H i g h I n t e r m e d i a t e C o u r s e

NEW EDITION

tq I f l /bt
PEAKING Chủ biên LinguaForum
Chuyển ngữ phần chú giải L ê H u y L â m

NHÀ XUẤT BẢN TỔNG HỢP Công ty TNHH

THÀNH PHỐ Hồ CHÍ MINH Nhân Trí Viêt
 NEW EDITION

TOEFLiBT
SPEAKING
in n i
New Edition TOEFL*/BT i-Speaking

Copyright <9 2010 LinguaForum, Inc.

Published in Vietnam. 2010
This edition is published in Vietnam under a license Agreement between LinguaForum, Inc. Korea
and Nhan Tri Viet Co., Ltd. Vietnam.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording,
or otherwise, without the prior written permission of the copyright owner.
 NEW EDITION

I TOEFLiBT
SPEAKING
Chù biên LinguaForum
Chuyển ngử phần chú giải L ẽ H u y L à m

a NTV
Công ty TNHH
NHÀ X U Ấ T BẢ N TỔNG H Ọ P
THÀNH PHỐ HỒ CHÍ MINH Nhân T rí Việt
4
Foreword
In 2005, a new generation o f the TOEFL test, the Internet-based test, or TOEFL iBT, was
first offered in the US and soon phased in to the rest o f the world. Unlike any previous
version, TOEFL /BT tests ail the four language skills that test takers need for effective
communication: listening, speaking, reading, and writing. For the first time in the history
of the TOEFL, speaking is tested directly and becomes a test section in its own right.

LinguaForum TOEFL /BT i-Speaking (New Edition) has been designed to help you prepare
for both the Independent and the Integrated tasks of the TOEFL i BT. Special features o f this
book include:

• Overviews o f Independent and Integrated Speaking tasks where you can find essential
information related to each task such as directions, question types, general strategies to
deal w ith the task and sample questions

• Practical techniques to help you brainstorm and organize ideas as well as deliver your
responses fluently and accurately

• Templates to effectively frame your answers

• An integrated workbook to provide extensive practice on task skills and two important
areas: pronunciation and grammar

• Practice exercises and two complete speaking tests to monitor your progress and famil­
iarize you w ith the actual test format and timing

The TOEFL iBT Speaking section has been considered by many test takers to be the hardest
one, considering its format and timing. While it may pose a big challenge for you to achieve
a high score, it does not mean that a high score is impossible (as many people tend to
believe). I f you understand very clearly what is required from the tasks and study w ith
clear objectives in mind, you can surely achieve your target score, no matter how high it is.

LinguaForum Research Center

TOEFL /BT Speaking
Structure

p a rtA Independent Tasks

This section helps you understand what is required from the Independent
Speaking tasks through explanations, sample questions and answers. It
also walks you through the three-step strategy to tackle the tasks:

O u tlinin g
This step helps you brainstorm and organize your ideas for the responses.

Speaking Gram mar

This step quickly reviews key structures and introduces useful templates
to frame your responses.

Delivery
This step helps you practice producing your responses and self-assess your
delivery.

partB Integrated Tasks

This section helps you understand the Integrated Speaking tasks through
explanations, sample questions and answers. Again, three steps to deal
with the integrated Speaking tasks are introduced:

6 w w w .nhantriviet.com
 O u tlin in g
This step helps you organize ideas for your responses to the tasks. For
Tasks 3 and 4, you will take notes based on your reading and listening.
For Tasks 5 and 6, you w ill take notes based on your listening only.

Speaking G ram m ar
This step quickly reviews key structures related to the content o f the
reading/ listening passages and introduces useful templates to frame
your responses.

D elivery
This step helps you practice producing your responses and self-assess your
delivery.

partC Actual Tests

Two actual tests are provided to help you check progress and further
familiarize yourself w ith the test format and timing.

Workbook & Answer Key

The workbook contains practice material on essential skills specific to
the two types o f TOEFL i'BT i-Speaking tasks and practice exercises on
pronunciation and grammar. The Answer Key provides answers to all
practice exercises and the actual tests.

www.nhar 7
P A R T A Independent Tasks

Task 1. P erso nal Preference

Task 2. Paired Choice

p a r t B Integrated Tasks

Task 3. Fit & Explain

Task 4. G e n e ra l/S p e c ific

Task 5. Problem & Solution

Task 6. S um m ary
 NEW EDITION

TOEFL/BT
SPEAKING
iiiilillh ilili 111 li ü! i: ilill il lllllll IMIIM li,
New Edition TOEFL"/BT i-Speaking

Copyright © 2010 LinguaForum. Inc.

Published in Vietnam, 2010
This edition is published in Vietnam under a license Agreement between LinguaForum, Inc. Korea
and Nhan Tri Viet Co., Ltd. Vietnam.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording,
or otherwise, without the prior written permission of the copyright owner.
 NEW EDITION

I TOEFL/BT
SPEAKING
Chủ biên LinguaForum
Chuyển ngữ phần chú giải L è H u y L â m

N TV
. a Công ty TNHH
NHÀ XU Ấ T BẢ N TỔNG HỢP
THÀNH PH Ố HỒ CHÍ MINH Nhân T rí Việt
4
 Foreword
In 2005, a new generation of the TOEFL test, the Internet-based test, or TOEFL iBT, was
first offered in the US and soon phased in to the rest of the world. Unlike any previous
version, TOEFL »BT tests all the four language skills that test takers need for effective
communication: listening, speaking, reading, and writing. For the first time in the history
o f the TOEFL, speaking is tested directly and becomes a test section in its own right.

LinguaForum TOEFL iBT i-Speaking (New Edition) has been designed to help you prepare
for both the Independent and the Integrated tasks of the TOEFL iBT. Special features o f this
book include:

• Overviews of Independent and Integrated Speaking tasks where you can find essential
information related to each task such as directions, question types, general strategies to
deal with the task and sample questions

• Practical techniques to help you brainstorm and organize ideas as well as deliver your
responses fluently and accurately

• Templates to effectively frame your answers

• An integrated workbook to provide extensive practice on task skills and two important
areas: pronunciation and grammar

• Practice exercises and two complete speaking tests to monitor your progress and famil­
iarize you with the actual test format and timing

The TOEFL iBT Speaking section has been considered by many test takers to be the hardest
one, considering its format and timing. While it may pose a big challenge for you to achieve
a high score, it does not mean that a high score is impossible (as many people tend to
believe). If you understand very clearly what is required from the tasks and study with
clear objectives in mind, you can surely achieve your target score, no matter how high it is.

LinguaForum Research Center

TOEFL /BT Speaking

www .nhantriviet.com 5
Structure

p a rtA Independent Tasks

This section helps you understand what is required from the Independent
Speaking tasks through explanations, sample questions and answers. It
also walks you through the three-step strategy to tackle the tasks:

O utlinin g
This step helps you brainstorm and organize your ideas for the responses.

Speaking Grammar
This step quickly reviews key structures and introduces useful templates
to frame your responses.

Delivery
This step helps you practice producing your responses and self-assess your
delivery.

p a rt B Integrated Tasks
This section helps you understand the Integrated Speaking tasks through
explanations, sample questions and answers. Again, three steps to deal
with the Integrated Speaking tasks are introduced:

6 w w w .nhpntriviet.com
 O utlinin g
This step helps you organize ideas for your responses to the tasks. For
Tasks 3 and 4, you will take notes based on your reading and listening.
For Tasks 5 and 6, you will take notes based on your listening only.

Speaking Grammar
This step quickly reviews key structures related to the content of the
reading/ listening passages and introduces useful templates to frame
your responses.

Delivery
This step helps you practice producing your responses and self-assess your
delivery.

p a rtC Actual Tests

Two actual tests are provided to help you check progress and further
familiarize yourself with the test format and timing.

Workbook & Answer Key

The workbook contains practice material on essential skills specific to
the two types of TOEFL iBT i-Speaking tasks and practice exercises on
pronunciation and grammar. The Answer Key provides answers to all
practice exercises and the actual tests.

w w w n n a n tn v ip f 7
pa r t A Independent Tasks

Task 1. Personal Preference

Task 2. Paired Choice

p a r t B Integrated Tasks

Task 3. Fit & Explain 60

Task 4. G e n e ra l/S p e c ific 74

Task 5. Problem & Solution 88

Task 6. S um m ary 102

 p a r t C Actual Tests

A ctu al Test 1 119

A ctu al Test 2 127

Workbook
1. Independent Task Skills 137

2. Integrated Task Skills 163

3. Pronunciation 189

A. G ra m m a r 197

Orientation 220

Vv^w.nh.intriviètK'.qftv •- r </ » > f

P A R T
l i n g u a f o r u m t o e f l O s p e a k i n g

Independent Tasks

Task 1. Personal Preference

Task 2. Paired Choice

jvww .nhantriviet.com P a rt A. Irid e p e m lo n t 11

Independent Speaking Tasks
In this section, you will demonstrate your ability to discuss a variety of topics. You will provide
speaking responses for Tasks 1 and 2 ¡n the Independent Speaking section, and you will not be
required to read a passage or listen to anything in order to answer the questions. Rather, you will
base your responses on your own experiences and opinions.

Task 1

What does the question ask?

: It asks you to talk about your personal hobbies, choices, interests, or events.

How much time do I have?

: 60 seconds

Preparation Answer

45 se co n d s
.J

www .nhantriviet.com
 Question Types for Task 1
• If you could only take one entertainment item with you on vacation, what would it be and why
would you take it? Include details and examples in your response.

• Describe your favorite mode of transportation and why it is your favorite. Please include details
and examples in your response.

• If you could change one policy at your school, what policy would you change and why would
you change it? Include examples and details to support your explanation.

• Describe an interesting person you know and explain why you find that person interesting.
Please include examples and details in your response.

Responding Process of Task 1

U nderstand th e question
/

Brief brainstorm ing

j

O u tlin e

Respond
j

www.nhantrivif.’t. P a rt A. in 13
Strategies for Task 1
• Quickly understand what the question asks you to do

• (Produce many ideas through a brainstorming process)

• Organize the ideas in an outline

• Practice expressing key ideas in complete sentences

• Relax and speak clearly and confidently

• Do not hesitate or mumble, even when you make mistakes

• Remember, your time is limited

Q What was the most important decision you made in your life?

J S tu d yin g abroad ^ M a k in g foreign friends

G oing t o m edical school ^ S tu d y in g English

Joining th e navy G ettin g a degree from a foreign college

Im p o rta n t
G e ttin g m arried -► Having lo ts o f experience
décision
Playing th e piano Trying foreign foods

Going t o church

Flu e nt English, more chances fo r internships, etc.

S ocial netw ork, foreign frie n ds, exciting experiences, etc.

wvAv.nhantriviet.com
 Task 2

What does the question ask?

: It asks you to choose one of two perspectives on an issue or one of two ways of doing something.

How much time do I have?

: 60 seconds

Part A.
 Question Types for Task 2
• Some people like to do activities (e.g. a picnic, a walk, a short trip, a game) during a holiday. Other
people prefer to stay home and relax. Which way do you prefer and why?

• Some students prefer living with a roommate, while others prefer to live alone. Which do you prefer
and why?

• Some people prefer to do extra work for more money, while others prefer to have more free time
and spend less money. Which option do you prefer and why?

• Some people feel that a class grade should be determined by several tests, while others feel that a
class grade should be determined by one research paper. Which opinion do you prefer and why?

• Some people feel that surplus food should be given to starving people, while others feel that
surplus food should be sold for profit. Which opinion do you agree with and why?

Responding Process of Task 2

U nderstand th e question
J
Choose one of th e tw o options

O u tlin e
j

Respond

16 iviet.com
Strategies for Task 2
• Quickly understand what the question asks you to do

• Choose one of the two options as quickly as you can

• (Produce many ideas through a brainstorming process)

• Organize the ideas in an outline

• Practice expressing key ideas in complete sentences

• Relax and speak clearly and confidently

• Do not hesitate or mumble, even when you make mistakes

• Remember, your time is limited

Q Some people want to go to the mall with friends and others by themselves. Which of
the two ways of shopping do you prefer and why?

K p o shopping with friends J Have lo ts o f conversation

Which way
G o shopping alone \ G e 1 advice
o f shopping
do you -4 ^ N e g o tia te b e tte r
prefer? B orrow money fro m frie n d s

4-
f \
H o n e s t opinions a b o u t p ro d u c ts , com pare & c o n tr a s t freely,
my frie n d s n e g o tia te fo r me, my su p p o rte rs, etc.
TASK

Personal Preference

Task 1 will ask you to describe your personal life, choices, or interests. You need to discuss an issue, a
place, a holiday, a person, etc. The topics for Task 1 will vary, but you will always be asked to base your
response on your personal opinions or experiences. When you respond, you need to provide your main
topic along with reasons and supporting details.

Sample Question S)

Q What is your favorite city in the world and why? Please include details and examples in your
response.

Preparation time : 15 seconds

Response time : 45 seconds

Responding process of Task 1

18 nhanrriviet.com
 1. P e rso n a l P re fe re n c e

Make an Outline

T o p ic
New York

Reason 1 Reason 2

D iversity Convenience

Details Details

- V arious kinds o f e th n ic - A good tra n s p o rta tio n

foods system
- L o ts o f people fro m all - Many shopping m alls
around th e world

Sample Response

New York

-» My favorite city in the world is New York.

D iversity - Various kinds o f e th n ic foods - L o ts o f people fro m all around th e world

-» First, I like New York because of its diversity. Meeting lots of people from all around the world and tasting

various kinds of ethnic foods are what I love about New York.

Convenience - A good tra n s p o rta tio n system - Many shopping m alls

-» Second, to live in New York is to live am ong many conveniences. That I can live my life with a good

transportation system and many shopping m alls around is one of the greatest m erits of living in New York.

It is very im p o rtan t that you p rac tice m akin g key id e as into c o m p le te se n te n ce s. As you p rac tice m ore, you will g am co n fid en ce

to re sp o n d to th e qu estion s of T as k 1

19
» Read the questions and develop your ideas.

IWhat is the most fascinating place you have ever visited and what made it so interesting? Please
include specific details and examples in your response.

P lace W hy Details

B oston B eautiful, e thnic food, co nve nien t... Splendid buildings, tra n s p o rta tio n ..

Paradise H otel—» Huge, w estern style , delicious food ... —* Gorgeous, cheap...

2 Describe an activity you would like to do on weekends and explain why. Include details and examples
to support your explanation.

A ctivity W hy Details

3 If you could do one thing to improve your community, what would you do and why? Please include
specific details and examples in your response.

T hing W hy Details

A What do you think is the most helpful device ever invented and why do you think so? Include details
and examples to support your explanation.

D evice W hy Details

20
 Read the questions and fill in the blanks with key ideas.

1 What is the most fascinating place you have 2 Describe an activity you would like to do on
ever visited and what made it so interesting? weekends and explain why. Include details and
Please include specific details and examples in examples to support your explanation.
your response.

Topic B osto n Topic

Reason 1 Reason 2 Reason 1 Reason 2

B e a u tifu l Convenient

Oetails Details Details Details

5 tr e e t s are filled w ith A well-organized

splendid buildings t ra n s p o rta tio n syste m

3 If you could do one thing to improve your ^ What do you think is the most helpful device
community, what would you do and why? ever invented and why do you think so? Include
Please include specific details and examples in details and examples to support your
your response. explanation.

Topic Topic

Reason 1 Reason 2 Reason 1 Reason 2

Details Details Details Details

21
 (2 ) Speaking G ram m ar

S entence Structure: Subject + Predicate

Noun + Verb My fa vo rite a c tiv ity is to play soccer.

To infinitive + Verb To play soccer in fro n t o f thousands o f fans would be m y dream come true.

Gerund + Verb Playing soccer is m y fa v o rite a c tiv ity during weekends.

Noun clause + Verb That playing soccer is m y fa v o rite a ctivity is known to all m y friends.

Templates

• Templates for Topic Sentences

As far as I'm concerned, As far as I'm concerned, m y fa v o rite activity is to play soccer.

In my opinion, th e re is no b e tte r way to spend one’s weekend than playing

In my opinion, soccer

• Templates for Reason Sentences

One reason is that... One reason is that so ccer is exciting .

The other reason is that p la yin g soccer is a g re at w ay to e n jo y spencing

The other reason is that...
m y tim e.

- Templates for Detail Sentences

. . What I'm saying is that so ccer is so fu n th a t I even fo rg e t to e a t while

What I m saying is that...
p laying it.

In other words, soccer is an excellent a ctivity that I can enjoy w ith my

In other words,
friends.

22
 Com plete and speak your answers.

What is the most fascinating place you have ever visited and what made it so interesting? Please
include specific details and examples in your response.

Topic As fa r as I'm concerned, B osto n is th e m o s t fa scin a tin g place in th e world.

Reason 1 One reason is th a t B oston is very beautiful.

D etails W h a t I am saying is th a t the s tre e ts in B osto n are filled w ith splendid buildings.

Reason 2 The o th e r reason is th a t B o sto n is very convenient.

D etails In o th e r words, B osto n has a good tra n s p o rta tio n system . So, i t ’s very convenient t o

com m ute in Boston.

2 Describe an activity you would like to do on weekends and explain why. Include details and examples
to support your explanation.

T#pk In m y opinion,

Rm s m 1 One reason is th a t

W h a t I am saying is th a t

Reason 2 The o th e r reason is th a t

Details In o th e r words,

23
If you could do one thing to improve your community, what would you do and why? Please include
specific details and examples in your response.

Topic As fa r as I'm concerned,

Reason 1 One reason is th a t

D etails W hat I am saying is th a t

Reason 2 The o th e r reason is th a t

D etails in o th e r words,

What do you think is the most helpful device ever invented and why do you think so? Include derails
and examples to support your explanation.

TefNc In m y opinion,

Rm m d I One reason is th a t

W hat I am saying is th a t

Reason 2 The o th e r reason is th a t

D etails in o th e r words,
& Mfif

Put a slash (“/") where you want to pause (after commas, before prepositions, conjunctions, etc.) and
respond slowly.

As fa r as I'm concerned, ' Boston is the m o st fascinating place in th e w o rld . / One reason is th a t / Boston

is v e ry b e a u tifu l. / W hat I am saying is th a t / the stre ets in Boston are filled w ith splendid buildings.
/ The o th e r reason is th a t / Boston is ve ry convenient. / In o th e r w ords, / Boston has a good

tra n s p o rta tio n system . / So, / it's v e ry convenient to co m m u te in Boston.

• As shown above, practice the delivery with your answers for 02, 03. & 04.

Read the evaluation questions and check the level of your delivery. On a scale from 1 to 5 (1 = very
poor, 2 = poor, 3 = OK, 4 = good, 5 = very good), rank your delivery accordingly.

Could you complete your response?

Is your answer coherent and unified?

Do you find a sequence in your response? t s a 4

How is the use of vocabulary? i £ a i

Does your response show gram m atical structures? i 2 :t i s

How is the use of idiomatic expressions? 1 2 .7 1 5

Is your response fluent and smooth? / 2 i :i I <i | 5

Is your pronunciation clear? 1 2 | H 4 | 5

How is the use of stress and intonation? / 2 .1 1 | 5

• Use the extra evaluation sheets provided at the end of the main textbook (p.227) and evaluate your deliveries for 02, 03. & 04.

25
 Practice

» Read the questions and speak your answers.

I If you could only take one entertainment item with you on vacation, what would it be and why would
you take it? Include details and examples in your response.

Preparation time: 15 seconds I Response time: 45 seconds

2 Describe your favorite mode of transportation and why it is your favorite. Please include details and
examples in your response.

Preparation time : 15 seconds I Response time : 45 seconds

26
 1. P erson al P re fe re n ce

What was your proudest moment in school and why are you proud of that moment? Use specific
examples and details in your response.

Preparation time : 15 seconds ! Response time: 45 seconds

If you could change one policy at your school, what policy would you change and why would you
change it? Include examples and details to support your explanation.

Preparation time: 15 seconds I Response time: 45 seconds

 Questions

Describe an interesting person you know and explain why you find that person interesting. Please
include examples and details in your response.

Preparation time: 15 seconds Response time : 45 seconds

6 Describe a musical instrument that you would like to learn to play and explain why you want to learn
it. Use specific details and examples in your response.

Preparation time r 15 seconds Response time: 45 seconds

28
 Describe an event that was historically important for your country and explain why. Please include
specific details and examples in your response.

Preparation time : 15 seconds Response time : 45 seconds

8 Describe a person that you think has a great influence on people's lives today. Include specific details
and examples in your response.

Preparation time: 15 seconds I Response time: 45 seconds

29
 S tu d y Daily Expressions

spare tim e fre e tim e k in d -h e a rte d adj compassionate

ta le n t // a bility, g ift s e lf-a s s u re d adj. confident

dream jo b desirable job r e lu c ta n t adj. unw illing

h ikin g n going fo r a long walk, especially fo r pleasure c o n s e rv a tiv e adj. tra d itio n a l

genea lo g y n fam ily tree d is c e rn r tell th e d ifference

su rfin g th e In te r n e t using the Internet s lu g g is h adj. lazy

b a b y s ittin g // taking care o f children in s o le n t adj. rude

e n th u s ia s m n passion, zeal s tim u la te m o tiva te

a tte m p t n. try s k illfu l adj. having skills

look up t o to adm ire t h o u g h tfu l adj. caring

a life tim e frie n d a close friend v ig o ro u s adj. stro ng

s tu d y a b ro a d study in a foreign coun try p le a s a n t adj pleasing

qo to th e t h e a te r go to w a tch a movie a d o ra b le adj lo vable

hang o u t spend tim e socially c h o re s n. e veryda y jobs

e g o c e n tric adj. selfish b e w a re r. be ca re fu l

a m b itio u s n<ij. aspiring v u ln e ra b le adj. weak

d e te rm in e d adj. strong-m inded ta rd y adj. late

h ila rio u s adj. v ery funny u rg e n t adj. needing im m ediate a tte ntio n

h a s ty d e c is io n s quick decisions fe e l a t hom e feel com fortable

co in cid e n ce »/ accidental happening s tre s s e d o u t exhausted

30 www.nhantriviet.com
 Choose the w ord w hich is closest in meaning to the vocabulary listed below.

1. Genealogy (a) Confident

2. Determined (b) Tell the difference

3. Vigorous (c) Rude

4. Discern (d) Strong-minded

5. Self-assured (e) Family tree

6. Sluggish (f) Lazy

7. Vulnerable (g) Strong

8. Insolent (h) Weak

9. Pleasant ( i ) Late

10 . Tardy (j ) Pleasing

Com plete the sentences by fillin g in the blanks.

1. People who have are very diligent and passionate in whatever they do.

2. The party did not want him to be the president of the U.S.A.

3. The Indians were to eat the pizza because they didn't like instant food.

4. Most students in the class their teacher.

5. A(n) person rarely cares about the thoughts and feelings of others.

.nhantriviet.com Part A. independent 31

TASK

Paired Choice

Ta sk 2 a sks yo u to c h o o se o n e o f tw o p e rs p e c tiv e s on a given issu e o r o n e o f tw o a lterna tive w a ys of d o in g

so m e th in g. C h o o se o n e p o in t o f v ie w a s q u ic k ly a s yo u ca n a nd p re pa re yo ur re sponse. W h e n you re sp on d,
you n ee d to p ro vid e y o u r m a in to p ic a lo n g w ith re a s o n s a nd su pp orting details.

Sample Question Qa

Q Some course grades are largely based on students' individual projects, while other courses put
great importance on team projects. Which way of grading do you prefer and why? Please include
details and examples in your response.

Preparation time : 15 seconds

Response time 45 seconds

R e s p o n d in g p ro c e s s o f T a s k 2 i

Reason 1 & Details Reason 2 & Details

32
 2 . P aired C h o i:e

Make an O utline

Topic
Individual p rojects

Reason 1 Reason 2

F a ire r way t o tirade B e tte r re su lts

s tu d e n ts

Details Details

Team p ro je c t: only 1 o r 2 * Ind. proj. m o tiva te

stu d , work hard s tu d , t o s tu d y h arde r

Everyone g e ts th e same - Team papers te n d t o

grade: n o t fa ir! be s h o rt & superficial

Sample Response

Individual p ro je cts

In m y opinion, individual projects should be considered more im portant than team projects when grading

students’ perform ances.

Fairer way t o g rade s tu d e n ts - Team project: only 1 o r 2 s tu d , work hard - Everyone g e ts th e same grade:

n o t fa irl

-» This is because I believe the grading system based on individual work is a fairer way to grade students.

Nine tim es out of ten, only one or two students really w ork hard on a team project. So, it is not fair if

every member of a team gets the same grade regardless of their contribution.

B e tte r re s u lts - Ind. proj. m otivate stud, t o s tu d y harder - Team papers ten d t o be s h o rt & superficial

A nother reason is that focusing on individual projects can derive better results from students. Individual

projects give students motivation to study harder, since students are aware that they're going to be

graded based on their own work, while team papers tend to be relatively short and superficial.

it is very im portant that you p rac tice m aking k e . ideas into c o m p lete sentences A s yo u practice more, you will gam confidence
to re sp o n d t o tn e Questions o f T ask 2

w w w n hantriviet.com Fd<? a 33
j^8 !Q 22SB3 E^

» Read the questions and develop your ideas.

1Some people like listening to music while they study, and others would rather not listen to music while
studying. Which do you prefer and why?

S tudy w ith m u sic W hy Details

Makes stud yin g fun , Keeps me awake, tim e goes fa s t.

Listen t o m usic —* . . . . —♦ „, ,
blocks o th e r noise ... TV, fa m ily ta lk in g ...

C o n ce n tra te b e tte r, stu d yin g is ., ,

No music —* — No sounds, s tu d y only, understand T...
p r io r it y ...

2 Some people like eating dinner at home on their birthdays, while others like going out to nice
restaurants for their birthdays. Which do you prefer and why?

