Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each...

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.

Henry is the undisputed star of Dronfield School near Sheffield. Whatever the achievements of other members of the comprehensive school, it is Henry, with his soulful eyes and glossy hair, who has hogged the limelight, appearing on television in Britain and abroad. Yet despite all the public adulation, Henry stirs up no envy or resentment among the 2000 students – in fact, they all adore him. The dog, who first arrived six months ago, is a super dog, who has improved students' behaviour and encouraged more students to focus on their academic achievement.

Andrew Wainwright, a student at Dronfield School, says there is something magical and calming about being able to interact with Henry during his time at the school's catch-up classes, and that if he falls behind, that opportunity will be denied. Even doubting staff have finally been won round. Perhaps that is because Henry, who lies on the floor during staff meetings, has also had a calming effect on them.

It was Andrew's teacher, Wendy Brown and the school counsellor, Julie Smart, who first proposed buying a school dog. "Julie and I were talking one day about how looking after dogs can positively affect children's conduct," says Brown. "We did some research and discovered that the presence of pets has been shown to be therapeutic. A number of studies have shown that animals improve recovery after surgery or illness and have a calming influence on people in a lot of settings. Some of my kids can be a handful and some of the children Julie counsels have terrible problems."

Could the school dog become a craze? Other schools such as the Mulberry Bush, a primary school for children with behavioural problems, have stepped forward to point out they already have one. Rosie Johnston, a Mulberry staff member has been bringing her golden retriever, Muskoka, into school for three years. Apart from being a calming influence, Muskoka even plays his part in literacy lessons. Children at the school can be too shy to read to adults so they read to Muskoka. "Their anxiety about mispronouncing something or getting the words in the wrong order is reduced when they read to him," says Johnston.

Psychologist Dr Deborah Wells from Queen's University Belfast specialises in animal-human interaction. She believes that the underlying key to the Henry effect is that dogs offer unconditional love and that cheers up adults and children and helps with self-esteem. But traditionalist Chris Woodhead, the former chief inspector of schools says, "I don't see why a teacher cannot create a positive learning environment through the subject they teach and their personality. Dogs strike me as a bit of a publicity stunt. It's the kind of sentimental story journalists love." Despite this sentiment, Henry remains as popular as ever.

Which of the following is implied in the passage?

A. Rosie Johnston is more experienced than Wendy Brown in working with animals.

B. Wendy Brown and Julie Smart are dedicated animal rights activists who wish to get their message across to young people.

C. Interaction with Henry is used to boost students' learning motivation at Dronfield School.

D. Administrators at Dronfield School are skeptical as to whether Henry's companion will benefit their students

1

NH

Nguyen Hoang Hai

2 tháng 7 2017

Ý nào dưới đây được ngụ ý trong bài?

A. Rosie Johnston có nhiều kinh nghiệm hơn Wendy Brown trong việc làm việc với động vật.

B. Wendy Brown and Julie Smart, những nhà hoạt động vì quyền vì động vật rất tận tâm và cống hiến, là những người muốn giới trẻ hiểu thông điệp của họ.

C. Những tương tác (của học sinh) với chú chó Henry được dùng để tăng động lực học cho học sinh ở trường Dronfield.

D. Ban quản trị của trường Dronfield hoài nghi về việc liệu sự đồng hành của Henry có mang lại lợi ích cho học sinh của họ không.

Thông tin: The dog, who first arrived six months ago, is a super dog, who has improved students' behaviour and encouraged more students to focus on their academic achievement.

Tạm dịch: Chú chó mới đến sáu tháng trước, là một chú chó siêu nhân, đã cải thiện hành vi của học sinh trường này và khuyến khích nhiều học sinh tập trung nhiều hơn vào thành tích học tập của chúng.

Chọn C

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42. Henry is the undisputed star of Dronfield School near Sheffield. Whatever the achievements of other members of the comprehensive school, it is Henry, with his soulful eyes and glossy hair, who has hogged the limelight, appearing on television in Britain and abroad. Yet despite all the public adulation, Henry stirs up no envy or resentment among...

