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Giáo trình Đào tạo máy trưởng hạng ba - Môn Tiếng Anh cơ bản

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  1. BỘ GIAO THƠNG VẬN TẢI CỤC ĐƯỜNG THỦY NỘI ĐỊA VIỆT NAM GIÁO TRÌNH ĐÀO TẠO MÁY TRƯỞNG HẠNG BA MƠN TIẾNG ANH CƠ BẢN Năm 2014
  2. LỜI GIỚI THIỆU Thực hiện chương trình đổi mới nâng cao chất lượng đào tạo thuyền viên, người lái phương tiện thủy nội địa quy định tại Thơng tư số 57/2014/TT-BGTVT ngày 24 tháng 10 năm 2014 của Bộ trưởng Bộ Giao thơng vận tải. Để từng bước hồn thiện giáo trình đào tạo thuyền viên, người lái phương tiện thủy nội địa, cập nhật những kiến thức và kỹ năng mới. Cục Đường thủy nội địa Việt Nam tổ chức biên soạn “Giáo trình tiếng Anh cơ bản”. Đây là tài liệu cần thiết cho cán bộ, giáo viên và học viên nghiên cứu, giảng dạy, học tập. Trong quá trình biên soạn khơng tránh khỏi những thiếu sĩt, Cục Đường thủy nội địa Việt Nam mong nhận được ý kiến đĩng gĩp của Quý bạn đọc để hồn thiện nội dung giáo trình đáp ứng địi hỏi của thực tiễn đối với cơng tác đào tạo thuyền viên, người lái phương tiện thủy nội địa. CỤC ĐƯỜNG THỦY NỘI ĐỊA VIỆT NAM 2
  3. CONTENTS Unit 1 INTRODUCE LETTERS, PRONUNCIATION SYMBOLS AND TYPES OF ENGLISH WORDS 6 1.1 English letters 6 1.1.1 Vowels 6 1.1.2 Consonants 7 1.2 Phonetic symbols 7 1.3 Types of words 8 1.3.1. Adjective (Adj.) 8 1.3.2 Adverb (Adv.) 8 1.3.3 Conjunction (Conj.) 8 1.3.4 Noun (N.) 9 1.3.5 Preposition (Prep.) 9 1.3.6 Pronoun (Pron.) 10 1.3.7 Verb (V.) 10 1.4 Practice 10 1.4.1 Repeat the letters 10 1.4.2 Spell some proper names 11 1.4.3 Write down the words 11 1.5 Answer questions 11 Unit 2 A SAILOR FAMILY 12 2.1 Conversation: In a Seamen Club 12 2.2 Grammar: Present Simple Tense 12 2.2.1 To Be 12 2.2.2 To Have 13 2.2.3 Normal verbs 14 2.3 Vocabulary 15 2.3.1 The text 15 2.3.2 Pronunciation 16 2.4 Practice 18 2.4.1 Answer questions 18 2.4.2 Match the adjectives with their opposites 19 2.4.3 Use the adjectives or the correct form of the verb to fill the blanks 19 2.4.4 Use ‘have’ and ‘has’ to complete sentences 20 2.5 Questions 20 Unit 3 MY SCHOOL 22 3.1 Conversation 22 3.2 Grammar 22 3.2.1 Possessive adjectives 22 3.2.2 Defective Verb: CAN 22 3.2.3 There be 23 3.2.4 Articles 24 3.3 Vocabulary 24 3
  4. 3.3.1 The text 24 3.3.2 Pronunciation 25 3.4 Excercises 26 3.4.1 Answer questions 26 3.4.2 Use Possessive Adjectives to complete the sentences 27 3.4.3 Complete the sentences with ‘is’ or ‘are’ 27 3.4.4 A, an or the 28 3.4.5 Use ‘is/isn’t’ or ‘are/aren’t’ to make sentences 28 3.5 Writing: 29 Unit 4 SCHOOL LIFE 29 4.1 Conversation 29 4.2 Grammar 30 4.2.1 Present continuous tense 30 4.2.2 Going to 31 4.2.3 Simple future tense 32 4.3 Vocabulary 33 4.3.1 The text 33 4.3.2 Pronunciation 34 4.4 Exercises 36 4.4.1 Answer questions 36 4.4.2 Discuss 37 4.4.3 Match the activities with the pictures, then make full sentences 37 4.4.4 Fill the chart 38 4.5 Consolidation 38 4.5.1 Read 38 4.5.2 Answer questions 39 4.5.3 Write about your daily activities at school 39 Unit 5 THE MOTOR CARS 40 5.1 Conversation 40 5.2 Grammar 40 5.2.1 Past simple tense 40 5.2.2 Past continuous tense 43 5.3 Vocabulary 44 5.3.1 The text 44 5.3.2 Pronunciation 45 5.4 Exercises 47 5.4.1 Answer questions 47 5.4.2 Put the verbs into the correct form 48 5.4.3 Put the words in the right order 49 5.4.4 Write a letter to your friend 49 5.5 Consolidation 50 5.5.1 Extra reading 50 5.5.2 Question 51 4
  5. 5.5.3 Find out meanings and pronunciation of words 51 Unit 6 THE TELEPHONE 53 6.1 Conversation 53 6.2 Grammar: 54 6.2.1 Can and Could 54 6.2.2 Passive sentence 54 6.3 Vocabulary 55 6.3.1 The text 55 6.3.2 Pronunciation 56 6.4 Exercises 57 6.4.1 Answer questions 57 6.4.2 Divide the phrases of words into two columns 58 6.4.3 Write a paragraph about the telephone 58 6.5 Consolidation 59 6.5.1 Extra reading 59 6.5.2 Questions 59 6.5.3 Give the phonetic symbols and meanings of words 60 Unit 7 THE RADIO 62 7.1 Conversation 62 7.2 Grammar: Imperatives 63 7.2.1 Positive 63 7.2.2 Negative 63 7.3 Vocabulary 63 7.3.1 Pronunciation 64 7.3.2 The text 65 7.4 Exercises 66 7.4.1 Answer questions 66 7.4.2 Study more about the Object Pronouns 66 7.4.3 Fill the given words in the blanks 67 7.4.4 Listen to the conservation 68 7.5 Consolidation 68 7.5.1 Extra reading 68 7.5.2 Find out and write down the phonetics and meanings 70 5.2.3 Make questions and answer about the content of the text above 70 APPENDIX 1 THE ENGLISH ALPHABET APPENDIX 2 NUMBERS APPENDIX 3 DAYS OF THE WEEK AND MONTHS OF THE YEAR APPENDIX 4 WAYS OF SAYING THE TIME APPENDIX 5 IRREGULAR VERBS REFERENCE BOOKS 76 5
  6. Unit 1 INTRODUCE LETTERS, PRONUNCIATION SYMBOLS AND TYPES OF ENGLISH WORDS 1.1 English letters Reading the English alphabet below: Questions: 1) How many vowels are there in the English alphabet? 2) How many vowels and consonants? 3) Can you spell all of them? 4) Compare with the Vietnamese alphabet (amounts of letters, pronunciation, ) 5) Spell letters in words. 1.1.1 Vowels 6
  7. A [ei] O [ou] E [i:] U [ju:] I [ai] 1.1.2 Consonants B [bi:] bar; bee K [kei] kick S [es] sea, sit C [si:] clever L [el] lemon T [ti:] town, title D [di:] dad; dive M [em] mother V [vi:] vowel F [ef] father; far N [en] new; men W [dʌblju] wish G [dʒi:] language P [pi:] peace X [eks] xenon H [eitʃ] harbour Q [kju:] quarter Y [wai] young J [dʒei] jockey R [a:] read; car Z [zed] zero; zig-zag 1.2 Phonetic symbols 7
  8. 1.3 Types of words 1.3.1. Adjective (Adj.) 1.3.1.1 Usages: An adjective describes a person or thing. It gives the reader or speaker extra information about a noun or delimits it in some way, such as long hair, red wine etc. 1.3.1.2 Forms: a word (beautiful, clever) and a phrase (an old tall man). 1.3.1.3 Positions: It can occur in two positions in a phrase: - Before the noun as in clear water, beautiful beaches, a terrible decision (attributive). - After any form of the verb be (e.g. am, is, was, been) and similar verbs (seem, appear, become) as in the water became clear, the beaches are beautiful (predicative). 1.3.1.4 Types: We cannot divide clearly, but the -ing adjective tells us about things or events (politics is very interesting; my job is boring), and the -ed adjective tells us how somebody feels about those things or events (Julia is interested in politics; I’m bored with my job). 1.3.2 Adverb (Adv.) 1.3.2.1 Usages: An adverb tells us about a verb. An adverb tells us how somebody does something or how something happens (Tom drives carefully; it rains heavily). An adverb adds more information about place, time, manner, cause or degree to a verb, an adjective, a phrase or another adverb. 1.3.2.2 Forms: The class of adverbs is very wide-ranging in form and is used to add comments to many of the other word classes. - Normally made from adjectives by the addition of the ending: => Adjective + –ly (quickly, hopelessly), e.g. awful -> awfully, incredible -> incredibly; slow -> slowly. - Other words which are difficult to classify, like not, just and soon. 1.3.2.3 Positions: - After verb and/or an object (she speaks English perfectly; they walk quickly etc.). - Before adjectives and/or other adverbs (terribly sorry; incredibly quickly etc.). 1.3.2.4 Types: - Adverbs of frequency, such as never, usually, always, seldom, etc. - Adverbs of place, time, manner, cause or degree, such as quietly, sadly etc. 1.3.3 Conjunction (Conj.) 1.3.3.1 Usages: Conjunctions connect two or more clauses, phrases or words together to make longer constructions. 1.3.3.2 Forms: a word (but, then, although) and a phrase (in case of; as long as). 1.3.3.3 Position: - Before a noun and at the beginning of a sentence: 8
  9. Despite the rain, they enjoy their holiday. Although the traffic was bad, I arrived on time. - Before a noun and in the middle of a sentence(s) We didn’t go out because of the rain. I didn’t get the job in spite of the fact (that) I had all necessary qualifications. - At the end of a sentence (in spoken language): The house isn’t very nice, I like the garden though. (= but I like the garden). 1.3.3.4 Types: - The coordinating conjunction: connects the same grammatical status. Examples: a) The coffee was strong, but sweet. b) We can go to the match or watch it on TV. c) She has a dog and two cats. - The subordinating conjunction cannot stand on its own, but needs another more important clause to complete the meaning. Examples: d) When I arrived home, they had already eaten. e) I had to stop driving because the rain was so bad. f) Can I have a word with you, if you’ve got the time? g) Although he can’t swim, he goes sailing. 1.3.4 Noun (N.) 1.3.4.1 Usages: Noun refers to: - A person, examples: Ann, Peter, woman, Prime Minister, pianist etc. - A quality or a an activity, examples: plant, sorrow, tennis etc. - A place, examples: office, cabin, deck floor, railway station etc. 1.3.4.2 Forms: a word (ship; harbor) or group of words (noun phrases, such as: Second Officer; Dog Watch; some ports; a bigger vessel etc.). 1.3.4.3 Positions: before and/or after a verb (a cat catches a mouse). Noun can be a subject, an object, a complement or an object of a preposition, example: I spoke to the driver of the car. 1.3.4.4 Types: we can easily recognize the nouns into two types: Common nouns and Proper nouns (the names of a specific person, place, event etc., usually starting with a capital letter, for example, York , John, Christmas, Saturday); but both of them continue to be divided into two main groups below: - Countable nouns: + singular: a seaman, a pilot, an idea + plural: seamen, pilots, ideas - Uncountable nouns: can not use any numbers before them directly: water, fuel, ice, 1.3.5 Preposition (Prep.) 1.3.5.1 Usages: We use the preposition to talk about: - Either time or space: in, on, under, beside, through, inside, before, opposite. - Possession (the seat of mine), cause (because of), purpose (in order to), and method (by bicycle). 1.3.5.2 Forms: 9
