COMPLETEKeyU2-3-4_ TS LAM QUANG DONG

VIETNAM NATIONAL UNIVERSITY, hanoi
UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES

LAM QUANG DONG




ENGLISH
FOR
GRADUATE STUDENTS
OF SOCIAL SCIENCES
AND HUMANITIES








HANOI, 2009

1
UNIT TWO

HOW DO PEOPLE EARN THEIR LIVING?
(POPULATION AND ECONOMIC ISSUES)

2
LESSON 1
Section A: Language Focus
I. Compare the use of the Present Perfect and the Past Simple in the following sentences
II. Put the verbs in the following passage in their correct forms
The expressions haves and have-nots suffer from the same weakness as developed and
underdeveloped. The word developing is used/ has been used as a replacement for
underdeveloped, but this terminology only treats one end of the spectrum. The designations
used here – less developed and more developed – represent one of the more common pairs.

Other names have arisen from political relations. Since World War II, the antagonism
between the United States with its close allies and the Soviet Union with its affiliated
countries has divided most of the world into two blocs (i.e. “two worlds”). The remaining
countries, having less political and military power, have been called Third World countries.
In more recent times, the economic differences among nations within the Third World
group have led to the addition of the term Fourth World. Mixing political alignments with
economic conditions, however, have caused difficulties in classifying countries that may
have the characteristics of two categories (that is, be closely allied with one of the major
power blocs but yet be economically poor).

Alternative terms differentiate between industrial and non-industrial countries, but these
titles are misleading when countries are industrially important yet economically poor (e.g.
China and India) or are rich but not industrial (e.g. Oman and Brunei). Likewise, refering to
North and South countries is confusing because Australia and New Zealand are included in
the “north” class, whereas Mongolia and North Korea are considered a part of the “south”
group. Similar locational misinterpretations result when core and periphery are applied
because Australia and Japan are far from the “core”, whereas Morocco and Albania are
close to it. [The core refers to countries situated around the North Atlantic where Europeans
and North Americans industrialized their economies and expanded trading spheres from
the 15

th
to 19
th
centuries. They created an economic core that affected many subsequent
decisions about where to locate production. Basically there are advantages to operating in
or near the heart (core) of an economic system and disadvantages in being located on the
margins (periphery). The economic patterns that emerged during the last century, therefore,
reinforced the economically dominant core and the dependent periphery.] Names that
describe the type of economic system as well as wealth (i.e. technically advanced market
economies, less developed market economies, and centrally controlled economies) are useful, but
these are somewhat awkward when mentioned repeatedly in a discussion.

Reference to a specific set of countries (e.g. those in the “Group 77” of the United Nations or
the 24 countries in the Organization for Economic Cooperation and Development) is
meaningful, but there is no worldwide system that has formed inclusive or mutually
exclusive groups.
From Human Geography - People, Places and Cultures by Stoddard et al

3

Section B: Reading
I. 1. English borrows a lot of vocabulary from other languages such as Greek and Latin, e.g.
prefixes or words for cardinal and ordinal numbers. Do you know these? What are their
English equivalents?
Greek or Latin English Greek or Latin English
Mono , uni one di, bi two
Tri three Tetra, quadr- four
Penta, quint five Hexa six
Hepta seven Octa eight
Prima first Quaternary fourth

Tertiary third

2. Since our country launched the open-door policy and the transition from a centrally-
planned economy toward the market mechanism, a multitude of economic sectors have had
more chance to grow, adding to the increase of the country’s wealth and people’s welfare.
What are these economic sectors?
e.g. private sector, cooperatives, various kinds of enterprises, service sector, etc.

II. Reading Tasks
1. Find out the main ideas of each paragraph in the reading passage handed out by your
teacher, applying the same techniques you learned in Unit One.
Para. 1. The third type of economic activity/ the tertiary sector
Para. 2. A map of tertiary activities shows a different pattern of contrast between the more
developed and less developed nations.
Para. 3. Significant differences between the more developed and less developed countries in types of
services.
2.
1. What do tertiary activities include?
Tip: Look for a list with commas.
wholesale and retail selling, educational and medical services, administrative and governmental
activities, and the transmission of information.
2. What is the percentage of workers in relatively rich countries?
Tip: Look for numbers only.
"exceeds" 50 (%)
3. What countries are ranked as less developed?
Tip: Look for words beginning with CAPITAL LETTERS.
Colombia and Jordan
4. Where has the proportion of the population employed in tertiary activities increased?
Tip: Look for adverbial phrases of Place, i.e. phrases beginning with a preposition.
In affluent countries

