HOANG VAN VAN [Téng Ché bién) - VU HAIHA (Cho bién} CHU QUANG BINH - HOANG THI HONG HAI KiEU TH) THU HUONG ~ NGUYEN THI KIM PHUONG SUCCESS SACH HOC SINH NHA XUAT BAN GIAO DUC VIET NAMAe! HOANG VAN VAN (Téng Cho bién) - VO HAI HA (Chi bin) (aly BAL CHU QUANG BINH ~ HOANG THI HONG Hal a KIEU THI THU HUONG - NGUYEN THI KIM PHUONG Tiéng Anh sovscow lI NHA XUAT BAN GIAO DUC VIET NAMCONTENTS Book Map. ... UNIT1: ALONG AND HEALTHY LIFE UNIT 2: THE GENERATION GAP UNIT 3: CITIES OF THE FUTURE Review1 UNIT 4: ASEAN AND VIET NAM UNIT5: GLOBAL WARMING. Review 2 UNIT6: PRESERVING OUR HERITAGE UNIT 7: EDUCATION OPTIONS FOR SCHOOL-LEAVERS UNIT 8: BECOMING INDEPENDENT Review 3 UNIT9: SOCIAL ISSUES UNIT 10: THE ECOSYSTEM Review 4 ...... Glossary Page 18 28 38 42 52 62 66 76 86 96 100 no 120 124LOI NOI BAU Tiéng Anh 11 - Global Success - Sach hgc sinh duce Nha xuat ban Gido duc Viét Nam t6 chuic bién sogn theo "Chuong trinh giéo duc phé théng: Chuong trinh mén Ting Anh” (tirlép 3 dén 6p 12) ban hanh theo Théng t32/2018/TT-BGDBT ngay 26 thang 12mm 2018 cla BO Gido duc va Bao tao, néi tiép bé sch tiéng Anh bac tiéu hoc (Tiéng Anh 3, Tigng Anh 4, Ting Anh 5), b6 sach tiéng Anh trung hoc co sé (Tiéng Anh 6, Tiéng Anh 7, Tiéng Anh 8, Tiéng ‘Anh 9) vaTiéng Anh 10. Tiéng Anh 11 - Global Success - Séch hoc sinh duoc bién soan theo dubng huéng giao tiép, giup hoc sinh phat trién nang luc giao tiép bang tiéng Anh duéi bén hinh thuic nghe, néi, doc, viét théng qua sit dung ngtt liéu (ngi 4m, tir vung, ngit phép). Béng thoi, sch dugc bién soan theo dudng huéng lay ngudi hoc lam trung tam, theo dé moi hoat dong day hoc dugc thiét ké va té chtic déu nham phat huy tinh tich cye, chu dong cia hoc sinh va tao diéu kién t6i da cho hoc sinh tham gia vao céc hoat d6ng luyén tap va phat trién nang luc giao tigp tiéng Anh, Tiéng Anh 11 - Global Success - Sch hoc sinh dugc bién sogn theo huéng tich hgp cc ki nang, theo dé cdc ki nang doc, néi, nghe, viét bé tro cho nhau va duge phat trién xoay quanh bén chii diém (Theme) gan gili véi hoc sinh: Cugc s6ng cia chting ta (Our Lives); Xa hoi ctia chting ta (Our Society); Méi trudng cia chiing ta (Our Environment) va Tuang lai ca chting ta (Our Future). B6n chil diém nay duicc cu thé hod thanh musi don vi bai hoc (Unit), m6i don vi bai hoc tuong ting véi mot chil dé (Topic). Sau mai chi diém la mot bai 6n tp (Review), tap trung vao rén luyén kign théic ngon ngif va phat trién ki nang ngon ngithoc sinh da dugc hoc. Tiéng Anh 11 ~ Global Success ~ Sch hoc sinh coi trong dc diém tém Ii lia tuéi cia hoc sinh va cdc dac diém van hod ctia Viét Nam, clia cdc nue néitiéng Anh va cla cdc nuéC trén thé gidi, Ngoai ra, Tiéng Anh 11 - Global Success - Sach hoc sinh con duoc bién soan theo huéng giip bé sung, lam giau thém kién thtic nén cla hoc sinh vé mot s6 linh vuc khoa hoc va dai séng xa hdi. Tiéng Anh 11 - Global Success - Sach hoc sinh duoc bién soan dua trén co sé Ii luan hign dai vé bién soan sch giéo khoangoai ngiitrén thé gidi, dac biét la nhéing kinh nghiém thuc tién cia viée day tiéng Anh cp trung hoc phé théng 6 Viét Nam, véi su hop téc chat ché vé chuyén mén va ki thuat cia Tap doan xuat bin Gido duc Pearson. Nhém tac gid rét mong nhan duge nhiing ¥ kin déng gdp ctla cac em hoc sinh, cic nha giéo, cic bac phy huynh va dong dao ban doc quan tam &é sch dugc hoan thién hon Cac tae gidBOOK MAP UNIT Unit 1: ALONG AND HEALTHY LIFE Unit THE GENERATION Gap IEE Unit CITIES OF THE FUTURE EZEya REVIEW 120) Unit 4: ASEAN AND VIETNAM EZESI Unit GLOBAL WARMING E239 REVIEW 22273 PRONUNCIATION Strong and weak forms of auxiliary verbs Contracted forms inking final consonants to initial vowels Elision of vowels [= Sentence stress ond thythm EE VOCABULARY GRAMMAR Words and phrases related to health and fitness EO) Words and phrases related to generational differences EX) Words and phrases related to cities and. smart living Words and phrases related to ASEAN EZ Words ond phrases related to global warming EZ3 Post simple vs. Present perfect Modal verbs: must, have to ‘and should Stative verbs in the continuous form: Linking verbs Ey Gerunds as subjects and objects £7] Present pariicipie ‘and post participle clouses EZ READING Reading for main ideas and specific information in an article about living along and heathy life hn] Reading for main ideas and specific information in an article about different generations Ei) Reading for specific Information In an article about the characteristics of future cities, Reading for main ideas and speci information in news items about ASEAN countries Reading for main ideas and specific information in an article about the UN Climate Change Conference EGSPEAKING Giving Instructions for an exercise routine [EY Talking about the different generations of family: Storting a conversation or discussion Discussing cities of the futur Keeping a conversation going by asking Wh-questions Discussing the skis and experience needed for the ASEAN Youth Programme; Asking for and giving opinions Talking about human activities ‘and global warming: Presenting ideas leary ina. discussion EZ] LISTENING Listening for main ideas and specific Information in TV chat show ‘about food and health EE] Ustening for specific Information in aconversation about family conflicts FE} Listening for main ideas and specific information in an interview ‘about the disadvantages ofliving in a smart city! Listening for main ideas ‘and speci information in ‘a. conversation ‘about an ASEAN school tour programme