THẢO-TIẾT 11

Compiler by Anh Nguyet - 0985657621 - Worksheet on October, 12th, 2023
TIẾT 11 - NÂNG BAND CẤP TỐC
A. READING
Exercise 1. Reading Passage 1.
How New York Became America's Largest City

Section 1
In the 18th century New York was smaller than Philadelphia and Boston. Today it is the largest city in
America. How can the change in its size and importance be explained? To answer this question we
must consider certain facts about geography, history, and economics. Together these three will
explain the huge growth of America's most famous city.
Section 2
The map of the Northeast shows that four of the most heavily populated areas in this region are
around seaports. At these points materials from across the sea enter the United States, and the
products of the land are sent there for export across the sea.
Section 3 Economists know that places, where transportation lines meet, are good places for
making raw materials into finished goods. That is why seaports often have cities nearby. But cities
like New York needed more than their geographical location in order to become great industrial
centres. Their development did not happen simply by chance.
Section 4
About 1815, when many Americans from the east coast had already moved toward the west, trade
routes from the ports to the central regions of the country began to be a serious problem. The slow
wagons of that time, drawn by horses or oxen, were too expensive for moving heavy freight very far.
Americans had long admired Europe's canals. In New York State, a canal seemed the best solution
to the transportation problem. Fr~m the eastern end of Lake Erie all the way across the state to the
Hudson River, there is a long strip of low land. Here the Erie Canal was constructed. After several
years of work, it was completed in 1825.
Section 5 The canal produced an immediate effect. Freight costs were cut to about one tenth of
what they had been. New York City, which had been smaller than Philadelphia and Boston, quickly
became the leading city of the coast. In the years that followed, transportation routes on the Great
Lakes were joined to routes on the Mississippi River. Then New York City became the end point of a
great inland shipping system that extended from the Atlantic Ocean far up the western branches of
the Mississippi.
Section 6
The coming of the railroads made canal shipping less important, but it tied New York even more
closely to the central regions of the country. It was easier for people in the central states to ship their
goods to New York for export overseas.
Section 7
Exports from New York were greater than imports. Consequently, shipping companies were eager to
fill their ships with passengers on the return trip from Europe. Passengers could come from Europe
very cheaply as a result.
Section 8
Thus New York became the greatest port for receiving people from European countries. Many of
these people remained in the city. Others stayed in New York for a few weeks, months, or years, and
then moved to other parts of the United States. For these great numbers of new Americans, New
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York had to provide homes, goods, and services. Their labour helped the city become great.
Decide which of the following choices is closest in meaning to the underlined word in the sentence and
write down the corresponding letter.
1. About 1815, when many Americans from the East Coast had already moved toward the west, trade routes
from the ports to the central regions of the country began to be a serious problem.
A. methods used B. ways planned C. areas travelled
2. The slow wagons of that time, drawn by horses or oxen, were too expensive for moving heavy freight very far.
A. goods B. boxes C. bags
3. From the eastern end of Lake Erie all the way across the state to the Hudson River, there is a long strip of low
land.
A. a narrow piece B. a thick piece C. a small piece
4. The coming of the railroads made canal shipping less important, but it tied New York even more closely to the
central regions of the country.
A. states B. countries C. areas
5. Exports from New York were greater than imports. Consequently, shipping companies were eager to fill their
ships with passengers on the return trip from Europe.
A. In fact B. As a result C. In addition
The reading passage How New York Became America's Largest City has 8 sections numbered 1-8.
Choose the most suitable heading for each section from the list of headings below. Write the appropriate
numbers (I-VIII). The heading of section 4 has been given as an example.
I Then came the train

II Cheap fares from Europe
III Seaports
IV Three factors
V Not just because of where it is
VI Most popular place to arrive
VII Beginning of canal shipping
VIII Further development of water transport
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6. Section 1 7. Section 2 8. Section 3

Example: Section 4 VII
9. Section 5 10. Section 6 11. Section 7 12. Section 8
Read the passage How New York Became America's Largest City and look at the following statements.
Write
TRUE if the statement is true;

