Top 6 Best Lessons on 'Request Sentences' for 8th Grade

Question 1: Exercise 1, Page 31, Textbook.

Answer:

- Identify the request sentence based on its structure.

- The subjects in all three sentences refer to the person being spoken to, but they differ in specific ways.

In sentence (a): the subject is omitted, referring to the person being addressed. You can determine who it is based on the context of the conversation in the story you've studied.

In sentence (b): the subject is 'the teacher,' using the second-person singular.

In sentence (c): the subject is 'we,' using the first-person plural (inclusive, indicating the speaker is part of the group).

- You can change the subjects of these sentences. Try swapping the subjects and determine in which cases the meaning changes or remains the same.

For example: 'Take the rice to make cakes for the ancestors' / 'You take the rice to make cakes for the ancestors' (the meaning doesn’t change, but the sentence becomes clearer and more polite, adding warmth).

'The teacher should go first' / 'Go first' (the meaning of the request seems stronger, and the tone is less polite).

'Let’s not do anything, let's see if Old Man Mouth can survive' / 'You all don’t do anything, let’s see if Old Man Mouth can survive' (this changes the core meaning; in the second sentence, the speaker is absent from the group of people making the request).

Question 2: Exercise 2, Page 32, Textbook.

Answer:

This exercise requires identifying the request sentences and noting the differences in the ways these requests are expressed.

Here are some example sentences:

a) Stop that annoying, rainy-style singing.

b) Don’t cry, children.

c) Give me your hand quickly.

Take my hand!

Sentence (a) uses the request word 'stop' and omits the subject.

Sentence (b) uses 'don’t,' with the second-person plural subject included.

Sentence (c) lacks a request word, only showing the request tone through intonation, with the subject omitted.

Question 3: Exercise 3, Page 32, Textbook.

Answer:

Compare the form and meaning of the following two request sentences:

a) Please try to sit up and have some porridge to ease your stomach pain!

b) Teacher, please try to sit up and have some porridge to ease your stomach pain.

Sentence (a) omits the subject, while sentence (b) has a subject, using the second-person singular. Determine which sentence conveys the request in a softer tone, making the speaker’s affection for the listener clearer.

Question 4: Exercise 4, Pages 32-33, Textbook.

Answer:

Chick wants to ask Grasshopper to dig a tunnel from his 'home' to Grasshopper’s 'home.'

Notice how Chick’s way of speaking corresponds to his timid and shy character compared to Grasshopper. This exercise clearly shows how speech style reflects the speaker’s personality, situation, and social status.

Question 5: Exercise 5, Page 33, Textbook.

Answer:

Compare the meanings of the two sentences, 'Go, my child!' and 'Let’s go, my child,' and determine in which sentence the mother's action of 'going' is included. Then, explore whether these sentences can be used interchangeably in a specific communication context.

Question 6: Identify the request sentences in the following excerpts:

a) Tí carefully brings a basket of boiled potatoes and places it near the column, then warns Dan:

- It’s still very hot! Don’t touch it, or you’ll burn yourself.

(Ngô Tất Tố, 'Turn Off the Lights')

b) But why even talk about it? Old Hạc, please rest in peace. Don’t worry about your garden. I’ll take care of it for you.

(Nam Cao, 'Old Hạc')

c) My mother’s voice was hoarse as she shouted from behind the curtain:

- Stop arguing! Split up the toys. [...]

- Enough already! Split them up. My mother snapped and angrily headed toward the gate.

(Khánh Hoài, 'The Farewell of the Dolls')

Answer:

The request sentences in the excerpts:

The second and third sentences in excerpt (a): 'It’s still very hot! Don’t touch it, or you’ll burn yourself' contain two notable words, 'please' and 'don’t.' Examine whether these are truly request words, paying attention to their homophonic effects.

In excerpts (b) and (c), request sentences are marked by tone rather than words, though some include request words. A key commonality is that all these sentences have subjects referring to the listener, a distinctive feature of most questions.

Question 7: When you want to borrow a book from a classmate, which sentence would you use from the following options, and why?

a) Let me borrow the book!

b) Could I borrow the book, please?

c) Please let me borrow the book!

d) Give me the book to borrow!

e) Can you lend me the book?

