TU HOC SUA LOI NGU PHAP BAI SO 1 NGOC BACH

ĐỀ CƯƠNG ÔN TẬP HỌC KÌ II - MÔN TIẾNG ANH 10 CƠ BẢN A. I. Pronunciation:: - Vowels in pairs of voiceless and voiced. Voiceless Voiced /p/ pig, pan, pot /t/ top, ten /s/ sing, peace /f/ photo, food, laugh /k/ cook, school /~/ sugar, wash, special /8/ think, thought /t~/ church, change /b/ big, ban /d/ dinner /z/ peas /v/ of, van, Stephen /g/ group /2/ vision, pleasure, Asian /5/ though, with /d2/ village, jump - ‘ed’ after voiceless  /t/ voiced and vowels  /d/ /t/ and /d/  /id/ - ‘es/s’ after voiceless  /s/ voiced  /z/ /s, z, ~, 2, t~, d2/  /iz/ B/ Grammar: Ngữ pháp I. Conditional sentences (If sentences):Câu điều kiện: 1. Conditional sentences type 1:Câu điều kiện loại 1 If + S + V(s,es) don’t/ doesn’t + V be-> am/ is/ are (not) + S+ will /won’t/( can/ can’t) + V diễn tả điều kiện có thể xảy ra ở hiện tại hoặc tương lai. Eg: If it is fine tomorrow, we will go camping. 2. Conditional sentence: Type 2: Câu điều kiện loại 2 If + S + Ved/ Past didn’t + V be-> were(n’t) + S+ would/ wouldn’t/could/couldn’t + V b. Diễn tả một điều kiện không thể xảy ra, hoặc ngược với sự thật ở hiện tại. Ex: I don’t have free time, so I can’t help him.  If I had free time, I would help him. 3. Conditional sentence: Type 3: Câu điều kiện loại 3 a. If + S + had(n’t) + Ved/ PP … , S + would/ could(n’t) + have + Ved/PP … b. Diễn tả một điều kiện không thể xảy ra, ngược với sự thật trong quá khứ. Ex: I didn’t have free time, so I couldn’t help him.  If I had had free time, I would have helped him. II. Passive voice: Thể bị động Active: S + V + O (place) (time) Passive: S + BE + V3/ed + (place) + (by O) + (time) Active Passive 1, Hiện tại đơn: S + V(s,es) + O S + am/is/are + Ved/PP 2, Hiện tại tiếp diễn: S + am/is/are + V-ing + O S + am/is/are + being +Ved/PP 3, Hiện tại hoàn thành: S + has/have + Ved/PP+ O S + has/have + been + Ved/PP 4, Quá khứ đơn: S + Ved/ Past + O S + was/were +Ved/PP 5, Quá khứ tiếp diễn: S + was/were + V-ing + O S + was/were + being +Ved/PP 6, Quá khứ hoàn thành: S + had + Ved/PP+ O S + had + been + Ved/PP 7, Tương lai gần : S +am/ is/are + going to + V + O S +am/ is/are + going to + be+Ved/PP + O 8, Động từ khuyết thiếu: S + will/shall/ . + Vo + O S + will/shall / . + be +Ved/PP Ex: - Active: She arranges the books on the shelves every weekend.  Passive: The books are arranged on the shelves (by her) every weekend. - Active:They have built a new bridge across the river. Passive: A new bridge has been built across the river - Active: Mai was watching a cartoon at 8 o’clock last night.  Passive: A cartoon was being watched by Mai at 8 o’clock last night. • Lưu ý 1 Một số câu đặc biệt phải dịch là "Người ta" khi dịch sang tiếng Việt. Ví dụ: It is said that = people say that ; (Người ta nói rằng) It was said that = people said that. (Người ta nói rằng) Một số động từ được dùng như trên: believe, say, suggest, expect, . -Sau những động từ: to have, to order, to get, to bid, to cause , dùng Past Participle bao hàm nghĩa như bị động: Ví dụ: We had your photos taken. We heard the song sung. III/ to + infinitive: động từ nguyên mẫu có to: diễn tả mục đích của hành động. Ex: I listen to classical music to feel relaxed. * Hỏi về mục đích: Why / What . for? e.g: What do you listen to classical music for? /Why do you listen to classical music? IV/ Wh- questions: Wh- words hỏi về 1. Với động từ “to be”: Wh- + be + S (+ …)? Who What/ Which When Where Why How How old How far How often How much/ many người vật IELTS NGOC BACH TỰ HỌC SỬA LỖI SAI TỪ VỰNG & NGỮ PHÁP BÀI SỐ Một dự án để giúp bạn khắc phục lỗi ngữ pháp từ vựng thường gặp viết IELTS Writing, đặc biệt phần Task Mình lấy các bạn học sinh viết, sau lỗi sai đưa giải thích chi tiết (kèm trích nguồn từ điển, gạch từ lỗi bạn mà không giải thích -> nhiều bạn thấy khó hiểu) Các bạn thấy đọc phần sửa bổ ích có thêm nhiều kiến thức Các phần sửa trước public đến người review giám khảo IELTS hợp tác làm việc (qua dự án sách speaking, writing…) Các bạn đọc kỹ sửa, lưu ý kỹ lỗi sai giải thích nhớ đọc thêm phần từ điển trích dẫn để hiểu Nhớ học tiếng anh trình tích lũy lâu dài, bền bỉ, sớm chiều mà bạn trở thành người viết không sai lỗi ngữ pháp đâu Hãy kiên nhẫn, rút kinh nghiệm ghi nhớ lỗi sai, quan sát cách người xứ diễn đạt -> bạn viết tốt không sai lỗi Tài liệu dự kiến public cho bạn sinh viên nước nên phần giải thích viết tiếng Anh Tuy nhiên, nhờ bạn học sinh band 8.0 IELTS dịch lại cho bạn giải thích thêm cho dễ hiểu (Các bạn trình độ tốt cần đọc phần viết tiếng Anh) Chúc bạn học tốt -Ngọc Bách- 07-02-2015 Many museums and historical sites are mainly visited by tourists but not local people Why is this the case and what can be done to attract more local people to visit these places? It is true that tourists from many parts of the world pay more visits to museums and historical places than local inhabitants Resulting from a number of reasons, this situation should be solved by attracting the locals in some practical ways There are two main reasons why museums and historical sites are preferred more by tourists than by local residents One reason is that museums are too familiar with to (1)nearby inhabitants If museums not change anything, there will be nothing new for the locals to discover Like eating the same dish every single day, they feel bored with visiting the same places Furthermore, entrance tickets at some historical sites are expensive for the local inhabitants to afford For example, in Dien Bien, a province in northwestern Vietnam, it is rather hard for the residents to make ends meet, let alone to spend money on visiting some famous historical relics/attractions (2) there The governments should take some measurements (3) to tackle this issue effectively Firstly, museums are supposed ought to be (4) invested in more by the authorities to refresh the exhibits (5) The fresher the museums are, the more local residents are interested in them Secondly, historical relics had better need to be (6) free for all the local people Without worrying about an (7) additional expenditure, those residents will pay more and more visits to historical heritages (8) in order to broaden their knowledge about their home towns In conclusion, there are some evident reasons that bring about this trend However, something should be done to attract more visits of the locals by the authorities (9) 254 words PHÂN TÍCH LỖI SAI TỪ VỰNG & NGỮ PHÁP We are ‘familiar with something’, but ‘something is familiar to’ us This is the general rule, but these example sentences may be helpful: http://www.oxfordlearnersdictionaries.com/definition/english/familiar?q=familiar - S + be familiar with sth/sb: thân thuộc, quen thuộc với gì/ai - S + be familiar to sth/ sb: trở nên quen thuộc với - Có thể thấy khác biệt câu sau: I'm not familiar WITH him, but his face seems familiar TO me (Tôi không quen anh mặt anh ất trông quen) This is not a mistake, but in normal English usage we think of a ‘relic’ as an ancient object, rather than a historical site or building This is why I have suggested an alternative word http://www.oxfordlearnersdictionaries.com/definition/english/relic?q=relic Cách sử dụng từ “relic” không sai, thông thường, “relic” dùng để thứ đồ cổ, phần tàn dư, di tích hay tòa nhà cổ điểm tham quan lịch sử Nên sử dụng từ khác thay phù hợp Ví dụ: attractions You mean ‘measures/steps’ I think that you know that measurements are things like centimetres, kilograms - Measures: Giải pháp giải vấn đề Đồng nghĩa với steps Được sử dụng “take measures” Ví dụ: They took measures to improve their performance https://en.oxforddictionaries.com/definition/take_measures - Measurement: Sự đo lường Được sử dụng nói tới đo lường độ dài, cân nặng… Ví dụ: Please take some measurements of the temperature Use ‘need to/must/ought to/should’ to make recommendations ‘Supposed to’ is used in a different context: http://www.oxfordlearnersdictionaries.com/definition/english/suppose#suppose 253 - Để đưa gợi ý, thường sử dụng động từ khiếm khuyết (modal verbs) need to/ must/ ought to/ should - “Be supposed to” sử dụng với ý nghĩa khác + nghĩa tường thuật (tương tự it is said that, S + be said to, số từ tường thuật khác be thought to, be reported to, be expected to,…) Ví dụ: "He's supposed to have kicked a policeman." (He is said to have kicked a policeman) + việc dự định, mong chờ xảy ra, nhiệm vụ phải làm, thực tế diễn không Ví dụ: The train was supposed to arrive at 11.30 but it was an hour late - Nguồn: ... VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES PHÙNG THỊ BÍCH NGUYỆN THE EFFECTS OF TEACHER DIRECT AND INDIRECT CORRECTIVE FEEDBACK ON GRAMMATICAL ERRORS IN THE WRITINGS OF 10TH GRADE STUDENTS AT KIM ANH HIGH SCHOOL Ảnh hưởng hình thức phản hồi trực tiếp gián tiếp giáo viên việc sửa lỗi ngữ pháp viết học sinh lớp 10 trường THPT Kim Anh MASTER’S THESIS Major: English Teaching Methodology Major code: 60140111 Program: Supervisor: Hoàng Thị Xuân Hoa, PhD HANOI - 2015 ACKNOWLEDGEMENTS Firstly, I would like to express my gratitude to my supervisor, Ms Hoang Thi Xuan Hoa, PhD for her helpful guidance, critical comments and enthusiastic support I would not have been able to complete this thesis without her great encouragement I am indebted to my colleagues for their valuable assistance for the pursuit and fulfillment of this course My heartfelt thanks go to the students who willingly spent their time participating in the study Last but not least, I owe a great debt of gratitude to my beloved family members and close friends, who always stand by me no matter what happens I ABSTRACT This study investigated the effects of teacher written direct and indirect corrective feedback on 10th grade students’ three types of grammatical errors, namely verb tenses and forms, attitudinal adjectives and articles, in their writings Forty five students were randomly assigned into three groups and received direct corrective feedback, indirect corrective feedback and no feedback respectively Students in each group produced three narrative paragraphs (a pretest, a revision, a post-test) The results of data analysis showed that both direct and indirect corrective feedback helped participants reduce errors related to verbs and attitudinal adjectives from the pretest to the post-test However, only direct feedback contributed to a significant reduction of article errors from the pretest to the post-test Between group comparisons of the posttest results revealed that direct corrective feedback appears to be slightly more effective than indirect corrective feedback in helping participants reduce errors related to verbs and attitudinal adjectives In addition, the effect brought about by direct and indirect feedback on reducing article errors compared to the control group was not statistically significant The findings are discussed in the context of the related literature and areas of future research are suggested CHAPTER 1: INTRODUCTION 1.1 Statement of the problem and rationale of the study II Obviously, writing plays an important role in communication because apart from speaking writing enables people to express their feelings and thoughts They use it to define themselves, clarify their knowledge and their ideas, to understand the problems that may face them as well as to find solutions for such problems Being so, writing is a means for self-actualization What people learn about themselves and develop within themselves through writing can help them to realize their individual potential and to achieve potential goals (Hughey, et al, 1983) In the field of second and foreign language learning and teaching, writing has been seen as essential integral part of any language syllabus as learning to write effectively seems to be of prime importance Writing also enhances language acquisition because learners experiment with words, sentences, and large chunks of writing to communicate their ideas effectively and to reinforce grammar and vocabulary they are learning in class (Bello, 1997) It helps to consolidate learning to render it available for use in other areas such as listening, speaking and reading (Mohamed, 2000) In spite of the importance of writing, it is one of the most difficult language skills to master According to Richards and Renandya (2002), the difficulty lies not only in generating and organizing ideas, but also in translating these ideas into readable text They argue that ... arrive at 11 .30 but it was an hour late - Ngu n: https://www.hellochao.vn /ngu- phap- tieng-anh/cach-dung-cau-truc-it-issaid-that-he-is-said-to-va-be-supposedto/?aid=e4da0b7fbbce234 51~ 781b0674a355MO... in 2000, his novel was the best-seller at that time Ngu n: http://tuanmta.com/ab/2 015 /04/kho-cau-truc-tuyet-doi-absolutephraseclause/ - Câu so sánh kép: The fresher the museums are, the more local... http://www.oxfordlearnersdictionaries.com/definition/english/better_2#better_2 12 8 Hoặc: http://hoctienganh.info/su-dung-cau-truc-had-better-sao-cho-dung/ ‘Expenditure’ is an uncountable noun, so delete ‘an’ ‘Heritage’ is another uncountable noun, so it has no