  10. - Multi-word units: out of, by means of, in spite of, instead of, up to etc. - A part of a verb: get in, pick up, switch off - Phrase containing a noun: at school, in the summer, over the moon, 1.3.5.3 Positions: - Before nouns of time, places or means / methods (at sunset; about 20 minutes; in classroom; on the ship; by train; on foot; by hand; by somebody). - After nouns to tell about causes, effects (reason for; demand of). - After verbs to tell about directions (run up; push in; reply to a letter). - After adjectives: (good for nothing; excited about going out; It’s very kind of you). 1.3.5.4 Types: - Prepositions of time: in, on, at, - Prepositions of position (space; place): behind, between, in, in front of, next to, opposite, on, under, - Prepositions of movement: above, down, out of, over, into, round, through, up, 1.3.6 Pronoun (Pron.) 1.3.6.1 Usages: A pronoun is used instead of a noun or a noun phrase. Pronouns are usually treated as a special sub-class of nouns. Some examples of pronouns are: I, you, he, she, our, its, something, anyone and so on. Examples: Bill’s arrived. Bill’s in the lounge => Bill’s arrived. He’s in the lounge. A person called for you => Someone called for you. 1.3.6.2 Forms: a word (we, anybody) and a phrase (both of them). 1.3.6.3 Positions: as a noun or a noun phrase, but not at the first sentence. 1.3.6.4 Types: - Demonstrative Pronouns: this, that, these, those, one, ones. - Personal Pronouns: I, you, he, she, it, we, they. - Possessive Pronouns: mine, yours, his, hers, its, ours, theirs. - Relative Pronouns: whom, which, that, etc. - Reflexive Pronouns: myself, yourself, himself, herself, itself, ourselves, yourselves, themselves. 1.3.7 Verb (V.) 1.3.7.1 Usages: Verb expresses an action (row), an event (happen) or a state (exist). 1.3.7.2 Forms: a word (watch, steer) or group of words (verb phrases such as look at, think about, let out, etc.). 1.3.7.3 Positions: after a noun and/or pronoun (N = S): He runs along the river-bank; We went on board at twelve, 1.3.7.4 Types: - Action verbs: run, initiate, judge, throw, - Non-action verbs: see, know, think and so on. 1.4 Practice 1.4.1 Repeat the letters of the tape 1.8; Lifelines-Elementary. 10
  11. 1.4.2 Spell some proper names (countries and cities) and private names (students’ names). 1.4.3 Write down the words (listening to the tape 1.9; Lifelines-Elementary). 1.5 Answer questions: 1) How many letters are there in the English alphabet? ___ ___ 2) How are the vowels pronounced? Are there any differences with the consonants? ___ ___ 3) List some main types of English words. ___ ___ 4) What does an adverb tell us about? ___ ___ 5) Can a pronoun replace an adjective? ___ ___ 11
  12. Unit 2 A SAILOR FAMILY 2.1 Conversation: On a bus A Sorry, is this seat free? B Yes, it is. Pleased sit down. A Thanks. B Where are you going? A I’m going to Đà Nẵng. How about you? B Me too! Is your home there? A No, My ship is at Đà Nẵng Port. B Oh! Are you a seaman? A Yes, I am. What is your job? B I am an Engineer in a ship crew. I go to Đà Nẵng for my first navigation. A That’s interesting! What is your ship’s name? B Marine Angel. A It sounds great! Please go with me, my young colleague! 2.2 Grammar: Present Simple Tense - To describe regular events or permanent states. - To talk about general truths. 2.2.1 To Be 2.2.1.1 Positives: S BE N / Adj. I am a navigator. You are an engineer. He / she my colleague. is It great. We / you / they are sailors. 2.2.1.2 Negatives: 12
  13. S BE NOT N / Adj. I am not an Engineer. You aren’t a Navigator. He / she a Pilot. isn’t It great. We / you / they aren’t students. 2.2.1.3 Questions: - Y / N: BE (NOT) S N / Adj. Am I a teacher? (1) Are / aren’t you a sailor? (2) his wife an artist? (3) Is / isn’t her daughter very cute? (4) it interesting? (5) Are / aren’t we / you / they from Cambodia? (6) Short answers: Yes, S + am / is / are. No, S + am / is / are not. (1) Yes, you are / No, you are not. (2)Yes, I’m / No, I’m not. (3) Yes, she is / No, she is not. (Students practice to answer the questions 4, 5, 6). - Wh: Wh Be (not) S N / Adj. Others Who am I? (1) Where are you from? (2) What is his job? (3) Why aren’t we / you / they so strong? (4) Answers: Give information, may be short or full sentence. (1) You are an Engineer. (2) I’m from Kiên Giang. (3) He is a navigator. (4) Because we / you / they do exercise very often. 2.2.2 To Have 2.2.2.1 Positives: S Have / Has N Others I / you / we / they have a new house in the city. He / she / it has some water in the jar. 13
  14. 2.2.2.2 Negatives: S Don’t / Have N Others Doesn’t I / you / we / they don’t a new house in the city have He / she / it doesn’t any water in the jar. 2.2.2.3 Questions: - Y / N: Do / Does (not) S Have N Others Do / don’t I / you / we / they a new house in the city? (1) have Does / doesn’t he / she / it any water in the jar? (2) Short answers: Yes, S + do (does) / No, S + do (does) not. (1) Yes, I (you, we, they) do / No, I (you, we, they) don’t. (2) Yes, he (she, it) does / No, , he (she, it) doesn’t. - Wh: What, why, when, how, where, Wh Do / Does (not) S Have (N) Others What do / don’t I / you / we / they in the city? (1) have When does / doesn’t he / she / it any water in the jar? (2) Answers: Give information, may be short or full sentence. (1) We have many things: cars, houses and gardens. (2) Why do you ask me? I have no ideas. 2.2.3 Normal verbs Spelling: * General rule: in the 3rd person singular we add -s to the infinitive. Examples: Read -> He reads a newspaper every morning. Travel -> She often travels to Đà Lạt at Tết holiday. * When the verb ends in consonant -y, we change -y to -ies (-y after a consonant) Examples: Fly -> It flies around the tree. Hurry -> hurries Try -> He tries to finish that work. But play -> plays * Exception: When the verb ends in -ss, -sh, -ch, -x, -z and -o, we add -es (-o after a consonant) Examples: Go -> He goes to school by car. Do -> He does the homework in the morning. Pronunciation: * After a vowel sound or a voiced consonant we pronounce the final -s [z]: 14
  15. goes [gouz] come [kʌmz] * After a voiceless consonant -t, -p, -k, we pronounce the final -s [s]: cuts [kʌts] looks [luks] stops [stops] * When the verb ends in -ges, -ches, -sses, -ses, -shes, we pronounce -es [iz]: changes [tʃeindʒiz] pushes [puʃiz] passes [pa:siz] watches [wotʃiz] 2.2.3.1 Positives: S V (V phrase) Others I / you / we / they like autumn. He / she / it goes to school by bus. 2.2.3.2 Negatives: S Do / Does + Not V (V phrase) (Others) I / you / we / they don’t like storms. He / she / it doesn’t go to school by bus. 2.2.3.3 Questions: - Y / N: Do / Does + Not S V (V phrase) (Others) Do / don’t I / you / we / they like storms? Does / doesn’t he / she / it go to school by bus? Short answers: Yes, S + do (does) / No, S + do (does) not. (1) Yes, I (you, we, they) do / No, I (you, we, they) don’t. (2) Yes, he (she, it) does. / No, he (she, it) doesn’t. - Wh: Wh Do / Does + Not S V (V phrase) (Others) What do / don’t I / you / we / they like? (1) How does he / she / it go to school? (2) Answers: Give information, may be short or full sentence. (1) I / you / we / they like Autumn, but I / you / we / they don’t like storms. (2) He / she / it goes to school by bus. 2.3 Vocabulary 2.3.1 The text 15
  16. A SAILOR FAMILY Trung is thirty two years old. He works for Fancon Shipping Company. In the Ship’s crew, his working place is in the Deck Department. He is a man with a lot of knowledge and practical experience in seamanship. Trung is a sailor inborn. His father was an experienced Master and his mother was an accountant of Tan Cang Port. From childhood, he dreamed to become a sailor to travel everywhere. After graduated, he went on board to do lots of work that he didn’t learn at the university: cooking, cleaning, etc Now, Trung is a Bosun. He is married. His wife is a doctor at Navy Hospital. They have a three-year daughter. His ship travels to many places, inland ports and oversea ports. Once a month, he comes back home to visit his family, which is an extended one. His parents are retired. They help him to look after family when his spouses go to work. Everyday, his wife goes to work by motorcycle. She takes their daughter to the kindergarten, too. Trung loves his family so much. When the ship is underway, he misses parents, his wife, especial the laugh of his little daughter. But when going ashore, he misses his ship, the sounds of waves That is a real sailor’s life. 2.3.2 Pronunciation: 2.3.2.1 Adverbs: - Adverbs of frequency: Never -> sometimes -> often -> usually -> always 0% 25% 50% 75% 100% - Other adverbs: Still [sti:l] vẫn thường, vẫn cịn. Just [jʌst] chỉ, vừa mới 2.3.2.2 Cardinal numbers: - The numbers from 1 to 20 One Eleven Two Twelve Three Thirteen Four Fourteen Five Fifteen Six Sixteen Seven Seventeen Eight Eighteen Nine Nineteen Ten Twenty 16
  17. - The numbers from 21 to 100: THE TENS NUMBERS 1 - 9 Twenty One Thirty Two Forty Three Fifty Four Sixty Five Seventy Six Eighty Seven Ninety Eight A hundred Nine 2.3.2.3 Nouns Nouns of Jobs: Danh từ về nghề nghiệp Accountant [əˈkaʊntənt] nhân viên kế tốn Job [dʒɒb] nghề nghiệp, cơng việc Sailor [ˈseɪlə(r)] lính thuỷ, thuỷ thủ Nouns of Family Relationship: Danh từ về quan hệ gia đình Brother [’brʌðə(r)] anh / em trai Daughter [ˈdɔːtə(r)] con gái Family [ˈfỉməli] gia đình Father [ˈfɑː δə(r)] cha Husband [‘hʌzbənd] chồng Mother [ˈmʌðə(r)] mẹ Nephew [‘nefju:; ‘nevju:] cháu trai Parents [ˈpeərənt] cha mẹ Sister [sistə] chị (em) Son [sʌn] con trai Uncle [‘ʌŋkl] bác trai, chú, cậu, dượng Wife [waif] vợ Others nouns: Danh từ khác Bosun [‘bəʊsn] thủy thủ trưởng Childhood [‘tʃaildhʊd] tuổi ấu thơ, thời thơ ấu Master / Captain[mastǝ] thuyền trưởng Deck Department [dek ,de’pa:tment] bộ phận boong Experience [iks’piǝriǝns] kinh nghiệm, điều đã trải qua Inland ports [in’lỉnd pɔːt] cảng nội địa Kindergarten [‘kindǝ,ga:tn] lớp mẫu giáo, vườn trẻ Knowledge [‘nɔːlidʒ] kiến thức, sự hiểu biết Navy Hospital [‘neivi,hɔspitl] bệnh viện hải quân 17
  18. Oversea port [‘əʊvə’si:,pɔːt] cảng nước ngồi Ship [ʃɪp] tàu thuyền Shipping company [ˈʃɪpɪŋ’kʌmpǝni] cơng ty vận tải biển Seamanship [‘si:mǝnʃɪp] nghề đi biển, tài đi biển Spouses [spaʊz] vợ, chồng, vợ chồng Voyage [ˈvɔɪdʒ] chuyến đi, hành trình Working place [‘wɔːkiŋpleis] nơi làm việc, chỗ làm Years old [jɪə(r)zəʊld] tuổi 2.3.2.4 Verbs: Động từ Come back [‘kʌmbỉk] trở lại Extend [iks’tend] mở rộng, kéo dài Go ashore [gəʊ ə’ʃɔː] lên bờ, vào bờ Go on board [,gəʊɒn’bɔːd] lên tàu Graduate [‘grỉdju:eit] tốt nghiệp Laugh [la:f] cười thành tiếng, tiếng cười Look after [lʊk ‘ỉftə] chăm sĩc, trơng nom Love [lʌv] yêu, tình yêu Miss [mɪs] nhớ, lỡ (nhỡ) Retire [rɪˈtaɪə(r)] nghỉ hưu Take care of [teɪk keə(r) əv] chăm sĩc Travel [ˈtrỉvl] đi, đi lại, du lịch 2.3.2.5 Adjectives: Tính từ Cute [kju:t] xinh xắn, dễ thương Eager [i:gə] háo hức Funny [ˈfʌni] buồn cười Good [ɡʊd] tốt, hay Inborn [,in’bɔ:n] bẩm sinh Lovely [‘lʌvli] đẹp, dễ thương Underway [ˌʌndəˈweɪ] trên đường đi 2.3.2.6 Prepositions, adverb Giới từ After [ˈɑːftə(r)] sau khi Under [ˌʌndə] ở dưới Used to [ˈjuːst,tə] đã từng 2.4 Practice 2.4.1 Answer questions: 1. What does Trung do? ___ 2. Is Trung’s wife an accountant? ___ 18
  19. 3. What port does his ship often arrive? ___ 4. Does Trung have two daughters? ___ 5. How often does he come home? ___ 6. Are his parents still working? ___ 7. Doesn’t he like working on ship? ___ 8. What does he miss when going ashore? ___ 9. How does Trung feel when coming home after voyages? ___ 10. What do you think about his job? ___ 2.4.2 Match the adjectives with their opposites: A B 1. Big a. Ugly 2. Easy b. Old 3. Expensive c. Young 4. Fast d. Difficult 5. Hot e. Cheap 6. Lovely f. Short 7. New g. Slow 8. Old h. Small 9. Tall i. Cold 2.4.3 Using the adjectives above or the correct form of the verb to fill the blanks: 1. Forty years old ___ old. 2. “2 x 2 = 4” is ___. 3. The rabbit is ___, but the tortoise is ___. 4. Buffaloes are ___, but flies are ___. 19
