Nội dung tập BG TA3

UNIT 1: PEOPLE AND RELATIONSHIP
I. VOCABULARY & FUNCTIONAL LANGUAGE
1.1. Vocabulary
Task 1: People in your life
Match the words in the box with the definitions 1 - 10
best friend

• acquaintance • fiancé / fiancée

ex-girlfriend / boyfriend
colleague

• housemate

• workmate

• ex-husband / wife • roommate

• relative / relation • (steady) girlfriend / boyfriend

1. Somebody you are going out with.
2. Somebody you used to go out with.
3. Somebody you used to be married to.
4. Somebody you are going to marry.
5. Somebody you work with (two possible answers)
6. Somebody you share accommodation with (three possible
answers)
7. Somebody you know well and get on very well with.
8. Somebody you share lessons at school with.
9. Somebody you know, but not very well.
10. A member of your family.

• classmate

• flatmate

1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
7. ______________
8. ______________
9. ______________
10. ______________

Task 2: Idioms, colloquialisms and other expressions
Match the sentences on the left with a suitable response on the right. Use your dictionary to look
up the meanings of the words and expressions in bold.
1. They were going to get married, but at the last
moment Allison broke it off.
2. I've got lots of friends, but only one real soul
mate.
3. How do you get on with your in-laws?
4. Didn't you meet your future wife on a blind
date?
5. I'm sorry you and Melanie have split up, but
don't worry; there are plenty more fish in the
sea.
6. Don't go out with him; he's a real ladykiller!

7. Sally came to the party with her latest toyboy.
8. Your new secretary is a bit of a flirt, isn't she?
9. Is Meg still on the shelf?
10. Chris and Jo's marriage is on the rocks.
11. How do you get on with your ex-boyfriend?
12. Are you divorced?

A. Me too. We have similar feelings and get on
really well.
B. She certainly is. She likes attracting the
attention of all the men in the office.
C. Not yet, but we are separated.
D. Yes. My friends arranged it for me.
E. That's true; I should get out a bit and meet
more people.
F. Although we don't go out together any more,
we're still good friends.
G. Poor Ian! He must have been really upset.
H. Really? I thought they were getting on so
well together.
I. I know. He seems to spend all his time
chatting up women.
J. Not well, I'm afraid. They've never forgiven
me for marrying their son.
K. No. Haven't you heard? She met the man of
her dreams a few weeks ago.
L. I'm not surprised. She's always preferred
younger men.

Task 3: Fill in the gaps with the suitable adjectives taken from the box.

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Note: There are more words in the box than you need, and there may be more than one correct answer
for each gap.
Trustworthy
Thoughtful
Supportive
Sociable
Shy
Reliable
Patient
Outgoing
Generous
Considerate
Cheerful
Caring
Brave
Adventurous
Kind
Honest
1. He enjoys unusual and rather dangerous activities like white-water rafting. He’s so ________.
2. He’s also very ________. If he hurts himself, he never complains about the pain.
3. They gave a lot of money to the earthquake victims. They’re ________.
4. IELTS examiners are very ________. They are quite calm even if they have to repeat the same
question three times.
5. My father is very ________. When he says he’ll do something, he always do it.
6. My aunt has lots of fun at parties because she is so ________ and ________.
7. A good friend should be ________ and always tell the truth.

8. My youngest cousin isn’t very good at talking to new people. She’s quite ________.
9. Their mother is ________ and ________. She’s a helpful person who understands other people’s
needs and problems.
1.2. Functional language: Linking words
a. Look at an answer for speaking part 1 below:
“To begin, I love running outside. Furthermore, I try to run for half an hour in the park near
my house every morning. In conclusion, moving around outside is an essential activity for me.”
This is an inappropriate response because those linking words are too formal, and, thus, they
sound very unnatural and grating to a native speaker, and the examiner.
A better, more natural response would be, “Actually, I love running outside. In fact, I try to
run for half an hour in the park near my house every morning. Honestly, moving around outside is an
essential activity for me.”

 In Speaking Part 1, you should use linking words and transition phrases like actually, in fact,
to be honest, you know, well, for example and another thing is that, etc.
b. Natural Connectors in Speech
There are several real-life connectors used to keep the conversation flowing naturally.
Notice how there are considerable pauses in the conversation filled with “um…” This is
perfectly natural because you are speaking as you consider your responses in real time. This kind of
connector acts like a filler. When asked for your opinion, natural fillers include sounds of hesitation,
expressions of surprise at the question, or comments that are later followed by an answer.
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Um…/Well…/Hmm… (in hesitation)

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That’s a tough/interesting/good question.

