Table of Contents

Table of Contents................................................................................................... 1
Reading Resources ................................................................................................ 3
PREFACE .................................................................................................................. 4
Week 2: Trends ....................................................................................................... 5
Week 3: Colours ..................................................................................................... 17
Week 4: Manners ................................................................................................... 21
Week 5: Games ...................................................................................................... 27
Week 6: Family....................................................................................................... 34
Week 7: Revision 1 ................................................................................................ 39
Week 9: Self - reliance ........................................................................................... 48
Week 10: Trash ...................................................................................................... 55
Week 11: Numbers ................................................................................................ 62
Week 12: Health .................................................................................................... 68
Week 15: Revision 2 .............................................................................................. 76
REFERENCES ......................................................................................................... 84
Vocabulary Revision............................................................................................. 85
PREFACE ................................................................................................................ 86
Tips To Build Up Your Academic Vocabulary.......................................................... 87
Vocabulary Week 2 ................................................................................................ 88
Vocabulary Week 3 ................................................................................................ 90
Vocabulary Week 4 ................................................................................................ 92
Vocabulary Week 5 ................................................................................................ 94
Vocabulary Week 6 ................................................................................................ 96
Vocabulary Week 7 ................................................................................................ 98
Vocabulary Week 9 ..............................................................................................101
Vocabulary Week 10 ............................................................................................103
Vocabulary Week 11 ............................................................................................106
Vocabulary Week 12 ............................................................................................107
Vocabulary Week 15 ............................................................................................110
Paragraph Writing .............................................................................................. 111
PREFACE ..............................................................................................................112
Free Writing ..........................................................................................................113
Unit 1: Brainstorming and Outlining ....................................................................117
Unit 2: Paragraph Structure .................................................................................125
Unit 3: Unity and Coherence ................................................................................137
Unit 4: Paragraph Development ..........................................................................148
Writing a Summary...............................................................................................156
 Table of Contents

Reading Test Prep .............................................................................................. 169

PREFACE ..............................................................................................................170
Reading Test Specifications.................................................................................171
Week 3: Parts 1+2 ...............................................................................................172
Week 5: Parts 3+4 ...............................................................................................176
Week 6: Mock Test 1 ...........................................................................................180
Week 10: Parts 1+2 .............................................................................................187
Week 12: Parts 3+4 .............................................................................................191
Week 14: Mock Test 2 .........................................................................................195
 Table of Contents

Reading Resources
ACADEMIC ENGLISH 1B
 Reading Resources

PREFACE

Reading Resources is a self-study book to develop students’ reading and related skills.
Through carefully selected passages and tasks, Reading Resources aims to equip students
with reading strategies and thematic language to help them become more comfortable
reading academic English, build up their background knowledge, expand their linguistic
range, and achieve higher score in reading tests.
As it is a self-study material, students are supposed to complete Reading Resources weekly
practices on their own before class. The practices are designed for students to work
individually. Students should make use of the material by not only completing the exercises,
but learning vocabulary and answering critical follow-up questions as well. During class hours,
teacher will go beyond providing students with keys to checking thorough comprehension of
passages and facilitating integrated-skill development by various newly designed exercises or
activities, such as summary, reflection, critical discussion, survey and presentation.
The book consists of ten themes in accordance with Q Skills 2 units, namely Trends,
Manners, Games, Self-reliance, Trash, Health, etc. and two revisions. Though the designs
vary greatly from theme to theme, there are two reading passages for each week, each
composed of two to three parts:
Pre-reading: include exercises and activities to introduce vocabulary and ideas useful for the
topic. A range of exercises gives students the opportunity to activate and familiarize with the
vocabulary in a variety of contexts. The focus is on strategies and activities that are useful in
reading skills, such as predicting the content of a reading text, working out the meanings of
unknown words through word components or by examining words forms.
While-reading: include exercises and activities to develop the reading skills. The section
introduces students to the various skills necessary for reading comprehension such as
predicting, reading for main ideas, reading for specific details, understanding references,
completing notes and summaries. Useful tips are highlighted to help students develop their
reading comprehension skills.

Post-reading (optional): reinforce the key points or lexis in the reading.

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 Reading Resources

Week 2: Trends

Targeted Skills:
• Reading for opinion
• Reading for details
• Reading for specific information
• Reading for detailed comprehension

Passage 1

Before You Read

Use the words below to describe what the people are wearing in the picture

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Clothes Control
“Do your work clothes influence the things you do and say? Do you change your personality
to match the clothes you're wearing at the time?”
Asking these questions, we found that some rebel against uniforms while others enjoy the
change of clothes – and behaviour...!
Madge Ramasar, 20

"The great thing about wearing a uniform for work is that it stops competition between people
with everyone trying to look better than everyone else. On the practical side it stops my own
clothes from getting worn and dirty. I don't really find any disadvantages; people don't treat
me differently just because I'm wearing a supermarket uniform. Wearing a uniform also
means I have more to choose from when I want something to wear out of work. I like to
look smart and fashionable, and really dress up if I go to a disco or party."
Arlene Earnshaw, 22

"A nurse's uniform goes with an expected kind of behaviour. On the hospital ward, patients
want to feel reassured, so once I put on the· uniform, people expect me to be able to do
everything and to do it well with no problems of my own. I often have to hide my own feelings
behind my uniform and keep on smiling – the patient must come first. Outside the hospital,
I like to look different from everyone else – something I can't do at work! I design and make
my own clothes – I make the most of showing who I am through my own designer 'uniform'.
John St Aimee, 21

'Friends often don't recognise me in my uniform. If they do, they tease me and ask why I'm
behaving strangely. I think my uniform does take over to a certain extent – you immediately
get this feeling of being better. I know I'm more serious at work. 'Outside work, I like to wear
clothes I can relax in and be myself in; I'm always larking around. People often say traffic
wardens are unfriendly, and I think they are surprised when we smile at them! I used to hate
wearing a uniform at school, but now I'm getting paid to wear one!'

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While You Read

Are these people for or against wearing uniforms? Read the statements below. If the
statement is for wearing uniforms, write for in the blank. If the statement is against wearing
uniforms, write against in the blank.

a. ....................... It stops my own clothes from getting worn and dirty.

b. ....................... I have more to choose from when I want something to wear out of work.
c. ............................. I often have to hide my own feelings behind my uniform and keep on smiling.
d. ....................... I used to hate wearing a uniform at school, but now I'm getting paid to
wear one.
How did Arlene, Madge and John answer the questions in the chart? Put a tick (P) in the
correct boxes if their answer is yes. Look at number 1 as an example.

