Topic 1 Section 1: Smoking 2 Section 2: Crime and violence 3 Topic 3 - Culture tradition and festival 6 Topic4 : Economic issues

s retirement - commercial - Emplo ment -!t"er economic issues 11 SECT#!$ 1: %ET#%E&E$T 11 SECT#!$ 2: C!&&E%C#'( 12 SECT#!$ 3: E&)(!*&E$T 12 SECT#!$ 4: !T+E% EC!$!&#C #SS,ES 16 Topic 4: Education 1Section 1: ,$#.!%& - +!&E/!%0 1SECT#!$ 2: TE'C+E% - ST,1E$T 12 SECT#!$ 3: SEC!$1'%*- TE%T#'%* E1,C'T#!$ 23 SECT#!$ 4: C!&),(S!%* - C!E1,C'T#!$ 21 SECT#!$ 4: E1,C'T#!$55S %!(E 22 SECT#!$ 6: S)EC#.#C S,67ECTS 23 SECT#!$ -: E8'&#$'T#!$S 23 SECT#!$ 2: !t"er relevant 9uestions 23 Topic 4 Environment population polution- 'nimal 24 Section 1: population -ur:anisation; 24 Section 2: 'nimal - <oo 24 Section 3: Environment 26 Topic 6: .amil c"ildren- =omen 32 section 1: c"ildren 32 SECT#!$ 2: .'&#(* '$1 .'&#(* %E('T#!$S+#)S 34 SECT#!$ 3: /!&E$ 36 Topic -; .ood 1rink -"ealt"-/elfare 43 Section 1: 1rink 43 Section 2: "ealt" 43 Section 3: /elfare 43 Section 4: food 44 Topic 2: +appiness friends"ip - marriage 46 Section 1: +appiness-friends"ip 46 SECT#!$ 2: &'%%#'>E 42 Topic ?: Social pro:lems "ousing-+istor religion- )olitic climate 4? Section 1: Climate -"istor - religion; 4? Section 2: Social pro:lems -politic;- +ousing 4? Topic 13: +ometo=n; 43 Topic 11; &edia- television -communication -%eading =atc"ing movies 42 section 1: &ovies -films 42 Section 2: %eading -=atc"ing 42 Section 3: Communication 44

Topic 12: &usic -'rt- .as"ion -Sport 42 Section 1: sport 42 Section 2: 'rt 63 Section 3: &usic 62 Section 4: fas"ion 64 Topic 13: Computer tec"nolog nuclear- internet 64 Section 1: Computer 64 Section 2: internet 62 Section 4: nuclear -ot"ers -2 Topic 14: Tourism travel -"olida -4 Topic 14: Transport -2 Topic 16: %ic" and poor =orld -1ifferent generation - &odern life cit countr living 21 Section 1: &odern life - stress cit life 22 Section 2: %ic" and poor =orld 24 Section 3: 1ifferent generation 24 Topic 1-: !versea stud ing foreign language 24 Topic 12: Success- mone - personal related 2section 1: success personalities 2SECT#!$ 2: #$TE%EST '$1 +!66*: 2? SECT#!$ 3: S)EC#'( E@E$TS 2? SECT#!$ 4: S)EC#'( )E!)(E 2? Topic 1 Section 1: Smoking 1; /" people smokeA - %elaB ="en to :e nervous; - (ike t"e taste; - & friends smoke; #tCs difficult to sa DnoE to a cigarrette ="en #Cm =it" t"em; - #tCs "a:it t"at difficult to stop; 2; fact file - a:out 133 million people around t"e =orld =ork in t"e to:acco industr ; - Cigarette smoking kills 2;4 millions people ever ear; &an of t"em die from lung cancer; Some arenCt even smokers; T"e Cre people ="o live or =ork =it" "eav smokers; - F133 :illion of cigarettes are sold ever earG 3; Some :usinesses no= sa t"at no one can smoke cigarettes in an of t"eir offices; Some governments "ave :anned smoking in all pu:lic places; T"is is a good idea :ut it also takes a=a some of our freedom; 1o ou agree or disagreeA >ive reasons; 4; #n some countriesH people are no longer allo=ed to smoke in man pu:lic places and office :uildings; 1o ou t"ink t"is is a good rule or a :ad ruleA ,se specific reasons and details to support our position; T!E.( /" s"ould appl t"is ruleA

- improve peopleCs "ealt"; - #ncrease =orker productivit : t"e =orker =ould not stop t"eir =ork all t"e time to smokeH fe=er =orker a:sences; - %educe conflict: non smokers tend to get anno ed and Iealous :ecause smokers "ave an eBcuse to take fre9uent :reaks; 4; S"ould t"e same la=s ="ic" pro"i:it t"e sale and consumption of "eroin :e applied to to:accoA 6; Smoking is a "a:it ="ic" claims man lives and is a great drain on "ealt" services; !ne =a to com:at smoking =ould :e to make it illegal; /"at are t"e pros and cons of suc" a government polic A /"at alternative strategies can ou suggest to com:at smokingA J,nderstand t=o or more sides of an issueK Section 2: Crime and violence 1K LS"ould criminals :e punis"ed =it" lengt" Iail terms or re-educated and re"a:ilitated usingH for instanceH communit service programmesH :efore :eing re-introduced to societ ;L -M 'ns=er: #nsig"t into #elts 126; - (ong Term 7ail Sentences - $ot as eBpensive as re"a: - Criminals don55555555t deserve special funding and education - 1eters future crime - Satisfies t"e pu:lic - Criminals are in"erentl :ad - t"e =ill al=a s re-offend - %e"a: programmes ineffective - criminals re-offend - (onger time :efore criminals get t"e c"ance to re-offend - %e"a:ilitation - 0eeping prisoners is eBpensive an =a - longer Iail term "ig"er t"e cost - %e"a: progammes can :e used to make or save mone - eg; :uild t"ings - +as :een found t"at "eav sentences Jand even deat" sentenceK "ave no effect on crime rate - (ong-time inmates are most likel to re-offend - %e"a: programme is :etter t"an not"ing - (ong term Iail sentences create LusL and Lt"emL situation - Crime and criminals are social pro:lemH =e "ave to tr and re-integrate criminals into societ H re"a: tries to do t"is 2K Ever :od "as t"e rig"t to carr gun --)reparation and practice 162 3K )atriotism is t"e :iggest cause of =ar -)reparation and practice 162; 4K T"e crime rate among teenagers "as increased dramaticall in man countries; 1iscuss some possi:le reasons for t"is increase and suggest solutions to t"is pro:lem; J1iscuss a pro:lem and suggest solutionsK 4K /" s"ould not take drugsA - 'll drugs are addictive; - Sooner or later our "a:it =ill get out of control;

- 1rugs make ou :oring; - 1rugs cost a lot of mone ; - 1rugs take up a lot of time; - 1rugs make ou "ate our self; - 1rugs destro our social faculties; - 1rugs damage our "ealt"; - *ou never kno= ="at ou are talking; - Sooner or later ou =ill find ourself on a recover programme; 6K 1iscuss some of t"e reasons for and effects of drug use amongst oung people in modern societ ; /"at can governments do to prevent and fig"t out" drug a:useA 232 eBercises 124; 1rugH cucJ4K;; englis"-netNcom;"tm ;;O;;Ocompre"ensive siteOtask1task2;"tmM 131 "ints166; /" teenagers use more drugA - Teenagers are under increasing pressure - peer pressure or pressure to succeed M )ressuure to perform =ell at sc"ool; - 1rug use ma "elp t"em escape realit H forget t"eir pro:lemsH or simpl feel more accepted : t"eir friends; - !ne =a t eBpress dissatisfaction =it" t"ose pressures - #n additionH t"roug" t"e media =e are eBposed to information t"at glamourises drug use and makes it look attractiveH particularl to oung people; - .urt"ermoreH teenagers are usuall naturall curious a:out drugsH and drug dealers can take advantage of t"is curiousit for t"eir o=n profit; - )arents ="o drink and smoke to eBcess areH in effect telling t"eir c"ildren t"at it is accaptale to a:use t"eir :odies =it" drugs; - T"e =idespread availa:ilit of drugs mean teenagers are faced =it" t"e temptation to eBperiment /"at are t"e effectsA T"e increase in drug a:use "as "ad far-ranging effects; - T"ere are o:vious "ealt" risks associated =it" drugsH suc" as '#1S; - &an oung peopleCs talent are =astedH and addiction to "ard drugs can cost a user "is or "er life; - T"ose ="o drink and drive ma :e involved om fatal road accidents; - /"at is moreH addicts need mone to support t"eir "a:itsH and ma need to turn to crime or prostitution to raise it; - T"e ma t"en "ave criminal records and :ecome even more isolated from societ ; - 1rug a:use among oung people can also lead to famil :reak-up; /"at are solutions: - +ig" fines and prison sentences s"ould also :e imposed on drug dealers and users; - prevention is :etter t"an cure and so a good education programme a:out t"e dangers of drug a:use is one of t"e most important steps an government s"ould -K /it"out capital punis"ment Jt"e deat" penalt K our lives are less secure and crimes of violence increase; Capital punis"ment is essential to control violence in societ To ="at eBtent do ou agree or disagree =it" t"is opinionA 1eat" pd6 Cam:rige 2 161M 'dvantages of deat" punis"mentA P capital punis"ment is a s m:ol of Iustice: people must pa for t"eir actions;

P s"o= la= po=er to people-Qt"reaten people eBp; drugs sellers or treasona:le people - t"is met"od can make people scared to do somet"ing against t"e la=; - Secondl H capital punis"ment can save mone ; - ' government "as to :udget for prisoners; - #n contrastH a government does not need to provide mone to feed prisoners ="o are sentenced to capital punis"ment; /"at are disadvantagesA - $evert"elessH t"ere is an argument a:out "uman rig"ts; $o one "as t"e rig"t to kill ot"er people; - in"uman: deprive t"e rig"t to live - possi:ilit for killing potential good citiRens: after :eing re"a:ilitated; - $o use for crime reduce: terorist; - &oreoverH some people ask "o= to :e certain t"at a decision of a Iudge is suita:le; T"e =rong decision : t"e Iudge could not rescue t"e deat" of t"e prisoners; - .urt"ermoreH man prisoners :ecome good people after leaving Iails; - #n prisonsH t"ere are man activities ="ic" re"a:ilitate all prisoners; - )risoners can practice special skills ="ic" "elp t"em to find Io:s ="en t"eir punis"ment is overH suc" as cookingH artH electronics and fiBing cars; - (astl H crimes do not decrease in some countries ever t"oug" capital punis"ment is used; 2; T"e crime rate among teenagers "as increased dramaticall in man countries; 1iscuss some possi:le reasons for t"is increase and suggest solutions to t"is pro:lem; J1iscuss a pro:lem and suggest solutionsKreason: ?; %easons for crime and suggestion /"at are reasonsA - Crime is fre9uentl connected to povert ; - T"ose at t"e :ottom of societ H =it" fe= opportunities and per"aps little educationH are more likel to :e tempted into a life of crime as a solution to t"eir pro:lemsH financial and ot"er=ise; - T"e pro:lems of povert are magnified ="en t"e gap :et=een ric" and poor =idens; /"en t"e rest of societ "as access to a comforta:le lifest leH it surel makes "ards"ip even more difficult to :earM againH crime ma seem a tempting alternative; - Social factors ma also "ave led to crime increases; - .amil structures "ave c"angedH and feelings of communit "ave vanis"ed; - 's social units :ecome less and less close-knitH t"e unspoken rules t"at guided :e"aviour and kept ever one in c"eck disappearH and one of t"e results ma :e crime; - &an criminals commit crimes after "aving :een in prison; - T"is clearl suggests t"at prison "as little or no effect; - @iolent scenes on T@ -Q consider common t"ing -Q tr immitating - (ack of parentsC proper up-:ringing J:us earning mone K; - &ature crime increase -Qaffect Iuvenile crime - >overnment not succeed enforcing t"e la= or give little attention to t"is proplem Solutions: P >overnments can certainl make great efforts to close t"e gap :et=een ric" and poorH and offer ever one a reasona:le education ="ic" =ill :ring t"em greater opportunities in t"e future; Social =elfare and education s stems eBist in man countries t"at succeed in

doing t"is; !f courseH t"e must :e funded : taB-pa ers55555555 mone H and increases in taBation =ill al=a s :e difficult for an government to introduce; +o=everH increases in crime are also a "eav :urden on t"e taBpa erH as prison s stems are eBtremel eBpensive and alread under enormous pressure; P /"at governments must do is accept t"ese c"anges and respond to t"em in a practical =a ; #f t"ere are more one-parent familiesH t"ere is little point "arking :ack nostalgicall to t"e da s ="en ever one "ad t=o; /"at governments must do is tr to ensure t"at suc" families do not live in povert or eBperience discrimination t"at mig"t remove t"eir opportunities to lead fulfilling and la=-a:iding lives; P ' furt"er suggestion is t"at our punis"ment s stems s"ould :e made to fit t"e crimesH so t"at a vandal could :e forced to clean t"e streets as part of "is punis"ment; T"is ma :ring t"e message "ome more clearl t"an a fe= mont"s in prison; P en"ance censors"ip for media means; P call for t"e corperation among parentsH sc"oolH and govement to put t"e c"ildren in strict education; P send oung criminals to re"a:ilitation sc"ool; 13; L/"en teenagers under t"e age of 12 commit crimesH t"eir parents s"ould :e "eld responsi:le;L /rite an essa discussing t"is statement and suggest =a s to com:at teenage crime; /" parents s"ould :e "eld responsi:leA P $ot mature enoug" to identif t"e Iustice -Q not eligi:le to :e reponsi:le for t"eir action P )arents responsi:le for c"ild-rearingH unade9uate up- :ringing -Q commit a crime -Q reasona:le to "old responsi:ilit P Educational term: parentsC undesira:le situation affect t"e c"ildren Cs t"oug"t -Qpossi:l stop 11; Criminals ="o commit serious crimes s"ould :e sentenced to deat"; 12; T"e =elfare state makes people less self-reliant; 13; 1o ou t"ink t"at punis"ment for violent crimes s"ould :e t"e same for Iuveniles and adultsA /" G=" notA Topic 3 - Culture tradition and festival section 1: C,(T,%E - C,ST!& 1; #f # =ere to meet Jan important older personK in our cultureH "o= s"ould # greet t"em to :e polite and s"o= respectA - .irstl H take off our "at; - !pen a polite smile; - ,sing polite greeting sentences to greet t"ose peopleH for eBample t"e sentences e9uivalent to: Dgood morningH sirE; - +o=everH ou s"ould stud t"e =a to use proper titles ="en addressing different su:Iects; T"is is not t"e same to Englis"; .or eBampleH if t"at person is an old =omanH ou are supposed to greet "er =it": DC"ao :a aSEM ="ereas a greeting sentence to=ard an old man is DC"ao ong aSE; - #t is desira:le to call @ietnamese professional and government officials : t"eir titleH i;e;H &r; 'ssem:l manH &r; 1octorH &r; (ieutenantH etc;

- #nstead of sa ing suc" formal greeting sentences; *ou can also eBpressing our respect to=ard t"ose people : asking t"em some familiar 9uestionsH e9uivalent to D +o= are ouAEH D+ave ou "ad our dinner etAEH and so on; - ':out t"e "ands"ake eti9uetteH in @ietnamH t"e older =ould :e t"e one ="o offer "isG"er "and first; So ouCd :etter not offer to s"ake "and until t"at person s"o=s t"at "eG s"e is going to do so; /omenH especiall t"ose in t"e countr sideH still s" a=a from s"aking "andsH especiall =it" men from t"eir o=n countr ; #t is :est not to offer to s"ake "ands =it" a =oman unless s"e offers "er "and first; 2; 1escri:e a custom from our countr t"at ou =ould like people from ot"er countries to adopt; EBplain our c"oiceH using specific reasons and eBamples; T"atCs a:out t"e custom of giving gifts; P #f gifts are taken for t"e famil H t"e s"ould :e items t"at t"e could not easil o:tain t"emselves; To take somet"ing t"at t"e could :u easil =ould :e a :ad reflection on t"eir economic means; T"e love an t"ing overseaH and it does not "ave to :e eBpensive; #f ou give t"e c"ildren t"ingsH eac" s"ould "ave a separate gift; #t is not polite to take a ="ole :ag of cand and give it to t"em as a group; P >ifts for :rides and grooms are usuall given in pairsH including :lankets; ' single item indicates t"e marriage is not eBpected to last long; T=o less eBpensive items are more desired t"an one nicer one; 3; Can ou tell me somet"ing t"at foreigner s"ould not do in @ietnam: T"ere are numerous ta:oos on all aspects of life in @ietnam; ' fe= of t"em are as follo=s: - 1onCt eBpress lavis" admiration for a ne= :a: H :ecause t"e devils mig"t "ear ou and steal t"e c"ild :ecause of "is desira:ilit ; - >oing dutc" =it" a @ietnamese is not appreciated; #f ou run into someone at a restaurant and ou Ioin "is ta:leH let "im pa t"e ="ole :ill or pa it all ourself; T"e senior person usuall pa s; - +ats are not usuall =orn inside c"urc"esH even Cat"olic ones; 4; /"en people move to anot"er countr H some of t"em decide to follo= t"e customs of t"e ne= countr ; !t"ers prefer to keep t"eir o=n customs; Compare t"ese t=o c"oices; /"ic" one do ou preferA Support our ans=er =it" specific details - T"is is a difficult c"oiceH and t"e decision is not al=a s conscious; &an practical and social factors influence people; - @er often it depens on age - !lder people "ave spent a lifetime doing t"ings a certain =a ; T"eir social customs are part of ="o t"e are as people; #tCs ver "ard for t"em to start doing t"ings differentl ; - T"e ounger generation finds it eas ier to leave :e"ind t"e culture of t"eir native countr and adapt to t"e customs of t"eir ne= countr ; T"e are not as set in t"eir =a s as adaults are; C"ildren also feel t"e pressure to fit in from t"e ot"er kids kids in sc"ool; - ' maIor part of adapting to t"e customs of a ne= countr is learning t"at countr Cs language; - C"ildren learn t"e language in sc"oolH and use it dail ="ile going to class and pla ing =it" ot"er people; - 6ut man times adults coming to a ne= countr donCt "ave time for formal language classes; T"eir first priorit is getting a Io:; Sometimes t"e =ork =it" people from t"eir

o=n countr H and t"e donCt "ave to use t"e ne= language; !r t"e ma find a Io: t"at doesnCt re9uire muc" speaking at all; T"is means even if t"e Cre tr ing to learn t"e languageH t"e donCt "ave a lot of opportunities to practice t"at - .or m partH # :elieve t"at people ="o =ant to make t"eir "ome in a ne= countr need to find a :alance; T"e s"ould keep t"e :est of t"ie native culture and adopt t"e good t"ings t"e find in t"eir ne= countr ; 4; Sometimes it is ver difficult to learn t"e =a people do t"ings in a ne= culture; /"at can =e do to make life easier for ne=comersA - !:viousl H time can "elp t"em; T"e longer t"e settle t"eir life in t"at ne= countr H t"e easier for t"em to adapt =it" lifest le of t"e ne= culture due to constant o:servation and contacts =it" t"e local people; - Stud ing t"e ne= language (anguage and culture is closel related to eac" ot"er; #f t"e can speak t"e living countr Cs language fluentl H it is muc" easier for t"em to understand and adapt t"e ne= culture; 'lsoH stud ing ne= language also means stud ing ne= culture - &aking ne= ac9uaintance =it" t"e local people; T"ese people can directl tell ne= resident a:out t"eir "a:its and customs t"at t"e eBpect t"is person to o:serve; 6; /"ere is @ietnamese culture strongerH in t"e countr or t"e cit A Can ou give some eBamplesA #n @ietnamH culture is stronger in t"e countr t"an in t"e cit ; (etCs "ave a look in one of t"e most famous custom of @ietnam: t"e custom of c"e=ing :etels and areca nut; P ' 9uid of :etel consists of four materials: an areca nutH :etel leafH a c"a rootH and " drated lime; P T"e custom of c"e=ing :etel-nut is uni9ue to @ietnam; !ld "ealt" :ooks claim t"at Lc"e=ing :etel and areca nut makes t"e mout" fragrantH decreases :ad tempersH and makes digesting food eas L; P ' 9uid of :etel makes people :ecome closer and more open"earted; 't an =edding ceremon H t"ere must :e a dis" of :etel and areca nutH ="ic" people can s"are as t"e enIo t"e special occasion; P 1uring festivals or Tet +olida sH :etel and areca nut is used for inviting visitors and making ac9uaintances; P $o=ada sH t"e custom of c"e=ing :etel remains popular in some @ietnamese villages and among t"e old; 6ut in t"e ur:anH it is not of so poplular; -; 1o traditional cultures contri:ute to t"e development of modern societiesA /" A /" notA 2; >ive some prominent features of our culture: P #t can :e said t"at t"ere =ere t"ree la ers of culture overlapping eac" ot"er during t"e "istor of @ietnam: local cultureH t"e culture t"at miBed =it" t"ose of C"ina and ot"er countries in t"e regionH and t"e culture t"at interacted =it" /estern culture; P T"e most prominent feature of t"e @ietnamese culture is t"at it =as not assimilated : foreign cultures t"anks to t"e strong local cultural foundations; !n t"e contrar H it =as a:le to utiliRe and localiRe t"ose from a:road to enric" t"e national culture; P T"e @ietnamese national culture emerged from a concrete living environment: a tropical countr =it" man rivers and t"e confluence of great cultures; T"e natural conditions JtemperatureH "umidit H monsoonH =ater-flo=sH =ater-rice agriculture ;;;K eBert

