iw Zeon 7n] HOANG VAN VAN (Tổng Chủ biên) = VŨ HẢI HÀ (Chủ biên) GL B. AL CHU QUANG BINH — HOANG THI HỒNG HẢI SUCESS) 1 KIỂU THỊ THU HUONG — NGUYEN THI KIM PHUONG Tiéng Anh CONTENTS INTRODUCTION :-. LONGFANDIEIEA ITIVE EE seers oi 0101 0Aysccnnnsiee 6 UNIT 2:iHE'GENERATIONIGAR ieirscctcrssosscsssscsssossscssscisspeetpuretererenaemmnraets 27 UNITES GIMMES OR TRESEWTUR Eeccsscrscessasssccssccosssasssosssscsnstporasrereettnutataas 47 REVIEMDE na na nanainnnnnininn ni 67 UNIT 4: ASEAN AND VIETNAM. UNITS5EGIOBAIEWARMING cua.
UNIT 6: PRESERVING OUR HERITAGE .--cccccccccce 118 UNIT 7: EDUCATION OPTIONS FOR SCHOOL-LEAVERS. 136 UNIT 8: BECOMING INDEPENDENT. 176 UNIT 9: SOCIAL ISSUES.0 0nee 182 UNITD10: THE ECOSYSTEM :. 2n cuocoooooooaoiiinoniinsiasaoadtE 201 RE Ea .acoooii nh c oannannooooouUf Tin 219 TIẾNG ANH 11 - SÁCH BÀI TẬP, KEY.e--e> 226 INTRODUCTION Tiéng Anh 11 Global Success is the second level of a designed to provide students with memorable lessons three-level English language course for Vietnamese and enjoyable learning experience.
students in upper secondary schools. It follows the SECTION 1: GETTING STARTED systematic, cyclical, and theme-based curriculum issued by the Ministry of Education and Training accompanying Getting Started is the first section of the unit. It begins Circular No 32/2018/TT-BGDĐT, on 26th December 2018. with a conversation which introduces the unit topic, The aim of this series of textbooks is to develop students’ some target vocabulary, and the grammar items.
This is language skills (listening, speaking, reading, and writing) followed by a number of activities for checking students’ as well as communicative competence so that on comprehension and helping them identify and/or completion of upper secondary school, students will practise the vocabulary and grammatical structures achieve level three of the Vietnamese Foreign Language presented in this section. Pronunciation, Vocabulary, and Grammar. In the COMPONENTS OF TIENG ANH 11 Vocabulary and Grammar subsections, some of the GLOBAL SUCCESS vocabulary and grammar points presented in Getting The course consists of a Student's Book, a Teacher's Book, Started are now practised in more depth. In addition, a Workbook, and a CD.
some new ones are taught so that students can expand their vocabulary and grammar knowledge, and have STUDENT'S BOOK more language items at their disposal later in the unit. The Student's Book contains: In the Pronunciation subsection, students are given the + a book map which provides information about the opportunity to practise features of connected speech, structure of the textbook and the sections of each rhythm and sentence stress, and intonation patterns, which are considered to be aspects of pronunciation unit; difficult to master by learners. + ten topic-based units, each comprising eight sections to be taught in eight 45-minute lessons; When teaching these subsections, it is advisable that you focus students’ attention on the three aspects of + four review lessons, each providing revision and a new language point - form, meaning, and use. The further practice of the language and skills learnt in three aspects of the grammar points are summarised preceding units, to be taught in three 45-minute in the Remember! boxes, where extra examples are lessons; also provided.
In the Vocabulary subsection, a special + glossary providing phonetic transcription of keywords emphasis is also given to collocations or words that related to the unit topics and their Vietnamese are often used together, which students need to equivalents. learn to sound more natural and idiomatic. In some Pronunciation subsections, there are also Remember! TEACHER’S BOOK boxes, which provide useful explanations and more The Teacher's Book gives full procedural notes for examples related to the pronunciation points. teaching every part of each unit and suggestions for SECTION 3: READING teaching techniques, which teachers can use depending on their teaching contexts.
It also provides the answer This section is designed to help students develop their keys to the activities, suggested answers for speaking reading skills. Reading for main ideas and for specific and writing activities in the Student's Book and the information is practised and reinforced throughout the Workbook, and the audio scripts for the listening tasks textbook. The reading text also provides students with in the Student's Book. more language and ideas about the topic, which they can use later in the Speaking or Writing lessons.
WORKBOOK Although the division between the stages is not explicit, The Workbook mirrors and reinforces the content of the the Reading section follows a three-stage teaching Student's Book. It offers further practice of the language approach: pre-reading, while-reading, and post-reading. and skills taught in class, and four additional tests for There are four or five activities in each Reading lesson. students’ self-assessment.
The first one is always a pre-reading activity. It introduces cD the topic of the reading text, providing students with an The CD includes the audio for the listening activities. opportunity to brainstorm ideas about the topic, and THE STRUCTURE OF EACH UNIT activate their prior knowledge about it. It also helps to get students involved in the Reading lesson.