FALSE if the statement is false;
NOT GIVEN if the information is not given in the passage.
13. New York is typical of cities that became industrial centres simply because of their geographical locations.
14. In 1815, people moved to the central regions of the country in wagons drawn by horses.
15. All Americans agreed that they should build a canal for transportation.
16. The Erie Canal was constructed between Lake Erie and the Hudson River.
17. The Erie Canal was not successful in bringing the freight costs down immediately.
18. Canal transportation was affected by the coming of the railroads.
19. The labour of people whom shipping companies brought back from Europe helped New York become
great.
Exercise 2. Reading passage 2.
Public Libraries
Paragraph A
The word public comes from a Latin word, publicus, meaning people. A public library is for all the
people in a community to use. It charges no fee for its services. The public library will have available,
within the limits of its budget, a wide variety of books and other materials. These books or other
materials may be borrowed, or taken out for a specific time, by anyone in the community. The library
loans its materials.
Paragraph B
Public libraries are usually tax-supported. There are a few that are instead supported from money
that has been donated. And there are some that receive part of their money from taxes and part from
gifts.
Paragraph C
Few public libraries are exactly alike. Not only ate the shapes and sizes of the buildings different, but
so are the number of books and other materials in each. Your nearest library may be like the Los
Angeles Public Library, which has over 4,538,458 books and bound periodicals (magazines and
journals) in its collection. Or it may be like the Cherokee County Public Library, which has only about
3,800 books in its collection.
Paragraph D
Libraries vary in other ways, too, for instance, in the number of hours (or days) they are open or in
the number of people who work there. Most public libraries, however, arrange their books and other
materials in similar ways. They divide their collections into two basic age groups, children and adult.
Adult books are in one place; children's books are in another. Then the books are further separated
by the kind of book. Storybooks -works of fiction - are separated from information, or fact books -
nonfiction.
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Paragraph E People often want to refer to, that is, look something up in a certain basic information
book. Thus reference books, which are rarely read cover to cover, are put in a special place in the
library, a reference section or perhaps a reference room. Reference books are never to be taken out
of the library building.
Paragraph F
Each library decides for itself how it should further arrange its books and other materials. In a large
city library, certain nonfiction materials may be put into a special area or separate room. For
instance, there may be a separate room just for all the materials a library has on music. In another
large city, the music materials might not be kept so separate. It would depend on what the people in
that city had indicated they found useful.
Paragraph G
A library's holdings are everything the library has in its collection. These holdings almost alwars
reflect the community's special interests. Suppose, for example, there were a town where Morgan
horses were widely raised and trained. That town's library would most likely have a great deal of
material_ about Morgan horses. Since the people who were interested in Morgan horses would
probably be less interested in other breeds of horses, the library might have only a small amount of
material on Mustangs or Appaloosas.
Decide which of the following choices is closest in meaning to the underlined word in the
sentence and write down the corresponding letter
1. A public library is for all the people in a community to use. It charges no fee for its services.
A. asks in payment B. requires C. increases
2. The library loans its materials.
A. lends B. borrows C. sells
3. There are a few that are instead supported from money that has been donated.
A. loaned B. asked in payment C. given for free
4. It would depend on what the people in that city had indicated they found useful.
A. agreed B. pointed out C. decided
The reading passage Public Libraries has 7 paragraphs A-G. Choose the most suitable heading for each
paragraph from the list of headings below. Write the appropriate numbers
(I-IX). There are more headings than you can use.
I Financial support
II Local decisions
III Influence of people's interests
IV Materials about Morgan horses
V History of public libraries
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VI Cartain books stay in the library

VII Free services for everyone
VIII A wide variety
IX Similar ways to arrange books
5. Paragraph A 8. Paragraph D 11. Paragraph G

6. Paragraph B 9. Paragraph E 7. Paragraph C
10. Paragraph F
Refer to the passage Public Libraries and choose from the passage NO MORE THAN THREE WORDS to
complete the following sentences.
12. A public library provides free services to everyone
13. People who borrow the books can keep them for
14. The money used to support public libraries may come from donations, gifts and
15. The collections in most public libraries are arranged according to two age groups,
16. Books that people can only read in the library are probably
17. In some libraries, people may find certain nonfiction materials kept in
18. From the holdings a library has, we can see if the community has any
Exercise 3. Passage 3
CHILDREN IN CRISIS
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1. Bystanders are caught in the crossfire of drug wars and people can be shot just because a young person
feels like killing someone.
A. adults B. onlookers C. people
2. Some kids have become so desensitised to shooting that they laugh about it.
A. less considerate B. less worried C. less sensitive
3. At the police station, the boys were charged with assault and attempted murder.
A. criticised for B. accused of C. punished for
4. The Committee for Economic Development states publicly that it is concerned about whether or not children
of today will have sufficient education, motivations, and undamaged brains to provide the needs of tomorrow's
labour force.
A. better B. proper C. enough
Read the passage Children in Crisis and look at the following statements. Write:

5. Teenage boys are ready to shoot for small reasons like shoes or clothes.
6. In many cities, children regard robbing others as something honourable.
7. Most of the time, young people know personally the homeless people whom they set fire to.
8. Most people argue about whether many young people are getting more violent.
9. According to reports by the Children's Defense Fund, young children are murdered in America each day.
10. Many adults are so afraid that sometimes they do not want to know about the things happening to children
today.
11. Conservative magazines are more related in content to social problems than to business.
12. Forbes magazine is considered a conservative magazine.
Complete the summary below by choosing NO MORE THAN THREE WORDS from the passage Children
in Crisis for each answer
It seems that many senseless crimes done by juveniles do not have a (13) _____________________. For
example, victims even include those people who sleep (14) ___________________. For as many as (15)
______________________________ in 1992, young people tried to (16) __________________to them. As one
(17) ________________________ described, while playing he and his friends (18) __________________ spilled
some beer on a homeless man in the subway and later they set his (19) _________________ on fire by throwing
matches at him. The boys caught by the police could not explain why they did that except that (20)
____________________ of it could be a possible reason.
Exercise 4. Reading passage 4.
Real-Time Electronic Discussion for Teaching Writing
1. The most obvious use of real-time electronic discussion is for the teaching of writing. Students in general,
and particularly second language students, often have a great fear of expressing their ideas in writing. To help
overcome this fear and give their students as much writing practice as possible, some composition teachers
conduct almost all of their courses through electronic discussion. They find that the more students write, the
more comfortable they get with it - especially because their writing occurs in such a powerful communicative
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context. Every word they put down is not for the purpose of being corrected by their teacher, but rather for the
purpose of sharing ideas with their classmates.
2. Janice Cook teaches several ESL writing courses at Kapiolani Community College in Honolulu. All of Cook's
classes are taught 100% online, with students writing back and forth together in pairs, in small groups, and as
a class. Students write about the writing process, discuss electronically things they have read, share their own
work with the others and compose compositions together. Cook contributes to the process as a guide rather
than as an all-knowing expert. She has taught this way for 3 years and says she feared even the thought of
going back to non-networked writing instruction.
3. Pratt and Sullivan conducted a semester-long study on the effects of electronic discussion on teaching ESL
writing at the University of Puerto Rico. They compared two ESL writing classes taught with the same syllabus
but under different conditions. One class met one or two times a week in a computer-networked classroom
where virtually all class discussion was carried out electronically. The other class was conducted in a
traditional classroom with oral discussion.
4. An analysis of the transcripts of large group discussions, one from each class, showed strong differences in
participation patterns. Whereas only 50% of the students spoke up even once during the oral discussion, 100%
of the students participated in the electronic discussion. Furthermore, · in the oral discussion the teacher took
85% of the conversational turns, whereas in the electronic discussion the teacher took only 35% of the turns.
5. Pratt and Sullivan used pre- and post-writing samples to compare the writing improvement of the two
groups. They found that students in the computer-networked class showed significantly greater gains in writing
than the students did in the traditional class.
6. Studies of native speaker composition classes have also shown similar advantages for computernetworked
writing instruction, particularly for students who come into a course less skilled or confident about their writing.
Linguists have found that less confident students not only communicate more during electronic discussions
than during face-to-face ones but also make more useful comments in their own writing.
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Note: ESL refers to English as a Second Language.
1. Students write about the writing process, discuss electronically things they have read, share their own work
with the others and compose compositions together.
A. collect B. revise C. write
2. One class met one or two times a week in a computer-networked classroom where virtually all class
discussion was carried out electronically.
A. almost B. barely C. actually
3. An analysis of the transcripts of large group discussions, one from each class, showed strong differences in
participation patterns.
A. printed copies B. conducted studies C.· experiments
4. Whereas only 50% of the students spoke up even once during the oral discussion, 100% of the students
participated in the electronic discussion.
A. supported B. joined in C. were interested in
5. Studies of native speaker composition classes have also shown similar advantages for computer-networked
writing instruction, particularly for students who come into a course less skilled or confident about their writing.
A. feeling full trust B. feeling worried C. feeling interested
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Refer to the passage Real-Time Electronic Discussion for Teaching Writing and complete the following
notes about the advantages of the use of real-time electronic discussion for teaching writing with ONE
WORD taken from the passage.
Advantages of the Use of Real-Time Electronic Discussion for Teaching Writing
Context 6. Students are put in a highly ________context.
Purpose of writing 7. Students write for ______________ ideas with each other.
Teachers 8. He/She works for the process as a ________________
Students' participation 9. The percentage for students' participation is __________________