5. In which period has this proportion increased?
Tip: Look for a number or date.

4
over the 20
th
century
6. Why has this proportion increased?
Tip: Look for clauses / phrases beginning with as / because / for / since.
as mechanization has reduced labor requirements in agriculture and manufacturing
7. How do many people in countries where manufacturing jobs are few earn their living?
Tip: Look for phrases “by + -ing”.
by selling cheap goods on the streets or by performing services for richer inhabitants

III. Exercises
1. Comprehension questions
1. What do you think the passages before this one discuss? What are they?
The first two types of economic sectors: 1st and 2nd/ primary and secondary activities
2. What can be called the quaternary sector?
the services involving communication and information
3. What differentiation is not emphasized in this chapter?
the differentiation among wholesale and retail selling, educational and medical services,
administrative and governmental activities, and the services involving communication and
information.
4. What do you think de-emphasize may mean?
do not emphasize; remove the emphasis; stop to emphasize
5. What is the meaning of affluent?
rich; wealthy; prosperous
6. How do you understand the sentence: “in poor countries, a large tertiary sector in the
economy is not the expression of an affluent, automated society”?

poor countries should not think that they have improved their economy if they have a large
tertiary sector / should not think that rich countries mean having a large tertiary sector in
the economy.
7. Why are many people in poor countries engaged in selling goods and services?
because it requires little capital and little experience.

2. Put the following activities in the appropriate columns. Give headings to the
columns which do not have one. Add more columns if really necessary.

Agriculture Manufacturing Administration Services
raising
livestock
Producing
automobiles
Social
management
Teaching Constructing
houses
Planting
crops
Making coffee Issuing ID
(identification) /
SS (social
security) cards

Supplying
electricity
Building roads
Rearing
silkworms

Logging Policing a city Collecting
waste


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Growing
cotton plants
Making silk Planting
trees in
parks

Canning fish and
meat
Providing
water

Delivering
mail

Working in
the army

Connecting
phone calls


3. Complete the following table. Pay attention to the changes of meanings.
Noun Adjective Verb Derivative Noun Other
Derivatives
machine mechanical mechanize mechanization mechanic

character characteristic characterize characterization
industry industrial industrialize industrialization industrialized
capital (money) capital capitalize capitalization capitalized
modern modernize modernization modernity
economy economic,
economical
economize economization
general generalize generalization generalized
administrative administer administration
category categorical categorize categorization
communicative communicate communication
relative, related,
relevant
relate relation,
relationship
relational
consume consumption consumerism
significance significant signify signification signified,
signifier
poor impoverish impoverishment

Section C: Listening
I. 1. Put the following words into pairs of antonyms (words with opposite meanings)
freedom limit personal public
difficulty ease complex simple
conflict peace anarchy order
completely relatively whole partial
stability instability gain loss
conform to violate biassed fair

6

2. What kinds of freedom do you think the law usually allows for individuals?
freedom of speech, locomotion, domicile, assembly, religion/faith, etc.

II. Listen and give short answers to the following questions
1. When is a person said to be economically free?
2. What are limits imposed upon?
3. Where do the limits come from?
4. What may occur as a result of complete economic freedom?
5. What are the examples of instability?
6. What decides the government policy towards both employees and employers?

III. Listen again and find words which mean the same as
a. societies ________________________ b. cause __________________________
c. enjoyed ________________________ d. frequently ______________________
e. unsatisfactory______________________ f. lawlessness _____________________
g. written agreements__________________ h. regular pay in old age _____________
IV. Make each pair of sentences into a new conditional sentence, changing may to might,
and changing the tense
Example: Citizens are completely free.
Factory-owners may make their employees work too long each day.
==> If citizens were completely free, factory-owners might make their
employees work too long each day.

LESSON 2
Section A: Language Focus - Passive Voice
I. Make these sentences passive, omitting the agent phrase when not necessary:
II. Combine these pairs of sentences, using what and would
III. Rewrite the following sentences, omitting which when possible

Section B: Reading
Manufacturing in the Less Developed Countries

I. 1. Name some countries which are ranked as the Less Developed Countries (LDCs).
Vietnam, Laos, Cambodia, the Congo, etc.
2. What problems do you think manufacturing in LDCs may have?
low quality, non-standard, etc.