a remarka:le impact on t"e material and spiritual life of t"e nationH t"e c"aracteristics and ps c"olog of t"e @ietnamese; P T"e @ietnamese nation =as formed earl in t"e "istor and often "ad to carr out =ars of resistance against foreign invadersH ="ic" created a prominent cultural feature: a patriotism t"at infiltrated and encompassed ever aspect of life; Topic 2 JcontinuedK SECT#!$ 2: .EST#@'(S ?; /"at are some important festivals in our countr A55 6e ond t"e national festivals mentioned on=ards man local festivals take place t"roug"out t"e ear around t"e countr ; T"ere are also scores of regional festivalsH often Iointl cele:rated : collections of villages; &an et"nic groups also cele:rate festivals; Tet - @ietnamese and C"inese $e= *ear- /it" a "istor t"at dates :ack t"ousands of earsH t"e Tet festival =as originall a cele:ration "eld : @ietnamese farmers to t"ank t"e gods for t"e arrival of springH sometime :et=een late 7anuar or earl .e:ruar ; 'lt"oug" officiall a t"ree-da affairH festivities ma continue for a =eek or more =it" ever effort made to indulge in eatingH drinkingH and enIo a:le social activities; #t is also a time for famil reunionsH and for pa ing respect to ancestors and t"e elders; >ifts of food are made to friendsH neig":ors and relatives in t"e da s :efore Tet; &id-'utumn or C"ildren55s &oon .estival JTet-Trung-T"uK - T"e essence of Tet-Trung-T"u - cele:rated on t"e 14t" da of t"e eig"t" lunar mont" is to promote educationH cultureH musicH sportsH arts and craftsH and poetr ; - 6eginning at noon and ending at midnig"tH t"e festival includes: - folklore displa s; - C"ildren55s games; - (antern processions; - 1ragon 1ances; - &ulticultural performances; - 1elicacies include moon cakesH stick riceH fruits and various s=eets; 13; 1escri:e a @ietnamese traditional festival: @ietnam "as man traditional and religious "olida s :ut none can :e compared to $e= *ear festivalH Tet $gu en-1an orH in s"ortH Tet; - /"ere and ="en does it take placeA Tet starts on t"e first da of t"e first lunar mont" and is t"e first season of t"e ne= ear Jaccording to t"e lunar calendarK; Tet "as :ecome so familiarH so sacred to t"e @ietnamese t"at ="en Spring arrivesH t"e @ietnameseH ="erever t"e ma :eH are all t"rilled and eBcited =it" t"e advent of TetH and t"e feel an immense nostalgiaH =is"ing to come :ack to t"eir "omeland for a famil reunion and a taste of t"e particular flavours of t"e @ietnamese festivities; - 1o ou "ave special food or dress for t"is festivalA tell me a:out it; T"e 6an" C"ung "as :een a LmustL during t"e Tet "olida s; T"e 6an" C"ung is ver nutritiousH "as an original tast flavour and ma :e kept for a long time; 'll of its ingredients and materialsH from t"e green =rapping leaves to stick rice and porkH green peas and pepper insideH are all medicines Jaccording to !riental &edicineK t"at act to keep "armon :et=een t"e positive and t"e negativeH t"us "elping t"e :lood circulate

=ell and preventing diseases; Certainl H no ot"er cakes could :e of suc" cultural significance and produce suc" medical effects as t"e green 6an" C"ung of @ietnam; - /"at do people do to prepare for suc" occasionA +o= do people cele:rateA - T"e first signs of t"e impending "olida s"o= up a mont" :efore Tet; /orkmen start :uilding stalls near t"e markets to sell "olida items suc" as $e= *ear55s greeting cardsH candied fruits and decorations; )rices for ever t"ing :egin to rise; - +ouses and :uildings get a ne= paint; )eople :u ne= clot"esH eBc"ange greeting cardsH =is" eac" ot"er +app $e= *ear C"uc &ung $am &oiK; - #t55s auspicious if t"e :ranc"es :loom on t"e first morning of Tet: apricot :lossoms are reputed to keep demons out of t"e "omes at t"is time; T"e ideal is to "ave t"e flo=ers :loom Iust at TetH so muc" care is given in picking Iust t"e rig"t :rac"es; Some families :u entire apricot tree and decorate it =it" greeting cards from =ell-=is"ers; .amilies also paste up strips of red paper Dcau doiE =it" sa ings of =ealt"H "appinessH prosperit H and longevit M T"e also :u fruits =it" names reminding of t"eir =is"es for t"e coming ear; - .amil gat"er making t"e traditional 6an" C"ungH t"e cake of stick riceH and fruit candies J&utK; - Traditionall H no cooking is done during t"e t"ree da "olida H so all food must :e prepared :efore"and; - /"at "appens during t"is festivalA - 't midnig"t on $e= *earCs EveH a ceremon called L>iao T"uaL is "eld in ="ic" a sacrifice for t"e spirits and t"e ancestors is made on a lovel candle-lit altar in t"e open air near t"e "ome; - 'fter t"isH t"e famil ma :reak off some ne= :uds from t"e special ne= plants and trees recentl purc"ased for Tet and go to t"e )agoda; T"ereH t"e place incense :efore t"e altar and pra for t"e prosperit of t"e ne= ear; /"en t"e leave t"e pagodaH anot"er ne= :ud is picked from a plant or tree and placed on t"e top of a column at t"eir "ome on returning; T"is s m:oliRes good luck; - T"e neBt morningH t"e famil arises earl and dress in t"eir ne= clot"es; 1is"es of special foods are prepared to :e placed on t"e famil altar for t"e ancestors ="o are :ack in t"e "ome during Tet; T"is =ill :e repeated t=ice dail until Tet is over; - Ever one offers eac" ot"er $e= *ear =is"esH and t"e c"ildren are given luck red envelopes containing mone ; - !n t"e fourt" da of TetH t"e @ietnamese :elieve t"at t"eir ancestors return to t"eir "eavenl a:ode; T"e stores :egin to re-open and life regains its normalc ; )eople visit graves on t"is da acting as an escort for t"eir departing ancestors; - 1uring Tet festivalH all stores are closed and :usinesses are interrupted for at least 3 da s; - T"ings not to do in Tet festival: Some t"ings are considered to :e ver :ad luck if done at Tet; ' fe= of t"em to do at Tet are as follo=s; - $ever clean "ouse during Tet; - 1o not insult ot"ers or mis:e"ave; - 1o not use profanit Jrude =ordsK; - 1o not look fretful or s"o= an anger or grief; - 1o not :reak an dis"es;

- Compare "o= people cele:rate it no= =it" "o= people ma "ave cele:rated it in t"e past; - )reparing food: :u ing proccessed food instead of doing itH even C"ung cake; - 6etter living standard -Q a more eBpensive DEating TetE; - +o= mig"t t"is festival c"ange in t"e futureA T"e gro=ing popularit of /estern festivalsH like C"ristmas or $e= *ear .estival =ill some"o= reduce t"e meanings and make some activities in Tet lose its uni9ue c"aracter: .amil reunionH "ouse redecorationH giving luck mone H for instanceH can take place in t"e a:ove occasions instead of Tet; T"e increasingl improved living standard =ill give people no sense of a special menu on Tet da s; T"e can enIo an delicac during t"e earH unneccesaril falling in Tet occasion; - 1o ou t"ink suc" a traditional festival s"ould :e preservedA /" A /" notA !f course it s"ould :e; 'n countr s"ould preserve its o=n culture ="ic" is :est presented in .estivals; - .estivals "ave long :een considered t"e traditional cultural activit of t"e @ietnamese people; T"e are attractive to all social classes and "ave :ecome a necessar part of people55s lives for man centuries; - .estivals are t"e cr stalliRation of culturalH spiritualH and p" sical activities t"at "ave :een c"osenH maintainedH and improved over man generations; - 're ou concerned a:out t"e possi:ilit of losing traditional culturesA /" A /" notA 11; Could ou tell me a:out a special festival in our "ometo=nA &id 'utumn -Q"ometo=n P .or a long timeH @ietnam and some ot"er 'sian countries ="o follo= t"e rite of =ors"ipping t"e &oon >enieH =elcome t"e &id-'utumn .estival on t"e 14t" da of t"e 2t" lunar mont"; T"is is t"e time ="en t"e moon is fullH t"e farm =ork is at restH and t"e =eat"er is cool and fres"; 'part from t"e (unar $e= *earH t"e &id-'utumn .estival is t"e most impressive event for t"e @ietnameseH particularl t"e c"ildren; T"ere is no ot"er event in t"e ear ot"er t"an t"is festival t"at provides t"em =it" as muc" entertainmentH to sH cakesH candiesH and fruit; P ':out "alf a mont" :efore t"e eventH various kinds of colourful itemsH mostl cakesH candies and to sH are displa ed for sale along t"e streetsH in t"e s"ops and at t"e markets ; Ever oneH :ot" domestic and foreignH is eager to go eit"er s"opping or sig"t-seeing; !n t"e festive da H some families cook outstanding food to offer t"eir ancestors during t"e da time; #n t"e eveningH t"e mid-autumn festive part is prepared =it" cakesH candies and fruits; Cakes are variousH :ut a LmustL is t"e :an" deo Jglutinous-rice dumplingsK and :an" nuong JcakesK in t"e s"ape of t"e moon and fis"; .ruit H including longansH simmonsH :ananasH grapefruitsH etc;H are also a:undant and diverse; P T"e .estival is eBceptionall interesting for t"e c"ildren ="o pla "appil =it" t"e :rig"t ne= to s; T"e to s are made from various different forms: t"e lion leadH t"e animal in folk tales and stories; T"e lanterns are colourful and of various kindsH suc" as t"e ra::itH t"e carpH etc; 6esides traditional carton paper to sH plastic and :am:oo platesH s"ipsH tanksH etc; made of plastics =it" :atteries and "aving remote controls are also on sale; T"is is understanda:le due to t"e economic improvements of t"e people; /"et"er organiRed in t"e cit or countr sideH t"e preserved tradition of t"e &id-'utumn .estival is reflected in t"e =a t"e c"ildren pla games suc" as seek-and-"ideH lion dancingH

lantern marc"ingH etc; P T"e =elcome-t"e-moon part in t"e evening is a good opportunit for t"e c"ildren not onl to enIo t"e foodH :ut also to learn more from t"eir grandparents and parents; T"e are told "o= to prepare t"e part in t"e most attractive =a ; To decorate t"e part H t"ere is al=a s a LdoctorL made of paper or doug"H ="ic" reminds t"e c"ildren of t"e "ig" ac"ievements to :e o:tained in t"eir studies; T"e time to start enIo ing t"e part is solemnl s"ared : t"e ="ole famil and :ecomes t"e most sacred moment of t"e &id'utumn .estival; #n t"e :rig"t moonlig"tH clear sk and fres" environmentH ever :od is relaBed =it" a pure and detac"ed Io ; 12; /"at role do ou t"ink festivals "ave in our societ and is t"is role c"angingA - EBpressing reverence; - &aintaining ancient traditions - %emem:ering dead "eroes - Commemorating important events - Entertaining t"e communit @ietnamese culture "as a long tradition of colourful festivals; 13; 're some festivals too commercial t"ese da sA 14; Tell me a:out t"e =a people cele:rate a =edding in our countr - /edding is ver important to @ietnameseH not onl to t"e couple involvedH :ut also for :ot" families; T"usH it is usuall including 9uite a fe= formal ritual o:servances; - T"e /edding da is usuall c"osen =ell in advance : t"e groom and t"e :ride55s parents; - !n t"e =edding da H t"e groom55s famil and relatives go to t"e :ride55s "ouse :ringing a lot of gifts =rapped in red papers; T"ese gifts are similar to t"ose of t"e engagement: :etel leaves and areca nutsH =inesH fruitsH cakesH tea ;;; - T"e groom55s famil =ould stop in t"e font of t"e :ride55s "ouse; T"e leading couple s"ould enter t"e "ouse first :ringing a tra =it" =ine and tin cups on it; T"e =ould invite t"e :ride55s parents to take a sip; 6 accepting t"e toastH t"e :ride55s famil agree for t"e groom famil to enter t"eir "ouse; - T"e groom55s famil =ould introduce t"emselves and ask permission for t"eir son to marr "is :ride; - T"e &aster of t"e Ceremon Jusuall a respected person among t"e :ride55s relativesK instructs t"e :ride55s parents to present t"eir daug"ter; - T"e :ride t"en follo=s "er parents out; S"e is in @ietnamese traditional =edding 'o 1ai ="ic" is usuall in red; .ollo=ed are "er :ride maids; - T"e =edding ceremon starts in front of t"e altar; T"e :ride and t"e groom =ould kneel do=n and pra H asking t"eir ancestors55 permission to :e marriedH also asking for :lessing on t"eir famil -to-:e; - T"e couple t"en turn around and :o= do=n to t"e :ride55s parents to sa t"ank for raising and protecting "er since :irt"; - T"e t"en :o= t"eir "ead to eac" ot"erH ="ic" means to s"o= t"eir gratitude and respect to=ard t"eir soon-to-:e "us:and or =ife; - T"e groom and t"e :ride t"en eBc"ange t"eir =edding rings; - T"e ceremon is ended =it" a round applause; - Toda H a lot of @ietnamese couples "ave t"eir =edding ceremon done in Temples or C"urc"es ="ic" is ver muc" similar to 'merican and /estern st leH including

eBc"anging vo=s and =edding rings; +o=everH t"e still maintain @ietnamese traditional ceremon in t"e :ride55s "ome :efore "eading to temples or c"urc"es; - T"e ne=l =edded couples t"en leave for t"eir "one moon; End of topic 2 Topic4 : Economic issues retirement - commercial - Emplo ment -!t"er economic issues SECT#!$ 1: %ET#%E&E$T 1; #n some countries t"e average =orker is o:liged to retire at t"e age of 43H ="ile in ot"ers people can =ork until t"e are 64 or -3; &ean="ileH =e see some politicians enIo ing po=er =ell into t"eir eig"ties; Clearl H t"ere is little agreement on an appropriate retirement age; ,ntil ="at age do ou t"ink people s"ould :e encouraged to remain in paid emplo mentA >ive reasons for our ans=er; P advantages of earl retirement: - t"e oung people "ave c"ances to =ork; - Secondl H oung people are more efficient t"an t"e oldH :ecause t"e are oung and strong; - T"irdl H oung people "ave man ne= ideas a:out products; - .inall H oung people react more 9uickl t"an old people; P 1isadvantages of earl retirement: - !ne point is t"at old people "ave lots of eBperience; - /"at is moreH t"e can train oung people; - &oreoverH if old people can continue to =orkH t"e =ill feel "app ; 2; 6usinesses s"ould "ire emplo ees for t"eir entire lives; 1o ou agree or disagreeA ,se specific reasons and eBamples to support our ans=er; T!E.(36; /"at is important consideration in toda emplo mentA - 7o: performanceH speed and c"ange due to "ars" competition; - )erformance: skilled =orkersH matc" =it" t"e tasks; - $eed to produce goods or services 9uickl -Q need oung people ="o are =illing to put in long "oursH :e aggressive and =ill pus" t"emselves to do t"eir Io: faster; - +ave to :e innovative; C"anging =orkforce -Q :ring in ne= ideas; - skilled =orkers do not =ant to :e tied do=n to one compan H t"e =ant t"e fleBi:ilit to improve t"eir opportunities; - (o alt is not practical toda ; SECT#!$ 2: C!&&E%C#'( 3; 1o ou agree or disagree =it" t"e follo=ing statementA 'dvertising can tell ou a lot a:out a countr ; ,se specific reasons and eBamples to support our ans=er; T!E.( unavaila:le; 4; Some people sa t"at advertising encourages us to :u t"ings =e reall do not need; !t"ers sa t"at advertisements tell us a:out ne= products t"at ma improve our lives; /"ic" vie=point do ou agree =it"A ,se specific reasons and eBamples to support our

ans=er; T!E.(11/"at is t"e purpose of ad;A - encourage customers to :u t"ings t"e donCt need; - T"eir primar goal is profit; #n ="ic" =a can ad; persuade customers :u t"ings t"e donCt needA - 6egin =it" c"ildren: t"e =ant to :e like ever one elseH t"e =ant to "ave ="at ever one "as; - T"roug"out our life: 'dvertisement define ourselves : ="at =e o=n rat"er t"an : ="o =e are; #t encourages a competition of false values and s"allo= measurements of ="at matters in our lives; /"at is t"e advantage of ad;A - En"ance econom ; - )eople :u products -Q ot"er people "ave Io:s; - 0eep us informed a:out ne= products t"at ma actuall "elp us in some =a ; 4; 's t"e num:er of commercial is on t"e increase on our T@H man vie=ers feel anno ed and claim t"at commercials s"ould :e :anned; 1o ou agree =it" t"is ideaA SECT#!$ 3: E&)(!*&E$T 4; /"at are some important 9ualities of a good supervisor J:ossKA ,se specific details and eBamples to eBplain =" t"ese 9ualities are important; T!E.(12 - Iustice: treat all "er emplo ees fairl ; - 0no= "o= to give clear and understanda:le directions: not c"ange too constant; - 1elegating aut"orit =ell: kno= "o= to use t"e skills of "er emplo ees to :est advantage; - 0no= "o= to evaluate "er emplo ees on a reasona:le set of criteria; - Sets t"e standards for "er emplo ees : "er o=n :e"avior; 6; T"e idea of "aving a single career is :ecoming an old fas"ioned one; T"e ne= fas"ion =ill :e to "ave several careers or =a s of earning mone and furt"er education =ill :e somet"ing t"at continues t"roug"out life; /" does eac" person need "ave several careers or =a s of earning mone and lifetime educationA - T"e enormous c"anges in tec"nolog - $o matter ="at t"eir field of eBpertiseH people are no longer a:le to cope =it" toda 55s fast c"anging =orkplace unless t"e upgrade t"eir skills t"roug" furt"er stud ; - &an Io:s "ave :ecome o:solete in recent ears; - .or eBampleH ro:ots "ave taken over factor assem:l lines in t"e automo:ile industr - 6ank emplo ees "ave lost Io:s :ecause no= people use 'T&s or t"eir "ome computer for ordinar :ank transactions; - Similarl H travel agencies and retail stores "ave gone online and t"e people ="o used to do t"ese Io:s "ave :een faced =it" a mid-life career ; - T"e marketplace "as :ecome glo:al; - Competition "as increasedH and small :usinesses "ave :een s=allo=ed up : large corporations t"at are often multinationals; - &an industries t"at once flouris"ed in $ort" 'mericaH like t"e teBtile industr or t"e s"oe industr H no= onl distri:ute foreign-made goods "ere;

