Journal of Science (VNU - HULIS) - Year 2005

Hi there,

These journals are collected to serve education and research purposes.

Cheers,

English I.

Year 2005

http://www.js.vnu.edu.vn/Ngoaingu_3/Bai8.pdf

Chu Thị Thanh Tâm

Ngôn ngữ học, tiếng việt và văn hóa việt nam trong dạy- học, nghiên cứu đối chiếu với các ngoại ngữ ở trường đại học ngoại ngữ-đại học quốc gia hà nội - Linguistics, Vietnamese Language and Culture in contrastive Teaching-Learning and Studying foreign language in Vietnam national university- Hanoi, college of foreign language

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http://www.js.vnu.edu.vn/Ngoaingu_3/Bai7.pdf

Vũ Thu Thuỷ

Bàn về phương pháp kiểm tra đánh giá chất lượng và một số hình thức kiểm tra đánh giá - A discussion on qualitative assessment and some assessment methods

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http://www.js.vnu.edu.vn/Ngoaingu_3/Bai6.pdf

Vũ Ngọc Tú

Về động từ kết chuỗi trong tiếng anh và một số loại động từ tương đương trong tiếng việt - The Catenatives in English and their Equivalents in Vietnamese

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http://www.js.vnu.edu.vn/Ngoaingu_3/Bai5.pdf

Các phương thức chuyển dịch câu bị động tiếng anh sang tiếng việt
Modes of translating English passive sentences into Vietnamese

Bùi Thị Diên

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http://www.js.vnu.edu.vn/Ngoaingu_3/Bai1.pdf

Cần dạy học những ngoại ngữ nào trong trường phổ thông Việt Nam? - Which foreign languages should we teach at school in vietnam?

Bùi Hiền

==================================

http://www.js.vnu.edu.vn/Ngoaingu_2/Bai7.pdf

Thuận lợi và khó khăn trong việc ứng dụng hệ thống máy tính nối mạng trong việc dạy ngoại ngữ

Vũ Tường Vi

==================================

http://www.js.vnu.edu.vn/Ngoaingu_2/Bai6.pdf

Information technology with foreign language teaching and learning
Nguyen Lan Trung

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http://www.js.vnu.edu.vn/Ngoaingu_2/Bai5.pdf

Applying the project method in teaching at College of Foreign Language, Vietnamese National University, Hanoi
Nguyen Thi Phuong Hoa, Vo Thi Bao Ngoc

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http://www.js.vnu.edu.vn/Ngoaingu_2/Bai4.pdf

Cấu trúc và ngữ nghĩa của một câu truyện khoa học viễn tưởng: phân tích theo quan điểm chức năng

Hoàng Văn Vân

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http://www.js.vnu.edu.vn/Ngoaingu_2/Bai2.pdf

Communicative competence and its development in foreign language teaching
Do Ba Quy

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http://www.js.vnu.edu.vn/Ngoaingu_1/Bai6.pdf

Chức năng biểu cảm của ngôn ngữ - On the Connotative Function of Language
Nguyễn Văn Hòa

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http://www.js.vnu.edu.vn/Ngoaingu_1/Bai5.pdf

Trường phái nghiên cứu mới và giảng dạy ngữ pháp ngoại ngữ - New school of studies and teaching foreign languages
Phan Thị Tình

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http://www.js.vnu.edu.vn/Ngoaingu_1/Bai4.pdf

THIẾT KẾ VÀ XÂY DỰNG CÔNG CỤ ĐÁNH GIÁ KỸ NĂNG NGHE HIỂU - TEST CONSTRUCTION AS A TOOL FOR SPEAKING SKILL ASSESSMENT
Nguyễn Quang Thuấn

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http://www.js.vnu.edu.vn/Ngoaingu_1/Bai3.pdf

MỘT SỐ KHÓ KHĂN PHỔ BIẾN VỀ NGỮ ÂM CỦA NGƯỜI VIỆT HỌC TIẾNG ANH - COMMON PRONUNCIATION PROBLEMS OF VIETNAMESE LEARNERS OF ENGLISH - COMMON PRONUNCIATION PROBLEMS OF VIETNAMESE LEARNERS OF ENGLISH

Hà Cẩm Tâm

==================================

http://www.js.vnu.edu.vn/Ngoaingu_1/

CẤU TRÚC ÂM VỊ HỌC - PHONOLOGICAL STRUCTURES
Võ Đại Quang

ESL Podcast 86 - On Holidays

Story
Addison When I got to Thailand I was pleasantly surprised to see that my accommodations were phenomenal. It was a definitely not a scam or a rip-off. I got a bargain for sure. I was staying for a month in the same spot and checked-in to the hotel and settled in. I didn’t need to take a nap or anything as I was still in the same time zone and had no jet lag obviously. I decided I should probably just go to the beach and try and get some sort of a tan slowly so I wouldn’tlook like a lobster. I went for a walk along the beach and couldn’t help but eve’s drop some conversations. Most of the people here were from all over asia. I had decided to jump in to a conversation with some Chinese people. They were shocked that I knew any Chinese. Although, they quickly found out that it wasn’t so hot, but still invited me to have dinner with them later that night.

--------------------------------------------------------------------------------

Key vocabulary and phrases that are discussed in the podcast:


Accommodations – where you are staying or the kind of place it is. Ex. Hotel, apartment, house.



phenomenal – exceptionally great or excellent



rip-off – to participate in a scam. To get swindled or deceived and lose money or get a bad deal on something.



Bargain – to get a great deal or buy something at a cheaper price than it is worth



settled in – put your things away where you want them to go in your place and have everything where you want it to be



time zone - any of the 24 areas or regions in the world which have the same standard time



jet lag – the feeling of not being used to a new time zone because of your flight



tan – the colouring of skin due to exposure to the sun



look like a lobster – if you get a sunburn sometimes people might say you look like a lobster because of your red colour



couldn’t help but – an uncontrollable force to do something or behave in some way.



eve’s drop – listen to someone else’s conversation without them knowing or their approval



jump in – get involved and start talking with the other people that were already having a conversation



wasn’t so hot – not good at something. here the person wasn’t good at speaking Chinese.

Reading Exercise 8 (Intermediate)

Hi there,

Try this out!

Reading Exercise 8

Cheers,

English 1.

ESLPodcast 85 - The Blind Date

I broke up with my boyfriend last month. We had gone out for a year and I was ready to settle down. But, I could tell that he still wanted to play the field before getting married. I don't think Don ever cheated on me, but I finally realized that he wasn't the marrying type.

My friend Sheila was thrilled to hear that we had split up. She never liked Don and she was anxious to set me up with some of her single friends. I told her that I didn't want to go on any blind dates . But, she kept telling me about this guy Alan. She thought he was my soul mate and she was sure that he would be my Mr. Right . According to Sheila, he was good looking, he had a good sense of humor, he was bright and witty, and was kind and considerate. In the end, I told Shiela to give him my number. He called and we agreed to meet for coffee.

I walked into the cafe and looked around. I saw a nice looking guy sitting by himself near the window.

Lucy: Hi, are you Alan?

Alan: Yeah. You must be Lucy.

Lucy: Did you have trouble finding the cafe

Alan: No, I've actually been here before. I'm really glad you could make it. Sheila has been telling me all about you.

Lucy: Well, Sheila likes to play matchmaker. But, it's nice to meet you, too.

Alan: To tell the truth, I'm not big on blind dates.

Lucy: Yeah, me neither. But, I'm glad I came.

Alan: Yes, so am I.


Script by Dr. Lucy Tse

Writing Contest (Embassy of the United States in Vietnam)

Hi there,

Writing Contest

Just for your information.

Cheers,

English I.

Reading Exercise 7 (Intermediate)

Hi there,

Try this out!

Reading Exercise 7

Cheers,

English 1.

ESLPodcast 84 - Bargaining with a Seller

It was Saturday afternoon and I was shopping in the garment district in downtown L.A. If you want to find good deals on clothes, shoes, and accessories, this is the place to come. To get the best deal, though, you have to be ready to bargain.

I walked by a stall and saw a purse I liked. The owner had just finished making a sale.

Lucy: Does this come in any other colors?

Man: Yeah, we have this one in white and blue. I also have this other style in green.

Lucy: How much is the blue one?

Man: It's $32.

Lucy: $32? What about the green one?

Man: That's $30.

Lucy: That seems a little high. Can you do better on the price?

Man: This is a designer bag and it's good quality. It's a bargain at that price.

Lucy: Is that your best offer?

Man: That's the best I can do.

Lucy: Well, I don't know. I think I'll shop around.

Man: Okay, how about $28.

Lucy: That's still more than I wanted to spend. What if I take the blue one and the green one?

Man: I'll give you both of them for $55.

Lucy: That's not much of a break on the price. How about $50 for both?

Man: You drive a hard bargain. The best I can do is $54. You won't find it cheaper anywhere else.

Lucy: Why don't we split the difference and make it $52?

Man: Okay, okay. You've got a deal.