II. Reading tasks: Apply the tips and techniques you have learned to answer the
following questions about the reading passage handed out by your teacher

7
1. What is the percentage of the world’s manufacturing outputs that LDCs contribute?
Less than 10 percent
2. What are the six LDC s that contribute the most?
India, Brazil, Argentina, Mexico, South Korea, and Venezuela
3. What do multinationals mainly invest in the poorest countries?
mainly in plantations and mining
4. Who invested most in Nigeria in the 1960s?
Britain
5. How many labors did foreign firms employ in Nigeria?
60,000
6. Where were these firms located?
in the major cities of Lagos-Ibadan and Port Harcourt

III. Exercises
1. Comprehension
1. How many percents of the world’s manufacturing output do the six LD countries
produce?

over 5% (more than a half of 10%)
2. What do you think is the growth rate of the nonfood exports of these countries from
1955 to the 1980s?
1.2% per annum/ a year (from 10% to over 40% of nonfood exports)
3. Are the countries of Southwest Asia, Africa, Southeast Asia and Latin America rich?
What makes you think so?
No, they are LDCs. Because they are "only a major priority" in the investments of
multinationals (the previous sentence indicates so).
4. Why do foreign investors like to invest in LDCs?
cheap and abundant labor
5. Why do they like to invest in urban areas rather than rural regions?
easy transport/ better infrastructure (in capital cities or ports); more abundant labor; better
local market.
6. What are the effects of this uneven investment?
widen spatial inequalities within the less developed countries, focusing industrial development in
the cities, while the rural hinterlands remain tied to traditional economies; internal migration, along
with the many economic, social, and political changes that accompany extensive residential and
occupational movements

2. un, in, im, ir, il, no, non are common prefixes which turn the adjectives or nouns into their
antonyms,
e.g.: food – nonfood; available – unavailable; equalities – inequalities

Use an appropriate prefix to form antonyms to the following and then put them into the
correct sentence:
residential considerable effective industrial traditional

8
economical standard substantial migratory controlled
fortunate beef

1. Polluting industries should be located in non-residential areas.
2. Despite the people’s efforts, changes in their livelihood remain inconsiderable.
3. The change of currency has proved to be ineffective in this situation of crisis.
4. The region’s geographical, climatic and environmental characteristics only favor non-
industrial development such as eco-tourism.
5. Cremation of the dead is a(n) non-traditional practice in this culture.
6. It is absolutely uneconomical for VISERI (Vietnam Silk Corporation) to install such a
modern silk-reeling and spinning line without having sufficient and regular supplies of
good quality cocoons.
7. Due to lack of technology, sericultural farmers can only produce non-standard products,
which are poorly paid; therefore, they get insubstantial return despite their high labor
input.
8. Uncontrolled "slash and burn" practices of the nomadic mountain tribes have led to
serious forest coverage loss, which consequently causes heavy floods and soil erosion.
9. The non-migratory birds are the unfortunate games as they are subject to these people's
excessive hunting. Only those which migrate can partially escape deaths.
10. For fear of mad cow, mouth and root diseases, people in the country launched a no-beef
campaign to ban imports of the products from Britain.

Section C: Writing a contrastive paragraph
I. Punctuate the following passage. Provide capital letters, commas, full stops, brackets,
colons, etc., where applicable.

Britain and the USA have similar economic systems, both being based on private enterprise
property and capital. The Russians, however, do not have such a system. They follow a
communistic system based on the work of the nineteenth century economist Marx. His
system is non-capitalistic and does not permit private individuals to own property in a
completely communist society. We can say that the two types of economy contrast very
strongly. This is a simple and brief statement of a complex subject: the differences between

the Russian and the Anglo-American systems.

II. Join these pairs of sentences together, using the proper words/phrases given
while Meanwhile whereas By/In contrast
On the contrary On the one hand ..... on the other hand
however nevertheless but
=> Any could be used for each of the sentence pairs. No fixed keys.

III. Group writing task


9
Useful expressions:
For different points of the same view, several points in a list, or steps in a sequence, you
may use
I think I believe In my opinion To my mind ... I tend to consider that...
First... Second... Third ... And last...
Firstly... Secondly... Thirdly... After all... Above all ...
In the first place... Then.... Next... Finally...