Answer:

When asking to borrow a book, any of the above sentences could be chosen. However, direct request sentences, which may sound slightly rude, are less likely to be used in more formal settings like school. Indirect requests are generally considered more polite and suitable for a wider range of situations. Note: The request word 'please' is often used more in writing than in speech.

Question 8: Add appropriate words to change the following sentence into a request sentence:

- You go home at 4 o'clock.

Answer:

The sentence can be transformed into a request in various ways, such as:

- Please go home at 4 o’clock!

- You should go home at 4 o’clock!

Question 9: Why are request sentences often shortened by omitting the subject?

Explanation:

Request sentences are always directed at the listener, so the subject can often be omitted when the context allows.

Question 10: Find examples in life of two sentences with a request form that should never be used as requests.

Answer:

In life, there are cases where sentences with a request form are used for other purposes than making requests. For example, sentences with 'go' at the end or 'please' before the verb:

- Challenge: Hit me!

- Exclamation: Eat your fill and then spend all day on video games!

I - CORE KNOWLEDGE TO MASTER

1. Key Characteristics of Imperative Sentences

- Imperative sentences are easily identified by the use of specific imperative words, which include:

+ Command adverbs placed before the predicate: 'hãy' (please), 'đừng' (don’t), 'chớ' (don’t), 'nên' (should), 'phải' (must), 'không được' (must not), etc.

+ Modal particles that usually appear at the end of a sentence: 'đi' (go), 'thôi' (stop), 'lên' (up), 'nào' (come on), 'với' (with), 'nhé' (okay), etc.

+ Verbs that convey a request or command, placed before the subject: 'đề nghị' (suggest), 'yêu cầu' (request), 'xin' (ask), 'mong' (hope), etc.

- In written form, imperative sentences often end with an exclamation point or a period. In speech, they are distinguished by a tone that conveys the command (intonation varies depending on the level of demand). Even a single word or phrase with the appropriate tone can form an imperative sentence. Examples:

+ Trật tự! (Order!)

+ Mở cửa! (Open the door!)

2. Functions of Imperative Sentences

Imperative sentences are used for commands, requests, advice, or expressing wishes. The level and intention behind the imperative may vary:

- To give a command or forbid something (high demand level):

+ Hãy tiến lên! (Move forward!)

+ Không được mất trật tự! (Do not disrupt the order!)

- To make a request, offer advice, or express a plea (normal demand level):

+ Đi vào trong nhà kẻo nắng, cháu! (Go inside, it’s too hot outside, dear!)

+ Xin mời vào! (Please come in!)

+ Con nhớ giữ quán áo, sách vở cho sạch sẽ. (Please keep your clothes and books neat.)

- To express wishes or desires (low demand level):

+ Chúc anh lên đường may mắn! (I wish you good luck on your journey!)

+ Mong anh thông cảm cho! (I hope you understand!)

II - EXERCISE INSTRUCTIONS

Exercise 1: Carefully read each of the provided imperative sentences, paying attention to the imperative words like 'hãy' (sentence a), 'đi' (sentence b), 'đừng' (sentence c). Then identify the subject in each sentence (sentence a lacks a subject, while sentences b and c easily identify the subject). The subject in these sentences refers to the listener. Finally, experiment by adding, removing, or changing the subject to see how the meaning alters. Examples:

- Add subject (sentence a): Con hãy lấy gạo làm bánh mà lễ Tiên vương. (The meaning remains unchanged, but the listener is now more clearly addressed.)

- Remove subject (sentence b): Hút trước đi. (The command becomes stronger, more blunt.)

- Replace subject (sentence c): Hay các anh đừng làm gì nữa... (The meaning changes, as there is no direct speaker involved.)

Exercise 2: Carefully read the excerpts, paying attention to sentences with imperative words like 'đi' (excerpt a), 'đừng' (excerpt b), and sentences ending with an exclamation point (excerpt c). These are all imperative sentences. Additionally, note that the sentences in excerpt (a) and the two in excerpt (c) lack subjects, while the sentence in excerpt (b) includes a subject. The presence or absence of the subject affects how the imperative is conveyed.

Exercise 3: Compare these two imperative sentences: (a) lacks a subject, while (b) includes a subject (Thầy em - My teacher). In sentence (b), the level of command is softer, and the speaker’s emotions are more apparent.

Exercise 4: Carefully read the excerpt, focusing on Dế Choắt’s statement. This sentence conveys a mild imperative tone. Dế Choắt speaks humbly, perceiving himself as inferior to Dế Mèn. Moreover, due to his timid nature, Dế Choắt adopts a more reserved tone.

Exercise 5: Compare these two expressions: "Đi đi con!" and "Đi thôi con." In the first sentence, only the child is commanded to go. In the second sentence, both the child and the mother are implied to go together. These two sentences cannot replace one another as their meanings are different.

I. Features of Form and Function

Question 1.

a. * From the excerpts above, the following sentences are causal sentences:

– Stop worrying. Just go home (excerpt a).

– Let's go, child (excerpt b).

* The form characteristics indicate these are causal sentences: the imperative words: stop, go, let's.

b. The functions of these causal sentences are:

– To give advice: Stop worrying (excerpt a).

– To make a request: Just go home (excerpt a), Let's go, child (excerpt b).

Question 2.

a. The way to read the sentence 'Open the door' in excerpt a and in excerpt b is different.

b. The sentence 'Open the door!' in (b) is used to suggest or command, whereas the sentence 'Open the door.' in (a) is used as a response to a question.

II. Exercises

Question 1.

a. The form characteristics show that the sentences above are causal sentences: they contain causal words (please, go, stop).

c. The subjects in all three sentences refer to the listener, but they differ in specifics.

In (a): no subject is stated. The subject, though unspecified, clearly refers to the listener, but the exact identity must be inferred from the surrounding context: Lang Liêu.

In (b): the subject is the teacher, second-person singular.

In (c): the subject is we, first-person plural (collective form indicating listeners are present).

The subject form can be modified as follows:

For instance: Please take the rice to make cakes for the King / You please take the rice to make cakes for the King (no change in meaning but clarifies the audience and softens the request).

Grandfather, shout first / Shout first (the causal meaning seems stronger, making the statement less polite).

Now let's stop doing anything and see if old Miệng survives / Now, you stop doing anything and see if old Miệng survives (changes the meaning; in the second sentence, there is no listener involved in the request).

Question 2. Here are some causal sentences:

a. Stop that endless whining.

b. Don't cry, you all.

c. Give me your hand, quickly! Take my hand now!

Sentence (a) contains a causal word 'stop.' There is no subject.

Sentence (b) contains the word 'don't.' It has a subject in the second-person plural.

Sentence (c) doesn't contain a causal word but uses a causal tone. There is no subject.

The situation described in the story and the lack of subject in these two causal sentences are connected. In urgent, pressing situations, the causal sentence is usually short and to the point, which is why the subject (listener) is often omitted.

Question 3. The sentence in (a) has no subject, while the sentence in (b) includes the subject and is in second-person singular. Thanks to the subject, sentence (b) conveys a softer tone and better expresses the speaker's feelings towards the listener.

Question 4. Dế Choắt wants Dế Mèn to dig a path from his 'house' to Dế Mèn's 'house' (showing a causal purpose).

Dế Choắt is in a subordinate position compared to Dế Mèn (he refers to himself as younger and calls Dế Mèn 'brother'). Being weaker and more timid, Dế Choắt’s language is humble, often prefacing statements with indirectness (Dế Choắt: But only if you allow me to speak, then I will dare to speak. Dế Mèn: Alright, just speak openly).

In Dế Choắt's request to Dế Mèn, Tô Hoài uses a question instead of a command, making the causal request less direct and clearer. This softer request fits Dế Choắt's character and status compared to Dế Mèn.

Question 5. The sentence 'Go, my child!' from the passage above and 'Go now, my child' in section I.1.b (page 30) are not interchangeable. In the specific context, 'Go, my child!' functions as advice and encouragement, while 'Go now, my child' serves as a request.

I. Features of Causal Sentences

1. In the above excerpt, the causal sentences are:

+ In excerpt (a): "Stop worrying." and "Just go ahead."

+ In excerpt (b): "Go now, child."

- Structural features: Contains words like "Stop", "go".

- These causal sentences in the above excerpts serve the purpose of requests and suggestions.

2. The reading of the sentence "Open the door!" in (b) differs from the reading of "Open the door." in (a).

- "Open the door!" in (b) is a direct request or order. "Open the door." in (a) is an answer to the question "What are you doing?"

II. Practice Exercises

Exercise 1 (Page 31, Vietnamese Language 8, Volume 2):

- The causal sentences use words like "please" in sentence a, "go" in sentence b, and "don’t" in sentence c.

- Sentence a lacks a subject, sentence b has the subject "The teacher", and sentence c has the subject "we".

- Add or remove subjects from these causal sentences:

+ "Please take the rice and make the offering to the Ancestors." → This keeps the meaning but makes the subject clearer.

+ "Go ahead!" → Removing the subject makes the request stronger but less polite.

+ Changing the subject: "Now, please don’t do anything else…" → The sentence changes and the speaker is no longer mentioned.

Exercise 2 (Page 32, Vietnamese Language 8, Volume 2):

a. "Stop that incessant, drizzling sound." → Contains the word "stop", without a subject.

b. "Don’t cry, you all." → Contains the word "don’t", with the subject "you".

c. "Hand me your hand quickly! Take my hand now!" → The tone is urgent, without a subject.

The presence or absence of the subject impacts the expression of the causal meaning:

+ When a subject is present, the causal sentence is more polite and clear.

Exercise 3 (Page 32, Vietnamese Language 8, Volume 2):

Similar: Both request and suggest that the husband sit up and eat some porridge.

Different:

+ Sentence a lacks a subject, making the causal meaning less polite and more imperative.

+ Sentence b includes a subject, making the causal meaning clearer, softer, and more polite.

Exercise 4 (Page 32, Vietnamese Language 8, Volume 2):

- Dế Choắt tells Dế Mèn: He wishes to dig a tunnel to connect to Dế Mèn's den for defensive purposes.

- Dế Choắt uses a question to ask Dế Mèn because he is humble and sees himself in a lower position than Dế Mèn.

- Dế Choắt avoids giving direct commands like: "Please dig a tunnel for me to your den!" or "Dig the tunnel right now!"

→ Dế Choắt, being weaker and more timid, cannot make direct demands of Dế Mèn.

Exercise 5 (Page 33, Vietnamese Language 8, Volume 2):

- The sentence "Go, child!" cannot replace "Go now, child!" because:

+ "Go now, child!" is an encouragement where both the speaker and the listener are performing the action of leaving together.

+ Meanwhile, "Go, child!" is an encouragement, urging the child to leave on their own.

Note:

• Causal sentences contain words like: please, don’t, stop, go, or use intonation to indicate commands, requests, suggestions, advice, etc.
  
• Causal sentences usually end with an exclamation mark, but when the intention is less forceful, a period can be used.

Key Knowledge to Remember

- An imperative sentence includes words such as: let's, don't, please, go, stop, or a tone of command. It is used to issue orders, make requests, suggestions, or offer advice.

- While writing, an imperative sentence typically ends with an exclamation mark. However, if the command is less emphasized, a period may be used.

How to Study the Lesson on Imperative Sentences

I. Structure and Function
Question 1
Read the excerpts below and answer the questions
▪ Excerpt (a): "Don't worry." and "Just go ahead."
▪ Excerpt (b): "Go, my child." - Structure: The words "Don't" and "go" are imperative terms.
- The imperative sentences in these excerpts are used for making requests and suggestions.
Question 2
- The way to read the sentence "Open the door!" in excerpt (b) differs from how we read "Open the door." in excerpt (a).
- In excerpt (b), "Open the door!" is used as a demand, while in excerpt (a), it responds to the question, "What are you doing?"

Practice
Question 1
Identifying the structure of imperative sentences:
- The sentences have words like "please" in sentence a, "go" in sentence b, and "don't" in sentence c.
- Sentence a has no subject, sentence b's subject is "The teacher," and sentence c's subject is "we."
- Modifying the subject in the imperative sentences:
▪ "Please take the rice to make cakes for the ancestors": The meaning of the sentence stays the same, but the request is more specific.
▪ "Hurry up and smoke": The meaning doesn't change, but it's less polite.
▪ Changing the subject: "We should not do anything else... will we survive?" The meaning changes as the speaker is no longer included in the request.