LISTEN IN BOOK 2

LISTEN IN BOOK 2
LISTEN IN BOOK 2
Luyện kỹ năng Nghe, Nói và Phát âm tiếng Anh
(Second Edition)
Tác giả: David Nunan
Giới thiệu: NGUYỄN THÀNH YẾN
Lời giới thiệu
Bộ tài liệu Luyện kỹ năng Nghe, Nói và Phát âm Listen In có ba tập
dành cho người học tiếng Anh trình độ từ sơ cấp đến nâng cao. Bộ tài liệu
này được tác giả bản ngữ David Nunan - một giảng viên nhiều kinh nghiệm và
cũng là một chuyên gia và tác giả của nhiều đầu sách về lý thuyết dạy và học
ngoại ngữ - biên soạn rất công phu và khoa học. Nội dung từng tập sách nêu
bật các nguyên tắc cơ bản trong phương pháp dạy và học kỹ năng nghe hiểu
kết hợp nhuần nhuyễn với kỹ năng nói qua các hoat động thích hợp trong mỗi
bài. Mỗi tập sách có 20 bài theo chủ đề với mức độ ngôn ngữ và kỹ năng
được xây dựng từ dễ đến khó dần, từ đơn giản đến phức tạp hơn. Được thiết
kế theo phương pháp dựa trên các hoạt động luyện tập trong lớp và đặt
người học là trọng tâm, Listen In cho người học có cơ hội phát triển kỹ năng
nghe, nói và phát âm chuẩn qua đa dạng các tình huống thực tế. Từng tập
sách trong bộ tài liệu này có các đặc điểm sau đây:
1. Nhiều bài tập phù hợp giúp người học nhanh chóng cải thiện khả
năng nghe thông qua:
- Ngữ liệu được chọn lọc từ các tình huống trong cuộc sống thật.
- Bài học đầu tiên ở mỗi tập sách giúp người sử dụng nó có kiến thức
nền về kỹ năng và trình độ nghe hiểu của bản thân.


- Ngoài băng/đĩa CD có nội dung của 20 bài chính, người học còn được
cung cấp thêm một băng/đĩa CD để luyện tập thêm ở nhà (Self-Study
Practice) với đầy đủ nội dung bài tập, lời ghi băng và đáp án ở cuối sách.
2. Người học được cung cấp ngôn ngữ và kiến thức cần thiết làm cơ sở

để phát triển kỹ năng giao tiếp thể hiện qua:
- Cấu trúc từng bài được biên soạn lôgic và nhiều thông tin giúp hình
thành kiến thức và lượng từ đủ để chuyển sang luyện tập kỹ năng nói.
- Các hoạt động theo cặp/nhóm cuối mỗi bài mở rộng bài học và phát
huy tính cá nhân hóa của người học, giúp họ có cơ hội luyện tập giao tiếp tự
do và tự tin hơn.
- Phần In Focus ở cuối bài cung cấp những kiến thức bổ ích về văn hóa
của các nước trên thế giới.
- Mỗi tập Listen In đều có 4 bài ôn tập (Review Unit) được biên soạn
nhằm cùng cố từ vựng và kỹ năng của các bài trước đó.
- Cuối mỗi tập Listen In đều có phần Tóm tắt Ngôn ngữ (Language
Summary) và Mục lục Kỹ năng Nghe (Listening Skills Index) rất thuận tiện cho
người sử dụng tham khảo.
Tất cả các bài trong mỗi tập Listen In đều được biên soạn theo dạng
thức tương tự, cụ thể như sau:
• Mục tiêu (Goals) toàn bài được ghi rõ ở đầu mỗi bài, giúp người sử
dụng tập tài liệu này ý thức được mục tiêu cần đạt được sau khi hoàn thành
bài đó.
• Vài hoạt động khởi động ở đầu mỗi bài cung cấp vốn từ và thành ngữ
cần thiết để tạo dễ dàng cho người học tiếp cận với các bài tập tiếp theo.
• Các bài tập nghe được thiết kế rất khoa học và vừa sức. Mỗi bài tập
chỉ đưa ra một hay hai yêu cầu cho người học và họ có cơ hội nghe lại để
thực hiện yêu cầu khó hơn sau đó. Các bài tập này không đòi hỏi người học
phải đọc hay viết nhiều.