W here t o e a t W hy D etails

3 Some people would like one four-month summer vacation from school, while other people would ike
separate, shorter vacations. Which option do you prefer and why?

Kind o f v a catio n W hy D etails

U Some people prefer to work during the day, while others prefer to work at night. Which way do yoj
prefer and why?

W hen to w o rk W hy D etails

34 w w w .nhan:rivie\com
 2. P aired Choice

Read the questions and fill in the blanks w ith key ideas.

Some people like listening to music while they Some people like eating dinner at home on
study, and others would rather not listen to their birthdays, while others like going out to
music while studying. Which do you prefer and nice restaurants for their birthdays. Which do
why? you prefer and why?

T opic L isten t o music Topic

Reason 1 Reason 2 Reason 1 Reason 2

Makes stud yin g fun Blocks o th e r noise

Details Details Details Details

- Keeps me awake -TV

- Time goes f a s t - Family talking

3 Some people would like one four-month Some people prefer to work during the day,
summer vacation from school, while other while others prefer to work at night. Which way
people would like separate, shorter vacations. do you prefer and why?
Which option do you prefer and why?

T o pic Topic

Reason 1 Reason 2 Reason 1 Reason 2

.nhantr.viet.com 35
 ( ¿ ) Speaking G ram m ar

S entence Structure: Comparatives

1 & 2 syllables ending in Living in a small tow n is w iser than living in a big city.
-y: adj. + -er

others: more + adj. People who live in a small tow n feel m o re co m fo rta b le than people w ho live
. - in a big city.

Descriptive adj. (awake, People living in a small tow n are m ore aw are o f th e g u a lity of living than
alike, alone): more + adj. people living in a big city are.

Tem plates

- Templates for Topic Sentences

I would say th a t people living in a small tow n are w iser than people living in a
I would say that... *
big city.

I believe th a t people living in a small tow n feel m ore com forta b le than people
I believe that..
living in a big city.

- Templates for Reason Sentences

That’s because... T h a t’s b ecause it ’s especially b e tte r to raise kids in a sm all tow n.

F u rth e rm o re , people w ho live in a sm all tow n fe e l m o re c o m fo rta b le tha n

Furthermore,
people w ho live in a big city.

- Templates for Detail Sentences

I m ean o u r kids can b e n e fit fro m a safe e n viro n m e n t and a frie n d ly

I mean...
neig h bo rh oo d .

Especially, Especially, clean air and pure w a ter can help m aintain good health.

36 www .nhaniriviet.com
 2. P aired Choice

Complete and speak your answers.

Some people like listening to music while they study, and others would rather not listen to music while
studying. Which do you prefer and why?

Tepk I w o uld say th a t listening t o music while I s tu d y is more helpful tha n n o t listening to music.

*w n 1 Th at's because music makes studying fun.

Detail* I m ean I can s ta y awake while studying if I liste n to music t h a t I love. Besides, I feel t h a t

tim e flies as I liste n t o my fa vo rite music while studying.

F u rthe rm ore, I won’t be disturbed by noise if I listen t o music when I study.

I I E specially, my fam ily and relatives o fte n g a th e r to g e th e r t o watch TV and have ta lks. If I

listen t o music while studying, I won’t be annoyed by noise outsid e my room.

2 Some people like eating dinner at home on their birthdays, while others like going out to nice
restaurants for their birthdays. Which do you prefer and why?

I b elieve th a t

T h a t's because

■ I m ean

Furtherm ore,

Dtt«iu Especially,

w w w .n h a n trivkt.co in 37
Some people would like one four-month summer vacation from school, while other people would like
separate, shorter vacations. Which option do you prefer and why?

TfctfP I w o uld say th a t

ftM tfM i Th at's because

M a ils I mean

Fu rthe rm ore,

t Especially,

Some people prefer to work during the day, while others prefer to work at night. Which way do you
prefer and why?

I b elieve th a t

Ww mtI Th at's because

■ ■ 1 I mean

Fu rthe rm ore,

R Especially,

w w w .nhantrivieicom
 2. P a ire d Choice

Put a slash (“/") where you want to pause (after commas, before prepositions, conjunctions, etc.) and
respond slowly.

I would say th a t liste ning to m usic w h ile I s tu d y is m o re helpful tha n n o t listening to m usic. That's

because m usic m a ke s stud yin g fun . I m ean I can stay awake w hile studying if I listen to music

th a t I lo ve. Besides, I feel th a t tim e flies as I liste n to m y fa vo rite m usic w h ile studying.

Fu rthe rm ore, I w o n 't be disturbed b y noise if I liste n to m usic w hen I stud y. Especially, my

fa m ily and re la tives o fte n g a th e r to g e th e r to w a tch TV and have talks. I f I liste n to m usic while

stud yin g, I w o n 't be annoyed by noise outsid e m y room.

• As sh o w n ab o ve, p rac tice th e d elive ry with yo u r an sw ers (o r 0 2 , 0 3 . & 0 4 .

Read the evaluation questions and check the level of your delivery. On a scale from 1 to 5 (1 = very
poor, 2 = poor, 3 = OK, 4 = good, 5 = very good), rank your delivery accordingly.

Could you complete your response? / 2 3 4 5

Is your answer coherent and unified? l 2 3 4 5

Do you find a sequence in your response? I 2 3 4 5

How is the use of vocabulary? l 2 3 4 5

Does your response show gram m atical structures? 1 2 3 4 5

How is the use of idiom atic expressions? l 2 3 4 5

Is your response fluent and smooth? 1 2 3 4 5

Is your pronunciation clear? I 2 3 4 5

How is the use of stress and intonation? ! 2 3 4 5

• Use the extra evaluation sheets provided at the end of the main textbook (p.227) and evaluate your deliveries for 02, 03. & 04.

v/w w .nhantnviet.com 39
 Practice

» Read the questions and speak yo ur answers.

ISome students prefer living with a roommate, while others prefer to live alone. Which do you prefer
and why?

Preparation time : 15 seconds I Response time : 45 seconds

2 Some people like to do activities (e.g. a picnic, a walk, a short trip, playing a game) on a holiday. Other
people prefer to stay home and relax. Which way do you prefer and why?

Preparation time: 15 seconds I Response time: 45 seconds

40 h ar :rivie\cofT
 2. P a ire d Choici

3 Some people think that schools should emphasize the learning of art, while others think that the
learning of science is more important. Which opinion do you agree with and why?

Preparation time : 15 seconds Response time : 45 seconds

U Some people prefer to do extra work for more money, while others prefer to have more free time and
spend less money. Which option do you prefer and why?

Preparation time: 15 seconds I Response time: 45 seconds

41
 , W,v. '
MaifrMJKa Q uestions

5 Some people think that colleges should not keep students for more than five years, while others think
colleges should allow students to attend as long as necessary. Which opinion do you agree with and
why?

Preparation time: 15 seconds I Response time: 45 seconds

6 Some people feel that a class grade should be determined by several tests, while others feel that a
class grade should be determined by one research paper. Which opinion do you prefer and why?

Preparation time: 15 seconds ! Response time: 45 seconds

42 w w w inhantriviet.com
 2. P aired Choice

7 Some people like riding in car pools, while others like riding alone. Which option do you prefer and
why?

Preparation time : 15 seconds l Response time : 45 seconds

8 Some people feel that surplus food should be given to starving people, while others feel that surplus
food should be sold for profit. Which opinion do you agree with and why?

Preparation time: 15 seconds I Response time: 45 seconds

w w w .nhantnviet.coni Part A. independent l asus 43

eat out have meals at a restau ra nt prejudiced biased

trivial insignificant outdated old-fashioned

go through undergo endurance patience

preference / liking magnificent very good

appreciation thanks educated having gained knowledge at school

convenience ease opinionated expressing one's opinion strongly

intelligence cleverness passionate having strong zeal

cost-effective cheap optimistic positive

vice versa m lr conversely hesitation pause due to u ncertainty o r fear

hold your horses be p atient idealistic believing in som ething good

pick up your ears listen care fu lly outgoing («// sociable

judgmental adj. critical pathetic adj. causing sadness o r sympathy

expectant ttdj. expecting fo r som ething good gifted adi outstanding

awesome ad: very amazing termination end, stop

skeptical adj. d o u btfu l modify change

self-centered adj. selfish interveneinten tion a lly get involved

high-spirited mil fu ll of joy give it a try attem pt

anxious adj worried come up with suggest

tip of the iceberg a small visible part at the end of the day in the long run

to make a long story short to sim plify long for desire

A Choose the word which is closest in meaning to the vocabulary listed below.

1. Prejudiced (a) Very good

2. Outgoing (b) Attempt

3. Trivial (c) Sociable

4. Give it a try (d) Insignificant

5. Self-centered (e) End, stop

6. Termination (f) Critical

7. Magnificent (g) Biased

8. Judgmental (h) Suggest

9. Come up with (i) Patience

10. Endurance ( j) Selfish

0 Complete the sentences by filling in the blanks.

1. The man was so knowledgeable that he could answer all the

questions asked.

2. Though he did very poorly on his mid-term test, he was about the result
of the test.

3. I couldn't any solution to handle that situation because I was completely

lost at that time.

4. I am so lucky that a(n) store is located right next to my house.

5. The concert ticket was very expensive, but the performance was last
night.

Mn-.rivieiu i.ii P^f! A • • . • • 45

46
L I N G U A F O R U M T O E F L 0 S P E A K I N G

Integrated Tasks

Task 3. Fit & Explain

Task 4. General / Specific

Task 5. Problem & Solution

Task 6. Sum m ary

w w w .nhanrriviet.com 47
 Integrated Speaking Tasks
In this section, you will demonstrate your ability to synthesize and paraphrase the listening and/
or reading passages. In the Integrated Speaking section, you will respond to Tasks 3, 4, 5, and 6.
Tasks 3 and 4 contain both reading and listening passages, and Tasks 5 and 6 contain listening
passages only. Tasks 3 & 5 ask questions related to campus life, and Tasks 4 and 6 ask questions
related to lectures. With the exception of Task 5, you are not basing your responses on your
personal opinions or experiences but solely on information from the listening and/or reading
passages.

What does the question ask?

: It asks you to read an announcement, a notice, an e-mail, or even a memo left on a bulletin board.
After reading, you will listen to a conversation between a male and a female student. They will
discuss the reading and one of the two students will explain his or her opinion about the reading.
Your task is to explain the reading and restate the main student’s opinion, providing sufficient
reasons and details.

How much time do I have?

: 90 seconds

P reparation Answer

30 s e c o n d s 60 s e c o n d s

48
Question Types for Task 3
• The man expresses his opinion of the announcement made by the Athletics Office. State his
opinion and explain the reasons he gives for holding that opinion.

• The woman expresses her opinion of the school’s plan for the booksale. State her opinion and
explain the reasons she gives for holding that opinion.

• The woman expresses her opinion of the announcement made by the university library. State
her opinion and explain the reasons she gives for holding that opinion.

• The man expresses his opinion of the announcement about the carban for freshmen. State his
opinion and explain the reasons he gives for holding that opinion.

Responding Process of Task 3

c U nderstand th e question

Read th e passage & Take notes

J
r Listen to th e conversation & Take notes

Respond
 Strategies for Task 3
• Quickly understand what the question asks you to do

• Find the main student when listening to the conversation

• ( As you read and listen, organize the major ideas in an outline)

• Practice expressing key ideas in complete sentences

• Relax and speak clearly and confidently

• Do not hesitate or mumble, even when you make mistakes

• Remember, your time is limited

Q The man expresses his opinion of the university's policy on academic probation.
State his opinion and explain the reasons he gives for holding that opinion.

Reading Listening

I i

State the main student's opinion

and his or her reason 1& details and
reason 2 & details of the opinion

0 3 When reading, try to understand the main idea of a policy change, a student's writing, etc.
Then, jot down an opinion, reasons, and supporting details of the main student when you
listen to the conversation between the two students.

50
 Task U

What does the question ask?

: It asks you to read an article, a textbook, or a journal. After reading, you will listen to part of a
lecture. Your task is to understand the main idea of the reading passage and listen to the
lecture that provides two examples of the main idea. The question will ask you to integrate the
reading and listening passages and explain how the lecture is related to the reading.

How much time do I have?

: 90 seconds

Preparation

30 seconds

51
Question Types for Task U

• The professor explains the principle of mountain building through folding by giving examples.
Explain how the examples illustrate the concept of mountain building through folding.

• The professor talks about why entrepreneurs study public demand for certain goods. Explain how
this relates to the concept of opportunity costs.

• The professor talks about voluntary and involuntary organic functions in humans. Explain how this
demonstrates the functioning of the nervous system.

• The professor describes the halo effect by providing two examples. Explain how these examples
demonstrate how the halo effect works and how it is applied.

Responding Process of Task U

Understand the question

Read the passage & Take notes

.________________________

Listen to the lecture & Take notes

j

Respond

www .nhan'ri v e tco m

Strategies for Task U
• Quickly understand what the question asks you to do

• Find the two examples of the main idea when you listen to the lecture

• (A s you read and listen, organize the major ideas in an outline)

• Practice expressing key ideas in complete sentences

• Relax and speak clearly and confidently

• Do not hesitate or mumble, even when you make mistakes

• Remember, your time is limited

Q The professor describes the halo effect by providing two examples. Explain how
these examples demonstrate how the halo effect works and how it is applied.

Reading

Make this into one sentence in

order to state the main idea State the example 1 & details
and example 2 & details in a
sequence

EQ Try to understand the main idea of the reading passage and jot down two examples of the
main idea as you listen to the lecture. It is very important to logically connect the main idea of
the reading with the given examples in the lecture when responding to the question.

53
 Task 5

What does the question ask?

: It asks you to listen to a conversation between two students. They will discuss an issue related
to campus life. After listening to the conversation, the question will ask you to state the main
student’s problem along with two possible solutions to the problem mentioned in the
conversation. Then, you will be asked to choose one of the two solutions and explain why you
choose it.

How much tim e do I have?

: 80 seconds

Preparation Answer

20 seconds 60 seconds

54 w w .ih a ntrivie.co m
Question Types for Task 5
• The students discuss two possible solutions to the man’s problem. Describe the problem. Then
state which of the two solutions you prefer and explain why.

• The two speakers discuss two possible solutions to the woman’s problem. Describe the
problem. Then state which of the two solutions you prefer and explain why.

Responding Process of Task 5

Understand the question

J
Listen to th e conversation & Take notes
j

Respond
J

Part B. Integrated Tasl 55

 Strategies for Task 5
• Quickly understand what the question asks you to do

• Note the problem and two solutions when you listen to the conversation

• (Quickly choose a solution you prefer and provide reasons for it )

• Practice expressing key ideas in complete sentences

• Relax and speak clearly and confidently

• Do not hesitate or mumble, even when you make mistakes

• Remember, your time is limited

Q The students discuss two possible solutions to the woman’s problem. Describe the
problem. Then state which of the two solutions you prefer and explain why.

Solution 2
Details

m While listening, try to understand the main student’s problem and the two possible solutions to the
problem as quickly as you can. Then, choose one of the two solutions that you think is better and
provide reasons for your choice.

56
 Task 6

What does the question ask?

: It asks you to listen to part of a lecture taken from an academic field such as Psychology,
Biology, Sociology, Anthropology, Music, Literature, Business, American History, et cetera.
When you listen to the lecture, you need to understand the main idea of the lecture and the two
following examples of the main point. Your main task is to organize the lecture content and
rephrase the lecture points in your own style.

How much time do I have?

: 80 seconds

Preparation Answer

20 seconds 60 seconds

wwvv.nhantriv ie '.cor 57
Question Types for Task 6
• Using points and examples from the talk, explain how the desire for more land and taxation
without representation led to the American Revolution.

• Using points and examples from the talk, explain how sublimation and activism have motivated
writers to create literature.

• Using points and examples from the talk, explain how the ability to build a resistance to toxins is
harmful to humans.

• Using points and examples from the talk, explain how the situations of Presidents Nixon and Bush
illustrate the concept of checks and balances.

Responding Process of Task 6

U nderstand th e question

Listen to th e lecture & Take notes

j

Respond

trviet.com
Strategies for Task 6
• Quickly understand what the question asks you to do

• Note the main idea of the lecture and the two following examples with specific details

• (A s you listen, organize the major ideas of the lecture and make a clear outline )

• Practice expressing key ideas in complete sentences

• Relax and speak clearly and confidently

• Do not hesitate or mumble, even when you make mistakes

• Remember, your time is limited

Q Using points and examples from the talk, explain how the electric guitar and the
multitrack recorder illustrate the role of technology in music.

Details

E J As you listen to the lecture, you need to write down a few things in abbreviated forms. Jot down
only key ideas that best describe the lecture. Always listen carefully for the main idea along with
its explanation and the two following examples with specific examples or details. Your task is to
rephrase the lecture points in an orderly manner.

P a rt B. In to 59
TRSK
3
Fit & Explain

Task 3 consists of a question related to college life. You will read a passage and listen to a conversation
between two students discussing the reading. You will need to understand their conversation and state the
main student’s opinion, reasons, and details accordingly.

Sample Question

Reading The university is planning to renovate the library building. Read the announcement made
by the Construction Office.

Announcement from the Construction Office Checkpoints

Due to the lack of adequate space, the college will restructure the top three floors of Policy
l Reason------------- '
its library for renovation . Over the next three months, we will be working on these
- Policy 1-----Detail------ 1
floors in order to create space for more rows of bookshelves. Because of safety concerns,

we will have to close this area off to anyone who isn't on the construction crew. If
I-----Detail------------ 1
students need to retrieve materials from these floors, they must submit a request form
1-------- Detail--------- 1 1----------Detail---------- 1
to the library's main circulation desk. The floors will be closed starting today.

Listening Now listen to tw o students as they discuss the announcement.

M: Tammyl Hey, Tiow are you doing? Checkpoints

W: I'm doing okay, but I'm a little annoyed about the library . Opinion
- Opinion Reason 1
M: Oh, you mean that announcement about closing the top three floors?
Details
W: Yeah. I mean, they don't have to close off portions of the library just to make more
1------------------------- Reason 1 ------------------------ * Reason 2
space for books. They have a lot of room in the library's basement, which is mostly Details
I-------.—:---- — Detail -—----- t--------- . 1
unused storage. I f they cleared that out, then they could put all of their older books

down there. Instead, they've made parts of the library inaccessible, so now students

can't get books from the top floors when they need them.

M: Well, you can get them, but you just have to ask the circulation desk for them.

W: Have you ever requested a book at the circulation desk? It can take a long time for
1------------ Detail-------------- 1
them to find certain books, and sometimes they can't find your book at all. I would
•--------------------Detail------------------ 1
much rather have a small number of books I can find than a large number of books
1----------------------------------------------------- Reason 2 ---------------------------------------------------------
that I can't find.

60 w w w .nhantriviet.com
 3. F it & E xp la ir

Q The woman expresses her opinion of the announcement made by the Construction Office.
State her opinion and explain the reasons she gives for holding that opinion.

Preparation time : 30 seconds

Response time : 60 seconds

Responding process of Task 3

Reason 1 & Details Reason 2 & Details

Policy Opinion
Library reno. Disagree

Reason 1
Closing: n o t n ecessary
Reason
Lack o f space Details
- Can use space in th e b asm t.

Reason 2
R ather have a sm all number o f books she can find
Details
- Top 3 fls . t o be closed fo r 3 m on th s Details
- 5 u b m it a rec\. fo rm t o g e t m a tls. - Circ. desk: ta k e s a long tim e / can’t fin d books
so m e tim es

Sample Response

Disagree
-» The woman is against the university’s plan to temporarily close off part of the library.

Closing: n o t necessary - can use space in th e basement

She opposes the plan because she thinks that the closing is not really necessary. She says that the
university can use the space in the library’s basement to keep their older books, instead of closing the top
floors.

R a th e r have a sm all number o f books she can find - circ. desk: ta ke s a long tim e / can’t find books
som etim es
She also says that she would rather have a small number of books she can find than a large number of
books that she can’t find. That is because it takes a long time for the people at the circulation desk to find
books, and sometimes they can’t even find the books at all.

'w w n hantriviet.com 61
» Take notes as you read the passage and listen to a conversation.

Reeding The university is planning to extend the running time of its campus buses. Read the
announcement from the Office of Student Services.

Announcement from the Office of Student Services

Due to the increase in passengers, the university has decided to run its campus buses past 6:00 p.m
3uses will run until 9:00 p.m. in an effort to accommodate passengers who attend late night classes ind
3ther various campus activities. This means that there will be more pedestrians walking in the dark, "o
discourage dangerous driving in these conditions, speed limits will be strictly enforced, and there will be a
major increase in fines for traffic violations on campus.

Listening Now listen to tw o students discussing the announcement. QZ3

EE35
Policy Opinion
&uses run t il 9 Disagree

Reason 1
Will be la te fo r cla ss
Reason
More ride rs
Details
- Can’t drive f a s t w/ buses

Reason 2
Details
No need fo r buses
More peds. a t n ig h t
- Higher spd. fines
Details
- Never sees anyone a t nigh t

62 w ww .nhan rivietco m
 3. F it & Expla n

Reading The university is planning a ban on loud music in the dormitories after 6:00 p.m. Read the letter
sent to the school newspaper.

Letter to the Editor

I would just like to say thank you to the school for banning loud music in the dorms after 6:00 p.m.
I have had trouble studying, sleeping, and even talking on the phone because of people down the hall who
blast their music at all hours—up until the early morning! The noise also drowned out fire alarms when we
had fire drills. Now we'll be able to hear them if there's actually a fire in the middle of the night.

A concerned student

Listening Now listen to two students discussing the letter. E S I

Opinion

Reason 1

Opinion

Details

Details
 (2 ) Speaking Gram mar

■ Sentence Structure: Simple, Compound, & Complex Sentences

Simple sentences: The man agrees w ith the u n iv e rs ity 's policy.
S+ V The wom an disagrees w ith the u n iv e rs ity 's policy.

Compound sentences: The le tte r is opposed to th e u n iv e rs ity 's policy, but the woman agrees w ith
S + V, (FANBOYS) S + V th e u n iv e rs ity 's policy.

Complex sentences: The man disagrees w ith th e p olicy because he believes students have
independent + Dependent rig h ts to express th e ir opinions.

• F aNBOYS: For, And, Nor, But. Or, Yet, and So

• Sjbordinators: (When, After, Because. Although, Since, etc.) can be placed in front or middle.

Tem plates

- Templates for Opinion Sentences

The man / woman agrees The man agrees with th e u n iv e rs ity 's p olicy to lim it the num bei o f audit
with... stu d e n ts in each class.

The man / woman disagrees The woman disagrees with th e u n iv e rs ity 's policy to lim it the number of
with... a u d it stu d e n ts in each class.

- Templates for Reason Sentences

. _ First, she points out that th e class q u a lity has been very poor tecause of
First, she points out that...
an excessive num be r o f a u d it stud e nts.

- . . Second, she mentions that a ud it stud e nts do n o t co n ce ntrate cn lectures

Second, she mentions that...
because th e y have no need to take exam s and w rite papers.

"emplates for Detail Sentences

What he means is that a u d it stu d e n ts have no pressure to do w?ll in class.

What he means is that..
Thus, th e y d iscourage stud e nts who need to study hard to pass he course.

For in stan ce, m any a u d it stud e nts ask questions th a t aren't d ire :tly related
For instance,
to lectures. So, it both ers stud e nts who are ta king th e class fo r c edits.

64 iiantrivietcom
 3. Fit & E xplair

Complete and speak your answers.

Notes for Question 1

Policy Opinion

Buses run t il 9 Disagree

Reason 1

Reason Will be la te f o r cla ss

More rid e rs
Details

- Can’t drive f a s t w/ buses

Details Reason 2

- More peds. a t nigh t No need fo r buses

- Higher spd. fines

Details

- Never sees anyone a t n ig h t

PaUcy The university has decided t o run buses u n til 9 p.m. because th e re are many passengers who

a tte n d late nigh t classes and camp us a ctivitie s.

Opinion The man disagrees with th e announcem ent t h a t campus buses will run u ntil nine in th e evening.

Reason 1 First, he points out that th e buses will prevent him from driving quickly enough to g e t t o

class on tim e.

DataMi What he means is that speed lim its will be enforced more and fines fo r t r a ffic violations will

increase, to o . So, he will g e t in to tro ub le if he drives a s f a s t a s he’d like to.

Reason 2 Second, he mentions that th e policy change is unnecessary.

□•tails For instance, he argues t h a t he never saw ped estrian s or drivers on campus a t night, so ne

d oe sn't think the buses will help any e xtra passengers.

65
 2 Use your notes for Question 2.

m i

P olicy O pinion

■ ü

Opinion The woman disagrees with

««•• ni First, she points out that

What she means is that

Rmsoh2 Second, she mentions that

□«tails For instance,

66 wnhantriviet.com
 3 F it & E xplair

Put a slash (“/ ”) where you want to pause (after commas, before prepositions, conjunctions, etc.) and
respond slowly.

The university has decided to run buses until 9 p.m. because there are many passengers who
attend late night classes and campus activities. The man disagrees with the announcement
that campus buses will run until nine / in the evening. First, he points out that the buses will
prevent him / from driving quickly enough to get to class on time. / What he means is that speed
limits will be enforced more / and fines for traffic violations will increase, too. So, he will get into
trouble / if he drives as fast as he'd like to. / Second, he mentions that the policy change is
unnecessary. For instance, he argues that he never saw pedestrians / or drivers on campus at
night, so he doesn't think / the buses will help any extra passengers.

* As shown above, practice the delivery with your answer fo r 02.

Read the evaluation questions and check the level of your delivery. On a scale from 1 to 5 (1 = very
poor, 2 = poor, 3 = OK, 4 = good, 5 = very good), rank your delivery accordingly.

