Sáng kiến kinh nghiệm tiếng anh: On how to improve the quality of teaching high school students for the provincial gifted student exam

AN GIANG DEPARTMENT OF EDUCATION AND
TRAINING CHU VAN AN HIGH SCHOOL

ON HOW TO IMPROVE THE QUALITY OF TEACHING HIGH
SCHOOL STUDENTS FOR THE PROVINCIAL GIFTED STUDENT
EXAM

TEACHER:

DANG THANH TAM

Academic year: 2018 -2019


TABLE OF CONTENT

Content

Page

1. BACKGROUND AND PROBLEMS
1.1. Practices ................................................................................................................................................. 2
1.2. Rationale ................................................................................................................................................ 2
1.3. Research Questions ............................................................................................................................. 2
2. SOLUTIONS ................................................................................................................................................. 3
3. CONCLUSION ............................................................................................................................................. 6
3.1. Reflection ............................................................................................................................................... 6
3.2. Achievement ......................................................................................................................................... 6
3.3. Subjects and field of application ..................................................................................................... 6
APPENDICES.................................................................................................................................................... 7
APPENDIX 1: An experience in study strategies.................................................................... 7

APPENDIX 2: Syllabus for the Provincial Exam for the Gifted. ........................................ 8
APPENDIX 3: Structure for the Provincial Exam for the Gifted ....................................... 13
APPENDIX 4: Structure for the National Exam for the Gifted ........................................ 15
APPENDIX 5: Sample topic of Chu Van An ESC…>>>...................................................... 17
APPENDIX 6: My website for English learning and teaching ............................................ 21

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PART I: BACKGROUND AND PROBLEMS
1.1.

Practices of teaching high school students for the Provincial Gifted Student exam
at high schools in An Giang

It is generally accepted that the teaching of high school students for the Provincial Gifted
Student exam at high schools in An Giang is various from school to school.


of the course for teaching high school students for the Provincial
 Gifted Student
 Length
exam in high schools is not enough, usually about 2 - 3 months or so.


 Compensation for the English teacher(s) who is / are in charge of the course is not satisfied.


Only outstanding students, often coming from privileged high schools or high schools for
 the gifted get “satisfying” results for certain reasons.



Most students from high schools in rural Districts have trouble with dealing with both
written test and speaking section for various reasons: lack of reliable and effective materials;
lack of motivation in teaching
and learning; ineffective syllabus or strategies for teaching

etc. to name just a few.)
1.2.

Rationale

From the practices mentioned above, There‟s no disputing the fact that there is a big gap between high

schools in An Giang and the teaching of high school students for the Provincial Gifted Student
exam at high schools has been a hard job for most high school English teachers, especially those
who are working in Districts. Therefore, there should be proper steps to get over the difficulties step
by step and in this writing I would like to share some experiences in teaching high school students
for the Provincial Gifted Student exam with a view to helping improve the quality of teaching and
learning for the exam in high schools in entire province”.

1.3.

Research Questions:

1. Why is there a big gap in teaching high school students for the Provincial Gifted Student

exam among high schools in An Giang ?
2. What are the contributors to the success of the teaching of high school students for the
Provincial Gifted Student exam ?

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PART II: SOLUTIONS
From the data that have been collected from English teachers and the test results of the previous
years, I recommend that some of the factors should be considered and applied to help improve
the situation.
1. Good motivation

  For teachers:
There should be a satisfactory compensation for English teachers ( financial support
; rewards…..)

  For students:
There should be less burden in classroom learning for students at least for the last
month soon before the exam .




2. Good preparation
a. The identification and selection process for the gifted students
-There must be a diagnostic test for selecting potential gifted students for the team. The students chosen must satisfy certain essential requirements for the exam:

+ be able to speak English at a certain level ( for speaking section that makes up 20 %
of the test )
+ be able to deal with the written test at a requested level.
There should be a team leader, usually the best student.
b. The course syllabus : Building the syllabus for the entire course based on the structures

or forms of the previous tests for the gifted .
( analyzing the previous tests to draw out the forms /structures as well as anticipate the
difficulty level of the tests and prepare for the teaching and learning materials)
c. The teaching and learning sources: Gathering materials and distributing them
to students based on their strengths and weaknesses.





