Viện Đại học Mở Hà Nội Cơ hội học tập cho mọi người

LEARNING OUTCOMES
 Describe the steps of a do-it-yourself process
 Talk about an object you have done by yourself
READING
 Reading for Main Ideas
 Reading for Details
 Identifying the author’s purpose
WRITING
 Write a paragraph describing the steps of a process
LISTENING
 Listening for Main Ideas
 Listening for Details
 Listening skills: Listening for specific information
SPEAKING
 Asking for and giving clarification
GRAMMAR
 Infinitive of purpose
 Comparative and superlative adverbs
PRONUNCIATION
 Assimilation
VOCABULARY
 Polysemy
 Matching spelling and pronunciation

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Teen Do-it-yourself Projects

Read the text and do the activities that follow.
Teen Do-it-yourself Projects
1. As more adults get involved with do-it-yourself (DIY) projects, it's only natural for
teens to want projects of their own. Do-it-yourself projects teach teens important
skills, engage their minds in fruitful pursuits and give them tangible rewards for hard
work. But more importantly, these projects are fun for teens to complete alone, with
friends or with parents.
2. Whether a teen has access to a sewing machine or just a needle and thread, he can
create wearable do-it-yourself projects that will teach valuable skills and impress
friends. Clothes, accessories, shoes and jewelery all present options for fantastic do-it-
yourself fashion. Parents can teach a teen how to use a sewing machine and read
clothing patterns and, before long, the teen will be able to make custom clothing from
start to finish.
3. Teens who engage in cooking related do-it-yourself projects can actively contribute
to the family while having fun at the same time. Many cookbooks have been written
specifically for teens as a way to introduce them to cooking and impart a lifelong love
of the craft. These cookbooks cover everything from snacks to desserts to complete
meals. Teens may want to start their cooking hobby by baking something for a special
occasion. Also, they may make and decorate a cake for a friend or a loved one with
the essentials of ingredients and measurements given in cookbooks
4. If the budget allows for it, a great do-it-yourself project for a teen is to completely
redecorate her own bedroom. Adolescence is a time of independence, so a teen will
appreciate the opportunity to make a space that is truly her own. Teens can choose
everything from paint colors to light fixtures. Teens may want to purchase furniture
and bedding, or they may want to up the DIY factor even more and create these pieces
on their own. Though the primary goal should be to let teens express themselves, it's
important for parents to sit down with teens and make sensible plans beforehand,
especially for budgetary and practical considerations.
5. Teens who are looking for a quick afternoon do-it-yourself project would likely
enjoy creating items out of duct tape. Incredibly strong and available in more colors
than the standard silver, duct tape also makes a creative and cheap craft material. Not
only will duct tape projects occupy a teen's time with an enjoyable activity, but the

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projects can also be used in everyday life, or given as gifts. Teens can make wallets,
or handbags to carry every day, flowers to give as gifts and flags for special events or
occasions

Vocabulary Building

Exercise 6.1. Here are some words from the Reading Text. Read and circle the
answer that matches the meaning of each bold word or phrase.
1. As more adults get involved with do-it-yourself (DIY) projects, it's only natural for
teens to want projects of their own.
a. the art or practice of doing one’s own decorating, repairs…
b. a skill you need to do a project
2. Do-it-yourself projects teach teens important skills, engage their minds in fruitful
pursuits and give them tangible rewards for hard work.
a. a recipe to make fruit juice
b. desire to do something successfully
3. Do-it-yourself projects teach teens important skills, engage their minds in fruitful
pursuits and give them tangible rewards for hard work.
a. an amount of money
b. a thing you really get when you finish something successfully
4. Whether a teen has access to a sewing machine or just a needle and thread.
a. a thin strand of cotton used for sewing
b. a kind of machine
5. Many cookbooks have been written specifically for teens as a way to introduce
them to cooking and impart a lifelong love of the craft.
a. a dream to do something
b. an art or skill, usually by hand
6. These cookbooks cover everything from snacks to desserts to complete meals.
a. a light meal
b. a kind of dishes

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7. Also, they may make and decorate a cake for a friend or a loved one with the
essentials of ingredients and measurements given in cookbooks.
a. size or amount of something
b. kind of food
8. Adolescence is a time of independence, so a teen will appreciate the opportunity to
make a space that is truly her own.
a. in the stage from 6-10 years old
b. in the stage between childhood and adulthood.
9. Though the primary goal should be to let teens express themselves
a. the first thing you want to gain/get
b. the thing you like
10. Teens who are looking for a quick afternoon do-it-yourself project would likely
enjoy creating items out of duct tape.
a. a band of cloth
b. thing made from plastic

Polysemy

Polysemy is the association of one word with two or more distinct meanings.
In order to be considered a polysemy, a word has to have separate meanings that can
be different, but related to one another. The meanings and the words must have the
same spelling and pronunciation and they must have the same origin.
For example:
Man
1. The human species (i.e., man vs. animal)
2. Males of the human species (i.e., man vs. woman)
3. Adult males of the human species (i.e., man vs. boy)
It’s advisable to learn the meaning of words in specific contexts. Learning all the
meanings of words given in the dictionary is impossible!