Could you complete your response? / 3 4 5

Is your answer coherent and unified? / 2 3 4 5

Do you find a sequence in your response? / 2 3 4 5

How is the use of vocabulary? 1

2 3 4 5

Does your response show gram m atical structures? 1 2 3 4 5

How is the use of idiom atic expressions? 1

2 3 4 5

Is your response flu en t and smooth? 1 2 3

4 5

Is your pronunciation clear? 1

2 3 4

How is the use of stress and intonation? 1 2 3 4 5

• Use the extra evaluation sheet provided at the end of the main textbook (p.227) and evaluate your delivery fo r 02.

67
 Practice

1 QZI

Announcement from the Athletics Office

Due to the arrival of basketball season, the locker rooms in the university stadium wBI be off limits to
anybody who isn't on the men's or women's basketball teams. This policy is the result of the locker
rooms being vandalized recently, and the school wants to keep these facilities clean and orderly not
only for our team but for visiting teams, as well. Anyone who tries to enter the locker rooms will be
escorted off the premises by security.

The man expresses his opinion of the announcement made by the Athletics Office. State his opinion
and explain the reasons he gives for holding that opinion.

Preparation time : 30 seconds

Response time . 60 seconds

68 v.wiv.rhanoivietcom
 3. Fit a, E xplair

Book Sale This Friday

This is just a reminder to all students that the campus bookstore will be holding a special sale for all
used textbooks this Friday. None of the items on sale will be required for any classes next year. All
used textbooks on sale will be marked down by thirty percent, and all of the proceeds from this
special sale will go to local charities. If any students would like to donate any used textbooks, please
drop them ofF at the bookstore before Wednesday.

The woman expresses her opinion of the school’s plan for the book sale. State her opinion and
explain the reasons she gives for holding that opinion.

Preparation time : 30 seconds

Response time : 60 seconds

69
 Questions

3 rn n

Announcement from the Academic Office

Due to the large number of new students arriving, the university has decided to offer fresnmen
three-hour-long courses next year. These classes will only meet one day a week for three hours, and
they will be offered for every introductory class in all departments. It should be noted that the
university is only offering these classes, not requiring them. This only means that freshmen will have
more options in arranging their academic schedules.

BLi
The man expresses his opinion of the announcement made by the Academic Office. State his opinion
and explain the reasons he gives for holding that opinion.

Preparation time : 30 seconds

Response time : 60 seconds

70 nha rtriviet.con
 3. F it & Explain

Letter to the Editor

I am not happy that the school decided to replace our parking stickers with tags. Why did they feel that
this was necessary? Now, I have to hang this new tag on my rear-view mirror, and it gets in the way
of my view. At least the old stickers were tucked away in a windshield corner where you couldn't see
them. Oh, and these tags fall off all the time. At least a parking sticker stays stuck to the car window!
A sophomore

The man expresses his opinion of the letter published in the school newspaper. State his opinion and
explain the reasons he gives for holding that opinion.

Preparation time : 30 seconds

Response time : 60 seconds

71
 life

rra in te n a n c e o ffic e an office for staff members tuition education fee

otf campus outside of campus transcript record

postgraduate graduate student alumni graduates of a school

resident assistant dormitory staff applicant a person who applies for somethhg

nmd-term test a test taken in the middle of a semester assistant professor beginning level professcr

audit student a student taking classes for no final test a test taken at the end of a college course
credits
handout a copied set of readings or exercises
loan borrowed money
withdrawal giving up taking classes
gymnasium sports hall
job fair an exposition for recruiters and emplcyers
extracurricular activities activities for students to meet with prospective job seekers
that are not part of their course
academic adviser someone who guides students
academic year the spring and the winter semesters to academic success by providing informed advice

stjdent council student committee advance registration registering for classes early

aod/drop form a form for adding or dropping study abroad program a program for studyirg in
cojrses a foreign country for a limited time

academic warning a notice that a student's research paper a type of paper dealing with
scholastic record is unsatisfactory investigation of a significant topic

admissions committee a group of admissions prerequisite course required course

officials
liberal arts academics focused on broadening
circulation desk the service point for library uses general knowledge and developing intellectual
to :heck in & check out books capabilities

inter-library loan a system through which one can undergraduate education taken prior to gahing
bOTOw books or receive photocopies of documents a Bachelor's degree
Dwied by another library
international student office an office providng
w rting sample writing example services for foreign students and study abroad
programs

72
Choose the w ord w hich is closest in meaning to the vocabulary listed below.

1. Loan (a) Required course

2. Student council (b) Student committee

3. Prerequisite course (c) A group of admissions officials

4. Postgraduate (d) Sports hall

5. Admissions committee (e) Borrowed money

6. Transcript (f) Graduate student

7. Withdrawal (g) Education fee

8. Tuition (h) Giving up taking classes

9. Off campus ( i ) Outside of campus

10. Gymnasium (j ) Record

C om plete the sentences by fillin g in th e blanks.

academic warning circulation desk alumni assistant professor

academic adviser audit students job fairs off campus
research paper extracurricular activities

1. I have to visit my college because I am a member of the association.

2. Many people believe that are becoming a more common method of

entry level recruiting and initial screening.

3. Freshmen are easily placed on because they are not accustomed to

studying hard.

4. You should listen to your because he can assist you in choosing the
proper classes to succeed in college.

5. All of my friends live , so that I don't have anyone to play soccer with on
campus.
TASK

In Task 4, you will read an article, a textbook, or a journal. As soon as the reading time expires, you will
listen to part of a lecture. Here, you need to integrate information from both the reading and listening
passages and answer the question accordingly.

Sample Question

Reading Now read a passage about role conflict.

Role Conflict - Topic Checkpoints

Every person has different roles to play in life. A man may be both a father and a Topic
Main Idea
husband. Each of these roles carries jts own set of responsibilities that the man must try
- Detail - Details
to fulfill. |

isibilities of another role, making it impossible to fulfill the

1---------------- Detail----------
responsibilities of both roles. Role conflicts must be resolved by abandoning the
--------------------------------------------1 l---------------- Detail-------------------
responsibilities of one role.

Listening Now listen to part of a lecture in a sociology class.

Today we are going to talk about situations in which a person's professional duties Checkpoint*

conflict with his personal ones. If you look at lawyers, for example, there are many times Example 1

when a lawyer may know his client Is guilty of the crime he has been accused o f . Now, Details
- Example 1 Example 2
it is the lawyer's job to make sure his client gets the best possible defense, meaning that
- Detail - Details
the lawyer has to try to make sure his client doesn't go to jail. But obviously, as a

responsible citizen, the lawyer doesn't want to help a criminal go free. So what can he do
I—■
— p | ------ ----------.— Detail---------------- —---------------- rJ
in this situation? In most cases, the lawyer tells himself that his duties as a lawyer are

more important and works to free his client. Psychologists face similarly difficult

situations. One of the duties of a psychologist is to keep everything a patient tells him a

secret. But let's say that patient tells his psychologist that he is planning to hurt himself.
- Example 2
Again, the psychologist's professional responsibility is to keep this secret, but obviously,
l------------------------------------------------------ D etail------------------------------------------------------ 1
as a caring person, the psychologist is going to want to tell someone to stop the patient

from hurting himself. In this case, the psychologist may tell himself that his ultimate
I------------------------------------------------ Detail----------------------
responsibility is to protect his patient, even if that means violating the patient's trust.

74 .nhantriviet.com
 4. G en e ra l / S p e cific

Q The professor discusses problems faced by lawyers and psychologists. Explain how
these problems relate to the concept of role conflict.

Preparation time : 30 seconds

Response time : 60 seconds

Responding process of Task 4

Reason 1 & Details Reason 2 & Details

■ IIU I.IL I.B .'.U m

To pic Example 1
Role c o n flic t Lawyer: aware o f c lie n t’s g u ilt

Details
- Job: p ro te c t clie n t & Citz.: p u t crim . in ja il
Main Idea
- Usu. chooses jo b over citz.
When resp. o f 1 role c o n flic t w/ ano the r role
Example 2
P sychologist: knows p a tie n t’s going t o h u r t se lf
Details
Details
- Everyone has diff. roles w/ d iff. responsibilities.
- Job role: keep p a t. s e c re t & Caring per. role:
- Impossible t o play b oth roles in role c o n flic t
te ll se c re t
- 1 role m u s t be abandoned.
- May have t o te ll p a t. s e c re t t o help him

Sample Response

Role c o n flic t - when resp. o f 1 role co nflict w / a no the r role

The professor explains the concept of role conflict by talking about situations where a person’s
professional responsibilities and personal ones are in conflict.

Lawyer: aware o f clie n t’s g u ilt - Job: p ro te c t clie n t - Citz.: p u t crim. in ja il - Usu. chooses jo b over citz.
-> The professor provides two examples. The first one is the situation in which a lawyer knows that his client
is guilty. In this situation, the lawyer's job is to protect his client, while his role as a responsible citizen tells
him not to do that.

Psychologist: knows p a tie n t’s going t o h u rt self - Job role: keep p at. se c re t - Caring per. role: te ll se cre t
- May have t o te ll p a t. se cre t to help him
-* The second example is a situation faced by a psychologist who knows his patient is planning to hurt
himself. As a psychologist, he has a duty to keep this fact a secret, but since he is also a caring person,
he feels that he should let this fact be known so that he can save his patient. The lawyer or the
psychologist must give up one role to resolve role conflict.

P a rt B 75
» Take notes as you read the passage and listen to a lecture.

1
Reading Now read the passage about omnivorous advantage.

Omnivorous Advantage

Omnivorous animals feed on all kinds of organisms, including animals, plants, fungi, and decomposing
materials. Being omnivorous provides these animals with a crucial advantage. While the bodies of purely
carnivorous animals can only assimilate nutrients from other animals, omnivores have the ability to
consume any available organic matter. Thus, they have the flexibility to obtain necessary sustenance
should environmental changes cause their food source to become unavailable. Even if an omnivore relies
primarily on meat or vegetables, it can resort to an alternative food source if its normal diet is disrupted.

Listening Now listen to part of a lecture on this topic in a zoology class. QZ3

m
Topic Exam ple 1

Omnivorous advantage Large c a ts ; e.g. lions (non-omnv.)

Details
Main Idea
- Rely on gazelles
Omnv. anim als e a t m e a t & veg.
- Can only dig. m e a t
- Die if a ll gazelles die

Exam ple 2

Wild dogs (omnv.)

D e tails

- Can g e t nutr. fro m any org. source

- Can e a t if env. d e s tro y s main food
D etails
- Adv. over anmls. t h a t rely on only m eat o r veg.
- W. dogs m ainly e a t m eat
- Can s u b s is t on n u ts, f- u it s & grass
Can survive if gazelles ^ie

76 ihan:rivie:.corr
2
Reading Now read the passage about tragic flaw.

Tragic Flaw
A tragic flaw is the characteristic of a literary or dramatic character that leads to his destruction. While the
character is in some way remarkable, his tragic flaw is either a moral imperfection in his character or a
mistake he makes, and it is always an essential part of this character's personality. Additionally, because
the character is remarkable, he is also very powerful. Because he wields so much power, his tragic flaw
has disastrous consequences for both him and the story's other characters.

Listening Now listen to part of a lecture on this topic in a literature class. GE3

■m
Topic

Details
Main Idea

Example 2

Details

Details

77
 Sentence Structure: Subject + Predicate

_ .. . He is the man who proved the behavior of SUV drivers is related to risk
Subject: Who, That, Which
compensation.

Object: The behavior of SUV drivers who the professor refers to is hard to
Who, Whom, That, Which explain.

The result includes people whose behaviors are related to risk

Possessive: Whose
compensation.

Templates

- Templates for Definition Sentences

... . Symbiosis refers to a close relationship between two organisms living

(A) refers to...
together.

.... , Animal deception is seen when animals adopt certain characteristics in

(A) is seen when...
order to protect themselves from predators.

- Templates for Citation Sentences

According to the reading, creative destruction renders old products

According to the reading,
obsolete.

. The professor says that humans and gut flora get mutual benefits
The professor says that...
through their relationship.

- Templates for Explanation Sentences

The professor discusses (A) The professor discusses computers andautomobile; to illustrate
and (B) to illustrate (C). creative destruction.

The first example of (A) The first example of animal deceptiondiscussed b\the professor is
discussed by the professor is IB), mimicry.

78 w w w ,ih a n t riviet.com
 4. G eneral / S pecific

Complete and speak your answers.

Notes for Question 1

Topic Example 1
O m nivorous advantage Large c a ts : e.g. lions (non-omnv.)

Details
Main Idea - Rely on gazelles
Omnv. a n im a ls e a t m e a t & veg. - Can only dig. m eat
- Die if all gazelles die

Details Example 2
- Can g e t n u tr. from a ny org. source Wild dogs (omnv.)
- Can e a t if env. d e s tro y s main food
- Adv. over anmls. t h a t rely on only m eat o r veg. Details
- W. dogs m ainly e a t m e a t
- Can s u b s is t on n u ts , f r u it s & g ra ss
- Can survive if gazelles die

'•« M illia r Omnivorous anim als are species t h a t feed on all kinds o f o rganism s including anim als, plan ts, etc.

•CHiMi R - ' According to th e reading, omnivorous advantage is th e advantage in surviving t h a t omnivores

have over non-omnivores.

bqtfaMtien The pro fe sso r discusses wild c a ts and wild dogs t o illu s tra te how omnivores have an advantage

over non-omnivores. F irs t, wild c a ts and o th e r felines are solely carnivorous. This is because

th e ir digestive system can only d ig e s t m eat. The profe sso r s a ys if gazelles, which lions e a t, were

t o die off, th e lions would eventually sta rv e t o d e a th because th e y can only absorb n u trie n ts from

o th e r anim als. Second, th e p rofessor says t h a t wild dogs are omnivorous, so th e y can consume

any organic m a tte r, such a s fru its , n u ts , and g ra ss. Even though wild dogs may hunt gazelles as

th e ir main food source, the y would have an adva nta ge over lions if th e gazelle population died oF

because wild dogs can re s o rt t o an a lte rn a tiv e food source.

www.uhanlrK iei.t P a rt B. 79
em m m

2 Use your notes for Question 2.

mmmm, msssmmm,
Topic Example 1

Details
Main Idea

Details Example 2

Details

Explanation

80 :<ont
a ©'ÇiSSSSBÎi 4 G eneral / S pe cifi :

Put a slash (“/") where you want to pause (after commas, before prepositions, conjunctions, etc.) and
respond slowly.

Omnivorous animals are species / that feed on all kinds of organisms / including animals, plants, etc.
/ According to the reading, / omnivorous advantage is the advantage / in surviving that omnivores
have over non-omnivores. / The professor discusses wild cats / and wild dogs to illustrate how
omnivores have an advantage over non-omnivores. / First, / wild cats and other felines / are solely
carnivorous. / This is because their digestive system / can only digest meat. / The professor says if
gazelles, / which lions eat, / were to die off, / the lions would eventually starve to death / because
they can only absorb nutrients from other animals. / Second, / the professor says that / wild dogs
are omnivorous, / so they can consume any organic matter, / such as fruits, nuts, and grass. / Even
though wild dogs may hunt gazelles / as their main food source, / they would have an advantage over
lions / if the gazelle population died off / because wild dogs can resort to an alternative food source.

• As shown above, practice the delivery with your answer for 02.

Read the evaluation questions and check the level of your delivery. On a scale from 1 to 5 (1 = very
poor, 2 = poor, 3 = OK, 4 = good, 5 = very good), rank your delivery accordingly.

Could you complete your response? 1 2 I 3 l 4 5

Is your answer coherent and unified? 1 2 3 4 5

Do you find a sequence in your response? l 2 I 3 1 4 5

How is the use of vocabulary? l 2 3 4 5

Does your response show gram m atical structures? l 2 \ 3

1 4 ' 5 '

How is the use of idiomatic expressions? l 2 3 4 5

Is your response fluent and smooth? I 2 3

4 s

Is your pronunciation clear? 1 2 3

4 5

How is the use of stress and intonation? / 2 \ 3 4 5

• Use the extra evaluation sheet provided at the end of the main textbook (p.227) and evaluate your delivery for 02.
 Practice

1 CSl

Behavior Modification
Behavior modification is a technique that administrators use in psychotherapy to attempt to change
or control a person's behavior. An administrator can modify a person's behavior through two dfferent
methods: reinforcement and punishment. Reinforcement involves rewarding the person when tie
behaves in a way the administrator desires. Punishment, on the other hand, involves creating
unpleasant conditions for a person when he behaves undesirably. Both kinds of behavior modification
are used to help people adapt to all kinds of situations and conditions.

The professor talks about rewarding and punishing students. Explain how this relates to the concept
of behavior modification.

Preparation time . 30 seconds

Response time : 60 seconds

82 v/vvw n h anr iviet.com

 4. G eneral / S pecific

Opportunity Costs
Opportunity costs are the losses someone must undergo when choosing to produce or purchase one
product over another product. These losses can be either materials or opportunities. The choice
between the two different products must be made because the person lacks the resources needed to
get both options. Because the person cannot have both options, he will normally choose the option
where either the quality or the quantity of the chosen product's benefits outweighs the loss of the
other product.

The professor talks about why entrepreneurs study public demand for certain goods. Explain how this
relates to the concept of opportunity costs.

Preparation time : 30 seconds

Response time : 60 seconds

a w w .'ih a rtri viet.con P a rt B. 83

 Nervous System
The nervous system is a network of nerves that essentially regulates all of the body's voluntary anc
involuntary biological functions and muscle movements. One of the most important features of this
system is that it divides body functions into voluntary and involuntary actions. Body functions that ire
necessary to maintain life are controlled by the nervous system automatically and humans essentialy
have no control over them. However, the system also allows a person direct conscious control over
certain muscles. This allows the person to perform helpful auxiliary tasks of his own volition.

The professor talks about voluntary and involuntary organic functions in humans. Explain hoiv ths
demonstrates the functioning of the nervous system.

Preparation time : 30 seconds

Response time : 60 seconds

84 www.iharrrivie.corr
 4 . G en e ra l / S pe cific

u a

Short-term Memory
Short-term memory is the part of a person's memory used to store small bits of information for a
short period of time. Information in the short-term memory is immediately available for someone,
but it can vanish through two different ways: decay and interference. Decay is the gradual
disappearance of information in the short-term memory that isn't repeatedly applied. Interference is
the blocking of short-term information with the learning or memorizing of new information.

The professor talks about ways to study for a chemistry exam. Explain how her discussion of this
relates to short-term memory.

Preparation time : 30 seconds

Response time : 60 seconds

■vww.nhdnt' viet .om 85

 Lectures

Psychology

intuitio n n.instinctive knowledge acquisition ngain

amnesia n.memory loss fa c ilita te r.promote
retarded adj.mentally deficient co n flic t «. disagreement, fight

empathy n.the act of having compassion enthusiasm //.zeal

nsight // profound understanding socialize imeet other people socially

egocentric adj.self-centered subsidize to pay part of the cost of something

llusion n daydream, fantasy tariff // a charge for goods entering a cointry

:ognition nconscious mental process w elfare »/ the state's help given to peopleoelow
the poverty line
nsanity // madness

mpulse //. a strong desire to do something

monopoly ncomplete control over something
p ro sp e rity n success, great wea th

Biology Art & Literature

replicate r copy ca tharsis n.

the release of strong sentrnenfe
through a particular experience
absorb «>. to take in something

stim ulate v.arouse someone to feel excited adj.open, obvious

e xp licit

spontaneous a dj.suddenly happening vithcut ary

inhibit v.restrain, slow down planning
bipolar adj.relating to two opposing elements fa lla cyn.misleading notion or belief
deprive r .prevent from having something inference n .belief that something is true onthe
discrim inate rtreat unequally basis of information presented

cacophony // a mixture of noise e xtrinsic adj.coming from outside

velocity nspeed resentm ent // anger

-eceptive mljeasily approachable suppress hold back, hide

in te g rity n honesty
m anifest ¡uh apparent

86 w w w .n h ên trive t.co n
 Choose th e word w hich is closest in meaning to the vocabulary listed below.

1. Enthusiasm (a) Disagreement, fight

2. Manifest (b) Profound understanding

3. Suppress (c) Misleading notion or belief

4. Conflict (d) Zeal

5. Absorb (e) Instinctive knowledge

6. Amnesia (f) Apparent

7. Explicit (g) Open, obvious

8. Fallacy (h) Hold back, hide

9. Insight (i) Memory loss

10. Intuition (j) To take in something

G Complete the sentences by filling in the blanks.

1 . The professor found the fact that most people are not aware that th e y ____________________
against others on the basis of their race.

2. It seemed her outburst wasn't planned, but

3 . The government official says IT industries will distributing knowledge.

4 . There is no one who can __ Nature's beauty.

5. Abraham Lincoln was a man of

w v.w nha it i vie t.com P a rt B. In te g ra te d T asks 87

TASK
5

Problem & Solution

Task 5 consists of a conversation between two speakers. One of the two speakers will explain his or her
problem related to campus life. Your task is to summarize the problem and state the two possible soutbns
mentioned in the conversation. Then, choose a solution that you think is better and explain why.

Sample Question d a

Listening Now listen to a conversation between two students.

M: Hi, Helen! How are you doing today? Checkponts

W: I'm okay, but I've got a bit of a problem. Problem

Soution 1
M: Oh? And what would that be?
Details
W: Well, I have this English paper due Friday, and I have to find a certain book to use
- Problem Soution 2
w rqu otations. The trouble is that the library doesn't have this book, so I really Derail«

don’t know what to do .

M: Well, I have a suggestion. You could buy the book from a nearby bookstore. We
L- Solution 1 -I
have a lot of bookstores on and around campus that may very well have what
you're looking for. You can even make notes on the pages once you buy It.
1-------------Detail---------------- 1
W: Yeah, but I don't know if I want to spend money on a new book.
- - - I— Detail — 1
M: Another option you have is to go on the Internet and see if you can find selected
I------------------------------------------ Solution 2 --------------------
passages from the book. There are many academic websites that have pages and

sometimes entire chapters from different books. They might have the information
-----------------------D etil--------------------------------- 1
you need for your paper. Plus, it doesn't cost anything.
I----------Detail ------------ 1
W: I'm not really sure what to do right now.

Yw.nha-itriviït.COin
 5. P ro b le m & S o lu tio n

Q The students discuss two possible solutions to the woman’s problem. Describe the problem.
Then state which of the two solutions you prefer and explain why.

Preparation time 20 seconds

Response time 60 seconds

Responding process of Task 5

Solutions Reasons

■m a i- im a

P roblem

Book missing fro m lib. - need q u o te s fo r Eng. paper

S olu tion 1 S olution 2

B uy book Find pass, on l-n e t

- Can leave note s on pgs. - Find pgs. & chs. w / quotes
- Have e ntire book, c o s t $ - No co st, n o t e n tire book

Reasons

1) May n o t find info, online. I t ’s w asting tim e.

2 ) Buy book: Use i t again in th e fu tu re whenever she need6 it

Sam ple Response

Book m issing fro m lib. - need q u o tes fo r Eng. paper

-» The w om an’s problem is that a book she needs to write her English paper is missing from the library.

B uy book vs. Find pass, on l-ne t

-» The man suggests that she either buy the book at a bookstore or find the passages she needs on the

Internet.

(1) S afe r - may n o t fin d info, on l-n e t — waste o f tim e (2) Can use i t again

I prefer buying the book o ver finding the passages on the Internet. That's because she may not be able to

•find the exact in form ation she wants on the Internet. If that is the case, she'll only be wasting her time. Also,

if she buys the book, she can use it again in the future whenever she needs it.

89
» Take notes as you listen to a conversation.

1
Listening Now listen to a conversation between two students.

Essasiisak
Problem

Interview w / a p ro fe sso r
- Int. H is to ry prof. fo r p ro je c t - H is t. prof. is on a field t r ip

S olution 1 S olution 2

Interview him la te r Interview d iff. pro f. now

- M ore tim e t o prepare q ue stion s - Have t o change q u e s tio n s
- Work on r e s t o f proj. t il then - More tim e t o work on proj.

Reasons

1) A lre ad y have q u e stio n s f o r th e pro f. - Int. will n o t be d iffic u lt

2 ) The prof. will come back soon - Finding ano. prof. and preparing in t. m ig h t ta k e longer

90 wwv\ .n hantriiviet.com
 5. P ro b le m & S o lu tio n

2
Listening Nlow listen to a conversation between two students.

■ B 3 E 2 T iE 2 k

Problem

Solution Solution 2

Reasons

w w w .nh arriv'ie t.con t P a rt B. in te g ra te d Tasks

 © Speaking G ram m ar

■ Sentence Structure: Adverb Clauses

Time:
The professor had left before the student arrived.
Before, After, When, etc.

Cause & Effect: He works a lot of overtime because he is expecting to be promoted this
Because, Since, As, etc. year.

Opposition: Although his math class was extremely difficult, he managed to pass the
Although, Whereas, As, etc. course with a good grade.

■ Templates

- Templates for Problem Sentences

_. . . . The man's problem is that he doesn't get along with his girlfriend becaise
The man s problem is that...
she has serious attitude problems.

The woman is having The woman is having problems finding an apartment to live in next
problems -ing... semester.

- Templates for Solution Sentences

The man suggests that she The man suggests that she either get some sleep at home or go see a
either... or... doctor.

The woman advises that he

The woman advises that he should get a job or join the Peace Corps.
should... or...

- Templates for Reason Sentences

I think the first solution is I think the first solution is better because he won’t have to worry about
better because... other people disturbing him.

I think (A) is better than (B). | think getting another roommate is better than living alone. That is
That is because... because he would never get lonely if he has someone to talk to.

92 w w w n h a r tr: vk.ciom
 5. P ro b le m & S o lu tio n

» Com plete and speak your answers.

1 Notes for Question 1

a ü m w .i.n ’j k

P roblem

Interview w/ a p rofessor
- Int. H is to ry prof. fo r p ro je c t - H ist. prof. is on a field trip

S olution 1 S olution 2

Interview him la te r Interview d iff. prof. now

- More tim e t o prepare questions - Have t o change questions
I - Work on re s t o f proj. t il then - More tim e t o work on proj.