Script by Dr. Lucy Tse

Chicken soup for the soul - Ask, Ask, Ask

The greatest saleswoman in the world today doesn't mind if you call her a girl. That's because Markita Andrews has generated more than eighty thousand dollars selling Girl Scout cookies since she was seven years old. Going door-to-door after school, the painfully shy Markita transformed herself into a cookie-selling dynamo when she discovered, at age 13, the secret of selling. It starts with desire. Burning, white-hot desire. For Markita and her mother, who worked as a waitress in New York after her husband left them when Markita was eight years old, their dream was to travel the globe. "I'll work hard to make enough money to send you to college," her mother said one day. "You'll go to college and when you graduate, you'll make enough money to take you and me around the world. Okay?" So at age 13 when Markita read in her Girl Scout magazine that the Scout who sold the most cookies would win an all-expenses-paid trip for two around the world, she decided to sell all the Girl Scout cookies she could—more Girl Scout cookies than anyone in the world, ever. But desire alone is not enough. To make her dream come true, Markita knew she needed a plan. "Always wear your right outfit, your professional garb," her aunt advised. "When you are doing business, dress like you are doing business. Wear your Girl Scout uniform. When you go up to people in their tenement buildings at 4:30 or 6:30 and especially on Friday night, ask for a big order. Always smile, whether they buy or not, always be nice. And don't ask them to buy your cookies; ask them to invest." Lots of other Scouts may have wanted that trip around the world. Lots of other Scouts may have had a plan. But only Markita went off in her uniform each day after school, ready to ask—and keep asking —folks to invest in her dream. "Hi. I have a dream. I'm earning a trip around the world for me and my mom by merchandising Girl Scout cookies," she'd say at the door. "Would you like to invest in one dozen or two dozen boxes of cookies?" Markita sold 3,526 boxes of Girl Scout cookies that year and won her trip around the world. Since then, she has sold more than 42,000 boxes of Girl Scout cookies, spoken at sales conventions across the country, starred in a Disney movie about her adventure and has coauthored the bestseller, How to Sell More Cookies, Condos, Cadillacs, Computers ... And Everything Else. Markita is no smarter and no more extroverted than thousands of other people, young and old, with dreams of their own. The difference is Markita has discovered the secret of selling: Ask, Ask, Ask! Many people fail before they even begin because they fail to ask for what they want. The fear of rejection leads many of us to reject ourselves and our dreams long before anyone else ever has the chance—no matter what we're selling. And everyone is selling something. "You're selling yourself everyday—in school, to your boss, to new people you meet," said Markita at 14. "My mother is a waitress: she sells the daily special. Mayors and presidents trying to get votes are selling. . . . One of my favorite teachers was Mrs. Chapin. She made geography interesting, and that's really selling. ... I see selling everywhere I look. Selling is part of the whole world." It takes courage to ask for what you want. Courage is not the absence of fear. It's doing what it takes despite one's fear. And, as Markita has discovered, the more you ask, the easier (and more fun) it gets. Once, on live TV, the producer decided to give Markita her toughest selling challenge. Markita was asked to sell Girl Scout cookies to another guest on the show. "Would you like to invest in one dozen or two dozen boxes of Girl Scout cookies?" she asked. "Girl Scout cookies?! I don't buy any Girl Scout cookies!" he replied. "I'm a Federal Penitentiary warden. I put 2,000 rapists, robbers, criminals, muggers and child abusers to bed every night." Unruffled, Markita quickly countered, "Mister, if you take some of these cookies, maybe you won't be so mean and angry and evil. And, Mister, I think it would be a good idea for you to take some of these cookies back for every one of your 2,000 prisoners, too." Markita asked. The warden wrote a check. Jack Canfield and Mark V. Hansen

Season 2, Episode 10: Chapter Ten: Truth & Consequences

Teaching English Forum - Issue 1 (January 1993)

Issue 1 (January 1993)

Table of Contents

Editorial: On to Boston
Anne Covell Newton

Learner-Drives in Second-Language Acquisition
Christopher F. Green

Why Don't Teachers Learn What Learners Learn? Taking the Guesswork Out with Action Logging
Tim Murphey

Cohesion and the Teaching of EFL Reading
Yue Mei-yun

Listening: Problems and Solutions
Fan Yagang

English Language Competitions
Marianna Dombrovska

The C-Test: A Teacher Friendly Way to Test Language Proficiency
Lucy Katona and Zoltan Dornyei

An Activity for Describing Appearance
Ronald Sheen

AIDS Education through English Lessons
Gregory Hankoni Kamwendo

Active Passives: A Semantic Approach to Teaching Voice
Donald Glenn Carroll

Teaching Students to Write a Research Project Proposal
M. Ibrahim Khattak

Tips for Dealing with Spelling Errors
Fayez M. Altaha

Mistakes, Errors, and Blank Checks
Graeme K. Porte

Classroom Radio Transmission: A Door to the World
Ricardo San Martin

Developing Reading Speed
Cheryl Champeau de Lopez

The Personal Interview: A Dynamic Teaching Device
Myo Kwaw Myint

Organizing and Implementing Group Discussions
Wolfgang Kahler

ESLPodcast 83 - Planning a Business Luncheon

One of my co-workers, Betty, was retiring this month after working for the company 23 years. I was put in charge of planning a retirement lunch in her honor at a restaurant nearby. The company was picking up the tab and it was up to me to set a day and time. After asking the people in the department and finding out their availability , I called the restaurant to make a reservation.

Manager: Bruno's.

Jeff: Hi, I'm calling from Nika Corporation. We would like to hold a business lunch at the restaurant.

Manager: Oh, certainly. I'm Linda, the manager. I can help you with that. How many will there be in your party?

Jeff: There will be about 18 people.

Manager: Okay. For a party that size, we have a separate banquet room in the back.

Jeff: Is there an extra charge to reserve the room?

Manager: No, as long as you can guarantee at least 15 guests, there is no extra charge.

Jeff: That's great. I'd like to go ahead and reserve the room, then, for Friday, December 2, at around noon. This is a retirement party and we’d like to bring a cake for the guest of honor and some bottles of champagne. Will that be acceptable?

Manager: The cake is no problem at all, but we do charge a corkage fee of $15 a bottle for any alcohol not purchased from the restaurant.

Jeff: Oh, that's fine.

Manager: Great. I have the banquet room reserved for a luncheon for Nika Corporation on the 2nd of December. May I have your name and contact information?

Jeff: Sure. I'm Jeff McQuillan and my number is 323-555-6840, extension 42.

Manager: Thanks, Mr. McQuillan. I'll give you a call a week in advance to confirm the arrangements.

Jeff: Sounds good. Thanks for your help.

Manager: Thank you for choosing Bruno's. We look forward to seeing you on the 2nd.

Script by Dr. Lucy Tse

Reading Exercise 6 (Intermediate)

Hi there,

Try this out!

Reading Exercise 6

Cheers,

English 1.

ESLPodcast 82 - In a Rut

Woman: What do you want to do tonight?

Man: I don't know. What do you want to do?

W: I have no idea. Do you think we're in a rut?

M: What do you mean?

W: Well, we do the same things every weekend. We go to the same restaurants. We see the same friends. You know what I mean?

M: Yeah, I guess you're right. It's easy to get bogged down in the day to day, and forget to change things up once in a while. Let's break out and do some thing completely different tonight.

W: Okay, I'll look in the events section of the paper to see what's going on tonight. Hmm, we could go to a concert. There is a good one tonight. I bet it's not sold out. But, we'll have to drive an hour to the venue.

M: An hour? That's a bit of a bummer. Let me take a peek and see what else there is. How about going dancing? We haven't done that in a while. There's a club in Silver Lake that's supposed to be hopping on Friday nights. Eddie from work told me that they have a really good DJ and a big dance floor, and the cover charge isn't bad.

W: I'm not really in the mood for dancing, actually. You know what? I just feel like staying home tonight and vegging, after all. How about you?

M: Yeah, I was hoping you’d say that. It's nice to have the option to go out but I’d rather stay in. Maybe we can go out tomorrow night.

W: Yeah, definitely, tomorrow night.

Script by Dr. Lucy Tse

Reading Sample Test (For First-Year Students)

Hi,

Reading Sample Test 1st year

http://www.mediafire.com/?en3jnngm0yd

Reading Sample Test 1st year_KEY

http://www.mediafire.com/?4imkzniwwno

Good luck in your mid-term test.

Cheers,

English I.

Reading Exercise 5 (Intermediate)

Hi there,

Try this out!

Reading Exercise 5

Cheers,

English 1.

ESLPodcast 81 - Airplane Announcements

I had to fly from Minneapolis to Los Angeles recently, and like most travelers, I've almost memorized the standard safety announcement made by the flight attendants. It goes something like this:

Good afternoon and welcome to Flight 345, service to Los Angeles International Airport. We appreciate your full attention to this important safety announcement. This 747 aircraft is equipped with four emergency exits, two in the front of the plane and two in the aft. Be sure to identify the nearest exit to you, which may be behind you. If the plane should lose pressure, an oxygen mask will drop from the compartment above your seat. Reach up, pull down on the mask until the tubing is fully extended. Place the mask over your nose and mouth, secure it with the elastic band and breathe normally.

Passenger seat cushions on this aircraft may be used as a flotation device and detailed instructions may be found on the safety information card in the seat pocket in front of you. Smoking is not permitted at any time while on board this aircraft. Also, federal law prohibits tampering, disabling, or destroying these detectors in the lavatories. Your compliance with all crew member instructions, all placards, and lighted seat belt and no smoking signs is required.