- (a:our is c"eaper in t"e developing =orld and so t"ese industries no longer emplo t"e large =orkforce in $ort" 'merica t"at t"e once did; 's a resultH people "ave "ad to retrain and find Io:s in ot"er fields; Tec"nological c"ange =ill not slo= do=n in t"e 21st centur and so it is likel t"at more occupations =ill :ecome o:solete in t"e future and =e =ill all "ave to upgrade our tec"nical skills regularl and "ave some emplo ment fleBi:ilit if =e are to remain competitive in t"e =orkforce; -; T"e =orld of =ork is c"anging 9uickl : P toda : - people often "ave t"e same Io: for 33 or 43 ears; - &ost people retire at 63 or 64; - T"e =orking =eek is - or 2 "ours per da for 4 or 6 da s; - &illions of people =ork in factories; P future: - people =ill learn ne= skills and c"ange Io: more often; - &ost people =ill retire at 43 or 44; - S"orter =orking =eek; 'lso t"ere =ill :e more part time Io:s -Q more free time; - Computers and ro:ots =ill do a lot of t"e =ork in factories; P !pinions: - in t"e pastH people "ad to =ork far too "ard; T"eir Io:s controlled t"eir lives; #tCs not going to :e like t"at in t"e future; /eCll "ave more time to enIo ourselves; T"atCs greatT=" =ork if a ro:ot can do it for ouA - )eople need to =ork; #f ouCve got a Io: ouCre a part of societ ; #f ou "avenCt got a Io: ouCre outside societ ; 2 1o ou agree or disagree =it" t"e follo=ing statementA T"e most important aspect of a Io: is t"e mone a person earns; ,se specific reasons and eBamples to support our ans=er; T!E.(61; /"at does earning a lot of mone meanA - #ndicator of success: :u an t"ing ou =ant; - #ndicator of a smart person: stupid person can not earn muc" mone ; - #ndicator of a good candidate for marriage: an girls =ant to marr a ric" man; /"at are ot"er factors affecting Io: satisfactionA ? /"at is a ver important skill a person s"ould learn in order to :e successful in t"e =orld toda A C"oose one skill and use specific reasons and eBamples to support our c"oice; T!E.(46 - /"at are necessar skillsA - Tolerance; - Computer skill; - .oreign language skill; - /" =e need toleranceA - T"e =orld is :ecoming increasingl mo:ile -Q =ork =it" different kinds of people -Q tolerant eac" ot"er; - /"at s"ould =e do ="en t"ere is a difference in opinion: - (earn to :e tolerant of one anot"er; - %espect t"ese different in opinion; - .ind a common :ackgroundH an idea =e can :ot" agree on;

- -Q easier to settle differences in ot"er su:Iects; 13; Uualities a person needs to :ecome successful in toda Cs =orld can not :e learnt at universit or similar academic institution; To ="at eBtent do ou agree or disagree =it" t"is ideaA 11; Some people prefer to =ork for t"emselves or o=n a :usiness; !t"ers prefer to =ork for an emplo er; /ould ou rat"er :e selfemplo edH =ork for someone elseH or o=n a :usinessA ,se specific reasons to eBplain our c"oice; T!E.( 12; #n t"e field of industrial relationsH emplo ees going on strike is not a valid =a of resolving conflict; T"ere are :etter aproac"es to resolving differences in t"e =orkplace; - /"at are t"e purpose for emplo ees going on strikeA - effective =a to resolve industrial disputes; - /"at can :e disadvantaged : t"ose strikesA - (oss of production - )ossi:le loss of customers for companies; - (oss of =ages for t"e striking emplo ees; - #n some cases striking emplo ees also put t"eir o=n Io:s at risk - 1irectl t"roug" possi:le dismissal : t"eir emplo er - #ndirectl t"roug" =eakening t"e competitive position of t"e compan t"e =ork for; - #t "as :een s"o=n in man case studies of strikes tend to increase conflict and to "urt :ot" parties t"roug" t"e economic damage t"e cause; Strikes are an eBercise in po=erH and do not get to t"e underl ing cause of industrial disputesH ="ic" is a conflict of interests :et=eem emplo er and emplo ee; 13; 1o ou t"ink t"at pu:lic sector =orkers suc" as teac"ersH doctorsH nurses and fire fig"ters s"ould :e allo=ed to strikeA 6: $ot if t"e 55re properl re=arded; T"eir unions s"ould come toget"er =it" t"e emplo ers and negotiate no-strike agreements; ': /"at if t"e emplo ers decide to introduce ne= =orking practicesA 'fter allH t"ings can55t remain t"e same for ever; 6: 'n c"ange in conditions s"ould :e negotiated as =ell; ': 'nd ="at "appens if t"e t=o sides can55t agreeA 6: T"en t"e dispute s"ould go to ar:itration; /"at55s needed is an independent :od to mediate in industrial disputes; #t mig"t sometimes "ave to impose a settlement; ': Surel H no:od can force people to go to =orkH if t"e reall don55t =ant to; 6: T"en t"e risk losing t"eir Io:s; #t is =rong to leave "ospital patients =it"out doctors and nurses; (ike=iseH strikes among teac"ers can severel disrupt t"e education of our c"ildren; ': So ou don55t t"ink ever :od s"ould "ave t"e rig"t to strikeA 6: /ellH # t"ink ever :od s"ould "ave t"e rig"t to Ioin a trade union; T"is allo=s free collective :argaining; *ou can55t "ave ever =orker making separate deals =it" management; T"e strike =eapon s"ould onl :e used as a last resort if ar:itration fails; Emplo ees s"ould kno= t"at management ma impose a lock-out; #s t"ere an ot"er :etter alternativesA - 6ot" sides must also realise t"at t"e need eac" ot"er - 6e prepared to negotiate a compromise solution in situations ="ere conflicts arise; - Emplo ers s"ould realiRe t"at t"eir emplo ees are an invalua:le resource; - T"e s"ould use ever avenue to encourage emplo ees to contri:ute t"eir ideas to

improving t"e =ork environment; - Emplo ees s"ould realiRe t"at t"e "ave more to gain : =orking constructivel =it" emplo ers t"an : opposing t"em; - /"ere communication is encouraged at ever levelH relations =ill :e :etterH and strikes muc" less likel to occur; 14; #f ou =ere an emplo erH ="ic" kind of =orker =ould ou prefer to "ire: an ineBperienced =orker at a lo=er salar or an eBperienced =orker at a "ig"er salar A ,se specific reasons and details to support our ans=er; T!E.( unavaila:le; 14; T"e emplo ment market is rapidl c"angingH posing impacts on Io: seekers; 1iscuss t"e causes of suc" c"anges in emplo ment opportunities; +o= rapid is emplo ment market c"angingA - C"anges in tec"nolog -Q re9uire ne= skill; - >lo:al =orkforce market -Qmore competitiveH ne= =a of =orking; - T"e increasing participation of female -Q more competitive; - %ising population -Q more competitive; /"at are ne= re9uirement to=ard ne= Io: seekersA - $eed glo:al skills: foreign languageH computer skill; - ':ilit for team=orking; - Tec"ni9ue for appl ing for a Io:: d namicH intervie= skill; - ':ilit to earn mone in some =a s; 16; /e all =ork or =ill =ork in our Io:s =it" man different kinds of people; #n our opinionH ="at are some important c"aracteristics of a co-=orker Jsomeone ou =ork closel =it"KA ,se reasons and specific eBamples to eBplain =" t"ese c"aracteristics are important; T!E.(22 - Cooperative: get along =it" ot"ersH finis" task efficientl and in time; - 'dapta:le: =it" c"anges in sc"edules or routinesH "aving Io: description revised; - +elpful: =illing to do ="atever it takes to get t"e Io: doneH "ave sense of communitive; - ' s mpat"etic listener: not gossip; 1-; )eople =ork :ecause t"e need mone to live; /"at are some ot"er reasons t"at people =orkA 1iscuss one or more of t"ese reasons; ,se specific eBamples and details to support our ans=er; T!E.( - feeling of success; - .eeling of useful; - 7o: satisfaction: EnIo =orking ="at t"e interest - (ike t"e sense of accomplis"ment; - #nteract =it" peopleH "elp ot"ers; - )ursue t"eir interested field; - Social status; 12; Some people prefer to =ork for a large compan ; !t"ers prefer to =ork for a small compan ; /"ic" =ould ou preferA ,se specific reasons and details to support our c"oice; T!E.(44 /" large compan A - advancementH promotion; - @ariet of Io:s -Q can :e trained in a variet of positions and =ould "ave valua:le eBperience; - &ore prestige;

1?; Some people like to do onl ="at t"e alread do =ell; !t"er people prefer to tr ne= t"ings and take risks; /"ic" do ou preferA ,se specific reasons and eBamples to support our c"oice; T!E.(42; /" take riskA - $ot"ing venturedH not"ing gained; - $e= opportunities; - $e= c"allengesH despite failure -Q take eBperiencesH lessons; 23; 1o ou agree or disagree =it" t"e follo=ing statementA 6usinesses s"ould do an t"ing t"e can to make a profit; ,se specific reasons and eBamples to support our position; T!E.(66; - /"at s"ould :usinesses doA - Satisf emplo ees; - Trust of customer; - )la an active part in t"e communit ; 21; #s it more important to :e a:le to =ork =it" a group of people on a team or to =ork independentl A ,se reasons and specific eBamples to support our ans=er; T!E.(unavaila:le; 22; 1o ou agree or disagree =it" t"e follo=ing statementA #t is :etter to :e a mem:er of a group t"an to :e t"e leader of a group; ,se specific reasons and eBamples to support our ans=er; T!E.(111; - /"at are desira:le c"aracters of a leaderA - ':ilit to anticipate ="at "appen; - >ood plannerH persuasive person - #nitiative - 'ction oriented - %esponsi:le; - /" s"ould # :e a leaderA - .eeling of :eing success; - >aining social respect; - Contri:ute t"e most to surrounding people and t"e communit ; SECT#!$ 4: !T+E% EC!$!&#C #SS,ES 23; ' universit plans to develop a ne= researc" center in our countr ; Some people =ant a center for :usiness researc"; !t"er people =ant a center for researc" in agriculture JfarmingK; /"ic" of t"ese t=o kinds of researc" centers do ou recommend for our countr A ,se specific reasons in our recommendation; T!E.(132 /"at can researc" center for :usiness :ringA - #mprove a countr Cs econom in relation to ot"er countries /" not approve :usiness centerA - 6usiness practices in t"e ,S alread serve as a model for man ot"er countries; - 6usiness are alread =ell connected internationall ; T"e "ave t"e advantages of t"e #nternet and ot"er means of electronic information transmission; - 6usinessmen =ould get ric"er; .or t"e rest of t"e countr Cs peopleH t"ere mig"t :e little o:vious :enefit; /"at can researc" center for agriculture :ringA - +elp all people: food prices can :e reduced as farmers discover more effective means of

food production; - $atural resources are eroding; - .armers need to :uild stronger net=ork across t"e countr and internationall muc" as :usinessmen alread "ave done; !t"er possi:le 9uestions for intervie= section regards t"is topic: 1; /"at are some of t"e main industries in our countr A55 - 'griculture: @ietnam is still :asicall an agriculture societ H alt"oug" it continues to take steps to=ard an industr -oriented development; - !ne of t"e =orld55s largest eBporters of rice; - T"e @ietnamese econom is dominated : agricultureH ="ic" emplo s over 63V of t"e la:our forceH and comprises 43V of total eBports; - T"oug" rice is t"e main agricultural productH t"e countr also produces maiReH s=eet potatoH vegeta:lesH am and :eans; - @ietnam is one of t"e =orld55s largest producers and eBporters of coffee; - &ineral #ndustr : - %ic" in natural resourcesH =it" most of its reserves relativel untappedH coal is @ietnam55s second most important mineral in terms of eBport earningsH after petroleum; @ietnam :ecame an oil-producing nation in 1?26; - T"e industrial sector is also an important contri:utor to t"e countr 55s econom ; - Emplo ing a:out 12V of t"e la:our force; - &anufacturing industries include food processingH teBtiles and leat"erH :uilding materialsH packagingH =ood processing and paperH engineering and c"emicals; 2; 1escri:e a Io: t"at ou t"ink =ould :e ideal for ou; *ou s"ould sa : - ="at t"is Io: is; - /"at 9ualities or pre conditions people usuall "ave to "ave to get t"is kind of Io:; - /" ou t"ink t"is Io: =ould :e ideal for ou; - 'nd eBplain =" it is likel or unlikel t"at ou =ill "ave a Io: like t"is in t"e future; 3; +o= important do ou t"ink it is to "ave a Io: t"at ou enIo A 4; Compare t"e importance of salar and Io: satisfaction in c"oosing a Io: or career; 4; Evaluate t"e importance of good relations"ips in a =ork environment; 6; 're t"ere an Io:s or fields of =orkH ="ic" ou consider to :e more appropriate for males or femalesA /" A - Consider emplo ment in @ietnam; 1o ou t"ink it is more or less segregated in terms of gender t"an in previous generationsA /"at T@ commercials do ou likeA /" A 2 /"at55s our favorite commercialA ? /"at is t"e purpose of advertising a productA 13 1o ou t"ink t"ere are su:liminal messagesA 11 /"en ou drive or =alkH do ou get distracted : advertisements on :uses or :ill:oardsA 12 /"en ou go food s"oppingH do ou :u foods ou55ve seen in T@ commercialsA 13 1o ou like t"e 6ennetton55s advertisementsA #f notH =" A J*ou can su:stitute an compan 55s name;K 14 1o ou t"ink it55s rig"t to see naked =omen in T@ commercials selling :eaut productsA 14 /"ic" Io: are ou :est atA

16 /"ic" Io: =ould ou never doA 1- /"ic" Io:s do ou t"ink are t"e most prestigiousA 12 /"o among t"e people ou kno= "as t"e most interesting Io:A /"at is itA 1? /" did ou leave our last Io: - did ou resign or =ere ou sackedA 23 /ould ou :e upset if our :oss =as a =omanA 21 /ould ou consider t"e militar as a career c"oiceA /" or =" notA 22 /ould ou like a Io: in ="ic" ou traveled a lotA 23 /ould ou like a Io: t"at re9uired ou to sit at a computer all da A 24 /ould ou rat"er :e a doctor or a :ankerA 24 /ould ou rat"er =ork inside or outsideA End of topic 3 Topic 4: Education Section 1: ,$#.!%& - +!&E/!%0 1; Some "ig" sc"ools re9uire all students to =ear sc"ool uniforms; !t"er "ig" sc"ools permit students to decide ="at to =ear to sc"ool; /"ic" of t"ese t=o sc"ool policies do ou t"ink is :etterA ,se specific reasons and eBamples to support our opinion; T!E.( - /"at are advantages of =earing uniformA - &ake t"ing more e9ual for all students; - E9ual on an economic level - -Q )revent env and Ieolous a:out st lis" clot"es - -Q .orm friends"ip :ased on personalit not clot"es; - reduce une9ual treatment : teac"ers; - En"ance solidarit - Encourage t"e individual students of a sc"ool to feel like part of a :igger group; - /"at are disadvantages of =earing uniformA - Sc"ool uniforms limit c"ildrenCs individualism in clot"es; - Some families canCt afford t"ose uniforms; 2; &an teac"ers assign "ome=ork to students ever da ; 1o ou t"ink t"at dail "ome=ork is necessar for studentsA ,se specific reasons and details to support our ans=er; T!E.( unavaila:le; 3; 'part from uniformsH ="at do ou t"ink s"ould :e done to improve t"e e9ualit among t"e c"ildren of different economic :ackgroundsA 4; 're sc"ool c"ildren in @ietnam re9uired to =ear uniformsA 4; /"at are some of t"e :enefits of re9uiring c"ildren to =ear uniforms to sc"oolA 6; /"at are some of t"e disadvantages of compulsor sc"ool uniformA -; 1o ou t"ink compulsor sc"ool uniform can :e Iustified on educational groundsA SECT#!$ 2: TE'C+E% - ST,1E$T 1; /"en students are in large classes it is ver "ard for t"e teac"er to give ever student individual attention; /"at can educational aut"orities do a:out t"isA 2; Evaluate a teac"erCs po=er to influence a studentCs ="ole life; 3; Some people :elieve t"at students s"ould :e given one long vacation eac" ear; !t"ers :elieve t"at students s"ould "ave several s"ort vacations t"roug"out t"e ear; /"ic"

vie=point do ou agree =it"A ,se specific reasons and eBamples to support our c"oice; T!E.(114; /" several s"ort vacations t"roug"out t"e earA: J3 mont"s per earH eac" time last for 1 mont"K; - Easier for parents to sc"edule vacations; - +ard for parents to make a plan for t"e time in long vacation: eBpensiveH unsafe for c"ildren; - 6etter for econom and tourism; - !vercro=ded in "olida seasons; - C"ildren are :etter focused on stud /" one long vacation in t"e earA - Sc"ool :uildings are air conditioned -Q in summer: "ot; - Students can take part in t"e real =orld: =orking for eBperiences; 4; Some people t"ink t"at t"e can learn :etter : t"emselves t"an =it" teac"er; !t"ers t"ink t"at it is al=a s :etter to "ave a teac"er; /"ic" do ou preferA ,se specific reasons to develop our essa ; T!E.(1-; /" =e need teac"ersA - Teac"ers :ring =it" t"em varied and useful :ackground; - Trained teac" individuals in different =a s depending on t"eir st le -Q ="ic" =a is :est for eac" student: - 1iscussion; - /riting; - ' good teac"er can adapt "er teac"ing to our needsH - Teac"ers "elp ou to focus on ="at ou are learning; - 0eep our attention on t"e su:Iect; - 0no= "o= to approac" a su:Iect logicall H taking it one step at a time; Stud : ourself -Q skip parts ou t"ink ou donCt need; - ' :roader =a of learning; - #nformation in t"e =ritten materials as =ell as t"e teac"erCs o=n kno=ledge of t"e topic; - )rovided eBtra materials to :roaden t"e scope; 4; To :e successful in education it is more important to :e a good student t"an to "ave good teac"ers; 1o ou agreeA 6; 1o ou agree or disagree =it" t"e follo=ing statementA Teac"ers s"ould :e paid according to "o= muc" t"eir students learn; >ive specific reasons and eBamples to support our opinion; T!E.(;-3 - /" s"ouldnCt teac"ers :e paid according to "o= muc" t"eir students learnAW "o= good do t"eir students perform in eBaminations - Students =ill miss out on a lot of education t"at canCt :e measured on a testH :ecause teac"er =ill start to teac" onl ="at students need to get "ig" test scores; - Some less a:le students =ould :e disadvantaged; Teac"ers ma ignore students ="o "ave learning difficulties :ecause t"e "ave to pus" t"e maIorit of t"e students; - !n ="at :asis s"ould teac"ers :e paidA -; Some students prefer to stud alone; !t"ers prefer to stud =it" a group of students; /"ic" do ou preferA ,se specific reasons and eBamples to support our ans=er; T!E.(144 /"at are advantages of stud ing aloneA

- #n case t"e group donCt take stud ing seriousl -Q distractedH interuptions; - ':solutel 9uite; - 1epend on our "a:its and personalit ; - #f ou are socia:le -Q too tempted to socialiRe; /"at are advantages of stud ing in a groupA - EBc"ange information a:out t"e topic: comparing notesH discuss various aspects of a topic -Q clearer arguments; - .ocused on stud ing: good discipline -Q no =asted time; /"at are disadvantages of stud ing in a groupA 2; Sc"ools s"ould ask students to evaluate t"eir teac"ers; 1o ou agree or disagreeA ,se specific reasons and eBamples to support our ans=er; T!E.(-4 - /" students s"ould evaluate t"eir teac"ersA - +elp teac"ers to perfect t"emselves: #nform teac"er of "o= students react :ot" to t"eir teac"ing met"ods and to t"em as individuals; - Encourage teac"ersH give t"em confidence; - +elpful for sc"ool administrators assessment of t"e 9ualit of t"eir teac"ers; - >ood eBercise for students -Q understand :etter ="at is eBpected of t"em; - Teac" students responsi:ilit : >ive students feelings t"at t"e "ave a voice in ="at "appen in t"eir sc"ools; ?; 1o ou agree or disagree =it" t"e follo=ing statementA +ig" sc"ools s"ould allo= students to stud t"e courses t"at students =ant to stud ; ,se specific reasons and eBamples to support our opinion; T!E.(113; - /"at su:Iects are mandator A - &at"emeticsH literatureH and science; - +ardl an students c"oose t"ese despite neccessit ; - /"at su:Iects are electiveA /" A - &usicH artH IournalismH various kinds of team sports; - C"ance of eBperiment; - >et a "ead start on ="at going to stud in college; - 6ecause students interested in different su:Iects; (ater onH no time for stud ing t"eir interested su:Iects; 13; Some students like classes ="ere teac"ers lecture Jdo all of t"e talkingK in class; !t"er students prefer classes ="ere t"e students do some of t"e talking; /"ic" t pe of class do ou preferA >ive specific reasons and details to support our c"oice; T!E.(144 'dvantages of lecture: - Teac"er give t"e student t"e information at t"eir :est; - Students gain t"eir eBperience and kno=ledge; 'dvantages of discussion: - develop studentsC activeness; - 1evelop studentsC interactive skill; - Teac"ers feel more comforta:le; - Students stud more effectivel : - !ne effective =a of stud ing is: making mistake; - 1icussion is al=a s a :etter =a for gaining information; - Students "ave to consider t"e pro:lems rig"t at t"e class to kno= to ="at eBtent t"e understand;