1) A lready have questions fo r th e prof. - Int. will n o t be d iffic u lt

2) The prof. will come back soon - Finding ano. prof. and preparing in t. m igh t take longer

ProMapi The man’s problem is t h a t he has t o interview his H is to ry p ro fe sso r fo r a p ro je ct due in one week,

b ut th e p ro fe sso r is on a field trip .

SaluttoM The woman sugg ests t h a t he e ith e r interview him la te r while working on th e p ro je c t o r change

his q uestions and in terview a d iffe re n t p ro fe sso r now.

Rm nm I think th e f ir s t solution is b e tte r because he has alre ad y prepared que stion s fo r th e professor.

He can work on strengthening his q ue stion s u n til his p ro fe sso r comes back. Then th e interview

will be com paratively easy, since he is well prepared t o interview th e H is to ry professor. Also, th e

p rofessor may re tu rn soon, so he could be back in le ss tim e th a n th e s tu d e n t would have t o find

ano the r p ro fe sso r and change his q uestions.

P a rt 0. 93
2 Use your notes for Question 2.

e ö E B s m

Problem

S olution 1 S olution 2

Reasons

94 wwv/.n hantrivet.com
 5. P ro b le m & S o lu tio n

Put a slash (“/ ”) where you want to pause (after commas, before prepositions, conjunctions, etc.) and
respond slowly.

The man's problem is that he has to interview his History professor for a project due in one week,
but the professor is on a field trip. The woman suggests that he either interview him later
while working on the project or change his questions and interview a different professor now. I
think the first solution is better because he has already prepared questions for the professor.
He can work on strengthening his questions until his professor comes back., Then the interview
will be comparatively easy, since he is well prepared to interview the History professor. Also,
the professor may return soon, / so he could be back in less time / than the student would have to
find another professor / and change his questions.

• As shown above, practice th e delivery with your answer fo r 02.

Read the evaluation questions and check the level of your delivery. On a scale from 1 to 5 (1 = very
poor, 2 = poor, 3 = OK, 4 = good, 5 = very good), rank your delivery accordingly.

Could you complete your response? / 2 3 4 5

Is your answer coherent and unified? / 2 3 4 5

Do you find a sequence in your response? / 2 3 4 5

How is the use of vocabulary? 1 2 3 4 5

Ooes your response show g ram m atical structures? i 2 3 4 5

How is the use of idiom atic expressions? l 2 3 5

Is your response fluent and smooth? i 2 3 4 5

Is your pronunciation clear? 1 2 3 4 5

How is the use of stress and intonation? l 2 3 4 5

* Use the e xtra evaluation sheet provided at the end of the main textbook (p.227) and evalua e your delivery fo r 02.

w vw .n ha n trivie t.co m P a rt B. Integrated Tasks 95

 Practice

1 CEO 1

The students discuss two possible solutions to the woman’s problem. Describe the problem. Then
state which of the two solutions you prefer and explain why.

Preparation time : 20 seconds

Response time : 60 seconds

- - - - - - ....................................................................................................................................
2

The students discuss two possible solutions to the man’s problem. Describe the problem. Then state
which of the two solutions you prefer and explain why.

Preparation time : 20 seconds

Response time : 60 seconds

97
 The students discuss two possible solutions to the woman’s problem. Describe the problem. Thin
state which of the two solutions you prefer and explain why.

Preparation time : 20 seconds

Response time : 60 seconds

98 .ccm
 5. P ro b le m & S o lu tio n

The students discuss two possible solutions to the man’s problem. Describe the problem. Then state
which of the two solutions you prefer and explain why.

Preparation time 20 seconds

Response time : 60 seconds

99
V o c a b u la r y S tu d y Campus life
Hi

syllabus a course outline coed having men and women study togetfer

snack bar a small restaurant minor a secondary area of study

override permission to take a class tuition hike an increase in fees for mstructioi

assignment homework term paper an assigned paper in each class

credit hours the number of credit units GPA Grade Point Average

curriculum a course of study sorority an organization for female studens

lab short for laboratory pop quiz a quiz given without notice

deana leader in charge of a college, faculty, or intercollegiate sports teams sports teams
division that compete with other colleges' sports teams

probation a trial period to improve grades pass/fail grade a grading policy that allows
before disciplinary action students to earn either a pass grade or a fail gride

course withdrawal a policy that removes a placement service a campus office that assies
student from official registration students in finding jobs

matriculation acceptance in a degree-granting practicum »/ an evaluation in which students

program must perform specific reguired tasks

college catalog a catalog for perspective students professor/academic rank a system of evalmting
faculty members
study lounge a quiet area of a dormitory where
students can study semester the length of time durirg which a
class is offered
tenure an academic rank that guarantees
permanent status shuttle service free transportation offered ty a
school
distance learning studying at home through a
computer plagiarism n using someone else’s work without
giving the person credit

advisor a faculty member or counselor assigned work-study a program that lets s'udents w>rk
to help students for academic success, career on campus when they have no classes
planning, etc.
 Ch)Ose the w ord which is closest in meaning to the vocabulary listed below.

1 Override (a) A small restaurant

2 Study lounge (b) Grade Point Average

3 Lab (c) A course of study

4 Tuition hike (d) A quiet area of a dormitory where

students can study
5 Snack bar
(e) Homework
6 Syllabus
(f) Permission to take a class
7 GPA
(g) An increase in fees for instruction
8 Curriculum
(h) Short for laboratory
9 Credit hours
( i ) The number of credit units
10 Assignment
( j) A course outline

Complete the sentences by filling in the blanks.

dean work-study sorority coed intercollegiate sports

i term paper probation matriculation override placement service

1 Some people believe schools are better than single-sex schools.

2 A(n) is a social organization of women students at a college or university.

3. He is worried because he must submit his by this Thursday.

4. The advisor explained that a(n) allows students to enroll in a class.

5. Many student job seekers do not know how the can help them.

w w w .n l 101
 Task 6 contains a lecture on an academic subject. After listening to the lecture, you need to summarize the
content of the lecture and state the topic, examples, and supporting details.

Sample Question

Listening Now listen to part of a lecture in a music history class.

When we think of classical music, we tend to think of a large and complex orchestra. Checkpoints

Now, how many of you have ever wondered how the orchestra grew to such a large Main idea
- Main Idea
size ? Well, what we know is that the modern orchestra expanded gradually over the Example 1
Details
past four hundred years. However, two developments helped the modem orchestra
Example 2
expand in its early days. One was the introduction of the opera; the other was the Details
invention of valves. Opera became a popular form of musical theater in the early
1------------------------------------------------------Example 1 -----------------------------
seventeenth century. Before opera, many rich European families hired groups of
------------------------------------1 1------------------------------- D e ta il---------------------------
musicians for personal performances, but these were fairly small groups. When opera

came along, composers began to write music for a theatrical audience, and this

required not only more musical instruments, but also specific written parts for those
----------------------------------------Detail --------------------------------------------------------------------------------------
instruments. The Italian composer Claudio Monteverdi was one of the first to assemble
.................... 1~ "D e t a i l ........................................................
considerably larger orchestras and give them specific parts. This set a standard for

later composers, who further increased the orchestra's size for operas they wrote. New

inventions like the valve also led to the expansion of the modern orchestra. In the early
------------------------------------------------ Example 2 ------------------------------------------------------- 1
eighteenth century, the valve was added to brass instruments. This made it easier to
1----------------------------- Detail--------------------------- 1 1------------
change the pitch, which provided players with a new range of pitches. Valves
--------------------------------------------- Detail ------------------------------------ -----------— I
eventually led to the use of several improved brass instruments, such as the trumpet,
1------------------------------------ Detail---------------------------------
comet, and tuba. All of these new instruments would be added to the modem

orchestra, providing it with not only more instruments, but also a greater variety of
--------------------------------------------------------------------- D e ta il---------------------------------------------------------------------------
sounds.
 6. S u m m a ry

Q (1) Using points and examples from the talk, (2) explain how the invention of the opera and valves
helped create the modern orchestra.

Preparation time : 20 seconds

Response time : 60 seconds

Responding process of Task 6

Example 1 & Details Example 2 & Details

M ain Idea
How orch estra became large & complex
- 2 inventions: opera & valves

Exam ple 1 E xam ple 2

Opera (ea rly 17th centu ry) V'alves (early 13” 1c e ntu ry)

D etails D etails
- Eur. fam ilie s paid sm all mus. groups - New invention on b ra s s in st.
- Opera rec\. more players, spec, p a rts - E asier t o change p itch , w ider range o f p itc h e s
- M onteverdi exp. size o f orch. early on - Improved in st.: tu b a , co rn e t, & tru m p e t
- More in s t. & var. o f sounds

Sample Response

How o rch e stra became large & complex - 2 inventions: opera & valves
-> In her lecture, the professor discusses two factors that brought about an increase in the size and
complexity of the orchestra. Those two factors were the invention of the opera and valves.

Opera ( early 17tBC) - Eur. fam ilie s paid sm a ll mus. g roups - Opera rec\. more players, spec, p a r ts
- M onteverdi exp. size o f orch. early on
-> According to the lecture, the opera became popular in the early seventeenth century in Europe. Since the
opera required a greater number of players and specific parts for each instrument, the orchestra became
larger and more complex.

V'alves (early 1S>1" C) - New invention on bra ss in s t. - Easier t o change pitch, wider range o f pitches - Improved
in st.: tub a , cornet, & tru m p e t - More in s t. & var. o f sounds
• Another factor was the invention of the valve that occurred in the early eighteenth century. The professor
says that the valve eased the way for brass instruments to change the pitch, creating a new range of
pitches. As a result, newly improved instruments, such as the trumpet, cornet, and tuba, were added to
the orchestra, providing it with a variety of sounds.

103
» Take notes as you listen to a lecture.

1
Listening Now listen to part of a lecture on water circulation. H T !

■ ■ iiiu i.n .m *
M ain Idea

Water circulation
- Lots of water const, circ.
- Endless cycle refr. water sources

Exam ple 1 Exam ple 2

Solar radiation Geothermal activity

Details Details

- Heats up oceans, makes vapor - Magma heats up sea floor

-Vaporrises, becomes precip. - Hot water rises, cold water sinks
- Scatters on land as rain & snow - Creates currents, like in North Atl.

104
 6. S u m m a ry

Listening Now listen to part of a lecture in a botany class.

n u m r i.H T.i.nm

Exam ple 1 Exam ple 2

105
 (5) Speaking G ram m ar

■ Sentence Structure: Participle Phrases

Present Participle:
We didn't know that our mother was a working woman.
Ends with "-ing"

Past Participle:
Because of the car accident, he has an injured arm.
Ends with “~ed”

Perfect Participle: Having improved her English pronunciation, she could communicate with
Ends with “having + -ed" native English speakers much more smoothly.

■ Templates

- Templates for Topic Sentences

The lecture is mainly about... The lecture is mainly about the use of perspective in Renaissance paintings.

The professor discusses... The professor discusses the effects of the Industrial Revolution.

- Templates for Example Sentences

He gives two examples of artistic imitation. One is exaggerated drawings

He gives two examples of...
in newspapers. The other is impersonation, wherein good imitators try to
One is... The other is...
look and to act like their subjects.

(A) is another example of... Reducing humidity is another example of preventing food deterioration.

- Templates for Detail Sentences

(A) enabled (B). The development of technology enabled distance learning and teaching.

(A) is the most important According to the professor, an experience one has early in life is the most
factor in... important factor in determining one’s personality.

106 w w w .n h a n trivet.com
 6. S u m m a ry

C om plete and speak your answers.

Notes for Question 1

M ain Idea

W a ter circulation

- Endless cycle refr. w a te r sources

E xam ple 1 Exam ple 2

S o la r ra d iatio n G eotherm al a c tiv ity

D e ta ils Details

- H e ats up oceans, makes vapor - Magma h e a ts up sea flo or

- Vapor rises, becomes precip. - H o t w a te r rises, cold w a te r sinks
- S c a tte r s on land as rain & snow - C reates cu rre n ts, like in N o rth A tl.

!tj|Hii#Bk The p ro fe sso r discusse s tw o power sources t h a t help w a te r c ircu la tio n around th e planet.

fcw w plin. He gives tw o examples o f w a te r circulation. One is so la r ra d ia tio n and th e o th e r is geotherm al

a c tiv ity . A ccording t o th e professor, h ea t fro m so la r ra d ia tio n will evaporate w a te r and cause i t

to rise in to th e atm osphere, where i t loses h ea t t o cooler a ir. This tra n s fo rm s th e w a te r in to

p re cip ita tio n t h a t is s c a tte re d over th e e a rth , such a s rain o r snow.

ta r in * » 2 G eotherm al a c tiv ity is a no the r example o f w a te r circula tio n. This a c tiv ity hea ts up deep ocean

w a te r, usually w ith th e h e a t from magma flowing beneath th e e a rth ’s c ru s t. A s th e warm w a ter

rises, cooler w a te rs in th e ocean begin t o sink, and the se a c tio n s form ocean cu rre n ts . C urrents

like th e ones in th e N o rth A tla n tic Ocean then enable w a te r d is trib u tio n th ro u g h o u t th e planet’s

oceans.

ww\ P e rt B. 107
 Use your notes for Question 2.

■ lUU.IU.B.I.U*

Exam ple 2

108 iv i? t( C o n
 Mb

Put a slash (“/") where you want to pause (after commas, before prepositions, conjunctions, etc.) and
respond slowly.

The profe sso r discusses tw o p ow e r sources / th a t help w a te r circula tio n / aro un d the planet. / He

gives tw o exam ple s / o f w a te r circula tio n. / One is so lar rad iatio n / and th e o th e r is geo the rm a l

a c tiv ity . / According to th e professor, / h ea t fro m so lar ra d iatio n w ill evap orate w a te r / and cause it

to rise in to th e a tm osp h ere , / w here it loses heat to cooler air. / This tra n sfo rm s the w a te r into

p re cip ita tio n / th a t is scattered / o v e r th e e a rth , / such as rain o r snow. / G eotherm al a c tiv ity / is

a n o th e r e xam ple o f w a te r circula tio n. / This a c tiv ity heats up deep ocean w a te r, / usually w ith the

h ea t fro m m agm a flo w in g beneath th e e a rth 's cru st. / As the w a rm w a te r rises, / cooler w aters in

th e ocean begin to sink, / and these a ctions fo rm ocean cu rre nts. / C u rre n ts like th e ones / in the

N o rth A tla n tic Ocean / the n enable w a te r d istrib u tio n / th ro u g h o u t the plan e t's oceans.

• As shown above, practice the delivery w ith your answer fo r 02.

Read the evaluation questions and check the level of your delivery. On a scale from 1 to 5 (1 = very
poor, 2 = poor, 3 = OK, 4 = good, 5 = very good), rank your delivery accordingly.

Could you complete your response? I 2 | 3 4 5

Is your answer coherent and unified? l 2 3 4 5

Do you find a sequence in your response? l 2 |

L .3 4 5

How is the use of vocabulary? 1 2 3 4

Does your response show gram m atical structures? 1 2 1 3 4

How is the use of idiomatic expressions? 2 1 ' 3' ' 4

Is your response fluent and smooth? 4

Is your pronunciation clear? l 2 i 3 4

How is the use of stress and intonation? 1 2 3 4

• Use th e extra evaluation sheet provided at the end of the main textbook (p.227) and evaluate your delivery for 02.

109
 Practice

1 G23

A
Using points and examples from the talk, explain how reliability and external appearance help
determine the products a consumer buys.

Preparation time : 20 seconds

Response time : 60 seconds

110 v/w w nha r trivier.ciom

 6. S u m m a ry

Using points and examples from the talk, explain how sublimation and activism have motivated
writers to create literature.

Preparation time : 20 seconds

Response time : 60 seconds

111
B H S ! Questions

Using points and examples from the talk, explain how direct advertisements and indirect
advertisements contribute to the success of a small company.

Preparation time : 20 seconds

Response time : 60 seconds

112
 6. S u m m a ry

Using points and examples from the talk, explain how the desire for more land, and taxation without
representation, led to the American Revolution.

Preparation time : 20 seconds

Response time : 60 seconds

113
V o c a b u la r y Lectures

Psychology Business / Economics

assertive <uii.self-confident transaction nthe process of buying or selling

cynical mii
believing that people are only interested
something

in themselves and are not sincere accumulation n.collection over time

panic a terror patent a legal right to make and sell a new y
created item
phobia // irrational fear

subconscious n
the part of your mind that
privilege n.a special right or opportunity tha: only
a selected individual or group(s) can enjoy
remembers information that you're not aware of

agnosia n
inability to recognize objects due to
portable mU small enough to carry around
brain damage device na method, machine, or an invention
delusion nbelief in something that is not true equivalent ailihaving the same amount, qua ity, or
value
extroverted m lj outgoing or sociable

perception nthe process or act of understanding continuity nuninterrupted succession

stimulus n something that rouses to action substitution nreplacement
monopoly n.complete control over something

Biology Art & Literature

adaptation n.the process of adjusting to a new aesthetic tulj. concerned with beauty in an artistic
environment sense

ferment to cause a chemical change through the absurd adj.unreasonable

action of living substances such as yeast
applied art the application of design to objects of
optical adj.having to do with sight function and everyday use
plasticity n ability to be changed into a new shape evoke r to cause someone to remember sometlhing
sequence n .a process paradox ncontradiction
gravity n the force that makes things fall to the
probability nlikelihood
ground

particle »a small piece of matter literate ./<// able to read and write

reinforce to make something stronger tanqible able to be seen or touched

enlargement extension in height or width allegory >ia story that uses heavy symtolisni
capture seize or take captive calligraphy the art of fine handwriting

114 n h rir'>I iviet.com

A C hoose the word which is closest in meaning to the vocabulary listed below.

1. Paradox ( a) The art of fine handwriting

2. Literate ( b) A small piece of matter

3. Portable (c) Self-confident

4. Substitution (d) Able to read and write

5. Particle (e) Small enough to carry around

6. Phobia • (f) Irrational fear

7. Extroverted (g) Replacement

\
8. Calligraphy \ ( h) Contradiction

9. Assertive ( i ) Seize or take captive

1 0. Capture . ( j ) Outgoing or sociable

1. I noticed that she was about everything except friendship.

2. In biology, is the process through which an organism becomes better

adjusted to its habitat.

3. A(n) exists when an individual or a company has complete control

over a particular product.

4. The Japanese Defense Ministry wants to its army with more aircraft.

5. I found out that there was an unauthorized made by the bank two
weeks ago

w w w ih .a r tr i ./¡e t.c o m P a rt E. 'n le g ra te r i Tasks 115

P A R T

w w w .nhantrivid.coni
L I N G U A F O R U M T O E F L O S P E A K I N G

Actual Tests

w w w .nharvrivie! co rr P a r tC .^ Hm M p - - 117
118 www.nhantrivift.com
 CONTO« VOtUMt
TOEFL SPEAKING
. .. . I

Speaking Section Directions

In this section of the test, you will be asked to demonstrate your ability to speak about a variety of
topics. You will answer six questions by speaking into the microphone. Answer each of the questions
as completely as possible.

In questions 1 and 2, you will speak about familiar topics. Your response will be scored on your ability
to speak clearly and coherently about the topics.

In questions 3 and 4, you will first read a short text. The text will go away and you will then listen to a
talk on the same topic. You will then be asked a question about what you have read and heard. You
will need to combine appropriate information from the text and the talk to provide a complete answer
to the question. Your response will be scored on your ability to speak clearly and coherently and on
your ability to accurately convey information about what you have read and heard.

In questions 5 and 6, you will listen to part of a conversation or a lecture. You will then be asked a
question about what you have heard. Your response will be scored on your ability to speak clearly
and coherently and on your ability to accurately convey information about what you heard.

You may take notes while you read and while you listen to the conversations and lectures. You may
use your notes to help prepare your response. Listen carefully to the directions for each question.
The directions will not be written on the screen.

For each question, you will be given a short time to prepare your response. A clock will show how
much preparation time is remaining. When the preparation time is up, you will be told to begin your
response. A clock will show how much response time is remaining. A message will appear on the
screen when the response time has ended.

Click on Continue to go on.

119
A ctu a l Test O

TOEFL s p e a k i n g Question 1 of 6 vou«ij

■ ............................. y>

Describe your favorite item of clothing and why it is your favorite. Please include specific
details and examples in your response.

Preparation time : 15 seconds

Response time : 45 seconds

120 iet.com
TOEFL SPEAKING Question 2 of 6

Some people think that a company should only promote people who work hard, while other
people believe that a com pany should promote people who have worked there a long time.
Which opinion do you agree with and why?

Preparation time : 15 seconds

Response time : 45 seconds

P a rt c 121
 o
t o e fl s p e a k in g Question 3 of 6 vgjJMT.

rra

Reading i imp . 45 seconds

Announcement from the Residence Office

Due to increasing safety concerns, the college will no longer allow students to keep personal
microwaves in dorm rooms, starting next semester. This policy is being issued because of the
possibility that microwaves could ignite any flammable items and start a fire in one of the dorm
rooms. Any microwaves th a t are found in dorm rooms next semester will be confiscated by the
director of the dormitory, and the owner will be fined one hundred dollars.

Preparation time : 30 seconds

Response time 60 seconds

122 nhantn vk.com

TOEFL SPEAKING Question 4 of 6

Vision Disorders

Among various vision problems, the most common conditions are related to refractive
disorders. Refractive disorders occur when the shape of the eye is not a perfect sphere and
cannot bend light correctly. The retina of the eyeball is the membrane that processes signals
we receive to form images. When light rays hit the middle of the eye and don't reach the
retina, a person will only be able to see close objects. If light does pass the retina, only distant
objects will be clearly seen. Although such disorders can be attributed to genetic inheritance,
they can be treated with corrective procedures.

The professor describes vision problems in humans. Explain how the two problems discussed
by the professor relate to the way in which light strikes the retina.

Preparation time : 30 seconds

Response time : 60 seconds

 o
TOEFL SPEAKING Question 5 of 6 VOUJME

The students discuss tw o possible solutions to the woman’s problem. Describe the problem.
Then state which of the tw o solutions you prefer and explain why.

Preparation time : 20 seconds

Response time : 60 seconds

124
 TOE'L SPEAKING Question 6 of 6

GEO

Using points and examples from the talk, explain how growing opposition to slavery and
cultural differences between Northern and Southern states led to the American Civil War.

Preparation time : 20 seconds

Response time : 60 seconds

w w w .m a n triv ie t :o n i 125
www.nhantirivBl't.c
 CONTINUE VOLUME
TOEFL SPEAKING
V*=J

Speaking Section Directions

In this section of the test, you will be asked to demonstrate your ability to speak about a variety of
topics. You will answer six questions by speaking into the microphone. Answer each of the questions
as completely as possible.

In questions 1 and 2, you will speak about familiar topics. Your response will be scored on your ability
to speak clearly and coherently about the topics.

In questions 3 and 4, you will first read a short text. The text will go away and you will then listen to a
talk on the same topic. You will then be asked a question about what you have read and heard. You
will need to combine appropriate information from the text and the talk to provide a complete answer
to the question. Your response will be scored on your ability to speak clearly and coherently and on
your ability to accurately convey information about what you have read and heard.

In questions 5 and 6, you will listen to part of a conversation or a lecture. You will then be asked a
question about what you have heard. Your response will be scored on your ability to speak clearly
and coherently and on your ability to accurately convey information about what you heard.

You may take notes while you read and while you listen to the conversations and lectures. You may
use your notes to help prepare your response.

Listen carefully to the directions for each question. The directions will not be written on the screen.

For each question, you will be given a short time to prepare your response. A clock will show how
much preparation time is remaining. When the preparation time is up, you will be told to begin your
response. A clock will show how much response time is remaining. A message will appear on the
screen when the response time has ended.

Click on Continue to go on.

w w vv.rha ntm P a rtC A .-h i 127

A ctual Test Q
TOEFL SPEAKING Question 1 of 6 vajM

CEZJie

Describe one thing you regret not doing in your life and explain why you regret not doing it.
Please include specific details and examples in your response.

Preparation time : 15 seconds

Response time : 45 seconds

128 com
 TOEFL SPEAKING Question 2 of 6

Some people believe that students should be allowed to graduate from high school early,
while other people believe that students should all graduate at the same time. Which opinion
do you agree with and why?

Preparation time : 15 seconds

Response time : 45 seconds

www.nhantriviet.com P a rt C. A ctu a l 129

 TOEFL SPEAKING Question 3 of 6

rra i

Reading Time 45 seconds

Letter to the Editor

I am ju s t writing to say how angry I am that the school will no longer allow students to walk
their dogs on campus after 6:00 p.m. The only nearby park where I can take my dog out for a
walk is the university campus, and I don't get out of class until after 6:00. Why doesn't the
university ju s t change the policy so that people are required to have their dogs on leashes? It
would make the campus safer and also allow people to walk their dogs here.

A concerned studen'

The man expresses his opinion of the letter published in the school newspaper. State his
opinion and explain the reasons he gives for holding that opinion.

Preparation time : 30 seconds

Response time : 60 seconds

130 w w w .n h an t . ‘t.com
toefl s p e a k in g Q uestion 4 o f 6 V<XUMI

45 seconds

Learned Helplessness

Learned helplessness is a psychological condition in which a person has been repeatedly

exposed to unpleasant experiences and, as a result of these past experiences, believes that he
is helpless in all unpleasant situations. The person's initial experience would have been one in
which he truly had no control, and the constant exposure to such unpleasant conditions has
caused him to become passive and resigned to his fate. As a result of this, his defensive
behavior will vanish so that he instinctively becomes helpless in future situations that he could
actually control.

The professor discusses w hy many women who were abused as children also get abused as
adults. Explain how this relates to the concept of learned helplessness.