For contrast, you may use
Although.... However, ... In contrast, ....
On the contrary, .... By sharp contrast, .... While....
.... whereas.... On the other hand, ... Unlike.....,

LESSON 3

Section A: Language Focus
Past Perfect, Past Continuous and Past Simple

1. Rewrite the following pairs of sentences into one, changing the tenses of the verb
properly.
2. Use the information from the two charts and a proper form of the verbs given to
complete the sentences.
Forest Coverage per Total Land Area Decline of Food Production
of Vietnam (%) in Africa (based on the
average for 1961 =100%)
A B
From From Human Geography - People,
/overview/environmental_resources.html Places and Cultures, Stoddard et al

Verbs to choose from:
rise decrease decline go up increase grow
15
20
25
30
35
40
45
50
55
1900 1943 1976 1990 1999 2010
75
80
85
90
95
100
1961

1966
1968
1970
1972
1974
1976
1978

10
cover cut down clear destroy be plant
go down slow down

Curve Chart A
1. At the turn of the century, 53% / over half of Vietnam's territory was covered by forests.
2.By the time the country gained its independence, 25% of these forests disappeared, i.e.
only 40% of its territory was forested.
3. Forests continued to be cut down/ decline/ be destroyed, reducing the coverage to only about
25%.
4. There are several reasons for this shrink of coverage: slash-and-burn practices of the
mountainous people, the need for more agricultural land, timber production, especially
illegal logging, hydro power projects, etc.
5. However, thanks to enormous efforts and investment programs of the Government and
people, by 1999, forest coverage has already increased by 7%.
6. By the end of 2010, millions of hectares of forests will be grown/ planted, increasing the
coverage to about 45%.

Curve Chart B
7. Before it increased/ went up to 95% in 1967, food production per person in Africa had
sharply went down/ decreased by 11%, that is, each person could produce only 89% of what
he/she was able to in 1961.

8. The rate of decline slows down between 1967 and 1968 compared to the previous year.
9. Even though food production per person went up/ increased again between 1968 and 1970,
it couldn't reach as high as it was/ had been in 1967.
10. By 1979, food production per person in Africa had continually declined from around 93%
in 1970 to only 77%.
11. The chart shows that within only 20 years, food production in Africa declined
considerably by more than 20 per cent.

Section B: Listening
Gap filling
I. Fill in each gap in the following passage with ONE suitable word
II. Listen to the teacher and check your answers.

III. This passage contains a lot of sexist language, i.e. it tends to exclude women. Find
those sexist words/phrases and replace them with neutral ones to make the passage non-
sexist.


Section C: Writing
Explaining a chart


11
Work in groups of 3. Each person in the group is given one column chart to study. Write
an explanation of the chart you are given. Then compare your charts and explanations.
Work in the group together to map out the trend of development of these cities. Pay
attention to the replacement of ranks among the cities and show which has replaced / will
replace which as the first or second, etc., largest city in the list. Refer to Section A of this
lesson as an example.

12
World's Ten Largest Urban Agglomerations, 1950 (million population)
1. New York metropolitan area 2. London 3. Rhein-Ruhr 4. Tokyo/Yokohama
5. Shanghai 6. Paris 7. Buenos Aires 8. Chicago 9. Moscow 10. Calcutta

World's Ten Largest Urban Agglomerations, 1984 (million population)
1. Tokyo/Yokohama 2. Mexico City 3. New York metropolitan area
4. Shanghai 5. Sao Paulo 6. Beijing 7. Los Angeles metropolis
8. Buenos Aires 9. Rio de Janeiro 10. Seoul
5
7
9
11
13
15
17
19
21
23
1 2 3 4 5 6 7 8 9 10
3
5
7
9
11
13
1 2 3 4 5 6 7 8 9 10

13
World's Ten Largest Urban Agglomerations, 2034 (million population)

1. Mexico City 2. Shanghai 3. Beijing 4. Sao Paulo 5. Bombay (Mumbai)
6. Dacca 7. Calcutta 8. Jakarta 9. Madras 10. Tokyo/Yokohama

LESSON 4
Section A: Language Focus
I. Join these pair of sentences together using proper relative pronouns:
II. Restrictive relative clauses are clauses which must be included in order to clearly define
who/what is being referred to. They cannot be separated from the main clause by commas,
but the pronoun that can substitute which/who. By contrast, non-restrictive relatives clauses
only provide additional information, so they can be excluded without affecting the
completeness of the sentence and are normally separated from the main clause by commas,
but the pronoun that must not be used.

