BỘ GIAO THÔNG VẬN TẢI
CỤC ĐƯỜNG THỦY NỘI ĐỊA VIỆT NAM
GIÁO TRÌNH
ĐÀO TẠO THUYỀN TRƯỞNG HẠNG BA
MÔN TIẾNG ANH CƠ BẢN
Năm 2014
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 Thông tư số 57/2014/TT-BGTVT ngày 24 tháng
10 năm 2014 của Bộ trưởng Bộ Giao thông vận tải.
Để từng bước hoàn 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 không tránh khỏi những thiếu sót, Cục Đường thủy nội địa
Việt Nam mong nhận được ý kiến đóng góp của Quý bạn đọc để hoàn thiện nội dung
giáo trình đáp ứng đòi hỏi của thực tiễn đối với công tác đào tạo thuyền viên, người lái
phương tiện thủy nội địa.
CỤC ĐƯỜNG THỦY NỘI ĐỊA VIỆT NAM
2
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
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
5.5.3 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
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
A [ei]
E [i:]
I [ai]
O [ou]
U [ju:]
1.1.2 Consonants
B [bi:] bar; bee
C [si:] clever
D [di:] dad; dive
K [kei] kick
L [el] lemon
M [em] mother
S [es] sea, sit
T [ti:] town, title
V [vi:] vowel
F [ef] father; far
G [dʒi:] language
N [en] new; men
P [pi:] peace
W [dʌblju] wish
X [eks] xenon
H [eitʃ] harbour
J [dʒei] jockey
Q [kju:] quarter
R [a:] read; car
Y [wai] young
Z [zed] zero; zig-zag
1.2 Phonetic symbols
7
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
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
- 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
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
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
I
You
He / she
It
We / you / they
BE
am
are
is
are
N / Adj.
a navigator.
an engineer.
my colleague.
great.
sailors.
2.2.1.2 Negatives:
12
S
I
You
He / she
It
We / you / they
BE NOT
am not
aren’t
isn’t
aren’t
N / Adj.
an Engineer.
a Navigator.
a Pilot.
great.
students.
2.2.1.3 Questions:
- Y / N:
BE (NOT)
Am
Are / aren’t
S
N / Adj.
I
a teacher? (1)
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
Who
Where
What
Why
Be (not)
S
N / Adj.
Others
am
I?
(1)
are
you
from? (2)
is
his job?
(3)
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
I / you / we / they
He / she / it
Have / Has
have
has
N
a new house
some water
Others
in the city.
in the jar.
13
2.2.2.2 Negatives:
S
I / you / we / they
He / she / it
Don’t /
Doesn’t
don’t
doesn’t
Have
have
N
Others
a new house in the city
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
What
When
Do / Does (not)
S
Have
(N)
Others
do / don’t
I / you / we / they
in the city? (1)
have
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
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
I / you / we / they
He / she / it
V (V phrase)
like
goes to school
Others
autumn.
by bus.
2.2.3.2 Negatives:
S
I / you / we / they
He / she / it
Do / Does + Not
don’t
doesn’t
V (V phrase)
like
go to school
(Others)
storms.
by bus.
2.2.3.3 Questions:
- Y / N:
Do / Does + Not
Do / don’t
Does / doesn’t
S
I / you / we / they
he / she / it
V (V phrase)
like
go to school
(Others)
storms?
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
What
How
Do / Does + Not
do / don’t
does
S
I / you / we / they
he / she / it
V (V phrase) (Others)
like?
(1)
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
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
Just
[sti:l]
[jʌst]
vẫn thường, vẫn còn.
chỉ, vừa mới
2.3.2.2 Cardinal numbers:
- The numbers from 1 to 20
One
Two
Three
Four
Five
Six
Seven
Eight
Nine
Ten
Eleven
Twelve
Thirteen
Fourteen
Fifteen
Sixteen
Seventeen
Eighteen
Nineteen
Twenty
16
- The numbers from 21 to 100:
THE TENS
Twenty
Thirty
Forty
Fifty
Sixty
Seventy
Eighty
Ninety
A hundred
NUMBERS 1 - 9
One
Two
Three
Four
Five
Six
Seven
Eight
Nine
2.3.2.3 Nouns
Nouns of Jobs:
Danh từ về nghề nghiệp
Accountant
[əˈkaʊntənt]
nhân viên kế toán
Job
[dʒɒb]
nghề nghiệp, công 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
[ˈfæməli]
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’lænd 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
Oversea port
[‘əʊvə’si:,pɔːt]
cảng nước ngoài
Ship
[ʃɪp]
tàu thuyền
Shipping company
[ˈʃɪpɪŋ’kʌmpǝni]
công 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
[‘kʌmbæk]
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
[‘grædju:eit]
tốt nghiệp
Laugh
[la:f]
cười thành tiếng, tiếng cười
Look after
[lʊk ‘æftə]
chăm sóc, trông nom
Love
[lʌv]
yêu, tình yêu
Miss
[mɪs]
nhớ, lỡ (nhỡ)
Retire
[rɪˈtaɪə(r)]
nghỉ hưu
Take care of
[teɪk keə(r) əv]
chăm sóc
Travel
[ˈtrævl]
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
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
1. Big
2. Easy
3. Expensive
4. Fast
5. Hot
6. Lovely
7. New
8. Old
9. Tall
B
a. Ugly
b. Old
c. Young
d. Difficult
e. Cheap
f. Short
g. Slow
h. Small
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 ___.
