Professional Documents
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Ôn tập thi KTHP TA 4
Ôn tập thi KTHP TA 4
Ôn tập thi KTHP TA 4
- Phạm vi kiến thức: Kiểm tra phần kiến thức từ bài 1 đến bài 8
Yêu cầu sinh viên học kỹ các nội dung trên hệ thống online, tự kiểm tra qua các mini
tests/ section tests, và trong Teacher’s handouts
I. VOCABULARY
WORD LIST:
Words Meaning
Drill /drɪl/ Máy khoan
Hammer /ˈhæm.ər/ Cái búa
Claw hammer /klɔː ˈhæmə(r)/ Búa nhổ đinh
Club hammer /klʌb ˈhæmə(r)/ Búa đầu trùy
Hacksaw /ˈhæk.sɔː/ (n) Cưa tay
Chainsaw /ˈtʃeɪnsɔː/ (n) Máy cưa xích
Nail /neɪl/ (n) Đinh
Pliers /ˈplaɪ.əz/ (n) Kìm
Flathead screwdriver Tua vít 2 cạnh
/ˈflæthed ˈskruːdraɪvə(r)/
Phillips screwdriver Tua vít 4 cạnh
/ˈ fɪlɪps ˈ skruːˌdraɪvər/
Stubby screwdriver Tua vít loại nhỏ
/ˈstʌbi ˈskruːdraɪvə(r)/
Wrench /rentʃ/ (n) Mỏ lết
Pipe wrench /paɪp rentʃ/ (n) Mỏ lết mở ống
Grinder /ˈɡraɪndə(r)/ (n) Máy mài
Pig /pɪɡ/ (n) Dụng cụ làm sạch đường ống
Cordless grinder Máy mài không dây
/ˈkɔːdləs ˈɡraɪndə(r)/
Grip /ɡrɪp/ (n) Phần đầu kẹp (của kìm, ...)
Handle /ˈhændəl/ (n) Phần tay cầm (của búa, ...)
Head /hed/ (n) Phần đầu (của búa, ...)
Tip (n) Phần đầu, đỉnh, mũi (tua vít, dao, mỏ
/tɪp/ hàn....)
Claw (n) Phần móc, vuốt (của búa đinh, ...)
/klɔː/
Blade /bleɪd/ (n) Phần lưỡi (cưa, ...)
- Personal Protection Equipment/Safety equipment at work
Words Meaning
Hydrogen (n) /ˈhaɪdrədʒən/ Hiđrô
Carbon /ˈkɑːbən/ Cacbon
Iron /ˈʌɪən/ Sắt
Copper /ˈkɒpə/ Đồng
Chlorine /ˈklɔː.riːn/ Clorua
Sodium /ˈsəʊdiəm/ Natri
Sulfur /ˈsʌlfə(r)/ Lưu huỳnh
Carbon dioxide Cacbon đioxit
/ˌkɑːbən daɪˈɒksaɪd/
Ammonia /əˈməʊniə/ Amoniac
Hydrogen chloride Hiđrô clorua
/ˈhaɪdrədʒən ˈklɔːraɪd/
Sulfuric acid Axit sunfuric
/sʌlˌfjʊərɪk ˈæsɪd/
Soil /sɔɪl/ Đất
Oxygen /ˈɒk.sɪ.dʒən/ Ôxi
- Periodic table
Word Meaning
Periodic table
Bảng tuần hoàn
/pɪəriɒdɪk ˈteɪbl/
Element symbol
Kí hiệu hóa học
/ˈelɪmənt ˈsɪmbl/
Square /skweə(r)/ Ô nguyên tố
Group /ɡruːp/ Nhóm
Period /ˈpɪəriəd/ Chu kì
Horizontal row
Hàng ngang
/ˌhɒrɪˈzɒntl rəʊ/
Vertical column
Hàng dọc
/ˈvɜːtɪkl ˈkɒləm/
Noble gas /ˈnəʊbl ɡæs/ Khí hiếm
Inert gas /ɪˌnɜːt ˈɡæs/ Khí trơ
