Review 1 (Units 1- 2- 3)

1 is

2 didn't go

3 could

4 to take / taking

5 will call,wanted

use correct form of verbs to complete the following senytences

1 she ....is........... (be) a bit tense lately

2 he said tht he ....didn't go........(not, go)to school the previous day

3 sometimes I wish my parents....could.......... (can) put themselves in my shoes

4 lan needs ..to take.......(take) a break

5 I..............(call) her if she .....(want ) to go and see film with me tomorrow

1. has been

2. didn't do

3. could

4.to take

5. will call - want

Choose the correct words

1. I don't want to swim now bcause I've ..just ... had lunch

2. My family has lived in this house ..for .. 30 years

3. Elena has ......never ...... played volleyball. She doesn't enjoy sport .

4. Jordan left school a year .....ago .....

5. ........How long........ have you been a member of the swimming team ?

6. I haven't seen my boyfriend .......since ........ last weekend

7. ...........when ............ did Joe join the theatre company ?

8. We've .......already ........... booked our holiday. We're going to Corfu

9. Have you .......ever ......... worked in a shop before or it this your first job ?

10 . Neil .......still ........ hasn't paid me the money he owes me

11. The boss hasn't arrived .....yet...... so we needn't start work .

Bạn tham khảo ạ, sẽ có vài câu sai

1/I used to go fishing with my father (longer)

=> I don't..........go fishing with my father ​no longer.............

2/ May I borrow your book ( lending)

=>Would .......you mind lending me your book..

Đề đây ạ cho em cảm ơn trước ạ!

III. Read the passage and choose the correct answer to each of the questions. (1 p)

British teenagers sit up to 70 exams and tests before they reach their GCSEs (The General Certificate of Secondary Education). But there are ways to ease the stress at exam time.

What a student eats and drinks in the run-up to exams can influence how clearly they think and how happy they feel. A balanced diet with lots of fruit and vegetables, fish and complex carbohydrates will help them concentrate and think clearly. Too much high-fat, high-sugar and high-caffeine food and drink can make studying harder.

Sleeping well and for long enough to feel rested, around six to eight hours for most people, will help thinking and concentration. Students should allow half an hour or so to wind down between studying, watching TV or using a computer and going to bed to help them get a good night’s sleep. Regular exercise also helps them sleep better. Cramming all night before an exam is usually a bad idea.

Parents should be flexible around exam time. When a child is revising all day, don’t worry about household jobs that are left undone or untidy bedrooms. If they’re a bit moody they should stay calm. They can help a child to revise by making sure they have somewhere comfortable to study.

Students should remind themselves that feeling nervous is normal. Nervousness is a typical reaction to exams. All students will feel it. The key is to put these nerves to positive use. Being reminded of what they do know and the time they have put into study can help them feel confident that they can reach their potential.

1. The underlined word “Cramming” in the passage probably means ____ .

A. Sleeping for a long time

B. Having a nightmare

C. Reading things aloud

D. Memorising a lot of things

2. A comfortable place is good for students to ______ .

A. Have a sound sleep

B. Revise more effectively

C. Feel positive about learning

D. Stop worrying about exams

3. Before exams, it is not unusual to______ .

A. Eat well

B. Stay calm

C. Feel nervous

D. Reacttypically

4. Which of the following is NOT true, according to the passage?

A. It is impossible for teenagers to ease their stress before exams.

B. Eating and drinking properly can help students study better.

C. Regular exercise and relaxation are necessary for a good sleep.

D. Parents play an important role in raising their children’s exam results.

5. What is the main idea of the passage?

A. How to be well-prepared for exams

B. A balanced diet for examinees

C. What teenagers should do to feel rested

D. Nervousness: good reaction to exams

1. The president of the United Statues does not live in Alaska. He lives in U.S

2. Football players do not wear long pants. they wear short pants

3. Kangaroos do not come from canada. they come from Australia

4. The sun does not shine at night. it shines in the daytime

5. In Vn, students do not wear jeans at school. they wear uniforms at school

tym đúng cho tui nha

II/ Rewrite the sentences so that meaning stays the same (1m)