Arlene Madge John

a. Do you act differently when you are at work? P P

b. Do you change your personality to match the clothes

you’re wearing at that time?

c. Do you like wearing a uniform?

d. Do you like wearing different clothes at work and out

of work?

e. Do people treat you differently because you are

wearing a uniform?

After You Read

Whom do you agree with – Arlene, Madge or John?
How do you feel when you wear a uniform or jeans? Do you feel differently in informal
clothes than you do in a suit or nice dress?
How do people in a uniform make you feel? For example, do you feel safe when you
see a policeman or do you feel afraid?

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Vocabulary Focus
Put these articles of clothing in appropriate boxes. You can put some articles of clothing in
more than one box.

Anorak long-sleeved shirt shoes sweater shirt

blouse nightdress shorts swimsuit
boots overcoat short-sleeved shirt tights
cardigan pullover skirt tie

dress pyjamas sleeveless dress tracksuit

dress gown raincoat slippers trainers
gloves sandals socks trousers
jacket scarf sweater t-shirt

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Passage 2

Before You Read

Answer these questions.

a. Do you think it’s important to wear clothes that are in style?

b. Why are clothes important to people?
c. How do you decide what kind of clothing to buy for yourself?
Give at least 3 examples of the following types of clothes.

Stylish clothes Casual clothes Smart clothes Scruffy clothes Wedding clothes

While You Read

You are going to read a magazine article in which four men talk about the clothes they like
to wear. For questions 1-16, choose from the people A-D.

Which of the men…

1. sometimes tries to surprise people through the clothes he wears?
2. admits that his clothes are generally untidy?
3. buys clothes which last a long time?
4. is used to being criticised for the clothes he chooses?
5. likes to get a good deal when buying clothes?
6. needs help with clothes for less formal occasions?
7. needs to have the right clothes to get to work?
8. needs help in choosing his clothes?
9. needs different clothes for different types of work?
10. admits he doesn’t look after his clothes very well?
11. prefers to take his time when choosing clothes?
12. relies on personal judgment when choosing what to wear?
13. tends to avoid clothes in bright colours?
14. used to work in a job where clothes were provided?
15. wants to change his appearance completely?
16. wants to buy clothes which are suitable for his age?
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You Are What You Wear

A Alan

I would like to be taller. I have a long body and short legs, but I have no problems in dressing
for work – smart suits, shirts and ties are the order of the day, and I do invest in good quality
suits that keep going for years. My appearance is important for the work I do and I now
know what labels to buy for suits that are going to fit well. What I have trouble with is casual
wear for weekends – you know, the right sort of informal look for supper with friends, or
taking the kids out. I’d like to find the perfect casual jacket, but I hate ties and wouldn’t wear
one out of work. I want to look casual and stylish even though I’m in my forties. I don’t like
to see older men wearing trainers, but I don’t know what type of casual shoes to buy, for
example.
B Barry
Being an actor, the way I look can affect my opportunities and the parts I get. I’ve got used
to wearing my hair long, but I know it’s time for a change now. But how short do I go, and
what style should I choose? That’s the problem because I want it to look dramatic, I want a
new look. My style of dressing is simple and stylish, especially for rehearsals when I’ll go in
jeans and T-shirt. But I also work part-time at a film-sales company and, although I work
mostly on the telephone, I have to look smarter. I don’t mind shopping for clothes, but I’m
not very good if I have anyone with me because I like to browse at my own pace, you know,
try lots of things on. I find I buy a lot of things in black and white. It’s simple and stylish and
easy to put together.

C Chris

I hate shopping for clothes and will only do so when it’s absolutely necessary – about once
every six months. My girlfriend usually comes with me because she has better taste than I
do! I’d describe my style of dress as very casual, perhaps bordering on scruffy. I try to avoid
wearing smart clothes, and this may be something to do with the fact that I’m hopeless at
keeping things smart. Ironing’s a skill I’ve never really mastered, for example. Also, as I was
in uniform for about twelve years when I was in the army, I never really had to think about
all this somehow. I know I should be smarter for work, but it’s a pretty relaxed office and so
jeans and T-shirt is the norm. It’s very rare for me to wear a suit, but as I’ve got about three
friends’ weddings coming up, perhaps I ought to think about a new one.
D Des

I would describe my style of dressing as individual. I know what I like and I know what will
suit a particular occasion. I’m very worried about the effect clothes have on the way other
people react on you. I’ll wear a suit if I think it will make a meeting more productive or my
oldest jeans if I want to shock people. I like shopping and I like clothes, but I don’t like

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shopping for clothes. Where I shop depends on where I am and as I travel abroad a lot, I’m
also looking for bargains in the sales wherever I go. One problem is that my wife is a fashion
designer and so I always get a reaction to the things I buy, although she’s long since given up
trying to influence me.

After You Read

Make up 8 sentences about clothing and fashion, using the words and phrases you have just
discussed.

Passage 3A

Before You Read

Check the column

Which type of program… Reality TV News TV Comedy or drama

is entertainment?

uses actors?

has a script that is written

before the program?

give important information?

is often surprising or
embarrassing?

offers people money or

valuable opportunities?

claims that it shows how

people react in real situation

2. Is reality television popular in your country? If so, which one is the most popular?

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While You Read

1. Quickly read the text and answer the following questions

How many reality programs are discussed?

a. 2 b. 3 c. 4
2. Which program began in the Netherlands?

a. Survivor b. Temptation Island c. Big Brother

3. Which program gives away $1,000,000?

a. Survivor b. Fear Factor c. Big Brother
4. Why did the writer choose to talk about these programs?
a. Because they are good reality TV programs.
b. Because they are popular reality programs.
c. Because they are unusual reality programs.
5. What is the writer’s purpose?
a. To describe the programs.
b. To encourage people to watch the programs.
c. To judge the programs.

A GUIDE TO REALITY TV
Reality television programs are growing in popularity. There are many different types, but all
of them have one thing in common –they make ordinary people famous, if only for a few
days. Here is a sample of some of the most popular shows.
Big Brother

This popular program originated in the Netherlands. Many different countries have adapted
the program. On Big Brother, ten people live in a house together. The housemates cannot
contact the outside world. There is no TV, radio, telephone, the Internet, newspaper or any
form of media. The contestants have to share the housework. In addition, “Big Brother”
gives them a special job or task every week. These tasks test their ability to work as a team.
In most countries, the audience votes to eliminate one of the competitors each week. In the
United States, however, the contestants vote, but the public doesn’t.