DM

Dương Minh

14 tháng 3 2019

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.

Henry is the undisputed star of Dronfield School near Sheffield. Whatever the achievements of other members of the comprehensive school, it is Henry, with his soulful eyes and glossy hair, who has hogged the limelight, appearing on television in Britain and abroad. Yet despite all the public adulation, Henry stirs up no envy or resentment among the 2000 students – in fact, they all adore him. The dog, who first arrived six months ago, is a super dog, who has improved students' behaviour and encouraged more students to focus on their academic achievement.

Andrew Wainwright, a student at Dronfield School, says there is something magical and calming about being able to interact with Henry during his time at the school's catch-up classes, and that if he falls behind, that opportunity will be denied. Even doubting staff have finally been won round. Perhaps that is because Henry, who lies on the floor during staff meetings, has also had a calming effect on them.

It was Andrew's teacher, Wendy Brown and the school counsellor, Julie Smart, who first proposed buying a school dog. "Julie and I were talking one day about how looking after dogs can positively affect children's conduct," says Brown. "We did some research and discovered that the presence of pets has been shown to be therapeutic. A number of studies have shown that animals improve recovery after surgery or illness and have a calming influence on people in a lot of settings. Some of my kids can be a handful and some of the children Julie counsels have terrible problems."

Could the school dog become a craze? Other schools such as the Mulberry Bush, a primary school for children with behavioural problems, have stepped forward to point out they already have one. Rosie Johnston, a Mulberry staff member has been bringing her golden retriever, Muskoka, into school for three years. Apart from being a calming influence, Muskoka even plays his part in literacy lessons. Children at the school can be too shy to read to adults so they read to Muskoka. "Their anxiety about mispronouncing something or getting the words in the wrong order is reduced when they read to him," says Johnston.

Psychologist Dr Deborah Wells from Queen's University Belfast specialises in animal-human interaction. She believes that the underlying key to the Henry effect is that dogs offer unconditional love and that cheers up adults and children and helps with self-esteem. But traditionalist Chris Woodhead, the former chief inspector of schools says, "I don't see why a teacher cannot create a positive learning environment through the subject they teach and their personality. Dogs strike me as a bit of a publicity stunt. It's the kind of sentimental story journalists love." Despite this sentiment, Henry remains as popular as ever.

According to paragraph 4, which of the following is one of the roles played by Muskoka at the Mulberry Bush?

A. Encouraging a more proactive approach to teaching literacy

B. Minimizing the number of words mispronounced by its students

C. Relieving its teaching staff of unnecessary workload

D. Helping its students to reduce their fear of making mistakes

1

NH

Nguyen Hoang Hai

14 tháng 3 2019

Theo đoạn 4, ý nào dưới đây là một trong những vai trò của con chó Muskoka ở trường Mulberry Bush?

A. Khuyến khích phương pháp tiếp cận chủ động hơn với việc dạy học, viết

B. Giảm thiểu số lượng từ phát âm sai bởi học sinh

C. Giúp các thầy cô giáo giải phóng khỏi lượng công việc không cần thiết

D. Giúp học sinh trường này giảm nỗi sợ trong việc mắc lỗi sai.

Thông tin: Children at the school can be too shy to read to adults so they read to Muskoka. "Their anxiety about mispronouncing something or getting the words in the wrong order is reduced when they read to him," says Johnston.

Tạm dịch: Học sinh ở trường này quá xấu hổ để đọc cho người lớn nên chúng đọc cho con Muskoko. “Sự lo lắng về việc phát âm sai hoặc đọc sai thứ tự các từ giảm đi khi các em học sinh đọc cho chú chó này”, Johnston nói.