1. It took Jane many hours to surf the Net for needed information.

⇒ Jane spent………………many hours surfing the Net for needed information……………………

2. This magazine is being read by both teenagers and adults.

⇒ Both teenagers……………and adults are reading this magazine………………………………………………………

III. Finish the second sentence in such a way that it is similar to the original one.

1. “I am cleaning my room now” said Jane.=>Jane said………that she was cleaning her room then……………..………….………

2. I can’t do this exercise.=>I wish ……………I could do this excercise……………………………..

3. Nga started to live in Hanoi when she was 10.=>Nga…………has lived in Hanoi since she was 10.………………………………….

4. Lan bought a new bike yesterday.=>A new…bike was bought by Lan yesterday..………………………………………

5. Lan loves walking in the rain.=> Lan is fond…………of walking in the rain…………………………..

IV. Make all the changes and additions necessary from the sets of words and phrases, sentences which together complete the letter.

Dear Sir,

1. I/ see/ school’s advertisement/ Tuoi Tre newspaper/ yesterday.

=> I saw your school’s advertisement in the Tuoi Tre newspaper yesterday.

2. I/ interested/ learn/ English/ I/ like/ information/ your school.

=> I am interested in learning English and I would like some information about your school.

3. I/ study/ English/ over four years/ but/ want/ improve/ speaking/ and/ listening skills.

=> I have studied English for over four years but I want to improve my speaking and listening skills.

4. Could/ you/ send/ details/ courses/ fees?

=> I would be very grateful if you could send me details of courses and fees.

5. I look forward/ hear/ you/ soon.

Your sincerely,

=> I look forward to hearing from you soon.

­­­­­­­­­­­Your sincerely

V. Rewrite the second sentences with the words given

1. My friend doesn’t have a computer. =>I wish…………my friend had computer………………………………………

2. He had a lot of money, but now he doesn't. =>He ……………used to have a lot of money………………………………

3. People say that the professor will arrive this morning.=> It is………said that the professor will arrive this morning………………………….

4. “I must come to the party tomorrow” Mai said.=>Mai said………that she had to come to the party the following/next day…………………………………….

5. “Why don’t you complain to the company, Mary?”, said Mr. John=>Mr. John suggested…(that) Mary (should) complain to the company…………

II/ Rewrite the sentences so that meaning stays the same (1m)

1. Jane spent many hours surfing the Net for needed information.

2. Both teenagers and adults are reading this magazine.

III. Finish the second sentence in such a way that it is similar to the original one.

1 Jane said that she was cleaning her room then.

2 I wish I could do this exercise.

3 Nga has lived in Hanoi since she was 10.

4 A new bike was bought by Lan yesterday.

5 Lan is fond of walking in the rain.

IV. Make all the changes and additions necessary from the sets of words and phrases, sentences which together complete the letter.

Dear Sir,

1. I saw your school’s advertisement in the Tuoi Tre newspaper yesterday.

2. I am interested in learning English and I would like some information about your school.

3. I have studied English for over four years, but I want to improve my speaking and listening skills.

4. Could you please send me details of courses and fees?

5. I look forward to hearing from you soon.

Your sincerely,

V. Rewrite the second sentences with the words given

1 I wish my friend had a computer.

2 He used to have a lot of money.

3 It is said that the professor will arrive this morning.

4 Mai said that she had to come to the party the following/ next day.

5 Mr. John suggested that Mary should complain to the company.

II/ Rewrite the sentences so that meaning stays the same (1m)

1. It took Jane many hours to surf the Net for needed information.

⇒ Jane spent many hours surfing the Net for needed imformation.

2. This magazine is being read by both teenagers and adults.

⇒ Both teenagers and adults are reading this maganize.

III. Finish the second sentence in such a way that it is similar to the original one.

1. “I am cleaning my room now” said Jane.

=>Jane said he was cleaning his room then.

2. I can’t do this exercise.

=>I wish I could do this exercise.