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Hmm… That’s difficult.

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Wow, I really don’t know.

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Offhand, I’d say…

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Let’s see…

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Good question!

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Well, I suppose…

Another type of connector used by both the examiner and the candidate - a marker for
examples, part of a sequence, or one of many. The examiner says “First, let’s consider…” and the
candidate responds, “The first thing that comes to mind…” Later he adds to this by
saying “Another thing…” Here’s a small list of phrases that carry out this same task and also serve to

introduce topics:
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First, Second, etc…

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First of all…

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For one…

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How about…? (to offer an example or introduce a topic)

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For a start…

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So, what about…?

Finally, notice how the candidate asks, “You can understand what I mean?” This was
probably not meant to be a real question. It’s something we naturally do to keep conversation moving
and to reconnect with our conversational partners. Common conversational “checks” are sometimes
incomplete sentences and include examples such as:
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…You know what I mean?

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…, you know?

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Does that make sense?

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…, right?

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II. LISTENING SKILL: Skill A - Understanding main ideas and organization
2.1. Short conversation: Understanding main ideas
a. Necessary skills:

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Understanding the overall topic of basic idea of a conversation
Understanding the speaker’s general purpose in having a conversation
Inferring the speaker’s purpose or main idea when it is not directly stated

b. Example questions:

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What is the main topic of the conversation?
What are the speakers mainly discussing?
What is the woman’s main concern about ………………?
Why did the speaker mention ………………?

c. Practice
Exercise 1: Listen to the conversation and choose the best answer for the following questions
(Track 1.1)
1. What are the people mainly discussing?
A. How many people it takes to play a game
B. The steps it takes to register an intramural sports team
C. The cost of registration to make a team
D. Making an intramural basketball team
2. How many people are required to form the team?
A. 2

B. 4

C. 6

D. 8

3. How many more people are needed to form the team that the people are discussing?

A. 2

B. 4

C. 8

D. 10

Exercise 2: Listen to the conversation and choose the best answer for the following questions
(Track 1.2)
1. What is the discussion mainly about?
A. A service in a library
B. Where to find journals
C. A broken copy machine
D. What the woman does
2. Why does the man mention the reference desk?
A. The person there can answer the woman’s question
B. It is another place to make copies
C. The woman must go there first
D. Something that the woman needs is located there
3. According to the man, what can the woman find on the fourth floor?
A. The reference desk
B. The article she needs

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C. A cash card machine
D. Copy machines
2.2. Long passages and lectures: Understanding main ideas and organization

a. Main ideas questions
Strategies:

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Listening carefully to the beginning of the lecture or talk (for a conversation, listen to the first
few exchanges), where the speakers mention the topic.
Pay attention to expressions that indicate the topic:
o Today’s talk is on……………….
o Today we’re going to talk about ………………..
o Now we are going to discuss ……………….
In a conversation, listen for cues that will indicate a speaker’s main purpose.
o How can I help?
o What do you need?
o Can you help me with ……………?
Listen for key words that are emphasized or repeated.
Keep in mind that two or more major ideas together may define the overall topic.
Do not choose an answer choice that is too general, not mentioned, or related to only part of
the information.

Example questions:

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What is the main topic of the lecture?
What is the talk mainly about?
What are the speakers mainly discussing?
What aspect of ………………does the professor mainly discuss?
What aspect of the problem does the ……………… help with?
What features of each type of ……………….does the professor focus on?
What concerns does the students have about ……………….?
Why did the professor mention ………………?
What is the student’s motivation for …………….?

b. Organization questions:
Necessary skills:

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Recognizing the organization of information in a lecture or a conversation
Recognizing the sequence of information
Identifying the main steps of a process

Summarizing a process with its main steps

Example questions:

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Why does the speaker mention ………………..?
Why does the professor tell the students about ……………..?
Why does the professor discuss ………………?

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Why does the professor make a distinction between …….. and ………….?
How is the discussion organized?
How does the professor organize the information about ……………?
How does the professor support the idea that …………..?
How does the professor clarify her point about …………..?