Chọn D

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42. Henry is the undisputed star of Dronfield School near Sheffield. Whatever the achievements of other members of the comprehensive school, it is Henry, with his soulful eyes and glossy hair, who has hogged the limelight, appearing on television in Britain and abroad. Yet despite all the public adulation, Henry stirs up no envy or resentment among...

DM

Dương Minh

3 tháng 5 2017

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.

Henry is the undisputed star of Dronfield School near Sheffield. Whatever the achievements of other members of the comprehensive school, it is Henry, with his soulful eyes and glossy hair, who has hogged the limelight, appearing on television in Britain and abroad. Yet despite all the public adulation, Henry stirs up no envy or resentment among the 2000 students – in fact, they all adore him. The dog, who first arrived six months ago, is a super dog, who has improved students' behaviour and encouraged more students to focus on their academic achievement.

Andrew Wainwright, a student at Dronfield School, says there is something magical and calming about being able to interact with Henry during his time at the school's catch-up classes, and that if he falls behind, that opportunity will be denied. Even doubting staff have finally been won round. Perhaps that is because Henry, who lies on the floor during staff meetings, has also had a calming effect on them.

It was Andrew's teacher, Wendy Brown and the school counsellor, Julie Smart, who first proposed buying a school dog. "Julie and I were talking one day about how looking after dogs can positively affect children's conduct," says Brown. "We did some research and discovered that the presence of pets has been shown to be therapeutic. A number of studies have shown that animals improve recovery after surgery or illness and have a calming influence on people in a lot of settings. Some of my kids can be a handful and some of the children Julie counsels have terrible problems."

Could the school dog become a craze? Other schools such as the Mulberry Bush, a primary school for children with behavioural problems, have stepped forward to point out they already have one. Rosie Johnston, a Mulberry staff member has been bringing her golden retriever, Muskoka, into school for three years. Apart from being a calming influence, Muskoka even plays his part in literacy lessons. Children at the school can be too shy to read to adults so they read to Muskoka. "Their anxiety about mispronouncing something or getting the words in the wrong order is reduced when they read to him," says Johnston.

Psychologist Dr Deborah Wells from Queen's University Belfast specialises in animal-human interaction. She believes that the underlying key to the Henry effect is that dogs offer unconditional love and that cheers up adults and children and helps with self-esteem. But traditionalist Chris Woodhead, the former chief inspector of schools says, "I don't see why a teacher cannot create a positive learning environment through the subject they teach and their personality. Dogs strike me as a bit of a publicity stunt. It's the kind of sentimental story journalists love." Despite this sentiment, Henry remains as popular as ever.

The word "adulation" in paragraph 1 is closest in meaning to ______.

A. unrealistic expectation

B. deserved attention

C. considerable controversy

D. excessive admiration

1

NH

Nguyen Hoang Hai

3 tháng 5 2017

Từ "adulation" trong đoạn 1 gần nghĩa nhất với _____.

A. những mong chờkhông thực tiễn B. đáng được chú ý

C. những tranh cãi đáng kể D. sựngưỡng mộquá mức

Thông tin: Yet despite all the public adulation, Henry stirs up no envy or resentment among the 2000 students – in fact, they all adore him.

Tạm dịch: Tuy nhiên, bất chấp tất cả sự ngưỡng mộ quá mức của công chúng, Henry không khuấy động sự ghen tị hay phẫn nộ giữa 2000 sinh viên - thực tế, tất cả họ đều ngưỡng mộ nó.

Chọn D

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42. Henry is the undisputed star of Dronfield School near Sheffield. Whatever the achievements of other members of the comprehensive school, it is Henry, with his soulful eyes and glossy hair, who has hogged the limelight, appearing on television in Britain and abroad. Yet despite all the public adulation, Henry stirs up no envy or resentment among...

DM

Dương Minh

25 tháng 11 2017

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.

