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- ®¹i häc huÕ
trung t©m ®µo t¹o tõ xa
ThS. TrÇn thÞ gia quý
GI¸O TR×NH
HUÕ - 2007
1
- SPEAKING III: STUDY GUIDE
GENERAL INTRODUCTION
The course Speaking III aims at training students the skills of presenting personal
ideas about a problem, discussing, arguing, approving or disapproving a debating point of
view. Discussion from A-Z Intermediate by Wallwork, Adrian (1997) is the course book
with 26 topic-related units - one for each letter of the alphabet. With an emphasis on
speaking skill, Discussion from A-Z Intermediate also provides students with reading texts
and some listening exercises in order to supply information and provoke discussion. The
study guide is designed to assist students when they study the course book on their own.
The guide focuses on helping students improve their speaking skill through the following
stages:
1. A pre-discussion activity where students write down related questions. (e.g.
warm-ups, pre-listening,...)
2. A discussion initiated by answering such questions, and if possible drawing
students’ own personal experiences.
3. The logical or illogical extension of ideas brought up by the discussion.
4. A round-up of conclusions
5. A written summary for consolidation.
This study guide has two parts:
1. A guide to help learners learn the course book by themselves.
2. 20 assignments for learners to practise and test their speaking progress after
learning the course book.
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- UNIT 1: APPEARANCES
I. Warm-ups:
* When you meet a stranger and you feel curious about him/her, what do you want to
find out about him/her?
1. How old is he/she?
2. Is he/she a teacher, a tourist, a researcher?
3. Is he/she married, single, divorced, separated?
4. What does he/she like doing in his/her free time?
5. What kind of music/films/books does he/she like?
6. Is he/she an introvert or an extrovert?
7. Is he/she rich or poor?
8. What religion is he/she?
Vocabulary:
- introvert (n): person who is more interested in his/her own thoughts and feelings than
in things outside himself/himself.
- extrovert (n): person more interested in what goes on around him/her than in his own
thoughts and feelings
* Can you answer these questions just basing on his/her appearance?
* Look at a photo of a person on a magazine or newspaper, try to answer the questions
about him/her.
II. FIRST IMPRESSIONS
1. Pre-listening:
Discuss:
- How do you make your initial judgements of people, i.e. before they speak?
- What things do you then look or listen to?
- Do you agree that people form 90% of their opinion of someone in the first 90
seconds?
Read the ten situations from a to j in the student’s book.
2. Listening: You will hear five people talking about the people mentioned in the
situations.
- Play the tape once. Match the situation with the person the speakers are talking
about.
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- Answer: 1 d 2e 3b 4i 5c
- Play the tape again and take note of some expressions which you can use in your
discussion.
Some useful words and phrases:
+ immoral (a): contrary to morality; wicked and evil
+ put sb off (sth): make excuses and try to avoid
+ Muslim ladies
+ to find out the story behind each tattoo
3. Discussion: What conclusions can you draw from these situations?
4. Writing: Choose one of the following titles:
a. You can’t judge someone by their clothes. Discuss.
b. Write a story which begins: “ I couldn’t have been more wrong about Jo. The first
time I met her she seemed so...”
c. What would tell you more about a stranger’s character: their bathroom cabinet,
bookshelves, record collection or wardrobe?
III. BEAUTY AND THE BEAST
1. Pre-discussion:
- Do you think that beauty is subjective?
- Look at pictures of some famous actresses, actors, fashion models, or singers.
Define what being attractive and beautiful is.
- Are you still sure that beauty is purely subjective?
2. Discussion: Discuss the questions 1 - 6 , and then 7-12.
IV. MAKE-UP:
-Answer the questions and then decide whether make-up actually improves the way
we look.
- Listening: You will hear some facts about the history of make-up.