Listening for main ideas and specific information in tak about black carbon ‘and global temperature WRITING Wilting a short message Writing an ‘opinion essay about limiting teenagers’ screen time welting ‘an article ‘about the advantages and) disadvantages ofliving ina smart city! Wiiting a proposal for ‘a welcome event £1) Wiiting leatiet to persuade People to reduce black carbon emissions EJ EVERYDAY ENGLISH Offering help and tesponding Asking for ‘and giving permission Expressing certainty and uncertainty Giving and responding to compliments Giving and responding to warnings CULTURE / CLIL CLL: Bacteria and viruses Culture: The generation gap in Asian ‘American, families EE} Culture: Smart cities around the world Culture: New Year Festivals In ASEAN EX) CuL: Reducing the environmental impact of forming EI PROJECT Designing a poster about ahedtth habit Canying out a survey to find out generational differences in families EY) Designing a poster of the ideal city of ‘the future EX Doing research about an ASEAN member ET} Canying outa survey tofind out how local people try to limit global warming EXUNIT Unit 6: PRESERVING OUR HERITAGE SE) Unit 7: EDUCATION OPTIONS FOR SCHOOL-LEAVERS Unit 8: BECOMING INDEPENDENT REVIEW 3 Unit 10: THE ECOSYSTEM REVIEW 4 §PTSPE} PRONUNCIATION Intonation in statements, ‘commanads, and lists Intonation in Wh-and Yes/No questions Eza Intonation in invitations, suggestions, ond, polite requests Intonation in choice questions Intonation in question tags BEEN VOCABULARY GRAMMAR Words and phrases related to preserving heritage ET] Words and phrases related to education after leaving school E79 Words and phrases related to teen independence Words and phrases related fo social issues Words and phrases related to ecosystems: To-infinitive clauses Perfect gerunds and perfect participle, clauses Clett sentences with Itis/wos ... that/who ... EE) Linking words and phrases Compound noursilEd READING Reading for main ideas and specific information in an article about an ideas competition Reading for main ideas and specific Information in cn article about different study options after leaving schoo! Reading for main ideas and specific information in on article about how teens can become independent EE) Reading for main ideas and specific information in an article about at pressure: Reading for main ideas and speci information in an article about a national parkSPEAKING Discussing ways to preserve cultural heritage: Keeping a conversation going by showing interest and encouragement Discussing the benefits of vocational training and academic study: Ending a conversation or discussion EX) Giving detailed instructions on learning basic life skis; Using sequencing words ond phrases when givin instuctions EAL Talking about experiences of peer pressure and responding to peer pressure stuations Talking about ways to protect local biodiversity and responding to situations that may harm the environment LISTENING Listening for main ideas and specific information in a tour guide’s talk about Trang An Scenic Landscape. Complex Ei stening for main ideas ind specific information in conversation about courses provided at vocational school ET) Ustening for main ideas and specitic inforrnation in aconversation about becoming independent leamers Listening for specific information in aconversation about types of bullying Listening for specific information in a talk about the human impact ‘on ecosystems, ‘and making predictions BEY WRITING Writing a leafiet to inform people ‘about ways to preserve Trang An Scenic Landscape. Complex E74 Writing a request letter to ask for information ‘about vocational school courses EE Writing on. article about the pros and cons of self-study EZ3 Writing a proposal for a school campaign against cyberbullying Writing an ‘opinion essay about spending money on restoring local ecosystems EVERYDAY ENGLISH Asking for and giving directions Making an appointment Expressing best wishes and responding EAI Expressing disappointment and sympathy Expressing likes and disikes CULTURE / CLIL Culture: initiatives to preserve heritage ‘around the world E7Y Cutture: UK education after secondary school Culture: Teen independence inthe US EE) CUL Social problems facing teens in the US today CLIL: Protecting the ecosystem = Ideas from around the world TFA PROJECT Proposing ways to Preserve type of heritage Doing research onan educational Institution Creating adetaied plon to develop alte ski Planning an ‘awareness campaign about a social issue Making a poster about alocal ecosystem and how. torestore/ pa iteae mea This unit includes: LANGUAGE Pronunciation Strong and weak forms of ‘auxdiary veros Vocabulary Words and phrases related to heath and fitness Grammar Past simpie vs, Present perfect SKILLS Reading: Reading for main ideas and specific Information in an article about living < long anc heatthy life for an exercise routine Ustening: Listening for main ideas and specific information ina TV chat show about food and health ‘Writing: Witing a short message COMMUNICATION AND CULTURE / CLIL Everyday English Offering help and responding cu Bacteria and viruses PROJECT Designing a poster about ‘heathy habit 1 Beas) A healthy lifestyle 1 €2) Listen and read. Mark: Hi, Nam! Nam: Hii, Mark! Long time no see. How are you? Mark: \'rn fine, thanks, but you look so fit and healthy! Have you started working out again? Nam: Yes, Ihave. I've aso stopped eating fast food and given up bad