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Fear Factor

On this program, the contestants “face their fears” to win money. In order to win, they have
to do many things to test their courage. For example, they often have to eat live worms and
other small animals such as insects. In addition, their bodies may be covered with bees or
they may be asked to get inside a box full of snakes. There are many different types of Fear
Factors teams. Some of the teams consist of female competitors; other teams are made of
siblings. There have even been parent and child teams. The producers of Fear Factors say
that all the stunts have been tested. Indeed, no one has been injured yet.
Survivor

One very popular reality show is Survivor. On this program, 16 people compete for
$1,000,000. They must live outside and cook their own food. They often have to catch it as
well. In addition, the competitors must perform different kinds of physical tests. Every week
the competitors vote out one member of their group.
The producers say that the competition depends on the competitors’ ability to survive in the
wilderness. However, understanding politics is actually the most important skill. Successful
players must be able to make agreements with other players. If they cannot do this, the other
competitors will eliminate them. When only two people are left, the previously eliminated
contestants vote to give one of the finalists $1,000,000.
Temptation Island

Temptation Island takes four couples to tropical island. The couples are not married, but
they have serious relationships. On the island, the couples are separated. The four women
stay with 13 handsome bachelors. The four men stay with a group of beautiful single women.
The single men and women are supposed to tempt the members of each couple to leave
their mates. If a single person can convince a man or a woman to leave his hor her mate, he
or she wins. Many religious organizations are upset about this show. They say that it is
immoral because it is about sex , not relationships. A television executive defends the show.
He says that it helps couples learn about themselves.

2. Check the questions you can answer after one reading. Then go back and find answers to
the ones you are unsure of.

______ 1. How many people live together on Big Brother?

______ 2. How much contact can people on Big Brother have with the outside world?
______ 3. Who votes people out of the house in Big Brother in the United States?

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______ 4. Name one thing that people on Fear Factor have to do.
______ 5. What are some different kinds of Fear Factor teams?
______ 6. How do the contestants on Survivor live?

______ 7. What do successful survivors have to be able to do?

______ 8. Who votes to give the final survivor $1,000,000?
______ 9. How many couples go to Temptation Island?
______ 10. How does a single person win the game on Temptation Island?
______ 11. Why do some people criticize the show?
______ 12. How did a television executive defend the program?

3. Analyze

How are Survivor and Big Brother similar to each other? How are they different?
Which of the four reality programs is the most different from the others?
Which program do you think would be the most fun? the most difficult?

4. Understanding cohesion

Writers often use different words to refer to the same things. Find other words that mean
the same thing.

Players ......................................................................................................................................

Audience ..................................................................................................................................
Task ..........................................................................................................................................
Program ....................................................................................................................................

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Passage 3B
What’s So Great About Reality TV?

Even if you don’t watch reality television, you can probably name some of the programs.
Your friends and co-workers talk about them. You read about the shows in the newspapers,
see pictures in magazines, and even see contestants on the news.
Why are these shows so popular? Some people say that people watch the program to be part
of the “in” crowd. Other people think that only people who are unintelligent watch reality
televisions.
Steven Reiss and James Wiltz are psychologists at Ohio States University. They wanted to
find out what kind of people watch reality programs and why, so they conducted a scientific
study. The results were surprising. First of all, they discovered that reality television watchers
are not less intelligent than non-watchers, so they do not watch these programs just to talk
about them with friends.

They did find that people who watch reality television were more competitive than people
who don’t watch it. However, that was not the biggest difference. The attitude that separated
watchers from non-watchers was the importance of social status. People who enjoy reality
television generally agreed with the statements such as "Prestige is important to me" and “I
am impressed with designer clothes. "The desire for status is a way to get attention. When
you get more attention, you feel more important.
Through reality TV, people can dream about becoming famous. Ordinary people watch
other ordinary people become celebrities. The message of reality television is that ordinary
people can become so 25 important that millions will watch them. And the secret dream of
many of those viewers is that they might be the next celebrities.

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While You Read

1. Answer the following questions

a. What are two reasons why people think that reality TV is popular?
b. According to the scientific study, what kind of people enjoy reality TV?

2. Idea exchange: Choose one sentence from A and one sentence from B. Then complete
the sentences so that they are true for you.

a. I never watch reality TV because .................................................................................

I watch reality TV shows that are .................................................................................

I enjoy reality TV shows because .................................................................................

b. I would like to be on a reality TV show because .........................................................

I might be on a reality TV show if................................................................................

I would never be on a reality TV show because ..........................................................

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Week 3: Colours

Targeted Skills:
• Reading for meaning from context
• Reading for details
• Reading for organization features
• Reading for reference

Passage 1

Before You Read

How many colours are there in a rainbow? Can you name them?
Which scientist discovered the colours of light?

While You Read

Most British people associate the year 1666 with the Great
Plague and the Great Fire of London. But it was also the
year one of the most famous scientific discoveries. Isaac
Newton was a student at Cambridge University but like all
the universities at the time it was closed down because of
the plague. All students were sent home and Newton
retuned to Lincolnshire. But unlike many other students
Newton continued to study and experiment with many
areas of science for which he is now famous. One day he made a small hole in a dark room
to allow the sun to shine through. He held up a prism to the narrow beam of light and saw
many rays of colour, which he later described as a ‘coloured image of the sun’. He knew this
would happen because he understood how a rainbow was made. Looking carefully he
decided to add two colours to the official rainbow colours making a total of seven: red,
orange, yellow, green, blue, indigo and violet.
However, his genius lay in his decision to hold up a second prism and then he discovered
that the rainbow colours disappeared and became white again. He was the first scientist to
acknowledge that white light was made up of the rays of every colour of the rainbow. He
demonstrated how light and colour worked: a leaf, for example, is green because it absorbs
the red, blue and violet rays of white light, and reflects the green. Further studies showed that