11; 1isruptive sc"ool students "ave a negative influence on ot"ers; Students ="o are nois and diso:edient s"ould :e grouped toget"er and taug"t seperatel ; 1o ou agree or disagreeA #$S#>+T126 - /" s"ouldnCt =e separate disruptive studentsA - (imiting t"eir educational opportunities; - ' sort of prison -Q never recover from t"e eBperience -Q pro:lems for t"e =ider societ ; /"atCs t"e alternativeA - #nvestige for t"e reason: - T"e =ork is too eas ; - Teac"ers are uninspiring; -Q solve it 12; &an students "ave to live =it" roommates ="ile going to sc"ool or universit ; /"at are some of t"e important 9ualities of a good roommateA ,se specific reasons and eBamples to eBplain =" t"ese 9ualities are important; T!E.( unavaila:le; SECT#!$ 3: SEC!$1'%*- TE%T#'%* E1,C'T#!$ 12; /"at =ere some of t"e rules ou "ad to follo= at our "ig" sc"oolA P /"ic" rules did ou t"ink =ere unfairA P 1id ou ever get caug"t :reaking an sc"ool rulesA P /ere ou allo=ed to smoke on campusA P /ere ou allo=ed to eat food in t"e classroomA 13; To ="at eBtent s"ould universit courses :e geared to t"e economic needs of societ A 14; T"e government of our countr is going to offer a num:er of universit sc"olars"ips; #n ="ic" academic su:Iects s"ould t"ese sc"olars"ips :e offered to :enefit our countr A Cuc 31 - /" offer sc"olars"ips to eBcellent students commited to agricultural science and tec"nolog A - @n is an agricultural countr ; - T"e production is limited due to t"e lack of advanced agricultural tec"nolog and farming met"ods; - @ietnamese students =ould :e encouraged and facilitated to ac9uire advanced agricultural science and tec"nolog to appl to t"e farms and rice fields - -3V population =ould enIo increased productionH "ig"er 9ualit productsH more Io: opportunitiesH and "ig"er incomes; - /" offer sc"olars"ips to eBcellent students commited to information tec"nolog A - )ivotal role of t"is field in pus"ing up t"eir economies; - @n enIo comparative advantages in "uman resource since our students rank "ig" in international and regional computer science and mat"s contests; - #gnoring computer science in t"is #T =orldH vietnam =ould risk lagging :e"ind in t"e decades to come; 14; To ="at eBtent s"ould universities function as training grounds for emplo mentA 16; Some universities re9uire students to take classes in man su:Iects; !t"er universities re9uire students to specialiRe in one su:Iect; /"ic" is :etterA ,se specific reasons and eBamples to support our ans=er; T!E.( unavaila:le; 1-; #n some countriesH teenagers "ave Io:s ="ile t"e are still students; 1o ou t"ink t"is

is a good ideaA Support our opinion : using specific reasons and details; T!E.(24; /" s"ouldnCt teenagers "ave Io:s ="ile t"e are still studentsA - $egative impact on t"eir learningH and eventuall on t"eir grades; - 1isrupt a teenagerCs "ome life; - +eCs missing out on t"e fun of :eing oung; +e "as a ="ole lifetime in ="ic" "eCll "ave to earn a living 12; C"ildren s"ould never :e educated at "ome : t"eir parents; 1o ou agree or disagreeA 1?; Some people :elieve t"at universit students s"ould :e re9uired to attend classes; !t"ers :elieve t"at going to classes s"ould :e optional for students; /"ic" point of vie= do ou agree =it"A ,se specific reasons and details to eBplain our ans=er; T!E.(14 - /" s"ould attend t"e classA - )ersonal eBperience can "elp people learn a:out t"emselves and t"e =orld outside t"e classroomH :ut ="en it comes to learning a:out academic su:IectsH students need to :e in class; - #n classH students receive t"e :enefit of t"e teac"erCs kno=ledge; - 'ttending classes on an su:Iect teac"es more t"an Iust facts; #t teac"es students "o= to learn H "o= to a:sor: information and appl ="at t"e Cve learned to ot"er situations; - Teac" t"em "o= to =ork =it" t"e ot"er mem:ers of t"e class; - Teac" students responsi:ilit and discipline; 23; Some people :elieve t"at a college or universit education s"ould :e availa:le to all students; !t"ers :elieve t"at "ig"er education s"ould :e availa:le onl to good students; 1iscuss t"ese vie=s; /"ic" vie= do ou agree =it"A EBplain =" ; T!E.(23; /" ever one s"ould "ave t"e opportunit to attend collegeA - education is a valua:le investment in future career earnings; - )eople =it" college degrees make more mone and "ave more opportunities later; - Ever one s"ould "ave a period to learn a:out t"emselves :efore t"e :egin to =ork and earn mone ; - College is a time to meet different peopleH separate from our parentsH and :egin to define ou as a person; - 'n one s"ould :e given a c"ance to see "o= far s"e can go; /" tertiar s"ould :e availa:le to onl good studentsA - +ig"er education is ver eBpensive; - &ig"t :e a =aste of mone to send someone to college ="o mig"t not :e a:le to "andle t"e course =ork; - ' :ig investment of time; - ' =eak student s"ould get a Io: and earn some mone ; 21; Students at universities often "ave a c"oice of places to live; T"e ma c"oose to live in universit dormitoriesH or t"e ma c"oose to live in apartments in t"e communit ; Compare t"e advantages of living in universit "ousing =it" t"e advantages of living in an apartment in t"e communit ; /"ere =ould ou prefer to liveA >ive reasons for our preference; T!E.(-2 /" live on campus t"eir first t=o earsA - fres"men and sop"omores need t"e sta:ilit of campus life - living on campus makes it easier to get oriented to t"e =a t"ings are done; - *ou get t"e ="ole universit eBperience

- *ou interact more =it" ot"er students; - T"e older students in t"e dormitor can :e a :ig "elp for t"e ne= students - &aIor task is stud ; -; .eel more a part of t"e universit communit ; - &ore opportunities for :ecoming involved in universit activities and net=orking =it" student leaders and universit administration; /" live off campus t"eir last t=o earsA - 7uniors and seniors need t"e independence of off - campus life; - .inding an apartmentH dealing =it" leases and landlordCs regulationsH cooking mealsH and figuring out :udgets are all good practice for life after graduation -Q gro= into adult"ood; - ' :etter perspective on ="at is going on around t"em; 22; *ou "ave :een told t"at dormitor rooms at our universit must :e s"ared : t=o students; /ould ou rat"er "ave t"e universit assign a student to s"are a room =it" ouH or =ould ou rat"er c"oose our o=n roommateA ,se specific reasons and details to eBplain our ans=er; T!E.(-2; /" let t"e universit assignA - Student s"ould meet ne= people and :e open to ne= eBperience; - /e can c"ange roommate in t"e neBt semester if not comforta:le; - /e can pla an decisive role ="en making a list; - Someone ="o is different from us =ould :e interesting; - C"ance to get a roommate from anot"er culture; SECT#!$ 4: C!&),(S!%* - C!E1,C'T#!$ 23; 1o ou agree or disagree =it" t"e follo=ing statementA 6o s and girls s"ould attend separate sc"ools; ,se specific reasons and eBamples to support our ans=er; T!E.( unavaila:le 24; Education is recogniRed as vital to t"e future of an societ in toda 55s =orld; >overnments t"roug"out t"e =orld s"ould make education compulsor for all c"ildren :et=een t"e ages of 4 and 14; To ="at eBtent do ou agree or disagree =it" t"is statementA /"at are :enefits of compulsor education - 't a oung ageH students are unlikel to :e sufficientl mature to make sensi:le decisions a:out t"eir lives; - #n toda Cs societ H ="ere increasingl "ig" levels of skills and kno=ledge are re9uired of t"e =orkforce -Q need at least :asic education; - T"e governments provide a :asic education for c"ildren for freeM t"eir parents "ave not"ing to lose; - Some parents ="o do not =ant to follo= t"e polic do not realiRe t"e necessit of a :asic education; - #n factH a :asic education is a maIor foundation for ever career; /"at are disadvantages of compulsor education - (o= income families ma not :e a:le to afford to keep t"eir c"ildren at sc"ool; - C"ildren can "elp :ring in muc" needed income; - Compulsor sc"ooling mig"t :e ps c"ological damaging for t"e students ="o are not motivated to learn

SECT#!$ 4: E1,C'T#!$55S %!(E 1; S"ould developing countries concentrate on #mproving industrial skills or s"ould t"e promote education firstA 2; Education is a critical factor in a countr Cs development; !pinion is dividedH "o=everH on ="et"er a developing countr =it" limited resources s"ould give priorit to improving and eBpanding :asic education for t"e masses or to providing a "ig" 9ualit tertiar education for t"e future leaders; )dJ1K - /" s"ould improve and eBpand :asic eduationA - Ever one :orn to t"is =orld is e9ual andH "enceH is entitled to receiving :asic education; - !nl : improving :asic education could a poor nation encourage its people to discover t"eir potentialH ="ic" =ould translate into t"eir kno=ledge and skills to :e emplo ed at =orkH t"usGt"ere: improving productivit and H ultimatel H living standards; - #tCs common people ="o make up t"e largest part of t"e =orkforce; - T"e moral 9uestion of e9ual opportunities for ever one; !n ="at criteria can a oung person :e Iudged as a potential future leader or Iust as a common personA - 1eprive t"e involved individual of "ig"er education opportunit to eBplore "isG"er full potentialH and mig"t also deprive t"e nation of a potential clever leader; 3; 1escri:e t"e maIor purpose of education in societ ; - /ell educated and good citiRens; - Skillful and 9ualified =orkforce; 4; Too muc" education is dangerous; #f people receive more education t"an t"e need to function in t"eir Io:H it onl :reeds dissatisfaction; .or or againstA -)reparation and practice 141 Too muc" education is dangerousA - Education gives people unrealistic am:itions: t"e la= of t"e market decrees t"at not ever one can :e a managing director; - T"ere is ver little point in training people for a level of Io: t"at t"e can never "ope to ac"ieve; - Education is eBpensive; !vereducatiion is a =aste of time and mone ; - Students tend to :e a disruptive influence on societ : found at t"e forefront of radical organisation; /" s"ould invest in educationA - &ost countries need a "ig" standard of "uman resources in order to compette in t"e =orld market; - ,neducated people una:le to s"o= initiative; - Constantl c"anging tec"nolog means t"at t"e =orkforce "as to :e fleBi:le and receptive to ne= ideas in order to :e of value to emplo ers; - &oral 9uestion: ="o "as t"e rig"t to sa "o= muc" education a person is entitled toA /"at criteria could :e used to decide a level of sc"oolingA 4; Topic1?: Education is t"e single most important factor in t"e development of a countr ; 1o ou agreeA Cuc 2 /" education is t"e most important factorA - Education provides :asis for ot"er skills;

- (iterac improves =orking personCs capa:ilit ; - Creates selfG national respect; - Educaion provides :asis for "ealt" population; /" education is not t"e most important factorA - +ealt" is more important t"an education; - Economic development is importantH and ma onl need unskilled =orkers; - 1ifficult to find enoug" trained teac"ers; SECT#!$ 6: S)EC#.#C S,67ECTS 1; ;;; =" ou c"ose our particular field of stud ; 2; /ould ou force our c"ildren to stud a particular su:Iect Jor su:IectsK or =ould ou allo= t"em to c"oose t"eir o=n professionA 3; /"at do ou dislike most a:out our studiesA 4; 1id ou enIo stud ing at our universit A /"at interested ouA 4; 1escri:e a su:Iect t"at ou "ave found interesting; Sa : P /"at t"e su:Iect is; P /" ou c"ose to take it; P +o= ou felt a:out t"e su:Iect; 'nd eBplain =" ou found t"is su:Iect particularl interesting; SECT#!$ -: E8'&#$'T#!$S 1; 1o ou agree or disagree =it" t"e follo=ing statementA >rades JmarksK encourage students to learn; ,se specific reasons and eBamples to support our opinion; T!E.( 2; Topic36: EBaminations are not a good =a to Iudge a studentCs a:ilit 3; Too muc" importance is attac"ed to eBams at sc"ool; 1o ou agreeA )d- Uui; P /" sa too muc" importance is given to eBams and t"at it is time to c"ange t"e =a =e monitor out c"ildrenCs development at sc"ool; P .irstl H # t"ink t"at t"e eBamination s stem is unfair :ecause sometimes t=o students =it" t"e same a:ilit in a su:Iect get ver different eBam results; T"is is :ecause one is muc" :etter at taking eBams t"an t"e ot"er; P 'part from t"isH eBam 9uestions often test "o= muc" a student "as remem:ered a:out t"e t"ings "e or s"e "as :een taug"t in t"e classroom; P 's a resultH students are often encouraged to learn facts : "eartH instead of "o= to use t"e information and "o= to t"ink for t"emselves; P (astl H it seems to me t"at eBams sometimes "ave a :ad effect on teac"ingH as teac"ers are usuall Iudged : t"e eBam results of t"eir students; P Conse9uentl H t"e are often more interested in preparing t"eir students for t"e eBams t"an in making t"eir lessons livel and stimulating; SECT#!$ 2: !t"er relevant 9uestions 1; #s it important to stud "ard ="en ou are oung or can ou enIo our life and return to stud ="en ou are gro=n-upA 2; /"at are t"e advantages and disadvantages of stud ing ="en ou are;;; aK oung :K mature 3; /"at is our opinion of our education s stemA /"at are t"e good and :ad points and "o= could it :e improvedA

4; /"at do ou t"ink are positive and negative aspects of our countr 55s education s stemA55 4; S"ould governments spend more on education t"an t"e do at presentA 6; 're teac"ers paid enoug"A End of topic 4 Topic 4 Environment population polution- 'nimal Section 1: population -ur:anisation; 1; #n generalH people are living longer no=; 1iscuss t"e causes of t"is p"enomenon; ,se specific reasons and details to develop our essa ; 2; .actors affecting population gro=t" and effects of population control programme; .actors affecting population gro=t": - t"e level of medical care availa:le; - T"e availa:ilit of food - 'ttitudes to famil siRe; - T"e rate of deat" amongst c"ildren and adults -Q inconfident t"at t"eir c"ildren =ill survive; 'ims of population control programme: - reduce c"ild mortalit : :etter medical care availa:le - Effect: #n long termH giving parents more confidence t"at t"eir c"ildren =ill survive; - &ake famil planning information and services accessi:le; - Encourage t"e idea of small families 3; #n t"e late t=entiet" centur H t"e proportion of t"e =orld5555s population living in cities "as increased su:stantiall ; )eople "ave moved in ever-gro=ing num:ers from rural to ur:an areas; 's migration from rural areas to cities continuesH it is inevita:le t"at t"e infrastructure in t"ese cities =ill collapse; To ="at eBtent do ou agree or disagree =it" t"is statementA 4; T"e =orld is eBperiencing a dramatic increase in population; T"is is causing pro:lems not onl for poorH undeveloped countriesH :ut also for industrialised and developing nations; 1escri:e some of t"e pro:lems t"at overpopulation causesH and suggest at least one possi:le solution; 131 "ints 164 Conse9uences: - #n poor countries it is difficult to provide enoug" food to feed even t"e present num:er of people; #n additionH education to limit t"e num:er of c"ildren per famil is not al=a s succesful; - )oorer countries usuall "ave a lot of unemplo ment tooH and an increase in population simpl maIes t"e situation =orse; - T"e environment also suffers ="en t"ere are too man people living on t"e land; - #n ric"H industrialised and developing countries it is ver difficult for governments to provide effective pu:lic services in overcro=ded cities; - &oreoverH t"ere is usuall a great deal more crimeH ="ic" is often due to "ig" rates of unemplo ed; .urt"er large increases in population onl cause more overcro=dingH unemplo ment and crime; Solution:

- Ever =oman ="o is pregnantH :ut ="o does not =ant to give :irt"H s"ould :e allo=ed : la= to "ave an a:ortion; - >overnments must educate people to limit t"e siRe of famil ; - #n C"inaH couples are punis"ed financiall if t"e "ave more t"an one c"ild; T"is ma seem cruelH :ut t"e Done c"ild polic E is :eginning to "ave an effect in t"e =orldCs most populous nation; Eventuall H similar policies mig"t also :e neccesar in ot"er cro=ded nations suc" as #ndiaH for eBample; 4; Some governments sa "o= man c"ildren a famil can "ave in t"eir countr ; T"e ma control t"e num:er of c"ildren someone "as t"roug" taBes; #t is sometimes neccesar and rig"t for a government to control t"e population in t"is =a ; 1o ou agree or disagreeA cam:ridge 2 164;- %easons for government to control t"e population: - #n t"e pastH populations =ere partl regulated : fre9uent =ar and =idespread diseaseH :ut in recent ears t"e effects of t"ose factors "ave :een diminis"ed; - Countries can :e faced =it" a population t"at is gro=ing muc" faster t"an t"e nationCs food resources or emplo ment opportunities and ="ose mem:ers can :e condemned to povert : t"e need to feed eBtra mout"s; )opulation control as a means of raising living standard; Solution: - T"e :est approac" =ould :e to =ork : persuasion rat"er t"an compulsion; - Clearl H t"is ="ole area is a ver delicate personal and cultural issue; &an people feel t"at t"is is not a matter of t"e state; T"e feel t"is is one area of life ="ere t"e "ave t"e rig"t to make decisions for t"emselves; - T"is could :e done : a process of education t"at points out t"e =a a smaller famil can mean an improved 9ualit of life for t"e famil mem:ersH as =ell as less strain on t"e countr CsH per"aps ver limitedH resources; Section 2: 'nimal - <oo 1; To ="at eBtent is t"e use of animals in scientific researc" accepta:leA S"ould =e use animals in scientific eBperimentsA 'nimal 2;doc - &ost scientific researc" "as to rel on t"e results of animal eBperiments; !t"er alternativesH suc" as computer modelingH t"at could replace animals are ver limited; Some people t"ink t"at using animals in scientific eBperiments is immoral and cruel; - #n m point of vie=H onl animals can fulfill t"e re9uirements of scientific eBperiments in a real =orld; .or eBampleH some medical universities use dogs as a su:stitute to allo= students to :e trained in t"eir surgical tec"ni9ues; &ost people understand t"at =e cannot use "umans in eBperiments :ecause it ma :e "armful and dangerous for "umans; #n ot"er la:orator eBperimentsH scientist often use animals like ratsH frogs and ra::its to o:serve t"e results :ecause onl t"ese animals "ave a similar organs as "umans; T"ereforeH =e can not den t"at animals contri:ute a lot to t"e development of science; - 'lt"oug" it seems impossi:le to replace animals in scientific eBperimentsH =e s"ould not give up on t"ese matter; .urt"ermoreH =e s"ould tr our :est to reduce t"e use of animals in scientific eBperiments; #n additionH =e s"ould tr to reduce pain and distress of t"e animals during t"e eBperiments; .or eBampleH =e can anaest"etiRe t"em :efore doing an eBperiments; - To summariReH =e s"ould put more effort into finding t"e :etter alternatives t"an using