The following electronic devices may not be used during takeoff or landing: portable compact disk players, portable computers, and cellular phones which should be in the off position and stowed. Now in preparation for takeoff, please fasten your seatbelt, return your seatback and tray tables to the full upright and locked position. Your carry-on luggage must be stowed in the overhead compartments or underneath the seat in front of you. On behalf of all Mar Vista Airline employees, we'd like to thank you for selecting us today. We hope you enjoy your flight.

Script by Dr. Jeff McQuillan

Chicken soup for the soul - Rest In Peace: The "I Can't" Funeral

Donna's fourth-grade classroom looked like many others I had seen in the past. Students sat in five rows of six desks. The teacher's desk was in the front and faced the students. The bulletin board featured student work. In most respects it appeared to be a typically traditional elementary classroom. Yet something seemed different that day I entered it for the first time. There seemed to be an undercurrent of excitement. Donna was a veteran small-town Michigan schoolteacher only two years away from retirement. In addition she was a volunteer participant in a county-wide staff development project I had organized and facilitated. The training focused on language arts ideas that would empower students to feel good about themselves and take charge of their lives. Donna's job was to attend training sessions and implement the concepts being presented. My job was to make classroom visitations and encourage implementation. I took an empty seat in the back of the room and watched. All the students were working on a task, filling a sheet of notebook paper with thoughts and ideas. The ten-year-old student closest to me was filling her page with "I Can'ts." "I can't kick the soccer ball past second base." "I can't do long division with more than three numerals." "I can't get Debbie to like me." Her page was half full and she showed no signs of letting up. She worked on with determination and persistence. I walked down the row glancing at students' papers. Everyone was writing sentences, describing things they couldn't do. "I can't do ten push-ups." "I can't hit one over the left-field fence." "I can't eat only one cookie." By this time, the activity engaged my curiosity, so I decided to check with the teacher to see what was going on. As I approached her, I noticed that she too was busy writing. I felt it best not to interrupt. "I can't get John's mother to come in for a teacher conference." "I can't get my daughter to put gas in the car." "I can't get Alan to use words instead of fists." Thwarted in my efforts to determine why students and teacher were dwelling on the negative instead of writing the more positive "I Can" statements, I returned to my seat and continued my observations. Students wrote for another ten minutes. Most filled their page. Some started another. "Finish the one you're on and don't start a new one," were the instructions Donna used to signal the end of the activity. Students were then instructed to fold their papers in half and bring them to the front. When students reached the teacher's desk, they placed their "I Can't" statements into an empty shoe box. When all of the student papers were collected, Donna added hers. She put the lid on the box, tucked it under her arm and headed out the door and down the hall. Students followed the teacher. I followed the students. Halfway down the hall the procession stopped. Donna entered the custodian's room, rummaged around and came out with a shovel. Shovel in one hand, shoe box in the other, Donna marched the students out of the school to the farthest corner of the playground. There they began to dig. They were going to bury their "I Can'ts"! The digging took over ten minutes because most of the fourth-graders wanted a turn. When the hole approached three-feet deep, the digging ended. The box of "I Can'ts" was placed in position at the bottom of the hole and quickly covered with dirt. Thirty-one 10- and 11-year-olds stood around the freshly dug grave site. Each had at least one page full of "I Can'ts" in the shoe box, four-feet under. So did their teacher. At this point Donna announced, "Boys and girls, please join hands and bow your heads." The students complied. They quickly formed a circle around the grave, creating a bond with their hands. They lowered their heads and waited. Donna delivered the eulogy. "Friends, we gather today to honor the memory of 'I Can't.' While he was with us on earth, he touched the lives of everyone, some more than others. His name, unfortunately, has been spoken in every public building—schools, city halls, state capitols and yes, even The White House. "We have provided 'I Can't' with a final resting place and a headstone that contains his epitaph. He is survived by his brothers and sister 'I Can', 'I Will' and 'I'm Going to Right Away.' They are not as well known as their famous relative and are certainly not as strong and powerful yet. Perhaps some day, with your help, they will make an even bigger mark on the world. "May 1 Can't' rest in peace and may everyone present pick up their lives and move forward in his absence. Amen." As I listened to the eulogy I realized that these students would never forget this day. The activity was symbolic, a metaphor for life. It was a right-brain experience that would stick in the unconscious and conscious mind forever. Writing "I Can'ts," burying them and hearing the eulogy. That was a major effort on the part of this teacher. And she wasn't done yet. At the conclusion of the eulogy she turned the students around, marched them back into the classroom and held a wake. They celebrated the passing of "I Can't" with cookies, popcorn and fruit juices. As part of the celebration, Donna cut out a large tombstone from butcher paper. She wrote the words "I Can't" at the top and put RIP in the middle. The date was added at the bottom. The paper tombstone hung in Donna's classroom for the remainder of the year. On those rare occasions when a student forgot and said, "I Can't," Donna simply pointed to the RIP sign. The student then remembered that "I Can't" was dead and chose to rephrase the statement. I wasn't one of Donna's students. She was one of mine. Yet that day I learned an enduring lesson from her. Now, years later, whenever I hear the phrase, "I Can't," I see images of that fourth-grade funeral. Like the students, I remember that "I Can't" is dead. Chick Moorman

Happy Vietnamese Women's Day!!!

Without women

Today a daughter and a princess
Tomorrow a mother or a mistress

Up! Up! Up! Women
Stop! Stop! Stop! Women
Perhaps true, perhaps true

Women are amazing creatures
Moulded with dazzling features
Women are an object of mystery
Have their own place in history

Women are great
They make the best dates
Except when they turn up very late

Without women
What will become of us?
No more noises on the bus
No one to make all the fuss

Without women
What will become of men?
Who will teach them,
How to behave and learn?

Women are the spicy ingredient of romance
Women are the juicy parent of importance
Women are a heavenly treasure
The epitome of human pleasure

Up! Up! Up! Women
Stop! Stop! Stop! Women
Perhaps true, perhaps true

Without women
Would this earth have survived?

Without women
Imagine how many will feel deprived

Women are simply delicious
Beware they can be serious
Especially when suspicious
And turn to Mrs Vicious

Women are priceless
Without women
Life will be without spice
Simply lifeless

Copyright 2006 - Sylvia Chidi

Sylvia Chidi

Season 2, Episode 9: Chapter Nine: Cautionary Tales

ESL Podcast 80 - Holiday

Story

Addison I just booked my trip to Thailand on an online travel website and printed out my e-ticket. I had made a decision to go there on a spur of the moment decision because my schedule had recently opened up. I had gotten in a little bit of a rut so decided a little spontaneity in my life couldn’t hurt. Also, I was growing very weary of the cold weather and thought it would be nice to hit the beach. I was really excited to be in the water and feel the waves again. Hopefully my accommodations will be good. I booked them online as well and have only seen the pictures. The pictures look good on the website but I’ll be pretty angry if it is some sort of a scam. Oh well I guess I’ll see when I get there. Sometimes, if you want to be spontaneous you have to role the dice.

--------------------------------------------------------------------------------

Key vocabulary and phrases that are discussed in the podcast:


e-ticket – electronic ticket that can be printed



spur of the moment – a decision made quickly without having thought about it before



schedule opened up – schedule is now clear and you have no commitments



rut – a feeling of doing the same thing too often and not having changes in your life. You often start to feel bored in your life when you are in a rut



spontaneity – the idea of someone being able to do things without having to plan for a long time



couldn’t hurt – here means that spontaneity should be a good idea.



hit the beach – go to the beach



scam – to lie or deceive someone for profit or gain



rolling the dice – is a kind of gambling game and is an expression used to show that you are taking a risk or a chance.

Reading Exercise 4 (Intermediate)

Hi there,

Try this out!

Reading Exercise 4

Cheers,

English 1.

ESLPodcast 79 - Disagreeing Politely in a Business Setting

Lucy: I don't think this is going to work. This plan calls for the new office to open by July and I think that's too ambitious. I don't see how the groundwork can be done any earlier than September.

Jeff: I understand your concern. I don't want to rush the opening of the new office either. But, as I see it, a lot of the preparations were made last year when we considered opening an office in Miami. Even though the site is different, a lot of the cost projections are the same.

Lucy: That may be, but remember that one of the reasons we scrapped the Miami plan was because the budget was too big.

Jeff: That's not how I saw it. I think the major reason we didn't go ahead with the Miami plan was a problem with timing. But, I know that the budget was a concern, too. As you can see, though, this plan has a lower budget than the Miami plan.

Lucy: I don't agree. If you add in all of the extras, the budget is the same, if not higher. I think we need to go back to the drawing board on this.

Jeff: I have to disagree. This plan is the best we've come up with and is workable.

Lucy: I'm afraid we just don't see eye to eye on this. Let's call a meeting with the rest of the team and see what they think.

Jeff: Okay, let's do that.

Script by Dr. Lucy Tse

Have Your Say!

Dear friends,

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English I.

