTE: When there is “a pair of” before the nouns above, then
the verb is in singular form.
- When two nouns are joined by OF, conjugate the verb according to the noun in
front.
Example:
The effects of global warming are becoming clearer and clearer.
- When the subject is the title of a movie, music, etc., the verb is in the singular
form.
Example: “Tom and Jerry” is my childhood.
- When the subject is collective nouns like: family, staff, team, group, conference,
crowd, and committee:
• Actions of each member are conjugated in the plural.
Example: The staffs are working really hard.
• The feature of that collective as a unit is conjugated in the singular.
Example: My family is very conservative.
- If the pseudo-subject "IT" is used, the verb will be conjugated according to the
main subject, and usually singular.
Example: It is her dog that often bites people.

III. PRACTICE

Exercise 1: Choose the correct answer.

Q1. His pants ________ torn during the match

A. is B. are C. was D. were
Q2. My, along with her friends ________ using social media
A. is B. are C. was D. were
Q3. A number of users on YouTube ________ increasing
A. is B. are C. was D. were
Q4. Four hours ________ a long time to spend on digital devices
A. is B. are C. was D. were
Q5. Coffee and condensed milk ________ perfectly together
A. go B. goes C. is going D. are going
Q6. Either she or her friends _______ responsibility for this situation.
A. take B. takes C. may take D. is going to take

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Q7. Neither me nor my parents ________ aware of the incident
A. would be B. is C. was D. were
Q8. None of them ________ to each other when they go to a coffee shop
A. talk B. talked C. talks D. would talk
Q9. Everything ________fine until she starts making loud noises.
A. was B. were C. is D. are
Q10. Ronaldo and Messi _____the greatest football players of the 21st century
A. was B. were C. is D. are

Exercise 2: Check the sentences below and see if it’s correct. If not, fix the
mistakes

Q1. _______ The Prime Minister, together with wife and daughter, greet the press
nicely.
Q2. _______ Eight dollars is the price of the e-book.
Q3. _______ One of her online platforms are used for work purposes.
Q4. _______ The use of body language do not always express emotion accurately
Q5. _______ Neither my parents or I enjoy communicating on our devices.
Q6. _______ Using social media are more preferred among Millennials than Baby
boomers

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 UNIT 5: STORIES
LESSON 14: WHAT DID THEY SAY?
I. GRAMMAR
1. Direct speech and reported speech
- When repeating what someone else has said, we can use either direct or
indirect reporting. A direct sentence is a sentence that repeats the exact words
of the speaker. An indirect sentence is a sentence that restates the speaker's
idea without exact word-for-word.
- Both direct and indirect sentences always begin with a declarative clause, just
like the introduction. Followed by the narrated clause or narrated content.
For example:
Direct: Hannah told me: “I’m so hungry.”
Reported: Hannah told me that she was so hungry.
- We can see that both sentences have a declarative clause “Hannah told me”.
The differences is in the narrated clauses:
• The reported clause is enclosed in quotation marks, and it repeats
exactly what was said before. Pretty straightforward and simple.
• In reported sentences, there is an extra word ‘that’ connects two clauses.
Narrated clauses do not have quotation marks and do not need to be
word-by-word correct.
Now that we know the characteristics and differences between the two, let’s
look at how to converse from one form to another.

1.1. Conversion rules

In English, when you want to change a direct sentence into an indirect sentence,
you need to:
- Put the main verb back one tense.
- Change the person's perspective, change the object.
- Change adverbs of place and time.
The event reported in the indirect sentence usually does not happen at the time
of speaking. Therefore, when changing a direct sentence into an indirect
sentence, the verb needs to be moved back 1 tense to the past compared to the
tense of the time of speaking.

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 Direct speech Reported speech

Present simple Past simple

Present Continuous Past continuous
Present perfect Past perfect
Past simple Past perfect
Past continuous Past perfect continuous
Will Would
Can Could
Must/have to Had to
May Might

However, there are some cases where it is not possible to reverse when

changing from a direct sentence to an indirect sentence:

- If the reporting verb in the direct sentence is in the present tenses and simple

future, when changing from a direct sentence to an indirect sentence, the main

verb and adverbs of place/time remain unchanged.

Example: Hannah tells me: “I’m so hungry.”

Hannah tells me that she is hungry.

He is saying: “the test is easy.”

He is saying that the test is easy.

Tuan will tell me: “go have lunch with me.”

Tuan will tell me to go gave lunch with him.

- When describing an obvious fact.

Example: Galileo Galilei said “The Earth goes around the Sun.”

Galileo Galilei said that the Earth goes around the Sun.

- Type 2 and 3 conditional sentences and wish clauses.

Example: “I wish I could go to Nha Trang right now” - Annie said.

Annie wishes she could go to Nha Trang now.

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Change pronouns and determiners according to the following table:

Direct speech Reported speech

I He/she
Subjects You I/he/she/they
We We/they
Me Him/her
Objects You Me/us/them
Us Us/them
My His/her
Possessive
Your My/our/their
adjectives
Our Our/their
Mine His/hers
Possessive
Yours Mine/ours/theirs
pronouns
Ours Ours/theirs
This The/that
Determiner
These The/Those

And lastly, the adverbs of time and place need to be changed also.

