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The last vacation was a lot of fun and had a lot of funny activities that I enjoyed. I also made some fun new friends, and got to hang out with them a few times, where we could go to the beach and enjoy the sunshine and swim. We enjoyed camping and sitting by the fires, eating some snacks while talking and having fun.
(Kỳ nghỉ vừa qua rất vui và có rất nhiều hoạt động vui nhộn mà tôi rất thích. Tôi cũng có một vài người bạn mới vui vẻ, và đi chơi với họ một vài lần, nơi chúng tôi có thể đi đến bãi biển, tận hưởng ánh nắng mặt trời và bơi lội. Chúng tôi rất thích cắm trại và ngồi bên đống lửa, ăn một vài món ăn nhẹ trong khi nói chuyện và vui vẻ.)
1)History was my favourite subject in my academic year and I have learned so many things from the history books I read and learned from teachers related to history and they were so interesting that I later did my graduation majoring History.
Learning about the past history is something that gives us real knowledge about our country, the world and about the human race. I read History in my grade 7 and found it very interesting. This subject taught us about the past of your world, how the social and economic condition was and how the world has been shaped by the different events throughout the time. After that, I become so interested in this subject that I started reading books on History from different writers. There is a famous saying that "to shape the future you must know the past" and history teaches us that. I had been lucky to have some great teachers who have a tremendous way of explaining the topics of History. To me, other subjects like literature and Math were also interesting but I felt a different passion on History.
After I finished my school, I took History as my major and that has greatly influenced me the way I look at the world and to the past and future. Reading and learning history was like travelling through time and generations that excited me so much.
2)Would your students benefit from participation in a study group? Are you too busy to organize and supervise study groups for students in your courses? I’m guessing the answer to both questions is yes. If so, here are some ways teachers can encourage and support student efforts to study together without being “in charge” of the study groups.
Promote study groups – First, include a list of reasons why students should join study groups in the syllabus or on the course website. Maybe there’s a short podcast available in which you talk about the usefulness of study groups. Better yet, if you’ve got some students who studied together in a previous course, ask them to make some comments about their experiences. Second, talk regularly in class about study groups. You can repeat all the benefits, suggest activities that involve good group study strategies, or propose some things they could study together (like problems they could solve, questions they could discuss). You also can solicit feedback from study groups in class or mention content you discussed with a group during office hours.
Make study groups an option – Encourage students to organize their own groups, but offer to help with the process. Nudge them with reminders, such as “Send me an email if you’re interested in being part of a study group.” Have study groups “register” their members, and then report on meeting times and activities. Suggest study activities for the group (ideas like those offered in the next item). Invite the group to meet with you during office hours or to send questions electronically. Offer registered study groups that report regular meetings a bonus point incentive depending on the average of their individual test grades. Let all students know that joining a study group is an option throughout the course.
Demonstrate the value of a study group – Too often when students study together, it’s pretty much a waste of time. If they’re reviewing for a test, they talk about how it can’t possibly be that hard and thereby relieve themselves of the need to study. Or they “go over” their notes, reading what they’ve written but never with any discussion. Group studying is too often accompanied by eating, texting, and regular side conversations.
In order for students to get the most value from their study sessions, you’ll need to help them come up with a different set of strategies. You can do so by holding a review session and asking students to form potential study groups (it’s up to them if they want to meet as a group more often). Give the groups tasks like these: 1) For three minutes everybody reviews their notes and lists five things they think will be on the test and then for five minutes they share lists and create a group list of the items most often mentioned. During the exam debrief, students revisit their list of things they expected to see on the exam. Were those things on the exam? 2) Everybody takes three minutes and writes a question about some content they don’t understand or wish they understood better. The group devotes a specified amount of time to each question, looking for relevant content in their notes and the text. 3) The group has 20 minutes to make one crib sheet that everyone in that group can use during the exam.
Offer proof that study groups improve performance – Compare the scores, points, or grades of those working in study groups with those who aren’t. These are data which should be collected across several sections of the course.
Define study groups broadly – Students tend to think of study groups for exam preparation, but that isn’t the only kind of student collaboration that promotes learning. If there are regularly assigned readings for the course, students can get together to discuss the reading. Again you might let them do this first in class with a good set of prompts so they see how dialogue can enrich and deepen their understanding of the assigned material. Readings are easily discussed in virtual environments, which means the group doesn’t have to find a time when everybody can meet. If various writing assignments are required in the course, students can form peer editing groups. Rubrics, checklists, and prompts can help them get beyond superficial feedback (“you might need a comma here”) to the kind of helpful critique that improves the writing.
I usually get up at 5:30 in the morning. After washing my face and brushing my teeth, I do morning exercises for fifteen minutes. Then I have breakfast with Mum and Dad at 6:15 and leave home for school at 6:30. My classes start at 7:00 and end at 11:15. After that I go home, and have lunch with my family at 12:00. After lunch I usually have a short rest. I study my lessons , read books, and do homework from 1:30 p.m. to 4:00 p.m. I often play badminton with my friends on the ground at 4:30. I come back home and have dinner at 6:00 p.m. After dinner, I often watch the news on TV for thirty minutes. Then I prepare for the new lessons and go to bed at 10:30 p.m
. In 1660, Isaac Newton_________to Cambridge University.
A went B had gone C has gone D goes
2. Lan: “ Good afternoon !” Nam: “_______________”
A Hello. How are you? B Goodbye. See you later.
C Nice to meet you? D Bye.