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Exercise 6.2. Each bold word below has more than one meaning. Circle the right
meaning in the text.
1. Do-it-yourself projects teach teens important skills, engage their minds in fruitful
pursuits and give them tangible rewards for hard work.
a. employ
b. attack
c. interest
2. Whether a teen has access to a sewing machine or just a needle and thread, he can
create wearable do-it-yourself projects that will teach valuable skills and impress
friends.
a. ask or force people to join the army
b. draw someone’s attention
3. These cookbooks cover everything from snacks to desserts to complete meals.
a. consist of
b. wear
c. pack
4. It’s important for parents to sit down with teens and make sensible plans
beforehand, especially for budgetary and practical considerations.
a. money for doing something good
b. reasons
c. showing concern
5. Teens can make wallets, or handbags to carry every day, flowers to give as gifts
and flags for special events or occasions
a. something cheap to buy
b. a present
c. something easy to do

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Reading for Main Ideas

Exercise 6.3. Read the text. Match the name of DIY project A-D with paragraphs
2-5. There’s one name that you don’t need.

2. 3. 4. 5.

A. Duct type activities

B. Fashion
C. House decorating
D. Cooking
E. Redecorating the bedroom

Reading for Details

Exercise 6.4. Read the text again. Answer the following questions.
1. Who can teens complete DIY projects with?
……………………………………………………………………………………
2. What can a teen create from the fashion project?
……………………………………………………………………………………
3. What can teens find in the cookbooks?
……………………………………………………………………………………
4. Is the recipe for cake included in the cookbooks?
……………………………………………………………………………………
5. Does the bedroom redecorating project cost more money than other projects?
……………………………………………………………………………………
6. Are parents needed to help teens in the bedroom redecorating project?
……………………………………………………………………………………
7. What can teens make in the ‘Duct type activities’?
……………………………………………………………………………………

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Identify the author’s purpose

Why do you think the author wrote the article? To persuade? To entertain readers? To
inform? To express? Author’s purpose is the reason or reasons an author has for
writing a selection. If readers enjoyed what they read, one of the author’s purposes
may have been to entertain. The foremost clue is basing on the title, why do you think
the author wrote this selection?
It’s needless to say, the author’s purposes to write is varied. Here are the author’s
purposes with the clues associated with them.
 Compare: Author wanted to show similarities between ideas
Clue Words: both, similarly, in the same way, like, just as
 Contrast: Author wanted to show differences between ideas
Clue Words: however, but, dissimilarly, on the other hand
 Criticize: Author wanted to give a negative opinion of an idea
Clue Words: Look for words that show the author's negative opinion. Judgment
words like ‘bad’, ‘wasteful’, and ‘poor’ all demonstrate negative opinions.
 Describe/Illustrate: Author wanted to paint a picture of an idea
Clue Words: Look for words that provide descriptive detail. Adjectives like
‘red’, ‘lusty’, ‘morose’, ‘striped’, ‘sparkling’, and ‘crestfallen’ are all
illustrative.
 Explain: Author wanted to break down an idea into simpler terms
Clue Words: Look for words that turn a complicated process into simple
language. A ‘descriptive’ text will use more adjectives. An ‘explanatory’ text
will usually be used with a complicated idea.
 Identify/List: Author wanted to tell the reader about an idea or series of ideas
Clue Words: Text that identifies or lists, will name an idea or series of ideas
without providing much description or opinion.
 Intensify: Author wanted to make an idea greater
Clue Words: Text that intensifies will add more specific details to the idea.
Look for superlative adjectives and ‘bigger’ concepts. A baby sadly crying is
descriptive, but a baby mournfully howling red-cheeked for 30 minutes is more
intense.
 Suggest: Author wanted to propose an idea

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Clue Words: ‘Suggest’ answers are usually positive opinions, and try to sway
the reader to believe. The author will provide a point, then use details to prove
it.

