GRAMMAR

*Conditional sentence
 Type 1:

If + S + Vinf, S + will/ can/ may/ might/ must/ should + V

Inversion: Should + S + Vinf, S + will/ can/ may + V
 Type 2:

If + S + Ved / were, S + would/ could/ might + V

Inversion: Were + S + O/C, S + would + V
Were + S + to V,... S + would + V
 Type 3:

If + S +had + VP2, S + would have + VP2

Inversion: Had + S + (not) VP2, S + would have + VP2
 Mix:

If + S + Ved, S + would have + VP2 (Type 2-3)

If + S + had VP2, S + would + V (Type 3-2)
Inversion: Had + S + VP2, S + would/ could/ might + V
*Time clause:
When: khi (When he came, I had gone out.)
After: Sau khi (After he had had breakfast, he went to school.)
Before: trước khi (I’ll study English before I fly to England.)
While: trong khi (While they were watching TV, the telephone rang.)
Till/Until: cho đến khi (Don’t leave here until I come back.)
As soon as: Ngay khi (I will call you as soon as I arrive at the place.)
Since: Từ khi (We haven’t seen her since we left for Hanoi capital.)
Whenever: Bất cứ lúc nào (You can use my computer whenever you like.)
Just as: Ngay khi (She turned the light off just as she entered the room.)
*Inversion:
 Never/ Rarely/ Hardly/ Seldom/ Little/ ever + trợ động từ + S + V
HARDLY does she do her homework.
NEVER have I listened to such a good song.
 At no time/ In no way/ On no condition/ On no account = For no reasons/
Under - In no circumstances / No longer/ No where+ trợ động từ + S + V
In no way can we fix this problem / On no account did you cry that much.
Under no circumstances should you leave home.
At no time does my mom let me go out at night.
No where can you buy apples as good as in this shop.
 No sooner + trợ động từ + S + V + than + S + V (Ngay sau khi / Không bao lâu
sau khi … thì…)
No sooner did I arrive home than my family started eating dinner.
No sooner did people leave than the parcel was delivered to the company.
 Such + tính từ + N + that + S + V
Such an interesting movie that I have seen it 3 times
 So + tính từ/trạng từ + trợ động từ + N + that + S + V
So interesting is this movie that I have seen it 3 times.
 Not only + trợ động từ + S + V but S also V (không chỉ… mà còn)
Not only is he handsome but also smart.
Not only is she nice but she also speaks English fluently.
 Not until/till + (S+V)/time + trợ động từ + S + V (Cho đến khi… thì mới…)
Not till I told her did she realize that she left her phone home.
 ONLY AFTER + N/V-ing/(S +V) + trợ động từ + S + V: Chỉ sau khi
Only after dinner can we go to the cinema.
Only after finishing his exercise does he watch TV.
 ONLY IF + (S+V) + trợ động từ + S + V: Chỉ khi, nếu
Only if he agrees would she go = She would go only if he agrees.
Only if it doesn’t rain can children play outside.
 ONLY WHEN + (S +V) + trợ động từ + S + V: (= NOT UNTIL)
Only when I called him did he recognize me.
Only when everything is prepared carefully will Son Tung come in.
 ONLY BY + N/V-ing + trợ động từ + S + V: Chỉ bằng cách
Only by studying harder can students pass the final exam.
Only by production can a nation earn more money.

 Little + Trợ động từ + Chủ ngữ + Động từ

Ex: Little did he know about the surprise that awaited him
  If it hadn’t been for + NP, S + would have + P2
 Had it not been for + NP, S would have + P2
 Hadn’t it been for + NP,……
 Should + S + V, S + will/can/may + V
 Were + S + O/C , S + would + V
 Were + S + to-V +…, S + would + V
 Had + S + P2, S + would + have + P2
 Had + S + P2, S + would/could/might + V

*Comparison

*So sánh bằng

S1 + V + as / so + adj / adv + as + S2
Ex: The cost costs 3 times as much as the other one
S1 + V + the same + N + as + S2
Ex: The USA produced the same amount oil as Saudi Arabia
*So sánh hơn
S + V + (adj / adv) + er + than
S + V + more adj / adv + than
Ex: It is clear that British people spent more money than people in the other 3 countries
*So sánh nhất:
by far + so sánh nhất
Ex: paper and packaging were manufactured by far the most 3 provided products
The more / less N + S1 + V1, the more / less N + S2 + V2

