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- foods you normally eat (or you can eat): lots of fruits, vegetables, whole grains, legumes, nuts
(các thực phẩm bạn thường ăn (hoặc bạn có thể ăn): nhiều hoa quả, rau củ, ngũ cốc nguyên hạt, các loại đậu, các loại hạt)
- foods you don’t eat (or you can’t eat): refined flours, dairy products, meat
(các thực phẩm bạn không ăn (hoặc bạn không thể ăn): bột mì tinh chế, các sản phẩm từ sữa, thịt)
Can I play in a group? - No, you mustn't play in a group. (Tôi có thể chơi theo nhóm không? Không, bạn không được phép chơi theo nhóm.)
What do I need to do? - You must guess the price of a product. (Tôi cần làm gì? – Bạn phải đoán giá của một sản phẩm.)
Do I need to do some maths? - You don't have to calculate the numbers. (Tôi có cần làm toán không? – Bạn không cần phải tính toán các con số.)
Game show “What price is right?” (Game show “Hãy chọn giá đúng?”)
A: What time do you get up?
B: At 6:15. Then I eat breakfast at 6:30.
A: What time do you go to class?
B: At 6:40.
A: What time do you do your homework?
B: At 2 o’clock. Next, I take a shower at 5 o’clock.
A: What time do you have dinner?
B: At 6:30.
A: What time do you go to bed?
B: At 11 o’clock.
1. Have you ever travelled on a plane? Yes, I have.
(Bạn đã bao giờ đi máy bay chưa?)
2. Have you ever lost anything while travelling? No, I haven't.
(Bạn đã bao giờ làm mất thứ gì khi đi du lịch chưa? Chưa)
3. Have you ever bought anything online? Yes, I've.
(Bạn đã bao giờ mua thứ gì trên mạng chưa? Rồi.)
4. Have you ever eaten food from other country? Yes, I've.
(Bạn đã bao giờ ăn món ăn của nước khác chưa? Rồi.)
1.
- Last weekend, I went to the zoo with my friends.
- I saw many wild animals such as tigers, lions, flamingoes, etc.
- I fed the giraffes with carrots and bananas. It was such an exellent experience.
- I learnt lots of knowledge about animals.
2.
A: How was your weekend?
B: It was amazing. I went to the zoo with my friends.
A: How was the weather?
B: It was a nice day.
A: What did you do there?
B: I fed the giraffes with carrots and bananas. It was such an excellent experience. Moreover, I saw many wild animals such as tigers, lions, flamingoes, etc. After the tour around the zoo, I learned a lot of knowledge about animals. Anyway, how was your weekend?
A: It was boring. I didn’t do anything.
1.
- clean my room: dọn phòng
- take out the trash: đổ rác
- prepare for my mother’s birthday party: chuẩn bị tiệc sinh nhật cho mẹ
2.
A: What have you done this week?
B: I've cleaned my room and taken out the trash. My family will have a birthday party this weekend so I’ve prepared everything for it.
Tạm dịch:
A: Tuần này bạn đã làm gì?
B: Tôi đã dọn dẹp phòng của mình và đổ rác. Gia đình tôi sẽ tổ chức tiệc sinh nhật vào cuối tuần này nên tôi đã chuẩn bị mọi thứ cho bữa tiệc.
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
A: Hi. You look good!
B: Thanks! It's my new high-fiber diet.
A: Really? What can you eat?
B: Lots of fruits, vegetables, but I don't eat much meat. Oh, and I eat lots of whole grains.
A: Can you eat dairy products?
B: No, I can’t.
A: What about snacks?
B: Well, I can eat lots of nuts and legumes.
A: Mmm, sounds interesting! Maybe I’ll try your diet.