• Mỗi bài đều có một hay hai bài tập luyện phát âm, trọng âm và ngữ
điệu làm cơ sở vững chắc cho kỹ năng nói.
• Cuối mỗi bài có một câu hỏi cho người nghe có cơ hội trả lời theo ý
riêng của mình, nhờ đó họ cảm thấy hứng thú trong học tập và cảm nhận

được mức tiếp thu và mức độ đạt được mục tiêu đã được đề ra ở đầu mỗi
bài.
• Mục Listen for It xuất hiện khi cần thiết trong bài để giải thích một cách
đơn giản ý nghĩa và cách đùng các thành ngữ đặc biệt và hữu ích mà người
bản ngữ thường dùng.
• Mục Your Turn ở trang cuối của mỗi bài là phần chuyển từ kỹ năng
nghe sang kỹ năng nói. Các bài tập hoạt động theo cặp/nhóm kèm với bài đối
thoại mẫu và các thành ngữ cần thiết giúp người học hoàn thành tốt bài tập
được cho. Mục In Focus là dịp để người học thảo luận chủ đề của bài sâu
rộng hơn, đồng thời cũng giúp họ hiểu biết thêm về kiến thức văn hóa của các
nơi trên thế giới.
Với các đặc điểm và đề mục nêu trên, Listen In được xem là giáo trình
chính rất phù hợp để dạy môn Nghe-Nói cho học viên trình độ từ sơ cấp đến
nâng cao. Ngoài ra, học viên còn có thể tận dụng phần Self-Study Practice
với băng/đĩa CD kèm theo để tự luyện tập thêm ở nhà. Các bạn tự học cũng
tìm thấy bộ tài liệu này rất hữu ích trong việc phát triển kỹ năng nghe. Và các
giảng viên phụ trách môn Nghe-Nói có lẽ sẽ hài lòng vì có được nguồn tài liệu
phong phú phù hợp cho mục đích giảng dạy hoặc biên soạn đề thi Nghe-Nói.
Phần ghi băng, đáp án của bài học chính và phần Self-Study cùng bảng kê
chỉ số trên đĩa CD được cung cấp đầy đủ và rất tiện lợi cho người sử dụng.
Trân trọng giới thiệu cùng bạn đọc và hy vọng bộ tài liệu này sẽ hỗ trợ
thiết thực cho các bạn trong quá trình dạy và học tiếng Anh là một ngoại ngữ.
NGUYỄN THÀNH YẾN
Giảng viên Khoa Anh Trường ĐHSP - TP. HCM
Classroom Language


Could you repeat that, please?
Could you play it again, please?
Could you turn up the volume, please?

How do you say... in English?
What does... mean? (How do you spell...?
I'm not sure.
Sorry, I don’t understand.
What did you get question number one?
What's your answer number two?

Unit Starter. Listening for meaning
Goals:
- Identifying types of listening
- Identifying ways to improve listening skills
1. Before you listen, it’s a good idea to think about the TYPE of
listening that you will do. Here are some of the types of listening you will do in
their course.
A/ Which of the following do you think are the most difficult to
understand in English? Which are less difficult? Rank them in order (1 = most
difficult). Then share your opinions with a partner.
Types of listening
[] Public announcements
[] Radio and TV programs
[] News reports
[] English-language movies


[] Academic lectures
[] Casual conversations
[] Formal conversations/interviews
[] Medical consultations
[] Voice mail messages
[] Telephone conversations

[] Conversations in stores
[] Tour guide commentaries
B/
Look through the units in this book. Find places where you can practice
the types of listening above. Write the page numbers next to each one.
C/
Brainstorm! Work with a partner. Think of some situations when you
had difficulty understanding spoken English. What was the situation? What
type of listening did it involve (e.g., a conversation, a TV or radio broadcast,
an announcement)? Why was it difficult? Note details below. 
2. Sometimes we listen for gist, or to get the main idea of what we
are hearing.
You will hear four types of listening. Listen and number the pictures (14).
a. The woman is calling about travel plans / work
b. The dress is too expensive / the wrong size
c. This is a history lecture / an English
d. The man had a good day / a bad day lecture.
B/ Listen again for the main ideas. Circle the correct words under each
picture.


3. Some information is not stated directly but can be inferred.
A/ Listen to three people talk about movies they have seen. What did
each person think about the movie? Circle good, OK, or poor for each.
B/ Listen again and write the key words that helped you decide.
4. Some words can have different meanings depending on how
they are spoken.
A/ Listen to the examples.
Example 1. Sorry? (asking for clarification)
Example 2. Sorry, (apologizing)

Listen. Is each person asking for clarification (C) or apologizing (A)?
1. C A
2. C A
3. C A
4. C A
5. C A
6. C A
B/ Listen again and check your answers.
C/ Work with a partner. What other expressions can you use when you
need to ask for clarification or repetition? Make a list. (Some examples are on
page 7.) 
5. As well as listening for gist or for inference, we can also listen
for specific information
A/ Four students are talking about how they practice listening outside
the classroom. Listen and number the people (1-4).
a. ___uses English listening sites on the Web
___downloads English songs from the Web