Workshop Invitation - Rethinking English Language Education for Today’s Vietnam

Download: Registration Form

Registration Form

THƯ MỜI THAM DỰ HỘI THẢO QUỐC TẾ
“GIÁO DỤC NGÔN NGỮ VÀ HỘI NHẬP”

(Rethinking English Language Education for Today’s Vietnam)

Chủ điểm của hội thảo:

(i) Lý luận về giáo dục ngôn ngữ trong thời kì hội nhập
(ii) Bối cảnh chính trị, kinh tế, xã hội và văn hóa của việc giảng dạy tiếng Anh
ngày nay
(iii)Nghiên cứu cơ bản về ngôn ngữ
(iv) Nghiên cứu về phương pháp dạy-học tiếng Anh
(v) Một số vấn đề về phương thức đào tạo và sử dụng nguồn nhân lực tiếng Anh phục
vụ quá trình hội nhập của đất nước

Báo cáo viên:

1. GS TS Simon Marginson, Centre for the Study of Higher Education, the
University of Melbourne, Australia
2. TS Michèle de Courcy, Faculty of Education, the University of Melbourne,
Australia
3. TS Nguyễn Thị Thủy Minh, National Institute of Education, Nanyang
Technological University, Singapore
4. TS Nguyễn Phương Nga, giám đốc CEQUARD, ĐHQGHN
5. PGS TS Lê Hùng Tiến, trưởng khoa Sau đại học, trường Đại học Ngoại ngữ,
ĐHQGHN
6. TS Đỗ Tuấn Minh, trưởng khoa Anh, trường Đại học Ngoại ngữ, ĐHQGHN
7. Thạc sỹ Hoàng Xuân Hoa, phó trưởng khoa Anh, trường Đại học Ngoại ngữ, ĐHQGHN
8. GS TS Trần Hữư Mạnh, khoa Anh, trường Đại học Ngoại ngữ, ĐHQGHN
9. PGS TS Nguyễn Xuân Thơm, khoa Anh, trường Đại học Ngoại ngữ, ĐHQGHN
10. Thạc sỹ Lê Văn Canh, khoa Anh, trường Đại học Ngoại ngữ, ĐHQGHN
11. Thạc sỹ Trần Hiền Lan, khoa Anh, trường Đại học Ngoại ngữ, ĐHQGHN

cùng rất nhiều các giáo sư, tiến sĩ, thạc sĩ trong và ngoài nước khác

Thời gian tổ chức Hội thảo: Ngày 14 và 15 tháng 11 năm 2008

Địa điểm: Trường Đại học Ngoại ngữ - Đại học Quốc gia Hà Nội, Việt Nam

Ban Tổ chức kính mời Ông/Bà đăng ký tham dự Hội thảo theo mẫu đăng ký đính kèm. Thời hạn cuối cùng nhận giấy đăng ký tham dự Hội thảo: Thứ Bảy ngày 28 tháng 10 năm 2008
Trưởng ban tổ chức hội thảo

Hiệu trưởng trường Đại học Ngoại ngữ, ĐHQGHN

GS. TS. Nguyễn Hòa

Ghi chú:

- Hội thảo có dịch đuổi Anh - Việt và Việt –Anh
- Đại biểu tham dự hội thảo tự lo kinh phí đi lại và ăn ở.
- Khi nhận được thư này, kính mong Ông/Bà trả lời vào địa chỉ
Email: ed_hulis@yahoo.com

Reading Exercise 3 (Intermediate)

Hi there,

Try this out!

Reading Exercise 3

Cheers,

English 1.

ESLPodcast 78 - Seeing a Play

I ran into my neighbor, Dennis, yesterday afternoon. He asked if I wanted two tickets to the theater. He had season tickets but couldn't go to this performance. It was opening night of Shakespeare's The Tempest. I jumped at his offer and invited Lucy to come along.

We arrived at the theater a half an hour before opening curtain. We had the tickets in hand and didn't need to pick them up at the will call window. The doors to the theater were open and we handed our tickets to the ticket takers standing in the doorway.

We looked for our seats and were pleasantly surprised to find that we had some of the best seats in the house! I thought we would be sitting in the balcony , but we were in the orchestra section in the center. This was great! The lights dimmed and the curtain went up .

After the second act , there was an intermission. Lucy and I went into the lobby and bought drinks from the bar. After about 15 minutes, the lights flickered and we went back to our seats.

After the last act, the audience gave the actors a standing ovation. This was the best play I had seen in ages. The acting was superb, the staging and direction were fresh. I couldn't have asked for a better theater experience. I owed Dennis big time for giving me his tickets.

Script by Dr. Lucy Tse

E-books - Teaching English as a Second or Foreign Language, Third Edition

Hi there,

Check this out!

Teaching English as a Second or Foreign Language, Third Edition

Password: englishonecfl.com

Author: Marianne Celce-Murcia
Publisher: Heinle & Heinle Publishers; 3RD edition (May, 2001)

This resource text is designed primarily as a textbook for a preservice TESL/TEFL methods course, but is also useful as a reference and guide for practicing teachers. Forty specialists contribute theoretical background and practical applications for deciding which methods, materials and resources to use in the ESL/EFL classroom. The third edition includes revisions of 16 chapters, and complete rewrites of ten chapters, from the second edition. Ten new chapters have been added, on such topics as communicative language teaching; syllabus design; developing children's listening and speaking skills; cognitive approaches to grammar instruction; bilingual language learning; the non-native speaker as language teacher; cross-cultural communication; action research, teacher research and classroom research; and reflective teaching. A list of useful websites is included at the end of most chapters.

Now in its third edition, this best selling methodology resource gives both experienced and prospective teachers the theoretical background and practical applications they need to succeed.

This book includes 5 units: Teaching Methodology, Language Skills, Integrated Approaches, Focus on the Learner, Skills for Teachers.


Cheers,

English I.

Chicken soup for the soul - The Royal Knights Of Harlem

Within walking distance of my Manhattan apartment, but also light-years away, there is a part of New York called Spanish Harlem. In many ways it is a Third World country. Infant and maternal mortality rates are about the same as in say, Bangladesh, and average male life expectancy is even shorter. These facts it shares with the rest of Harlem, yet here many people are also separated from the more affluent parts of the city by language. When all this is combined with invisibility in the media, the condescension of many teachers and police who work in this Third World country but wouldn't dream of living there, and textbooks that have little to do with their lives, the lesson for kids is clear: They are "less than" people who live only a few blocks away. At a junior high that rises from a barren patch of concrete playgrounds and metal fences on East 101st Street, Bill Hall teaches the usual English courses, plus English as a second language to students who arrive directly from Puerto Rico, Central and South America, even Pakistan and Hong Kong. Those kids are faced with a new culture, strange rules, a tough neighborhood and parents who may be feeling just as lost as they are. Bill Hall is faced with them. While looking for an interest to bind one such group together and help them to learn English at the same time, Bill noticed someone in the neighborhood carrying a chessboard. As a chess player himself, he knew this game crossed many cultural boundaries, so he got permission from a very skeptical principal to start a chess club after school. Few of the girls came. Never having seen women playing chess, they assumed this game wasn't for them, and without even a female teacher as a role model, those few who did come gradually dropped out. Some of the boys stayed away, too—chess wasn't the kind of game that made you popular in this neighborhood—but about a dozen remained to learn the basics. Their friends made fun of them for staying after school, and some parents felt that chess was a waste of time since it wouldn't help them get a job, but still, they kept coming. Bill was giving these boys something rare in their lives: the wholehearted attention of someone who believed in them. Gradually, their skills at both chess and English improved. As they got more expert at the game, Bill took them to chess matches in schools outside Spanish Harlem. Because he paid for their subway fares and pizza dinners, no small thing on his teacher's salary, the boys knew he cared. They began to trust this middle-aged white man a little more. To help them become more independent, Bill asked each boy to captain one event, and to handle all travel and preparation for it. Gradually, even when Bill wasn't around, the boys began to assume responsibility for each other: to coach those who were lagging behind, to share personal problems and to explain to each other's parents why chess wasn't such a waste of time after all. Gradually, too, this new sense of competence carried over into their classrooms and their grades began to improve. As they became better students and chess players, Bill Hall's dreams for them grew. With a little money supplied by the Manhattan Chess Club, he took them to the State Finals in Syracuse. What had been twelve disparate, isolated, often passive, shutdown kids had now become a team with their own chosen name: The Royal Knights. After finishing third in their own state, they were eligible for the Junior High School Finals in California. By now, however, even Bill's own colleagues were giving him reasons why he shouldn't be spending so much time and effort. In real life, these ghetto kids would never "get past New Jersey," as one teacher put it. Why raise funds to fly them across the country and make them more dissatisfied with their lives? Nonetheless, Bill raised money for tickets to California. In that national competition, they finished seventeenth out of 109 teams. By now chess had become a subject of school interest—if only because it led to trips. On one of their days at a New York chess club, the team members met a young girl from the Soviet Union who was the Women's World Champion. Even Bill was floored by the idea that two of his kids came up with: If this girl could come all the way from Russia, why couldn't The Royal Knights go there? After all, it was the chess capital of the world, and the Scholastic Chess Friendship Games were coming up. Though no U.S. players their age had ever entered these games, officials in Bill's school district rallied round the idea. So did a couple of the corporations he approached for travel money. Of course, no one thought his team could win, but that wasn't the goal. The trip itself would widen the boys' horizons, Bill argued. When Pepsi-Cola came up with a $20,000 check, Bill began to realize that this crazy dream was going to come true. They boarded the plane for the first leg of their trip to Russia as official representatives of the country from which they had felt so estranged only a few months before. But as veterans of Spanish Harlem, they also made very clear that they were representing their own neighborhood. On the back of their satin athletic jackets was emblazoned not "U.S.A.," but "The Royal Knights." Once they were in Moscow, however, their confidence began to falter badly. The experience and deliberate style of their Soviet opponents were something they had never previously encountered. Finally one of the Knights broke the spell by playing a Soviet Grand master in his 30s to a draw in a simulation match. The Russians weren't invincible after all; just people like them. After that, the Knights won about half their matches, and even discovered a homegrown advantage in the special event of speed chess. Unlike the Soviet players, who had been taught that slowness and deliberation were virtues, the Knights had a street-smart style that made them both fast and accurate. By the time Bill and his team got to Leningrad to take on the toughest part of their competition, the boys were feeling good again. Though they had been selected at random for their need to learn English, not for any talent at chess, and though they had been playing for only a few months, they won one match and achieved a draw in another. When the Knights got back to New York, they were convinced they could do anything. It was a conviction they would need. A few months later when I went to their junior high school club room, Bill Hall, a big gentle man who rarely gets angry, was furious about a recent confrontation between one of the Puerto Rican team members and a white teacher. As Bill urged the boy to explain to me, he had done so well on a test that the teacher, thinking he had cheated, made him take it over. When the boy did well a second time, the teacher seemed less pleased than annoyed to have been proven wrong. "If this had been a school in a different neighborhood," said Bill, "none of this would have happened." It was the kind of classroom bias that these boys had been internalizing—but now had the self-esteem to resist. "Maybe the teacher was just jealous," the boy said cheerfully. "I mean, we put this school on the map." And so they had. Their dingy junior high auditorium had just been chosen by a Soviet dance troupe as the site of a New York performance. Every principal in the school district was asking for a chess program, and local television and newspapers had interviewed The Royal Knights. Now that their junior high graduation was just weeks away, bids from various high schools with programs for "gifted" kids were flooding in, even one from a high school in California. Though all the boys were worried about their upcoming separation, it was the other team members who persuaded the boy who got that invitation to accept it. "We told him to go for it," as one said. "We promised to write him every week," said another. "Actually," said a third, "we all plan to stay in touch for life." With career plans that included law, accounting, teaching, computer sciences—futures they wouldn't have thought possible before—there was no telling what continuing surprises they might share at reunions of this team that had become its own support group and family. What were they doing, I asked, before Bill Hall and chess playing came into their lives? There was a very long silence. "Hanging out in the street and feeling like shit," said one boy, who now wants to become a lawyer. 'Taking lunch money from younger kids and a few drugs now and then," admitted another. "Just lying on my bed, reading comics, and getting yelled at by my father for being lazy," said a third. Was there anything in their schoolbooks that made a difference? "Not until Mr. Hall thought we were smart," explained one to the nods of the others, "and then we were." Gloria Steinem