in the study conducted
Students' turns in the 10. Students take _______________ percent of the conversational turns
study conducted
Result of the study 11. The __________________ of the students in writing are significantly greater.
Read the passage Real-Time Electronic Discussion for Teaching Writing and look at the following
statements. Write
12. The use of electronic discussion helps overcome the students' fear of expressing their ideas in writing.
13. Students hate their compositions to be corrected by the teachers.
14. Janice Cook taught her classes online for years and did not want to go back to the traditional writing
instruction.
15. The two classes Pratt and Sullivan compared in their study were both taught online with the same syllabus
16. In the class conducted in a traditional way in Pratt and Sullivan's study, half of the students remained silent.
17. In composition classes, native speakers feel more confident about their writing than nonnative speakers.
18. Studies show that the use of electronic discussion doesn't work in native speaker composition classes.
LESSONS FROM THE TITANIC
A From the comfort of our modern lives we tend to look back at the turn of the twentieth century as
a dangerous time for sea travelers. With limited communication facilities, and shipping technology
still in its infancy in the early nineteen hundreds, we consider ocean travel to have been a risky
business. But to the people of the time, it was one of the safest forms of transport. At the time of the
Titanic’s maiden voyage in 1912, there had only been four lives lost in the previous forty years on
passenger ships on the North Atlantic crossing. And the Titanic was confidently proclaimed to be
unsinkable. She represented the pinnacle of technological advancement at the time. Her builders,
crew, and passengers had no doubt that she was the finest ship ever built. But still, she did sink on
April 14, 1912, taking 1,517 of her passengers and crew with her.
B The RMS Titanic left Southampton for New York on April 10, 1912. Onboard were some of the
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richest and most famous people of the time who had paid large sums of money to sail on the first
voyage of the most luxurious ship in the world. Imagine her placed on her end: she was larger at 269
metres than many of the tallest buildings of the day. And with nine decks, she was as high as an
eleven storey building. The Titanic carried 329 first-class, 285-second class and 710 third-class
passengers with 899 crew members, under the care of the very experienced Captain Edward J.
Smith. She also carried enough food to feed a small town, including 40,000 fresh eggs, 36,000
apples, 111,000 lbs of fresh meat and 2,200 lbs of coffee for the five-day journey.
C RMS Titanic was believed to be unsinkable because the hull was divided into sixteen watertight
compartments. Even if two of these compartments flooded, the ship could still float. The ship’s
owners could not imagine that, in the case of an accident, the Titanic would not be able to float until
she was rescued. It was largely as a result of this confidence in the ship and in the safety of ocean
travel that the disaster could claim such a great loss of life.
D In the ten hours prior to the Titanic’s fatal collision with an iceberg at 11.40 pm, six warnings of
icebergs in her path were received by the Titanic's wireless operators. Only one of these messages
was formally posted on the bridge; the others were in various locations across the ship. If the
combined information in these messages of iceberg positions had been plotted, the ice field which
lay across the Titanic’s path would have been apparent. Instead, the lack of formal procedures for
dealing with information from a relatively new piece of technology, the wireless, meant that the
danger was not known until too late. This was not the fault of the Titanic crew. Procedures for
dealing with warnings received through the wireless had not been formalised across the shipping
industry at the time. The fact that the wireless operators were not even Titanic crew, but rather
contracted workers from a wireless company, made their role in the ship’s operation quite unclear.
E Captain Smith’s seemingly casual attitude in increasing the speed on this day to a dangerous 22
knots or 41 kilometres per hour, can then be partly explained by his ignorance of what lay ahead. But
this only partly accounts for his actions, since the spring weather in Greenland was known to cause
huge chunks of ice to break off from the glaciers. Captain Smith knew that these icebergs would float
southward and had already acknowledged this danger by taking a more southerly route than at other
times of the year. So why was the Titanic travelling at high speed when he knew, if not of the specific
risk, at least of the general risk of icebergs in her path? As with the lack of coordination of the
wireless messages, it was simply standard operating procedure at the time. Captain Smith was
following the practices accepted on the North Atlantic, practices which had coincided with forty years
of safe travel. He believed, wrongly as we now know, that the ship could turn or stop in time if an
iceberg was sighted by the lookouts.
F There were around two and a half hours between the time the Titanic rammed into the iceberg
and its final submersion. In this time 705 people were loaded into the twenty lifeboats. There were
473 empty seats available on lifeboats while over 1,500 people drowned. These figures raise two
important issues. Firstly, why there were not enough lifeboats to seat every passenger and crew
member on board. And secondly, why the lifeboats were not full.
G The Titanic had sixteen lifeboats and four collapsible boats which could carry just over half the
number of people on board her maiden voyage and only a third of the Titanic’s total capacity.
Regulations for the number of lifeboats required were based on outdated British Board of Trade
regulations written in 1894 for ships a quarter of the Titanic’s size, and had never been revised.
Under these requirements, the Titanic was only obliged to carry enough lifeboats to seat 962 people.
At design meetings in 1910, the shipyard’s managing director, Alexander Carlisle, had proposed that
forty-eight lifeboats be installed on the Titanic, but the idea had been quickly rejected as too
expensive. The discussion then turned to the ship’s décor, and as Carlisle later described the
incident … ’we spent two hours discussing carpet for the first-class cabins and fifteen minutes
discussing lifeboats’.
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H The belief that the Titanic was unsinkable was so strong that passengers and crew alike clung to
the belief even as she was actually sinking. This attitude was not helped by Captain Smith, who had
not acquainted his senior officers with the full situation. For the first hour after the collision, the
majority of people aboard the Titanic, including senior crew, were not aware that she would sink, that
there were insufficient lifeboats or that the nearest ship responding to the Titanic’s distress calls
would arrive two hours after she was on the bottom of the ocean. As a result, the officers in charge
of loading the boats received a very halfhearted response to their early calls for women and children
to board the lifeboats. People felt that they would be safer, and certainly warmer, aboard the Titanic
than perched in a little boat in the North Atlantic Ocean. Not realising the magnitude of the
impending disaster themselves, the officers allowed several boats to be lowered only half full.
I Procedures again were at fault, as an additional reason for the officers’ reluctance to lower the
lifeboats at full capacity was that they feared the lifeboats would buckle under the weight of 65
people. They had not been informed that the lifeboats had been fully tested prior to departure. Such
procedures as assigning passengers and crew to lifeboats and lifeboat loading drills were simply not
part of the standard operation of ships nor were they included in crew training at this time.
J As the Titanic sank, another ship, believed to have been the Californian, was seen motionless less
than twenty miles away. The ship failed to respond to the Titanic’s eight distress rockets. Although
the officers of the Californian tried to signal the Titanic with their flashing Morse lamp, they did not
wake up their radio operator to listen for a distress call. At this time, communication at sea through
wireless was new and the benefits not well appreciated, so the wireless on ships was often not
operated around the clock. In the case of the Californian, the wireless operator slept unaware while
1,500 Titanic passengers and crew drowned only a few miles away.
K After the Titanic sank, investigations were held in both Washington and London. In the end, both
inquiries decided that no one could be blamed for the sinking. However, they did address the
fundamental safety issues which had contributed to the enormous loss of life. As a result,
international agreements were drawn up to improve safety procedures at sea. The new regulations
covered 24-hour wireless operation, crew training, proper lifeboat drills, lifeboat capacity for all on
board and the creation of an international ice patrol.
Vocabulary:
infancy (n): khoảng thời gian sơ sinh maiden voyage: chuyến đi biển đầu tiên
previous (a): trước đó proclaim (v): tuyên bố = claim
sink (v): chìm → unsinkable (a): không thể bị chìm pinnacle (n): /ˈpɪnəkl/ - giai đoạn quan trọng nhất
crew: hạm đội collision (n): sự sụp đổ (collide)
icebergs: băng chìm wireless (a): không dây
operators (n): buồng, người điều khiển apparent (a): rõ ràng, có thể nhìn thấy được
procedure (n): quy trình formalise (v): chính thức hóa
contracted (vpii): được ký hợp đồng attitude (n): thái độ
ignorance (n): sự thờ ơ (ignore: ngó lơ) chuck (n): khúc (gỗ, băng,...)
glacier (n): tảng băng nổi float (v): trôi dạt
path (n): con đường, lộ trình coincide (v): trùng khớp
submersion (n): ngập lifeboat: tàu cứu sinh
collapse (v): sập → collapse boat: tàu cứu nạn capacity (n): sức chứa
regulation (n): nội quy revise (v): ôn lại, xem lại
outdated (a): lỗi thời director (n): giám đốc
reject (v): từ chối carpet (n): tấm thảm
cling to the belief: luôn được tin rằng acquaited (with): quen thuộc với
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senior officer (n): chính quyền tiền nhiệm responding to: phản hồi
in charge of: chịa trách nhiệm response to: phản ứng với
magnitude: độ lớn impending (a): sắp xảy ra
at fault: có lỗi reluctance (to) sự miễn cưỡng với
buckle (v): khóa vào prior to: trước = before
drill (n): khoan vào fundamental (a): quan trọng, cần thiết
draw up: rút ra kết luận
Questions 1-9
Complete the summary below. Choose your answers from the box at the bottom of the page and write
them in boxes 1-8 on your answer sheet.
NB There are more words than spaces so you will not use them all. You may use any of the words more than
once.
List of Words
passengers happy float advanced lifeboats confident dangers