Vocabulary:
+ ravage (n) destruction -
ravages of: destructive effects of
Nh÷ng thiÖt h¹i, sù tµn ph¸
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- + smallpox (n) serious contagious disease which leaves permanent scar on the skin
BÖnh ®Ëu mïa
+ rouge (n): fine red powder or other cosmetic substance for colouring the cheeks
PhÊn hång, s¸p m«i
+ unprecedented (adj): never done or known before
Kh«ng hÒ cã; ch−a hÒ cã, ch−a hÒ nghe thÊy
+ cosmetic (a, n): preparation, substance, esp one that adds colour) designed to
make the skin or hair beautiful
+ surgery (n) the science and practice of treating injuries and disease by manual and
instrumental operations
+ remove (v) (from): take off or away from the place occupied; get rid of
+ blemish (n): mark, etc that spoils the beauty or perfection of sb or sth; moral
defect
TËt, nh−îc ®iÓm, thiÕu sãt
+ scar (n) : mark remaining on the surface (of skin, furniture, etc) as a result of
injury or damage
+ primitive (a): the earliest times; of an early stage of social development
+ tribe (n): racial group, esp one united by language and customs, living as a
community under one or more chiefs
+ grotesque (a) absurd; fantastic; laughable because and incongruous
Lè bÞch, kú côc
+ disguise (n): dress, action, manner, etc, used for disguising
+ incredible (a) that cannot be believed; difficult to believe; surprising
+ mummify (v): preserve (a corpse) by embalming
¦íp x¸c; lµm hÐo, lµm kh«
* Your task is to put the pieces of history in chronological order, matching them to
the illustrations.
Some helpful phrases in the listening text
+ to hide the ravages caused by smallpox
+ covering their faces with rouge and their heads with masses of false hair
+ the French Revolution
+ under Queen Victoria
+ seen an unprecedented rise in all forms of cosmetics
+ surgery to remove various blemishes and scars, or purely for vanity
+ the use of make-up has...turned full circle
+ magical effects, tattoos
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- + in the Middle Ages, women tried to makes their skin look even whiter
+ originally in the very primitive tribes only men painted themselves
+ painted grotesque designs on their faces as a disguise
+ Cleopatra - painted her brows and lashes black, top lids deep blue and lower lids
bright green
Answer: 4a 5b 3c 1d 2e
V. KEEPING UP APEARANCES
1. Read the sentences 1-10 in student’s book. Think if you can do these things or more of
these things in a street? In cinemas? In parks? In beaches?
2. Listening: Hear someone saying which of the things she would and wouldn’t do and
write yes or no against the appropriate item, and if possible, her reasons.
Answer: 9 no 5 no 4 no 2 sometimes 7 yes 8 no
Vocabulary:
+ spit (v): send liquid from the mouth
+ an awful voice
+ give a quick glance
+ affectionate (a): loving, fond; showing love (to sb)
* To get more ideas for the discussion, read unit 28: Untidy people are not nice to
know on page 72 in the book For and Against by Alexander, L. G. (1992).
UNIT 2: BELIEFS
I. WARM-UPS:
- Write down three or four ideas that you associate with the word “belief”, and then a
few things that you believe in.
- Do you write things like God, ghosts, etc., or ideas like democracy, peace? What
exactly does believing in something mean? What things did you believe in when you were
a child that you don’t know, and vice versa? How much have your fundamental beliefs
changed in the last 5/10/15 years?
* Follow-up: Invent a strange set of beliefs and rules for a new cult (gi¸o ph¸i) that
you have supposedly founded. Try to get together with a friend and try to convince
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- him/her of your beliefs. Example: children should not be educated,; belief in a sun go and
human sacrifice; women should be able to have several husbands; men cannot wear
trousers; no laughing; no talking to people older than you unless they speak to you first;
men can only walk north-south-north, and women east-west-east.
* Writing: Think of ideas to prove : “We all need something to believe in.”
II. ISMS
Vocabulary:
Altruism (n): principle of considering the well-being and happiness of others first;
unselfishness; instance of this
Chñ nghÜa vÞ tha; Lßng vÞ tha, hµnh ®éng vÞ tha
Atheism (n): belief that there is no God
ThuyÕt v« thÇn
Cannibalism (n): practice of eating the flesh of one’s own kind
Tôc ¨n thÞt ng−êi
Capitalism (n): economic system in which a country’s trade and industry are
organized and controlled by the owners of capital, the chief elements being competition,
profit, supply and demand.