19
4. Buffaloes are ___, but flies are ___.
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
Appearance
Appropriate
Become
Beg
Conclude
Difficulty
Flesh
Pronunciation
Meaning
20
Glad
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
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
Possessive Adjective
I
You
He
She
It
We
You
They
My
Your
His
Her
Its
Our
Your Their
3.2.2 Defective Verb: CAN
3.2.2.1 Positives:
S
I
She
They
CAN
can
V
play
operate
go on board
(Others)
football.
some machines.
at any time.
3.2.2.2 Negatives: Cannot = can’t
S
We
He
They
CANNOT
can’t
V
go away
play
sit
(Others)
this weekend.
badminton.
on that chair.
22
3.2.2.3 Questions:
- Y / N:
CAN (NOT)
S
you
she
they
Can (can’t)
V
open
give
build
(Others)
the window? (1)
him a lift? (2)
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
What
How long
Why
Answers:
CAN (NOT)
can / can’t
S
you
they
Peter
V
do? (1)
dive?
come
(Others)
(2)
on time? (3)
(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
There
There
BE
is
are
N
an engine room
two propellers.
Others
in a ship.
BE
NOT
isn’t
aren’t
N
Others
a pilot
two Bosuns
on a ship.
in a ship crew
3.2.3.2 Negatives
THERE
There
There
3.2.3.2 Questions:
- Y / N:
BE (NOT)
THERE
N
Others
23
Is
Are
an engineer
in a ship crew? (1)
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.
there
- Wh:
Wh
How many things
Why
How much water
BE
(NOT)
are
aren’t
is
THERE
there
N
(Others)
any stewards
in a life boat? (1)
on your ship? (2)
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
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
Character
Class-room
Clerk’s office
District
Dust
East
Friend
Guide
Health
Heavy rain
Library
Noise
North
Principals’ office
Rainy season
Result
River-bank
[ˈbɜːnɪŋ hiːt]
[ˈkærəktə(r)]
[ˈklɑːsruːm]
[klɜːrksˈɒfɪs]
[ˈdɪstrɪkt]
[dʌst]
[iːst]
[frend]
[ɡaɪd]
[ˈhelθ]
[ˈhevi reɪn]
[ˈlaɪbrəri]
[nɔɪz]
[nɔːθ]
[ˈprɪnsəpl ˈɒfɪs]
[reɪni ˈsiːzn]
[rɪˈzʌlt]
[ˈrɪvə(r) bæŋk]
nóng như thiêu như đốt
đặc điểm/ nhân vật
lớp học
thư ký văn phòng
quận
bụi
hướng Đông
bạn
hướng dẫn
sức khoẻ
mưa lớn
thư viện
tiếng ồn
hướng Bắc
văn phòng Hiệu trưởng
mùa mưa
kết quả
bờ sông
25
Science lab
Shady tree
Side
Smoke
South
Subject
Summer
Trouble
Veranda
[ˈsaɪəns læb]
[ˈʃeɪdi triː]
[saɪd]
[sməʊk]
[saʊθ]
[ˈsʌbdʒɪkt]
[ˈsʌmə(r)]
[ˈtrʌbl]
[vəˈrændə]
phòng thí nghiệm khoa học
cây có bóng mát
cạnh, phía
khói
hướng Nam
môn học, đề tài
mùa hè
rắc rối
hàng hiên, hành lang
Vietnam Inland Waterway Administration [Viet’næm inlænd 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 đông
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 xôi
Full of
[fʊl əv]
đầy
Grand
Hard
Kind
Near
Proud of
Qualified
Sympathetic
Besides
Best
Highly
[ɡrænd]
[hɑːd]
[kaɪnd]
[nɪə(r)]
[paʊnd əv]
[ˈkwɒlɪfaɪd]
[ˌsɪmpəˈθetɪk]
3.3.2.4 Adverbs
[bɪˈsaɪdz]
[best]
[ˈhaɪli]
to lớn
siêng năng/ cực khổ / khó
tử tế
gần
tự hào
đủ năng lực, đủ tư cách
thông cảm, đồng cảm
ngoài, ngoài ... ra
tốt nhất
hết sức/ vô cùng
3.4 Excercises
3.4.1 Answer questions:
26
1. How many vocational training schools does Vietnam Inland Waterway
Administration have?
____________________________________________________________________
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’
27
1. There _____ a grammar book on Ahmed’s desk.
2. There _____ many glasses on the shelf.
3. There _____ two pens on Pierre’ desk.
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.
____________________________________________________________________
28
8. English grammar / easy.
____________________________________________________________________
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?)
29
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.
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
Am
I
writing
Is (isn’t)
he / she / it
doing
Are (aren’t)
we / you / they running
Others
a letter? (1)
homework at home? (2)
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
What
am
I
writing?
