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Green movement is an ideal of living and a lifestyle towards sustainability in its own way, there is no perfection, and you are the proactive one, knowing what you need to do to be more perfect, not perfect. better for you and for the environment. Perhaps, we were born into a different situation, a different environment. But we live together on the same planet, the same atmosphere, and grew up with the same resources. Because the future is the fruit of the seed we sow today. Let's love each other like we are living together on the same planet, the same atmosphere. That is part of living green. Finding a solution to start "Green Lifestyle" is really not difficult, it's only difficult when we lack faith. And that belief only begins, if and only when the urge inside us starts. start to change ourselves, our thinking about the environment is not a trend, it has long been part of the responsibility, it's just that we still wait until the results are bad, we start think about it more.
Dịch: Sống xanh là một lý tưởng sống và lối sống hướng đến sự bền vững theo cách riêng của chính mình, không có sự hoàn hảo, và chính bạn là người chủ động, biết mình cần làm gì để hoàn thiện hơn, không phải để hoàn hảo hơn cho mình và cho môi trường. Có lẽ, chúng ta sinh ra trong một hoàn cảnh khác nhau, môi trường khác nhau. Nhưng chúng ta lại sống chung với nhau trên 1 hành tinh, 1 bầu không khí, và được lớn lên cùng 1 nguồn tài nguyên. Vì tương lai là trái ngọt của hạt mầm hôm nay ta gieo. Hãy yêu thương nhau như cách chúng ta đang sống chung với nhau trên cùng 1 hành tinh, 1 bầu không khí. Đó chính là một phần sống xanh. Tìm một giải pháp để bắt đầu “Lối sống xanh" thật sự không khó, nó chỉ khó khi chúng ta thiếu niềm tin. Và niềm tin ấy chỉ bắt đầu, khi và chỉ khi bên trong ta bắt thôi thúc. Và khi chúng ta bắt đầu thay đổi chính mình, những suy nghĩ của chúng ta về môi trường không phải là một xu hướng, mà từ lâu nó đã là một phần trách nhiệm, chỉ là ta vẫn đợi đến khi kết quả xấu đi, ta mới bắt đầu nghĩ về nó nhiều hơn.
1. Read the text. Match the highlighted words with their meanings.
(Đọc văn bản. Nối các từ được làm nổi bật với nghĩa của chúng.)
The more people travel, the bigger impact they may have on the environment. How can we reduce it while travelling? Here are some advice.
Reduce your carbon footprint while travelling. Since flying produces more carbon footprint than any other means of transport, you should only fly when the trip is long. During the trip, you should walk, cycle or use public transport as much as you can. This not only helps to keep the environment clean, but also allows you to enjoy the beauty of nature and interact with local people.
Choose eco-friendly activities that benefit animals and the ecosystem. Avoid activities that allow you to touch or ride animals because they disturb their natural patterns and attract many people. Instead, visit wildlife parks or organic farms. These will help you understand and respect the nature more and stop doing things that harm the environment.
Answer:
1. interact ->b: to talk or do things with other people.
2. benefit ->a: to be good for someone or something.
3. disturb ->c: to interrupt what people are doing and make them angry.
1. John. Do you think that we should use public transportation to protect our environment?
Laura: _____________________________________________
A. Of course not. You bet! B. Well, that’s very surprising.
C. There’s no doubt about it. D. Yes, it’s an absurd idea.
2. Anthony: Don’t fail to send your parents my regards.
George: ________________________________________________.
A. You’re welcome B. Good idea, thanks
C. Thanks, I will D. It’s my pleasure
3. Steve: Oh, no! I left my book at home. Can I share yours?
Ann: ________________________________________________.
A. Yes, I do, too B. No, thanks
C. Yes, sure D. No way, I just bought another book
4. Tony: Mum, I’ve got 600 on the TOEFL test.
Tony’s Mum: __________________________________________
A. Good way! B. You’re right!
C. Oh, hard luck! D. Good job!
5. Lora: Your new blouse looks gorgeous, Helen!
Helen: ________________________________________________.
A. Thanks, I bought it at Marcy’s B. It’s up to you
C. I’d rather not D. You can say that again
6. Anthony: I had a really good time. Thanks for the lovely evening.
Maria: ________________________________________________.
A. Yes, it’s really good B. No, it’s very kind of you
C. I’m glad you enjoyed it D. Oh, that’s right
7. Ryan: Do you want to come with us to the cinema tomorrow?
Olivia: ________________________________________________.
A. No, I don’t like Titanic B. Yes, I’d like two tickets
C. Thanks, but I’d rather to stay at home D. I love watching movies at the cinema
8. Ann: Thank you for a wonderful evening.
Karen: _________________________________________________.
A. You are welcome B. Thanks a lot
C. Have a good day D. Cheers
9. “May I leave a message for Ms. Davis.” “___________________”
A. I’m afraid she’s not here at the moment. B. No, she’s not here now.
C. She’s leaving a message to you now. D. Yes, I’ll make sure she gets it.
10. “How can this dress be so expensive?” “___________________”
A. Yes, it’s the most expensive. B. What an expensive dress!
C. You’re paying for the brand. D. That’s a good idea.
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
There are many things that we should or shouldn’t do to live green. We should plant more trees because they provide shade and fresh air. We shouldn’t leave our appliances on when not in use as this wastes electricity and creates dangerous situations.
(Có rất nhiều điều mà chúng ta nên làm hoặc không nên làm để sống xanh. Chúng ta nên trồng nhiều cây xanh hơn vì chúng cho bóng mát và không khí trong lành. Chúng ta không nên để các thiết bị của mình bật khi không sử dụng vì điều này gây lãng phí điện và gây ra các tình huống nguy hiểm.)