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A: On my teeth is loose
B: I think.................................
A. you should go to to dentist
B. he should go to to dentist
C. You should brush your teeth
Đây là kiến thức phần câu giao tiếp trong tiếng anh
Cụ thể tình huống giao tiếp ở đây là bạn A nói với bạn B rằng: Răng của mình bị lung lay rồi
Và tất nhiên khi B đáp lại câu nói đó của bạn A thì sẽ là " I think you should" tức là tôi nghĩ bạn nên..
=> loại đáp án B
Tiếp thep khi răng bị lung lay thì lời khuyên nên là tới bác sĩ thay cho việc đánh răng tịa thời điểm đó
=> Chọn đáp án : A
EXERCISE 7: Complete the sentences with must, should, need, needn’t, can, could, may, might
1. In Britain many children _______must_____ wear uniform when they go to school.
2. That restaurant _____must_________ be very good. It’s always full of people.
3. I think the government _____should_________ do more to help homeless people.
4. We have plenty of time for doing the work. We ______needn't________ be hurried.
5. You _________needn't_____ ring the bell; I have a key.
6. I __________must____ get up early tomorrow. There are a lot of things I want to do.
7. You ________needn't______ explain that again because I understand everything now.
8. I _______must_________ do that again. It’s my promise.
9. You ______should_______ take your umbrella along with you today. It ______may______ rain later on this afternoon.
10. You shouldn't have been absent from that important session.
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
III. Mark the letter A, B, C or D to indicate the correct answer to each of the following questions.
1. He is a _______ biologist . He spends all his life studying sea plants and animals.
A. ocean B. marine C. botany D. sea
2. Sperm whale populations are at risk due to hunting.
A. in danger B. in fewness C. in extinction D .on the decreased
3. _______ is a chemical used for killing weeds.
A. Pesticide B. Herbicide C. Fertilizer D. Antibiotic
4. Some whales migrate into warm waters to bear their _______ .
A. youngs B. diets C. calves D. young whales
5. _______ is the variety of different types of plant and animal life in a particular region.
A. Herbicide B. Interaction C. Environment D. Biodiversity
6. Whales like to feed in the cold oceans where there is a lot of krill.
A. sea plants B. small fish C. tiny shellfish D. small animals
7. Some tiny organisms are _______ along by the currents.
A. carried B. taken C. flowed D. moved
8. These birds ______ to North Africa in winter.
A. settle B. go C. relocate D. migrate
9. Sperm whales are ______, which means they eat meat.
A. herbivores B. carnivores C. omnivores D. mammals
10. Linda has a bad cold. She ____________ out in such bad weather .
A. shouldn’t go B. should take C. should go D. shouldn’t take
11. I think he ______ home tonight because his mother was sick.
A. should ride to B. should stay C. shouldn’t stay D. shouldn’t go out
12. He always has difficulty getting up early. – He ______ up late .
A. should stay B. shouldn’t go C. should go D. shouldn’t stay
13. You _______ Mark . You know it’s a secret.
A. should tell B. shouldn’t tell C. couldn’t tell D. might tell
14. I think this job is suitable for you. You ______ for this job .
A. shouldn’t apply B. should apply C. should look D. shouldn’t look
15. Mr. Nam has a bad cough. He ______ smoking .
A. shouldn’t stop B. should continue D. should give up D. shouldn’t give up
16. Her salary is very low. She _______ another job .
A. should look after B. should look at C. should look in D. should look for
17. If I_______ his phone number, I would call him.
A. know B. knows C. knew D. known
18. If we don’t maintain this biodiversity, the undersea populations would be_______ stake.
A. on B. at C. with D. from
19. The sea bed _______ here to 5000 meters.
A. deep B. deepens C. deeper D. depth
20. She gave me a_______ look and said nothing.
A. mysteriously B. mystery C. mysteries D. mysterious
21. Mark the letter A, B, C, or D to indicate the word(s) CLOSEST in meaning to the underlined word.
Harmful insects must be eliminated to protect our crops.
A. got rid of B. protected C. raised D. cultivated
22. Mark the letter A, B, C, or D to indicate the word(s) OPPOSITE in meaning to the underlined word.
Keep only fish that you will eat; release the rest.
A. have B. hold C. take D. catch
II. Choose the best answer for each sentences
1. Sue shouldn't (to drive/drives/driving/drive) her car very much.
2. He should (to go/go/goes/going) to bed early.
3 Can you (speak/to speak/speaks/speaking) French a little?
Mk sửa vài chỗ
I. Rewrite the following sentences, beginning with the given words
1. These students should have finished the tasks by the time their teacher came back
-> The tasks should have been finished by these students by the time their teacher came back
2. Lan use a computer to do that job nowadays
-> A computer is used to do that job by Lan nowadays
3. They had to postpone the meeting because of illness.
-> If it hadn't been for illness, the meeting wouldn't have been postponed
4. Had anyone ever asked you for your opinion?
=> Had you ever been asked for your opinion?
5. We lost our way, we didn't arrive early.
-> If we hadn't lost our way, we would have arrived early
1C
2A
3B
1c
2a
3b