habits, such as staying up late. Mark: | can’t believe it! | thought you can't ive without burgers and chips! Nam: | know. | ate a lot of fast food, but now | prefer fresh fruits and vegetables. Mark: So what happened? Well, It was my grandfather, | visited him during my last summer holiday and have learnt a lot of important life lessons from him, Mark: Really? Nam: Yes. He's a wonderful person. He has just had birthday, but he’s stil full of energy! Mark: Amazing! How does he stay so active? Well, he does exercise every moming, goes to bed early, and eats a lot of vegetables. We spent a lot of time together cooking, working in his garden, and walking in the parks. I've learnt from him that taking regular exercise and eating a balanced diet are the key to a long and healthy jie2 Read the conversation again and decide whether the following statements are true (1) or false (F). 11. Nam has always had healthy habits, {2 He has learnt the importance S of exercise and healthy food, er Nam’s grandfather gosto. || sleep eatty, exercises every day, ama F 3 Fill in the blanks to make phrases from 1 with the following meanings. having the strength and enthusiasm we need for physical or mental activity things we often do that are not good for our health physical or mental activity that we do frequentty to stay healthy the correct types and ‘amounts of food that we | need to stay healthy 4 Complete the text based on the conversation in 1. Use the correct forms of the verbs in brackets. Inthe past, Nam (1. eat) fast food and offen stayed up late. But he (2.starty eating healthy food and @.give)____up bad habbits. He has changed his lifestyle since he (4. visit) ___his grandfather, who . just, celebrate) his 90th birthday. 1 Gainric Strong and weak forms of auxiliary verbs LJ Remember!) + Auxiliary verbs at the beginning of Yes/No questions do not receive stress and are pronounced in their weak forms. At the end of short answers, they often receive stress and are pronounced in their strong forms. 1 3) listen and repeat. Pay attention to the strong and weak forms of the auxiliary verbs. Then practise saying them. Weak] Strong Weak | Strong forms. forms forms forms. IDo you ...? |Ido. [Could we ... We could, ical idus__|\fkod/ [kod/ [Does she ..2She does. | Were they ..They were] daz! Jdnzl | \twal wai} Cant..? fYoucan. | Hashe...2 [He has. \/kan/ /kzen/ | \thaz/ theez/ ‘Mark: Have you started working out again? Ihav/ Nam: Yes, | have. Ihe! ‘Mark: Wasi your grandfather who taught you? Iwazl Nam: Yes, it wos. /woz/ 2 (2) Work in pairs. Read these sentences out loud. Pay attention to the sirong and weak forms of the auxiliary verbs. Then listen and check. 1. Does she exercise? ~ Yes, she does. 2. Were you eating healthily? - Yes, | was. 3.Do you eat vegetables? - Yes, I do. 4. Can he get up early? ~ Yes, he can.10 Health and fitness 1 Match each word (1-5) with its meaning (a-e). treatment (n) @ pieces of flesh in our body © sutter (fr — that allow the movement son of our arms, legs, etc, © something that helps to ‘cure an iliness or injury © the quaity of being EF examine (v) physically strong @ tohave aheatth problem © tolook atsomeone's body Careful to “inci outifthers is Gheatth problem 2. Complete the following sentences using the correct forms of the words in 1. 1.The doctor 2. He is receiving her carefully, but could not find anything wrong. _ for his health problem. 3.Regular exercise can help you improve your muscle 4.To build your _ you can tr lifting weights. 5.Nam can’t sleep well. He is _ ___ stress. Past simple vs. Present perfect iim We use the past simple to describe: We use the present perfect to describe: + something that started and finished in + something that started in the past, and is stil the post, happening now (often used with since, for, Example: You did a great job yesterday. 0 far). * something that was completed in the Example: You have done a great job so far. past (often used with a time phrase). + something that was completed in the very Exerantee welled ne noninen vce recent past (offen used with Just or recently). Ittle. Now we live in Hai Phong. Example: We have just moved fo Hai Phong.‘1 Put the verbs in brackets in either the past simple or the present perfect. 1.He Gee)__ the doctor yesterday. 2.She (suffer) _ from a serious headache, but after treatment, she felt better. 3.Our living conditions (improve) _ over the last few decades. Now people live much better, 4. The doctor Gust, examine)_her. Fortunately, the treatment is working. 2. Work in pairs. Talk about what you do to keep fit and healthy. Use the past simple and the present perfect. Example: | have exercised regularly for a year. ! went swimming last weekend. 1 CC How to live a long and healthy life 1 Work in pairs. Look at the photos and discuss the questions. Which photos show healthy habits? Which ones show unhealthy habits? Why? 2 Read the article. Solve the crossword with words and phrases from it. DOWN 1. (Section A, noun) the things from which something is made ACROSS 2. (Firstparagraph before Section A, noun phrase) the number of years that apersonislikely tolive 3. (Section A, noun) things to keep a living thing alive and help it grow 4, (Section 8, phrasal verb) do physical exercise Life expectancy has generally increased over the past few decades, and some people enjoy a longer and healthier life than others. One possible explanation is that they have healthy lifestyle habits. So how can you develop these habits? AS a Start by looking at food labels, paying attention to ingredients and nutrients, such as vitamins and minerals. Avoid having food with too much salt or sugar, suchas fast food. Furthermore, add more fresh fruits and vegetables to your diet, and remember to eat abig breakfast and a small dinner. 