Direct speech Reported speech

Here There
Now Then/ At that moment
Yesterday The day before/ The previous day
Tomorrow The day after/ The following day
Today That day
Tonight That night
Ago Before
Next The following …
Last The previous …
This That
These Those

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1.2. Structure

Types Structures Examples

Hannah said to me “I’m so hungry.”

Narrative S + say(s)/said + (that) +
sentences S + V tell(s)/told Hannah told me that she was so
hungry.

Hannah asked me “Do you want to go

Yes/No S + asked/wanted to know get some food?”
questions / wondered + if/ whether +
S + V. Hannah asked me if I wanted to go get
some food.

S + asked (+O)/wanted to Hannah asked me “what do you want

know / wondered + for lunch?”
Wh-words + S + V.
Wh-
Hannah wanted to know what I wanted
questions
for lunch.

Note:
When a question is converted
to Report speech, it is no longer
a question but a narrative
sentence. Many of you will
make this mistake, so do be
careful.

Imperative S + told + O + (not) to+ V. Hannah told me “Wait for me.”

sentences
Hannah told me to wait for her.

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II. PRACTICE
Exercise 1: Pick the correct answer.

Q1. 'My best friend at school became a nurse first, then a paramedic.'
He told me that his best friend at school ___ a nurse first, then a paramedic.
A. was becoming B. had become C. has become
Q2. 'I had lived in four countries by the age of ten.'
She said that she ___ in four countries by the age of ten.
A. lived B. had been living C. had lived
Q3. 'I commute 45 minutes to work.'
She told me that she ___ 45 minutes to work, but I bet it takes longer now
with the roadworks.
A. has commuted B. commuted C. had commuted
Q4. 'We were hoping to have our wedding in June.'
She told me that they ___ to have their wedding in June. In the end, though,
they got married in September.
A. had been hoping B. are hoping C. have been hoping
Q5. 'Oh, hi Ethan! I'm just leaving, unfortunately.'
When I got there I saw him, but he said he ___.
A. is just leaving B. was just leaving C. had just left
Q6. 'We've seen four elephants already and it's only our first day.'
He said that they ________ four elephants on their first day. Imagine what
animals they've seen by now!
A. were seeing B. have seen C. had seen
Q7. 'I love this restaurant!'
We could go back to Bella Roma? Chloe said she loved ___ restaurant!
A. that B. this C. there
Q8. 'I told Dom to email you three days ago.'
She said that she had told Dom to email me three days ___, but it's been a
week now and I still haven't heard.
A. then B. ago C. before

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Q9. 'Where will you stay?' I asked her …

A. if she would stay.

B. where would she stay.

C. where she would stay.

Q10. 'Have you eaten ALL the cake?' She asked me …

A. if had I eaten all the cake.

B. when I'd eaten all the cake.

C. if I'd eaten all the cake.

Exercise 2: Rewrite sentences with reported speech

Q1. The evil English teacher said “Today, we will learn about grammar.”

The evil English teacher said ________________________________________________

Q2. Duyen explained “I can’t come to the party because I’m going to visit my

grandparents.”

Duyen explained _____________________________________________________________

_______________________________________________________________________________
Q3. “Can you guess what I’ve given Tyler for his birthday?”

Annie asked Leanne if _______________________________________________________

Q4. “Will Simon be our IELTS teacher for the next course?” - Long asked

Long asked _________________________________________________________________

Q5. “IELTS 6.0 is a requirement for graduating in some universities in Vietnam.”

The advisor said that ________________________________________________________

Q6. Zita complained “that last time I have been on holiday was 2 years ago.”

Zita complained _____________________________________________________________

“I will reconsider your application” - Luke said.

Q7. Luke agreed to _______________________________________________________________

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III. WRITING

Here’s another tip for your writings: Do not use a single word over and over,
you will lose a lot of points for that mistake. The technique is called
Paraphrasing, which means using synonyms to express the idea to avoid
repetition.

In today’s lesson, you will also learn how to build a paragraph supporting one

main idea.

Exercise 1: Read the student’s paragraph about disadvantages of being famous,

and answer the questions.

There are also disadvantages of being famous. The main one is that you

do not have a private life. Reporters follow you everywhere. Even if you are tired

or sick, they take photographs of you. The second drawback of being

well-known is that people say bad things about you. They even tell lies about

you. The third negative aspect of fame is your family may also suffer. Even your

children may have paparazzi following them. A final problem is that it can be
very stressful. Some actors or singers are badly affected by the pressure.

Q1. How does the student avoid repeating the words disadvantages and

famous?

_______________________________________________________________________________
Q2. What are the student's FOUR main points?

_______________________________________________________________________________
Q3. What evidence does the student provide for each point?

_______________________________________________________________________________

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Exercise 2: Where in the paragraph could you add these sentences.

1. _______ Even people like Bill Gates, who gives most of his money to charity,

are criticized!
2. _______ Many famous people have become ill due to overwork and always

being in public view.

3. _______ For example, everyone has seen pictures of Harper, the young

daughter of David and Victoria Beckham.

Exercise 3: Add supporting evidence for these points below.

Famous people are often rich.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
You might have a lot of fans.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
You will be able to use your fame and money to help others.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Reading books help us relax after a long working/studying day.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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Exercise 4: Complete the second sentence in each pair, replacing the words and
phrases in bold with words from the box. You will need to use some words than
once.