The Student’s Book consists of ten units. Each unit starts with an overview of the language and skills points, The next two or three activities are the while-reading the communication and culture / CLIL topics, and the stage. The most useful reading skills of understanding project, and includes eight sections providing input for word meanings from context, identifying main ideas, eight 45-minute lessons. These theme-based units are finding specific information, etc.
are practised through a variety of task types, such as deciding the best title types are true/false, multiple choice, comprehension for the text, multiple choice, true/false, comprehension questions, choosing or sequencing ideas or topics, and questions, and gap-fills. The last activity in the Reading section is the post- The last activity, which is also the post-listening stage, reading stage. It is usually a pair or group discussion aims to provide more opportunities for students to activity, which asks students to express their own ideas demonstrate understanding of the listening text and or opinions, or share their own experiences in dealing help them connect what they have heard with their own with the issue presented in or related to the reading text. ideas and experience.
Like the post-reading activity, This helps students both gain a deeper understanding this activity also provides opportunities for developing of the text and practise the language used there. This students’ critical and creative thinking. activity also provides opportunities for developing SECTION 6: WRITING students’ critical and creative thinking. The first half of the Student's Book (Units 1-5) introduces SECTION 4: SPEAKING five text types, namely short messages, essays, leaflets, The Speaking section follows the Reading one, so proposals and articles.
In each of these units, the students can use the ideas and apply the language first two activities are pre-writing activities: one that they have learnt in the speaking activities. There are provides a model of the text type revolving around the four activities in this section. Although many of the unit topic and another one which encourages students vocabulary items and grammatical structures needed to brainstorm and organise ideas about the writing for the speaking tasks are presented and practised in topic. The order of the two pre-writing activities varies Sections 1 and 2, the speaking activities are organised in the units, but the aims are the same.
The model text and sequenced in such a way that they are closely linked activity is designed to focus students’ attention on the with the last activity in the Reading section so that the structure of the text, the content of each part and the ideas and language in the reading text can be used for key features of the text type. The brainstorming activity the speaking practice. is designed as a pair or group activity to help students The activities become less and less controlled in the develop content for their own texts. Some units also flow of the lesson.
The language and ideas are built up include a Tips box further explaining text type features through engaging activities, and examples are given and providing useful language. The final activity asks when necessary so that in the last activity students are students to produce their own text of around 35-45 fully prepared for free production of the topic language. words in Unit 1 and around 120-150 words in Units 2-5, In all speaking activities, students are encouraged to using the model and ideas they have discussed and apply their knowledge to the situation and share their brainstormed in the pre-writing stage. own experiences when discussing the topic; therefore, In the second half of the book (Units 6-10), the five text the output is highly personalised.
In most units, there is types are revisited, and more time is allowed so that also a Tips box with different communication strategies students can produce longer texts in class. As models are to help students to start, develop, and maintain, as well no longer needed, there is only one pre-writing activity as end their conversations and discussions on different aiming to help students brainstorm and organise their topics more effectively and naturally. In the last two ideas about the writing topic. Then students write their units, students review and use all the communication own texts of around 150-180 words.
strategies from Units 1-8 by responding to a range of This approach to writing provides learners with useful situations they are likely to encounter in real life. guidance so that they feel more confident and are better SECTION 5: LISTENING equipped to deal with the challenges of the writing task. Like Reading, the Listening section consists of four SECTION 7: COMMUNICATION AND CULTURE / CLIL or five activities representing the three stages of the This section is divided into two subsections: Everyday lesson: pre-listening, while-listening, and post-listening. English and Culture / CLIL.
In most units, the aim of the first activity is to pre-teach vocabulary and prepare students for the listening The Everyday English subsection gives students the activities which follow. In other units, the first activity opportunity to practise common language functions aims to draw students’ attention to the topic of the used in daily life. Students are given a short model lesson, making them interested in the content of the conversation to listen to and complete. This is followed listening text.
The pre-listening stage also gives students by a pair-work activity, in which they make their own the chance to share with their peers what they already conversations based on real-life situations. know about the topic. The Culture / CLIL subsection provides students with The next two or three activities are the while-listening cultural knowledge about the ASEAN countries and stage of the lesson and provide students with practice English-speaking countries around the world. It also of listening for gist, main ideas and/or specific develops Content and Language Integrated Learning information, and making predictions.
They also include (CLIL), featuring engaging content from a range of tasks that help students learn new vocabulary or different subject areas, such as history, geography, or other meanings of previously encountered words and science, related to the topics of the units. Through reading phrases in meaningful contexts. The most common task interesting texts, students get information about cultural 4 aspects of the unit topic and learn about how others the prior knowledge, beliefs, and expectations that live and learn. In the first activity, the recommended students bring to class, and the need to develop method is KWL (Know - Want - Learn) to help students self-awareness, self-reflection, critical thinking, and construct their Culture/CLIL knowledge.
To begin with, learning strategies. students start by sharing with everyone what they know Students’ talking time should be maximised, and about the topic. Then, they question what they want to interactions between students should be facilitated. know about the topic before they read.
After reading, Teachers can use different question types to elicit they reflect on what they have learned about the topic. ideas from students and guide them in the process In the second activity of this subsection, by comparing of practising the language.