8. If you have not been very active, start exercising slovily, but regularly. To begin with, choose the type of exercise thatis suitable for you. Then, startslowly, for example, by doing exercise for only 5 to 10 minutes a day. When your body is ready for more exercise, you can work out longer. Finally, exercise regularly to always keep your body fitand your mind happy. C. Agood night's sleep is very important. Before you go to bed, avoid having coffee or energy drinks. Exercise can help you have abetter sleep, but avoid exercising right before bedtime. Never use your mobile phone or laptop inbed and tum off all your electronic devices at least 30 minutes before you go to bed. Theirscreens give off blue light that can prevent you from sleeping well. Finally, if you stillcan’t fall asleep, do something repetitive or listen to some soft music to relax before trying to sleep again. u12 3. Read the article again. Match the sections (A-C) with the headings (1-5) below. There are TWO extra headings. 1. Eat better 2. Exercise regularly 3.Go to bed earlier 4, Develop healthy habits 5. Steep well 4 Read the article again. Complete the diagrams with information from the text. Use no more than TWO words for each gap. Unable to sleep: do something repetitive or listen to music 5 Work in pairs. questions. Do you find the advice in the article useful? Have you tried following any of the suggestions above? iscuss the following Sir Giving instructions for an exercise routine 1 Look at the diagram. Match the two parts of ecich sentence to complete the instructions. To do star jumps properly, you should follow four steps. = To give instructions, you should: + start by introducing the process. Example: To do press-ups properly, you should follow three steps./You can develop your arm muscles by doing some press-ups. + sequence the steps, using linking words or phrases (e.g, fist; second, next, after that, as/when/while, finally). ‘Example: First, fle on your stomach with your hands under your shoulders. Next, push up with your arms to lift your upper body. + give one direction at atime.2. Look at the ‘How to burn fat’ exercise. Fill in each blank with ONE word V BSaiins to complete the first part of the instructions. Food and health 10 sec. —— oreminue “| J stand on do star jumps ‘one leg 1 Choose the correct meanings of the underlined word and phrase. 30 sec. 10 sec. 1. Regular exercise can increase your fitness A. being healthy and physically strong / B. being intelligent ree 2.1o stay healthy, you should cut down on sugar cnd fast food A. increase repeat on the do squats ‘opposite side. B. reduce one-minute rest 2 {3} Listen to a TV chat show about teen health. Circle the topic of the show. A. Health products and fitness programmes for young people / B. Food for skincare and brain development C. Healthy food for young people 20 sec. D. Food that can replace exercise run on 3 {6} Listen again. Tick (/)the food the spot which is recommended in the talk. You can bum fat by doing this simple z Good for Good for exercise routine. (1) ___ do star jumps. skin & brain Bones isarniecies for 20 seconds. (2), take a one- - -- minute rest. (3)__, stand on one leg —— food with —_— eggs for 10 seconds alot of sugar ____ fish ___white rice __ butter 3. Work in pairs. Practise giving the yoghurt carrots instructions for the rest of the exercise ructic lemons routine in 2. green vegetables _____ potato chips 4 Work in groups. Take turns demonstrating the exercise routine and giving instructions fo the rest of your group so they can do the exercise with you. 1314 4 4G) Listen again and complete the sentences. Use ONE word for each answer. 1. Teens should avoid food that contains alotof 2. Green vegetables can help teens_ better. 3. Food such as eggs and fsh can help teens become taller and 4. Eating a healthy diet can’t replace _ 5 Work in groups. Make a healthy meal plan for one day and expl selected the foods. vi A short message why you have 1 Below is a short message. Put the parts in the correct order. COC TT eee A. Can you bring some fresh mangos from your garden? We'll need them for one of the recipes. B. HiLinda, C. How about coming to my house this Sunday? We can try some recipes from the book. D. Thanks for lending me your book about heaithy cooking, it’s great! { E. See you soon, F. Mai SS We write short messages in the form of emails, notes, postcards, etc. A short message usually has the following structure: 1, Greeting: Example: Dear/Hi Mary. 2, Main body: (usually one line or paragraph for each of the points you want to make). You can invite people to events, make suggestions, remind people about things, accept invitations, ask for information, etc. Remember to use clear and simple language, and short sentences. 3, Closing: Example: See you soon, Wiite back soon, 2 Write a sentence to express each message below. Begin with the words given. 