Communism (n) ideology that proclaims the abolition of class oppression and
exploitation, and the foundation of a society based on the common possession of the
means of production and the equal distribution of goods.
Exorcism (n): Lêi phï phÐp, c©u thÇn chó (®Ó ®uæi tµ ma)
Fanaticism (n): violent, unreasoning enthusiasm
Sù cuång tÝn
Fascism (n):philosophy, principles and organization of the aggressive nationalist
and anti-communist dictatorship
Fatalism (n): beliefs that events are decided by fate
Feminism (n): movement for recognition of the claims of women for rights equal to
those possessed by men
Hedonism (n): belief that pleasure is the chief good
Hypnotism (n): artificial production of hypnosis
ThuËt th«i miªn
Imperialism (n): belief in the value of colonies
Materialism (n): theory, belief, that only material things exist
Nationalism (n): strong devotion to one’s own nation; patriotic feelings, efforts,
principles.
Optimism (n): belief that in the end good will triumph over evil
Pacifism (n): principle that war should and could be abolished
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- Racism (n): belief that human abilities are determined by race
Sexism (n): unfair or unreasonable discrimination between the sexes
Snobbism (n): TÝnh chÊt tr−ëng gi¶ häc lµm sang
Terrorism (n): use of violence and intimidation, esp for political purposes
Tourism (n) organized touring
Vandalism (n): behaviour characteristic of a person who willfully destroys works
of art or public and provate property, spoils the beauty of nature.
1. Say which of the isms express some kind of belief
2. Brainstorm words that end in -ist. Say whether you yourself are capitalist, sexist,
etc.
III. SUPERSTITIONS
- Invent a “How superstitious are you?” quiz of around 5-6 questions.
- Try to answer questions 1-5.
- Match the questions with the answers.
Answer: 1d 2a 3b 4e 5c
IV. FOLKLORE
1. Pre-discussion: think of folklore from your own country.
2. Discussion: Read the passage. Imagine how the article might have continued.
Vocabulary:
- Alligator (n): reptile (like a crocodile but with a shorter snout) living in the lakes
and rivers of southeastern US
C¸ sÊu Mü
- Miraculous (a): like a miracle; suprising
- Cola (n): African tree - C©y c«la
3. Listening: Hear about some of the powers associated with cola. Tick any of the
illustrations with are mentioned in the dialogue.
Some suggested phrases:
- you’re gonna burn your stomach, it’ll give you spots too
- it made her throat transparent and split her tongue in two
- the coin...look like new
- to remove your nail varnish
- clean your jewellery
Answer: All of the illustrations are mentioned, in this order: e, c ,d, a. f, b
V. TALK TO THE ANIMALS
Read the text and then discuss the consequences of the assumptions not being true. E.g. if
animals could talk what would happen?
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- UNIT 3: COLOUR
I. WARM-UPS
- Brainstorm on the problems of being colour blind. What subject at school require
being able to distinguish colours? What jobs?
- Imagine how life would be if everything were in black and white.
- What are the advantages of black and white TV and photos over colour?
- What do you feel about the colour and layout of your textbooks?
II. WHAT IS YOUR FAVOURITE COLOUR?
1. Vocabulary:
- Dignified (a): having or showing dignity/ the quality that earns or deserves respect
- Deliberation (n): careful consideration and discussion; debate
- Introspection (n): examining one’s own thoughts and feelings
- Conservatism (n): tendency to maintain a state of affairs (esp in politics) without
great or sudden change
- Impulsive (a): (of persons, their conduct) acting on impulse, without reflection
- Self-effacing (a): keeping oneself in the background; not trying to get attention
- Composure (n): calmness
- Flamboyant (a): brightly coloured and decorated; (of a person) florid, showy
- Vigorous (a): strong, energetic
- Opinionated (a): obstinate in one’s opinion
2. Read the text. Follow the instruction.
Answer: 1 black 2 blue 3brown 4 green 5 grey
6 orange 7 pink 8 red 9 white 10 yellow
- Discuss if there is any truth in the personality descriptions.
