Topic Speaking and Writing
Content
Topic 1 Section 1: Smoking 2 Section 2: Crime and violence 3 Topic 3 - Culture Culture – tradition and festival festival 6 Topic4 : Economic issues retirement - commercial - Emploment -!t"er economic issues 11 SECT#!$ 1: %ET#%E&E$T 11 SECT#!$ 2: C!&&E%C#'( 12 SECT#!$ 3: E&)(!*&E$T 12 SECT#!$ 4: !T+E% EC!$!&#C #SS,ES 16 Topic 4: Education 1 Section 1: ,$#.!%& - +!&E/!%0 1 SECT#!$ 2: TE'C+E% - ST,E$T 1 SECT#!$ 3: SEC!$'%*- TE%T#'%* E,C'T#!$ 2 SECT#!$ 4: C!&),(S!%* - C!E,C'T#!$ 21 SECT#!$ : E,C'T#!$55S %!(E 22 SECT#!$ 6: S)EC#.#C S,7ECTS 23 SECT#!$ : E8'&#$'T#!$S 23 SECT#!$ : !t"er relevant 9uestions 23 Topic Environment – population –polution- 'nimal 24 Section 1: population -uranisation; 24 Section 2: 'nimal - <oo 2 Section 3: Environment 26 Topic 6: .amil –c"ildren- =omen 32 section 1: c"ildren 32 SECT#!$ 2: .'&#(* '$ .'&#(* %E('T#!$S+#)S 3 SECT#!$ 3: /!&E$ 36 Topic ; .ood –rink -"ealt"-/elfare 4 Section 1: rink 4 Section 2: "ealt" 4 Section 3: /elfare 43 Section 4: food 44 Topic : +appiness –friends"ip - marriage 46 Section 1: +appiness-friends"ip SECT#!$ 2: &'%%#'>E 4 46 Topic ?: Social prolems prolems –"ousing-+istor –"ousing-+istor –religion–religion- )olitic –climate –climate 4? Section 1: Climate -"istor - religion; 4? Section 2: Social prolems -politic;- +ousing 4? Topic 1: +ometo=n; Topic 11; &edia- television television -communication -communication -%eading – =atc"i =atc"ing ng movies 2 section 1: &ovies -films 2 Section 2: %eading -=atc"ing 2 Section 3: Communication 4
Topic 12: &usic -'rt- .as"ion -Sport Section 1: sport Section 2: 'rt 6 Section 3: &usic 62 Section 4: fas"ion 64 Topic 13: Computer – ttec"nolog ec"nolog –nuclear- internet 6 Section 1: Computer 6 Section 2: internet 6 Section 4: nuclear -ot"ers 2 Topic 14: Tourism –travel -"olida 4 Topic 1: Transport Topic 16: %ic" and poor =orld -ifferent generation - &odern life –cit –countr living 1 Section 1: &odern life - stress –cit life 2 Section 2: %ic" and poor =orld 4 Section 3: ifferent generation Topic 1: !versea studing – foreign foreign language Topic 1: Success- mone - personal related section 1: success – personalities SECT#!$ 2: #$TE%EST '$ +!*: ? SECT#!$ 3: S)EC#'( E@E$TS ? SECT#!$ 4: S)EC#'( )E!)(E ? Topic 1 Section 1: Smoking 1; /" people smokeA - %elaB ="en to e nervous; - (ike t"e taste; - & friends smoke; #ts difficult to sa Dno to a cigarrette ="en #m =it" t"em; - #ts "ait t"at difficult to stop; 2; fact –file - aout 1 million people around a round t"e =orld =ork in t"e toacco industr; - Cigarette – smoking kills 2; millions people ever ear; &an of t"em die from lung cancer; Some arent even smokers; T"ere people ="o live or =ork =it" "eav smokers; - F1 illion of cigarettes are sold ever ev er earG 3; Some usinesses no= sa t"at no one can smoke cigarettes in an of t"eir offices; Some governments "ave anned smoking in all pulic places; T"is is a good idea ut it also takes a=a some of our freedom; o ou agree or disagreeA >ive reasons; 4; #n some countriesH people are no longer allo=ed to smoke in man pulic places and office uildings; o ou t"ink t"is is a good rule or a ad ruleA ,se specific reasons and details to support our position; T!E.( /" s"ould appl t"is ruleA
- improve peoples "ealt"; - #ncrease =orker productivit: t"e =orker =ould not stop t"eir =ork all t"e time to smokeH fe=er =orker asences; - %educe conflict: non – smokers tend to get annoed and Iealous ecause smokers "ave an eBcuse to take fre9uent reaks; ; S"ould t"e same la=s ="ic" pro"iit t"e sale and consumption of "eroin e applied to toaccoA 6; Smoking is a "ait ="ic" claims man lives and is a great drain on "ealt" services; !ne =a to comat smoking =ould e to make it illegal; /"at are t"e pros and cons of suc" a government policA /"at alternative strategies can ou suggest to comat smokingA J,nderstand t=o or more sides of an issueK Section 2: Crime and violence 1K LS"ould criminals e punis"ed =it" lengt" Iail terms or re-educated and re"ailitated usingH for instanceH communit service programmesH efore eing re-introduced to societ;L -M 'ns=er: #nsig"t into #elts – 16; - (ong Term 7ail Sentences - $ot as eBpensive as re"a - Criminals don55555555t deserve special funding and education - eters future crime - Satisfies t"e pulic - Criminals are in"erentl ad - t"e =ill al=as re-offend - %e"a programmes ineffective - criminals re-offend - (onger time efore criminals get t"e c"ance to re-offend - %e"ailitation - 0eeping prisoners is eBpensive an=a - longer Iail term "ig"er t"e cost - %e"a progammes can e used to make or save mone - eg; uild t"ings - +as een found t"at "eav sentences Jand even deat" sentenceK "ave no effect on crime rate -- (ong-time inmates is are mostt"an likel to re-offend %e"a programme etter not"ing - (ong term Iail sentences create LusL and Lt"emL situation - Crime and criminals are social prolemH =e "ave to tr and re-integrate criminals into societH re"a tries to do t"is 2K Everod "as t"e rig"t to carr gun --)reparation and practice –16 3K )atriotism is t"e iggest cause of =ar –-)reparation and practice –16; 4K T"e crime rate among teenagers "as increased dramaticall in man countries; iscuss some possile reasons for t"is increase and suggest solutions to t"is prolem; Jiscuss a prolem and suggest solutionsK K /" s"ould not take drugsA - 'll drugs are addictive; - Sooner or later our "ait =ill get out of control;
- rugs make ou oring; - rugs cost a lot of mone; - rugs take up a lot of time; - rugs make ou "ate our self; - rugs destro our social faculties; - rugs damage our "ealt"; - *ou never kno= ="at ou are talking; - Sooner or later ou =ill find ourself on a recover programme; 6K iscuss some of t"e reasons for and effects of drug use amongst oung people in modern societ; /"at can governments do to prevent and fig"t out" drug auseA – 22 eBercises –124; rugH cucJK;; englis"-netNcom;"tm ;;O;;Ocompre"ensive siteOtask1task2;"tmM 11 "ints166; /" teenagers use more drugA - Teenagers are under increasing pressure - peer pressure or pressure to succeed M )ressuure to perform =ell at sc"ool; - rug use ma "elp t"em escape realitH forget t"eir prolemsH or simpl feel more accepted t"eir friends; - !ne =a t eBpress dissatisfaction =it" t"ose pressures - #n additionH t"roug" t"e media =e are eBposed to information t"at glamourises drug use and makes it look attractiveH particularl to oung people; - .urt"ermoreH teenagers are usuall naturall curious aout drugsH and drug dealers can take advantage of t"is curiousit for t"eir o=n profit; - )arents ="o drink and smoke to eBcess areH in effect telling t"eir c"ildren t"at it is accaptale to ause t"eir odies =it" drugs; - T"e =idespread availailit of drugs mean teenagers teenage rs are faced =it" t"e temptation to eBperiment /"at are t"e effectsA T"e increase in drug ause "as "ad far-ranging effects; - T"ere are ovious "ealt" risks associated =it" drugsH suc" as '#S; - &an oung peoples talent are =astedH and addiction to "ard drugs can cost a user "is or "er life; -- /"at T"oseis="o drink and drive e to involved fatal road and accidents; moreH addicts need ma mone supportom t"eir "aitsH ma need to turn to crime or prostitution to raise it; - T"e ma t"en "ave criminal records and ecome even more isolated from societ; - rug ause among oung people can also lead to famil reak-up; /"at are solutions: - +ig" fines and prison sentences s"ould also e imposed on drug d dealers ealers and users; - prevention is etter t"an cure and so a good education programme aout t"e dangers of drug ause is one of t"e most important steps an government s"ould K /it"out capital punis"ment Jt"e deat" penaltK our lives are less secure and crimes of violence increase; Capital punis"ment is essential to control violence in societ To ="at eBtent do ou agree or disagree =it" t"is opinionA eat" pd6 Camrige 2 – 161M 'dvantages of deat" punis"mentA P capital punis"ment is a smol of Iustice: people must pa for t"eir actions;
P s"o= la= po=er to people-Qt"reaten peop le-Qt"reaten people eBp; drugs sellers or treasonale people - t"is met"od can make people scared to do somet"ing against t"e la=; - SecondlH capital punis"ment can save mone; - ' government "as to udget for prisoners; - #n contrastH a government does not need to provide mone to feed prisoners ="o are sentenced to capital punis"ment; /"at are disadvantagesA - $evert"elessH t"ere is an argument aout "uman rig"ts; $o one "as t"e rig"t to kill ot"er people; - in"uman: deprive t"e rig"t to live - possiilit for killing potential good citiRens: after eing re"ailitated; - $o use for crime reduce: terorist; - &oreoverH some people ask "o= to e certain t"at a decision of a Iudge is suitale; T"e =rong decision t"e Iudge could not rescue t"e deat" of t"e prisoners; - .urt"ermoreH man prisoners ecome good people after leaving Iails; - #n prisonsH t"ere are man activities ="ic" re"ailitate all prisoners; - )risoners can practice special skills ="ic" "elp t"em to find Ios ="en t"eir punis"ment is overH suc" as cookingH artH electronics and fiBing cars; - (astlH crimes do not decrease in some countries ever t"oug" capital punis"ment is used; ; T"e crime rate among teenagers "as increased dramaticall in man coun countries; tries; iscuss some possile reasons for t"is increase and suggest solutions to t"is prolem; Jiscuss a prolem and suggest solutionsKreason: ?; %easons for crime and suggestion /"at are reasonsA - Crime is fre9uentl connected to povert; - T"ose at t"e ottom of societH =it" fe= opportunities and per"aps little educationH are more likel to e tempted into a life of crime as a solution to t"eir prolemsH financial and ot"er=ise; - T"e prolems of povert are magnified ="en t"e gap et=een ric" and poor =idens; /"en t"e rest of societ "as access to a comfortale lifestleH it surel makes "ards"ip even more difficult to earM againH crime ma seem a tempting alternative; -- Social ma"ave also c"angedH "ave led to increases; .amilfactors structures andcrime feelings of communit "ave vanis"ed; - 's social units ecome less and less close-knitH t"e unspoken rules t"at guided e"aviour and kept everone in c"eck disappearH and one o ne of t"e results ma e crime; - &an criminals commit crimes after "aving een in prison; - T"is clearl suggests t"at prison "as little or no effect; - @iolent scenes on T@ -Q consider con sider common t"ing -Q tr immitating - (ack of parents proper up-ringing Jus earning moneK; - &ature crime increase -Qaffect Iuvenile crime - >overnment not succeed enforcing t"e la= or give little attention to t"is proplem Solutions: P >overnments can certainl make great efforts to close t"e gap et=een ric" and poorH and offer everone a reasonale education ="ic" =ill ring t"em greater opportunities opp ortunities in t"e future; Social =elfare and education sstems eBist in man countries t"at succeed in
doing t"is; !f courseH t"e must e funded taB-paers55555555 moneH and increases in taBation =ill al=as e difficult for an government to introduce; +o=everH increases in crime are also a "eav urden on t"e taBpaerH as prison sstems are eBtremel eBpensive and alread under enormous pressure; P /"at governments must do is accept t"ese c"anges and respond to t"em in a practical =a; #f t"ere are more one-parent familiesH t"ere is little point "arking ack nostalgicall to t"e das ="en everone eve rone "ad t=o; /"at governments must do is tr to ensure t"at suc" families do not live in povert or eBperience discrimination t"at mig"t remove t"eir opportunities to lead fulfilling and la=-aiding lives; P ' furt"er suggestion is t"at our punis"ment sstems s"ould e made to fit t"e crimesH so t"at a vandal could e forced to clean t"e streets as part of "is punis"ment; T"is ma ring t"e message "ome more clearl t"an a fe= mont"s in prison; P en"ance censors"ip for media means; P call for t"e corperation among parentsH sc"oolH and govement to put t"e c"ildren in strict education; P send oung criminals to re"ailitation sc"ool; 1; L/"en teenagers under t"e age of 1 commit crimesH t"eir parents s"ould e "eld responsile;L /rite an essa discussing t"is statement and suggest =as to comat teenage crime; /" parents s"ould e "eld responsileA P $ot mature enoug" to identif t"e Iustice -Q not eligile to e reponsile for t"eir action P )arents responsile for c"ild-rearingH unade9uate up- ringing -Q commit a crime -Q reasonale to "old responsiilit P Educational term: parents undesirale situation affect t"e c"ildren s t"oug"t -Qpossil stop 11; Criminals ="o commit serious crimes s"ould e sentenced to deat"; 12; T"e =elfare state makes people less self-reliant; 13; o ou t"ink t"at punis"ment for violent crimes s"ould e t"e same for Iuveniles and adultsA /"G=" notA Topic - Culture – tradition and festival section31: C,(T,%E - C,ST!& 1; #f # =ere to meet Jan important older personK in our cultureH "o= s"ould # greet t"em to e polite and s"o= respectA - .irstlH take off our "at; - !pen a polite smile; - ,sing polite greeting sentences to greet t"ose peopleH p eopleH for eBample t"e sentences e9uivalent to: Dgood morningH sir; - +o=everH ou s"ould stud t"e =a to use proper titles ="en addressing different suIects; T"is is not t"e same to Englis"; .or eBampleH eB ampleH if t"at person is an old =omanH ou are supposed to greet "er =it": DC"ao a aM ="ereas a greeting sentence to=ard an old man is DC"ao ong a; - #t is desirale to call @ietnamese professional and government officials t"eir titleH i;e;H &r; 'ssemlmanH &r; octorH &r; (ieutenantH etc;
- #nstead of saing suc" formal greeting sentences; *ou can also eBpressing our respect to=ard t"ose people asking a sking t"em some familiar 9uestionsH e9uivalent to D +o= are ouAH D+ave ou "ad our dinner etAH and so on; - 'out t"e "ands"ake eti9uetteH in @ietnamH t"e older =ould e t"e one ="o offer "isG"er "and first; So oud etter not offer to s"ake "and until t"at person s"o=s t"at "eG s"e is going to do so; /omenH especiall t"ose in t"e countrsideH coun trsideH still s" a=a from s"aking "andsH especiall =it" men from t"eir o=n countr; #t is est not to offer to s"ake "ands =it" a =oman unless s"e offers "er "and first; 2; escrie a custom from our countr t"at ou =ould like people from ot"er countries to adopt; EBplain our c"oiceH using specific reasons and eBamples; T"ats aout t"e custom of giving gifts; P #f gifts are taken for t"e familH t"e s"ould e items t"at t"e could not easil otain t"emselves; To take somet"ing t"at t"e could u easil =ould e a ad reflection on t"eir economic means; T"e love ant"ing overseaH and it does not "ave to e eBpensive; #f ou give t"e c"ildren t"ingsH eac" s"ould "ave a separate gift; #t is not polite to take a ="ole ag of cand and give it to t"em as a group; P >ifts for rides and grooms are usuall given in pairsH including lankets; ' single item indicates t"e marriage is not eBpected to last long; T=o less eBpensive items are more desired t"an one nicer one; 3; Can ou tell me somet"ing t"at foreigner s"ould not do in @ietnam: T"ere are numerous taoos on all aspects of life in @ietnam; ' fe= of t"em are as follo=s: - ont eBpress lavis" admiration for a ne= aH a H ecause t"e devils mig"t "ear ou and steal t"e c"ild ecause of "is desirailit; de sirailit; - >oing dutc" =it" a @ietnamese is not appreciated; #f ou run into someone at a restaurant and ou Ioin "is taleH let "im pa t"e ="ole ill or pa pa it all ourself; T"e senior person usuall pas; - +ats are not usuall =orn inside c"urc"esH even Cat"olic ones; 4; /"en people move to anot"er countrH some of t"em decide to follo= t"e customs of t"e ne= countr; !t"ers prefer to keep t"eir o=n customs; Compare t"ese t=o c"oices; /"ic" one do ou preferA Support our ans=er =it" specific details -social T"is factors is a difficult c"oiceH and t"e decision is not al=as conscious; &an practical aand nd influence people; - @er often it depens on age - !lder people "ave spent a lifetime doing t"ings a certain =a; T"eir social customs are part of ="o t"e are as people; #ts ver "ard for t"em to start doing t"ings differentl; differentl; - T"e ounger generation finds it easier e asier to leave e"ind t"e culture of t"eir native countr and adapt to t"e customs of t"eir ne= countr; T"e are not as set in t"eir =as as adaults are; C"ildren also feel t"e pressure p ressure to fit in from t"e ot"er kids kids in sc"ool; - ' maIor part of adapting to t"e customs of a ne= countr is learning t"at countrs language; - C"ildren learn t"e language in sc"oolH and use it dail ="ile going to class and plaing =it" ot"er people; - ut man times adults coming to a ne= countr dont "ave time for formal language classes; T"eir first priorit is getting a Io; Sometimes t"e =ork =it" people from t"eir
o=n countrH and t"e dont "ave to use t"e ne= language; !r t"e ma find a Io t"at doesnt re9uire muc" speaking at all; T"is means even if t"ere tring to learn t"e languageH t"e dont "ave a lot of opportunities to practice t"at - .or m partH # elieve t"at people ="o =ant to make t"eir "ome in a ne= countr need to find a alance; T"e s"ould keep t"e est of t"ie native culture and adopt t"e good t"ings t"e find in t"eir ne= countr; ; Sometimes it is ver difficult to learn t"e =a people do t"ings in a ne= culture; /"at can =e do to make life easier for ne=comersA - !viouslH time can "elp t"em; T"e longer t"e settle t"eir life in t"at ne= ne = countrH t"e easier for t"em to ada adapt pt =it" lifestle of t"e ne= culture due to constant oservation and contacts =it" t"e local people; - Studing t"e ne= language (anguage and culture is closel related to eac" ot"er; #f t"e can speak t"e living countrs language fluentlH it is muc" easier for t"em to understand and adapt t"e ne= culture; 'lsoH studing ne= language also means studing ne= culture - &aking ne= ac9uaintance =it" t"e local people; T"ese people can directl tell ne= resident aout t"eir "aits and customs t"at t"e eBpect t"is person to oserve; 6; /"ere is @ietnamese culture strongerH in t"e countr or t"e citA Can ou give some eBamplesA #n @ietnamH culture is stronger in t"e countr t"an in t"e cit; (ets "ave a look in one of t"e most famous custom of @ietnam: t"e custom of c"e=ing etels and areca nut; P ' 9uid of etel consists co nsists of four materials: an areca nutH etel leafH a c"a c"a rootH and "drated lime; P T"e custom of c"e=ing etel-nut is uni9ue to @ietnam; !ld "ealt" ooks ooks claim t"at Lc"e=ing etel and areca nut makes t"e mout" fragrantH decreases ad tempersH and makes digesting food easL; P ' 9uid of etel makes people ecome closer and more open"earted; 't an =edding ceremonH t"ere must e a dis" of etel and areca nutH ="ic" people can s"are as t"e enIo t"e special occasion; P uring festivals or Tet +olidasH etel and areca a reca nut is used for inviting visitors and making ac9uaintances; Pand $o=adasH t"eold; custom oft"e c" e=ing c"e=ing remains among t"e o ld; ut in uranH etel it is not of so popular poplular;in some @ietnamese villages ; o traditional cultures contriute to t"e development develop ment of modern societiesA /"A /" notA ; >ive some prominent features of our culture: P #t can e said t"at t"ere =ere t"ree laers of culture overlapping eac" ot"er during t"e "istor of @ietnam: local cultureH t"e culture t"at miBed =it" t"ose of C"ina and ot"er countries in t"e regionH and t"e culture t"at interacted =it" /estern culture; P T"e most prominent feature of t"e @ietnamese culture is t"at it =as not assimilated foreign cultures t"anks to t"e strong local cultural foundations; found ations; !n t"e contrarH it =as ale to utiliRe and localiRe t"ose from aroad to enric" t"e national culture; P T"e @ietnamese national culture emerged from a concrete living environment: a tropical countr =it" man rivers and t"e confluence of great cultures; T"e natural conditions JtemperatureH "umiditH monsoonH =ater-flo=sH =ater-rice agriculture ;;;K eBert