1. You want to invite someone to your birthday party next week. 2 Why don’t you come to my birthday party next week? 2. You want to suggest that someone should join the reading club with you. > How about 2 3. You want to remind someone that he or she should return a book to the library. > Don't forget to 4. You want to accept an invitation to your friend’s birthday party. >I'm pleased to 5. You want to ask if you have to dress formally for the party. > Do 23. Write a short message (35-45 words) to reply to the one in 1. Use the tips in 1 and the expressions in 2 to help you. In your message, you should: ~ thank for and accept the invitation. ~ ask what time you should go to Mais place or suggest a time to meet. - ask if you need to bring or buy anything else in advance. A141] COMMUNICATION AND CULTURE / CLIL BiGicoracar Offering help and responding 1 8» Listen and complete the conversation with the expressions in the box. Then practise it in pairs. ‘A. Can | help you with that B. Is there anything else | can do for you ¢. Thank you very much D. Thanks, but | think I’m fine Trainer: Good morning. (1) 2 Tam: — Oh, please. | wantto change the speed on this treadmill, but | don’t know how. Trainer: You can just press this button. Here, let me show you. s Tam: — Oh, it’s working. (2) Trainer: (3) 2 i Tam: (4) now. —— ‘ Trainer: Great! Have a good workout 2 Work in pairs. Use the model in 1 to make similar conversations for these situations. One of you is Student A, the other is Student B. Use the expressions below fo help you. 1. Student A isa PE teacher; Student B is a student. Student B is trying to do an exercise routine, and Student A is offering helo. 2. Student B is a supermarket assistant; Student A is a customer, Student A is trying to find some healthy foods for his/her family, and Student B is offering help. Offering help Responding to offers Can I give you a hand? That's very kind/nice of you. Can |help you with ...? Thanks for your help. Let me help you with Thanks, but | think I'm fine. Is there anything (else) | can do for you? 1516 1 Read the text and complete the comparison table below. IBAGTERIAVANDWVIRUSES} Both bacteria and viruses can cause diseases, but they are differentin many ways. Bacteria are living organisms. They can live in many places, such as soil, water, and the human body. The smallest bacteria are about 0.4 micron* in diameter. Some. bacteria in our bodies are helpful, but some. can cause infectious diseases such as tuberculosis** or food poisoning, Antibiotics are often used to treat infections caused by bacteria. * Imetre = Tmilion microns ** a serious lung disease Viruses are tiny germs that cause diseases in people, animals, and plants They can cause a range ofillnesses, from the common cold or the flu to more serious diseases such as. AIDS and Covid-19. As they are very small (0.02 to 0.25 micron), viruses can get into our bodies easily. They are not livingthings, so they need to enter our bodies to become active. Then, they start to grow and cause the infected cello make millions of copies of the virus. Vaccines are often used to prevent the spread of diseases caused by viruses. Bacteria Viruses T. Iving ornot when entering the human body? 2. Discuss in pairs. What would you say to these people? I'm buying lots of antibiotics because | heard that they can treat Covid-19. Bacteria are so dangerous. Scientists should find a way to get rid of them alll VITT eeaT ea: Vel 4 48 4Circle the common pronunciation of the underlined auxiliary verbs. Then listen and check. Practise saying the conversations in pairs. 1. Doctor: Have you been examined yet? A. hev/ ——_B. /hav/ Nam: Yes, Ihave, A. /hew/ B. /hav/ 2. Trainer: Can you do this exercise routine? A. /ken/ B. /kan/ Nam: Yes, Icon, A. /ken/ B. /kan/ PETC Fill in each gap with ONE word. Use the words you have leamt in this unit. 1.We need to (1)___ down on fast food if we don’t want to (2)__ from heart diseases in the future. 2.8) —— ‘out regularly and having a diet ore the key to a healthy 2. Which s smaller? 3. Examples of diseases they can cause 4, How fo treat/prevent diseases caused by them? lifestyle. 3. Antibiotics are not used in the (6) __ of diseases caused by virusesCircle the underlined part that is incorrect in each of the following sentences. Then correct it. 11, My grandfather has gone to hospital last month, He Is fine now. A B 2.Life expectancy has been very low in the past. A B 3. My father used to do a lot of exercise since he was young. AB 4.1 was ill last week, cind didn’t de much exercise so far this week. A B do vou REALLY HEALTHY, HABITS POSTERS NEED? Work in groups. Design a poster to help teens rf to develop a healthy habil (e.g. having ire a balanced diet, taking regular exercise, ier protecting themselves against certain diseases). Present your poster fo the class. Use these questions as cues for your presentation. * What is the heatthy habit? + What are the benefits of this habit? ms Se + How con we develop this habit? ae Now I can... viv | wy + identify and pronounce strong and weak forms of auxiliary verbs. * understand and use words and phrases related to health and fitness. * use the past simple and the present perfect correctly. + read for main ideas and specific information in an article about living long and healthy life. + give instructions for an exercise routine. * listen for main ideas and specific information in a TV chat show about food and health. + write ashort message. + offer help and respond to offers. + identify the main differences between bacteria and viruses + design a poster about a healthy habit and give a poster presentation about it 7The generation gap This unit includes: LANGUAGE Pronunciation Contracted forms