( The materials can be classified into two sections: “online and offline”.



Online materials: websites, materials stored in emails and facebooks; E-books etc.



Offline materials: printed books
 ; materials compiled by teachers; official tests and
mock-tests; audio files…..
d. The Timetable : Setting the timetable for the team.
e. Teaching & learning facilities: cassette players, quiet rooms / classrooms / …….
3. Good teaching strategies (including teaching methods)
Prerequisite requirements:
1. Length of the course
2. Effective teaching strategies
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3.1.Length of the course
- It‟s advisable that there be at least 3 months for the whole course.
- It‟s a good idea for the teachers to take advantage of every opportunity even right in the
classroom English sessions they are in charge of to train the team.
3.2. Effective teaching strategies:
There are 3 possible ways to teach gifted students during the course:
a.Teachers and students FROM “ TEACH” TO “TRAIN”
Stage 1: MAINLY TEACHING
Teachers give - students take
-In this stage, it‟s the English teachers that provide students with :










basic knowledge of English language both in theory and practice
strategies for developing their English skills






tips for test-taking
necessary materials and study assistance when necessary.



-The teachers should take every opportunity to train the team right in the class they are
in charge of.
THEORY → PRACTICE = KNOWLEDGE & SKILLS

Stage 2: MAINLY TRAINING
a. Students work - Teachers help
In this stage, the teachers are supposed to give students enough materials for intensive
practice of language and skills and students make great attempt to fulfill all the tasks given by
their teachers.
DIY (DO IT YOURSELF) → HELP = IMPROVEMENT

b. Students – Students ( group work / team work)
+ It‟s suggested that students of the same grade may form a group.
+ There should be at least a gap-day for the whole team to work together.
+ Joining online forums or communities of the same purpose.
Tasks often given to work in groups:
+ Discussions about grammar and structures, word usage , tips for test-taking, etc.
+ Doing and sharing practice tests, mock-tests.

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DIY (DO IT YOURSELF) → SHARE = PROGRESS

c. Self-study













Self-study can be at the school library / English lab / at home etc. (online / offline).
Mainly practice and assignment completion





Content distribution
( each student must make his /her own contribution to the content of

the syllabus)
Asking teachers for help when necessary.



DIY (DO IT YOURSELF) → SEARCH → PERFECT

4. Good learning sources
There should be useful and reliable learning sources (both online and offline sources – INDEX
1) for students’ reference during the course.










Online learning sources: websites, facebook, Emails, forum, blogs ect.



Offline learning sources: printed
 books, materials compiled by English teachers who
are in charge of the course.
Materials distributed by the team. ( usually requested or assigned by the teachers )



5. Experience sharing in study strategies from the excellent ex-students
It is advisable that teachers should have outstanding former students share their
study experience so that the gifted students of the year can gain more for their own.

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III. CONCLUSION
1. Reflection:

Although my school is just one of those which are located in rural areas and meets the same
certain difficulties as others in some parts of An Giang, after some years of applying the
solutions mentioned above, the test results has been improved yearly and personally I think if
those solutions I have just recommended are carried out completely, there will be an
improvement in the quality of the exam.
Good (motivation + preparation+ teaching strategies + learning sources + Learning experience sharing)

= SUCCESS
I hope that my sharing will be helpful to English teachers at high schools.
2. Achievement:
Here is the test results of my students in the 2018 Provincial Exam for the Gifted Students.
No

Students’ name

Class

Result
nd

1

Trần phước Lợi

11C1

2

2

Nguyễn Thành Long

11C1

3 Prize

3

Nguyễn Từ Gia Minh

10C8

3 Prize

4

Võ Lập Phúc

10C8

3 Prize

5

Nguyễn Thanh Huy

10C8

2

Prize

Notes
Qualified for the National Exam
team selection

st
st
st

nd

Prize

Qualified for the National Exam
team selection

3. Subjects and field of application:
This research can be applied by English teachers who are in charge of teaching high school
students for the Provincial Gifted Student exam among high schools in An Giang.