a remarkale impact on t"e material and spiritual life of t"e nationH t"e c"aracteristics and psc"olog of t"e @ietnamese; P T"e @ietnamese nation =as formed earl in t"e "istor and often "ad to carr out =ars of resistance against foreign invadersH ="ic" created a prominent cultural feature: a patriotism t"at infiltrated infiltrated and encompassed ever aspect of life; Topic 2 JcontinuedK SECT#!$ 2: .EST#@'(S ?; /"at are some important festivals in our countrA55 eond t"e national festivals mentioned on=ards man local festivals take place t"roug"out t"e ear around t"e countr; T"ere are also scores of regional festivalsH often Iointl celerated collections of villages; &an et"nic groups also celerate festivals; Tet - @ietnamese and C"inese $e= *ear- /it" a "istor t"at dates ack t"ousands of earsH t"e Tet festival =as originall a celeration "eld @ietnamese farmers to t"ank t"e gods for t"e arrival of springH sometime et=een late 7anuar or earl .eruar; 'lt"oug" officiall a t"ree-da affairH festivities ma continue for a =eek or more =it" ever effort made to indulge in eatingH drinkingH and enIoale social aactivities; ctivities; #t is also a time for famil reunionsH and for paing respect to ancestors and t"e elders; >ifts of food are made to friendsH neig"ors and a nd relatives in t"e das efore Tet; &id-'utumn or C"ildren55s &oon .estival JTet-Trung-T"uK - T"e essence of Tet-Trung-T"u - celerated on t"e 1t" da of t"e eig"t" lunar mont" is to promote educationH cultureH musicH sportsH arts and craftsH and poetr; - eginning at noon and ending at midnig"tH t"e festival includes: - folklore displas; - C"ildren55s games; - (antern processions; - ragon ances; - &ulticultural performances; - elicacies include moon cakesH stick riceH fruits and various s=eets; 1; escrie a @ietnamese traditional festival: @ietnam "as man traditional and religious "olidas ut none can e compared to $e= *ear festivalH Tet $guen-an orH in s"ortH Tet; - /"ere and ="en does it take placeA Tet starts on t"e first da of t"e first lunar mont" and is t"e first season of t"e ne= ear Jaccording to t"e lunar calendarK; Tet "as ecome so familiarH so sacred to t"e @ietnamese t"at ="en Spring arrivesH t"e @ietnameseH ="erever t"e ma eH are all t"rilled and eBcited =it" t"e advent of TetH and t"e feel an immense nostalgiaH =is"ing to come ack to t"eir "omeland for a famil reunion and a taste of t"e particular flavours of t"e @ietnamese festivities; - o ou "ave special food or dress for t"is festivalA tell me aout it; T"e an" C"ung "as een a LmustL during t"e Tet "olidas; T"e an" C"ung is ver nutritiousH "as an original tast flavour and ma e kept for a long time; ' 'll ll of its ingredients and materialsH from t"e green =rapping leaves to stick rice and porkH green peas and pepper insideH are all medicines Jaccording to !riental &edicineK t"at act to keep "armon et=een t"e positive and t"e negativeH t"us "elping t"e lood circulate
=ell and preventing diseases; CertainlH no ot"er cakes could e of suc" cultural significance and produce suc" medical effects as t"e green an" C"ung of @ietnam; - /"at do people do to prepare for suc" occasionA +o= do people celerateA - T"e first signs of t"e impending "olida s"o= up a mont" efore Tet; /orkmen start uilding stalls near t"e markets to sell "olida items items suc" as $e= *ear55s greeting cardsH candied fruits and decorations; )rices for evert"ing egin to rise; - +ouses and uildings get a ne= paint; )eople u ne= clot"esH eBc"ange greeting cardsH =is" eac" ot"er +app $e= *ear C"uc &ung $am &oiK; - #t55s auspicious if t"e ranc"es loom on t"e first morning of Tet: apricot lossoms are reputed to keep demons out of t"e "omes at t"is time; T"e ideal is to "ave t"e flo=ers loom Iust at TetH so muc" care is given in picking Iust t"e rig"t rac"es; Some families u entire apricot tree and decorate it =it" greeting cards from =ell-=is"ers; =ell-=is"ers; .amilies also paste up strips of red paper Dcau doi =it" saings of =ealt"H "appinessH prosperitH and longevitM T"e also u u fruits =it" names reminding of t"eir =is"es for t"e coming ear; - .amil gat"er making t"e traditional an" C"ungH t"e cake of stick riceH and fruit candies J&utK; - TraditionallH no cooking is done during t"e t"ree da "olidaH so all food must e prepared efore"and; - /"at "appens during t"is festivalA - 't midnig"t on $e= *ears EveH a ceremon called L>iao T"uaL is "eld in ="ic" a sacrifice for t"e spirits and t"e ancestors is made on a lovel candle-lit altar in t"e open air near t"e "ome; - 'fter t"isH t"e famil ma reak off some ne= uds from t"e special ne= plants and trees recentl purc"ased for Tet and go to t"e )agoda; T"ereH t"e place incense efore t"e altar and pra for t"e prosperit of t"e ne= ear; /"en t"e leave t"e pagodaH anot"er ne= ud is picked from a plant or tree and placed on t"e top of a column at t"eir "ome on returning; T"is smoliRes good luck; - T"e neBt morningH t"e famil arises earl and dress in t"eir ne= clot"es; is"es of special foods are prepared to e placed on t"e famil altar for t"e ancestors ="o are ack in t"e "ome during Tet; T"is =ill e repeated t=ice dail until Tet is over; - Everone offers eac" ot"er $e= *ear =is"esH and t"e c"ildren are given luck red envelopes containing - !n t"e fourt" da of o fmone; TetH t"e @ietnamese elieve t"at t"eir ancestors return to t"eir "eavenl aode; T"e stores egin to re-open and life regains its no normalc; rmalc; )eople visit graves on t"is da acting as an escort for t"eir departing ancestors; - uring Tet festivalH all stores are closed and usinesses are interrupted for at least 3 das; - T"ings not to do in Tet festival: Some t"ings are considered to e ver ad luck if done at Tet; ' fe= of t"em to do at Tet are as follo=s; - $ever clean "ouse during Tet; - o not insult ot"ers or mise"ave; - o not use profanit Jrude =ordsK; - o not look fretful or s"o= an anger or grief; - o not reak an dis"es;
- Compare "o= people celerate it no= =it" "o= people ma "ave celerated it in t"e past; - )reparing food: uing proccessed food instead of doing itH even C"ung cake; - etter living standard -Q a more eBpensive DEating Tet; - +o= mig"t t"is festival c"ange in t"e futureA T"e gro=ing popularit of /estern festivalsH like C"ristmas or $e= *ear .estival =ill some"o= reduce t"e meanings and make some activities in Tet lose its uni9ue c"aracter: .amil reunionH "ouse redecorationH giving luck moneH for instanceH can take place in t"e aove occasions instead of Tet; T"e increasingl improved living standard =ill give people no sense of a special menu on Tet das; T"e can enIo an delicac during t"e earH unneccesaril falling in Tet occasion; - o ou t"ink suc" a traditional festival s"ould e preservedA /"A /" notA !f course it s"ould e; 'n countr s"ould preserve its o=n culture ="ic" is est presented in .estivals; - .estivals "ave long een considered t"e traditional cultural activit of t"e @ietnamese people; T"e are attractive to all social classes and "ave ecome a necessar part of people55s lives for man centuries; - .estivals are t"e crstalliRation of culturalH spiritualH and p"sical activities t"at "ave een c"osenH maintainedH and improved over man generations; - 're ou concerned aout t"e possiilit of losing traditional culturesA /"A /" notA 11; Could ou tell me aout a special festival in our "ometo=nA &id 'utumn -Q"ometo=n P .or a long timeH @ietnam and some ot"er 'sian countries ="o follo= t"e rite of =ors"ipping t"e &oon >enieH =elcome t"e &id-'utumn .estival on t"e 1t" da of t"e t" lunar mont"; T"is is t"e time ="en t"e moon is fullH t"e farm =ork is at restH and t"e =eat"er is cool and fres"; 'part from t"e (unar $e= *earH t"e &id-'utumn .estival is t"e most impressive event for t"e @ietnameseH particularl t"e c"ildren; T"ere is no ot"er event in t"e ear ot"er t"an t"is festival t"at provides t"em =it" as muc" entertainmentH tosH cakesH candiesH and fruit; P 'out "alf a mont" efore t"e eventH various kinds of co colourful lourful itemsH mostl cakesH candies and tosH are displaed for sale along t"e streetsH in t"e s"ops and at t"e markets ; EveroneH domestic and foreignH is eager tofood go eit"er s"opping or sig"t-seeing; !n t"e festive ot" daH some families cook outstanding to offer t"eir ancestors during t"e datime; #n t"e eveningH t"e mid-autumn festive part is prepared =it" cakesH candies and fruits; Cakes are variousH ut a LmustL is t"e an" deo Jglutinous-rice dumplingsK and an" nuong JcakesK in t"e s"ape of t"e moon and fis"; .ruit H including longansH simmonsH ananasH grapefruitsH etc;H are also aundant and diverse; P T"e .estival is eBceptionall interesting for t"e c"ildren ="o pla "appil =it" t"e rig"t ne= tos; T"e tos are made from various different forms: forms: t"e lion leadH t"e animal in folk tales and stories; T"e lanterns are colourful co lourful and of various kindsH suc" as t"e raitH t"e carpH etc; esides traditional carton paper tosH plastic and amoo platesH s"ipsH tanksH etc; made of plastics =it" atteries and "aving remote controls are also on sale; T"is is understandale due to t"e economic improvements of t"e people; /"et"er organiRed in t"e cit or countrsideH t"e preserved tradition of t"e &id-'utumn .estival is reflected in t"e =a t"e c"ildren pla games suc" as seek-and-"ideH lion dancingH
lantern marc"ingH etc; P T"e =elcome-t"e-moon part in t"e evening is a good opportunit for t"e c"ildren not onl to enIo t"e foodH ut also to learn more from t"eir grandparents and parents; T"e are told "o= to prepare t"e part in t"e most attractive =a; To decorate t"e partH t"ere is al=as a LdoctorL made of paper or doug"H ="ic" reminds t"e c"ildren of t"e "ig" ac"ievements to e otained in t"eir studies; T"e time to start enIoing t"e part is solemnl s"ared t"e ="ole famil and ecomes t"e most sacred moment of t"e &id'utumn .estival; #n t"e rig"t moonlig"tH clear sk and fres" environmentH everod is relaBed =it" a pure and detac"ed Io; 12; /"at role do ou t"ink festivals "ave in our societ and is t"is role c"angingA c" angingA - EBpressing reverence; - &aintaining ancient traditions - %ememering dead "eroes - Commemorating important events - Entertaining t"e communit @ietnamese culture "as a long tradition of colourful festivals; 13; 're some festivals too commercial t"ese dasA 14; Tell me aout t"e =a people celerate a =edding in our countr - /edding is ver important to @ietnameseH not no t onl to t"e couple involvedH ut also for ot" families; T"usH it is usuall including 9uite a fe= formal formal ritual oservances; - T"e /edding da is usuall c"osen =ell in advance t"e groom and t"e ride55s parents; - !n t"e =edding daH t"e groom55s famil and relatives go to t"e ride55s "ouse ringing a lot of gifts =rapped in red papers; T"ese gifts are similar to t"ose of t"e engagement: etel leaves and areca nutsH =inesH fruitsH cakesH tea ;;; - T"e groom55s famil =ould stop in t"e font of t"e ride55s "ouse; T"e leading couple s"ould enter t"e "ouse first ringing a tra =it" =ine and tin cups on it; T"e =ould invite t"e ride55s parents to take a sip; accepting t"e toastH t"e ride55s famil agree for t"e groom famil to enter t"eir "ouse; - T"e groom55s famil =ould introduce t"emselves and ask permission for t"eir son to marr "is ride; - T"e &aster of t"e Ceremon Jusuall a respected person among t"e ride55s relativesK instructs t"et"en ride55s parents present t"eir - T"e ride follo=s "er to parents out; S"edaug"ter; is in @ietnamese traditional =edding 'o ai ="ic" is usuall in red; .ollo=ed are "er ride maids; - T"e =edding ceremon starts in front of t"e altar; T"e ride and t"e groom =ould kneel do=n and praH asking t"eir ancestors55 permission to e marriedH also asking for lessing on t"eir famil-to-e; - T"e couple t"en turn around and o= do=n to t"e ride55s parents to sa t"ank for raising and protecting "er since irt"; - T"e t"en o= t"eir "ead to eac" ot"erH ="ic" means to s"o= t"eir gratitude and respect to=ard t"eir soon-to-e "usand or =ife; - T"e groom and t"e ride t"en eBc"ange t"eir =edding rings; - T"e ceremon is ended =it" a round applause; - TodaH a lot of @ietnamese couples "ave t"eir =edding ceremon done in Temples or C"urc"es ="ic" is ver muc" similar to 'merican and /estern stleH including
eBc"anging vo=s and =edding rings; +o=everH t"e still maintain @ietnamese traditional ceremon in t"e ride55s "ome efore "eading to temples or c"urc"es; - T"e ne=l =edded couples t"en leave for t"eir "one moon; End of topic 2 Topic4 : Economic issues retirement - commercial - Emploment -!t"er economic issues
SECT#!$ 1: %ET#%E&E$T 1; #n some countries t"e average =orker is oliged to retire at t"e age of H ="ile in ot"ers people can =ork until t"e are 6 or ; &ean="ileH =e see some politicians enIoing po=er =ell into t"eir eig"ties; ClearlH t"ere is little agreement on an appropriate retirement age; ,ntil ="at age do ou t"ink people s"ould e encouraged to remain in paid emplomentA >ive reasons for our ans=er; P advantages of earl retirement: - t"e oung people "ave c"ances to =ork; - SecondlH oung people are more efficient t"an t"e oldH ecause t"e are oung and strong; - T"irdlH oung people "ave man ne= ideas aout products; - .inallH oung people react more 9uickl t"an old people; P isadvantages of earl retirement: - !ne point is t"at old people peo ple "ave lots of eBperience; - /"at is moreH t"e can train oung people; - &oreoverH if old people can continue to =orkH t"e =ill feel "app; 2; usinesses s"ould "ire emploees for t"eir entire lives; o ou agree or disagreeA ,se specific reasons and eBamples to support our ans=er; T!E.(36; /"at is important consideration in toda emplomentA - 7o performanceH speed and c"ange due to "ars" competition; - )erformance: skilled =orkersH matc" =it" t"e tasks; - $eed to produce goods or services 9uickl -Q need oung people ="o are =illing to put in long to "oursH e aggressive and =ill pus" t"emselves t"eir Io faster; - +ave e innovative; C"anging =orkforce -Q ring to in do ne= ideas; - skilled =orkers do not =ant to e tied do=n to one companH t"e =ant t"e fleBiilit to improve t"eir opportunities; - (oalt is not practical toda; SECT#!$ 2: C!&&E%C#'( 3; o ou agree or disagree =it" t"e follo=ing statementA 'dvertising can tell ou a lot aout a countr; ,se specific reasons and an d eBamples to support our ans=er; T!E.( – unavailale; 4; Some people sa t"at advertising encourages us to u t"ings =e reall do not need; !t"ers sa t"at advertisements tell us aout ne= products t"at ma improve our lives; /"ic" vie=point do ou agree =it"A ,se specific reasons and eBamples to support our
ans=er; T!E.(11 /"at is t"e purpose of ad;A - encourage customers to u t"ings t"e dont need; - T"eir primar goal is profit; #n ="ic" =a can ad; persuade customers u t"ings t"e dont needA - egin =it" c"ildren: t"e =ant to e like everone elseH t"e =ant to "ave ="at everone "as; - T"roug"out our life: 'dvertisement define ourselves ="at =e o=n rat"er t"an ="o =e are; #t encourages a competition of false values and s"allo= measurements of of ="at matters in our lives; /"at is t"e advantage of ad;A - En"ance econom; - )eople u products -Q ot"er people "ave Ios; - 0eep us informed aout ne= n e= products t"at ma actuall "elp us in some =a; ; 's t"e numer of commercial is on t"e increase on our T@H man vie=ers feel annoed and claim t"at commercials s"ould e anned; o ou agree =it" t"is ideaA SECT#!$ 3: E&)(!*&E$T ; /"at are some important 9ualities of a good supervisor JossKA ,se specific details and eBamples to eBplain =" t"ese 9ualities are important; T!E.(1 - Iustice: treat all "er emploees fairl; - 0no= "o= to give clear and understandale directions: not c"ange too constant; - elegating aut"orit =ell: kno= "o= to use t"e skills of "er emploees to est advantage; - 0no= "o= to evaluate "er emploees on a reasonale set of criteria; - Sets t"e standards for "er emploees "er o=n e"avior; 6; T"e idea of "aving a single career is ecoming an old fas"ioned one; T"e ne= fas"ion =ill e to "ave several careers or =as of earning mone and furt"er education =ill e somet"ing t"at continues t"roug"out life; /" does eac" person need "ave several careers or =as of earning mone and lifetime educationA -- $o T"ematter enormous in tec"nolog ="atc"anges t"eir field of eBpertiseH people are no longer ale to cope =it" toda55s fast c"anging =orkplace unless t"e upgrade t"eir skills t"roug" furt"er stud; - &an Ios "ave ecome osolete in recent ears; - .or eBampleH roots "ave taken over factor asseml lines in t"e automoile industr - ank emploees "ave lost Ios ecause no= people use 'T&s or t"eir "ome computer for ordinar ank transactions; - SimilarlH travel agencies and retail stores "ave gone online and t"e people ="o used to do t"ese Ios "ave een faced =it" a mid-life career ; - T"e marketplace "as ecome gloal; - Competition "as increasedH and small usinesses "ave een e en s=allo=ed up large corporations t"at are often multinationals; - &an industries t"at once flouris"ed in $ort" 'mericaH like t"e teBtile industr or t"e s"oe industrH no= onl distriute foreign-made goods "ere;
- (aour is c"eaper in t"e developing =orld and so t"ese industries no longer emplo t"e large =orkforce in $ort" 'merica t"at t"e once did; 's a resultH people "ave "ad to retrain and find Ios in ot"er fields; Tec"nological c"ange =ill not slo= do=n in t"e 21st centur and so it is likel t"at more occupations =ill ecome osolete in t"e future and =e =ill all "ave to upgrade our tec"nical skills regularl and "ave some emploment fleBiilit if =e are to remain competitive in t"e =orkforce; ; T"e =orld of =ork is c"anging 9uickl: P toda: - people often "ave t"e same Io for 3 or 4 ears; - &ost people retire at 6 or 6; - T"e =orking =eek is or "ours per da for or 6 das; - &illions of people =ork in factories; P future: - people =ill learn ne= skills and c"ange c"an ge Io more often; - &ost people =ill retire at or ; - S"orter =orking =eek; 'lso t"ere =ill e more part – time Ios -Q more free time; - Computers and roots =ill do a lot of t"e =ork in factories; P !pinions: - in t"e pastH people "ad " ad to =ork far too "ard; T"eir Ios controlled t"eir lives; #ts not going to e like t"at in t"e future; /ell "ave more time to enIo ourselves; T"ats great=" =ork if a root can do it for ouA - )eople need to =ork; #f ouve got a Io oure a part of societ; #f ou "avent got a Io oure outside societ; o ou agree or disagree =it" t"e follo=ing statementA T"e most important aspect of a Io is t"e mone a person earns; ,se specific reasons and eBamples to support our ans=er; T!E.(61; /"at does earning a lot of mone meanA - #ndicator of success: u ant"ing ou =ant; - #ndicator of a smart person: stupid person can not earn muc" mone; - #ndicator of a good candidate for marriage: an girls =ant to marr a ric" man; /"at are ot"er factors affecting Io – satisfactionA ? /"attodaA is a ver important skilland a person s"ouldreasons learn inand order to e successful inour t"e =orld C"oose one skill use specific eBamples to support c"oice; T!E.(46 - /"at are necessar skillsA - Tolerance; - Computer skill; - .oreign language skill; - /" =e need toleranceA - T"e =orld is ecoming increasingl moile -Q =ork =it" different kinds of people -Q tolerant eac" ot"er; - /"at s"ould =e do ="en =" en t"ere is a difference in opinion: - (earn to e tolerant of one anot"er; - %espect t"ese different in opinion; - .ind a common ackgroundH an idea =e can ot" agree on;
