This document provides an overview of English tenses including:
1) Present Simple for habits and general truths
2) Present Continuous for ongoing actions
3) Present Perfect for completed actions with present results
4) Simple Past for completed past actions
5) Future Simple for predictions and intentions
It explains how to form and use these tenses in sentences, giving examples for each.
1. The document discusses various English tenses including present simple, present continuous, present perfect, present perfect continuous, past simple, past continuous, past perfect, and past perfect continuous.
2. It provides the formation, main uses, and examples for each tense to explain how to use them properly in sentences.
3. Future simple tense is also covered regarding its formation with will/shall, main uses such as future events or decisions made at the time of speaking, and examples.
This document provides an outline for reviewing English for the national high school graduation exam in Bac Ninh province, Vietnam for the 2014-2015 school year. It includes an introduction noting the purpose is to help teachers and students review knowledge and skills based on the current 12th grade English curriculum. The outline then presents several sections on English tenses including simple present, present continuous, present perfect, present perfect continuous, simple past, past continuous, past perfect, and past perfect continuous tenses. Examples are provided to illustrate the usage of each tense.
The document provides an overview of English tenses including:
1) Present Simple for habits and general truths
2) Present Continuous for ongoing actions
3) Present Perfect for completed actions with present results
4) Simple Past for completed past actions
5) Future Simple for predictions and intentions
It discusses the formation, usage, and common time expressions used with each tense.
This document provides exercises to practice simple present and present continuous tenses in English. It includes gap fills, questions, corrections and rearrangement activities focused on verbs in the simple present and present continuous. The exercises are accompanied by explanations in Vietnamese and cover topics like daily routines, actions happening now, and habitual actions. The document aims to help English learners practice and improve their skills with verb tenses.
The document summarizes the basic grammar rules of English tenses. It provides the signs, usages, formulas, examples of sentences for each tense including:
- Present Simple Tense
- Present Continuous Tense
- Past Simple Tense
- Future Simple Tense
- Present Perfect Tense
The tenses covered are used to talk about actions and events in the present, past and future. The rules for forming affirmative, negative and interrogative sentences are also explained for each tense.
N tįŗp hki tiįŗæng anh lį»p 6 (lĆ½ thuyįŗæt + bĆ i tįŗp)Hį»c Tįŗp Long An
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1. The document provides a review for the first exam in Grade 6, covering grammar, structures, vocabulary and exercises.
2. It reviews pronouns, tenses including present simple and present progressive, modal verbs and possessive adjectives.
3. Common sentence structures are provided for asking and answering questions about age, location, grades, daily activities, school subjects, times and transportation.
4. Vocabulary and exercises cover pronunciation, choosing the correct answers, and filling in pronouns.
The document appears to be an English learning resource that provides exercises to practice simple past and past continuous tenses in English. It includes matching activities, fill-in-the-blank questions, and examples sentences to change between affirmative, negative and interrogative forms using various past tense verbs. The exercises are intended to help learners practice and improve their skills with basic English verb tenses.
This document provides an overview of the passive voice in English. It discusses how the passive voice is formed using different tenses, including the present simple, past simple, future simple, and others. Examples are provided to illustrate how the subject and object change positions between the active and passive forms. Special cases like the passive of modal verbs, sentences with two objects, commands, and sentences with reporting verbs are also covered. Exercises are included for students to practice transforming sentences between active and passive voice.
1. The document discusses various English tenses including present simple, present continuous, present perfect, present perfect continuous, past simple, past continuous, past perfect, and past perfect continuous.
2. It provides the formation, main uses, and examples for each tense to explain how to use them properly in sentences.
3. Future simple tense is also covered regarding its formation with will/shall, main uses such as future events or decisions made at the time of speaking, and examples.
This document provides an outline for reviewing English for the national high school graduation exam in Bac Ninh province, Vietnam for the 2014-2015 school year. It includes an introduction noting the purpose is to help teachers and students review knowledge and skills based on the current 12th grade English curriculum. The outline then presents several sections on English tenses including simple present, present continuous, present perfect, present perfect continuous, simple past, past continuous, past perfect, and past perfect continuous tenses. Examples are provided to illustrate the usage of each tense.
The document provides an overview of English tenses including:
1) Present Simple for habits and general truths
2) Present Continuous for ongoing actions
3) Present Perfect for completed actions with present results
4) Simple Past for completed past actions
5) Future Simple for predictions and intentions
It discusses the formation, usage, and common time expressions used with each tense.
This document provides exercises to practice simple present and present continuous tenses in English. It includes gap fills, questions, corrections and rearrangement activities focused on verbs in the simple present and present continuous. The exercises are accompanied by explanations in Vietnamese and cover topics like daily routines, actions happening now, and habitual actions. The document aims to help English learners practice and improve their skills with verb tenses.
The document summarizes the basic grammar rules of English tenses. It provides the signs, usages, formulas, examples of sentences for each tense including:
- Present Simple Tense
- Present Continuous Tense
- Past Simple Tense
- Future Simple Tense
- Present Perfect Tense
The tenses covered are used to talk about actions and events in the present, past and future. The rules for forming affirmative, negative and interrogative sentences are also explained for each tense.
N tįŗp hki tiįŗæng anh lį»p 6 (lĆ½ thuyįŗæt + bĆ i tįŗp)Hį»c Tįŗp Long An
Ā
1. The document provides a review for the first exam in Grade 6, covering grammar, structures, vocabulary and exercises.
2. It reviews pronouns, tenses including present simple and present progressive, modal verbs and possessive adjectives.
3. Common sentence structures are provided for asking and answering questions about age, location, grades, daily activities, school subjects, times and transportation.
4. Vocabulary and exercises cover pronunciation, choosing the correct answers, and filling in pronouns.
The document appears to be an English learning resource that provides exercises to practice simple past and past continuous tenses in English. It includes matching activities, fill-in-the-blank questions, and examples sentences to change between affirmative, negative and interrogative forms using various past tense verbs. The exercises are intended to help learners practice and improve their skills with basic English verb tenses.
This document provides an overview of the passive voice in English. It discusses how the passive voice is formed using different tenses, including the present simple, past simple, future simple, and others. Examples are provided to illustrate how the subject and object change positions between the active and passive forms. Special cases like the passive of modal verbs, sentences with two objects, commands, and sentences with reporting verbs are also covered. Exercises are included for students to practice transforming sentences between active and passive voice.
Kiį»m tra 1 tiįŗæt unit 9, 10, 11 tiįŗæng anh 10 trĘ°į»ng THPT Trį» An 2011Phuong ThayTro.Net
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This document appears to be a quiz for a 10th grade English class covering topics like pronunciation, vocabulary, reading comprehension, grammar, and verb tenses. It contains 30 multiple choice and fill-in-the-blank questions testing understanding of subjects like dolphin communication abilities, details about Niagara Falls, conditional sentences, and passive voice. The quiz seems designed to evaluate students' mastery of various English language concepts taught in Units 9, 10 and 11 of the 10th grade curriculum.
Unit 3: People's background tiįŗæng anh 10 thaytro.netPhuong ThayTro.Net
Ā
This document contains a reading comprehension passage and multiple choice questions about birds singing to communicate. It states that male birds sing the most beautiful songs to attract female birds as a way of saying they are looking for a wife. Birds also sing to warn other birds to stay away from their territory, which can be a single tree branch. The passage notes that if a bird cannot sing well, it may use other means like dancing or tail displays to still convey important information.
Äį» thi trung hį»c phį» thĆ“ng quį»c gia mĆ“n tiįŗæng Anh nÄm 2016Phuong ThayTro.Net
Ā
This document is a test for the Vietnamese national high school graduation exam in 2016. It contains reading comprehension and language questions in English about topics such as family responsibilities, internet use, weather, personality development, and dieting. The test has multiple choice questions to be answered by selecting the correct letter A, B, C, or D. It also includes a reading passage about the formation and dangers of tropical cyclones/hurricanes.
The document contains a test on adverbial clauses of time with 50 multiple choice questions. The questions test understanding of various time relationships expressed through adverbial clauses, such as actions that happen before, after, when, as soon as, until, whenever, etc. other events. The correct answers to each question are also provided.
GiĆ”o Ć”n tiįŗæng anh lį»p 10 thĆ Äiį»m (trį»n bį») tĆ i liį»u textSĆ¹ng A TĆ“
Ā
The document outlines lessons for introducing an English 10 textbook, including playing a warm-up game to review vocabulary, presenting the textbook's content such as its 6 themes and unit structure, and discussing testing procedures and student requirements; it also provides sample lessons from Unit 1 on family life that focus on vocabulary, grammar, and pronunciation related to household chores.
The document is a reading comprehension passage and associated questions about Louis Braille, the inventor of the Braille writing system for the blind. Some key details:
- Louis Braille was born in France in 1809 and himself became blind at age 3.
- He attended the National Institute for the Young Blind in Paris where he excelled in music.
- In 1826, Braille began teaching at the institute and developed his Braille writing system adapted from a military code that used embossed dots to allow the blind to read.
- The system uses embossed dots and dashes on cardboard and with slight modifications is still used widely today to enable reading for the blind.
The document is a collection of English language questions covering pronunciation, stress, grammar, vocabulary, and sentence structure. It includes 50 multiple choice questions related to pronouncing different words, identifying words with different stresses, choosing the correct grammar usage or part of speech in sentences, and determining the appropriate word to complete sentences. The questions appear to be from an English proficiency test for 10th grade students in Vietnam and cover a range of fundamental English language concepts.
GiĆ”o Ć”n tiįŗæng anh 10 unit 12 speakingSĆ¹ng A TĆ“
Ā
The lesson plan is for a 10th grade English class on music. It includes warm up activities where students work in groups to categorize types of music. Next, the teacher provides new vocabulary and elicits information about a girl named Ha Anh who likes pop music. Students then work in pairs, asking each other questions to complete a table about music preferences. Some pairs then present sample conversations to the class. Finally, students individually write descriptions of music shows or programs they enjoy.
This document provides an overview of English tenses including:
1) Present Simple, Present Continuous, Present Perfect, Present Perfect Continuous
2) Past Simple, Past Continuous, Past Perfect, Past Perfect Continuous
3) Future Simple
It explains how to form each tense and its typical uses to describe actions, states, habits in the past, present and future. Examples are provided to illustrate the different tenses.
Dį»ch thuįŗt - Ngį»Æ phĆ”p tiįŗæng anh thptViį»t Uy TĆn
Ā
This document provides an overview of English tenses including:
1) Present Simple, Present Continuous, Present Perfect, Present Perfect Continuous
2) Past Simple, Past Continuous, Past Perfect, Past Perfect Continuous
3) Future Simple
It explains how to form each tense and its typical uses to describe actions, states, habits in the past, present and future. Examples are provided to illustrate the different tenses.