Strategies:

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Use diagrams, arrows, and outline format while taking notes to indicate the organization and
relative importance of information.
Listen for transitions that indicate sequencing of information.
o First, now the first step is …
o Next, (and) then
o So now
o The last step is ……, finally
Different types of organization may appear in the answer choices as follows:
o Classifying/ categorizing
o Describing causes and effects
o Explaining causes/ reasons
o Giving examples
o Showing contrast
o Summarizing a process
o Comparing
o Reminding
o Defining
o Contrasting
o Explaining in chronological order

c. Practice
Exercise 1: Listen and choose the best answer for the following questions (Track 1.3)
1. What aspect of mountains does the professor mainly discuss?
A. A particular mountain
B. Weather on mountains
C. How mountains form

D. Countries with different kinds of mountains
2. What is the talk mainly about?
A. The talk discussed how K2 is taller than Mount Everest
B. The talk explained that more people try to climb K2 than Mount Everest, but fewer people make it
to the top.
C. The talk looks at how K2 is not the tallest mountain, but it is the most difficult to climb.
D. The talk discusses how, since 1953, no one has climbed to the top of K2.
3. What is the evidence the professor gives to show how difficult it is to climb K2?
A. He explains how many climbers have died trying to climb the mountain.

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B. He mentions the mountain’s height and weather conditions.
C. He lists the dates that famous climbers tried to go up the mountain.
D. He tells the story of his friend who attempted to climb K2.
4. Why does the professor say this:
A. To introduce the next part of the lecture
B. To see if students understood a point he has just explained
C. To check how many students read the material in the book
D. To remind students about the focus of the course
Exercise 2: Listen and choose the best answer for the following questions (Track 1.4)
1. What is the conversation mainly about?
A. Studying plants in school
B. Caring for plants
C. Moving plants from outside to inside
D. Keeping both pets and plants
2. What is the woman’s main point?
A. Houseplants are like pets.
B. It’s important to research the needs of houseplants.

C. She has very little free time.
D. Caring for houseplants takes too much hard work.
3. According to the woman, why is the orchid at home where it is?
A. There isn’t much light or moisture.
B. These conditions matched the orchid’s previous living conditions.
C. The orchid needs moisture but not light.
D. There is enough light and moisture.
4. Listen again to part of the conversation and answer the question.
Why does the man say this:

?

A. To indicate that he has moved to a new house.
B. To communicate his intention to change things
C. To remind the woman that it is a long time since she visited him
D. To explain that she will need a map to get to his house

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III. SPEAKING SKILL: Part 1 – Social Interaction
Task 1: Listen to the recordings and decide which answer is better.
1. Examiner: Do you see your friends very often? (Track 1.5)
A:
B:
A
Louisa: Yes, I do.
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B

Louisa: Yes … we meet up most weekends … we all get on
really well and have a lot in common so we’re always happy
doing the same things and going to the same places.
to get on well with: to understand someone and enjoy similar interests

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to have a lot in common: to share similar interests
2. Examiner: What do you like about your close friends? (Track 1.6)
A:
B:
A
Anna: I think we like each other. We agree on
most things. We rarely misunderstand each
other.

B
Anna: I think we enjoy each other’s
company … we see eye-to-eye on most things
so we rarely fall out with each other.

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to enjoy someone’s company: to like spending time with someone

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to fall out with: to have a disagreement and stop being friends

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to see eye to eye: to agree on a subject
3. Examiner: Have you known each other long? (Track 1.7)
A:
B:
A
Amy: Most of them. I and my closest friend
Carrie began friends at college. Some of my
other friendships started long ago.

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B
Amy: Most of them yes … although my closest
friend Carrie … we struck up a relationship at
college and got on like a house on fire … but
yes … my other friendships go back years to
when we were at school.
to get on like a house on fire: to like someone’s company very much indeed

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to strike up a relationship: to begin a friendship

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to go back years: to have known someone for a long time
TIPS:

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Extend your answers instead of answering Yes or No only.
Example:
Do you often hang out with friends?

 Yes, I do. I like hanging out with friends at a café every Saturday morning so that we can chat
about everything. It’s so funny and relaxed.

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Do you like reading books?

 Yes,

I do. I love reading books both for fun and for study. When I have free time, I enjoy

reading my favourite comic books which make me relaxed. Moreover, I also read my

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textbooks at university to get information.
Use suitable linking words, such as, firstly, secondly, finally, besides, moreover, what’s more,
etc.
Example:
Do you like watching TV?