Alkali metal
Kim loại kiềm
/ˈælkəlaɪˈmetl/
Periodic trend
Xu hướng tuần hoàn
/ˌpɪəriˈɒdɪk trend/
Atomic number
Số hiệu nguyên tử
/əˌtɒmɪk ˈnʌmbə(r)/
Ionization energy
Năng lượng ion hóa
/ˌaɪənaɪˈzeɪʃn ˈenədʒi/
Electron affinity
Ái lực điện từ
/ɪˈlektrɒn əˈfɪnəti/
Electron shell
Vỏ electron
/ɪˈlektrɒn ʃel/
Place /pleɪs/ Đặt
Organize /ˈɔːɡənaɪz/ Sắp xếp
represent
Trình bày
/ˌreprɪˈzent/
Contain /kənˈteɪn/ Chứa
Consist of
Bao gồm
/kənˈsɪst əv/
Reveal /rɪˈviːl/ Tiết lộ
Classify as
Phân loại
/ˈklæsɪfaɪ æz/
Belong to
Thuộc về
/bɪˈlɒŋ tu/
Words Meaning
Organic /ɔːˈɡænɪk/ Hữu cơ
Inorganic /ˌɪnɔːˈɡænɪk/ Vô cơ
Carbon-based compound /ˈkɑːbən beɪst ˈkɒmpaʊnd/ Hợp chất gốc carbon
Carbon-hydrogen bond /ˈkɑːbənˈhaɪdrədʒən/ Liên kết hydrocarbon
Covalent bond /ˌkəʊˈveɪlənt bɒnd/ Liên kết cộng hoá trị
Ionic bond /aɪˈɒnɪk bɒnd/ Liên kết ion
Electrolyte /ɪˈlektrəlaɪt/ Chất điện phân
Non-electrolyte /nɒn ɪˈlektrəlaɪt/ Chất không điện phân
Flammable /ˈflæməbl/ Chất dễ cháy
Complex /ˈkɒmpleks/ Phức tạp
Simple /ˈsɪmpl/ Đơn giản
Melting point /ˈmeltɪŋ pɔɪnt/ Nhiệt độ nóng chảy
Bolling point /ˈbɔɪlɪŋ pɔɪnt/ Nhiệt độ sôi
Carbonhydrate /ˌkɑːbəʊˈhaɪdreɪt/ Hidrat cacbon
Lipid /ˈlɪpɪd/ Chất béo
Protein /ˈprəʊtiːn/ Chất đạm
Nucleic axit /njuːˌkliːɪk ˈæsɪd/ Axit nucleic
Petrochimecal /ˌpetrəʊˈkemɪkl/ Chất hóa dầu
Amino acid /əˌmiːnəʊ ˈæsɪd/ Axit amin
Flavor ehancer /ˈfleɪvə(r) ɪnˈhɑːnsə(r)/ Chất làm tăng gia vị
Preservative /prɪˈzɜːvətɪv/ Chất bảo quản
Seasoning /ˈsiːzənɪŋ/ Gia vị
Food additive /fuːd ˈædətɪv/ Chất phụ gia thực phẩm
Fragrance /ˈfreɪɡrəns/ Nước hoa
Plastic /ˈplæstɪk/ Nhựa
Diamond-glass cutter /ˈdaɪəmənd ɡlɑːskʌtə(r)/ Dao cẳt đầu kim cương
Jewelry / ˈdʒuːəlri/ Trang sức
Word Meaning
Soil contamination (n) Ô nhiêm đất
/sɔɪl kənˌtæmɪˈneɪʃn/
Soil erosion (n) Xói mòn đất
/sɔɪl ɪˈrəʊʒn/
air pollution (n) Ô nhiễm không khí
/eə(r) pəˈluːʃn/
water pollution (n) Ô nhiễm nguồn nước
/ˈwɔːtə(r) pəˈluːʃn/
Global warming (n) Hiện tượng nóng lên toàn cầu
(np) /ˈɡləʊbl ˈwɔːmɪŋ/
aquatic life /əˈkwætɪk laɪf/ (n) Thủy sinh
Motor vehicle /ˈməʊtə viːəkl/ (n) Xe gắn máy (ô tô, xe máy, ...)