3. Nga started to live in Hanoi when she was 10.

=>Nga has lived in Hanoi since she was 10.

4. Lan bought a new bike yesterday.

=>A new bike was bought by Lan yesterday.

5. Lan loves walking in the rain.

=> Lan is fond of walking in the rain.

IV. Make all the changes and additions necessary from the sets of words and phrases, sentences which together complete the letter.

Dear Sir,

1. I/ see/ school’s advertisement/ Tuoi Tre newspaper/ yesterday.

\(\Rightarrow\) I saw school's advertisement on Tuoi Tre newspaper yesterday.

2. I/ interested/ learn/ English/ I/ like/ information/ your school.

\(\Rightarrow\) I am interested in learning English and I would like some information about your school.

3. I/ study/ English/ over four years/ but/ want/ improve/ speaking/ and/ listening skills.

\(\Rightarrow\) I have studied English for over four years but I want to improve my speaking and listening skills.

4. Could/ you/ send/ details/ courses/ fees?

\(\Rightarrow\) Could you please send me details of courses and the fees?

5. I look forward/ hear/ you/ soon.

\(\Rightarrow\) I am looking forward to hearing from you soon.

Your sincerely,

V. Rewrite the second sentences with the words given

1. My friend doesn’t have a computer.

=>I wish my friend had a computer.

2. He had a lot of money, but now he doesn't.

=>He used to have a lot of money.

3. People say that the professor will arrive this morning.

=> It is said that the professor will arrive this morning.

4. “I must come to the party tomorrow” Mai said.

=>Mai said she had to come to the party the following day.

5. “Why don’t you complain to the company, Mary?”, said Mr. John.

=>Mr. John suggested that Mary should complain to the company.

1/ We have to limited the toursit come to the.... every day

Youth worldwide are finding it increasingly hard to enter and be successful in the workforce. Global youth unemployment stands at a staggering 75 million and the number is rising. Over the past 20 years, as the workforce has modernized around the world, soft skills—the skills, competencies, behaviors, attitudes, and personal qualities that enable people to navigate their environment, work with others, perform well, and achieve their goals—have become centrally important.

For a recent Child Trends report, Key Soft Skills that Foster Youth Workforce Success, researchers examined more than 380 international resources across multiple disciplines and held focus groups and interviews with stakeholders. The study looks at relationships between soft skills and four workplace outcomes: getting a job or being employed, performance on the job, wages, and entrepreneurial success. There is strong evidence that the following five skills increase workforce success among youth ages 15 to 29.

The evidence supporting the importance of these five soft skills is strong. Their importance is backed by a solid research base and supported by stakeholders including employers, youth, and experts; there is evidence they are important across sectors and diverse world regions. Each skill can be observed in the workplace and is developmentally appropriate for youth to cultivate. Youth workforce development programs, funders, and schools can be confident that developing these skills will likely improve the chances of success for young people in the workforce.

Social skills are a cluster of skills necessary to get along well with others, including respecting others and expressing appreciation, resolving conflict, and behaving according to social norms. Social skills predict all four types of workforce outcomes (employment, performance, income/wages, and entrepreneurial success), are sought by employers, and are seen as critically important by experts in the field. A study set in New Zealand found a positive relationship between sociability and establishing relationships at age 18, and occupational attainment and work stimulation at age 26. In Great Britain, a study found that social skills measured at age 10 predicted higher wages among entrepreneurs. Employers in Egypt, India, and Vietnam seek social skills when hiring new employees.Communication skills include effective expression, transmission, understanding, and interpretation of knowledge and ideas. There is evidence that communication skills are related to three of the workforce outcomes studied for youth. They are the most frequently sought skill among employers, and they were strongly endorsed by stakeholders in this project. In Europe, 35 experts identified communication as the number one skill required in the workforce and recommended its inclusion in academic curricula. In India, non-verbal skills such as recognizing non-verbal cues and body language were identified as important by employers.Higher-order thinking enables young employees to solve workplace problems independently using available resources, prior knowledge, and experience. Higher-order thinking is very much sought by employers and is critical for all four workforce outcomes in all regions of the world. For example, problem solving was identified as a top skill in employer surveys in Pakistan, Macedonia, and Lebanon. Decision-making was highly ranked by employers in both India and Brazil.