- -Q easier to settle differences in ot"er suIects; 1; Uualities a person needs to ecome successful in todas =orld can not e learnt at universit or similar academic institution; To ="at eBtent do ou agree or disagree =it" t"is ideaA 11; Some people prefer to =ork for t"emselves or o=n a usiness; !t"ers prefer to =ork for an emploer; /ould ou rat"er e selfemploedH =ork for someone elseH or o o=n =n a usinessA ,se specific reasons to eBplain our c"oice; T!E.( 12; #n t"e field of industrial relationsH emploees going on strike is not a valid =a of resolving conflict; T"ere are etter aproac"es to resolving differences in t"e =orkplace; - /"at are t"e purpose for emploees going on strikeA - effective =a to resolve industrial disputes; - /"at can e disadvantaged t"ose strikesA - (oss of production - )ossile loss of customers for companies; - (oss of =ages for t"e striking emploees; - #n some cases striking emploees also put t"eir o=n Ios at risk - irectl t"roug" possile dismissal t"eir emploer - #ndirectl t"roug" =eakening t"e competitive co mpetitive position of t"e compan t"e =ork for; - #t "as een s"o=n in man case studies of strikes tend to increase conflict and to "urt ot" parties t"roug" t"e economic damage t"e cause; Strikes are an eBercise in po=erH and do not get to t"e underling cause of industrial disputesH ="ic" is a conflict of interests et=eem emploer and emploee; 13; o ou t"ink t"at pulic sector =orkers suc" as teac"ersH doctorsH nurses and fire fig"ters s"ould e allo=ed to strikeA : $ot if t"e55re properl re=arded; T"eir unions s"ould come toget"er =it" t"e emploers and negotiate no-strike agreements; ': /"at if t"e emploers decide to introduce ne= =orking practicesA 'fter allH t"ings can55t remain t"e same for ever; : 'n c"ange in conditions s"ould e negotiated as =ell; ': 'nd ="at "appens if t"e t=o sides can55t agreeA : T"en t"e dispute s"ould go to aritration; /"at55s needed is an independent od to mediate in industrial disputes; #t mig"t sometimes "ave to impose a settlement; ': SurelH nood can force people to go to =orkH if t"e reall don55t =ant to; : T"en t"e risk losing t"eir Ios; #t is =rong to leave "ospital patients =it"out doctors and nurses; (ike=iseH strikes among teac"ers can severel disrupt t"e education of our c"ildren; ': So ou don55t t"ink everod s"ould "ave t"e rig"t to strikeA : /ellH # t"ink everod s"ould "ave " ave t"e rig"t to Ioin a trade union; T"is allo=s free collective argaining; *ou can55t "ave ever =orker making separate deals =it" management; T"e strike =eapon s"ould onl e used as a last resort if aritration fails; Emploees s"ould kno= t"at management ma impose a lock-out; #s t"ere an ot"er etter alternativesA - ot" sides must also realise t"at t"e need eac" ot"er - e prepared to negotiate a compromise solution in situations ="ere conflicts arise; - Emploers s"ould realiRe t"at t"eir emploees are an invaluale resource; - T"e s"ould use ever avenue to encourage emploees to contriute t"eir ideas to
improving t"e =ork environment; - Emploees s"ould realiRe t"at t"e "ave " ave more to gain =orking constructivel =it" emploers t"an opposing t"em; - /"ere communication is encouraged at ever levelH relations =ill e etterH and strikes muc" less likel to occur; 14; #f ou =ere an emploerH ="ic" kind of =orker =ould ou prefer to "ire: an ineBperienced =orker at a lo=er salar or an eBperienced =orker at a "ig"er salarA ,se specific reasons and details to support our ans=er; T!E.( –unavailale; 1; T"e emploment market is rapidl c"angingH posing impacts on Io seekers; iscuss t"e causes of suc" c"anges in emploment opportunities; +o= rapid is emploment market c"angingA - C"anges in tec"nolog -Q re9uire ne= skill; - >loal =orkforce market -Qmore competitiveH ne= =a of =orking; - T"e increasing participation of female -Q more competitive; - %ising population -Q more competitive; /"at are ne= re9uirement to=ard ne= Io – seekersA - $eed gloal skills: foreign languageH computer skill; - 'ilit for team=orking; - Tec"ni9ue for appling for a Io: dnamicH intervie= skill; - 'ilit to earn mone in some =as; 16; /e all =ork or =ill =ork in our Ios =it" man different kinds of people; #n our opinionH ="at are some important c"aracteristics of a co-=orker Jsomeone ou =ork closel =it"KA ,se reasons and specific eBamples to eBplain =" t"ese c"aracteristics are important; T!E.(22 - Cooperative: get along =it" ot"ersH finis" task efficientl and in time; - 'daptale: =it" c"anges in sc"edules sc"edu les or routinesH "aving Io description revised; - +elpful: =illing to do ="atever it takes to get t"e Io doneH "av "avee sense of communitive; - ' smpat"etic listener: not gossip; 1; )eople =ork ecause t"e need mone to live; /"at are some ot"er reasons t"at people =orkA iscuss one or more of t"ese reasons; ,se specific eBamples and details to support our ans=er; T!E.( - feeling of success; - .eeling of useful; - 7o satisfaction: EnIo =orking ="at t"e interest - (ike t"e sense of accomplis"ment; - #nteract =it" peopleH "elp ot"ers; - )ursue t"eir interested field; - Social status; 1; Some people prefer to =ork for a large compan; !t"ers prefer to =ork for a small compan; /"ic" =ould ou preferA ,se specific reasons and details to support our c"oice; T!E.( /" large companA - advancementH promotion; - @ariet of Ios -Q can e trained in a variet of positions and =ould "ave " ave valuale eBperience; - &ore prestige;
1?; Some people like to do onl ="at t"e alread do =ell; !t"er people prefer to tr ne= t"ings and take risks; /"ic" do ou preferA ,se specific reasons and eBamples to support our c"oice; T!E.(; /" take riskA - $ot"ing venturedH not"ing gained; - $e= opportunities; - $e= c"allengesH despite failure -Q take eBperiencesH lessons; 2; o ou agree or disagree =it" t"e follo=ing statementA usinesses s"ould do ant"ing t"e can to make a profit; ,se specific reasons and eBamples to support our position; T!E.(66; - /"at s"ould usinesses doA - Satisf emploees; - Trust of customer; - )la an active part in t"e communit; 21; #s it more important to e ale to =ork =it" a group of pe people ople on a team or to =ork independentlA ,se reasons and specific eBamples eBa mples to support our ans=er; T!E.(unavailale; 22; o ou agree or disagree =it" t"e follo=ing statementA #t is etter to e a memer of a group t"an to e t"e leader of a group; ,se specific reasons and eBamples to support our ans=er; T!E.(111; - /"at are desirale c"aracters of a leaderA - 'ilit to anticipate ="at "appen; - >ood plannerH persuasive person - #nitiative - 'ction – oriented - %esponsile; - /" s"ould # e a leaderA - .eeling of eing success; - >aining social respect; - Contriute t"e most to surrounding people and t"e communit; SECT#!$ 4: !T+E% EC!$!&#C #SS,ES 23; ' universit plans to develop a ne= researc" center in our countr; Some people =ant a center for usiness researc"; !t"er people =ant a center for researc" in agriculture JfarmingK; /"ic" of t"ese t=o kinds of researc" centers do ou recommend for our countrA ,se specific reasons in our recommendation; T!E.(12 /"at can researc" center for usiness ringA - #mprove a countrs econom in relation to ot"er countries /" not approve usiness centerA - usiness practices in t"e ,S alread serve as a model for man ot"er co countries; untries; - usiness are alread =ell – connected internationall; T"e "ave t"e advantages of t"e #nternet and ot"er means of electronic information transmission; - usinessmen =ould get ric"er; .or t"e rest of t"e countrs peopleH t"ere mig"t e little ovious enefit; /"at can researc" center for agriculture ringA - +elp all people: food prices can e reduced as farmers discover more effective means of
food production; - $atural resources are eroding; - .armers need to uild stronger net=ork across t"e countr and internationall muc" as usinessmen alread "ave done; !t"er possile 9uestions for intervie= section regards t"is topic: 1; /"at are some of t"e main industries in our countrA55 - 'griculture: @ietnam is still asicall an agriculture societH alt"oug" it continues to take steps to=ard an industr-oriented development; - !ne of t"e =orld55s largest eBporters of rice; - T"e @ietnamese econom is dominated agricultureH ="ic" emplos over 6V of t"e laour forceH and comprises 4V of total eBports; - T"oug" rice is t"e main agricultural productH t"e countr also produces maiReH s=eet potatoH vegetalesH am and eans; - @ietnam is one of t"e =orld55s largest producers and eBporters of coffee; - &ineral #ndustr: - %ic" in natural resourcesH =it" most of its reserves relativel untappedH coal is @ietnam55s second most important mineral in terms of eBport earningsH after petroleum; @ietnam ecame an oil-producing nation in 1?6; - T"e industrial sector is also an important contriutor to t"e countr55s econom; - Emploing aout 12V of t"e laour force; - &anufacturing industries include food processingH teBtiles and leat"erH uilding materialsH packagingH =ood processing and paperH engineering and c"emicals; 2; escrie a Io t"at ou t"ink =ould e ideal for ou; *ou s"ould sa: - ="at t"is Io is; - /"at 9ualities or pre – conditions people usuall "ave to "ave to get t"is kind of Io; - /" ou t"ink t"is Io =ould =o uld e ideal for ou; - 'nd eBplain =" it is likel or unlikel t"at ou =ill "ave a Io like t"is in t"e future; 3; +o= important do ou t"ink it is to "ave a Io t"at ou enIoA 4; Compare t"e importance of salar and Io satisfaction in c"oosing a Io or career; ; Evaluate t"e importance of good relations"ips in a =ork environment; 6; 're t"ere an Ios or o r fields of =orkH ="ic" ou consider to e more appropriate for males or femalesA /"A Consider emploment in @ietnam; o ou t"ink it is more or less segregated in terms of gender t"an in previous generationsA /"at T@ commercials do ou likeA /"A /"at55s our favorite commercialA ? /"at is t"e purpose of advertising a productA 1 o ou t"ink t"ere are suliminal messagesA 11 /"en ou drive or =alkH do ou get distracted advertisements on uses or illoardsA 12 /"en ou go food s"oppingH do ou u foods ou55ve seen in T@ commercialsA 13 o ou like t"e ennetton55s advertisementsA #f notH ="A J*ou can sustitute an compan55s name;K 14 o ou t"ink it55s rig"t to see naked =omen in T@ commercials selling eaut productsA 1 /"ic" Io are ou est atA
16 /"ic" Io =ould ou never doA 1 /"ic" Ios do ou t"ink are t"e most prestigiousA 1 /"o among t"e people ou kno= "as t"e most interesting IoA /"at is itA 1? /" did ou leave our last Io - did ou resign or =ere ou sackedA 2 /ould ou e upset if our oss =as a =omanA 21 /ould ou consider t"e militar as a career c"oiceA /" or =" notA 22 /ould ou like a Io in ="ic" ou traveled a lotA 23 /ould ou like a Io t"at re9uired ou to sit at a computer all daA 24 /ould ou rat"er e a doctor or a ankerA 2 /ould ou rat"er =ork inside or outsideA End of topic 3 Topic 4: Education Section 1: ,$#.!%& - +!&E/!%0 1; Some "ig" sc"ools re9uire all students to =ear sc"ool uniforms; !t"er "ig" sc"ools permit students to decide ="at to =ear to sc"ool; /"ic" of t"ese t=o sc"ool policies do ou t"ink is etterA ,se specific reasons and eBamples to support our opinion; T!E.( - /"at are advantages of =earing uniformA - &ake t"ing more e9ual for all students; - E9ual on an economic level - -Q )revent env and Ieolous aout stlis" clot"es - -Q .orm friends"ip ased on personalit not clot"es; - reduce une9ual treatment teac"ers; - En"ance solidarit - Encourage t"e individual students of a sc"ool to feel like part of a igger group; - /"at are disadvantages of =earing uniformA - Sc"ool uniforms limit c"ildrens individualism in clot"es; - Some families cant afford t"ose uniforms; 2; &an teac"ers assign "ome=ork to students ever da; o ou t"ink t"at dail "ome=ork is necessar for studentsA ,se specific reasons and details to support our ans=er; T!E.( –unavailale; 3; 'part from uniformsH ="at do ou t"ink s"ould e done to improve t"e e9ualit among t"e c"ildren of different economic ackgroundsA 4; 're sc"ool c"ildren in @ietnam re9uired to =ear uniformsA ; /"at are some of t"e enefits of re9uiring c"ildren to =ear uniforms to sc"oolA 6; /"at are some of t"e disadvantages of compulsor sc"ool uniformA ; o ou t"ink compulsor sc"ool uniform can e Iustified on educational groundsA SECT#!$ 2: TE'C+E% - ST,E$T 1; /"en students are in large classes it is ver "ard for t"e teac"er to give ever student individual attention; /"at can educational aut"orities do aout t"isA 2; Evaluate a teac"ers po=er to influence a students ="ole life; 3; Some people elieve t"at students s"ould e given one long vacation eac" ear; !t"ers elieve t"at students s"ould "ave several s"ort vacations t"roug"out t"e ear; /"ic"
vie=point do ou agree =it"A ,se specific reasons and eBamples to support our c"oice; T!E.(11; /" several s"ort vacations t"roug"out t"e earA: J3 mont"s per earH eac" time last for 1 mont"K; - Easier for parents to sc"edule vacations; - +ard for parents to make a plan for t"e time in long va vacation: cation: eBpensiveH unsafe for c"ildren; - etter for econom and tourism; - !vercro=ded in "olida seasons; - C"ildren are etter focused on stud /" one long vacation in t"e earA - Sc"ool uildings are air – conditioned -Q in summer: "ot; - Students can take part in t"e real =orld: =orking for eBperiences; 4; Some people t"ink t"at t"e can learn etter t"emselves t"an =it" teac"er; !t"ers t"ink t"at it is al=as etter to "ave a teac"er; /"ic" do ou preferA ,se specific reasons to develop our essa; T!E.(1; /" =e need teac"ersA - Teac"ers ring =it" t"em varied and useful ackground; - Trained teac" individuals in different =as depending depend ing on t"eir stle -Q ="ic" =a is est for eac" student: - iscussion; - /riting; - ' good teac"er can adapt "er teac"ing to our needsH - Teac"ers "elp ou to focus on ="at ou are learning; - 0eep our attention on t"e suIect; - 0no= "o= to approac" a suIect logicallH taking it one step at a time; Stud ourself -Q skip parts ou t"ink ou dont don t need; - ' roader =a of learning; - #nformation in t"e =ritten materials as =ell as t"e teac"ers o=n kno=ledge k no=ledge of t"e topic; - )rovided eBtra materials to roaden t"e scope; ; To e successful in education it is more important to e a good student t"an to "ave good teac"ers; o ou agreeA 6; o ou agree or disagree =it" t"e follo=ing statementA Teac"ers s"ould e paid according to "o= muc" t"eir students learn; >ive specific reasons and eBamples to support our opinion; T!E.(; - /" s"ouldnt teac"ers e paid according to "o= muc" t"eir students learnAW "o= good do t"eir students perform in eBaminations - Students =ill miss out on a lot of education t"at cant e measured o on n a testH ecause teac"er =ill start to teac" onl ="at students need nee d to get "ig" test scores; - Some less ale students =ould e disadvantaged; Teac"ers ma ignore students ="o "ave learning difficulties ecause t"e "ave to pus" t"e maIorit of t"e students; - !n ="at asis s"ould teac"ers e paidA ; Some students prefer to stud alone; !t"ers prefer to stud =it" a group of students; /"ic" do ou preferA ,se specific reasons and a nd eBamples to support our ans=er; T!E.(14 /"at are advantages of studing aloneA
- #n case t"e group dont take studing seriousl -Q distractedH interuptions; - 'solutel 9uite; - epend on our "aits and personalit; - #f ou are sociale -Q too tempted to socialiRe; /"at are advantages of studing in a groupA - EBc"ange information aout t"e topic: comparing notesH discuss various aspects of a topic -Q clearer arguments; - .ocused on studing: good discipline -Q no =asted time; /"at are disadvantages of studing in a groupA ; Sc"ools s"ould ask students to evaluate t"eir teac"ers; o ou agree or disagreeA ,se specific reasons and eBamples to support our ans=er; T!E.( - /" students s"ould evaluate t"eir teac"ersA - +elp teac"ers to perfect t"emselves: #nform teac"er of "o= students react ot" to t"eir teac"ing met"ods and to t"em as individuals; - Encourage teac"ersH give t"em confidence; - +elpful for sc"ool administrators assessment of t"e 9ualit of t"eir teac"ers; - >ood eBercise for students -Q understand etter ="at is eBpected of t"em; - Teac" students responsiilit: >ive students feelings t"at t"e "ave a voice in ="at "appen in t"eir sc"ools; ?; o ou agree or disagree =it" t"e follo=ing statementA +ig" sc"ools s"ould allo= students to stud t"e courses t"at students =ant to stud; ,se specific reasons and eBamples to support our opinion; T!E.(11; - /"at suIects are mandatorA - &at"emeticsH literatureH and science; - +ardl an students c"oose t"ese despite neccessit; - /"at suIects are electiveA /"A - &usicH artH IournalismH various kinds of team sports; - C"ance of eBperiment; - >et a "ead start on ="at going to stud in college; - ecause students interested in different suIects; (ater onH no time for studing t"eir interested suIects; 1; Some students like classes ="ere teac"ers lecture Jdo all of t"e talkingK in class; !t"er students prefer classes ="ere t"e students do some of t"e talking; /"ic" tpe of class do ou preferA >ive specific reasons and details to support our c"oice; T!E.(14 'dvantages of lecture: - Teac"er give t"e student t"e information at t"eir est; - Students gain t"eir eBperience and kno=ledge; 'dvantages of discussion: - develop students activeness; - evelop students interactive skill; - Teac"ers feel more comfortale; - Students stud more effectivel: - !ne effective =a of studing is: making mistake; - icussion is al=as a etter =a for gaining information; - Students "ave to consider t"e prolems rig"t at t"e class to kno= to ="at eBtent t"e understand;