Sewage /ˈsuːɪdʒ/ (n) Nước thải
Oil spill /ɔɪl spɪl/ (n) Sự cố tràn dầu
Fossil fuel (np) /ˈfɒsl fjuːəl/ (n) Nhiên liệu hóa thạch
Waste disposal /weɪst dɪˈspəʊzl/ (N phr) Xử lý chất thải
Greenhouse gas /ˌɡriːnhaʊs ˈɡæs/ (n) Khí thải nhà kính
Emission /ɪˈmɪʃ(ə)n/ (n) Khí thải
Contaminate /kənˈtæmɪneɪt/ (v) gây ô nhiễm (do chất hoá học)
Release /rɪˈliːs/ (v) Thải, giải phóng
- Ecosystem
Words Meaning
Ecosystem (/ˈiːkəʊsɪstəm/) Hệ sinh thái
Abiotic (/ˌeɪbaɪˈɒtɪk/) (yếu tố) vô sinh
Biotic (/baɪˈɒtɪk/) (yếu tố) có sự sống
Organism (/ˈɔːɡənɪzəm/) Cơ thể,sinh vật
Producer (/prəˈdjuːsə(r)/) Sinh vật sản xuất
Consumer (/kənˈsjuːmə(r)/ Sinh vật tiêu thụ
Decomposer (ˌ/diː.kəmˈpəʊz.ər/)) Sinh vật phân hủy
Herbivore (/ˈhɜːbɪvɔː(r)/) Sinh vật ăn cỏ
Carnivore (/ˈkɑːnɪvɔː(r)/) Sinh vật ăn thịt
Omnivore (/ˈɒmnɪvɔː(r)/) Sinh vật ăn tạp
Algae (/ˈældʒiː/) Tảo
Microscopic (/ˌmaɪkrəˈskɒpɪk/) Nhỏ,cực nhỏ
Tissue (/ˈtɪʃuː/) Mô
Nutrient (/ˈnjuːtriənt/) Chất dinh dưỡng
Mammal /ˈmæml/ Động vật có vú
Photosynthesis (/ˌfəʊtəʊˈsɪnθəsɪs/) Sự quang hợp
Terrestrial (/təˈrestriəl/) Ở cạn
Rainforest (/ˈreɪnfɒrɪst/) Rừng nhiệt đới
Tundra (/ˈtʌndrə/) Lãnh nguyên
Stream /striːm/ Dòng suối
Desert (/ˈdezət/) Sa mạc
Grassland (/ˈɡrɑːslænd/) Đồng cỏ
Aquatic (/əˈkwætɪk/) Sống ở nước
Freshwater (/ˈfreʃwɔːtə(r)/) Ở nước ngọt
Marine (/məˈriːn/) Thuộc biển
Population (/ˌpɒpjuˈleɪʃn/) Quần thể
Community (/kəˈmjuːnəti/) Cộng đồng
Coral reef (/ˌkɒr.əl ˈriːf/) Dải san hô ngầm
Lentic ecosystem Vùng nước tù
/ˈlɛntɪk ˈiːkəʊsɪstəm/
Loticecosystem Vùng nước chảy
(/ˈləʊtɪk ˈiːkəʊsɪstəm/)
Abundant (/əˈbʌndənt/) Phong phú
Swamp (/swɒmp/) Đầm lầy
- Energy sources
Words Meaning
Coal /kəʊl Than đá
Crude oil /kruːd ɔɪl/ Dầu thô
Fossil fuel (np) /ˈfɒsl fjuːəl/ Nguyên liệu hóa thạch
Hydroelectric energy Năng lượng thủy điện
/ˌhaɪdrəʊɪˈlektrɪk ˈenədʒi/
Natural gas /nætʃrəl ˈɡæs/ Khí thiên nhiên
Nonrenewable energy cource Nguồn tài nguyên không thể tái chế
/ˌnɒn rɪˈnjuːəbl ˈenədʒi sɔːs/
Renewable energy cource Nguồn tài nguyên có thể tái chế
/rɪˈnjuːəbl ˈenədʒi sɔːs
Solar energy /ˌsəʊ.lər ˈen.ə.dʒi/ Năng lượng mặt trời
Wind energy /wɪnd ˈenədʒi/ Năng lượng gió
Advantage /ədˈvɑːntɪdʒ/ Ưu điểm
Air pollutant /eə(r) pəˈluːtənt/ Chất gây ô nhiễm khôngkhí
Available /əˈveɪləbl/ Có sẵn
Benefit /ˈbenɪfɪt/ Lợi ích
Complement ˈkɒmplɪment/ Bổ sung
Dam dæm/ Đập
Disadvantage /ˌdɪsədˈvɑːntɪdʒ/ Nhược điểm
Drawback /ˈdrɔː.bæk/ Nhược điểm
Exhausted /ɪɡˈzɔːstɪd/ Cạn kiệt
Extract /ˈekstrækt/ Khai thác
Generate Sản xuất
Limited ˈlɪmɪtɪd/ Có hạn
Manufacture /ˌmænjuˈfæktʃə(r)/ Sản xuất
Negative point Nhược điểm
/ˈneɡətɪv pɔɪnt/
Non-renewable (adj) Không thể tái tạo
/nɒn- rɪˈnjuːəbəl/
Positive point / ˈpɒzətɪv pɔɪnt/ Ưu điểm