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the colours bent at different angles: red bends the least and violet bends the most. Light is
usually divided into three main colours: red, green and blue. If red is taken away we are left
with cyan, a mixture of blue and green. Without blue there is yellow, and without green there
is magenta, the combination of red and blue.
Why did Newton choose seven colours? Perhaps because at the time there were seven
planets, seven days of the week and seven musical notes. For a scientist it was a scientific
number.
But why indigo? Why not turquoise to separate blue from green? Why indigo which
separates blue from violet? That remains a mystery, but it may have had something to do
with the impression that indigo, which had recently been introduced from India, made as a
dye in the 17th century.
How many basic colours are there considered to be now? Perhaps thirteen: red, orange,
yellow, green, turquoise, blue, indigo, violet, pink, grey, white, black and brown. There are,
however, literally millions of colours. Computers will give us sixteen million and the human
eye can see more than 7 million. But after the basic thirteen, we have to borrow words, such
as avocado (but is that the flesh, or the skin?) and grape (is that deep purple or green?) to
describe the myriad of shades, tones and tints.
So, what’s your favourite colour?
Answer the following questions

What do you know about Isaac Newton? Was he American or British?

What happened in Britain in 1666?
Why are there seven colours in the rainbow?
What are indigo and cyan?
Why is a leaf green?
How many basic colours are there?

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Passage 2
1. You are going to read an extract from an article about a businesswoman. Choose from the
list A-I the sentence which best summarizes each part (1-7) of the extract. There is one extra
sentence which you do not need to use. There is an example at the beginning (0).

A. An up-market product F. Personal taste influences a decision

B. Attracted to her latest interests G. Building on previous success

C. Facing up to competition H. The thinking behind a decision

D. Building a range of colours I. An unusual combination of interests

E. Initial involvement pays off

The Lady with Blue Nails

Sandy Lerner is founder of an unusual range of nail-polish colours.

0 I
The links between computers and cosmetics are not obvious, but one of the most successful
self-made businesswomen in the USA, Sandy Learner has made her fortune in both.

1. With her long purple hair and taste for blue nail polish, it is not surprising that Sandy got
fed up with not being able to find make-up she liked. After a brief spell of mixing her own
colours, Sandy decided to set up her own company.
2. Since its launch in 1996, her company has taken the USA, Asia and Europe by storm. 'At
the time everyone was still heavily into pinks and reds.' says Sandy. 'And I thought that given
other developments going on in the fashion world, the time was ripe for an alternative.'
3. It's one thing to like blue nail polish yourself, but quite another to set up a company making
it; however. 'The more money you have, the easier that decision is to make,' she admits. And
she has plenty. Sandy made her fortune in a former career as a computer specialist. She set
up a company in 1981 after designing a piece of technology which is now used in 80% of
connections on the Internet.
4. The new company is proving to be a nice little earner, too. As founder and chief executive
of the company, Sandy was personally responsible for designing the eye-catching advertising
campaigns that helped at the beginning, although she now tends to leave the day-to-day
business to her partners.
5. But establishing the business was not easy particularly when the large cosmetics companies
realised there was a market for alternative colours and started selling them too. 'As an

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alternative, we're never going to threaten the main market of the big companies,' says Sandy.
'And although they now do similar colours, they only do a few of them. So people who want
intense and complicated colours will still come to us.'

6. Although shades of blue, purple, yellow and green sound like just the thing for teenage
girls and punks, the company actually aims its products at career women in their thirties and
forties. Sandy thinks make-up is about a state of mind, 'It's for self-confident people who are
not afraid of something you can wash off.' Indeed the unusual colours and successful
marketing campaigns make the company's products a hit amongst Hollywood celebrities.
7. Although she keeps a close eye on the company, Sandy admits that she quickly loses
interest once a project is up and running. She is now turning her attention to her current
projects: a large country house in England, her farm in Virginia where she keeps horses and
a new project for promoting nineteenth-century literature on the Internet.

2. Read the extract again and write Y (Yes) or N (No) for the following statements.

Sandy Lerner succeeds in her business with both computers and cosmetics.
It was her hobby that urged her to start her business with cosmetics.
Her former job with computers did not earn her a lot of money.
Sandy is very ambitious because she wants to take over the market of big cosmetics
companies.
Some famous stars in Hollywood also like the products of Sandy’s company.

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Vocabulary Revision
ACADEMIC ENGLISH 1B
 Vocabulary Revision

PREFACE

Students’ ability in reading, listening, speaking and writing rests largely on their academic
vocabulary. Since vocabulary capacity plays a vital role in students’ academic success,
Vocabulary Revision aims to revise and consolidate students’ vocabulary range and
accuracy and prepares them for academic tests. Lexical items are chosen from different
materials in Academic English 1B course, namely Q-Skills for Success and
Listening/Reading Resources so that students’ exposure to academic word lists in weekly
themes is maximized. These word lists are then designed in various types of exercises and
activities to develop a wide range of vocabulary skills from word transcription, meanings,
collocations, antonym, synonym and sentence building.
Vocabulary Revision is not meant to be a complete vocabulary book which teaches
vocabulary from scratch; instead, it consolidates what students have learnt and reviews
frequently used words and phrases. Teachers act as facilitators of the learning process
by organizing pairs and groups for written and spoken activities to help students
understand and apply vocabulary learnt.
During the first part of class hour, students are supposed to finish all the required tasks
individually. The production part then follows with some oral and written tasks, such as
writing sentences using the vocabulary of the weekly themes, inventing stories, creating
new words or making quizzes to check peers’ understanding and using of words.
Due to the individuality of different classes, Vocabulary Revision is designed to use flexibly.
The lessons should be tailored to the needs of each individual class. Owing to time
constraint and different levels of students, teacher may choose to focus on some sections
where students have most difficulty. The alternation among individual work and group
work should also be employed.

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Tips To Build Up Your Academic Vocabulary

Your ability to comprehend reading passages, academic listening resources, or speaking

and writing rests largely on your academic vocabulary. Building your vocabulary by reading,
making flash cards, and writing sentences using new words in context are highly
recommended. Here are some of ways to boost your vocabulary.
Keep REGULAR RECORD of vocabularies using notebooks, vocabulary card or voice
recording.
Remember WORDS IN CONTEXTS, RELATE them to yourself (make sentences if
possible).
Find SYNONYM and ANTONYM for words.
nurture (v) inherited

Syn.: bring up, foster Syn.: in born, innate

Ant.: neglect, ignore

GROUP together words that are SIMILAR IN MEANINGS OR FORMS.

e.g.: adulthood, brotherhood, fatherhood, motherhood, childhood,
Look for FAMILIAR WORDS in longer words to work out their meaning.

e.g.: correlation, interrelated, cooperate, interact, intercity

Note the COLLOCATIONS with the word

e.g.: relationship
Verbs: build a relationship, develop a relationship, establish a relationship, form a
relationship, have a relationship
Adjectives: a close relationship, a long-standing relationship, a working relationship, a
successful relationship
Prepositions: a relationship with someone, a relationship between two things or people

Learn 5-7 words per day ON A REGULAR BASIS.