Vocabulary ‘Words and phrases related to generational differences py Grammar Modal verbs: must have fo, and should SKILLS 1G) GETTING STARTED Reading: Reading for main ideas and specific What i: sneration 2 information in an article Seek” Sonam SOP: about different generations = al 1 Gob Listen and read. ; Ms Hea: Good morning, class. Today, we'll talk about the «Taking about the different e i : ee tcaat mete generation gap. So, what is the generation gap? Ree iene ‘Mark: Well, | think t's the difference in beliefs and lscussion behaviours between young and older people. Reetenieee tener an Ms Hoa: You're right, Mark. So, Is there a generation gap specific information ina in your family? conversation about fornity Mark: — Not really, Ms Hoa. | live ina nuclear family with my conflicts parents and brother. We understand each other Writing: Wilting an opinion quite well though we stil argue over small things. essay about limiting Ms Hoa: Right. We can’t avoid daily arguments. Teencgels: screen tine) What about you, Mai? COMMUNICATION AND. Mai: Wel, live with my extended family, and | have to learn CULTURE / CLIL to accept the differences between the generations. Everyday English Ms Hea: That's a. good point. Can you give us an example? Mal: Well, my grandparents hold traditional views about Re ae male jobs and gender roles. For example, my Culture grandfather wants my brother to be an engineer, The generation gap in but my brother hopes fo become a musician. And ‘Asin American families my grandmother thinks women have to do all the housework. PROJECT Ms Hoa: How about your parents? Do they share your Carrying out a survey to find grandparents’ views? out generational differences Mal: No, they don’t. They think that we should follow our in families dreams. They give us advice, but never force us to follow in their footsteps. 18— << ‘Ms Hoa: Thank you, Mai, for sharing your experiences. You must respect your parents and grandparents, but you should aso express your opinion. Now let's continue our discussion with ... 2. Read the conversation again. Tick (7 ) the true information about Mark cnc Nal. = Mai 1. has some arguments over small | i Se AINE MRT we 2. lives with grandparents who | nave traditional views. I 3 Find words or phrases in 1 that have the following meanings. [T- all people who were bon at {_about the same time 2. a family that conssts of a father, a mother, and chidren @ family that includes not | onlyparentsand children i but also uncles, aunts, grandparents, etc. 4 Choose the modal verbs used in 1 to complete the sentences. 11. Mal lives with her extended family, and she has to/should learn to accept the ditferences between the generations, grandmother thinks women have tof should do all the housework. 3. Mai’s parents believe that children must/ should follow their dreams. 4. Ms Hoa thinks that children have to/must respect their parents and grandparents. z ee Tete Nel 3 Gatti mH Contracted forms 1 (ib Listen and repeat. Pay attention to the contracted forms in the following sentences. What are their full forms? 1. Today, we'll talk about the generation gap. 2. You'te tight, Mark. 3. We can’t avoid dally arguments. 4, That's. a. good point, 5. No, they don’t. 6. Now let's continue our discussion with .. 2 (2 Listen and circle what you hear: contracted or full forms. Then practise saying these conversations in pairs. 1. A: What‘s/What is the topic of today’s discussion? B: We'll/We will talk about the generation gap. 2. A: Don't you/Do you not live with your grandparents? B: No, | don’t/do not. 3. Azl’m not sure who'll/who will be the next presenter? Will you speak next? B: Yes, |'li/\ wil 1920 (esc e Generational differences 1 Match the words to make phrases that mean the following. Q roxtoret coca Senne: osoowmert beeen oer erate Sesreiong) Oval Gaia) Ovew 2 Complete the sentences using the correct forms of the phrases in 1. 1. We all have ‘and they can influence the way we treat other people. 2. When you live with your extended family, you have to deal with 3. Each generation hasits__ that ate influenced by social and economic conditions. 4.A___is that men are the breadwinners in the family. Modal verbs: must, have to, and should i + We use must and have to to say it is necessary to do something at present, Example: Oh, It’s 10 p.m. I must go home now/| have to go home now. + We use have to to talk about the past or future. Example: My grandmother had to co all household chores. We will have to accept these generational differences. + When the speaker decides what is necessary, we Use must. When someone else makes the decision, we use have to. Example: | must clean my room before my trend comes to stay with me. Ihave to clean my room every day. (My mother forces me to do it.) + We use mustn't to express something we are not allowed to do. Example: You mustn't behave rudely towards other people. + We use don't have to to say that something is not necessary, Example: They don’t have to wear uniforms at the weekend. + We use should or shouldn't to give advice, make a recommendation, or offer an opinion ‘about what is right or wrong, Example: I think parents should limit their children’s screen time. 1 Circle the correct answers to complete the sentences. 1. You must/mustn’t respect older people. You can learn some valuable lessons from them. 2. We don't have to/have to wear uniforms on weekdays. It’s the rule at our school. 