 Yes,
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I do. I love watching gameshows because they are very exciting. Moreover, the

contestants are very clever so they win very big prizes sometimes.
Paraphrase your ideas: use different words and phrases from what the examiner asks you.
Example:
What do you do in your free time?

 Well, in my spare time, I enjoy doing various things
• Use compound and complex sentences
Example:
Who are you close to in your family?

 Well, I get on very well with my mother. She always gives me good advice when I have
problem in life. Besides, she’s the person whom I tell my secret to.

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Being friendly and confident when speaking

Task 2: Discuss with your partner to complete these answers

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Task 3: Work with your partner to ask and answer these following questions
Family and friends
1. What do you like doing most with your family?
2. Who are you close to in your family?
3. In what way is your family important to you?
4. In what ways have families changed in the last hundred years?

5. Should we rely heavily on our families or is it better to try to be independent?
Friends
1. Do you have many friends? Are they casual acquaintances or close friends?
2. Do you prefer to stay with your family or with your friends?
3. Do you prefer one or two close friends or many friends?
4. Is the time you spend with your friends as much as that you spend with your family?

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5. What do you expect from a good friend?
6. Do you think friendships change as we get older? Why?
Task 4: Work with a partner to make as many questions as possible about people and
relationships. Then practice asking and answering.

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UNIT 2: LEISURE ACTIVITIES
I. VOCABULARY & FUNCTIONAL LANGUAGE
1.1. Vocabulary
Task 1: Name the activities below

Task 2: Look at the boxes below.
In the first box, you will see a list of verbs in bold, and some of the words we use with them. These are
the things that people do in their free time.
In the second box, you will see a list of verbs to say that we like something.
In the third box, you will see a list of adjectives that we use to describe why we enjoy different
activities.
Write sentences to say what you enjoying doing in your free time, and why you enjoy doing them.

Some common expressions:

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Task 3: Look at the following dialogue from Part 1 of the Speaking test. Match the examiner’s
questions with the candidate’s answers.
EXAMINER

CANDIDATE

A
Hello, my name is Mary. What’s your full name,
please?

I
Yes, I do think that people probably should have
more free time nowadays, because life is so
much busier and more stressful that we need
more time to relax.
II
My full name is Ling Bo, but you can call me
Charlie.

B
Okay, Charlie. Could I see your identification,
please?

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C
Okay. For the first part of the test, I’d like to talk
to you about free time. How much free time do
you have?
D
What do you usually do in your free time?

III
Sure. Here you are.
IV
Apart from studying, I like to chat with my
friends online for fun, and I also love going to
the movies to relax.
V
I am studying quite hard at the moment, so I
don’t have a lot of free time!

E
Do you think people these days should have
more free time?
Task 4: Work in pairs to ask and answer.

1. How much free time do you have each week? Is it enough?
2. How much free time do you have today? Is it enough?
3. Do you think most people have enough free time?
4. Do people have more free time than 100 years ago?
5. Will people have more free time in the future? Why/ Why not?
6. What do you like to watch on TV in your free time?
7. What do you like to read in your free time?

8. Why is having too much free time a bad thing?
9. What exercise do you do in your free time?
10. What did you do for fun last weekend?
11. What is your favorite hobby? Why do you like it?
12. When was the last time you saw a movie in a movie theater?
13. About how many hours do you go online each day?
14. What do you plan to do for fun next weekend?
15. Do you have any free time after this class?
16. Do you ever study English in your free time? Why/ Why not?

1.2. Functional language: Purposes

Task 1: Look at the following adverbial phrases. Can you divide them into two groups? Which
grammatical pattern do you notice?

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Task 2: Look at these sentences

 I like to chat with my friends online for fun.
 I also love going to the movies to relax.
 I like to take photos for fun.
 I use Facebook to keep in touch with my friends.
 I read novels in my spare time for relaxation.
 I study English in my free time to get good marks.
 I play computer games to have fun.
Can you write 5 more sentences about what you like to do in your leisure time. Use an adverbial
phrase in each sentence to say why you like doing the activity.