Henry is the undisputed star of Dronfield School near Sheffield. Whatever the achievements of other members of the comprehensive school, it is Henry, with his soulful eyes and glossy hair, who has hogged the limelight, appearing on television in Britain and abroad. Yet despite all the public adulation, Henry stirs up no envy or resentment among the 2000 students – in fact, they all adore him. The dog, who first arrived six months ago, is a super dog, who has improved students' behaviour and encouraged more students to focus on their academic achievement.

Andrew Wainwright, a student at Dronfield School, says there is something magical and calming about being able to interact with Henry during his time at the school's catch-up classes, and that if he falls behind, that opportunity will be denied. Even doubting staff have finally been won round. Perhaps that is because Henry, who lies on the floor during staff meetings, has also had a calming effect on them.

It was Andrew's teacher, Wendy Brown and the school counsellor, Julie Smart, who first proposed buying a school dog. "Julie and I were talking one day about how looking after dogs can positively affect children's conduct," says Brown. "We did some research and discovered that the presence of pets has been shown to be therapeutic. A number of studies have shown that animals improve recovery after surgery or illness and have a calming influence on people in a lot of settings. Some of my kids can be a handful and some of the children Julie counsels have terrible problems."

Could the school dog become a craze? Other schools such as the Mulberry Bush, a primary school for children with behavioural problems, have stepped forward to point out they already have one. Rosie Johnston, a Mulberry staff member has been bringing her golden retriever, Muskoka, into school for three years. Apart from being a calming influence, Muskoka even plays his part in literacy lessons. Children at the school can be too shy to read to adults so they read to Muskoka. "Their anxiety about mispronouncing something or getting the words in the wrong order is reduced when they read to him," says Johnston.

Psychologist Dr Deborah Wells from Queen's University Belfast specialises in animal-human interaction. She believes that the underlying key to the Henry effect is that dogs offer unconditional love and that cheers up adults and children and helps with self-esteem. But traditionalist Chris Woodhead, the former chief inspector of schools says, "I don't see why a teacher cannot create a positive learning environment through the subject they teach and their personality. Dogs strike me as a bit of a publicity stunt. It's the kind of sentimental story journalists love." Despite this sentiment, Henry remains as popular as ever.

The phrase "a handful" in paragraph 3 is probably descriptive of a child who is ______.

A. difficult to control

B. inclined to disagree

C. reluctant to explore

D. impossible to understand

1

NH

Nguyen Hoang Hai

25 tháng 11 2017

Cụm từ "a handful" được dùng trong đoạn 3 để mô tả đứa trẻ như thế nào?

A. khó kiểm soát B. có xu hướng không đồng ý

C. chần chừ, lưỡng lự đi khám phá D. không thể hiểu được

Thông tin: Some of my kids can be a handful and some of the children Julie counsels have terrible problems.

Tạm dịch: Một vài đứa trẻ của tôi có thể là đứa trẻ khó kiểm soát và một vài đứa trẻ của Julie có những vấn đề rất kinh khủng.

Chọn A

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42. Henry is the undisputed star of Dronfield School near Sheffield. Whatever the achievements of other members of the comprehensive school, it is Henry, with his soulful eyes and glossy hair, who has hogged the limelight, appearing on television in Britain and abroad. Yet despite all the public adulation, Henry stirs up no envy or resentment among...

DM

Dương Minh

23 tháng 1 2018

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.

Henry is the undisputed star of Dronfield School near Sheffield. Whatever the achievements of other members of the comprehensive school, it is Henry, with his soulful eyes and glossy hair, who has hogged the limelight, appearing on television in Britain and abroad. Yet despite all the public adulation, Henry stirs up no envy or resentment among the 2000 students – in fact, they all adore him. The dog, who first arrived six months ago, is a super dog, who has improved students' behaviour and encouraged more students to focus on their academic achievement.

Andrew Wainwright, a student at Dronfield School, says there is something magical and calming about being able to interact with Henry during his time at the school's catch-up classes, and that if he falls behind, that opportunity will be denied. Even doubting staff have finally been won round. Perhaps that is because Henry, who lies on the floor during staff meetings, has also had a calming effect on them.

