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Huy hates (1).............living........................ on the farm. He doesn't have many friends here. He has to travel 8 kilometers to school everyday. When Huy wants to go (2)...............out..................... at the weekends, he has to go more than 10 kilometers to the (3)............nearest............................. town and the last bus back is very early - about one hour later. That's why he (4)..............doesn't have..................... enough time to do the whole thing. He wants to live in the city with good shops and places to go. He also needs more chance to study and widen the knowledge about the world around him. Huy (5) .............tries....................... his best to study well and hopes to get a good job in the city in the future.
Theo các nhà nghiên cứu, những người không muốn ngủ có nguy cơ mắc bệnh đau tim gấp đôi nguy cơ đau tim bình thường . Các nhà khoa học cho biết thức giấc thường xuyên vào ban đêm được xem như một lời cảnh báo về sức khoẻ không lành mạnh trong tương lai. Nghiên cứu gần đấy cho thấy rằng 13.000 người là những người phải vật lộn để ngủ vào ban đêm là 99% có nguy cơ bị đau tim hoặc đau thắt ngực nghiêm trọng. Những người mất hơn nửa giờ để ngủ hoặc ngủ ít hơn sáu giờ đồng hồ cũng có nguy cơ gia tăng bệnh . Nghiên cứu của Nhật Bản đã không xác định được lý do tại sao lại có một mối liên hệ mạnh mẽ giữa giấc ngủ và sức khoẻ của trái tim. Nhưng các nhà khoa học cho biết, hành động thức tỉnh liên tục có thể gây ra tình trạng "kích hoạt quá mức" trong hệ thần kinh, làm tăng nhịp tim và huyết áp, gây thêm căng thẳng lên tim. Ngủ kém cũng có thể là triệu chứng của tình trạng sức khoẻ kém, có nghĩa là những người có vấn đề về tim ít có khả năng ngủ ngon giấc. Cuộc nghiên cứu cho thấy những người phải mất hơn nửa giờ để ngủ có nguy cơ đau tim tăng 52% và 48% nguy cơ cơ thể bị đột quỵ tăng cao. Và những người có ít hơn sáu giờ để ngủ một đêm là 24 % nhiều khả năng bị đau tim.
The little chefs Hilary Rose travels to Dorset, in the south of England, to investigate a cookery course for children. There must be something in the air in Dorset, because the last place you’d expect to fi nd children during the summer holidays is in the kitchen. Yet in a farmhouse, deep in the English countryside, that’s exactly where they are – on a cookery course designed especially for children. It’s all the idea of Anna Wilson, who wants to educate young children about cooking and eating in a healthy way. ‘I’m very keen to plant the idea in their heads that food doesn’t grow on supermarket shelves,’ she explains. ‘The course is all about making food fun and enjoyable.’ She thinks that eight is the perfect age to start teaching children to cook, because at that age they are always hungry. 9() These children are certainly all smiles as they arrive at the country farmhouse. Three girls and four boys aged from ten to thirteen make up the group. They are immediately given a tour of what will be ‘home’ for the next 48 hours. 10 But one thing is quite clear – they all have a genuine interest in food and learning how to cook. Anna has worked as a chef in all sorts of situations and has even cooked for the crew of a racing yacht, in limited space and diffi cult weather conditions. 11 ‘Kids are easy to teach,’ she insists, ‘because they’re naturally curious and if you treat them like adults they listen to you.’ Back in the kitchen, Anna is giving the introductory talk, including advice on keeping hands clean, and being careful around hot ovens. 12 Judging by the eager looks on their young faces as they watch Anna’s demonstration, they are just keen to start cooking. The children learn the simplest way, by watching and then doing it themselves. They gather round as Anna chops an onion for the fi rst evening meal. Then the boys compete with each other to chop their onions as fast as possible, while the girls work carefully, concentrating on being neat. 13 When they learn to make bread, the girls knead the dough with their hands competently, while the boys punch it into the board, cheerfully hitting the table with their fi sts. The following morning, four boys with dark shadows under their eyes stumble into the kitchen at 8.30 a.m. to learn how to make breakfast (sausages and eggs, and fruit drinks made with yoghurt and honey). We learn later that they didn’t stop talking until 4.30 a.m. 14 Ignoring this, Anna brightly continues trying to persuade everyone that fruit drinks are just as interesting as sausages and eggs. Anna has great plans for the courses and is reluctant to lower her standards in any way, even though her students are so young. 15 ‘And I like to keep the course fees down,’ Anna adds, ‘because if the children enjoy it and go on to teach their own children to cook, I feel it’s worth it.’ If this course doesn’t inspire them to cook, nothing will.
A This is followed by a session on ‘knife skills’, which will be important later on. T
B She always uses top- quality ingredients, such as the best cuts of meat and the fi nest cheeses, so there’s clearly no profi t motive in this operation.FC As they wander round, they argue lightheartedly about who has had the most experience in the kitchen.T
D In the garden, they learn about the herbs that they will use in their cooking.T
E Their obvious tiredness may explain why one of them goes about the task so carelessly that the ingredients end up on the fl oor.F
F This is particularly true of young boys, who are happy to do anything that will end in a meal T
G As a result, she has a very relaxed attitude to cooking, constantly encouraging the children and never talking down to them.F
H This contrast will become something of a theme during the course.F
Communication in general is process of sending and receiving messages that enables humans to share knowledge, attitudes, and skills. Although we usually identify communication with speech, communication is composed of two dimensions - verbal and nonverbal.
Nonverbal communication has been defined as communication without words. It includes apparent behaviors such as facial expressions, eyes, touching, tone of voice, as well as less obvious messages such as dress, posture and spatial distance between two or more people.
Activity or inactivity, words or silence all have message value: they influence others and these others, in turn, respond to these communications and thus they are communicating.
Commonly, nonverbal communication is learned shortly after birth and practiced and refined throughout a person's lifetime. Children first learn nonverbal expressions by watching and imitating, much as they learn verbal skills.
Young children know far more than they can verbalize and are generally more adept at reading nonverbal cues than adults are because of their limited verbal skills and their recent reliance on the nonverbal to communicate. As children develop verbal skills, nonverbal channels of communication do' not cease to exist although become entwined in the total communication process.
36. According to the writer, ________.
a. Nonverbal language is only used by the deaf and the mute.
b. One cannot communicate in both verbal and .nonverbal language.
c. Those who can listen and talk should not use nonverbal language.
d. People communicate with both verbal and nonverbal language.
37. Which is not included in nonverbal communication?
a. words b. spatial distance c. facial expressions d. tone of voice
38. We can learn from the text that ________.
a. nonverbal can never get any responses
b. most people do not like nonverbal communication
c. even silence has message value
d. touching is not accepted in communicating
39. Human beings ________.
a. have learnt how to communicate in nonverbal language through books
b. can communicate in nonverbal language only when they are mature
c. have learnt how to communicate in nonverbal language since a child
d. communicate in nonverbal language much less than they do in verbal language
40. The word reading has a close meaning to ________.
a. looking at the words that are written
b. understanding
c. saying something aloud
d. expressing
"You're just a pathetic..." he shot. "Don't come near to me... "
Đây là 1 câu trực tiếp => shot là V ở dạng phân từ (V3/PP) của shoot, có nghĩa là bắn, nổ súng. Nhưng trong trường hợp này, shot có nghĩa là thốt lên, hét lên.
=> Thay vì dịch câu "You're just a pathetic..." he shot. "Don't come near to me...” là: “Ngươi đúng là một kẻ thảm hại…” hắn bắn. “Đừng đến gần ta…”, thì có thể dịch là “Ngươi đúng là một kẻ thảm hại…” hắn thốt lên/hét lên. “Đừng đến gần ta…”
Vì vậy, chúng ta có thể thay thế shot bằng những từ như là: Shouted; Screamed; Yelled;,,, và một số những từ khác cũng có nghĩa tương tự.
(l) Read about the situations and answer each question in a single phrase.
1 Nick wants to marry Rita. She's been out with him a few times, but really she's in love with Tom. Unfortunately he isn't in love with her.
a) Who is Nick in love with?........Rita....... b) Who is in love with Tom? .Rita....
2 Mark met Sarah at the airport. The plane was two hours late. On the way out they passed Mike standing at a bus stop, but they didn't notice him.
a) Who met Sarah?.....Mark.... b) What was Mike waiting for? .. ...a bus .....
3 There was an accident at the crossroads. A lorry crashed into a van that was waiting at the lights. The van slid forward and crashed into a car. The van driver had to go to hospital.
a) What hit the van? .....A lorry.... b) What did the van hit? ...a car......
người mà thực sự muốn sống như một người tàn tật ốm yếu không ra ngoài được ở nông thôn, sử dụng kiến thức để bất ngờ gây ra một cuộc nổi dậy dữ dội chống lại phụ nữ và ikemen.