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II. READING SKILL: Skill A – Understanding
1. Tips:

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Choose a key word in the question.
Skim in the appropriate part of the passage for the key word or idea.
Read the sentence that contains the key word or idea carefully.
Eliminate the definitely wrong answers and choose the best answer from the remaining
choices.
Identifying negative facts:
o Recognizing incorrect information as well as information not mentioned in the text.
o Identifying paraphrases that do or do not correctly summarize information from the
text.

2. Example questions:

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According to the passage, who/ when/ where/ what/ how/ why …?
According to the paragraph …, ………….because …
In paragraph …, the author states that …
In paragraph …, what does the author say about …?
The author mentions …….as an example of …
According to the passage, which of the following is true about …?

Negative facts questions:

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All of the following are mentioned in paragraph … EXCEPT …
According to the passage, which is NOT …?

3. Practice
Exercise 1: Read the text and choose the best answer
Lake Baikal
Crescent-shaped Lake Baikal, in Siberia, is only the ninth largest lake in area at 385 miles (620
km) in length and 46 miles (74 km) in width, yet it is easily the largest body of fresh water in the world. It
holds one-fifth of the world’s total fresh water, which is more than the total of all the water in the five
Great Lakes; it holds so much fresh water in spite of its less-than-impressive area because it is by far the
world’s deepest lake. The average depth of the lake is 1,312 feet (400 meters) below sea level, and the
Olkhon Crevice, the lowest known point, is more than 5,250 feet (1,600 meters) deep.
Lake Baikal, which today is located near the center of the Asian peninsula, is most likely the
world’s oldest lake. It began forming 25 million years ago as Asia started splitting apart in a series of
great faults. The Baikal Valley dropped away, eventually filling with water and creating the deepest of the
world’s lakes.
1. What is stated in paragraph 1 about the shape of Lake Baikal?

A. It is wider than it is long.
B. It is circular in shape.
C. Its width is one-half of its length.

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D. It is shaped like a new moon.
2. It is indicated in paragraph 1 that the area of Lake Baikal
A. is less than the area of eight other lakes.
B. is one-ninth the area of Siberia.
C. is greater than the area of any other freshwater lake.
D. is equal to the area of the five Great Lakes.
3. According to paragraph 1, Lake Baikal
A. holds one-fifth of the world’s water.
B. holds five times the water of the Great Lakes.
C. holds one-ninth of the world’s water.
D. holds 20 percent of the world’s fresh water.
4. According to paragraph 1, the Olkhon Crevice is
A. outside of Lake Baikal.
B. 400 meters below sea level.
C. the deepest part of Lake Baikal.
D. 5,000 meters deep.
5. It is mentioned in paragraph 2 that Lake Baikal
A. is not as old as some other lakes.
B. formed when sections of the Earth were moving away from each other.
C. was fully formed 25 million years ago.
D. is today located on the edge of the Asian peninsula.
Exercise 2: Read the text and choose the best answer
The study of control processes in electronic, mechanical, and biological Systems is known as

cybernetics. The word was coined in 1948 by the American mathematician Norbert Wiener from the
Greek word meaning pilot or steersman. Cybernetics is concerned with the analysis of the flow of
information in both living organisms and machines, but it is particularly concerned with Systems that are
capable of regulating their own operations without human control.
Automatic regulation is accomplished by using information about the State of the end product
that is fed back to the regulating device, causing it to modify or correct production procedures if
necessary. The concept of feedback is at the very heart of cybernetics and is what makes a system
automatic and self-regulating. A simple example of a self-regulating machine is a thermostat, which reacts
to continual feedback ab-out the outside temperature and responds accordingly to achieve the temperature
that has been programmed into it.
The applications of cybernetics are wide reaching, appearing in Science, engineering, technology,
sociology, economics, education and medicine. Computers can keep a patient alive during a surgical
operation, making instantaneous

modifications based on a constant flow of information. In education,

teaching machines use cybernetic principles to instruct students on an individual basis. In the home,
automation is present in such everyday products as refrigerators, coffee makers and dishwashers. In

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industry, automation is increasing its applications although it is currently applied primarily to the largescale production of single units. In industries in which a break in the flow of production can ruin the
product, automatic controls are invaluable. Chemical and Petroleum plants are now almost completely
automatic, as are Industries involved in the production of chemicals and atomic energy. Automation has
become the answer when human safety is the number one priority.
1. Which system is NOT the study of control process of cybernetics?
A. ecological
B. biological
C. mechanical