Exercise 6.5. Apply the clues above, and identify the author’s purpose in the
reading text. Circle the correct answer.
A. Explaining
B. Comparing
C. Suggesting

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Infinitives of purpose
 A to-infinitive can be used to express purpose.
Mind that the infinitive of purpose can only be used if the doer of the action expressed
by the infinitive is the same as the subject of the main clause.
- I'm calling to place an order for delivery.
- To pass this test, you need to achieve a score of 60% or more.
 In order and so as can be used before a to-infinitive for emphasis in more
formal styles.
- He took a book with him in order to have something to read on the train.
- The parties started negotiations so as to reach an agreement as soon as
possible.
- In order to attract a wider audience, we need to rethink our marketing
strategy.
 The negative is always in order not + to-infinitive or so as not + to-infinitive:
- He tiptoed through the hall so as not to be heard.
- In order not to lose time, we must act at once.

Exercise 6.6. Write the second sentences so that it means the same as the first,
using the words given in the brackets that express the purpose.
1. Diya went to the door because he wanted to open it (to)
…………………………………………………………………………………………
2. You want to apply for this post. You need to have English B2 certificate (in order
to)
…………………………………………………………………………………………
3. He left his gun outside because he doesn’t want to frighten us. (so as not to)
…………………………………………………………………………………………
4. She left home early so that she could attend the meeting on time. (so as to)
…………………………………………………………………………………………
5. Cut down on luxuries goods if we don’t want to waste money. (in order not to)
…………………………………………………………………………………………

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Describing a process

A process is a series of events, one taking place after the other. Therefore, to connect
your stages, you should use ‘time connectors’.
The following is an example of describing the process of manufacturing bricks.
To begin/ Firstly, the clay used to make the bricks is dug up from the ground by a
large digger. This clay is then placed onto a metal grid, which is used to break up
the clay into smaller pieces. A roller assists in this process.
Next, sand and water are added to the clay, and this mixture is turned into bricks
by either placing it into a mould or using a wire cutter. Next, these bricks are
placed in an oven to dry for 24 – 48 hours.
After that, the bricks go through a heating and cooling process. They are heated in
a kiln at a moderate and then a high temperature (ranging from 200c to 1300c),
followed by a cooling process in a chamber for 2 – 3 days. Finally, the bricks are
packed and delivered to their destinations.
These are some common process connectors:

To begin/ Firstly….
Then/ Following this……
Next…
After that……
Finally…….

Exercise 6.7. Fill in the connectors describing the process of making mint tea.
(1)____________, some tea is put in a pot,
(2)____________, the water is boiled,
(3)____________, the mint and the tea are rinsed in hot water,
(4)____________,the sugar is added,
(5)____________,the pot is filled with boiling water

In this assignment, you have to choose the dish you like and write how you make it.
In your writing, you should
 list all the ingredients and measurements needed
 describe steps to cook the dish. Remember to use the process connectors.

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Young people’s lives

Vocabulary Building
Exercise 6.8. Here are some words from the Listening Text. Read and circle the
answer that matches the meaning of each bold word or phrase.
1. The International Camp organizers supply tents which sleep up to four people.
a. a movable house people make especially when they go for a picnic
b. it’s a kind of bed
2. You must be able to speak one foreign language in addition to your mother tongue.
a. one’s native language
b. the tongue belongs to your mother
3. The Camp organizers are looking for people who can get along with others.
a. control well
b. have good relationship with
4. You need to bring your own pillow, knife, fork and spoon.
a. a kind of thing you put your head in
b. a kind of thing for eating
5. You can pay in any currency you want.
a. a card for making payment
b. the money of a country
6. The nationalities here are mixed.
a. enormous or varied
b. categorized
7. It’s up to you whether you fly, cycle, walk, hitch-hike or whatever.
a. travel by tram
b. travel free in other people’s cars

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Matching spelling and pronunciation

In English, there’s no agreement in the way we write a word and the way we
pronounce it. A vowel may change its sound completely for a specific word.
For example; the letter ‘a’ differently pronounced in ‘play’ /plei/, in ‘hat’ /hæt/, and in
‘explanation’/,eksplə'nei∫n/
The transcription for letters in the alphabet doesn’t help you.
Thus, the safest way to pronounce the word correctly is remembering the transcription
of English sounds so whenever you learn a word, look it up in a dictionary for
meaning and pronunciation (transcription attached to the word).
Nevertheless, we still present some common spelling and pronunciation rules for
your reference.
* CVC + silent ‘e’ rule
rate, here, site, note, cute
* hard ‘c’ / soft ‘c’ rule
- Hard ‘C’: When c+a OR c+o OR c+u exists, then ‘c’ has the /k/ sound. (It doesn't
matter if the vowel is short or long).
The con man can put a cane into a cone and a cub into a cube.
- Soft ‘C’: When c+e OR c+i OR c+y exists, then ‘c’ has the /s/ sound. (It doesn't
matter if the vowel is short or long).
The city center has a circle.
* ‘k’ instead of ‘c’ rule
Kelly keeps kissing the kite, while Kym keeps kissing Kyle.
* hard ‘g’ / soft ‘g’ rule
- Hard ‘G’: When g+a OR g+o OR g+u exists, then ‘g’ has the /g/ sound. (It doesn't
matter if the vowel is short or long).
The bad guy got a gun and put a gag on the gal.
- Soft ‘G’: When g+e OR g+i OR g+y exists, then ‘g’ has the /j/ sound. (It doesn't
matter if the vowel is short or long).
The gentle gypsy put gel in her hair, then gyrated her hips.
- Exceptions: give, gill, get, geyser, girl
* CV rule: If the word ends in a vowel, it is usually long.