___records and listens to her own voice
b. ___listens 10 English language news reports
___watches music TV in English
___watches English language movies on TV
c. ___chats with English speakers
___goes to an English-speaking club
___ travels to English-speaking countries
d. ___downloads English songs from the Web
___practices English songs at home
___uses English listening sites on the Web
B/ What do the people do to improve their listening ability? Listen again

and check (x) two methods for each person.
Which method(s) do you think would work best for you?
6. In interactive types of listening, such as conversations, surveys,
and interviews, people typically respond to what they hear.
Listen and circle the answers that are right for you.
1. Announcements and messages.
TV programs and movies.
Conversations.
2. Understand TV and radio.
Talk with English speakers.
Understand lectures.
3. To pass an exam or get a job.
To communicate with English speakers
For fun.


Your Turn!
Talking about reasons for studying English
• Why are you studying English?
• What’s the main reason you’re studying English?
I’m studying it so I can get a job.
So I can talk with English speakers. I want to use English when I travel
abroad.
• Are you studying English to pass an exam?
Yes, I need it to pass a university entrance exam.
No, I'm just studying it for fun.
• How do you think studying English will help you?
I’ll be able to use my English skills to get a job.
Reasons for studying English
[] Pass an exam

[] Get a job using English
[] Talk with English speakers
[] Travel easily overseas
[] Understand movies/TV
[] Understand news reports
[] Understand lectures
[] Understand/sing English songs
[] Live in English-speaking country
[] …


Try this… What are the main reasons you are studying English? Rank
the reasons listed above in order (1 = most important reason). You can add
other reasons to the list. Tell your partner and ask about his/her reasons.
In Focus: Learning to listen
People sometimes think that listening is not as important as speaking,
reading, and writing. It is like a baby sister that no one pays attention to. This
is because more attention has been paid to its three “elder sisters” - speaking,
reading, and writing. For many people, being able to use a foreign language
means being able to speak and write die language, or being able read foreignlanguage books or newspapers. In recent years, however, more and more
attention has been paid to the importance of listening. People who argue in
favor of teaching listening say that learners cannot start using another
language effectively until they have heard lots of authentic, comprehensible
examples of die language. Why is listening important to you? What listening
skills do you want to develop during the course?
When you’re traveling, you need to be able to listen well so you can
understand what people are saying to you
I’m hoping to overseas one day. I need to improve my listening skills so
I’ll be able to understand lectures in English
I can understand OK when people speak slowly, but I need to be able to

understand when they talk fast.

Unit 1. Can I ask you some questions?
Goals:
- Understanding personal information questions
- Understanding airport announcements
(1).


A/ What are these parts of an airport called?. Use the words in the box
to label the photos Two are extra.
baggage claim area
immigration counter
duty-free shop check-in counter
security checkpoint
departure lounge
a. ……………
b. ……………
c. ……………
d. ……………
B/In which of the places above might you see or hear the following
words? Write a least one word under each photo
boarding pass
passport
carry-on bag
boarding call
credit card gate
carousel
luggage
C/ Brainstorm! Work with a partner. Imagine you've arrived at a U.S.

airport. What questions might you be asked at Immigration? Make a list.
(2).
A/ Listen and number the pictures (1-4)
a. …………………


b. …………………
c. …………………
d. …………………
B/ Listen again. Circle the tittles you hear
Ms. Dr. Prof. M. Mrs.
(3).
A/ Listen and fill in the arrival card
There you go is used when a person hands something to someone.
Other expression with similar meaning are there you are, here you are, and
here you go
B/ Listen again and check your answers
(4).
A/ Imagine you are at Immigration in the United States. Listen and circle
the best response
1).
Sure. There you go
No, I’m sorry
Yes, I had one issued recently
2).
Yes, I’ve been here before
No, I haven’t
No, this is my second time
3).
In the United States

For five days


At the Downtown Hotel
4).
In the United States
For five days
At the Downtown Hotel
5).
Yes, I do. Here it is
On the 16th
Here’s my passport
6).
My next stop is Montreal
I’m not sure
I’m attending a conference
B/ Listen again and practice
(5).
A/ Oliver is answering questions about the services at an airport. Listen
to Part 1 of the conversation. What does the airport official ask about? Check
(x) the boxes.
You’re telling me, with stress on me, is used to agree strongly with
something another person says.
[] Name
[] Age
[] Address
[] Nationality
[] Where from