About Another Decrease Fall

fluctuated Gives Increase Information
Peak Reached Rise Sharp Slight

1. The graph shows the number of customers visiting a bookshop over a

six-month period.
The graph gives information about the number of customers visiting a
bookshop over a six-month period.
2. Customer numbers increased slightly in May.
The was a ________________________________in customer numbers in May.
3. Customers numbers decreased slight the following months.
The was a ______________________in customer numbers the following month.
4. Customer numbers rose sharply in July
There was a ________________________________ in customer numbers in July.
5. 5. Customer numbers fell again in August.
There was ________________________________ in customer numbers in August.
6. Customer numbers peaked in September
Customer numbers ____________________ a ___________________ in September.
7. There were fluctuations in customer numbers during the six-month period
Customer numbers ___________________________ during the six-month period.

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 UNIT 5: STORIES
LESSON 15: MAKE A REPORT
I. GRAMMAR

Exercise 1: You are going to listen to a radio advertisement about a TV programme

called Before They Were Famous. In pairs, read the notes once quickly. Think about
what information could be missing.
Listen to the conversation and fill in the gap ONE WORD ONLY

Before They Were Famous: Jack Riley, famous Q1________________

TV Programme details

Day: Q2 ________________

Channel: Q3 ________________ Time: Q4 ________________

Jack's life before he was famous

Left school at the age of Q5 ________________

Failed exams in both Q6 ________________ and Q7 ________________

Got a job in an Q8 ________________ restaurant near his home.

Trained to be a chef in Q9 ________________

Jack's life now

Has presented a radio show called Q10 ________________ since 2006.

Wrote his -first bestselling cookbook in Q11 ________________

Worked as head chef at The Lemon Grove between Q12 ________________

and Q13 ________________

Married with Q14 ________________ children.

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Exercise 2: Listen to the conversation and complete the note. Write NO MORE
THAN TWO WORDS AND/OR NUMBER for each answer

Magazine Interview
Name: Tom Q1 ________________________
Occupation: Q2 ________________________
Has written: Q3 ________________________
Crossed Gobi desert in Q4 ________________
Title of latest book: Has anyone seen Q5 ________________
Has won: ‘Travel Book of Q6 ________________’ award
Date of interview: Friday Q7 ________________
Contact number: Q8 ________________ (call to arrange time)
Place of interview: Q9 ________________ Summertown
See his Q10 ___________________________ for more information

Exercise 3: Listen to Hiromi describing а special event in her country. Choose Т

(true) or F (false).

Q1. ________The ceremony is for young people who are 20 years old.
Q2. ________Kimonos are usually worn by young women
Q3. ________Kimonos worn by young women have short sleeves.
Q4. ________The belt is not very beautiful
Q5. ________The most expensive item of the dress is the belt

II. SPEAKING

Tell the story of a famous person that you know. Make sure to quote a
saying of that person.
Report your favorite quote from a famous person and tell a story behind it.
Talk about a lesson that impressed you the most. What did the teacher say
that impressed you the most?
Talk about your favorite line from a book or a movie. Why do you love it so
much
Talk about the thing that your teacher said during this course that you
remember most.
Talk about the thing that the teacher said during this course that you find
most helpful to you.

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 UNIT 6: COMMUNICATION
LESSON 16: 2B OR NOT 2B?

I. READING

Read the following passage carefully.

2B or not 2B?

As a new variety of language, texting has been condemned as textese,

slanguage, a digital virus. Ever since the arrival of printing, people have been
arguing that new technology would have disastrous consequences for
language. People were worried about the introduction of the telegraph,
telephone, and broadcasting. But has there ever been a linguistic phenomenon
that has caused such curiosity, suspicion, fear, excitement, and enthusiasm all
at once as texting—and in such a short space of time? Less than a decade ago,
hardly anyone had heard of it.
People think that the written language seen on cell phone screens is new
and alien', but all the popular beliefs about texting are wrong. Its graphic
distinctiveness is not a new phenomenon, nor is its use restricted to the young.
Texting has added a new dimension to language use, but its long-term effect is
minor. It is not a disaster. Although many texters enjoy breaking linguistic rules,
they also know they need to be understood. There is no point in paying to send
a message if it breaks so many rules that it is not intelligible. Many texters
change just the grammatical words (such as you and be). Also, conventional
spelling and punctuation is always used when institutions send out information
messages, as in this university text to students: "Weather Alert! No classes
today due to the snowstorm."
There are several distinctive features of the way texts are written that
combine to give the impression of novelty, but none of them is, in fact,
linguistically novel. Many of them were being used in chat room communication
before the arrival of cell phones. Some can be found in pre-computer informal
writing, dating back a hundred years or more.
The most noticeable feature is the use of single letters, numerals, and
symbols to represent words or parts of words, as with b (be) and 2 (to). They