N = non-restrictive; R = restrictive

1. N Money serves as a means of exchange between commodities(,) which do have a value
to us.
2. N The non-essentials like holidays and trips to the theater, which are important parts of
life but not comparable with food and shelter, are sought for only when the essentials have
been satisfied.
3. R He is required to share the surplus with the investors who have provided the capital.
4. R Economists try to describe the facts of the economy in which we live.
5. R The State provides most of the public services which citizens require.
15
17
19
21
23
25
27

29
31
33
35
37
39
1 2 3 4 5 6 7 8 9 10

14
6. N In 1962 the British Government established the National Economic Development
Council, which would help plan national production and set up production targets.
7. N This is not true in the case of non-perishable goods like coal, steel and cars, which do
not deteriorate easily.
8. R Economists talk about the Law of Supply in which a rise in prices tends to increase
supply, while a fall in prices tends to reduce it.
9. R Agriculture in developed countris is in sharp contrast with that in poorer countries
where most food crops are grown for family consumption or for local markets.
10. N With the emergence of the Pacific region, which is separated by a long distance from
the original core, the suitability of using the core-periphery terminology has declined.

III. Some relative pronouns have been wrongly used in these sentences. Correct them.
1. These statistics do reflect many other conditions which are directly or indirectly economic.

2. The world pattern of these four types displays the geography of national wealth, which
affects so many human activities.

3. There are different definitions of what constitutes literacy and varying ways of gathering
data about literate persons, which means that literacy data should be regarded as less precise
than the numerical figures imply.

4. The three indicators, which are GNP per capita, percentage of agricultural workers, and
the literacy rate, can be combined together.

5. It is important to stress that this classification is based on criteria that are economic,
measurable, and valued by Western cultures.

6. There is a wide gap between the incomes of the majority of the population and those of
the small elite class who controls the economy.

7. A nation with a small percentage of agricultural workers generally has a wide variety of
occupations, many of which generate high incomes.

8. These non-agricultural sectors produce goods, such as machinery and improved seeds,
which make it possible for a small proportion of farmers to grow enough food for the entire
population.

9. In general, the wealth of nations is related to the proportion of the labor force which is
engaged in agricultural, manufacturing and service activities.

10. Laborers who are employed only seasonally may, or may not, be included in the
statistics.

15

Section B: Reading
SOME ECONOMIC LAWS

I. Answer these questions before you read
1. What economic laws do you know? What do they explain?
2. Can you distinguish the difference between usefulness and utility?

3. How do prices affect supply and demand?
higher price – more supply, less demand; lower price – less supply, more demand.
4. Do you know what elasticity means? What kind of things are elastic?
softness, flexibility, stretchability. Rubber.
5. When you spend your money, what are your priorities?


II. Write the number of the paragraph next to the appropriate headings below. The
reading passage will be handed out by your teacher.
HEADINGS PARAGRAPH NUMBER
Variations of Utility __2___
The Law of Diminishing Marginal Utility __4___
The Operation of the Principle of Elasticity __7___
The Laws of Supply and Demand __5___
The Elasticity of Supply __6___
Goods and Services - Their Prices and Utility __3___
The Definition of Utility __1__

III. Exercises
1. Comprehension Questions
1. What is utility?
special characteristic of satisfying a want
2. What is the difference between utility and usefulness?
usefulness: can be of good use to
utility: satisfying a want, e.g. a submarine in peace/wartime
3. What are the factors that lead to variations of utility?
different people, different nations, time, priorities, and the quantity available to the consumer
4. What is a point here?
a point of time
5. What does the Law of Diminishing Marginal Utility explain?

the consumer's desire for a commodity
6. Why is it called the Law of Diminishng Marginal Utility?
The consumer's desire for a commodity tends to diminish as he buys more units of that commodity.
7. What decides that a commodity will be purchased?
its particular utility to a buyer.


16
8. Why is supply elastic?
because it can be increased or decreased rapidly to suit market prices.
9. In which cases are demands elastic and in which cases are they inelastic?
For non-essentials, however, demand is elastic and particularly responsive to changes in price.
Inelastic - If it is necessary to pay very high prices for the essentials of life, people pay them - even if
this means spending all their income

2. What do the following refer to?
1. that (paragraph 2) 2. they (paragraph 3) 3. this category (paragraph 6)
utility cigarettes
3 = the category of goods whose quantity made available to consumers changes in
accordance with changes in market prices

3. Find words in the passage that mean the same as
1. fundamental 2. extra 3. replacement
basic additional substitute
4. spending 5. provide 6. loss
expenditure supply, render sacrifice
7. with regard to 8. cases 9. perform
in terms of instances operate, exercise

4. Explain the following words as the example:
5. Write a summary of the reading passage in not more than 100 words.

Section C. Speaking:
Divide the class into four groups A, B, C and D.
Form pairs in each group. Each person in the pair is given a passage extracted from some
reports, but a lot of information is missing.
1. Use wh-questions to ask a partner for the missing information and complete the reports.
2. Then work together in the group to draw a chart on A0 paper (or on computer if there is
one available, together with a multimedia projector) from the figures given in the report.
Decide on the format of the chart to make it clear, beautiful and informative.
3. Finally, each group has one person present and explain the chart to the plenary.
4. Respond to questions from other groups after each presentation.