III. COLOUR CHART
1. Fill in the chart and if possible compare your ideas with your friend’s.
2. Discuss colour and fashion, why men and women wear different colours, which
colours seem more expensive than others, how the colour of packaging influences our
choice of products.
Suggested ideas:
The colours we wear have a great influence on our psychophysical state. A colour is
something that can influence our mood, or well-being, and the way we are. This is
because colours are partly responsible for the amount of light which gets to our skin and
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- the stimulation our skin derives from it. Food dyes are artificial colours used by food
manufacturers to help increase sales of their products. Consumers tend to associate a bight
colour with freshness, wholesomeness and tastiness. Laboratory experiments have shown
that if a range of drinks s presented with identical flavours, most consumers will report
that the more darkly coloured the drinks are, the stronger they appear to taste. Moreover,
banana-flavoured drinks dyed red will be reported as having a strawberry flavour. The
colour of packaging has significant effects on sales. In 1996 Pepsi began a multi-million
dollar campaign and changed its brand colour to blue. One mobile phone group renamed
itself Orange.
3. Listening:
Listen to a phone-in programme about colour in various aspects of our lives.
Questions:
1. What effect do blue clothes have on the wearer?
2. What colour clothes is caller one wearing?
3. What is caller two worried about?
4. What is the expert’s advice for caller two?
5. Why should yellow be avoided in shops?
6. Where might yellow be a good colour and why?
7. How does pink make people feel?
8. Why is red not a good colour for car rear light?
9. What would be the best colour for fire engines?
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- Answer:
1. calming effects + makes brain more alert
2. red
3. food dyes and additives
4. avoid artificial dyes
5. encourages stealing
6. restaurants + speeds up eating
7. lethargic
8. gives impression of being further away than it really is.
9. yellow
IV. GENTLEMEN PREFER BLONDES
1. Read the text and answer the questions.
Vocabulary:
- Pigment (n): the natural colouring matter in the skin, hair, etc of living beings
ChÊt s¾c, s¾c tè
- Supremacy (n): highest authority; being supreme over
2. Listening: Hear about hair colour habits in the USA and answer these questions.
Questions: True or False?
a. There is a higher percentage of blonde women pictured in magazines than there is
in real life.
b. About 25% of the white population in the US is blonde.
c. Many US college students would like to be blonde.
d. most US men prefer their women blonde.
e. Only 13% of US men prefer red-heads.
Vocabulary:
- Disproportionate (a): out of proportion, relatively too large or too small
- Frivolous (a): not serious or important
- Measly (adv): of little value; of poor quality; of small size or amount
Answer: 1T 2 T 3 T 4 F (brunettes) 5. F (14%)
V. SKIN DEEP?
- Read the text which is an extract from an interview with a white woman, Sue, who
married a black man, and had children, by him. She recounts how white people abuse her
when she takes her daughter, Esme, out for walks, and how even her mother, Jenny, has
rejected her. How do Sue and her mother feel?
Discuss the questions.
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- - Think of a dialogue between Sue and Jenny - her mother in which Sue confronts
her mother with her racial prejudices. The mother should try and give some justification
for the way she feels and Sue should explain how wrong these explanations are.
- Alternatively, think of a dialogue between Sue and Esme - her child. Sue has to
explain why white people are prejudiced against blacks and the difficulties Esme is likely
to have in her life. Esme should try and ask typical child-like questions (i.e. lots of whys).
- If possible, act out the dialogues with a friend.
- Use the dialogues as a basis for a discussion on racism.
UNIT 4: DECISIONS
I. WARM-UPS:
- Write down the most important decisions you have to make in your life. E.g.
choosing a school/ college/ university, choosing friends, leaving home, choosing a life-
long partner, deciding to have children, choosing a job, deciding to change job/ career,
breaking up with partner, moving house/ country, changing religion.