E-books - English Through Pictures

Hi there,

Enjoy this book.

English Through Pictures

Password: englishonecfl.com

Cheers,

English I.

Season 2, Episode 8: Chapter Eight ‘Four Months Ago…’

ESLPodcast 77 - Taking Pictures

My nephew's wedding is coming up this Saturday, and I thought it would be nice to take some candids for the happy couple. My wife, who's the photographer in the family, wasn't around today, so I decided to strike out on my own and head off to the camera shop. I love to shop for new gadgets.

When I got to the store. I was blown away by all the options I had! There were disposable cameras, digital cameras, cameras combined with camcorders - it was making my head spin. I finally asked one of the sales clerks what he would recommend.

"It depends if you want a point-and-shoot type, or are looking for something more fancy," he said.

"I'm looking for something that will take a good shot and not be too complicated to operate," I replied.

"Well, this one here has a built-in flash and takes good pictures. When you've finished shooting the roll, just bring it in and we'll develop them for you.‚"

"Do you make enlargements of the prints if I'm interested in doing that?‚"

"Sure," he said, "we can do 4 x 6 or 8 x 10 glossies, if you'd like.‚"

I decided to go with the camera he recommended. Now all I have to do is justify the new camera to my wife.


Script by Dr. Jeff McQuillan

Reading Exercise 2 (Intermediate) - Language Acquisition

Hi there,

Try this out!

Reading Exercise 2

Cheers,

English 1.

E-books - Dictionary of Language Teaching and Applied Linguistics

Hi there,

Hope you will find it interesting.

Dictionary of Language Teaching and Applied Linguistics/

Password: englishonecfl.com

Don't forget to say thank you.

Cheers,

English I.

ESLPodcast 76 - Asking for and Giving Instructions

The supervisor at my work asked me the other day to help out one of the new employees. She needs some basic orientation on how to login to our network. So I made an appointment with her to come to my cubicle for a little training session.

Jeff: Hi, Lucy, how are you settling in?

Lucy: Just fine thanks. I appreciate you taking the time to help me out with this software. May I ask you what we will be covering today?

Jeff: Sure. Before I do that, could you tell me if you've worked with this program before? That will help me figure out how to proceed .

Lucy: I've done a little work with it, but not much.

Jeff: Well, it's a good idea to have the manual ready, since it can get a bit hairy. You should start by logging in with your username and password.

Lucy: How do I do that?

Jeff: You can just click on the button in the corner. Be sure to enter the password you created. You can write it down until you memorize it, but you might want to keep it in a safe place.

Lucy: Okay. Then what?

Jeff: Well, then just select the network you want to work with, and you're all set.

Lucy: Great, thanks for your help, Jeff. May I trouble you to show me how to print reports out from the program?

Jeff: Sure. I'll do what I can to help.

Script by Dr. Jeff McQuillan

Reading Exercise 1 (Intermediate)

Hi there,

Try this out!

Reading Exercise 1

Cheers,

English 1.

E-Books - Better English Pronunciation by J. D. O'Connor

Book

http://rapidshare.com/files/9711090/Better.English.Pronunciation.rar

Audio

http://rapidshare.com/files/2670356/Audio_Part1.rar

http://rapidshare.com/files/2670363/Audio_Part2.rar

Better English Pronuncation by J. D. O'Connor
Publish: Cambridge University Press
5,5 Mb 70 Mb
pdf mp3

This is the new edition of a highly successful and widely used text on pronunciation. It provides a systematic and thorough introduction to the pronunciation of English to help intermediate and more advanced students improve their production of the spoken language. After a short introduction to pronunciation problems the author explains how the speech organs work; he then deals with each sound separately before dealing with words in combination, rhythm-patterns and intonation. Practice material is given at intervals throughout the book.
The particular difficulties of the speakers of certain other languages are noted, and remedial exercises provided. A recording of all the practice material in the book is available on cassettes.

Acknowledgements

- Foreword to the second edition
- 1 Problems in pronunciation
- 2 How the speech organs work in English
- 3 The consonants of English
- 4 Consonant sequences
- 5 The vowel of English
- 6 Words in company
- 7 Intonation
- Conversational passages for practice
- Answers to exercises
- Appendices
- Glossary

ESLPodcast 75 - Getting Childcare

My friend Susan is an engineer and she's also a single mom. She has been working some odd hours lately and was having a tough time finding childcare for her 4-year-old daughter and her 8-year-old son.

Her daughter, Kimberly, is enrolled in a preschool and Susan is able to drop her off on her way to work. But, the preschool closes as 6:00 p.m. and sometimes Susan can't get there in time to pick her up.

Her son, Paul, is in the second grade and goes to a public school near their house. Paul gets out of school at 3 p.m. but Susan never gets off work before 6:00 p.m., and sometimes later.

So, what can she do with the kids after school? I went with Susan to check out a latchkey program at the local community center. It seemed like a good idea. Paul would be picked up from his school and he could stay at the center to do his homework and to play in the center until as late as 7 p.m. The tuition was fairly low and there was rolling admission. The trouble was, there was very little supervision of the kids and the staff seemed inexperienced.

Now, Susan is considering hiring a nanny . The nanny would pick both kids up from their schools and bring them home. The nanny could make dinner for them and stay with them until she got home. This would be ideal, but a good nanny is hard to come by and is very expensive to hire, even the ones who don't live in.

I don't envy Susan. Single moms‚ and dads‚ have it tough.