Preparation time : 30 seconds

Response time : 60 seconds

 0
TOEFL SPEAKIN G Question 5 of 6

H3

The students discuss tw o possible solutions to the man’s problem. Describe the problem.
Then state which of the two solutions you prefer and explain why.

Preparation time : 20 seconds

Response time : 60 seconds

132 WWW nhantri vifi.com

 TOEFL ỈPEAKING Question 6 of 6 VOLUME
4

Using points and examples from the talk, explain how setting up physical barriers and
preserving vegetation can prevent soil erosion.

Preparation time : 20 seconds

Response time : 60 seconds

w w w .ih a n tm ie:.coir P a rt C. A c tu a l T est' 133

134 www.nhantrivi*t.com
 L I N G U A F O R U M T O E F L O S P E A K I N G

W orkbook
r

1. Independent Task Skills

2. Integrated Task Skills
3. P ronunciation
U. G ram m ar

.
w w w n h a rtriv ie t.c o n W o rkb o o k 135
. Id fi * wwwjihantn'vie.«p8'
 W o r k b o o k

1
Independent
Task Skills

Exercise 1. Words with similar meanings

Exercise 2. Confusable words

Exercise 3. Active vs Passive

Exercise 4. Collocations

Exercise 5. Phrasal verbs

Exercise 6. Broken English

Exercise 7. Explaining what you mean

Exercise 8. Verb patterns

Exercise 9. Sentences containing adverbial clauses

Exercise 10. Sentences containing noun clauses

Exercise 11. Sentences containing adjective clauses

Exercise 12. Sentences containing 2 or more subordinate clauses

137
 Exercise ^ Words with similar meanings

You may have used a thesaurus to find synonyms. However, it is important to know that the thesaurus «ffers
the user a listing o f similar or related words, but these words are not always interchangeable. Therefoie, in
order to use words with similar meanings accurately, it is advisable that you create a list of your own thnugh
careful observation of words used in contexts.

A Choose the most appropriate word among those in parentheses to complete each sentence belcw.

1. It's hard to understand Cheryl because of her British accent

(accent / intonation / pronunciation)

2. We are not able to communicate well, and it has become a big

(matter / problem / question / affar)

3. I think the professors should hold a calm, reasonable

(quarrel / argument / fight / debate)

4. What he said was , but how he said it was very rude.

(real / genuine / true)

5. My father doesn't why I want to go to university in a different city

(realize / understand)

6. It seems rather that you got sick before your test.

(comfortable / convenient)

7. There was a misunderstanding about why Mr. Deane was not ait tie
meeting. (total / whole)

8. In her first book, the author took us on an emotional that ended n

betrayal. (travel / trip / journey)

9. Due to problems with her health, Susan is to participate in sports

(unable / impossible)

10. Give me one good why I should finish school.

(cause / reason)

138 www.nhantri\etxom
E3 Fill ¡n each blank with the most appropriate English word according to the meaning of the sentence
in Vietnamese:

1. Anh đã nhận được thư của anh ấy từ bưu điện chưa?

-* Did you his letter from the post office?

2. Chiếc máy tính đó tốn nhiều tiền đấy.

-* That Computer will a lot of money.

3 . Sau tai nạn đó, vết thương trên cơ thể anh ây đà sớm lành lại, nhưng về măt tinh thần thì anh ấy
vẫn đang dần hồi phục.

-* After the accident, his physical wounds quickly, but emotionally he

was still recovering.

4 . Thường không dễ dàng gì để quyết định hướng đi nào cho cuộc đời.

-* It is often not easy to upon which path to take in life.

5 . Sinh sống ở nước Pháp là một cách rất hiệu quá để cải thiện kỹ năng nghe và nói tiếng Pháp của tôi.

-» Living in France was a very way to improve my French listening

and speaking skills.

6. Bố tôi muốn tôi chọn giữa ngành y và ngành luật, nhưng tôi lại muốn học kỹ thuật.

-* My father wants me to choose medicine and law, but 1 want to

study engineering.

7. Quyết định nhập ngũ thì d ễ rồi; cái khó chính là phần huấn luyện cơ bản.

-• The to join the military was easy; the hard part was basic training.

8. Tôi không nghi ngờ gì về việc công ty sẽ bồi thường cho người dân về sự hủy hoại môi trường.

-♦ I had no that the company would compensate the citizens for the
environmental damage.

9. Nhà hàng phải cải thiện những tiêu chuẩn liên quan đến sức khỏe, nếu không nó sè bị đóng cửa.

-* The restaurant must its health standards, or it will be closed.

1 0. Emily đà theo học các khóa về phép xà giao, vì vậy cô ấy có cách cư xứ rất phù hợp.

-» Emily took lessons in etiquette, so she has very manners.

WWW, hidPtriviet.com 139

 Exercise ( 2) Confusable words

Some words are confusable because they look or sound similar to each other. Keep a list of these wo>r<£ aid
check their meanings and pronunciation carefully.

affection gold
affectation golden

alone human
lone humane

base loose
basis lose

beside noble
besides novel

casual precede
causal proceed

'classic persecute
-classical prosecute

conscious guiet
conscientious guite

’continual resource
'continuous source

corpse respectable
course respective

decent rise ¡¡te

descent raise

decreased sensible
deceased sensitive

delusion shade
illusion -shadow

desert sociable
dessert social

eminent terrible
imminent terrific

extend transfer
expand transform

The words marked with an asterisk are similar in meaning in certain contexts.

140 www. nhantr^i et.com

 Cioose the appropriate word to complete each sentence below.

1 Gas will when it gets hot.

(extend / expand)

2 After my travels through China, I'd like to finish my journey with a

trip. (desert / dessert)

3 What,first-rate skiing, does the city have to offer tourists?

(beside / besides)

4 I think the fact that he was driving a sports car was a factor in why
the police stopped him. (casual / causal)

5. Samuel thought it best for the meeting to the luncheon, so that

people could leave when they were finished eating. (precede / proceed)

6 The students were disappointed because their principal decided to

school into the summer. (expand / extend)

7. The government will the old fish market into a tourist attraction.
(transform / transfer)

8. The theme of the detective novel was a case of mistaken identity.

(classical / classic)

9. I don't think there is anything about preventing refugees from

leaving the camps. (human / humane)

10. Over the last 10 years, the population in the rural farming areas has
significantly. (decreased / deceased)

11. My biggest of inspiration came from my grandfather; he was a

musician, too. (resource / source)

12. Due to the irreversible effects of global warming, a change to alternative sources of energy is
(eminent / imminent)

13. The doctors in the refugee camp tried to provide adequate medical care, but recurring
shortages of clean water was a problem. (continual / continuous)

14. If James continues to Ralph, I know it will end in violence.

(prosecute / persecute)

15. It was how Mary Anne was able to gain the trust of the clients so
quickly. (terrible ' terrific)

jir.riv ie t.c o m -.Voutioc * 141

 Exercise (5 } Active vs Passive

Participles derived from verbs are used as adjectives: present participles have active meanings and past participles
convey passive meanings. For example, disappointing means “ making somebody disappointed” .

ISMT.ffff.H delightful (NOT delighting), impressive (NOT impressing)

A Write OK if the underlined word is used accurately; otherwise write the correct word form on the
line provided.

1. The audience was amazing by the enthusiastic performance of the band.

-* amazed

2. Larry was annoying everyone with his rude, inappropriate behavior.

3. The instructor felt the students were bored with the material, so he assigned a special group
project. -♦

4. Vivian felt that the exam questions were confused, and so she thinks she may have failed.

5. Kevin thought it was depressed to see how much of the forest had been cleared for housing.

6. Alexander had been hesitant to attend; but it turned out to be a delightful party.

7. My parents must have felt embarrassed when they saw me scolded by my teacher.

8. The spectators at the soccer game became more and more exciting as the game went into the
second half. -♦

9. Darren feels that by impressing the boss with his knowledge of the competition, he can get
promoted quickly. -♦

10. How could I ever forget such an inspired song? -*

142 ww w .nhantriviet.com
B Fill in each blank with the most appropriate English word according to the meaning of the sentence
in Vietnamese:

1. acob khóng thế tập trung học vì anh ấy bị làm phiền bới tièns ồn từ bèn ngoài.

-♦ Jacob couldn't concentrate on his studies because he was

the noise from outside.

2. Tỏi nói với õng ấy là tôi quan tâm đến lời đề nghị việc làm đó.

-* I told him that I was the job offer.

3. ró chức từ thiện tre em đưa ra một lời khẩn cầu đầy xúc động đế xin trợ giúp thêm người tình
nguyện cũng như kinh phí.

-• The children's charity made a very plea for more volunteers as well as
monetary assistance.

4. Dường như sếp hài lòng với bài thuyết trình của anh.

-* It seems the boss is your presentation.

5. Trong khi ngồi thư giàn ở sân sau, tôi cảm thấy hài lòng vì đã tự tay mình xây nó.

-* While I was relaxing on the patio in the backyard, I found it that I had built it
with my own two hands.

6. Chẳng đáng gây sốc như thế khi nghe tin tay đua đó bị buộc tội đã dùng thuốc kích thích.

-* It was not all that to hear that the cyclist was found guilty of using
performance enhancing drugs.

7. Tói đã lấy làm ngạc nhiên vì khoảng thời gian thật sự phải bỏ ra để di chuyển từ sân bay về khách sạn.

-* I was by the time it had taken to actually travel from the airport to the hotel.

8. Jade không chơi đánh đu bởi vì cò ấy đã có một trải nghiệm đáng sợ khi còn bé.

-» Jade doesn't go on swings because she had a(n) experience when she was little.

9. Tôi đã làm huấn luvện viên thất vọng vì khòng tham dự phiên tập.

-* I made my coach by not participating in the trainingsession.

10. Bò phim gây tác động mạnh đến nỗi khi nó kết thúc, tỏi hầu như đã bị vắt kiệt cảm xúc.

- The movie was so powerful that by the time it was over, I was emotionally

WWW ihantrit/iet.GO! 143

 Exercise (7 ) Collocations

Collocations are words that are frequently used together such as win a lottery or shake hands. The uiseof
collocations enhances your fluency and makes your speech sound more natural.

Choose the verbs from the box to form 3 phrases with each of the nouns in the list below.

make break lose shut out can’t stand

get pick up look for cause become
suffer relieve suffer from prevent keep
cope with have tell meet

habit - break a h a b it pick up a h a b it becom e a hab t

stress -

job -

noise

damage

secret

disease -

appointment

friend -

heart -

144
B Use the appropriate collocations from (A) to fill in the blanks below. (You may have to change the
verb forms, if necessary.)

1. I've 'n a d e n n a p p o intmrru. with the dentist for 10:30 tomorrow morning.

2. Listening to music helps me caused by my job.

3. I began to so I could pay my rent.

4. When you study, you must so you can concentrate.

5. Termites can to your house.

6. You have to be careful of what you say when you

7. If I ever , Ihope that someone can take care of me.

8. She was so beautiful that I to her when we met.

Fill in the blanks with the appropriate verbs.

1. My wife and I both share an interest in animals, so we have many pets.

2. The teacher always makes us laugh when she a joke.

3. I'm tired from work, so I'd like to a holiday.

4. I damaged my friend's car, so I had to an apology to her.

5. It took a long time, but we finally progress on our research project,

6. If you want to learn Spanish, you must an effort to study it.

7. Once we the end of our long drive, we decided to have a picnic.

8. If someone is sad, you can the situation by being nice to him or her.

w w w .ih.a ntriviei.co m Workbook 145

 Exercise (5 ) Phrasal verbs

A phrasal verb is a combination of a verb and a preposition or an adverb. The accurate use o f phrasal vebs
is a good demonstration of your mastery of idiomatic English and may earn you extra points. When studyng
phrasal verbs, you should make sure that these aspects are covered: (l) their meanings, (2) whether they ire
transitive or intransitive, and (3) whether they are "separable” or “ inseparable”.

1 ) Verb + adv: The phrasal verb does not take an object and is used intransitively.

blow up break down

close down give in
eat out go on
get away slow down
go off show off

2) Verb + object + prep/adv: The phrasal verb is “ separable": a noun object can be placed either between he
verb and the prep/adv or after the prep/adv, whereas a pronoun object must be placed between the v*rb
and the prep/adv.

bring 0 — up put 0 — off

give 0 — up take 0 — up
let 0 — down think 0 — over
look 0 ~ up turn 0 — down
make 0 — up wear 0 — out
pick 0 — up write 0 — down

3) Verb + prep/adv + object: The phrasal verb is used transitively and is "inseparable”.

account for 0 get over 0

come across 0 go through 0
count on 0 look after 0
deal with 0 look into 0
do without 0 run into 0
take after 0

4) Verb + prep/adv + prep/adv + object: The phrasal verb is used transitively and is “ inseparabler‘.

carry on with 0 get away with 0

catch up with 0 make up for 0
cut down on 0 put up with 0
come up with 0 run out of 0
find out about 0 speak up for 0

146 w w w n h a n tr v iit.c o m
Choose the phrasal verbs in the box that have the same meaning as the underlined words in the
sentences below. Write them in the designated space, following the arrows.

breaks down carry on with get over ran out of

let down blows up put up with speak up for

1. When I graduated from the university, I decided not to disappoint my parents again.
-* ( let down )
2. My teacher let me continue my drawing because I wasn't distracting anyone.
-( )
3. If that microwave explodes, it could cause a fire.
)
4. We used up the milk, so I'm going to buy some more at the store.
-( )
5. If we don't speak in support of neglected animals, then who will help them?
^ r
6. When a car stops working, it can cost a lot to repair it.
-< )
7. You must soothe your anger over losing the game and just try harder next time!
-*( )
8. I've lived with that noise for a month, but I am finally tired of it.
)

Some phrasal verbs may have more than one meaning. Circle the appropriate meaning of each of
the phrasal verbs as they are used in the sentences below.

1. (A) When you do roll call, make sure you can account for all the students, (giải thích/Cjflem danỊì)
(B) Can you account for the missing money? ((ỊmTthỉẽỊrydiểm danh)

2. (A) I want to bring up my son the same way my parents raised me. (nuôi dưỡng/đề cập)
(B) Please don't bring up politics around Amy, or she'll argue, (nuôi dưởng/đẻ cập)

3. (A) He needs to give up his job as a waiter and go back to college, (từ bò/ngưng (thói quen))
(B) I've heard that it's difficult to give up smoking, but people can quit, (từ bò/ngưng (thói quen))

4. (A) Please turn down the air conditioner, because it is too cold in here. Itừ chối/giảm bớt lảm thanh,
cường độ...))
(B) I hate to turn down your invitation, but I have other plans, 'từ chối giam bớt lảm thanh, cường độ- n

5. (A) We need to check out of the hotel before we can pay the bill. Ikiếm tra Ithóng tin! làm thu tục trá
phòng)
(B) Let's check out the newspaper to see who won the game, ikiém Ira íthóng tin) lảm thú tục tra phòngi
 Exercise (é ) Broken English

Broken English (sometimes called fractured English) is the term used to refer to the grammatically incoirrect
English by some non-native speakers. To avoid broken English, try not to translate what you think word for
word into English. Instead, observe and note down useful expressions / collocations as they are used by
native speakers.

A Choose the one sentence in each of the pairs below which sounds more natural in standard Emglish.

1. (A) Alice's eyes are beautiful and blue, and her hair is curly and brown.
((B) Alice has beautiful blue eyes and curly brown hair.

2. (A) I felt dizzy when I looked down from the top of the Empire State Building.
(B) I felt dizziness when I looked below the top of the Empire State Building.

3. (A) Mr. Kane, a very rich man, owns the second most expensive car in the world.
(B) Mr. Kane, a very rich man, is owning the secondly most expensive car in the world.

4. (A) I spend about an hour to go to school if there are not many cars on the road.
(B) It takes me about an hour to get to school if there's not much traffic.

5. (A) The Belgian writer Amélie Nothomb thinks Japan as her real country, because she was bom
in Japan and lived 5 years.
(B) The Belgian w riter Amélie Nothomb considers Japan her mother country, because she \was
born there and stayed until she was 5 years old.

148 v.ww.ihan'rivitt.com
B Correct the underlined words so that the sentences may sound more natural to a native English
speaker.

1. Only high people are allowed in this club.

.ipper-cla&& people

2. We need to reference other countries' policies.

3. I don't spray perfume because I am too sensitive to scents.

4. This one is a service.

5. Children usually spend their time under the sight of their parents.

C Rewrite the sentences below so that they may sound more natural to a native English speaker.

1. Parents can afford to give valuable lessons to their children.

-♦ P a re n ts can te a c h valua b le le s s o n s t o t h e ir children.

2. This way, I could know studying ways of friends.

3. A telescope shows the universe to us more closely.

4. Riding a bicycle gives much benefit than driving a car.

5. It is important for adults to express positive words toward their spouses in front of children.

w w w .ih a rtriv ie '.c o n W o rk b o o k 149

 It is helpful to explain what you mean in case you cannot find the exact word(s) in English. For example, if
you cannot remember the English word witness, you can explain it is someone who has seen a crime or in
accident. The ability to explain what you mean is a conclusive evidence of how well you can use English to
communicate.

A Try to explain the following words in English.

1. tuition
_* th e money you pay f o r a tte n d in g school

2. majority

3. vandalize

4. aggravate

5. premises

6. pedestrian

7. scholarship

8. inaccessible

9. donate

10. deforestation

150 n h a n tr iv it T . c o m
B For each of the following words in Vietnamese, write the English equivalent in (A) and its definition/
rreaning in (B). If you don't know the English equivalent, leave (A) blank and write your explanation
ir English in (B).

1. Khucỏngvièn (A) a q u ariu m

thùv sinh
(B) a b u ild in g w h e r e people qo t o lo o k a t w a te r a n i m a ls

2. Chi phi (A)

(B)

3. Môn kháo CO (A)

học
(B)

4. Sự đạo văn (A)

(B)

5. Thướng (A)

(B)

6. Tiềm nàng (A)

(B)

7. Sự tương tác (A)

(B)

8. Độ ầm (A)

(B)

9. Kinh niên; (A)

mạn tính
(B)

10. Sự dỏi mới (A)

(B)

w w w .nharrriviet.c 151
 Exercise Verb patterns

Many learners mistakenly think that they have learned a verb by memorizing its meaning(s). In fact, imbss
you know the pattem(s) in which a verb is used, mistakes in usage may occur, resulting in broken English as
described in Exercise 6. For example, many people know the meaning of remind but not all of them kn)w
how to say “L ễ hội đó gợi cho tôi nhó đến L ẻ hội Hoa ỏ Đ à L ạt nám vừa rồi". It is because they may lot
know the verb pattern associated with to remind: remind A of B. Therefore, it is essential that you Jean
the verb patterns together with the meaning(s) of a verb.

A Choose the appropriate verb in parentheses in each of the sentences below.

1. I (suggested /<^dvisec^ my sister to visit Paris because it is a nice city.

2. I (think / regard) Jim as a good friend because he helped me out when I was in trouble.

3. He could not (explain / tell) the model well enough for me to understand how to apply it to ny
research.

4. In order to (discuss / talk) issues about effective economies, we first need to have a basic
understanding of economics.

5. The ice on the road (made / caused) me to lose control of the car.

B Write the correct verb form in each of the gaps below.

1. I asked the waiter to bring some more water, but he hasn't yet. (bring)

2. Donald considered in a consultant so that we could finish the projet

before the deadline, (call)

3. I suggested that we a long lunch break because we had worked sc

much, (take)

4. My daughter was spending too much time on the computer, so I tried to encourage her
. (read)

5. If you commit yourself to the piano, you will be a talented pianist.

(play)

152 www.nhdntrivitT.com
W ite the appropriate preposition in eachof the gaps below.

1. You must communicate your colleagues in order to do a good job.

2. Mom tried to prevent Dad buying a new car.

3. Did you contribute any money charity last year?

4. I can relate Billy because we both have vision problems.

5. I really prefer watching TV taking out the garbage.

Fill in the gaps with the missing words so that the English sentences can have the same meaning as
the Vietnamese equivalents:

1. Giáo sư Chang khuvên chúng tôinéncộng tác học tập theo các nhóm nhỏ.

Professor Chang advised us to ố tu d y collaboratively in small groups.

2. Ước gì tôi có thể tránh (không)viếtbàinghiên cứu này.

I wish I could this research paper.

3. Chúng ta phải thuyết phục khách hàng rằngmặthàng kem đánh răng của chúng ta là tốt nhất.

We have to customers our toothpaste is the best.

4. Darrel có lúc đã khuyên tôi nên nộp đơn sớm để xin xét tuyển vào đại học, nhưng anh ấy không nói
với tôi là phải nộp đơn vào lúc nào.

Darrel mentioned one day that I should apply for early admission to the university, but he didn't
me _ _ _ _ _ _ _ apply-

5. Vị giáo sư của tôi có tham gia vào mộtdự án nghiên cứu, và bà ấynói là bà ấy muốn tôi tiến hành
một cuộc điều tra.

My professor is involved in a research project, and she mentioned that she would
me a survey.

6. Luật quy định (đòihỏi) tất cả tài xế phải có / đem theo bằng lái xe.

The law all drivers a driver's license.

7. Tôi luôn tranh cãi với bạn bè của mình về chuyện cầu thú khúc côn cầu nào là cầu thủ hay nhất.

I always with my friends which hockey player is the best.

8. Tôi không chắc là mọi chuyện đà diễn ra như thê nào, vì vậy tôi cần phái hói thêm Vanessa về vụ
tai nạn.
I'm not sure exactly how it happened, so I need to Vanessa more
the accident.
 Exercise (9 ) Sentences containing adverbial clauses

An adverbial clause functions as an adverb and begins with a subordinate conjunction, e.g. if, when, because,
although etc.
Below is a list of common subordinate conjunctions that introduce adverbial clauses:

when while
as before
after since
until if
unless so that/in order that
because since
though/although even if/even though
where

Choose the appropriate subordinate conjunction for each of the sentences below.

1. A fter they saw the suspect, the police officers tried to catch him.
(After / If)

2. The police were busy controlling the crowd, the firefighters fought the
blaze. (though / while)

3. We need to educate the public on matters of public health and safety,

we can reduce incidences of illness and injury. (because / so that)

4. criminalsshow regret or not, they need to serve the full term o f ther
sentence. (Because / Whether)

5. Fossil fuel deposits will be depleted we begin to seriously develop

alternative fuel supplies. (unless / if)

6. The fire damage to the house was so severe it had to be torn down
and rebuilt. (that / when)

7. I will continue my physical therapy my leg has healed completely and

I can walk without crutches. (until / unless)

8. The inmate was denied parole he had served his minimum senter>:e
and was a model prisoner. (so that / even though)

154
Combine the two sentences in each pair below into one using an adverbial clause.

1. We went sailing yesterday. + We got caught in a rainstorm.

-* We went sailing yesterday though we got caught in a rainstorm.

2. Polar bears come from there. + Climate is ideal for walruses and seals.

3. Price of land near the lake has fallen. + They discovered deposits of toxic chemicals in the area.

4. The oranges will freeze and the crop will be destroyed. + There is an early frost.

5. There was a 10-car pile-up. + The snowstorm caused zero visibility.

Expand the sentences below by adding adverbial clauses.

1 . I believe most people are honest.

-♦ A lth o u g h som e people ta k e a d va n ta g e o f o th e rs , I believe m o s t people a re Honest.

2 . This place seems familiar.

3 . I took the bus instead of driving yesterday.

4. My sister and I have a lot of things in common.

5. I'd rather live in my own country than live abroad.

 Exercise (TO; Sentences containing noun clauses

A noun clause functions as a noun, i.e. it can function as a subject, object, complement or prepositional object.
The most common noun clauses are listed as follows:

1) That-clause as the object of a transitive verb (that can be omitted)

S3 I can’t believe (that) you guys haven't met before.

2) That-clause as a subject complement, following the verb to be (that can be omitted)

S3 The fact Is (that) nobody wants to waste time and money.

3) That-clause as an appositive (that cannot be omitted)

S I I agree with the idea that high school students should be allowed to vote.

4) That-clause following an adjective (sure, afraid, aware, sorry, etc.) (that can be omitted)
0 3 I’m not sure (that) this is the shortest way.

5) Noun clause in interrogatives that functions as the object of a transitive verb

5 3 Can you tell me what you think of this poem?

6) Noun clause beginning with if/whether

Gö I don't know if I did the right thing.

M Choose the appropriate word in parentheses in each of the sentences below.

1. I think th a t you should've left a phone number.

(that / if)

2. I can't wait to see my grandmother lived as a child.

(why / where)

3. The problem is our car hit a very expensive car.

(that / what)

4. Do you know I can borrow that book?

(where / what)

5. I expressed the idea every child has the right to education.

(which / that)

6. Max was disappointed not many people showed up at the party.

(that / why)

7. My fondest memory is of we ate at that little Italian restaurant

(how / when)

8. I'm not quite sure day it is to do the laundry, mine or yours.

(who / whose)

9. I will support your decision you decide to go to school.

(whatever / wherever)
156 ■vww.nha'itriviet :om
[3 Rewrite the following sentences by adding the noun clauses provided.

1. is a tough choice, (whether I should drive or walk)

2. won't be revealed until tomorrow, (where the actress is to be married)

3. I can't believe! (that the woman has not stopped talking)

4. will not be made public, (what is talked about in the meeting)

5. They now know, (why the world's climate is warming)

C Rearrange the words in parentheses and write them in the gaps.

1. Today we learned how pretzels are made____________

(are, pretzels, made)

2. The professor expressed the hope that

(students, the program, join, more, would)

3. Do you know ?
(he, made, him, what, that, sick, ate)

4. Scientists say
(can, in front of, cancer, that, microwave, cause, a working, standing)

5. The disagreement began over , the husband's or

the wife's. (priorities, were, important, whose, more)

6. The police found

(stolen, hid, the criminal, where, the bank, from, the money)

www '»har tnviet.com 157

 ✓'■“ X
Exercise (11) Sentences containing adjective clauses

Adjective clauses, or relative clauses, are those introduced by a relative pronoun or a relative adverb. Unlke
an adjective, which usually precedes and modifies a noun, an adjective clause normally modifies the nain it
follows - the antecedent.