- Rank the decisions in terms of importance and life-changing impact.
- Discuss the most important decision (s) they will have to make in the future.
II. GOOD AND EVIL?
Read the passage and answer the questions.
Vocabulary:
- Intent (n): intention, purpose
- To have no inkling of sth: have a hint, slight understanding of sth
- Behead (v): cut off the head of (as a punishment)
- Epoch (n): period of time in history, life, etc, marked by special events or
characteristics
- Resurrect (v): bring or come back to life again
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- III. DILEMMAS?
1. Read the situations in the student’s book, make your choices and then discuss.
2. Listening: Listen to the alternatives which you have to decide between. Play the pieces
several times each. Write down your answers/ reactions as you listen. Then discuss them.
IV. DECISION-MAKING
1. Discuss the situations and what you would do to resolve them.
2. If possible, get together with your friend and identify the situation illustrated in the
pictures. Then choose one of the situations 1, 3, 4 and 5 and act out.
V. PAPA DON’T PREACH
1. Decide who should make the decisions- parents or children. Say the reasons why.
2. Listening: Listen to two people discussing who they think should decide in some of the
situations. Identify which point each speaker is talking about and who they choose as the
decision-maker in each situation.
Vocabulary:
- Pressurise (v): apply pressure to
- Rebel (v): show resistance; protest strongly
Answer: 1 e child 2 b parents 3 d parents 4 c children 5 g children
6 e parents
UNIT 5: ENGLISH
I. WARM-UPS:
Lead-in questions:
1. Do you know many languages?
2. Is it an advantage to speak fluently many languages?
3. What do you think if the whole world speak one language?
II.A WORLD LANGUAGE
1. Read the passage and answer the questions
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- Think about differences between your language and English.
2. Discussion:
Your native language and English have been nominated for adoption as the world
language. Imagine that the number of speakers of both languages are the same, and that
there are no economic or political advantages of adopting one rather than the other
language. The choice of language therefore depend totally on its ease of learning and its
effectiveness in communication. Choose a few areas of your language which you think
are better than English.
Suggested ideas: Vietnamese and English
- Some areas of Vietnamese which are better than English:
+ no differences between spelling and pronunciation
+ very clear in addressing with another person (different pronouns for people
of different ages, different positions, different ranks, etc.)
+ rich in meaning
+ simpler in grammar
III. NEWSPEAK
- Read the passage about Orwell’s 1984.
- Imagine that you are member of a board of linguists whose job is to simplify the English
language for use in international communication. Think of all the areas of English which
you have difficulty in, and how these could be simplified or even eliminated completely.
(You should analyse the uses of tenses, forms or words in question before deciding which
one to abolish.)
Some suggestions:
+ Possible redundant tenses (you choose to eliminate one of the following pairs):
present simple/present continuous, going to/ will, present perfect/simple past.
+ Possible redundant words: be/have (some languages don’t have a distinction, e.g.
Welsh), may/can, make/do, say/tell, tale/speak, bring/take, big/large (little/small),
hello/goodbye, because/why, by/from.
- Follow-up: Imagine a crazy dictator has taken power. He/She has ordered the
following changes to the language. Your task is to assess which differences this would
make and which difficulties, if any, it would create:
a. Separate pronouns depending on skin colour.
b. Sentences must be no longer than ten words (except in literature).
c. No words of Latin or Greek origin are allowed.
d. The use of the passive is banned.
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- e. All prepositions are abolished.
f. Exclamations marks, colons and semicolons are banned.
g. No swear words.
h. No words to contain the combination “th”.
i. The following words are banned: no, my, the, one, see, come, white, woman.
j. On Wednesdays everyone has to speak in a foreign language.
IV. FUN WITH ENGLISH
* Find the appropriate answers to the questions in the student’s book.