Script by Dr. Lucy Tse

Chicken soup for the soul - All The Good Things

He was in the third grade class I taught at Saint Mary's School in Morris, Minnesota. All 34 of my students were dear to me, but Mark Eklund was one in a million. Very neat in appearance, he had that happy-to-be-alive attitude that made even his occasional mischievousness delightful. Mark also talked incessantly. I tried to remind him again and again that talking without permission was not acceptable. What impressed me so much, though, was the sincere response every time I had to correct him for misbehaving. 'Thank you for correcting me, Sister!" I didn't know what to make of it at first but before long I became accustomed to hearing it many times a day. One morning my patience was growing thin when Mark talked once too often. I made a novice-teacher's mistake. I looked at Mark and said, "If you say one more word, I am going to tape your mouth shut!" It wasn't ten seconds later when Chuck blurted out, "Mark is talking again." I hadn't asked any of the students to help me watch Mark, but since I had stated the punishment in front of the class, I had to act on it. I remember the scene as if it had occurred this morning. I walked to my desk, very deliberately opened the drawer and took out a roll of masking tape. Without saying a word, I proceeded to Mark's desk, tore off two pieces of tape and made a big X with them over his mouth. I then returned to the front of the room. As I glanced at Mark to see how he was doing, he winked at me. That did it! I started laughing. The entire class cheered as I walked back to Mark's desk, removed the tape and shrugged my shoulders. His first words were, "Thank you for correcting me, Sister." At the end of the year I was asked to teach junior high math. The years flew by, and before I knew it Mark was in my classroom again. He was more handsome than ever and just as polite. Since he had to listen carefully to my instruction in the "new math," he did not talk as much in ninth grade. One Friday things just didn't feel right. We had worked hard on a new concept all week, and I sensed that the students were growing frustrated with themselves—and edgy with one another. I had to stop this crankiness before it got out of hand. So I asked them to list the names of the other students in the room on two sheets of paper, leaving a space between each name. Then I told them to think of the nicest thing they could say about each of their classmates and write it down. It took the remainder of the class period to finish the assignment, but as the students left the room, each one handed me their paper. Chuck smiled. Mark said, "Thank you for teaching me, Sister. Have a good weekend." That Saturday, I wrote down the name of each student on a separate sheet of paper, and I listed what everyone else had said about that individual. On Monday I gave each student his or her list. Some of them ran two pages. Before long, the entire class was smiling. "Really?" I heard whispered. "I never knew that meant anything to anyone!" "I didn't know others liked me so much!" No one ever mentioned those papers in class again. I never knew if they discussed them after class or with their parents, but it didn't matter. The exercise had accomplished its purpose. The students were happy with themselves and one another again. That group of students moved on. Several years later, after I had returned from a vacation, my parents met me at the airport. As we were driving home, Mother asked the usual questions about the trip: How the weather was, my experiences in general. There was a slight lull in the conversation. Mother gave Dad a sideways glance and simply said, "Dad?" My father cleared his throat. "The Eklunds called last night," he began. "Really?" I said. "I haven't heard from them for several years. I wonder how Mark is" Dad responded quietly. "Mark was killed in Vietnam," he said. "The funeral is tomorrow, and his parents would like it if you could attend." To this day I can still point to the exact spot on 1-494 where Dad told me about Mark. I had never seen a serviceman in a military coffin before. Mark looked so handsome, so mature. All I could think at that moment was, Mark, I would give all the masking tape in the world if only you could talk to me. The church was packed with Mark's friends. Chuck's sister sang "The Battle Hymn of the Republic." Why did it have to rain on the day of the funeral? It was difficult enough at the graveside. The pastor said the usual prayers and the bugler played taps. One by one those who loved Mark took a last walk by the coffin and sprinkled it with holy water. I was the last one to bless the coffin. As I stood there, one of the soldiers who had acted as a pallbearer came up to me. "Were you Mark's math teacher?" he asked. I nodded as I continued to stare at the coffin. "Mark talked about you a lot," he said. After the funeral most of Mark's former classmates headed to Chuck's farmhouse for lunch. Mark's mother and father were there, obviously waiting for me. "We want to show you something," his father said, taking a wallet out of his pocket. "They found this on Mark when he was killed. We thought you might recognize it." Opening the billfold, he carefully removed two worn pieces of notebook paper that had obviously been taped, folded and refolded many times. I knew without looking that the papers were the ones on which I had listed all the good things each of Mark's classmates had said about him. "Thank you so much for doing that," Mark's mother said. "As you can see, Mark treasured it." Mark's classmates started to gather around us. Chuck smiled rather sheepishly and said, "I still have my list. It's in the top drawer of my desk at home." John's wife said, "John asked me to put his in our wedding album." "I have mine, too," Marilyn said. "It's in my diary." Then Vicki, another classmate, reached into her pocketbook, took out her wallet and showed her worn and frazzled list to the group. "I carry this with me at all times," Vicki said without batting an eyelash. "I think we all saved our lists." That's when I finally sat down and cried. I cried for Mark and for all his friends who would never see him again. Helen P. Mrosla

E-English 10 - Extra Practice (Unit 1 - Unit 8)

Hi there,

These extra exercises were designed to support the E-English 10 (Tieng Anh 10) and were redesigned to serve the purpose of on-line learning. I hope you will enjoy them.

Cheers,

English I.

HOT! HOT! HOT! If you want to download the whole CD, click the links below. Password: englishonecfl.com

http://ifile.it/8e1gox5/english_10.part6.rar
http://ifile.it/fe43jkg/english_10.part5.rar
http://ifile.it/92ctrpl/english_10.part4.rar
http://ifile.it/yg1abzd/english_10.part3.rar
http://ifile.it/d964i70/english_10.part2.rar
http://ifile.it/evrkbwq/english_10.part1.rar

============================================================
Instruction



Step 1: Click the link to do the listening exercise. When the window pops up, there will be a warning like this.



Step 2: Click DOWNLOAD FILE to begin.

Let's Practise

Unit 1

Unit 1 - Task 1 - Phonetics 1

Unit 1 - Task 2 - Phonetics 2

Unit 1 - Task 3 - Vocabulary 1

Unit 1 - Task 3 - Vocabulary 1

Unit 1 - Task 4 - Vocabulary 2

Unit 1 - Task 5 - Grammar 1

Unit 1 - Task 6 - Grammar 2

Unit 1 - Task 7 - Reading

Unit 1 - Task 8 - Writing

Unit 2

Unit 2 - Task 1 - Phonetics 1

Unit 2 - Task 2 - Phonetics 2

Unit 2 - Task 3 - Writing

Unit 3

Unit 3 - Task 1 - Phonetics

Unit 3 - Task 2 - Vocabulary

Unit 3 - Task 3 - Grammar 1

Unit 3 - Task 4 - Grammar 2

Unit 3 - Task 5 - Reading 1

Unit 3 - Task 6 - Reading 2

Unit 3 - Task 7 - Writing 1

Unit 3 - Task 8 - Writing 2

Unit 5

Unit 5 - Task 1 - Phonetics

Unit 5 - Task 2 - Vocabulary 1

Unit 5 - Task 3 - Vocabulary 2

Unit 5 - Task 4 - Grammar 1

Unit 5 - Task 5 - Grammar 2

Unit 5 - Task 6 - Reading 1

Unit 5 - Task 7 - Reading 2

Unit 5 - Task 8 - Reading 3

Unit 5 - Task 9 - Writing 1

Unit 5 - Task 10 - Writing 2

Unit 6

Unit 6 - Task 1 - Phonetics 1

Unit 6 - Task 2 - Phonetics 2

Unit 6 - Task 3 - Grammar & Vocab

Unit 6 - Task 4 - Reading 1

Unit 6 - Task 5 - Reading 2

Unit 6 - Task 6 - Writing

Unit 6 - Task 7

Unit 7

Unit 7 - Task 1- Phonetics Ex1

Unit 7 - Task 2 - Phonetics Ex2

Unit 7 - Task 3 - Vocabulary Ex1

Unit 7 - Task 4 - Vocabulary Ex2

Unit 7 - Task 5 - Grammar

Unit 7 - Task 6 - Writing

Unit 7 - Task 7 - Reading

Unit 8

Unit 8 - Task 1 - Phonetics 1

Unit 8 - Task 2 - Phonetics 2

Unit 8 - Task 3 - Vocab 1

Unit 8 - Task 4 - Vocab 2

Unit 8 - Task 5 - Grammar 1

Unit 8 - Task 6 - Grammar 2

Unit 8 - Task 7 - Grammar 3

==================================


For Your Information

GIỚI THIỆU CHƯƠNG TRÌNH HỖ TRỢ

DẠY-HỌC TIẾNG ANH THPT E-ENGLISH 10

E-ENGLISH 10 là một trong những sản phẩm công nghệ thông tin ứng dụng trong giáo dục của trường Đại học Ngoại ngữ - ĐHQGHN.

E-ENGLISH 10 nhằm cung cấp cho giáo viên trung học phổ thông những gợi ý về phương pháp sư phạm và thủ thuật khai thác hiệu quả cuốn sách giáo khoa TIẾNG ANH 10 theo đường hướng “lấy học sinh làm trung tâm”. Đồng thời, E-ENGLISH 10 còn hướng tới đối tượng học sinh, nhằm tạo điều kiện cho các em học và ôn tập theo tốc độ phù hợp với trình độ của từng cá nhân, củng cố kiến thức được học trên lớp và mở rộng, đào sâu kiến thức theo từng chủ đề được nêu trong mỗi bài học.

Về mặt nội dung, E-ENGLISH 10 được biên soạn theo chương trình TIẾNG ANH 10 của Bộ Giáo dục và Đào tạo gồm 16 đơn vị bài học, mỗi đơn vị bài học gồm sáu mục KĨ NĂNG ĐỌC (Reading), KĨ NĂNG NÓI (Speaking), KĨ NĂNG NGHE (Listening), KĨ NĂNG VIẾT (Writing), TRỌNG TÂM NGÔN NGỮ (Language Focus), BÀI TẬP BỔ TRỢ (Further practice). Điểm đặc biệt của E-ENGLISH 10 nằm ở sự da dạng dữ liệu: kết hợp giữa kênh chữ, kênh hình ảnh (tranh ảnh, video), hiệu ứng chuyển động và sự tương tác linh hoạt giữa người sử dụng và chương trình.

Về mặt hình thức, E-ENGLISH 10 được thiết kế dưới dạng CD-ROM giao diện web thân thiện, hiện đại và hấp dẫn. Người sử dụng sẽ được tham gia vào một lớp học ảo có tính tương tác cao giữa người học và ngữ liệu, đặt trong môi trường thực hành ngôn ngữ sống động và chân thực.

Hy vọng E-ENGLISH 10 sẽ là người bạn thân thiết và nguồn trợ giúp đắc lực cho các giáo viên phổ thông và học sinh lớp 10 nói riêng và THPT nói chung trong quá trình dạy và học tiếng Anh. Trường Đại học Ngoại ngữ - ĐHQGHN hoan nghênh các ý kiến đóng góp để nhóm tác giả tiếp tục hoàn thiện sản phẩm trong những lần xuất bản sau.

Chỉ đạo chung:

GS.TS. Nguyễn Hoà Hiệu trưởng trường ĐHNN-ĐHQGHN
PGS.TS. Nguyễn Lân Trung Phó Hiệu trưởng trường ĐHNN-ĐHQGHN



Chỉ đạo chuyên môn:

TS. Đỗ Tuấn Minh Phó Hiệu trưởng trường ĐHNN-ĐHQGHN
Chủ nhiệm khoa NN-VH Anh Mỹ, Trường ĐHNN-ĐHQGHN
Th.S Nguyễn Minh Tuấn CBGD khoa NN-VH Anh Mỹ, Trường ĐHNN-ĐHQGHN



Chỉ đạo kĩ thuật:

Ths. Bùi Ngọc Oánh Phó Giám đốc Trung tâm Multimedia
Ths. Nguyễn Thị Lan Hường Trưởng ban Nghiên cứu TT Multimedia
Ths. Nguyễn Văn Đoàn Trưởng ban Phát triển CN TT Multimedia


Những người thực hiện chuyên môn

Trần Lan Anh
Nguyễn Hoàng Lan
Phạm Hoàng Long Biên
Nguyễn Thúy Lan
Nguyễn Minh Cường
Tống Mỹ Liên
Nguyễn Bích Diệp
Trần Quỳnh Lê
Cấn Thị Chang Duyên
Trần Thị Tuyết Mai
Nguyễn Hồng Giang
Nguyễn Huyền Minh
Vũ Hải Hà
Trần Thanh Phúc
Nguyễn Thị Thu Hằng
Vũ Phương Thảo
Nguyễn Minh Hạnh
Nguyễn Thị Thơm Thơm
Cao Thúy Hồng
Phạm Thanh Thuỷ
Nguyễn Thị Kim Huệ
Trần Hiếu Thủy
Vũ Minh Huyền
Khoa Anh Việt

Những người thực hiện kỹ thuật

Nguyễn Tiến Dũng
Trịnh Hải Tuấn
Nguyễn Văn Tuấn
Nguyễn Thái Bình

Thu thanh:

Joelle Shetterly
Steven Shetterly
Bradley A. Pingel
Jesse J. Patterson

Trong chương trình này chúng tôi có sử dụng một số tư liệu trong SGK tiếng anh 10 ( bộ giáo dục và đào tạo ), và trên 1 số website…

Heroes Season 2 Episode 07 - Out of Time

E-English 10 - Listening Practice (Unit 1 - Unit 8)

Hi there,

These listening exercises were taken from the E-English 10 (Tieng Anh 10) and were redesigned to serve the purpose of on-line learning. I hope you will enjoy them.

There will be more exercises to be uploaded soon. Please give your feedback.

Cheers,

English I.

HOT! HOT! HOT! If you want to download the whole CD, click the links below. Password: englishonecfl.com

http://ifile.it/8e1gox5/english_10.part6.rar
http://ifile.it/fe43jkg/english_10.part5.rar
http://ifile.it/92ctrpl/english_10.part4.rar
http://ifile.it/yg1abzd/english_10.part3.rar
http://ifile.it/d964i70/english_10.part2.rar
http://ifile.it/evrkbwq/english_10.part1.rar

============================================================
Instruction



Step 1: Click the link to do the listening exercise. When the window pops up, there will be a warning like this.



Step 2: Click DOWNLOAD FILE to begin.

Let's Practise

Unit 1: A Day in the Life of ...

Task 1

Task 2

Unit 2: School Talks

Task 1

Task 2

Task 3

Unit 3: People's Background

Task 1

Task 2

Unit 4: Special Education

Task 1

Task 2

Unit 5: Technology and You

Task 1

Task 2

Unit 6: An Excursion

Task 1

Task 2

Unit 7: The Mass Media

Task 1

Task 2

Unit 8: The Story of My Village

Task 1

Task 2



==================================================================================
For Your Information

GIỚI THIỆU CHƯƠNG TRÌNH HỖ TRỢ

DẠY-HỌC TIẾNG ANH THPT E-ENGLISH 10

E-ENGLISH 10 là một trong những sản phẩm công nghệ thông tin ứng dụng trong giáo dục của trường Đại học Ngoại ngữ - ĐHQGHN.

E-ENGLISH 10 nhằm cung cấp cho giáo viên trung học phổ thông những gợi ý về phương pháp sư phạm và thủ thuật khai thác hiệu quả cuốn sách giáo khoa TIẾNG ANH 10 theo đường hướng “lấy học sinh làm trung tâm”. Đồng thời, E-ENGLISH 10 còn hướng tới đối tượng học sinh, nhằm tạo điều kiện cho các em học và ôn tập theo tốc độ phù hợp với trình độ của từng cá nhân, củng cố kiến thức được học trên lớp và mở rộng, đào sâu kiến thức theo từng chủ đề được nêu trong mỗi bài học.

Về mặt nội dung, E-ENGLISH 10 được biên soạn theo chương trình TIẾNG ANH 10 của Bộ Giáo dục và Đào tạo gồm 16 đơn vị bài học, mỗi đơn vị bài học gồm sáu mục KĨ NĂNG ĐỌC (Reading), KĨ NĂNG NÓI (Speaking), KĨ NĂNG NGHE (Listening), KĨ NĂNG VIẾT (Writing), TRỌNG TÂM NGÔN NGỮ (Language Focus), BÀI TẬP BỔ TRỢ (Further practice). Điểm đặc biệt của E-ENGLISH 10 nằm ở sự da dạng dữ liệu: kết hợp giữa kênh chữ, kênh hình ảnh (tranh ảnh, video), hiệu ứng chuyển động và sự tương tác linh hoạt giữa người sử dụng và chương trình.

Về mặt hình thức, E-ENGLISH 10 được thiết kế dưới dạng CD-ROM giao diện web thân thiện, hiện đại và hấp dẫn. Người sử dụng sẽ được tham gia vào một lớp học ảo có tính tương tác cao giữa người học và ngữ liệu, đặt trong môi trường thực hành ngôn ngữ sống động và chân thực.

Hy vọng E-ENGLISH 10 sẽ là người bạn thân thiết và nguồn trợ giúp đắc lực cho các giáo viên phổ thông và học sinh lớp 10 nói riêng và THPT nói chung trong quá trình dạy và học tiếng Anh. Trường Đại học Ngoại ngữ - ĐHQGHN hoan nghênh các ý kiến đóng góp để nhóm tác giả tiếp tục hoàn thiện sản phẩm trong những lần xuất bản sau.

Chỉ đạo chung:

GS.TS. Nguyễn Hoà Hiệu trưởng trường ĐHNN-ĐHQGHN
PGS.TS. Nguyễn Lân Trung Phó Hiệu trưởng trường ĐHNN-ĐHQGHN



Chỉ đạo chuyên môn:

TS. Đỗ Tuấn Minh Phó Hiệu trưởng trường ĐHNN-ĐHQGHN
Chủ nhiệm khoa NN-VH Anh Mỹ, Trường ĐHNN-ĐHQGHN
Th.S Nguyễn Minh Tuấn CBGD khoa NN-VH Anh Mỹ, Trường ĐHNN-ĐHQGHN



Chỉ đạo kĩ thuật:

Ths. Bùi Ngọc Oánh Phó Giám đốc Trung tâm Multimedia
Ths. Nguyễn Thị Lan Hường Trưởng ban Nghiên cứu TT Multimedia
Ths. Nguyễn Văn Đoàn Trưởng ban Phát triển CN TT Multimedia


Những người thực hiện chuyên môn

Trần Lan Anh
Nguyễn Hoàng Lan
Phạm Hoàng Long Biên
Nguyễn Thúy Lan
Nguyễn Minh Cường
Tống Mỹ Liên
Nguyễn Bích Diệp
Trần Quỳnh Lê
Cấn Thị Chang Duyên
Trần Thị Tuyết Mai
Nguyễn Hồng Giang
Nguyễn Huyền Minh
Vũ Hải Hà
Trần Thanh Phúc
Nguyễn Thị Thu Hằng
Vũ Phương Thảo
Nguyễn Minh Hạnh
Nguyễn Thị Thơm Thơm
Cao Thúy Hồng
Phạm Thanh Thuỷ
Nguyễn Thị Kim Huệ
Trần Hiếu Thủy
Vũ Minh Huyền
Khoa Anh Việt

Những người thực hiện kỹ thuật

Nguyễn Tiến Dũng
Trịnh Hải Tuấn
Nguyễn Văn Tuấn
Nguyễn Thái Bình

Thu thanh:

Joelle Shetterly
Steven Shetterly
Bradley A. Pingel
Jesse J. Patterson

Trong chương trình này chúng tôi có sử dụng một số tư liệu trong SGK tiếng anh 10 ( bộ giáo dục và đào tạo ), và trên 1 số website…

ESLPodcast 74 - Reserving a Rental Car

I will be in Chicago next week and needed a rental car. I called up Bargain Rental Cars and made a reservation. After I got through the phone tree, I spoke with a reservation agent.

Agent: Welcome to Bargain Rental Car.

Jeff: I'd like to reserve a rental car.

Agent: What city will you be picking up from?

Jeff: Chicago.

Agent: Which airport location? O’Hare or Midway?

Jeff: Hmm I'm not sure. Is there a downtown location?

Agent: Sure. We have an office at 401 State St.

Jeff: Is that near Prairie State College?

Agent: I really don't know.

Jeff: That's okay. I'll go ahead and make a reservation for that location.

Agent: For what date and time?

Jeff: For November 11, around 7 p.m.

Agent: Returning to the same location?

Jeff: No. I’d like to drop it off at the Chicago O’Hare airport.

Agent: Okay. On what date and time?

Jeff: It'll be that Sunday, November 13, around the same time.

Agent: What size car would you like? A compact, mid-size, or full-size ?

Jeff: I’d like the most economical.

Agent: That would be the compact. The rental fee would be $32.25 a day, giving you a grand total of $62.50 for the two days.

Jeff: Does that include taxes and fees?

Agent: No. With all applicable taxes and fees, you grand total comes to $77.40.

Jeff: Okay, that's fine.

Agent: Your last name?

Jeff: McQuillan. M, C, Q, U, I, L, L, A, N.

Agent: And your first name?

Jeff: Jeff.

Agent: J, E, S, S?

Jeff: No, J, E, F as in Frank , F.

Agent: What credit card will you be using?

Jeff: I'll be using a MasterCard.

Agent: Okay, I have a compact reserved for pick up at our downtown location on November 11 at 7 p.m., returning November 13 at 7 p.m. at Chicago O’Hare. Is there another reservation I can help you with?

Jeff: No, that's all. Thanks.

Agent: It's my pleasure. Have a good afternoon and thank you for calling Bargain Rental Car.

Script by Dr. Lucy Tse

2009 GLOBAL UNDERGRADUATE EXCHANGE SCHOLARSHIP PROGRAM

Application Form

Application Form

UNITED STATES EMBASSY HANOI
PUBLIC AFFAIRS SECTION

Announcement
2009 GLOBAL UNDERGRADUATE EXCHANGE SCHOLARSHIP PROGRAM

The Public Affairs Section (PAS), U.S. Embassy Hanoi is seeking candidates for the 2009 Global Undergraduate Exchange Program. First through third year undergraduate students who demonstrate leadership through academic work, community involvement and extracurricular activities and have a good command of English are invited to apply for the program. The application deadline is 5:00 PM, November 14, 2008.

Program Description

Funded by the U.S. Department of State’s Bureau of Educational and Cultural Affairs, the Global Undergraduate Exchange Program provides scholarships for one semester or one academic year, enabling undergraduate students to study in a non-degree program at American universities. The goal of the program is to provide a diverse group of emerging student leaders with a substantive exchange experience at a U.S. college or university.

For the academic year 2009-10, the program will place approximately 90 students from countries in Asia at U.S. colleges and universities, starting in August 2009 or January 2010. Up to 10 scholarships are available for Vietnamese students. Scholarships are for either one academic-year (approximately 10 months) or one semester (approximately five months). The length of the scholarship award will depend upon the student applicant’s interests and availability, as well as placement options and availability of funds. In addition, participants will be eligible for two to four weeks of intensive English language instruction in the United States prior to the start of the academic portion of their program.

All Global Undergraduate Program participants will be enrolled full-time in undergraduate course work chosen from the host institution’s existing curriculum to allow them ample opportunity for ongoing interaction with U.S. faculty and student peers, and for exposure to U.S. academic and classroom culture. To ensure that students succeed in their new academic environments, host institutions will offer tailored instruction on topics including academic research and writing, critical thinking, time management, note-taking, and studying for and taking tests. Participants will live on-campus with American students.

Students will be provided with opportunities to participate in up to ten hours of community service activities per semester. Additionally, an internship component will be offered to all academic-year participants during the academic component of the program. Internships will be related to each participant’s field of study and/or career plans.

Scholarships will be available in all academic fields of study.

Participants in this program must return to Vietnam upon completion of the program, and may not stay on for degree study in the United States.

Candidate Qualifications

Competition will be based on the potential of the candidates to become student leaders through academic performance, community involvement and extracurricular activities, without regard to their field of study, race, religion, or gender. Competition is open to all applicants who:

 Currently enrolled in an undergraduate degree program in Vietnam
 Will have completed their first year of undergraduate study by August 2009
 Must have at least one semester to complete at their universities in Vietnam upon the completion of the program in the U.S.
 Have a good knowledge of English with the minimum TOEFL score of 525 (paper-based) or 70 (iBT).
 Demonstrate strong leadership qualities through academic performance, community involvement and extracurricular activities.

How to apply?

To apply for the program, applicants must submit electronically via email and a hard copy of the following documents to the address below:

1. Completed, signed Global Undergraduate Exchange Program application form
2. Personal statement in English, 350-500 words, typed
3. Copy of the data/photo pages of your passport
4. Official transcripts for years of university study (with English translations)
5. Official results of the national general secondary school leaving exam
6. Three letters of recommendation from teachers/professors, including one from the candidate’s secondary level institution (with English translations)
7. TOEFL score report, minimum 525 (paper-based) or 70 (iBT)
8. Two photocopies of passport-size photo.

Applications and questions should be sent to:

The Global Undergraduate Exchange Program
Public Affairs Section
U.S. Embassy, 7 Lang Ha,
Dong Da, Hanoi
Tel: 84-4-850 5000, ext. 6152
Email: pas.culture@gmail.com

Application deadline: 5:00 PM, Friday, November 14, 2008

Applications received later than 5:00 PM, Friday, November 14, 2008 will not be considered.

Note: Applications and inquiries from southern provinces (from Thua Thien-Hue toward the south) should be directed to the Public Affairs Section, United States Consulate General in Ho Chi Minh City, at telephone number 08-821-6100 or email NguyenLH2@state.gov.

E-Books-Idioms Advanced

English Idioms Advanced

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File Type: PDF>>RAR

Link Download:

http://rapidshare.com/files/136306837/Idioms-Advanced.rar.html

ESL Podcast 73 - Looking on the brighter side

Story
Addison I was talking to a friend of mine today. He was really depressed because he’d just found out that he failed his Math class. Because of that, he wouldn’t be able to graduate until the following year. His mood was really negative and he saw it as a wasted year. I told him that although it’s annoying, there’s no point in dwelling on it. The past is the past. He said, “That’s easy for you to say”. I said, “of course it’s easier said then done, but you’ve got to look on the bright side.” I asked him if there was anything good about the situation. He thought for a while and told me that maybe this way he would have more time to really think about what job he was going to get in the future and have a fun year with his friends. I said, “see, maybe it’s a blessing in disguise.”

--------------------------------------------------------------------------------

Key vocabulary and phrases that are discussed in the podcast:


Depressed –Sad, Can’t eat, can’t sleep, don’t feel like doing much. If someone close to you dies you will be depressed for a while.

Some people are depressed all the time. They have a medical condition and need to see a doctor.



Negative mood – Always talk about the bad things about a situation.



There’s no point in – No reason to do something



dwelling – thinking about a situation over and over again. Maybe he’d be thinking about how if he had studied more, then he would have passed the exam.



The past is the past – the idea here is that things that happened before have already happened. You can’t change them so there is no point in thinking about it or dwelling on it. Learn from your mistakes and move on.



That’s easy for you to say – Sometimes good advice is hard to accept. Often the person giving advice isn’t the one who actually has to make the difficult change. For example, if I passed my math exam and my friend failed, it’s easy for me to tell him not to worry about it.



It’s easier said than done – It’s much easier to make the plan than to follow it. For example, I could say you should exercise for an hour per day. That’s easier said than done.



Look on the bright side – Think about the good points in a situation. For example, if you get fired from a job. You could think about how now you have some time to relax and find an even better job.



Blessing in disguise – Something good that happened to you but it seems bad. In this story, failing the math class seemed to be bad, but then he realized that it would be good because now he would have more time to think about what he really wanted to do for his career.