109
are called rebuses and they go back centuries. Adults, who condemn a "c u" in a
young person's texting has forgotten that they once did the same thing
themselves (though not on a cell phone).
Similarly, the use of initial letters for whole words, such as n for no… and
cmb for can me back, is not at all new. People have been initializing common
phrases for ages. IOU (I owe you) has been known from the year 1618. There is
no difference, apart from the form of communication, between a modern kid's lol
(laughing out loud) and an earlier generation's asap (as soon as possible).
In texts we find such forms as msg (message) and x-Int (excellent). Almst
any wrd cn be abbrvted in ths wy—though there is no consistency between
texters. But this isn't new either. English has had abbreviated words ever since
it began to be written down. Words such as exam, vet, fridge, and bus are so
familiar that they have effectively become new words. What novelty there is in
texting lies chiefly in the way it takes some of the processes used in the past one
step further? One characteristic runs through all these examples: The letters,
symbols, and words are run together, without spaces (cul8r =See you later). This
is certainly unusual in the history of special writing systems.
Texters use deviant spellings—and they know they are deviant. But they
are by no means the first to use such nonstandard forms as cos (because) or
wot (what). These are so much a part of English literary tradition that they have
been given entries in the Oxford English Dictionary. Cos is there from 1828 and
wot from 1829.
The need to save time and energy is by no means the whole story of
texting. Children quickly learn that one of the most enjoyable things you can do
with language is to play with its sounds, words, grammar—and spelling. The
desire to be playful is there when we text, and it is hugely powerful. Within two
or three years of the arrival of texting, it developed a playful dimension. In short,
it's fun.
An extraordinary number of prophecies have been made about the
linguistic evils unleashed by texting. But five years of research (from a team at
Coventry University in the U.K.) has shown that, on the contrary, literacy
improves. Researchers have found strong positive links between the use of text
language and the skills that are needed for success in Standard English in
pre-teenage children. The children who were better at spelling and writing used
the most texting.

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110
 Some people dislike texting. But it is only the latest example of the human
ability to be linguistically creative and to change language to meet the demands
of different situations. There is no disaster approaching. We will not see a new
generation of adults growing up unable to write proper English. The language as
a whole will not decline. In texting what, we are seeing, in a small way, is
language in evolution.

This is the last unit of the book; the vocabulary table is left blank for you to fill.

New words and phrases Synonyms and explanations

Exercise 1: Read the statements. Write T (True) of F (False). Then correct each
false statement to make it true

Q1. _______ Many people have condemned texting because they think it will

have a bad effect on language.

Q2. _______ The type of language used in texting is new.

Q3. _______ Texters may use the language differently, but their messages are

still understood.
Q4. _______ The only new feature of texting is the strange spellings of words.

Q5. _______ People have a strong desire to be playful, and texting is fun.

Q6. _______ Research shows that texting improves literacy.

Q7. _______ Texting is an example of how language evolves.

111
Exercise 2: Read the sentences. Order the details from 1 to 6 according to when
they occur in the article

A. Some features of the way texts are written date back 100 years or more.
B. IOU (I owe you) dates from the year 1618.
C. Researchers found that children who were better at spelling and writing
used the most texting.
D. People were worried that the telegraph, telephone, and broadcasting
would change language.
E. Single letters, numerals, and symbols used to represent words or parts of
words are called rebuses.
F. Many texters change only grammatical words (such as see) in their
messages
Order Detail
1
2
3
4
5
6

Exercise 3: Answer the questions below with NO MORE THAN THREE WORDS.

Q1. What has texting been criticized as?

________________________________________________________________________________
Q2. What has been the most noticeable feature?
________________________________________________________________________________
Q3. What does IOU mean?
________________________________________________________________________________
Q4. What is the difference between modern kid’s lol and the earlier generation’s
ASAP?
________________________________________________________________________________
Q5. What have researchers found between the use of text language and the
skills needed for success in Standard English in preteen?
________________________________________________________________________________

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II. GRAMMAR
1. Relative clause

1.1. Definition and usage

A relative clause is a part of a sentence that is used to better explain the
noun precedes. A relative clause is also called an adjective clause because it is
a subordinate clause used to modify the preceding noun (antecedent), just like
an adjective.
Example: The boy who is playing in the park is my little brother.

1.2. Relative pronouns and relative adverbs

Relative clause is connected to the main clause by relative pronouns or relative
adverbs:

1.2.1. Relative pronouns:

Relative
Usage Examples
pronouns

- Used as the subject, representing - I am the one who comes first.

the person. - The one who stands on the
Who right is my father.
- Stands after a noun indicating a
- The man who sits next to me
person to be the subject or object
of the verb after it. is my boss.

- Used as the subject or object, - This is the bike which I’ve had
representing the object, animal. since high school.
- My favourite cup is the one
- Complement the whole sentence
Which which has the cat picture.
before it.
- The car which is in front of us
- Stands after the noun of the is pink.
object to be the subject or object of
the verb after it.

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Relative
Usage Examples
pronouns
- Represents possession for people - Whose does this bag belong?
and things. - Anna is the girl whose father
- Stands after nouns referring to is a veteran.

Whose people or things and instead of - He has a daughter whose cat

possessive adjectives before is black.
nouns.
- ‘Whose’ is always accompanied
by a noun, just like a possessive
pronoun.

- Represents the person as an - He has a daughter whom has

object. a black cat.
Whom
- Stands after a noun for a person - He teaches many students
to act as the object of the verb after whom achieved so many
it. prizes.