11; isruptive sc"ool students "ave a negative influence on ot"ers; Students ="o are nois and disoedient s"ould e grouped toget"er and taug"t seperatel; o ou agree or disagreeA – #$S#>+T16 - /" s"ouldnt =e separate disruptive studentsA - (imiting t"eir educational opportunities; - ' sort of prison -Q never recover from t"e eBperience -Q prolems for t"e =ider societ; /"ats t"e alternativeA - #nvestige for t"e reason: - T"e =ork is too eas; - Teac"ers are uninspiring; -Q solve it 12; &an students "ave to live =it" roommates ="ile going to sc"ool or universit; /"at are some of t"e important 9ualities of a good roommateA ,se specific reasons and eBamples to eBplain =" t"ese 9ualities are important; T!E.( – unavailale; SECT#!$ 3: SEC!$'%*- TE%T#'%* E,C'T#!$ 12; /"at =ere some of t"e rules ou "ad to follo= at our "ig" sc"oolA P /"ic" rules did ou t"ink =ere unfairA PP id get caug"t reaking an sc"ool rulesA /ereou ouever allo=ed to smoke on campusA P /ere ou allo=ed to eat ea t food in t"e classroomA 13; To ="at eBtent s"ould universit courses e geared to t"e economic needs of societA 14; T"e government of our countr is going to offer a numer of universit sc"olars"ips; #n ="ic" academic suIects s"ould t"ese sc"olars"ips e offered to enefit our countrA Cuc 31 - /" offer sc"olars"ips to eBcellent students commited to agricultural science and tec"nologA - @n is an agricultural countr; - T"e production is limited due to t"e lack of advanced agricultural tec"nolog and farming met"ods; - @ietnamese students =ould e encouraged and facilitated to ac9uire advanced agricultural science and tec"nolog to appl to t"e farms and rice fields - V population =ould enIo increased productionH "ig"er 9ualit productsH more Io opportunitiesH and "ig"er incomes; - /" offer sc"olars"ips to eBcellent students commited to information tec"nologA - )ivotal role of t"is field in pus"ing up t"eir economies; - @n enIo comparative advantages in "uman resource since our students rank "ig" in international and regional computer science and mat"s contests; - #gnoring computer science in t"is #T =orldH vietnam =ould risk lagging e"ind in t"e decades to come; 1; To ="at eBtent s"ould universities function as training grounds for emplomentA 16; Some universities re9uire students to take classes in man suIects; !t"er universities re9uire students to specialiRe in one suIect; /"ic" is etterA ,se specific reasons and eBamples to support our ans=er; T!E.( –unavailale; –u navailale; 1; #n some countriesH teenagers "ave Ios ="ile t"e are still students; o ou t"ink t"is
is a good ideaA Support our opinion using specific reasons and details; T!E.(24; /" s"ouldnt teenagers "ave Ios ="ile t"e are still studentsA - $egative impact on t"eir learningH and eventuall on t"eir grades; - isrupt a teenagers "ome life; - +es missing out on t"e fun of eing oung; +e "as a ="ole lifetime in ="ic" "ell "ave to earn a living 1; C"ildren s"ould never e educated at "ome t"eir parents; o ou agree or disagreeA 1?; Some people elieve t"at universit students s"ould e re9uired to attend classes; !t"ers elieve t"at going to classes s"ould e optional for students; /"ic" point of vie= do ou agree =it"A ,se specific reasons and details to eBplain our ans=er; T!E.(14 - /" s"ould attend t"e classA - )ersonal eBperience can "elp people learn aout t"emselves and t"e =orld outside t"e classroomH ut ="en it comes to learning aout academic suIectsH students need to ee in class; - #n classH students receive t"e enefit of t"e teac"ers kno=ledge; - 'ttending classes on an suIect teac"es more t"an Iust facts; #t teac"es students "o= to learn H "o= to asor information and appl ="at t"eve learned to ot"er situations; - Teac" t"em "o= to =ork =it" t"e ot"er memers of t"e class; -2; Teac" students discipline; Some people responsiilit elieve t"at a and college or universit education s"ould e availale to all students; !t"ers elieve t"at "ig"er education s"ould e availale onl to good students; iscuss t"ese vie=s; /"ic" vie= do ou agree =it"A EBplain ="; T!E.(; /" everone s"ould "ave t"e opportunit to attend collegeA - education is a valuale investment in future career earnings; - )eople =it" college degrees make more mone and "ave more opportunities later; - Everone s"ould "ave a period to learn aout t"emselves efore t"e egin to =ork and earn mone; - College is a time to meet different peopleH separate from our parentsH and egin to define ou as a person; - 'none s"ould e given a c"ance to see "o= far s"e can go; /" tertiar s"ould e availale to onl good studentsA - +ig"er education is ver eBpensive; - &ig"t e a =aste of mone to send someone to college ="o mig"t not e ale to "andle t"e course =ork; - ' ig investment of time; - ' =eak student s"ould get a Io and earn some mone; 21; Students at universities often "ave a c"oice of places to live; T"e ma c"oose to live in universit dormitoriesH or t"e ma c"oose to live in apartments in t"e communit; Compare t"e advantages of living in universit "ousing =it" t"e advantages of living in an apartment in t"e communit; /"ere =ould ou prefer to liveA >ive reasons for our preference; T!E.( /" live on campus t"eir first t=o earsA - fres"men and sop"omores need t"e stailit of campus life - living on campus makes it easier to get oriented to t"e =a t"ings are done; - *ou get t"e ="ole universit eBperience
- *ou interact more =it" ot"er students; - T"e older students in t"e dormitor can e a ig "elp for t"e ne= students - &aIor task is stud; -; .eel more a part of t"e universit communit; - &ore opportunities for ecoming involved in universit activities and net=orking =it" student leaders and universit administration; /" live off campus t"eir last t=o earsA - 7uniors and seniors need t"e independence of off - campus life; - .inding an apartmentH dealing =it" leases and landlords regulationsH cooking mealsH and figuring out udgets are all good practice for life after graduation -Q gro= into adult"ood; - ' etter perspective on ="at is going on around t"em; 22; *ou "ave een een told t"at dormitor rooms at our universit must e s"ared t=o students; /ould ou rat"er "ave t"e universit assign a student to s"are a room =it" ouH or =ould ou rat"er c"oose our o=n roommateA ,se specific reasons and d details etails to eBplain our ans=er; T!E.(2; /" let t"e universit assignA - Student s"ould meet ne= people and e open to ne= eBperience; - /e can c"ange roommate in t"e neBt semester if not comfortale; -- Someone /e can pla ="en making list; ="oanisdecisive differentrole from us =ould eainteresting; - C"ance to get a roommate from anot"er culture; SECT#!$ 4: C!&),(S!%* - C!E,C'T#!$ 23; o ou agree or disagree =it" t"e follo=ing statementA os and girls s"ould attend separate sc"ools; ,se specific reasons and eBamples to support our ans=er; T!E.( unavailale 24; Education is recogniRed as vital to t"e future of an societ in toda55s =orld; >overnments t"roug"out t"e =orld s"ould make education compulsor for all c"ildren et=een t"e ages of and 1; To ="at eBtent do ou agree or disagree =it" t"is statementA /"at are enefits of compulsor education - 't a oung ageH ag eH students are unlikel to e sufficientl mature to make sensile decisions aout t"eir lives; - #n todas societH ="ere increasingl "ig" levels of skills and kno=ledge are re9uired of t"e =orkforce -Q need at least asic education; - T"e governments provide a asic education for c"ildren for freeM t"eir parents "ave not"ing to lose; - Some parents ="o do not =ant to follo= t"e polic do not realiRe t"e necessit of a asic education; - #n factH a asic education is a maIor foundation for ever career; /"at are disadvantages of compulsor education - (o= income families ma not e ale to afford to keep t"eir c"ildren at sc"ool; - C"ildren can "elp ring in muc" needed income; - Compulsor sc"ooling mig"t e psc"ological damaging for t"e students ="o are not motivated to learn
SECT#!$ : E,C'T#!$55S %!(E 1; S"ould developing countries concentrate on #mproving industrial skills or s"ould t"e promote education firstA 2; Education is a critical factor in a countrs development; !pinion is dividedH "o=everH on ="et"er a developing countr =it" limited resources s"ould give priorit to improving and eBpanding asic education for t"e masses or to providing a "ig" 9ualit tertiar education for t"e future leaders; )dJ1K - /" s"ould improve and eBpand asic eduationA - Everone orn to t"is =orld is e9ual andH "enceH is entitled to receiving asic education; - !nl improving asic education could a poor nation encourage its people to discover t"eir potentialH ="ic" =ould translate into t"eir kno=ledge and skills to e emploed at =orkH t"usGt"ere improving productivit and H ultimatelH living standards; - #ts common people ="o make up t"e largest part of t"e =orkforce; - T"e moral 9uestion of e9ual opportunities for everone; !n ="at criteria can a oung person e Iudged as a potential future leader or Iust as a common personA - eprive t"e involved individual of "ig"er education opportunit to eBplore "isG"er full potentialH and deprive t"eucation nation in of societ; a potential clever leader; 3; escrie t"emig"t maIoralso purpose of education ed - /ell – educated and good citiRens; - Skillful and 9ualified =orkforce; 4; Too muc" education is dangerous; #f people receive more education t"an t"e need to function in t"eir IoH it onl reeds dissatisfaction; .or or againstA -)reparation and practice –141 Too muc" education is dangerousA - Education gives people unrealistic u nrealistic amitions: t"e la= of t"e market decrees t"at not ever one can e a managing director; - T"ere is ver little point in training people for a level of Io t"at t"e can never "ope to ac"ieve; - Education is eBpensive; !vereducatiion is a =aste of time and mone; - Students tend to e a disruptive influence on societ: found at t"e forefront of radical organisation; /" s"ould invest in educationA - &ost countries need a "ig" standard of "uman resources in order to ccompette ompette in t"e =orld market; - ,neducated people unale to s"o= initiative; - Constantl c"anging tec"nolog means t"at t"e =orkforce "as to e fleBile and receptive to ne= ideas in order to e of value to emploers; - &oral 9uestion: ="o "as t"e rig"t to sa "o= muc" education a person is entitled toA /"at criteria could e used to decide a level of sc"oolingA ; Topic1?: Education is t"e single most important factor in t"e development of a countr; o ou agreeA Cuc 2 /" education is t"e most important factorA - Education provides asis for ot"er skills;
- (iterac improves =orking persons capailit; - Creates selfG national respect; - Educaion provides asis for "ealt" population; /" education is not t"e most important factorA - +ealt" is more important t"an education; - Economic development is importantH and ma onl need unskilled =orkers; - ifficult to find enoug" trained teac"ers; SECT#!$ 6: S)EC#.#C S,7ECTS 1; ;;; =" ou c"ose our particular field of stud; 2; /ould ou force our c"ildren to stud a particular suIect Jor suIectsK or =ould ou allo= t"em to c"oose t"eir o=n professionA 3; /"at do ou dislike most aout our studiesA 4; id ou enIo studing at our universitA /"at interested ouA ; escrie a suIect t"at ou "ave found interesting; Sa: P /"at t"e suIect is; P /" ou c"ose to take it; P +o= ou felt aout t"e suIect; 'nd eBplain =" ou found t"is suIect particularl interesting; SECT#!$ : E8'&#$'T#!$S 1; o ou agree or disagree =it" t"e follo=ing statementA >rades JmarksK encourage students to learn; ,se specific reasons and eBamples to support our opinion; T!E.( 2; Topic36: EBaminations are not a good =a to Iudge a students ailit 3; Too muc" importance is attac"ed to eBams at sc"ool; o ou agreeA –)d- Uui; P /" sa too muc" importance is given to eBams and t"at it is time to c"ange t"e =a =a =e monitor out c"ildrens development at sc"ool; P .irstlH # t"ink t"at t"e eBamination sstem is unfair ecause sometimes t=o students =it" t"e same ailit in a suIect get ge t ver different eBam results; T"is is ecause one is muc" etter at taking eBams t"an t"e ot"er; P 'part from t"isH eBam 9uestions often test "o= muc" a student "as rememered aout t"e t"ings "e or s"e "as een taug"t in t"e classroom; P 's a resultH students are often encouraged encou raged to learn facts "eartH instead o off "o= to use t"e information and "o= to t"ink for t"emselves; P (astlH it seems to me t"at eBams sometimes "ave a ad effect on teac"ingH as teac"ers are usuall Iudged t"e eBam results of t"eir students; P Conse9uentlH t"e are often more interested in preparing t"eir students for t"e eBams t"an in making t"eir lessons livel and stimulating; SECT#!$ : !t"er relevant 9uestions 1; #s it important to stud "ard ="en ou are oung or can ou enIo our life and return to stud ="en ou are gro=n-upA 2; /"at are t"e advantages and disadvantages of studing ="en ou are;;; aK oung K mature 3; /"at is our opinion of our education sstemA /"at are t"e good and ad points and "o= could it e improvedA
4; /"at do ou t"ink are positive and negative aspects of our countr55s education sstemA55 ; S"ould governments spend more on education t"an t"e do at presentA 6; 're teac"ers paid enoug"A End of topic 4 Topic Environment – population –polution- 'nimal Section 1: population -uranisation; 1; #n generalH people are living longer no=; iscuss t"e causes of t"is p"enomenon; ,se specific reasons and details to develop our essa; 2; .actors affecting population gro=t" and effects of population control programme; .actors affecting population gro=t": - t"e level of medical care availale; - T"e availailit of food - 'ttitudes to famil siRe; - T"e rate of deat" amongst a mongst c"ildren and adults -Q inconfident t"at t"eir c"ildren =ill survive; 'ims of c"ild population control programme: - reduce mortalit etter medical care availale - Effect: #n long termH giving parents more confidence co nfidence t"at t"eir c"ildren =ill survive; - &ake famil planning information and services accessile; - Encourage t"e idea of small families 3; #n t"e late t=entiet" centurH t"e proportion of t"e =orld5555s population living in cities "as increased sustantiall; )eople "ave moved in ever-gro=ing numers from rural to uran areas; 's migration from rural areas to cities continuesH it is inevitale t"at t"e infrastructure in t"ese cities =ill collapse; To ="at eBtent do ou agree or disagree =it" t"is statementA 4; T"e =orld is eBperiencing a dramatic increase in population; T"is is causing prolems not onl for poorH undeveloped undev eloped countriesH ut also for industrialised and developing nations; escrie some of t"e prolems t"at overpopulation overpopu lation causesH and suggest at least one possile solution; 11 "ints –16 Conse9uences: - #n poor countries it is difficult to provide enoug" food to feed even t"e present numer of people; #n additionH education to limit t"e numer of c"ildren per famil is not al=as succesful; - )oorer countries usuall "ave a lot of unemploment tooH and an increase in population simpl maIes t"e situation =orse; - T"e environment also suffers ="en t"ere are too man people living on t"e land; - #n ric"H industrialised and developing countries it is ver difficult for governments to provide effective pulic services in overcro=ded cities; - &oreoverH t"ere is usuall a great deal d eal more crimeH ="ic" is often due to "ig" rates of unemploed; .urt"er large increases in population onl cause more overcro=dingH unemploment and crime; Solution:
- Ever=oman ="o is pregnantH ut ="o does not =ant to give irt"H s"ould e allo=ed la= to "ave an aortion; - >overnments must educate people to limit t"e siRe of famil; - #n C"inaH couples are punis"ed financiall if t"e "ave more t"an one c"ild; T"is ma seem cruelH ut t"e Done –c"ild –polic is eginning to "ave an effect in t"e =orlds most populous nation; EventuallH similar policies mig"t also e neccesar in ot"er cro=ded nations suc" as #ndiaH for eBample; ; Some governments sa "o= man c"ildren a famil can "ave in t"eir countr; T"e ma control t"e numer of c"ildren someone "as t"roug" taBes; #t is sometimes neccesar and rig"t for a government to control t"e population in t"is =a; o ou agree or disagreeA – camridge 2 –16;- %easons for government to control t"e population: - #n t"e pastH populations =ere partl regulated fre9uent =ar and =idespread diseaseH ut in recent ears t"e effects of t"ose factors "ave een diminis"ed; - Countries can e faced =it" a population t"at is gro=ing muc" faster t"an t"e nations food resources or emploment opportunities and ="ose memers can e condemned to povert t"e need to feed eBtra mout"s; )opulation control as a means of raising living standard; Solution: - T"e est approac" =ould e to =ork persuasion rat"er t"an compulsion; -t"at ClearlH area personal and area cultural issue; &an people t"is ist"is not ="ole a matter of is t"ea ver state;delicate T"e feel T"e t"is is one of life ="ere t"e "ave feel t"e rig"t to make decisions for t"emselves; - T"is could e done a process of education t"at points out t"e =a a smaller famil can mean an improved 9ualit of life for t"e famil memersH as =ell as less strain on t"e countrsH per"aps ver limitedH resources; Section 2: 'nimal - <oo 1; To ="at eBtent is t"e use of animals in scientific researc" acceptaleA S"ould =e use animals in scientific eBperimentsA 'nimal 2;doc - &ost scientific researc" "as to rel on t"e results of animal eBperiments; !t"er alternativesH suc" as computer modelingH t"at could replace animals are ver limited; Some people t"ink t"at using animals in scientific eBperiments is immoral and cruel; - #n m point of vie=H onl animals can fulfill t"e re9uirements of scientific eBperiments in a real =orld; .or eBampleH some medical universities use dogs as a sustitute to allo= students to e trained in t"eir surgical tec"ni9ues; &ost people pe ople understand t"at =e cannot use "umans in eBperiments ecause it ma e "armful and dangerous for "umans; #n ot"er laorator eBperimentsH scientist often use animals like ratsH frogs and raits to oserve t"e results ecause onl t"ese animals "ave a similar organs as "umans; T"ereforeH =e can not den t"at animals contriute a lot to t"e development of science; - 'lt"oug" it seems impossile to replace animals in scientific eBperimentsH =e s"ould not give up on t"ese matter; .urt"ermoreH =e s"ould tr our est to reduce t"e use of animals in scientific eBperiments; #n additionH =e s"ould tr to reduce pain and distress of t"e animals during t"e eBperiments; .or eBampleH =e can anaest"etiRe t"em efore doing an eBperiments; - To summariReH =e s"ould put more effort into finding t"e etter alternatives t"an using