Vocabulary:
- Squash (v): kind of gourd, like a pumpkin, eaten as a vegetable
- Clip (v): omit or abbreviate (esp the end of ) sounds of (words)
- Onomatopoeic (a): formation of words in imitation of the sounds associated with
the things concerned (as cuckoo for the bird that utters this cry)
- Comic (n): music hall comedian
- Acronym (n): word formed from the initial letters of a name
- Decipher (v): find the meaning of
Answer:
1. with, eighth, telephone
2. abstemious
3. fanzine ( a magazine for music fans), flextime (flexible time, i.e. arriving and
leaving work to suit yourself), workaholic (someone who is addicted to work, like
someone who is addicted to alcohol)
4. discotheque, laboratory, gymnasium
5. goodbye (compare with “farewell”= fare you well)
6. children, mice, women
7. smack, crash, gulp
8. baby-sitter, know how, spaceship
9. compact disc (CD), random access memory (RAM), unidentified flying object
(UFO)
10. Was it...? Pull up...
11. Peter Piper... Swan swam...
12. He said that that “that” that that man said was correct.
13. You are too good to me to be forgotten.
14. backwards, you
15. all American spellings
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- 16. ate/late
* Listening: An English woman is trying to convince an Indian woman that nothing can
beat English as a world language. Tick off any items from 1-11, mentioned during the
listening. If possible, write down any other reasons why the English woman is convinced
that English would be a good world language.
Answer:
8 (composite words - weekend, skyscraper, playboy, knockout))
10 (boy, yob)
9 (acronyms - WASP)
7 (onomatopoeic - snarl etc.)
3 (blended words - brunch, smog, motel, cheeseburger)
4 (clipped words - ad)
5 (plurals - children, mice and women)
Reasons for English being a world language: only one word for you; word creation
(noun to verb, etc.) no cases; no gender; simple way to create plurals.
UNIT 6: FAMILY
I. WARM-UPS:
- Brainstorm on all the English words you can think of to express family
relationships (e.g. mother, father, cousin, etc.).
- Draw a diagram of your family tree and discuss it with your classmates.
- Try and decide on a definition for “family”.
II. FAMMILY TIES:
1. Discussion:
- Look at the diagrams of family situations in the student’s book, identify which
category your own family fits into, and whether this is typical in your country.
- Discuss the pros and cons of each category.
- Discuss questions 1 -6.
Vocabulary:
- Matriarchal (a): belonging to a social organization in which mothers are the
heads of families.
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- - Patriarchal (a): belonging to a social organization in which fathers are the heads
of families
- Instil (v): introduce (ideas, etc.) gradually
2. Listening: You will hear an Indian woman (born in Britain) describing how an Indian
family differs from an English family.
- Predict the differences between Indian and English family life.
- Answer the questions:
a. Does the Indian woman agree that there is no family life in England?
b. Is the typical English family nuclear?
c. List two pros and two cons of the extended family.
d. Who is expected to look after old people in England?
Answer:
a. no
b. yes
c. pros: support for other family members (young help old), sense of continuum (not
fragile like nuclear family); cons: intrusive, no room for individuality, forced to do what
you don’t necessarily want to do, conservative
d. the state
III. LIFE IN A KIBBUTZ
- Think what a kibbutz is and what the lifestyle there is like.
- Read the facts and rank the various elements from the most positive (i.e. those that
you most agree with) to the most negative. Think about the rationale behind these ideas.
Vocabulary:
- Kibbutz (n): communal farm or settlement in Israel
- Communal (a): of or for a community; for common use; shared
- Allocate (v): give, put on one side, as a share or for a purpose
IV. LOVE AND MARRIAGE
1. Read the passage and discuss the questions
Vocabulary:
- Polygamy (n): is a generic word which covers both polygyny and polyandry; the
latter is very rare.
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- 2. Listening:
Listen to a Uganda woman talking about polygamy in her country. Answer the
following questions:
a. How many wives did her father and grandfather have?
b. What advantages dos polygamy have?
Answer:
a. 5 (father), 20 (grandfather)
b. replacement mothers
V. SACRIFICE?
1. Read the passage and answer the true/false statements. Then discuss your answers with
your friends.