D. electronic
2. According to the passage, the word “cybernetics” was coined from the Greek word meaning
A. information
B. automatic
C. pilot
D. regulator
3. According to the passage, cybernetics is primarily concerned with system that
A are controlled by humans
B. analyze flaws of information
C. are self-regulating
D. have wide-reaching applications
4. According to the passage, how is automatic regulation accomplished?
A. By modifying and correcting production procedures
B. By feeding information to the regulatory device
C. By analyzing the flow of information to the organism
D. By making modifications in cybernetic principles
5. According to the passage, what makes a system automatic and self-regulating?
A. Information
B. Production procedures
C. Human control
D. Feedback
6. Which of the following is NOT mentioned as an area in which cybernetics has applications?
A. Technology
B. Engineering
C. Philosophy
D. Education
7. According to the passage, automation in industry is primarily used in producing
A. Large quantities of a single unit
B. Everyday household products

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C. Small amounts of many different products
D. high tech surgical instrument
8. According to the passage, automation is extremely important when the top priority is
A. efficiency
B. speed
C. convenience
D. safety
Exercise 3: You are going to read an extract from a book about collecting animals for zoos. For
questions 1 – 7, choose the answer (A, B, C or D) which you think fits best according to the text.
On any collecting trip, obtaining the animals is, as a rule, the simplest part of the job. As soon
as the local people discover that you are willing to buy live wild creatures, the stuff comes pouring in;
ninety percent is, of course, the commoner types, but they do bring an occasional rarity. If you want
the really rare stuff, you generally have to go out and find it yourself, but while you are devoting your
time to this you can be sure that all the common local animals will be brought in to you. So one night
also say that getting the animals is easy: the really hard part is keeping them once you have got them.
The chief difficulty you have when you have got a newly caught animal is not so much the
shock it might be suffering, but the fact that being caught forces it to exist close to a creature it regards
as an enemy of the worst possible sort: yourself. On many occasions an animal may take beautifully to
being in a cage but getting used to the idea of living with people is another matter. This is the difficulty
you can only deal with by patience and kindness. For month after month, an animal may try to bite
you every time you approach its cage, until you despair of ever making a favourable impression on it.
Then, one day, sometimes without any preliminary warning, it will trot forward and take food from
your hand, or allow you to tickle it behind the ears. At such moments you feel that all the waiting in
the world was worthwhile.
Feeding, of course, is one of your main problems. Not only must you have a fairly extensive
knowledge of what each animal eats in the wild state, but you have to work out something else when
the natural food is unavailable, and then teach your animal to eat it. You also have to provide for their

individual likes and dislikes, which vary enormously. I have known a rat which, refusing all normal rat
food – fruit, bread, and vegetables – lived for three days on an exclusive diet of spaghetti. I have had a
group of five monkeys, of the same age and types, who displayed the oddest individual characteristics.
Out of the five, two loved hard-boiled eggs, while the other three were frightened of the strange white
shapes and would not touch them, actually screaming in fear if you put such a terrifying object as a
hard-boiled egg into their cage. These five monkeys all adored oranges but, whereas the four would
carefully peel their fruit and throw away the skin, the fifth would peel his orange equally carefully and
then throw away orange and eat the peel. When you have a collection of several hundred creatures all
displaying such curious characteristics, you are sometimes driven mad in your efforts to satisfy their
desires, and so keep them healthy and happy.

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But of all the irritating tasks that you have to undertake during a collecting trip, bringing the
baby animals up by hand is undoubtedly the worst. To begin with, they are generally stupid over
taking a bottle and there is nothing quite so unattractive as struggling with a baby animal in a sea of
warm milk. And then they have to be kept warm, especially at night, and this means (unless you take
them to bed with you, which is often the answer) you have to get up several times during the night to
refill hot-water bottles. After a hard day’s work, to drag yourself out of bed at three in the morning to
see to hot-water bottles is an occupation that soon loses its charm.
1. What does the writer say about getting hold of animals?
A. The best solution is to collect most of them yourself.
B. Dealing with local collector takes a lot of time.
C. Collecting large numbers of animals is usually no problem.
D. Local people may not understand how rare some animals are.
2. What is the main problem with an animal that has just been caught?
A. It is frightened to be near humans.
B. It has been badly shocked by its experience.
C. It does not like being with other animals.