3. You should/musin'’t ask your parents for permission if you want to colour your hair. 4. In the past, women had to/must do all housework. It was one of their duties.2 Work in pairs. Are there any rules in your family or things that you or your parents think are necessary? Share them with your partner. Use must, have fo, and should. Example A:| have tobe back home by 9 p.m. B: Really? | don't have to. But my parents think | shouldn'tstay out after 10 p.m. Different generations al 1 Work in pairs. Look at the photos. Discuss what you know about the generation in each picture (e.g. age, characteristics, interests, life experiences). 2 Read the article. Match the highlighted words with their meanings. Generation z Over the past two centuries, different generations were born and given different names. Each generation comes with its characteristics, which are largely influenced by the historical, economic, and social conditions of the country they live in. However, in many countries the following three generations have common characteristics. Generation X refers to the generation born between 1965 and 1980, When Gen Xers grew up, they BXBEFIEHEET many social changes and developments in history. As a result, they are always ready for changes and prepared to work through changes. Gen Xers are also knownas critical thinkers because they achieved higher levels of education than previous generations. Generation Y, also known as Millennials, refers to those born between the early 1980s and late 1990s. They are EURIOUS and ready to accept changes. If there is a faster, better way of doing something, Millennials want to try it out. They also value teamwork. When working in a team, Millennials welcome different points of view and ideas from others. Generation Z includes people born between the late 1990s and early 2010s, a time of great technological developments and changes. That is why Gen Zers are also called MigtalnvES They grew up online and never knew the world before digital and social media. They are very creative and able to @XPSRIMEAE with platforms to suit their needs. Many Gen Zers are also interested in starting their own businesses and companies. They saw so many people lose their jobs, so they think itis safer to be your own boss than relying on someone else tolhif you. Soon anew generation, labelled Gen Alpha, will be on the scene. Let’s wait and see if we will notice the generation gap. @ to try or test new ideas or methods 2 © went through © toemploy ©) experiment © wanting to know about something, © people born in the era of technology z\|e|Ia) a 2122 3 Read the article again and choose the best title. A. The study of different generations B. Generational differences in different societies ©. Characteristics of different generations 4 Read the article agi to the article. . Tick (/) the characteristics of each generation according 1, They enjoy working in a team with others. 2. They can use apps and digital devices in creative ways, Critical thinking is one of their common. characteristics. /4. Most of them plan to have their own businesses. 5. The) n for their curiosity. 5 Work in groups. Discuss the following question. Do you agree with the descriptions of each generation? IV Bgavants Talking about different generations 1 Put the sentences (A-D) in order to complete the conversation. Then practise it in pairs. A. Yes. My grandparents are over 60 now. They hold very traditional y () views about everything. Gi B. | see. What about your parents? Kevin: (2) —__ ©. Yes, | do. I live with my grandparents, — Lye @) Kevin: Ly, do you live with your extended family? my parents, and my younger sister. Kevin: (4) a D. That's interesting. Have younoticed | dy; Well, they're only in their 40s, | think they're any differences between the 2 quite open to new ways of thinking. | can generations? To start a conversation or discussion, you can: + present the topic. Example: Let’s talk about... + ask your partner for personal information related to the topic. Example’ ly. do you live with your extended family?/Ly. what kind of family do you have? + ask for an opinion. Example: Ly, do you think there ore any differences between the generations of your family?/ Ly, what do you think about your generation? share lots of things with my parents.2 Work in pairs. Talk about the different generations of your fami and tips in 1, and the ideas below to help you. /. Use the model ‘Suggested ideas: + be open to new ways of thinking have fixed ideas about the world want to make their own decisions hold traditional views about many issues not want big changes in life be good at using electronic devices 3. Work in groups. Discuss the following question and then report fo the whole class. What are the most common generation gaps in your families? | AA) LISTENING Family conflicts 1 ‘Complete the following table about you. Work in pairs and compare your answers. a Ve ae 1. My parents complain about my clothes and hairstyle. [2 My parents let me colour my hai 2 ()Listen to a conversation between Kevin and Mai. Number the things they talk about in the order they are mentioned. 3 GibListen to the conversation again and answer the following questions using no more than TWO words. 1. What does Mai’s mother keep complaining about? 2. Where doesn’t Mai’s mother allow her to wear tight jeans? 3. What does Kevin mainly use his smartphone and laptop for? 4. According to Mal, what might Kevin's parents worry about? 5. What time do Kevin's parents take away his smartphone and laptop? 