A1 and A2's work sheets
Group A's Task: Draw a column chart on Ao paper (or on computer if there is one
available, together with a multimedia projector) showing populations in China, India,
Europe, Africa and Americas in 1750. Present your chart to the plenary and explain some
population changes based on the information from the report. Ask others to tell what the
populations of these areas/countries are, which area is the most populated, etc. at present.

17


B1 and B2's work sheets
Group B's Task: Draw 2 curves on Ao paper (or on computer if there is one available,
together with a multimedia projector) showing the increase of the elderly population in
the United States and Japan. Then present your chart and explain it to the plenary. Ask
and/or answer questions concerning the implications of this increase.
C1 and C2's work sheets

Group C's Task: Draw four pies on Ao paper (or on computer if there is one available,
together with a multimedia projector) to show the percentage of immigrants with
different origins into the United States during the 19th and 20th century. Present your
pies to the plenary and explain the changes of the immigration inflows. Ask and answer
questions about the impacts of such immigrations on American culture.


D1 and D2's work sheets
Group D's Task: Draw two pies on Ao paper (or on computer if there is one available,
together with a multimedia projector) showing the composition of the world population
and the consumption of the earth's resources by different parts of the world. Present and
explain your pies to the plenary. Ask and answer questions concerning the unfair use of
natural resources, its impacts and your recommendations to solve the problems.


End-of-Unit Test - Key

READING AND WRITING: 90 minutes
I. Fill in each of the numbered spaces in the following passage with ONE suitable word
No state today is completely communistic or completely (1) ______capitalistic_____________. The
various national economic systems tend generally toward one type or the (2) __other______, but
many systems are difficult to classify.
It has been found necessary in many countries, even in (3) __as____ dedicated strongholds of free
enterprise as the USA, to control or regulate national economic conditions. The under-developed
countries of the world are inevitably interested in control and long-term (4)___plan______ guided by
the government. India has had a number of (5)___plans____ guided by the government. India
makes a clear distinction between the public sector and the (6)_____private sector____ of its
economy. Systems of this type are sometimes (7)___called_______ mixed economies.
Britain nowadays has a mixed economy. In the public sector of British economic life are the
nationalized (8)____enterprises/ economies/industries______ like coal and steel, British Rail and

BOAC. In the (9)______private/ other_______ are the majority of the nation's industries, both large
and small, from giants like ICI and BP to small family (10) ___businesses____.




18
II. Choose the appropriate headings for each of the paragraphs in the following passage and the
correct title for the whole passage
CHANGES IN THE POPULATION GROWTH PATTERN
EFFECTS OF MEDICAL SCIENCE
STUDY OF THE HUMAN POPULATION
POPULATION GROWTH
NATURAL POPULATION INCREASE
PRIMITIVE HUMAN LIFESTYLE
WHY POPULATION GREW SLOWLY
POPULATION GROWTH DURING THE 20TH CENTURY

11. Paragraph A _____POPULATION GROWTH DURING THE 20TH CENTURY
12. Paragraph B _____STUDY OF THE HUMAN POPULATION
13. Paragraph C _____WHY POPULATION GREW SLOWLY
14. Paragraph D _____CHANGES IN THE POPULATION GROWTH PATTERN
15. Title for the whole passage ___POPULATION GROWTH

III. Answer the following questions about the passage above
16. What is the rate of population increase in the first half of the 20th century?
68% in 50 years
17. What do the former and the latter mean (paragraph B)?
the birth and the death rates respectively
18. What is a natural increase in population?

there are more births and deaths, which adds existing population up
19. What do some parts of the world still suffer today?
famine and death (hunger, death from hunger)
20. How many years ago did man come into existence?
thousands of years ago

IV. Find words/phrases in the passage which mean
21. widespread hunger ______famine
22. could always cause death ______fatal
23. dangerous ______hazardous
24. assistance ______aids
25. childhood ______infancy

V. Use one of the words printed in Bold Type in the passage to complete each of the following
sentences
26. The population __distribution___ patterns of the two countries are very much similar: coastal
areas are much more crowded than inland towns.
27. Labor intensive agriculture is one key __factor___ determining large family sizes in those
countries.
28. Despite great efforts of the Government and people, the number of HIV infection incidents grew
___dramatically_____ last years.
29. Only with better human protection of their habitats could the elephants ___reproduce___ so fast;
their population has increased by 10%.