  20. 5. Summer ___ hot and winter ___ cold. 6. ___ the cat look ugly? 7. Thirteen years old is very ___. 8. Two thousand VND a pen is ___, but two dollars is ___. 9. What vehicle does she ___ to work? – Motorcycle. 10. It’s too ___ to go abroad. It’s expensive. 2.4.4 Use ‘have’ and ‘has’ to complete sentences: 1. We ___ grammar books. 2. I ___ a dictionary. 3. Kate ___ a green note-book. 4. Bob ___ a ruler in his pocket. 5. Anna and Bob ___ book bags. 6. He doesn’t ___ an English book. 7. My student’s book ___ a red cover. 8. Do you and Sara ___ any wallets? 9. Where is Nadia today? Does she ___ the flu? 10. Mr. and Mrs. Johnson ___ two daughters. 2.5 Questions 1. What is the content of the essay below? ___ 2. Where is the boy? ___ 3. What relationship do they have? ___ 4. Are there any difficult words to read? What are they? ___ 5. Use a dictionary, then give the spelling and meaning of the given words. Vocabulary Pronunciation Meaning Appearance Appropriate Become Beg Conclude Difficulty Flesh Glad 20
  21. God Great Harm Overcome Pleasure Prayer Punctual Sincere Sure Trust Untruth Wish 6. Read then make questions and give answers MY DEAR BOY It gives me great pleasure to know that you wish to become a Second Engineer. First be sure by asking God help you to overcome all difficulties. Always be glad to return to your happy home when your work is done. Always be punctual to keep your time then you will always be trusted. Always keep a clean appearance and keep your flesh clean. Never tell an untruth! Never appropriate anything to your own use that is not yours. I conclude by begging of you to be sincere in your prayers to God, who will always watch over and keep you from all harm. God bless you, my dear Boy. Your ever loving Father 21
  22. Unit 3 MY SCHOOL 3.1 Conversation A Welcome! This is our school. B Wow! It’s beautiful. A Yes, but it isn’t very big. B How many students are there in your school? A About three thousand. B And the teachers? A There are over fifty. How about your school? B Oh, my school is a little bit bigger. A Can you describe your school? B Sure. My school is 3.2 Grammar 3.2.1 Possessive adjectives: Personal/Subject Pronoun I You He She It We You They Possessive Adjective My Your His Her Its Our Your Their 3.2.2 Defective Verb: CAN 3.2.2.1 Positives: S CAN V (Others) I play football. She can operate some machines. They go on board at any time. 3.2.2.2 Negatives: Cannot = can’t S CANNOT V (Others) We go away this weekend. He can’t play badminton. They sit on that chair. 22
  23. 3.2.2.3 Questions: - Y / N: CAN (NOT) S V (Others) you open the window? (1) Can (can’t) she give him a lift? (2) they build a palace? (3) Short answers: Yes, S + can / No, S + cannot. (1) Yes, I can / No, I can’t. (2) Yes, she can / No, she can’t. (3) Yes, they can / No, they can’t. - Wh: Wh CAN (NOT) S V (Others) What you do? (1) How long can / can’t they dive? (2) Why Peter come on time? (3) Answers: (1) I can perform any deck duties. (2) About five minutes. (3) Because he always gets up late. 3.2.3 There be 3.2.3.1 Positives THERE BE N Others There is an engine room in a ship. There are two propellers. 3.2.3.2 Negatives THERE BE N Others NOT There isn’t a pilot on a ship. There aren’t two Bosuns in a ship crew 3.2.3.2 Questions: - Y / N: BE (NOT) THERE N Others 23
  24. Is an engineer in a ship crew? (1) there Are any tallymen in your ship now? (2) Short answers: Yes, there + be / No, there + be not. (1) Yes, there is / No, there isn’t. (2) Yes, there are / No, there aren’t. - Wh: Wh BE THERE N (Others) (NOT) How many things are in a life boat? (1) Why aren’t there any stewards on your ship? (2) How much water is in the tank? (3) Answers: (1) There are many things. (2) Because we can serve ourselves. (3) I don’t know exactly. Let me measure. 3.2.4 Articles 3.2.4.1 “-a” is used in front of singular count nouns that begin with consonant sounds; or “-u” has a consonant sound; and pronounced “-h”. Examples: a dog; a unit; a hotel, 3.2.4.2 “-an” is used in front of singular count nouns that begin with the vowels a, e, i, o ;or “u” has a vowel sound; and in some words that begin with “h” (the “h” is not pronounced). Examples: an ocean; an uncle; an ugly picture; an honor, 3.2.4.3 “-the” is used when the speaker and the listener have the same thing or person in mind. It shows that a noun is specific. “-the” is used with both count nouns and non-count nouns. “-the” is used for the second mention of a noun. Examples: David is in the kitchen / The sun is hot / I have a bag - The bag is nice. 3.3 Vocabulary 3.3.1 The text OUR SCHOOL There are three vocational training schools that belong to Vietnam Inland Waterway Administration (VIWA): two in the North and one in the South. My school is the one in the South. It was rebuilt in 1998, after moving from a rented place. Located on the Nhà Bè river-bank, my school is far away from the dust, noise and smoke of the city. Its building is very grand. It has verandas on both the sides of class-room. There are shady trees near the verandas. The burning heat of the dry season and the heavy rains of the 24
  25. rainy season cannot trouble us. Our school has a pier, a large meeting hall, two science labs, a big library and a reading room. The library is full of books on all subjects. When the students want to study more about their lessons, they can borrow books from the library. Besides these, there are about thirty class-rooms, principals’ office and a clerk’s office. There are four ships at the pier, they are ready for students of Marine Engine and Navigation Department to practice. There are fifty teachers in the school. They are all highly qualified. They all work hard in teaching us. They help the students in every way possible. They are their true friends and guides. Our results are the best not only in the city but in the district also. All the teachers are sympathetic and kind. They look after our studies. They also take care of our health and character. The school is proud of its good students and the students are proud of their good school. Although my school is not the best of all schools, I love it – the Waterway Transport Vocational College No 2. 3.3.2 Pronunciation 3.3.2.1 Nouns Burning heat [ˈbɜːnɪŋ hiːt] nĩng như thiêu như đốt Character [ˈkỉrəktə(r)] đặc điểm/ nhân vật Class-room [ˈklɑːsruːm] lớp học Clerk’s office [klɜːrksˈɒfɪs] thư ký văn phịng District[ˈdɪstrɪkt] quận Dust [dʌst] bụi East [iːst] hướng Đơng Friend [frend] bạn Guide [ɡaɪd] hướng dẫn Health[ˈhelθ] sức khoẻ Heavy rain[ˈhevi reɪn] mưa lớn Library [ˈlaɪbrəri] thư viện Noise [nɔɪz] tiếng ồn North [nɔːθ] hướng Bắc Principals’ office [ˈprɪnsəpl ˈɒfɪs] văn phịng Hiệu trưởng Rainy season [reɪni ˈsiːzn] mùa mưa Result [rɪˈzʌlt] kết quả River-bank [ˈrɪvə(r) bỉŋk] bờ sơng 25
  26. Science lab[ˈsaɪəns lỉb] phịng thí nghiệm khoa học Shady tree[ˈʃeɪdi triː] cây cĩ bĩng mát Side [saɪd] cạnh, phía Smoke [sməʊk] khĩi South [saʊθ] hướng Nam Subject[ˈsʌbdʒɪkt] mơn học, đề tài Summer[ˈsʌmə(r)] mùa hè Trouble[ˈtrʌbl] rắc rối Veranda [vəˈrỉndə] hàng hiên, hành lang Vietnam Inland Waterway Administration [Viet’nỉm inlỉnd wɒ:təwei ədmini:streiʃn] cục ĐTNĐ Việt Nam Vocational training school [vəʊˈkeɪʃənl ˈtreɪnɪŋ skuːl] trường nghiệp vụ, trường dạy nghề West [west] hướng Tây Winter [ˈwɪntə(r)] mùa đơng 3.3.2.2 Verbs Borrow [ˈbɒrəʊ] mượn Build [bɪld] xây dựng Help [help] giúp đỡ Locate [ləʊˈkeɪt] định vị 3.3.2.3 Adjectives Far away [fɑː(r) əˈweɪ] xa xơi Full of [fʊl əv] đầy Grand [ɡrỉnd] to lớn Hard [hɑːd] siêng năng/ cực khổ / khĩ Kind [kaɪnd] tử tế Near [nɪə(r)] gần Proud of [paʊnd əv] tự hào Qualified[ˈkwɒlɪfaɪd] đủ năng lực, đủ tư cách Sympathetic[ˌsɪmpəˈθetɪk] thơng cảm, đồng cảm 3.3.2.4 Adverbs Besides [bɪˈsaɪdz] ngồi, ngồi ra Best [best] tốt nhất Highly[ˈhaɪli] hết sức/ vơ cùng 3.4 Excercises 3.4.1 Answer questions: 1. How many vocational training schools does Vietnam Inland Waterway Administration have? ___ 26
  27. 2. Are there any schools in the Central part of Vietnam? ___ 3. Where is the school in the text located? ___ 4. What adjective will you choose to describe this school? Noisy, exciting or quiet? ___ 5. Do you think the material and technical bases serve your career learning really well? ___ 6. How is the library? ___ 7. Why does the school need to have some ships at the pier? ___ 8. When do students want to borrow the books from library? ___ 9. Are the teachers serious or friendly? ___ 10.What is the name of the college in the North? ___ 3.4.2 Use Possessive Adjectives to complete the sentences 1. I have a pen. ___ pen is cheap. 2. Kate has a cat. ___ cat is lovely. 3. Sara and you have bicycles. ___ bicycles are beautiful. 4. Jim and Alex have mustaches. ___ mustaches are horrible. 5. I and Ann have some books. ___ books are interesting. 6. Ken has a car. ___ car is Ford. 7. We have a house. ___ house is small. 8. Sam and Kate have two computers. ___ computers are old. 9. John has a sister. ___ sister is very young. 10. I have an umbrella. ___ umbrella is blue. 3.4.3 Complete the sentences with ‘is’ or ‘are’ 1. There ___ a grammar book on Ahmed’s desk. 2. There ___ many glasses on the shelf. 3. There ___ two pens on Pierre’ desk. 27
  28. 4. There ___ an apple in the fridge. 5. There ___ thirty one days in July. 6. There ___ only one student from Quảng Ninh in our class. 7. There ___ three ships at the quay. 8. There ___ ten sentences in this exercise. 9. There ___ a large canteen in my school. 10.There ___ many books on the bookshelf. 3.4.4 A, an or the? 1. I work in ___ office. 2. He works at ___ university. 3. Sue has ___ idea. 4. Bill has ___ good idea. 5. I need ___ hour to finish my work. 6. ___ sky is blue. ___ sun is hot. 7. Singapore is ___ island. 8. My parents live in ___ apartment. 9. Mike has a pen and two pencils. ___ pen is blue; ___ pencils are yellow. 10.Mr. Lee is ___ old man. 3.4.5 Use ‘is/isn’t’ or ‘are/aren’t’ to make sentences: 1. A ball / round. ___ 2. The Earth / a planet. ___ 3. Flowers / ugly. ___ 4. My school / big. ___ 5. A turtle / fast. ___ 6. Cities / quiet. ___ 7. The students in our class / very intelligent. ___ 8. English grammar / easy. ___ 28
  29. 9. Gold / cheap. ___ 10.A mouse / big. ___ 3.5 Writing: Write a paragraph to describe your school (may be your old school). What are the same and the different points between yours and the school in the text? ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ Unit 4 SCHOOL LIFE 4.1 Conversation (Where is it and what is it about?) A: That is our son. He’s learning at Waterway Transport Vocational College No 2. B: What career is he learning there? A: He is a second-year student of the Marine Engine Department. 29