This document provides an overview of English tenses including:
1) Present Simple, Present Continuous, Present Perfect, Present Perfect Continuous
2) Past Simple, Past Continuous, Past Perfect, Past Perfect Continuous
3) Future Simple
It explains how to form each tense and its typical uses to describe completed or ongoing actions in the past, present or future. Examples are provided to illustrate the different tenses.
This document provides an overview of English tenses including:
1) Present Simple, Present Continuous, Present Perfect, Present Perfect Continuous
2) Past Simple, Past Continuous, Past Perfect, Past Perfect Continuous
3) Future Simple
It explains how to form each tense and its typical uses to describe actions, events, states, and habits in the present, past and future. Examples are provided to illustrate the different tenses.
This document provides an overview of English tenses including:
1) Present Simple, Present Continuous, Present Perfect, Present Perfect Continuous
2) Past Simple, Past Continuous, Past Perfect, Past Perfect Continuous
3) Future Simple
It explains how to form each tense and its typical uses to describe actions, states, habits in the past, present and future. Examples are provided to illustrate the meaning and usage of each tense.
Tai lieu van_pham_anh_van_ngu_phap_tieng_anhcongbanglenovo
Ā
1) The document discusses English tenses, including the simple present, present continuous, present perfect, and past tenses.
2) The simple present is used to describe habitual or repeated actions, states that are always true, and scheduled future actions. It is formed with the base form of the verb.
3) The present continuous is used to describe actions happening now or planned for the near future. It is formed with the verb "be" plus the "-ing" form of the main verb.
Kiį»m tra 1 tiįŗæt unit 9, 10, 11 tiįŗæng anh 10 trĘ°į»ng THPT Trį» An 2011Phuong ThayTro.Net
Ā
This document appears to be a quiz for a 10th grade English class covering topics like pronunciation, vocabulary, reading comprehension, grammar, and verb tenses. It contains 30 multiple choice and fill-in-the-blank questions testing understanding of subjects like dolphin communication abilities, details about Niagara Falls, conditional sentences, and passive voice. The quiz seems designed to evaluate students' mastery of various English language concepts taught in Units 9, 10 and 11 of the 10th grade curriculum.
Unit 3: People's background tiįŗæng anh 10 thaytro.netPhuong ThayTro.Net
Ā
This document contains a reading comprehension passage and multiple choice questions about birds singing to communicate. It states that male birds sing the most beautiful songs to attract female birds as a way of saying they are looking for a wife. Birds also sing to warn other birds to stay away from their territory, which can be a single tree branch. The passage notes that if a bird cannot sing well, it may use other means like dancing or tail displays to still convey important information.
Äį» thi trung hį»c phį» thĆ“ng quį»c gia mĆ“n tiįŗæng Anh nÄm 2016Phuong ThayTro.Net
Ā
This document is a test for the Vietnamese national high school graduation exam in 2016. It contains reading comprehension and language questions in English about topics such as family responsibilities, internet use, weather, personality development, and dieting. The test has multiple choice questions to be answered by selecting the correct letter A, B, C, or D. It also includes a reading passage about the formation and dangers of tropical cyclones/hurricanes.
The document contains a test on adverbial clauses of time with 50 multiple choice questions. The questions test understanding of various time relationships expressed through adverbial clauses, such as actions that happen before, after, when, as soon as, until, whenever, etc. other events. The correct answers to each question are also provided.
GiĆ”o Ć”n tiįŗæng anh lį»p 10 thĆ Äiį»m (trį»n bį») tĆ i liį»u textSĆ¹ng A TĆ“
Ā
The document outlines lessons for introducing an English 10 textbook, including playing a warm-up game to review vocabulary, presenting the textbook's content such as its 6 themes and unit structure, and discussing testing procedures and student requirements; it also provides sample lessons from Unit 1 on family life that focus on vocabulary, grammar, and pronunciation related to household chores.
The document is a reading comprehension passage and associated questions about Louis Braille, the inventor of the Braille writing system for the blind. Some key details:
- Louis Braille was born in France in 1809 and himself became blind at age 3.
- He attended the National Institute for the Young Blind in Paris where he excelled in music.
- In 1826, Braille began teaching at the institute and developed his Braille writing system adapted from a military code that used embossed dots to allow the blind to read.
- The system uses embossed dots and dashes on cardboard and with slight modifications is still used widely today to enable reading for the blind.
The document is a collection of English language questions covering pronunciation, stress, grammar, vocabulary, and sentence structure. It includes 50 multiple choice questions related to pronouncing different words, identifying words with different stresses, choosing the correct grammar usage or part of speech in sentences, and determining the appropriate word to complete sentences. The questions appear to be from an English proficiency test for 10th grade students in Vietnam and cover a range of fundamental English language concepts.
GiĆ”o Ć”n tiįŗæng anh 10 unit 12 speakingSĆ¹ng A TĆ“
Ā
The lesson plan is for a 10th grade English class on music. It includes warm up activities where students work in groups to categorize types of music. Next, the teacher provides new vocabulary and elicits information about a girl named Ha Anh who likes pop music. Students then work in pairs, asking each other questions to complete a table about music preferences. Some pairs then present sample conversations to the class. Finally, students individually write descriptions of music shows or programs they enjoy.
This document provides an overview of English tenses including:
1) Present Simple, Present Continuous, Present Perfect, Present Perfect Continuous
2) Past Simple, Past Continuous, Past Perfect, Past Perfect Continuous
3) Future Simple
It explains how to form each tense and its typical uses to describe actions, states, habits in the past, present and future. Examples are provided to illustrate the different tenses.
Dį»ch thuįŗt - Ngį»Æ phĆ”p tiįŗæng anh thptViį»t Uy TĆn
Ā
This document provides an overview of English tenses including:
1) Present Simple, Present Continuous, Present Perfect, Present Perfect Continuous
2) Past Simple, Past Continuous, Past Perfect, Past Perfect Continuous
3) Future Simple
It explains how to form each tense and its typical uses to describe actions, states, habits in the past, present and future. Examples are provided to illustrate the different tenses.
This document provides an overview of English tenses including:
1) Present Simple, Present Continuous, Present Perfect, Present Perfect Continuous
2) Past Simple, Past Continuous, Past Perfect, Past Perfect Continuous
3) Future Simple
It explains how to form each tense and its typical uses to describe completed or ongoing actions in the past, present or future. Examples are provided to illustrate the different tenses.
This document provides an overview of English tenses including:
1) Present Simple, Present Continuous, Present Perfect, Present Perfect Continuous
2) Past Simple, Past Continuous, Past Perfect, Past Perfect Continuous
3) Future Simple
It explains how to form each tense and its typical uses to describe actions, events, states, and habits in the present, past and future. Examples are provided to illustrate the different tenses.
This document provides an overview of English tenses including:
1) Present Simple, Present Continuous, Present Perfect, Present Perfect Continuous
2) Past Simple, Past Continuous, Past Perfect, Past Perfect Continuous
3) Future Simple
It explains how to form each tense and its typical uses to describe actions, states, habits in the past, present and future. Examples are provided to illustrate the meaning and usage of each tense.
Tai lieu van_pham_anh_van_ngu_phap_tieng_anhcongbanglenovo
Ā
1) The document discusses English tenses, including the simple present, present continuous, present perfect, and past tenses.
2) The simple present is used to describe habitual or repeated actions, states that are always true, and scheduled future actions. It is formed with the base form of the verb.
3) The present continuous is used to describe actions happening now or planned for the near future. It is formed with the verb "be" plus the "-ing" form of the main verb.
This document provides information about verb tenses in English, including:
- The present simple, present continuous, present perfect, and present perfect continuous tenses.
- The past simple, past continuous, and past perfect tenses.
- Notes on the use of certain verbs in continuous and non-continuous forms.
- Examples of verbs commonly used with certain tenses and structures like time expressions.
- Exercises for learners to practice forming and using different verb tenses.
1. The document discusses the different tenses in English including: present simple, present continuous, past simple, past continuous, present perfect, present perfect continuous, future simple, future continuous, future perfect.
2. It provides examples of how each tense is used to describe actions, states, habits or repeated actions in the present, past or future. For example, present simple for habitual actions, present continuous for ongoing actions, past simple for completed past actions.
3. It also notes some irregular verbs and exceptions to the typical uses of the tenses, such as certain verbs not being used in the present continuous tense.
This document provides a summary of English tenses and their usage in Vietnamese. It discusses the present simple and present progressive tenses, the future tenses (intended future and future simple), past simple tense, past progressive tense, present perfect tense, comparisons, commands/requests/invitations, passive forms, and conditional sentences. For each, it provides the formations for affirmative, negative and interrogative sentences. It also explains the differences between certain tenses and gives examples to illustrate their uses with time expressions and contexts.
The document summarizes a lesson plan for teaching the present simple, near future, and enough structures in English. It includes:
1. Objectives for students to practice the present simple, near future, and enough by the end of the lesson.
2. Procedures for the teacher that include warming up, presenting new material, examples, exercises, and homework.
3. Details on grammar points, examples, forms, and usage of the present simple, near future, and enough.
This document provides vocabulary words and grammar lessons about the present simple tense, present continuous tense, and the verbs "to have" and "to have got".
It introduces new vocabulary words related to lifestyle, climate, and animals. It then explains the use and forms of the present simple tense to talk about repeated actions or habits. Next, it discusses the present continuous tense and how it is used to talk about actions in progress or changing situations. Finally, it covers the verbs "to have" and "to have got", explaining that they have similar meanings but "to have got" is more informal, and provides examples of their positive, negative, and interrogative forms.
This document provides vocabulary words and grammar lessons about the present simple tense, present continuous tense, and the verbs "to have" and "to have got".
It introduces new vocabulary words related to lifestyle, climate, and animals. It then explains the use and forms of the present simple tense to talk about repeated actions or habits. Next, it discusses the present continuous tense and how it is used to talk about actions in progress or changing situations. Finally, it covers the verbs "to have" and "to have got", explaining that they have similar meanings but "to have got" is more informal, and provides examples of their positive, negative, and interrogative forms.
GIĆO ĆN Kįŗ¾ HOįŗ CH Dįŗ Y Hį»C MĆN TIįŗ¾NG ANH Lį»P 7 Cįŗ¢ NÄM (GLOBAL SUCCESS) THEO CĆN...Nguyen Thanh Tu Collection
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The document provides teaching materials for an English lesson for grade 7 students, including objectives, procedures, tasks and activities related to introducing and reviewing hobbies. It focuses on having students learn and practice vocabulary about hobbies, read a conversation about a student's favorite hobby of making models, and participate in tasks to categorize and find out about each other's hobbies.
Äį» cĘ°Ę”ng tiįŗæng anh cĘ” bįŗ£n !@#$%^&*()!@#$%anh95284
Ā
The document discusses various tenses in English, including the present simple, present continuous, present perfect, present perfect continuous, past simple, past continuous, and past perfect tenses. Examples are provided to illustrate the usage of each tense. Exercises are also included to have students practice forming sentences using the different tenses.