A Identify and circle the antecedent in each of the sentences below.

1. I want to invest in an apartment that I can rent out to a nice family.

2. The area where the typhoon caused such damage has been declared a disaster area.

3. The car that was used in the robbery was stolen from a parking lot.

4. I was trying to find the book that my grandfather had given me as a child.

5. I am concerned about the environment, so I want to buy a car that also uses electrical power.

6. I can't remember exactly the year when my whole family had a reunion.

7. A child that had been lost for a week in the mountains was finally found.

8. An artist whose art is too abstract might have a difficult time being accepted by the general pjblic.

B Identify and circle the adjective clause that modifies each of the underlined antecedents.

1. For many young lovers, love is the only thingffia t matte r^

2. In the case of many car accidents, it's not the volume of traffic that is at fault, but how people
drive that really causes the problem.

3. In many cultures around the world, it is the eldest son who must bear the responsibility of
maintaining family unity.

4. It was not the acting, but the subject matter of the movie that really offended me.

5. As a nature photographer, I wanted to take pictures of eagles, so I had to hike up into the
mountains where they made their nests.

6. Many parents look forward to the day when their children marry and move away from home, so
that they can enjoy traveling.

158 w w w .nh a rtriiie ’.com

Choose the correct relative pronouns in the parentheses.

1. My biology professor is the woman (whom / w h o ) received a grant to study cancer cells.

2. I'm not sure yet if the new governor is a man in (whom / that) people can put their trust.

3. I'd like to live in a city (where / which) I can afford to buy a home as well as have easy access
to cultural facilities.

4. I remember, with great pride, the time (which / when) my husband sold his first painting.

5. It was the summer of 2002 (when / where) Korea co-hosted World Cup soccer with Japan.

6. I can't remember the name of the dish (that / what) we had at the Indian restaurant, but it
was delicious.

7. Yellow dust, (which / when) comes from the Gobi Desert in the spring, is the source of
tremendous air pollution all over Asia.

8. The picture in the newspaper was of the woman (whose / who) identity was stolen.

Write in the adjective clauses so that the English sentences can have the same meaning as the
Vietnamese equivalents:

1. Seoul là một thành phố (mà) bạn có thể tận hưởng tiện ích của cuộc sống đô thị.
-* S eoul is a c ity where you can fu lly enjoy th e a d v a n ta g e s o f c it y ttfe

2. Paris là một thành phố (mà) đem đến những trải nghiệm văn hóa vô tận như viện bảo tàng, kịch
nghệ và nhạc kịch.

-» Paris is a city

3. Park Ji Sung là một cầu thủ bóng đá nổi tiếng của Hàn quốcđang chơi cho giải Ngoại hạng Anh.

-* Park Ji Sung is a famous Korean soccer player

4. Margaret Atwood là một nhà vãn Canada (mà) thường được miêu tả là một cây bút về nữ quyền.

-* Margaret Atwood is a Canadian writer

5. Thức dậy vào lúc bình minh ẩế ngắm mặt trời mọc là một trons nhừng điều mà tỏi muốn làm trong
nảm nav.

-♦ Waking up at dawn to see a sunrise is one of the things

 Exercise (V2) Sentences containing 2 or more subordinate clauses

It is safe to be proud of your English mastery if you can use sentences containing 2 or more depenidffit
clauses with fluency and accuracy. In order to achieve this masteiy, try to extensively practice combiinng
dependent clauses of various kinds in one sentence.

A Identify and underline all the subordinate clauses in each of the following sentences.

1. I love the times when I hang out with my old friends, because we share a lot of common initeests.

2. Which career you choose will determine the classes that you decide to take.

3. When Dad's favorite football team wins, he brags to his friends who don't likethat team.

4. Let's see the movie you told me about after we eat dinner.

5. This building, which was constructed a hundred years ago, will endure whatever conditions
weather can create.

B Expand each of the following sentences by adding a surbodinate clause based on the prompts lin
Vietnamese.

1. The couch that you bought will look nice, (nếu chúng ta tìm được nơi thích hợp để đãt nó)
_» The couch t h a t you bought will look nice when we find a place f o r it.

2. Whoever wants a ticket must wait, (cho đến khi nhân viên bán vé đến)

3. Even though it will rain today, students want to go on a picnic, (vì nghĩ điềuđó sẽ thú v;)

4. Students who had low grades need extra lessons, ((mà) sẽ rất hữu ích)

5. The factory is where most people in town work, ((mà) chế tạo xe hơi)

160 fww n h a r trrviít.com

 Each o f the sentences below already has one subordinate clause. Expand them by adding one more to
each.

1. In Korea, you are not allowed to drive until you are eighteen.

2. Mary learned how fractions work.

3. What his uncle said was very clever.

4. I am scared of driving because of a car wreck.

5. You'll have to travel with whomever you can find.

6. The road is where these two streets separate.

7. While the children are asleep, let's set out the presents.

8. Whatever you want to discuss is fine.

9. Whether the professor approves of your project or doesn't, you can be proud of the great effort.

10. Some scientists are convinced that global warming is due to human activity.

jvhantrii ie:.con W o rkb o o k 161

www.nhaitrhiviet.com
 W o r k b o o k

2
Integrated
Task Skills

Exercise 1. Paraphrasing using synonyms

Exercise 2. Paraphrasing using different structures

Exercise 3. Paraphrasing by simplifying sentences

Exercise 4. Applying various strategies of paraphrasing

Exercise 5. Using symbols and abbreviations

Exercise 6. Identifying key content

Exercise 7. Taking notes from conversations

Exercise 8. Taking notes from lectures

Exercise 9. Identifying main ideas

Exercise 10. Identifying supporting points

Exercise 11. Note-taking and summarizing (reading)

Exercise 12. Note-taking and summarizing (listening)

w w w .nha-triviet.com 163
 Exercise (î) Paraphrasing using synonyms

Paraphrasing is the technique of restating a text or a passage in another form or other words, often o clarify
meaning. One of the simpliest ways of doing this is to use synonyms.

S3 They Installed the new computer network at last.

-* They finally set up the new computer network.

A Rewrite the following sentences using synonyms of the underlined words.

1. Plant life generates oxygen in abundant quantities.

-♦ Plant life p ro d u ce s lots of oxygen. _______

2. The escalating tension between Russia and America jeopardized peace.

3. Now, who knows what the miscellaneous causes of the bubonic epidemic were?

4. I've exhausted all of my money on tuition for classes.

5. All organisms must utilize water to survive.

6. Can you locate my residence hall on that campus map?

7. I checked out a good deal of resources from the library.

8. If you perspire too much during gym, take a sip of water.

164 ww*w .n h. n rivSetcom

E3 L>se synmyms to paraphrase the following sentences.

1. Thì Berlin Wall was a partition that didn't prevent people from leavingEastBerlin.

2. I had a quarrel with my roommate, and now she is snubbing me.

3. Frtud speculated that our dreams manifest our deepest yearnings.

4. Yoj have a lot of liberty in a democracy, but you must be cautious whenusing it.

5. Thì accumulation of dust in the atmosphere creates clouds.

C Listen tc the recording and try to use synonyms to paraphrase each sentence. CEO

1. Ci
-* 5 pace tra v e l m ay be lim ite d , b u t i t can give u s im p o r ta n t in fo rm a tio n .

2 .

3. <M

5. c,

www.nhantrivie.con- W o rkb o o k 165

 Exercise ( 2) Paraphrasing using different structures

Another way of paraphrasing a sentence is to use a different sentence structure or to use an altenative
expression for part of it. For example, you can change a sentence from active to passive, or to chnge a
phrase into a clause.

S3 Careful planning for the future can ensure that technology will improve the quality of life.
-* Technology can improve the quality of life if we plan carefully for the future.

A Rewrite the following sentences as introduced by the prompts.

1. Abuse of power by the czar incited the Russian Revolution.

-* The Russian Revolution was incited by the czar's abuse of p wer

2. Stinging tentacles are mechanisms that jellyfish use to defend themselves.

-* Jellyfish use

3. The assignment that we received yesterday is difficult.

-* We received

4. The place where President Lincoln was assassinated was Ford's Theater.

-* President L i n c o l n ________________________

5. Clouds of cosmic dust will eventually compress in order to form stars.

-* Stars form

6. It is required that new students attend the orientation that takes place next week.

-♦ New students must

7. The graduation test must be taken by seniors who are graduating.

-♦ Seniors are

8. Back in medieval Europe, the belief that the sun orbited the Earth was very popular.

-• A popular belief in medieval Europe

166 w w w n h a itr viet.com

B Paraphrase the following sentences by making changes to the structures of the original ones.

1. ]f there are any problems, they can be reported to your Resident Assistant.

2. "here are a variety of meal plans that are available for you to choose from.

3. In order to override a presidential veto, a two-thirds majority is required of Congress.

4. Something that may have made the dinosaurs go extinct, or so many scientists believe, is a
meteorite.

5. Next Tuesday would be a good time for you to move into the dorm.

C Listen to the recording and try to use different structures to paraphrase each sentence. CQ3

• T .O
-* The s t u d e n t co un cil will m e e t once a week.

2. O

3. <Ti

4. <Ti

5. O

wwuv.nhan rivie'.corr Workbook 167

 Exercise (? ) Paraphasing by simplifying sentences
k

Sometimes sentences that look or sound complicated can be made shorter and simpler through the uæ of
effective structures and/or the choice of words. The skill of paraphrasing by simplifying sentences is also
helpful for note-taking and summarizing.

S3 The average global temperature Is increasing.

-» It’s getting hotter all around the world.

A Try to simplify the following sentences as introduced by the prompts.

1. The hours of service for the computer lab have ended for today.

-* The computer lab is now clo sed

2. Only one vote can be attributed to each individual who votes in the United States.

-* Each American voter

3. It takes me too long to walk to English class.

-♦ My English class

4. My calculus professor has a real strict policy about whispering in class.

-♦ We can't

5. A massive supercontinent once consisted of all the land masses on earth.

-* All of the earth's land was

6. One result of emotional trauma is the persistent recurrence of nightmares.

-» Emotional trauma can

7. Rocket technology made great advancements during World War II.

-♦ Improved rockets were

8. Taking pop quizzes is an effective method of getting prepared for tests.

Pop quizzes are

168 •,vww n h a n tiv ie tx io m

0 Parajhrase the following sentences by simplifying them.

1. The shower stalls in that dorm could benefit from a good scrubbing.

2 . Turtles possess shells that function as a buffer against different kinds of dangers.

3. Metaphors are used to illustrate similarities between two different objects or ideas.

4 . Jonathan Swift often made humans' irrational behavior the target of his ridicule.

5 . Not only does this essay cover complex material, but it also has to be at least ten pages!

Listen to the recording and try to simplify each sentence you hear. CEEI

1.
-* The Treaty of Versailles ended World War I.

2.

3. O

4. O

5. <Ti

wwvv.nhan rivie: con worknook 169

 Exercise (4 Applying various strategies of paraphrasing

In order to sharpen your skill of paraphrasing, you have to practice the strategies introduced in Exercise 1*3.
Usually there is more than one way to paraphrase a sentence or a text, and one of them may be bettenhan
the others.

S3 The average global temperature is increasing due to global warming.

-* It’s getting hotter all around the world because of global warming.
-* Global warming makes the earth hotter.
-* Global warming causes the world's temperature to rise.
The world’s temperature is getting higher as global warming takes hold.

A Fill in the blanks to make various paraphrases of the following sentences.

1. Corporations rely on private investors for financing.

-» Private investors finance corporations
-* Businesses rely on private investors for f unding____ .
-* When they need financial assets, corporations turn to private investors

2. Few people are on campus on Friday afternoons, so lunch isn't served then.
- » _____________ since no one's on campus.
-* The campus is on Friday afternoons, so lunch is

3. While sailing for India, Columbus found North America.

-* Columbus North America while for India.

"* ________ ______________________, Columbus stumbled upon North Ameica.

4. Citric acid has numerous applications, including cleaning surfaces and healing cells.
-* Citric acid can and
-» can be done with citric acid.
-» Citric acid has many uses, like

5. When a person joins the fraternity, he or she has to promise to keep its secrets.
-» Fraternity members

"* When is into the fraternity, he or she has to

to keep its secrets.
-» Anyone has to promise to keep its secres.

170 y A . n h a n tr iv ft .c o m
£3 Provde two paraphrases of each sentence below.

1. Several nations in Europe adopted the euro as their primary currency.

-* 3--. E j r o p e a n n a tio n s m a in ly use t h e euro.

-* • •• in w as a d o p te d by a num ber o f European n a tio n s a s t h e ir m air

2 . Class presidents have a lot of power.

3 . College radio DJs must work around their classes.

4 . The Cherokee tribe developed its own alphabet and published a newspaper.

5. Due to an oncoming thunderstorm, softball practice has been called off.

(3 Listen to the recording and try to make two paraphrases of each sentence you hear. CUD

1. O
The b o o k s to re s e lls c h e m is try lab notebooks.

— C h e m is try lab m anuals can be purcha sed a t th e b ookstore.

2 O

3 O

www )iiar riviei.c oi > 171

 Exercise QQ Using symbols and abbreviations

When taking notes, usually you do not have the time to write down the ideas from the recording or ecture;
therefore, it is advisory that you use a system of symbols and abbreviations to maximize the recorded ontent
within the limited amount of time. Below is a list of symbols and abbreviations to assist you in mote taking.
You may want to create your own set o f symbols; however, you have to make sure that they are us*d in a
consistent manner so as not to confuse you later on.

Symbols Meanings Abbreviations Meanings

- leads to, results in w/ with
- is a result of w/o without
I increases b/c because
1 decreases eg. for example
+ or& and, plus, In addition esp. especially
= equals, is the same as dept. department
* is not the same as b/w between
is the opposite of wt. weight
> is more than ht. height
< is less than sth. something
/ per sb. somebody
# number ASAP as soon as possible

/ \ Use appropriate symbols and abbreviations to take notes on these sentences.

1. The Department of Justice is managed by the United States Attorney General.

-* US A tty. Gen. runs Dept, of Just.

2. Not only do plants provide nutrients, but they also produce oxygen.

3. The distance from Earth to Jupiter is farther than a shuttle can travel.

4. I can't make the college basketball team because I'm less than six feet tall.

5. If you finish your research paper by Friday afternoon, you'll pass the class.

172 w w w .n h a n tn ¡et.com
 6. Because of drought, farms can't produce any crops; therefore, they usuallyclose down.

7. Public works might benefit if they were purchased by corporations.

8. I lost my backpack, so I'll have to attend class without my textbook.

9. Your risk of getting heart disease increases if you eat fatty foods, especiallyredmeat.

10. The art department is showing some student art on Wednesday to raisemoneyfor the art
center.

B Listen to the recording and take notes using symbols and abbreviations. CGD48

1. O
-* bikg to class b/c want wt..

2. o

3. 4"i

4. a

5. Cl

w w w .n h a rriv ie .c o ir Wcvkbook 173

 Exercise (ô ) Identifying key content

When taking notes, it is essential that you identify and write down only key content. Your notes should manly
focus on:
1. Topic: write briefly what the text/recording is about.
2. Main idea: summarize the content o f the text/recording. Write only key words/phrases, not complete
sentences.
3. Supporting points: write briefly the content that supports the theme or is related to the theme.

E3 Humans have a skeletal system inside their bodies. In contrast to this, an ant has an exoskeleton, or a thic
i---------------------------------- T o p ic ------------------------
shell on the outside of its body. This exoskeleton essentially maintains the shape of the ant’s body and holis
----------------------------------------------------------1 i---------------------------------------------------------Mam id e e ------------------------------------------------------------------------ ^
it together, but it also serves as a kind of armor, protecting the body from harm. When ants must grow, the'
---------------------------------------------------------------------------------------------------------------------------------------------------------1 I--------------Supporting idea------- — £ ,
will shed these exoskeletons and grow new ones. The system of an exoskeleton can also be found in mosi
insects, spiders, and many other animals like lobsters and turtles.

T o p ic Exoskeleton o f a n t - shell surrounding a n t’s body

M ain ide a m a in tain s body shape + p ro te c ts body fro m harm
Su p p o rtin g ideas a n ts grow -♦ shed & grow new ones

A Read the following passages and take notes under appropriate headings.

1 . The development of the Sputnik satellite was one of the most important events after World Var
II. First, it was a big turning point in the race for technological superiority between Russia ad
America. Not only that, but the Sputnik satellite also made history as being the first object
launched into orbit around the Earth. This new occurrence helped inspire the desire to exploe
space further.

T op ic

M ain idea

S u p p o rtin g ideas

174 /vw w .nhantrivk.com

 2. Medieval Europeans launched the Crusades in an attempt to take the city of Jerusalem back
from the Muslims who controlled it. Many attempts were made over the centuries, but none
was very successful. However, the knights who returned from the Crusades brought back new
ideas in science and philosophy from the Middle East. These new ideas would lead to the
Renaissance, where arts and science would advance.

Topic

Main idea

S upporting ideas

3. A form that most sixteenth century British writers used in their plays was blank verse. Blank
verse is poetry in which each line has ten syllables, and there is no rhyme scheme. British
writers predominantly used blank verse because it fit into the natural rhythm of spoken English,
and because the lack of rhymes made it sound more like normal speech. Thus, it was both
poetic and believable.

Topic

Main idea

Supporting ideas

www.rvh.rti 175
 Exercise , 7^ Taking notes from conversations

There are two ways in which you can take notes from conversations:
1. Turn-based (chronological order): notes are made according to the turns of speaking.
2. Character-based: notes are made according to the characters in the conversation.

a Turn-based note-taking

W: A term paper due end o f vac.; visit home during vac.; need books to write pap.
k M: Borrow books from lib.; no limits on days
^ W: What if books must be returned? Fine $2/day
M: Mail books to lib.
W: Shipping = expensive
M: But less than fine; vacation is long

Character-based note-taking

Woman Man

A term paper due end of vac.; visit home Borrow books from lib.; no limits on days
\ during vac.; need books to write pap.
What if books must be returned? Fine Mail books to lib.
$2/day
Shipping = expensive But less than fine; vacation is long

A Listen to the conversations and take notes.

1. O A g i Î?

176 w w w nhantri viR.corp

 2. O

3. O na

w ww .nhdn.riv ¡e:.con Wot küook 177

 Exercise (8 ) Taking notes from lectures

Most academic lectures follow the same format: The introduction briefly states the topic and the thesis, hen
more background details and supporting evidence are given in the body. An explicit conclusion may orinay
not be part of the lecture. Words that give hints to a change in the direction of thoughts are called sgnal
words, or transitional words. It is essential that you are familiar with common signal words so that you can
predict the content to be noted down.

Below is a list of common signal words.

1) Signal words to introduce topics or new ideas:

This is called... That brings us to ...

Okay, now let's talk about... This is what we call ...
Today we are going to discuss ... I'd like to tell you about ...
Today we are going to talk a bo u t... One of the ... is ...

2) Signal words to introduce a shift in thoughts/content:

However... Then ...

B u t... Next, 1want to mention ...
On the other hand ... Now let's consider...
On the contrary... Another point is ...

3) Signal words to give examples:

WE
For example... Take another example...
Let's look at an example. My other example is ...
Take... for example. Let's consider the case o f ...
For instance... Let's say th a t...
Let's talk about the case of ...

4) Signal words to emphasize ideas:

Most importantly ... Amazingly...

Especially... Please note th a t...
S ignificantly... Be sure to note th a t...
One important factor/cause/point/problem is ... Pay special attention to ...

178 wvvw nhantrivi-t.com

 Listen to the lectures and take notes.

1. O

2. O CO

w w w ih a rm v ie c.co n 179
 Exercise (5 ) Identifying main ideas

To make a good summary, you have to be able to identify the main ideas of the passage. In most cases, nain.
ideas are organized around the topic sentence, which usually comes at the beginning, in the middle or a'the
end of the passage. Sometimes, a topic sentence is not explicitly stated, so you have to understand the wiole
passage to identify the main ideas.

A Summarize each of the following passages in one sentence.

1. According to the weather forecast, there's a very good chance that it will rain on campus thi:
Saturday. Hopefully it won't rain, because we have our graduation ceremony outside on
Saturday. If it does, we'll have to move the ceremony from the football field to the gymnasiim.
Unfortunately, that will mean that we have less room for seating, and the light will be dimmir
in there.

2. Like hair, nails on the fingers and toes are constantly growing, and they must be trimmed.
However, if these nails are not trimmed properly, then they can become ingrown, or curved ;o
that they grow into the flesh surrounding a finger or toe. An ingrown nail may cut into the
surrounding flesh, making the area susceptible to germs and possibly causing an infection.

3. When we think of dreams, we may think of strange images that don't make sense. Sigmund
Freud, however, argued that dreams do make sense. He believed that a person's dreams are
really symbols that represent wishes that are so secret that the person may not realize he or
she has them. Freud argued that dreams must then be interpreted symbolically in order to
understand what a person's secret wishes are.

180 w w w .n h artrivip .xo m

3 Listen to the recording and summarize each passage in one sentence.

www .ivhat rtvie..con 181

 Exercise (îo) Identifying supporting points

Some passages require more than a one-sentence summary. When a summary contains multiple sentence*,
there are supporting points that support the main idea by explaining, describing, defining, or giving more
information about it. It is essential that besides the main idea, only supporting points are included in the
summary.

A Choose the correct summary of each of the passages below.

1. You are probably wondering why there are so many school buses in the front parking lot. That's
because there's a class visiting campus. Some students from the local middle school wanted to
take a tour of this school so they could see what an average university was like. It's interesting
to see the kids, but it does create a problem in trying to park around here. I mean, I had to
walk all the way over from the other side of campus because the school buses are taking up all
of the nearby lots.

Summ ary A | The speaker at first wonders where all the school buses came from. The speaker then
becomes annoyed after realizing that children are visiting the university.

I Summary B| Students from the local middle school went on a field trip to the university to see an
average college. The speaker is annoyed because their school buses have taken all of
the nearby parking spaces.

2. If you are going to graduate next semester and you aren't sure of what job you'd like to get
after college, then you should go to the career fair being held this weekend. The career fair will
have people representing different companies and fields. These representatives will speak with
you about jobs that are related to the field you are studying. However, you must make sure
that you fill out an application by Wednesday with all your student information on it,
particularly your major and any careers you're interested in.

| Summary A| The career fair this weekend will help graduating students decide which jobs they’d
like. There, representatives from different fields will help students find careers related
to their studies. Interested students must apply by Wednesday, listing majors and
career interests.

Summ ary b A career fair is being held on Wednesday, and students who attend will get information
on jobs they would like after college. Students can meet representatives who took the
same college courses, and the jobs they are offering have high salaries. Students
need to fill out the application and turn it in at the career fair.

1 82 w w w .n h an trivie t.com
0 Listen to the recording and choose the correct summary of each of the passages you hear.

1. O

Summary a Marsupials like kangaroos are animals that carry and protect their offspring in pouches
on their bodies. A marsupial needs this pouch because it gives birth to its offspring
quickly, and the baby must nurse from the mother for a long time.

! Summary 8 Kangaroos are famous for having pouches on the front of their bodies, and they use
these to carry their offspring. Kangaroos give birth to these offspring quickly, which
distinguishes this creature from other marsupials. In an attempt to protect its newborn,
a kangaroo can enfold its offspring in its pouch.

2. O 0 3

| SummaryA | Because bison were so numerous and grazed all over North America, the Plains
Indians hunted them for food. However, the Plains Indians began to commercially hunt
the bison, so this animal became completely extinct. Even though the government tried
to stop this and help the Plains Indians, they lost their main source of food and
eventually had to leave their land.

ISummary B American hunters commercially hunted the large North American bison population to
the brink of extinction. The United States government decided not to protect the bison
because it wanted to take land from the Plains Indians, who relied on bison for food,
clothing, and other basic needs.

vw w .n ha i rr. it i. c jn 183
 Exercise n ) Note-taking and summarizing (reading) i

Taking notes during reading helps you quickly recognize the structure of the passage and makes it eas; for
you to write the summary. Pay attention to the way you take notes as it may greatly influence the qualiy of
your summary.

A Write the summaries based on the set o f notes below.

1. In the late nineteenth century, there was some debate in the United States over what to do
with the vast amount of Western land. Many Americans wanted to settle this land and tse it;or
agriculture, but there were already many different native tribes living in the West. Thus,
Americans came up with the idea of Manifest Destiny. Manifest Destiny was the American bdief
that their society was destined to cover all of North America, so conquering the West was bch
inevitable and morally right. Manifest Destiny eventually became an excuse to drive Incian
tribes off their homelands.

Manifest Destiny: Amer. dest. t o cor\<\. N. Amer. + conq. of West was right
-19* c US deb. what to do w/ West ? tribes air. there
- Man. Des. was exc. to take land from tribes

2. The earth's crust is composed of a number of tectonic plates, and these plates drift on a laye-
of magma just below the crust. Now, the boundaries of these plates are constantly grinding
against each other, and sometimes they will strain while grinding and suddenly slip, releasini
energy waves that rattle the earth's surface. This is an earthquake. Earthquakes can beverv
intense and cause a lot of damage. As a result, some cities located near grinding plate
boundaries, such as San Francisco, have been destroyed almost completely by earthquakes.

Earthquake
- tect. plates drif. on mag.: plate bou. grind each other; can strain & slip
— ener. waves shake sur.
- e.quakes are int. & dam. + destroy cities

184 w w w .nhanrivic.ctom
E3 Read the following passage and take notes, then use your notes to write a summary of the passage.