  30. B: When will he finish that course? A: He is going to take the final exam after this Summer holiday. B: Is he going to be an engineer? A: No, just a Greaser at first. B: You are a happy mother! And, what is he doing now? A: He’s preparing some documents for school. 4.2 Grammar 4.2.1 Present continuous tense 4.2.1.1 Positives S BE Ving Others I am writing a letter. He / she / it is doing homework at home. We / you / they are running very fast. 4.2.1.2 Negatives S BE NOT Ving Others I am not writing a letter. He / she / it isn’t doing homework at home. We / you / they aren’t running very fast. 4.2.1.3 Questions - Y / N BE (NOT) S Ving Others Am I writing a letter? (1) Is (isn’t) he / she / it doing homework at home? (2) Are (aren’t) we / you / they running very fast? (3) Short answers: Yes, S + be / No, S + be not. Students answer the questions 1, 2, 3. - Wh WH BE (NOT) S Ving Others What am I writing? Where is / isn’t he / she / it doing homework? How are / aren’t we / you / they running? * Some notes of present continuous tense Use: Present continuous tense expresses - an action or event that happens at the time of speaking. - an action or event that happens around the time of speaking. - a future arrangement. Rules to change V into Ving: 30
  31. END OF VERB -> -ING FORM A consonant + -e -> Drop the -e and add -ing Rule 1 Smile -> smiling Write -> writing One vowel + one consonant -> double the consonant and add -ing (but not w, x and y) Rule 2 Sit -> sitting Run -> running Two vowels + one consonant -> Add -ing; do not double the consonant Rule 3 Read -> reading Rain -> raining Two consonants -> Add -ing; do not double the consonant Rule 4 Stand -> standing Push -> pushing Non-action verbs are not used in the present continuous tense: want hear know need see believe like smell think (meaning believe) love taste hate understand Adverbs: now; at the moment; this time 4.2.2 Going to 4.2.2.1 Positives: S BE GOING TO V Others I am going to see the doctor. He / she / it is going to keep watch in the bridge. We / you / they are going to launch a ship. 4.2.2.2 Negatives: S BE NOT GOING TO V Others I am not going to see the doctor. He / she / it is (isn’t) going to keep watch in the bridge. We / you / they are (aren’t) going to launch a ship. 4.2.2.3 Questions: - Y / N BE (NOT) S GOING TO V Others Am (not) I going to see the doctor? (1) Is (isn’t) he / she / it going to keep watch in the bridge? (2) 31
  32. Are (aren’t) we / you / they going to launch a ship? (3) Short answers: Yes, S + be / No, S + be not. (1) Yes, you’re / No, you aren’t. (2) Yes, he (she, it) is / No, he (she, it) isn’t. (3) Yes, we (you, they) are / No, we (you, they) aren’t. - WH WH BE (NOT) S GOING TO V Others Who am (not) I going to see? Where is (isn’t) he / she / it going to keep watch? What are (aren’t) we / you / they going to launch? * Use: “Going to” talks about something that we have already decided to do. 4.2.3 Simple future tense 4.2.3.1 Positives: S Will V Others I / We shall / will be at the harbour. He / she / it have some troubles. will You / they go on board. 4.2.3.2 Negatives: Will not = won’t; Shall not = shan’t S WILL / SHALL NOT V Others I / We shan’t / won’t be at the harbour. He / She / It have any troubles. won’t You / they go on board. 4.2.3.3 Questions: - Y / N WILL / SHALL (NOT) S V Others Shall / Will (not) I / we be at the harbour? (1) he / she / it have any troubles? (2) Will / Won’t you / they go on board? (3) Short answers: Yes, S + will / shall. No, S + will not / shall not (1) Yes, I (we) shall (will) / No, I (we) shan’t (won’t). (2) Yes, he (she / it) will / No, he (she / it) won’t. (3) Yes, you (they) will / No, you (they) won’t. - WH 32
  33. WH WILL (NOT) S V Others Where shall / will (not) I / we be? What he / she / it have? will / won’t Why you / they go on board? * Uses of “-will”: - to make predictions or talk about the future in general. - to decide to do st at the time of speaking. - to predict the effects of a real or probable action or event. + To predict or state in general about the future. Ex: He won’t be tired any more. She will love another man after the party. + To decide something at the time of speaking. Ex: I’ll give you a card. She won’t return this night. + To predict the effects of a real or probable action or event. Ex: You will run out of money if you buy a lot of things. We won’t be alive if we can’t swim. 4.3 Vocabulary 4.3.1 The text LIFE IN VOCATIONAL TRAINING SCHOOL Are you freaking out about going to vocational training school? Yes, vocational school is more difficult than secondary school or high school. In secondary school or high school, your parents and your teacher help you a lot. You just have to learn, mainly in the books and some social knowledge. Your timetables are always ready by your parents and teachers. In vocational school, you need to manage your time. No one force you to get up, to have meals or to learn, but you need to figure out how to best divide up your time. You need to study more, not only in classes, but also in workshops, where you have to practice many skills for your career. That means, studying and training skills are the major parts of your school life. There are many subjects in your learning program such as: foreign language, informatics, higher maths, etc. In class, taking notes is more difficult. In high school, your teacher will probably give you an outline of his or her lecture and tell you what points will be on the test. In vocational school, the professor often just talks. It's your responsibility to write everything down and know what is important. Your parents won't be able to help much. In vocational school, teachers cannot discuss your school work with your parents. The school considers you an adult, and sharing your personal information with other adults is limited. Your parents may be able to give you guidance about classes and your social life, and if you're lucky, they'll help you out 33
  34. financially. For the most part, though, you're on your own. You need to balance work and play. Your social life has to come second to your school work, and your parents and teachers won't be around to make sure what happens. Students are expected to act like adults in class. Though there are many differences between secondary school or high school and vocational school, we cannot deny that, school life is the most wonderful time in our life. 4.3.2 Pronunciation 4.3.2.1 Nouns Adult [əˈdʌlt] người trưởng thành Autumn / fall [ˈɔːtəm / fɔːl] mùa thu Career [kəˈrɪə(r)] nghề nghiệp Dry season [draɪ ˈsiːzn] mùa khơ Foreign Language [ˈfɒrən ˈlỉŋɡwɪdʒ] ngoại ngữ Guidance [ˈɡaɪdns] sự hướng dẫn High school [haɪ skuːl] trường TH phổ thơng Higher Math [ˈhaɪə(r) mmỉθ] tốn cao cấp Informatics [ˌɪnfəˈỉtɪks] tin học Meal [miːl] bữa ăn Point [pɔɪnt] điểm Rainy season [reɪni ˈsiːzn] mùa mưa Responsibility [rɪˌspɒnsəˈbɪləti] trách nhiệm Secondary school [ˈsekəndri skuːl] trường TH cơ sở Skill [skɪl] kỹ năng Social knowledge [ˈsəʊʃl ˈnɒlɪdʒ] kiến thức xã hội Spring [sprɪŋ] mùa xuân Subject [ˈsʌbdʒɪkt] mơn học Summer[ˈsʌmə(r)] mùa hạ Test [test] bài kiểm tra Timetables [ˈtaɪmteɪblz] thời khố biểu Vocational training school [vəʊˈkeɪʃənl ˈtreɪnɪŋ skuːl] trường nghiệp vụ, trường nghề Winter[ˈwɪntə(r)] mùa đơng Workshop [ˈwɜːkʃɒp] phân xưởng / buổi hội thảo 4.3.2.2 Verbs Balance [ˈbỉləns] cân bằng Consider [kənˈsɪdə(r)] nghĩ về Deny [dɪˈnaɪ] phủ nhận Discuss [dɪˈskʌs] thảo luận Divide up [dɪˈvaɪd ʌp] chia ra Expect [ɪkˈspekt] mong đợi Figure out [ˈfɪɡə(r) aʊt] tính tốn, kết luận 34
  35. Force [fɔːs] ép buộc Freak out [fri:kaʊt] cảm thấy hoang mang Get up [get ʌp] thức dậy Happen [ˈhỉpən] xảy ra Limit [ˈlɪmɪt] giới hạn Make sure [meɪk ʃʊə(r)] bảo đảm Manage [ˈmỉnɪdʒ] quản lý/giải quyết Own [əʊn] sở hữu, cĩ Practice [ˈprỉktɪs] thực hành Share [ʃeə(r)] chia sẻ Take note [teɪk nəʊt] ghi chép Talk [tɔːk] nĩi, trị chuyện 4.3.2.3 Adjectives Best [best] tốt nhất Major [ˈmeɪdʒə(r)] lớn, chủ yếu Personal [ˈpɜːsənl] cá nhân Ready [ˈredi] sẵn sàng 4.3.2.4 Adverbs Around [əˈraʊnd] chung quanh Financially [faɪˈnỉnʃəli] về mặt tài chính Mainly [ˈmeɪnli] chính, chủ yếu, phần lớn Probably [ˈprɒbəbli] cĩ lẽ 4.3.2.5 Ordinal numbers From the 1st to the 30th: Numbers Reading Numbers Reading Numbers Reading 1st First 11th Eleventh 21st Twenty first 2nd Second 12th Twelfth 22nd Twenty second 3rd Third 13th Thirteenth 23rd Twenty third 4th Fourth 14th Fourteenth 24th Twenty fourth 5th Fifth 15th Fifteenth 25th Twenty fifth 6th Sixth 16th Sixteenth 26th Twenty sixth 7th Seventh 17th Seventeenth 27th Twenty seventh 8th Eighth 18th Eighteenth 28th Twenty eighth 9th Ninth 19th Nineteenth 29th Twenty ninth 10th Tenth 20th Twentieth 30th Thirtieth From the 40th to the 100th: Numbers Reading Numbers Reading 40th Fortieth 80th Eightieth 50th Fiftieth 90th Ninetieth 60th Sixtieth 100th One hundredth 70th Seventieth 101st One hundred and first 35
  36. 4.4 Exercises 4.4.1 Answer questions: 1. How many tenses are used in the text? Underline them. ___ ___ 2. Is studying in a vocational training school easier than learning in high schools? ___ ___ 3. What is the most difference between vocational schools and high schools? ___ ___ 4. Is the social knowledge or the skill more important in a vocational training school? ___ ___ 5. What do vocational schools’ students have to write down in the lecture? ___ ___ 6. Will the teachers of vocational schools tell students about the points on the test? ___ ___ 7. When do students’ parents support their children in finance? ___ ___ 8. How do students at vocational schools act? ___ ___ 9. In what school can the parents often receive their children’s learning results from teachers? ___ ___ 10. What must students balance in their lives at vocational schools? ___ ___ 36
  37. 4.4.2 Discuss with your partners about the pictures below: What do you see in the pictures? What are the students in the pictures doing? ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ 4.4.3 Match the activities with the pictures, then make full sentences: Activities Numbers Activities Numbers Playing games Going to the cinema Playing football Reading Sailing Dancing Sunbathing Watching TV Cooking Taking photographs Going to the gym Eating in restaurant Jogging Listening to music skiing Swimming 37
  38. 4.4.4 Fill the chart: Numbers Reading Numbers Reading Thirty first 46th 32nd 52nd 33rd Fifty fourth 34th 67th Thirty fifth 75th 36th Eighty ninth 37th 98th 38th 109th 39th 112th Fortieth One hundred and twentieth 4.5 Consolidation 4.5.1 Reading LIFE’S GREAT! Văn and I studied at the same Viet Nam Maritime College five years ago. We were classmates. We lived in a building near a river. Our room was on the second floor. It wasn’t very large and comfortable, but it suited the student’s life. There was a table in the middle of the room. The chairs were around the table. That table was used for learning only, because we had meals at the canteen of school. 38