ocean worried inadequate enormous excitement
fast handbook water afloat record fast
procedures orders drown size sink safety
The Finest Ship Ever Built

The North Atlantic Ocean crossing on the Titanic was expected to set a new standard for ...…(1)...… travel in
terms of comfort and .......(2)....… The shipping industry had an excellent safety ...…(3)….... on the North
Atlantic Crossing over the previous forty years and the Titanic was the finest and safest liner ever built. The
Titanic combined the greatest technology of the day with sheer …....(4)....…, luxury and new safety features.
The Titanic’s owners were …(5)… that even if the Titanic were letting in …....(6)....… she would .........(7) …
indefinitely until help arrived. In hindsight, we know that the Titanic was not unsinkable and that technology
alone could not save lives when facilities were …....(8)...… and humans did not follow safe ....…(9)....…
whether because of arrogance or ignorance.
Questions 10-14
Choose the heading which best sums up the primary cause of the problem described in paragraphs D,
E, G, H and I of the text.
Write the appropriate numbers (i – x) in the boxes ( 10-14) on your answer sheet.
List of Headings
i Ignorance of the impending disaster

ii Captain’s orders ignored
iii Captain’s over-confidence
iv Rough sea conditions
v Faulty design
vi Iceberg locations not plotted
vii Low priority placed on safety
viii Number of lifeboats adequate
ix Inadequate training
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x Ice warnings ignored
10 Paragraph D 11 Paragraph E 12 Paragraph G

13 Paragraph H 14 Paragraph I
1. Read the first sentence ONLY of each paragraph in the reading passage and answer the question
below. Take MORE THAN FIVE MINUTE to do this.
Does this reading passage:

1. give a history of something? →
2. describe how something is done? →
3. compare and contrast two things? →
4. discuss a problem and give a solution? →
2. Look quickly at the passage and write down the letter of the paragraph which contains the following
information. Take NO MORE THAN THREE MINUTES to do this.
a. Masahiro Mori. _____ b. Key-frame animation. ____
c. 160 ____ d. Star Wars ____
e. Three-dimensional ____ f. A hundred ____
3. Now, match the information above to the following. Write the letter of the paragraph where you will
find this information beside each one.
a. Move name ______ b. Name of a person who works with robots ______
c. Number of people working on a project ____ d. Computer technique _____
e. Number of computer controls _____ f. Computer model _____
4. (Locating Information) The passage has six paragraphs, A-F. Which paragraph contains the following
information? Write the correct letter, A-F, beside each statement below. (You may use any letter more
than once. You may not use all the letters).
1. A description of motion capture ___ 2. Lindsay Lohan of the future ___
3. Negative response to human-like expression ___ 4. Processing hours needed ___
5. Special effect make films popular ___ 6. Creating a bone structure using lasers and adding controls __
7. 100 muscle controls ___
5. Sentence Complete: Compete the sentences. Choose NO MORE THAN THREE WORDS and/or A
NUMBER from the passage for each answer.
8. The Lord of The Rings movies had a computer-generated character that was created using _____________
techniques.
9. A three-dimensional model created on the computer needs to move in a ___________
10. Once a real model has been scanned into the computer by using lasers, the animations add controls to
move the _________________ around.
11. Both motion capture and ket-frame animation are described as being ___________________ methods
12. Not only thousands of precessors but also ________________________ were required to make characters
and special effects in the Lord of the Rings movies.
13. The animation for these movies required about _________________ processing hours.
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14. Achieving a completely realistic human face is still a challenge for animators as people are conscious of
__________________
15. In general, people seem to have more negative reaction to an animated face that is quite close to looking
human; this has been called the _________________ effect.
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6. Sentence Completion: Complete each sentence with the correct, A-I, from the box below. There are
more endings given than beginnings.
16. Among recent movies, many of the most successful ___________________