B/ Listen to Part 2 of the conversation. Is Oliver happy with the items on
the list? Check (x) Yes or No and note his comments.
About the airport

Satisfied?
Yes

Comments
No

Arrival area
Immigration
Duty free
General appearance
(6).
A/ Questions like Can you fill in this card for me? are often reduced.
Listen to the example.
Example: Can you fill in this card for me? C’n y’ fill in this card for me?
Now listen and circle Reduced or Not reduced.
1. Reduced / Not reduced
2. Reduced / Not reduced
3. Reduced / Not reduced
4. Reduced / Not reduced
5. Reduced / Not reduced
6. Reduced / Not reduced
B/ Listen again and check your answers.
(7). Listen and circle the answers that are right for you.
1.
Yes, I do.
No, I don’t.

I don’t know.
2.


I like it.
I’ve never flown.
I don’t like it.
3.
Yes, I am.
No, I’m not.
No, I haven’t bought any.
4.
Yes, I would
No, I wouldn’t
I’ve never thought about it.
5. Yes, a lot.
Yes, I’ve bought some.
I’m not sure.
Your Turn!
Asking and answering personal information questions
- What’s your name?
Jill, My last name is Davis
- Can you tell me your nationality?
- Where do you come from?
I’m from Canada
I’m Canadian
- Where do you live?
- Do you still live in Canada?

Yes, I live in Montreal
No, I live in Hong Kong
- Where are you planning to staying the United State?
I’m staying at the San Francisco Marriott. It’s on 4th Street
Try this...
Imagine you are an airline passenger. You’ve lost your glasses and
can’t read the arrival card. Ask your partner to fill it in for you.
In Focus: The future of travel
To some people, taking a “dream vacation” might mean suntanning on
the beach in Bali, trekking through the Himalayas or skiing in the Swiss Alps.
But how about spending a relaxing week at the bottom of the ocean or
blasting off for a fun-filled trip into outer space? Sound impossible? Many
experts predict that vacations like these could be widely available within as
little as 20 years - albeit at a very high price. What's your vision of the future of
travel? What sorts of vacations will people be taking 20, 50, or 100 years from
now?
In a few years, it’ll be possible to travel really long distances in less than
an hour
In 50 years, I think they’ll have luxury, cruise ships that actually fly
Someday, I think we’ll be able to take trips to the moon and even Mars.

Unit 2. He's handsome and intelligent,
Goals:
- Understanding personal descriptions
- Identifying personal preferences
(1).


A/ How would you describe the people below? Use the words in the box
or your own ideas.

slim/slender
muscular
heavyset
handsome
pretty
average-looking
bearded
clean-shaven
(un)healthy
Longhaired
shorthaired
balding/bald
B/ Now use the words below to describe what you think each person is
like.
He/She looks...

(kind of)

creative/intelligent/funny/energetic

He/She seems...

(sort of)

kind / interesting / boring / shy

He/She’s probably...

serious / talkative / quiet / gentle

C/ Brainstorm! Work with a partner. Think of three people you both
know. Make a list of ways you could describe each one.
(2).
A/ Listen and number the pictures (1-3).
a. ………………
b. ………………


c. ………………
d. ………………
B/ Listen again. How do the women describe the men? Circle the words
you hear in each conversation.
1.
interesting
intelligent
creative
shy
gentle
2.
smart
kind
funny
nice
boring
3.
interesting
intelligent
handsome
talkative
strange

(3). Listen and circle the words that are stressed.
1. Are any members of your family shy?
2. Would you describe yourself as slender?


3. Are you an energetic type of person?
4. Do you think you’ll ever be bald?
5. Do you like to meet people who are talkative?
B/ Listen again and practice.
(4).
A/ Megan is talking to someone from a dating agency. Listen and
complete the form
Name: Megan Johnson
Interests:
[] Books – Kinds: Biographies
[] Music – Kinds: …………
[] Movies – Kinds: …………
[] Sports – Kinds: …………
Person looking for:
Shares same interests? Yes – No – Doesn’t matter
Personal qualities: ……………………
Appearance: important – not important
B/Listen again and check your answers
(5).
A/ Listen to the descriptions and write what each person likes
Name

Likes

Doesn’t like

Geoff
Tony
Mick
B/ Listen again and write what each person doesn’t like. Who do you
think is the best person for Megan to go out with? Why?


……………………………
……………………………
(6). Listen and circle the answers that are right for you
1.
No, they aren’t
Some are
Yes
2.
I guess I am
Not really
Not at all
3.
Yes, I am
Kind of
No, I’m not
4.
No way!
I might be
Probably
5.
Definitely
Doesn’t matter

No, I don’t
Your Turn!