- Represents the subject of people

- He’s the one that always
or things, especially in defining
comes before anyone else.
relative clauses (who, which can
- Annie is the girl that always
still be used)
- ‘That’ can be used instead of who, who does everything right.
That
whom, and which in defining - I have a cat that’s black.
relative clauses.
- ‘That’ is always used after mixed
predicates (including people and
things), after the pronouns:
everything, something, anything,
all, little, much, more and after the
superlative.

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1.2.2. Relative adverbs:

Relative Synonyms Usage Examples

adverbs
in which Represents a time, ‘when’ - I used to smoke a lot
When on which stands after nouns of things when I was young.
and replaces nouns of time. - She came on the time
which I left.

in which Represents a place, ‘where’ - I’m waiting where we

Where on which stands after nouns of place. first met.
at which - He’s standing in a hall at
which the paintings are
presented.

Represents reasons, ‘why’ - The reason why we

Why For which usually stands behind the failed is unexpected.
phrase “the reason”. - I can’t understand the
reason for which he left.

1.3. Types of relative clauses

There are 2 types:

1. Defining/ restrictive relative clause: This type of clause is needed

because the antecedent is undefined, without which the sentence would
not make sense.
Example: The boy who’s playing in the park is Jason.

2. Non-defining/ non-restrictive relative clause: This type of clause is

unnecessary because the antecedent is already defined, without which
the sentence would still make sense. The indefinite relative clause is
separated from the main clause by commas. Before the noun there’s
usually: this, that, these, those, my, his ... or proper name.
Example: That boy, who is playing in the park, is Jason.

Note: “That” cannot be used in non-defining relative clauses.

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1.4. Relative pronouns and prepositions
If there is a preposition in the relative clause, the preposition can be
placed before the relative pronouns. However, this can only be applied to ‘whom’
and ‘which’.
Example 1: Mr. Tuan is a great teacher who I’m lucky to work with.
= Mr. Tuan is a great teacher with whom I’m lucky to work.
Example 2: That is the building where I work.
= That is the building in which I work.

II. PRACTICE

Exercise 1: Find the mistakes in the passage and correct them.

It is becoming increasingly common for people to

go online to buy where they need rather than going to a
shop or travel agent to do so. Although there are some
dangers and disadvantages to internet shopping, I
believe that the convenience often outweighs any
drawbacks.
There are two main dangers and disadvantages to
buying things on the Internet. The one that attracts the
most publicity is the problem of internet fraud. Unless
the website is secure, hackers may be able to copy your
credit card details and steal your money. A further
disadvantage is that you cannot examine which you are
buying until after you have bought it. This means you
may sometimes buy something where you do not really
want. On the other hand, shopping for certain things on
the Internet has several points in its favour. The main
one is its convenience. People who want to compare
products and prices can look at all this information on
a website without having to go from shop to shop. Also,
they can make their purchases at any time of day or
night and from any part of the world. The other
advantage is that because internet companies do not
need a shop, the products whose they sell are often

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 cheaper. All in all, I think that the advantages of using
the Internet for buying things such as books,
computers and air tickets are greater than the
disadvantages. However, someone that wants to buy
clothes should visit shops because they need to see
and touch them before buying them, and I would not
recommend purchasing them online.

Exercise 2: Fill in the blank with the appropriate relative clause

Q1. Lilith Arden, ________________________ reporting style was exceptional, used

to present in weather forecasts.
Q2. The 18th century was the time ________________telephone was invented.
Since then, it has made tremendous changes in the way we communicate.
Q3. Television, ________________ is still the most popular medium today, was
invented hundred years ago
Q4. Ellen DeGeneres, to ________________ people often refer as the funniest talk
show host, used to start in a sitcom called The Ellen Show.
Q5. Body language is actually an important non-verbal language _____________
can sometimes send off misunderstanding messages.
Q6. I like browsing in shop ________________sell the latest fashions
Q7. Kiri doesn’t enjoy shopping because she can never afford ________________
she likes
Q8. People ________________pay for their purchase with a credit card often
spend more than they should
Q9. ________________you can buy on the website are things ________________ you
can’t find in the shop
Q10. There’s an excellent boutique on Main Street ________________ always seem
to have ________________I’ve been looking for.

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Exercise 3: Rewrite as one sentence using a relative clause

Q1. My friend, Simon, plays the guitar. He has just released a CD.
My friend, Simon, who has just released a CD, plays the guitar.

Q2. Prince Charles is heir to the throne of England. His wife was Princess
Diana.
_______________________________________________________________________________
Q3. Microsoft has a lot of power in the world of computers. That annoys some
people.
_______________________________________________________________________________
Q4. The euro replaced a number of national currencies. It was introduced in
January 2002.
_______________________________________________________________________________
Q5. Friends ran for ten years. It is one of my favourite series.
_______________________________________________________________________________
Q6. Venus is a very hot place. It is much closer to the Sun than the Earth is.
_______________________________________________________________________________
Q7. Cricket is popular in many countries around the world. It is played between
two teams of eleven.
_______________________________________________________________________________
Q8. Parts of Buckingham Palace are open to the public. It is where the queen
lives.
_______________________________________________________________________________
Q9. The greyhound is the fastest dog. It can reach speeds of over 65 kilometers
an hour.
_______________________________________________________________________________
Q10. 1984 was written by George Orwell. His real name was Eric Blair.
_______________________________________________________________________________