animals in eBperiments; #n t"e mean timeH =e could improve our a:ilities to reduce t"e suffering of t"e animals in t"e eBperiments; 2; &an people "ave a close relations"ip =it" t"eir pets; T"ese people treat t"eir :irdsH catsH or ot"er animals as mem:ers of t"eir famil ; #n our opinionH are suc" relations"ips goodA /" or =" notA ,se specific reasons and eBamples to support our ans=er;142 unneccesar ; 3; Some people t"ink t"at "uman needs for farmlandH "ousingH and industr are more important t"an saving land for endangered animals; 1o ou agree or disagree =it" t"is point of vie=A /" or =" notA ,se specific reasons and eBamples to support our ans=er; T!E.(44 1isagree: - t"ere is a delicate :alance of nature; !f one small part is removedH it =ill effect all t"e ot"er parts; - !ur environment "as :een affected : t"e a:sence of certain animals; Certain flo=ers are pollinated : :utterflies ="ic" migrate from C'nada to &eBico; Some of t"e :reeding grounds of t"ese :utterflies =as destro ed; $o= t"ese flo=ers are disappearing from certain areas; /e =ill no longer :e a:le to enIo t"eir :eaut ; - T"e 9ualit "as :een c"anged; 'merica used to :e covered =it" giants trees; $o= =e "ave to visit t"em in one small park; %ain forests around t"e =orld are :eing cut do=n to make room for "umans; /e =ill never :e a:le to see or stud t"is fragile ecos stem; - # =ould encourage us "umans to look for ot"er altanatives for our farmlandsH "ousing and industries; /e "ave alternativesH t"e animals do not; 4; Topic13: 're our Roos cruel to =ild animalsA 1iscuss; 4; /e s"ould not keep marine mammals in captivit ; 'greeA Click "ere 6; Topic14: <oos are sometimes seen as necessar :ut not poor alternatives to a natural environment; 1iscuss some of t"e arguments for andGor against keeping animals in Roos; 'nimal 1 <oos are common places for people around t"e =orld; 'nimals are kept in Roos for several positive reasons: entertainmentH education and conservation; !n t"e ot"er "andH Roos also cause some pro:lems for animalsH suc" as restrictions in t"eir freedom or t"e destruction of t"e D=ildE c"aracter of animals; T"is essa =ill discuss advantages and disadvantages a:out keeping animals in Roos; .irstl H Roos are entertaining and interesting places for c"ildren; @irtuall all c"ildren like to see animals in Roos; T"ese are good places for families to relaB; <oos are not onl interesting places for c"ildrenH :ut t"e also give a c"ance for people ="o live in :ig cities get close to nature; T"e neBt point is t"e scientists can researc" animalsC lives ="en t"e are kept in Roos easier t"an t"e are still living in forests; Scientists can stud animalsC relations"ipsH t"eir life c cleH or t"eir "a:its; #n additionH researc"ers can learn "o= animals take care of eac" ot"er suc" as "o= mot"ers look after t"eir offspring; &oreoverH researc"ers "ave ackno=ledged t"e importance of "o= to :reed animalsH ="ic" can reduce animal eBtinction; .urt"ermoreH endangered animals suc" as tigersH lions can :e kept in captivit ; Some animals t"at risk eBtinction mig"t still eBist :ecause t"e are kept in safe from "unting; +o=everH Roos are not suita:le for animals :ecause t"e are kept in t"e limited areaH in limited food for a long time; T"e ma lose t"eir freedom and t"eir socialiRation =it"

ot"er animals; 6esidesH some animals "ave lost t"eir D=ildE c"aracter; .or eBampleH tigers mig"t lose t"eir "unting skillsM plat puses mig"t die :ecause t"e are not used to live in limited areas; 'lsoH Roos cost a lot of mone for landH animalsC food and la:ours; T"is ma c"arge eBpensive entrance fees for people ="o =ant to go into Roos; #n summar H Roos are interesting places to people of all ages and Roos are also safe places for some species of animals; *etH RoosC o=ners s"ould look after all animals and give t"em enoug" food and suita:le captivit H as t"is =ill give :eing :etter advantages for animalsC lives; -; Topic12: <oos are :ot" necessar and entertaining; -a:ove 2; 1o ou agree or disagree =it" t"e follo=ing statementA ' Roo "as no useful purpose; ,se specific reasons and eBamples to eBplain our ans=er; T!E.( a:ove Jto :e continuedK Section 3: Environment 1; )ro:lems and solutions P %ain forests: - solution: governments in rainforest countries need to plan and =ork toget"er; T"e s"ould also protect certain areas and plant ne= forest; P energ : - at t"e momentH ?4V of t"e =orldCs energ comes from fossil fuels; T"ereCs enoug" coal for t"e neBt 333 earsH :ut oil is onl enoug" for neBt 43 ears; /"at "appens t"enA /ellH one ans=er is nuclear energ ; 6ut after t"e C"erno: l disaster in 1?26H man people t"ink nuclear po=er isnCt safe; - T"e green solutions: t"e all use natural energ alread in t"e environment: - /ind energ - Solar energ - /ave energ - >eot"ermal energ Jfrom "ot rocks under t"e Eart"K P 'cid rain: - solutions: #ndustrial countries s"ould control t"eir levels of pollution; T"is is alread "appening in some parts of Europe; P /idelife: - 'nimals are a part of t"e environmentH too; &illions of t"em are killed or treated cruell : man ever ear; T"ere are five main groups: - 'nimals used for scientific researc": ra::its; - 'nimals killed for sportM foBes; - 'nimals killed for furH skin: crocodies; - 'nimals t"eir environment are in danger: glorillas; - 'nimals kept in cruel conditions on farm: c"ickenH co=s; - solution: groups like >reenpeace "ave alread "elped to stop ="ale "unting; $o=H t"e =ant to stop fur "untingH too -Q t"e :elieve in animal rig"ts; 'nimals s"ouldnCt suffer; T"e cruelt must stop; 2; /" is protecting environment importantA

P /e need a "ealt" environment in order to survive so =e must protect it; /e need to protect t"e environment no= to "elp prevent "ealt" pro:lemsH to maintain t"e ecos stem and to preserve t"e eart" for our c"ildren; P )ollution from factories and cars can cause damages to t"e environment; &oreoverH pollution cause "ealt" pro:lemsH particularl for c"ildren and t"e elderl ="o "ave =eaker immune s stem; /e need to ensure t"at t"ere are controls on t"e amount of pollution ="en possi:le so as to prevent "ealt" pro:lems caused : :reat"ing dirt air; P /e also need to pa attention to t"e ecos stem; TreesH plant lifeH and people all depent on eac" ot"er; 'n un"ealt" environment can "ave "armful effects on t"e ecos stem; .or eBampleH if a plant dies :ecause of c"anges to t"e environment and t"at plant is food for an animalH t"at animal =onCt "ave an food; #f "uman uses t"at animal as a food source t"ere could :e :ig pro:lems; P #f =e do not respect our environment no=H it =ill continue to get =orse and our c"ildren =ill suffer t"e conse9uences; T"e =ouldnCt "ave t"e same 9ualit of air to :reat" or natural :eaut to admire; T"at =ould :e sad; P /it"out clean air to :reat"H a "ealt" ecos stem and a future for our c"ildren t"e "uman race =ould not survive; T"atCs =" protecting our environment is important; 3; L'ction suc" as rec cling cannot :e left up to t"e good =ill of t"e individual; #t must :e forced on us : government;L 1iscuss t"is statement and suggest "o= governments can encourage people to :e more a=are of environmental issues; - ideas +o= can t"e government encourageGforce us to rec cleA 3 P ne= la=s P introduce fines P provide special collection services for different t pes of ru::is" P promote rec cling t"roug" a media campaign P teac" c"ildren a:out rec cling and environmental issues at sc"ool; /" s"ould =e rec cleA 1 P too muc" ru::is" - no="ere to put it P using up important resources too 9uickl P ru::is" causes pollutionH e;g; plastic ="ic" is not :iodegrada:le; /"at are t"e disadvantages of government legislation to encourageGforce people to rec cleA 4 P people =ouldn55t need to t"ink a:out t"e environment - t"e Iust follo= t"e la= P ma :e an eBpensive polic P c"ecking and fining people ="o don55t rec cle =ould :e eBpensive to doH so t"e government mig"t "ave to raise taBes to pa for it /" don55t people rec cle =it"out government la=A 2 P it55s easier not to rec cle - people are naturall laR P people are not a=are of environmental issues /"ere do people rec cle a lotA 4 P >erman H for eBample; +o= muc" s"ould t"e government fine people ="o do not rec cleA 3 - add to t"e ot"er ideas a:ove P +ig" fines to make people do it; /"o s"ould c"eck if people are rec clingA T"e policeA 4 P ver difficult point - police are too :us

P ma :e local council officials 4; To ="at eBtent is t"e continuous use of fossil fuels accepta:le given t"e evidence of glo:al =armingA 4; Topic14: To ="at eBtent s"ould economic planning :e influenced : t"e need of environmental conservationA 6; &an parts of t"e =orld are losing important natural resourcesH suc" as forestsH animalsH or clean =ater; C"oose one resource t"at is disappearing and eBplain =" it needs to :e saved; ,se specific reasons and eBamples to support our opinion; T!E.(123 - ="at are eBamples for t"e loss of suc" important resourcesA - forests; - 'nimals - Clean =ater - /" t"e are :eing lostA - due to "uman :eingsC activities like: eBploration for natural resources; - )olluted environment - /"at is t"e o:vious eBampleA >ive evidence - !ur trees; - +undreds of t"ousands of arces of trees disappear in countries all around t"e =orld; - ="at is t"e reasonA - Trees are used for fuel; - Trees are destro ed to :uild "ousing developments and s"opping centers; - /" t"is resource is importantA - Trees are essential to our survival; T"e are a maIor part of t"e process of p"otos nt"esis; )"otos nt"esis is t"e process in ="ic" green plants use car:on dioBide to produce oB genH and oB gen is somet"ing all of us need; T"e fe=er trees t"ere areH t"e more t"is affects our a:ilit to :reat"; - Trees are also important in t"e development of man medicines; &an drugs come from t"e leaves of certain treesH along =it" ot"er "er:s and plants; - Trees are important to soil conservation; T"is is =" ouCll usuall see trees lining a field; Tree roots "elp keep t"e soil in placeH and are also a factor in =ater distri:ution deep :eneat" t"e ground; - Trees provide so muc" pleasure; - /"at can :e done to protect t"is disappearanceA -; T"e environment is t"e most important issue in t"e =orld toda ; 1iscuss; 2; T"e ,nited $ations s"ould :e given a stronger role in glo:al economic management in order to ensure t"at t"e =orldCs resources are used =isel ;- 6ritis" Council; #n t"e t=entiet" centur H man countries "ave :een developing t"eir economies and improving t"e standard of t"eir people; T"e D Tiger economiesE of East 'sia provide a ver good eBample of t"is; 't t"e same timeH it is true t"at t"ere are some environmental pro:lems =it" developmentH suc" as air and =ater pollutionH and t"e cutting do=n of large areas of rain forest in some countries; # do not t"ink t"e ,$ is t"e :est organisation to take on a management role to tr and find a :alance in suc" matters; #t "as :ecome clear in recent ears t"at t"e ,$ is not ver good at managing its o=n affair; Some people sent to =ork for ,$ seem to "ave more interest in t"eir o=n advancement t"an in serving t"e greater cause of mankind; 's a

result t"ere "ave :een serious pro:lems =it" =aste and inefficienc in t"e =ork of t"e ,$; # =ould argue t"at pro:lems of development and of conservation "ave to :e solved : t"e countries concerned; 's standards of living rise in t"e developing economiesH people in t"ose countries =ill start to fig"t against pollutiion and demand a :etter standard of living; T"ese countries =ill eventuall follo= a pat" like t"at of t"e developed countries and issues of conservation =ill :ecome increasingl important; T"e :est role t"at t"e ,$ can pla is to "elp countries get toget"er to sort out pro:lems of mutual interest ="ic" cross national :orders; T"ere are also special glo:al pro:lemsH suc" as t"e "ole in t"e oRone la erH ="ere t"e ,$ can provide a forum for countries to seek common solutions; 6ut t"is is a ver different matter from giving t"e ,$ a stronger role in glo:al economic management; ?; Topic43 :T"e forests are :ecoming smaller and t"e planet is more polluted ever da ;E 1iscuss t"e advantages and disadvantages of economic development; J243 =ordsK economic /"atCs t"e connections :et=een :ad sides of economic development and environmental issueA - .irstH and most importantl H economic development of man countries makes massive pro:lemsH ="ic" damage t"e environment; - .or eBampleH if some countries "ave a good econom H t"e =ill =ant to spread t"e prosperit to outside countries; T"ereforeH sometimes t"e "ave to cut do=n a forest to :uild :uildings or factories; 's a resultH t"e forests are no= :ecoming smaller; - &oreoverH t"ere are man kinds of industriesH suc" as c"emical or petroleum industries t"at cause t"e planet to :e polluted ever da ; So =e s"ould not overlook t"ese pro:lems ="ile =e are developing an econom ; 13; To ="at eBtent s"ould industr :e made to pa for environmental pollutionA 11; To ="at eBtent can individuals ensure t"at t"e environment is protected from pollutionA 12; Some people :elieve t"at t"e Eart" is :eing "armed JdamagedK : "uman activit ; !t"ers feel t"at "uman activit makes t"e Eart" a :etter place to live; /"at is our opinionA ,se specific reasons and eBamples to support our ans=er; T!E.(33 13; +uman :eings are rapidl destro ing t"e planet eart" cuc 22 14; /"at are activities of "uman :eings ="ic" destro t"e planet eart"A; 6ritis" Council - )ollution - )olluted t"e air and land; - Cars and factories are ver dirt -Q dangerous for peopleH =ildlife and t"e environment; - 2 serious pollution pro:lems are: - 'cid rain: t"is "appens ="en gases and c"emicals miB =it" =ater in t"e air; T"e miBture travels for "undreds of miles and finall falls :ack to eart"; 6ecause D'cid rainE contains a lot of c"emicals - #t kills fis" and trees; - T"e >reen"ouse effect: gases and c"emicals are t"e reason for t"is pro:lemsH too; Some of t"em sta in t"e air like a :lnket around t"e =orld; 6ecause of t"is :lanketH t"e Eart"Cs climate is c"anging and getting "otter; - 1esserts: soil erosion: - &ore people -Q fe=er trees -Q greater use of land -Q t"inner soil -Q erosion -Q famine; - /ater: in t"e developing =orldH clean =ater is rare -Q dig deep =ells;

- %ain .orest: in t"e last 43 earsH "alf of t"e =orldCs forests "ave dissappeared; #f t"is continues for t"e neBt 43 earsH millions of specis of plants and animals =ill :ecome eBtinct; 'nd t"atCs Iust t"e :eginning; - /" is t"e crisis "appeningA - 6ecause developing =orld farmers donCt "ave enoug" land for places gro=ing food and places living; - %ic" countries depend on rain forest products; - &odern life in t"e developed =orld depends on rain forest products; T"ese includes: - &ineral - /ood - &edicine - ru::er - effects of t"e crisis: - t"e =orldCs rainforests are facing a total disaster; Some scientists sa s itCs even =orse t"an t"e effect of nuclear =ar; - T"e rainforest fires in 'frica are so :ig t"at t"e appear in sattellite p"otos; 6ut itCs not Iust a 9uestion of diappearing of tri:esH trees and species; - #tCs a 9uestion of climatH too; !ut planet needs "ealt" rainforests to contrl its temperature; /it"out t"emH t"e green"ouse Effect =ill Iust get =orse and =orse; - ,sed most of t"e Eart"Cs oilH gas and coal; - Completel killed more t"an 433 kinds of animalsH :irds and plants; - 2333: 24V of animalsH :irdsH fis" and insects ma :e eBtinct; - %easons: - )ollution: millions of animals die ever ear :ecause man "as polluted t"eir natural "ome or "a:itat; - +unting: man "unts and kills millions of animals ever ear; - Environment itself: - smaller: man cuts do=n more treesH :uild more roadH uses more land for farming -Qfe=er IunglesH fields and forest for =ild life; - &ade and used atomic :om:s; - >ro=n in num:ers from 1 :illion J 1233K to more t"an 6 :illions toda ; - natural resources: =ater sourceH :iological sourceH energ resources are "armed : "umanCs eBploration: - strip mining devastate ="ole regionsH leaving :are and useless ground; - 1eforestation removes old gro=t" trees t"at canCt :e replaced; - Too muc" fis"ing ma "arm fis" populations to t"e point ="ere t"e canCt recover - !verpopulation: - &an areas suffer too muc" development - Economic development pollution to environment: - traffic congestion; - polluted air Jemission from factoriesK - polluted =ater J=aste from companies and communitiesK - /aste present ever ="ere: :arrels of industrial =asteH radioactive =aste; - /"at "ave "uman :eings done to make t"e eart" a :etter placeA - rescue and :uild t"e eBplored resources;

- %e"a:ilitate t"e eart"; - #n t"e last 23 ears t"ere "as :een a >reen revolution; - Toda H man scientists and =orld leaders realiRe t"at t"e eart" is in danger; -Q #t is reall ver simple: Eit"er =e stop killing t"e Eart" or =e =ill kill ourselves; /e need a cleanerH "ealt"ier planet; 14; ' compan is going to give some mone eit"er to support t"e arts or to protect t"e environment; /"ic" do ou t"ink t"e compan s"ould c"ooseA ,se specific reasons and eBamples to support our ans=er; T!E.( /" protect t"e environment importantA - prevent "ealt" pro:lems; - &aintain t"e ecos stem; - )reserve t"e Eart" for our c"ildren; - T"e eart" planet is no= in danger =;r;t environment; - Click "ere 16; .orests are t"e lungs of t"e eart"; 1estruction of t"e =orld55s forests amounts to deat" of t"e =orld =e currentl kno=; To ="at eBtent do ou agree or disagreeA 6C 1-; Topic16: 1amage of t"e environment is an inevita:le conse9uence of =orld=ide improvements in t"e standard of living; 1iscuss; Click "ere 12; 1esci:e an environmental pro:lem t"at @ietnam "as; - T"e disappearing of forests;6C - 1eforestation rates in @ietnam "ave :een "ig" =it" net annual loss of forests estimated at 133 333 - 124 333 "a in recent ears; %eason: - (ocal demands for industrial =ood - #mproved market prices as part of t"e process of economic rationalisation; - Trees are used for fuel; - Trees are cut do=n illegall : criminals for profits; - .orest fires in t"e sout" of @ietnam in recent mont"s; T"e recent fire in ,min" JcamauK forest rain in @ietnam caused more t"an 6333 "a destro ed completel ; - Trees are destro ed to :uild "ousing developments and s"opping centersH giving places for gro=ing foods and providing living space for ne= added population; /" t"is issue is importantA - .orest is t"e maIor "a:itat for animalsH :irdsH plants - Trees are essential to our survival; T"e are a maIor part of t"e process of p"otos nt"esis; )"otos nt"esis is t"e process in ="ic" green plants use car:on dioBide to produce oB genH and oB gen is somet"ing all of us need; T"e fe=er trees t"ere areH t"e more t"is affects our a:ilit to :reat"; - Trees are also important in t"e development of man medicines; &an drugs come from t"e leaves of certain treesH along =it" ot"er "er:s and plants; - Trees are important to soil conservation; T"is is =" ouCll usuall see trees lining a field; Tree roots "elp keep t"e soil in placeH and are also a factor in =ater distri:ution deep :eneat" t"e ground; - Trees provide so muc" pleasure; 1?; /"at do ou t"ink can :e done to solve t"is pro:lemA - Serious efforts are :eing made to esta:lis" forest plantations in @ietnam =it" a parallel program of plantings as scattered trees in "ome gardensH and along d kes and roadsides;

