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VIII/ complete the passage with the words in the box
At-modern-pass-subjects-educated-by-secondary-attend-musical-of
- In Australia most children (1)....attend......primary school from the age of five. Only two per cent of children of primary school age are (2).......educated.....at home. Some children who go to school always take up extra activities such as playing a (3)......musical........instrument or dancing, and they go to private classes for these and for school (4).....subjects........they find difficult or interesting. Ninety per cent of population go on to (5).......secondary......school, but a much smaller percentage (6)......pass.......the final year of secondary school examination and complete a university degree. (7)......at......the moment university students and graduates make up less than a third (8).....of........the total population. Australian universities are (9)......modern......and well-equipped. Most teaching is (10)......by........a combination of lectures
1 the internet is ................................ to communicate with people around the world a
a cheap way b an expensive way c an inconvenient way d a difficult way
2 through the internet , businesses can.............................................
a buy goods from each other
b advertise and sell their products
c send their products to customer
d all are correct
3 it takes ............................ to do the shopping to the internet
a a lot of time b a little time c less time d more time
4 which of the fowllowing is true ?
a thanks to the internet , people do not need to go to work
b e-mail can be used to advertise new products
c the internet can be used for education
d students nowdays spend more time going on line than attending school
Exercise 2: Choose the corect answer in the parentheses
1. The weather in the southern states ( gets, get) very hot during the summer.
2. The result of Dr. Noll’s experiment( was,were) published in a scientific journal.
3. Bob and his friends( is,are) coming to the anniversary party tomorrow night.
4. Every man, woman, and child (is,are) protected under the law.
5. Washing the dishes (is, are) the children’ job
6. A lot of the students (is, are) already here.
7. Some of the furniture in our apartment (is, are) secondhand
8. Some of the desks in the classroom (is, are) broken.
9. At least three-quarters of that book on famous Americans (is, are) about people who lived in the 19th century
10. One of the coutries I would like to visit (is, are) Italy.
11. Some of the cities I would like to visit (is, are) Rome and Vience
12. Each student in the class (has, have) to have a book.
13. Each student in the class (has, have) to have a book.
14. None of the students ( was,were) late today.
15. the number of students in this room right now (is, are) twenty.
16. A number of students in the class ( speaks,speak) English well.
17. There (is, are) some interesting pictures in today paper.
18. There (is, are) an incorrect statement in that newspaper article.
19. The United States (is, are) lacated in North America.
20. Economics (is, are) Don’s favourite subjects.
21. Ten minutes (is, are) more than enough time to complete this exercise.
22. Most people (likes,like) to go to the zoo.
23. The police (is, are) coming. I’ve already called them.
24. Japanese (is, are) very difficult for English speakers to learn.
25. the Japanese (has, have) a long and interesting history.
26. The old in my country (is, are) cared for by their children and grandchildren.
27. This exercise on singular- plural agreement of subjects and verbs (is, are) easy.
28. The extent of Jane’s knowledge on various complex subjects ( astounds. Astound: lam kinh ngac) me.
29. The subjects you will be studying in this cource (is, are) listed in the syllabus.
30. Massachutes andConnecticut (is, are) located inNew England.
31. Only the black Widow spider, or all of the spiders in the United States, ( has,have) caused death among human being.
32. The professor and the student ( agree, agrees) on that point.
33. Almost every professor and student at the Universary ( approves, approve) of the choice or Dr.Brown as the new president
34. Each girl and boy in the sixth- grade class( has,have) to do a science project.
35. Getting to know students from all over the world (is, are) one of the best parts of my job.
36. Annie had a hard time when she was coming home from the store because the bag of groceries ( was,were) too heavy for her to carry.
37. where ( do, does) your parents live?
38. Why ( was,were) Susan and Alex late the meeting?
39. (Is, are) having the respondsibility for taking care of pets good for young children?