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he, me, we, hi, go, no, so, flu, Katmandu, Timbuktu.
* final ‘a’ = schwa sound /ə/
Linda, pizza, Zebra, Korea, India, America
* ‘Ch’ Rule(s)
Original English words, which begin with ‘ch’ are pronounced like /t∫/
* ‘Th’ Rule(s)
There are TWO ‘th’ sounds: / θ / & / /.
* Vowel Teams (or Vowel Strings) with more than one sound
- 'ea' (short e sound): bread, breath, dead, death, head, lead, read, wealth
- 'ea' (long e sound): bead, beat, breathe, eat, feat, heat, lead, leak, meat, neat, read,
treat, weak, wheat
- 'ea' (long a sound): break, great, steak
- 'ew' (/u:/ ): dew, blew, chew, crew, flew, grew, knew, lewd, mew, stew
- 'ew' (/ju:/ ): few, new, pew
- 'oo' (short sound / /): book, foot, good, hood, hook, look, nook, rook, soot, took,
wood
- 'oo' (long sound /u:/): balloon, boot, cartoon, goose, loose, moose, loop, loot, moon,
noon, poop, root, stoop, toon, toot
- 'oo' (schwa sound / /): blood, flood
- 'oo' (long o sound): boor, floor, door, moor
- 'ou' ('au' ‘short’ sound): bough, grouse, house, louse, mouse, plough
- 'ou' ('ou' ‘long’ sound): though
- 'ou' (schwa sound / /): enough, rough, tough
- 'ow' ('au' ‘short’ sound): brown, cow, how, now, wow
- 'ow' ('ou' ‘long’ sound): blow, flow, grow, know, low, sow, tow

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Exercise 6.9. Match each word from 1-7 to its pronunciation from A- G

1. accommodation ______ A. /fɔ:k/

2. tidy_____ B. /eksi'bi∫n/

3. fork_____ C. /ə,kɔmə'dei∫n/

4. custom____ D. /'hit∫haik/

5. charge____ E. /'kʌstəm/

6. exhibition___ F. /t∫ɑ:dʒ/

7. hitch-hike____ G. /'taidi/

Listening for Main Ideas

Exercise 6.10. Circle the main idea of the radio interview. (Track 6.1)
A. How the International Camp operates.
B. How to register in the campsite
C. How to make a tent

Listening for Details

Exercise 6.11. Listen again. Circle the correct answer. (Track 6.2)
1. If you want to apply for the Camp, you must
A. be a student
B. be at least 24
C. speak more than one language
2. In a Camp tent, you expect to
A. mix with other nationalities
B. share with five other people
C. know the other people

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3. The Camp want people who are

A. good at cooking
B. good organizers
C. able to mix well
4. What do you have to take to the Camp?
A. a tent
B. a map
C. pictures
5. As a Camp member, you should
A. be a good singer
B. join in performances
C. be good at role-play
6. The Camp fees must be paid
A. in dollar
B. by cheque
C. before the Camp starts

Listening Skills Listening for specific information

Listening for specific information is a common type of listening especially in testing

listening contexts and you need to be prepared for it. The strategy needed for listening
of this type is very much unique from other forms of listening.
First and foremost temptation in the minds of yours is listening to English is to listen
and understand everything. What a wrong view!
Here are the strategies for listening for a specific information
The first strategy is to be familiar with the questions. The questions can help you in
three ways:
- To get a general idea of the listening beforehand. The questions can be used as a
springboard to get into the context of the listening which would facilitate you in
understanding the text in a better way.

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- You can predict what kind of information you need to listen in order to complete the
task. That would help to decide what to listen closely.
- Moreover you can use the words from the question in order to guide the listening.
These words would help you to locate where you should listen closely.
The second strategy is related to the third point mentioned above. Even before you
can listen to get the answers, you need to develop the ability to locate the places where
you need to listen closely. Your listening to English can end up listening quite
intensively to everything which actually you don't have to.
The third one is where you listen closely to the information in the locations
identified. Sometimes the information that you are looking for might appear to them
directly. But in some cases things can be paraphrased. In that case, you should notice
the paraphrasing.