"ave alread proven to :e t"e driving forces to=ards t"e reforestation of :arren land and private tree planting in "ome gardens and on marginal lands alongside roads and d kes; - 6etter management in forests: t"e forestr team need :etter training; - (auc" effective campaigns to en"ance massC a=areness of t"e importance of protecting t"e forest; - .ind ot"er alternatives from t"e tree plant areas to :uild :uildings: tall :uilding s"ould replace one t=o floor "ouse; - T"is issue must :e taken into account ="en developing t"e industr ; 23; /"at do ou t"ink t"at ordinar people can do to "elp protect t"e environmentA - Take part in t"e process of populariRing t"e neccesit of protecting t"e environment in t"e mass; - )lant trees more in surrounding living region; - Eac" action must s"o= respect to t"e environment protection: - $ever t"ro= =aste into =rong places - $ever make "arm to t"e green trees; 21; 1o ou =orr a:out t"e state of t"e environment in t"e =orldA /" G /" notA - $atural resources: =ater sourceH :iological sourceH energ resources are "armed : "umanCs eBploration: - strip mining devastate ="ole regionsH leaving :are and useless ground; - 1eforestation removes old gro=t" trees t"at canCt :e replaced; - Too muc" fis"ing ma "arm fis" populations to t"e point ="ere t"e canCt recover - !verpopulation: - &an areas suffer too muc" development - Economic development pollution to environment: - traffic congestion; - polluted air Jemission from factoriesK - polluted =ater J=aste from companies and communitiesK - t"ere are man kinds of industriesH suc" as c"emical or petroleum industries t"at cause t"e planet to :e polluted ever da ; - /aste present ever ="ere: :arrels of industrial =asteH radioactive =aste; 22; Speculate on t"e effects of environmental c"ange on t"e lives of future generations; 23; To ="at eBtent is environmental damage irresisti:leA 24; /"at do ou t"ink is t"e most serious pro:lem in t"e =orldA P /" do ou t"ink soA P /"at can =e do as individuals to solve t"is pro:lemA 24; /"at t pes of noise pollution do ou "ate t"e mostA End of topic 4; Topic 6: .amil c"ildren- =omen section 1: c"ildren 1; #t is :etter for c"ildren to gro= up in t"e countr side t"an in a :ig cit ; 1o ou agree or disagreeA ,se specific reasons and eBamples to develop our essa ;23 - >ro=ing up in t"e countr means a certain amount of isolation; *ou are in a small to=n

or on a farm and not =it" a lot of people; Even more importantH t"e people ou meet ever da tend to :e Iust like ou; &ost =ill :e t"e same race as ouH "ave t"e same :ackground as ouH and =ill "ave gone to t"e same sc"olls as ou; - #n t"e cit H ou meet =it" a variet of people; T"ere are different races and different cultures; *ou get a more interesting miB; - t"ere isnCt t"e sense of communit in t"e cit t"at ou "ave in t"e countr :ecause cit people tend to come froma lot of different places and move around a lot; )eople in t"e cit can live in t"e same apartment :uilding for t=ent ears and never get to kno= t"eir neig":ors; - #n t"e countr H ever :od kno=s ever :od ; .or a c"ildH t"is meas t"e countr is more secure; ' c"ild can get lost or "urt in t"e cit and "ave no one to turn to; #n t"e countr H ever one is a neig":or; )eople in t"e countr feel connected to eac" ot"er; - ' c"ild gro=ing up in t"e cit "as t"e advantage of a lot of interesting and eBciting places to visit; +e or s"e can go to t"e RooH museumsH art galleries and concerts; T"ere are a lot of restaurants =it" different kinds of food; #tCs eas to see ever ne= movie t"at come out; C"ildren in t"e countr donCt "ave a lot of t"ese activit near: ; - 'll in allH # t"ink a c"ild"ood in t"e cit is :etter :ecause it prepares ou more for ="at real life is like; 2; 1o ou agree or disagree =it" t"e follo=ing statementA )arents or ot"er adult relatives s"ould make important decisions for t"eir older J14 to 12 ear-oldK teenage c"ildren; ,se specific reasons and eBamples to support our opinion; 41; - 'gree: - no one kno=s me as =ell as m parents; $o one =ants t"e :est for me like m parents; #t is natural t"at # s"ould allo= m parents to make important decisions for meH concerned educationH social life and future career; - T"e are muc" more =ise and deep t"inker; - T"e are eBperienced; 3; 1o ou agree or disagree =it" t"e follo=ing statementA ' personCs c"ild"ood ears Jt"e time from :irt" to t=elve ears of ageK are t"e most important ears of a personCs life; ,se specific reasons and eBamples to support our ans=er;136 're c"ild"ood ears of a person t"e most important ears in "isG"er lifeA - 'gree: t"ese are t"e ears t"at form us; T"ese ears determine ="at kind of a person t"e c"ild =ill :ecome; - /" A - T"e time ="en =e learn a:out relations"ips; - !ur parents and si:lingsH t"en a:out rest of t"e =orld; - (earn "o= to respond to ot"ers :ased t"e treatment =eCve given; - #f =e are loved -Qkno= "o= to love ot"ers; - .orm our ideas a:out our o=n self =ort" from t"e =a ot"ers treat us during t"ese ears; T"e can convince us =e are =ort"lessH or t"e can teac" us =e deserve love and respect; - T"e ears ="en =e :egin our formal education; - 'c9uire t"e :asic skills readingH =ritingH =orking =it" num:ers use t"roug"out out lives; - (earn "o= to anal Re information and use it; - 1evelop our moral sense of ="atCs rig"t and =rong;

- 1evelop our self discipline to live according to our morals; 4; 1o ou agree or disagree =it" t"e follo=ing statementA T"ere is not"ing t"at oung people can teac" older people; ,se specific reasons and eBamples to support our position;?? - /"at can older people teac" oung peopleA - #s t"ere an t"ing t"at oung people can teac" older peopleA - Tec"nolog ; - *out" culture: popular music is generall out" oriented; - *out" related social issues: '#1S and sc"ool violence; 4; 's part of a class assignment ou "ave to =rite a:out t"e follo=ing topic; #n some countries c"ildren "ave ver strict rules of :e"aviourH in ot"er countries t"e are allo=ed to do almost an t"ing t"e =ant; To =ant eBtent s"ould c"ildren "ave to follo= rulesA *ou s"ould =rite at least 243 =ords;c"ildren;doc - #t =ould :e un=iseH indeed fool"ard H to impose t"e same rules of :e"avior on all c"ildren in ever part of t"e =orld; - 'ccepta:le rules if :e"aviour can var greatl from one countr to anot"erH =it" factors suc" as age and famil values influencing ="at is deemed to :e accepta:le in t"at particular societ ; Even t"e seB of a c"ild can greatl influence t"ese rules; - ' :asic factor t"at must :e considered is t"e age of t"e c"ild; - !t"er factors ="ic" must :e considered include maturit and "ouse"old rules - /"atever t"e situationH rules of :e"aviour do need to :e imposed on c"ildren; #n all societies rules are an integral part of life and if imposed from an earl age a c"ild =ill develop a more disciplined approac" to life and as a result develop into a =ell :alanced adult to deal =it" an ever more compleB =orld; 6; /"at are t"e important 9ualities of a good son or daug"terA +ave t"ese 9ualities c"anged or remained t"e same over time in our cultureA ,se specific reasons and eBamples to support our ans=er; T!E.(44; - !:edience - (o alt - %espect -; C"ildren learn :est : o:serving :e"avior of adults and cop ing it; To ="at eBtent do ou agree or disagree =it" t"is statementA 2; Some people t"ink t"at c"ildren s"ould :egin t"eir formal education at a ver earl age and s"ould spend most of t"eir time on sc"ool studies; !t"ers :elieve t"at oung c"ildren s"ould spend most of t"eir time pla ing; Compare t"ese t=o vie=s; /"ic" vie= do ou agree =it"A /" A24 - S"ould c"ildren :egin t"eir formal education at a ver earl ageA T"ere are man t"ings t"at could affect t"e outcome of t"e argument; - /"at kind of sc"ool is itA - #t could :e a sc"ool ="ere c"ildren sit at t"eir desks all da long memoriRing dates and facts; - !r it could :e a sc"oll ="ere t"e teac"er "elps t"e c"ildren learn ="at t"e =ant to learn -Q :etter; - /"at kind of pla =e are talking a:outA - T"e c"ild could :e alone all da long =atc"ing televisionH ="ic" could make "im or "er :ored and lonel ;

- T"e c"ild could e involved in group activities =it" neig":or"ood c"ildren of t"e same ageH ="ic" could "elp "im or "er learn "o= to get along =it" ot"ers; - 't ="ic" age s"ould c"ildren :egin t"eir formal educationA - 6 ears old -Q =" A - /"at role does Dpla Etake to=ards a c"ildA - (earn "o= to get along =it" ot"ers; - /"at is more important to a c"ildH eduction or pla ingA /" A - 6ot" are important; - /"at is t"e :est :alanceA - 'n ideal sc"ool =it" proper :reak in ="ic" c"ildren can pla ; ?; #t is ver important t"at c"ildren s"ould stud "ard at sc"ool; Time spent pla ing is time =asted; 1o ou agreeA c"ildren;doc /" education is ver important for c"ildrenA - #t is :elieve t"at if c"ildren stud "ard at sc"oolH t"e =ill "ave man opportunities to find a good Io:; /"at is t"e disadavantages of stud ing "ardA - +ealt": strain is t"e cause of :ad "ealt" effects suc" as "ig" :lood pressureH "eart attacks and e esig"t pro:lems; - Communication: t"e ma not communicate =it" t"eir families and friends -Q difficulties =it" t"eir colleagues and t"eir :osses; C"ildren s"ould manage time: "o= long s"ould c"ildren stud and pla ; 13; 1o ou agree or disagree =it" t"e follo=ing statementA C"ildren s"ould :e re9uired to "elp =it" "ouse"old tasks as soon as t"e are a:le to do so; ,se specific reasons and eBamples to support our ans=er; T!E.(13-; /"at are t"e advantages for c"ildren of doing "ouse"old tasksA - +ouse"old tasks :uild skills -Q make life a lot easier; - .amil "appier: parents less :us -Q famil relaB toget"erM parents =onCt feel like t"e servants to t"eir Dcouc" potatoE offspring; - %esponsi:ilit H :etter organiRation and time management skills -Q more likel to :e succesful in life; 11; L/"en teenagers under t"e age of 12 commit crimesH t"eir parents s"ould :e "eld responsi:le;L /rite an essa discussing t"is statement and suggest =a s to com:at teenage crime; 12; T"e government s"ould provide more financial assistance to parents ="o use c"ildcare; C"ildcare availa:le /"at is t"e advantages of using c"ildcareA - .irstl H c"ildcare centres ma assist c"ildren in t"eir earl development; - T"e give c"ildren an opportunit to miB =it" ot"er c"ildren and to develop social skills at an earl age; - #ndeedH a ="ole range of learning occurs in c"ildcare centres; - &oreoverH parents and c"ildren need to spend some time apart; - C"ildren :ecome less dependent on t"eir parents - )arents t"emselves are less stressed and more effective care-givers ="en t"ere are periods of separation; - #n factH recent studies indicate t"at t"e parent-c"ild relations"ip can :e improved : t"e use of "ig"-9ualit c"ildcare facilities;

- #n additionH parents ="o cannot go to =ork :ecause t"e don55t "ave access to c"ildcare facilities cannot contri:ute to t"e national econom ; - T"e are not a:le to utilise t"eir productive skills and do not pa income taB; - #n factH non-=orking parents can :ecome a drain on t"e taB s stem t"roug" dependent spouse and ot"er re:ates; - #n conclusionH government support for c"ildcare services assists individual families and is important for t"e economic =ell-:eing of t"e ="ole nation; 13; /"at are some of t"e 9ualities of a good parentA ,se specific details and eBamples to eBplain our ans=er; T!E.(14?; - (ove us in an circumstance: marriageH religionH ;;; -Q unconditional love - Trust: trust eac" ot"er; %espect t"eir c"ildren; Treat t"em as individuals; 'ccept our differences; SECT#!$ 2: .'&#(* '$1 .'&#(* %E('T#!$S+#)S 14; 1o ou agree or disagree =it" t"e follo=ing statementA )arents are t"e :est teac"ers; ,se specific reasons and eBamples to support our ans=er;2 /"at parents can teac" usA /"at are disadvantages of parents in t"e position of teac"ersA - T"e ma :e too close to t"eir c"ildren emotionall : sometimes limit a c"oldCs freedom in t"e name of safet ; - T"e ma eBpect t"eir c"ildrenCs interest to :e similar to t"eir o=n; - 1ifferent generations -Q disadvantage of parents: narro=er vie=s of lifeH canCt keep up =it" rapid social and tec"nological c"anges; /"at is t"e real teac"er of oneCs life: - !ur parents - !ur teac"ers; - !ur peers; - 6ooks and ne=spaper and televisions; T"e are all valua:le; 14; Some people t"ink t"at t"e famil is t"e most important influence on oung adults; !t"er people t"ink t"at friends are t"e most important influence on oung adults; /"ic" vie= do ou agree =it"A ,se eBamples to support our position;2- ="at role does famil pla in oung adultCs lifeA - ' famil is permanentH ="ile friends come and go; T"e give ou support t"roug"out our life - *our parents are our role models; T"e =ill encourage ou to do our :est to pus" ourselfH and to improve our self; ' famil is amitious for ou; - *our famil teac"es ou a:out love; - /"at is t"eir friendsCs roleA P /"ic" is more importantA X %elevant 9uestions for intervie= section: 1; 1o ou "ave an :rot"ers or sistersA /"at are t"e doing at presentA 2; /"ere does our fat"er or mot"er =orkA 3; 1o ou live =it" our famil A /" A 4; /"at do ou and our famil do toget"erA

4; 1escri:e t"e role of t"e famil in our life - give motivation -Q life is more meaningful: "ave people to care for; - >ive lifetime support -Qconfidence; - (ifelong friends: never :etra H al=a s love me and =ant t"e most :eautiful t"ing for me; 6; Speculate on "o= life =ould :e =it"out an famil ; - (ack of motivation; - (ack of orientation; - (ife is less meaningful; -; 1esci:e t"e most interesting mem:er of our famil ; Sa : P +isG"er relations"ip to ou; P /"at t"is persons does; P +o= ou feel a:out t"is person 'nd eBplain ="at makes t"is person interesting; 2; ' person ="o "as t"e most influence in our life; Jplease =rite our o=n ans=er for t"is 9uestion K /"o is t"e personA #t is ver m fat"er t"at makes t"e most important influence in m life; +e "asnCt onl "elped me form m o=n c"aracter :ut also given me strengt" to lead a :etter life; &oreoverH "e indeed made a great contri:ution to all m ac"ievements up till no=; .or meH "e is an ideal .at"er; +o= does t"is person influence on ouA - +e =as t"e person ="o make great contri:ution to m academic performance; - .rom "is vie=H a succesful person must :e an =ell educated person; T"atCs =" "e al=a s encourage usH "is four c"ildrenH to stud and stud more; +e made us a=ared t"at intellectual is t"e most precious t"ing an person can possessH muc" more t"an mone ; - +e =orked "ard for earning enoug" mone for providing us t"e :est conditions for our stud ing; Take m self as an eBample; /"en # Iust entered m "ig" sc"oolH and appeared to "ave good a:ilit for computer science su:IectH "e "ad no "esitation to :u me a good computer despite t"e fact t"at our famil =as not =elloff at t"at time and computer =as not c"eap at all; - .our c"ildren in t"e same age group is indeed a "eav :urden for an parents; 'lt"oug" "e is onl a normal electrical engineer =it" moderate salar :ut "e managed succesfull rearing us; 'll of us "ave successfull entered into :est universities and performed reall =ell in our academic results; 'n one looking at our famil =ould admire m fat"er for "is effort of :ring up us; - /"atCs moreH "e serves as a pattern of a good person for us to follo=: - +e is a soulful man not onl in famil :ut also in "is relations"ip to=ards friends as =ell as colleagues;; - +e kno=s "o= to tackle "is lifetime t"orn pro:lem; Take "is out" time as an eBample; +is rule =as al=a s doing t"e :est in given conditions; ?; 1escri:e t"e role of t"e famil in traditional @ietnamese societ ; T"e long turn s"ould include: - T"e roles and responsi:ilities of t"e various generations; - T"e :enefits to c"ildrenH t"e elderl etc; of a famil like t"is; - 'n disadvantages; - 'nd descri:e an c"anges to t"e traditional famil structure t"at "ave occurred or are in

t"e process of occurring; Jto :e continuedK Topic 6 JcontinuedK SECT#!$ 3: /!&E$ 1; 1esci:e t"e role of =omen in a t pical famil in @ietnam P t"e tasks =omen usuall perform in t"e "ome; P /"et"er men "ave different responsi:ilities to =omen P /"at roles male and female parents take in :ringing up c"ildren +o= satisfied males and females are =it" t"e current situation; 2K Topic41:L.at"er"ood oug"t to :e emp"asiRed as muc" as mot"er"ood; T"e idea t"at =omen are solel respondi:le for deciding ="et"er or not to "ave :a:ies leads to t"e idea t"at t"e are also responsi:le for :ringing t"e c"ildren up;L To ="at eBtent to ou agree or disagreeA "ere /" fat"er"ood s"ould :e emp"asiRed as muc" as mot"er"ood in t"e raising of c"ildren; - #f t"e decision to "ave :a:ies is s"ared : :ot" parentsH t"en t"e responsi:ilit for raising c"ildren is more likel to :e s"ared as =ell; T"e role of fat"er s"ould "ave t"e same importance as t"at of mot"er; - .at"ers are important to c"ildren as male role models; - Traditionall H 7apanese fat"ers are eBpected to teac" t"eir c"ildren a:out t"e real =orld and t"e importance of =ork; - &ore and more =omen are =orking outside t"eir "omes to make ends meet despite t"e fact t"at t"e are still raising a famil ; - 's more and more =omen elect to "ave :ot" famil and career t"e need more "elp from t"eir "us:ands; - .or eBample fat"ers s"ould s"are "ouse"old c"ores =it" mot"ers in suc" areas as cookingH cleaning and laundr ; - /omen also need ps c"ological support from men since t"e raising of c"ildren Yendas"M especiall ounger c"ildrenYemdas"Mcan :e eB"austing; - #n conclusionH t"e fat"er55s role and t"e mot"er55s role s"ould :e e9uall emp"asiRed :ecause not onl does s"ared parenting ease t"e :urdenH :ut also gives c"ildren a :roader perspective on :e"aviour; 3; T"e position of =omen in societ "as c"anged markedl in t"e last t=ent ears; &an of t"e pro:lems oung people no= eBperienceH suc" as Iuvenile delin9uenc H arise from t"e fact t"at man married =omen no= =ork or are not at "ome to care for t"eir c"ildren;To ="at eBtent do ou agree or disagree =it" t"is opinionA T"eCam:ridge 2 163;H Cuc 22; "ere +o= disadvantages of =orking =omen to=ard IuvenileA P &ost =orking married =omen "ave no time for t"eir c"ildren; - 's a result t"e are no longer an aut"orit for t"eir offspring; - T"eir Io:s take 2 "ours of t"eir da or sometimes even moreH so c"ildren are not a:le to communicate =it" t"eir mot"ers and do not receive information and kno=ledge from t"em; - Conse9uentl C"ildren do not =ant to o:e t"eir parents55 rules; T"e trust and :elieve more in t"eir friends t"an t"eir parents and t"erefore get involved in more trou:le t"an if

t"e "ad listened to t"eir mot"ers; P SecondH t"e personal values of married =omen ="o =ork c"ange so t"e care more a:out t"eir Io:s t"an t"eir c"ildren; - #n responseH c"ildren protest and do :ad t"ings to attract t"eir mot"ers55 attention; P /ork :rings mone and personal satisfaction for t"e married =omen :ut it affects c"ildren55s education so t"e are more likel to :e involved in criminal action; /" t"is is not a direct cause of t"e indisputa:le increase in Iuvenile related pro:lems during t"is periodA - #t is no= accepted t"at oung =omen s"ould find =ork on leaving sc"oolM indeed to rel totall on t"eir parentsC financial support is no longer an option in man families; - (ike=iseH once t"e get marriedH t"e maIorit of =omen continue =orking since t"e financial pressures of setting up a "ouse and esta:lis"ing a reasona:le standard of living often re9uire t=o incomes; - T=ent ears ago it =as common for =omen to give up =ork once t"e "ad c"ildren and devote t"eir time to caring for t"eir c"ildren; - T"is is no longer t"e general rule and t"e provision of professionall run c"ild care facilities and da nurseries "ave romoved muc" of t"e responsi:ilit for c"ild rearing t"at used to fall to mot"ers; - +o=everH t"ese facilities come at a cost and often re9uire t=o salaries coming into a famil to :e afforded; - t"e increase in t"e num:er of =orking mot"es "as not resulted in c"ildren :eing :roug"t up less =ell t"an previousl ; - 6 giving mot"ers t"e opportunit to =ork and earn mone c"ildren can :e :etter provided for t"an previousl ; - T"ere is more mone for luBuries and "olida s and a more secure famil life is possi:le; - !f course t"ere are limits as to t"e amount of time t"at ideall s"ould :e spent a=a from "ome and t"e ideal scenario =ould :e for one of t"e parents Joften t"e =ifeK to "ave a part time Io: and t"us :e availa:le for t"eir c"ildren :efore and after sc"ool; - #t is important to esta:lis" t"e correct :alance :et=een famil life and =orking life; 4; .at"ers are Iust as capa:le as mot"ers of taking care of c"ildrenH so men s"ould s"are parenting =ork more e9uall =it" =omen; 'greeG disagreeA 4; &an people :elieve t"at =omen make :etter parents t"an men and t"at t"is is =" t"e "ave t"e greater role in raising c"ildren in most societies; !t"ers claim t"at men are Iust as good as =omen at parenting /rite an essa eBpressing our point of vie=; >ive reasons for our ans=er; )arentCam:ridge 2 14-; P # :elieve t"at c"ild rearing s"ould :e t"e responsi:ilit of :ot" parents and t"atH ="ist t"e roles =it"in t"at partners"ip ma :e differentH t"e are nevert"eless e9ual in importance; - #n some countriesH it "as :een made easier over t"e ears for single parents to raise c"ildren on t"eir o=n; - +o=everH t"is does not mean t"at t"e traditional famil H =it" :ot" parents providing emotional and role models for t"eir c"ildrenH is not t"e most satisfactor =a of :ringing up c"ildren; - "o= =e define Zresponsi:le for :ringing t"e c"ildren upC; - 't is simplestH it could mean giving t"e financial support neccesar to provide a "omeH food and clot"es and making sure t"e c"ild is safe and receives an ade9uate education;