Plentiful /ˈplentɪfl/ Dồi dào
Renewable /rɪˈnjuːəbl/ Có thể tái chế
Solar panel /ˌsəʊlə ˈpænl/ Tấm năng lượng mặt trời
Threat /θret/ Mối đe dọa
Unlimited ʌnˈlɪmɪtɪd/ Vô hạn
Wind farm /ˈwɪnd fɑːm/ Cánh đồng gió
II. GRAMMAR
A. Unit 1
a) Questions:
- What + be + the function(s)/use(s) of [tool]: chức năng của dụng cụ đó là gì?
b) Answer:
- S + be + used to + V
- S + be + used for + V-ing
- S + help(s) + V/ to V
- S + enable(s)/allow(s) sb + to V: nó cho phép cta làm đc …
- The function of the [tool] is to V
c) About material:
- What + be + S + made of?: cái đấy đc làm bằng gì?
- S + be + made of + material
B. Unit 2
* Passive voice of modal verbs (must, have to, can, should, need to, ..)
Eg: It is important to use fire blanket to put out fires in the lab.
- Face something
Eg: It is important to use fire blanket to put out fires or flames in the la
C. Unit 3
1. Usage
- Present simple tense is used to talk about structures, physical/ chemical properties and
uses of chemical elements, compounds and mixtures.
- Thì hiện tại đơn được sử dụng để nói về cấu trúc, tính chất vật lý / hóa học và sử dụng
các nguyên tố hóa học, hợp chất và hỗn hợp.
2. Form
a. To be verbs
* Positive (+)
- S + is/am/are + adj
- S + is/am/are + (adj) +N
* Negative (-)
- S + isn’t/am not/aren’t + …
* Yes/No Questions
- Is/am/are + S + …?
B: No, it isn’t
* WH-questions
- WH-questions + is/are/am + S + …?
Sắt có màu gì ?
B: It is reddish brown
Nó có màu nâu đỏ
b. Action verbs
* Positive (+)
- S + V(s/es)
* Negative (-)
- S + don’t/doesn’t + V-inf
* Yes/No Questions
- Do/Does + S + V-inf ?
* WH-questions
B: It melts at 419,5 °C
- S + be made of + N
Ex: Water is a common compound. It is made of hydrogen and oxgen
Nước là một hợp chất thường. Nó được cấu tạo bởi hidro và oxy
Na có thể được sử dụng trong ngành công nghiệp chế tạo nhựa
- S + is/am/are needed to V-inf
D. Unit 4
Positive:
S + is/am/are + PII
An element position is determined by its properties.
Negative:
Carbon and Oxygen are not arranged in a same group.
S + is/am/are + not + PII
Question:
How are elements organized on periodic table?
Is/Am/Are + S + PII
Usage
Passive voice in Present simple tense is used to talk about place of an element in the periodic
table.
Compare Contrast
How are (Silver and Copper) similar? How are (Silver and Copper) different?
One/ The first similarity is about One/ The first difference is about (the
(ionization energy). period).
Another/ Other/ The last one is about Another/ Other/ The last one is about
(electron affinity). …
They are both (non-metals). (Sodium is classified in period 3) while/
They both have the same (number of whereas (Potassium belongs to period
electron shells). 4).