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APPENDICES

APPENDIX 1

AN EXPERIENCE IN STUDY STRATEGIES: “ HOW DID I STUDY ?”
By Diệp Thanh Hào – the 3

rd

prize student in the 2013 National Exam for Gifted Students
With the ongoing process of globalization and
integration, it is irrefutable that English is
playing an increasingly important role in our
society, especially in developing countries like
Vietnam. This in turn has triggered the start of
various English competitions in the country to
promote better English learning and teaching,
most notably the National Competition for
Gifted Students in English. In this essay, I, as a
Third Prize recipient in that competition, would
like to deliver a brief discussion about my
experience as well as some useful tips on how to
master the language in general, and thoroughly
prepare for the contest in particular.

First of all, to improve listening and reading skills, I believe that self-study is the determining
factor. There are a large number of easily accessible sources of material on the Internet, and our task
simply is to devote our time studying and make the best use of those resources. Some of them are the
“BBC Learning English” program, the FCE, CAE and CPE series, or the 10-book series of “Cambridge
IELTS”. Regarding the method, I always listened at least three times for every recording and learned
new vocabulary from the text scripts to ensure I could clearly understand all the important details. I also
learned to apply the SKIM and SCAN methods in reading and they proved to be very effective to me.
In terms of writing and speaking skills, I think it is essential to find a partner that can practice
together with us, give us helpful feedback and help correct our mistakes. Also, for the writing skill,
doing research and reading sample essays about the topic before writing should be laid great stress on,
because this would provide us with insightful knowledge and advanced vocabulary about the mentioned

issue. When practicing, we should not concern about the time limit and should only focus on perfecting
our essays as much as possible. For the speaking skill, watching English movies and listening to English
radio channels are my ways to practice pronunciation and intonation, and I would also recommend the
two books of Matt Clark and Mark Allen as a great guide to improve your speaking skill.
All in all, I still strongly believe that perseverance and determination are the two most crucial
elements to achieve proficiency in English. Hopefully, my experience and several small tips discussed
above would be of help to those who are striving to improve their English command.

HAVE A GOOD TIME !

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APPENDIX 2

(THE PROVINCIAL EXAM FOR GIFTED STUDENTS)
References:
-Trần Văn Hải –Trần Văn Sinh, Basic English
Grammar -Betty Schrampfer Azar, English Grammar Raymond Murphy, Grammar in use
-Michael A. Pyle M.A , TOEFL CLIFFS
-B.D Graver, Advanced English Practice
SECTION 1: LANGUAGE FOCUS
I. PHONETICS:

  Pronunciation : vowels & consonants


Stress : words with two or more than syllables



II.GRAMMAR & STRUCTURES
CHAPTER 1: Verb form

Finite verb



Modal Verbs + Modal perfect construction / Auxiliary

verbs



verb tenses + sequence of verb tenses



Subject and

verb concord/ agreement



The active and passive voice
Non-finite verb
The infinitive: To-infinitive & Bare infinitive



The infinitive after other verbs (verbs + to- infinitive)



The verbs followed by object + to infinitive ( verbs + O + to-infinitive)



The causative verbs : make / have / get / let / help



The sensitive verbs: see / hear / notice / watch / listen to……
The –Ing Form : Gerunds & Participles



The gerund & its usage



The participle & its usage
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Special cases : Common verbs followed by either infinitives or Gerunds



The infinitive or the gerund after the verbs :permit, allow, advise ,recommend , need , want



Either the infinitive or the gerund after the verbs: like , try , stop, forget ,remember , regret.
CHAPTER 2: Phrases and clauses
Reported speech



 Commands


 Statements



 Wh- questions


 Yes-No questions



Special cases ( reporting verbs + ( O)+ prepositions …….)