It was Andrew's teacher, Wendy Brown and the school counsellor, Julie Smart, who first proposed buying a school dog. "Julie and I were talking one day about how looking after dogs can positively affect children's conduct," says Brown. "We did some research and discovered that the presence of pets has been shown to be therapeutic. A number of studies have shown that animals improve recovery after surgery or illness and have a calming influence on people in a lot of settings. Some of my kids can be a handful and some of the children Julie counsels have terrible problems."

Could the school dog become a craze? Other schools such as the Mulberry Bush, a primary school for children with behavioural problems, have stepped forward to point out they already have one. Rosie Johnston, a Mulberry staff member has been bringing her golden retriever, Muskoka, into school for three years. Apart from being a calming influence, Muskoka even plays his part in literacy lessons. Children at the school can be too shy to read to adults so they read to Muskoka. "Their anxiety about mispronouncing something or getting the words in the wrong order is reduced when they read to him," says Johnston.

Psychologist Dr Deborah Wells from Queen's University Belfast specialises in animal-human interaction. She believes that the underlying key to the Henry effect is that dogs offer unconditional love and that cheers up adults and children and helps with self-esteem. But traditionalist Chris Woodhead, the former chief inspector of schools says, "I don't see why a teacher cannot create a positive learning environment through the subject they teach and their personality. Dogs strike me as a bit of a publicity stunt. It's the kind of sentimental story journalists love." Despite this sentiment, Henry remains as popular as ever.

Which of the following is mentioned in paragraph 3 as a potential impact of keeping a pet?

A. A stronger tendency to misbehave

B. A greater desire to influence others

C. Long-term changes in conduct

D. Better recovery from illness

1

NH

Nguyen Hoang Hai

23 tháng 1 2018

Trong đoạn 3 có ý nào dưới đây được đề cập đến như là một tác độn tiềm ẩn của việc nuôi một vật nuôi?

A. Một xu hướng rất mạnh mẽ của việc cư xử sai trái

B. Một khao khát mãnh liệt hơn để gây ảnh hưởng lên người khác

C. Sự thay đổi lâu dài về khía cạnh đạo đức

D. Sự cải thiện nhanh hơn khi bị ốm

Thông tin:

- pets has been shown to be therapeutic

- that animals improve recovery after surgery or illness

Tạm dịch:

- vật nuôi đã được chứng minh là có tác dụng chữa bệnh

- rằng động vật cải thiện việc phục hồi sau phẫu thuật hoặc bệnh tật

Chọn D

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42. Henry is the undisputed star of Dronfield School near Sheffield. Whatever the achievements of other members of the comprehensive school, it is Henry, with his soulful eyes and glossy hair, who has hogged the limelight, appearing on television in Britain and abroad. Yet despite all the public adulation, Henry stirs up no envy or resentment among...

DM

Dương Minh

27 tháng 8 2019

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.

Henry is the undisputed star of Dronfield School near Sheffield. Whatever the achievements of other members of the comprehensive school, it is Henry, with his soulful eyes and glossy hair, who has hogged the limelight, appearing on television in Britain and abroad. Yet despite all the public adulation, Henry stirs up no envy or resentment among the 2000 students – in fact, they all adore him. The dog, who first arrived six months ago, is a super dog, who has improved students' behaviour and encouraged more students to focus on their academic achievement.

Andrew Wainwright, a student at Dronfield School, says there is something magical and calming about being able to interact with Henry during his time at the school's catch-up classes, and that if he falls behind, that opportunity will be denied. Even doubting staff have finally been won round. Perhaps that is because Henry, who lies on the floor during staff meetings, has also had a calming effect on them.

