điền từ thích hợp vào chỗ trống và dịch đoạn văn sang tiếng việt

(area,idea,while,page,magazine,article,vote,letter,editor,advice)

Thanks a lot for your last(1)....letter...i'm sorry that it's taken me so long to reply.I'll tell you why.A few weeks ago,some of us at school decided to start a school(2)....magazine.....We discussed how to do it and we all came up with our own ideas about the kind of things that should go in it.I suggested that it ought to have brief reviews and i offered to organize it and write some of it.Everyone else at the meeting said that it was a relly good(5).....idea......

The others had their own ideas for articles and selections but i didn't seem very sure about how to produce them.I gave them a bit of(6)...advice...and put me in charge of the whole thing.I said that i wouldn't have time but suddenly there was a(8).....vote......and it was too late to do anything about it.i'm certainy glad to be involved but i hadn't been expecting to end up running it.So if i don't write to you again for a?(9).....while.......you'll know why. I'll be far too busy in my new role as editor.I don't suppose you fancy writing an(10)....article......by any chance?

IV. Corect the sentences if necessary. Tick any which are already correct:

1. This is my brother, who's=>whose wife French

2. I don't like people which=>who talk too loudly

3. That's the car whose brakes are being repaired. √

4. Do you understand what he said?√

5. I suppose that's the house where we have to stay in.√

6. That I can't stand is queuing=>in a queue in the rain.

7. Have you got any idea to whom I'll speak to=>∅

8. Is that the school which=>where you studied?

9. Susan will show the new students which=>who to do.

10. That's the old chap whom you met at the bus stop last week, isn't it=>he?

Điền từ vào đoạn văn sau (area,idea,while,page,magazine,article,vote,letter,editor,advice)

Thanks a lot for your last(1)....letter...i'm sorry that it's taken me so long to reply.I'll tell you why.A few weeks ago,some of us at school decided to start a school(2)....magazine.....We discussed how to do it and we all came up with our own ideas about the kind of things that should go in it.I suggested that it ought to have an entertainments (3)....page....with lits of what's on at local cinemas and theaters and details of concerts in the (4)..area...i said that perhaps it could also have brief reviews and i offered to organize it and write some of it.Everyone else at the meeting said that it was a relly good(5).....idea......

The others had their own ideas for articles and selections but i didn't seem very sure about how to produce them.I gave them a bit of(6)...advice...and the next thing i knew they wanted to make me the(7)....editor.....and put me in charge of the whole thing.I said that i wouldn't have time but suddenly there was a(8).....vote......and it was too late to do anything about it.i'm certainy glad to be involved but i hadn't been expecting to end up running it.So if i don't write to you again for a?(9).....while.......you'll know why. I'll be far too busy in my new role as editor.I don't suppose you fancy writing an(10)....article......by any chance?

I think the best idea in the assay is donating the money to the children's hospital because it can save more lives and give poor children a chance to live.

(Tôi nghĩ ý tưởng hay nhất trong bài luận là ủng hộ tiền cho bệnh viện nhi đồng vì chuyện đó cứu được nhiều mạng sống và cho trẻ em nghèo cơ hội được sống.)

1, The kind of music i like best is pop

2. Taylor Swift

3, Ed Sheeran

4. Shake it off

5. The singer of the year

6. She organize many charrities

7. Look what you made me do, I knew you were trouble, Shake it off, Blank space, Bad blood,...

She very pretty and famous

Xin lỗi nha, mk chỉ nghĩ được thế thôi, bạn nhớ tick ủng hộ mk nhá

I. Use a suitable form of tense:

A: Do you enjoy (be) .....BEING....at university?

B: Yes, I do. Although I often miss (see)......TO MISS.my old school friends.

A: Don't you mind (travel)....TRAVELLING...so fast every day?

B: No, it only takes me an hour or so (get)....GETS....there. Sometimes I manage (work)....TO WORK...on the bus.

A: Don't you findall the noise and people prevent you from (concentrate)......CONCENTRATING..........

B: Not really. I usually do a bit of reading. Are you still at school or have you got a job?

A: I'm stll at school. I hope (go) .............TO GO.............to university next year, but I haven't applied anywhere yet.

B: You should apply soon. It's getting late.

B: Where would you advise me (apply)..TO APPLY..?

A: What subject are you study?

B:Maths and Physics. I want (study) .....TO STUDY............Physics at university.

A: I would recommend (apply)..........APPLYING..........to Newton University

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