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Day trip to discover Nha Trang & Yang Bay Waterfall (Chuyến đi trong ngày khám phá Nha Trang & Thác Yang Bay) |
Time to leave: 6.30 a.m. (Thời gian rời đi: 6:30 sáng) |
Trip will take: 5 / ten hours (Chuyến đi sẽ mất: 5 tiếng) |
Activities: (Các hoạt động:) |
- enjoy stunning views of Yang Bay Waterfall (thưởng ngoạn tầm nhìn tuyệt đẹp ra Thác Yang Bay) |
- have lunch at Memento Country Home (ăn trưa tại Memento Country Home) |
- visit Dien Khanh Citadel and Long Son Pagoda (thăm Thành cổ Diên Khánh và chùa Long Sơn) |
- stop at the Po Nagar Cham Towers and discover the intriguing story of the Chams (dừng chân tại Tháp Chàm Po Nagar và khám phá câu chuyện hấp dẫn của người Chăm) |
- experience local life as you stop at villages and markets (trải nghiệm cuộc sống địa phương khi bạn dừng chân tại các ngôi làng và chợ) |
Do not: (Đừng:) |
drop litter or catch fish in the waterfall (xả rác hoặc bắt cá ở thác) |
Dear Mai,
Last year, my family went to Phu Quoc Island. It was hot and sunny there though it was winter. We went there by airplane. When we got there, the first thing we do was booked a room in the hotel. After an hour on the plane, we took a nap in the room. In the afternoon, we went swimming in the sea and at the swimming pool. In the evening, we went to the restaurant to had dinner. Next summer, I hope you'll come with us. Bye!
Nguyet
I. Choose the most suitable tense.
1. Why (are you going to buy/ will you buy) a new mountain bike?
2. Don’t phone between 8.00 and 9.00. I’ll study/ I’ll be studying then.
3. Look out! That tree (will fall/ is going to fall)!
4. Let me know as soon as Louise (will get/ gets) here.
5. Great news! Jean and Chris (will come/ are coming) to stay with us.
6. According to this timetable, the bus (is going to arrive/ arrives) at 6.00.
7. I have a feeling that something strange (is going to happen/ is happening) in a minute.
8. The doctor says I (will have/ am going to have) a baby!
9. Can you call me at 7.00, because (I’ll leave/ I’m leaving) tomorrow.
10. If you arrive late at the sale, the best things (will go/ will have gone).
II. Give the correct form of the verbs:
1. I can’t see you on Thursday afternoon. I (visit)am visiting our Birmingham branch.
2. George (not be)won’t be back until six. Can I take a message?
3. What (you/ buy) are you going to buywith the money you won in the lottery?
4. I don’t think you (have) will have any problems at the airport.
5. (You/ take) are you going to take/Are you taking your dog with you to Scotland?
6. Can you answer the phone for me? I (lie down) am going to lie down for a while.
7. All the hotels are full. Where (we/ spend)are we going to spend the night?
8. You’d better not come in July. My mother (stay) will be staying/is staying with me then.
9. What time does your plane leave (your plane/ leave) ?
10. Leave the car here. May be the police (not/ notice) won’t notice it.
If I have to organise a green event in my area, it will be a “Recycle to live greener” event. There will be two teams for this event, Sorting Team and Recycling Team. I will be the speaker to talk about the teams and the activities. The Sorting Team will be responsible for sorting trash and the Recycling Team will be in charge of recycling things. Everyone living in my area will take part in this event despite their age and job.
Tạm dịch:
Nếu tôi phải tổ chức một sự kiện xanh trong khu vực của mình, đó sẽ là một sự kiện “Tái chế để sống xanh hơn”. Sẽ có hai đội cho sự kiện này, Đội phân loại và Đội tái chế. Tôi sẽ là diễn giả nói về các đội và các hoạt động. Nhóm Phân loại sẽ chịu trách nhiệm phân loại rác và Nhóm Tái chế sẽ phụ trách tái chế đồ vật. Mọi người dân sống trong khu vực của tôi sẽ tham gia sự kiện này bất kể tuổi tác và công việc của họ.
- I have a short-term plan to do my homework. Our teacher gives us a lot of exercises every week.
(Tôi có một kế hoạch ngắn hạn là làm bài tập về nhà. Giáo viên của chúng tôi cho chúng tôi rất nhiều bài tập mỗi tuần.)
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
What we can do (Việc chúng ta có thể làm) | Why it’s a good idea (Vì sao nó là ý kiến hay) |
put recycling bins around school (đặt thùng rác quan trường học) | reduce trash (giảm rác) |
plant more trees (trồng thêm nhiều cây) | have cleaner air (có không khí sạch hơn) |
use public transportation (sử dụng phương tiện công cộng) | reduce air pollution (giảm ô nhiễm không khí) |
This photo shows the living of people in the city is very crowed and polluted.
(Bức ảnh cho thấy đời sống của những người trong thành phố này rất chật chội và ô nhiễm.)
We are going to London, England. (Chúng tôi sẽ ghé thăm thủ đô Luân Đôn của Anh.)
We are going to visit Big Ben, an iconic landmark of London and Buckingham Palace to get a brush with the British monarchy.
(Chúng tôi sẽ đến thăm Big Ben, một địa danh mang tính biểu tượng của London và Cung điện Buckingham để tìm hiểu về chế độ quân chủ của Anh.)
We are going to stay in a hotel near the city centre.
(Ở một khách sạn gần trung tâm thành phố.)
We are going to fly there.
(Chúng tôi sẽ đến đó bằng máy bay.)