(Sodium is an alkali metal. Potassium is (Sodium is classified in period 3).
However, (Potassium belongs to period
an alkali metal), too. 4).
Sodium is an alkali metal. Potassium is (Sodium is classified in period 3), but
also an alkali metal. (Potassium belongs to period 4).
E. Unit 5
We use linking phrases showing contrast to connect two clauses/ideas with opposite
meaning
F. Unit 6
- Clause + since/ as/ because + clause
E.g. The soil is polluted since/ as people use too many plastic bags in daily life.
E.g. The soil is polluted because of the overuse of plastic bags in daily life.
- S + be (mainly) due to +N
E.g. The air polluted is mainly due to the overuse of plastic bags in daily life.
E.g. The soil pollution result from the overuse of plastic bags in daily life.
The soil pollution result from using too many plastic bags in daily life.
A. S + be caused by + N/ V-ing
E.g. The soil pollution is caused by the overuse of plastic bags in daily life.
The air pollution is caused b using too many plastic bags daily life.
Effects
- S + result in + N/ V-ing
G. Unit 7
1. Form:
(+) Positive sentences:
I/We/You/They/... + V-inf
He/She/It/... + V(s/es)
(?) Questions:
Do + I/We/You/They/... + V-inf ?
2. Usage:
We use present simple tense to describe facts and truth
Presentation 2: Percentage,Decimals,Fractions
1. Decimals (Revision)
Decimals = number point number
Decimals
2.13 Two point one three
0.009 Zero point zero zero nine
Or nought point zero zero nine
Or point zero zero nine
Note : This way is not used to read currency.
2. Percentage
Percentage
55% Fifty five percent
100% A hundred percent
One hundred percent
4.25% Four point two five percent
0.6% Zero point six percent
Note: You can’t add “s” after “percent”
3. Fractions
A/B: A: one, two, three, four, ....
If A > 1, B +s
E.g.
Fractions
1/6 One sixth
2/5 Two fifths
Exceptions:
½ A half
2½ Two and a half
¼ A quarter
¾ Three quarters/three fourths
H. Unit 8
Notes
1. Study
- Unit 1: Act 3
Student A: You are a new intern. You are going to have a practical lesson at an oil rig.
Make a conversation with your friend about the tools needed for this job based on the
information in your card.
Screwdriver
Student B: You are a new intern. You are going to have a practical lesson at an oil rig.
Make a conversation with your friend about the tools needed for this job based on the
information in your card.
Screwdriver
Features Head: single slotted Head: cross slotted Smaller than normal
Blade tip: Blade tip: look like types
(6)___________ plus (+) sign Handle & blade:
(7)__________
Function Drive straight slotted Install Phillips screws (8)_________________
screws
Sample Conversation:
A: Hello B. We are going to have a practical lesson at an oil rig. Would you like to discuss about
the types of screwdriver?
B: I’d love to.
A: How many parts does a screwdriver have?
B: It has 3 parts: a handle, a shaft and a tip
A: Ok, what are the shaft and tip made of?
B: They are made of steel.
A: What shape is the blade tip of a Phillips screwdriver?
B: It looks like plus (+) sign.
A: I see, what is the function of a Phillips screwdriver?
B: It’s used to install Phillips screws. What about the material of a screwdriver’s handle?
A: It’s made of plastic or metal.
B: What shape is the blade tip of a flathead screwdriver?
A: It is wedge-shaped.
B: What shape is the handle and blade of a Stubby screwdriver?
A: It is wedge shapes
B: what shape is …
A: it is short
B: what is the function of a Stubby screwdriver?
A: It’s used for turning screws in areas that the normal screwdriver can’t reach easily.
B: Thank you.
A: You’re welcome.
You and your friend are discussing about necessary safety equipment when having a
Chemical practical lesson in the lab. Make a conversation him/ her based on the
information in your card.
Student A Student B
- Greet - Greet
- Ask about kinds of injuries can occur when - List out some injuries: burning, chemical
working in the lab contamination, hazardous chemicals exposure
Ask how to avoid these dangers - Explain: wear personal protective equipment.
- Ask for some common equipment.