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 UNIT 6: COMMUNICATION
LESSON 17: INVERSION

I. GRAMMAR
1. Inversion

1.1. Definition and usage

Inversion in English is a phenomenon where adverbs and auxiliary verbs in a
sentence are put at the beginning of a sentence, before the subject to
emphasize the action and properties of the subject.
The grammatical structure of the sentence will also change to:
Adverb + Auxiliary verb (Aux) + Subject + Main verb.
Example: I have only tried this once.
Only once have I tried this.
1.2. Structure
There are many different inversion structures. Here are the most common
inversion structures in speaking and writing that you need to know:

Inversion with….. Structures Examples

ADVERBS
Never/ rarely/ Hardly/ Never have I seen such a
OF FREQUENCY.
(Usually a negative Seldom/ little/ ever + Aux case.
adverb) + S + V.

NO and NOT ANY No/ Not any + N + Aux + S In no better way can this be
+ V. done.

Negative phrases with

“NO”.
These are some of the
negative phrases:
• At no time Negative phrase + Aux + S No longer can we go out
• In no way + V. freely without masks on.
• On no condition
• On no account =
For no reasons
• Under/ In no
circumstances
• No longer
• No where

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 Inversion with….. Structures Examples

“NO SOONER… No sooner + Aux + S + V + No sooner did his wife left

THAN…” than + S + V. than he felt asleep.

Such + adjective + N + Such an amazing view it

that + S + V. was that we stopped for a
“SUCH” and photo.
“SO…THAT”.
So + adjective/adverb + So amazing was the view
Aux + N + that + S + V. that we stopped a photo.

“NOT ONLY … BUT Not only + Aux + S + V but Not only can fish swim but
ALSO…” S also V they can also climb.

Not until/till + (S+V)/time Not until it rains does she

TILL / UNTILL + Aux + S + V. realize that she has
forgotten her coat.

ONLY AFTER + N/V-ing/(S Only after we left did we

+V) + Aux + S + V realized we had forgotten
our son at the mall.

ONLY BY + N/V-ing + Aux Only by strong measures

+S+V can this problem be solved

ONLY IF + (S+V) + Aux + S Only if you finish your

+V homework can you go out.
ONLY
ONLY IN THIS/THAT WAY Only in this way can we pull
+ Aux + S + V this off.

ONLY THEN + Aux + S + V Only then can we have

dinner.

ONLY WHEN + (S +V) + Only when we come back

Aux + S + V home can we sleep soundly

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 Inversion with….. Structures Examples

Should you require any

CONDITIONAL The first conditional:
further information, please
SENTENCES If clause = should + S + V contact us at our office in
In this type of Bach Mai Street.
inversion, we only
need to change the If Were the negotiations to fall
clause. The second conditional:
through, it would bring
If clause = Were + S + to-V about unforeseen
or Were + S + N/Adj problems.

Had I known about Mr

The third conditional: Smith's behaviour sooner , I
If clause = Had + S + Vp2 would have fired him
immediately.

II. PRACTICE

Exercise 1: Choose the correct answer.

Q1. Not only ________ their disagreement, but they also left the room.
A. did they express B. they expressed
C. they did express D. did they expressed
Q2. Hardly ________ the meeting when the manager received a message
A. had they start B. they had started
C. had they started D. started they
Q3. Not only ________ her non-verbal communication skills, but also her
listening skills.
A. has she improved B. have she improved
C. she had improved D. improved she
Q4. Only after doing his chores ________ to go out with his friends
A. Jason was allowed B. did Jason allow
C. was allowed Jason D. was Jason allowed
Q5. Not until ________ her did I realize how beautiful she was.
A. I saw B. was I saw
C. did I see D. saw I

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Q6. Rarely ________ about the environment enough to give up their car.
A. do people care B. people care
C. are people care D. care people
Q7. At no time ________ that he was a thief.
A. I didn’t suspect B. I had suspect
C. was I suspect D. did I suspect
Q8. Her eyes were very red. Only later ________ that her fiancé had broken up
with her
A. did find out I B. did I find out
C. I did find out D. did I found out
Q9. Only when the situation gets out of hand ________ to act
A. begin will the government B. will begin the government
C. will the government begin D. the government will begin
Q10. At no time ________ to hurt her feelings. It was all a big misunderstanding
A. did mean I B. I did mean
C. mean I did D. did I mean

Exercise 2: Rewrite the sentences below so that the meaning remains the same.

Q1. He understood little about the situation.

________________________________________________________________________________
Q2. We’ve never faced such a serious problem as this.
________________________________________________________________________________
Q3. I didn’t realize that it was the police until they showed me their ID/
Only when ____________________________________________________________________
Q4. I hardly sent the message than my phone ran out of battery.
Hardly_________________________________________________________________________
Q5. We would understand what had happened that night only later.
Only later______________________________________________________________________
Q6. I seldom leave my house so early.
Seldom________________________________________________________________________
Q7. They had no sooner eaten dinner than the ceiling crashed onto the dining
table.
No sooner ____________________________________________________________________
Q8. He can speak French but he seldom use it in public
________________________________________________________________________________

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III. WRITING

Now that we’ve gone through how to effectively write an essay, it’s time for you
to write a complete essay.

Exercise 1:
The table below shows the proportion of different categories of families living in
poverty in Australia in 1999.

Family type Proportion of people from each household type living

in poverty
Single aged person 6% (54,4000)
Aged couple 4% (48.000)
Single, no children 19% (359,000)
Couple, no children 7% (211,000)
Sole parent 21% (232,000)
Couple with children 12% (933,000)
All households 11% (1,837,000)

Describe what can be inferred from the table. Write at least 120 words.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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Exercise 2:

The graph below gives information about car ownership in Britain from 1971 to
2007.

What can be inferred from the chart? Write at least 120 words.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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 UNIT 6: COMMUNICATION
LESSON 18: CONVERSATIONS

I. LISTENING
Exercise 1: You will hear five messages left on an answer phone.
For each question, fill in the missing information in the numbered space

These messages were on the answer phone.

• Sarah Smith rang to say she left her Q1 __________________ behind yesterday.
• Alex arrives about 6.00 tomorrow evening. Please collect him from station
when he rings. Has lots of Q2 ____________________________________
• Helen phoned to invite you to have Q3 ____________________________________ on
Saturday. Has friends visiting from Q4 ____________________________________
• Premier Travel say holiday tickets have arrived. Change of departure time
from 7.30 am to Q5 ___________________________ am. This means 7.30 check-in!
• Mary called. Problem at Australian Q6 ____________________________________
Call at once. She's at home after 7.00.

Exercise 2: Listen and write True or False for the statement below

Q1. _______ The interviewer finds speaking the most difficult.

Q2. _______ Gabriella thinks, in some situations, people can find speaking easier

than listening.
Q3. _______ According to the interviewer, asking for someone to say the same

thing again is one way to solve the problem.

Q4. _______ Gabriella recommends pretending to understand if a conversation

is too difficult.
Q5. _______ Gabriella's strategy for managing important conversations sounds

strange to the interviewer at first.

Q6. _______ Gabriella's idea involves asking a lot of questions.

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Exercise 3: Listen and choose the correct statement.

Q1. Which statement about circular reporting is true?

A. It is the spread of true information.
B. It is when false information is validated by one other source only.
C. It only occurs with information on Wikipedia.
D. It may involve several publications.

Q2. Which statement is true about journalists?

A. They are not permitted to copy information from Wikipedia.
B. They refuse to copy information from Wikipedia.
C. As soon as they include information in an article, they verify the information.
D. Many journalists may publish inaccuracies in several articles.

Q3. Which statement is correct?

A. Another name for a coati is a Brazilian aardvark.
B. The American student changed the information on Wikipedia to what he
believed to be the truth.
C. Many people believed that a Brazilian aardvark was the same as a coati.
D. When writers wrote about the Brazilian aardvark they knew it was a joke.

Q4. Which statement is true about Wikipedia?

A. Some people add false content to a Wikipedia entry intentionally.
B. Updating information on Wikipedia is against the law.
C. There is hardly any true information on Wikipedia.
D. Many true facts on Wikipedia initially appear as false information.

Q5. What is true about childhood vaccines and autism?

A. There is a clear connection between childhood vaccines and autism.
B. Circular reporting incited many parents not to vaccinate their children.
C. The claims that they were connected first appeared on Wikipedia.
D. The media proved early on that the claims about vaccines and autism were
false.

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Q6. Which statement is correct?
A. Generally speaking, it’s easy to identify false information.
B. If the original source is Wikipedia or the media, the information is almost
always false.
C. Reflecting critically on what we read is something most people often do.
D. Lack of time to think and investigate can cause us to believe things that
aren’t true.

II. SPEAKING
Divide the class into two groups. Discuss and debate about the following
opinions.
- Traditional face-to-face conversations will be replaced by modern
means of conversation in the near future.
- Social networks are pushing people away instead of connecting them as
they are supposed to.
- Discuss the pros and cons of using technology as the sole method of
communication.

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 IRREGULAR VERB LIST

Present Past Past Present Past Past

Participle Participle
Awake Awoke Awoken Quit Quit Quit
Be Was/were Been Read Read Read
Blow Blew Blown Ride Rode Ridden
Build Built Built Run Ran Run
Buy Bought Bought Say Said Said
Catch Caught Caught Seek Sought Sought
Choose Chose Chosen Sell Sold Sold
Dream Dreamt Dreamt Send Sent Sent
Drink Drank Drunk Shake Shook Shaken
Eat Ate Eaten Shine Shone Shone
Fall Fell Fallen Sing Sang Sung
Fight Fought Fought Sink Sank Sunk
Fly Flew Flown Sit Sat Sat
Freeze Froze Frozen Sleep Slept Slept
Grow Grew Grown Spend Spent Spent
Hear Heard Heard Spread Spread Spread
Hide Hid Hidden Stand Stood Stood
Hold Held Held Steal Stole Stolen
Know Knew Known Swear Swore Sworn
Lay Laid Laid Swim Swam Swum
Leave Left Left Teach Taught Taught
Lend Lent Lent Tell Told Told
Lie Lay Lain Think Thought Thought
Lose Lost Lost Wear Wore Worn
Pay Paid Paid Write Wrote Written

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 SOME PHRASAL VERBS

Verb Preposition Meaning Example

Let (sb) Down To disappoint I’m sorry, I let you down.