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Vocabulary Week 2

Exercise 1
Complete the following table.
No. Spelling Pronunciation Class

1. /rɪˈdɪkjʊləs/

2. /ˌriːəˈʃɔːd/

/riːəˈʃʊəd/

3. /ˌɪndɪˈvɪdjuəl/

4. / ˈkæʒuəl/

5. /səˈfɪstɪkeɪtɪd/

6. /ˈvɪntɪdʒ/

7. /rɪˈhɜːsəl/

Exercise 2
Look at the phrases in bold in the following sentences. Match them with their meanings
on the table below.
I have no problems in dressing for work – smart suits, shirts and ties are the order of
the day.
I’m not very good if I have anyone with me because I like to browse at my own pace,
you know, try lots of things on.
My girlfriend usually comes with me because she has better taste than I do.
I’d describe my style of dress as very casual, perhaps bordering on scruffy.
I know I should be smarter for work, but it’s a pretty relaxed office and so jeans and T-
shirt is the norm.
Where I shop depends on where I am and as I travel abroad a lot, I’m also looking for
bargains in the sales wherever I go.

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 Vocabulary Revision

No. Phrases Meanings

1. something is considered to be usual, typical, or

standard

2. at a speed one is comfortable with

3. seek good deal

4. come close to or be developing into an extreme

condition of being messy

5. something that is very common or important

6. to show a better sense of style, excellence, propriety,

etc. than

Exercise 3
Complete the following sentences using the correct form of the words in the box.
act contribution celebrate match

opportune influential combine

Thanks to parental and extended family support the children proudly

__________________ money to their class events.
They increase response times of __________________ electronic devices, as well as
with the internet.
I was still under the __________________ of my parents.
Over the past few days various local __________________ and sports stars have called
in to offer their support.
This colour__________________ is highly effective.
It was a/an __________________ of a lifetime and I was really pleased to have the
chance to meet him.
A green dress with __________________ green handbag is the perfect choice for a
rainy day like today.

Exercise 4. Group activity

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 Reading Resources

Vocabulary Week 3

Exercise 1
Complete the following table.
No. Spelling Number of syllables Class Position of stress

1. camouflage

2. concrete

3. architect

4. psychology

5. referee

6. royalty

7. residence

8. predator

9. multitude

Exercise 2
Based on the meanings of the words in the sentences below, match the words with their
synonyms.
The colours in nature are important to animals because they have to adapt to survive
in nature.
He is an eminent historian who has been awarded several prizes for the books
published on the ancient civilizations.
In the modern concept, manipulation of colours to get a desired effect is believed to be
both subjective and technical.
When preparing meals, you need to think about variety and taste as well as nutritional
value.
The academic and commercial success of his first film Night Crawlers has greatly
encouraged new talents.
He's an integral part of the team and we can't do without him.

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No. Word Synonyms

1. survive a. inspire, boost, hearten

2. eminent b. elemental, indispensible, essential

3. manipulation c. control, direction

4. variety d. diversity, range

5. encourage e. endure, exist, sustain, persist

6. integral f. big-name, celebrated

Exercise 3
Complete the following mind-map using the correct collocations of the word COLOUR.

Exercise 4. Group activity

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 Paragraph Writing

Paragraph Writing
ACADEMIC ENGLISH

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 Paragraph Writing

PREFACE

Paragraph Writing is the material internally used for teaching and learning academic
English writing in English Division I, Faculty of English Language Teacher Education
(ULIS_VNU). The material has been revised from Paragraph Writing Skills composed
and compiled by the former lecturers from the English Division II, Faculty of Anglo-Saxon
Language and Culture (CFL_VNU). Its contents have been updated with more
academically focused paragraph samples composed by the lecturers from English Division
I, and adapted and adopted from prestigious English writing books and websites. This
material has been tailored to the needs to learn academic English writing of first-year
English majors, who aim to achieve B1 level in accordance with the Common European
Framework of Reference for Languages by the end of the first semester.

For the first units in academic English writing, the material concentrates on useful pre-
writing strategies, including narrowing down a broad topic, brainstorming ideas and
outlining. Latter units present structure of an academic paragraph, and ways to develop and
organize ideas with unity and coherence.
Each unit is expected to be covered in two to three sessions, each consisting of two 50-
minute lessons. In the first seventy minute of a session, students work both individually and
in groups under the supervision of the writing teachers, who act as facilitators by guiding
students through theoretical learning, practice and communicative tasks through their
feedback on and recommendation for student work. Students are to work individually in
the last thirty minutes and complete a writing task based on the objective of each unit, and
later exchange their first drafts with a partner for critical comments.
The second and third session provides the opportunity for students to clarify their ideas as
they check their peer writings and to exchange their first drafts for further peer comments
when time permits. Teachers could check student homework and provide
recommendations as questions from student discussions arise. Students are then to spend
thirty minutes rewriting/polishing their first drafts employing peer and teacher feedback.

Teacher flexibility is assumed in this material exploitation. Due to time constraint,

especially possible in the first session, some tasks and exercises might be left uncompleted
during class hours. Teachers might consider selecting certain tasks and practices as in-class
activities and assign others as homework, and provide explanation/answers in the second
session. Individual work, group discussion and lecturing should also be employed
alternately, depending on the lesson objective, student level and teacher time budget.