Respond: flame-resistant clothing or lab coat, - Respond: Right
apron, gloves, mask. - Ask for purpose of wearing flame-resistant
clothing
Respond: avoid chemical splashes & prevent - Respond: Yes
the body from burning in case of fire - Ask for other equipment to protect eyes from
hazardous chemical.
Repond: wear safety goggles or eye - Say: Well - prepared
protection equipment - Remind of safety signs of these equipment in
the lap
End the conversation End the conversation
SAMPLE CONVERSATION:
B: Yes, of course.
B: You can face with some injuries such as: burning, chemical contamination, hazardous
chemicals exposure,…
B: You must wear personal protective equipment. Do you know some common equipment?
A: Yes, I know. For example: flame-resistant clothing, lab coat, apron, gloves, mask,…
A: We wear it not only to avoid chemical splashes but also to prevent the body from burning in
case of fire.
B: Good job. Do you know other equipment to protect eyes from hazadous chemical?
B: You have a good preparation. You should notice safety signs of these equipment in the lap.
B: You’re welcome.
Student A: You are a student who has to do some homework about elements, compounds and
mixtures but you don’t know the differences among them. Make a conversation with a chemical
engineer to ask for some information based on the suggestions in your card.
Card A:
Student A Student B
- Greet - Greet
- Say your problem and ask for help - Respond: Yes
Respond: Respond:
+ Say you have no ideas about name of + Mixtures: air, soil, concrete
compounds and mixtures
Student B: You are a chemical engineer. Make a conversation with a student about elements,
compounds and mixtures based on the suggestions in your card.
SAMPLE CONVERSATION:
A: Good morning B
B: Hello A
A: I have to do my homework about elements, compounds and mixtures but I have no idea
about them. Please help me with that.
A: Thanks. What are the similarities and differences between elements and compounds?
B: They are both substances. However, the compound is formed when more than 2 elements
are reacted chemically.
A: How can you distinguish compound to mixture?
B: That’s right. The substances in mixture are not joined chemically and they can be separated.
A: They are Na, H, S, Cu, Cl…. Can you give me the names of compounds and mixtures?
B: The compounds are CO2, NH3, HCL, H2SO4. The mixtures are Air , soil, Concrete
B: You’re welcome.
Student A: You and your friend are revising for the Chemistry test. Make a conversation
with him/ her to exchange the information about an element to complete your card.
Na
Name (1) _____________
Metal/ Non - metal Metal
Colour (2) _____________
State Not found in nature
Exist in minerals
Physical (3) _____________
properties
Melting point 98 oC
Boiling point (4) _____________
Uses An exellent drying agent
Making artificial rubber
Student B: You and your friend are revising for the Chemistry test. Make a conversation
with him/ her to exchange the information about an element to complete your card.
Na
Name Sodium
You and your friend are doing an assignment. Make a conversation with him/her to exchange
information about two elements (Na and Cl) based on the suggestions in your card.
Student A Student B
- Greet - Greet
- Ask to compare and contrast 2 elements - Respond: Yes
(Na and Cl)
Ask about their similarities Respond : 2 similarities
+ 1st similarity: Period (3)
Ask about another similarity - Respond: number of electron shells
- Ask about their differences
Respond: group, colour, … Ask if Na – group 1 and Cl – group 17
Say they have some differences
- Respond: Yes Add other differences: phase and ability to
- Make a contrast: conduct heat and electricity
+ Na: alkali metal, Cl: non-metal + Na: solid, Cl: gas at room temperature
+ Na: Silver-white, Cl: colourless + Na: conduct heat and electricity
Say thanks and good bye Respond and say good bye
SAMPLE CONVERSATION
A: Hello
B: Hi, can I help you?
A: Can you compare and contrast two elements Na and Cl?
B: Yes, of course
A: How are they similar?
B: They have two similarities. First, both of them belong to period three.
A: What is another similarity?
B: They have the same number of electron shells? Do you know about their differences?
A: They have some differences such as group, colour ….
B: Is sodium classified in group 1 and chlorine in group 17?
A: Yes, that right
They have another difference, sodium is alkali metal while chlorine is non-metal.
Sodium is silver- white but chlorine is colourless.
B: Another difference is about phase and ability to conduct heat and electricity.
Sodium is solid whereas chlorine is gas at room temperature
Sodium can conduct heat and electricity.
A: Thank you, goodbye!