T"is could :e t"e :asic definition; - 'not"er possi:le =a of defining t"at part of t"e 9uotation; - T"at =ould sa it is not Iust t"e fat"erCs responsi:ilit to provide t"e :asics for "is c"ildrenH ="ile "is =ife involves "erself in t"e ever da activit of :ringing t"em up; - %at"erH "e s"ould s"are t"ose dail dutiesH spend as muc" time as "is Io: allo=s =it" "is c"ildrenH pla =it" t"emH read to t"emH "elp directl =it" t"eir educationH participate ver full in t"eir lives and encourage t"em to s"are "is; T"e economic and emplo ment situation in man countries means t"at Io:s are getting moreH not lessH stressfulH re9uiring long "ours and per"aps long Iourne s to =ork as =ell; T"erefore it ma remain for man a desira:le ideal rat"er t"an an ac"ieva:le realit ; 6K Topic: &ost "ig" level Io:s are done : men; S"ould t"e government encourage a certain V of t"ese Io:s to :e reserved for =omenA *ou s"ould spend no more t"an 43 minutes on t"is task; *ou s"ould =rite a minimum of 243 =ords; Cuc 11 P &ost of t"e Io:s in societ t"at are "ig"-pa ingH po=erfulH and demand a lot of responsi:ilit are "eld : men; # do not :elieve t"is situation arose :ecause =omen are incapa:le of doing "ig"-level =ork; # :elieve societ could :enefit if more =omen =ere in postions of po=er and t"erefore # t"ink t"e government s"ould reserve a percentage of t"ese Io:s for females; /" s"ould government encourage a certain V of "ig" level Io:s for =omenA P T"is situation is not :ecause of t"e incapa:ilit of =omen P .irstl H t"e pro:lem of unfair emplo ment distri:ution appears to come from social convention and not competence or true a:ilit ; - 't a oung age most girls are not encouraged to pursue political officeH :usiness successH or professional prestige ; - !n t"e ot"er "andH :o s are told to do t"ese t"ings; - 's a resultH men "old t"e "ig" level Io:s :ut t"is does not mean t"e are ver good at ="at t"e do; - #f t"e government set a 9uota for "iring =omen to do "ig" level =orkH suc" as =orking in t"e government itselfH t"en per"aps =omen =ould :e more inspired to :e am:itious in t"eir life plans and contri:ute to a less-t"an perfect societ ; P %egulations in t"e =orkplace for "iring =omen =ould not :e a ne= t"ing; - 'lt"oug" not =ritten or made into la=H t"ere seems to :e rules for ="o can and cannot "ave "ig"-level Io:s; - .or instanceH if a man and a =oman :ot" competed for t"e presidenc of a compan or even t"e countr H and :ot" =ere e9uall 9ualified and "ad t"e same eBperience and :ackgroundH t"ere is little dou:t ="o =ould get t"e Io:; - Even moreH if t"e man =as less 9ualified and less eBperienced t"an t"e =omanH t"e man =ould still pro:a:l get t"e Io: :ecause of "is seB; - T"ereforeH to legislate a percentage of "ig" level Io:s for =omen =ould =ork to fig"t t"e un=ritten seBist rules of t"e =orkplace; - ' 9uota s stem =ould :reak do=n some :arriers in t"e s"ort-term; SeBism in t"e =orkplace =ill not Iust magicall disappear; - /" s"ould notA - T"e inIustice and discrimination could :e reversed; - T"is is to sa t"at some 9ualified men mig"t :e denied a Io: ="ile some un9ualified

=omen =ould :e given one; - 'lsoH t"e pro:lem of seBism at =ork could :e =orsened instead of :eing overcome; )eople =ould dou:t ="et"er a =omen =it" a "ig" level Io: =as Ltrul capa:leL--men mig"t feel :itterness and resentmentH ="ile =omen mig"t t"ink less of t"emselves and :egin to depend on government Lc"arit L; - .urt"ermoreH t"ere is t"e pro:lem of defining ="at is a "ig"-level Io: and determining an appropriate percentage; J .inal statement t"at supports m opinion again;K -K /omen =ill pla an increasingl important role in t"e =ork place of t"e future; -)reparation and practice 142; /" =omen =ill make up a large percentage of t"e =orkforceA - 1ue to t"e recession in t"e developed =orldH companies are reluctant to take on full time =orkersH ="o usuall eBpect "ealt" careH a pension sc"eme and redundanc pa ments ="en dismissed; - #nsteadH man emplo ers prefer to "ire people at an "ourl rate; T"ese emplo ees tend to :e =omen; - ' lot of =omen canCt commit t"emselves to a fort "our =eek as t"e "ave c"ildren to look after; T"is is particularl true for single parent familiesH ="ere t"e =oman "ave to look after t"e c"ildren "erself; - T"ere ma also :e t"e perception t"at a =oman is onl =orking to supplement "er "us:andCs income and so full time =ork is not as important; - #t is also :e true to sa t"at increasing seBual e9ualit "as meant t"at more =omen are reac"ing management positions; - T"is in turn =ould mean t"at t"e num:er of =omen also increase in lo=er positionsH as =omen =ould :e keen to emplo ot"er =omen; - #f t"is is t"e caseH t"is trend must :e eBpected to continue; #t seems likel t"at t"e num:er of =orking =omen =ill continue to increase over t"e nect fe= ears as companies continue to seek a =orkforce t"at =ould :e eail dismissed and is more fleBi:le in t"eir =orking "ours; 't"oug" t"is ma :e a good t"ing in terms of seBual e9ualit H it is a maIor set:ack in terms of =orker rig"ts; 2; /"en mot"ers go out to =orkH t"eir families suffer; ?; +ave t"e c"anging roles of =omen good for =omen and societ A cuc 24 6ot" =omen and societ "ave :een disadvantaged : =omenCs emancipation; S"e supports t"is argument : s"o=ing t"at t"e c"anging role of =omen "as caused: - regression of =omenCs conditions to 1?t" centur level - after "aving :een freed of =ork outside t"e "ome in t"e 1?t" centur H =omen are no= doing :ot" paid emplo ment and "ouse=ork again; - lo=ering of t"e :read=innerCs =age; - Collapse of famil solidarit ; - &en neglectful of t"eir families; - 7uvenile deli9uenc ; - +ig" unemplo ment; - /omen to :e dissatisfied =it" "omemaking :ut still performing similar tasks in t"e ne= emplo ment area service; - /omen to accept inappropriate and unpleasant Io:s; - /omen to den t"eir feminine nature; - Casual attitude to seBH resulting in:

- 6a: "unger; - #nfertilit ; - SeBual transmitted diseases; - ':ortion; End of topic 6; Topic -; .ood 1rink -"ealt"-/elfare Section 1: 1rink 1; /"atCs our countr Cs drinking "a:itA Tea - 'n #ndispensa:le 1rink for t"e @ietnamese 's ou =alk along t"e streetsH some="ere near a lamp postH under t"e s"ade of a treeH or neBt to a doorH t"ere is a lo= ta:le =it" glass pots containing different kinds of candiesH roasted ground nutsH and sugar coated cakes; ,suall neBt to t"ese treatsH t"ere is a "um:le tea coR =it" a tra of cups; 'round t"e ta:le are several small =ooden stools; T"is is traditionall a complete description of a make-s"ift tea s"opH ="ic" is a ver popular part of @ietnamese street life; T"is drink is considered indispensa:le to ever in"a:itant of t"e cit ; Tea is drunk ever da from t"e earl morning until late at nig"t; )eople drink tea at t"eir "omesH at t"eir =ork placesH and even in tea s"ops on t"eir =a to and from =ork; /"enever t"e @ietnamese feel t"irst H t"e are likel to look for t"is drink; #t is drunk in :ot" t"e summer and t"e =inter mont"s; #n t"e =interH a sip of "ot tea makes ou feel =arm inside and :etter a:le to cope =it" t"e cold temperatures outside;,nlike nort"ernersH ="ose preference is for a cup of "ot steam teaH people in t"e sout" like to drink t"eir tea coldH tending to add ice cu:es; +o= do =e make a good tea cos A T"e o=ner skillfull lifts t"e cap of t"e tea coR H takes out t"e tea potH and t"en pours t"e "ot tea into a small cup; T"e o=ner t"en "ands t"e cup of steaming tea to t"e customer Section 2: "ealt" 1; )eople do man different t"ings to sta "ealt" ; /"at do ou do for good "ealt"A ,se specific reasons and eBamples to support our ans=er; T!E.(134 P !ur "ealt" is t"e onl t"ing =e reall "ave in t"e =orld; *ou can take a=a our mone H our "ouseH or our clot"es and =e can survive; Take a=a our "ealt" and =e =ill die; T"at is =a # eat "ealt"full H eBercise regularl and keep up m social life; P Eating "ealt"full is important to maintain oneCs "ealt"; # tr to avoid foods "ig" in fat like frenc" fries or cookieA; # also tr to limit t"e amount of animal protein # consume; # never eat more t"an a fe= ounces of fis" or c"icken a da and # rarel eat meat; # eat a lot of vegeta:les and fres" fruit ="ic" are full of fi:er and vitamins; #t is important to kno= "o= to cook t"ese foods so t"e nutrients are not lost in t"e cooking process; P *our muscles must continue to :e strong to support our :od as it gro=s older; Esercise "elps t"e :ones :uild densit and "elps ou maintain our posture; ' regular eBercise program of cardiovascular training and =eig"t training is an important part of keeping our "ealt"; P .riends are an important of oneCs "ealt"; Studies "ave s"o=n t"at people =it" a =ide

range of socila contacts get fe=er colds and "ave fe=er complaints t"an t"ose ="o donCt; laug"ing is also an important part of "ealt"; # like to lau"g =it" m friends and # al=a s feel :etter ="en # am =it" t"em t"an ="en # am alone; P 6 eating properl and eBercising regularl H # can keep m :od at an appropriate =eig"t and can maintain m "ealt"; 6 spending time =it" m friendsH i can keep m mind as =ell as m :od "app ; #tCs all a part of m recipe for "ealt"ful living; 2; )revention is :etter t"an cure; !ut of a countr 55s "ealt" :udgetH a large proportion s"ould :e diverted from treatment to spending on "ealt" education and preventative measures; To ="at eBtent do ou agree or disagree =it" t"is statement -Cam:ridge 2 14?;H Cuc 23A !f course it goes =it"out sa ing t"at preventing is :etter t"an cure; T"at is =" in recent earsH t"ere "as :een a gro=ing :od of opinion in favour of putting more resources into "ealt" education and preventive measures; T"e argument is t"at ignorance of for eBampleH :asic " giene or t"e dangers of an un"ealt" diet or lifest le needs to :e com:atted : special nation=ide pu:lictit campaignsH as =ell as longer term "ealt" education; !:viousl H t"ere is a strong "uman argument for catc"ing an medical condition as earl as possi:le; T"ere is also an economic argument for doing so; Statistics demonstrate t"e cost effectiveness of treating a condition in t"e earl stagesH rat"er t"an dela ing until more eBpensive and prolonged treatment is necessar ; T"en t"ere are social or economic costsH per"aps in term of loss of earnings for t"e famil concerned of unemplo ed :enefit paid : t"e state; So far so good Jup till no= ever t"ing "as gone on trackKH :ut t"e difficulties start ="en =e tr to define ="at t"e proportion of t"e :udget s"ould :eH particularl if t"e funds =ill :e diverted from treatment; 1ecisions on eBactl "o= muc" of t"e total "ealt" :udget s"ould :e spent in t"is =a are not a matter for t"e non specialistH :ut s"ould :e made on t"e :asis of an accepted "ealt" service model; T"is is t"e point at ="ic" real pro:lems occur t"e formulation of t"e model; +o= do =e accuratel measure ="ic" "ealt" education campaigns are effective in :ot" medical and financial termsA +o= do =e agree a:out t"e medical efficac of various screening a programmesH for eBampleH ="en t"e medical esta:lis"ment itself does not agreeA ' ver rigorous process of evaluation is called forH so t"at =e can make informed decisions; 3; +ealt": spend large sums of mone or medical researc" or directed to=ards treating patients - #nsig"t into #elts 124; T"ere is al=a s some controvers over ="et"er it is important to spend large sums of mone on medical researc" or ="et"er more of t"is mone s"ould :e directed to=ards treating patients; !:viousl some medical researc" is essential; /it"out itH =e =ould "ave no vaccinations against diseases suc" as polioH no drugs suc" as anti:iotics and no treatments like B-ra s or radiot"erap ; $evert"elessH t"e field of medical researc" is ver competitive and t"is "as financial disadvantages; TakeH for eBampleH t"e current researc" :eing conducted on t"e +#@ virus; #n t"is field it is argua:le t"at mone is :eing =asted in t"at scientists t"roug"out t"e =orld are =orking independentl to=ards t"e same ultimate goal to find a cure for '#1S and =it" t"e same "ope of :ecoming famous in t"e process; Surel it =ould :e more productive and less costl if t"ese scientists Ioined forces and an international funding; 4; Students can :ecome ver tired :ot" emotionall and p" sicall ="en t"e are

preparing for an eBamination; +o= can t"e look after t"eir "ealt" ="ile t"e are stud ingA -9uestion2; 4; )eopleCs access to good "ealt" care s"ould not depend on social factors suc" as t"eir level of income or social status; P 'll people s"ould "ave access to ade9uate "ealt" care; #t is difficult to argue against t"is proposition; #n t"eor most people =ould agree =it" it; 6ut in practice it is more difficult to find countries ="ere it is actuall true; P +ealt" care s stemsH suc" as in t"e ,nited StatesH ="ere a large proportion of t"e population cannot afford "ealt" insuranceH are most undesira:le in social terms; )eople are not cared for properl if t"e suffer a serious accident or :ecome seriousl ill; *et in t"e same countr t"e ver :est in medical services are availa:le to t"ose =it" t"e capacit to pa ; 're =e at t"e point ="ere =e accept t"at t"e life of a ric" person is =ort" more t"an t"at of a poor personA P >overnments "ave a responsi:ilit to provide :asic "ealt" services to all t"e population; +o=everH governments al=a s "ave limited resourcesH and t"e "ave a responsi:ilit to use t"ese in an efficient and effective manner; .or eBampleH it is difficult to Iustif governments spending mone on eBpensive medical procedures suc" as cancer researc"H if t"is diverts resources a=a from t"e primar o:Iective of e9ual access to "ealt" care for all; T"e argument t"en turns on ="at kind of "ealt" care s stem s"ould :e supported : governments; P )reventive "ealt" care is one area ="ere government needs to take t"e lead; &one spent on preventing disease is more t"an repaid : mone saved in not "aving to treat t"at disease at a later time; )u:lic "ealt" programs to eradicate diseases suc" as t p"oid and smallpoB are a good eBample ="ere t"e :enefits flo= on to all peopleH regardless of income or social status; &ore recentl H governments sponsored fluoridation programs "ave pla ed a maIor part in reducing t"e incidence of toot" deca H =it" significant improvement in general "ealt" and enormous savings in dental :ills for ordinar people; 6; $o=ada s doctors can :ecome ver ric"; &a :e t"e s"ould not focus on profita:le activities suc" as plastic surger or looking after ric" patients and concentrate more on patients "ealt"H no matter "o= ric" t"e areA -; +o= important is t"e patient55s mental attitude to=ards "isG"er treatment in determining t"e effectiveness of t"e treatmentA )repare for #elts 123; ' =ide range of medical treatments is availa:le toda ; )atients ma =onder ="ic" =ill :e t"e most effectiveH and ="et"er t"eir o=n mental attitude to t"e t pe of treatment mig"t affect its success; T"is essa =ill consider t"e second of t"ese 9uestions; &an people vistit t"eir doctor or go to "ospital =it" complete trust in t"e eBpert care offered : conventional services; +o=everH some people do not get a satisfactor result; .or eBampleH t"e drugs t"e are prescri:ed ma "ave unpleasant side effects; T"eir initial positive attitude to=ards t"eir treatment does t"em little good; Similarl H t"ose patients ="o trustfull c"oose alternative treatment over traditional medicine ma find t"emselves disillusioned; (ess rigorous 9ualification standard among alternative practitioners ma mean t"at some "ealers give ineffective or damaging advice; T"e resultH againH is t"at a patient ="o entered treatment =it" confidence leaves t"at treatment disillusioned; !n t"e ot"er "andH patients ma tr a st le of treatment =it" some scepticism; ' person used to conventional medicines and drugs ma :e suspicious of treatments :ased on diet