Vocabulary:
- overstep (v): go beyond
- Bronchitis (n): inflammation of the mucous membrane of the bronchi
BÖnh viªm cuèng phæi
- Pneumonia (n): serious illness with inflammation of one or both lungs
Viªm phæi
- Lobe (n): subdivision of the lungs or brain
Thuú (phæi, n·o)
2. Listening: Listen to a New Zealander, an American and an Indian (born in England)
discussing what they will do with their parents when they get old.
Answer these questions:
a. How old are the first speaker’s parents?
b. Does he want to have his parents living with him? - why? Why not?
c. In India where do grandparents live?
d. Does the Indian woman want to have her parents living with her? Would they
agree?
e. Why are old people’s homes so “terrible”?
f. What is the best solution?
Answer:
a. approaching 70s
b. no; unnatural
c. with their children
d. yes; maybe not
e. surrounded by only old people
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- f. granny flat ( a house next door)
* Look at unit 10: “Parents Are Too Permissive with Their Children Nowadays” in the
book For and Against by Alexander , L. G. for more ideas.
UNIT 7: GEOGRAPHY
I. WARM-UPS
- Draw quick outlines of five countries.
- Pass these outlines to your partner, who has to write sentences like: I think this is
France, this looks like Britain, this could be Australia, this must be Italy. They then
criticize each other’s maps: this should have been bigger, you’ve missed out this part, etc.
II. GEOGRAPHY TEST
1. Answer the ten questions 1-10 in groups and see which group can finish first. Then
check the answer in the key. (statistics on questions 2 and 3 vary from source to source
and year to year, so check with an up-to-date reference book). Then discuss the questions
11 and 12
Some useful words: highlands; steep and dangerous mountains (nói non hiÓm trë); low
temperature; low-lying area (vïng ®Êt thÊp); flood; storm; drought (h¹n h¸n).
2. Writing:
Discuss one of the following:
a. If you could live anywhere in the world (apart from where you live now) where
would it be?
b. Are people who live in cold climates greater achievers than those who live in
warmer climates?
Write down your ideas.
3. Listening:
- Listen to some people discussing the effects of geographical location on people’s lives
and personality.
- Fill the answers while listening in the table below.
Country Features Climate Personality
Speaker 1: NZ
Speaker 2: USA
“Features” refers to geographical and natural features
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- “Personality” refers to the effect that these features and climate have on the personality of
the inhabitants.
Some useful words and phrases:
- friendlier as a consequence
- everything was accessible
- the climate’s quite extreme
- outstanding natural beauty
Answer:
Country Features Climate Personality
Speaker 1: NZ Open space, Hot summers, Friendly, easy-
beautiful nature, cold winters going, relaxed
beaches, skiing
Speaker 2: USA Natural beauty, East: reserved and
cities hard
West: laid-back,
warm, open
4. Writing:
Choose two or three of the following and write about the implications of living under
such conditions: in a remote mountain village, under a volcano, in a desert, in a third
world country, near a river which often floods, where there is no natural water supply,
near a nuclear power station.
III. SETTLEMENTS:
1. Discussion:
a. Think of the life of primitive man. Focus the discussion in the following areas:
food, shelter, defence, health, religion and death, industry and trade, entertainment.
* For reference: Life in Britain: In the Paleolithic age (before 8000 BC) people lived
by hunting, fishing and food gathering (e.g. nuts, roots and berries); often dwelled in
caves; animals included bison, bear, rhino and hyena. Mesolithic (8000 - 3250 BC): still
no permanent settlements; first evidence of temporary woodland clearances. Neolithic:
began farming land with grain crops; settlement on high ground; burial chambers;
extensive trade in stone axes. Bronze age (1700 -500 BC): bronze weapons and
ornamental objects; wood and stone still used fro agricultural tools; more forest clearing;
stone circles; evidence of lowland settlements. Iron age (500 BC-43AD): hilltop forts
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