animals in eBperiments; #n t"e mean timeH =e could improve our ailities to reduce t"e suffering of t"e animals in t"e eBperiments; 2; &an people "ave a close relations"ip =it" t"eir pets; T"ese people treat t"eir irdsH catsH or ot"er animals as memers of t"eir famil; #n our opinionH are suc" relations"ips goodA /" or =" notA ,se specific reasons and eBamples to support our ans=er;12 – unneccesar; 3; Some people t"ink t"at "uman needs for farmlandH "ousingH and industr are more important t"an saving land for endangered animals; o ou agree or disagree =it" t"is point of vie=A /" or =" notA ,se specific reasons and eBamples to support our ans=er; T!E.(4 isagree: - t"ere is a delicate alance of nature; !f one small part is removedH it =ill effect all t"e ot"er parts; - !ur environment "as een affected t"e asence of certain animals; Certain flo=ers are pollinated utterflies ="ic" migrate from C'nada to &eBico; Some of t"e reeding grounds of t"ese utterflies =as destroed; $o= t"ese flo=ers are disappearing disappearing from certain areas; /e =ill no longer e ale to enIo t"eir eaut; - T"e 9ualit "as een c"anged; 'merica used to e covered =it" giants trees; $o= =e "ave to visit t"em in one small park; %ain forests around t"e =orld are eing cut do=n to make room for "umans; /e =illtonever toaltanatives see or stud ecosstem; - # =ould encourage us "umans look e forale ot"er fort"is ourfragile farmlandsH "ou "ousing sing and industries; /e "ave alternativesH t"e animals do not; 4; Topic13: 're our Roos cruel to =ild animalsA iscuss; ; /e s"ould not keep marine mammals in captivit; 'greeA Click "ere 6; Topic14: <oos are sometimes seen as necessar ut not poor alternatives to a natural environment; iscuss some of t"e arguments for andGor against keeping animals in Roos; 'nimal 1 <oos are common places for people around t"e =orld; 'nimals are kept in Roos for several positive reasons: entertainmentH education and conservation; !n t"e ot"er "andH Roos also cause some prolems for animalsH suc" as restrictions in t"eir freedom or t"e destruction of t"e D=ild c"aracter of animals; T"is essa =ill discuss advantages and disadvantages aout keeping animals in Roos; .irstlH Roos are entertaining and interesting places for c"ildren; @irtuall all c"ildren like to see animals in Roos; T"ese are good places for families to relaB; <oos are not onl interesting places for c"ildrenH ut t"e also give a c"ance for people ="o live in ig cities get close to nature; T"e neBt point is t"e scientists can researc" animals lives ="en t"e are kept in Roos Roo s easier t"an t"e are still living in forests; Scientists can stud animals relations"ipsH t"eir life ccleH or t"eir "aits; #n additionH researc"ers can learn "o= animals take care of eac" e ac" ot"er suc" as "o= mot"ers look after t"eir offspring; &oreoverH researc"ers "ave ackno=ledged t"e importance of "o= to reed animalsH ="ic" can reduce animal eBtinction; .urt"ermoreH endangered animals suc" as tigersH lions can e kept in captivit; Some animals t"at risk eBtinction mig"t still eBist ecause t"e are kept in safe from "unting; +o=everH Roos are not suitale for animals an imals ecause t"e are kept in t"e limited areaH in limited food for a long time; T"e ma lose t"eir freedom and t"eir socialiRation =it"
ot"er animals; esidesH some animals "ave lost t"eir D=ild c"aracter; .or eBampleH tigers mig"t lose t"eir "unting skillsM platpuses mig"t die ecause t"e are not used to live in limited areas; 'lsoH Roos cost a lot of mone for landH animals food and laours; T"is ma c"arge eBpensive entrance fees for people ="o =ant to go into Roos; #n summarH Roos are interesting places to people of all ages and Roos are also safe places for some species of animals; *etH Roos o=ners s"ould look after all animals and give t"em enoug" food and suitale captivitH as t"is =ill give eing etter advantages for animals lives; ; Topic1: <oos are ot" necessar and entertaining; -aove ; o ou agree or disagree =it" t"e follo=ing statementA ' Roo "as no useful purpose; ,se specific reasons and eBamples to eBplain our ans=er; T!E.( aove Jto e continuedK Section 3: Environment 1; )rolems and solutions P %ain forests: -s"ould solution: in areas rainforest countries to plan and =ork toget"er; T"e alsogovernments protect certain and plant ne= need forest; P energ: - at t"e momentH ?4V of t"e =orlds energ comes from fossil fuels; T"eres enoug" coal for t"e neBt 3 earsH ut oil is onl enoug" for neBt ears; /"at "appens t"enA /ellH one ans=er is nuclear energ; ut after t"e C"ernol disaster in 1?6H man people t"ink nuclear po=er isnt safe; - T"e green solutions: t"e all use natural n atural energ alread in t"e env environment: ironment: - /ind energ - Solar energ - /ave energ - >eot"ermal energ Jfrom "ot rocks under t"e Eart"K P 'cid rain: - solutions: #ndustrial countries s"ould control t"eir levels of pollution; T"is is alread "appening in some parts of Europe; P /idelife: - 'nimals are a part of t"e environmentH too; &illions of t"em are killed or treated cruell man ever ear; T"ere are five main groups: - 'nimals used for scientific researc": raits; - 'nimals killed for sportM foBes; - 'nimals killed for furH skin: crocodies; - 'nimals – t"eir environment are in danger: glorillas; - 'nimals kept in cruel conditions on farm: c"ickenH co=s; - solution: groups like >reenpeace "ave alread "elped to stop ="ale "unting; $o=H t"e =ant to stop fur "untingH too -Q t"e elieve in animal rig"ts; 'nimals s"ouldnt suffer; T"e cruelt must stop; 2; /" is protecting environment importantA
P /e need a "ealt" environment in order to survive so =e must protect it; /e need to protect t"e environment no= to "elp prevent "ealt" prolemsH to maintain t"e ecosstem and to preserve t"e eart" for our c"ildren; P )ollution from factories and cars can cause c ause damages to t"e environment; &oreoverH pollution cause "ealt" prolemsH particularl for c"ildren and t"e elderl ="o "ave =eaker immune sstem; /e need to ensure t"at t"ere are controls on t"e amount of pollution ="en possile so as to prevent "ealt" prolems caused reat"ing dirt air; P /e also need to pa attention to t"e ecosstem; TreesH plant lifeH and people all depent on eac" ot"er; 'n un"ealt" environment can "ave "armful effects on t"e ecosstem; .or eBampleH if a plant dies ecause of c"anges to t"e environment and t"at plant is food for an animalH t"at animal =ont "ave an food; #f "uman uses t"at animal as a food source t"ere could e ig prolems; P #f =e do not respect our environment no=H it =ill continue to get =orse and our c"ildren =ill suffer t"e conse9uences; T"e =ouldnt "ave t"e same 9ualit of air to reat" or natural eaut to admire; T"at =ould e sad; P /it"out clean air to reat"H a "ealt" ecosstem and a future for our c"ildren t"e "uman race =ould not survive; T"ats =" protecting our environment is important; 3; L'ction suc" as reccling cannot can not e left up to t"e good =ill of t"e individual; #t must e forced on us government;L iscuss t"is statement and suggest "o= governments can people to e more a=are of us environmental +o=encourage can t"e government encourageGforce to reccleA 3issues; - ideas P ne= la=s P introduce fines P provide special collection services for different tpes of ruis" P promote reccling t"roug" a media campaign P teac" c"ildren aout reccling and environmental issues at sc"ool; /" s"ould =e reccleA 1 P too muc" ruis" - no="ere to put it P using up important resources too 9uickl P ruis" causes pollutionH e;g; plastic ="ic" is not iodegradale; /"at are t"e disadvantages of government gov ernment legislation to encourageGforce people to reccleA 4 P people =ouldn55t need to t"ink aout t"e environment - t"e Iust follo= t"e la= P ma e an eBpensive polic P c"ecking and fining people ="o don55t reccle =ould e eBpensive to doH so t"e government mig"t "ave to raise taBes to pa for it /" don55t people reccle =it"out government la=A 2 P it55s easier not to reccle - people peo ple are naturall laR P people are not a=are of environmental issues /"ere do people reccle a lotA P >ermanH for eBample; +o= muc" s"ould t"e government fine people ="o do not reccleA 3 - add to t"e ot"er ideas aove P +ig" fines to make people do it; /"o s"ould c"eck if people are recclingA T"e policeA 4 P ver difficult point - police are too us
P mae local council officials 4; To ="at eBtent is t"e continuous use of fossil fuels acceptale given t"e evidence of gloal =armingA ; Topic1: To ="at eBtent s"ould economic planning e influenced t"e need of environmental conservationA 6; &an parts of t"e =orld are losing important natural resourcesH suc" as forestsH animalsH or clean =ater; C"oose one resource t"at is disappearing and eBplain =" it needs to e saved; ,se specific reasons and eBamples to support our opinion; T!E.(123 - ="at are eBamples for t"e loss of suc" important resourcesA - forests; - 'nimals - Clean =ater - /" t"e are eing lostA - due to "uman eings e ings activities like: eBploration for natural resources; - )olluted environment - /"at is t"e ovious eBampleA >ive evidence - !ur trees; - +undreds of t"ousands of arces of trees disappear in countries all around t"e =orld; -- ="at t"eused reasonA Treesisare for fuel; - Trees are destroed to uild "ousing "o using developments and s"opping centers; - /" t"is resource is importantA - Trees are essential to our survival; T"e are a maIor part of t"e process of p"otosnt"esis; )"otosnt"esis is t"e process in ="ic" green plants use caron dioBide to produce oBgenH and oBgen is somet"ing all of us need; T"e fe=er trees t"ere areH t"e more t"is affects our ailit to reat"; - Trees are also important in t"e development of man medicines; &an drugs come from t"e leaves of certain treesH along =it" ot"er "ers and plants; - Trees are important to soil conservation; T"is is =" oull usuall see trees lining a field; Tree roots "elp keep t"e soil in placeH and are also a factor in =ater distriution deep eneat" t"e ground; - Trees provide so muc" pleasure; p leasure; - /"at can e done to protect t"is disappearanceA ; T"e environment is t"e most important issue in t"e =orld toda; iscuss; ; T"e ,nited $ations s"ould e given a stronger role in gloal economic management in order to ensure t"at t"e =orlds resources are used =isel;- ritis" Council; #n t"e t=entiet" centurH man countries "ave een developing t"eir economies and improving t"e standard of t"eir people; T"e D Tiger economies of East 'sia provide a ver good eBample of o f t"is; 't t"e same timeH it is true t"at t"ere are some environmental prolems =it" developmentH suc" as air and =ater pollutionH and t"e cutting do=n of large areas of rain forest in some countries; # do not t"ink t"e ,$ is t"e est organisation to take on a management role to tr and find a alance in suc" matters; #t "as ecome clear in recent ears t"at t"e ,$ is not ver good at managing its o=n affair; Some people sent to =ork for ,$ seem to "ave more interest in t"eir o=n advancement t"an in serving t"e greater cause of mankind; 's a
result t"ere "ave een serious prolems =it" =aste and inefficienc in t"e =ork of t"e ,$; # =ould argue t"at prolems of development and of conservation "ave to e solved t"e countries concerned; 's standards of living rise in t"e developing economiesH people in t"ose countries =ill start to fig"t against pollutiion and demand a etter standard of living; T"ese countries =ill eventuall follo= a pat" like t"at of t"e developed countries c ountries and issues of conservation =ill ecome increasingl important; T"e est role t"at t"e ,$ can pla is to "elp countries get toget"er to sort out prolems of mutual interest ="ic" cross national orders; T"ere are also special gloal prolemsH suc" as t"e "ole in t"e oRone laerH ="ere t"e ,$ can provide a forum for countries to seek common solutions; ut t"is is a ver different matter from giving t"e ,$ a stronger role in gloal economic management; ?; Topic43 :T"e forests are ecoming smaller and t"e planet is more polluted everda; iscuss t"e advantages and disadvantages of economic development; J2 =ordsK economic /"ats t"e connections et=een ad sides of economic development and environmental issueA - .irstH and most importantlH economic development of man countries makes massive prolemsH ="ic" damage t"e environment; - .or eBampleH if some countriesT"ereforeH "ave a good economH t"e =illto=ant to spread t"e to prosperit to outside countries; sometim sometimes es t"e "ave cut do=n a forest uild uildings or factories; 's a resultH t"e forests forests are no= ecoming smaller; - &oreoverH t"ere are man kinds of industriesH suc" as c"emical or petroleum industries t"at cause t"e planet to e polluted everda; So =e s"ould not overlook t"ese prolems ="ile =e are developing an econom; 1; To ="at eBtent s"ould industr e made to pa for environmental pollutionA 11; To ="at eBtent can individuals ensure t"at t"e environment is protected from pollutionA 12; Some people elieve t"at t"e Eart" is eing "armed JdamagedK "uman activit; !t"ers feel t"at "uman activit makes t"e Eart" a etter place to live; /"at is our opinionA ,se specific reasons and eBamples to support our ans=er; T!E.(3 13; +uman eings are rapidl destroing t"e planet eart" – cuc 2 14; /"at are activities of "uman eings ="ic" destro t"e planet eart"A; ritis" Council - )ollution - )olluted t"e air and land; - Cars and factories are ver dirt -Q dangerous for peopleH =ildlife and t"e environment; - 2 serious pollution prolems are: - 'cid rain: t"is "appens ="en gases and c"emicals miB =it" =ater in t"e air; T"e miBture travels for "undreds of miles and finall falls ack to eart"; ecause D'cid rain contains a lot of c"emicals - #t kills fis" and trees; - T"e >reen"ouse effect: gases and c"emicals are t"e reason for t"is prolemsH too; Some of t"em sta in t"e air like a lnket around t"e =orld; ecau ecause se of t"is lanketH t"e Eart"s climate is c"anging and getting "otter; - esserts: soil erosion: - &ore people -Q fe=er trees -Q greater use of land -Q t"inner soil -Q erosion -Q famine; - /ater: in t"e developing =orldH clean =ater is rare -Q dig deep =ells;
- %ain .orest: in t"e last 4 earsH "alf of t"e =orlds forests "ave dissappeared; #f t"is continues for t"e neBt 4 earsH millions of specis of plants and animals =ill ecome eBtinct; 'nd t"ats Iust t"e eginning; - /" is t"e crisis "appeningA - ecause developing =orld farmers dont "ave enoug" land for places gro=ing food and places living; - %ic" countries depend on rain forest products; - &odern life in t"e developed =orld depends on rain forest products; T"ese includes: - &ineral - /ood - &edicine - ruer - effects of t"e crisis: - t"e =orlds rainforests are facing a total disaster; Some scientists sas its even =orse t"an t"e effect of nuclear =ar; - T"e rainforest fires in 'frica are so ig t"at t"e appear in sattellite p"otos; ut its not Iust a 9uestion of diappearing of triesH trees and species; - #ts a 9uestion of climatH too; !ut planet needs "ealt" rainforests to contrl its temperature; /it"out t"emH t"e green"ouse Effect =ill Iust get =orse and =orse; -- ,sed most ofkilled t"e Eart"s oilH gas and coal; Completel more t"an kinds of animalsH irds and plants; - 23: 2V of animalsH irdsH fis" and insects ma e eBtinct; - %easons: - )ollution: millions of animals die ever ear ecause man "as polluted t"eir natural "ome or "aitat; - +unting: man "unts and kills millions of animals ever ear; - Environment itself: - smaller: man cuts do=n more treesH uild more roadH uses more land for farming -Qfe=er IunglesH fields and forest for =ild life; - &ade and used atomic oms; - >ro=n in numers from 1 illion J 13K to more t"an 6 illions toda; - natural resources: =ater sourceH iological sourceH energ resources are "armed "umans eBploration: - strip mining devastate ="ole regionsH leaving are and useless ground; - eforestation removes old gro=t" trees t"at cant e replaced; - Too muc" fis"ing ma "arm fis" populations to t"e point ="ere t"e cant recover - !verpopulation: - &an areas suffer too muc" development - Economic development pollution to environment: - traffic congestion; - polluted air Jemission from factoriesK - polluted =ater J=aste from companies and communitiesK - /aste present ever="ere: arrels of industrial =asteH radioactive =aste; - /"at "ave "uman eings done to make t"e eart" a etter placeA - rescue and uild t"e eBplored resources;
- %e"ailitate t"e eart"; - #n t"e last 2 ears t"ere "as " as een a >reen revolution; - TodaH man scientists and =orld leaders realiRe t"at t"e eart" is in danger; -Q #t is reall ver simple: Eit"er =e stop killing t"e Eart" or =e =ill kill ourselves; /e need a cleanerH "ealt"ier planet; 1; ' compan is going g oing to give some mone eit"er to support t"e arts or to protect t"e environment; /"ic" do ou t"ink t"e compan s"ould c"ooseA ,se specific reasons and eBamples to support our ans=er; T!E.( /" protect t"e environment importantA - prevent "ealt" prolems; - &aintain t"e ecosstem; - )reserve t"e Eart" for our c"ildren; - T"e eart" planet is no= in danger =;r;t environment; - Click "ere 16; .orests are t"e lungs of t"e eart"; estruction of t"e =orld55s forests amounts to deat" of t"e =orld =e currentl kno=; To ="at eBtent do ou agree or disagreeA –C 1; Topic16: amage of t"e environment is an inevitale conse9uence of =orld=ide improvements in t"e standard of living; iscuss; Click "ere 1; escie an environmental prolem t"at @ietnam "as; -- T"e disappearing eforestation ratesofinforests;C @ietnam "ave een "ig" " ig" =it" net annual loss of forests estimated at 1 - 12 "a in recent ears; %eason: - (ocal demands for industrial =ood - #mproved market prices as part of t"e process of economic rationalisation; - Trees are used for fuel; - Trees are cut do=n illegall criminals for profits; - .orest fires in t"e sout" of @ietnam in recent mont"s; T"e recent fire in ,min" JcamauK forest rain in @ietnam caused more t"an 6 "a destroed completel; - Trees are destroed to uild "ousing developments and s"opping centersH giving places for gro=ing foods and providing living space for ne= – added population; /" t"is issue is importantA - .orest is t"e maIor "aitat for animalsH irdsH plants - Trees are essential to our survival; T"e are a maIor part of t"e process of p"otosnt"esis; )"otosnt"esis is t"e process in ="ic" green plants use caron dioBide to produce oBgenH and oBgen is somet"ing all of us need; T"e fe=er trees t"ere areH t"e more t"is affects our ailit to reat"; - Trees are also important in t"e development of man medicines; &an drugs come from t"e leaves of certain treesH along =it" ot"er "ers and plants; - Trees are important to soil conservation; T"is is =" oull usuall see trees lining a field; Tree roots "elp keep t"e soil in placeH and are also a factor in =ater distriution deep eneat" t"e ground; - Trees provide so muc" pleasure; p leasure; 1?; /"at do ou t"ink can e done to solve t"is prolemA - Serious efforts are eing made to estalis" forest plantations in @ietnam =it" a parallel program of plantings as scattered trees in "ome gardensH and along dkes and roadsides;