19
30. At present, some ethnic tribes still continue their ____primitive___ practices of hunting and
gathering.
31. They have to struggle a lot to keep their ___existence____ in the modern world.
32. The demographical __pattern__ of that country is really different from any others.
33. Vietnam population recorded a high _acceleration__ rate after the anti-American resistance.

34. It is difficult for the rhinos (tê giác) to ______survive____________ in the wild now that their
habitats are so seriously damaged.
35. ___Medicinal__ herbs from the forests can be collected and sold, which is a source of additional
income for mountain people.

VI. Combine the following sentences into one with the promps provided
36. In Western Europe after the Industrial Revolution, the birth rate did slow down. Parents chose to
have fewer children.
The reason why the birth rate did slow down in Western Europe after the Indusrial revolution was parents
chose to have fewer children.
37. It is necessary to raise the standard of living. Parents do not need a large family.
If the standard of living should be raised, parents do not need a large family.

38. The exodus from Europe occurred during the 19th century. It was the biggest migration in man's
history.
No other migration in man's history has been as big as the exodus from Europe during the 19th
century.

39. Seventy million people left Europe. They settled chiefly in the Americas, Australia and South
Africa.
Most of the 70m people who left Europe settled in the Americas, Australia and South Africa.

40. There is a continual growth in the Earth's population. It forces us to change the way we use the
land.
We are forced to change the way we use the land because of the continual growth in the Earth's
population.


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UNIT THREE

WHAT DO PEOPLE BELIEVE IN?
(SUPERSTITIONS AND CUSTOMS)





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LESSON 1

Section A: Language Focus - Conditional Type 1
I. What do the following sentence express: universal truth, possibility, expectation,
advisability, deduction, necessity or willingness?
1. If she has the time, she will help you. Possibility/ Willingness (on the part of "she")
2. A person should tell the truth if he/she wants to win trust. Universal truth
3. You must call the police if you are in danger. Advice
4. If you make a mistake, don't hesitate to offer an apology and correct it. Advice
5. A fire might start if you smoke in here. Possibility
6. You may have to pay a fine if you park your car here. Possibility/ Advice
7. A person shouldn't drive if he/she has drunk a lot. Advice
8. You might have bad luck if you meet a black cat on your way. Possibility
9. You could get sick if you go in the rain. Possibility
10. If you use English as much as possible, you will have good fluency. Advice
11. If they ask for help, they must need it. Deduction
12. If they have the money, they must pay the bill. Necessity
13. Force will be used unless the country's government complies with the UN resolutions.
Advice/ Expectation
14. If mass destructive weapons are used, heavy loss of life and property will entail.
Possibility

15. Plants and flowers grow naturally in winter if they are put in a greenhouse.
Possibility/Universal Truth
16. If you can reply his letter in English, please do. Advice/ Necessity
17. If you should leave, remember to lock all doors behind you. Advice/Expectation
18. I'll be there for you if you should need me. Willingness
19. If he calls all his children home, he must be in real bad health. Deduction
20. If she might come, tell her to leave the documents to you. Expectation

II. Choose the appropriate verb phrase from the list to fill in the blanks in this passage.
select is seen see is
could cause pick do not consider
could be affected can be has make
may be deciding may react may torment could be
might earn may determine

WHAT'S IN A NAME?
If parents selected the wrong names for their children, they could cause them a lifetime of
misery. This was the conclusion reached after surveying 75,000 people on the mental
images produced by 1,400 names. Research seems to prove that children's names may be
deciding to some degree the impression that they make on others. If a child has an intelligent-
sounding name such as David or Lisa, he or she may earn higher grades than children with

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names like Bertha or Elmer, which project awkward or goofy images. Children can be very
cruel if another kid's name is strange-sounding. If parents do not consider the child's name
carefully, they may torment the child for life. People may react subjectively when they see
names on application forms. A person's suitability for a job or for college could be affected by
his or her name.

The images for most names come from well-known entertainers, athletes, and politicians.

However, the popularity of names changes, much in the same way that fashion changes.
The trend nowadays in boys' names is to use old, traditional names. Biblical names such as
Mathew, Joshua, David, and Daniel are among the ten most popular.

The girls' names reflect a wish for daughters to be well-off and upper class. Some of the
most popular girls' names are Lauren, Ashley, and Brittainy.

Whether the child is seen as attractive, honest, snobbish or intelligent is/could be due to the
child's name. As soon as parents pick a name for their child, they may determine their child's
fate.