Exercise 6.12. Listen to a meeting in which members of a planning group discuss

relocating/moving their head office. (Track 6.3)
Identify the following statements true (T) or false (F)
____1. In July, they don’t do much business.
____2. A weekend’s time is long enough for them to move the office.
____3. They mention three transport companies.
____4. National transport company is reliable.
____5. The transport department of their company can do the moving.
____6. Fox company offers a free consultant service.
____7. They will speak to Fox to ask them for a lower cost.

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Comparative and superlative adverbs

Adverbs with ‘ly’
With adverbs formed from adjectives by adding -ly to the end, we form the
comparative and superlative forms with more and most.

Adjective Adverb Comparative Adverb Superlative Adverb

quiet quietly more quietly most quietly
careful carefully more carefully most carefully
happy happily more happily most happily

Jeff works more quietly than Steve does.

works the most quietly of all the students.
Of the three drivers, Mary drives the most carefully.
Steve works more happily than he used to.
Other Adverbs
For adverbs which retain the same form as the adjective form, we add -er to form the
comparative and -est to form the superlative.

Comparative Superlative
Adjective Adverb
Adverb Adverb
hard hard harder hardest
fast fast faster fastest
early early earlier earliest

Please work harder.

Mary runs faster than John does.
Mary runs the fastest of all the runners on the team.
Steve gets to work the earliest of all.

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Irregular Adverbs

Adjective Adverb Comparative Adverb Superlative Adverb

good well better best
bad badly worse worst
far far farther/further farthest/furthest

John plays tennis better than Jack does.

On that test, I did the worst in the class.
paper airplane flew farther than yours did.

Exercise 6.13. Complete each of the sentences below with the correct form of the
adjective and adverb.
1. Mary drives (carefully)_________ than John does.
2. Anna’s house is (far)___________than mine
3. Mary sings (happily)___________ of all the girls in the group.
4. Steve works (hard)___________of all.
5. This computer is (good)__________than Peter’s.
6. Steve gets to work (early)______________than I do.
7. I did (bad)___________ on the test than Bart did.
8. My paper airplane flew (far)___________ of all.
9. He runs (fast)____________of all.
10. On our tennis team, John plays tennis (well)______________.

Assimilation

A general term in phonetics for the process by which a speech sound becomes similar
or identical to a neighboring sound.
For example, in ten mice /tem mais/, the /n/ sound is now identical with the /m/ which
influences it.
Herein are the common assimilations in English.

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1. / t / changes to / p / before / m / / b / or / p /
2. / d / changes to / b / before / m / / b / or / p /
3. / n / changes to / m / before / m / / b / or / p /
4. / t / changes to / k / before / k / or /g/
5. / d / changes to / g / before / k / or / g /
6. / n / changes to /ŋ/ before / k / or / g /

7. / s / changes to /ʃ/ before /ʃ/ or / j /

8. / z / changes to /ʒ/ before /ʃ/ or / j /

9. /θ/ changes to / s / before / s /

Exercise 6.14. Listen and repeat. (Track 6.4)

1. Good girl. She's a good girl. (goog girl)
2. Good boy. He's a good boy. (goob boy)
3. White paper. I only use white paper. (whipe paper)
4. Speed boat. I've never been in speed boat. (speeb boat)
5. Can go. We can go now. (cang go)
6. Can buy. We can buy it. (cam buy)
7. Green Park. I walked through Green Park. (greem park)
8. On Monday. He arrives on Monday. (om Monday)
9. Hand bag. She couldn't find her handbag. (hambag)
10. Saint Paul's. I'm going to visit Saint Paul's Cathedral today. (Sem Paul's)
11. Would you. Would you like some tea? (wudju)
12. Did you. Did you see it? (didju)
13. Do you. Do you want to get a cuppa? (dju)

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Asking for and giving clarification

If you don’t understand what someone is saying, or you are simply not sure of what
was being said, checking the understanding and asking for clarification is essential.
Here are the common expressions of asking for and giving clarification. (F for formal
phrases, SF for semi-formal and I for informal phrases.)
 Asking for Clarification
F: I’m afraid I am not quite clear what you mean by …
F: I’m sorry, I don’t understand what you mean by …
SF: I’m sorry, but could you explain what you mean by …
SF: What do you mean by … ?
I: What exactly are you trying to say?
I: What (exactly) are you getting at?
 Giving Clarification
SM: The point I am trying to make is that …
F: I’d like to explain that …
F: I’m sure you’ll understand that what I’m trying to say is…
SM: What I mean is …
I: All I am saying is …
I: What I am getting at is …