Conditional sentences

Type 1: probable conditions



Type 2: present unreal conditions



Type 3: past unreal conditions



Type 4: “mixed time in conditional sentences”



Other cases:

-omiting if
-using unless , providing / provided (that), as long as, so long as,
suppose/ supposing (that), in case, even if, otherwise, or (else)…..
Relative clause vs. the reduced forms of relative clause
1.1 Relative clause



Definition



Relative pronouns: Who, Whom , Which , Whose



Relative adverbs: When , Where , Why



Using Which to modify a whole sentence



Using Noun + of Which



Using that
1.2The reduced forms of relative clause



The appositive phrase



The infinitive phrase



The present and past participle phrase
Clauses and phrases of reason with BECAUSE / SINCE / AS vs BECAUSE OF Clauses
and phrases of concession with ALTHOUGH vs IN SPITE OF (DESPITE) Clauses and
phrases of purpose SO THAT vs IN ORDER TO / SO AS TO Comparisons: equal
comparisons, comparatives, superlatives and double comparatives
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Cause and effect sentences with ….so+ adj / adv that….. /…. such (a/ an) adj + noun that… /
…..too adj ( for O) to verb….. / …adj enough (for O) to verb..…….
CHAPTER 3: OTHER GRAMMAR STRUCTURES
1.Agreement expressions:

  Affirmative agreement : too / so




Negative agreement : either / neither / nor



2. Interjection (Exclamatory sentences)
3. Expressions of quantity : little / a little , few / a few , most / most of , many / much………
4. Structures with used to+v vs get / be used to+ V-ing / be accustomed to +V-ing……
5. Subjunction



 Definition



 Clauses after “ wish / if only / as if / as though / If clause”


The subjunctive in noun clause ( S+ suggest that…../ It‟s + adj that……..)





Other kinds of Subjunction: ..would rather…./ It‟s (high / about ) time… /
6. The structures : Used to vs Be used to / Be accustomed to
7. The different patterns with the expletive IT



Dummy Subject / Object



Cleft sentence
8. Inversions



Definition



Negative adverbs in initial position
-Single adverbs
-Phrases
-Clauses



 Using “ONLY” before single adverbs, phrases, clauses

 The coordinators: so, nor , and the pairs of coordinating connectors : not only….but also ,
neither……nor…



Inversions with SO and SUCH



9. Forms of OTHER: another / other / the other(s) / some…..others
10. Interjections : what & How
11. Forms of questions
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


Yes / no questions and information question (WH- questions)
Negative questions





Why (for reason) vs Why ( for purpose) / what …….for?



How + adj / adv…..? vs What……..like ?



Which / What + noun………?



Preposition + what/ which +noun…….?



Tag questions
12. Prepositions : during / between / until / by / for……..
13. Phrasal verbs with go / take / break / make / get/ come……..
14. Compound expressions
15.1 The use of coordinators: and , or , but (yet) , nor , for , and so
15.2 The use of coordinators in pairs
16. The use of transitional words or phrases
17. Placement of modifiers



Misplaced modifiers



Dangling modifiers
SECTION 2: WRITING
Error identification
- Prepositions, word form, grammar & structures…..
Sentence transformation
A.Grammatical transformation
1. Direct Speech vs Indirect Speech
2. Conditional sentences
3. Gerund
4. Wish clauses
5. Comparisons
6. Active- passive
7. Dummy subject and dummy object
8. Relative clauses
9. Cause and effect sentences
10. Used to + verb vs be / get used to + V-ing / noun phrase
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11. Tenses and Structures
B.Lexical

transformation

C.Idiomatic transformation

Sentence building
- Simple sentence + Complex sentence +- Compound sentence
SECTION3: READING
A.vocabulary

  Vocabulary: the usage of Noun-Verb-Adj-Adv-Participles


Word form :the
usage of verbs , nouns , adjectives , adverbs , present participle (v-ing), past
 participle (v-ed/3)

B. Reading comprehension
 Multiple Choice Questions
 Summary
 True-false-Not given
 Heading matching
  ………………………….
C. Cloze test

  Cloze test
 Semi cloze test
SECTION 4: SPEAKING
I .Everyday questions & responses
+ Greeting

+ Saying goodbye

+ Making acquaintance

+ Asking about name, age, health, job….

+ Asking for permisson

+ Breaking news ( good news / bad news / intention…)

+ Thanking

+ Apologising

+ Offering

+ Complimenting

+ Talking on the phone

+ Other situations
II. Topic-based speaking
SECTION 5: LISTENING











Listen & Hear
Here & There
Know How
Tactics for Listening
IELTS
Other online sources of Listening : TOEFL – IELTS – TOEIC…..

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APPENDIX 3

STRUCTURE FOR THE PROVINCIAL GIFTED STUDENT EXAM
N
Section
o
1 I/ LISTENING (5/20
pts)
TEST TYPES:
1. True-False
2. Gap fill / form filling /
table completion
3. Matching
4. MCQ
5. Note completion
6. Answering questions
7. Summary

Online Reference
/>ennghetienga

nh.com/
/>service/learningenglish/lang
uage/newsaboutbritain/2009
/02/090210_nab_valentine.s
html

Offline Reference
Sources:
-Listening strategies for the IELTS
TEST (Lý Á Tân)
-Special news
-Succeed in Cambridge English
+ KET (10 Practice tests)
+ PET
+ FCE
+ CAE

castsinengli
sh.com/index.shtml

2 II/ LEXICO GRAMMAR
- Phonetics
- Grammar
+ Finite verbs
+ Non-finite verbs
+ Preposition
………………………

- Vocabulary

dp
ress.com/

/>ng-anh-online/35/caesample-papers-bai-thi-cae-1641.html



3 III/ READING (5/20
pts)
A. CLOZE TEST
- Semi-cloze Test (10
items / 1 passage)
- Cloze Test (10 items / 1
passage)

/>
/>
B. READING
COMPREHENSION
- MCQ
- T (Yes) , F (NO) & NG
- Heading matching
………………………

Trang 13

Sources:
-Baron‟s esential words for the
TOEFL)
-Chuyên đề word form (Biên soạn)

-Chuyên đề “ Error identification”
-Chuyên đề Preposition + phrasal
verbs
( Lê Văn Hải + IELTS / CPE –nâng
cao)
-Phrasal verb organiser - John Flower
-Cụm động từ trong Tiếng Anh
( Dictionary- Lê Hồng Lan)
-Word Forms, Nguyễn Tấn Lực
-Tiếng Anh Chuy ên Đề, Lê Văn Sự
-Practice Tests (TOEFL)
Sources:
CAMBRIDGE
-PET
-FCE
-CAE
-IELTS
-TOEFL
-CHUYÊN ĐỀ ĐỌC HIỂU


4 IV/ WRITING (5/20
pts)
- Word form
- Error identification and
correction
- Sentence
Transformation
+ Lexical transformation
+ Grammatical

transformation
+ Idiomatic
transformation

For writing essays
gspot.c
om/2009/10/essay-012.html

/>
Sources:
- Các đề thi Olympic khối 10-11
- Sentence transformation (Bach
Thanh Minh)
- Bai tap luyen Tieng Anh THPT
(viết câu-Nguyễn Kim Thọ & Huỳnh
Anh Tuấn)
- Longman vocabulary activator
- Các bài luận mẫu
- Graph Essay ( Lê Huy Lâm)

- Graph / chart / bar
Essay (at least 150
words)
- Essay (about 200-250
words)
- Letter
- Report

5 V/ SPEAKING (2/20
pts)

gspot
.com/
/>annienglish0408
/>
Trang 14

- High scoring
- Speaking (15 days)


APPENDIX 4

STRUCTURE FOR THE NATIONAL GIFTED STUDENT EXAM
No
Test Structure
1 I/ LISTENING (5/20 pts)
Part 1: True-False (5 items -

BBC)
Part 2: Gap fill (5-10 items BBC)
Part 3: Gap fill (5 items –Table /
grid )
Part 4: MCQ (5 items)

