English letters
Vowels
Consonants
B [bi:] bar; bee K [kei] kick S [es] sea, sit
C [si:] clever L [el] lemon T [ti:] town, title
D [di:] dad; dive M [em] mother V [vi:] vowel
F [ef] father; far N [en] new; men W [dʌblju] wish
G [dʒi:] language P [pi:] peace X [eks] xenon
H [eitʃ] harbour Q [kju:] quarter Y [wai] young
J [dʒei] jockey R [a:] read; car Z [zed] zero; zig-zag
Types of words
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
- 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
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).
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.
- 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.).
- Adverbs of frequency, such as never, usually, always, seldom, etc.
- Adverbs of place, time, manner, cause or degree, such as quietly, sadly etc.
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).
- Before a noun and at the beginning of a sentence:
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).
- 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.
Upon arriving home, I discovered that they had already eaten The heavy rain forced me to stop driving If you have a moment, could we have a quick conversation? Despite not being able to swim, he still enjoys going sailing.
Noun (N.)
- 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…
- Uncountable nouns: can not use any numbers before them directly: water, fuel, ice,
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).
- 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,…
- 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).
- 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,
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
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.
Verb (V.)
1.3.7.1 Usages: Verb expresses an action (row), an event (happen) or a state
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, …
- Action verbs: run, initiate, judge, throw, …
- Non-action verbs: see, know, think and so on.
Practice
Spell some proper names
A SAILOR FAMILY
Grammar: Present Simple Tense
- To describe regular events or permanent states
- To talk about general truths.
It is my colleague. great.
We / you / they are sailors.
We / you / they aren’t students.
Is / isn’t his wife her daughter it an artist? (3) very cute? (4) 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.
(3) Yes, she is / No, she is not.
(Students practice to answer the questions 4, 5, 6).
Wh Be (not) S N / Adj Others
Why aren’t we / you / they so strong? (4)
Answers: Give information, may be short or full sentence.
(4) Because we / you / they do exercise very often.
I / you / we / they have a new house in the city.
He / she / it has some water in the jar.
I / you / we / they don’t have a new house in the city
He / she / it doesn’t any water in the jar.
Do / Does (not) S Have N Others
Do / don’t I / you / we / they have a new house in the city? (1)
Does / doesn’t he / she / it any water in the jar? (2)
Short answers: Yes, S + do (does) / No, S + do (does) not
(1) Yes, I (you, we, they) do / No, I (you, we, they) don’t.
(2) Yes, he (she, it) does / No, , he (she, it) doesn’t.
- Wh : What, why, when, how, where, …
Wh Do / Does (not) S Have (N) Others
What do / don’t I / you / we / they have in the city? (1)
When does / doesn’t he / she / it any water in the jar? (2)
Answers: Give information, may be short or full sentence.
(1) We have many things: cars, houses and gardens.
(2) Why do you ask me? I have no ideas.
* General rule: in the 3 rd 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.
* After a vowel sound or a voiced consonant we pronounce the final -s [z]: 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]
I / you / we / they like autumn.
He / she / it goes to school by bus.
S Do / Does + Not V (V phrase) (Others)
I / you / we / they don’t like storms.
He / she / it doesn’t go to school by bus.
Do / Does + Not S V (V phrase) (Others)
Do / don’t I / you / we / they like storms?
Does / doesn’t he / she / it go to school by bus?
Short answers: Yes, S + do (does) / No, S + do (does) not.
(1) Yes, I (you, we, they) do / No, I (you, we, they) don’t.
(2) Yes, he (she, it) does / No, he (she, it) doesn’t.
Wh Do / Does + Not S V (V phrase) (Others)
What do / don’t I / you / we / they like? (1)
How does he / she / it go to school? (2)
Answers: Give information, may be short or full sentence.
(1) I / you / we / they like Autumn, but I / you / we / they don’t like storms.
(2) He / she / it goes to school by bus.
Vocabulary
Trung, a 32-year-old professional at Fancon Shipping Company, brings extensive knowledge and practical experience in seamanship to his role in the Deck Department of the ship's crew.
Trung, born into a maritime family with a father who was a skilled Master and a mother who worked as an accountant at Tan Cang Port, always dreamed of becoming a sailor After graduating, he embraced various roles on board, including cooking and cleaning, which were not part of his university education, fulfilling his childhood aspiration to explore the world through sailing.
Trung, a Bosun, is married to a doctor at the Navy Hospital, and they have a three-year-old daughter His ship travels to various inland and overseas ports, allowing him to return home once a month to visit his extended family Trung's retired parents assist in caring for the family while his wife is at work Each day, she commutes by motorcycle, taking their daughter to kindergarten along the way.
Trung cherishes his family deeply, often longing for his parents, wife, and the joyful laughter of his young daughter while at sea However, when he returns to shore, he finds himself missing the ship and the soothing sounds of the waves This duality captures the essence of a true sailor's life.
Never -> sometimes -> often -> usually -> always 0% 25% 50% 75% 100%
- Other adverbs: Still [sti:l] vẫn thường, vẫn còn.
Just [jʌst] chỉ, vừa mới
Eleven Twelve Thirteen Fourteen Fifteen Sixteen Seventeen Eighteen Nineteen Twenty
One Two Three Four Five Six Seven Eight Nine
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
Nephew [‘nefju:; ‘nevju:] cháu trai
Uncle [‘ʌŋkl] bác trai, chú, cậu, dượng
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’lổnd 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
Oversea port [‘əʊvə’si:,pɔːt] cảng nước ngoài
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
Come back [‘kʌmbổk] 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 [‘grổdju:eit] tốt nghiệp
Laugh [la:f] cười thành tiếng, tiếng cười
Look after [lʊk ‘ổftə] chăm súc, trụng 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 [ˈtrổvl] đi, đi lại, du lịch
Cute [kju:t] xinh xắn, dễ thương
Inborn [,in’bɔ:n] bẩm sinh
Lovely [‘lʌvli] đẹp, dễ thương
Underway [ˌʌndəˈweɪ] trên đường đi
Used to [ˈjuːst,tə] đã từng
Practice
2 Is Trung’s wife an accountant?
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:
2.4.3 Using the adjectives above or the correct form of the verb to fill the blanks:
3 The rabbit is _, but the tortoise is _.
4 Buffaloes are _, but flies are _.
5 Summer _ hot and winter _ cold.
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:
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.
MY SCHOOL
Conversation
A Welcome! This is our school.
A Yes, but it isn’t very big.
B How many students are there in your school?
A There are over fifty How about your school?
B Oh, my school is a little bit bigger
A Can you describe your school?
Grammar
Personal/Subject Pronoun I You He She It We You They
Possessive Adjective My Your His Her Its Our Your Their
They go on board at any time.
We can’t go away this weekend.
They sit on that chair.
Can (can’t) you open the window? (1) she give him a lift? (2) they build a palace? (3)
Short answers: Yes, S + can / No, S + cannot.
(2) Yes, she can / No, she can’t
(3) Yes, they can / No, they can’t.
What can / can’t you do? (1)
Why Peter come on time? (3)
Answers: (1) I can perform any deck duties.
(3) Because he always gets up late.
There is an engine room in a ship.
There isn’t a pilot on a ship.
There aren’t two Bosuns in a ship crew
Is there an engineer in a ship crew? (1)
Are any tallymen in your ship now? (2)
Short answers: Yes, there + be / No, there + be not.
(1) Yes, there is / No, there isn’t.
(2) Yes, there are / No, there aren’t
How many things are there in a life boat? (1)
Why aren’t any stewards on your ship? (2)
How much water is in the tank? (3)
Answers: (1) There are many things.
(2) Because we can serve ourselves.
(3) I don’t know exactly Let me measure.
3.2.4.1 “-a” is used in front of singular count nouns that begin with consonant sounds; or “-u” has a consonant sound; and pronounced “-h”
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, …
The article explains that the article "the" is utilized when both the speaker and listener refer to the same specific noun, indicating specificity It can be applied to both count nouns and non-count nouns, and is particularly used during the second mention of a noun.
Examples: David is in the kitchen / The sun is hot / I have a bag - The bag is nice.
Vocabulary
Vietnam Inland Waterway Administration (VIWA) operates three vocational training schools, with two located in the North and one in the South The Southern school, where I study, was established in 1998 after relocating from a rented facility It is situated on the Nhà.
Nestled along the Bè river-bank, my school stands as a grand structure, distant from the dust, noise, and smoke of the city Its classrooms feature spacious verandas on both sides, surrounded by shady trees that provide comfort Regardless of the scorching heat of the dry season or the intense downpours of the rainy season, we remain undisturbed in this serene environment.
Our school features a well-equipped pier, a spacious meeting hall, two science laboratories, a large library filled with diverse subjects, and a dedicated reading room Students have the opportunity to borrow books to enhance their learning experience Additionally, the school comprises approximately thirty classrooms, the principal's office, and a clerk's office Notably, four ships are stationed at the pier, providing practical training for students in the Marine Engine and Navigation Department.
The school boasts fifty highly qualified teachers who are dedicated to providing exceptional education and support to their students They serve as true friends and guides, ensuring that students excel academically, as evidenced by our outstanding results, which rank among the best in the city and district With their sympathetic and kind approach, these teachers prioritize not only our studies but also our health and character development.
Waterway Transport Vocational College No 2 may not be the top school, but it fosters a strong sense of pride among its students and staff The school celebrates its dedicated students, who, in turn, take pride in their educational institution.
Burning heat [ˈbɜːnɪŋ hiːt] nóng như thiêu như đốt
Character [ˈkổrəktə(r)] đặc điểm/ nhõn vật
Class-room [ˈklɑːsruːm] lớp học
Clerk’s office [klɜːrksˈɒfɪs] thư ký văn phòng
Heavy rain [ˈhevi reɪn] mưa lớn
Principals’ office [ˈprɪnsəpl ˈɒfɪs] văn phòng Hiệu trưởng
Rainy season [reɪni ˈsiːzn] mùa mưa
Result [rɪˈzʌlt] kết quả
River-bank [ˈrɪvə(r) bổŋk] bờ sụng
Science lab [ˈsaɪəns lổb] phũng thớ nghiệm khoa học
Shady tree [ˈʃeɪdi triː] cây có bóng mát
Subject [ˈsʌbdʒɪkt] môn học, đề tài
Veranda [vəˈrổndə] hàng hiờn, hành lang
Vietnam Inland Waterway Administration [Viet’nổm inlổnd wɒ:təwei ədmini:streiʃn] cục ĐTNĐ Việt Nam
Vocational training school [vəʊˈkeɪʃənl ˈtreɪnɪŋ skuːl] trường nghiệp vụ, trường dạy nghề
Locate [ləʊˈkeɪt] định vị
Far away [fɑː(r) əˈweɪ] xa xôi
Full of [fʊl əv] đầy
Hard [hɑːd] siêng năng/ cực khổ / khó
Proud of [paʊnd əv] tự hào
Qualified [ˈkwɒlɪfaɪd] đủ năng lực, đủ tư cách
Sympathetic [ˌsɪmpəˈθetɪk] thông cảm, đồng cảm
Besides [bɪˈsaɪdz] ngoài, ngoài ra
Highly [ˈhaɪli] hết sức/ vô cùng
Excercises
1 How many vocational training schools does Vietnam Inland Waterway
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?
7 Why does the school need to have some ships at the pier?
8 When do students want to borrow the books from library?
9 Are the teachers serious or friendly?
10 What is the name of the college in the North?
3.4.2 Use Possessive Adjectives to complete the sentences
1 I have a pen _ pen is cheap.
2 Kate has a cat _ cat is lovely.
3 Sara and you have bicycles _ bicycles are beautiful.
4 Jim and Alex have mustaches _ mustaches are horrible.
5 I and Ann have some books _ books are interesting.
6 Ken has a car _ car is Ford.
7 We have a house _ house is small.
8 Sam and Kate have two computers computers are old.
9 John has a sister sister is very young.
10 I have an umbrella _ umbrella is blue.
3.4.3 Complete the sentences with ‘is’ or ‘are’
1 There _ a grammar book on Ahmed’s desk.
2 There _ many glasses on the shelf.
3 There _ two pens on Pierre’ desk.
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.
5 I need _ hour to finish my work.
6 _ sky is blue _ sun is hot.
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:
7 The students in our class / very intelligent.
SCHOOL LIFE
Conversation
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.
Grammar
He / she / it is doing homework at home.
We / you / they are running very fast.
He / she / it isn’t doing homework at home.
We / you / they aren’t running very fast.
Is (isn’t) he / she / it doing homework at home? (2) Are (aren’t) we / you / they running very fast? (3)
Short answers: Yes, S + be / No, S + be not.
WH BE (NOT) S V ing Others
Where is / isn’t he / she / it doing homework? How are / aren’t we / you / they running?
* Some notes of present continuous tense
- an action or event that happens at the time of speaking.
- an action or event that happens around the time of speaking.
Rules to change V into V ing :
END OF VERB -> -ING FORM
A consonant + -e -> Drop the -e and add -ing
One vowel + one consonant -> double the consonant and add - ing (but not w, x and y) Sit -> sit ting
Two vowels + one consonant -> Add - ing ; do not double the consonant Read -> read ing
Two consonants -> Add - ing ; do not double the consonant Sta nd -> sta nding
Non-action verbs are not used in the present continuous tense: want need like love hate hear see smell taste understand know believe think (meaning believe)
Adverbs: now; at the moment; this time …
I am going to see the doctor.
He / she / it is going to keep watch in the bridge.
We / you / they are going to launch a ship.
S BE NOT GOING TO V Others
I am not going to see the doctor.
He / she / it is (isn’t) going to keep watch in the bridge.
We / you / they are (aren’t) going to launch a ship.
BE (NOT) S GOING TO V Others
Am (not) I going to see the doctor? (1)
Is (isn’t) he / she / it going to keep watch in the bridge? (2)Are (aren’t) we / you / they going to launch a ship? (3)
Short answers: Yes, S + be / No, S + be not.
(1) Yes, you’re / No, you aren’t.
(2) Yes, he (she, it) is / No, he (she, it) isn’t.
(3) Yes, we (you, they) are / No, we (you, they) aren’t.
WH BE (NOT) S GOING TO V Others
Who am (not) I going to see?
Where is (isn’t) he / she / it going to keep watch? What are (aren’t) we / you / they going to launch?
* Use: “Going to” talks about something that we have already decided to do
I / We shall / will be at the harbour
He / she / it will have some troubles.
You / they go on board.
4.2.3.2 Negatives: Will not = won’t; Shall not = shan’t
I / We shan’t / won’t be at the harbour
He / She / It won’t have any troubles.
You / they go on board.
Shall / Will (not) I / we be at the harbour? (1)
Will / Won’t he / she / it have any troubles? (2) you / they go on board? (3)
Short answers: Yes, S + will / shall
No, S + will not / shall not
(1) Yes, I (we) shall (will) / No, I (we) shan’t (won’t).
(2) Yes, he (she / it) will / No, he (she / it) won’t.
(3) Yes, you (they) will / No, you (they) won’t.
Where shall / will (not) I / we be?
What will / won’t he / she / it have?
Why you / they go on board?
* Uses of “-will”: - to make predictions or talk about the future in general
- to decide to do st at the time of speaking
- to predict the effects of a real or probable action or event + To predict or state in general about the future.
Ex: He won’t be tired any more.
She will love another man after the party.
+ To decide something at the time of speaking.
Ex: I’ll give you a card.
She won’t return this night.
+ To predict the effects of a real or probable action or event.
Ex: You will run out of money if you buy a lot of things.
We won’t be alive if we can’t swim.
Vocabulary
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 high school, students receive significant support from their parents and teachers, allowing them to focus primarily on learning from textbooks and acquiring social knowledge With schedules organized by their parents and educators, students can effectively manage their time and academic responsibilities.
In vocational school, effective time management is essential, as you are responsible for setting your own schedule for meals, study, and practice It's crucial to allocate sufficient time for both classroom learning and hands-on workshops, where you'll develop the skills necessary for your future career Prioritizing your studies and practical training will significantly shape your educational experience.
In your learning program, you encounter various subjects like foreign languages, informatics, and higher mathematics Note-taking can be challenging in class, especially in high school where teachers usually provide lecture outlines and key test points Conversely, in vocational school, professors often lecture without guidance, making it essential for students to discern and record important information independently.
In vocational school, students are regarded as adults, which limits teachers from discussing academic progress with parents While parental guidance may be available for class selection and social matters, and financial support is a possibility, students largely navigate their educational journey independently.
Balancing work and play is essential for students, as academic responsibilities should take precedence over social activities With parents and teachers not always present to guide them, students must learn to manage their time effectively and act with maturity in the classroom.
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
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 ˈlổŋɡwɪdʒ] ngoại ngữ
Guidance [ˈɡaɪdns] sự hướng dẫn
High school [haɪ skuːl] trường TH phổ thông
Higher Math [ˈhaɪə(r) mmổθ] toỏn cao cấp
Informatics [ˌɪnfəˈổtɪks] tin học
Rainy season [reɪni ˈsiːzn] mùa mưa
Responsibility [rɪˌspɒnsəˈbɪlət] trách nhiệm
Secondary school [ˈsekəndri skuːl] trường TH cơ sở
Social knowledge [ˈsəʊʃl ˈnɒlɪdʒ] kiến thức xã hội
Test [test] bài kiểm tra
Timetables [ˈtaɪmteɪblz] thời khoá biểu
Vocational training school [vəʊˈkeɪʃənl ˈtreɪnɪŋ skuːl] trường nghiệp vụ, trường nghề
Workshop [ˈwɜːkʃɒp] phân xưởng / buổi hội thảo
Consider [kənˈsɪdə(r)] nghĩ về
Deny [dɪˈnaɪ] phủ nhận
Discuss [dɪˈskʌs] thảo luận
Divide up [dɪˈvaɪd ʌp] chia ra
Expect [ɪkˈspekt] mong đợi
Figure out [ˈfɪɡə(r) aʊt] tính toán, kết luận
Freak out [fri:kaʊt] cảm thấy hoang mang
Get up [get ʌp] thức dậy
Make sure [meɪk ʃʊə(r)] bảo đảm
Manage [ˈmổnɪdʒ] quản lý/giải quyết
Own [əʊn] sở hữu, có
Take note [teɪk nəʊt] ghi chép
Talk [tɔːk] nói, trò chuyện
Major [ˈmeɪdʒə(r)] lớn, chủ yếu
Personal [ˈpɜːsənl] cá nhân
Financially [faɪˈnổnʃəli] về mặt tài chớnh
Mainly [ˈmeɪnli] chính, chủ yếu, phần lớn
4.3.2.5 Ordinal numbers From the 1 st to the 30 th :
Numbers Reading Numbers Reading Numbers Reading
1 st First 11 th Eleventh 21 st Twenty first
2 nd Second 12 th Twelfth 22 nd Twenty second
3 rd Third 13 th Thirteenth 23 rd Twenty third
4 th Fourth 14 th Fourteenth 24 th Twenty fourth
5 th Fifth 15 th Fifteenth 25 th Twenty fifth
6 th Sixth 16 th Sixteenth 26 th Twenty sixth
7 th Seventh 17 th Seventeenth 27 th Twenty seventh
8 th Eighth 18 th Eighteenth 28 th Twenty eighth
9 th Ninth 19 th Nineteenth 29 th Twenty ninth
10 th Tenth 20 th Twentieth 30 th Thirtieth
From the 40 th to the 100 th :
60 th Sixtieth 100 th One hundredth
70 th Seventieth 101 st One hundred and first
Exercises
1 How many tenses are used in the text? Underline them.
2 Is studying in a vocational training school easier than learning in high schools?
3 What is the most difference between vocational schools and high schools?
4 Is the social knowledge or the skill more important in a vocational training school?
5 What do vocational schools’ students have to write down in the lecture?
6 Will the teachers of vocational schools tell students about the points on the test?
7 When do students’ parents support their children in finance?
8 How do students at vocational schools act?
9 In what school can the parents often receive their children’s learning results from teachers?
10 What must students balance in their lives at vocational schools?
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:
Playing games Going to the cinema
Going to the gym Eating in restaurant
Jogging Listening to music skiing Swimming
Fortieth One hundred and twentieth
THE MOTOR CARS
Conversation
A: What kind and what color is it?
A: How long did you buy it?
A: Was it still new at that time?
B: No, it was repaired after a minor accident.
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.
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!
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)
S V 2/-ed O Time in the past
I / you visited Holland two years ago.
He / she / it stayed on board last Sunday.
We / you / they watched TV last night.
S DID NOT + V O Time in the past
I / you didn’t visit Holland two years ago.
He / she / it didn’t stay on board last Sunday.
We /you / they didn’t watch TV last night.
DID (NOT) S V O Time in the past
I, you visit Holland two years ago? 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 DID (NOT) S V 1 O Time in the past
Where he / she / it stay last Sunday?
What we / you / they watch last night?
+ When the verb ends in -e , we add -d : liv e – liv ed ; practis e – practis ed
+ When the verb ends in a short vowel and a single consonant, we double the consonant and add -ed : st op – sto pped ; gr ab – gr abbed
+ When the verb ends in a consonant + y, we change -y to -ied : carr y – carr ied ; tr y – tr ied
+ 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
Many common verbs have an irregular past form, for examples:
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.
S BE Others Times in the past
I / he / she / it was at home last week.
We / you / they were on holiday yesterday.
S BE NOT Others Times in the past
I / he / she / it wasn’t (was not) at home last week.
We / you / they weren’t (were not) on holiday yesterday.
BE (NOT) S Others Times in the past
Was / wasn’t I / he / she / it at home last week? (1)
Were / weren’t we / you / they on holiday yesterday? (2)
Short answers: Yes, S + was (were) / No, S + was (were) not.
(1) Yes, I (he, she, it) was / No, I (he, she, it) wasn’t.
(2) Yes, we (you, they) were / No, we (you, they) weren’t.
S Others Times in the past
Where was / wasn’t I / he / she / it last week?
When were / weren’t we / you / they on holiday?
Answers: give information (students’ duty)
I / he / she / it had an interesting job we / you / they good marks at high school.
- Negatives, questions, short answers: the same as for regular verbs, for examples:
I / he / she / it / we / you / they didn’t have any bicycles.
Did /didn’t I / he / she / it / we / you / they have good marks at high school?
What did / didn’t I / he / she / it / we / you / they have on the ship?
I / he / she / it was maneuvering the ship this time last month.
We / you / they were handling the lifeboats on the sea at 10 last night.
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.
BE (NOT) S Ving Noun (s) Others
Was / wasn’t I / he / she / it maneuvering the ship this time last month? Were / weren’t we / you / they handling the lifeboats on the sea at 10 last night?
Short answers: Yes, S + be / No, S + be not.
WH BE (NOT) S Ving Noun (s) Others
What was / wasn’t I / he / she / it doing this time last month?
Where were / weren’t we / you / they handling the lifeboats at 10 last night?
(Students give information to answer the questions above).
The past continuous tense is used to indicate that someone was in the midst of an action at a specific moment in time This tense highlights that the activity had already begun prior to that moment but had not yet been completed.
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.
Vocabulary
Initially, the motorcar appeared to be an unattainable mode of transportation for the general public, standing in stark contrast to traditional options like carts, trains, bicycles, and horse-drawn vehicles Unlike these familiar means, the motorcar was a self-propelled vehicle weighing at least a ton, featuring intricate mechanical components that were both complex and concealed from sight, making it seem extraordinary and enigmatic to the masses.
The automobile myth reveals a paradox: while private vehicles offer owners the illusion of limitless freedom to travel anywhere at their convenience, this independence is coupled with a significant dependency on specialists for maintenance and operation For the first time, individuals found themselves in control of complex machines, yet they lacked understanding of their inner workings, highlighting the intricate relationship between autonomy and reliance in the realm of automobile ownership.
Unlike previous modes of transportation, motorists rely heavily on dealers and specialists for fuel supply and repairs, creating a relationship of user and consumer rather than owner and master This reliance on commercial services and industrial products reveals that the perceived independence of automobile ownership actually masks a significant dependency on third parties.
Aspect [ˈổspekt] khớa cạnh, mặt
Commercial service [kəˈmɜːʃl ˈsɜːvɪs] dịch vụ thương mại
Comparison [kəmˈpổrɪsn] so sỏnh
Consumer [kənˈsjuːmə(r)] khách hàng
Cyclist [ˈsaɪklɪst] người đi xe đạp
Dealer [ˈdiːlə(r)] đại lý
Dependency [dɪˈpendənsi] phụ thuộc
Engine [ˈendʒɪn] động cơ, máy, cơ giới
Freedom [ˈfriːdəm] tự do
Fuel [ˈfjuːəl] nhiên liệu
Horse-car [hɔːs kɑː(r)] xe ngựa
Ignition [ɪɡˈnɪʃn] bộ phận đánh lửa
Independence [ˌɪndɪˈpendəns] độc lập
Industrial product [ɪnˈdʌstriəl ˈprɒdʌkt] sản phẩm công nghiệp Interchangeability [ˌɪntəˈtʃeɪndʒəbl] có thể thay cho nhau
Locomotion [ˌləʊkəˈməʊʃn] sự vận động
Lubrication [ˈluːbrɪkeɪt] sự bôi trơn
Master [ˈmɑːstə(r)] thạc sĩ; công nhân giỏi, thợ cả
Mechanisms [ˈmekənɪzəm] máy móc, cơ chế
Motorist [ˈməʊtərɪst] người lái xe ô tô
Myth [mɪθ] chuyện hoang đường
Organ [ˈɔːɡən] cơ quan, bộ phận
Party [pɑːti] bên, phía
Relationship [rɪˈleɪʃnʃɪp] mối quan hệ
Repair [rɪˈpeə(r)] sửa chữa
Rider [ˈraɪdə(r)] người đi xe đạp/ nẹp tàu
Transportation [ˌtrổnspɔːˈteɪʃn] sự vận chuyển
Underside [ˈʌndəsaɪd] mặt bên dưới
User [ˈjuːzə(r)] người dùng
Vehicle [ˈviːəkl] xe cộ
View [vjuː] tầm nhìn, quang cảnh
Wagon [ˈwổɡən] xe goũng, toa trần chở hàng hoỏ
Confer [kənˈfɜː(r)] đem đến, mang lại
Consume [kənˈsjuːm] tiêu dùng, mua
Entrust [ɪnˈtrʌst] giao phó
Feed [fiːd] nuôi, cung cấp vật liệu
Limit [ˈlɪmɪt] giới hạn, hạn chế
Provide [prəˈvaɪd] chu cấp, qui định
Actual [ˈổktʃuəl] sự thực, trờn thực tế
Apparent (adj.) [əˈpổrnt] rừ ràng, hiển nhiờn
At least [ət liːst] ít ra, ít nhất
Commercial [kəˈmɜːʃl] thương mại
Complete [kəmˈpliːt] hoàn toàn
Complicated [ˈkɒmplɪkeɪtɪd] phức tạp, rắc rối
Equal [ˈiːkwəl] đồng đều, ngang bằng
Extreme [ɪkˈstriːm] vô cùng, tột độ, cực kì
Important [ɪmˈpɔːtnt] quan trọng
Industrial [ɪnˈdʌstriəl] công nghiệp/ kỹ nghệ
Limitless [ˈlɪmɪtləs] vô hạn, rất lớn
Mysterious [mɪˈstɪəriəs] huyền bí
Radical [ˈrổdɪkl] cơ bản/ quyết liệt
Self-propelled [self prəˈpeld] tự động, tự hành
Unattainable [ˌʌnəˈteɪnəbl] không thể đạt được
Unknown [۸n’nəun] không biết, xa lạ
Actually [ˈổktʃuəli] trờn thực tế, thậm chớ
Completely [kəmˈpliːtli] hoàn toàn, đầy đủ
Extremely [ɪkˈstriːmli] vô cùng, tột độ, cực kì
Only [ˈəʊnli] chỉ, chỉ có
Exercises
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?
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).
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.
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.
- How many subjects did you learn?
- How were the results (marks, teachers’ comments)?
- What difficulties did you meet?
- Did you study hard or not?
- Was your schedule suitable for your learning?
THE TELEPHONE
Grammar
- 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:
+ Negative: S + CANNOT / COULD NOT + V 1 + (Others).
+ Question: CAN (NOT) / COULD (NOT) + S + V 1 + others?
Yes, S + can / could No, S + cannot / could not.
WH + CAN (NOT) / COULD (NOT) + S + V 1 + others?
- 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?
- Could is the past of Can :
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.
They spoke in a very clear voice so that everyone could understand what they said.
The ship is launched this week.
All appliances are installed on the deck.
This article was written by one of my friends.
Those ports were built in the war.
The ship isn’t launched this week.
All appliances aren’t installed on the deck.
This article wasn’t written by one of my friends.
Those ports weren’t built in the war.
Is / isn’t the ship launched this week?
Are / aren’t all appliances installed on the deck?
Was / wasn’t this article written by one of my friends?
Were / weren’t those ports built in the war?
Answers: Yes, S + be / No, S + be not.
WH BE (NOT) S V 3/ED Others
When is / isn’t the ship launched?
Where are / aren’t all appliances installed?
By whom was / wasn’t this article written?
When were / weren’t those ports built?
Vocabulary
THE USEFULNESS OF THE TELEPHONE
The telephone is a vital telecommunications device designed for transmitting and receiving sound, primarily speech It functions by sending electric signals through an intricate network, enabling nearly any phone user to connect and communicate with others globally.
Telephones enable communication over long distances, and with modern advancements like VoIP, we can connect with individuals in remote areas affordably, provided there is internet access Features such as call forwarding and call screening enhance our communication experience, making it more convenient and efficient.
The telephone revolutionized global communication, allowing people to connect with others across vast distances Its significance extends beyond personal use; businesses benefit greatly from small business telephone systems, enhancing their communication capabilities As a result, the telephone has become an essential appliance in both homes and workplaces, earning recognition as the best invention of the 20th century.
Advance [ədˈvɑːns] sự tiến bộ
Appliance [ǝ’plaiǝns] thiết bị, dụng cụ
Call forwarding [kↄ:l ‘fↄwǝdiŋ] chuyển tiếp cuộc gọi
Call screening [kↄ:l ‘ski:niŋ] chặn cuộc gọi
Device [di’vais] thiết bị
Electric signal [i’lektrik signəl] tính hiệu điện
Household [‘haushould] hộ gia đình
Phone user [fǝʊn ‘ju:zǝr] người dùng điện thoại
Remote area [ri’mout ‘eǝriǝ] vùng xa xôi
Speech [spi:tʃ] lời nói
Telecommunications [‘telikə,mju:ni’keiʃnz] viễn thông
Transmission [trổnz’miʃn] sự phỏt, sự truyền
Communicate [kəˈmjuːnɪkeɪt] giao tiếp, truyền thông
Connect [kəˈnekt] nối, kết nối
Invent [ɪnˈvent] phát minh
Operate [ˈɒpəreɪt] hoạt động, vận hành
Put ease [pʊt iːz] làm dịu
Transmit [trổnsˈmɪt] truyền/ phỏt tớn hiệu
Utilize [‘ju:tilaiz] dùng, sử dụng
Vote [vəʊt] bầu, biểu quyết
Advanced [ədˈvɑːnst] tiên tiến
Complex [ˈkɒmpleks] phức tạp, rắc rối
Indispensable [,indis’pensəbl] rất cần thiết, không thể thiếu.
Commonly [ˈkɒmənli] thường thường, lắm khi
Effectively [ɪˈfektɪvli] có hiệu quả
Even [ˈiːvn] thậm chí, ngay cả
Exercises
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?
7 What is the telephone called in the 20 th century?
8 Use dictionaries to find out the synonyms of the words below:
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
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.
10 Gives life for thousands of telemarketers.
11 Wastes the time of teens.
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)
THE RADIO
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.
The Cape Town Coastguard has issued a warning about a severe localized storm, with wave heights reaching 40 feet, located 25 miles southwest of your current position The storm is expected to approach within the next two hours To ensure safety and avoid high seas, it is advised to alter your course to 320 degrees.
The Cape Town Coastguard has communicated with the Milamar, warning of a significant wave height of 40 feet approaching from the southwest, expected to reach their position in two hours They have advised the Milamar to alter its course to 320 degrees for safety.
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.
Grammar: Imperatives
- Give orders, warnings or instructions to somebody.
- Often use in informal situation.
- V 1 + Preposition! Go up! Go down!
- V 1 + Object! Open the door! Take your seat! Let him out! Say hello!
- V 1 + Adjective / Adverb! Be quiet! Run fast!
Don’t jump up and down like that!
Don’t go near the river-bank!
Vocabulary
Advent [ˈổdvənt] sự đến, sự trụng đợi
Aircraft [ˈeəkrɑːft] máy bay
Alert [əˈlɜːt] sự báo động, cảnh giác
Broadcasting [ˈbrɔːdkɑːstɪŋ] việc phát thanh hay phát hình
Detection [dɪˈtekʃn] phát hiện
Development [dɪˈveləpmənt] sự phát triển
Drama [ˈdrɑːmə] vở kịch
Emergency [iˈmɜːdʒənsi] tình trạng khẩn cấp
Entertainment [ˌentəˈteɪnmənt] giải trí
Era [ˈɪərə] thời kỳ, kỷ nguyên
Field [fiːld] cánh đồng, lĩnh vực
Global Maritime Distress [ˈɡləʊblˈm„rɪtaɪm dɪˈstres]
Golden Age [ˈɡəʊldən eɪdʒ] thời hoàng kim
Marine telegraphy [məˈriːn-tˈleɡrəf] điện báo hàng hải
Method [ˈmeθəd] phươnng pháp
Morse code [ˌmɔːs ˈkəʊd] hệ thống chữ Moóc
Operator [ˈɒpəreɪtə(r)] người điều khiển
Presentation [ˌpreznˈteɪʃn] trình bày, trình diễn
Russian fleet [ˈrʌʃn fliːt] hạm đội Nga
Safety System [ˈseɪfti ˈsɪstəm] hệ thống an toàn
Scouting [ˈskaʊtɪŋ] hoạt động hướng đạo
Shore stations [ʃɔː(r) ˈsteɪʃnz] trạm bờ biển
Technology [tekˈnɒlədʒi] công nghệ
Vicinity [vəˈsɪnət] vùng phụ cận
World War [wɜːld wɔː(r)] thế chiến
Commercial [kəˈmɜːʃl] thương mại
Dramatic [drəˈmổtɪk] đầy kịch tớnh
External [ɪkˈstɜːnl] bên ngoài
Immediate [ɪˈmiːdiət] ngay, liền
International [ˌɪntəˈnổʃnəl] quốc tế
Most memorable [məʊstˈmemərəbl] đáng nhớ nhất
Point-to-point [pɔɪnt tə pɔɪnt] việc nối trực tiếp linh kiện với nhau bằng các chân của chúng hoặc thông qua các trạm hàn
Pre-war [priː wɔː(r)] trước chiến tranh
Principal [ˈprɪnsəpl] chính, chủ yếu
Ship-board [ʃɪp bɔːd] trên tàu
Shore-based [ʃɔː(r) beɪst] căn cứ ở bờ biển
Telegraphic [ˌtelɪˈɡrổfɪk] điện tớn, điện bỏo
Terrestrial [təˈrestriəl] trên mặt đất, trên cạn
Unique [juˈniːk] độc nhất
Wireless [ˈwaɪələs] vô tuyến, không dây
Ensure [ɪnˈʃʊə(r)] bảo đảm
Improve [ɪmˈpruːv] cải tiến
List [lɪst] lập danh sách
Localize [‘ləʊkəlaiz] xác định vị trí, định vị
Pass [pɑːs] vượt qua, đi ngang qua
Provide [prəˈvaɪd] cung cấp
Relay [ˈriːleɪ] làm theo ca kíp / đặt rơ-le
Rescue [ˈreskjuː] cứu nguy, giải thoát
Take [teɪk] cầm, nắm, lấy
Nearby [ˌnɪəˈbaɪ] ở vị trí gần, không xa
In addition [ɪnəˈdɪʃn] ngoài ra
Including [ɪnˈkluːdɪŋ] bao gồm
Maritime telegraphy was initially utilized for transmitting telegraphic messages via Morse code between ships and land Notably, the Japanese Navy employed this technology to scout the Russian fleet during the 1905 Battle of Tsushima A significant historical moment for marine telegraphy occurred during the sinking of the RMS Titanic in 1912, where communication took place between the ship's operators and nearby vessels, as well as with shore stations reporting on the survivors.
During World War I, radio served as a vital tool for transmitting orders and communications between military forces In the 1920s and 1930s, point-to-point broadcasting, including telephone messages and radio program relays, gained popularity Additionally, the pre-war era saw advancements in radar technology, which enabled the detection and location of aircraft and ships.
Radio has evolved into various forms, encompassing wireless networks and mobile communications alongside traditional broadcasting Prior to television's rise, commercial radio offered a diverse range of content, including news, music, dramas, comedies, and variety shows, marking the period from the 1930s to the mid-1950s as radio's "Golden Age." What set radio apart as a medium for dramatic storytelling was its exclusive reliance on sound.
Radio communication equipment is essential for connecting vessels with the shore, other ships, and aircraft The Global Maritime Distress and Safety System (GMDSS) represents the latest international marine radio communication system, utilizing advanced terrestrial and satellite technologies alongside onboard radio systems This system facilitates swift alerts to shore-based rescue and communication authorities during emergencies, not only notifying nearby vessels but also enhancing the ability to locate survivors effectively.
Exercises
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:
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) _?
3 rd Off (On the VHF) Ocean Princess, Ocean Princess, this is VLBC Niitaka
Maru, Niitaka Maru I read you _(4) _ Please _(5) _ to Channel
O.P Channel 06, roger (Changing the channel) Niitaka Maru, this is Ocean
3 rd Off 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.
You are not permitted to pass at my bow; I emphasize this again Please maneuver at my stern instead Our ARPA indicates that the Closest Point of Approach (CPA) is 0.4, which is too close Adhering to traffic rules is essential for safe navigation.
O.P Roger I will pass _(10) _ I will change my course to starboard now.
3 rd Off Thank you I will maintain my course and speed Back to channel 16.
Note : 3 rd Off: 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.
Consolidation
Radio involves the transmission of signals through the modulation of electromagnetic waves, which have frequencies lower than visible light These waves travel via oscillating electromagnetic fields through air and space Information is conveyed by systematically modulating properties of the waves, such as amplitude, frequency, phase, or pulse width When radio waves encounter an electrical conductor, they induce an alternating current, which can be detected and converted into sound or other informative signals.
The transition from laboratory demonstration to commercial application took decades and involved numerous contributors In 1878, David E Hughes discovered that his carbon microphone produced audible sparks in a telephone receiver, which he refined to detect signals over several hundred yards He showcased his findings to the Royal Society in 1880, but his work was dismissed as mere induction, leading him to cease further research.
Experiments, later patented, were undertaken by Thomas Edison and his employees of
In 1885, Thomas Edison submitted a patent application for an electrostatic coupling system to the U.S Patent Office, which was granted as U.S Patent 465,971 on December 29, 1891 To safeguard their interests against potential lawsuits, the Marconi Company later acquired the rights to this Edison patent.
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, Nikola Tesla conducted groundbreaking experiments with electricity in St Louis, Missouri, where he developed devices to showcase his wireless technology During presentations at the Franklin Institute in Philadelphia and the National Electric Light Association, he outlined the principles that would later be fundamental to radio systems, even before the invention of the vacuum tube Tesla's early experiments utilized magnetic receivers, distinguishing his work from the coherers, which were detecting devices made of tubes filled with iron filings, originally created by Temistocle Calzecchi-Onesti in Italy.
1884) used by Guglielmo Marconi and other early experimenters
On August 14, 1894, a significant demonstration of wireless telegraphy was conducted by Professor Oliver Lodge and Alexander Muirhead at the Oxford University Museum of Natural History The event showcased the transmission of a radio signal from the nearby Clarendon laboratory, which was successfully received by equipment set up in the lecture theater.
In 1895, Alexander Stepanovich Popov developed his first radio receiver featuring a coherer, which he later refined into a lightning detector He presented this innovative device to the Russian Physical and Chemical Society on May 7, 1895, and a depiction of it was published in their journal that same year Popov's receiver was built upon the advancements of Lodge's receiver and was initially designed to replicate its experiments.
7.5.2 Find out and write down the phonetics and meanings of the words in the text:
5.2.3 Make questions and answer about the content of the text above (at least 5 pairs of conversation)
THE ENGLISH ALPHABET
* The letter “z” is pronounced “zee” in American English and “zed” in British English.
NUMBERS
21 twenty one 21st twenty first
22 twenty two 22nd twenty second
23 twenty three 23rd twenty third
24 twenty four 24th twenty fourth
25 twenty five 25th twenty fifth
26 twenty six 26th twenty sixth
27 twenty seven 27th twenty seventh
28 twenty eight 28th twenty eighth
29 twenty nine 29th twenty ninth
100 one hundred 100th one hundredth
DAYS OF THE WEEK AND MONTHS OF THE YEAR
AND MONTHS OF THE YEAR
Monday (Mon.) 1 January (Jan.) 8 August (Aug.)
Tuesday (Tues.) 2 February (Feb.) 9 September (Sept.)
Wednesday (Wed.) 3 March (Mar.) 10 October (Oct.)
Thursday (Thurs.) 4 April (Apr.) 11 November (Nov.)
Friday (Fri.) 5 May (May) 12 December (Dec.)
USING NUMBERS TO WRITE THE DATE: Month / day / year
USUAL WRITTEN FORM USUAL SPOKEN FORM
January 1 (st) January (the) first / the first of January
March 2 (nd) March (the) second / the second of March May 3 (rd) May (the) third / the third of May
June 4 (th) June (the) fourth / the fourth of June
August 5 (th) August (the) fifth / the fifth of August
October 10 (th) October (the) tenth / the tenth of October November 27 (th) November (the) twenty-seventh / the twenty seventh of November
WAYS OF SAYING THE TIME
It’s nine-oh-five It’s five (minutes) after nine It’s five (minutes) past nine
It’s ten (minutes) after nine.
It’s five (minutes) past nine.
It’s nine-fifty It’s ten (minutes) to ten.
It’s ten (minutes) of ten.
A.M (ante meridiem) = morning It’s nine A.M.
P.M (post meridiem) = afternoon/evening/night It’s nine P.M
The article provides a comprehensive list of irregular verbs in English, categorized by their base forms, past simple forms, and past participles It includes verbs such as "be," "become," "begin," "bend," "bite," "blow," and others, illustrating their various conjugations This resource serves as a valuable reference for understanding verb forms, essential for both language learners and advanced speakers By mastering these irregular verbs, individuals can enhance their writing and speaking skills, ensuring clarity and accuracy in communication.
1 7th edition, Oxford Advanced Learner’s Ditionary, Nxb Oxford.
2 All Japan Seamen’s Union, 2000, Welcome On Board, Minos Agency.