Tiếng Anh lớp 11 - Unit 3: Becoming independent

Unit 3: BECOMING INDEPENDENT
A.	PHONETICS
I.	Read the following sentences aloud, and mark (u) the consonant sounds that link with the vowel sounds.
1.	All of us are spending lots of time in front of screens.
2.	Be sure to pay your rent and bills on time.
3.	It is a good idea to be aware of your weaknesses.
4.	What are skills of an independent learner?
5.	These are modes of transportation an independent teen should know.
6.	Parents want to give a teen all of the tools he needs to be successful.
7.	If a teen possesses all of the life skills, he will succeed in the world.
8.	I think you have a lot of life skills in order to live independently.
II.	Read aloud the paragraph below, and link (‿) the final consonants and initial vowels.
The final aim of any parent is to bring up an independent, responsible child. This may seem obvious, but most of us know it takes real focus on it. Kids often become ready for the world when they turn eighteen. They need to practise a lot in order to behave independently. It means all of them should increase their ability to make decisions on their own. Sometimes parents allow children to make inappropriate options, and then kids ought to move on.
B.	VOCABULARY & GRAMMAR
I. Fill in each blank with, the correct word from the box.
plan	system	team	issue	information
focus	effort	work	flow	techniques
1.	I actively look for ways to improve the _________________ of my work, and the way that I approach tasks.
2.	I can maintain _________________ on one task for a significant period of time.
3.	I spend lots of time looking for _________________ or documents, or locating missing items.
4.	I use the talents, time, and expertise of other people in my _________________ to help get the work done.
5.	I actively look for ways to avoid wasting time and _________________ - both for myself and for my team.
6.	I use _________________ like skimming and note taking to identify the key points from the documents that I receive.
7.	I have a clear _________________ for dealing with disruptions and interruptions.
8.	I delay difficult or unpleasant tasks until the last minute - or until the _________________ disappears on its own.
9.	I use a formal tracking _________________ to understand how I spend my time.
10.	I do all of the tasks that are assigned to me, and hope that I can keep up with the volume of _________________.
II.	Fill in each blank with ONE suitable word.
1.	The good _________________ habits that a teen should have are to take care of any injuries as they happen and until they are healed, and wear clean clothes.
2.	As a parent, one of the most important goals is to raise children who will become independent and _________________ in the future.
3.	Part of building confidence is learning how to _________________ with all types of situations.
4.	Parents want to raise their child to be independent, and to help him make his own _________________.
5.	Children should be allowed to argue with parents because this encourages open _________________ and a friendly environment.
6.	Some students have busy lives which sometimes conflict with their study plans, and they _________________ from a lack of motivation in study.
III. Combine the sentences, using to-infinitives.
1.	I recognize that I could work more effectively with my time log. I was amazed.
2.	No one can focus and produce really high-quality work without giving their brains some time to rest and recharge. It is impossible.
3.	You should make a list of attainable goals that you can achieve. It is important.
4.	Use an electronic calendar to write down the things you need to do, including appointments and deadlines. It is very simple.
5.	Don’t read funny emails or check Facebook first. It is neither urgent nor important.
6.	You should practise time management in your daily life. It is surprisingly hard.
7.	Keep a time log at times of pressure, for example, when revising for examinations. It is very useful.
8.	Think that you can work for 8-10 hours straight, especially when you are working to a deadline. It is nice.
IV. Combine the sentences, using “adjective + for somebody + to-infinitive”.
1.	Parents can help build a child’s independence by encouraging good habits. It’s very important.
2.	Customers have to read fabric care labels and recognize which clothes require dry cleaning. It’s necessary.
3.	Parents pick their children up from school. It is both urgent and important.
4.	Students learn to prioritise their tasks. It is essential.
5.	All of us focus and concentrate on one thing at a time. It is reasonable.
V.	Rewrite the sentences, using the nouns in brackets and a to-infinitive so that the new sentences have the closest meaning to the given ones.
1.	If you don’t want to cook, invest in a microwave. (desire)
2.	We should be able to take a leadership role within group situations. (ability)
3.	Action Priority Matrix can help you prioritize effectively. (tool)
4.	To use a time log is useful for eliminating wasted time. (way)
5.	You can ask your tutor if you may submit an assignment late if necessary. (permission)
6.	Managing your time is very important for you to succeed in your study. (element)
7.	The school library is suitable for you to escape from distractions. (venue)
8.	Do you think it is ideal for you to send that email confirming your holiday dates? (time)
C. READING
I. Read the passage about full-time life skills courses, and then answer the questions.
These full-time Life Skills courses are suitable for students with a range of additional learning needs from moderate learning difficulties to severe learning difficulties.
Our range of Life Skills courses enables learners to develop vocational skills designed to improve opportunities for progression to employment and/or further study.
We offer a wide range of life skills courses including Cookery, Creative Skills, Workshop Skills, Animal Care, and professional courses.
Students are taught in small groups and all courses include lessons that help them build confidence and improve literacy, numeracy and skills for independence, employment and progression. We can arrange an expert’s visit for potential students, and parents including a tour to view our facilities and discuss the course options.
1.	Who are the courses for?
2.	Why are the courses suitable for future workers?
3.	What skills do you think you will be taught if you follow the courses?
4.	What are the advantages that the courses offer to students?
5.	For whom can they arrange an expert’s visit?
II. Read the text, and then do the tasks that follow.
The Ability to Get from One Place to Another
One important life skill that teenagers need to leam in order to become independent, and to generally be able to operate without their parents is transportation, or “getting from Point A to Point B”. While it sounds simple, many teens do not have a good grasp of this simple skill. There is a bus to get to school and often, the family rely upon for transportation to go anywhere else.
Always leaving this important life skill to parents can lead a child to develop the bad habit of never taking the responsibility of being where they need to be and blaming others for being late or not showing up. That will hinder your teen's daily living and success.
Young adults have goals, dreams and responsibilities that will require them to know all they can about different modes of transportation.
Teens need to know “how to get there from here”. Therefore, parents need to give the responsibility of transporting themselves from one place to another to their teens as often as possible. When parents do this, teens learn valuable transportation lessons.
Transportation lessons and experiences are taught in high school and some can be taught by getting your teens involved with travel clubs or various youth events.
These life skills are learned best when taught by experience, but you can also use the Internet to help when the concept of using experience as a teacher is not readily applicable. Give these lessons your best efforts as teaching your teens how to go where they need to on their own will boost their confidence and add to their overall sense of independence.
Task 1: Match a word in column A with its definition in column B, writing the answer in each blank.
Answer
A
B
1. operate (v)
2. grasp (n)
3. show up (phr. v)
4. hinder (v)
5. boost (v)
A. arrive
B. make something become better
C. ability to get something
D. work in a particular way
E. make it difficult for someone to do something
Task 2: Read the passage again, and then decide whether the statements are true (T) or false (F).
T	F
6.	The fact that children depend on their parents for transportation to go anywhere may have a negative impact on them.
o	o
7.	Parents should take the responsibility of transporting their teens as often as possible.
o	o
8.	Transportation lessons can be taught at school or in community.
o	o
9.	Experiences and the Internet play an important role in learning this life skill.
o	o
10.	Adults need to give all the responsibility of learning how to go where teens need to the teens to boost their confidence and their sense of independence.
o	o
III. Read the text, and then do the tasks that follow.
Why Do We Use Time-Management Skills?
It is important that you develop effective strategies for managing your time to balance the conflicting demands of time for study, leisure, and work. Time-management skills are valuable not only in job-hunting, but also in many other aspects of life: from revising for examinations to working in a vacation job.
Sometimes it may seem that there isn't enough time to do everything that you need to. This can lead to a build-up of stress. When revising for examinations, or during your final year when you have to combine the pressures of intensive study with finding time to apply for jobs, good management of your time can be particularly important. Once we have identified ways in which we can improve the management of our time, we can begin to adjust our routines and patterns of behaviour to reduce any time-related stress in our lives.
Some of these skills include setting clear goals, breaking your goals down into several steps, and reviewing your progress towards your goals.
Other skills involved include prioritising - focusing on urgent and important tasks rather than those that are trivial or don't move you towards your goals; organising your work schedule; list making to remind you of what you need to do.
Task 1. Read the text and select the statement that expresses its main idea.
A.	Priority makes us have time-management skills and focus on urgent and important tasks.
B.	Time-management skills help us do better in study and work and enjoy life more.
C.	Good skills to deal with work may help you a lot in job-hunting after graduation.
Task 2. Read the text again, and then decide whether the statements are true (T), false (F) or not given (NG).
T	F	NG
1.	Time-management skills help us to balance our time between study, leisure, and work.
o	o	o
2.	Time-management skills also bring more productivity in our work.
o	o	o
3.	When we have good time management, we can reduce stress in our lives.
o	o	o
4.	We should focus on achieving our goals, and spending time checking progress is wasteful.
o	o	o
5.	Priority requires us to do trivial tasks first.
o	o	o
Task 3. Answer the following questions.
1.	Why are time-management skills important?
2.	Why do students revising for examinations build up stress?
3.	How can we reduce any time-related stress in our lives?
4.	What is the procedure to achieve our goals?
5.	What does the skill of priority mostly involve?
IV. Read the text, and then do the tasks that follow.
Research from a variety of perspectives reveals that when we push our children to be independent before they’re ready, it can often be counterproductive, making them more dependent instead. For example, if a toddler is afraid to be alone at bedtime, and the parent forces him to do so, the feeling of fear once the parent closes the door may amplify. The next night, this fear and panic and dependence are even greater because, while you may have been ready for that move toward independence, your child was not. When children are afraid and their parents push them too hard too soon, they will often feel flooded with uncomfortable emotions and bodily sensations.
It is demonstrated that there’s a line we must walk in terms of how far we push our kids outside of their comfort zone in order to successfully promote independence. If parents don’t push at all, the child will stay confined within her comfort zone and won’t overcome her discomfort and fear about taking on new independence or a new experience.
When parents push their children gently, incrementally and with lots of support, children learn to tolerate more, and they begin to have experiences that let them feel stronger and more independent. For example, when a mother wanted to help his son not feel so fearful about going to the bathroom or upstairs without her, she would sing loudly so he could hear she was close, but not right next to him. He saw that he could feel comfortable doing these things without his mother.
Task 1: Match a word in column A with its definition in column B, writing the answer in each blank.
Answer
A
B
1.	perspective (n)
2.	counterproductive (adj)
3.	flooded (adj)
4.	confined (adj)
5.	incrementally (adv)
A.	full of something
B.	existing only in a particular area
C.	having the opposite effect to the one which was intended
D.	little by little
E.	a particular thought
Task 2. Answer the following questions.
6.	When does the process of making a child independent become counter-productive?
7.	Why did the child’s fear and panic, dependence seem to be greater the next night?
8.	What will happen if parents don’t push their child at all?
9.	What is the best way to help children more independent?
10.	Why could the boy in the last paragraph feel comfortable?
V. Read the passage, and choose the correct answer A, B, C or D for each question.
An important part of being an adult in the USA is becoming more independent from your parents. First, make sure you are living somewhere rather than your parents' house. If your parents own the property in which you live, they will have a say in how you maintain that property. If you want to be independent and make your own decisions about how you live, you will need to obtain your own housing that is completely separate from your parents both physically and financially.
Second, generate your own income and be as financially self-sufficient as possible. One of the main challenges in becoming independent as an adult is acquiring a sufficient income to allow you to live without the financial assistance of your parents. This can be particularly difficult if you are still a university student, but it is not impossible. Seek scholarships and part-time jobs. If you are no longer a student, find employment that offers a salary that can cover your expenses. It may be necessary to obtain multiple sources of income in order to become financially self-sufficient and independent from your parents.
Next, budget your expenses carefully. When first becoming financially independent, it may be necessary to cut back on some of your expenses and strictly stick to a budget. Determine exactly what you can afford in terms of rent, food, clothing, transportation and entertainment based on your own income, create a budget. While you may experience a dip in your standard of living at first, learning how to follow a budget and be self-sufficient will help you stay independent.
Finally, avoid relying on your parents as a first resort option for help of any kind. This, in no way, means that you may never ask your parents for help again, it just means that as an independent adult, there should be other sources of support within your life that you can turn to when necessary.
1. You need to have your own accommodation so that ______.
	A. your parents can’t change your lifestyles and decisions
	B. you have no relationship with your parents
	C. your parents will have a say in how you maintain that property
	D. you will be as financially self-sufficient as possible
2. All of the following statements are true about acquiring your own income EXCEPT that ______.
	A. it allows you to become financially independent from your parents
	B. you can’t earn a living when you are still a university student
	C. you have to look for scholarships and part-time jobs as being a student
	D. sometimes you have to do several jobs in order to earn enough money
3. An important task of becoming financially independent of your parents is that ______.
	A. you learn how to set a budget that increases your standard of living
	B. you have to cut back on your expenses sharply all the time
	C. your salary can cover your medical and legal expenses
	D. you have to plan a reasonable budget and obey it strictly
4. If you want to be entirely independent as an adult, ______.
	A. you have to avoid relying on your parents whenever you are in trouble
	B. you should never ask your parents for help again in any way
	C. your parents should not be the first people you approach for help
	D. there should be other sources of support that your parents can rely on
5. The main idea of the text is ______.
	A. the importance of your own accommodation in your life
	B. the steps for you to follow to become independent adults
	C. the budget of your expenses and its benefits
	D. the instructions to make you independent all your life
VI.	For each statement, click the level in the column that best describes you. The marking scheme is that: 1 for Not at all (N), 2 for Rarely (R), 3 for Sometimes (S), 4 for Often (O), and 5 for Very Often (VO). Then calculate your total, and read the score interpretation.
How Good is Your Time Management?
15 Statements To Answer
N
R
S
O
VO
1.	The tasks I work on are the ones with the highest priority.
2.	I find myself completing tasks at the last minute, or asking for extensions.
3.	I set aside time for planning and scheduling.
4.	I know how much time I spend on each of the various tasks I do.
5.	I find myself dealing with interruptions.
6.	I use goal setting to decide what tasks and activities I should work on.
7.	I leave some time in my schedule to deal with "the unexpected".
8.	I know whether the tasks I am working on are high, medium, or low value.
9.	When I am given a new assignment, I analyze it for importance and prioritize it accordingly.
10.	I am stressed about deadlines and commitments.
11.	Distractions keep me from working on critical tasks.
12.	I have to take work home in order to get it done.
13.	I prioritize my “To Do” list or Action Program.
14.	I confirm my priorities with my teacher.
15.	Before I take on a task, I check that the results will be worth the time put in.
Score Interpretation
15-30: The good news is that you have a great opportunity to improve your effectiveness at work, and your long-term success! However, you have to improve your time-management skills.
31-45: You’re good at these skills, but there’s room for improvement elsewhere. Focus on the most important things, and you’ll most likely find that work becomes much less stressful.
46-75: You’re managing your time very effectively!
D. SPEAKING
I.	Complete the conversation about how to be independent in Viet Nam, using the responses (A-H) given.
A.	Besides the money matter, we should have interpersonal skills.
B.	And we need to know how to make dinner when we get home. How about transportation skills?
C.	In your opinion, what is the first skill in order to be independent?
D.	Learning life skills will give us the greatest chance of being successful at living independently the first time we live on our own.
E.	Learning how to set and obtain a goal is necessary life skills a teen will need to be a happy and successful adult.
F.	The job will need to make enough money to cover their living expenses, at minimum.
G.	Laundry, cleaning the room, taking out the trash - few teens enjoy these tasks, but they need to know how to do them and get used to doing them before they are out on their own.
H.	They will need help in learning what is reasonable for rent and, if it’s more than they can earn, how to find and live with a roommate.
Nick:	Do you think that at some point time we have to leave our parents’ home and live independently, Minh?
Minh:	In Viet Nam, we still live with our parents until we have our own family.
	(1)	
Nick:	I think that coping with loneliness is a very important skill because every teen has needed it.
Minh:	I agree with you. Teens who know how to recognize loneliness as the temporary feeling it is can do just fine. In order to live independently, we will need to have a job. (2)	
Nick:	Right. Today a young adult has a job that contributes to a high quality of life and not just monetarily. By the way, we also need to know how to shop at a grocery shop, making smart buying decisions.
Minh:	(3)	
Nick:	We can’t always rely on our friends who have motorbikes to take us to where we need to go, and public transportation isn’t always there when we need it. Besides, I think we should have general housekeeping skills.
Minh:	(4)	
Nick:	Doing household chores is part of being independent and responsible. Learning how to handle money should start at a very young age, with increasing lessons and practice as teens get older.
Minh:	(5)	
	Sometimes we have difficulty making and keeping friends.
Nick:	That’s right. These skills also help us to get along with co-workers, and bosses. Defining what we want is called setting a goal. We need to know how to obtain that goal and take actions to reach it.
Minh:	You’re right. (6)	
Nick:	Most teens live at home and don’t have a clue what it costs to have their own apartment.
Minh:	(7)	
	Teens also need time-management skills. Do you think so?
Nick:	The time-managing skill is almost as important as money management.
Minh:	(8)	
Nick:	I absolutely agree with you.
II.	Complete the conversation between Ms Hang and Dr. Nelson about the ways of raising independent children, using the responses (A-G) given. There are two extra ones.
A.	Start her off on a quiet road, and follow a few feet behind her to see how she does. After a couple of weeks, stand on the other side of the street, and let her come to you.
B.	When a kid is 10 or more than that, she generally behaves well at home, can remember directions, and consistently follows general safety rules, such as not opening the door to a stranger.
C.	They should supervise their two-or three-year-old kid closely, even if the garden is fenced in.
D.	They can phone the friend’s parents and arrange a date, then tell the kid exactly what to do.
E.	When a kid is two years old and more than that, the toddler is able to leave his parents’ side for short periods and is curious about exploring.
F.	Map out the route together so you can choose the safest crossing spots, and review some basic precautions, the child should know to be especially careful at intersections and never to stop to speak to strangers, for instance.
G.	By the age of 5 and up, a kid can follow simple directions and has a good sense of distance and time.
Ms Hang:	Good morning, Dr. Nelson. When do parents let their kids play in the yard?
Dr. Nelson:	(1)	
Ms Hang:	How should parents start leaving their kid alone in the yard?
Dr. Nelson:	(2)	
	They should watch her closely and teachers not to wander off.
Ms Hang:	When is a kid able to walk to a nearby friend’s house?
Dr. Nelson:	(3)	
Ms Hang:	What can parents do to help their kid get to her friend’s house?
Dr. Nelson:	(4)	
	Keep the visit short, and make sure the child knows she can't leave or go to another house.
Ms Hang:	When are kids ready to stay at home alone?
Dr. Nelson:	(5)	
	But it also depends on where you live.
E. WRITING
I.	Read the advertisement for independent living skills offered by Silicon Valley Independent Living Center (SVILC), and answer the questions.
Silicon Valley Independent Living Center (SVILC)
Independent living skills are any activity of daily living that an individual may need to maintain or develop their independence.
Silicon Valley Independent Living Center (SVILC) offers various courses:
•	Improving your time-management skills, such as scheduling and keeping appointments
•	Acquiring self-advocacy skills to speak out about your needs
•	Gaming basic computer skills for conducting an internet search, creating an email account, developing a resume, etc.
•	Learning to use the bus and other public transportation systems
•	Organizing menus and shopping lists
•	Completing paperwork and forms
•	And more ....
SVILC's specialist will work with you to identify the areas of your life that require these types of skills and design a plan to achieve success.
1.	What courses are advertised?
2.	Who are the courses for?
3.	How many courses at least are offered by SVILC?
4.	What skills do you think you will be taught if you take the course of time-management?
5.	What can SVILC's specialist help you?
II.	Mary is interested in the Life Skills courses offered by Metropolitan Center for Independent Living (MCIL). Below is her letter asking for further information, but the parts are jumped-up. Put them in the right order, and write the answer in each blank.
June 1st, 20	
Dear Ms White,
1. 	
A.	I would like to know when each course or workshop starts, how much the tuition fee is and how I should pay.
2. 	
B.	I hope that your answers to my questions will help me to make the right decision about the course.
3. 	
C.	I understand it is time for me to acquire some life skills to make my own decisions and direct my own life.
4. 	
D.	Thank you very much for your time. I look forward to hearing from you.
5. 	
E.	I am 16 years old and I have just finished Grade 11 in May.
6. 	
F.	I have heard that you also hold workshops for people to gain knowledge of specific resources, organizations, and for socializing and networking.
7. 	
G.	I read in your advertisement that you offer classes on easy and healthy cooking, finding and keeping roommates, art for fun and relaxation, and interpersonal skills.
8. 	
H.	Could you also tell me how and whom I could contact for more information?
	Sincerely yours,
	Mary
TEST 1 (UNIT 3)
I. Find the word which has a different sound in the part underlined.
1. A. decide	B. decisive	C. decision	D. reliable
2. A. pyramid	B. hygiene	C. nylon	D. lifestyle
3. A. enquire	B. quay	C. quality	D. quarter
II. Choose the word which has a different stress pattern from the others.
4. A. international	B. interpersonal	C. intelligently	D. intellectually
5. A. determined	B. examine	C. reliant	D. medicine
III. Choose the best answer A, B, C or D to complete the sentences.
6.	The courses try to get young people to feel ______ in applying new skills in order to live independently.
	A. sure	B. confident	C. excited	D. interesting
7.	Teens should have the ability to ______ loneliness.
	A. deal	B. cope with	C. set up	D. look after
8.	General ______ skills are part of being independent and responsible.
	A. house	B. housekeeper	C. housekeeping	D. house-making
9.	During our courses, you write an independent living plan to meet individual needs, such as ______, meal planning, and financial management.
	A. self-esteem	B. self-examination	C. self-fulfilment	D. self-expression
10.	Parents can teach their teen to ______ to achieve positive outcomes.
	A. affect	B. succeed	C. encourage	D. strive
11.	Effective ______ skills help you break each project down into the achievable tasks.
	A. time-keeping	B. time-consuming	C. time-management	D. time-line
12.	When teens learn how to use their time ______, they not only get more tasks accomplished, but they also feel good about themselves and their abilities.
	A. wise	B. wisely	C. in wisdom	D. of wisdom
13.	Setting money aside for emergencies helps you be sure ______ your rent and bills on time.
	A. to pay	B. about paying	C. that to pay	D. to be paid
14.	With a “To Do” list, you are less ______ to forget to do tasks.
	A. like	B. alike	C. likely	D. likely than
15.	Messy desks and drawers take you much time ______ through piles of documents.
	A. search	B. on searching	C. searching	D. to search
IV.	Fill in each blank in the passage with the correct word from the box. There are some extra words.
independent	encourage	accidents	haircut
routines	try	injuries	independently
Tips on Teaching Teens How to Take Care of Their Body
In order for your teens to be happy while they live (16) _________________, they will need to be successful at keeping their bodies healthy and clean. These life skills are taught throughout your teens' childhood and adolescence by encouraging good hygiene (17) ________________ and healthy habits. Re-enforcing or establishing these good habits will help your teens keep them healthy and happy as they continue to grow up and become young adults.
The good hygiene habits that your teens should have are to brush their teeth twice daily, shower or bathe once daily, wash hair regularly, wash hands often, brush hair at least daily and get (18) _______________ regularly, trim nails once a week, take care of any (19) ________________ as they happen and until they are healed, and wear clean clothes.
It is okay to let good hygiene and healthy habits slide in small intervals, but (20) ________________ your teens to stick to the routine as much as possible. If you allow it to slide too long they can develop a bad habit and loose the good habits you have taught them.
V.	Combine the sentences, using the to-infinitive.
21.	Foreigners try and eat some homemade meals in Viet Nam. It is probably healthy.
22.	You should go out of your c