It was Andrew's teacher, Wendy Brown and the school counsellor, Julie Smart, who first proposed buying a school dog. "Julie and I were talking one day about how looking after dogs can positively affect children's conduct," says Brown. "We did some research and discovered that the presence of pets has been shown to be therapeutic. A number of studies have shown that animals improve recovery after surgery or illness and have a calming influence on people in a lot of settings. Some of my kids can be a handful and some of the children Julie counsels have terrible problems."

Could the school dog become a craze? Other schools such as the Mulberry Bush, a primary school for children with behavioural problems, have stepped forward to point out they already have one. Rosie Johnston, a Mulberry staff member has been bringing her golden retriever, Muskoka, into school for three years. Apart from being a calming influence, Muskoka even plays his part in literacy lessons. Children at the school can be too shy to read to adults so they read to Muskoka. "Their anxiety about mispronouncing something or getting the words in the wrong order is reduced when they read to him," says Johnston.

Psychologist Dr Deborah Wells from Queen's University Belfast specialises in animal-human interaction. She believes that the underlying key to the Henry effect is that dogs offer unconditional love and that cheers up adults and children and helps with self-esteem. But traditionalist Chris Woodhead, the former chief inspector of schools says, "I don't see why a teacher cannot create a positive learning environment through the subject they teach and their personality. Dogs strike me as a bit of a publicity stunt. It's the kind of sentimental story journalists love." Despite this sentiment, Henry remains as popular as ever.

Which of the following best serves as the title for the passage?

A. School Dogs: Useful Classroom Assistants

B. Having School Dogs: Pros and Cons

C. Henry – a Super Dog in Dronfield School

D. Keeping School Dogs – a Prevalent Trend

1

NH

Nguyen Hoang Hai

27 tháng 8 2019

Đâu là tiêu đề phù hợp cho bài này?

A. Những chú chó được nuôi trong trường học: những trợ lí rất hữu ích trong lớp học

B. Việc nuôi chó trong trường: bất lợi và lợi ích

C. Henry – một chú chó siêu nhân trong trường Dronfield

D. Nuôi chó trong trường học – một xu hướng phổ biến

Chọn A

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42. Henry is the undisputed star of Dronfield School near Sheffield. Whatever the achievements of other members of the comprehensive school, it is Henry, with his soulful eyes and glossy hair, who has hogged the limelight, appearing on television in Britain and abroad. Yet despite all the public adulation, Henry stirs up no envy or resentment among...

DM

Dương Minh

9 tháng 3 2017

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.

Henry is the undisputed star of Dronfield School near Sheffield. Whatever the achievements of other members of the comprehensive school, it is Henry, with his soulful eyes and glossy hair, who has hogged the limelight, appearing on television in Britain and abroad. Yet despite all the public adulation, Henry stirs up no envy or resentment among the 2000 students – in fact, they all adore him. The dog, who first arrived six months ago, is a super dog, who has improved students' behaviour and encouraged more students to focus on their academic achievement.

Andrew Wainwright, a student at Dronfield School, says there is something magical and calming about being able to interact with Henry during his time at the school's catch-up classes, and that if he falls behind, that opportunity will be denied. Even doubting staff have finally been won round. Perhaps that is because Henry, who lies on the floor during staff meetings, has also had a calming effect on them.

It was Andrew's teacher, Wendy Brown and the school counsellor, Julie Smart, who first proposed buying a school dog. "Julie and I were talking one day about how looking after dogs can positively affect children's conduct," says Brown. "We did some research and discovered that the presence of pets has been shown to be therapeutic. A number of studies have shown that animals improve recovery after surgery or illness and have a calming influence on people in a lot of settings. Some of my kids can be a handful and some of the children Julie counsels have terrible problems."

Could the school dog become a craze? Other schools such as the Mulberry Bush, a primary school for children with behavioural problems, have stepped forward to point out they already have one. Rosie Johnston, a Mulberry staff member has been bringing her golden retriever, Muskoka, into school for three years. Apart from being a calming influence, Muskoka even plays his part in literacy lessons. Children at the school can be too shy to read to adults so they read to Muskoka. "Their anxiety about mispronouncing something or getting the words in the wrong order is reduced when they read to him," says Johnston.