2

II/ LEXICO - GRAMMAR
(3/20 pts)
Part 1: Vocabulary (10 items)

Part 2: Word Form (6-8 items)
Part 3: Error identification ( 6-7
items)
Part 4: Prepositions / particles (
6-7 items)
(co thểđiền 2 gi i tư)

Online Reference

Offline Reference

-

- IELTS listening practice

lab.com/index.htm

- KET-PET-FCE-CAE-CPE

( Cambridge)
ennghetiengan
h.com/
/>ervice/learningenglish/langua
ge/newsaboutbritain/2009/02/
090210_nab_valentine.shtml

dpre
ss.com/
/>g-anh-online/35/cae-samplepapers-bai-thi-cae--1641.html
-

-Baron‟s esential words for
the TOEFL)
-Chuyên đề word form
(Biên soạn)
-Chuyên đề “ Error
identification”
-Chuyên đề Preposition +
phrasal verbs ( Lê Văn Hải

+ IELTS / CPE –nâng cao)
-Phrasal verb organiser John Flower
-Cụm động từ trong Tiếng
Anh ( Dictionary- Lê Hồng
Lan)
-Word Forms, Nguyễn Tấn
Lực
-Tiếng Anh Chuy ên Đề, Lê
Văn Sự
-Practice Tests (TOEFL)

3

III/ READING (5/20 pts)
Part 1: Semi-cloze Test (10
items / 2 passages)
Part 2: Cloze Test (9 -12 items)
Part 3: Gap filling- phrases (5-6
items)
Part 4: MCQ (6 items) +

sentence completion (4 items)
Part 5: T (Yes) , F (NO) & NG
(5 items) / heading matching (8
items)

- />- />
Trang 15

-FCE
-CPE
-IELTS
-TOEFL


4 IV/ WRITING (5/20 pts)
Part 1: Sentence
Transformation-Key words (5
items)
Part 2: Graph Essay (at least
150 words)
Part 3: Essay (about 350 words)
Part 4: Summary writing

For writing essays:

m/2009/10/essay-012.html
/>
- Các đề thi Olympic khối
10-11
- Longman vocabulary

activator
- Các bài luận mẫu
- Graph Essay ( Lê Huy
Lâm)

For writing graphs:
/>ults?search_query=graph+ess
ay

5 V/ SPEAKING (2/20 pts)

gspot.c
om/

-15 Days for IELTS
speaking

/>-7-smelling-the-roses/

6 VI. GENERAL PRACTICE
dpre
ss.com/category/english-forthe-gifted-ky-thi-hoc-sinhgioi/

/>oups/chuyentienganh/

7 V/ ĐỀ THI CHÍNH THỨC
-2007-2018

tienganh123.c
om/2013/01/bai-giai-e-thichon-hoc-sinh-gioiquoc_31.html

Trang 16

-CAE Results- Kathy Gude
(Oxford)
-TESTS ( FCE – CPCIELTS )
-Test builders ( 8 volumes)
-202 useful exercises for
IELTS
-Use of English


APPENDIX 5

ENGLISH SPEAKING CLUB
THE PREMIER VENUE FOR LEARNERS OF ENGLISH
Every other Sunday from 7: 30 AM
At the school hall and English Lab

Chu Van An St, Phu Tan District. An Giang • Email:

Date: October 1, 2018

TOPIC FOR
DISCUSSION

HOW TO SAY NO
Communication is an indispensable part of
human
beings.

To
obtain
better
understanding between people, we may
encounter many typical situations in which
negative answers are not easy to say. In order
not to hurt other‟s feelings, people are afraid
of saying “No”, and positive answers are told
reluctantly. Therefore, how can we do to get
along well with everyone meanwhile we can

avoid doing something that we do not want to do?