17. There are many stages involved in imagining and developing _____________
18. In order to create a 3-D model on the computer, some people ___________
19. Once a laser has scanned this model into the computer, controls to ______________
20. Motion capture is a technique where an actor's movements are filmed and used to ___________
21. Key-frame animation is a technique where the animators use the controls to ___________
22. Whichever of these methods is used, it is necessary to ______________
7. (Classification) According to the information in paragraphs B, C, and D of the reading passage,

classify the following actions as occurring:
A. in the design and creation stage
B. in the animation stage - motion capture
C. in the animation stage - key-frame animation
Write the correct letter, A, B, or C in the gaps.
23. ___________ to film someone moving

24. ___________ to recreate movement using computer controls.
25. ____________ to make an actual model
8. Choose the right answer

26. The main idea is:
A. Computer animation is the best way to make movies
B. Animators cannot quite yet make characters that truly seem to be human.
C. Animation requires too many computers and processors to be economical.
D. Robots are a form of animation.
Exercise 7. (Vocabulary) Complete these sentences below by using the given words.
16
a. __________________ technology is very complex.

b. If something is _______________________, it is difficult to find or achieve.
c. Something that is _____________________ is similar to the real thing.
d. If someone is __________________, they notice or are affected by slight change.
e. ____________________ means making new things.
f. If something is _____________________, it is real rather than artificial.
g. A cube is ____________________; it has height, width, and depth.
h. Something that is ____________________ is the opposite of simple.
i. A __________________ character is like a human.
j. To do something in a ______________________ way means that you take a lot of time and trouble.
k. Someone who is _________________ from someone else looks the same as that other person.
B. LISTENING
Exercise 8. Listen to the conversation and fill in the missing information in the notes below. (CD 72)
When winter comes, ants (1) _______________into their nests, where food has been (2) ________________.
They stored it in their special chamber (3) __________________. Only the top few inches of (4)
____________________ freeze. Beneath this layer of (5) ___________________ soil, life goes on in the
colony. The size of their nest (6) __________________ from just one chamber of (7) _____________________
inches in diameter to vast networks. It can extend (8) _______________ underground and house a population
of up to (9) _________________ ants.
North American ant communities can consist of (10) ____________________ main nests connected by
tunnels.
The entire colony can cover an area the size of a (11) _________________. So when spring comes, the ants
have to work their way (12) ________________ and begin the task of (13) ________________ food for the
next winter.
Exercise 9. Listen to the talk and write down the missing information in the notes below. (CD74)
Koala is the Australian teddy bear. It is (1) ______________feet long, with (2) _____________ seeming as if
they were stuck on, and it has beady eyes but no (3) ____________________. The fur is (4)
____________________ in colour. They are pouched mammals, not bears at all.
Koalas spend almost all their lives in the eucalyptus trees and eat the (5) __________________ . All the toes
are armed with (6) _________________ claws, and the (7) _____________ are divided into two groups. The
great (8) _______________ is thumb-like. All of these features aid in climbing. Koalas are able to spring from
one upright branch to another with (9) ____________________ skill.
The baby is carried in the (10) _________________at first, then it clings to the fur of the mother's (11)
___________________until it is almost as large as the mother. Koalas become quite tame and they are great
(12) _____________________ at the Australian zoos and parks.
Exercise 10. Listen to the talk and write down the missing information in the notes below. (CD75)
17
Stamp collecting is a hobby that interests persons of (1) ____________and in all walks of life. There are over
(2) __________stamp collectors in the United States and Canada. The most valuable stamp in the world is the
(3) _________________British Guiana magenta of (4) _____________________. Only one copy is known to
(5) ____________________ ; this is valued at about (6) $ _______________________.
Most stamps are not expensive. There are hundreds of stamps worth (7) ___________________ dollars and
many more hundreds that you may buy for a few (8) ____________________ So stamp collecting is not only
(9) _____________________. man's hobby.
Each stamp collector finds his (10) ________________________always (11) ___________________ stamps
fascinating because there is behind postage stamps. The countries of the world use them as (12)
___________________ telling the world about their industries, their culture, and their great men. They also use
stamps to celebrate (13) __________________in their history. So while a stamp collector is (14)
_______________________ his hobby, he is also storing up knowledge about (15) _______________ things
from every corner of the globe. Usually, a beginner collects (16) ________________ that comes his ways. Later
on he may decide to (17) ___________________ in certain kinds.
Exercise 11. The invention of the telegraph (1) (CD82)

Listen to the first part of the talk about the invention of the telegraph.
Questions 1-3
1. When was Samuel Morse born?
A. In 1791 B. In 1917 C. In 1691 D. In 1916
2. Which college did Samuel Morse enter when he was 14 years old?
A. Massachusetts College B. Yale College C. Boston College D. Art School.
3. What did he want to be after school?
A. An electrician B. An inventor C. An artist D. A traveler
Questions 4-14. Fill the missing information in the notes below.