Self-control refers to a person’s ability to delay gratification, control impulses, and regulate behaviors. Employers look for self-discipline or employees who can manage their emotions. Self-control is highly supported by rigorous literature as related to all four workforce outcomes. For example, a child’s level of attentiveness at age eight was predictive of their employment in upper-level, white collar jobs at age 42 in Finland. It is also related to entrepreneurial success. In the West Bank, a survey of young entrepreneurs nominated “patience” as a key skill for success as an entrepreneur.

Positive self-concept was also found to be among the most important skills across all outcomes, and specifically for job performance and income outcomes among youth. Self-awareness, self-confidence, job search self-efficacy, and self-esteem are important for obtaining work in multiple countries worldwide.

HA NOI (VNS) — Life skills should be offered as a subject in Viet Nam's education curriculum to encourage a more well-rounded development of students, such was the takeaway at an education conference held yesterday.

Deputy Director of Save The Children Viet Nam, Doan Anh Tuan, spoke about life skills education at schools. Tuan cited increasing numbers of Vietnamese parents calling for life skills courses, arguing that such skills were needed in addition to academic knowledge nowadays.

The Ministry of Education and Training had already taken actions to equip students with basic life skills, Tuan said.

However, including life skills courses in Vietnamese schools was difficult, partly due to a shortage of trained teachers and partly time concerns. Vietnamese students' educational programmes were already criticised for being overloaded and stressful.

An officer from Save the Children foundation, Hoang Tay Ninh, said that lack of life skills make youngsters unconfident in crowds, dependent, selfish, irresponsible to family, and incapable of coping with sudden problems.

She cited a survey of 45 students from a class in central Ha Tinh Province. All 45 students rode bikes to school but few could name parts of the bike and none could fix it if needed. Only four of them can swim and a third of them can cook. All of them remember friends' birthdays but only four remembered their parents' birthdays.

Others have blamed lack of life skills for adolescent crime, for example the case of a teenager boy who killed his seven year old neighbor for money for computer games.

Ninh said that, at school, life skills education is not an official subject, it is mixed into Literature and Biology subjects.

"When teachers have to teach both life skills and their expertise, they are under pressure, which makes the teaching process less effective," she said, adding that few teachers are trained to teach life skills.

Le Anh Lan, an inclusive education officer of United Nation Children's Fund, said that the organisation started life skills education in Viet Nam 15 years ago.

She said that now, as Viet Nam updates education and training systems to foster more practical skills, was the right time to formally bring life skills education into the national education programme.

However, she said, life skills should not be approached as a typical subject.

"Life skills can be learnt in any subject, from anyone, anytime and anywhere," she said.

An officer from the Education and Training Ministry's Students Affairs Department, Vu Duc Binh, said the ministry issued life skills teaching materials to teachers to teach in five subjects at schools and outdoor activities.

Since 2009, Save The Children along with provincial and city education departments ran projects to improve students' life skills from primary school to university. The projects focused on health, money management and natural disaster response.

Le Duc Anh, a tenth grader in Hai Phong City's Do Son High School, said he benefited from the financial and money-management lessons.

"It helped me know more about money, the value of money, how to spend and save money effectively, and how to talk about money with my parents," he said.

"I hope to have more life skill lessons," he said, "It would be great to have life skills as part of our school curriculum." — VNS

In my opinion, Vietnamese teenagers should learn and practice. Among them, i think communication skill is one of the most important ones as this affects their future. Actually, many youngsters lacks of basic abilities of interact with people in the society. For example, they do not know how to have successful conversation with other people, especially the elder. In addition, they should boost their representation skill in public. In fact, Vietnamese students are quite shy and lack of confidence when speaking and giving their opinions in front of many others, which limits their creativity. Consequently, they cannot get good jobs after graduation although they graduate with flying colors.