Discussion guide:
1. To you, is it difficult to say no?
2. Would you suggest any good ways to refuse someone‟s proposal or invitation without
making him hurt or sad?
3. Have you ever felt hurt when your friend refuses your invitation or suggestion?
4. If someone asks you very personal questions, what will you do?
5. “You‟ve made friends with a group of students for years, now they‟re got the idea of
trying heroin and suggest that you should use it to get strange feelings.”. How do you
say no?
6. What do you think about a “yesman – a person of unquestioning obedience ” ? Do
you like such a person? What are his strong and weak points?
7. In what cases do you find it difficult to make refusal?
8. Have you ever been in a dilemma as saying “Yes” or “No”? Please tell us
your experience.
9. Someone says: “A person who always says “No” means he or she just thinks
about himself or herself only.” Do you agree? Why or why not ?
10. You prefer to give your refusal:

A. By mail
B. In person
C. By phone
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SUPPLEMENTARY READING
How to Say No
In everyday relationships with people, we often find ourselves in situations where we need to ask
someone for something and where we need to decline someone for something. But sometimes we find
ourselves in “sticky” situations - How do we say no?
There‟re some typical situations that we may encounter quite often. For example, we may invite
a friend to join us for dinner, to play tennis, to come to a concert. During the week we may also receive
such invitations. Sometimes we want to accept them and are able to, but there‟re other times when we
don‟t want to accept an invitation or are unable to. When we decline them, we usually thank the person
who has invited us for not being able to accept. In addition, we are also expected to give an excuse.
Asking if a person is busy or has any plans can sometimes makes him a little uncomfortable. However,
if the boy begins an invitation with “Hi, girl. What are you up to this weekend?”. And the girl replies
“nothing”. The boy may view her response as a signal meaning “I‟m free”. Then the boy may proceed
with an invitation. If the girl likes to go out with him, there‟s no problem. Let‟s suppose she has no
desire to go out with him at all. She‟s in a difficult situation because she‟s already confessed that she has
no plans. What can she do? She could suddenly “remember” that she‟s supposed to have dinner with a
friend, or she could suddenly “remember” a previous engagement. Of course, she could be truthful with
the boy and probably hurt his feelings by saying “No, thanks, boy. I really don‟t care to go out with
you”. But sometimes we should not completely truthful, and we may tell “a little white lie” – a small
untruthful statement that does not mean to deceive necessarily but rather to prevent from hurting
someone‟s feelings. So the girl might say “Thanks a lot for inviting me, boy, but I‟m not feeling very
well, so I don‟t think I‟d better go out”. That is a white lie because she is not really sick, she just doesn‟t
want to hurt the boy‟s feelings by telling him the real reason why she doesn‟t want to go out with him.
We sometimes tell white lies and say no, but another way to refuse someone is simply to say

something like “I‟m sorry, but I already have a plan” or “No, I‟m afraid I can‟t because I‟m busy”.
Here are some ways to say no to begin a refusal of an invitation, most of these ways are the same
level of formality which is important when responding negatively.
• I hate to turn you down, but I must…
• I‟m afraid I can‟t, but thanks anyway.
• I wish I could, but I‟m busy. Maybe another time, though.
Sometimes we may not want to say “Yes or No” immediately. There‟re many ways to hesitate if
we need some time to think over the invitation before deciding.
• I‟m not sure what my plans are at this moment. Could I let you know later?
• I may be busy that day. Do you mind if I tell you in a few days?
It‟s difficult to write rules that tell exactly when you should say no. We should choose the best
way which helps us maintain the good relation for the future.

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HELPFUL PHRASES FOR SAYING “NO”





I can‟t give you an answer right now, will you check back with me?
I want to, but I‟m unable to
I‟m not able to commit to that right now
I understand you really need my help, but I‟m just not able to say yes to that. I‟m so sorry

ENGLISH CONSOLIDATION
OTHER - ANOTHER
OTHER

-Other is an adjective meaning 'different' or 'the
second of two items'.

-Other can be used with singular or plural nouns.
Here are some examples :
There's

children learn quickly

but other children need more time.
- Other can be used before 'one' or 'ones' when the
meaning is clear from the text.
I‟m

-When we use „an‟ before „other‟, we write it as
one word: another.
-Another expresses quantity. It means 'additional'
or 'one more'.
-We use another with singular
nouns: another chair, another day.

some water left in this

bottle. The other bottle is empty.
Some

ANOTHER

There are six

people for dinner but

there are only 5 plates.
We need another plate.
give meanotherchance. I
promise to try harder.