Where
is / isn’t
he / she / it
doing
How
are / aren’t
we / you / they running?
Others
homework?
* Some notes of present continuous tense
Use:
Present continuous tense expresses
- an action or event that happens at the time of speaking.
30
- an action or event that happens around the time of speaking.
- a future arrangement.
Rules to change V into Ving:
END OF VERB ->
A consonant + -e ->
Rule 1
Smile
->
Write
->
One vowel + one consonant ->
-ING FORM
Drop the -e and add -ing
smiling
writing
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
I
He / she / it
We / you / they
BE
am
is
are
GOING TO
going to
going to
going to
V
see
keep
launch
Others
the doctor.
watch in the bridge.
a ship.
4.2.2.2 Negatives:
S
BE NOT
I
am not
He / she / it
is (isn’t)
We / you / they are (aren’t)
GOING TO
going to
going to
going to
V
Others
see
the doctor.
keep
watch in the bridge.
launch a ship.
4.2.2.3 Questions:
-Y/N
31
BE (NOT)
Am (not)
Is (isn’t)
Are (aren’t)
S
GOING TO
going to
going to
going to
I
he / she / it
we / you / they
V
see
keep
launch
Others
the doctor? (1)
watch in the bridge? (2)
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
Who
Where
What
BE (NOT)
S
am (not)
I
is (isn’t)
he / she / it
are (aren’t) we / you / they
GOING TO
going to
going to
going to
V
Others
see?
keep
launch?
watch?
* 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
shall / will
I / We
He / she / it
You / they
will
V
be
have
go on board.
Others
at the harbour.
some troubles.
4.2.3.2 Negatives: Will not = won’t; Shall not = shan’t
S
I / We
He / She / It
You / they
WILL / SHALL NOT
shan’t / won’t
won’t
4.2.3.3 Questions:
-Y/N
WILL / SHALL (NOT)
Shall / Will (not)
Will / Won’t
S
I / we
he / she / it
you / they
V
be
have
go on board.
V
be
have
go on board? (3)
Others
at the harbour.
any troubles.
Others
at the harbour? (1)
any troubles? (2)
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).
32
(2) Yes, he (she / it) will / No, he (she / it) won’t.
(3) Yes, you (they) will / No, you (they) won’t.
- WH
WH
WILL (NOT)
Where
shall / will (not)
What
will / won’t
Why
S
I / we
he / she / it
you / they
V
Others
be?
have?
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
33
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
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 khô
Foreign Language
[ˈfɒrən ˈlæŋɡwɪdʒ]
ngoại ngữ
Guidance
[ˈɡaɪdns]
sự hướng dẫn
High school
[haɪ skuːl]
trường TH phổ thông
Higher Math
[ˈhaɪə(r) mmæθ]
toán cao cấp
Informatics
[ˌɪnfəˈætɪks]
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]
môn học
Summer
[ˈsʌmə(r)]
mùa hạ
Test
[test]
bài kiểm tra
Timetables
[ˈtaɪmteɪblz]
thời khoá biểu
Vocational training school [vəʊˈkeɪʃənl ˈtreɪnɪŋ skuːl] trường nghiệp vụ, trường nghề
Winter
[ˈwɪntə(r)]
mùa đông
Workshop
[ˈwɜːkʃɒp]
phân xưởng / buổi hội thảo
4.3.2.2 Verbs
Balance
[ˈbæləns]
cân bằng
Consider
[kənˈsɪdə(r)]
nghĩ về
Deny
[dɪˈnaɪ]
phủ nhận
Discuss
[dɪˈskʌs]
thảo luận
34
[dɪˈvaɪd ʌp]
[ɪkˈspekt]
[ˈfɪɡə(r) aʊt]
[fɔːs]
[fri:kaʊt]
[get ʌp]
[ˈhæpən]
[ˈlɪmɪt]
[meɪk ʃʊə(r)]
[ˈmænɪdʒ]
[əʊn]
[ˈpræktɪs]
[ʃeə(r)]
[teɪk nəʊt]
[tɔːk]
4.3.2.3 Adjectives
Best
[best]
Major
[ˈmeɪdʒə(r)]
Personal
[ˈpɜːsənl]
Ready
[ˈredi]
4.3.2.4 Adverbs
Around
[əˈraʊnd]
Financially
[faɪˈnænʃəli]
Mainly
[ˈmeɪnli]
Probably
[ˈprɒbəbli]
4.3.2.5 Ordinal numbers
st
From the 1 to the 30th:
Numbers Reading Numbers
First
1st
11th
Second
2nd
12th
Third
3rd
13th
Fourth
4th
14th
Fifth
5th
15th
Sixth
6th
16th
Seventh
7th
17th
Eighth
8th
18th
Ninth
9th
19th
Tenth
10th
20th
From the 40th to the 100th:
Numbers
Reading
th
40
Fortieth
Divide up
Expect
Figure out
Force
Freak out
Get up
Happen
Limit
Make sure
Manage
Own
Practice
Share
Take note
Talk
chia ra
mong đợi
tính toán, kết luận
ép buộc
cảm thấy hoang mang
thức dậy
xảy ra
giới hạn
bảo đảm
quản lý/giải quyết
sở hữu, có
thực hành
chia sẻ
ghi chép
nói, trò chuyện
tốt nhất
lớn, chủ yếu
cá nhân
sẵn sàng
chung quanh
về mặt tài chính
chính, chủ yếu, phần lớn
có lẽ
Reading
Eleventh
Twelfth
Thirteenth
Fourteenth
Fifteenth
Sixteenth
Seventeenth
Eighteenth
Nineteenth
Twentieth
Numbers
21st
22nd
23rd
24th
25th
26th
27th
28th
29th
30th
Numbers
80th
Reading
Twenty first
Twenty second
Twenty third
Twenty fourth
Twenty fifth
Twenty sixth
Twenty seventh
Twenty eighth
Twenty ninth
Thirtieth
Reading
Eightieth
35
50th
Fiftieth
90th
Ninetieth
th
th
60
Sixtieth
100
One hundredth
th
st
70
Seventieth
101
One hundred and first
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?