On one trip to the United States, Morse had an interesting idea. Later, this idea (4) _______________ into his
famous invention. Morse thought that it (5) _____________ be possible to use electricity to send a message
over a (6) ____________________. This message, he thought, could be (7) ____________ at the other end. A
message could be sent with the (8) ________________ of electricity. Before the end of the trip, Morse had (9)
_________________ rough plans for an instrument. He called it the electric or magnetic telegraph. Morse
began to work out (10) ________________ as soon as he landed. He gave up his work as a (11)
____________________–. Instead, he chose to work on his (12) __________________ idea. Almost (13)
____________________- years later, his experiments were successful. He built an (14) __________________
that made his idea work.
Exercise 12.
Questions 1 -4 (CD25_GR)
Listen to the recording of three students talking to their tutor about the presentation they are planning.
Choose the correct letter, a, b, or c.
1. The topic of the presentation is _________________
a how mobile phones are designed
b the risks caused by mobile phones
c how mobile phones are used.
2. The introduction explains the ________________
a dangers of mobile phones.
b importance of mobile phones.
18
c importance of understanding the dangers of mobile phones.

3. On the second slide, the students are planning to __________________
a explain why mobile phones are dangerous,
b point out some different kinds of risks,
c mention ways to avoid the risks.
4. The tutor suggests _____________________
a not discussing the dangers of mobile phones,
b discussing the benefits of mobile phones,
c having an argument.
Questions 5 -7 Listen to the next part of the recording and complete the slides. Write ONE WORD ONLY.
Questions 8 -1 0
Listen to the last part of the recording and complete the sentences. Write NO MORE THAN TWO
WORDS OR A NUMBER.
8 The actual talk will last for ....................................
9 Each student will speak for....................................
10 The slides must all have the ......................................
Vocabulary
presentation (n): bài thuyết trình memory stick: ổ USD (ổ nhớ)
detail (n): chi tiết mixed up: bị lộn xộn
car accident: vụ tai nạn xe separate (v): tách ra
audience (n): thính giả include (v): có đính kèm
C. SPEAKING
Exercise 13. (PART 1) TOPIC FAMILY + TOWN (OR CITY) I LIVE IN.
D. WRITING
Exercise 14. Tổng ôn Line Graph

1. CÁC CẤU TRÚC SỬ DỤNG TRONG DẠNG BÀI LINE GRAPH
1. S (The number/amount/…of + A + V (xu hướng) + Adv (mức độ), Số liệu*, Thời gian**
19
Ví dụ: The number of cases of Coronavirus increased slightly from 100 to 200 between 2019 and 2020.
2. There + be + a/an + Adj (mức độ) + N (xu hướng) + in S (the number/amount…of A) + Số liệu* +
Thời gian **
Ví dụ: There was a slight increase in the number of cases of Coronavirus from 100 to 200 between 2019 and
2022.
3. S (The number/amount/…of A) + experience/witness + a/an + adj (mức độ) + N (xu hướng) + Số

liệu* + Thời gian** .
4. A + show/ indicate/ give information/… + a/an + adj (mức độ) + N (xu hướng) + in the number/
amount/… + Số liệu* + Thời gian**
Ví dụ: The cases of Coronavirus showed a slight increase in the number of 100 to 200 between 2019 and 2022.
5. Thời gian + experience/ witness + a/an + adj (mức độ) + N (xu hướng) + in + S (the
number/amount/… of A) + Số liệu*
6. Địa điểm + experience/witness + a/an + adj (mức độ) + N (xu hướng) + in + S (the
number/amount…of A) + số liệu* + Thời gian**
Lưu ý: Em có thể chuyển 6 câu trên về dạng bị động.
2. DIỄN ĐẠT CHỦ NGỮ

→ The number/ quantity/ figure of + N đếm được số nhiều.
→ The amount of/ quantity/ figure + N không đếm được
→ The percentage/ proportion/rate/figure of + Danh từ đếm được số nhiều/ Không đếm được.
→ Đơn vị + of + Chủ thể (50% of Canadian population)
→ Rate phải đi với các cụm cố định: unemployment rate, poverty rate, birth rate,...
→ The statistics of + Danh từ đếm được số nhiều/ Danh từ không đếm được.
3. MÔ TẢ SỐ LIỆU (SỐ LIỆU*)

→ V(xu hướng)/ N (xu hướng) + From A to B
→ V (xu hướng) by + khoảng số liệu
→ N (xu hướng) + of + khoảng thay đổi
→ At + số liệu (tại số liệu…)
→ around/about/ approximately + Số liệu
→ between A and B
4. CẤU TRÚC CÂU DÙNG ĐỂ SO SÁNH SỐ LIỆU
4.1. SO SÁNH HƠN NHẤT
20
The percentage/ proportion/ quantity/…of + A at/ with + số liệu cụ thể

+ be + the highest/ lowest,
accounting for/ occupying + số liệu (nếu nó là %)
Ví dụ: The percentage of visitors to a particular cinema aged 55 and older was the highest, accounting for 51%.
A + be + (the) most/ least + common/ popular/ at/ with + số liệu cụ thể

frequent/ vital… + Danh từ
accounting for/ occupying + số liệu (nếu nó là %)
Most (hầu hết) Đếm được số nhiều/ Không