Psychologist Dr Deborah Wells from Queen's University Belfast specialises in animal-human interaction. She believes that the underlying key to the Henry effect is that dogs offer unconditional love and that cheers up adults and children and helps with self-esteem. But traditionalist Chris Woodhead, the former chief inspector of schools says, "I don't see why a teacher cannot create a positive learning environment through the subject they teach and their personality. Dogs strike me as a bit of a publicity stunt. It's the kind of sentimental story journalists love." Despite this sentiment, Henry remains as popular as ever.

Which of the following best summarizes Chris Woodhead's viewpoint in paragraph 5?

A. Teachers underestimate the role of dogs in literacy lessons.

B. Students and dogs are inseparable companions in the classroom setting.

C. Schools have dogs just to attract media attention.

D. Dogs are capable of enlivening classroom atmosphere.

1

NH

Nguyen Hoang Hai

9 tháng 3 2017

Cái nào dưới đây có thể tóm tắt được quan điểm của ông Chris Woodhead ở đoạn 5?

A. Giáo viên đánh giá thấp vai trò của chó ở trong những bài học đọc và viết.

B. Học sinh và chó là những người bạn đồng hành không thể tách biệt được trong bối cảnh lớp học.

C. Những trường nuôi chó chỉ để thu hút sự chú ý của những phương tiện truyền thông đại chúng thôi.

D. Chó có thể làm không khí lớp học trở nên sôi động hơn.

Thông tin: "I don't see why a teacher cannot create a positive learning environment through the subject they teach and their personality. Dogs strike me as a bit of a publicity stunt. It's the kind of sentimental story journalists love."

Tạm dịch: “Tôi không hiểu tại sao giáo viên không thể tạo ra một môi trường học tích cực thông qua môn học mà họ dạy và thông qua cá tính của họ. Chó đối với tôi như là một trò đưa ra thu hút sự chú ý của công chúng thôi. Đó là một câu chuyện ủy mị, ướt át mà các nhà báo thích.”

Chọn C

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.In the United States, it is important to be on time, or punctual, for an appointment, a class, a meeting, etc... This may not be true in some other countries, however. An American professor discovered this difference while teaching a class in a Brazilian university. The two-hour class was scheduled to begin at 10 a.m, and end at 12 a.m. On the...

DM

Dương Minh

10 tháng 1 2018

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.

In the United States, it is important to be on time, or punctual, for an appointment, a class, a meeting, etc... This may not be true in some other countries, however. An American professor discovered this difference while teaching a class in a Brazilian university. The two-hour class was scheduled to begin at 10 a.m, and end at 12 a.m. On the first day, when the professor arrived on time, no one was in the classroom. Many students came after 11 a.m. Although all of the students greeted the professor as they arrived, few apologised for their lateness. Were these students being rude? He decided to study the students’ behavior.

In American university, students are expected to arrive at the appointed hour. On the other hand, in Brazil, neither the teacher nor the students always arrive at the appointed hour. Classes not only begin at the scheduled time in the United States, but they also end at the scheduled time. In the Brazilian class, only a few students left the class at noon, many remained past 12:30 to discuss the class and ask more questions. While arriving late may not be important in Brazil, neither is staying late.

The explanation for these differences is complicated. People from Brazilian and North American cultures have different feelings about lateness. In Brazil, the students believe that a person who usually arrives late is probably more successful than a person who is always on time. In fact, Brazilians expect a person with status or prestige to arrive late, while in the United States, lateness is usually considered to be disrespectful and unacceptable. Consequently, if a Brazilian is late for an appointment with a North America, the American may misinterpret the reason for the lateness and become angry.

As a result for his study, the professor learned that the Brazilian students were not being disrespectful to him. Instead, they were simply behaving the appropriate way for a Brazilian student in Brazil. Eventually, the professor was able to adapt his own behavior to feel comfortable in the new culture.