  39. In the morning, we got up at 6:30, had a small breakfast and went to class. Our learning time started at 7:00 and finished at 11:30. In the afternoon, we could stay home if there were no practice lesson in workshop. Evenings were the time for us to do homework or enjoy some entertainments such as: playing chess, going to English club, seeing movies, etc. Now, we are Vietnamese sailors. We sail on the same cargo vessel. She carries cargoes from Sài Gịn port to other ports in Vietnam. Our time depends on our ship is underway or not and the watches that we have to keep. The sailors’ life is not as wonderful as the school life, but we can earn living ourselves. Life’s great! 4.5.2 Answer questions: 1. Was the writer a student? ___ 2. Where was their building? ___ 3. How was their room in boarding school? ___ 4. What was their timetable? ___ 5. Do students have any time to relax? When? ___ 4.5.3 Writing about your daily activities at school ___ ___ ___ ___ ___ ___ ___ 39
  40. Unit 5 THE MOTOR CARS 5.1 Conversation A: Do you have a car? B: Yes, I do. A: What kind and what color is it? B: It is a green Ford. A: How long did you buy it? B: I bought it 2 years ago. A: Was it still new at that time? B: No, it was repaired after a minor accident. A: What happened? B: Its old owner rushed into a truck when he was driving to work. A: What a pity! But it looks like a brand new one. B: Did you see it? A: Oh yes, yesterday afternoon. I saw you on Tơn Đức Thắng avenue. B: Was I on the way home? A: I think so. I hope I had enough money to buy one. B: Good luck! You have many chances left! 5.2 Grammar: 5.2.1 Past simple tense: We use past simple tense to describe - a completed action in the past (We played tennis yesterday). - a completed situation in the past (I lived in Đà Nẵng from 1998 to 2005). - a repeated action in the past (She carried cargoes to Đồng Tháp every week until last month). 5.2.1.1 Regular Verbs - Positives: 40
  41. S V2/-ed O Time in the past I / you visited Holland two years ago. He / she / it stayed on board last Sunday. We / you / they watched TV last night. - Negatives: S DID NOT + V O Time in the past I / you didn’t visit Holland two years ago. He / she / it didn’t stay on board last Sunday. We /you / they didn’t watch TV last night. - Questions: + Y / N: DID (NOT) S V O Time in the past I, you visit Holland two years ago? Did (didn’t) he, she, it stay on board last Sunday? we, you, they watch TV last night? Short answers: Yes, S + did / No, S + didn’t. -> Students give answers to all questions above. + WH: WH DID (NOT) S V1 O Time in the past When I / you visit Holland? Where did / didn’t he / she / it stay last Sunday? What we / you / they watch last night? -> Students give answers. * Notes: - Spelling: + When the verb ends in -e, we add -d: live – lived; practise – practised. + When the verb ends in a short vowel and a single consonant, we double the consonant and add -ed: stop – stopped; grab – grabbed. + When the verb ends in a consonant + y, we change -y to -ied: carry – carried; try – tried. - Pronunciation: + After a vowel sound or a voiced consonant we pronounce the final -d [d]: pulled [puld]; lived [livd]. + After a voiceless consonant (p, k, tʃ, ʃ, s) we pronounce the final -d [t]: stopped [stɔpt]; looked [lukt]; watched [wɔtʃt]; missed [mist]. + After -t or -d we pronounce the final syllable [id]: started [sta:tid]; needed [ni:did]. 5.2.1.2 Irregular verbs: - Positives: Many common verbs have an irregular past form, for examples: 41
  42. Do did Go went Write wrote The irregular form is the same for all persons. - Negatives, questions, short answers: the same as for regular verbs, for examples: He didn’t go on board. We didn’t buy any new equipment for our last voyage. Did you have a good holiday? – Yes, we did. Did you go ashore yesterday? – No, I didn’t. Where did he go yesterday? – He went shopping. Why didn’t she come alongside at good landfall? – Because she didn’t answer the helm. 5.2.1.3 To Be - Positives: S BE Others Times in the past I / he / she / it was at home last week. We / you / they were on holiday yesterday. - Negatives: S BE NOT Others Times in the past I / he / she / it wasn’t (was not) at home last week. We / you / they weren’t (were not) on holiday yesterday. - Questions: + Y / N: BE (NOT) S Others Times in the past Was / wasn’t I / he / she / it at home last week? (1) Were / weren’t we / you / they on holiday yesterday? (2) Short answers: Yes, S + was (were) / No, S + was (were) not. (1) Yes, I (he, she, it) was / No, I (he, she, it) wasn’t. (2) Yes, we (you, they) were / No, we (you, they) weren’t. + Wh: WH BE (NOT) S Others Times in the past Where was / wasn’t I / he / she / it last week? When were / weren’t we / you / they on holiday? Answers: give information (students’ duty) 42
  43. 5.2.1.4 To have - Positives: S HAD Others I / he / she / it an interesting job. had we / you / they good marks at high school. - Negatives, questions, short answers: the same as for regular verbs, for examples: I / he / she / it / we / you / they didn’t have any bicycles. Did /didn’t I / he / she / it / we / you / they have good marks at high school? What did / didn’t I / he / she / it / we / you / they have on the ship? 5.2.2 Past continuous tense 5.2.2.1 Positives: S BE Ving Noun (s) Others I / he / she / it was maneuvering the ship this time last month. We / you / they were handling the lifeboats on the sea at 10 last night. 5.2.2.2 Negatives: S BE Ving Noun (s) Others NOT I / he / she / it wasn’t maneuvering the ship this time last month. We / you / they weren’t handling the lifeboats on the sea at 10 last night. 5.2.2.3 Questions: - Y / N: BE (NOT) S Ving Noun (s) Others Was / wasn’t I / he / she / it maneuvering the ship this time last month? Were / weren’t we / you / they handling the lifeboats on the sea at 10 last night? Short answers: Yes, S + be / No, S + be not. (Students give answers). - Wh: WH BE (NOT) S Ving Noun (s) Others What was / wasn’t I / he / she / it doing this time last month? Where were / weren’t we / you / they handling the lifeboats at 10 last night? 43
  44. (Students give information to answer the questions above). * Use: We use the past continuous to say that somebody was in the middle of doing something at a certain time. The action or situation had already started before this time but not finished: This time last week Jim and his wife were staying at a motel in Beijing. We weren’t keeping watch on bridge (in engine room) at 7 o’clock yesterday evening. I waved her but she wasn’t looking. - We often use past continuous and past simple together to say that something happened in the middle of something else: The Captain stood in the bridge when I was keeping the morning watch. While they were loading cargoes, the saw a man overboard. 5.3 Vocabulary 5.3.1 The text THE PARADOX OF CAR This means of transportation at first seemed unattainable to the masses - it was so different from ordinary means. There was no comparison between the motorcar and the others: the cart, the train, the bicycle, or the horse-car. Exceptional beings went out in self-propelled vehicles that weighed at least a ton and whose extremely complicated mechanical organs were as mysterious as they were hidden from view. For one important aspect of the automobile myth is that for the first time people were riding in private vehicles whose operating mechanisms were completely unknown to them and whose maintenance and feeding they had to entrust to specialists. Here is the paradox of the automobile: it appears to confer on its owners limitless freedom, allowing them to travel when and where they choose at a speed equal to or greater than that of the train. But actually, this seeming independence has for its underside a radical dependency. 44
  45. Unlike the horse rider, the wagon driver, or the cyclist, the motorist was going to depend for the fuel supply, as well as for the smallest kind of repair, on dealers and specialists in engines, lubrication, and ignition, and on the interchangeability of parts. Unlike all previous owners of a means of locomotion, the motorist's relationship to his or her vehicle was to be that of user and consumer-and not owner and master. This vehicle, in other words, would oblige the owner to consume and use a host of commercial services and industrial products that could only be provided by some third party. The apparent independence of the automobile owner was only concealing the actual radical dependency. 5.3.2 Pronunciation 5.3.2.1 Nouns Aspect [ˈỉspekt] khía cạnh, mặt Automobile [ˈɔːtəməbiːl] xe ơ tơ Bicycle [ˈbaɪsɪkl] xe đạp Cart [kɑːt] xe ngựa Commercial service [kəˈmɜːʃl ˈsɜːvɪs] dịch vụ thương mại Comparison [kəmˈpỉrɪsn] so sánh Consumer [kənˈsjuːmə(r)] khách hàng Cyclist [ˈsaɪklɪst] người đi xe đạp Dealer [ˈdiːlə(r)] đại lý Dependency [dɪˈpendənsi] phụ thuộc Driver [ˈdraɪvə(r)] tài xế Engine [ˈendʒɪn] động cơ, máy, cơ giới Freedom [ˈfriːdəm] tự do Fuel [ˈfjuːəl] nhiên liệu Horse [hɔːs] ngựa Horse-car [hɔːs kɑː(r)] xe ngựa Ignition [ɪɡˈnɪʃn] bộ phận đánh lửa Independence [ˌɪndɪˈpendəns] độc lập Industrial product [ɪnˈdʌstriəl ˈprɒdʌkt] sản phẩm cơng nghiệp Interchangeability [ˌɪntəˈtʃeɪndʒəbl] cĩ thể thay cho nhau Kind [kaɪnd] loại Locomotion [ˌləʊkəˈməʊʃn] sự vận động Lubrication [ˈluːbrɪkeɪt] sự bơi trơn Maintenance [ˈmeɪntənəns] bảo trì Mass [mỉs] khối, đống 45
  46. Master [ˈmɑːstə(r)] thạc sĩ; cơng nhân giỏi, thợ cả Means [miːn] phương tiện Mechanisms [ˈmekənɪzəm] máy mĩc, cơ chế Motorist [ˈməʊtərɪst] người lái xe ơ tơ Myth [mɪθ] chuyện hoang đường Organ [ˈɔːɡən] cơ quan, bộ phận Owner [ˈəʊnə(r)] người chủ Paradox [ˈpỉrədɒks] nghịch lí Part [pɑːt] phần Party [pɑːti] bên, phía Relationship [rɪˈleɪʃnʃɪp] mối quan hệ Repair [rɪˈpeə(r)] sửa chữa Rider [ˈraɪdə(r)] người đi xe đạp/ nẹp tàu Specialist [ˈspeʃəlɪst] chuyên gia Speed [spiːd] tốc độ Ton [tʌn] tấn Train [treɪn] xe lửa Transportation [ˌtrỉnspɔːˈteɪʃn] sự vận chuyển Underside [ˈʌndəsaɪd] mặt bên dưới User [ˈjuːzə(r)] người dùng Vehicle [ˈviːəkl] xe cộ View [vjuː] tầm nhìn, quang cảnh Wagon [ˈwỉɡən] xe goịng, toa trần chở hàng hố 5.3.2.2 Verbs Allow [əˈlaʊ] cho phép Appear [əˈpɪə(r)] xuất hiện 46
  47. Choose [tʃuːz] chọn Confer [kənˈfɜː(r)] đem đến, mang lại Consume [kənˈsjuːm] tiêu dùng, mua Entrust [ɪnˈtrʌst] giao phĩ Feed [fiːd] nuơi, cung cấp vật liệu Limit [ˈlɪmɪt] giới hạn, hạn chế Oblige [əˈblaɪdʒ] bắt buộc Provide [prəˈvaɪd] chu cấp, qui định 5.3.2.3 Adjectives Actual [ˈỉktʃuəl] sự thực, trên thực tế Apparent (adj.) [əˈpỉrnt] rõ ràng, hiển nhiên At least [ət liːst] ít ra, ít nhất Commercial [kəˈmɜːʃl] thương mại Complete [kəmˈpliːt] hồn tồn Complicated [ˈkɒmplɪkeɪtɪd] phức tạp, rắc rối Equal [ˈiːkwəl] đồng đều, ngang bằng Extreme [ɪkˈstriːm] vơ cùng, tột độ, cực kì Important [ɪmˈpɔːtnt] quan trọng Industrial [ɪnˈdʌstriəl] cơng nghiệp/ kỹ nghệ Limitless [ˈlɪmɪtləs] vơ hạn, rất lớn Mysterious [mɪˈstɪəriəs] huyền bí Ordinary [ˈɔːdnri] thơng thường Previous [ˈpriːviəs] trước Radical [ˈrỉdɪkl] cơ bản/ quyết liệt Self-propelled [self prəˈpeld] tự động, tự hành Unattainable [ˌʌnəˈteɪnəbl] khơng thể đạt được Unknown [۸n’nəun] khơng biết, xa lạ 5.3.2.4 Adverbs Actually [ˈỉktʃuəli] trên thực tế, thậm chí Completely [kəmˈpliːtli] hồn tồn, đầy đủ Extremely [ɪkˈstriːmli] vơ cùng, tột độ, cực kì Only [ˈəʊnli] chỉ, chỉ cĩ 5.4 Exercises 5.4.1 Answer questions: 1. Was the first car similar to the ordinary means of transport? ___ 2. Did people know well about the car mechanism at the first time using it? ___ 47
