Tạm dịch:

A. Liên hợp quốc (UN) được thành lập vào năm 1945. Đây là một tổ chức của hầu hết các quốc gia trên thế giới. Mục tiêu chính của nó là hòa bình thế giới. Mặt khác nó cũng hoạt động để giảm nghèo và cải thiện cuộc sống của người dân. Việt Nam gia nhập tổ chức năm 1977. Kể từ đó, nước ta ngày càng năng động hơn và tham gia nhiều hoạt động của Liên hợp quốc trong đó có hoạt động gìn giữ hòa bình.

B. UNICEF được thành lập vào năm 1946. Tổ chức này hoạt động tại hơn 190 quốc gia để giúp cải thiện sức khỏe và giáo dục cho trẻ em. Nó đặc biệt nhằm hỗ trợ những trẻ em có hoàn cảnh khó khăn nhất trên toàn thế giới. Mục tiêu của UNICEF tại Việt Nam là bảo vệ trẻ em và đảm bảo chúng được khỏe mạnh, được giáo dục và an toàn không bị tổn hại.

C. UNDP được thành lập năm 1965 với tư cách là một bộ phận của Liên hợp quốc. Nó cung cấp hỗ trợ kỹ thuật, tư vấn chuyên gia và đào tạo để giúp người dân ở các nước đang phát triển có cuộc sống tốt hơn. Tại Việt Nam, UNDP phối hợp chặt chẽ với Chính phủ để xóa đói giảm nghèo và cải thiện đời sống của người dân.

D. WTO được thành lập năm 1995. Đây là tổ chức kinh tế quốc tế lớn nhất thế giới. Việt Nam trở thành thành viên WTO năm 2007. Từ đó đến nay, nền kinh tế nước ta đã đạt được mức tăng trưởng cao. Việt Nam cũng trở nên hấp dẫn hơn đối với các nhà đầu tư nước ngoài.

1. non-governmental organisation

2. 1961

3. to stop the process of destroying the planet's natural environment and to build a future in which humans respect nature

4. the survival of endangered animals and the protection of their natural habitats

5. 1,300 

1A

2B

3C

1: Viet Nam is more attractive to foreign tourists nowadays than it was in the past

2: No international organisation is larger than the United Nations

3: The international market now is more competitive than it was in the past

4: Japan is the biggest financial provider to this organisation

1. is larger than
2. can't be accepted
3. is more active
4. the most interesting online course
5. should be provided for women

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

1: active

2: disadvantaged

3: better

4: largest

5: attractive