__________________________________________________________________
__________________________________________________________________
36
10. What must students balance in their lives at vocational schools?
__________________________________________________________________
__________________________________________________________________
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
Playing games
Playing football
Sailing
Sunbathing
Cooking
Going to the gym
Jogging
skiing
Numbers
Activities
Going to the cinema
Reading
Dancing
Watching TV
Taking photographs
Eating in restaurant
Listening to music
Swimming
Numbers
37
4.4.4 Fill the chart:
Numbers
Reading
Thirty first
nd
32
33rd
34th
Thirty fifth
th
36
37th
38th
39th
Fortieth
Numbers
46th
52nd
Reading
Fifty fourth
th
67
75th
Eighty ninth
th
98
109th
112th
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
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 Gòn 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
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 Tôn 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
S
I / you
He / she / it
We / you / they
V2/-ed
visited
stayed
watched
O
Holland
on board
TV
Time in the past
two years ago.
last Sunday.
last night.
- Negatives:
S
I / you
He / she / it
We /you / they
- Questions:
+ Y / N:
DID (NOT)
DID NOT + V
didn’t visit
didn’t stay
didn’t watch
O
Holland
on board
TV
Time in the past
two years ago.
last Sunday.
last night.
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
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
I / he / she / it
We / you / they
BE
was
were
Others
at home
on holiday
Times in the past
last week.
yesterday.
- Negatives:
S
I / he / she / it
We / you / they
BE NOT
Others
Times in the past
wasn’t (was not)
at home
last week.
weren’t (were not) on holiday yesterday.
- Questions:
+ Y / N:
BE (NOT)
Was / wasn’t
Were / weren’t
S
I / he / she / it
we / you / they
Others
Times in the past
at home
last week? (1)
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
Where
was / wasn’t
I / he / she / it
When
were / weren’t we / you / they on holiday?
Answers: give information (students’ duty)
Times in the past
last week?
42
5.2.1.4 To have
- Positives:
S
I / he / she / it
we / you / they
HAD
had
Others
an interesting job.
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
I / he / she / it
We / you / they
5.2.2.2
BE
was
were
Ving
Noun (s)
Others
maneuvering the ship
this time last month.
handling
the lifeboats on the sea at 10 last
night.
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
Was / wasn’t
I / he / she / it
Were / weren’t we / you / they
Ving
Noun (s)
maneuvering the ship
handling
the lifeboats
Short answers: Yes, S + be / No, S + be not.
(Students give answers).
- Wh:
WH
BE (NOT)
S
Ving
What
was / wasn’t
I / he / she / it doing
Where
were / weren’t
Others
this time last month?
on the sea at 10 last
night?
Noun (s)
Others
this
time
last
month?
we / you / they handling the lifeboats at 10 last night?
43
(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
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
Automobile
Bicycle
[ˈæspekt]
[ˈɔːtəməbiːl]
[ˈbaɪsɪkl]
khía cạnh, mặt
xe ô tô
xe đạp
Cart
[kɑːt]
xe ngựa
Commercial service
Comparison
Consumer
Cyclist
Dealer
Dependency
Driver
Engine
Freedom
Fuel
[kəˈmɜːʃl ˈsɜːvɪs] dịch vụ thương mại
[kəmˈpærɪsn]
so sánh
[kənˈsjuːmə(r)]
khách hàng
[ˈsaɪklɪst]
người đi xe đạp
[ˈdiːlə(r)]
đại lý
[dɪˈpendənsi]
phụ thuộc
[ˈdraɪvə(r)]
tài xế
[ˈendʒɪn]
động cơ, máy, cơ giới
[ˈfriːdəm]
tự do
[ˈfjuːəl]
nhiên liệu
Horse
[hɔːs]
ngựa
Horse-car
[hɔːs kɑː(r)]
xe ngựa
Ignition
Independence
[ɪɡˈnɪʃn]
[ˌɪndɪˈpendəns]
bộ phận đánh lửa
độc lập
Industrial product
Interchangeability
[ɪnˈdʌstriəl ˈprɒdʌkt]
sản phẩm công nghiệp
[ˌɪntəˈtʃeɪndʒəbl] có thể thay cho nhau
Kind
Locomotion
[kaɪnd]
[ˌləʊkəˈməʊʃn]
Lubrication
Maintenance
Mass
[ˈluːbrɪkeɪt]
[ˈmeɪntənəns]
[mæs]
loại
sự vận động
sự bôi trơn
bảo trì
khối, đống
45
Master
Means
Mechanisms
[ˈmɑːstə(r)]
[miːn]
[ˈmekənɪzəm]
thạc sĩ; công nhân giỏi, thợ cả
phương tiện
máy móc, cơ chế
Motorist
[ˈməʊtərɪst]
người lái xe ô tô
Myth
Organ
Owner
Paradox
[mɪθ]
[ˈɔːɡən]
[ˈəʊnə(r)]
[ˈpærədɒks]
chuyện hoang đường
cơ quan, bộ phận
người chủ
nghịch lí
Part
[pɑːt]
phần
Party
[pɑːti]
bên, phía
Relationship
[rɪˈleɪʃnʃɪp]
mối quan hệ
Repair
Rider
Specialist
Speed
[rɪˈpeə(r)]
[ˈraɪdə(r)]
[ˈspeʃəlɪst]
[spiːd]
sửa chữa
người đi xe đạp/ nẹp tàu
chuyên gia
tốc độ
Ton
[tʌn]
tấn
Train
[treɪn]
xe lửa
Transportation
Underside
User
Vehicle
View
Wagon
[ˌtrænspɔːˈteɪʃn]
[ˈʌndəsaɪd]
[ˈjuːzə(r)]
[ˈviːəkl]
[vjuː]
[ˈwæɡən]
sự vận chuyển
mặt bên dưới
người dùng
xe cộ
tầm nhìn, quang cảnh
xe goòng, toa trần chở hàng hoá
5.3.2.2 Verbs
Allow
Appear
[əˈlaʊ]
[əˈpɪə(r)]
cho phép
xuất hiện
46
Choose
Confer
Consume
Entrust
Feed
Limit
Oblige
Provide
[tʃuːz]
[kənˈfɜː(r)]
[kənˈsjuːm]
[ɪnˈtrʌst]
[fiːd]
[ˈlɪmɪt]
[əˈblaɪdʒ]
[prəˈvaɪd]
5.3.2.3 Adjectives
Actual
[ˈæktʃuəl]
Apparent (adj.)
[əˈpærnt]
At least
[ət liːst]
Commercial
[kəˈmɜːʃl]
Complete
[kəmˈpliːt]
Complicated
[ˈkɒmplɪkeɪtɪd]
Equal
[ˈiːkwəl]
Extreme
[ɪkˈstriːm]
Important
[ɪmˈpɔːtnt]
Industrial
[ɪnˈdʌstriəl]
Limitless
[ˈlɪmɪtləs]
Mysterious
[mɪˈstɪəriəs]
Ordinary
[ˈɔːdnri]
Previous
[ˈpriːviəs]
Radical
[ˈrædɪkl]
Self-propelled
[self prəˈpeld]
Unattainable
[ˌʌnəˈteɪnəbl]
Unknown
[۸n’nəun]
5.3.2.4 Adverbs
Actually
[ˈæktʃuəli]
Completely
[kəmˈpliːtli]
Extremely
[ɪkˈstriːmli]
Only
[ˈəʊnli]
5.4 Exercises
chọn
đem đến, mang lại
tiêu dùng, mua
giao phó
nuôi, cung cấp vật liệu
giới hạn, hạn chế
bắt buộc
chu cấp, qui định
sự thực, trên thực tế
rõ ràng, hiển nhiên
ít ra, ít nhất
thương mại
hoàn toàn
phức tạp, rắc rối
đồng đều, ngang bằng
vô cùng, tột độ, cực kì
quan trọng
công nghiệp/ kỹ nghệ
vô hạn, rất lớn
huyền bí
thông thường
trước
cơ bản/ quyết liệt
tự động, tự hành
không thể đạt được
không biết, xa lạ
trên thực tế, thậm chí
hoàn toàn, đầy đủ
vô cùng, tột độ, cực kì
chỉ, chỉ có
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
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
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
- 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
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
Accident
Alcohol
Available
Both
Careful
Cause
Pronunciation
Meaning
51
Comfortable
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
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
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
The ship
All appliances
This article
Those ports
BE
is
are
was
were
V3/ED
launched
installed
written
built
Others
this week.
on the deck.
by one of my friends.
in the war.
54
6.2.2.2 Negatives:
S
BE NOT
isn’t
aren’t
wasn’t
weren’t
The ship
All appliances
This article
Those ports
V3/ED
launched
installed
written
built
Others
this week.
on the deck.
by one of my friends.
in the war.
6.2.2.3 Questions:
- Y / N:
BE (NOT)
S
V3/ED
Is / isn’t
the ship
launched
Are / aren’t
all appliances installed
Was / wasn’t
this article
written
Were / weren’t
those ports
built
 Answers: Yes, S + be / No, S + be not.
Others
this week?
on the deck?
by one of my friends?
in the war?
- Wh:
WH
BE (NOT)
When
is / isn’t
Where
are / aren’t
By whom
was / wasn’t
When
were / weren’t
 Answers: Information.
S
the ship
all appliances
this article
those ports
V3/ED
launched?
installed?
written?
built?
Others
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
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]
Appliance
[ǝ’plaiǝns]
Benefit
[‘benefit]
Call forwarding
[kↄ:l ‘fↄwǝdiŋ]
Call screening
[kↄ:l ‘ski:niŋ]
Century
[‘senʧǝri]
Company
[‘kʌpǝni]
Device
[di’vais]
Distance
[‘distǝns]
Electric signal
[i’lektrik signəl]
Function
[‘fʌŋkʃn]
Household
[‘haushould]
Network
[‘netwɜ:k]
Phone user
[fǝʊn ‘ju:zǝr]
Remote area
[ri’mout ‘eǝriǝ]
Sound
[saund]
sự tiến bộ
thiết bị, dụng cụ
lợi ích
chuyển tiếp cuộc gọi
chặn cuộc gọi
thế kỉ
công ty
thiết bị
khoảng cách
tính hiệu điện
chức năng
hộ gia đình
mạng
người dùng điện thoại
vùng xa xôi
âm thanh
Speech
System
Telecommunications
lời nói
hệ thống
viễn thông
[spi:tʃ]
[‘sistǝm]
[‘telikə,mju:ni’keiʃnz]
Transmission
[trænz’miʃn]
6.3.2.2 Verbs:
Allow
[ǝ’lau]
Communicate
[kəˈmjuːnɪkeɪt]
sự phát, sự truyền
cho phép
giao tiếp, truyền thông
56
Connect
Contact
Cost
Invent
Operate
Put ease
Receive
Transmit
Utilize
Vote
[kəˈnekt]
[ˈkɒntækt]
[kɒst]
[ɪnˈvent]
[ˈɒpəreɪt]
[pʊt iːz]
[rɪˈsiːv]
[trænsˈmɪt]
[‘ju:tilaiz]
[vəʊt]
6.3.2.3 Adjectives:
Advanced
[ədˈvɑːnst]
Complex
[ˈkɒmpleks]
Far
[fɑː(r)]
Indispensable
[,indis’pensəbl]
Modern
[ˈmɒdn]
6.3.2.4 Adverbs:
Almost
[ˈɔːlməʊst]
Commonly
[ˈkɒmənli]
Effectively
[ɪˈfektɪvli]
Even
[ˈiːvn]
Through
[θruː]
nối, kết nối
liên lạc
chi phí
phát minh
hoạt động, vận hành
làm dịu
nhận
truyền/ phát tín hiệu
dùng, sử dụng
bầu, biểu quyết
tiên tiến
phức tạp, rắc rối
xa
rất cần thiết, không thể thiếu.
hiện đại
hầu như,
thường thường, lắm khi
có hiệu quả
thậm chí, ngay cả
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
_______________________________________________________________________
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
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
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
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
Pronunciation
Meaning
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
7.2 Grammar: Imperatives
- Give orders, warnings or instructions to somebody.
- Often use in informal situation.
7.2.1 Positive:
- V1!
- V1 + Preposition!
- V1 + Object!
- V1 + Adjective / Adverb!
7.2.2 Negative:
- Don’t + V1!
Go! Smile!
Go up! Go down!
Open the door! Take your seat! Let him out! Say hello!
Be quiet! Run fast!
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
[ˈædvənt]
Aeroplane
[ˈeərəpleɪn]
Aircraft
[ˈeəkrɑːft]
Alert
[əˈlɜːt]
Army
[ˈɑːmi]
Authority
[ɔːˈθɒrəti]
Battle
[ˈbætl]
Broadcasting
[ˈbrɔːdkɑːstɪŋ]
Comedies
[ˈkɒmədiz]
Detection
[dɪˈtekʃn]
Development
[dɪˈveləpmənt]
Drama
[ˈdrɑːmə]
Emergency
[iˈmɜːdʒənsi]
Entertainment
[ˌentəˈteɪnmənt]
Equipment
[ɪˈkwɪpmənt]
Era
[ˈɪərə]
Event
[ɪˈvent]
Field
[fiːld]
Global Maritime Distress
Golden Age
[ˈɡəʊldən eɪdʒ]
Land
[lænd]
Marine telegraphy
[məˈriːn-tiˈleɡrəfi]
Method
[ˈmeθəd]
Morse code
[ˌmɔːs ˈkəʊd]
Navy
[ˈneɪvi]
sự đến, sự trông đợi
máy bay
máy bay
sự báo động, cảnh giác
quân đội
chính quyền
trận đánh
việc phát thanh hay phát hình
hài kịch
phát hiện
sự phát triển
vở kịch
tình trạng khẩn cấp
giải trí
thiết bị
thời kỳ, kỷ nguyên
sự kiện
cánh đồng, lĩnh vực
[ˈɡləʊblˈm„rɪtaɪm dɪˈstres]
thời hoàng kim
đất
điện báo hàng hải
phươnng pháp
hệ thống chữ Moóc
hải quân
63
Operator
Presentation
Russian fleet
Safety System
Satellite
Scouting
Shore stations
Sinking
Technology
Tool
Vicinity
World War
Adjectives:
Commercial
Dramatic
Earliest
External
Immediate
International
Maritime
Most memorable
Point-to-point
Pre-war
Principal
Rapid
Ship-board
Shore-based
Telegraphic
Terrestrial
Unique
Widespread
Wireless
Verbs:
Ensure
Improve
List
Localize
Pass
Provide
Relay
[ˈɒpəreɪtə(r)]
[ˌpreznˈteɪʃn]
[ˈrʌʃn fliːt]
[ˈseɪfti ˈsɪstəm]
[ˈs„təlaɪt]
[ˈskaʊtɪŋ]
[ʃɔː(r) ˈsteɪʃnz]
[sɪŋkɪŋ]
[tekˈnɒlədʒi]
[tuːl]
[vəˈsɪnəti]
[wɜːld wɔː(r)]
người điều khiển
trình bày, trình diễn
hạm đội Nga
hệ thống an toàn
vệ tinh
hoạt động hướng đạo
trạm bờ biển
chìm
công nghệ
dụng cụ
vùng phụ cận
thế chiến
[kəˈmɜːʃl]
thương mại
[drəˈmætɪk]
đầy kịch tính
[ˈɜːliɪst]
sớm nhất
[ɪkˈstɜːnl]
bên ngoài
[ɪˈmiːdiət]
ngay, liền
[ˌɪntəˈnæʃnəl]
quốc tế
[ˈmærɪtaɪm]
hàng hải
[məʊstˈmemərəbl]
đáng nhớ nhất
[pɔɪnt tə pɔɪnt]
việc nối trực tiếp linh kiện với nhau
bằng các chân của chúng hoặc thông qua các trạm hàn
[priː wɔː(r)]
trước chiến tranh
[ˈprɪnsəpl]
chính, chủ yếu
[ˈræpɪd]
nhanh
[ʃɪp bɔːd]
trên tàu
[ʃɔː(r) beɪst]
căn cứ ở bờ biển
[ˌtelɪˈɡræfɪk]
điện tín, điện báo
[təˈrestriəl]
trên mặt đất, trên cạn
[juˈniːk]
độc nhất
[ˈwaɪdspred]
lan rộng
[ˈwaɪələs]
vô tuyến, không dây
[ɪnˈʃʊə(r)]
[ɪmˈpruːv]
[lɪst]
[‘ləʊkəlaiz]
[pɑːs]
[prəˈvaɪd]
[ˈriːleɪ]
bảo đảm
cải tiến
lập danh sách
xác định vị trí, định vị
vượt qua, đi ngang qua
cung cấp
làm theo ca kíp / đặt rơ-le
64
Rescue
Take
Adverbs:
Nearby
Prepositions:
Among
During
In addition
Including
[ˈreskjuː]
[teɪk]
cứu nguy, giải thoát
cầm, nắm, lấy
[ˌnɪəˈbaɪ]
ở vị trí gần, không xa
[əˈmʌŋ]
[ˈdjʊərɪŋ]
[ɪnəˈdɪʃn]
[ɪnˈkluːdɪŋ]
trong số
trong khi
ngoài ra
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
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
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)___?
rd
3 Off (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.
rd
3 Off 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
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
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
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
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
Pronunciation
Meaning
5.2.3 Make questions and answer about the content of the text above (at
least 5 pairs of conversation)
_______________________________________________________________________
_______________________________________________________________________
70
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
APPENDIX 1
THE ENGLISH ALPHABET
A
B
C
D
E
F
G
H
I
J
K
L
M
a
b
c
d
e
f
g
h
i
j
k
l
m
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
n
o
p
q
r
s
t
u
v
w
x
y
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
____________
* The letter “z” is pronounced “zee” in American English and “zed” in British English.
APPENDIX 2
NUMBERS
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
40
50
60
one
two
three
four
five
six
seven
eight
nine
ten
eleven
twelve
thirteen
fourteen
fifteen
sixteen
seventeen
eighteen
nineteen
twenty
twenty one
twenty two
twenty three
twenty four
twenty five
twenty six
twenty seven
twenty eight
twenty nine
thirty
forty
fifty
sixty
1st
2nd
3rd
4th
5th
6th
7th
8th
9th
10th
11th
12th
13th
14th
15th
16th
17th
18th
19th
20th
21st
22nd
23rd
24th
25th
26th
27th
28th
29th
30th
40th
50th
60th
first
second
third
fourth
fifth
sixth
seventh
eighth
ninth
tenth
eleventh
twelfth
thirteenth
fourteenth
fifteenth
sixteenth
seventeenth
eighteenth
nineteenth
twentieth
twenty first
twenty second
twenty third
twenty fourth
twenty fifth
twenty sixth
twenty seventh
twenty eighth
twenty ninth
thirtieth
fortieth
fiftieth
sixtieth
72
70
80
90
100
seventy
eighty
ninety
one hundred
APPENDIX 3
70th seventieth
80th eightieth
90th ninetieth
100th one hundredth
DAYS OF THE WEEK
AND MONTHS OF THE YEAR
DAYS
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
(Mon.)
(Tues.)
(Wed.)
(Thurs.)
(Fri.)
(Sat.)
(Sun.)
MONTHS
1. January
2. February
3. March
4. April
5. May
6. June
7. July
(Jan.)
(Feb.)
(Mar.)
(Apr.)
(May)
(June)
(July)
8. August
9. September
10. October
11. November
12. December
(Aug.)
(Sept.)
(Oct.)
(Nov.)
(Dec.)
USING NUMBERS TO WRITE THE DATE: Month / day / year
IN NUMBER
10 / 31 / 41
2 / 9 / 45
4 / 15 / 92
5 / 7 / 2000
24 /12 / 2005
FULL WRITING
October 31 (st), 1941
September 2 (nd), 1945
April 15 (th), 1992
July 5 (th), 2000
December 24 (th), 2005
SAYING DATES:
USUAL WRITTEN FORM
January 1 (st)
March 2 (nd)
May 3 (rd)
June 4 (th)
August 5 (th)
USUAL SPOKEN FORM
January (the) first / the first of January
March (the) second / the second of March
May (the) third / the third of May
June (the) fourth / the fourth of June
August (the) fifth / the fifth of August
73
October 10 (th)
November 27 (th)
October (the) tenth / the tenth of October
November (the) twenty-seventh / the twenty
seventh of November
APPENDIX 4
WAYS OF SAYING THE TIME
WRITING
9:00
9:05
9:10
9:15
9:30
9:45
9:50
12:00
READING
It’s nine o’clock.
It’s nine.
It’s nine-oh-five
It’s five (minutes) after nine
It’s five (minutes) past nine
It’s nine ten.
It’s ten (minutes) after nine.
It’s five (minutes) past nine.
It’s nine fifteen.
It’s a quarter after nine.
It’s a quarter past nine.
It’s nine-thirty
It’s half past nine.
It’s nine forty-five.
It’s a quarter to ten.
It’s a quarter of ten.
It’s nine-fifty
It’s ten (minutes) to ten.
It’s ten (minutes) of ten.
It’s noon.
It’s midnight.
74
A.M (ante meridiem) = morning
P.M (post meridiem) = afternoon/evening/night
APPENDIX 5
IRREGULAR VERBS
V1
be
become
begin
bend
bite
blow
break
bring
build
buy
catch
choose
come
cost
cut
do
draw
drink
drive
eat
fall
feed
feel
fight
find
fly
forget
get
give
go
grow
hang
have
hear
V2 / VED
was, were
became
began
bent
bit
blew
broke
brought
built
bought
caught
chose
came
cost
cut
did
drew
drank
drove
ate
fell
fed
felt
fought
found
flew
forgot
got
gave
went
grew
hung /
hanged
had
heard
V3 / VED
been
become
begun
bent
bitten
blown
broken
brought
built
bought
caught
chosen
come
cost
cut
done
drawn
drunk
driven
eaten
fallen
fed
felt
fought
found
flown
forgotten
gotten/got
given
gone
grown
hung /
hanged
had
heard
V1
keep
know
lend
leave
lose
make
meet
pay
put
read
ride
ring
run
say
see
sell
send
shake
shut
sing
sit
sleep
speak
spend
stand
steal
swim
take
teach
tear
tell
think
throw
understand
wake
It’s nine A.M.
It’s nine P.M
V2 / VED
kept
knew
lent
left
lost
made
met
paid
put
read
rode
rang
ran
said
saw
sold
sent
shook
shut
sang
sat
slept
spoke
spent
stood
stole
swam
took
taught
tore
told
thought
threw
understood
woke /
V3 / VED
kept
known
lent
left
lost
made
met
paid
put
read
ridden
rung
run
said
seen
sold
sent
shaken
shut
sung
sat
slept
spoken
spent
stood
stolen
swum
taken
taught
torn
told
thought
thrown
understood
woke / woken
75
hide
hit
hold
hurt
hid
hit
held
hurt
hidden
hit
wear
held
win
hurt
write
REFERENCE BOOKS
waked
wore
won
wrote
/ waked
worn
won
written
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. Công 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 đóng tàu, Nxb Giao thông 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 Phòng, Vũ Phi Hoàng, 1995, Từ điển Hàng Hải Anh Việt, Nxb Giao
thông vận tải.
15. Tom Hutchinson, 1999, Lifelines – Elementary, Nxb Oxford University.
16. Viện Ngôn 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. http://cdgiaothong2.com.vn
2. http://en.wikipedia
3. http://www.google.com
4. http://www.imo.org
5. http://www.nowpublic.com/world/updated...
6. http://www.suite101.com/content/high-school-versus-college
7. http://www.usmm.org/deck.html
8. http://www.usmm.org/engine.html
9. http://www.vinamarine.gove.vn
10. http://www.wikieducator
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