Please

-Another can be used before “one” when the
meaning is clear from the preceding text.

not going to wear this dress. I
prefer the other one.
You‟ve already had an ice-cream.
These shoes don‟t go well with the
You can‟t have another one.
dress. The other ones look better.
-Another can also mean „an alternative‟ or
„different‟
Other/others (pronoun)
This place isn‟t great. Is
there another place we could go
-Other can also be a pronoun to refer to things or
to?
people. The plural form is others.
I'm not happy with this
product. Next time I'll
80% of the students arrive on time.

buy another brand.
The others (the other students) are
always late.
There are two cookies left.You
Another (pronoun)
have one and I'll have the other.
We can use another as a pronoun:
The text is corrected by one person, then edited
by another.


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IDIOMS:
Here are some idioms worth remembering:








black and blue: bruised and beaten
Ex: We found the poor guy black and blue near the train tracks.



born with a silver spoon in one's mouth: born into a rich family

Ex: Keiko hasn't worked a day in her life. She was born with a silver spoon in her mouth.



catch red handed: catch someone in the act of doing something wrong or illegal
Ex: The kids were caught red handed stealing chocolate bars.

ENTERTAINMENT
LET’S RAISE YOUR VOICE
BEST SONG EVER
You know, I know, you know I'll remember
you, And I know, you know, I know you'll
remember me,
And you know, I know, you know I'll
remember you,
And I know, you know, I hope you'll
remember how we danced,
(yeah yeah yeah) how we danced

Maybe it's the way she walked, straight into
my heart and stole it
Through the doors and past the guards, just
like she already own it
I said can you give it back to me, she said never
in your wildest dreams
And we danced all night to the best song ever
We knew every line now I can't remember
How it goes but I know that I won't forget her
Cause we danced all night to the best song ever

And we danced all night to the best song ever
We knew every line now I can't remember How
it goes but I know that I won't forget her Cause
we danced all night to the best song ever (we
danced, we danced, it goes something like)

I think it went oh, oh, oh
I think it went yeah, yeah, yeah
I think it goes...
Said her name was georgia rose, and her
daddy was a dentist
Said I had a dirty mouth (i got a dirty mouth) but
she kissed me like she meant it
I said can I take you home with me, she said
never in your wildest dreams
[And we danced all
….
I think it goes...]

We danced all night to the best song ever
We knew every line now I can't remember
How it goes but I know that I won't forget her
Cause we danced all night to the best song ever
I think it went oh, oh, oh
I think it went yeah, yeah, yeah
I think it goes....
Best song ever, it was the best song ever,
It was the best song ever, it was the best song ever

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MỘT NHÀ
Khi hai ta về một nhà
Khép đôi mi chung một
giường Đôi khi m cùng một
giấc Ţhức giấc chung một giờ
Khi hai ta chung một đường
Ta vui chung một nỗi vui
Nước mắt r i một dòng
Ѕống chung nhau một đời
Vẫn ánh mắt ấу sáng long lanh
Như trời cao mâу trắng trong lành
Đến hôm naу anh vẫn chưa thể tin ℮m đã về
đâу với anh
Nhớ những lúc đứng dưới mái trường xưa
Cùng dừng xe dưới gốc câу trú mưa
Đến hôm naу ta đã chung 1 lối anh không
còn phải đi xa đón đưa
Ta giờ đâу chung trời mâу ta cùng đón tư ng lai
Tay cầm taу ta cùng vui saу chân bước đường dài
Như lời hứa anh đã nói ngaу từ phút giâу đầu
chúng ta sẽ về chung 1 nhà.

APPENDIX 6

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NEXT TOPIC: “ LEARNING ENGLISH”

Date: October 25 , 2018

SEE YOU AGAIN !
HAVE A GOOD TIME !


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