D. It will try to break out of his cage.
3. How does the writer treat new animals in his collection?
A. He keeps away from those that bite.
B. He tried to build up a relationship with them.
C. He feeds them by hand every day.
D. He keeps them separate for several months.
4. How does the writer make sure the animals have a good diet?
A. He collects food for them from their natural home.
B. He gives them a variety of fruit, bread and vegetables.
C. He mixes food they dislike in with their favourites.
D. He finds alternatives to their natural food if necessary.
5. What do we learn about the five monkeys?
A. Some of them did not want eggs in their cage.
B. One of them did not know how to peel an orange.
C. Some of them were too frightened to eat anything.
D. One of them threw his orange at the others.
6. The writer says that with a large collection of animal, it is …
A. impossible to keep them all in cages.
B. a problem to control their natural curiosity.
C. crazy to expect them all to be healthy.
D. hard work to give each one what it wants.
7. What problems does the writer have at night?

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A. He has to work with the baby animals until 3 a.m.
B. He keeps the baby animals’ cages in his bedroom.
C. He has to keep getting up to look after the babies.
D. The babies have to be given regular warm disks.

Exercise 4: You are going to read an extract from a book about collecting animals for zoos. For
questions 1 – 5, choose the answer (A, B, C or D) which you think fits best according to the text.
Today, people from many different professions must give presentations. For example, business
people might present their new product to an audience of potential clients in order to convince the
audience to buy. Medical doctors might present the findings from their research to an audience of other
medical professionals. Indeed, the career success of a business person or researcher may depend on his
or her ability to communicate effectively during such a presentation. Often, these presentations are
done in front of a large group of people in a large room. When this is the case, it is generally necessary
to use a microphone. Unfortunately, using a microphone can make some presenters nervous. However,
if one keeps in mind a few basic tips about using a microphone, the presentation will go much more
smoothly for presenter and audience alike.
The first tip every presenter should remember is to arrive early to the conference room. It is
necessary to test the system before actually standing in front of the audience. To do so, the presenter
should stand about six inches from the mike and say, "testing—testing." If the speaker is too close to
the microphone, it will pick up his or her breathing and high tones in the speaker's voice may cause an
annoying, high-pitched noise. The person controlling the volume of the sound system can make
adjustments. If it is too loud, the volume can be turned down, and vice-versa.
Also, a presenter should not lean over the microphone. Mikes are sensitive enough to pick up
one's voice from a short distance. Bending over the mike will not help the presenter sound better
Instead, it will probably make the presenter look awkward. In fact, by bending over the mike, the
presenter makes himself or herself appear smaller and less confident. It is important to project a
confident appearance to conduct a successful presentation.
Finally, presenters should remember not to touch the microphone with their mouths or fingers.
Accidentally bumping the mike can make an unpleasant sound. Again, by standing six inches away,
the presenter will avoid this problem. By following these tips, any presenter will feel comfortable on
the day of his or her next presentation.
1. According to the passage, when is it necessary to use a microphone?
(A) When the presenter has a soft voice
(B) When the presenter is nervous
(C) When a presentation lasts longer than 30 minutes

(D) When a presentation is given to a large audience
2. Which is true of preparing to use a microphone?
(A) A person should lean over the microphone.
(B) It is necessary to test the microphone system first.

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(C) No early preparation is needed in most cases.
(D) Most people don’t like to use microphones.
3. The word “potential” could best be replaced by which of the following?
(A) New
(B) Possible
(C) Competing
(D) Helpful
4. As used in paragraph 2, what is the meaning of the word “adjustments”?
(A) Purchases
(B) Additions
(C) Small changes
(D) Sounds
5. Directions: An introductory sentence for a brief summary of the passage is provided below.
Complete the summary by selecting the THREE answer choices that express the most important ideas
in the passage. Some sentences do not belong in the summary because they express ideas that are not
presented in the passage or are minor ideas in the passage.
First sentence: Though using a microphone in front of a large audience can be nerve-wracking, it is
sometimes necessary.
(A) Researchers often have to present their findings to large groups.
(B) Some tips can help improve your use of microphones.
(C) The audio system should be tested before the presentation.
(D) If it’s too loud, the volume can be lowered.

(E) Microphones are very sensitive to sound.
(F) Don’t stand too close to the microphone and be careful not to bump it.