B: Goodbye!
Student A: You are studying organic chemistry. The chemistry test is coming this
weekend. Make a conversation to exchange information with your friend based on the
suggestions in your card.
Student B: You are studying inorganic chemistry. The chemistry test is coming this
weekend. Make a conversation to exchange information with your friend based on the
suggestions in your card.
Student A Student B
Greet Greet
Respond: carbohydrates, lipids, proteins, Say you understand. Thank A for sharing
nucleic acids information.
Greet Greet
- Unit 7: Lesson 1 (Act 3-page 85)
B: Yes, of course.
A: Oh! I know about inorganic substances, but what are organic compounds?(2)
B: You’re welcome.
A: Yes, of course.
A: They break down the the dead tissue and waste products. Moreover, they also recycle the
nutrients.
B: Thank you !
A: You’re welcome.
Student A: You have information about solar energy, but you have to prepare a short
presentation about natural gas for your next lesson. Ask Student B for some information of
natural gas and answer her/his questions about solar energy
Student B: You have information about natural gas, but you have to prepare a short
presentation about solar energy for your next lesson. Ask Student B for some information
of solar energy and answer her/his questions about natural gas.
SAMPLE CONVERSATION
A: Hello B
B: Hi
A: I have to prepare a short presentation about natural gas for my next lesson. Can you help
me?
B: yes, of course.
A: Thank you.
A: Of course.
B: Thanks, Bye.
A: Good bye
- Unit 1:
Suggested Questions:
Sample:
1. It is flathead screwdriver.
2. There are 3 parts: handle, shaft, tip
3. The shaft is made of steel and the handle is made of metal or plastic. It is square or oval in
cross-section.
4. It has a single slotted head, and the blade tip is wedge-shaped. It’s also called standard
screwdriver.
5. It is used to drive straight slotted screws.
1. It is Phillips screwdriver.
2. There are 3 parts: handle, shaft, tip
3. The shaft is made of steel and the handle is made of metal or plastic. It is square or oval in
cross-section.
4. It has a cross slotted head, and the blade tip looks like a plus sign.
5. It is used to Install Phillips head screws.
1. It is stubby screwdriver.
2. There are 3 parts: handle, shaft, tip
3. The shaft is made of steel and the handle is made of metal or plastic. It is square or oval in
cross-section.
4. It is smaller than normal screwdrivers, and it has a short blade and handle.
5. It is used to turn screws in areas that a normal screwdriver can’t reach easily.
- Unit 2:
Topic: Write about using safety equipment in a specific working environment (in a lab, on
an oil or gas rig, or in a food industry company)
Suggested questions:
Sample:
- Unit 3:
Topic: Write about a(n) element/ compound/ mixture that you know well
Suggested questions:
Sample:
- Unit 4:
Suggested questions:
Sample:
My major is chemical engineering so the periodic table is very useful for me. It can be used
to predict the properties or look up information about different elements. Major periodic trends
include ionization energy and electron affinity. The ionization energy and electron affinity of
elements increase from left to right and bottom to top of the table. They are organized into 16
groups and 7 periods. Groups are displayed in the vertical columns. Elements in 1 group have
similar physical or chemical properties. Periods are in the horizontal rows. Elements in the same
groups have the same number of eletron shells. Each element is represented in 1 square. In
each square, it reveals some informations about a element such as: element’s name, element’s
symbol, atomic number and atomic weight. We can’t study well without periodic table
- Unit 5:
Topic: the examples of organic or inorganic compounds
Suggested questions:
Sample:
- Organic compounds
Organic compounds are compounds that have carbon-hydrogen bonds that you can find in all
living things easily. These are carbohydrates, lipids, proteins, and nucleic acids. I know some
examples of organic compounds such as organic acid, amino acids and petrochemicals. Amino
acids are used as animal food in some industry but the major usage of acid is glutamic acid that
is used as flavor enhancer. The second example is organic acids. The form of those acids is in
solid state. It is commonly used for oil and gas. Sometime, organic acids are used in food
industry as food preservatives due to their effects on bacteria. The last one is pertrochemicals.
You use products made from petrochemicals everyday. Their applications examples include
plastics, dyes, natural gas, medicines… Organic compounds are very useful in our daily life.