  48. 3. Who could help drivers to maintain the car? ___ 4. Could the car drivers drive at any speed if they want? ___ 5. What was the motorist going to depend for? ___ 6. What was the motorist's relationship to his or her vehicle? ___ 7. Do you think the models of the car are the same as before? ___ 8. How many points can you compare the current cars and the car at the beginning? ___ 9. What is the most uncomfortable thing of the car as your opinion? ___ 10. Draw a table with two columns and write down the paradox of car in it (advantages and disadvantages). ADVANTAGES DISADVANTAGES 5.4.2 Put the verbs into the correct form, past continuous or past simple 1. Jane ___ (wait) for me when I ___ (arrive). 2. ‘What ___ (you/do) this time yesterday?’ ‘I ___ asleep’ (be). 3. ‘___ (you/go) ashore last night?’ ‘No, I ___ tired.’ 4. ‘Was the Bosun at the bridge yesterday morning?’ ‘Yes, he ___ (keep) the morning watch. 5. ‘How fast ___ (you/drive) when the accident ___ (happen)?’ 6. John ___ (take) a photograph of me while I ___ (not/look). 7. We were in a very difficult position. We ___ (not/know) what to do. 48
  49. 8. When we last ___ (meet) Alan, he ___ (try) to find a job in London. 9. Somebody ___ (follow) them when they ___ (walk) along the street. 10. When he ___ (be) young, he ___ (want) to be a bus driver. 5.4.3 Put the words in the right order: 1. 8 o’clock / some friends / having dinner / was / with / I / yesterday evening / at. ___ 2. last Saturday / on the way / were / to Hongkong / they / at 5 o’clock. ___ 3. a storm / we / on / Atlantic Ocean / met / our ship / while / was / the. ___ 4. keeping / fell asleep / the evening watch / while / Tom / he / was. ___ 5. our flights / we / while / a chat / were / waiting for / had / we. ___ 6. I / but / saw / they / see / in town / yesterday / didn’t / me / them. ___ 7. the storm / come fast / to avoid / in time / luckily / but / managed / our ship / we. ___ 8. was / last month / his ship / underway / to Singapore. ___ 9. Forenoon / ago / started / an / watch / half / the / hour ___ 10. I / but / enjoying / Christ / wanted / to go home / the party / was. ___ 5.4.4 Write a letter to your friend, tell him / her about your last term at school. Here are some suggestions : - How many subjects did you learn? - How were the results (marks, teachers’ comments)? - What difficulties did you meet? 49
  50. - Did you study hard or not? - Was your schedule suitable for your learning? ___ ___ ___ ___ ___ 5.5 Consolidation 5.5.1 Extra reading WHAT ARE YOUR OPINIONS ABOUT THE CAR? There are many different means of transport. Some people prefer travelling by car, others think that it's dangerous and pollutes the environment. Whatever your views, there's no doubt that travelling by car has both many advantages, and a lot of disadvantages. To begin with the speed, we can move quickly from one place to another. We don't have to waste our time and wait for any public vehicles. Secondly, cars are always available and we can go by car everywhere. Moreover, we can also have touring holiday when and where we want. If we want to go for a trip, we don't have to book bus tickets- it's too complicated. On the other hand, travelling by car is not very comfortable for a driver. He cannot relax, he has to be careful all the time. Vehicles are forced to stay in traffic jams, it is also very uncomfortable. Passengers can sleep or do what they want, but the driver 50
  51. cannot. Travelling by car is dangerous, too. There are many crashes on the roads and we should be very careful and sensible. There are many people, who want to drive after alcohol, they cause a lot of accidents. Using a car is also very expensive, because you have to pay much money for petrol and services. To sum up, if we have money and remember about politeness, patience and responsible driving even when we have problems with finding a parking space and we get nervous- we can enjoy driving for many years, for sure. 5.5.2 Question 1. Do the cars have a lot of advantages? ___ ___ 2. What is the most disadvantage point? ___ ___ 3. What characters shouldn’t a driver have when driving on the roads? ___ ___ 4. How do passengers feel when traveling by cars? ___ ___ 5. Give your opinions about advantages and disadvantages of cars ___ ___ ___ ___ ___ 5.5.3 Find out meanings and pronunciation of words Vocabulary Pronunciation Meaning Accident Alcohol Available Both Careful Cause Comfortable 51
  52. Complicated Crash Dangerous Doubt Environment Expensive Force Jam Moreover Nervous Patience Politeness Pollute Prefer Public vehicles Relax Sensible To sum up Transport Trip Views Waste 52
  53. Unit 6 THE TELEPHONE 6.1 Conversation A Good morning. Barclays Bank, Walford. How can I help you? B Good morning. Can I speak to the manager, please? A I’m afraid Mr Smith isn’t in his office at the moment. Can I take the message? B Don’t worry. I’ll ring back later. A All right. Goodbye. B Goodbye. A Hello. B Hello, Is that Liz? A No, it isn’t. I’ll just get her. C Hello, Liz here. B Hi, Liz. It’s Tom. Listen! There’s a party at my house on Sunday. Can you come? C Oh sorry, Tom. I can’t. It’s my sister’s wedding. B Oh, never mind. Perhaps next time.Bye! C Bye! 53
  54. 6.2 Grammar: 6.2.1 Can and Could 6.2.1.1 The same: - Talk about ability, but could is more general: We can go for a walk in the evening. We could go for walks every evening. - The same structure in three forms: + Positive: S + CAN / COULD + V1 + (Others). + Negative: S + CANNOT / COULD NOT + V1 + (Others). + Question: CAN (NOT) / COULD (NOT) + S + V1 + others?  Yes, S + can / could. No, S + cannot / could not. WH + CAN (NOT) / COULD (NOT) + S + V1 + others?  Give information. - Make a suggestion or ask for help, but Could is more formal: Can / Could you give me a hand? Can / Could I borrow your book? Can / Could I have your phone numbers? 6.2.1.2 The differences - Could is the past of Can: I can swim really well. I could swim when I was five. When we came to the store, we could smell burning. - Could talks about possible actions now or in the future: The air is cooler. It could be rain. I don’t know when they’ll be here. They could arrive at any time. - Could is less sure than Can: He is strong. He could lift a mountain. I’m hungry. I could eat a turkey. They spoke in a very clear voice so that everyone could understand what they said. 6.2.2 Passive sentence 6.2.2.1 Positives: S BE V3/ED Others The ship is launched this week. All appliances are installed on the deck. This article was written by one of my friends. Those ports were built in the war. 54
  55. 6.2.2.2 Negatives: S BE NOT V3/ED Others The ship isn’t launched this week. All appliances aren’t installed on the deck. This article wasn’t written by one of my friends. Those ports weren’t built in the war. 6.2.2.3 Questions: - Y / N: BE (NOT) S V3/ED Others Is / isn’t the ship launched this week? Are / aren’t all appliances installed on the deck? Was / wasn’t this article written by one of my friends? Were / weren’t those ports built in the war?  Answers: Yes, S + be / No, S + be not. - Wh: WH BE (NOT) S V3/ED Others When is / isn’t the ship launched? Where are / aren’t all appliances installed? By whom was / wasn’t this article written? When were / weren’t those ports built?  Answers: Information. 6.3 Vocabulary 6.3.1 The text THE USEFULNESS OF THE TELEPHONE The telephone is a telecommunications (telecoms) device which is used to transmit and receive sound (most commonly speech). Most telephones operate through transmission of electric signals over a complex telephone network which allows almost any phone user to communicate with almost anyone. Telephone helps us communicate in far distances. With the advance functions of the modern phone system, such as the VoIP, we can cost effectively contact people even in remote areas as long as connected to the internet. There are also functions such as call forwarding, call screening and many others that put ease in our way of communicating. 55
  56. The telephone was invented so you can talk to someone on the other side of the world! It is useful because it is device for making communication with another person. It is useful as well for a company who utilize a small business telephone system because of its benefits. The usefulness of the telephone has made it one of the most indispensable household and business appliances. It is voted as the best invention of the 20th century. 6.3.2 Pronunciation 6.3.2.1 Nouns: Advance [ədˈvɑːns] sự tiến bộ Appliance [ǝ’plaiǝns] thiết bị, dụng cụ Benefit [‘benefit] lợi ích Call forwarding [kↄ:l ‘fↄwǝdiŋ] chuyển tiếp cuộc gọi Call screening [kↄ:l ‘ski:niŋ] chặn cuộc gọi Century [‘senʧǝri] thế kỉ Company [‘kʌpǝni] cơng ty Device [di’vais] thiết bị Distance [‘distǝns] khoảng cách Electric signal [i’lektrik signəl] tính hiệu điện Function [‘fʌŋkʃn] chức năng Household [‘haushould] hộ gia đình Network [‘netwɜ:k] mạng Phone user [fǝʊn ‘ju:zǝr] người dùng điện thoại Remote area [ri’mout ‘eǝriǝ] vùng xa xơi Sound [saund] âm thanh Speech [spi:tʃ] lời nĩi System [‘sistǝm] hệ thống Telecommunications [‘telikə,mju:ni’keiʃnz] viễn thơng Transmission [trỉnz’miʃn] sự phát, sự truyền 6.3.2.2 Verbs: Allow [ǝ’lau] cho phép Communicate [kəˈmjuːnɪkeɪt] giao tiếp, truyền thơng 56
  57. Connect [kəˈnekt] nối, kết nối Contact [ˈkɒntỉkt] liên lạc Cost [kɒst] chi phí Invent [ɪnˈvent] phát minh Operate [ˈɒpəreɪt] hoạt động, vận hành Put ease [pʊt iːz] làm dịu Receive [rɪˈsiːv] nhận Transmit [trỉnsˈmɪt] truyền/ phát tín hiệu Utilize [‘ju:tilaiz] dùng, sử dụng Vote [vəʊt] bầu, biểu quyết 6.3.2.3 Adjectives: Advanced [ədˈvɑːnst] tiên tiến Complex [ˈkɒmpleks] phức tạp, rắc rối Far [fɑː(r)] xa Indispensable [,indis’pensəbl] rất cần thiết, khơng thể thiếu. Modern [ˈmɒdn] hiện đại 6.3.2.4 Adverbs: Almost [ˈɔːlməʊst] hầu như, Commonly [ˈkɒmənli] thường thường, lắm khi Effectively [ɪˈfektɪvli] cĩ hiệu quả Even [ˈiːvn] thậm chí, ngay cả Through [θruː] xuyên, suốt 6.4 Exercises 6.4.1 Answer questions: 1. What purpose do people use the telephone? ___ 2. How do the telephones operate? ___ 3. How far can people communicate by telephone? ___ 4. Can you name some functions of telephone? What are they? ___ 5. Is the telephone useful for business only? ___ 6. Who can people talk to on the telephone? 57