and lifest le c"anges; *et if t"e follo= suc" programsH t"e ma in fact notice improvements in t"eir conditionH in spite of t"eir scepticism; E9uall H a patient opposed to conventional medicine ma "ave an accident and :e saved : t"e effective treatment of conventional emergenc services; #n conclusionH it appears t"at t"e mental attitude of t"e patient is not t"e most significant factor in determining t"e outcome of t"e treatment; )atients ="o enter treatment confidentl ma leave disillusioned ="ile t"ose ="o :egin treatment sceptical of t"e results ma find t"emselves surprised =it" ="at t"e "ave gained; )atients s"ould seek t"e advantages ="ic" eac" st le of care can offer; 2; ' num:er of different medical traditions are no= =idel kno=n and used: /estern medicine Jusing drugs and surger KH "er:al medicineH acupuncture Jusing needles at certain points of t"e :od KH "omoeopat" Jusing minute doses of poisonsKH and so on; ?; +ealt": s"ould parents :e o:liged to immunise t"eir c"ildren agaist common c"ild"ood diseasesA !r do individuals "ave t"e rig"t to c"oose not to immunise t"eir c"ildrenA 'ns=er: #nsig"t into #elts 124; .or: - preventative medicine "as proved to :e t"e most effective =a of reducing t"e incidence of fatal c"ild"ood diseases; -Q lives "ave :een saved and t"e diseases "ave :een reduced to almost Rero; [ in previous centuries c"ildren died from ordinar illnesses suc" as influenRa and tu:erculosis and :ecause fe= people "ad immunit H t"e diseases spread easil ; 1iseases suc" as d senter =ere t"e result of poor " giene :ut t"ese "ave long :een eradicated since t"e arrival of food sanitation and clean =ater; $o:od =ould suggest t"at =e s"ould reverse t"is good practice no= :ecause d senter "as :een =iped out; - Serious disease suc" as polio and smallpoB "ave also :een eradicated t"roug" national immunisation programmes; #n conse9uenceH c"ildren not immusnised are far less at risk in t"is disease free societ t"an t"e =ould ot"er=ise :e; )arents c"oosing not to immunise are rel ing on t"e fact t"at t"e diseases "ave alread :een eradicated; #f t"e num:er of parents c"oosing not to immunise incresedH t"ere =ould :e a similar increase in t"e risk of t"e disease returning; - #mmunisation is not an issue like seat:elts ="ic" affects onl t"e individual; ' decision not to immunise =ill "ave =idespread repercussion for t"e ="ole of societ and for t"is reasonH # do not :elieve t"at individuals "ave t"e rig"t to stand aside; #n m opinion immunisation s"ould :e o:ligator ; #deas against: - t"e issue of ="et"er =e s"ould force parents to immunise t"eir c"ildren against common diseases isH in m opinionH a social rat"er t"an a medical 9uestion; Since =e are free to c"oose ="at =e eBpose our :odies to in t"e =a of foodH drinkH or religion for t"at matterH =" s"ould =e 9uestion of medical DtreatmentE :e an differentA - &edical researc"ers and governments are primaril interested in overall statistics and trends and in mone daving sc"emes ="ic" fail to take into consideration t"e individualCs concern and rig"ts; /"ile immunisation against disease suc" as tentanus and ="ooping coug" ma :e effectiveH little informetion is released a:out t"e "armful effects mof vaccinations ="ic" can sometimes result in stunted gro=t" or even deat"; - T"e :od is designed to resist disease and to create its o=n natural immunit t"roug" contact =it" t"at disease; So ="en c"ildren are given artificial immunit H =e create a

vulnerale societ ="ic" is entirel dependent on immunisastion; #n t"e envent t"at mass immunisation programmes =ere to ceaseH t"e societ as a ="ole =ould :e more at risk t"an ever :efore; - #n addition t"ere is t"e issue of t"e rig"ts of t"e individual; 's mem:ers of a societ H =" s"ould=e o:liged to su:Iect our c"ildren to t"is potentiall "armful practiceA Some people ma also :e against immunisation on religious grounds and t"eir needs must also :e considered; - .or t"ese reasons # feel strongl t"at immusnisation programmes s"ould not :e o:ligator and t"at t"e individual s"ould "ave t"e rig"t to c"oose ="et"er or not to participate; Jto :e continuedK Topic - JcontinuedK Section 3: /elfare 1; Topic33: ' government55s role is onl to provide defence capa:ilit and ur:an infrastructure JroadsH =ater suppliesH etc;K; 'll ot"er services JeducationH "ealt"H social securit K s"ould :e provided : private groups or individuals in t"e communit ; To ="at eBtent do ou agree or disagree =it" t"is opinion prepare for ielts 124; - >overnments can onl provide a limited range of services for citiRens; Certain t pes of serviceH "o=everH must :e provided : governmentsH ="ereas :ot" governments and private groups or individuals can s"are t"e responsi:ilit to provide ot"er services; - ' government must provide t"ose services ="ic" are essentila to a countr ; T"ese include defence capa:ilities and social securit ; )rivate enterprise and t"e profit motive s"ould not form part of t"ese essential services; !n t"e ot"er "andH some services could :e provided : eit"er governments or private groups or :ot"; Education and "ealt" care are eBamples of suc" services; ' government must provide at least a :asic level of education and "ealt" care so all citiRens can "ave access to t"em; )rivate enterpriseH t"oug"H could also provide services in t"ese areas for t"ose ="o =is" to pa for t"em; - ,r:an infrastructure is anot"er area ="ere governments and private groups or individuals can s"are responsi:ilit ; >overnments must :uild and maintain a s stem of roadsH :ut toll roads can :e :uilt and road maintenance carried out : private contractors; Similarl H ot"er infrastructureH suc" as =ater or electricit suppl H can :e operated : private companies; - To sum upH t"ere are some services suc" as defence and social securit ="ic" must :e provided : government; !t"er servicesH for eBamples =ater suppl or educationH could :e provided : :ot" government and private enterprise; Conse9uentl H it is not true to sa t"at a governmentCs role is onl to provide some services ="ile ot"ers s"ould :e provided : t"e private sector; #n factH :ot" government and private groups can s"are in t"e provision of most services; 2; #n 6ritainH ="en someone gets oldH t"e often go to live in a "ome =it" ot"er old people ="ere t"ere are nurses to look after t"em; Sometimes t"e government "as to pa for t"is care; /"o s"ould :e responsi:le for our old peopleA >ive reasons; - T"eir c"ildren; - >overnment;

3; /"at s"ould a government do for a countr to :ecome successfulA - +uman resources; - Consolidate t"e national solidarit ; - )urif t"e government leaders"ip; 4; 'lt"oug" a:uses of t"e s stem are inevita:leH social =elfare pa ments are essential to protect t"e rig"ts citiRens "ave to a guaranteed income in a democratic societ ; 1iscuss 232 eBercise 123; Social =elfare is an essential element of an advanced societ ; >ood s stems are al=a s a:usedH :ut t"at does not mean t"e are fault ; #n m opinionH t"e t=o main reasons =" =elfare pa ments are necessar are as follo=s: - first of allH critics forget t"at t"ere are man forms of =elfare :esides pa ments to t"e unemplo ed; T"eir negative opinions "arm t"ose ="o are capa:le of earning a =ageH suc" as single-parent mot"ersH t"e disa:ledH and t"e sick; &oreoverH t"e unemplo ed "ave t"e rig"t to an incomeH too; T"e are not al=a s at fault for not "aving a Io:H and in most cases t"e taB t"e "ave paid in t"e past entitles t"em to assistance; - T"e second reason is t"at crime increases ="en people "ave no means of support; T"e desperatel poor inevita:l turn to crimeH ="ic" is not onl dangerous :ut costl ; )olicing t"e streets is more eBpensive t"an providing =elfare; ' policemanCs =age is four or five times "ig"er t"an a DdoleE pa ment; - Certain mem:ers of societ :elieve t"at people s"ould look after t"emselves; T"e point out t"at =elfare increases depandenc on ot"ers and destro s dignit ; T"is ma :e trueH :ut in t"e case of t"e unemplo edH t"e relief pa ments are usuall temporar ; #t is surel t"e fault of t"e government if t"ere are long term unemplo ed; /elfare critices also :elieve t"at it is t"e responsi:ilit of a victimCs famil to provide financial assistance; +o=everH it is too eBpensive to provide complete "elp for a severel disa:led person; - To concludeH it is vital to understand t"e need for =elfare in a modern democratic societ ; /it"out =elfare pa ments t"e poor are destined to :ecome poorer; T"e first dut of a government is to provide a financial safet net for all disadvantaged personsH and t"at includes t"ose =it"out =ork; 4; T"e =elfare state makes people less self-reliant: a:ove 9uestion 6; ' muc" de:ated issue t"ese da s is ="et"er citiRens s"ould take out private "ealt" insurance or not - ' muc" de:ated issue t"ese da s is ="et"er citiRens s"ould take out private "ealt" insurance or not; T"e cost of providing free medical care for :ot" t"e =ealt" and t"e poor is far too great for an governmentH and most people agree t"at if ou can pa for insuranceH ou s"ould; #n t"is essa H # =ill argue t"at all ="o can afford it s"ould :e insuredH :ut free medical care must :e made availa:le for t"ose too poor to do so; - T"e most important reason for encouraging people to take out private "ealt" insurance is t"e cost to t"e government of "ealt" care; .ree "ealt" cover for people ="o are a:le to pa for it is a =aste of pu:lic mone ; !f courseH people =ill onl pa "ealt" insurance premiums if t"e kno= t"at t"e are getting good value for t"eir mone ; #f t"e get sickH t"e s"ould pa ver little or not"ing at all; #n additionH t"e privatel insured are entitled to special :enefits suc" as "aving t"e c"oice of t"eir o=n doctorsH and :eing a:le to avoid long =aiting lists for "ospital :eds; - !n t"e ot"er "andH t"ose ="o reall cannot afford to pa private insurance premiumsH ="ic" are often ver "ig"H are still entitled as citiRens to t"e :est medical care availa:le -

t"e cannot :e eBpected to pa t"eir o=n medical :ills; +o=everH if t"e are =orkingH t"e s"ould still pa a percentage of t"eir =age Jsa 1 to 2VK as a taB ="ic" pa s to=ards t"e cost of providing ZfreeC medical services; - #n conclusionH most people s"ould privatel insure t"eir "ealt"H :ut it is unreasona:le to suppose t"at all citiRens can afford it; T"ereforeH a safet net in t"e form of a :asic free "ealt" care s stem must eBist for t"e ver poor and t"e unemplo ed; J331 =ordsK Section 4: food 1; $o=ada sH food "as :ecome easier to prepare; +as t"is c"ange improved t"e =a people liveA ,se specific reasons and eBamples to support our ans=er; T!E.(3 P T"e t=entiet" centur "as :rog"t =it" it man advances; /it" t"ose advancesH "uman lives "ave c"anged dramaticall ; #n some =a s life is =orseH :ut mostl it is :etter; C"anges in food preparation me"todH for eBampleH "ave improved our lives greatl ; P T"e convenience of preparing food toda is amaRing; Even stoves "ave gotten too slo= for us; &icro=ave cooking is muc" easier; /e can press a fe= :uttons and a meak is completel cooked in a s"ort time; )eople used to spend "ours for an oven-cooked mealH and no= =e can use t"at time for ot"erH :etter t"ings; )lusH t"ere are all kinds of portanleH prepacka:le foods =e can :u ; +eat t"em in t"e office micro=aveH and lunc" at =ork is 9uick and eas ; P .ood preparation toda allo=s for more variet ; /it" refrigerator and freeRersH =e can preserve a lot of different foods in our "omes; Since tec"nolog makes cooking so muc" fasterH people are =illing to make several dis"es for even a small meal; )arents are more likel to let c"ildren :e pick H no= t"at t"e can easil "eat t"em up seome prepackaged macarani and c"eese on t"e side; $eedless to sa H adults living in t"e same "ouse ma "ave ver different eating "a:its as =ell; #f t"e donCt =ant to cook a lot of different dis"esH itCs common no= to eat out at restaurants several times a =eek; P +ealt"ful eating is also easier t"an ever no=; /"en people cookH t"e can use ne= fat su:stitues and cooking spra s to cut fat and calories; T"is reduces t"e risk of "eart disease and "ig" c"olesterol; 'dditionall H =e can :u fruits and vegeta:le fres"H froRen or canned; T"e are eas to prepareH so man of us eat more of t"ose nutritious items dail ; ' "undred ears agoH ou couldnCt imagine t"e process of taking some froRen fruit and ice from t"e freeRerH adding some lo= fat ogurt from a plastic cup and some Iuice from a can in t"e refrigeratorH and ="ipping up a lo= fat smootine in t"e :lender; P !ur lifest le is fastH :ut people still like good food; /"at ne= food preparation tec"nolog "as given us is more c"oices; Toda H =e can prepare food t"at is more convenientH "ealt"ierH and of greater variet t"an ever :efore in "istor ; 2; Some people prefer to eat at food stands or restaurants; !t"er people prefer to prepare and eat food at "ome; /"ic" do ou preferA ,se specific reasons and eBamples to support our ans=er;13 P Some people like to eat out at food stands and restaurantsH ="ile ot"er like to prepare food at "ome; !ften it depends on t"e kind of lifest le people "ave; T"ose =it" ver :us Io:s outside t"e "ouse donCt al=a s "ave time to cook; T"e like t"e convenience of eating out; !verallH t"oug"H it is c"eaper and "ealt"ier to eat at "ome; P /"ile eating in restaurant is fastH t"e mone ou spend can add up; /"en # "ave dinner at restaurant =it" a friednH t"e :ill is usuall over t=ent dollars; # can :u a lot of groceries =it" t"at muc" mone ; Even lunc" at a fast food stand usuall costs five or

siB dollarss for one person; T"atCs enoug" to feed t"e ="ole famil at "ome; P Eating at "ome is :etter for ouH too; &eals at restaurants are often "ig" in fat and caloriesH and t"e serve :ig plates of food muc" more food t"an ou need to eat at one meal; #f ou cook food at "omeH ou "ave more control over t"e ingredients; *ou can use margarine instead of :utter on our potatoesH or not put so muc" c"eese on t"e top of our piRRa; 't "omeH ou can control our portion siRe; *ou can serve ourself as little as ou =ant; #n a restaurantH ou ma eat a full plate of food D:ecause ou paid for itE; P #t is true t"at eating out is convenient; *ou donCt "ave to s"opH to cookH to clean up; 6ut real "ome cooking doesnCt "ave to take up a lot of time; T"er are lots of simple meals t"at donCt take long to make; #n factH t"e Cre faster t"an eating outH especiall if ou t"ink of t"e time ou spend driving to a restaurantH parkingH =aiting for a ta:leH =aiting for serviceH driving "ome; P 6ot" eating at restaurants and cooking at "ome can :e satisf ing; 6ot" can taste good and :e enIo ed =it" famil and friends; # prefer cooking at "ome :ecause of t"e mone and "ealt" issuesH :ut people =ill make t"e c"oice t"at fits t"eir lifest le :est; #ntervie= 1; 1escri:e our favourite restaurant; P &oca %estaurant - location P T"e food: P T"e service: P T"e decoration: P T"e price: P T"e feature: P T"e strengt": P /" suita:le for foreigner: 2; Traditional food: P /"ic" @ietnamese traditional dis" do ou particularl likeA - Stick rice cakes are a @ietnamese traditional dis" t"at must :e part of Tet meals; 's a matter of factH ever @ietnamese famil must "ave stick rice cakes among t"e offerings placed on t"e altar to t"eir ancestors; P 1o ou kno= "o= to make t"e dis"A - 6an" c"ung is made of glutinous riceH pork meatH and green :eans paste =rapped in a s9uare of :am:oo leavesH giving t"e rice a green colour after :oiling; - &aking stick rice cakes is a ver meticulous Io:; To o:tain t"e :est cakesH rice "as to soak in =ater for an entire da ; T"e pork meat must include skin and fatH t"e green :eans must :e of t"e same siReH and t"e :am:oo leaves must :e fres"; - S9uaring off and t ing cakes =it" :am:oo strings re9uires skilful "ands; - Stick rice cakes are availa:le at an time of t"e earH alt"oug" one is sure to enIo t"em =it" relatives and friends during Tet; 1uring TetH rice cakes are served =it" gio lua and "an" muoi lean meat pie and salted sour onions; 3 're @ietnamese peopleCs eating "a:its c"angingA Can ou give an eBample of suc" c"anges; - #ncreasing num:er of people come to restaurant - #mproved standard and &ore dis"es t"an :efore due to upgraded living standard; - %arel t"e ="ole famil can gat"er due to :usiness; 4; 1o ou t"ink people in our countr prefer eating traditional food to international oneA

/" A /" notA - Traditional one; - not man opportunities for tr ing international delicacies; 4; Speculate on a =orld in ="ic" people ate all t"e same kinds of food; - not ver favoura:le; - )refer a variet of delicacies; - !ne part of eac" countr Cs culture one part of t"e countr ; 4; +o= is our countr Cs traditional culture reflected in t"e eating "a:it of t"e peopleA - 'griculture culture reflected in dis"es; - Close knit relations"ip :et=een famil mem:ers; - Traditional role of =omen; End of topic -; Topic 2: +appiness friends"ip - marriage Section 1: +appiness-friends"ip 1; )eople remem:er special gifts or presents t"at t"e "ave received; /" A ,se specific reasons and eBamples to support our ans=er; T!E.(132; /" =e remem:er t"ose giftsA - .eel Io ="en looking at t"em: .eeling of :eing lovedH recall good time toget"erH etc; - )inpoint special events in lives; - %ecall memories of special people; 2K >ood "ealt" is more important t"an mone for a "app life; 1o ou agreeA 3; /"at do ou =ant most in a friend \ someone ="o is intelligentH or someone ="o "as a sense of "umorH or someone ="o is relia:leA /"ic" one of t"ese c"aracteristics is most important to ouA ,se reasons and specific eBamples to eBplain our c"oice; T!E.( 4; Some people prefer to spend most of t"eir time alone; !t"ers like to :e =it" friends most of t"e time; 1o ou prefer to spend our time alone or =it" friendsA ,se specific reasons to support our ans=er; T!E.(23 /" =ant :e aloneA - +ave time t"ink a:out m goals and to develop a strateg to reac" t"em -Q reall t"ink a:out m life and ="at # =ant to do =it" it; - >ood =a to listen to t"e silence and relaB completel : lo=er stress levelH s"arpen t"e po=er of concentration; - 6eing alone -Q "ave time to step :ackH see t"e real value of t"ings =it"out :eing influenced : t"e opinions of ot"ers - #f =it" ot"ers: distort our vie=s of t"ingsH =orried a:out ="at ot"ers t"ink of 4; Some people prefer to spend time =it" one or t=o close friends; !t"ers c"oose to spend time =it" a large num:er of friends; Compare t"e advantages of eac" c"oice; /"ic" of t"ese t=o =a s of spending time do ou preferA ,se specific reasons to support our ans=er; T!E.(24 /"at does friends"ip give usA - (earn "o= to trust eac" ot"ers; - /"at to eBpect from ot"ers; - +o= to profit from eBperiences; /" t"e more friends t"e :etterA

- 'l=a s availa:le ="en =e need t"emH not onl in times of trou:le :ut also in times of "appiness; - /ant to "ave people around me t"at surprise me; Eac" "as "is o=n =a of reacting to a situation -Q learn "o= to deal =it" different kinds of people; - Teac" us a:out life; lots friends W plent of information and eBperience; 6; Some people c"oose friends ="o are different from t"emselves; !t"er sc"oose friends ="o are similar to t"emselves; Compare t"e dvantages of "aving friends ="o are different from ou =it" t"e advantages of "aving friends ="o are similar to ou; /"ic" kind of friend do ou prefer for ourselfA /" A T!E.(?3 /" different from usA - >iving ou different =a s of looking at t"e =orld; - #ntroduce ou to ne= interesting t"ings; - Correct our =eakness: spontaneous kind of person -Q =ell organiRed; - EBperiences from different fields; /" similar to usA - EnIo doing t"e same t"ings; - ,nderstand eac" ot"er -Q eas to s"are pro:lems; -; ,se specific reasons and eBamples to eBplain our ans=er; #t is sometimes said t"at :orro=ing mone from a friend can "arm or damage t"e friends"ip; 1o ou agreeA /" or =" notA ,se reasons and specific eBamples to eBplain our ans=er; T!E.(143 +o= can :orro=ing mone "arm friends"ipA - +o= to kno= t"e lender can afford or notA -Q em:rassed - /"en ouCll :ack t"e loanA -Q a=k=ardness; - #nterest issues -Q "urt feelings -Q "arm to friends"ip #ntervie= 1; Talking; - /"at kinds of people do ou most like to talk =it"A - Sense of "umor: comforta:leH relaBed; - /"at do ou usuall talk a:outA - (ifeH careerH ever t"ing involved :ot"; 2 /"o do ou t"ink are :etter in conversation men or =omenA /" A - /omen: sensi:leH emotionalH understanding; 3 /"at advice could ou give to someone ="o is s" a:out talkingA - T"e more s"e talks t"e more confident s"e is; 4; /"at role do friends pla in our lifeA /" =e need friendsA - +elp ou to solve pro:lems; - S"are "appiness; - >iving ou t"e sense of love and :eing loved - S"are kno=ledge and eBperience; 4; 1escri:e our :est friend; - /" do ou get kno=n eac" ot"erA - /"at is "is c"aracterA - +o= do ou feel a:out our friends"ip =it" "imA 4; /"at are some of t"e differences :et=een a @ietnamese friend and a foreign friendA

- c"aracters: - topics for talking: