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 BACKGROUND AND PROBLEMS 1.1 Practices 1.2 Rationale 1.3 Research Questions 2 SOLUTIONS 3 CONCLUSION 3.1 Reflection 3.2 Achievement 3.3 Subjects and field of application APPENDICES APPENDIX 1: An experience in study strategies APPENDIX 2: Syllabus for the Provincial Exam for the Gifted 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 Trang 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 - 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: Why is there a big gap in teaching high school students for the Provincial Gifted Student exam among high schools in An Giang ? What are the contributors to the success of the teaching of high school students for the Provincial Gifted Student exam ? Trang 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 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   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 / …… Good teaching strategies (including teaching methods) Prerequisite requirements: Length of the course Effective teaching strategies Trang 3.1.Length of the course - It‟s advisable that there be at least 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 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 Trang 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 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 )  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 Trang III CONCLUSION 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 Achievement: Here is the test results of my students in the 2018 Provincial Exam for the Gifted Students No Students’ name Class Result nd Trần phước Lợi 11C1 2 Nguyễn Thành Long 11C1 Prize Nguyễn Từ Gia Minh 10C8 Prize Võ Lập Phúc 10C8 Prize Nguyễn Thanh Huy 10C8 Prize Notes Qualified for the National Exam team selection st st st nd Prize Qualified for the National Exam team selection 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 Trang APPENDICES APPENDIX AN EXPERIENCE IN STUDY STRATEGIES: “ HOW DID I STUDY ?” By Diệp Thanh Hào – the 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 ! Trang APPENDIX (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 Trang 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 Trang 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  Interjection (Exclamatory sentences) Expressions of quantity : little / a little , few / a few , most / most of , many / much……… Structures with used to+v vs get / be used to+ V-ing / be accustomed to +V-ing…… 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… / The structures : Used to vs Be used to / Be accustomed to The different patterns with the expletive IT  Dummy Subject / Object  Cleft sentence 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  Forms of OTHER: another / other / the other(s) / some… others 10 Interjections : what & How 11 Forms of questions Trang 10   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 Direct Speech vs Indirect Speech Conditional sentences Gerund Wish clauses Comparisons Active- passive Dummy subject and dummy object Relative clauses Cause and effect sentences 10 Used to + verb vs be / get used to + V-ing / noun phrase Trang 11 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…  Trang 12 APPENDIX STRUCTURE FOR THE PROVINCIAL GIFTED STUDENT EXAM N Section o I/ LISTENING (5/20 pts) TEST TYPES: True-False Gap fill / form filling / table completion Matching MCQ Note completion Answering questions Summary Online Reference http://www.esllab.com/index.htm http://www.luyennghetienga nh.com/ http://www.bbc.co.uk/world 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 https://www.podcastsinengli sh.com/index.shtml II/ LEXICO GRAMMAR - Phonetics - Grammar + Finite verbs + Non-finite verbs + Preposition ……………………… - Vocabulary http://blogchuyenanh.wordp ress.com/ http://www.susasoft.com/tie ng-anh-online/35/caesample-papers-bai-thi-cae-1641.html http://www.englishclub.com III/ READING (5/20 pts) A CLOZE TEST - Semi-cloze Test (10 items / passage) - Cloze Test (10 items / passage) http://dreamreader.net/ https://www.readworks.org/ 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 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 IV/ WRITING (5/20 pts) - Word form - Error identification and correction - Sentence Transformation + Lexical transformation + Grammatical transformation + Idiomatic transformation For writing essays http://darsanaielts.blogspot.c om/2009/10/essay-012.html https://essayforum.com/ 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 luận mẫu - Graph Essay ( Lê Huy Lâm) - Graph / chart / bar Essay (at least 150 words) - Essay (about 200-250 words) - Letter - Report V/ SPEAKING (2/20 pts) http://speakingielts.blogspot com/ https://www.facebook.com/ annienglish0408 http://iteslj.org/questions/ Trang 14 - High scoring - Speaking (15 days) APPENDIX STRUCTURE FOR THE NATIONAL GIFTED STUDENT EXAM No Test Structure 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) 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 gi i tư) Online Reference Offline Reference http://www.esl- - IELTS listening practice lab.com/index.htm - KET-PET-FCE-CAE-CPE ( Cambridge) http://www.luyennghetiengan h.com/ http://www.bbc.co.uk/worlds ervice/learningenglish/langua ge/newsaboutbritain/2009/02/ 090210_nab_valentine.shtml http://blogchuyenanh.wordpre ss.com/ http://www.susasoft.com/tien g-anh-online/35/cae-samplepapers-bai-thi-cae 1641.html -http://www.englishclub.com -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 Tiếng Anh ( Dictionary- Lê Hồng Lan) -Word Forms, Nguyễn Tấn Lực -Tiếng Anh Chuy ên Đề, Lê Văn Sự -Practice Tests (TOEFL) III/ READING (5/20 pts) Part 1: Semi-cloze Test (10 items / 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) - http://dreamreader.net/ - https://www.readworks.org/ Trang 15 -FCE -CPE -IELTS -TOEFL 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: http://darsanaielts.blogspot.co m/2009/10/essay-012.html https://essayforum.com/ - Các đề thi Olympic khối 10-11 - Longman vocabulary activator - Các luận mẫu - Graph Essay ( Lê Huy Lâm) For writing graphs: https://www.youtube.com/res ults?search_query=graph+ess ay V/ SPEAKING (2/20 pts) http://speakingielts.blogspot.c om/ -15 Days for IELTS speaking http://englishanyone.com/aelp -7-smelling-the-roses/ VI GENERAL PRACTICE http://blogchuyenanh.wordpre ss.com/category/english-forthe-gifted-ky-thi-hoc-sinhgioi/ https://www.facebook.com/gr oups/chuyentienganh/ V/ ĐỀ THI CHÍNH THỨC -2007-2018 http://www.yeutienganh123.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 ( volumes) -202 useful exercises for IELTS -Use of English APPENDIX 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: chuvananenglishspeakingclub@gmail.com 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 to get along well with everyone meanwhile we can avoid doing something that we not want to do? Discussion guide: To you, is it difficult to say no? Would you suggest any good ways to refuse someone‟s proposal or invitation without making him hurt or sad? Have you ever felt hurt when your friend refuses your invitation or suggestion? If someone asks you very personal questions, what will you do? “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 you say no? What you think about a “yesman – a person of unquestioning obedience ” ? Do you like such a person? What are his strong and weak points? In what cases you find it difficult to make refusal? Have you ever been in a dilemma as saying “Yes” or “No”? Please tell us your experience 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 Trang 17 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 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 Trang 18 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 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 Trang 19 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 Trang 20 MỘT NHÀ Khi hai ta nhà Khép đôi mi chung giường Đôi m giấc Ţhức giấc chung Khi hai ta chung đường Ta vui chung nỗi vui Nước mắt r i dòng Ѕống chung đời Vẫn ánh mắt ấу sáng long lanh Như trời cao mâу trắng lành Đến hôm naу anh chưa thể tin ℮m đâу với anh Nhớ lúc đứng mái trường xưa Cùng dừng xe gốc câу trú mưa Đến hôm naу ta chung lối anh khơng cịn phải xa đón đưa Ta đâу chung trời mâу ta đón tư ng lai Tay cầm taу ta vui saу chân bước đường dài Như lời hứa anh nói ngaу từ phút giâу đầu chung nhà APPENDIX Trang 21 NEXT TOPIC: “ LEARNING ENGLISH” Date: October 25 , 2018 SEE YOU AGAIN ! HAVE A GOOD TIME ! 22 ... teaching high school students for the Provincial Gifted Student exam among high schools in An Giang ? What are the contributors to the success of the teaching of high school students for the Provincial. .. 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... 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