Much as /although/though S1 + V1, S2 + V2

However adj/adv S2 + V2 + S1 +V1
Adj/Adv + as,….
 *Reported speech
Thì Câu trực tiếp Câu gián tiếp
Hiện tại đơn I like ice cream He said he liked ice cream
Hiện tại tiếp diễn I am living in London He said he was living in London.
He said he had bought a car
Quá khứ đơn I bought a car
He said he bought a car.
Quá khứ tiếp diễn I was walking along the street He said he had been walking along the street.
Hiện tại hoàn thành I haven't seen Julie He said he hadn't seen Julie.
I had taken English lessons
Quá khứ hoàn thành He said he had taken English lessons before.
before

Chuyển đổi Câu trực tiếp Câu gián tiếp

Will - Would I'll see you later She said (that) she would see me later
Would – Không thay đổi I would help, but..” She said (that) she would help but...
Can - Could I can speak perfect English She said (that) she could speak perfect English.
She said (that) she could swim when she was four.
I could swim when I was
Could - Không thay đổi
four
shall
Shall - Colud I shall come later She said (that) she would come later.
Should - không thay đổi You should quit smoking. She said I should quit smoking.
Might - Không thay đổi I might be late He said he might be late
Must - Không đổi She said (that) she must study at the weekend
I must study at the weekend
Must - Had to She said she had to study at the weekend

now then / at that time

yesterday / that day / Tuesday
today
/ the 27th of June
the day before yesterday / the day before /
yesterday
Wednesday / the 5th of December
last night the night before, Thursday night
last week the week before / the previous week
today / the next day /
tomorrow
the following day / Friday
*VOCABULARY
Collocations in
+ Unit 2: auburn hair, deliriously happy, adjourn a meeting/trial,
inclement weather, broad accent/agreement/smile, mitigating
circumstances/factor
+ Unit 3: draw up a list/contract, pass up a chance/an opportunity,
withstand pressure/the impact, a spate of attacks/thefts, a brrage of
questions/insults (large number, happening at the same time), a stroke of
luck, a snippet of information, disease spread, envidence suggest,
opportunity arises, smoke rises, standard slip, wind howls
+ Unit 4: gift for languages, newly qualified, pending the results (đạt
được thành công), milestone passed, take a bot, grab a seat,
underestimate the value, difficult to pin down(hard to fix/place)
+Unit 11: - make a living, do a job share, maternity leave (nghỉ đẻ), go
freelance, lay off staff (dismiss staff because no work for them to do),
volume of work
- Practise medicine (work as a doctor), carve a niche for
myself (make a special position for myself), opposite
number (làm 1 công việc nhưng ở chỗ khác), take up the
post (start work)
- Fast- track scheme (quá trình training và promote những
talented staff) get my priorities right, moving up ladder
(thăng chức), take priority over (cuộc sống quan trọng hơn
công việc), a change of heart (thái độ/cảm xúc thay đổi)
+ Unit 12: daunting task, take industrial action (bãi công), relieve of
duty (đuổi việc), wrongfully dismissed (bị đuổi việc 1 cách không công
bằng), pencil in a meeting (lên lịch), land a new job (có 1 công việc
mới), menial task (việc vặt), running erands (chân sai vặt), living wage
(đủ tiền để sống), throw a sickie (nghỉ ốm), getting the sack (bị sa thải),
sweated labour (người được trả lương rất thấp và làm việc nặng), stay
the course (remain until successful)
If a product is good or meets people’s needs, they will buy it. Therefore,
advertising is unnecessary and no more than entertainment. To what extent
do you agree or disagree?
In recent times, there has been an evolving debate about the role of advertising.
There are some who believe that if a product properly meets the needs of the
customer, a business is not required to promote it. In this essay, I firmly disagree
with this viewpoint since advertising may be a crucial technique for businesses to
achieve their highest earnings.
Firstly, advertising helps to create awareness about a product, especially when it is
new or when it is competing with other similar products in the market. Through
advertising, companies may connect with prospective customers, offer their goods,
and emphasize their unique characteristics. For example, television commercials,
online ads, and billboards can reach a large audience and provide eye-catching
visuals and memorable slogans that can help create brand recognition. This can
lead to greater sales, as customers will be more likely to choose a brand that they
recognize over others that they do not.
Secondly, advertising can be a powerful tool for driving sales and revenue. By
reaching potential customers through advertising, businesses can attract new
customers and encourage repeat purchases. Advertising can also provide customers
more information and assistance, like discounts or promotions, which can improve
their experience and satisfaction, leading to increased loyalty and advocacy. This
can increase the likelihood of repeat purchases, and even prompt customers to
recommend the products to others.
While some may argue that advertising is manipulative or unecessary, it is
important to note that advertising can also be informative and educational. By
providing customers with information about products and services, advertising can
help them make informed decisions and choose products that meet their needs and
preferences.
In conclusion, I suspect that advertising plays a critical function in informing an
enormous number of buyers about the release of products as well as assisting them
in selecting the most suitable item. Advertising would still be essential to its
success since it has to not just be beneficial for consumers but also displays a
certain image.
Doing a project is a way to assess student. To what extent do you agree or
disagree?