Ahead To think about future The past is the past. Let us look ahead

When I look back, I can see where we

Back To think about past
went wrong

After To take care of sb/sth He’s not competent to look after young
children
Round To visit a place and look I will spend all day looking around the
city
at the things in it

Look On To watch sth happen without taking Look on the bright side – no one was
badly hurt
part in it

Forward to Something that is going to happen He had worked hard and was looking
forward to his retirement
In To pay a short visit You’ll look in and say hello when you
have time
For To search You must look for hotels elsewhere

Out To warn sb for danger Look out, he’s got a gun!

Through To examine or to read quickly He looked through his notes before

the lecture

After To chase of follow The policeman made after the thief.

Up To make peace Please come back. I want to make up.

How are you making out in your new

Out To succeed in business
job
Nothing can make up for the loss of a
Up for To recover, make something better child.
We had made the living room into an
Into To change sth into sth else
Make office
She made towards the door
Towards To go towards
The area was bulldozed to make way
Way To provide opportunity for sth else
for a new road

To have an impression about sth Can you make anything of this

Of information?
To renovate The tailor made over her dress
Over

To move toward sth I stood from the chair and made for
For
the door

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Verb Preposition Meaning Example
Your son doesn’t take after you in
After sb To resemble somebody any way

Apart To separate sth in parts This crib takes apart for easy storage

He can take over the business when

Over To get control of sth
I’m away

Away To remove sth/sb from Take away the glasses and the tray

In To allow sb to stay in your home My house is full, I can’t take in any

more guests
Take Against To start to dislike Why have you suddenly taken against
her?

Down To remove sth from a high position Take down this book and read slowly

On To accept Don’t take on more than you can handle

Off To start flying The plane will take off in a minute

Sth back To return sth to its first place I went to the library and took the books
back
Along Have a friendly relationship It’s impossible to get along with her

Out To become known / Leave or move I don’t want it to get out that I’m leaving

Across To make sb understand Your meaning didn’t really get across

Away She’ll get away from work as soon as

To escape from sb/sth
Get she can
(sb) down To make sb feel sad When my work gets me down, I want to
resign
Around To visit lots of places It’s quite easy to get around London

Over To overcome How would you get over that problem

Ahead To be successful He wants to get ahead in his career

On well Have a god relationship We get on well with each other

up Wake up I usually get up late on the weekend

I started getting into Kpop when I was
into To become interested in something
in secondary school

Across Explain or state something He tried to put across his advice on his
siblings even though they don’t want to
Put take it in.

Off To distract I have put off this project for way too
long

One of the most important thing in life

After Pursue something is going after your passion
Go The company’s ethic goes against
Against To oppose
everything he believes in

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Verb Preposition Meaning Example
Up with sb To reach the same level of standard Western industry will not catch up with
or sth as sb or sth Japanese innovations
Catch To show that somebody is doing I suspected he wasn’’t telling the truth,
Sb out and one day I caught him out when I
wrong
found some letters he’d written

Into To change from one thing to another Rain in the morning will turn into snow
during the afternoon
Turn On To make a piece of equipment start Can you turn on the TV please?
working by pressing a button
Out To be known or discovered finally / The truth turned out to be stranger than
to become something we expected

Up To make something get louder/ Please turn up the audio, I can’t hear
to show up it properly
To break into pieces, no longer have Their marriage fell apart and they had
Apart a good relationship a divorce after
Fall
Into To start doing something We’ve fallen into the habit of waking at 7

Romario has come up with this brilliant

Up with To think of something
idea while waiting for the bus
Come To experience something or meet I have never come across anyone who
Across sth/someone is as rude as him
To chase, or try find/ catch He is coming after her wealth
After something or someone
She ran into Sarah Paulson the other day.
Into To meet someone unexpectedly
Run We gotta go to the grocery store since
Out of To finish something we have run out of food
I’m fond of you
Fond Of To Like or love somebody or sth

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 1. BBC Learning English
2. Bridge to IELTS – pre-intermediate – intermediate band 3.5 to 4.5
3. Cambridge English Complete IELTS Bands 4 – 5
4. Cambridge English Mindset for IELTS Foundation
5. Cambridge English Mindset for IELTS Level 1
6. Cambridge Preliminary Test 3
7. Cambridge Preliminary Test 7
8. Cambridge Preliminary Test 8
9. Cambridge Vocabulary for IELTS by P. Cullen
10. Collins – English for Exams: Writing for IELTS by A. Williams
11. Destination B2: Grammar and Vocabulary with Answer Key
12. IELTS Jacky (Available: https://www.ieltsjacky.com/)
13. IELTS Simon (Available: https://www.ielts-simon.com/)
14. Intermediate reading from Linguapress
(Available: https://linguapress.com/inter.htm)
15. Learn English – British Council
(Available: https://learnenglish.britishcouncil.org/)
16. Learn English Teen – British Council
(Available: https://learnenglishteens.britishcouncil.org/)
17. Listening – Pre-intermediate and Intermediate – ESL Lounge
(Available: https://www.esl-lounge.com/student/listening.php)
18. Reading Focus – resources book with key
19. Skills for Success: Reading and Writing by Gramer and Ward
20. Ted x Ed
21. Ted x Talk
22. The Infographic Show from Youtube

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