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Free Writing

Activity 1: Sentences in Academic Writing

Aim: to raise Ss’ basic awareness of academic writing:

• avoiding contractions (don’t, aren’t, etc.) typical of informal/spoken language,

• avoiding too simple expressions/common words (find a job -> seek employment
opportunities),
• using supporting (explain, describe, find examples for, etc. your idea),
• using complex sentences (because, since, on account of, although, whereas, … which
is a typical case in point, participle clause, conversion),
• using (long) noun phrase and short verb phrase
Procedure:

• Ss work in groups of four/five (so that there are 5-6 groups in a class).
• In five minutes, they work together to write three sentences with the given words. T
notes that the sentences should be similar to the ones they often find in an
educational setting (textbook, conversation with T about a school topic, etc.)
T could provide further guidance on word collocations/structures to facilitate Ss writings,
but should refrain from offering detailed word usage to avoid similar writings based on T
ideas/intentions.
Some suggested collocations:

• university entrance examination, university courses, university education

• determine to succeed, determined effort
• adjust oneself to student life/a new learning environment
• abandon a place/an unhealthy habit
• flexible working hours, flexible approach to…
• make steady progress, something is in progress
• fulfill one’s dream/ambition/promise/potential
• work/perform well under pressure, handle pressure
• Ss then hang the papers on classroom walls, or write them down on the board.
• T asks Ss to comment on other groups’ sentences. In groups, Ss give a tick to the
sentence that they think is the best of the three sentences produced by another
group.

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• In the second round, T asks Ss to vote for the best of the best sentences (groups
cannot vote for themselves)
• T collects the number of votes to see which sentence(s) is/are deemed the best, and
congratulate the winner ☺
• At this stage, T asks Ss why they prefer certain sentences to others. T might or might
not have the same opinion with Ss, but should clarify certain points to remember
as shown above.
Word list:

university development determine(d) adjust(ed)

fulfil(led) pressure(d) abandon ambition
learning environment progress flexible emotional well-being

Activity 2: academic resolutions

• T asks S if there are any particular things they would love to do in this new academic
school year at university, especially in terms of (academic) English.

(Academic)
English Other
Social subjects
activities

University
Examinations
New
relationships

Places of interest Part-time

in Hanoi to jobs
explore

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Competitions Self-study
/Contests

Four skills (R,

L, S and W) Presentations
(Academic)
English

Group work
Homework
In-class
activities

• T introduces the concept of New Year’s resolutions and Academic resolutions

(simply put, the plans/goals for the new academic year).
• T explains that goals should be SMART: Specific, Measurable, Action-oriented,
Reasonable, and Time-bound.

E.g.: I will be able to listen to write a coherent English paragraph at the end of this semester.

• T asks Ss to work in pairs and analyze the sample writing (guiding questions and
suggestions below).
• T asks Ss to work in pairs and talk about their goals for this school year and what
they intend to do to accomplish the goals.
• T walks around and helps Ss to establish SMART goals and find more academic
expressions.
• T sets the following task and allows S 30 minutes to write:
“What are your academic resolutions for this school year?”
Sample writing:

On becoming a university student, I believe one of my long-standing habits has to be

abandoned and a new one developed. For a smooth academic journey, my first priority
is to avoid cramming for exams at the last minutes. This habit has accompanied me since
my early upper-secondary school days, and sometimes the consequences were terrible,
including low grades on critical examinations and my parents’ disappointment at my
school report (and my acnes due to late night studies). From now on, I am creating a
checklist for schoolwork, setting time for and completing every single item before I leave
my desk for any entertainment forms. I also recognize that it is advisable to put more

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effort into listening, my worst weakness in the four English language skills. The reason is
both academic and personal: listening skill become far more challenging at university,
and I feel ashamed of my inability to comprehend my favorite Animal Planet series on
BBC without the subtitle. Although the varied daily schedule would probably not allow
me to practice listening or watch my favorite program on a daily basis, I promise to
complete all my listening assignments to the best of my ability and spare at least three
hours a week for this extra listening material from BBC. This way, my listening skill and
my pleasure in watching Animal Planet will be enhanced simultaneously. The new
college life has already begun, and I am so eager with all these plans. Godspeed!!!

Guiding questions and suggested answers:

1. Are the goals specific? measurable? action-oriented? reasonable? time-bound?

• Specific: organized study habits, progress in listening skill

• Measurable: completed schoolwork without haste, understanding a BBC
program without subtitles
• Action-oriented: creating checklist, setting deadline, completing listening
assignment and using extra material
• Reasonable: goals within reach, relevant to student life
• Time-bound: not very clear, but supposedly a long-term goal for both freshman
year and four college years
2. Does the language meet the criteria in activity 1?

Yes. Although this resolution is personal in nature, the paragraph is clear in structure (topic
sentence, development, and conclusion) and complex in vocabulary and grammar use (less
common vocabularies such abandon, critical examinations, consequences, accompany,
inability to; complex sentences instead of a series of simple sentences).

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Unit 1: Brainstorming and Outlining

Objectives
At the end of the lesson, students can

• Writing objectives

• brainstorm ideas using three different ways

• Linguistic objectives

• write an outline that follows parallelism

1. The planning process

The process of planning should include these three steps:

Analyse the title wording and decide what is required

Brainstorm the topic to focus your ideas

Prepare an outline using your preferred method

2. Brainstorming

2.1. Free writing

Writers write everything that comes into their minds about a topic without stopping. They
allow the "storm" in their brains to flow onto the paper without worrying about organization
or grammar. When they have finished brainstorming (typically in five or ten minutes), they
reread their writing and select ideas that are best suited to their writing. For example, this
is how a student brainstorms ideas for the topic of Writing:

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I hate writing in both languages, English and Russian. I have to write in English more
because I have to prepare all my other classes.
I write my American friends.
When I'm writing letters, it takes me a long time to find right words which are adequate
for my feelings--often I don't find them and don't like sentences I write. Once I was writing
an article (in English) for a newspaper, it took me 2 months to write it. I don't think that
writing in my native language is easier for me.
I think motivation is important in teaching writing. If students understand that writing is
a necessary thing to know, then the teacher only has to make students be interested in
her subject. One way of motivation (as I see it) is the opening of many joint-ventures, and
people who know foreign languages and can write better are welcome to get a job.

Task 1
Brainstorm by free writing with the topic below.

“What are the most popular trends (food, clothes, music) among students nowadays?”

2.2. Clustering
As you continue to think about the ideas, information, or example that you could use in
this paragraph, you might write your thoughts in a variety of ways; one, called "clustering,"
as below.

Teachers
Upper-class
students Tuition
Causes of stress
in college for
freshmen

New learning Accommodation

style
Examinations

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Task 2
In groups of three, use clustering to find ideas for the following topic.

Lower bus fares for

students

Why bus is an
ideal means of
transportation
for students in
Hanoi

2.3. Listing and grouping

One of the ways to brainstorm is to list as many items as you can and group them into
different groups.