N thi hki lį»p 7 (lĆ½ thuyįŗæt + bĆ i tįŗ p)Nguyen Van Tai
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This document provides grammar lessons and exercises for an English test for 7th grade students in Vietnam. It covers several grammar points including:
1. Comparatives and superlatives with short adjectives using "er" and "est" and irregular forms.
2. Simple present and future tenses including forms, usage, and examples.
3. Prepositions of place like "on, in, under, near" and questions using "where".
4. Present progressive and simple present tenses with examples of usage.
5. Questions about time using words like "what time, when, how long".
It then provides exercises testing students' knowledge of these grammar points through multiple
This document discusses the passive voice in English. It begins by explaining when the passive voice is used, such as when emphasizing the recipient of the action rather than the doer, or when the doer is unknown or unimportant. It then provides tables outlining the formation of the passive voice for all tenses in English. Several other passive constructions are described, including with modal verbs, sentences with two objects, commands, causative structures, and reporting verbs. Examples are provided throughout to illustrate each case. In summary, the document is a comprehensive guide to forming and using the passive voice in English.
The document provides vocabulary and grammar lessons for an English class. It introduces new words related to lifestyle, climate, and transportation. It then covers the present simple and present continuous tenses, used to describe habitual or ongoing actions. It explains how to form the positive, negative, and interrogative forms of these tenses. It also discusses the verbs "to have" and "to have got" and their similar but informal usage.
The document provides vocabulary and grammar lessons for an English class. It introduces new words related to lifestyle, climate, and transportation. It then covers the present simple and present continuous tenses, used to describe habitual or ongoing actions. It discusses using adverbs of frequency with the present simple and adverbs of time with the present continuous. It also covers the verbs "to have" and "to have got" in their affirmative, negative and interrogative forms.
The document provides vocabulary and grammar lessons for an English class. It introduces new words related to lifestyle, climate, and transportation. It then covers the present simple and present continuous tenses, used to describe habitual or ongoing actions. It discusses using adverbs of frequency with the present simple and adverbs of time with the present continuous. It also covers the verbs "to have" and "to have got" in their affirmative, negative and interrogative forms.
This document provides information on conditional sentences, connectives, relative clauses, making suggestions, concession adverb clauses, modals, phrasal verbs, and prepositions in English. It includes definitions and examples for each grammar point discussed. Conditional sentences are divided into two types depending on whether the condition is real or unreal. Various conjunctions and adverbial connectives are defined such as "and", "but", "so", and "however". Relative clauses can be defining or non-defining. Suggestions can be made using phrases like "I suggest" or "Let's". Concession is expressed with words like "although" or "despite". Modals like "may" and "might" indicate
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The document contains a practice exercise with 54 multiple choice questions testing grammar concepts related to reported speech and question formation in English. The questions cover a range of topics including reporting statements and questions, verb tenses, question words, and word order in reported questions. There are also two follow up exercises, one requiring selection of the one correct answer from the multiple choice options, and another requiring identification of the underlined part of a sentence needing correction.
This document contains the official answer key for the 2016 Vietnamese national high school graduation exam in English. It provides the correct answers to multiple choice and written response questions on the test. For the multiple choice section, it lists the question numbers and correct answer for each of the 65 questions. For the written response section, it provides sample answers for 5 sentence transformation questions and scoring guidelines for a short paragraph question.
This document is a practice test for the Vietnamese national high school graduation exam in English. It contains 64 multiple choice questions testing grammar, vocabulary, and reading comprehension. The test covers topics like jobs, travel, health, communication, and the environment. It aims to evaluate students' English proficiency in key areas needed for university entrance exams.
This document contains a 45-minute English test for a Grade 10 class with 40 multiple choice questions about grammar, vocabulary, pronunciation and reading comprehension. The test covers topics like movies, music, sports, history and includes a reading passage about an old musical instrument called a clavichord that was made in Germany in 1681 and belongs to the author's family.
Paul Martin describes modern society as being too busy to sleep properly in his book. Modern inventions like smartphones and late-night TV tempt people to stay awake later. As a result, most adults only sleep 6.2 hours per night, which is less than the recommended 8 hours. Chronic lack of sleep reduces work performance and increases risks like traffic accidents, costing thousands of lives each year. The passage argues society should prioritize sufficient sleep of at least 8 hours per night for better health, safety and productivity.
The document discusses the key areas of linguistics including phonetics, phonology, morphology, syntax and semantics. It provides information on sounds, morphemes, lexical categories, grammatical categories and the structure of words and sentences. Examples are given to illustrate concepts such as free and bound morphemes, derivational and inflectional affixes, and the different parts of speech. References for further reading on linguistics are also included.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Main Java[All of the Base Concepts}.docxadhitya5119
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This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Fix the Import Error in the Odoo 17Celine George
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An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
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In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
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Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A Strategic Approach: GenAI in EducationPeter Windle
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
1. NgƶƵ phaĆ¹p tieĆ”ng Anh THPT NguyeĆ£n ĆaĆ«ng HoaĆøng Duy
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BaĆøi 1: THĆ CUĆA ĆOĆNG TĆĆ
I- HieƤn taĆÆi ƱƓn (Simple Present):
1) CaĆ¹ch thaĆønh laƤp:
- CaĆ¢u khaĆŗng Ć±Ć²nh S + V(s/es); S + am/is/are
- CaĆ¢u phuĆ» Ć±Ć²nh S + do/does + not + V; S + am/is/are + not
- CaĆ¢u hoĆ»i Do/Does + S + V?; Am/Is/Are + S?
2) CaĆ¹ch duĆøng chĆnh:
ThƬ hieƤn taĆÆi ƱƓn ƱƶƓĆÆc duĆøng ƱeĆ„ dieĆ£n taĆ»:
2.1 MoƤt thoĆ¹i quen, moƤt haĆønh ƱoƤng ƱƶƓĆÆc laĆ«p Ʊi laĆ«p laĆÆi thƶƓĆøng xuyeĆ¢n. Trong
caĆ¢u thƶƓĆøng coĆ¹ caĆ¹c traĆÆng tƶĆø: always, often, usually, sometimes, seldom, rarely,
every day/week/month ā¦
Ex: Mary often gets up early in the morning.
2.2 MoƤt sƶĆÆ thaƤt luĆ¹c naĆøo cuƵng ƱuĆ¹ng, moƤt chaĆ¢n lyĆ¹.
Ex: The sun rises in the east and sets in the west.
2.3 MoƤt haĆønh ƱoƤng trong tƶƓng lai ƱaƵ ƱƶƓĆÆc Ʊƶa vaĆøo chƶƓng trƬnh,keĆ” hoaĆÆch.
Ex: The last train leaves at 4.45.
II- HieƤn taĆÆi tieĆ”p dieĆ£n (Present Continuous):
1) CaĆ¹ch thaĆønh laƤp:
- CaĆ¢u khaĆŗng Ć±Ć²nh S + am/is/are + V-ing
- CaĆ¢u phuĆ» Ć±Ć²nh S + am/is/are + not + V-ing
- CaĆ¢u hoĆ»i Am/Is/Are + S + V-ing?
2) CaĆ¹ch duĆøng chĆnh:
ThƬ hieƤn taĆÆi tieĆ”p dieĆ£n duĆøng ƱeĆ„ dieĆ£n taĆ»:
2.1 MoƤt haĆønh ƱoƤng Ʊang dieĆ£n ra Ć“Ć» hieƤn taĆÆi (trong luĆ¹c noĆ¹i); sau caĆ¢u meƤnh
leƤnh, ƱeĆ nghĆ². Trong caĆ¢u thƶƓĆøng coĆ¹ caĆ¹c traĆÆng tƶĆø: now, right now, at the moment,
at present, ā¦
Ex: What are you doing at the moment?
- Iām writing a letter.
Be quiet! My mother is sleeping.
2.2 MoƤt haĆønh ƱoƤng ƱaƵ ƱƶƓĆÆc leĆ¢n keĆ” hoaĆÆch thƶĆÆc hieƤn trong tƶƓng lai gaĆ n.
Ex: What are you doing tonight?
- I am going to the cinema with my father.
2.3 MoƤt haĆønh ƱoƤng nhaĆ”t thĆ“Ćøi khoĆ¢ng keĆ¹o daĆøi laĆ¢u, thƶƓĆøng duĆøng vĆ“Ć¹i today,
this week, this month, these days, ā¦
Ex: What is your daughter doing these days?
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- She is studying English at the foreign language center.
3) NhƶƵng ƱoƤng tƶĆø khoĆ¢ng ƱƶƓĆÆc duĆøng Ć“Ć» thƬ HTTD:
3.1 ĆoƤng tƶĆø chƦ giaĆ¹c quan: hear, see, smell, taste
3.2 ĆoƤng tƶĆø chƦ tƬnh caĆ»m, caĆ»m xuĆ¹c: love, hate, like, dislike, want, wish
3.3 ĆoƤng tƶĆø chƦ traĆÆng thaĆ¹i, sƶĆÆ lieĆ¢n heƤ, sĆ“Ć» hƶƵu: look, seem, appear, have,
own, belong to, need, ā¦
3.4 ĆoƤng tƶĆø chƦ sinh hoaĆÆt trĆ tueƤ: agree, understand, remember, know, ā¦
III- HieƤn taĆÆi hoaĆøn thaĆønh (Present Perfect):
1) CaĆ¹ch thaĆønh laƤp:
- CaĆ¢u khaĆŗng Ć±Ć²nh S + have/has+ V3/ed
- CaĆ¢u phuĆ» Ć±Ć²nh S + have/has + not + V3/ed
- CaĆ¢u hoĆ»i Have/Has + S + V3/ed?
2) CaĆ¹ch duĆøng chĆnh:
ThƬ HTHT duĆøng ƱeĆ„ dieĆ£n taĆ»:
2.1 MoƤt haĆønh ƱoƤng xaĆ»y ra trong quaĆ¹ khĆ¶Ć¹ khoĆ¢ng xaĆ¹c Ć±Ć²nh roƵ thĆ“Ćøi ƱieĆ„m.
Ex: Have you had breakfast? ā No, I havenāt.
2.2 MoƤt haĆønh ƱoƤng xaĆ»y ra trong quaĆ¹ khĆ¶Ć¹, coĆøn keĆ¹o daĆøi ƱeĆ”n hieƤn taĆÆi.
Ex: My friend Nam has lived in HCMC since 1998.
2.3 MoƤt haĆønh ƱoƤng vƶĆøa mĆ“Ć¹i xaĆ»y ra.
Ex: I have just finished my homework.
2.4 Trong caĆ”u truĆ¹c:
Be + the first/secondā¦ time + S + have/has + V3/ed
Be + the ss nhaƔt + N + S + have/has + V3/ed
Ex: This is the first time I have been to Paris.
She is the most honest person I have ever met.
3) CaĆ¹c traĆÆng tƶĆø thƶƓĆøng duĆøng vĆ“Ć¹i thƬ HTHT:
just (vƶĆøa mĆ“Ć¹i), recently/lately (gaĆ n ƱaĆ¢y), ever (ƱaƵ tƶĆøng), never (chƶa bao
giĆ“Ćø), yet (chƶa), already (roĆ i), since (tƶĆø khi ā moĆ”c thĆ“Ćøi gian), for (khoaĆ»ng), so
far/until now/up to now/up to the present (cho ƱeĆ”n baĆ¢y giĆ“Ćø)
IV- HieƤn taĆÆi hoaĆøn thaĆønh tieĆ”p dieĆ£n (Present Perfect Continuous):
1) CaĆ¹ch thaĆønh laƤp:
- CaĆ¢u khaĆŗng Ć±Ć²nh S + have/has+ been + V-ing
- CaĆ¢u phuĆ» Ć±Ć²nh S + have/has + not + been + V-ing
- CaĆ¢u hoĆ»i Have/Has + S + been + V-ing?
2) CaĆ¹ch duĆøng chĆnh:
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Ex: While I was doing my homework, my younger brother was playing
video games.
VII- QuaĆ¹ khĆ¶Ć¹ hoaĆøn thaĆønh (Past Perfect):
1) CaĆ¹ch thaĆønh laƤp:
- CaĆ¢u khaĆŗng Ć±Ć²nh S + had + V3/ed
- CaĆ¢u phuĆ» Ć±Ć²nh S + had+ not + V3/ed
- CaĆ¢u hoĆ»i Had + S + V3/ed?
2) CaĆ¹ch duĆøng chĆnh:
ThƬ QKHT duĆøng ƱeĆ„ dieĆ£n taĆ»:
2.1 MoƤt haĆønh ƱoƤng xaĆ»y ra vaĆø hoaĆøn taĆ”t trĆ¶Ć“Ć¹c moƤt thĆ“Ćøi ƱieĆ„m hoaĆ«c moƤt haĆønh
ƱoƤng khaĆ¹c trong quaĆ¹ khĆ¶Ć¹ (haĆønh ƱoƤng trĆ¶Ć“Ć¹c duĆøng HAD + V3/ed, haĆønh ƱoƤng sau
duĆøng V2/ed).
Ex: We had had dinner before eight oāclock last night.
Lucie had learned English before she came to England.
2.2 MoƤt haĆønh ƱoƤng ƱaƵ xaĆ»y ra nhƶng chƶa hoaĆøn thaĆønh, tĆnh ƱeĆ”n moƤt thĆ“Ćøi
ƱieĆ„m naĆøo ƱoĆ¹ trong quaĆ¹ khĆ¶Ć¹.
Ex: By the time I left that school, I had taught there for ten years.
(TĆ“Ć¹i luĆ¹c toĆ¢i rĆ“Ćøi ngoĆ¢i trƶƓĆøng aĆ”y, toĆ¢i ƱaƵ daĆÆy ƱƶƓĆÆc 10 naĆŖm.)
3) ThƬ naĆøy thƶƓĆøng ƱƶƓĆÆc duĆøng vĆ“Ć¹i caĆ¹c tƶĆø, ngƶƵ sau ƱaĆ¢y:
* After, before, when, as, once
Ex: When I got to the station, the train had already left.
* No sooner ā¦ than (vƶĆøa mĆ“Ć¹i ā¦ thƬ)
Hardly/Scarely ā¦ when (vƶĆøa mĆ“Ć¹i ā¦ thƬ)
Ex: He had no sooner returned from abroad than he fell ill.
---> No sooner had he returned from abroad than he fell ill.
(Anh aĆ”y vƶĆøa mĆ“Ć¹i trĆ“Ć» veĆ tƶĆø nĆ¶Ć“Ć¹c ngoaĆøi thƬ ƱaĆ¢m ra beƤnh.)
* It was not until ā¦ that ā¦ (maƵi cho tĆ“Ć¹i ā¦ mĆ“Ć¹i ā¦)
Not until ā¦ that ā¦ (maƵi cho tĆ“Ć¹i ā¦ mĆ“Ć¹i ā¦)
Ex: It was not until I had met her that I understood the problem.
---> Not until I had met her did I understand the problem.
(MaƵi tĆ“Ć¹i khi toĆ¢i gaĆ«p coĆ¢ ta, toĆ¢i mĆ“Ć¹i hieĆ„u ƱƶƓĆÆc vaĆ”n ƱeĆ .)
VIII- QuaĆ¹ khĆ¶Ć¹ hoaĆøn thaĆønh tieĆ”p dieĆ£n (Past Perfect Continuous):
1) CaĆ¹ch thaĆønh laƤp:
- CaĆ¢u khaĆŗng Ć±Ć²nh S + had + been + V-ing
- CaĆ¢u phuĆ» Ć±Ć²nh S + had + not + been + V-ing
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BaĆøi 2: THEĆ THUĆ ĆOĆNG
I- CaĆ¹c bĆ¶Ć“Ć¹c ƱoĆ„i caĆ¢u chuĆ» ƱoƤng sang caĆ¢u bĆ² ƱoƤng:
1) XaĆ¹c Ć±Ć²nh S, V, O trong caĆ¢u chuĆ» ƱoƤng (V coĆ¹ theĆ„ laĆø ƱƓn hoaĆ«c keĆ¹p. NeĆ”u laĆø
V keĆ¹p thƬ V cuoĆ”i cuĆøng-V chĆnh- ƱƶƓĆÆc ƱoĆ„i thaĆønh V3/ed.)
2) XaĆ¹c Ć±Ć²nh thƬ cuĆ»a ƱoƤng tƶĆø
3) Ćem O trong caĆ¢u chuĆ» ƱoƤng laĆøm S trong caĆ¢u bĆ² ƱoƤng, Ʊem S trong caĆ¢u chuĆ»
ƱoƤng laĆøm O trong caĆ¢u bĆ² ƱoƤng
4) LaĆ”y V chĆnh trong caĆ¢u chuĆ» ƱoƤng ƱoĆ„i thaĆønh V3/ed roĆ i theĆ¢m BE thĆch hĆ“ĆÆp
trĆ¶Ć“Ć¹c V3/ed
5) ĆaĆ«t BY trĆ¶Ć“Ć¹c O trong caĆ¢u bĆ² ƱoƤng
Ex: (A) The cat ate the mouse.
---> (P) The mouse was eaten by the cat.
Trong (A), The cat laĆø S, ate laĆø V chĆnh, the mouse laĆø O. Ćem the mouse
laĆøm S vaĆø the cat laĆøm O trong (P). LaĆ”y V chĆnh ƱoĆ„i thaĆønh V3 laĆø eaten. Do V
chĆnh trong (A) Ć“Ć» thƬ quaĆ¹ khĆ¶Ć¹ ƱƓn vaĆø The mouse trong (P) soĆ” Ćt neĆ¢n BE phaĆ»i laĆø
was. ĆaĆ«t by trĆ¶Ć“Ć¹c the cat.
* CaĆ”u truĆ¹c cĆ“ baĆ»n cuĆ»a caĆ¢u bĆ² ƱoƤng laĆø BE + V3/ed. Sau khi laĆøm xong, caĆ n
kieĆ„m tra laĆÆi coĆ¹ thieĆ”u moƤt trong hai yeĆ”u toĆ” ƱoĆ¹ khoĆ¢ng.
II- ĆoƤng tƶĆø trong caĆ¢u chuĆ» ƱoƤng vaĆø bĆ² ƱoƤng:
Tenses Examples
Simple
present
Lan cleans the floor every morning.
--> The floor is cleaned by Lan every morning.
Simple
past
Nam broke the glasses.
--> The glasses were broken by Nam.
Present
continuous
The pupil is not doing some exercises.
--> Some exercises are not being done by the pupil.
Past
continuous
Mother was cooking dinner at 6 yesterday.
--> Dinner was being cooked by mother at 6 yesterday.
Present
perfect
The secretary has just finished the report.
--> The report has just been finished by the secretary.
Past
perfect
The boy had found the key before 9 yesterday.
--> The key had been found by the boy before 9 yesterday.
Simple
future
Mr. Brown will not teach our class.
--> Our class will not be taught by Mr. Brown.
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Future
perfect
The students will have written many compositions.
--> Many compositions will have been written by the students.
Modal
verbs
a) The students must do this exercise in class.
--> This exercise must be done in class by the students.
b) We ought to overcome these difficulties.
--> These difficulties ought to be overcome.
III- MoƤt soĆ” ƱieĆ„m caĆ n lƶu yĆ¹:
1) CaĆ¢u hoĆ»i chuĆ» ƱoƤng vaĆø bĆ² ƱoƤng:
(A) Did your father make this chair?
---> (P) Was this chair made by your father?
(A) Who repaired your bicycle?
---> (P) Whom was your bicycle repaired by?
(By whom was your bicycle repaired?)
(A) What plays did Shakespeare write?
---> (P) What plays were written by Shakespeare?
2) LƶƓĆÆc boĆ» tuĆ¹c tƶĆø trong caĆ¢u bĆ² ƱoƤng:
NeĆ”u chuĆ» tƶĆø trong caĆ¢u chuĆ» ƱoƤng KHOĆNG chƦ roƵ laĆø ngƶƓĆøi hay vaƤt cuĆÆ theĆ„, roƵ
raĆøng (people, someone, every one, no one, any one, I, we, you, they, s/he, it) thƬ
khi ƱoĆ„i sang caĆ¢u bĆ² ƱoƤng (by people /someone / every one / no one / any one /
me / us / you / them / her / him / it) coĆ¹ theĆ„ ƱƶƓĆÆc boĆ» Ʊi.
Ex: (A) People built that bridge in 1998.
---> (P) That bridge was built in 1998.
3) ĆoƤng tƶĆø coĆ¹ hai tuĆ¹c tƶĆø:
3.1 ĆoƤng tƶĆø caĆ n giĆ“Ć¹i tƶĆø TO: give, lend, send, show, ā¦
(A) John will give me this book. (=John will give this book to me.)
---> (P1) I will be given this book by John.
---> (P2) This book will be given to me by John.
3.2 ĆoƤng tƶĆø caĆ n giĆ“Ć¹i tƶĆø FOR: buy, make, get, ā¦
(A) He bought her a rose. (=He bought a rose for her.)
---> (P1) She was bought a rose.
---> (P2) A rose was bought for her.
4) MoƤt soĆ” daĆÆng bĆ² ƱoƤng khaĆ¹c:
4.1 CaĆ”u truĆ¹c They/People say/think/believeā¦ that ā¦
- (A) People say that Henry eats ten eggs a day.
---> (P1) It is said that Henry eats ten eggs a day.
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- Twenty dollars is too much to pay for that stuff.
6) TƶĆø Ć±Ć²nh lƶƓĆÆng + N mang nghĆ³a soĆ” Ćt:
- Each of the children has a toy.
- One of my friends is coming.
II- NhƶƵng trƶƓĆøng hĆ“ĆÆp ƱoƤng tƶĆø chia daĆÆng soĆ” nhieĆ u:
NeĆ”u chuĆ» tƶĆø thuoƤc caĆ¹c trƶƓĆøng hĆ“ĆÆp sau thƬ ƱoƤng tƶĆø chia daĆÆng soĆ” nhieĆ u.
1) Danh tƶĆø ƱeĆ”m ƱƶƓĆÆc soĆ” nhieĆ u:
- Engineers are key figures in our life.
2) CaĆ¹c danh tƶĆø khaĆ¹c nhau keĆ”t hĆ“ĆÆp baĆØng AND:
- Scientists and engineers are very important.
3) TƶĆø Ć±Ć²nh lƶƓĆÆng + N mang nghĆ³a soĆ” nhieĆ u:
- Most of the students here work very hard.
- Some books I read last week are written by a famous writer.
4) Danh tƶĆø luoĆ¢n Ć“Ć» daĆÆng soĆ” nhieĆ u:
people, police, cattle, poultry, military, goods, clothes, scissors, glasses,ā¦
- The police have arrested the robbers.
- Sun glasses are used to protect your eyes from the sunlight.
* ChuĆ¹ yĆ¹: A pair of scissors is helpful in this case.
5) The + Adj chƦ danh tƶĆø soĆ” nhieĆ u:
the rich/poor, the young/old/elderly, the homeless, the handicapped, the
blind/deaf/mute, the English/Chinese/Vietnamese,ā¦
- The poor have many problems.
III- NhƶƵng trƶƓĆøng hĆ“ĆÆp caĆ n lƶu yĆ¹:
1) Khi caĆ¹c chuĆ» tƶĆø ƱƶƓĆÆc noĆ”i vĆ“Ć¹i nhau bĆ“Ć»i as well as, with, along with hoaĆ«c
together with, ƱoƤng tƶĆø seƵ hoaĆø hĆ“ĆÆp vĆ“Ć¹i chuĆ» tƶĆø thĆ¶Ć¹ nhaĆ”t.
- The students, as well as their teacher, have not come yet.
- The teacher, as well as his students, has not come yet.
2) Khi caĆ¹c chuĆ» tƶĆø ƱƶƓĆÆc noĆ”i vĆ“Ć¹i nhau bĆ“Ć»i either ā¦ or, neither ā¦ nor, hoaĆ«c
not only ā¦ but also ƱoƤng tƶĆø seƵ hoaĆø hĆ“ĆÆp vĆ“Ć¹i chuĆ» tƶĆø gaĆ n nhaĆ”t.
- Neither she nor her friends have arrived.
- Not only the dogs but also the cat is mine.
3) A number of + N soĆ” nhieĆ u ā ƱoƤng tƶĆø soĆ” nhieĆ u, The number of + N soĆ”
nhieĆ u ā ƱoƤng tƶĆø soĆ” Ćt:
- A number of applicants have been interviewed. (NhieĆ u)
- The number of days in a week is seven. (SoĆ” lƶƓĆÆng)
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4) ChuĆ» tƶĆø laĆø danh tƶĆø taƤp hĆ“ĆÆp:
family, class, crowd, group, club, association, company, team, ā¦
4.1 Xem nhƶ MOĆT ĆĆN VĆ - ƱoƤng tƶĆø soĆ” Ćt:
- My family has three members.
4.2 ĆeĆ caƤp ƱeĆ”n TĆĆNG CAĆ NHAĆN - ƱoƤng tƶĆø soĆ” nhieĆ u:
- My family were watching TV at 7 yesterday.
Health is better than wealth.
SĆ¶Ć¹c khoeĆ» laĆø vaĆøng.
BaĆøi 4: CAĆU NOĆI TRĆĆC TIEĆP VAĆ GIAĆN TIEĆP
I- ĆoƤng tƶĆø tƶƓĆøng thuaƤt Ć“Ć» thƬ hieƤn taĆÆi hoaĆ«c tƶƓng lai:
NeĆ”u ƱoƤng tƶĆø tƶƓĆøng thuaƤt Ć“Ć» thƬ HIEĆN TAĆI hoaĆ«c TĆĆNG LAI, ta chƦ ƱoĆ„i
NGOĆI nhƶ sau:
1) ĆoĆ„i ngoĆ¢i thĆ¶Ć¹ NHAĆT phuĆø hĆ“ĆÆp vĆ“Ć¹i CHUĆ TĆĆ trong meƤnh ƱeĆ chĆnh
2) ĆoĆ„i ngoĆ¢i thĆ¶Ć¹ HAI phuĆø hĆ“ĆÆp vĆ“Ć¹i TUĆC TĆĆ trong meƤnh ƱeĆ chĆnh
3) NgoĆ¢i thĆ¶Ć¹ BA khoĆ¢ng ƱoĆ„i
Ex: He says to me, āI and you will go with her father tomorrow.ā
---> He tells me (that) he and I will go with her father tomorrow.
* ChuĆ¹ yĆ¹: say to ---> tell
II- ĆoƤng tƶĆø tƶƓĆøng thuaƤt Ć“Ć» thƬ quaĆ¹ khĆ¶Ć¹:
NeĆ”u ƱoƤng tƶĆø tƶƓĆøng thuaƤt Ć“Ć» thƬ quaĆ¹ khĆ¶Ć¹, ta ƱoĆ„i ba yeĆ”u toĆ” laĆø ngoĆ¢i, thƬ cuĆ»a ƱoƤng
tƶĆø vaĆø traĆÆng tƶĆø chƦ thĆ“Ćøi gian vaĆø nĆ“i choĆ”n.
1) NgoĆ¢i: (nhƶ treĆ¢n)
2) ThƬ cuĆ»a ƱoƤng tƶĆø:
V1 ---> V2/ed
V2/ed ---> had + V3/ed
can ---> could
will ---> would
shall ---> should
may ---> might
must ---> had to
3) TraĆÆng tƶĆø chƦ thĆ“Ćøi gian vaĆø nĆ“i choĆ”n:
today ---> that day
tonight ---> that night
now ---> then
ago ---> before
yesterday ---> the day before
last week ---> the week before
next week ---> the week after
tomorrow ---> the day after
this ---> that
these ---> those
here ---> there
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Ex: She said to me, āI met your brother yesterday.ā
---> She told me that she had met my brother the day before.
III- CaĆ¹c daĆÆng caĆ¢u tƶƓĆøng thuaƤt:
1) CaĆ¢u khaĆŗng Ć±Ć²nh vaĆø phuĆ» Ć±Ć²nh:
ĆoƤng tƶĆø tƶƓĆøng thuaƤt thƶƓĆøng laĆø said/told.
Ex1: He said, āI have seen her today.ā
---> He said (that) he had seen her that day.
Ex2: The teacher said to Peter, āThe prize was not given to you.ā
---> The teacher told Peter (that) the prize had not been given to him.
* ChuĆ¹ yĆ¹: said to ---> told
2) CaĆ¢u hoĆ»i:
ĆoƤng tƶĆø tƶƓĆøng thuaƤt thƶƓĆøng laĆø asked/wondered/wanted to know
(hoĆ»i/tƶĆÆ hoĆ»i/muoĆ”n bieĆ”t).
2.1 Y/N:
Ex1: She asked me, āDo you like him?ā
---> She asked me if I liked him.
Ex2: He said, āCan you speak English, Nam?ā
---> He asked Nam whether he could speak English.
2.2 WH-:
Ex1: He said, āWhat is her name?ā
---> He asked what her name was.
Ex2: She said to him, āWhere do you live?ā
---> She asked him where he lived.
* ChuĆ¹ yĆ¹ traƤt tƶĆÆ cuĆ»a S vaĆø V:
CaĆ¢u hoĆ»i trƶĆÆc tieĆ”p ---> CaĆ¢u hoĆ»i giaĆ¹n tieĆ”p
- Y/N: āV + S?ā if/whether + S + V
- WH-: āWH- + V + S?ā WH- + S + V
* said to ---> asked
3) CaĆ¢u meƤnh leƤnh:
ĆoƤng tƶĆø tƶƓĆøng thuaƤt thƶƓĆøng laĆø told/asked/ordered (baĆ»o/yeĆ¢u caĆ u/ra leƤnh).
3.1 KhaĆŗng Ć±Ć²nh:
Ex: The teacher said, āGo to the board, John.ā
---> The teacher told John to go to the board.
3.2 PhuĆ» Ć±Ć²nh:
Ex: Nam said to his friend, āDonāt shut the door.ā
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3) CaĆ¢u dieĆ u kieƤn lƶƓĆÆc boĆ» IF: (xem BaĆøi 5, I, 3.2)
- If anyone asks me, please tell them I will be away for a few days.
---> Should anyone ask me, please tell them I will be away for a few days.
- If I knew him better, I would give him advice.
---> Did I know him better, I would give him advice.
4) SO/SUCH:
- I am a student, so is she.
- The day was so hot that we had to stay indoors.
---> So hot was the day that we had to stay indoors.
- It is such a good book that I canāt put it down.
---> Such a good book is it that I canāt put it down.
5) ONLY when/after/by/then/if ā¦
- Only after a year did I begin to see the results of my work.
- Only by working harder will you pass your final exam.
6) HARDLY/SCARCELY/BARELY ā¦ WHEN; NO SOONER ā¦ THAN:
- Hardly had I arrived home when I had a new problem.
- No sooner had she handed in her paper than she realized her careless
mistakes.
Necessity is the mother of invention.
CaĆ¹i khoĆ¹ loĆ¹ caĆ¹i khoĆ¢n.
BaĆøi 7: TĆĆ ĆĆNH LĆĆĆNG
VI- TƶĆø chƦ soĆ” lƶƓĆÆng lĆ“Ć¹n/nhoĆ»:
1) A lot of, lots of, many, much: (nhieĆ u)
- A lot of, lots of + danh tƶĆø soĆ” nhieĆ u/danh tƶĆø khoĆ¢ng ƱeĆ”m ƱƶƓĆÆc trong caĆ¢u
khaĆŗng Ć±Ć²nh
Ex: He has a lot of / lots of friends here.
We need a lot of / lots of time to learn a foreign language.
- Many, much: duĆøng trong caĆ¢u phuĆ» Ć±Ć²nh vaĆø nghi vaĆ”n.
MANY + danh tƶĆø soĆ” nhieĆ u
MUCH + danh tƶĆø khoĆ¢ng ƱeĆ”m ƱƶƓĆÆc
Ex: There arenāt many people living here.
Does the newspaper have much information?
- Many, much sau VERY, SO, TOO, AS:
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Ex: Very many crimes go unreported.
We had so many exercises to do.
There is too much salt in the soup.
He hasnāt got as much patience as I thought.
2) A few, a little / few, little: (moƤt vaĆøi, moƤt Ćt / (raĆ”t) Ćt)
- A few, a little: duĆøng vĆ“Ć¹i nghĆ³a xaĆ¹c Ć±Ć²nh
A few + danh tƶĆø soĆ” nhieĆ u
A little + danh tƶĆø khoĆ¢ng ƱeĆ”m ƱƶƓĆÆc
Ex: Weāve got a little bacon and a few eggs.
- Few, little: duĆøng vĆ“Ć¹i nghĆ³a phuĆ» Ć±Ć²nh
Few + danh tƶĆø soĆ” nhieĆ u
Little + danh tƶĆø khoĆ¢ng ƱeĆ”m ƱƶƓĆÆc
Ex: Few people can say that they always tell the truth.
There is little sugar in my coffee.
3) A large number of, a great deal of/a large amount of: (soĆ” lƶƓĆÆng lĆ“Ć¹n)
- A large numer of + danh tƶĆø soĆ” nhieĆ u
Ex: He has a large number of English books.
* A number of + Ns + ƱoƤng tƶĆø soĆ” nhieĆ u
The number of + Ns + ƱoƤng tƶĆø soĆ” Ćt (xem vĆ duĆÆ BaĆøi 3, III,3)
- A great deal of + danh tƶĆø khoĆ¢ng ƱeĆ”m ƱƶƓĆÆc
Ex: A dishwasher uses a great deal of electricity.
VII- TƶĆø chƦ soĆ” lƶƓĆÆng toaĆøn theĆ„/boƤ phaƤn:
1) All, most, some, any, no:
- VĆ“Ć¹i danh tƶĆø ƱeĆ”m ƱƶƓĆÆc soĆ” nhieĆ u vaĆø khoĆ¢ng ƱeĆ”m ƱƶƓĆÆc:
Ex: All rabbits love green food. My brother likes all music.
Most students love football. Most pollution can be avoided.
Iāve just bought some books. Would you like some beer?
She didnāt have any friends. Have you got any wood?
We have no Sundays free. I have no time to talk to you.
* SOME duĆøng trong caĆ¢u khaĆŗng Ć±Ć²nh vaĆø caĆ¢u hoĆ»i.
ANY duĆøng trong caĆ¢u phuĆ» Ć±Ć²nh vaĆø caĆ¢u hoĆ»i.
- VĆ“Ć¹i caĆ”u truĆ¹c OF + the/these/those/my/her/ourā¦ + N (Ćt/nhieĆ u)
Ex: Most of my students like English. Some of the food is delicious.
- VĆ“Ć¹i caĆ”u truĆ¹c OF + ƱaĆÆi tƶĆø taĆ¢n ngƶƵ (us/you/them/it)
Ex: Some of you have made careless mistakes in your tests.
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* KhoĆ¢ng duĆøng caĆ”u truĆ¹c NO OF + ā¦
2) Every, each, both, either, neither:
- Every, each + N ƱeĆ”m ƱƶƓĆÆc soĆ” Ćt (haĆøm yĆ¹ taĆ”t caĆ» hoaĆ«c moĆ£i moƤt ngƶƓĆøi/vaƤt
trong nhoĆ¹m)
Ex: Every/Each room has a number.
I go for walk every day. (moĆ£i ngaĆøy)
Each day seems to pass very slowly. (tƶĆøng ngaĆøy)
- Each of + the/these/those/my/her/ourā¦ + N soĆ” nhieĆ u
Ex: Each of the students has a personal computer.
- Each of + ƱaĆÆi tƶĆø taĆ¢n ngƶƵ (us/you/them)
Ex: Each of us has our own desk.
- Each Ć±Ć¶Ć¹ng moƤt mƬnh hoaĆ«c Ʊi sau ƱaĆÆi tƶĆø
Ex: They gave us each an English book.
Each has an English book.
- Both, either, neither + N (Ʊi vĆ“Ć¹i hai ngƶƓĆøi hoaĆ«c hai vaƤt)
Ex: Both his parents are from Europe.
You can read either book. (one of 2 books)
Neither car is very economical to run. (2 cars)
- Both, either, neither + OF + the/these/those/my/her/ourā¦ + N soĆ” nhieĆ u
Ex: Both of his parents are from Europe.
You can read either of the books.
Neither of the cars is/are very economical to run.
- Both, either, neither + OF + ƱaĆÆi tƶĆø taĆ¢n ngƶƵ (us/you/them)
Ex: Both of us were tired.
Beauty is but skin-deep.
CaĆ¹i neĆ”t ƱaĆ¹nh cheĆ”t caĆ¹i ƱeĆÆp.
BaĆøi 8: MEĆNH ĆEĆ TĆNH TĆĆ VAĆ MEĆNH ĆEĆ TRAĆNG TĆĆ
VI- MeƤnh ƱeĆ tĆnh tƶĆø:
MeƤnh ƱeĆ tĆnh tƶĆø hay meƤnh ƱeĆ quan heƤ ƱƶƓĆÆc ƱaĆ«t sau danh tƶĆø noĆ¹ phuĆÆ nghĆ³a,
ƱƶƓĆÆc noĆ”i baĆØng caĆ¹c tƶĆø quan heƤ: WHO, WHOM, WHICH, THAT, WHOSE,
WHERE, WHY, WHEN.
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Ex: - The woman who/that is standing over there is my sister.
- I know the boy who(m)/that I spoke to.
- She works for a company which/that makes cars.
- The girl whose photo was in the paper lives in our street.
- John found a cat whose leg/the leg of which was broken.
- The hotel where we stayed wasnāt very clean.
- Tell me the reason why you are so sad.
- Do you remember the day when we first met?
1) MeƤnh ƱeĆ quan heƤ haĆÆn Ć±Ć²nh:
DuĆøng ƱeĆ„ boĆ„ nghĆ³a cho danh tƶĆø Ć±Ć¶Ć¹ng trĆ¶Ć“Ć¹c. NeĆ”u boĆ» Ʊi meƤnh ƱeĆ chĆnh seƵ
khoĆ¢ng roƵ nghĆ³a.
Ex: I saw the girl. She helped us last week.
---> I saw the girl who/that helped us last week.
2) MeƤnh ƱeĆ quan heƤ khoĆ¢ng haĆÆn Ć±Ć²nh:
DuĆøng ƱeĆ„ boĆ„ nghĆ³a cho danh tƶĆø Ć±Ć¶Ć¹ng trĆ¶Ć“Ć¹c, laĆø phaĆ n giaĆ»i thĆch theĆ¢m. NeĆ”u boĆ»
Ʊi meƤnh ƱeĆ chĆnh vaĆ£n roƵ nghĆ³a. MeƤnh ƱeĆ naĆøy thƶƓĆøng ƱƶƓĆÆc taĆ¹ch khoĆ»i meƤnh ƱeĆ
chĆnh baĆØng daĆ”u phaĆ„y ā,ā.
Ta duĆøng meƤnh ƱeĆ quan heƤ khoĆ¢ng haĆÆn Ć±Ć²nh khi:
- TrĆ¶Ć“Ć¹c danh tƶĆø quan heƤ coĆ¹: this/that/these/those/my/her/his/ā¦
- TƶĆø quan heƤ laĆø teĆ¢n rieĆ¢ng hoaĆ«c danh tƶĆø rieĆ¢ng.
Ex: My father is a doctor. He is fifty years old.
---> My father, who is fifty years old, is a doctor.
Mr Brown is a very nice teacher. We studied English with him.
---> Mr Brown, who(m) we studied English with, is a very nice teacher.
* LĆU YĆ: KHOĆNG duĆøng THAT trong meƤnh ƱeĆ naĆøy.
Mr Brown, that we studied English with, is a very nice teacher.
3) GiĆ“Ć¹i tƶĆø ƱaĆ«t trĆ¶Ć“Ć¹c meƤnh ƱeĆ tĆnh tƶĆø: (WHOM/WHICH)
Ex: The man speaks English very fast. I talked to him last night.
---> The man to whom I last night speaks English very fast.
DANH TĆĆ CHUĆ TĆĆ TUĆC TĆĆ SĆĆ HĆĆU
NgƶƓĆøi WHO/THAT WHO(M)/THAT WHOSE
VaƤt/Ć.vaƤt WHICH/THAT WHICH/THAT WHOSE/OF WHICH
NƓi choƔn WHERE
LyĆ¹ do WHY
ThĆ“Ćøi gian WHEN
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The house is for sale. I was born in it.
---> The house in which I was born is for sale.
* LĆU YĆ: KHOĆNG duĆøng THAT, WHO sau giĆ“Ć¹i tƶĆø.
The house in that I was born is for sale.
4) ĆaĆÆi tƶĆø quan heƤ THAT:
1.1 NhƶƵng trƶƓĆøng hĆ“ĆÆp thƶƓĆøng duĆøng THAT:
- Sau cuĆÆm tƶĆø quan heƤ vƶĆøa chƦ ngƶƓĆøi vaĆø vaƤt:
Ex: He told me the places and people that he had seen in London.
- Sau ƱaĆÆi tƶĆø baĆ”t Ć±Ć²nh:
Ex: Iāll tell you something that is very interesting.
- Sau caĆ¹c tĆnh tƶĆø so saĆ¹nh nhaĆ”t, ALL, EVERY, VERY, ONLY:
Ex: This is the most beautiful dress that I have.
All that is mine is yours.
You are the only person that can help us.
- Trong caĆ”u truĆ¹c It + be + ā¦ + that ā¦ (chĆnh laĆø ā¦)
Ex: It is my friend that wrote this sentence.
(ChĆnh laĆø baĆÆn toĆ¢i ƱaƵ vieĆ”t caĆ¢u naĆøy.)
1.2 NhƶƵng trƶƓĆøng hĆ“ĆÆp khoĆ¢ng duĆøng THAT:
- Trong meƤnh ƱeĆ tĆnh tƶĆø khoĆ¢ng haĆÆn Ć±Ć²nh (xem LĆU YĆ muĆÆc 2))
- Sau giĆ“Ć¹i tƶĆø (xem LĆU YĆ muĆÆc 3))
5) OF WHICH / OF WHOM:
Ex: Daisy has three brothers. All of them are teachers.
---> Daisy has three brothers, all of whom are teachers.
He asked me a lot of questions. I couldnāt answer most of them.
---> He asked me a lot of questions, most of which I couldnāt answer.
6) RuĆ¹t goĆÆn meƤnh ƱeĆ tĆnh tƶĆø thaĆønh cuĆÆm tĆnh tƶĆø:
1.1 DuĆøng V-ing hoaĆ«c boĆ» BE:
Khi ƱoƤng tƶĆø chĆnh trong meƤnh ƱeĆ tĆnh tƶĆø Ć“Ć» theĆ„ CHUĆ ĆOĆNG hoaĆ«c laĆø BE.
Ex: Those people who are taking photos over there come from Sweden.
---> Those people taking photos over there come from Sweden.
Fans who want to buy tickets started queuing early.
---> Fans wanting to buy tickets started queuing early.
The books which are on that shelf are mine.
---> The books on that shelf are mine.
1.2 DuĆøng V3/ed:
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Khi ƱoƤng tƶĆø chĆnh trong meƤnh ƱeĆ tĆnh tƶĆø Ć“Ć» theĆ„ BĆ ĆOĆNG.
Ex: The books which were written by To Hoai are interesting.
---> The books written by To Hoai are interesting.
Most students who were punished last week are lazy.
---> Most students punished last week are lazy.
1.3 DuĆøng (FOR + O) TO V:
Ex: This is the hotel where we can stay.
---> This is the hotel (for us) to stay.
VII- MeƤnh ƱeĆ traĆÆng tƶĆø:
1) MeƤnh ƱeĆ traĆÆng tƶĆø chƦ nĆ“i choĆ”n:
where (nĆ“i, choĆ£) hoaĆ«c wherever (baĆ”t cĆ¶Ć¹ nĆ“i naĆøo)
Ex: He told me where he had seen the money.
I will go wherever you go.
2) MeƤnh ƱeĆ traĆÆng tƶĆø chƦ theĆ„ caĆ¹ch:
as (nhƶ), as if/as though (nhƶ theƄ)
Ex: We should do as our teacher tells us.
She looks as if sheās going to cry.
* SƶĆÆ vieƤc khoĆ¢ng coĆ¹ thaƤt Ć“Ć» hieƤn taĆÆi
as if/as though + S + WERE/V2/ed
Ex: He looked at me as if I were mad.
* SƶĆÆ vieƤc khoĆ¢ng coĆ¹ thaƤt Ć“Ć» quaĆ¹ khĆ¶Ć¹
as if/as though + S + had + V3/ed
Ex: He ran as if he had seen a ghost.
3) MeƤnh ƱeĆ traĆÆng tƶĆø chƦ nguyeĆ¢n nhaĆ¢n / lyĆ¹ do:
because, since, as (bƓƻi vƬ)
Ex: She sold the car because she needed some money.
* So saĆ¹nh because vaĆø because of:
BECAUSE + S + V BECAUSE OF + V-ing/N/N phrase
Ex: Iām late because Iām sick. Iām late because of being sick.
Iām late because of my sickness.
4) MeƤnh ƱeĆ traĆÆng tƶĆø chƦ muĆÆc ƱĆch:
so that/in order that (ƱeƄ) + S + (can/could) + V
Ex: She wants to stay here so that she can perfect her English.
5) MeƤnh ƱeĆ traĆÆng tƶĆø chƦ thĆ“Ćøi gian:
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late (treĆ£) lately (gaĆ n ƱaĆ¢y) (= recently)
You come home late today. He hasnāt been to the cinema lately.
(HoĆ¢m nay con veĆ treĆ£.) (GaĆ n ƱaĆ¢y anh ta khoĆ¢ng Ʊi xem phim.)
hard (chaĆŖm chƦ) hardly (haĆ u nhƶ khoĆ¢ng)
Iāve worked very hard. Sheās hardly got any money left.
(ToĆ¢i laĆøm vieƤc raĆ”t chaĆŖm.) (CoĆ¢ aĆ”y haĆ u nhƶ khoĆ¢ng coĆøn tieĆ n.)
- MoƤt soĆ” tĆnh tƶĆø taƤn cuĆøng āLY:
friendly (thaĆ¢n thieƤn), lovely (deĆ£ thƶƓng), lively (soĆ”ng ƱoƤng), ugly (xaĆ”u xĆ),
silly (ngĆ“Ć¹ ngaĆ„n). NhƶƵng tƶĆø naĆøy khoĆ¢ng phaĆ»i laĆø traĆÆng tƶĆø, neĆ¢n ta duĆøng āin a
ā¦ā¦way/mannerā thay cho traĆÆng tƶĆø.
Ex: She spoke to me in a friendly way/manner.
(CoĆ¢ ta noĆ¹i chuyeƤn vĆ“Ć¹i toĆ¢i moƤt caĆ¹ch thaĆ¢n thieƤn.)
4.2 TraĆÆng tƶĆø chƦ thĆ“Ćøi gian:
Cho bieĆ”t sƶĆÆ vieƤc xaĆ»y ra luĆ¹c naĆøo ƱeĆ„ traĆ» lĆ“Ćøi cho caĆ¢u hoĆ»i WHEN?
now, today, yesterday, tomorrow, last year, then, still, no longer, already,
immediately, just, soon, finally, recently, lately, at once, 2 months later/after, ā¦
Ex: Iām leaving for Hanoi tomorrow.
4.3 TraĆÆng tƶĆø chƦ nĆ“i choĆ”n:
Cho bieĆ”t sƶĆÆ vieƤc xaĆ»y ra Ć“Ć» ƱaĆ¢u ƱeĆ„ traĆ» lĆ“Ćøi cho caĆ¢u hoĆ»i WHERE?
here, there, somewhere, outside, inside, upstairs, downstairs, everywhere,
in Paris, at the supermarket, ā¦
Ex: Tom is standing there.
4.4 TraĆÆng tƶĆø chƦ sƶĆÆ thƶƓĆøng xuyeĆ¢n:
Cho bieĆ”t haĆønh ƱoƤng xaĆ»y ra thƶƓĆøng xuyeĆ¢n nhƶ theĆ” naĆøo ƱeĆ„ traĆ» lĆ“Ćøi cho caĆ¢u
hoƻi HOW OFTEN?
never, rarely, seldom, sometimes, usually, frequently, occasionally, often,
always, once/twice a week, every day, daily, weekly, monthly, ā¦
Ex: I often get up at 5 in the morning.
4.5 TraĆÆng tƶĆø chƦ mĆ¶Ć¹c ƱoƤ:
Cho bieĆ”t haĆønh ƱoƤng, tĆnh chaĆ”t cuĆ»a sƶĆÆ vieƤc dieĆ£n ra ƱeĆ”n mĆ¶Ć¹c naĆøo.
very, too, so, quite, rather, extremely, absolutely, terribly, completely,
really, pretty, fairly, entirely, hardly, scarcely, somewhat, enough,ā¦
Ex: I come here quite often.
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2) VĆ² trĆ cuĆ»a traĆÆng tƶĆø:
2.1 ĆaĆ u caĆ¢u:
Ex: Where are you going?
2.2 GiƶƵa caĆ¢u:
2.2.1 TrĆ¶Ć“Ć¹c ƱoƤng tƶĆø thƶƓĆøng:
Ex: They often play football after class.
2.2.2 Sau ƱoƤng tƶĆø TO BE, trĆ“ĆÆ Ć±oƤng tƶĆø hoaĆ«c ƱoƤng tƶĆø khieĆ”m khuyeĆ”t:
Ex: Our teacher is still sick.
She doesnāt often go with him.
He can seldom find time for reading.
2.3 CuoĆ”i caĆ¢u:
Ex: You sang that song well.
3) TraƤt tƶĆÆ cuĆ»a caĆ¹c traĆÆng tƶĆø:
TraƤt tƶĆÆ cuĆ»a caĆ¹c traĆÆng tƶĆø trong caĆ¢u thƶƓĆøng nhƶ sau:
NĆ“i choĆ”n MĆ¶Ć¹c ƱoƤ TheĆ„ caĆ¹ch
ThƶƓĆøng
xuyeĆ¢n
ThĆ“Ćøi gian
He walked to the church very slowly twice last Sunday.
* ChuĆ¹ yĆ¹:
TraƤt tƶĆÆ treĆ¢n coĆ¹ theĆ„ thay ƱoĆ„i tuyĆø vaĆøo muĆÆc ƱĆch nhaĆ”n maĆÆnh cuĆ»a ngƶƓĆøi noĆ¹i/vieĆ”t.
4) ChĆ¶Ć¹c naĆŖng cĆ“ baĆ»n cuĆ»a traĆÆng tƶĆø:
BoĆ„ nghĆ³a cho VĆ duĆÆ*
1) ĆoƤng tƶĆø They danced beautifully.
2) TĆnh tƶĆø She is very lovely.
3) TraĆÆng tƶĆø khaĆ¹c He studied extremely hard.
4) CaĆ» caĆ¢u Fortunately, he was not injured in that accident.
* PhaĆ n in ƱaƤm, gaĆÆch dĆ¶Ć“Ć¹i boĆ„ nghĆ³a cho phaĆ n in nghieĆ¢ng.
IV- GiĆ“Ć¹i tƶĆø:
1) PhaĆ¢n loaĆÆi giĆ“Ć¹i tƶĆø:
1.1 GiĆ“Ć¹i tƶĆø chƦ nĆ“i choĆ”n: IN, ON, AT
a) IN (trong): ƱƶƓĆÆc duĆøng
- ChƦ moƤt ngƶƓĆøi hoaĆ«c vaƤt Ć“Ć» trong moƤt nĆ“i naĆøo ƱoĆ¹.
in a box / room / building / park / garden / bag / pocket / kitchen / cinema /
restaurant / book / lesson / newspaper / picture / pool / sea / river/ water / sky /
world / queue / row / line ā¦
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Ex: My mother is cooking in the kitchen.
- VĆ“Ć¹i phƶƓng tieƤn xe hĆ“i, taxi hoaĆ«c ƱƶƓĆøng phoĆ”.
in a car / taxi, in/on the street
Ex: Peter arrived at the party in a taxi.
They live in Hung Vuong Street.
- VĆ“Ć¹i danh tƶĆø khoĆ¢ng coĆ¹ maĆÆo tƶĆø ƱeĆ„ dieĆ£n taĆ» moƤt ngƶƓĆøi Ʊang Ć“Ć» taĆÆi ƱoĆ¹.
in bed / hospital / prison
Ex: Tom hasnāt got up yet. Heās still in bed.
- TrĆ¶Ć“Ć¹c caĆ¹c ƱaĆ”t nĆ¶Ć“Ć¹c, thaĆønh phoĆ”, phƶƓng hĆ¶Ć“Ć¹ng.
in Vietnam / England / France / Hanoi / London / Paris / the east / west /
south / north
Ex: Ho Chi Minh City is in the south of Vietnam.
- ĆeĆ„ taĆÆo thaĆønh cuĆÆm tƶĆø chƦ nĆ“i choĆ”n.
in the front/back of (a car/room/theater ā¦), in the middle of (the room ā¦)
Ex: I was in the back of the car when the accident happened.