đếm được
Fewest (Ít nhất) Đếm được số nhiều
Least (Ít nhất) Không đếm được

Động từ
A majority of (Đa phần) Đếm được số nhiều/ Không
A minority of (Thiểu số) đếm được
Số liệu + of Danh từ
Phân số + of Danh từ
4.2. So sánh hơn kém.
The number/ amount/ be higher than the figure for B, hoặc at/ with/ accounting for
quantity/…. of A that of B + số liệu, respectively.
be lower than
A + be (a) more/less important/ vital/ essential/ popular/… (noun) than B, at/ with/ accounting for/…
and … respectively.
4.3. SO SÁNH NGANG BẰNG
21
The percentages/ numbers/ quantities… of A and B + be + adv (mức độ: nearly/ roughly) + adj (tính
chất: equal/ identical/ the same), at/with + số liệu cụ thể.
Ví dụ: The percentage of people who visited the cinema aged 21 to 30 and 31 to 45 were roughly identical,
accounting for just under 10% each.
4.4. SO SÁNH GẤP
The percentage/ halve (gấp nửa) the figure for B, hoặc at/ with/… +
number/ quantity/… of double (gấp đôi) that of B số liệu
A triple (gấp ba)
quadruple (gấp bốn)
quintuple (gấp 5)
be twofold as high as
be threefold as high as
be fourfold as high as
be fivefold as high as
5. SALE ĐIỂM VỚI GIÁM KHẢO BẰNG TỔ HỢP CÂU PHỨC
Time - After V-ing/ Cụm Danh từ, SVO2

(từ nối chỉ thời gian) - SVO1 before/ prior to + Ving/Cụm Danh từ.
- SVO1, and then SVO2
- SVO1. After that/ Following that/ Then + SVO2
Contrast - While/ Whereas + SVO1, SVO2

(từ nối chỉ sự tương phản) - SVO1, but SVO2
- Despite V-ing/Cụm Danh từ, SVO2
- SVO1. However/Nevertheless/ In contrast + SVO2
Tương đồng - SVO1, at the same time, SVO2

- SVO1. Likewise/Similarly, SVO2
22

THẢO-TIẾT 11

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THẢO-TIẾT 11

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Compiler by Anh Nguyet - 0985657621 - Worksheet on October, 12th, 2023

TIẾT 11 - NÂNG BAND CẤP TỐC

Exercise 1. Reading Passage 1.

How New York Became America's Largest City

I Then came the train

6. Section 1 7. Section 2 8. Section 3

TRUE if the statement is true;

Exercise 2. Reading passage 2.

VI Cartain books stay in the library

5. Paragraph A 8. Paragraph D 11. Paragraph G

TRUE if the statement is true;

Exercise 4. Reading passage 4.

Real-Time Electronic Discussion for Teaching Writing

Note: ESL refers to English as a Second Language.

Advantages of the Use of Real-Time Electronic Discussion for Teaching Writing

Context 6. Students are put in a highly ________context.

Teachers 8. He/She works for the process as a ________________

Students' participation 9. The percentage for students' participation is __________________

Exercise 5. Reading Passage 5.

LESSONS FROM THE TITANIC

passengers happy float advanced lifeboats confident dangers

The Finest Ship Ever Built

i Ignorance of the impending disaster

x Ice warnings ignored

10 Paragraph D 11 Paragraph E 12 Paragraph G

Exercise 6. Reading Passage 6.

Does this reading passage:

16. Among recent movies, many of the most successful ___________________

7. (Classification) According to the information in paragraphs B, C, and D of the reading passage,

23. ___________ to film someone moving

8. Choose the right answer

a. __________________ technology is very complex.

Exercise 11. The invention of the telegraph (1) (CD82)

Questions 4-14. Fill the missing information in the notes below.

c importance of understanding the dangers of mobile phones.

Exercise 14. Tổng ôn Line Graph

3. S (The number/amount/…of A) + experience/witness + a/an + adj (mức độ) + N (xu hướng) + Số

Lưu ý: Em có thể chuyển 6 câu trên về dạng bị động.

2. DIỄN ĐẠT CHỦ NGỮ

3. MÔ TẢ SỐ LIỆU (SỐ LIỆU*)

4. CẤU TRÚC CÂU DÙNG ĐỂ SO SÁNH SỐ LIỆU

4.1. SO SÁNH HƠN NHẤT

The percentage/ proportion/ quantity/…of + A at/ with + số liệu cụ thể

A + be + (the) most/ least + common/ popular/ at/ with + số liệu cụ thể

Most (hầu hết) Đếm được số nhiều/ Không

Fewest (Ít nhất) Đếm được số nhiều

Least (Ít nhất) Không đếm được

4.2. So sánh hơn kém.

4.3. SO SÁNH NGANG BẰNG

4.4. SO SÁNH GẤP

5. SALE ĐIỂM VỚI GIÁM KHẢO BẰNG TỔ HỢP CÂU PHỨC

Time - After V-ing/ Cụm Danh từ, SVO2

Contrast - While/ Whereas + SVO1, SVO2

Tương đồng - SVO1, at the same time, SVO2

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