3. I enjoy __________ with my classmates about their future plans
A told B to talk C talking D talk
4. She can_________four foreign languages.
A speak B talk C say D tell
5. I think you don’t have to ________ about your test.
A study B worry C narrow D crowded.
6. It's not good to avoid____________ the teacher's questions in class.
A answer B answered C to answer D answering
7. By the time we ________, all our classmates _____________.
A. had arrived/ left B. arrived/ had left C. arrived/ leaving D. arrived/ have left
8. English is an international ....................
A. language B. means C. subject D. profession
9. I...................... English for four years
A. have learned B. am learning C. learned D. has learned
10. ________ is Nam like? – He’s tall and thin.
A. How B. What C. Who D. Whom
11. She is a ____________student. She has a fully developed mind.
A. bad B. old C. young D. mature
12. Look ! Smoke ______ out of that window.
A. comes B. is coming C. come D. came
13. She was ______ a Nobel Prize in Chemistry.
A. received B. got C. rewarded D. awarded
14. He forgets ______ my book last week.
A. borrowed B. borrowing C. to borrow D. borrow
15. ______ did you see him ? I saw him two days ago.
A. which B. why C. what D. when
16. Tom ______ the house before his friend came to see him.
A. leaves B. has left C. left D. had left
. In 1660, Isaac Newton_________to Cambridge University.
A went B had gone C has gone D goes
2. Lan: “ Good afternoon !” Nam: “_______________”
A Hello. How are you? B Goodbye. See you later.
C Nice to meet you? D Bye.
3. I enjoy __________ with my classmates about their future plans
A told B to talk C talking D talk
4. She can_________four foreign languages.
A speak B talk C say D tell
5. I think you don’t have to ________ about your test.
A study B worry C narrow D crowded.
6. It's not good to avoid____________ the teacher's questions in class.
A answer B answered C to answer D answering
7. By the time we ________, all our classmates _____________.
A. had arrived/ left B. arrived/ had left C. arrived/ leaving D. arrived/ have left
8. English is an international ....................
A. language B. means C. subject D. profession
9. I...................... English for four years
A. have learned B. am learning C. learned D. has learned
10. ________ is Nam like? – He’s tall and thin.
A. How B. What C. Who D. Whom
11. She is a ____________student. She has a fully developed mind.
A. bad B. old C. young D. mature
12. Look ! Smoke ______ out of that window.
A. comes B. is coming C. come D. came
13. She was ______ a Nobel Prize in Chemistry.
A. received B. got C. rewarded D. awarded
14. He forgets ______ my book last week.
A. borrowed B. borrowing C. to borrow D. borrow
15. ______ did you see him ? I saw him two days ago.
A. which B. why C. what D. when
16. Tom ______ the house before his friend came to see him.
A. leaves B. has left C. left D. had left
sai thi xl nhe
1. How do many hearing - impaired " talk " ?
A . by eyes
B . by signals
C . by words
D . by hands
2. How does a person interpret for hearing - impaired people ?
A . He listens to someone talking , and then makes hand signs .
B . He talks through a special equipment used for the deaf .
C . He listens to someone talking and writes down the words .
D . He uses hand signs to translate what hearing - impaired people say .
3. How many signs are there for finger spelling ?
A . 2
B . 24
C . 26
D . 32
4 . Why can people from different countries talk to each other with ASL ?
A . Because they speak different languages .
B . Because they use sign instead of words.
C . Because they cannot hear .
D. Because they understand each other .
5. Which of the following sentences is NOT TRUE ?
A . Hearing - impaired people cannot hear sounds well .
B . There are more signs for words than for letters .
C . A person who interprets for hearing - impaired people can hear .
D . Africans cannot learn ASL because they don't speak English .
6 . What is the main idea of the text ?
A . ASL helps hearing - impaired people talk , but it is difficult to learn .
B . There are two kinds of sign language .
C . ASL is a beautiful language that helps hearing - impaired people talk to others .
D . People in different countries can use American Sign Language to communicate with each other .
- Summer school assistant is good for Mateo because he’s a teacher. He works with children when he’s in Bogota. He will find this job easy.
(Trợ lý ở trường học mùa hè phù hợp với Mateo vì anh ấy là một giáo viên. Anh ấy làm việc với trẻ em khi anh ấy ở Bogota. Anh ấy sẽ thấy công việc này dễ dàng.)
- Waiter at a pizza restaurant is good for Aya because she will gain experience in serving customers to support her major at university.
(Nhân viên phục vụ tại một nhà hàng pizza phù hợp với Aya vì cô ấy sẽ tích lũy được kinh nghiệm phục vụ khách hàng để hỗ trợ chuyên ngành của mình ở trường đại học.)
- Cashier in a supermarket is good for Tanya because she studies business at university. She will need experience in administration.
(Thu ngân trong siêu thị phù hợp với Tanya vì cô ấy học kinh doanh ở trường đại học. Cô ấy sẽ cần kinh nghiệm trong quản trị.)
Duy: Tell me about your brother.
(Hãy kể cho tôi nghe về anh trai của bạn.)
Andy: He's unreliable.
(Anh ấy không đáng tin cậy.)
Duy: Why do you think so?
(Tại sao bạn lại nghĩ như vậy?)
Andy: Because he never arrives on time. What about your brother?
(Bởi vì anh ấy không bao giờ đến đúng giờ. Còn anh trai của bạn thì sao?)
Duy: My brother is helpful, so he does my chores with me!
(Anh trai tôi hữu ích nên anh ấy làm việc nhà cùng tôi!)
Đáp án: C