"ave alread proven to e t"e driving forces to=ards t"e reforestation of arren land and private tree planting in "ome gardens and on marginal lands alongside roads and dkes; - etter management in forests: t"e forestr team need etter etter training; - (auc" effective campaigns to en"ance mass a=areness of t"e importance of protecting t"e forest; - .ind ot"er alternatives from t"e tree –plant areas to uild uildings: tall uilding s"ould replace one –t=o floor "ouse; - T"is issue must e taken into account ="en developing t"e industr; 2; /"at do ou t"ink t"at ordinar people can do to "elp protect t"e environmentA - Take part in t"e process of populariRing t"e neccesit of protecting t"e environment in t"e mass; - )lant trees more in surrounding living region; - Eac" action must s"o= respect to t"e environment protection: - $ever t"ro= =aste into =rong places - $ever make "arm to t"e green trees; 21; o ou =orr aout t"e state of t"e environment in t"e =orldA /"G /" notA - $atural resources: =ater sourceH iological sourceH energ resources are "armed "umans eBploration: - strip mining devastate ="ole regionsH leaving are and useless ground; -- eforestation removes old gro=t" trees t"at cant replaced; Too muc" fis"ing ma "arm fis" populations to t"eepoint ="ere t"e cant recover - !verpopulation: - &an areas suffer too muc" development - Economic development pollution to environment: - traffic congestion; - polluted air Jemission from factoriesK - polluted =ater J=aste from companies and communitiesK - t"ere are man kinds of industriesH suc" as c"emical or petroleum industries t"at cause t"e planet to e polluted everda; - /aste present ever="ere: arrels of industrial =asteH radioactive =aste; 22; Speculate on t"e effects of environmental c"ange on t"e lives of future generations; 23; To ="at eBtent is environmental damage irresistileA 24; /"at do ou t"ink is t"e most serious prolem in t"e =orldA P /" do ou t"ink soA P /"at can =e do as individuals to solve t"is prolemA 2; /"at tpes of noise pollution do ou "ate t"e mostA End of topic ; Topic 6: .amil –c"ildren- =omen section 1: c"ildren 1; #t is etter for c"ildren to gro= up in t"e countrside t"an in a ig cit; o ou agree or disagreeA ,se specific reasons and eBamples to develop d evelop our essa;2 - >ro=ing up in t"e countr cou ntr means a certain amount of isolation; *ou are in a small to=n
or on a farm and not =it" a lot of people; Even more importantH t"e people ou meet ever da tend to e Iust like ou; &ost =ill e t"e same race as ouH "ave t"e same ackground as ouH and =ill "ave gone to t"e same sc"olls as ou; - #n t"e citH ou meet =it" a variet of people; T"ere are different races and different cultures; *ou get a more interesting miB; - t"ere isnt t"e sense of communit in t"e cit t"at ou "ave in t"e countr ecause cit people tend to come froma lot of different places and move around a lot; )eople in t"e cit can live in t"e same apartment uilding for t=ent ears and neve neverr get to kno= t"eir neig"ors; - #n t"e countrH everod kno=s everod; .or a c"ildH t"is meas t"e countr is more secure; ' c"ild can get lost or "urt in t"e cit and "ave no one to turn to; #n t"e countrH everone is a neig"or; )eople in t"e countr feel connected to eac" ot"er; - ' c"ild gro=ing up in t"e cit "as t"e advantage of a lot of interesting and eBciting places to visit; +e or s"e can go to t"e RooH museumsH art galleries and concerts; T"ere are a lot of restaurants =it" different kinds of food; #ts eas to see ever ne= movie t"at come out; C"ildren in t"e countr dont "ave a lot of t"ese activit near; - 'll in allH # t"ink a c"ild"ood c" ild"ood in t"e cit is etter ecause it prepares ou more for ="at real life is like; 2; o ou agree or disagree =it" t"e follo=ing statementA )arents or ot"er adult relatives s"ould make important decisions for t"eirour olderopinion; J1 to 1 ear-oldK teenage c"ildren; ,se specific reasons and eBamples to support –1; - 'gree: - no one kno=s me as =ell as m parents; $o one =ants t"e est for me like m parents; #t is natural t"at # s"ould allo= m parents to make important decisions for meH concerned educationH social life and future career; - T"e are muc" more =ise and deep t"inker; - T"e are eBperienced; 3; o ou agree or disagree =it" t"e follo=ing statementA ' persons c"ild"ood ears Jt"e time from irt" to t=elve ears of ageK are a re t"e most important ears of a persons life; ,se specific reasons and eBamples to support our ans=er;16 're c"ild"ood ears of a person t"e most important ears in "isG"er lifeA - 'gree: t"ese are t"e ears t"at form us; T"ese ears determine ="at kind of a person t"e c"ild =ill ecome; - /"A - T"e time ="en =e learn aout relations"ips; - !ur parents and silingsH t"en aout rest of t"e =orld; - (earn "o= to respond to ot"ers ased t"e treatment =eve given; - #f =e are loved -Qkno= "o= to love ot"ers; - .orm our ideas aout our o=n self – =ort" from t"e =a ot"ers treat us during t"ese ears; T"e can convince us =e are =ort"lessH or t"e can teac" us =e deserve love and respect; - T"e ears ="en =e egin our formal education; - 'c9uire t"e asic skills –readingH =ritingH =orking =it" numers –use t"roug"out out lives; - (earn "o= to analRe information and use it; - evelop our moral sense of ="ats rig"t and =rong;
- evelop our self – discipline to live according to our morals; 4; o ou agree or disagree =it" t"e follo=ing statementA T"ere is not"ing t"at oung people can teac" older people; ,se specific reasons and eBamples to support our position;?? - /"at can older people teac" oung peopleA - #s t"ere ant"ing t"at oung people can teac" older peopleA - Tec"nolog; - *out" culture: popular music is generall out" – oriented; - *out" – related social issues: '#S and sc"ool – violence; ; 's part of a class assignment ou "ave to =rite aout t"e follo=ing topic; #n some countries c"ildren "ave ver strict rules of e"aviourH in ot"er countries t"e are allo=ed to do almost ant"ing t"e =ant; =an t; To =ant eBtent s"ould c"ildren "av "avee to follo= rulesA *ou s"ould =rite at least 2 =ords;c"ildren;doc - #t =ould e un=iseH indeed fool"ardH to impose t"e same rules of e"avior on all c"ildren in ever part of t"e =orld; - 'cceptale rules if e"aviour can var greatl from one countr to ano anot"erH t"erH =it" factors suc" as age and famil values influencing ="at is deemed to e acceptale in t"at particular societ; Even t"e seB of a c"ild can greatl influence t"ese rules; - ' asic factor t"at must e considered is t"e age of t"e c"ild; -- !t"er factors must e considered include maturit and "ouse"old rules #n all /"atever t"e ="ic" situationH rules of e"aviour do need to e imposed on c"ildren; societies rules are an integral part of life and if imposed from an earl age a c"ild =ill develop a more disciplined approac" to life and as a result develop into a =ell alanced adult to deal =it" an ever more compleB =orld; 6; /"at are t"e important 9ualities of a good son or daug"terA +ave t"ese 9ualities c"anged or remained t"e same over time in our cultureA ,se specific reasons and eBamples to support our ans=er; T!E.(4; - !edience - (oalt - %espect ; C"ildren learn est oserving e"avior of adults and coping it; To ="at eBtent do ou agree or disagree =it" t"is statementA ; Some people t"ink t"at c"ildren s"ould egin t"eir formal education at a ver earl age and s"ould spend most of t"eir time on sc"ool studies; !t"ers elieve t"at oung c"ildren s"ould spend most of t"eir time plaing; Compare Co mpare t"ese t=o vie=s; /"ic" vie= do ou agree =it"A /"A - S"ould c"ildren egin t"eir formal education at a ver earl ageA T"ere are man t"ings t"at could affect t"e outcome of t"e argument; - /"at kind of sc"ool is itA - #t could e a sc"ool ="ere c"ildren sit at t"eir desks all da long memoriRing dates and facts; - !r it could e a sc"oll ="ere t"e teac"er "elps t"e c"ildren learn ="at t"e =ant to learn -Q etter; - /"at kind of pla =e are talking aoutA - T"e c"ild could e alone all da long =atc"ing televisionH ="ic" could make "im or "er ored and lonel;
- T"e c"ild could e involved in group activities =it" neig"or"ood c"ildren of t"e same ageH ="ic" could "elp "im or "er learn "o= to get along =it" ot"ers; - 't ="ic" age s"ould c"ildren c "ildren egin t"eir formal educationA - 6 ears old -Q ="A - /"at role does Dplatake to=ards a c"ildA - (earn "o= to get along =it" ot"ers; - /"at is more important to a c"ildH eduction or plaingA /"A - ot" are important; - /"at is t"e est alanceA - 'n ideal sc"ool =it" proper reak in ="ic" c"ildren can p pla; la; ?; #t is ver important t"at c"ildren s"ould stud "ard at sc"ool; Time spent plaing is time =asted; o ou agreeA c"ildren;doc /" education is ver important for c"ildrenA - #t is elieve t"at if c"ildren stud "ard at sc"oolH t"e =ill "ave man opportunities to find a good Io; /"at is t"e disadavantages of studing "ardA - +ealt": strain is t"e cause of ad "ealt" effects suc" as "ig" lood pressureH "eart attacks and eesig"t prolems; - Communication: t"e ma not communicate =it" t"eir families and friends -Q difficulties =it" t"eir colleagues and t"eir osses; C"ildren s"ould manage time: "o= long s"ould c"ildren stud and pla; 1; o ou agree or disagree =it" t"e follo=ing statementA C"ildren s"ould e re9uired to "elp =it" "ouse"old tasks as soon as t"e are ale to do so; ,se specific reasons and eBamples to support our ans=er; T!E.(1; /"at are t"e advantages for c"ildren of doing "ouse"old tasksA - +ouse"old tasks uild skills -Q make life a lot easier; - .amil "appier: parents less us -Q famil relaB toget"erM parents =ont feel like t"e servants to t"eir Dcouc" potato offspring; o ffspring; - %esponsiilitH etter organiRation and time management skills -Q more likel to e succesful in life; 11; L/"en teenagers under t"e age of 1 commit crimesH t"eir parents s"ould e "eld responsile;L /rite an essa discussing t"is statement and suggest =as to comat teenage crime; 12; T"e government s"ould s"ou ld provide more financial assistance to parents ="o use c"ildcare; C"ildcare –availale /"at is t"e advantages of using c"ildcareA - .irstlH c"ildcare centres ma assist c"ildren in t"eir earl development; - T"e give c"ildren an opportunit to miB =it" ot"er c"ildren and to develop social skills at an earl age; - #ndeedH a ="ole range of learning occurs in c"ildcare centres; - &oreoverH parents and c"ildren need to spend some time apart; - C"ildren ecome less dependent on t"eir parents - )arents t"emselves are less stressed and more effective care-givers ="en t"ere are periods of separation; - #n factH recent studies indicate t"at t"e parent-c"ild relations"ip can e improved t"e use of "ig"-9ualit c"ildcare facilities;
- #n additionH parents ="o cannot go to =ork ecause t"e don55t "ave access to c"ildcare facilities cannot contriute to t"e national econom; - T"e are not ale a le to utilise t"eir productive skills and do not pa income taB; - #n factH non-=orking parents can ecome a drain on t"e taB sstem t"roug" dependent spouse and ot"er reates; - #n conclusionH government support for c"ildcare services assists individual families and is important for t"e economic =ell-eing of t"e ="ole nation; 13; /"at are some of t"e 9ualities of a good parentA ,se specific details and eBamples to eBplain our ans=er; T!E.(14?; - (ove us in an circumstance: marriageH religionH ;;; -Q unconditional love - Trust: trust eac" ot"er; %espect t"eir c"ildren; Treat t"em as individuals; 'ccept our differences; SECT#!$ 2: .'&#(* '$ .'&#(* %E('T#!$S+#)S 14; o ou agree or disagree =it" t"e follo=ing statementA )arents are t"e est teac"ers; ,se specific reasons and eBamples to support our ans=er;2 /"at parents can teac" usA /"at are disadvantages of parents in t"e position of teac"ersA - T"e ma e too close to t"eir c"ildren emotionall: sometimes limit a c"olds freedom in t"e name of safet; - T"e ma eBpect t"eir c"ildrens interest to e similar to t"eir o=n; - ifferent generations -Q disadvantage of parents: narro=er vie=s of lifeH cant keep up =it" rapid social and tec"nological c"anges; /"at is t"e real teac"er of ones on es life: - !ur parents - !ur teac"ers; - !ur peers; - ooks and ne=spaper and televisions; T"e are all valuale; 1; Some people t"ink t"at t"e famil is t"e most important influence on oung adults; !t"er people t"ink t"at friends are t"e most important influence on oung adults; /"ic" vie= do ou agree =it"A ,se eBamples to support our position; - ="at role does famil pla in oung adults lifeA - ' famil is permanentH ="ile friends come and go; T"e give ou support t"roug"out our life - *our parents are our role models; T"e =ill encourage ou to do our est to pus" ourselfH and to improve our self; ' famil is amitious for ou; - *our famil teac"es ou aout love; - /"at is t"eir friendss roleA P /"ic" is more importantA X %elevant 9uestions for intervie= section: 1; o ou "ave an rot"ers or sistersA /"at are t"e doing at presentA 2; /"ere does our fat"er or mot"er =orkA 3; o ou live =it" our familA /"A 4; /"at do ou and our famil do toget"erA
; escrie t"e role of t"e famil in our life - give motivation -Q life is more meaningful: "ave people to care for; - >ive lifetime support -Qconfidence; - (ifelong friends: never etraH al=as love me and =ant t"e most eautiful t"ing for me; 6; Speculate on "o= life =ould e =it"out an famil; - (ack of motivation; - (ack of orientation; - (ife is less meaningful; ; escie t"e most interesting memer of our famil; Sa: P +isG"er relations"ip to ou; P /"at t"is persons does; P +o= ou feel aout t"is person 'nd eBplain ="at makes t"is person interesting; ; ' person ="o "as t"e most influence in our life; Jplease =rite our o=n ans=er for t"is 9uestion K /"o is t"e personA #t is ver m fat"er t"at makes t"e most important influence in m life; +e "asnt onl "elped me form m o=n c"aracter ut also given me strengt" to lead a etter life; &oreoverH "e indeed made a great contriution to all m ac"ievements up till no=; .or meH is an influence ideal .at"er; +o= does t"is"e person on ouA - +e =as t"e person ="o make great contriution to m academic performance; - .rom "is vie=H a succesful person must e an =ell educated person; T"ats =" "e al=as encourage usH "is four c"ildrenH to stud and stud more; +e made us a=ared t"at intellectual is t"e most precious t"ing an person can possessH muc" more t"an mone; - +e =orked "ard for earning enoug" mone for providing us t"e est conditions for our studing; Take m self as an eBample; /"en # Iust entered m "ig" sc"oolH and appeared to "ave good ailit for computer science suIectH "e "ad no "esitation to u me a good computer despite t"e fact t"at our famil =as not =ell–off at t"at time and computer =as not c"eap at all; - .our c"ildren in t"e same age group is indeed a "eav urden for an parents; 'lt"oug" "e is onl a normal electrical engineer =it" moderate salar ut "e managed succesfull rearing us; 'll of us "ave successfull entered into est universities and performed reall =ell in our academic results; 'none looking at our famil =ould admire m fat"er for "is effort of ring up us; - /"ats moreH "e serves as a pattern of a good person for us to follo=: - +e is a soulful man not onl in famil ut also in "is relations"ip to=ards friends as =ell as colleagues;; - +e kno=s "o= to tackle "is lifetime t"orn prolem; Take "is out" time as an an eBample; +is rule =as al=as doing t"e est in given conditions; ?; escrie t"e role of t"e famil fa mil in traditional @ietnamese societ; T"e long turn s"ould include: - T"e roles and responsiilities of t"e various generations; - T"e enefits to c"ildrenH t"e elderl etc; of a famil like t"is; - 'n disadvantages; - 'nd descrie an c"anges c"an ges to t"e traditional famil structure t"at "ave occurred o orr are in
t"e process of occurring; Jto e continuedK Topic 6 JcontinuedK SECT#!$ 3: /!&E$ 1; escie t"e role of =omen =o men in a tpical famil in @ietnam P t"e tasks =omen usuall perform in t"e "ome; P /"et"er men "ave different d ifferent responsiilities to =omen P /"at roles male and female parents take in ringing up c"ildren +o= satisfied males and females are =it" t"e current situation; 2K Topic1:L.at"er"ood oug"t to e emp"asiRed as muc" as mot"er"ood; T"e idea t"at =omen are solel respondile for deciding ="et"er or not to "ave aies leads to t"e idea t"at t"e are also responsile for ringing t"e c"ildren c" ildren up;L To ="at eBtent to ou agree or disagreeA "ere /" fat"er"ood s"ould e emp"asiRed as muc" as mot"er"ood in t"e raising o off c"ildren; - #f t"e decision to "ave aies is s"ared ot" parentsH t"en t"e responsiilit for raising c"ildren is more likel to e s"ared as =ell; T"e role of fat"er s"ould "ave t"e same importance as t"at of mot"er; .at"ers are important tofat"ers c"ildren male roletomodels; -- TraditionallH 7apanese areaseBpected teac" t"eir c"ildren aout t"e real =orld and t"e importance of =ork; - &ore and more =omen are =orking outside t"eir "omes to make ends meet despite t"e fact t"at t"e are still raising a famil; - 's more and more =omen elect to "ave ot" famil and career t"e need more "elp from t"eir "usands; - .or eBample fat"ers s"ould s"are "ouse"old c"ores =it" mot"ers in suc" areas as cookingH cleaning and laundr; - /omen also need psc"ological support suppo rt from men since t"e raising of c"ildren Yendas"M especiall ounger c"ildrenYemdas"Mcan e eB"austing; - #n conclusionH t"e fat"er55s role and t"e mot"er55s role s"ould e e9uall emp"asiRed ecause not onl does s"ared parenting ease t"e urdenH ut also gives c"ildren a roader perspective on e"aviour; 3; T"e position of =omen in societ "as c"anged markedl in t"e last t=ent ears; &an of t"e prolems oung people no= eBperienceH suc" as Iuvenile delin9uencH arise from t"e fact t"at man married =omen no= =ork or are not at "ome to care for t"eir c"ildren;To ="at eBtent do ou agree or disagree =it" t"is opinionA T"eCamridge 2 – 163;H Cuc 22; "ere +o= disadvantages of =orking =omen to=ard IuvenileA P &ost =orking married =omen "ave no time for t"eir c"ildren; - 's a result t"e are no longer an aut"orit for t"eir offspring; - T"eir Ios take "ours of t"eir da or sometimes even moreH so cc"ildren "ildren are not ale to communicate =it" t"eir mot"ers and do not receive information and kno=ledge from t"em; - Conse9uentl C"ildren do not =ant to oe t"eir parents55 rules; T"e trust and elieve more in t"eir friends t"an t"eir parents and t"erefore get involved in more troule t"an if