It can be inferred from the passage that _________.

A. Most American students anive after the class has begun.

B. Most Brazilian students leave immediately when the class is finished.

C. Brazilian students often come late and leave early.

D. For most Americans, being late is unacceptable.

1

NH

Nguyen Hoang Hai

10 tháng 1 2018

Đáp án D

Ta có thể suy ra từ đoạn văn rằng_______
A. Phần lớn sinh viên Mỹ đến lớp sau khi giờ học đã bắt đầu.
B. Phần lớn sinh viên Brazil rời lớp ngay khi hết tiết.
C. Sinh viên Brazil thường đến trễ về sớm.
D. Đối với đa số người Mỹ, trễ giờ là việc không thể chấp nhận.

Câu gần cuối đoạn 3 có ý: “in the United States, lateness is usually considered to be disrespectful and unacceptable.”

“tại Mỹ, việc trễ giờ được đánh giá là thiếu tôn trọng và không thể chấp nhận được.”

Các đáp án còn lại:
A. sai vì sinh viên Mỹ coi trọng sự đúng giờ.
B, C sai vì sinh viên Brazil thường đến muộn và ở lại muộn sau khi hết tiết.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.In the United States, it is important to be on time, or punctual, for an appointment, a class, a meeting, etc... This may not be true in some other countries, however. An American professor discovered this difference while teaching a class in a Brazilian university. The two-hour class was scheduled to begin at 10 a.m, and end at 12 a.m. On the...

DM

Dương Minh

18 tháng 12 2019

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.

In the United States, it is important to be on time, or punctual, for an appointment, a class, a meeting, etc... This may not be true in some other countries, however. An American professor discovered this difference while teaching a class in a Brazilian university. The two-hour class was scheduled to begin at 10 a.m, and end at 12 a.m. On the first day, when the professor arrived on time, no one was in the classroom. Many students came after 11 a.m. Although all of the students greeted the professor as they arrived, few apologised for their lateness. Were these students being rude? He decided to study the students’ behavior.

In American university, students are expected to arrive at the appointed hour. On the other hand, in Brazil, neither the teacher nor the students always arrive at the appointed hour. Classes not only begin at the scheduled time in the United States, but they also end at the scheduled time. In the Brazilian class, only a few students left the class at noon, many remained past 12:30 to discuss the class and ask more questions. While arriving late may not be important in Brazil, neither is staying late.

The explanation for these differences is complicated. People from Brazilian and North American cultures have different feelings about lateness. In Brazil, the students believe that a person who usually arrives late is probably more successful than a person who is always on time. In fact, Brazilians expect a person with status or prestige to arrive late, while in the United States, lateness is usually considered to be disrespectful and unacceptable. Consequently, if a Brazilian is late for an appointment with a North America, the American may misinterpret the reason for the lateness and become angry.

As a result for his study, the professor learned that the Brazilian students were not being disrespectful to him. Instead, they were simply behaving the appropriate way for a Brazilian student in Brazil. Eventually, the professor was able to adapt his own behavior to feel comfortable in the new culture.

In general, what did the Brazilian students think about people who are late?

A. They are disrespectful people.

B. They are rude people.

C. They are successful people.

D. They are important people.

1

NH

Nguyen Hoang Hai

18 tháng 12 2019

Đáp án C

Nhìn chung, sinh viên Brazil nghĩ gì về những người hay trễ giờ?
A. Họ thiếu tôn trọng người khác.
B. Họ là người thiếu văn hoá.
C. Họ là người thành công.
D. Họ là người quan trọng.

Câu 3 đoạn 3 có đề cập: “In Brazil, the students believe that a person who usually arrives late is probably more successful than a person who is always on time.”

“Ở Brazil, sinh viên tin rằng những người hay trễ giờ thường thành công hơn những người đúng giờ.”