Exercise 6.15. Read the conversation below. Underline the expressions of asking
for and giving clarification.
A: We need to decide exactly when we are going to move. Any suggestions?
B: I think July would be the best time. It’s very quiet then, isn’t it?
A: You mean, you don’t do much business then.
B: Exactly. Our sales are always down that month and quite a few staff are away on
holiday. We could move all the office equipment at the weekend. Do everything at
once. That’s the best way..
C: Could I just say something?
B: Go ahead

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C: I think we should take longer to move. A weekend is too short. In my opinion we

should do it department by department.
B: How do you mean exactly?
C: Well, each week a different department would move. That way, there would always
be people here who can handle customers’ requires, phone calls and so on.
B: I see what you mean. Maybe it would be better to phase the move over several
weeks. Of course, we’ll keep our staff informed at every stage of the move. We can do
that mainly by internal email. Now, moving on to the question of transport. We’ve
contacted two companies; National Transport and Fox Removals
A: Sorry, could I just comment on that?
B: Certainly
A: I don’t think it’s a good idea to use National. I’ve heard one or two things about
them- I don’t think they’re too reliable. But Fox would be fine. They’ve got an
excellent reputation in the trade.
B: OK, perhaps it would be better to use Fox then. You know, there’s another
possibility. We could get our own people to do the moving.
A: What? You think our transportation could do the job?
B: Why not? They’re not too busy in July.
A: I don’t think that’s a good idea. This is a really big job. We need a specialised firm
for that like Fox. They’ve got the experience and will do a good job, even if it does
cost us a bit more. Also, Fox offers a free consultation service.
B: You’re probably right. I’ll call Fox and discuss the relocation with them. I’ll see if I
can persuade them to lower their price a little.

In this assignment, you are going to talk about an object you have done by yourself,
like a shirt, a wallet, a small lamp, etc.
Your should talk about
- the object you have done
- things needed to do it
- how you did it
- your feelings about it

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accommodation /ə,kɔmə'dei∫n/ (n): phòng ở; phòng đủ tiện nghi

They wanted accommodation for a young married couple: Cần phòng đủ tiện nghi
cho một đôi vợ chồng trẻ.
accessory /ək'sesəri/ (n): đồ phụ tùng; vật phụ thuộc; đồ thêm vào
We sell fashion clothes and a lot of accessories like handbags, belts, jewellery:
Chúng tôi bán quần áo thời trang và nhiều phụ kiện như túi xách, dây lưng, đồ trang
sức…
appreciate /ə'pri:∫ieit/ (v): đánh giá đúng, đánh giá cao, hiểu rõ giá trị, thưởng thức
I greatly appreciate your kindness: Tôi rất cảm kích lòng tốt của anh
assimilation /ə,simi'lei∫n/ (n): sự đồng hoá
Assimilation is the process by which a speech sound becomes similar or identical to a
neighboring sound: Đồng hóa xảy ra trong sự tương hợp của phần cuối âm tố đứng
trước với phần đầu của âm tố đứng liền sau đó.
brick /brik/ (n): gạch
He earns by making bricks: Anh ta kiếm sống bằng nghề làm gạch.
charge /t∫ɑ:dʒ/ (n): tiền phải trả, giá tiền, tiền công, tiền thù lao
You don’t have to pay for the entrance fee. It’s free of charge: Cậu không phải trả
tiền vé vào cửa nhé. Miễn phí mà
consideration /kən,sidə'rei∫n/ (n): sự cân nhắc, sự suy xét
The proposals are still under consideration: Các đề xuất ấy vẫn còn đang được xem
xét
contrast /'kɔntræst/ (v): làm tương phản, làm trái ngược; đối chiếu để làm nổi bật
những điểm khác nhau; tương phản nhau, trái ngược hẳn
His actions contrast with his words: Hành động của hắn trái ngược với lời nói của
hắn
clarification /,klærifi'kei∫n/ (n): sự lọc, sự làm cho sáng sủa dễ hiểu
If you don’t understand what someone is saying, asking for clarification is
essential: Nếu bạn không hiểu điểu người khác đang nói thì việc hỏi cho rõ là điều cần
thiết.
criticize /'kritisaiz/ (v): phê bình, phê phán, bình phẩm, chỉ trích
My brother was criticized by his boss for being late for the meeting yesterday: Hôm
qua anh trai mình bị sếp phê bình vì đi họp muộn
contribute /kən'tribju:t/ (v): đóng góp, góp phần
Good health contributed to his success: Sức khoẻ tốt đã giúp anh ta thành công.