4 Work in groups. Discuss the following questions. Do you agree with Mai’s mother and Kevin's parents? Why/Why noi? 2324 An opinion essay about limiting teenagers’ 3 Write an opi Vi screen time 1 Work in pairs. Complete the notes using the sentences (A-D) in the box. A. The gap between teenagers and parents ay become wider. B, Toomuch screen time is bad for teenagers’ health, . Too much screen time can damage eyesight, reduce seep time, and cause weight gain. D. Teenagers may think their parents are not fair to them. seseeseeeeees: SHOULD PARENTS STRICTLY LIMIT TEENAGERS’ SCREEN TIME? SHOULD ¥ — SHOULONT Reason: Teenagers have little time left Reason t: Quality of screen time is more for homework important than quantity. Examples/Facts/Explanations: = Examples/Facts/Explanations: Teenagers spend feo much time warring Taenagers con leartc it erusstul oniine videos, checking social media, wisdge and necessary skills through playing computer games. online educational games and videos = Reason 2: (1) _ ~ Reason 2:(3)___ Samples! Facts/Explanations: Bxamples/Fatts/ Explanations: 2 Read an opinion essay and motch each paragraph with the correct description. ‘A. Second reason for supporting this view with examples and facts B. Conclusion summarising the writer's point of view .. First reason for supporting this view with examples and facts D. Introduction to the issue and the writer's point of view Should parents strictly lanit teenagers’ screen time? Many teenagers nowadays spend too much time on digital devices. | firmly believe that parents should strictly limit their screen time for two reasons. 2,____ First of oll, teenagers who spend a lot of time on screens are less ikely to finish ‘their homework. If parents limit their screen time, teenagers will have more time not only for learning, but also for outdoor activities. 3 In adaition, too much screen time is bad for teenagers’ health. Looking at a computer or smartphone scteen for along time can damage their eyesight and cause headaches. Too much screen time may also lead to sleep and weight problems. In conclusion, | think that parents need to control the time their teenage children spend on digital devices. This will ensure that their children have time for homework and outdoor activities, and will protect children’s health. n essay (120-150 words) stating the opposite view. Digital devices play an essential part in teenagers’ ives nowadays. | strongly belleve that parents should not shictly mit their chilaren’s screen time for the following reasons. Fist of ail In addition. In conclusion, __M1419) COMMUNICATION AND CULTURE / CLIL Everyday English Asking for and giving permission 1 (5) Listen and complete the conversation with the expressions in the box. Then practise it in pairs. C Asitox B. I'm atraid not ©. Certainly D.can! a tan: Mum, (1) go to my friend's birthday party this Saturday evening? Lan’s mother: (2) _. Whose birthday is it? tan: it’s Mai’s birthday, Mum, (3)__if stay the night at her house atter the party? Lan’s mother: Oh, (4) __. You must come back home before 10 p.m. We're going to visit your grandparents early on Sunday morning. tan: OK, Mum. I'll be home before 10 p.m. then. 2 Work in pairs. Use the model in 1 to make similar conversations for these situations. One of you is Student A, the other is Student B. Provide reasons for not giving permission. Use the expressions below to help you. 1. Student A is a teenager; Student Bis his/her parent. Student A is asking for permission to invite friends to a party. Student B can decide to give permission or not. 2. Student Bis a teenager: Student A is his/her parent. Student B is asking for permission to colour his/her hair. Student A can decide to give permission or not Useful expressions Giving permission Asking for permission + Sure. No problem. pa Geee) cone + Of course youcan. + Please feel free to... + Do you mind if (go) ..? + Would you mind if Gwent) ..?_ Refusing permission ; + Isit OKifI(Go)...? + I'matraid not. I'm afraid you can’t. + No, please don’t, + I'm sorry, but that’s not possible, The generation gap in Asian American families 1 Read the text and complete the notes. Use no more than TWO words for each gap. For people in most cultures, the generation gap in their family is mainly about differences in musical tastes, career choices, and lifestyles.In Asian American families, however, the process of adapting to American. culture makes the generation gap wider. Naturally, children of Asian American immigrantsadapt to American culture much faster than their parents. English quickly becomes their firstanguage. They accept American values such as individualism, freedom, honesty, and competition They also start to follow American traditionsin their daily lives. On the other hand, many first-generation Asian American parents failto adapt to the new culture. They continue touse their native language. They keep practising their traditional ifestyle and old culture. They often try to force their children to follow their native country's cultural values, suchas the importance of family, respect for the elders and the community. Dve to their differentattitudes to the new culture, Asian American chikiren may have cultural values different from their parents’ Asian cultural values. They may not do what their parents want them to do or what they are expected to do. Asa result, Asian Americen parents may failto have their children follow the family traditional values. 25