Below is the example of the topic “What are some ways to get fit?”
Getting fit – listing

eating right lose weight jog before breakfast

junk food join health club feel and look young
good diet swim everyday watch less TV
lots of fresh fruits/vegetables regular homework schedule don’t eat snacks
3 meals a day weightlifting drive carefully
regular exercise work hard no red meat
sleep 8 hours play hard aerobics
cut out desserts relax more on weekends walk to do errands
no candy, soda enjoy friends, family drink less coffee
no junk food crash diet

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Getting fit – grouping

A. Good diet B. Regular exercise

lots of fresh fruits/vegetables lose weight
3 meals a day join health club
don’t eat snacks swim everyday
no red meat weightlifting
drink less coffee jog before breakfast
cut out desserts aerobics
no candy, soda walk to do errands
crash diet regular homework schedule
sleep 8 hours watch less TV
relax more, weekends work hard
enjoy friends, family play hard
drive carefully feel and look younger
no junk food

Task 3
In pairs, brainstorm by listing and grouping with the following topic:
“What are the pros and cons of using social networking sites?”

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3. Outlining
Here is an example of a short version of outline. The topic is “Describe the typical social,
cultural and environmental impacts experienced by tourist destinations in developing
countries.”

Tourist destinations in developing countries experience many social, cultural and

environmental impacts.
A. These are the typical social impacts.

• increase in variety of jobs available

• price inflation
• new range of business opportunities
B. Cultural impacts are various.

• new patterns of dress and behavior

• more markets for traditional crafts and/or rituals
C. Tourist destinations undergo environmental impacts as well.

• increased pressure on limited resources, e.g. water

• loss of natural habitat to building projects
• provision of new infrastructure, e.g. roads
In conclusion, tourist destinations in developing countries have been greatly influenced
on social, cultural and environmental terms by tourism.

A simple outline could look like this:

Topic sentence
a. Main supporting sentence
b. Main supporting sentence
c. Main supporting sentence

etc.
Concluding sentence

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while a more detailed outline might follow this form:

Topic sentence
A. Main supporting sentence
Supporting detail
Supporting detail
Supporting detail
B. Main supporting sentence

Supporting detail
Supporting detail
Supporting detail
C. Main supporting sentence
Supporting detail
Supporting detail
Supporting detail
etc.
Concluding sentence

è RULE Equal parts of an outline should be parallel in terms of format (numbers, letters,
etc.) and meaning (the importance/range of ideas, etc.)

Task 4
What is the problem with each of the following outlines below? Rewrite them.

1. San Francisco is famous for its tourist attraction.

A. Golden Gate Park is very famous.
B. Chinatown
C. Fisherman’s Wharf attracts hundreds of tourists.
D. Riding the cable cars.
For these four attractions alone, San Francisco is well worth a visit.
2. Gold, a precious metal, is prized for two important characteristics.
A. It is beautiful.
B. Useful to science and industry

In conclusion, gold is treasured not only for its beauty but also for its utility.

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3. Some of the world’s most successful men had trouble in school.

A. Albert Einstein failed his university entrance exams on his first attempt.
B. William Faulkner’s F’s in English.
C. Special tutoring necessary for Winston Churchill
These few examples show that failure in school does not always predict failure in life.

Task 5
Write a detailed outline for the following topics, using the ideas you brainstormed in Task
4. Pay attention to the parallel form and equivalent rules.

Buses represent the ideal means of transportation for students in Hanoi because it is
inexpensive, environment-friendly, convenient and safe.

A. Buses offer students one of the cheapest ways to travel within the city of Hanoi.

• 15-50% discount on bus fares

• no parking fee
• no maintenance and repair cost

B.

C.

D.

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Summary
In this unit, I have learnt that…
Some key words to understand titles
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
Ways to brainstorm ideas
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
Notes to write an outline
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................

Production
Brainstorm ideas for the following topic, and then organize these ideas into a detailed outline:

What are the benefits of learning English as a foreign language?

Peer Feedback: Exchange your first draft with a classmate. Help your classmate by offering
suggestions for parallel forms and equivalent values for his/her ideas, and for additional
detail that will make the outline clearer. Also, underline any grammar problem you find:
subject-verb agreement, word order, sentence structure, spelling, punctuation,
capitalization, and word use.
Revision: Using the help from your partner, make changes in your draft. Then write the
final draft of your outline.
Checklist

Is your friend’s outline parallel in terms of format?

Is your friend’s outline parallel in terms of meaning?
Is there any grammar problem in your friend’s outline?
Is there any spelling mistake in your friend’s outline?

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Reading Test Prep

ACADEMIC ENGLISH 1B
 Test Preparation

PREFACE

What is the purpose of this material?

Reading Test Prep, compiled for internal use by instructors at English 1, Faculty of English
Language Teacher Education, purports to expose first-year English majors to a number of
reading task types, question types and skills, and prepares them for the end-of-term
Academic English Test at B1 level in alignment with the Common European Framework
of Reference. Intended for in-class reading, this material familiarizes students with the test
format and simultaneously helps them develop sub-skills needed for each section of the
test, such as reading for specific information, main idea, opinions and attitudes, inferences,
or for text organization features. Exercises in this material are compiled from various
sources of A2, B1 and lower B2 levels to ensure the increasing levels of difficulty of tasks
and thus the improvement in students’ reading skill.
How is the material organized?

The first part of this material is a table presenting an overview of the Academic English
Reading Test. This is followed by practice exercises that resemble parts of the test in terms
of task types and question types. Two consecutive parts of the test are dealt with each week.
There are two full practice tests in week 7 and week 15 to prepare students for the real final
test. Students receive handouts before each practice session, while teachers are provided
with the teacher’s book that features the exercises, instructions on how to deal with each
task type, and answer keys.
How is the material used?

Reading Test Prep is used in Academic Reading-Writing sessions every two weeks, with 50
minutes being allocated for this practice each session. Before actual reading, it is suggested
the teacher explain the objectives of the test sections in question and have students study
the questions carefully. This can be followed by discussions of the most effective
techniques/strategies for dealing with those question types, and then reading under time
pressure. Alternatively, the teacher could have students read and do the task first, then elicit
the techniques/strategies they have just used and advise on the most effective ones.
Whichever approach it is, the teacher’s experience sharing in doing the task is highly
appreciated. Checking answers with the whole class should include detailed explanations,
especially for difficult items.