Describing people
- What does the person look like?
He kind of average-looking.
- Does he have a beard or mustache?
Yes, he has both. And he wears glasses.
- Is he tall?
Not really. He’s average height.
- What is he like?
Well, he's intelligent, and he’s very talented.
- How old is he?
I guess he’s in his early fifties.
- Is it Steven Spielberg?
Yes, that’s right. It is
No, keep trying!
Try this.
Think of someone famous in your country. Your partner will ask you
questions about the person and try to guess who it is. Ask your partner about
his/her famous person and make notes. Try to guess whom your partner is
describing.
In Focus: Celebrity lookalikes
When someone witnesses a crime, police generally ask for a
description of the criminal age, height, hair color, visible scars. Sometimes a
police artist draws a picture based on the description that is sent out to other
police departments and the media. In a science fiction novel by William
Gibson, police get descriptions of criminals by asking what a famous stars
they look like. Witnesses might say someone looks like “Mick Jagger with a

young Frank Sinatra.” Does anyone in your class look like a celebrity? How
would you describe yourself, your best friend, or someone in your family?

Unit 3. That's the bride's mother.
Goals:
- Identifying people at an event
- Identifying family relationships
(1)
A/ Look at the invitations and use the words in the box to complete
them.
anniversary
birthday
reunion
wedding
1. Mr. and Mrs. John Lee request the pleasure of your company at
the___ of their daughter Jenifer to Albert Goldsmith on Saturday, September 8
at 4:30pm, at St. Lawrence Church
2. Peggy is turning 40!
Come celebrate her___
Date: Sunday, March 5th
Time: 7-1 pm
Place: Michael’s on the Thames RSVP by February 20th
3. Class of ‘84
The E.J. Beale High School Class of 1984 will hold its 20 th annual on
Saturday, October 25th. If you’re from our class, please make plans to be
there!

4. Help us celebrate
Mark and Gail’s 25th___
Sat., Aug. 19th
Crenshaw Country Club
RSVP by July 28th
B/ Look at these relationship words. Write M (for Male), F (for Female),
or B (for Both) next to each.
___parent-in-law
___grandchild
___uncle
___spouse
___aunt
___cousin
___niece
___sibling
___stepson
___nephew
C/ Brainstorm! Work with a partner. What are some other words
associated with weddings? Make a list. 
(2)
A/ Listen. Where are the speakers? Check (x) the correct event.
[] family reunion
[] wedding
[] birthday party
[] office party


B/ Listen again. Circle the names you hear.
Paul Tommy Roger Betsy Bobby Mark
(3)

A/ Listen to the conversations at a wedding reception, When does each
person live now? Match the people with the places. One place is extra.
Aunt Gertrude
Cousin Emily
Uncle Morty
Aunt Jean
Bermuda
Chicago
Atlantic City
New York
Boston
B/ Lister again. Draw lines from the names to the correct people.
Cousin Emily
Aunt Gertrude
Aunt Jean
Uncle Morty
(4)
A/ You can use intonation to mean the opposite of what you say. Listen
to the examples
Example 1
A: How was the wedding?
B: Great! (The wedding was great.)


Example 2
A: How was the wedding?
B: Great! (The wedding wasn’t great.)
Now listen and circle the correct meaning.
1. The reception... was great / wasn’t great
2. The band... was talented / wasn’t talented

3. The food... was good / wasn’t good
4. The bride’s mother... was excited / wasn’t excited
5. In general, it... was fun / wasn’t fun
B/ Listen again and practice.
(5)
A/ Corey is at her cousin's wedding. Who do you think is talking to her?
Listen and circle the correct answer.
1. Mother / Aunt / Friend
2. Mother / Aunt / Friend
3. Mother / Aunt / Friend
To get out of here is an informal expression meaning to leave the place
you are in.
B/ Listen again. Write the words that helped you decide
1. ……………
2. ……………
3. ……………
(6). Listen and circle the answers that are right for you.
1. Sure, they’re great.
Not really.


I’ve never been to one.
2. Traditional.
Western-style.
I’m not sure.
3. I love them.
They’re alright.
I don’t really like them.
4. With my family.
With my friends.

I don’t celebrate it.
5. Yes, I really enjoy it.
It’s OK.
No, not particularly.
Your Turn!
Asking and talking about special events
- Have you been to a family event recently?
Yes, I went to my cousin’s wedding.
- What was the reception like?
Well, the food was really good.
- How many people turned up?
I guess around two Hundred. It was really crowded
- Did anything funny happen?
No, not really. It was really serious.
Yeah, my uncle gave a really funny speech,