  58. ___ 7. What is the telephone called in the 20th century? ___ 8. Use dictionaries to find out the synonyms of the words below: Anyone (pron) Ease (n) Appliance (n) Remote (adj) Benefit (n) Utilize (v) 6.4.2 Divide the phrases of words into two columns. (No.1 and No.9 are examples) 1. Helps to build a healthy relationship. 2. Anonymous threats. 3. Sexual abuses. 4. A bridge for people being miles away. 5. Saves time, money and energy. 6. Immediate medium to contact one another and pass urgent messages. 7. These days marketing calls are a headache for everyone. 8. Helps to file complaint against anyone without identity and save someone as soon as possible. 9. Helps terrorism. 10. Gives life for thousands of telemarketers. 11. Wastes the time of teens. ADVANTAGES DISADVANTAGES 1. Helps to build a healthy relationship. 9. Helps terrorism. 6.4.3 Write a paragraph about the telephone (you can link some ideas above) ___ ___ ___ ___ ___ ___ ___ ___ 58
  59. 6.5 Consolidation 6.5.1 Extra reading ALEXANDER GRAHAM BELL Evolution of the Telegraph into the Telephone In the 1870s, two inventors Elisha Gray and Alexander Graham Bell both independently designed devices that could transmit speech electrically (the telephone). Both men rushed their respective designs to the patent office within hours of each other, Alexander Graham Bell patented his telephone first. Elisha Gray and Alexander Graham Bell entered into a famous legal battle over the invention of the telephone, which Bell won. While Alexander Graham Bell and Thomas Watson worked on the harmonic telegraph at the insistent urging of Hubbard and other backers, Bell nonetheless met in March 1875 with Joseph Henry, the respected director of the Smithsonian Institution, who listened to Bell's ideas for a telephone and offered encouraging words. Spurred on by Henry's positive opinion, Bell and Watson continued their work. By June 1875 the goal of creating a device that would transmit speech electrically was about to be realized. They had proven that different tones would vary the strength of an electric current in a wire. To achieve success they therefore needed only to build a working transmitter with a membrane capable of varying electronic currents and a receiver that would reproduce these variations in audible frequencies. 6.5.2 Questions 1. What were invented in the 1870s? ___ 59
  60. 2. Who was the winner in a famous legal battle over the invention of the telephone? ___ 3. Who was Thomas Watson? ___ 4. When did Bell meet Joseph Henry, the respected director of the Smithsonian Institution? ___ 5. What did the inventors do to achieve success with a membrane capable of varying electronic currents? ___ 6.5.3 Give the phonetic symbols and meanings of words below Vocabulary Pronunciation Meaning Audible Backer Device Electrician Electronic currents Encourage Harmonic Independently Insistent urging Inventor Legal battle Nonetheless Offered Patent Proven Realize Reproduce Respective Rush Spur Transmit Wire 60
  61. Unit 7 THE RADIO 7.1 Conversation SHIP TO SHORE RADIO COMMUNICATION Radio Officer: Coastguard, Coastguard. This is Milamar. I read you poor 2 with signal strength 2 weak. Advise try channel 24. Over. Coastguard: Milamar, Milamar. This is Cape Town Coastguard. Change to channel 24. Repeat. Change to channel 24. Over. Radio Officer: Coastguard, Coastguard. This is Milamar on channel 24. I am ready to receive your message. Over. Coastguard: Milamar, Milamar. This is Cape Town Coastguard. There is a severe localized storm with wave height of 40 feet 25 miles Southwest of your present position. Expected to close in the next 2 hours. Advise course three two zero. Repeat. Advise course three two zero to avoid height seas. Over. Radio Officer: Coastguard, Coastguard. This is Milamar. Say again. Say again. Over. Coastguard: Milamar, Milamar. This is Cape Town Coastguard. Wave height of 40 feet closing from Southwest. Expect arrival your position 2 hours. Advise course three two zero. Repeat. Three two zero. Over. Radio Officer: Coastguard, Coastguard. This is Milamar. I cannot read you. Repeat. I cannot read you. Over. Coastguard: Milamar 25 Southwest 2 hours 40 . three two zero three two zero Radio Officer: Coastguard, Coastguard. Message received. Thank you. Out. 62
  62. 7.2 Grammar: Imperatives - Give orders, warnings or instructions to somebody. - Often use in informal situation. 7.2.1 Positive: - V1! Go! Smile! - V1 + Preposition! Go up! Go down! - V1 + Object! Open the door! Take your seat! Let him out! Say hello! - V1 + Adjective / Adverb! Be quiet! Run fast! 7.2.2 Negative: - Don’t + V1! Don’t waste money! Don’t jump up and down like that! Don’t go near the river-bank! 7.3 Vocabulary 7.3.1 Pronunciation Nouns: Advent[ˈỉdvənt] sự đến, sự trơng đợi Aeroplane[ˈeərəpleɪn] máy bay Aircraft [ˈeəkrɑːft] máy bay Alert [əˈlɜːt] sự báo động, cảnh giác Army [ˈɑːmi] quân đội Authority [ɔːˈθɒrəti] chính quyền Battle [ˈbỉtl] trận đánh Broadcasting [ˈbrɔːdkɑːstɪŋ] việc phát thanh hay phát hình Comedies[ˈkɒmədiz] hài kịch Detection [dɪˈtekʃn] phát hiện Development [dɪˈveləpmənt] sự phát triển Drama [ˈdrɑːmə] vở kịch Emergency [iˈmɜːdʒənsi] tình trạng khẩn cấp Entertainment[ˌentəˈteɪnmənt] giải trí Equipment [ɪˈkwɪpmənt] thiết bị Era[ˈɪərə] thời kỳ, kỷ nguyên Event [ɪˈvent] sự kiện Field [fiːld] cánh đồng, lĩnh vực Global Maritime Distress [ˈɡləʊblˈm„rɪtaɪm dɪˈstres] Golden Age[ˈɡəʊldən eɪdʒ] thời hồng kim Land [lỉnd] đất Marine telegraphy [məˈriːn-tiˈleɡrəfi] điện báo hàng hải Method[ˈmeθəd] phươnng pháp Morse code [ˌmɔːs ˈkəʊd] hệ thống chữ Moĩc Navy[ˈneɪvi] hải quân 63
  63. Operator[ˈɒpəreɪtə(r)] người điều khiển Presentation[ˌpreznˈteɪʃn] trình bày, trình diễn Russian fleet [ˈrʌʃn fliːt] hạm đội Nga Safety System [ˈseɪfti ˈsɪstəm] hệ thống an tồn Satellite[ˈs„təlaɪt] vệ tinh Scouting[ˈskaʊtɪŋ] hoạt động hướng đạo Shore stations [ʃɔː(r) ˈsteɪʃnz] trạm bờ biển Sinking [sɪŋkɪŋ] chìm Technology [tekˈnɒlədʒi] cơng nghệ Tool [tuːl] dụng cụ Vicinity [vəˈsɪnəti] vùng phụ cận World War [wɜːld wɔː(r)] thế chiến Adjectives: Commercial [kəˈmɜːʃl] thương mại Dramatic [drəˈmỉtɪk] đầy kịch tính Earliest [ˈɜːliɪst] sớm nhất External [ɪkˈstɜːnl] bên ngồi Immediate [ɪˈmiːdiət] ngay, liền International [ˌɪntəˈnỉʃnəl] quốc tế Maritime [ˈmỉrɪtaɪm] hàng hải Most memorable [məʊstˈmemərəbl] đáng nhớ nhất Point-to-point [pɔɪnt tə pɔɪnt] việc nối trực tiếp linh kiện với nhau bằng các chân của chúng hoặc thơng qua các trạm hàn Pre-war [priː wɔː(r)] trước chiến tranh Principal [ˈprɪnsəpl] chính, chủ yếu Rapid [ˈrỉpɪd] nhanh Ship-board [ʃɪp bɔːd] trên tàu Shore-based [ʃɔː(r) beɪst] căn cứ ở bờ biển Telegraphic [ˌtelɪˈɡrỉfɪk] điện tín, điện báo Terrestrial [təˈrestriəl] trên mặt đất, trên cạn Unique [juˈniːk] độc nhất Widespread[ˈwaɪdspred] lan rộng Wireless [ˈwaɪələs] vơ tuyến, khơng dây Verbs: Ensure [ɪnˈʃʊə(r)] bảo đảm Improve [ɪmˈpruːv] cải tiến List [lɪst] lập danh sách Localize [‘ləʊkəlaiz] xác định vị trí, định vị Pass [pɑːs] vượt qua, đi ngang qua Provide [prəˈvaɪd] cung cấp Relay [ˈriːleɪ] làm theo ca kíp / đặt rơ-le 64
  64. Rescue [ˈreskjuː] cứu nguy, giải thốt Take [teɪk] cầm, nắm, lấy Adverbs: Nearby[ˌnɪəˈbaɪ]ở vị trí gần, khơng xa Prepositions: Among [əˈmʌŋ] trong số During[ˈdjʊərɪŋ] trong khi In addition [ɪnəˈdɪʃn] ngồi ra Including [ɪnˈkluːdɪŋ] bao gồm 7.3.2 The text USES OF RADIO Early uses were maritime, for sending telegraphic messages using Morse code between ships and land. The earliest users included the Japanese Navy scouting the Russian fleet during the Battle of Tsushima in 1905. One of the most memorable uses of marine telegraphy was during the sinking of the RMS Titanic in 1912, including communications between operators on the sinking ship and nearby vessels, and communications to shore stations listing the survivors. Radio was used to pass on orders and communications between armies and navies on both sides in World War I; Besides broadcasting, point-to-point broadcasting, including telephone messages and relays of radio programs, became widespread in the 1920s and 1930s. Another use of radio in the pre-war years was the development of detection and locating of aircraft and ships by the use of radar (RAdio Detection And Ranging). Today, radio takes many forms, including wireless networks and mobile communications of all types, as well as radio broadcasting. Before the advent of television, commercial radio broadcasts included not only news and music, but dramas, comedies, variety shows, and many other forms of entertainment (the era from 1930 to the mid-1950s is commonly called radio's "Golden Age"). Radio was unique among methods of dramatic presentation in that it used only sound. The radio communication equipment is the principal tool in the field of communication between a vessel and such external world as the shore, other ships and aeroplanes. The marine radio communication system now is Global Maritime Distress and Safety System (GMDSS), a new international one using improved terrestrial and satellite technology and ship-board radio systems. It ensures rapid alerting of shore-based rescue and communications authorities in the event of an emergency. In addition, the system alerts vessels in the immediate vicinity and 65
  65. provides improved means of locating survivors. 7.4 Exercises 7.4.1 Answer questions 1. What purposes did people use radio at the beginning? ___ 2. Who were the earliest users of radio? ___ 3. When was the RMS Titanic sunk? ___ 4. How many directions were communicated by radio in the war? ___ 5. Did the radio become widespread in 1912? ___ 6. What was used in the pre-war years to detect and locate aircraft and ships? ___ 7. Do the radios have the unique form? ___ 8. How long did the Golden Age of radio last? ___ 9. Do the maritime favor to use radio for communicating nowadays? ___ 10. Write in two columns the radio communication directions in the past and now. Do they change or unchanged? IN THE PAST NOW NOTE 7.4.2 Study more about the Object Pronouns (Object/O) in the chart, then change the real Objects in the sentences into general forms: 66