1. In the business world, a corporation can be made and destroyed by people who might invest
money in its stock. Now, an executive in this company can influence an investor by giving him
private company information that affects the price of stock. This is called insider trading. Most
forms of insider trading are illegal because executives can abuse their power. For instance, the
executive might tell his friends to invest in another company's stock because he plans on
selling his business to this second company. These traders would profit while the employees of
the company would lose their jobs.

w w w . n h j n 'r i v i 185
 Exercise (12) Note-taking and summarizing (listening)

Taking notes during listening is even more challenging than taking notes during reading, as the words/ideas
may not be repeated. Pay attention to signal words to predict content that is important and should be roted
down. Your notes should include only main ideas and supporting points as they w ill be used to write /our
summary later on.

A Listen to the recording and write a summary based on each set of notes provided below.

1. O

Possible im pa ct o f asteroid collision

- impact may or may not kill all life dep. on size
- any imp. kicks up lots of dust - dust block out sun - new ice age

2. O cun

UN Security Council
- cre a tion o f UN: after WW2 - to avoid war + resolve conflict
- 5 fund, nat = Am., Russ., Brit., China, France = perm. mem. of UN Sec. Coun.
- can veto enf. plans

186 ■vww n h d r i t r v it . c o m
(3 Listen to the recording and take notes, then use your notes to write a summary of each of the
passages you hear.

1. O

2. <Ti P51

w w 'w nh a rtrivie t.cori 187

188 www.nhartrivie.com
 W o r k b o o k

Pronunciation

Exercise 1. Vowels and consonants

Exercise 2. Mute consonants and word stress

Exercise 3. Sentence stress

wwvv.nhanTrivie:.coni A 'n rkb p rjk 189

 Exercise (Y) Vowels and consonants

Write 0 if the two words you hear are pronounced the same and X if they are pronounced
differently. iuLd

1. 3. 5.

6. 8. 10.

B Circle the words you hear. CED

1. leaf/leave) 2. word, world 3. lay, ray

4. bear, bell 5. really, lily 6 . size, thighs

7 . think, sink 8. that, dad 9 . some, thumb

1 0. sued, soothe

0 Write (1), (2) or (3) according to the way s is pronounced in each word. Listen to the recording to
check your answers. CL23

(D cosmetic @ transparent <S) pleasure

silent @__ standing television vast

scared conservative neighbors invasion
enormous confusing unusual exasperate
answer closed closely phase

[) Listen to the recording and identify the consonants that are mispronounced among the underlined
ones. Ittiifei 68

1. We had a really(dreat time.

2. Meredith is going to leave for Switzerland tomorrow.

3. This song is written by the lead vocalist of the band.

4. John, please stop talking nonsense. I've had enough.

5. He's forgotten about getting to the village.

6. The only thing we can do is keep trying.

190 www.nhaotrivHt.com
Listen to the recording and identify the one word in which the pronunciation of the underlined vowel
is different from that of the rest.

1. add, addition, adjust, adopt 2. caught, lost, fall, dawn

3. driven, slip, prison, life 4. most, cope, sport, pole

5. drag, wake, sanity, class 6. civilized, running, credit, practically

7. behave, have, locate, great 8. younger, but, future, discuss

9. please, teacher, pleasant, feature 10. thirsty, mistake, until, wish

Write (1), (2) or (3) according to the way a is pronounced in each word. Listen to the recording to
check your answers. GZI

(U advertise <2> pay (D amend

Asian ® anthropology ancient calligraphy

Saturday satellite sacred age
compatible lateral gravity human
label literature narrative narrator

Listen to the recording and identify the vowels that are mispronounced among the underlined
ones. CSS

1. The author has written four novels and two plays.

2. The old man poured hot liquid iron into the mold.

3. The owl is a nocturnal bird that hunts at night.

4. Valves eventually led to the use of several improved brass instruments.

5. Magma leaks out of holes in the ocean floor.

 Exercise ( 2) Mute consonants and word stress

A Underline the mute consonant(s) in each o f the words below.

1. numb 2. knight 3. fasten

4. chalk 5. doubt 6. debt

7. receipt 8. pneumonia 9. psychiatrist

10. climbing

B Put ^ e stress mark over the stressed syllable in each of the following words. D 2

1. technique 2. advertising 3. eventually

4. adjust 5. photographer 6 . indirect

7. garage 8. display 9 . allies

1 0. detail

0 Put the stress mark according to the part of speech being used.

1. object (verb) 2. record (noun) 3. present(verb)

4. address (verb) 5. discharge (noun) 6 . export (verb)

D Put the stress mark according to the part of speech being used. CEE!

1. apply, application 2. occur, occurrence 3 . contribute, contributkn

4. arrive, arrival 5. pursue, pursuit 6 . hostile, hostility

7. desire, desirable 8. emit, emission 9 . ecology, ecological

1 0. resolve, resolution

192 r . n h a r t n v if l. c o m
 Put the stress mark for each of the underlined words below.

1. The Civil War was the bloodiest conflict ever fought in America.

2. Today we will discuss something that's always been a serious threat to agriculture.

3. Physical barriers set up on farmland absorb or deflect natural agents of erosion.

4. This is why many agricultural communities reforest areas by planting new trees.

5. Even before slavery was outlawed, there were several ways people could defy slavery.

6. The runaway slaves took long, indirect routes through desolate areas.

7. Snakes can bite animals and inject them with venom.

8. It's the school's responsibility to replace them with louder alarms.

9 . There are stuations in which a person's professional duties conflict with his personal ones.

wwvv.nh anrrivier.con 1 93
 Exercise (T ) Sentence stress

A Listen to the following sentences and write down ONLY the words that are stressed in each
sentence.

1. W h a t, up. la te ly

2.

3.

4.

5.

6.

7.

8.

9.

10.

B Listen to the following sentences and underline the words that are stressed in each sentence. 2 7

1. Did you hear about those new three-hour courses being offered to freshmen7

2. With the tag, at least a campus cop knows to check for it on your rear-view mirror.

3. Sometimes animals will go extinct because they can't adapt to subtle habitat changes.

4. This would have dramatic effects on the animals that prey on these gazelles.

5. Without any animals to feed on, they too would become extinct.

6. Othello becomes passionately enraged when he mistakenly believes that she is unfaithful b him.

7. Before an entrepreneur can make his fortune, he must decide on what kind o f business ned ike
to start.

8. If they decide to build cars, then they probably won't be able to build houses as wetl.

9. He will usually see which industry has the most customers at a certain place or time.

10. Humans, like most other animals, have a series of different organs, allused for different tcsks.

194 ai.com
0 Listen to the following responses and underline the words that are stressed.

1•

I prefer to do activities on a holiday rather than just stay home and relax. One reason I prefer
doing activities is that I have something to discuss with friends when I do an activity on a
holiday. For example, I can tell stories about the time I went to the countryside for a picnic or
rode my bicycle down a new trail. Moreover, I believe it is a waste of time to sit around and
do nothing, because a holiday is such a good time to do things I want to do. I feel like I
wasted a whole day when I just sit around and watch TV. In other words, it can be a more
meaningful way of spending time if you do something worth doing.

2 . CEO '

I personally think that a person that has a great influence on people's lives today is Bill Gates.
To start, he sells a lot of computer programs, more than anyone else. This means that people
rely on him for their computers to work, and computers are needed for almost everything that
we do. Next, Bill Gates donates lots of money to charity. He has given billions of dollars to help
people in Africa. By using his money and power like this, he can influence others to give too,
and this can help everyone. In conclusion, Bill Gates is someone who has a great influence on
people's lives today.

uvvm.nhantriviet.coTi 195
196 «' 1 Sîc/M îi www.nhantrivá
M ậ t
 W o r k b o o k

Grammar

Exercise 1. Subject and verb agreement

Exercise 2. Transitive verbs vs intransitive verbs

Exercise 3. Causative verbs

Exercise 4. Verbs of perception

Exercise 5. Verb tenses

Exercise 6. Indirect questions

Exercise 7. Verb + to-lnfinitive vs verb + -ing

Exercise 8. Hedging

Exercise 9. Comparatives and superlatives

Exercise 10. Adjectives

www.nhantriv ie:.con 197

 Exercise (V) Subject and verb agreement

1) Verbs following subjects that are connected by and are in plural.

- Your enthusiasm and participation have been much appreciated.

2) Verbs following subjects that are connected by or agree with the nearest ones.
- Either you or your boss has to attend the meeting.

3) Verbs only agree with their subjects and the agreement is not altered by the modifiers of the subjets^if any.
- Engaging in team sports builds character and self-esteem.

4) The verb in a relative clause agrees with the antecedent.

- Rupert is one of those people who are late for everything.

5) Nouns denoting prices, weights, or periods of time normally take singular verbs.
- Three hours is plenty of time.

6) |- Either, neither, everything, everybody, anything, anybody, each, every: always take singular vebs.f ¿
L All, more, most, some, any: take singular verbs if they are followed by singular nouns; otherwis( they
will take plural verbs.
- Neither of them wants to go. / Some children doiVt like to dance.

7) Verbs following collective nouns such as staff, family, couple, police etc. can be either in plural or ii singular
depending on their use in the sentence: if the individuals behave in the same manner and do thinp in
unison with the other members of the group, a singular verb is used; otherwise, we use a plural veb.
- The couple get along very well together. / The couple has adopted an orphan.

8) Special forms of nouns may cause confusion in verb agreement. You should learn them by heart,
na phenomena, criteria, graffiti, customs, mathematics, data
- The media influence us as individuals and as a society.

A Choose the correct verb forms in the parentheses.

1. The moon and the north star (was,(were) shining brightly last night.

2. Food and water (is, are) necessary for survival.

3. The singer and the band (w as, w e re ) waiting backstage.

4. The soccer team and their coach (is, a re ) standing over there.

5. Either the bus or the subway (is, a re ) the best way to get downtown.

6. Either the doctors or the nurses (is, a re ) going to take care of the patients.

7. The complicated directions Francine gave me (w a s , w e re ) impossible tounderstand.

8. The fall of ancient Rome and other powerful empires (w as, w e re ) not duetoasingle reiscn.

198 'iet.com
 9. A dozen eggs (is, are) probably too many.

10. Everybody asks, as k) me that question.

11. Mcst of my friends ( liv e s , l iv e ) close by.

12. Ethiopia is one of several African countries that (h a s , h a v e ) been hit by drought.

13. I bought one of the two items that (was, were) recommended by the sales clerk.

14. New data (shows, show) a steady increase in childhood obesity.

15. The police (is, are) investigating reports of an abandoned car found nearby.

B Write CK if the verb and subject are in agreement; otherwise correct the sentence to achieve subject-
verb agreement in the following sentences.

1. I believe that teachers more educational knowledge and experience thanparents do.
have

2. One reason why I prefer doing outdoor activities are that I can breathe fresh air.

3. I think that parents are the best teachers for their children.

4. I have seen a lot of television programs that shows the suffering of children who have disabilities.

5. Most of the causes of these problems have been identified.

6. Tfe newly elected president has certain characteristics that is seen among great leaders.

7. One of the best ways to improve your writing skills are to write in a journal every day.

8. I think mathematics is the most challenging subject for many students.

9. Some people say five years are not long enough to master a foreign language, butI think it
depends on how much effort you put in.

1 0. Bath the reading passage and the lecture discusses the causes of the Iraq War.

199
 Exercise ( 2) Transitive verbs vs intransitive verbs

1) Some verbs are used intransitively only, i.e. they do not take an object.
S3 sleep, rise, coincide, consent, wait, come, remain
- Stress is a big reason people can’t sleep at night.

2) Some verbs are used transitively only, i.e. they always take an object.
m access, accompany, affect, analyze, attribute, discuss, devote, request, contact
- Let’s discuss your problem this afternoon. (O)
- Let’s discuss about your problems this afternoon. (X)

3) Certain verbs can function as either transitive or intransitive verbs depending on their use in a sentence.
S3 compensate, adapt, adjust, approach, assist, comment, communicate, focus, marry
- Anna is very good at writing, (o)
- Do you know who wrote Moby Dick? (O)
- Andre wrote about his family in one of his essays. (O)

/\ Write in the necessary preposition following the verbs in the sentences below. Write in X where a
preposition is not needed.

1. I couldn't access X my banking information online because I couldn't remember my

password.

2. The insurance company will compensate you for any goods lost in the fire.

3. Sheila asked her boyfriend to accompany her to the concert.

4. Given enough time, a person can adapt most changes in his life.

5. It took my eyes a while to adjust wearing glasses.

6. Global problems such as climate change affect everyone in the world.

7. The study analyzed the spending habits of teenagers across the country.

8. It's a good idea to approach strange dogs with caution.

9. I offered to assist my professor with her research so that I could get some lab
experience.

10. My doctor attributed my weight gain to lack of exercise and poor diet.

11. My visit to China in two years will coincide the summer Olympics in Beijing.

12. I don't like it when people comment my appearance.

200
 13. The ability to communicate your coworkers well is a necessary skill in the
professional world.

14. Karen did not consent having her house searched by the police.

15. I tried to talk to Paul about our argument, but he didn't want to discuss it.

16. Many scholars devote themselves to one area of study for their entire lives.

1 7. It can be difficult to focus a task if there are many distractions around.

18. I called the airline to request a special meal during my flight to Europe.

19. I will contact you later in the week to set up a meeting.

20. Maria has no desire to marry anyone.

B Identify the part of the sentence that contains an incorrect verb usage and put it right. Write OK if the
sentence is correct.

1. Marco Polo's book, I I M ilio ne , is valuable because he vividly described about the Orient.

2 . Since Ben has never traveled Asia, he is planning to visit an Asian country this summer.

3 . The professor mentions two important factors in conflict resolution.

4. I didn't note at any difference between the two pictures.

5. Marco Polo didn't really socialize with Chinese people.

6. I strongly oppose to the idea that she is a feminist writer.

7. My mom, who was very angry about my behavior, shouted at me and started to talk how rude
I was.

8. It contradicts with the fact that there were other European visitors at that time.

9. The professor does not discuss about Chinese traditions such as tea drinking and foot-binding.

1 0. Ken was accused of writing his essay by simply copying from books.

201
 Exercise (5 ) Causative verbs

1) Let + O + do something: to permit the object to do something.

- 1let Jana do all the work herself.

2) Have + O + do something: to persuade or order the object to do something.

- 1usually have the maid do my laundry.

3) Make + 0 + do something: 10 force the object to do something.

- 1can’t make you do something you don’t want to do.

4) Get + O + to do something/get + O + doing something: to persuade or force the object to do something.

Either the to-infinitive or the -ing form can be used in this structure without a change in meaning.
- I’ll get one of my co-workers to do this. (O)
- I’ll get one of my co-workers doing this. (O)
- I’ll get one of my co-workers do this. (X)

5) Help + (O) + (to) do something: to help the object do something. The object can be omitted in this
structure.
- My sister helped me clean the house. (O)
- My sister helped me to clean the house. (O)
- My sister helped clean the house. (O)
- My sister helped to clean the house. (O)

6) Get/have ♦ O + p.p.: to cause something to happen to the object.

- 1had my computer fixed by a local store.
- 1need time to get things settled.

A PiU in the blanks with the correct forms of the verbs in brackets.

1. Cora has a hairdresser do her hair once a week, (do)

2. Desmond let his wife the planning for their party, (do)

3. Gerri had some books to her by the librarian, (recommend)

4. I had my messages to my cell phone, (forward)

5. John might get someone his report for him. (do)

6. Melanie wants to get her hair for the party, (style)

202
 7. The u n iv e rs ity had to u rs fo r p ro sp e ctive s tu d e n ts, (a rra n g e )

8. Peter has his secretary all the boring tasks, (do)

9. Ramon had to get his work before going home, (do)

10. We tried to get another copy of the form to us. (send)

£3 It eac^ of following sentences, identify the error in causative forms and correct it. Write OK if the
sentence is correct.

1. She finally made my younger brother to take part in a math contest.

2. A good sense of humor can help a leader being more effective in building harmony among
group members.

3. Lowering taxes can create more jobs and make people live better lives.

4. Indifference to elections can make the country to collapse.

5. Because I can't spare a moment right now, I'll have one of my co-workers to work on it.

6. Have you ever succeeded in getting someone to stop smoking?

7. Mrs. Smith got the children to clean their room after they finished playing.

8. Josh works so fast that he gets done everything and still has time left.

9. You may make a request to have the book return.

10. We hope to have this project finishing by this Thursday.

"iantriviet.com 203
 Exercise ( î ) Verbs of perception ’

Sight see look (at), watch look

Hearing hear listen (to) sound
Touch feel touch, feel feel
Smell smell smell smell
Taste taste taste taste

1) See: to be aware of what is around you by using your eyes.

- Can you see dust floating in the air?

Look (at), watch: to turn your eyes towards something so that you can see it. Look at and watch ndicate
intention.
* I looked at the map to find the directions. / 1watched the children playing outside.

Look as a linking verb indicates appearance.

- You look great in that suit.

2) Hear: to receive or to become aware of a sound by using your ears.

- 1can hear birds singing in the trees outside.

Listen (to): to give attention to somebody or something in order to hear them (intention).
- Please stop talking and listen to me.

Sound as a linking verb indicates how you feel when you hear something.
- Visiting a museum sounds boring to me.

3) Feel: © To experience a particular physical feeling or emotion. - 1feel pain in my eyes.

(2) To touch something with your fingers to find out about it. - Feel this sand. It’s so soft!
® Asa linking verb, feel indicates that something gives a particular physical feeling, especially
when you touch or hold it. - Your forehead feels warm.
Touch: To put your hand or finger(s) on someone or something. - Don’t touch the wall. It's just been painted

4) Smell: © To notice or recognize a particular smell. - 1smell gas inside this house.
® To put your nose near something in order to discover what kind of smell it has. - Taria is
smelling her new perfume.
(D As a linking verb, smell means to have a particular smell. - What are you cooking? It smells like
heaven.
5) Taste: © To experience or recognize the taste of food or drink. - Can you taste salt in it?
@ To eat or drink a small amount of something to see what it is like. - Jennifer keeps tasting the
food while she’s cooking.
(D Asa linking verb, taste means to have a particular kind of taste. - The food tasted very good.
►Verbs of perception are not used in progressive tenses when they indicate general perception or when they are used as
licking verbs.
- I'm smelling gas inside this house. (X)
- The food is tasting very good. (X)

►See/hear can be used in progressive forms to indicate non-perception meanings.

- I’m seeing the doctor tomorrow morning. (O)
- I've been hearing a lot about you. (O)

204
A Choose :he correct forms of the verbs in brackets.

1. Sharon ( fe lt, to u ch e d ) a cool wind blowing outside.

2. I can (h e a r, liste n to ) thunder coming from the west.

3. I (see, have been seein g ) this guy for 6 months, and I like him a lot.

4. M\ cat likes to (see, look at) birds for hours.

5. Emily and Luke (see, watch) several hours of television each day.

6. Wiliam says he (feels, touches) pain around his ears.

7. I Ike to touch silk because it (feels, is feeling) so nice.

8. Martine can't (hear, listen) well with her right ear.

9. Students cannot (hear, listen to) MP3 players while in class.

10. I (could smell, was smelling) the roses before I could see them.

0 Identify errors in these sentences and put them right. Write OK if the sentence is correct.

1. The first time I tasted honey, I didn't like it. —»OK.

2. The anthropologist used some of the stories she listened from the local people.

3. The theory isn't sounding persuasive anymore because it has been opposed by many scholars.

4. These days, it's not unusual to look at a man wearing pink.

5. A national leader must hear public opinions and share his ideas with people.

6. The wound is not looking serious, but you'd better show it to a doctor.

7. Elen didn't know what the assignment was because she wasn't hearing what the teacher was
Scying.

8. I laven't heard from Alice for a while, so I'm a little worried.

9. This soup is tasting weird. Is it safe to eat?

10. I wasn't really listening to the song clearly because of the noise from outside.

n h a r:r 205
ESS^ESSä
1) Simple present vs present progressive
® Simple present tense: to express a habitual action or routine(sometimes usedwith adverbs of frequency
such as usually, every day, sometimes, often etc.).
- 1 u sua lly get up around 7 in the morning.

© Present progressive: to express an action in progress or an action whichis about to happen.

- 1can’t talk to you right now, because I’m watching a movie.
- Henry is driving me to the airport to m o rro w m o rn in g.

2) Simple past vs present perfect

® Simple past: to express an action that happened in the past (used with past indicators).
- 1went to visit a friend in Busan last week.

® Present perfect: to express an action that happened in the past and still has a result or connection to
the present time (often used with before, ever, since, for etc.).
- It’s been raining since yesterday. / Have you ever been to New Zealand?

3) When a main clause is in the future tense, the verb in adverbial clauses of time(introducedby when, if, after,
as soon as, before, once, the moment, the minute, unless, until, by thetime) must be in thesimplepresent tense.
- I’m going to start looking for a job when I become a senior, (o)
- I’m going to start looking for a job when I will become a senior. (X)

A Choose the correct verb forms in brackets.

1. Patrick Cwork^, is working) at the supermarket in the evening.

2. My brother (gives, is giving) good advice to people.

3. I (usually take, am usually taking) the subway home after work.

4. I (take, am taking) the entrance exam for the third time.

5. I (go, am going) to the movie theater now.

6. Jen (walked, has walked) home after the party because she had no money with her.

7. Those two (hated, have hated) each other since they broke up.

8. I (lost, have lost) my wallet this morning.

9. He (w as, has b ee n) angry at me for weeks now.

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 10. I'm going to take a cab if the bus ( d o e s n 't c o m e , w o n 't c o m e ) soon.

11. They will go to the beach when the weather ( w a r m s u p , w ill w a r m u p ) .

12. Ingrid will travel to Europe unless she ( c a n 't a ffo r d , w o n 't b e a b le to a ffo r d ) a plane ticket.

(3 Correct the sentences below if necessary. Write OK if the sentence is correct.

1. I am eating fruit for breakfast if I don't have time to cook.

2. She has lived there for as long as I can remember.

3. The horse has run away when he got scared.

4. We ate well ever since we hired a cook.

5. Alison has given me this scarf for my birthday.

6. Beautiful flowers have blossomed here before.

7. I won't go home before I will go out for the evening.

8. Tamara is going to call me while she will be on vacation.

9. The workers won't finish today if they waste time talking.

10. Rob's going to work out before he will go to class.

vww.nhantrivie 207
 Exercise @ Indirect questions

1) Wh-question -> question word + S + V

- Where is Patrick? -> She asked me where Patrick was. (O)
-» She asked me where was Patrick. (X)

2) Yea/No question -» whether/ if + S + V

- Do you know her name? -> He asked me if I knew her name.

3) Question word + to-infinitive

Indirect questions containing question word + S + can/shouid/have to/need to/ought to + V can be
reduced to question word + to-infinitive.
- Could you tell me where 1can buy that CD? -» Could you tell me where to buy that CD?

4) If vs whether
© Either if or whether can introduce an indirect question.
- Did she say if she was going to be late? (O)
- Did she say whether she was going to be late? (O)

(D While or not may be used with whether, it is not common to use or not with if. Or not is not used
immediately after if.
• I wasn’t sure whether I should wake him up or not. (O)
-1 wasn’t sure if I should wake him up or not. (A)
• I wasn’t sure whether or not I should wake him up. (O)
- 1wasn't sure if or not I should wake him up. (X)

(D Whether can be followed by to-infinitive, but if cannot.

-1 don’t know whether to accept the offer or not. (O)
- 1don’t know if to accept the offer or not. (x)

© Whether, not if, is used after prepositions.

- Hamlet was indecisive about whether to take revenge on his uncle Claudius for his father’s death.

(D Certain verbs are more frequently used with whether.

EJ inspect, discuss, ponder, argue, inquire
- They discussed whether spanking is child abuse or not.

A Write in the indirect questions based on the prompts in parentheses.

1. Toby asked Maria . ("Are you free for dinner?')

2. She demanded to know . ("Whe-e have you teen’’” )

3. He wanted to know . ("What is y o u r favo-ite c o lo r-*"'

4. Could someone tell me ? ( “ W here is t h e eleva tor? )

208
 5. W h y d o Y t you te ll m e ? ("W hat do you think of this poem?'')

6. Jack as<ed me if . (“Can you drive me home?")

7. Do you know ? ("How old is Danielle?")

8. Sam as<ed the bus driver . ("How can I get downtown?")

9. Elise inquired . ("Can I renew my passport?")

10. Please tell me . ("Do you need anything?")

B Write in the 'educed form question word + to-infinitive based on the underlined prompts.

1. I didn't know what I should do first because there were so many things to be done.
-* w h a t t o d o _ _________________________________________________ ______ _______ __

2. Bella forgot how she could work her camera because she rarely used it.

3. Gina told us what we should bring to the picnic on Saturday.

4. Callie wasn't sure where she should go first when she arrived in London.

5. Peter didn't know when he should call the doctor about his back pain.

6. I can't remember how I can bake cookies because I haven't done it in years.

7. The airport is very confusing, and many passengers don't know where they have to go.

8. My cat knows howjie can find his way home because he is very clever.

9. Liam can tell you what you can expect when you travel overseas.

1 0. I have no idea whom I need to see regarding this form I received.

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 Exercise (T) Verb + to-infinitive vs verb + -ing

1) Verb + to-infinitive: To-infinitive immediately follows verb.

133 aim, attempt, afford, decide, deserve, hope, intend, leam, long, manage, plan, prepare, pretend, refuse,
seem, tend, wish
- Anne refused to listen to her father.

2) Verb + (object) + to-infinitive: Object may or may not be part of the structure.
US ask, choose, expect, help, need, pay, prefer, want, would like
- Dan asked me to dance with him. / Karen asked to go home.

3) Verb + object + to-infinitive: Object is part of the structure.

i s allow, choose, convince, enable, encourage, force, order, remind, teach, train, urge
- My parents allowed me to drink the day I graduated from high school.

4) Verb + -ing: -ing immediately follows verb.

US avoid, stand, consider, detest, dislike, mind, enjoy, fancy, finish, give up, imagine, keep, miss, risk
- Can you imagine traveling to other planets in the future?