t"e "ad listened to t"eir mot"ers; P SecondH t"e personal values of married =omen ="o =ork c"ange so t"e care more aout t"eir Ios t"an t"eir c"ildren; - #n responseH c"ildren protest and do ad t"ings to attract t"eir mot"ers55 attention; P /ork rings mone and personal p ersonal satisfaction for t"e married =omen ut it affects c"ildren55s education so t"e are more likel to e involved in criminal action; /" t"is is not a direct cause of t"e indisputale increase in Iuvenile – related prolems during t"is periodA - #t is no= accepted t"at oung =omen s"ould find =ork on leaving sc"oolM indeed to rel totall on t"eir parents financial support is no longer an option in man families; - (ike=iseH once t"e get marriedH t"e maIorit of =omen continue =orking since t"e financial pressures of setting up a "ouse and estalis"ing a reasonale standard of living often re9uire t=o incomes; - T=ent ears ago it =as common for =omen to give up =ork once t"e "ad c"ildren and devote t"eir time to caring ca ring for t"eir c"ildren; - T"is is no longer t"e general ge neral rule and t"e provision of professionall run c"ild care facilities and da nurseries "ave romoved muc" of t"e responsiilit for c"ild rearing t"at used to fall to mot"ers; - +o=everH t"ese facilities come at a cost and often re9uire t=o salaries coming into a famil to e afforded; - t"e increase in t"e numer of =orking mot"es "as not resulted in c"ildren eing roug"t up less =ell t"an previousl; - giving mot"ers t"e opportunit to =ork and earn mone c"ildren can e etter provided for t"an previousl; - T"ere is more mone for luBuries and "olidas and a more secure famil life is possile; - !f course t"ere are limits as to t"e amount a mount of time t"at ideall s"ould e spent a=a from "ome and t"e ideal scenario =ould e for one of t"e parents Joften t"e =ifeK to "ave a part – time Io and t"us e availale for t"eir c"ildren efore and after sc"ool; - #t is important to estalis" t"e correct alance et=een famil life and =orking life; 4; .at"ers are Iust as capale as mot"ers of taking care of c"ildrenH so men s"ould s"are parenting =ork more e9uall =it" =omen; 'greeG disagreeA ; &an people elieve t"at =omen make etter parents t"an men and t"at t"is is =" t"e "ave t"e greater role in raising c"ildren in most societies; !t"ers claim t"at men are Iust as good as =omen at parenting /rite an essa eBpressing our point of vie=; >ive reasons for our ans=er; )arentCamridge 2 – 1; P # elieve t"at c"ild – rearing s"ould e t"e responsiilit of ot" parents and t"atH ="ist t"e roles =it"in t"at partners"ip ma e differentH t"e are nevert"eless e9ual in importance; - #n some countriesH it "as een made easier over t"e ears for single pa parents rents to raise c"ildren on t"eir o=n; - +o=everH t"is does not mean t"at t"e traditional familH =it" ot" parents providing emotional and role – models for t"eir c"ildrenH is not t"e most satisfactor =a of ringing up c"ildren; - "o= =e define Zresponsile for ringing t"e c"ildren c "ildren up; - 't is simplestH it could mean giving t"e financial support neccesar to provide a "omeH food and clot"es and making sure t"e c"ild is safe and receives an ade9uate education;
T"is could e t"e asic definition; - 'not"er possile =a of defining t"at part of t"e 9uotation; - T"at =ould sa it is not Iust t"e fat"ers responsiilit to provide t"e asics for "is c"ildrenH ="ile "is =ife involves "erself in t"e everda activit of ringing t"em up; - %at"erH "e s"ould s"are t"ose dail dutiesH spend as muc" time as " "is is Io allo=s =it" "is c"ildrenH pla =it" t"emH read to t"emH "elp directl =it" t"eir educationH participate ver full in t"eir lives and encourage t"em to s"are "is; T"e economic and emploment e mploment situation in man countries means t"at Ios are getting g etting moreH not lessH stressfulH re9uiring long "ours and per"aps long Iournes to =ork as =ell; T"erefore it ma remain for man a desirale ideal rat"er t"an an ac"ievale realit; 6K Topic: &ost "ig" level Ios are done men; S"ould t"e government encourage a certain V of t"ese Ios to e reserved for =omenA *ou s"ould spend no more t"an 4 minutes on t"is task; *ou s"ould =rite a minimum of 2 =ords; – Cuc 11 P &ost of t"e Ios in societ t"at are "ig"-paingH po=erfulH and demand a lot of responsiilit are "eld men; # do not elieve t"is situation arose ecause =omen are incapale of doing "ig"-level =ork; # elieve societ could enefit if more =omen =ere in postions of po=er and t"erefore # t"ink t"e government s"ould reserve a p percentage ercentage of t"ese Ios for females; /" s"ould government encourage a certain V of "ig" level Ios for =omenA P T"is situation is not ecause of t"e incapailit of =omen P .irstlH t"e prolem of unfair emploment distriution appears to come from social convention and not competence co mpetence or true ailit; - 't a oung age ag e most girls are not encouraged to pursue political officeH usiness successH or professional prestige ; - !n t"e ot"er "andH os are told to do t"ese t"ings; - 's a resultH men "old t"e "ig" level Ios ut t"is does not mean t"e are ver good at ="at t"e do; - #f t"e government set a 9uota 9 uota for "iring =omen to do "ig" level =orkH suc" as =orking in t"e government itselfH t"en per"aps =omen =ould e more inspired to e amitious in t"eir life plans and contriute to a less-t"an perfect societ; P %egulations in t"e =orkplace for "iring =omen =ould not e a ne= t"ing; - 'lt"oug" not =ritten or made into la=H t"ere seems to e rules for ="o can and cannot "ave "ig"-level Ios; - .or instanceH if a man and a =oman ot" competed for t"e presidenc of a compan or even t"e countrH and ot" =ere e9uall 9ualified and "ad t"e same eBperience and ackgroundH t"ere is little dout ="o =ould get t"e Io; - Even moreH if t"e man =as less 9ualified and less eBperienced t"an t"e =omanH t"e man =ould still proal get t"e Io ecause of "is seB; - T"ereforeH to legislate a percentage of o f "ig" level Ios for =omen =ould =ork to fig"t t"e un=ritten seBist rules of t"e =orkplace; - ' 9uota sstem =ould reak do=n some arriers in t"e s"ort-term; SeBism in t"e =orkplace =ill not Iust magicall disappear; - /" s"ould notA - T"e inIustice and discrimination could e reversed; - T"is is to sa t"at some 9ualified men mig"t e denied a Io ="ile some un9ualified
=omen =ould e given one; - 'lsoH t"e prolem of seBism at =ork could e =orsened instead of eing overcome; )eople =ould dout ="et"er a =omen =it" a "ig" level Io =as Ltrul capaleL--men mig"t feel itterness and resentmentH ="ile =omen mig"t t"ink less of t"emselves and egin to depend on government Lc"aritL; - .urt"ermoreH t"ere is t"e prolem of defining ="at is a "ig"-level Io and determining an appropriate percentage; J .inal statement t"at supports m opinion again;K K /omen =ill pla an increasingl important role in t"e =ork place of t"e future; -)reparation and practice –12; /" =omen =ill make up a large percentage of t"e =orkforceA - ue to t"e recession in t"e developed =orldH companies are reluctant to take on full – time =orkersH ="o usuall eBpect "ealt" careH a pension sc"eme and redundanc paments ="en dismissed; - #nsteadH man emploers prefer to "ire people at an "ourl rate; T"ese emploees tend to e =omen; - ' lot of =omen cant commit t"emselves to a fort – "our =eek aass t"e "ave c"ildren to look after; T"is is particularl true for single parent familiesH ="ere t"e =oman "ave to look after t"e c"ildren "erself; - T"ere ma also e t"e perception t"at a =oman is onl =orking to supplement "er "usands income and so full –time =ork is not as important; - #t is also e true to sa t"at increasing seBual e9ualit "as meant t"at more =omen are reac"ing management positions; - T"is in turn =ould mean t"at t"e numer of =omen also increase in lo=er positionsH as =omen =ould e keen to emplo ot"er =omen; - #f t"is is t"e caseH t"is trend must e eBpected eB pected to continue; #t seems likel t"at t"e numer of =orking =omen =ill continue to increase over t"e n nect ect fe= ears as companies continue to seek a =orkforce t"at =ould e eail dismissed and is more fleBile in t"eir =orking "ours; 't"oug" t"is ma e a good t"ing in terms of seBual e9ualitH it is a maIor setack in terms of =orker rig"ts; ; /"en mot"ers go out to =orkH t"eir families suffer; ?; +ave t"e c"anging roles of =omen good for =omen and societA –cuc 2 ot" =omen and societ "ave een disadvantaged =omens emancipation; S"e supports t"is argument s"o=ing t"at t"e c"anging c"an ging role of =omen "as caused: - regression of =omens conditions to 1?t" centur level - after "aving een freed of =ork outside t"e "ome in t"e 1?t" centurH =omen are no= doing ot" paid emploment and "ouse=ork again; - lo=ering of t"e read=inners =age; - Collapse of famil solidarit; - &en neglectful of t"eir families; - 7uvenile deli9uenc; - +ig" unemploment; - /omen to e dissatisfied =it" "omemaking ut still performing similar tasks in t"e ne= emploment area –service; - /omen to accept inappropriate and unpleasant Ios; - /omen to den t"eir feminine nature; - Casual attitude to seBH resulting in:
- a "unger; - #nfertilit; - SeBual transmitted diseases; - 'ortion; End of topic 6; Topic ; .ood –rink -"ealt"-/elfare Section 1: rink 1; /"ats our countrs drinking "aitA Tea - 'n #ndispensale rink for t"e @ietnamese 's ou =alk along t"e streetsH some="ere near a lamp postH under t"e s"ade of a treeH or neBt to a doorH t"ere is a lo= tale =it" glass pots containing different kinds of o f candiesH roasted ground nutsH and sugar coated cakes; ,suall neBt to t"ese treatsH t"ere is a "umle tea coR =it" a tra of cups; 'round t"e tale are several small =ooden stools; T"is is traditionall a complete description of a make-s"ift tea s"opH ="ic" is a ver popular part of @ietnamese street life; T"is drink is considered indispensale to ever in"aitant of t"e cit; Tea is drunk eever ver da from t"e earl morning until late at nig"t; )eople drink tea at t"eir "omesH at t"eir =ork placesH and even in tea s"ops on t"eir =a to and from =ork; /"enever t"e @ietnamese feel t"irstH t"e are likel to look for t"is drink; #t is drunk in ot" t"e summer and t"e =inter mont"s; #n t"e =interH a sip of "ot tea makes ou feel =arm inside and etter ale to cope =it" t"e cold temperatures outside;,nlike nort"ernersH ="ose preference is for a cup of "ot steam teaH people in t"e sout" like to drink t"eir tea coldH tending to add ice cues; +o= do =e make a good tea cosA T"e o=ner skillfull lifts t"e cap of t"e tea coRH takes out t"e tea potH and t"en pours t"e "ot tea into a small cup; T"e o=ner t"en "ands t"e cup of steaming tea to t"e customer Section 2: "ealt" 1; )eople do man different t"ings to sta "ealt"; /"at do ou do for good "ealt"A ,se specific reasons and eBamples to support our ans=er; T!E.(13 P !ur "ealt" is t"e onl t"ing =e reall "ave in t"e =orld; *ou can take a=a our moneH our "ouseH or our clot"es and =e can survive; Take a=a our "ealt" and =e =ill die; T"at is =a # eat "ealt"fullH eBercise regularl and keep up m social life; P Eating "ealt"full is important to maintain ones "ealt"; # tr to avoid foods "ig" in fat like frenc" fries or cookieA; # also tr to limit t"e amount of animal protein # consume; # never eat more t"an a fe= ounces of fis" or c"icken a da and # rarel eat meat; # eat a lot of vegetales and fres" fruit ="ic" are full of fier and vitamins; #t is important to kno= "o= to cook t"ese foods so t"e nutrients are not lost in t"e coo cooking king process; P *our muscles must continue to e strong to support our od as it gro=s older; Esercise "elps t"e ones uild densit and "elps ou maintain our posture; ' regular eBercise program of cardiovascular training and =eig"t training is an important part of keeping our "ealt"; P .riends are an important of ones o nes "ealt"; Studies "ave s"o=n t"at peo people ple =it" a =ide
range of socila contacts get fe=er colds and "ave fe=er complaints t"an t"ose ="o dont; laug"ing is also an important part of "ealt"; "e alt"; # like to lau"g =it" m friends and # al=as feel etter ="en # am =it" t"em t"an ="en # am alone; P eating properl and eBercising regularlH # can keep m od at an appropriate =eig"t and can maintain m "ealt"; spending time =it" m friendsH i can keep m mind as =ell as m od "app; #ts all a part of m recipe for "ealt"ful living; 2; )revention is etter t"an cure; !ut of a countr55s "ealt" udgetH a large proportion s"ould e diverted from treatment to spending on "ealt" education and preventative measures; To ="at eBtent do ou agree or disagree =it" t"is statement -Camridge 2 – 1?;H Cuc 2A !f course it goes =it"out saing t"at preventing is etter t"an cure; T"at is =" in recent earsH t"ere "as een a gro=ing od of opinion in favour of putting more resources into "ealt" education and preventive measures; T"e argument is t"at ignorance of for eBampleH asic "giene or t"e dangers of an un"ealt" diet or lifestle needs to e comatted special nation=ide pulictit campaignsH as =ell as longer – term "ealt" education; !viouslH t"ere is a strong "uman argument for catc"ing an medical cond condition ition as earl as possile; T"ere is also an economic argument for doing so; Statistics demonstrate t"e cost effectiveness of treating a condition in t"e earl stagesH rat"er t"an delaing until more eBpensive and prolonged treatment is necessar; T"en t"ere are social or economic costsH per"aps in term of loss of earnings for t"e famil concerned of unemploed enefit paid t"e state; So far so good Jup till no= evert"ing "as gone on trackKH ut t"e difficulties start ="en =e tr to define ="at t"e proportion of t"e udget s"ould eH particularl if t"e funds =ill e diverted from treatment; ecisions on eBactl "o= muc" of t"e total "ealt" udget s"ould e spent in t"is =a are not a matter for t"e non – specialistH ut s"ould e made on t"e asis of an accepted "ealt" service model; T"is is t"e point at ="ic" real prolems occur o ccur – t"e formulation of t"e model; +o= do =e accuratel measure ="ic" "ealt" education campaigns are effective in ot" medical and financial termsA +o= do =e agree aout t"e medical efficac of various screening a programmesH for eBampleH ="en t"e medical estalis"ment itself does not agreeA ' ver rigorous process of evaluation is called forH so t"at =e can make informed decisions; 3; +ealt": spend large sums of mone or medical researc" or directed to=ards treating patients - #nsig"t into #elts – 14; T"ere is al=as some controvers over ="et"er it is important to spend large sums of mone on medical researc" or ="et"er more of t"is mone s"ould e directed to=ards treating patients; !viousl some medical researc" is essential; /it"out itH =e =ould "ave no vaccinations against diseases suc" as polioH no drugs suc" as antiiotics and no treatments like B-ras or radiot"erap; $evert"elessH t"e field of medical researc" is ver competitive and t"is "as financial disadvantages; TakeH for eBampleH t"e current researc" eing conducted on t"e +#@ virus; #n t"is field it is arguale t"at mone is eing =asted in t"at scientists t"roug"out t"e =orld are =orking independentl to=ards t"e same ultimate goal – to find a cure for '#S –and =it" t"e same "o "ope pe of ecoming famous in t"e process; Surel it =ould e more productive and less costl if t"ese scientists Ioined forces and an international funding; 4; Students can ecome ver tired ot" emotionall and p"sicall ="en t"e are
preparing for an eBamination; +o= can t"e look after t"eir "ealt" ="ile t"e are studingA -9uestion2; ; )eoples access to good "ealt" care s"ould not depend on social factors suc" as t"eir level of income or social status; P 'll people s"ould "ave access to ade9uate "ealt" care; #t is difficult to argue against t"is proposition; #n t"eor most people =ould agree =it" it; ut in practice it is more more difficult to find countries ="ere it is actuall true; P +ealt" care sstemsH suc" as in t"e ,nited StatesH ="ere a large proportion of t"e population cannot afford "ealt" insuranceH are most undesirale in social terms; )eople are not cared for properl if t"e suffer a serious accident or ecome seriousl ill; *et in t"e same countr t"e ver est in medical services are availale to t"ose =it" t"e capacit to pa; 're =e at t"e point ="ere =e accept t"at t"e life of a ric" person is =ort" more t"an t"at of a poor personA P >overnments "ave a responsiilit to provide asic "ealt" services to all t"e population; +o=everH governments al=as "ave limited resourcesH and t"e "ave a responsiilit to use t"ese in an efficient and effective manner; .or eBampleH it is difficult to Iustif governments spending mone on eBpensive medical procedures suc" as cancer researc"H if t"is diverts resources a=a from t"e primar oIective of e9ual access to "ealt" care for all; T"e argument t"en turns on ="at kind of "ealt" care sstem s"ould e supported governments; P )reventive "ealt" care is one area ="ere government needs to take t"e lead; &one spent on preventing disease is more t"an repaid mone saved in not "aving to treat t"at disease at a later time; )ulic "ealt" programs to eradicate diseases suc" as tp"oid and smallpoB are a good eBample ="ere t"e enefits flo= on to all peopleH regardless of income or social status; &ore recentlH governments sponsored fluoridation programs "ave plaed a maIor part in reducing t"e incidence of toot" decaH =it" significant improvement in general "ealt" and enormous savings in dental ills for ordinar people; 6; $o=adas doctors can ecome ver ric"; &ae t"e s"ould not focus on profitale activities suc" as plastic surger or looking after ric" patients and concentrate more on patients "ealt"H no matter "o= ric" t"e areA ; +o= important is t"e patient55s mental attitude to=ards "isG"er treatment in determining t"e effectiveness of t"e treatmentA – )repare for #elts – 123; ' =ide range of medical treatments is availale toda; )atients ma =onder ="ic" =ill e t"e most effectiveH and ="et"er t"eir o=n mental attitude to t"e tpe of treatment mig"t affect its success; T"is essa =ill consider t"e second of t"ese 9uestions; &an people vistit t"eir doctor or go to "ospital =it" complete trust in t"e eBpert care offered conventional services; +o=everH some people do not get a satisfactor result; .or eBampleH t"e drugs t"e are prescried ma "ave unpleasant side – effects; T"eir initial positive attitude to=ards t"eir treatment does t"em little good; SimilarlH t"ose patients ="o trustfull c"oose alternative treatment over traditional medicine ma find t"emselves disillusioned; (ess rigorous 9ualification standard among alternative practitioners ma mean t"at some "ealers give ineffective or damaging advice; T"e resultH againH is t"at a patient ="o entered treatment =it" confidence leaves t"at treatment disillusioned; !n t"e ot"er "andH patients ma tr a stle of treatment =it" some scepticism; ' person used to conventional medicines and drugs ma e suspicious of treatments ased on diet