- Inorganic compounds:
Inorganic compounds are compounds that do not have carbon-hydrogen bond. We can easily
find examples of inorganic compounds at home but I want to talk about three main example:
salt, ammonia and carbon. First, as you know, salt is used as food seasoning. It is also used in
the past as food preservatives. The second, example is ammonia which is used for detergents,
dyes and fragrances. It can be found among other ingredients which are also used in glass and
hard surface cleaner. Lastly, as for carbon, the common names of carbon for home use are
diamond and graphite. Graphite is used to make pencil while diamonds are used in jewelries
and diamond glass-cutters. There are example of inorganic compounds. It is very useful in daily
life
- Unit 6:
Suggested questions:
Sample:
Air pollution Vietnamese people mainly use motor vehicles to travel, which releases a lot of
toxic exhaust fumes has an extremely bad effect on the air, especially in the
city areas
- People’s health can be threatened
- The burning of fossil fuels can lead to global warming because it emits
greenhouse gases such as CO2, CO and SO2 or methane into the
atmosphere
- It results in the increase of sea levels that can kill millions of people.
To reduce these issues in the future, people should use public transportation
or electric vehicles to travel, as well as use renewable energy sources like
wind, water or solar power.
Water It is caused by oil spill, wastewater from industry activities and untreated
pollution sewage from household products.
It harms marine life under the sea and rivers.
This problem may be tackled when laws about industrial waste disposal are
regulated.
Soil The overuse of fertilizer sand pesticides.
contaminatio The excessive amount of these chemical substances can kill trees, plants and
n damage animal habitats so they can die or have to move to new places for
food.
To deal with this issue, farmers should cut down the use of fertilizers and
pesticides in agricultural activities, then switch to organic farming methods and
buy organic food.
- Unit 7:
* Topic 1: Talk about one of two major components of ecosystem (abiotic or biotic)
Suggested questions:
What is it?
How many elements does it have?
What are some examples and the main roles of each element?
Abiotic factors
Abiotic factors are non-living things. They include inorganic substances, organic compounds,
climatic and physical factors. First, inorganic substances are nutrients elements and
compounds. The examples of inorganic compounds are carbon,oxygen,hydrogen,... They
involve in the cycling of materials in the ecosystems. Secondly, the examples of organic
compounds are proteins,carbonhydrates,lipids and so on... The role of organic compounds is
form the living body and link the abiotic compounds with the biotic factors. Lastly, the most
important factors are climatic and physical factors. They include air, water,
soil,sunlight,rainfall,temperature,.....They influence the growth and survival of living thing. Abiotic
factors are very important and really necessary because without them life would cease to exist.
Biotic factors
Biotic factors are living things. They include producers,consumers and decomposers. First,
plants and algae are called producers. They produce oxygen and make their own food.
Secondly the examples of consumers are animals. They fall into three groups:
Herbivores,carnivores and omnivores. They need to eat food that producers have produced.
Lastly, the examples of decomposers are fungi and bacteria decompose. They break down the
dead tissue and waste products. Moreover, they also recycle the nutrients.
Suggested questions:
its location
weather/ climate
common plants & animals
popular plants & animals
Desert ecosystem is the areas which consist mainly of the sands with very little water. It covers
about 20% of the Earth. It is located in every continent expect Europe. Deserts have high
temperature, sand storm and it has a lot of sunlight. In the morning, the temperature is very high
but in the evening the temperature is very low. With very little water, animals must store water in
their bodies, plants must store water in their stem to live in desert. The main vegetation in desert
is cactus and spines because poorly developed. Camels, nocturnal, some insects and birds are
main animals in desert.
- Unit 8:
Suggested questions:
Sample:
I’m going to tell you about two types of energy sources: They are solar energy and
natural gas. First, it is solar energy. It is renewable. It is from the heat of the sun. People use it
to generate electricity. it is not only plentiful but also safe and clean to the environment.
However, it is quite expensive to buy solar panels. Second, it is about natural gas. It is
nonrenewable. It is extracted from rock deep within the earth. It is used for not only heating our
homes, lighting, cooling but also cooking. It is both cheap and easy to use. The main
disadvantage of it is releasing Co2 and other air pollutants, so it is harmful to the environment.