5) Verb + to-infinitive/-ing: verb can take either to-infinitive or -ing.

a begin, start, like, love, hate, continue, try, stop, remember, forget

*• Try, stop, remember, forget: these verbs have different meanings depending on whether they are followed by to-infinfive
or -ing:
® try + to: to make an effort. - Brandon tries to gain some weight.
try + -ing: to taste, sample or test. - Why don’t you try living alone for a while?

(2) stop + to: to pause in order to do something. - Rob stopped to help me.
stop + -ing: to not continue; to cease. - Could you please stop making that noise?

® remember/forget + to-infinitive: to remember/forget to do something that you should do. - 1keep forgetting to send this
letter.
remember/forget + -ing: to remember/forget carrying out the action.
- 1remember having lunch with you guys every day when I used to work there.

A Choose the correct verb forms in brackets.

1. I am learning (to play, playing) the cello.

2. We asked (to see, s e e in g ) the dress in another color.

3. Many people enjoy (to sw im , s w im m in g ) for exercise.

4. Several years ago, my father quit (to smoke, smoking).

5. She suggested (to m e d ita te , m e d ita tin g ) as a good way to relax.

6. I miss (to e at, e a tin g ) my grandmother's home-cooked meals.

210 intrrviet.con
 7. The coach encouraged (th e p la ye rs to try , th e p la ye rs try in g ) their best.

8. A lot of people forget (to co u n t, c o u n tin g ) their blessings.

9. Don't forget ( to g ive, g iv in g ) your phone number to her next time you see her.

1 0 . Lila always remembers (to tid y u p, tid y in g u p ) before she leaves.

Correct the sentences below if necessary. Write OK if the sentence is correct.

1. Ben's dog likes to play catch. -»(X

2. Holly stopped to run after she injuredher knee.

3 . Ian hesitated a lot when he told the story, and this led the police to doubt his word.

4 . Emma's essay is coherent and well written, but she fails reaching a logical conclusion.

5 . I started making dinner fifteen minutes ago.

6 . I miss to stay up late and hang out with my friends like I did when I was in school.

7 . It is easy to forget to praise and reward your dog.

8. I wished having an excellent birthday, but I was not able to doso because an exam fell on that day.

9. No one could convince the old man to leave his house.

10. Citizens want improving the quality of their lives in a moreactive way.
H B o S E k

1) Hedging refers to the use of cautious language to avoid the possibility of people saying that you are wrong. A
hedge is used as a device to lessen the impact of an utterance, and could be regarded as a form of euphemism.

2) The simplest technique of hedging is to use “hedging verbs" such as seem and appear.
© It seems that ... /It appears that ...
- It seems that the war is going to be over soon.
- It appears that the news report is true.
(2) S + seem(s)/appear(s) + to-lnfinitive
- The machine appears to have flaws.
- The weather seems to be changing.

3) Another technique of hedging is to use the passive voice (it is believed that... tends to sound ‘'more objective”
than I believe that...). Certain adverbs such as generally and widely can also be used in hedging.
- It is generally believed that diamonds cannot be broken.
- It is widely recognized that dwarf galaxies are the most common galaxies in the universe.
- It is not known how Stonehenge was built.

4) Other useful hedging structures include:

© There is little/some/no doubt that...
- There is little doubt that Sam wrote the letter.
- There is some doubt that this solution could be effective.
(2) There is little/some evidence of/that...
- There is little evidence that personality is simply genetic.

A Complete the following sentences using the words provided in the box so that the language may
sound more "cautious".

believed appears proof seems known

recognized doubt seem appear little
\

1. It ¿appears /seems that no one told Ethan about today's meeting.

2. The computers to stop working at least once a week.

3. It is that most people don't get enough exercise.

4. It that a mistake was found in your paperwork.

5. It is that stress is a major health threat.

6. It is that global temperatures are on the rise.

www nhartnviet.coni
 7. There is no that life can sometimes be difficult.

8. There is no that the man stole your bag.

9. Most people to support the mayor's initiatives.

1 0. There is evidence of life on Mars.

0 Rewrite the following sentences using the prompts provided in brackets.

1. You were misinformed about the cost of our services. (It seems that)
-* I t seem s t h a t you were m isinfo rm e d a b o u t t h e c o s t o f o u r services.

2. The airline lost your luggage. (The airline appears to)

3. This work will have to be redone by someone else. (It appears that)

4 . My sister is losing weight. (My sister appears to)

5. Greta thinks nothing is ever her fault. (Greta seems to)

6. Human activity is responsible for global warming. (It is recognized that)

7. Many experts believe that the economy will gradually improve. (It is believed that)

8. Everyone knows that eating a lot of fast food contributes to obesity. (It is known that)

9. Some people doubt that Michael is the most qualified person for the job. (There is some doubt
that)

1 0. Most people think that scientists will eventually discover a cure for cancer. (There is little doubt
that)

w w "it' a r t r i viet 213

 Exercise (5) Comparatives and superlatives

1) Tips on forming comparatives and superlatives of troublesome adjectives

(D Add -er/-est to certain two-syllable adjectives instead of using more.
- prettier, prettiest, scarcer, scarcest, ruder, rudest, fairer, fairest

(D Irregular comparatives/superlatives:

good
- better - best
well - farther - farthest
far
bad - further - furthest
badly - worse - worst
ill
many - later - latest
- more - most late
much - latter - last
little - less - least

(D Certain adjectives have no comparative/superlative forms. 0 3 perfect, unique

-1 think Helen's work is more unique than mine. (X)
- My mother is the most perfect woman in the world! (X)

2) Equal comparisons
(D a s... as
- The energy issue is as important as the food issue.
(2) as ... as possible
- Please drive as quickly as possible, because we are running out of time.
(D times + as ... as
- lane earns nearly twice as much as her husband does.

3) Common expressions of superlatives: of the two, of all of us, of the year, in the world, in the country, you'xe
ever made, one of
- China is the most populated country in the world.
- What was the happiest moment in your life?

4) Rather
(D would rather... than ...
- I'd rather sleep all day than go to an amusement park.
(2> rather than
- The food was a scrambled egg rather than an omelet.

214 v-w w.nhan'rivietcom

A Choose the correct comparative/superlative/possessive forms in brackets.

1. Stephanie is (ta lle r, the ta lle s t) than all of her friends.

2. My grandfather is (o ld e r, th e o ld e s t) person in my family.

3. This book is (less, as) interesting than the last one I read.

4. The world's (b ig g e st, th e b ig g e st) lake is in Russia.

5. They say that this summer is going to be almost (h o tte r th a n , as h o t as) last summer.

6. These are (m o re delicious, th e m o s t d e licio u s) grapes I've ever eaten.

7. The Tokyo subway system is (th e b usiest, th e m o s t b u sy) in the world.

8. My apartment has a better view than (y o u , y o u rs ).

9. I (w ou ld ra th e r, had b e tte r) go out tomorrow than tonight.

1 0. (R a th e r th a n , More th a n ) take a cab, Sophie walked home.

B Correct the sentences below if necessary. Write OK if the sentence is correct.

1. Ostriches can run more faster than lions.

fa ste r
2. Last winter was the coldest in fifty years.

3. Today is the worst day of my life! It is even more bad than when I got lost in Japan last year.

4. My university science classes are more hard than I expected.

5. Many people consider that actress most beautiful woman alive.

6. I will do it myself, than ask someone else.

7. Electric guitars are much louder as acoustic ones.

8. A study shows that military veterans are twice as likely to commit suicide than ordinary people.

9. That was funny movie I have ever seen.

1 0. Jeanette would rather eat pizza than any other food.

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IS B S B S k

1) Adjective + to-infinitive
® It’s + adjective + to-infinitive
• Ifs difficult to master a foreign language.
(2) S + be + adjective + to-infinitive
- This car is not likely to last long because it’s used.

2) Adjective + for + object + to-infinitive: Object following for is the subject of to-infinitive.
- It’s easier for me to study at night because I can concentrate better.

3) Adjective + preposition: It is advisable to learn the following combinations by heart.

(D certain about ® afraid of
optimistic about fond of
serious about proud of

@ good at ® dependent on
bad/poor at keen on
horrible/terrible at reliant on
hopeless at ® accustomed to
useless at allergic to
(3) famous for sensitive to
late for essential to/for
ready for d) angry with
® interested in fed up with
lacking in

A Write in the appropriate prepositions after the adjectives.

1. I'm not certain about the exact location of the art gallery.

2. I finally got serious my studies when I started university.

3. Kirk's never been good public speaking.

4. My roommate is hopeless using computers.

5. Marta was fed up George's chronic lateness.

6. Kelly was interested learning more about politics.

7. Cafeteria food is generally lacking flavor and creativity.

8. Although I didn't like Simon at first, I've become quite fond him.

216 /vw.n h antrivie'.com

 9. Bradley was angry Joanne because she broke his MP3 player.

10. Many people are allergic dust and pollen.

B Rewrite the following sentences using the prompts in brackets.

1. Small children can't stay up late. (It's hard)

-* I t s hard fo r small children t c s t a y up late.

2. Everyone needs to have an occasional break. (It's necessary)

3. She doesn't like to clean up after the kids each day. (It's annoying)

4. I don't like to do the same thing every day. (It's boring)

5. Jim felt unpleasant to remember that time in his life. (It was unpleasant)

6. You had better have a good role model. (It's beneficial)

7. The sun doesn't usually shine so late into the day. (It's unusual)

8. I enjoyed reading the book. (The book was)

9. People who love traveling get excited about visiting new countries. (It is exciting)

10. Julie is stressed out by working such long hours every day. (It's stressful)

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218 www-nhantrivier.com*!
L I N G U A F O R U M T O E F L Q S P E A K I N G

Orientation

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 I. TOEFL /BT / Next Generation TOEFL

/ W hat is th e TOEFL?

TOEFL, or Test of English as a Foreign Language, is a test that measures the ability of a non­
native English speaker to use and understand standard American English at a college level.
TOEFL is required for non-native applicants at many US as well as other English-speaking
universities and colleges around the world. TOEFL is developed and administered by ETS
(Educational Testing Service), a private non-profit organization based in New Jersey, USA.

o
^ W h a t is T O E F L iBT?

In 2005, ETS introduced a new version of the TOEFL called the TOEFL iBT, or Internet-based
test. The new test was offered first in the US in September 2005 and later in the rest of the
world.

The TOEFL iBT has about 30-40 test dates in a year and is administered at several locations
in a country. To find out which test dates and locations are available to you, check
http://www.toefl.com.vn for information.

The test fee can range from US$150 to US$225 and varies between countries. For updated
information about test fees, check h ttp ://www.toefl.com.vn for information.

220 w w w .n h a ntriviet¿om
 J
(J W hat is d ifferen t a b o u t th e TOEFL i'BT test?

The Structure section has been eliminated and a Speaking section is included:
There is no longer a grammar section in the new test and a new section, Speaking, is added.
This does not mean that grammar is not important or less important than speaking, but it is
indirectly evaluated in the Speaking and Writing sections. In fact, TOEFL *BT tests all the
four language skills that are important for effective communication: speaking, listening,
reading and writing.

Integrated tasks are included: New integrated tasks require test takers to combine
more than one language skill, which reflects how language is used in real life. Specifically,
test takers are required to:

- read, listen, then speak in response to a question

- listen, then speak in response to a question
- read, listen, then write in response to a question

• Core academic skills are assessed: Instead of merely testing how test takers understand
the language, TOEFL i'BT requires test takers to demonstrate the core academic skills that
are essential to college academic success. These skills include note-taking, paraphrasing,
synthesizing, summarizing, etc.

• The new test is approximately 4 hours long w ith all test sections to be completed
in one day.

• The new scores are reported online: Test takers w ill be able to view their scores online
two weeks after the test and receive a copy of their score report by mail.

w w w .n h artrivie t.co m O rie n ta tio n 221

 y D e s c r ip tio n o f th e T O E F L iB T s e c tio n s

• Number of passages: 3-5 • Number of conversations: 2-3 • Number of questions: 2 •Number of questions: 2(1
• Number of questions: 36-70 ■Number of lectures: 4-6 (2-3 Independent tasks/4 Integrated Integrated task/1 Independent
• Number of questions per passage: interactive lectures; 2-3 academic tasks (2 Read / Listen / Speak; 2 task)
12-14 lectures) Listen/Speak) • Integrated task: test takers read a
• Number of paragraphs per • Length of conversations: 2-3 • Length of reading passages for short text of about 230-300 words
passage: 4-8 minutes each (400-500 words) Integrated tasks: 75-100 words (3 minutes’ reading time), then
• Length of passages: approximately ■Length of lectures: 4-5 minutes per passage listen to a passage discussing the
700 words per passage each (600-800 words) ■Time for reading: 45 seconds per same topic from a different
■Number of questions: 6 per passage perspective (230-300 words long)
lecture/5 per conversation. Total ■Length of listening passages: • Required response length: 150-225
number of questions: 34-51 150-280 words (1-2 minutes) per words (in 20 minutes)
• Independent task: same type of
• Total number of questions: 6 task on the TOEFL CBT and the
TWE
• Required response length: minimum
300 words (in 30 minutes)
60-90 minutes Approximately 50 minutes
60-100 minutes
T im in g (actual time for answering Approximately 20 minutes (Integrated Writing: 20 minutes;
(20 minutes per passage)
questions: 20-30 minutes) Independent Writing: 30 minutes)

(1) Vocabulary Questions (1) Main Idea Questions (1) Independent Speaking: (1) Reading/Listening/W riting:
(2) Reference Questions (2) Supporting Detail Questions Personal Preference Academic Course Topic
(3) Sentence Simplification (3) Organization Questions (2) Independent Speaking: Paired (2) Independent Writing based on
Questions (4) Organization-Rhetorical Choice experience & knowledge
(4) Factual Information Questions Connection Questions (3) Reading/Listening/Speaking:
(5) Negative Fact Questions (5) Content-Identifying Campus Situation Topic
Q uestion
(6) Inference Questions Relationship Questions (4) Reading/Listening/Speaking:
typ es
(7) Rhetorical Purpose Questions (6) Content-Linking Questions Academic Course Topic
(8) Insert Text Questions (7) Stance/Attitude Questions (5) Listening /Speaking:
(9) Prose Summary Questions (8) Function-Purpose Questions Campus Situation Topic
(10) Classifying, Categorizing, and (6) Listening/Speaking:
Organizing Information Academic Course Topic
Questions
• Glossary feature: Definitions of • Note-taking is allowed. • Note-taking should be utilized to • Note-taking should be utilized to
some key words and phrases are ■ Replay item s allow test takers to deal with speaking tasks. deal with writing tasks.
shown on click. listen to part of the conversation ■Independent questions ask the • Independent W riting topics are
• Reading-to-learn questions test or lecture again. test taker to express and defend almost identical to the previous
the ability to recognize how the personal choice from a given 185 topics of the TOEFL CBT.
passage is organized and category and between two • Integrated W riting tasks are
understand the relationships contrasting behaviours or courses based on the content of listening
among facts and ideas in of action. and reading materials.
different parts of the passage. ■Integrated questions ask the test
Special • Paraphrase questions test the taker to summarize and
fe a tu re s ability to select the answer choice demonstrate an understanding of
that most accurately restates a what they have heard/read.
sentence from the passage.
• Questions generally follow the
order of development of the

■Once the questions appear, the

passage is located on the right
side of the computer screen, and
the questions are on the left.
222 w w w .n h an trivip t com
 ) TOEFL /BT Scores and Scoring
• Four skill scores
Reading: 0-30
Listening: 0-30
Speaking: 0-30
Writing: 0-30
Total score: 0-120
The total score is the sum of the four skill scores.
Test takers can view their scores online 15 days after the test and will receive a copy of
their score report by mail.

• TOEFL /BT Skill Scoring

• Correct answers are predefined. • Correct answers are predefined. • The speaking responses are • The writing responses are
- Reading answers are scored • Listening answers are scored rated on 0-4 scale according to rated on 0-5 scale according to
automatically without any automatically without any scoring rubrics. scoring rubrics.
human interference. human interference. • Speaking responses are • Evaluated by 2 human raters.
Explanation _^ ¡s conVerted to 0-30 • The score is converted to 0-30 reviewed and scored by 6 •The average score from all
scale. scale. human raters. raters for the two tasks is
• The average score from all converted to 0-30 scale.
raters is converted to 0-30
scale.

N um ber of
questions 36' 70
34-51 6 2

Converted
0 -3 0 0 -3 0 0 -3 0
score

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II. TOEFL Score Comparison
TOEFL Total Score Comparison

Internet- Computer- Paper* Internet- Computer- Paper-

based Total based Total based Total basad Total b a M d Total j basad Total

120 300 677 39 117 430

120 297 673 38 113 423-427
119 293 670 36-37 110 420
118 290 667 35 107 417
117 287 660-663 34 103 410-413
116 283 657 33 100 407
114-115 280 650-653 32 97 400-403
113 277 647 30-31 93 397
111-112 273 640-643 29 90 390-393
110 270 637 28 87 387
109 267 630-633 26-27 83 380-383
106-108 263 623-627 25 80 377
105 260 617-620 24 77 370-373
103 104 257 613 23 73 363-367
101-102 253 607-610 22 70 357-360
100 250 600-603 21 67 353
98 99 247 597 19-20 63 347-350
96-97 243 590-593 18 60 340-343
94-95 240 587 17 57 333-337
92-93 237 580-583 16 53 330
90-91 233 577 15 50 323-327
88-89 230 570-573 14 47 317-320
86-87 227 567 13 43 313
84-85 223 563 12 40 310
83 220 557-560 11 37 310
81-82 217 553 9 33 310
79-80 213 550 8 30 310
77-78 210 547 7 27 310
76 207 540-543 6 23 310
74-75 203 537 5 20 310
72-73 200 533 4 17 310
71 197 527-530 3 13 310
69-70 193 523 2 10 310
68 190 520 1 7 310
66-67 187 517 0 3 310
65 183 513 0 0 310
64 180 507-510
62-63 177 503
61 173 500
59-60 170 497 Range Comparison
58 167 493
57 163 487-490 Internet- Computer- Paper-
56 160 483
based Total based Total based Total
54-55 157 480
53 153 477
52 150 470-473 111-120 273-300 640-677
51 147 467 96-110 243-270 590-637
49-50 143 463 79-95 213-240 550-587
48 140 460 65-78 183-210 513-547
47 137 457 53-64 153-180 477-510
45-46 133 450 453 41-52 123-150 437-473
44 130 447 30-40 93-120 397-433
43 127 443 19-29 63-90 347-393
41-42 123 437-440 9-18 33-60 310-343
40 120 433 0-8 0-30 310

www.nhantriviet.con
 Converting Rubric Scores to Scaled Scores
Speaking Section of the New TOEFL /B T Test

4.00
3.83
3.66

3.50
3.33
3.16

3.00
2.83
2.66

2.50
2.33
2.16

2.00

1.83
1.66

1.50
1.33

wmv.nh.3ir.rivie:.com 225
 ^ K Ỉo -te ĩ

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226 w w w nhartriviet.com
 Evaluation Sheet

Read the evaluation questions and check the level of your delivery. On a scale from 1 to 5 (1 = very
poor, 2 = poor, 3 = OK, 4 = good, 5 = very good), rank your delivery accordingly.

Could you complete your response? / 2 A 4 5

Is your answer coherent and unified? 1 2 ; A 4 5

Do you find a sequence in your response? 1 2 3 4 5

How is the use of vocabulary? I 2 a

Does your response show gram m atical structures? 1 2 3 4 5

How is the use of idiomatic expressions? 1 , 2 3 4 i 5

Is your response fluent and smooth? 1 \ 2 3 4 5

Is your pronunciation clear? 1 ! 2

3 4 5

How is the use of stress and intonation?

' 1 2 3 4 5

Read the evaluation questions and check the level of your delivery. On a scale from 1 to 5 (1 = very
poor, 2 = poor, 3 = OK, 4 = good, 5 = very good), rank your delivery accordingly.

Could you complete your response?

' 2 3 4 5

Is your answer coherent and unified?

1 3 4 5

Do you find a sequence in your response? l 2 3 4 5

How is the use of vocabulary? 1 2 3 4 5

Does your response show gram m atical structures? l 2 3 4 5

How is the use of idiomatic expressions? l 2 3 4 5

Is your response fluent and smooth? 3 4 5

Is your pronunciation clear? 1 2 3 -/ 5

How is the use of stress and intonation?

1 2 3 4 5

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 Evaluation Sheet

Read the evaluation questions and check the level of your delivery. On a scale from 1 to 5 (1 = very
poor, 2 = poor, 3 = OK, 4 = good, 5 = very good), rank your delivery accordingly.

Could you complete your response? / 2 3 4 5

Is your answer coherent and unified? 1 2 3 4 5

Do you find a sequence in your response? 1 2 3 1 j 5

How is the use of vocabulary? l 2 3 4 5

Does your response show g ram m atical structures? l 2 3 4 5

How is the use of idiom atic expressions? 1 2 3 4 5

Is your response flu en t and smooth? 1 2 3 4 5

Is your pronunciation clear? 2 3 4 5

How is the use of stress and intonation? 2 3 4 5

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Read the evaluation questions and check the level of your delivery. On a scale from 1 to 5 (1 = very
poor, 2 = poor, 3 = OK, 4 = good, 5 = very good), rank your delivery accordingly.

Could you complete your response? / 2 3 4 5

Is your answer coherent and unified? I 2 3 4 5

Do you find a sequence in your response? l 2 3 4 5

How is the use of vocabulary? 1 2 3 4 5

Does your response show g ram m atical s tructures? / 2 3 4 5

How is the use of idiomatic expressions? / 2 3 4 5

Is your response fluent and smooth? / 2 3 4 5

Is your pronunciation clear? 1 2 3 4 , 5

How is the use of stress and intonation? 1 2 3 4 5

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 Evaluation Sheet

Read the evaluation questions and check the level of your delivery. On a scale from 1 to 5 (1 = very
poor, 2 = poor, 3 = OK, 4 = good, 5 = very good), rank your delivery accordingly.

Could you complete your response? 1 2 3 4 5

Is your answer coherent and unified? 1 2 3 4 5

Do you find a sequence in your response? 1 2 3 4 5 "

How is the use of vocabulary? 1 2 3 4 5

Does your response show g ram m atical structures? 1 2 3 4 5

How is the use of idiomatic expressions? 1 2 3 4 5

Is your response fluent and smooth? 2 1 3 4 5

Is your pronunciation clear? 1 2 3 4 5

How is the use of stress and intonation? 1 2 3 4 5

Read the evaluation questions and check the level of your delivery. On a scale from 1 to 5 (1 = very
poor, 2 = poor, 3 = OK, 4 = good, 5 = very good), rank your delivery accordingly.

Could you complete your response? l

2 3 4 5

Is y our answer coherent and unified? l 3

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Do you find a sequence in your response? 1 2 3 4 5

How is the use of vocabulary? 1 2 3 4 5

Does your response show g ram m atical structures? I 2 3 4 5

How is the use of idiomatic expressions? l 2 3 4 5

Is your response fluent and smooth? I 2 3 4 5

Is y our pronunciation clear? l 2 3 4 5

How is the use of stress and intonation? 1 2 3 4 5

231
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 Evaluation Sheet

Read the evaluation questions and check the level of your delivery. On a scale from 1 to 5 (1 = very
poor, 2 = poor, 3 = OK, 4 = good, 5 = very good), rank your delivery accordingly.

Could you complete your response? / 2 :i 4 5

Is your answer coherent and unified? / 1 2 3 4 5

Do you find a sequence in your response? i :• 3 4 5

How is the use of vocabulary? / 2 3 1 5

Does your response show gram m atical structures? 1 | 2 3 4 ^ 5

How is the use of idiomatic expressions? 1 2 3 4 5

Is your response fluent and smooth? 1 I 2 3 4 5

Is your pronunciation clear? * -

How is the use of stress and intonation?
1 2 3 14 15

Read the evaluation questions and check the level of your delivery. On a scale from 1 to 5 (1 = very
poor, 2 = poor, 3 = OK, 4 = good, 5 = very good), rank your delivery accordingly.

Could you complete your response? l 2 3 4 5

Is your answer coherent and unified? 1 2 3 4 5

Do you find a sequence in your response? l 2 3 4 5

How is the use of vocabulary? l 2 3 4 5

Does your response show gram m atical structures? I 2 3 4 5

How is the use of idiomatic expressions? l 2 3 4 5

Is your response fluent and smooth? l 2 3 4 5

Is your pronunciation clear? l 2 3 4 5

How is the use of stress and intonation? 1 2 3 1 4 5

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 Evaluation Sheet

Read the evaluation questions and check the level of your delivery. On a scale from 1 to 5 (1 = very
poor, 2 = poor, 3 = OK, 4 = good, 5 = very good), rank your delivery accordingly.

Could you complete your response? / 2 3 4 5

Is your answer coherent and unified? / 2 ;< 4 5

Do you find a sequence in your response? / 2 3

How is the use of vocabulary? / 2 3 5

Does your response show gram m atical structures? 1 2 3 5

How is the use of idiomatic expressions? 1 , 2 3 5

Is your response fluent and smooth? 1 \ 2 3 4 5

Is your pronunciation clear? 1 I 2 3 4 5

How is the use of stress and intonation? 4 5

' 1 * 1 *

Read the evaluation questions and check the level of your delivery. On a scale from 1 to 5 (1 = very
poor, 2 = poor, 3 = OK, 4 = good, 5 = very good), rank your delivery accordingly.

Could you complete your response? 1 2 3 4 5

Is your answer coherent and unified?

1 2 3 4 5

Do you find a sequence in your response? 1 2 3 4 5

How is the use of vocabulary? I 2 3 4 5

Does your response show gram m atical structures? l 2 3 4 5

How is the use of idiomatic expressions? 1 2 i 3 4 5

Is your response fluent and smooth? l 2 3 4 5

Is your pronunciation clear? 1 2 I 5

How is the use of stress and intonation? 1 2 3 I *

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