In today's educational system, projects have become a popular method of

evaluating student performance. While some claim that projects provide an
accurate view of a student's abilities, others argue that regular tests are the most
reliable indicator of academic performance. In my opinion, I partly agree with this
statement. The advantages and disadvantages of adopting projects as a technique of
evaluation will be discussed in this essay.

On the one hand, proponents of the use of projects contend that they provide a
broader view of a student's abilities than conventional tests. Students must show
through projects that they can apply their knowledge, creativity, and critical
thinking to real-world situations. Project-based assessments also often require
collaboration, communication, and time management skills, all of which are crucial
in working conditions. Moreover, this method can promote higher engagement and
motivation among students. Traditional exams can be stressful and can create a
competitive environment that can be detrimental to the learning experience. In
contrast, projects can be more enjoyable for students, they also give them the
opportunity to work on something they are passionate about, which can increase
motivation and interest in the subject matter.

On the other hand, others contend that using projects as a means of evaluation
might be unreliable. Projects are often personal, and the standards for assessment
may not be obvious. Additionally, some students can have different levels of
knowledge or support, which might have an impact on the results of their project.
For example, a student with access to better equipment, materials, or technology
may have an advantage over others. This can lead to a potential bias in the
evaluation process and an unfair disadvantage for some students. Making sure that
each student contributes equally to the assignment is another primary issues. Some
students could contribute more to group projects than others, depending on their
workload. Traditional tests, in contrast, are standardized and often intended to
assess an individual's knowledge and comprehension of a certain topic.

In conclusion, project-based assessments may not be the most effective technique

of rating even if they provide a broader overview of a student's skills. When
measuring student performance, it is important to take into account both the
benefits and drawbacks of doing project and conventional examinations. The most
suitable approach will ultimately rely on the precise learning goals and objectives
of the course.
Field trip to a museum as an extra curriculum. Should or shouldn’t

Field trips to museums as extracurricular activities have long been a source of

controversy. While some claim that this is a great approach to increasing students'
comprehension and expanding their view of the world, others argue that these
activities should be more appealing and interactive. Although the second viewpoint
may be partially accurate, in my opinion, the first viewpoint looks more logical.

First and foremost, they have been an excellent method for students to learn about
history, culture, art, and science in a hands-on and interactive way. The learning
experience can be enhanced by the guides, displayed objects, and educational
resources that are available in museums. When students interact with exhibits and
artifacts, they are able to experience the subject matter in a more tangible and
immediate way than they would be able to do through textbooks or lectures. This
can help bring the subject matter to life and make it more meaningful for students.

Secondly, field trips can expose students to new ideas and perspectives that they
may not have previously encountered. By experiencing different cultural artifacts,
they can gain a deeper understanding of the diversity and complexity of the world
around them and have a chance to interact with their peers in a more relaxed and
informal setting. As a result, they may feel more connected and supportive of each
other, which may broaden their horizons and develop their critical thinking skills.

On the contrary, critics argue that museum visits may not be exciting or engaging
enough to keep students interested. In a world where technology is increasingly
dominant, some students may prefer more high-tech activities, such as video games
or virtual reality experiences. They may feel that traditional educational activities
are outdated and boring, which can ultimately undermine the goal of the field trip.
However, it should be noted that the aforementioned are just a handful of
disadvantages that students may encounter in the process of gaining experience.

On the whole, I believe that field trips to museums can be a valuable extra-
curricular activity for students in many ways. By carefully planning and executing
these trips, schools can help to ensure that all students have access to the rich and
diverse educational opportunities they need to succeed.
Should we preserve old traditional costumes.
In an age of globalization, cultural preservation has become an important topic of
discussion. Traditional costumes are often seen as a way to maintain links with the
past, and in many countries, they are revered for their historical significance.
However, the question of whether or not we should preserve old traditional
costumes is a contentious one.
On the one hand, traditional costumes are a vital aspect of cultural heritage. They
are often intricately designed, with intricate patterns and bright colors, and they
can be seen as an embodiment of a country's history and tradition. By preserving
traditional costumes, we can ensure that future generations have a tangible link to
their cultural past. This is particularly important in countries where traditional
dress is an important part of everyday life, such as India, Japan, and Africa.
On the other hand, preserving traditional costumes can also be seen as a hindrance
to progress. In today's globalized world, where people from different cultures often
live and work together, traditional dress can be seen as a barrier to integration. It
can be argued that by preserving traditional dress, we are perpetuating the idea of
cultural isolationism, which can lead to a lack of understanding and empathy
between different groups of people.
In my opinion, it is important to strike a balance between preserving traditional
costumes and embracing modernity. While traditional dress is an important part of
cultural heritage, we must also recognize the importance of adapting to changing
times. In some cases, this may mean adapting traditional costumes to make them
more practical for modern life. For example, many African countries have adapted
traditional dress to suit the demands of urban life, creating outfits that are both
practical and aesthetically pleasing.
In conclusion, while preserving traditional costumes is important for maintaining
links with the past, it is equally important to recognize the importance of
embracing change. By striking a balance between tradition and modernity, we can
ensure that our cultural heritage remains relevant and meaningful for future
generations.
Young student absolutely need a university degree to have a well paid job.
Agree/not
In today's competitive job market, there is no denying that a university degree has
become increasingly important. Even if there are some exceptions to this rule, I
still think getting an educational certificate is one of the greatest methods for
young people to guarantee a higher salary and improved long-term career
possibilities.
To begin with, a university degree signifies that an individual has the knowledge
and skills necessary to perform a job at a high level. Employers often require a
degree as the minimum requirement for many job positions, and it is typically
viewed as an indicator of the applicant's intellectual capacity and potential.
Graduates with degrees are more likely to be given preference over non-degree
holders for better-paid jobs and promotions.
Additionally, earning a degree from a university helps students develop essential
practical skills such as research, communication, and problem-solving. Individuals
who possess these skills are more likely to be in demand and receive higher-paying
positions as they are highly sought after in the workplace. Furthermore, it is
generally true that a university degree can open doors to higher-paying jobs. Many
industries such as finance, law, and medicine require a certain level of education to
even be considered for entry-level positions.
On the other hand, it is important to acknowledge that there are many career paths
that do not require a university degree. Trade jobs such as plumbing or carpentry
can offer high salaries and job stability without the need for a formal education.
Moreover, some jobs in creative fields or entrepreneurship are often based on one's
skills and experience rather than a formal degree. Although this scenario might
seem realistic and easy to attain, it is not powerful enough to challenge the benefits
of this argument.
In conclusion, I believe that college degrees are crucial for young people who
aspire to have well-paying jobs. A degree not only demonstrates one's academic
prowess but also equips one with the skills and knowledge necessary to thrive in
the job market. While there may be some exceptions to this rule, having a degree
remains one of the most effective ways to secure better job prospects and higher
wages in the long run. Therefore, it is important to encourage young students to
view earning a college degree as a viable option for securing a bright future.