III. Complete the following sentences

Section B: Reading
Black Cats and Broken Mirrors

I. Answer the following questions

II. Reading Tasks
1. Glance quickly for 1 minute at the paragraphs in the reading passage handed out and
write their numbers next to the appropriate headings.

CONTRADICTORY SUPERSTITIONS ___8_____
EVERYONE IS A LITTLE SUPERSTITIOUS ___5_____
HOW TO REVERSE BAD LUCK ___4______
OTHER KINDS OF SUPERSTITIONS ___7_____
SUPERSTITIONS ABOUT NUMBERS ___2, 3______
SUPERSTITIONS BECOMING CUSTOMS ___1______
THE THREE MEN'S ECCENTRICITY ___6_____

2. In 2 minutes, scan the reading quickly and give short answers to the following
questions.
1. When do the three men do these odd things?
Every Friday the 13th
2. How many superstitions are there in the world? over 1 million

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3. What are the unlucky numbers? 13, 4

4. What are the lucky numbers? 7, 8

5. What was the name of the family that started the car business?
Toyoda
6. When did they start the car business?
1937
7. What countries are mentioned in the reading?
Japan, China, US, Germany, Malaysia, Pakistan, Costa Rica, Chile and Thailand
8. What do people usually say when someone sneezes?
Health / God Bless You.
9. What strategies have YOU used to get the answers for each of the above questions
quickly?

III. Exercises
1. Comprehension questions
1. Which day is generally considered unlucky? Which day is generally considered lucky?
Friday 13 - August 8
2. Why is the number 4 considered unlucky in Japan?
It sounds like the word "death"/ in Japanese the word "four" is pronounced the same as the world
"death"

3. What does numerologist mean?
people who make a living giving advice about numbers.
4. Why was "Toyoda" not chosen for the company?
"Toyoda" took ten strokes of the pen to write, and 10 was not a lucky number.
5. Why did people say "God bless you"?
People used to think that the soul could escape from the body during a sneeze. They said "God
bless you" to protect people from losing their souls.
6. What did the woman's aunt advise her when she got married?
"Never buy purple towels," her aunt said. "If you use purple towels, your marriage will end."
2. Understanding organization
1. How are the paragraphs organized?
disorganized
2. How do you think the entire reading is organized?
disorganized
3. You can notice that the paragraphs of the reading are not in their original logical order.
Work in pair to re-arrange the paragraphs in a good order.
Correct Order:
Para. 6 => Para. 3 => Para. 2 => Para. 7 => Para. 4 => Para. 1 => Para. 8 => Para. 5
Organizations: Introduction => Examples => Conclusion


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3. Discuss with your friends about superstitions relating to the following:
fish sauce eye glasses mirrors knives cats
crows owls dogs sneezing eye twitching
cutting nails taking photos giving gifts chopsticks sleeping
dreams weddings New Year's Day funerals
altars joss sticks spiders exams

4. Write about a time when you had very good or bad luck.

Section C: Listening - Marriage Customs
1. Try to answer these questions before you listen
1. How did marriages take place in our country many years ago?
2. What was the change concerning marriages in our country in the latter half of the 20th
century?

2. Following are some new words/phrases in the listening passage. Complete these
sentences with a proper one among them.
ethnic go out on dates start dating get along fade out
seal bridewealth back out instead of certificate
1. American boys and girls may ___start dating______ as early as the age of 14.
2. The Montague and the Capulet did not ___get along___ until Romeo and Juliet's death.
3. Their families had agreed upon the marriage between them right after their birth, so they
could not ____back out___.
4. The girl's family demanded too much ____bridewealth____ from the poor boy, so he
could not marry her.
5. Vietnam is a country of at least 54 ____ethnic___ groups, so it is a real culture of diversity.
6. Many youngsters now are so much occupied with work and study that they can't ____go
out on dates___. Therefore, the number of singles is increasing.
7. ______Instead of __ bridewealth, the boy who was getting married contributed a number
of bricks to the village for paving the village roads. That was a nice and useful custom.
8. They need to present their marriage ___certificate___ in order to be registered as
permanent dwellers in the locality.
9. Such customs may __fade out__ in the coming years.
10. The commune's authority has the right to __seal__ this kind of papers.

3. Listen to the passage and circle the best answers to the following questions
1. Who are NOT being talked about in this passage? A
A. a small number of Africans B. East Africans

C. a large number of Africans D. Africans in general
2. Which of the following is true? B
A. Boys and girls get married, though in many cases they do not love each other.
B. The rule does not allow boys and girls to go out on dates.