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cover /'kʌvə/ (v): bao gồm, bao hàm, gồm

The definition does not cover all the meanings of the word: Định nghĩa đó không
bao hàm được tất cả ý của từ.
custom /'kʌstəm/ (n): phong tục, tục lệ
It's difficult to get used to another country's customs: Khó có thể quen được với
phong tục của một nước khác
engage /in'geidʒ/ (v): chiếm hoặc thu hút (ý nghĩ, thời gian... của một người)
Nothing engages his attention for long: Chẳng có gì làm anh ta chú ý được lâu
entertain /,entə'tein/ (v): vui chơi với ai, giải trí, tiêu khiển
He entertained us for hours with his stories and jokes?: Anh ta giải trí cho chúng tôi
mấy tiếng đồng hồ bằng những chuyện kể và câu pha trò của mình
exhibition /,eksi'bi∫n/ (n): sự phô bày, sự trưng bày, cuộc triển lãm
Have you seen the Picasso exhibition?: Bạn đã xem triển lãm tranh của Picasso hay
chưa?
fork /fɔ:k/ (n): cái nĩa (để xiên thức ăn)
Please, pass me the fork, mum: Mẹ đưa cho con cái nĩa với
goal /goul/ (n): đích; mục đích, mục tiêu
Our goal was to improve the students' expert knowledge: Mục tiêu của chúng tôi là
nâng cao kiến thức chuyên môn của học viên
hitch-hike /'hit∫haik/ (n): sự đi nhờ xe, sự vẫy xe xin đi nhờ
Can you give me a hitch-hike, Andy?: Andy cho tớ đi nhờ xe với.
identify /ai'dentifai/ (v): nhận ra, nhận biết, nhận dạng
Can you identify your umbrella among this lot?: Ông có nhận ra được cái ô của ông
trong đống này không?
impart /'impa:t/ (v): truyền đạt, kể cho hay, phổ biến
Teachers impart knowledge to students: Thầy giáo truyền tải tri thức cho các em
học sinh.
impress /im'pres/ (v,n): ghi sâu vào, khắc sâu vào, in sâu vào; gây ấn tượng, làm cảm
động, làm cảm kích
Don’t try to impress by that colorful dress. There’s no need to do that: Đừng cố
gây ấn tượng bằng cái váy lòe loẹt ấy. Không nhất thiết phải làm thế đâu
ingredient /in'gri:djənt/ (n): phần hợp thành, thành phần
Let’s buy needed ingredient for making spaghetti: Chúng ta hãy mua những nguyên
liệu cần thiết để làm món mỳ Ý.
jewellery /'dʒu:əlri/ (n): đồ châu báu; đồ nữ trang, đồ kim hoàn (nói chung
Linda lost all her jewellery in that hotel room: Linda đã mất hết đồ nữ trang ở cái
khách sạn đó đấy

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manufacture /mænju'fækt∫ə/ (v): sản xuất; chế tạo

Our company specialized in manufacturing car parts: Công ty chúng tôi chuyên sản
xuất phụ tùng ô tô
negotiation /ni,gou∫i'ei∫n/ (n): sự điều đình, sự đàm phán, sự thương lượng, sự dàn xếp
We need to enter upon a negotiation with Fox on the delivery cost: Chúng ta cần
thương lượng về chi phí vận chuyển với hãng Fox
occupy /'ɒkjʊpai/ (v): bận rộn, dành nhiều thời gian vào việc gì đó
The child occupied himself in playing his flute: đứa bé bỏ hết thì giờ vào việc thổi
sáo
origin /'ɔridʒin/ (n): gốc, nguồn gốc, căn nguyên, khởi nguyên
They are the words of Latin origin: Những từ đó có nguồn gốc Latin
presumption /pri'zʌmp∫n/ (n): điều giả định; sự suy đoán
The article makes too many false presumptions: Bài báo đưa ra quá nhiều giả định
sai lầm
project /'prədʒekt/ (n): đề án, dự án; kế hoạch
A new project for the development of agriculture: Một bản dự án mới về phát triển
nông nghiệp
polysemy /'pɔlisimi/ (n): tính nhiều nghĩa (của từ)
Polysemy happens with a word or phrase with multiple meanings: Polysemy là
hiện tượng một từ hay một cụm từ mang nhiều nghĩa
teen /'ti:n/ (n): thanh thiếu niên
This hip-hop club is just for teens: Câu lạc bộ hip-hop này chỉ dành cho độ tuổi
thanh thiếu niên
tidy /'taidi/ (adj): sạch sẽ, ngăn nắp, gọn gàng, có trật tự
Remember to keep your room tidy: Nhớ là phải giữ căn phòng luôn ngăn nắp