and lifestle c"anges; *et if t"e follo= suc" programsH t"e ma in fact notice improvements in t"eir conditionH in spite of t"eir scepticism; E9uallH a patient opposed to conventional medicine ma "ave an accident and e saved t"e effective treatment of conventional emergenc services; #n conclusionH it appears t"at t"e mental attitude of t"e patient is not t"e most significant factor in determining t"e outcome of t"e treatment; )atients ="o enter treatment confidentl ma leave disillusioned ="ile t"ose ="o egin egin treatment sceptical of t"e results ma find t"emselves surprised =it" ="at t"e "ave gained; )atients s"ould seek t"e advantages ="ic" eac" stle of care can offer; ; ' numer of different d ifferent medical traditions are no= =idel kno=n and used: /estern medicine Jusing drugs and surgerKH "eral medicineH acupuncture Jusing needles at certain points of t"e odKH "omoeopat" "o moeopat" Jusing minute doses of poisonsKH and so on; ?; +ealt": s"ould parents e oliged to immunise t"eir c"ildren agaist common c"ild"ood diseasesA !r do individuals "ave t"e rig"t to c"oose not to immunise t"eir c"ildrenA 'ns=er: #nsig"t into #elts – 1; .or: - preventative medicine "as proved to e t"e most effective =a of reducing t"e incidence of fatal c"ild"ood diseases; -Q lives "ave een saved and t"e diseases "ave een reduced to almost Rero; [ in previous centuries c"ildren died from ordinar o rdinar illnesses suc" as influenRa and tuerculosis and ecause fe= people "ad immunitH t"e diseases spread easil; iseases suc" as dsenter =ere t"e result of poor "giene ut t"ese "ave long een eradicated since t"e arrival of food sanitation and clean =ater; $ood =ould suggest t"at =e s"ould reverse t"is good practice no= ecause dsenter "as een =iped out; - Serious disease suc" as polio and smallpoB "ave also een eradicated t"roug" national immunisation programmes; #n conse9uenceH c"ildren not immusnised are far less at risk in t"is disease – free societ t"an t"e =ould ot"er=ise e; )arents c"oosing not to immunise are reling on t"e fact t"at t"e diseases "ave alread een eradicated; #f t"e numer of parents c"oosing not to immunise incresedH t"ere =ould e a similar increase in t"e risk of t"e disease returning; - #mmunisation is not an issue like seatelts ="ic" affects onl t"e individual; ' decision not to immunise =ill "ave =idespread repercussion for t"e ="ole of societ and for t"is reasonH # do not elieve t"at individuals "ave t"e rig"t to stand aside; #n m opinion immunisation s"ould e oligator; #deas against: - t"e issue of ="et"er =e s"ould force parents to immunise t"eir c"ildren against common diseases isH in m opinionH a social rat"er t"an a medical 9uestion; Since =e are free to c"oose ="at =e eBpose our odies to in t"e =a of foodH drinkH or religion for t"at matterH =" s"ould =e 9uestion of medical Dtreatment e an differentA - &edical researc"ers and governments are primaril interested in overall statistics and trends and in mone – daving sc"emes ="ic" fail to take into consideration t"e individuals concern and rig"ts; /"ile immunisation against disease suc" as tentanus and ="ooping coug" ma e effectiveH little informetion is released aout t"e "armful effects mof vaccinations ="ic" can sometimes result in stunted gro=t" or even deat"; - T"e od is designed to resist disease and to create its o=n natural immunit t"roug" contact =it" t"at disease; So ="en c"ildren are given artificial immunitH =e create a
vulnerale societ ="ic" is entirel dependent on immunisastion; #n t"e envent t"at mass immunisation programmes =ere to ceaseH t"e societ as a ="ole =ould e more at risk t"an ever efore; - #n addition t"ere is t"e issue of t"e rig"ts of t"e individual; 's memers of a societH =" s"ould=e oliged to suIect our c"ildren to t"is potentiall "armful practiceA Some people ma also e against immunisation on religious grounds and t"eir needs must also e considered; - .or t"ese reasons # feel strongl t"at immusnisation programmes s"ould not e oligator and t"at t"e individual s"ould "ave t"e rig"t to c"oose ="et"er or not to participate; Jto e continuedK Topic JcontinuedK Section 3: /elfare 1; Topic33: ' government55s role is onl to provide defence capailit and uran infrastructure JroadsH =ater suppliesH etc;K; 'll ot"er services JeducationH "ealt"H social securitK s"ould e provided private groups or individuals in t"e communit; To ="at eBtent do ou agree or disagree =it" t"is opinion – prepare for ielts –124; - >overnments can onl provide a limited range of services for citiRens; Certain tpes of serviceH "o=everH must e provided governmentsH ="ereas ot" governments and private groups or individuals can s"are t"e responsiilit to provide ot"er services; services; - ' government must provide t"ose services ="ic" are essentila to a countr; T"ese include defence capailities and social securit; )rivate enterprise and t"e profit motive s"ould not form part of t"ese essential services; !n t"e ot"er "andH some services could e provided eit"er governments or private groups or ot"; Education and "ealt" care are eBamples of suc" services; ' government g overnment must provide at least a asic level of education and "ealt" care so all citiRens can "ave access to t"em; )rivate enterpriseH t"oug"H could also provide services in t"ese areas for t"ose ="o =is" to pa for t"em; - ,ran infrastructure is anot"er area ="ere governments and private groups or individuals can s"are responsiilit; >overnments must uild and maintain a sstem of roadsH ut toll roads can e uilt and road maintenance carried out private contractors; SimilarlH ot"er infrastructureH suc" as =ater or electricit supplH can e operated private companies; - To sum upH t"ere are some services suc" as defence and social securit ="ic" must e provided government; !t"er servicesH for eBamples =ater suppl or educationH could e provided ot" government and private enterprise; Conse9uentlH it is not true to sa t"at a governments role is onl to provide some services ="ile ot"ers s"ould e provided t"e private sector; #n factH ot" government and private groups can s"are in t"e provision of most services; 2; #n ritainH ="en someone gets oldH t"e often go to live in a "ome =it" ot"er old people ="ere t"ere are nurses to look after t"em; Sometimes t"e government "as to pa for t"is care; /"o s"ould e responsile for our old peopleA >ive reasons; - T"eir c"ildren; - >overnment;
3; /"at s"ould a government do for a countr to ecome successfulA - +uman resources; - Consolidate t"e national solidarit; - )urif t"e government leaders"ip; 4; 'lt"oug" auses of t"e sstem are inevitaleH social =elfare paments are essential to protect t"e rig"ts citiRens "ave to a guaranteed income in a democratic societ; iscuss – 22 eBercise Social =elfare–12; is an essential element of an advanced societ; >ood sstems are al=as ausedH ut t"at does not mean t"e are fault; #n m opinionH t"e t=o main reasons =" =elfare paments are necessar are as follo=s: - first of allH critics forget t"at t"ere are man forms of =elfare esides paments to t"e unemploed; T"eir negative opinions "arm t"ose ="o are capale of earning a =ageH suc" as single-parent mot"ersH t"e disaledH and t"e sick; &oreoverH t"e unemploed "ave t"e rig"t to an incomeH too; T"e are not al=as at fault for not "aving a IoH and in most cases t"e taB t"e "ave paid in t"e past entitles t"em to assistance; - T"e second reason is t"at crime increases ="en people "ave no means of support; T"e desperatel poor inevital turn to crimeH ="ic" is not onl dangerous ut costl; )olicing t"e streets is more eBpensive t"an providing =elfare; ' policemans =age is four or five times "ig"er t"an a Ddole pament; - Certain memers of societ elieve t"at people s"ould look after t"emselves; T"e point out t"at =elfare increases depandenc on ot"ers and destros dignit; T"is ma e trueH ut in t"e case of t"e unemploedH t"e relief paments are usuall temporar; #t is surel t"e fault of t"e government if t"ere are long – term unemploed; /elfare critices also elieve t"at it is t"e responsiilit of a victims victims famil to provide financial assistance; +o=everH it is too eBpensive to provide complete "elp for a severel disaled person; - To concludeH it is vital to understand t"e need for =elfare in a modern democratic societ; /it"out =elfare paments t"e poor are destined to ecome poorer; T"e first dut of a government is to provide a financial safet net for all disadvantaged personsH and an d t"at includes t"ose =it"out =ork; ; T"e =elfare state makes people less self-reliant: aove 9uestion 6; ' muc" deated dea ted issue t"ese das is ="et"er citiRens s"ould take out o ut private "ealt" insurance or not - ' muc" deated issue t"ese das is ="et"er citiRens s"ould take out private "ealt" insurance or not; T"e cost of providing free medical care for ot" t"e =ealt" and t"e poor is far too great for an governmentH and most people agree t"at if ou can pa for insuranceH ou s"ould; #n t"is essaH # =ill argue t"at all ="o can afford it s"ould e insuredH ut free medical care must e made availale for t"ose too poor to do so; - T"e most important reason for encouraging people to take out private "ealt" insurance is t"e cost to t"e government of "ealt" care; .ree "ealt" cover for people ="o are ale to pa for it is a =aste of pulic mone; !f courseH people =ill onl pa "ealt" insurance premiums if t"e kno= t"at t"e are getting good value for t"eir mone; #f t"e get sickH t"e s"ould pa ver little or not"ing at all; #n additionH t"e privatel insured are entitled to special enefits suc" as "aving t"e c"oice of t"eir o=n doctorsH and eing ale to avoid long =aiting lists for "ospital eds; - !n t"e ot"er "andH t"ose ="o reall cannot afford to pa private insurance premiumsH ="ic" are often ver "ig"H are still entitled as citiRens to t"e est medical care availale -
t"e cannot e eBpected to pa t"eir o=n medical ills; +o=everH if t"e are =orkingH t"e s"ould still pa a percentage of t"eir =age Jsa 1 to 2VK as a taB ="ic" pas to=ards t"e cost of providing Zfree medical services; - #n conclusionH most people s"ould privatel p rivatel insure t"eir "ealt"H ut it is unreasonale to suppose t"at all citiRens can afford it; T"ereforeH a safet net in t"e form of a asic free "ealt" care sstem must eBist for t"e ver poor and t"e unemploed; J31 =ordsK Section 4: food 1; $o=adasH food "as ecome easier to prepare; +as t"is c"ange improved t"e =a people liveA ,se specific reasons and eBamples to support our ans=er; T!E.(3 P T"e t=entiet" centur "as rog"t =it" it man advances; /it" t"ose advancesH "uman lives "ave c"anged dramaticall; d ramaticall; #n some =as life is =orseH ut mostl it is etter; C"anges in food preparation me"todH for eBampleH "ave improved our lives greatl; P T"e convenience of preparing food toda is amaRing; Even stoves "ave gotten too slo= for us; &icro=ave cooking is muc" easier; /e can press a fe= uttons and a meak is completel cooked in a s"ort time; )eople used to spend "ours for an oven-cooked mealH and no= =e can use t"at time for ot"erH etter t"ings; )lusH t"ere are all kinds of portanleH prepackale foods =e can u; +eat t"em in t"e office micro=aveH and lunc" at =ork is 9uick and eas; P .ood preparation toda allo=s for more variet; /it" refrigerator and freeRersH =e can preserve a lot of different foods in our "omes; Since tec"nolog makes cooking so muc" fasterH people are =illing to make several dis"es for even e ven a small meal; )arents are more likel to let c"ildren e pickH no= t"at t"e can easil "eat t"em up seome prepackaged macarani and c"eese on t"e side; $eedless to saH adults living in t"e same "ouse ma "ave ver different eating "aits as =ell; = ell; #f t"e dont =ant to cook a lot of different dis"esH its common no= to eat out at restaurants several times a =eek; P +ealt"ful eating is also easier t"an ever no=; /"en people cookH t"e can use ne= fat sustitues and cooking spras to cut fat and calories; T"is reduces t"e risk of "eart disease and "ig" c"olesterol; 'dditionallH =e can u fruits and vegetale fres"H froRen or canned; T"e are eas to prepareH so man of us eat more of t"ose nutritious items dail; ' "undred ears agoH ou couldnt imagine t"e process of taking some froRen fruit and ice from t"e freeRerH adding some lo= –fat ogurt from a plastic cup and some Iuice from a can in t"e refrigeratorH and ="ipping up a lo= –fat smootine in t"e lender; P !ur lifestle is fastH ut people still like good food; /"at ne= food preparation tec"nolog "as given us is more c"oices; TodaH =e can prepare food t"at is more convenientH "ealt"ierH and of greater variet t"an ever efore in "istor; 2; Some people prefer to eat at food stands or restaurants; !t"er people prefer p refer to prepare and eat food at "ome; /"ic" do ou preferA ,se specific reasons and eBamples to support our ans=er;13 P Some people like to eat out at food stands and restaurantsH ="ile ot"er like to prepare food at "ome; !ften it depends on t"e kind of lifestle people "ave; T"ose =it" ver us Ios outside t"e "ouse dont al=as "ave time to cook; T"e like t"e convenience of eating out; !verallH t"oug"H it is c"eaper and "ealt"ier to eat at "ome; P /"ile eating in restaurant is fastH t"e mone ou spend can add up; /"en # "ave dinner at restaurant =it" a friednH t"e ill is usuall over t=ent dollars; # can u a lot of groceries =it" t"at muc" mone; Even lunc" at a fast – food stand usuall costs five or
siB dollarss for one person; T"ats enoug" to feed t"e ="ole famil at "ome; P Eating at "ome is etter e tter for ouH too; &eals at restaurants are often "ig" in fat and caloriesH and t"e serve ig plates of food – muc" more food t"an ou need to eat at one meal; #f ou cook food at "omeH ou "ave more control over t"e ingredients; *ou can use margarine instead of utter on our potatoesH or not put so muc" c"eese on t"e top of our piRRa; 't "omeH ou can control our portion siRe; *ou can serve ourself as little as ou ma eat a*ou full plate food ou paid for it; P #t is=ant; true #n t"ata restaurantH eating out isou convenient; dontof "ave toDecause s"opH to cookH to clean up; ut real "ome cooking doesnt "ave to take up a lot of o f time; T"er are lots of simple meals t"at dont take long to make; #n factH t"ere faster t"an eating outH especiall if ou t"ink of t"e time ou spend driving to a restaurantH parkingH =aiting for a taleH =aiting for serviceH driving "ome; P ot" eating at restaurants and cooking at "ome can e satisfing; ot" can taste good and e enIoed =it" famil and friends; # prefer cooking at "ome ecause of t"e mone and "ealt" issuesH ut people =ill make t"e c"oice t"at fits t"eir lifestle est; #ntervie= 1; escrie our favourite restaurant; P &oca %estaurant - location P T"e food: P T"e service: P T"e decoration: P T"e price: P T"e feature: P T"e strengt": P /" suitale for foreigner: 2; Traditional food: P /"ic" @ietnamese traditional dis" do ou particularl likeA - Stick rice cakes are a @ietnamese traditional dis" t"at must e part of Tet meals; 's a matter of factH ever @ietnamese famil must "ave stick rice cakes among t"e offerings placed on t"e altar to t"eir ancestors; P o ou kno= "o= to make t"e dis"A - an" c"ung is made of glutinous riceH pork meatH and green eans paste =rapped in a s9uare of amoo leavesH giving t"e rice a green colour after oiling; - &aking stick rice cakes is a ver meticulous Io; To otain t"e est cakesH rice "as to soak in =ater for an entire da; T"e pork meat must include skin and fatH t"e green eans must e of t"e same siReH and t"e amoo leaves must e fres"; - S9uaring off and ting cakes c akes =it" amoo strings re9uires skilful "ands; - Stick rice cakes are availale at an time of t"e earH alt"oug" one is sure to enIo t"em =it" relatives and friends during Tet; uring TetH rice cakes are served =it" gio lua and "an" muoi– lean meat pie and salted sour onions; 3 're @ietnamese peoples eating "aits c"angingA Can ou give an eBample of suc" c"anges; - #ncreasing numer of people come co me to restaurant - #mproved standard and &ore dis"es t"an efore due to upgraded living standard; - %arel t"e ="ole famil can gat"er due to usiness; 4; o ou t"ink people in our countr prefer eating traditional food to international oneA
/"A /" notA - Traditional one; - not man opportunities for tring international delicacies; ; Speculate on a =orld in ="ic" people ate all t"e same kinds of food; - not ver favourale; - )refer a variet of delicacies; -;!ne of eac" countrs culture –one part of t"e countr; +o=part is our countrs traditional culture reflected in t"e eating "ait of t"e peopleA - 'griculture culture reflected in dis"es; - Close –knit relations"ip et=een famil memers; - Traditional role of =omen; End of topic ; Topic : +appiness –friends"ip - marriage Section 1: +appiness-friends"ip 1; )eople rememer special gifts or presents t"at t"e "ave received; /"A ,se specific reasons and eBamples to support our ans=er; T!E.(132; /" =e rememer t"ose giftsA - .eel Io ="en looking at t"em: .eeling of eing lovedH recall good time toget"erH etc; - )inpoint special events in lives; - %ecall memories of special people; 2K >ood "ealt" is more important t"an mone for a "app life; o ou agreeA 3; /"at do ou =ant most in a friend \ someone ="o is intelligentH or someone ="o "as a sense of "umorH or someone ="o is relialeA /"ic" one of t"ese c"aracteristics is most important to ouA ,se reasons and specific eBamples to eBplain our c"oice; T!E.( 4; Some people prefer to spend most of t"eir time alone; !t"ers like to e =it" friends most of t"e time; o ou prefer p refer to spend our time alone or = =it" it" friendsA ,se specific reasons to support our ans=er; T!E.(3 /" =ant e aloneA - +ave time t"ink aout m goals and to develop a strateg to reac" t"em -Q reall t"ink aout m life and ="at # =ant to do =it" it; - >ood =a to listen to t"e silence and relaB completel: lo=er stress levelH s"arpen t"e po=er of concentration; - eing alone -Q "ave time to step ackH see t"e real value of t"ings =it"out eing influenced t"e opinions of ot"ers - #f =it" ot"ers: distort our vie=s of t"ingsH =orried aout ="at ot"ers t"ink of ; Some people prefer to spend time =it" one or t=o close friends; !t"ers c"oose to spend time =it" a large numer of friends; Compare t"e advantages of eac" c"oice; /"ic" of t"ese t=o =as of spending time do ou preferA ,se specific reasons to suppo support rt our ans=er; T!E.(4 /"at does friends"ip give usA - (earn "o= to trust eac" ot"ers; - /"at to eBpect from ot"ers; - +o= to profit from eBperiences; /" t"e more friends t"e etterA
- 'l=as availale ="en =e need t"emH not onl in times of troule ut also in times of "appiness; - /ant to "ave people around me t"at surprise me; Eac" "as "is o=n =a of reacting to a situation -Q learn "o= to deal =it" different kinds of people; - Teac" us aout life; lots friends W plent of information and eBperience; 6; Some people c"oose c"oo se friends ="o are different from t"emselves; !t"er sc"oose friends ="o are similar to t"emselves; Compareoft"e dvan tages dvantages of="o "aving are /"ic" different from ou =it" t"e advantages "aving friends arefriends similar="o to ou; kind of friend do ou prefer for ourselfA /"A T!E.(? /" different from usA - >iving ou different =as of looking at t"e =orld; - #ntroduce ou to ne= interesting t"ings; - Correct our =eakness: spontaneous kind of o f person -Q =ell organiRed; - EBperiences from different fields; /" similar to usA - EnIo doing t"e same t"ings; - ,nderstand eac" ot"er -Q eas to s"are prolems; ; ,se specific reasons and eBamples to eBplain our ans=er; #t is sometimes said t"at orro=ing mone from a friend can "arm or damage t"e friends"ip; o ou agreeA /" or =" notA ,se reasons and specific eBamples to eBplain our ans=er; T!E.(143 +o= can orro=ing mone "arm friends"ipA - +o= to kno= t"e lender can afford or notA -Q emrassed - /"en oull ack t"e loanA -Q a=k=ardness; - #nterest issues -Q "urt feelings -Q "arm to friends"ip #ntervie= 1; Talking; - /"at kinds of people do ou most like to talk =it"A - Sense of "umor: comfortaleH relaBed; - /"at do ou usuall talk aoutA - (ifeH careerH evert"ing involved ot"; 2 /"o do ou t"ink are etter in conversation – men or =omenA /"A - /omen: sensileH emotionalH understanding; 3 /"at advice could ou give to someone ="o is s" aout talkingA - T"e more s"e talks t"e more confident s"e is; 4; /"at role do friends pla in our lifeA /" =e need friendsA - +elp ou to solve prolems; - S"are "appiness; - >iving ou t"e sense of love and eing loved - S"are kno=ledge and eBperience; ; escrie our est friend; - /" do ou get kno=n eac" ot"erA - /"at is "is c"aracterA - +o= do ou feel aout our friends"ip =it" "imA 4; /"at are some of t"e differences et=een a @ietnamese friend and a foreign friendA
- c"aracters: - topics for talking:
