Format:

10 MP
10 T/F
10 Gap fill
10 Matching
2 short answers
CONTENT
 Country and people: icons, emblence, cây lá, cờ
 History: relics, contribution of different groups of people (not time), vd ng La mã ăn
mặc gì
 Geography: bỏ land and settlement , environment
 Identity: Family, geographical, class, men and women, men and women……Northern
Ireland.
 The Monarchy: nhớ sơ sơ
 The government: full, đọc chữ nhỏ
 Parliament: đọc lướt: role of parliament, party system, …..
 Education: full, đọc chữ nhỏ, đại học kh cần đọc, để ý các kì thi
COUNTRY AND ITS PEOPLE
 The British Isles: The UK + Republic of Ireland
+ Great Britain: England (London), Wales (Cardiff), Scotland (Edinburgh)
+ Northern Ireland (Belfast)
 The national flag of the UK: Union Jack
 People in Ireland, Wales and highland Scotland -> Celtic race
>< England and lowland Scotland: Germanic
 Names (FROM ROMAN): Albion -> England; Britannia ->
Southern British ; Briton; Caledonia (Scotland); Cambria
(Wales); Hibernia (Ireland)
 Symbols:
+
England Wales Scotland Ireland
Flag St George’s Cross Dragon of St Andrew’s St Patrick’s
Cadwallader Cross Cross
Plant Rose Leek/Daffodil Thistle (kế Shamrock
(tỏi tây/thủy sữa) (nhánh con
tiên vàng) cỏ ba lá)
Colour white red blue green
THE DOMINANCE OF ENGLAND
 The system of politics in all four nations is of English origin
 English is the main official language.
 Bank of England
 BUT the political unification of Britain was not mutual agreement.
NATIONAL LOYALTIES
  If they are Scottish, Irish, Welsh, they tend to support the country of
their parents in sporting events even though they may live in England
all their lives.
 A person considers himself as Irish may want Ireland beats England or
England beats Italy.
PREHISTORY: Iberians -> The Celts -> Roman -> Anglo-Saxons -> Vikings ->
Norman
 Iron Age Celtic culture: 2000 years
 Celtic language and culture was orally passed down by bards (ng đọc
sách) and poets
 Celtic Art: The Kirkburn sword, The Battersea shield, The Tara
Brooch (tram cài), The Wandsworth Shield.
 A sense of mystery finds its focus most easily in the astonishing
monumental architecture. Ex: Stonehenge (astronomical clock),
Silbury Hill (largest burial mound)
ROMAN PERIOD: invade in 55 B.C
 The Roman province of Britannia covered most of present-day
England and Wales
 Making use of the Celt to govern and encouraging this ruling class to
adopt Roman dress and language (Latin)
 The Scots + The Picts (Celtic tribes) >< the Romans
 Despite their long occupation of Britain, they left very little behind.
Almost the only lasting are place names like Chester, Lancaster,
Gloucester.
 Confined to town, not countryside (reason why soon disappeared)
GERMANIC INVASION
th
 5 : + Anglo-Saxons – south and east -> HALTED BY KING
ARTHUR
 King Arthur: his knights of the round table (hội nghị bàn tròn);
Chilvary; Army: Celtic Britons
th
 End of 6 : dominate nearly all of England and in parts of southern
Scotland.
+ 5th: three germanic tribes: the Angles (name of England – means
“land of the Angles), The Saxons and the Jutes
 Anglo-Saxons affected the countryside: FARMING METHODS
AND FOUNDED THOUSANDS OF SELF-SUFFICIENT
VILLAGES.
th th
 6 -7 : Christianity spread throughout Britain from two directions:
from Rome and Ireland
DANISH INVASION
th
 8 : invaded by Vikings, Norsemen, Danes, came from Scandinavia
  19th: conquered north and west Scotland -> HALTED BY KING
AlFRED
 ALFRED THE GREAT (ALFRED ĐẠI ĐẾ)
 England was divided into Wessex (King Alfred)-south and west
AND Danelaw- north and east.
 Cultural similarities- little difference between ANGLO-SAXONS and
DANES:
+ the way of life
+ spoke two varieties of the same Germanic tongue
 EASIER POLITICAL UNIFICATION AND ENGLAND-A
KINGDOM WITH A GERMANIC CULTURE (10TH)
THE MEDIEVAL PERIOD
 Norman invasion of England in 1066-> Britain with western European
culture
 Norman invasion was small-scale:
+ Norman soldiers were given the ownership of land and people living on it;
+ Strict feudal system
+ The English class system: peasants: English-speaking Saxons >< Lords
and Barons(bá tước)- French-speaking Saxons
th
 End of 13 : Eastern Ireland + whole of Wales were controlled by
Anglo-Norman lords in the name of the English king; Scotland:
politically independent.
 Cuture:
+ Germanic language dominated
+ Anglo-Saxon concept of common law (not Roman law), which formed the
basis of the legal system.
+ Welsh language and culture remained strong ; Eisteddfods- national
festival of Welsh song and poetry.
+ Scotland:
 Lowlands: similar to England
 Highlands: Celtic/ Gaelic culture & language
th
 PARLIAMENT began its evolution into the democratic body – 13 -
an assembly of nobles (Quoc hoi Anh)
GEOGRAPHY
 FEATURES:
 Notable lack of extremes
 Mountains (not high)
 Flat land, no big rivers, no active volcanos
 CLIMATE:
 Moderate rainfall -> foggy and wet land
 The further west, the more rain
 Changeability
 Doesn’t have a climate, only weather
 LAND & SETTLEMENT
 South + east: low-lying (flat plains/rolling hills)
 North + west: mountainous area
 Human influence: enclosure of fields with hedgerows
 Greater proportion of glassland (largest Europe, after the
Republic of Ireland)
 ENVIRONMENT & POLLUTION
 The word “smog”
 1952, London: bad smog
 Water pollution (river Thames)
 Air pollution
 LONDON:
 The largest city in Europe; south east of England
 Headquarters of all government departments, Parliament,
institutions and the Monarch
 Country’s business and banking centre, centre of transport
network
 1/5 population of the UK in Greater London
 Most ‘Londoners’ live in the suburbs
 West End: luxury (theatres, cinemas, expensive shops); East
End: poorer; home of the Cockney (dialect)
 the original walled city: “the square mile”: country’s main
financial organizations.
 Cosmopolitan;
 In decline: lose its place as one of the world’s biggest financial
centre (dirty and neglected)
 Tourism: growing because: infinite cultural diversity and long
history
 SOUTHERN ENGLAND
 Commuter land (move to London to work); the most densely
populated area in the UK; no large cities
 Known as “West industry”: Rural beauty, farming is
widespread
 Trade; provision of services and light manufacturing; little
heavy industry
 The county of Kent - the Garden of England
 The Downs (horseshoe shape) – sheep farming, white cliffs
 The south-west peninsula – the most popular holiday area in
Britain; wild moorland (Exmoor and Dartmoor)
 tourist industry – ‘the English Riviera’
 Bristol: once important port after London
  East Anglia – north-east of London: main area of
growing wheat and arable crop[a]; uniformly flat land
 The Fens: sea ; Norfolk Broads: criss-crossed by waterways ->
boating
 THE MIDLANDS:
 Birmingham: Britain’s second largest city; Known as Black
Country
 The Potteries (towns) (producing china); Grimsby – one of
Britain’s most important fishing ports;
 Tourism has flourished in “Shakespeare country” (his birthplace
– Stratford-upon-Avon)
 Nottingham: Robin Hood
 NORTHERN ENGLAND:
 The Pennine mountains/Pennines – spine
 The large deposits of coal and iron ore (quặng sắt)
 Western side: Manchester: cotton goods; Eastern side: Bradford
and Leeds: woolen goods; coal mining
 Sheffield: centre for steel goods; Newcastle: shipbuilding
 Sparsely populated
 Northern England is called “National Park” (largest in England)
 SCOTLAND:
 3 regions: Southern Uplands: Economy depends on sheep
farming; Central plain; Highlands: mountains and deep
valleys
 Tourism + production of whisky -> important to local economy
 Two big cities: + Glasgow: third largest[b] city in Britain; heavy
industry, worst housing conditions (the Gorbals); artistic
heritage; European City of Culture (1990)
+ Edinburgh: middle-class image; capital of
Scotland associated with scholarship, the law and administration; “the
Athens of the north”
 WALES:
 South-east: Most heavily populated
 Coal mine in south Wales
 The only part of Britain with a high proportion of industrial
villages
 Mountainous -> difficult communication between south and
north
 Mount Snowdon – the largest National Park in Britain
 NORTHERN IRELAND:
 Belfast: linen (vải lanh); a shipping city
 The rest: Agricultural
  Natural beauty: Ex: Giant’s Causeway -> rocks like stepping
stones
IDENTITY
 EHTNIC IDENTITY:
 Native British:
+ National loyalties strong among who are not English; make no
distinction between “English” and “British”
+ Scottish: not simple: distinctiveness; Dialect (scots); symbols
+ Welsh: not different, except Welsh language (signs of continued
vitality)
+ Northern Ireland: more complicated
 Non-native British:
+ Custom preserved
+ Young people brought up in Britain: mixed cultural background->
problems
+ Non-white people: pride in cultural roots (less distinctive)->
defensive reaction to racial discrimination.
 THE FAMILY:
 Family identity: rather weak in Britain
 Nuclear family (little sense of extended family except some
racial minorities)
 No large gatherings in events
 Not imply lifelong responsibility
 Higher rate of divorce in Europe (except Denmark)
 GEOGRAPHICAL IDENTITY
 British are mobile -> identity on place of birth is not common
and strong
 A larger geographical area: identity is stronger (spoken
accent identifies where they come from)
 Identity: spoken accent, identification, county
 The south > richer > The north
 Northerners: see them tougher, more honest, warmer-hearted
>< see Southerners: soft, hypocritical, unfriendly
 Southerners: see Northerners ignorant, uncultured, interested
only in sport and beer-drinking
 CLASS:
 Very flexible: parents find all ways to help their children be in a
higher social class than them -> CLASS SYSTEM NEVER
DISAPPEARS
 Accent: obvious indicative
 Changes in attitudes towards class
  The most prestigious accent is RP (Oxford Englisjh/BBC
English/ the Queen’s English
 Working-class people in particular are traditionally proud of
their class membership and would not wish to be thought of as
belonging to any other class
 MEN AND WOMEN:
 The society: no differences in the public and gender social roles;
illegal to discriminate on the basis of sex
 Everyday habits and mannerisms, Britain expects sharper
differences between sexes. Also financial situation, domestic
 Distinction: lower and upper classes (sharpest) > more clear >
middle class
 RELIGIOUS AND POLITICAL:
 Not important in social identity (except Northern Ireland)
 SOCIAL AND EVERYDAY CONTACTS:
 Desire to ‘belong’
 Give high value to everyday personal contacts: 1. In pubs, clubs
2. At work
 IDENTITY OF NORTHERN IRELAND
 Ethnicity, family, politics and religion are inter-related– identity
>< not social class
 Northern Ireland is a polarized society[c]:
+ 1. Ancestors from lowland Scotland or England: Protestant – want
Northern Ireland remain in the UK
+ 2. Ancestors are native Irish: Catholic – want Northern Ireland
become part of The Irish Republic
+ Although the two live side-by-side -> entirely segregated[d]
+ Marrying a member of the other community is traditionally regarded
with horror (Romeo & Juliet)
+ Sports: working-class sports (football): two separate teams
>< rugby (middle-class sports): the whole team
How important it is to British people that they are British? Do
they feel they “belong” to Britain?
+ Long tradition of a clear separation between the individual and the
state => British people are not normally actively patriotic.
+ Dramatic and severe loss of confidence in British public institutions:
Openness to foreign influences and sense of vulnerability.
THE MONARCHY
 THE APPEARANCE:
 From the evidence of written law only, the Queen has absolute
power -> seems undemocratic.
 The Queen can choose anybody she likes to run the government
for her/ OR dismiss them. (Prime Minister)
 PM, ministers ‘servants of the Crown’
 Have great power over Parliament.
 Embodies the law in the courts
 Not “citizens” but “subjects” of Her Majesty the Queen.
 Not ‘the people’ but ‘the Crown’
 Queen is above law
 ALL IS NOT TRUE IN FACT.
 THE REALITY:
 The queen cannot choose the Prime Minister, but the one has
the support of the majority of MPs in the House of Commons.
 Royal assent to a bill (dự luật) is automatic (Queen doesn’t
bother)
 Almost no power at all
 THE ROLE OF MONARCHY: Three roles
 Personal embodiment of the government of the country ->
changing the government doesn’t threaten the stability of the
country
 A final check on a government: pass a bill need to be accepted
by the Queen; refuse the request of the Prime Minister to
dissolve Parliament, and dismiss him.
 Figurehead and representative of the country -> perform
ceremonial duties
 The Sovereign acts as a focus for national identity, unity and
pride; gives a sense of stability and continuity; officially
recognises success and excellence; and supports the ideal of
voluntary service.
 THE VALUE OF THE MONARCHY
 Economy: tourism (the British monarchy is more important to
the economy than the government)
 A symbol of continuity and a harmless outlet for the expression
of national pride
 Entertainment: television soap opera
 THE FUTURE OF THE MONARCHY
 Martial problems (King Charles and Princess Diana) -> lower
the prestige of royalty
 On the subject of money: ‘anti-royalist’
 The Queen: tax exemption in the past -> paying taxes, stop Civil
List (payments to royal family)
 Buckingham Palace: opened for public visits
 The future royal style “a little less grand, a little less distant”
 MORE INFORMATION:
 Windsor: the family name of royal family
 Honours List: write KG, KCB, CBE after their names
 Edward VIII: was forced to abdicate because married to a
woman divorced two husbands.
THE GOVERNMENT
 OVERVIEW:
 ‘The government’: one of two things:
+ all of politicians appointed by the Monarch, known as
‘ministers’ come from the ranks of Parliament, most of them from
the House of Commons
+ The most powerful politicians, namely Prime Minister and the other
members of the cabinet. (20 people in cabinet, most of them are heads
of the government departments.
 Officially speaking, the ministers and the Prime Minister are all
‘the servants of the Crown’
 In the past, the government was run by the Privy Council
 Partly as a result of electoral system, Britain unlike much of the
western Europe, normally has ‘single-party government’
(belong the same political party)
 Collective responsibility: for policy made by the government, not
criticize in public
 THE CABINET:
 The leading politicians in the governing party usually become
members of the cabinet, where they’re tied to the government
policy by the convention of collective responsibility.
 Meets once a week, take decisions about:
+ new policies
+ implementation of existing policies
+ the running of government departments
 The cabinet office – the organization to help run the
complicated machinery of a modern government.
+ To run a busy communication network
+ Keep the ministers in touch with each other
+ Draw up the agendas for cabinet
 THE PRIME MINISTER:
 Has real power
 The leader of the party (Conservative/ Labor) with the largest
number of MPs
 Dominance of Prime Ministers over the other ministers:
+ Power of patronage (appoint people government jobs) -> ‘cabinet
reshuffle’
 + PM’s public image
+ Pm decide matters to be discussed in the cabinet (the cabinet office
is directly under the PM’s control and works in the same building)
 THE CIVIL SERVICE
 The civil service remains though governments come and go
 The most senior civil servant: ‘Permanent Secretary’
 Unknown to the larger public
 Civil service is a career; senior positions filled with people work
>20 years; get a high salary (higher than ministers), job security
 The civil servants know more secrets than the present ministers.
 Reputation for absolute political impartiality (stay out of politics
and loyal to ministers)
 Criticism about its efficiency (not loyalty)
 CENTRAL AND LOCAL GOVERNMENT:
 The central governments have powers only because the states
have given them powers
 The local governments: powers <- central governments give
them
 The system of local government ~~ national governments:
+ Elected representatives: ‘councilors’ (~~ the MPs); meet at a council
chamber in the Town Hall/ County Hall to make policy (~~ civil
servants)
+ British people have more direct dealings with local governments >
national -> free from constant central interference
+ Allowed to collect one kind of tax (the rest by central gov): used to
call ‘rates’ -> ‘community charges’/ poll tax -> council tax
 Trend: more control of central government:
+ Control the way the local gov raise money/ conduct their affairs
 LOCAL GOVERNMENT SERVICES:
 Public hygiene, environmental health inspection, collecting
rubbish, cleaning public places
 Public swimming baths, parks, grassy spaces (playgrounds,
fields for sports)
 Public libraries: consult books free of charge, borrow them, CDs
and cassettes
 MORE INFORMATION:
 Downing Street: where PM lives, where cabinet meets and
works
 Chequers: official country residence of PM
 Whitehall: name of street on which Houses of Parliament, The
Foreign and Commonwealth office and the Ministry of Defence
PARLIAMENT
 OVERVIEW:
 The palace of Westminster (the Houses of Parliament):
parliament works there
 Two houses: + House of Commons: MPs
+ House of Lords: peers
 THE ATMOSPHERE AT PARLIAMENT
 Seating arrangements:
+ two rows of bench: government benches and the opposition benches
 Encourage the confrontation between the two
+ No ‘cross-bench’ for neutral -> opposition bench
+ The Speaker’s chair
+ no ‘front’, no desks
+ MPs just sit where they can find room
 Informal atmosphere:
+ MPs are encouraged to cooperate
+ Speak with conversational tone, not long speech
 Rules:
+ forbid MPs to address one another by name -> ‘the honourable
Member for Winchester’ or ‘my right honourable friend’
 AN MP’S LIFE
 Informity <- amateurism
 MPs do not get much payment
 Most MPs are full-time politicians or part-time
 The amateur tradition reflects in the hours of business of the
Commons (gentleman’s hour):
+ T2-> T5: work after 2.30pm, T6: start in early morning
+ long holidays: 4 weeks at Christmas, 2 at Easter and Whitsun, 11
weeks in summer
 A hard and busy life:
+ Spend more time at work than any in the country
+ Mornings: committee work, research, preparing speeches, dealing
with the problem of constituents => higher rate of divorce
 PARLIAMENT BUSINESS
 Debate for a resolution by ‘division’: Aye and No
 The Committees: (about 40)
+ examine particular proposals for laws
+ investigate the activities of the government
 Reflect the relative strength of the parties
 THE PARTY SYSTEMS:
 Two- party system: Conservative and Labor
 The Whips: inform the MPs in the party how they should vote
 + Act as intermediaries between frontbenchers (leading members of
the party) and backbenchers (MPs who do not hold government post)
+ sometimes ‘free vote’
 How a bill becomes a law:
+ First reading: announce, no votes
+ Second reading: debate principles and vote
+ Committee stage: examine details + votes on amendment
+ Report stage: consider the amendment
+ Third reading: debates for amendment
+ House of Lords
+ Receive royal assent
 THE HOUSE OF LORDS
 Members are called ‘peers’: not elected but inherit
 A relic of earlier, undemocratic, times
 Have little power (cannot refuse a law)
 No heredity for:
+ 26 Bishops of the Church of England
+ Lords of Appeal (Law Lords)
+ Life peerages:
 Distinguished retired politicians
 Political parties send their old members to the House
of Lords – called ‘kicked upstairs’
 Is a forum for public discussion, not depend on party politics
 The Lords is a check on a government -> too dictatorial (doc
tai)
EDUCATION
 Full-time education is compulsory up to the middle teenage years;
free tuition fee, start at the end of summer
 HISTORICAL BACKGROUND:
 The Government attached little importance to education until
the end of 19th
 The last government in Europe organized education for
everyone.
 Reason: leading the world commerce and industry -> ignore
education
 Some schools -> teach the upper and upper-middle classes
 “Public schools” = “boarding schools” = “private school” ><
state school
+ emphasized on ‘character building’ and ‘team spirit’ rather than
academic background
+ Purpose: prepare young men to take up positions in high ranks
 Famous public schools: Eton, Harrow, Rugby, Winchester
 ORGANIZATION
 Little central control or uniformity -> managed by three
governments departments: the Department for Education and
Employment (for England and Wales); Scotland and Northern
Ireland have devolved departments.
 Not much control over education, but ensure the availability of
education, overall organizations and overall learning objectives
 Central education: offer occasional advice about how children
learn (not their materials) BUT LOCAL EDUCATION
AUTHORITY (LEA)
 ‘grass-roots’ education (bottom up) >< Vietnam (centralized –
top down) (A school is its own community)
 Schools: sense of distinctiveness; University: autonomy
 STYLE:
 Emphasis: quality of person; => knowledge and skills for better
society NOT efficiency; understanding rather than acquire
factual knowledge; Academic ability > practical ability
 Primary schoolchildren: little formal homework -> personal
guidance
 High priority to sport -> uniformity
 RECENT DEVELOPMENT:
 Before 1965: 11 years old -> take exams -> If pass: grammar
school (academic subjects for uni, professions) -> If fail ->
secondary modern school (more practical and technical)
 Today: optional: grammar school or comprehensive school
 Changes:
+ national curriculum (a set of learning objectives) -> not more central
control
+ Opt out of the control of the LEA
 Persistence of “decentralization”: 3 national curricula
 National curriculum: ‘the three Rs’- Reading, wRiting,
aRithemetic (primary school), science and technology (higher
level)
 SCHOOL LIFE:
 No countrywide system of nursery
 Schools: five days a week, close on Saturdays, start at 9 and
finish at 3 or 4pm; lunch:1h15p; balance formal lessons and
activities
 PUBLIC EXAMS:
 Exams are not set by government but by independent examining
boards (except Scotland)
 Separate syllabus for each subject -> exams are different
  No school- leaving exams/ certificate
 Exams: anyone from any years can take
 EDUCATION BEYOND 16
 Can leave school if they want to
 Leave school ->
+ Higher education-> Stay at school 2 years: learn 3 subjects and
prepare A-level exams
+ Find jobs
 Full-time education: no part-time jobs (‘moonlight’: secretly
take a job)
 University: <= 3 years ở 3 nước, còn 4 năm ở Scotland
 EXAMS AND QUALIFICATION:
 GCSE: taken by 15-16 year-olds; grade A,B,C,.. (England,
Wales and Northern Ireland) >< SCE (Scotland); Grade number
 A-level: advanced level – for higher education= SCE ‘Highers’
HOUSING
 Like living in a detached house -> privacy >< flats: hat and
cheapest
 DESIRABLE HOUSE
 Detached house: the most desirable
+ traditional building materials: brick (wall) and slate (roof)
+ cozy, private
+ have garden, garage, front
 Semi-detached: second best
+ one building with separate households; each house is the same
+ In suburbs or outskirts
+ Mostly: two floors and 3 bedrooms
 Terraced:
+ no way to the back (through the main building); each house is joined
to the next one
+ 2 floors and 2 bedrooms; garden or no garden
 Town house: an exception
+ three or more floors; terraced
 Flat: the least desirable
+ least private/ individuality
+ Britain is the second lowest flat-dwellers in the EU (after Ireland)
 PRIVATE AND PUBLIC PROPERTY
 Detached house: clear demarcation between the two properties
 Flats: uncertainty: do not know the belonging
 Law and custom support a clear separation: no right to reserve
the road directly outside their house for their own cars
  People prefer to live set back from the road: front yard or
garden, low fence (psychological force – private property)
 THE IMPORTANCE OF HOME:
 ‘Home’ is important than ‘house’
 Houses are investments; commissioned by local government or
private companies (property developers)
 Price: fall price -> bad thing
 INDIVIDUALITY AND CONFORMITY
 Flats: unpopular <- less privacy and individuality -> choose
color for their front door and window frames
 Front garden: individual
 A group of Houses on an estate (estates) -> have a name on
their houses
 INTERIORS: THE IMPORTANCE OF COSINESS
 Windows: can be opened
 Domestic comfort:
+ create an atmosphere which seems warm even if it isn’t warm;
+ fill the room up (rather than beautify)
 Tradition is part of cosiness: old furniture (vd: the open fire)
 Older houses: 2 general living rooms/ reception rooms
+ Front door: visitors
+ Back door: family and friends
 Modern smaller houses: 1 living room: ‘hall’ or ‘porch’ or
‘front and back door’
 OWNING AND RENTING:
 Most British people do not ‘belong’ to a particular place
 Mortgage system: in the past – by ‘building societies’ -> now:
banks
 Owner occupier: chu so huu >< council tenants: nguoi thue
 HOMELESSNESS:
 The supply of council housing decrease
 Cannot pay monthly mortgage -> in debt -> homeless
 Homeless families are provided with temporary accommodation
in boarding houses by their local council -> it’s their duty
 Some live with ‘cardboard’
 Homelessness: not a political priority for British government
but level of public awareness (some want to be homeless)
FOOD AND DRINK
 Food in Britain:
+ Little taste
+ Home cooking: visitors hardly experience at restaurant
+ Typical British dish is roasting
 ATTITUDES TO FOOD
 Not care the food quality
 Just want to eat up quickly; drink coffee just because they need
caffeine
 Now, they are extremely open to the cuisine of other countries
 ‘fry-up’, ‘eggs’, sweet things as ‘desert’
 Britain is the world’s biggest consumers of sugar
 EATING OUT:
 Going to a restaurant is rare; confined to the richest section of
society
 Snobbery:
+ Being in a restaurant is more important than the food eaten in it
+ Menu with non-English name
 Eating places:
+ During the day: ‘workman’s café’ -> offers mostly fried food
‘English breakfast’ type or
‘transport cafes’
+ In the evening: fish-and-chip as ‘take-away’
 Fast food outlets are more common in Britain
 ALCOHOL
 Attitudes are ambivalent:
+ Accepted and welcomed as culture; pub ‘the local’ and people
‘regulars’; drunkenness is acceptable
+ Dangerous and should be restricted; <14 not allowed to enter pubs;
<18 not served drinks; Most cafés are not allowed to serve beer.
 PUBS:
 British pub is unique; pubs are classless
 Serve different kinds of drinks
 Notable:
+ no waiter service -> ‘home from home’ atmosphere
+ Idea of tradition: each has its own name; ‘landlord’ is a manager
(owned by brewery)
HOLIDAYS AND SPECIAL OCCASIONS
 OVERVIEW:
 Britain is a country governed by routine
 Few public holidays (<any in Europe and North America)
 Not all public holidays are connected with religious celebrations
 Average employees gets 4-week holidays a year.
 TRADITIONAL SEASIDE HOLIDAYS
th
 Started: late 18 : upper class -> middle class -> working class
 Holiday resorts:
+ Hotels: rich
 + Boarding house: small family with ‘bed and breakfast’ or ‘full
board’
+ Food: cheap and conventional (fish and chip
 Beach on sunny days: sandcastles, donkey rides, ‘beach cabins,
beach huts, bathing huts’
 Evenings: amusement arcade (may choi game), bingo halls,
dance halls, ….
 Holiday camp: stay in chalets with all food and entertainment
organized
 MODERN HOLIDAYS
 Caravan holidays (xe du lich)
 Foreign tourism: the greatest cause of the decline of the
traditional holidays; mostly ‘package holidays’
 Other types of holidays
+ Hiking in the country
+ Sleep at youth hostels
+ Pot-holing (explore caves)
+ working holiday
+ fruit picking (help harvest)
 CHRISTMAS AND NEW YEAR
1. Christmas
 Familiar to ordinary people (not religious)
 Commercialization: time for frantic business
+ Christmas lights
+ presents
+ Christmas cards and trees (holly and mistletoe plants)
+ ‘crib’ : a model depicting the birth of Christ
 Santa Claus
 Eating and listening to the Queen’s Christmas message (the only
time speak directly on TV)
 Christmas is a time for families
2. New Year’s Eve
 For friends
 OTHER NOTABLE ANNUAL OCCASIONS:


 CÂU HỎI TỰ LUẬN:

1. Based on what you have studied, write an overview of the Prime Minister of
Britain?

The Prime Minister is elected or appointed as the leader of the winning party in a
general election or by having the majority of members in Parliament. A cabinet reshuffle
involves changing members of the cabinet. The Prime Minister's functions include setting
the government's agenda, formulating policies, and making key decisions. They represent
the country both domestically and internationally, engaging in diplomacy and addressing
national issues. Additionally, the Prime Minister leads the Cabinet and oversees.

A cabinet reshuffle involves changing members of the cabinet. The Prime Minister's
functions include setting the government's agenda, formulating policies, and making key
decisions. They represent the country both domestically and internationally, engaging in
diplomacy and addressing national issues. Additionally, the Prime Minister leads the
Cabinet and oversees the implementation of government initiatives.

2. Many MPs in modern times are experts in various fields of government.

Because of the complexity of modern government, this is something which
seems to be necessary. But it could be said to have disadvantages, too. What do
you think these disadvantages are?

Many Members of Parliament (MPs) in modern times are experts in various fields of
government. While this expertise is essential due to the complexity of modern governance, it also
comes with certain disadvantages. One potential drawback is that MPs might prioritize their
specialized interests over broader national concerns, leading to a lack ofcomprehensive policy
making. Additionally, their deep expertise might result in a technocratic approach, which could
overshadow the importance of democratic deliberation and public opinion. Furthermore, experts
may have limited flexibility in thinking outside their specialized areas, potentially stifling
innovation and creative solutions to multifaceted problems.
3. To Britain, what are national loyalties ? How does this concept differ from that of your
country?

 For Britons, "national loyalties" refer to their allegiance to the United Kingdom as a whole, as
well as to its constituent countries: England, Scotland, Wales, and Northern Ireland.These
loyalties can be complex due to regional identities and the historical and cultural differences
among these nations. In comparison,national loyalties in Vietnam might be simpler or more
unified. Vietnamese people primarily identify with the nation of Vietnam as a whole, since the
country has a more homogeneous population and fewer regional distinctions. Although there are
cultural differences between regions such as the North, Central, and South, national loyalties are
generally focused on unity and love for the entire country of Vietnam.

4. What are some distinguishing features of the land in Britain?

 Britain's landscape showcases a variety of features. The South and East are primarily low-
lying with flat plains or gently rolling hills, while the North and West are mountainous.
Hedgerows are a distinctive feature, and grassland dominates much of the country. However,
coastal erosion is a pressing issue, leading to vanishing coastlines and posing significant
challenges for coastal areas. These contrasting landscapes and environmental challenges
contribute to the unique character of Britain's land.

5. Why do you think the monarch still exists even though the King/Queen does not have
political power?

–>Despite lacking political power, the monarchy persists due to its symbolic role in providing
continuity, stability, and national identity. The Queen's ceremonialduties include choosing
ministers, summoning Parliament, and granting royal assent to laws. Additionally, the monarchy
holds economic value through tourism and enriches daily life through entertainment and cultural
traditions. Despite challenges, such as scandals, the monarchy adapts to public attitudes,
remaining relevant and popular in British society.

6. Why do people often say An Englishman’s home in his castle ? Does the quote truly
reflect the reality of housing in Britain? Why ?

–> The saying "An Englishman's home is his castle" encapsulates the cultural ideal of privacy
and security within one's own abode in Britain. However, the reality of housing in the country is
multifaceted. While many enjoy a sense of ownership and safety in their homes, issues like
affordability, homelessness, and housing inequality challenge this notion. Economic disparities
mean that not everyone experiences the same level of security and autonomy in their living
situations. Government policies and social dynamics further influence the housing landscape,
creating a nuanced reality where the concept of home as a castle may ring true for some but not
for others.
 7. In what ways are British pubs different from typical cafes and bars in
your country?

-> British pubs differ from typical cafés and bars in your country in several ways. Pubs often
have a more informal, community-oriented atmosphere, with a focus on serving local ales and
traditional pub food. They serve as gathering places for locals, where people can socialize, play
games, and engage in discussions. Additionally, many British pubs have a longer history and
cultural significance, often serving as hubs for local traditions and community events.

8. Could you explain the phenomenon known as “inverted snobbery” that is

related to class division in British society? Is there such a similar
experience in your country?

Inverted snobbery in British society refers to a phenomenon where individuals from the working
or lower classes may express disdain or contempt for those from the upper or middle classes. This
can be a reaction to perceived elitism or a way of asserting their own cultural identity. In
Vietnam, a similar experience may be observed, where there is a tendency for some individuals to
look down upon or deride those who are perceived as being from a higher social class or having
more wealth and privilege.

9. What are the similarities and differences in terms of education between

Vietnam and Britain (except Scotland)?

There are both similarities and differences between the education systems of Britain (excluding
Scotland) and Vietnam. Both countries have compulsory primary and secondary education, and
offer a range of higher education opportunities. However, the specific curriculum, teaching
methods, and emphasis on examinations may differ. Additionally, the structure and funding of
the education systems can vary, with Britain's education system being more decentralized and
reliant on a mix of public and private institutions, while Vietnam's system is more centralized and
predominantly public.
 GAP-FILLING:

1. It was in Britain that the word ‘smog’ was first used (to describe the
mixture of smoke and fog)
2. The most desirable housing: detached house
3. Two parties: Conservative and Labor
4. GCSE: General Certificate of Secondary Education
SCE: Scottish Certificate of Education
5. Kì thi vào đại học ở Anh: A-levels
6. Prime Minister The leader of the party (Conservative/ Labor) with the
largest number of MPs
7. Parliament có 2 bộ phận: the House of Commons and the House of
Lords
8. The kilt is traditional Scottish clothing and the symbol of Scottish
Haggis: made from sheep’s heart, lungs and liver (Scottish)
Reels: traditional dances
Harp: emblem of Wales and Ireland
bagpipes - Scottish
9. Government run by King or Queen is called the constitutional
Monarchy
10. Detached house ensures privacy and status of symbol
11. Capital of Wales: Cardiff
12. RP: Received Pronunciation
13. Người dân tới từ tp nào gọi là “Liverpool lion”?
14. Cung điện nữ hoàng sống ở London là: Buckingham Palace
15. 3 TP lớn nhất Britain: London, Birmingham, Glasgow
16. Monarch’s power belongs to the Prime Minister
17. A bill needs to receive royal assent to become a law
18. Package holidays are booked and paid for through a travel agent
19. Cum tu nao nhac den PM, cabinet office: ‘servants of the Crown’
20. Northern Ireland is a polarized society, live side-by-side
but segregated
21. Union Jack: national flag
22. Class system in Britain never disappear because of its flexibility
The clearest indication of a person’s class is his/her accent
23. Climate: a notable lack of extremes
24. Prehistory is a sense of mystery.
25. The highest mount in Britain: Ben Nevis
Severn: longest river in Britain
Albion  Poetic/historical context
 The white chalk cliff around Dover on
the south coast
Britannia  Southern British province; female
Briton embodiment with helmet and trident
Caledonia  Citizens of the UK
Cambria  Scotland
Hibernia  Wales
 Ireland
Eire  Ireland
John Bull  Fictional character that personizes
Englishness and certain English virtues

Silbury Hill  The largest burial mound in Europe

Stonehenge (prehistoric architecture)
 Astronomical clock (the Druids)

The Roman period  Cover most of present-day England and

Wales
 Founded Londinium (London)
 The only lasting reminder are place-
names: Chester, Lancaster and
Gloucester
The Anglo-Saxons  The new farming methods and self-
sufficient villages

By the end of 10th  England was one kingdom with a

Germanic culture throughout

EISTEDDFODS  National festival: Welsh songs and

poetry

The word ‘parliament’  From French word ‘parles’

 An assembly of nobles
Bubonic plague  Black Death
Industrial heartland  The north of England

WESSEX  King Alfred

DANELAW  The Vikings and Danes

FEUDALISM  From Norman times, end with the

& BLACK DEATH (Bubonic Plague)
CLASS SYSTEM

THE WAR OF THE  Lancaster (red) >< York (white)

ROSES  Lancaster won -> Tudor dynasty

CIVIL WAR  Cavaliers >< Roundheads ->

Roundheads win


KING ALFRED  ‘The Great’

 Burning of the cakes
 Haulted the Vikings (Wessex)
 Was the only King that knew how to
read and write
ROBIN HOOD  King Richard I spent most of his reign
fighting in the crusades
 His brother, John was forced to sign
Magna Carta
 Robin hood stole the rich for the poor
HENRY VIII  Six wives, the Reformation
 Church of England -> Patriotism
 Wrote polemic against Protestantism

ELIZABETH I  One of the longest reign

 Skilled Diplomacy
 Virgin Queen
 Daughter of Henry VIII
JAMES I  First king of Stuart dynasty
 King of Scotland

JAMES II  Defeated at the battle of Boyne

 Fled away

KING CHARLES I  The first king to be executed in Europe

PRINCE WILLIAM  Glorious Revolution

OF ORRANGE

CROMWELL  ‘Lord of Protector’

QUEEN VICTORIA  A hard-working, religious mother of

nine children
 The personification of contemporary
morals
LONDON  Largest city (Europe)
 Country’s business and bank center

BIRMINGHAM  2rd largest in Britain

 Black Country

GLASGOW  3rd largest

 European city of Culture

EDINBURGH  Capital of Scotland

 Middle-class image
 ‘the Athens of the north’

NORTHERN  National Garden (England)

ENDLAND

SOUTHERN  Commuter land

ENDLAND  Most populated
 West industry

MOUNT SNOWDON  National Park (Britain)

THE COUNTY OF  The Garden of England

KENT

THE SOUTH-WEST  Most popular holiday area in Britain

PENNISULA
EAST ANGLIA  Wheat & Arable crop
(SOUTHERN
ENGLAND)

POTTERIES  Producing china

GRIMSBY  Important fishing port

MANCHESTER  Cotton goods

BRADFORD AND  Woolen goods, coal mining
LEEDS

BELFAST  Linen; shipping city


 

[a]Cây tự trồng
[b]London > Birmingham> Glasgow
[c]Phân cực
[d]Tách biệt