  66. S.P P.A O.P (Subject Pronouns) (Possessive Adjectives) (Object Pronouns) I My Me You Your You He His Him She Her Her It Its It We Our Us They Their Them 1. I need two lifeboats. Lower ! 2. The radio is on. Turn off! 3. The earphones are on the floor. Pick up! 4. The helm is little bit a port. Meet ! 5. The ship is altering to starboard. Keep away before the sea! 6. Don’t hold life jackets in your hands! Put on! 7. It is the Bosun’s duty. Let steer! 8. Give some hoses to I and George. Give to ! 9. Give wrenches to Carpenter and Greaser! Give to ! 10. Do you like some water? I’ll give to . 7.4.3 Fill the given words (word groups) in the blanks: a. starboard b. Over c. change d. at your stern e. loud and clear f. 15 g. Do you read me h. 0.6 miles i. my bow j. miles TALKING ON VHF RADIO TO ANOTHER SHIP O.P To the ship on my ___(1)___ bow, course 215, speed ___(2)___ knots. This is container ship Ocean Princess, eight miles away, 045 degrees off your port side, course 300. ___(3)___? 3rdOff (On the VHF) Ocean Princess, Ocean Princess, this is VLBC Niitaka Maru, Niitaka Maru. I read you ___(4)___. Please ___(5)___ to Channel 06. O.P Channel 06, roger. (Changing the channel) Niitaka Maru, this is Ocean Princess. ___(6)___. 3rdOff Ocean Princess. This is Niitaka Maru. I read you loud and clear. O.P According to the ARPA reading, the CPA is 0.5 ___(7)___. I think I can pass you safely on my present course. May I pass you at your bow? Over. 3rdOff You may not pass at my bow. I repeat. You may not pass at ___(8)___. Part at my stern. According to our ARPA, the CPA is 0.4 to ___(9)___. It is too short. Please follow the traffic rules. O.P Roger. I will pass ___(10)___. I will change my course to starboard now. 3rdOff Thank you. I will maintain my course and speed. Back to channel 16. 67
  67. O.P Roger. Back to channel 16. Note: 3rdOff: the Third Officer O.P: Ocean Princess VLBC: Very Large Bulk Carrier 7.4.4 Listen to the conservation: ‘Talking on VHF radio to another ship’ and check your answers. 7.5 Consolidation: 7.5.1 Extra reading HISTORY OF RADIO Radio is the transmission of signals by modulation of electromagnetic waves with frequencies below those of visible light. Electromagnetic radiation travels by means of oscillating electromagnetic fields that pass through the air and the vacuum of space. Information is carried by systematically changing (modulating) some property of the radiated waves, such as amplitude, frequency, phase, or pulse width. When radio waves pass an electrical conductor, the oscillating fields induce an alternating current in the conductor. This can be detected and transformed into sound or other signals that carry information. Radios de Rosario Development from a laboratory demonstration to a commercial entity spanned several decades and required the efforts of many practitioners. In 1878, David E. Hughes noticed that sparks could be heard in a telephone receiver when experimenting with his carbon microphone. He developed this carbon-based detector further and eventually could detect signals over a few hundred yards. He demonstrated his discovery to the Royal Society in 1880, but was told it was merely induction, and therefore abandoned further research. Experiments, later patented, were undertaken by Thomas Edison and his employees of Menlo Park. Edison applied in 1885 to the U.S. Patent Office for his patent on an 68
  68. electrostatic coupling system between elevated terminals. The patent was granted as U.S. Patent 465,971 on December 29, 1891. The Marconi Company would later purchase rights to the Edison patent to protect them legally from lawsuits. Tesla demonstrated wireless transmissions during his high frequency and potential lecture of 1891. After continuing research, Tesla presented the fundamentals of radio in 1893. In 1893, in St. Louis, Missouri, Nikola Tesla made devices for his experiments with electricity. Addressing the Franklin Institute in Philadelphia and the National Electric Light Association, he described and demonstrated the principles of his wireless work. The descriptions contained all the elements that were later incorporated into radio systems before the development of the vacuum tube. He initially experimented with magnetic receivers, unlike the coherers (detecting devices consisting of tubes filled with iron filings which had been invented by Temistocle Calzecchi-Onesti at Fermo in Italy in 1884) used by Guglielmo Marconi and other early experimenters. A demonstration of wireless telegraphy took place in the lecture theater of the Oxford University Museum of Natural History on August 14, 1894, carried out by Professor Oliver Lodge and Alexander Muirhead. During the demonstration a radio signal was sent from the neighboring Clarendon laboratory building, and received by apparatus in the lecture theater. 69
  69. Vintage Radios In 1895 Alexander Stepanovich Popov built his first radio receiver, which contained a coherer. Further refined as a lightning detector, it was presented to the Russian Physical and Chemical Society on May 7, 1895. A depiction of Popov's lightning detector was printed in the Journal of the Russian Physical and Chemical Society the same year. Popov's receiver was created on the improved basis of Lodge's receiver, and originally intended for reproduction of its experiments. 7.5.2 Find out and write down the phonetics and meanings of the words in the text: Vocabulary Pronunciation Meaning Alternating current Apparatus Coherer Detected Electrical conductor Electromagnetic Electromagnetic waves Elements Frequency Fundamentals Incorporate Induce Lecture Modulation Neighboring Oscillating Phase Potential Property Pulse Radiation Signal Systematically Transmission Vacuum 5.2.3 Make questions and answer about the content of the text above (at least 5 pairs of conversation) ___ ___ 70
  70. ___ ___ ___ APPENDIX 1 THE ENGLISH ALPHABET A a N n B b O o C c P p D d Q q E e R r F f S s G g T t H h U u I i V v J j W w K k X x L l Y y M m Z z Vowels = a, e, i, o, u Consonants = b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z. 71
  71. ___ * The letter “z” is pronounced “zee” in American English and “zed” in British English. APPENDIX 2 NUMBERS 1 one 1st first 2 two 2nd second 3 three 3rd third 4 four 4th fourth 5 five 5th fifth 6 six 6th sixth 7 seven 7th seventh 8 eight 8th eighth 9 nine 9th ninth 10 ten 10th tenth 11 eleven 11th eleventh 12 twelve 12th twelfth 13 thirteen 13th thirteenth 14 fourteen 14th fourteenth 15 fifteen 15th fifteenth 16 sixteen 16th sixteenth 17 seventeen 17th seventeenth 18 eighteen 18th eighteenth 19 nineteen 19th nineteenth 20 twenty 20th twentieth 21 twenty one 21st twenty first 22 twenty two 22nd twenty second 23 twenty three 23rd twenty third 24 twenty four 24th twenty fourth 25 twenty five 25th twenty fifth 26 twenty six 26th twenty sixth 27 twenty seven 27th twenty seventh 28 twenty eight 28th twenty eighth 29 twenty nine 29th twenty ninth 30 thirty 30th thirtieth 40 forty 40th fortieth 50 fifty 50th fiftieth 60 sixty 60th sixtieth 72
  72. 70 seventy 70th seventieth 80 eighty 80th eightieth 90 ninety 90th ninetieth 100 one hundred 100th one hundredth APPENDIX 3 DAYS OF THE WEEK AND MONTHS OF THE YEAR DAYS MONTHS Monday (Mon.) 1. January (Jan.) 8. August (Aug.) Tuesday (Tues.) 2. February (Feb.) 9. September (Sept.) Wednesday (Wed.) 3. March (Mar.) 10. October (Oct.) Thursday (Thurs.) 4. April (Apr.) 11. November (Nov.) Friday (Fri.) 5. May (May) 12. December (Dec.) Saturday (Sat.) 6. June (June) Sunday (Sun.) 7. July (July) USING NUMBERS TO WRITE THE DATE: Month / day / year IN NUMBER FULL WRITING 10 / 31 / 41 October 31 (st), 1941 2 / 9 / 45 September 2 (nd), 1945 4 / 15 / 92 April 15 (th), 1992 5 / 7 / 2000 July 5 (th), 2000 24 /12 / 2005 December 24 (th), 2005 SAYING DATES: USUAL WRITTEN FORM USUAL SPOKEN FORM January 1 (st) January (the) first / the first of January March 2 (nd) March (the) second / the second of March May 3 (rd) May (the) third / the third of May June 4 (th) June (the) fourth / the fourth of June August 5 (th) August (the) fifth / the fifth of August 73
  73. October 10 (th) October (the) tenth / the tenth of October November 27 (th) November (the) twenty-seventh / the twenty seventh of November APPENDIX 4 WAYS OF SAYING THE TIME WRITING READING It’s nine o’clock. 9:00 It’s nine. It’s nine-oh-five 9:05 It’s five (minutes) after nine It’s five (minutes) past nine It’s nine ten. 9:10 It’s ten (minutes) after nine. It’s five (minutes) past nine. It’s nine fifteen. 9:15 It’s a quarter after nine. It’s a quarter past nine. It’s nine-thirty 9:30 It’s half past nine. It’s nine forty-five. 9:45 It’s a quarter to ten. It’s a quarter of ten. It’s nine-fifty 9:50 It’s ten (minutes) to ten. It’s ten (minutes) of ten. It’s noon. 12:00 It’s midnight. 74
  74. A.M (ante meridiem) = morning It’s nine A.M. P.M (post meridiem) = afternoon/evening/night It’s nine P.M APPENDIX 5 IRREGULAR VERBS V1 V2 / VED V3 / VED V1 V2 / VED V3 / VED be was, were been keep kept kept become became become know knew known begin began begun lend lent lent bend bent bent leave left left bite bit bitten lose lost lost blow blew blown make made made break broke broken meet met met bring brought brought pay paid paid build built built put put put buy bought bought read read read catch caught caught ride rode ridden choose chose chosen ring rang rung come came come run ran run cost cost cost say said said cut cut cut see saw seen do did done sell sold sold draw drew drawn send sent sent drink drank drunk shake shook shaken drive drove driven shut shut shut eat ate eaten sing sang sung fall fell fallen sit sat sat feed fed fed sleep slept slept feel felt felt speak spoke spoken fight fought fought spend spent spent find found found stand stood stood fly flew flown steal stole stolen forget forgot forgotten swim swam swum get got gotten/got take took taken give gave given teach taught taught go went gone tear tore torn grow grew grown tell told told hang hung / hung / think thought thought hanged hanged throw threw thrown have had had understand understood understood hear heard heard wake woke / woke / woken 75
  75. hide hid hidden waked / waked hit hit hit wear wore worn hold held held win won won hurt hurt hurt write wrote written REFERENCE BOOKS 1. 7th edition, Oxford Advanced Learner’s Ditionary, Nxb Oxford. 2. All Japan Seamen’s Union, 2000, Welcome On Board, Minos Agency. 3. Allister Nisbet, Anna Whitcher, Catherine Logie, 1997, English for Seafarers – Study Pack 1, Nxb Marlins. 4. Betty Schrampfer Azar, 1996, Basic English Grammar, Nxb Longman. 5. Cơng ty AST, ISM Code, 2009. 6. ĐHHH, 2002, A course of English for seafarer, tài liệu lưu hành nội bộ. 7. Đỗ Thái Bình (chủ biên), 2006, Tiếng Anh kỹ thuật đĩng tàu, Nxb Giao thơng vận tải. 8. Ikuo Koike, Emeritus Kiyoaki Nakao, Kingo Hanamoto, 1998, Communicative English learning system, Eikyo. 9. IMO, 1985, Standard Marine Navigational Vocabulary, London. 10.Lynda Snowdown, 2005, Ships and Boats, Nxb Mỹ Thuật. 11.Lynda Snowdown, 2005, The Sea, Nxb Mỹ Thuật. 12. Marlin Dockray, 1998, Cases and Materials, Cavendish publishing limited. 13. Maritime communication, 1998, Standard English vocabulary for GMDSS courses, Hà Nội. 14. Nguyễn Văn Phịng, Vũ Phi Hồng, 1995, Từ điển Hàng Hải Anh Việt, Nxb Giao thơng vận tải. 15. Tom Hutchinson, 1999, Lifelines – Elementary, Nxb Oxford University. 16. Viện Ngơn ngữ học, 2004, Từ điển Anh - Việt, Nxb Thế Giới. 17. W. A. McEwen and A. H. Lewis, 1994, Encyclopedia of Nautical knowledge, Cornell Maritime Press. Các trang WEB: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 76