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III. WRITING SKILL: Task 1 – Writing emails/ letters (informal)
3.1. Checklist:
Before you write an informal letter, ask yourself the following questions.
1. Who are you writing to?
2. What do you want to tell/ ask your recipient? Why?
3. Is there anything you would like your recipient to do? If so, what is it?
3.2. Useful phrases and vocabulary for Informal Letters
Opening Remarks:
•

How are you? I hope you are in the pink of health.

•

Thank you for your interesting letter.

•

I received your letter yesterday/ a few days ago.

•

What a surprise! It’s really good to hear from you.

•

How is everyone in the family? Well, I hope.

•

I am really glad to hear from you.

•

How are you? I am sorry I couldn’t write earlier.

•

This letter will probably come as a surprise to you.

•

What a pleasant surprise it was hear from you after such a long time.

Extending Invitations:
•

Would you like to join me on a trip to Pantai Remis?

•

How about coming over to my place next weekend?

•

I would like to invite you to my brother’s wedding that will take place on the 16th of August.

•

My friends and I are planning to go camping during the holidays. Why don’t you come along?

•

If you have not made any plans for the holidays, perhaps you would like to join us on a trip to
Cameron Highlands.

Responding to Invitations/ Accepting Invitations:
•

I’d be glad to join you and your friends on the trip.

•

I’d love to come over to your house.

•

Thank you for your invitation. I’d be glad to come to your birthday party.

•

Of course I would love to attend your brother’s weeding. Thank you for inviting me.

Declining Invitations:

•

Thanks for your invitation. However, I am sorry I will have to turn it down as I have already
promise my father that I’d join him on a fishing trip.

•

Although I’d love to join you, I am sorry to say that I will not be able to make it.

•

I am sorry to inform you that I will not be able to attend your sister’s wedding.

To express Appreciation/ Gratitude:
•

Thank you for your advice.

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•

It was really thoughtful of you to help us in our time of need.

•

How kind of you to think about us!

•

I truly appreciate your kindness.

To express thanking (thank you letter):
•

Thank you so much for …

•

I want to thank you for …

•

I want to express my gratitude …

•

I am grateful for …

•

I deeply appreciate …

•

I feel touched that you …

•

Your gesture was extremely …

•

Your gift was incredibly …

•

Your thoughtfulness was truly …

To express Places of Interest:
•

You may like to stop at …

•

You may like to visit …

•

You may be amazed by …

•

You may be fascinated by …

•

You may be interested in …

•

It may interest you to know that …

•

It may surprise you to discover that …

•

You may like to drop by …

Keeping in Touch:
•

How long has it been since …

•

It has been ages since …

•

I cannot believe we have not heard from each other since …

•

I am sure you would be surprised to know that …

•

You may be interested to know that …

•

Can you recall the time when …

•

Do you remember when …

Closing remarks:
•

That will be all for now. I shall write again when I have the time.

•

Please convey my warmest regards to your family.

•

Best wishes to you and your family.

•

Please give my love to Grandma.

•

Good luck in your coming examination.

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•

Do write soon.

•

I hope to hear from you soon.

•

Do write again when you have the time.

3. Practice
Task 1: Complete the 15 sentences with the words given below
Coffee shop
Hobby
Surf the Net

Computer game
Listen to music
Swim

Go for a drive
Paint

Take a nap

Go for a walk
Play soccer
Watch TV

Hang out
Read
Write poetry

1. Every weekend, my sister and I go to a swimming pool near our home. We love to ……………
2. I don’t do anything special in my free time. I just stay at home and ……………. I like cooking
shows.
3. My cousin likes to …………… You can read her poems in our school newspaper.
4. I have a new computer. I like to ……………….
5. My favourite ……………. is window shopping!
6. I like to …………….in my car.
7. There’s a small ……………..near our school.
8. My friends and I just like to ……………..together and chat. We like spending time together.
9. I study and I have a part-time job, so I’m usually very very busy. In my free time I like to
………………..
10. Do you like to ………………? I do. I like to listen to classical, pop, and rap music. Anything,
really.
11. I love to exercise and play sports. I especially like to …………….with my friends.
12. ……………….s are a lot of fun! My brother and I always play them together. I got the high score
today.
13. My uncle likes to ……………..pictures of animals and plants. They’re really beautiful.
14. I like to ……………..news magazines.
15. There’s a nice park in our neighbourhood. My family and I like to ……………there every evening.
Task 2: Read the letter and underline all the connecting devices.

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