40. Some of the fruit in this bowl (is, are) rotten
41. Some of the apples in that bowl (is, are) rotten
42. Half of the students in the class (is, are) from Arabic- speaking countries.
43. Half of this money ( belong, belongs) to you.
44. A lot of students in the class (is, are) from Southeast Asia.
45. A lot of clothing in those stores (is, are) on sale this week.
46. One of my best friends (is, are) coming to visit me next week.
47. Each boy in this class ( has,have) his own notebook.
I. Use the correct form of the word given in each sentence (1.5pt)
25. One of the things that make our country _____beautiful______ is the East Sea. (beauty)
26. There are no _____compulsions______ on students to attend classes. (compel)
27. Too much ______ dependence_____ on the parent spoils a child. (depend)
28. The local government has plans to ____ modernize_______ this city. (modern)
29. Some styles of jeans in the 1960s were ________ embroidered___ jeans, painted jeans and so on. (embroider)
30. She lives in a very ______fashionable_____ part of London. (fashion)
In the United States, it is important to be on time , or punctual , for an appointment , a class, a meeting, etc. However, this may not be true in all countries. An American professor discovered the 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. On the first day , when the professor arrived on time, no one was in the classroom. Many students came after 10:30 A.M. Two students came after 11 A.M. Although all the students greeted the professor as they arrived, few apologized for their lateness．Were these students being rude? He decided to study the students’ behavior.
The professor talked to American and Brazilian students about lateness in both an informal and a formal situation：at a lunch with a friend and in a university class, respectively．He gave them an example and asked them how they would react, If they had a lunch appointment with a friend，the average American student defined lateness as 19 minutes after the agreed time，On the other hand．the average Brazilian student felt the friend was late after 33 minutes．
In an American university, students are expected to arrive at the appointed hour．In contrast, 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 also end at the scheduled time．In the Brazilian class, only a few students left the class at 12：00；many remained past 12：30 to discuss the class and ask more questions．While arriving late may not be very 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 disrespectful and unacceptable. Consequently, if a Brazilian is late for an appointment with a North American, the American may misinterpret the reason for the lateness and become angry.
In the United States, it is important to be on time , or punctual , for an appointment , a class, a meeting, etc. However, this may not be true in all countries. An American professor discovered the 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. On the first day , when the professor arrived on time, no one was in the classroom. Many students came after 10:30 A.M. Two students came after 11 A.M. Although all the students greeted the professor as they arrived, few apologized for their lateness．Were these students being rude? He decided to study the students’ behavior.
The professor talked to American and Brazilian students about lateness in both an informal and a formal situation：at a lunch with a friend and in a university class, respectively．He gave them an example and asked them how they would react, If they had a lunch appointment with a friend，the average American student defined lateness as 19 minutes after the agreed time，On the other hand．the average Brazilian student felt the friend was late after 33 minutes．
In an American university, students are expected to arrive at the appointed hour．In contrast, 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 also end at the scheduled time．In the Brazilian class, only a few students left the class at 12：00；many remained past 12：30 to discuss the class and ask more questions．While arriving late may not be very 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 disrespectful and unacceptable. Consequently, if a Brazilian is late for an appointment with a North American, the American may misinterpret the reason for the lateness and become angry.
As a result of his study, the professor learned that the Brazilian students were not being disrespectful to him. Instead, they were simply behaving in the appropriate way for a Brazilian student in Brazil. Eventually, the professor was able to adapt his own behavior so that he could feel comfortable in the new culture.
A. True/False Statements:
1. On the first day of class, the professor arrived
late. F
2. All the students in the class were on time.F
3. The professor decided to study the behavior
of Brazilian and American students.T
4. In an American university, it is important to be
on time.T
5. In a Brazilian class, the students leave
immediately after the class is finished.F
6. In an American university, many students probably
leave immediately after the class is finished.T
7. Most North Americans think a person who is late
is disrespectful.T
8. In Brazil, most successful people are expected to
be on time.F
9. As a result of the study, the professor changed
the Brazilian students’ behavior.F
A. True/False Statements:
1. On the first day of class, the professor arrived late. False
2. All the students in the class were on time. False
3. The professor decided to study the behaviour of Brazilian and American students. True
4. In an American university, it is important to be on time. True
5. In a Brazilian class, the students leave
immediately after the class is finished. False
6. In an American university, many students probably leave immediately after the class is finished. True
7. Most North Americans think a person who is late is disrespectful. True
8. In Brazil, most successful people are expected to be on time. False
9. As a result of the study, the professor changed the Brazilian students’ behaviour. False
- Đọc xong cái đoạn văn lác hết cả mắt :vv
In the United States, it is important to be on time , or punctual , for an appointment , a class, a meeting, etc. However, this may not be true in all countries. An American professor discovered the 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. On the first day , when the professor arrived on time, no one was in the classroom. Many students came after 10:30 A.M. Two students came after 11 A.M. Although all the students greeted the professor as they arrived, few apologized for their lateness．Were these students being rude? He decided to study the students’ behavior.