Thereās a computer in the middle of the room.
b) ON (treĆ¢n): ƱƶƓĆÆc duĆøng
- ChƦ vĆ² trĆ beĆ¢n treĆ¢n vaĆø tieĆ”p xuĆ¹c vĆ“Ć¹i beĆ maĆ«t cuĆ»a moƤt vaƤt gƬ ƱoĆ¹.
on the door / floor / wall / ceiling / river / beach / coast ā¦
on/in the street, on a page
Ex: I sat on the beach.
They live on Wall Street.
The picture youāre looking for is on page 7.
- VĆ“Ć¹i phƶƓng tieƤn Ʊi laĆÆi coĆ¢ng coƤng hoaĆ«c caĆ¹ nhaĆ¢n (xe ƱaĆÆp, honda).
on a bus/train/ship/plane/bycicle/motorbike/horse
Ex: There were too many people on the bus.
Mary passed me on her bycicle.
- ĆeĆ„ taĆÆo thaĆønh cuĆÆm tƶĆø chƦ nĆ“i choĆ”n.
on the right / left, on horseback, on the way to (school ā¦)
on the back/front of (the envelope/paper ā¦)
on top of (the wardrobe ā¦)
on/at the corner of a street
Ex: In Britain people drive on the left.
Write your name on the front of the envelope.
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c) AT (Ć“Ć»): ƱƶƓĆÆc duĆøng
- ĆeĆ„ dieĆ£n taĆ» moƤt vĆ² trĆ Ć±Ć¶Ć“ĆÆc xaĆ¹c Ć±Ć²nh trong khoĆ¢ng gian hoaĆ«c soĆ” nhaĆø.
at the door / bus stop / traffic lights / party / meeting / desk ā¦
at 69 Tran Hung Dao Street
Ex: Someone is standing at the door.
She lives at 69 Tran Hung Dao Street.
- ĆeĆ„ taĆÆo thaĆønh cuĆÆm tƶĆø chƦ nĆ“i choĆ”n.
at home / school / college / university / work ā¦
at the top/bottom of (the page ā¦)
at the end of (the street ā¦)
at the front/back of (the line ā¦)
at/on the corner of the street
Ex: Peterās house is at the end of the street.
The garden is at the back of the building.
1.2 GiĆ“Ć¹i tƶĆø chƦ thĆ“Ćøi gian: IN, ON, AT
a) IN: ƱƶƓĆÆc duĆøng
- ĆeĆ„ chƦ buoĆ„i trong ngaĆøy noĆ¹i chung, thaĆ¹ng, naĆŖm, muĆøa, thaƤp nieĆ¢n, theĆ” kyĆ»,
thieĆ¢n nieĆ¢n kyĆ».
in the morning / afternoon / evening
in February, in 1999
in (the) spring / summer / autumn / winter
in the 1990s, in the 21st
century, in the 3rd
millennium
- Trong moƤt soĆ” cuĆÆm tƶĆø ƱeĆ„ chƦ moƤt khoaĆ»ng thĆ“Ćøi gian trong tƶƓng lai.
in a few minutes, in an hour, in a day / week / month ā¦
Ex: Daisy has gone away. Sheāll be back in a week.
(Daisy ƱaƵ Ʊi khoĆ»i. CoĆ¢ aĆ”y seƵ trĆ“Ć» veĆ trong moƤt tuaĆ n.)
- Trong cuĆÆm tƶĆø in the end vĆ“Ć¹i nghĆ³a cuoĆ”i cuĆøng (finally, at last), in time vĆ“Ć¹i
nghĆ³a kĆ²p luĆ¹c.
Ex: Peter got very angry. In the end, he walked out of the room.
(Peter raĆ”t giaƤn. CuoĆ”i cuĆøng, noĆ¹ ra khoĆ»i phoĆøng.)
Will you be home in time for dinner?
(BaĆÆn seƵ veĆ nhaĆø kĆ²p giĆ“Ćø aĆŖn toĆ”i?)
* ChuĆ¹ yĆ¹: on time (ƱuĆ¹ng giĆ“Ćø)
b) ON: ƱƶƓĆÆc duĆøng
- ĆeĆ„ chƦ thĆ¶Ć¹ trong tuaĆ n, ngaĆøy trong thaĆ¹ng.
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BaĆøi 13: CHUYEĆ N ĆOĆ I CAĆU
CaĆ¹c daĆÆng bieĆ”n ƱoĆ„i caĆ¢u thƶƓĆøng gaĆ«p
1) ChuĆ» ƱoƤng ā bĆ² ƱoƤng: (xem laĆÆi BaĆøi 2)
2) TrƶĆÆc tieĆ”p ā giaĆ¹n tieĆ”p: (xem laĆÆi BaĆøi 4)
3) ĆaĆ»o ngƶƵ: (xem laĆÆi BaĆøi 6)
4) MeƤnh ƱeĆ traĆÆng tƶĆø chƦ lyĆ¹ do, sƶĆÆ nhƶƓĆÆng boƤ:(xem laĆÆi BaĆøi 8, II, 3&7)
though/although/even though + S + V
---> despite/in spite of + V-ing/N/N phrase
* LĆU YĆ: BUT ---> ALTHOUGH
Ex: Cars cause pollution but people still want them.
---> Although cars cause pollution, people still want them.
5) So saĆ¹nh: (xem theĆ¢m BaĆøi 11, so saĆ¹nh baĆØng/nhaĆ”t/hĆ“n)
Ex: Mary is not as tall as Alice.
---> Mary is not so tall as Alice.
---> Mary is less tall than Alice.
---> Alice is taller than Mary.
6) ĆieĆ u kieƤn: (xem laĆÆi BaĆøi 5, caĆ¢u ĆK loaĆÆi 2 vaĆø 3)
1.1 KhoĆ¢ng coĆ¹ thaƤt Ć“Ć» hieƤn taĆÆi:
Ex: Iām busy. I donāt go to the concert.
---> If I were not busy, I would go to the concert.
---> Unless I were busy, I would go to the concert.
1.2 KhoĆ¢ng coĆ¹ thaƤt Ć“Ć» quaĆ¹ khĆ¶Ć¹:
Ex: Peter missed the train because he woke up too late.
---> If Peter hadnāt woken up too late, he wouldnāt have missed the train.
---> Unless Peter had woken up too late, he wouldnāt have missed the train.
7) Ao Ć¶Ć“Ć¹c: (xem laĆÆi BaĆøi 5, caĆ¢u ao Ć¶Ć“Ć¹c)
7.1 KhoĆ¢ng coĆ¹ thaƤt Ć“Ć» hieƤn taĆÆi:
Ex: Tom is not happy because his girlfriend is not here.
---> Tom wishes his girlfriend were here.
1.1 KhoĆ¢ng coĆ¹ thaƤt Ć“Ć» quaĆ¹ khĆ¶Ć¹:
Ex: I am sorry I missed your wedding party.
---> I wish I hadnāt missed your wedding party.
1.2 KhoĆ¢ng coĆ¹ thaƤt Ć“Ć» tƶƓng lai:
Ex: They will not attend my birthday party next week.
---> I wish they would attend my birthday party next week.
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8) ThueĆ¢/nhĆ“Ćø ai laĆøm vieƤc gƬ: (xem theĆ¢m BaĆøi 2, 4.2)
S + V + O ---> S + have + O + V ---> S + have + O + V3/ed
---> S + get + O + to V ---> S + get + O + V3/ed
Ex: The machanic repairs my car every month.
---> I have the machanic repair my car every month.
---> I get the machanic to repair my car every month.
---> I have/get my car repaired by the mechanic every month.
9) ĆeĆ nghĆ², lĆ“Ćøi khuyeĆ¢n:
Letās + V S + advise/suggest + V-ing
How/What about + V-ing? S + advise + O + to V
Would you mind + V-ing? S + suggest (that) + S (+ should) + V
Why donāt we/you + V?
Ex: Letās go for a ride!
---> What about going for a ride?
Please donāt play the music so loudly.
---> Would you mind not playing the music so loudly?
10) NguyeĆ¢n nhaĆ¢n ā keĆ”t quaĆ»:
so + adj/adv + that clause
such (a/an) + adj + N + that clause
too + adj/adv (+ for O) + to + V
not + adj + enough (+ for O) + to + V
Ex: The water was so cold that the children couldnāt swim in it.
---> It was such cold water that the children couldnāt swim in it.
---> The water was too cold for the children to swim in.
---> The water is not warm enough for the children to swim in.
* LĆU YĆ:
- Trong caĆ”u truĆ¹c so/such ā¦ that, ta giƶƵ laĆÆi tƶĆø āitā.
- Trong caĆ”u truĆ¹c too ā¦ to vaĆø not ā¦ enough ā¦ to, ta boĆ» tƶĆø āitā.
11) MuĆÆc ƱĆch/nguyeĆ¢n nhaĆ¢n:
S + V + to/in order to/so as to + V
S + V + so that/in order that + S + can/could + V
S + V + because + S + V
Ex: They started early to go to school on time.
---> They started early so that they could go to school on time.
---> They started early because they wanted to go to school on time.
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12) LaĆ n thĆ¶Ć¹ ā¦ (laĆøm chuyeƤn gƬ):
S + have/had + never + V3/ed
S + have/had + not + V3/ed + before
---> It/This is/was the first time (that) + S + have/had + V3/ed
Ex: I have not eaten this kind of food before.
---> This is the first time that I have eaten this kind of food.
13) YĆ kieĆ”n/ƱaĆ¹nh giaĆ¹ moƤt sƶĆÆ vieƤc:
It + be + adj (for O) + to V
---> To V/V-ing + be + adj (for O)
Ex: It is not easy for me to master English.
---> To master/Mastering English is not easy for me.
It is more dangerous to drive a motorbike than to drive a car.
---> To drive a motorbike is more dangerous than to drive a car.
---> Driving a motorbike is more dangerous than driving a car.
14) MaĆ”t ā¦ (thĆ“Ćøi gian) laĆøm vieƤc gƬ:
S + spend + time + V-ing hoaƫc S + last + time
---> It + takes/took + O + time + to V
Ex: He spent 15 minutes finishing this exercise.
---> It took him 15 minutes to finish this exercise.
The flight to Hong Kong lasts about 8 hours.
---> It takes about 8 hours to fly to Hong Kong.
15) ThoĆ¹i quen hieƤn taĆÆi vaĆø trong quaĆ¹ khĆ¶Ć¹:
S + often/usually + V
S + find + it + adj + to V
---> S + be used to + V-ing
Ex: They usually drink beer.
---> They are used to drinking beer.
I donāt find it difficult to get up early.
---> I am used to getting up early.
S + used to + V ---> S + no longer + V = S + not ā¦ any more/any longer
Ex: He used to smoke cigarettes.
---> He no longer smokes cigarettes.
---> He doesnāt smoke cigarettes any more / any longer.
* LĆU YĆ:
be used to + V/ be used for + V-ing: coĆ¢ng duĆÆng moƤt vaƤt