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Track 6.1
P = Presenter, M = Michael
P: Hi there. On last week’s programme we interviewed the man behind the idea of the
International Camps. So I thought that this week you’d be interested to hear more
about one of the Camps which will be held later this year. Over to you, Micheal…
Track 6.2
P = Presenter, M = Michael
P: Hi there. On last week’s programme we interviewed the man behind the idea of the
International Camps. So I thought that this week you’d be interested to hear more
about one of the Camps which will be held later this year. Over to you, Micheal…
M: Thank you, Yes, the Camp is open to everyone between the ages of 18 to 23. You
don’t have to be a student – you don’t even have to be employed, but you must be able
to speak one foreign language in addition to your mother tongue.
P: OK, What about accommodation?
M: Well, The International Camp organizers supply tents which sleep up to 4 people
but you are unlikely to know the people who you’ll be sharing a tent with. The
nationalities are mixed, so you’ll be sharing with people who may even not to speak
your language.
P: Sounds interesting. who does the cooking at the Camp?
M: Everybody is expected to help with the running of the Camp. That means helping
to prepare food, keeping the camp site clean, tidy and so on. The Camp organizers are
looking for people who can get along with others whatever happens.
P: And is there anything you need to take?
M; Well as I’ve said, tents are provided but you’ll need to bring your own pillow,
knife, fork and spoon. If you get chosen, you’re asked to bring along photographs,
postcards- anything that shows some of the traditions and customs of your own
country. Everything goes into an exhibition at the start of the Camp, together with a
huge map of the world showing the different countries people come from.
P: And is there anything entertainment?

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M: Yes, there is. Everyone helps to provide the camp entertainment. You are expected
to sing, dance or play something musical – it doesn’t matter how good or bad you are.
There is a space on the form to write down what you can do.
P: Sounds great fun. And what does it all cost?
M: Well, you have to find your own way to the Camp, so it’s up to you whether you
fly, cycle, walk, hitch-hike or whatever. The charge for the week’s Camp is 300
dollars, but you’ll have to change that into your own currency to get a better idea of
the cost. You have to pay the full cost before you arrive, but you can pay in any
currency you want or you can use a credit card if you have one. Right. Now for the
phone number to ring.
Track 6.3
A: We need to decide exactly when we are going to move. Any suggestions?
B: I think July would be the best time. It’s very quiet then, isn’t it?
A: You mean, you don’t do much business then.
B: Exactly. Our sales are always down that month and quite a few staff are away on
holiday. We could move all the office equipment at the weekend. Do everything at
once. That’s the best way..
C: Could I just say something?
B: Go ahead
C: I think we should take longer to move. A weekend is too short. In my opinion we
should do it department by department.
B: How do you mean exactly?
C: Well, each week a different department would move. That way, there would always
be people here who can handle customers’ requires, phone calls and so on.
B: I see what you mean. Maybe it would be better to phase the move over several
weeks. Of course, we’ll keep our staff informed at every stage of the move. We can do
that mainly by internal email. Now, moving on to the question of transport. We’ve
contacted two companies; National Transport and Fox Removals
A: Sorry, could I just comment on that?
B: Certainly
A: I don’t think it’s a good idea to use National. I’ve heard one or two things about
them- I don’t think they’re too reliable. But Fox would be fine. They’ve got an
excellent reputation in the trade.

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 Viện Đại học Mở Hà Nội Cơ hội học tập cho mọi người

B: OK, perhaps it would be better to use Fox then. You know, there’s another
possibility. We could get our own people to do the moving.
A: What? You think our transportation could do the job?
B: Why not? They’re not too busy in July.
A: I don’t think that’s a good idea. This is a really big job. We need a specialised firm
for that like Fox. They’ve got the experience and will do a good job, even if it does
cost us a bit more. Also, Fox offers a free consultation service.
B: You’re probably right. I’ll call Fox and discuss the relocation with them. I’ll see if I
can persuade them to lower their price a little.
Track 6.4
1. Good girl. She's a good girl. (goog girl)
2. Good boy. He's a good boy. (goob boy)
3. White paper. I only use white paper. (whipe paper)
4. Speed boat. I've never been in speed boat. (speeb boat)
5. Can go. We can go now. (cang go)
6. Can buy. We can buy it. (cam buy)
7. Green Park. I walked through Green Park. (greem park)
8. On Monday. He arrives on Monday. (om Monday)
9. Hand bag. She couldn't find her handbag. (hambag)
10. Saint Paul's. I'm going to visit Saint Paul's Cathedral today. (Sem Paul's)
11. Would you. Would you like some tea? (wudju)
12. Did you. Did you see it? (didju)
13. Do you. Do you want to get a cuppa? (dju)

CEFR.Level 2 – Unit 6 Trang 27