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Reading Test Specifications

Part No. of Qs Task type Format Task focus

Part 1 5 Matching Five items in Reading (multiple texts) for specific

the form of information and detailed
descriptions comprehension.
of people to Type(s) of text: advertisements,
match to eight brochures
short texts.

Part 2 10 True/False Ten items Reading for specific information

with a long while disregarding redundant
text. material.
Type(s) of text: brochures, magazine
articles

Part 3 7 Multiple Seven 4- Reading for detail, opinion, gist,

choice option attitude, tone, purpose, text
multiple- organization features, inference,
choice items reference.
with a long Type(s) of text: personal accounts,
text. newspaper/magazine articles

Part 4 8 Multiple Eight 4- Reading for detail, gist, purpose,

choice option meaning from context, reference,
multiple- inference.
choice items Type(s) of text: university course
with a long book excerpts, journal articles
text.

Total 30

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Week 3: Parts 1+2

Part 1
The people below (1-5) all want to buy an audiobook (a book recorded on CD). There
are descriptions of eight CDs. Decide which CD (A-H) would be the most suitable for the
following people.
______ David enjoys spending time in the countryside, exploring different locations
and learning about their past. He would enjoy listening to a description of somewhere
that he could visit afterwards.
______ Emile enjoys classical music and drama and is interested in history. He
would like to listen to a serious CD that will give information about a particular period
of history.
______ Ysabelle has to drive a lot for her job. She is looking for some amusing fiction
to listen to in the car and would like a story that lasts a long time.
______ Omah is studying literature at university. He is particularly interested in
modern poetry and would like to hear some of the poems he knows well being read
aloud.
______ Tamsin’s favourite novels take place in the past, and she likes exciting
stories that move fast. She would like a CD that is easy to listen to and doesn’t last too
long.
Books Recorded on CD

A. Hafiz

Hafiz was a 14th-century Persian poet, and on his audiobook his poems are read aloud to
a background of instrumental music. Nataraja Kallio reads beautifully. This CD is a great
introduction to the work of Hafiz.

B. Skulls and Skeletons

This recording about life in the 11th century was originally a radio series. In addition to the
main text, some well-known musicians play instruments from the period, and some
important documents and poetry of the time are read by actors.

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C. Coming Home

Jane Brown decided to take a look at a house for sale near where she grew up. The beauty
of the house and the scenery around it amazed her. In this audiobook, she talks about local
castles and ruins and gives lots of historical information about the area.
D. The Apple Tree

The Linton’s house has no water or electricity but the beautiful countryside offers them
peace and quiet. But when the Dobsons move in next door, things go frighteningly wrong.
If you like mystery and suspense, and have plenty of time to listen, this is the novel for you.
E. Off the Page

Listening to poems is one of our most ancient traditions and many people still believe that
it’s as important to listen to them as it is to read them. Here you can listen to some of the
best poems from the 1980s to the present day. This is a great audiobook if you are short of
time, as nothing in this collection lasts very long.
F. Unlucky

When Mary Moreton throws herself into the back of George Bennet’s taxi, he falls instantly
in love with her. However, she is already in love with someone else. Events move quickly
after that and the novel is very funny. You will need several hours for this audiobook but
it’s great to listen to while you are busy with other jobs.
G. Over the Horizon

Tim falls in love at first sight with Lily when he meets her on an 18th century prison ship.
The ship sinks, he rescues her, and they run away together. The action builds throughout
the story. Listeners who enjoy historical adventure will love this book. This is not serious
fiction though, and it’s all over pretty quickly.
H. Mother Learns to Drive

This is an amusing collection of true stories about growing up in the American countryside.
In one particularly funny story, the author describes his mother learning to drive. This is
fairly long audiobook, but it is easy to listen to.

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Part 2
Read the following passage and decide whether the statements from 6-15 are true or false.
Write TRUE or FALSE next to each statement.

The Island Of Petulia

Geography

Petulia Island is only 5.5 kilometres long and 1.5 kilometres at its widest point. It lies in the
middle of Lake Donika, and is 3,900 metres above sea level. It has had a small number of
inhabitants for over four centuries. It now has a population of 1,500 people. It has no roads,
no cars or bicycles, and no electricity. The sun is extremely hot during the day but
temperatures at night regularly fall well below freezing. The water of Lake Donika is 10
degrees Celsius all year round.
The past

Until recently, the island was separate from the outside world. Before the introduction of
motorboats in the 1970s, travelling from Petulia to the nearest port could take over 20
hours. This journey was therefore made only once a year in order to buy salt. Motorboats
have now cut the journey time to three hours, bringing new trade and tourists to Petulia.

Farming

Petulia is divided into six farming areas. Each farmer owns one piece of land in each of the
six areas and grows vegetables, potatoes and cereal. Every year, farmers leave a different
piece of land unplanted to allow the earth to rest. Cows and sheep are kept here during this
time to improve the soil. The food grown by each farmer is shared by everyone: none is
for sale. Petulia's farming year is divided into wet and dry seasons. The wet season is the
busiest time. All land is dug by hand, using spades. In the dry season between July and
August, the islanders have time to build new houses, repair stone walls and make clothes.
Men knit traditional clothes from wool that is prepared by the women.
Education

Petulia has a well-equipped primary and secondary school. There is a good-sized sports
field, but instead of playing football the boys usually choose to knit, like their fathers, while
the girls make wool. Walking along the rough tracks of the island, tourists often see small
children on their way to and from school.
Visitors

Petulia has a tourist industry but the people have kept their traditional customs. They
recently voted against a hotel development plan, so there will be no hotels on the island.
Instead, tourists are placed with a family as guests. The money earned by each family is,

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like all money on the island, equally divided. During the dry season, many islanders
entertain tourists late into the cold nights with pipe music and dances.

6. People have lived on the island for more than 400 years.
7. There is a big difference between day-time and night-time temperatures on the island.
8. The islanders have sold their salt to other countries since the 1970s.
9. It takes three hours to reach Petulia from the nearest port.
10. Some farmers have more pieces of land to look after than others.
11. The animals are moved onto different land every year.
12. Boys often play football on the school field.
13. Both adults and children help to make the islanders’ clothes.
14. It is likely that there will be a tourist hotel on the island soon.
15. Tourists pay to stay with families.

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