The professor talked to American and Brazilian students about lateness in both an informal and a formal situation：at a lunch with a friend and in a university class, respectively．He gave them an example and asked them how they would react, If they had a lunch appointment with a friend，the average American student defined lateness as 19 minutes after the agreed time，On the other hand．the average Brazilian student felt the friend was late after 33 minutes．
In an American university, students are expected to arrive at the appointed hour．In contrast, 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 also end at the scheduled time．In the Brazilian class, only a few students left the class at 12：00；many remained past 12：30 to discuss the class and ask more questions．While arriving late may not be very 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 disrespectful and unacceptable. Consequently, if a Brazilian is late for an appointment with a North American, the American may misinterpret the reason for the lateness and become angry.
As a result of his study, the professor learned that the Brazilian students were not being disrespectful to him. Instead, they were simply behaving in the appropriate way for a Brazilian student in Brazil. Eventually, the professor was able to adapt his own behavior so that he could feel comfortable in the new.
1. What is the main idea of this passage?
A. It is not important to be on time in Brazil.
B. People learn the importance of time when they are children.
C. It is important to be on time for class in the United States.
D. The importance of being on time differs among different countries
2. What did the professor study the Brazilian students’ behaviour?
A. None of the students apologized for their lateness.
B. He wanted to understand why the students came late.
C. He wanted to make the students come to class on time.
D. The students seemed very rude to him.
3. In line 1, what does punctual mean? How do you know?
"Punctual" means being on time
4. In line 5, what does few refer to?
A. The profressor B. the students C. greetings
5. A. In line 8, which is an example of an informal situation?
B. Which is an example of a formal situation?
C. How do you know?
- Câu này không hiểu đề cho lắm =))
6. In line 10, how does on the other hand connect the America idea of lateness with the Brazilian idea of lateness?
A. It shows a similarity
B. It gives more information
C. It shows a contrast
7. In lines 11-12, read "Neither the teacher nor the students arrive at the appointed hour."
Who arrives at the appointed hour?
A. No one
B. the students only
C. the teacher and the students
Ai giúp mik phần này vs ạ!
In the United States, it is important to be on time , or punctual , for an appointment , a class, a meeting, etc. However, this may not be true in all countries. An American professor discovered the 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. On the first day , when the professor arrived on time, no one was in the classroom. Many students came after 10:30 A.M. Two students came after 11 A.M. Although all the students greeted the professor as they arrived, few apologized for their lateness．Were these students being rude? He decided to study the students’ behavior.
The professor talked to American and Brazilian students about lateness in both an informal and a formal situation：at a lunch with a friend and in a university class, respectively．He gave them an example and asked them how they would react, If they had a lunch appointment with a friend，the average American student defined lateness as 19 minutes after the agreed time，On the other hand．the average Brazilian student felt the friend was late after 33 minutes．
In an American university, students are expected to arrive at the appointed hour．In contrast, 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 also end at the scheduled time．In the Brazilian class, only a few students left the class at 12：00；many remained past 12：30 to discuss the class and ask more questions．While arriving late may not be very 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 disrespectful and unacceptable. Consequently, if a Brazilian is late for an appointment with a North American, the American may misinterpret the reason for the lateness and become angry.
As a result of his study, the professor learned that the Brazilian students were not being disrespectful to him. Instead, they were simply behaving in the appropriate way for a Brazilian student in Brazil. Eventually, the professor was able to adapt his own behavior so that he could feel comfortable in the new.
1. What is the main idea of this passage?
A. It is not important to be on time in Brazil.
B. People learn the importance of time when they are children.
C. It is important to be on time for class in the United States.
D. The importance of being on time differs among different countries
2. What(chỗ này mk nghĩ là why ms đúng nhỉ) did the professor study the Brazilian students’ behaviour?
A. None of the students apologized for their lateness.
B. He wanted to understand why the students came late.
C. He wanted to make the students come to class on time.
D. The students seemed very rude to him.
3. In line 1, what does punctual mean? How do you know?
???
4. In line 5, what does few refer to?
A. The profressor B. the students C. greetings
5. A. In line 8, which is an example of an informal situation?
B. Which is an example of a formal situation?
C. How do you know?
Câu này là sao ạk???
6. In line 10, how does on the other hand connect the America idea of lateness with the Brazilian idea of lateness?
A. It shows a similarity
B. It gives more information
C. It show a contrast
7. In lines 11-12, read "Neither the teacher nor the students arrive at the appointed hour."
Who arrives at the appointed hour?
A. No one
B. the students only
C. the teacher and the students
