... WORK?4. They can avoid the < /b> supervision of teachers UNIT < /b> 2:< /b> THE < /b> FIRST JOB UNIT < /b> 2:< /b> THE < /b> FIRST JOBTeacher UNIT < /b> 2:< /b> THE < /b> FIRST JOB3.Children are keen on going to work although they encounter the < /b> ... about starting work UNIT < /b> 2:< /b> THE < /b> FIRST JOBSinger UNIT < /b> 2:< /b> THE < /b> FIRST JOBWhy those things happen to them? The < /b> unsatisfactory nature of the < /b> guidance given at home and in the < /b> school. UNIT < /b> ... UNIT < /b> 2:< /b> THE < /b> FIRST JOBWHY DO MOST BOYS AND GIRLS WANT TO WORK?3. The < /b> keenness to go to work in order to “help Mum out with the < /b> money at home”. UNIT < /b> 2:< /b> THE < /b> FIRST JOBEngineer UNIT < /b> 2:< /b> THE...
... Months of the < /b> year January February March April May June July August September October November Decmber What’s the < /b> date today? It’s October 10th 20< /b> 08 Matching (Ex 2 < /b> WB pages ... november 20< /b> 20< /b> 08 HomeworkHomeworkDo exrcise 1 ( 12)< /b> Do exrcise 1 ( 12)< /b> May August OctoberJulyMarch June july3 20< /b> 08 February1 20< /b> 08 THE < /b> END ... What’s the < /b> date today? It’s October 10th 20< /b> 08 Matching (Ex 2 < /b> WB pages 23< /b> )a- 1st 1- sixth b- 2< /b> nd 2-< /b> ninth c- 3rd 3- seventhd- 4th 4- first e- 5th 5- tenth f-...
... đu, ban đu 21< /b> . biography /baI/OgrCfI/ (n): [count] a book that someone writes about someone else’s life. A book that someone writes about their own life is called an autobiography. 21< /b> . ... have been cutting the < /b> grass. 2.< /b> The < /b> activity stops after the < /b> moment of speaking and you are speaking about a result. ã I have painted the < /b> room. (finished) 2.< /b> The < /b> activity started in the < /b> past ... into the < /b> air through a hole at the < /b> top. Some volcanoes are not immediately dangerous because they are not active and have become dormant. Others will never be dangerous again because they are...
... glitch, instead of blaming themselves, they have fun solving the < /b> problem.They prefer to wait until a new technology is proven before they try it. Even then, they may resist until they are convinced ... community project for a community radio should be focused on the < /b> needs of its members: the < /b> radio broadcasters.It is critical to the < /b> success of your online community project to identify the < /b> ... classify the < /b> attitude of the < /b> following radio broadcaster towards the < /b> use of Internet in the < /b> community?EagerHesitantResistantClick on the < /b> answer of your choiceI’m able to use the < /b> computer, but...
... glitch, instead of blaming themselves, they have fun solving the < /b> problem.They prefer to wait until a new technology is proven before they try it. Even then, they may resist until they are convinced ... what bias they bring that may affect the < /b> way they responded to questions.Maybe there is a sub-group of people who are less versed in use of the < /b> Internet and this had a major impact on the < /b> ... classify the < /b> attitude of the < /b> following radio broadcaster towards the < /b> use of Internet in the < /b> community?EagerHesitantResistantClick on the < /b> answer of your choiceI’m able to use the < /b> computer, but...
... BACK-TRANSLATION FLU-ENCY ADE-QUACY MEAN NIST BLEU ORTHO- B LEU NIST BLEU ORTHO- B LEU 2,< /b> 49 3,06 2,< /b> 78 1,31 0,01 39, 72%< /b> 2,< /b> 90 0 ,25< /b> 68,94% Table 2:< /b> Average BLEU, NIST and OrthoBLEU ... analogous scores for the < /b> back-translations. In this case the < /b> English source sentences served as the < /b> reference. As can be seen from the < /b> table, the < /b> val-ues are higher for the < /b> back-translations. ... such as BLEU are well established, but have the < /b> drawbacks that they do not per-form well at the < /b> sentence < /b> level < /b> and that they presuppose manually translated reference texts. Assuming that the...
... faster / the < /b> more b. The < /b> faster / the < /b> more probablec. The < /b> more and more fast / the < /b> more and more probabled. The < /b> more fastly / the < /b> probableChoose the < /b> sentence < /b> which has the < /b> closest meaning to the < /b> ... plays well but the < /b> others play better. b. John as well as other players of the < /b> team plays very well.c. Everyone in the < /b> team, but John, plays very well.d. John is the < /b> best player of the < /b> team.33. ... _______ the < /b> food is, _______ he likes it.a. The < /b> hotter / the < /b> more and more b. The < /b> hotter / the < /b> morec. The < /b> more and more hot / the < /b> more d. The < /b> hottest / the < /b> most 24< /b> . Of course you can come to the...
... note these answers. Work with a partner Talk about two jobs. Listen and write into notebooks. V/ Draw experience Unit < /b> seven: The < /b> world of work. B/ The < /b> worker. (B 2 < /b> + B3 ) ... + B3 ) I/ Objectives. By the < /b> end of the < /b> lesson, the < /b> students will be able to read comprehension and then compare some information . II/ Language contents. 1, Vocabulary: feed, buffalo, pig, ... students talk about two jobs: mechanic and farmer. Call some students to practice in front of the < /b> class. Listen and correct their mistakes. @ Rewrite two jobs into notebooks and learn by heart....
... Unit < /b> 9: The < /b> body Lesson 2(< /b> A3-4 ) I. Objectives: By the < /b> end of the < /b> lesson, the < /b> Ss will be able to learn adjectives to describe Physical Appearance. II. Language ... crosses: tall old fat thin heavy big light short new + Remember: S + be + adj * Homework: - Learn vocabulary by heart. - Write the < /b> sentences to describe the < /b> people in ... Check vocabulary: 7' - Have the < /b> Ss listen to the < /b> tape (two times) and write the < /b> order (1 .2.< /b> 3.4) of the < /b> people described. - Call some of the < /b> students...
... drill: 1. They modernize the < /b> ao dai nowadays. 2.< /b> Nowaday, only women wear ao dai. 3.They added these patterns to the < /b> ao dai. 4.They make the < /b> ao dai from silk. Change the < /b> sentences ... Read the < /b> text individually Read the < /b> text again and complete the < /b> sentences, using the < /b> information from the < /b> text Read the < /b> text again to prepare the < /b> answers 2.< /b> Gap fill: ... cue drill: Change the < /b> sentences in to passive voice. 1 .The < /b> ao dai is modernized nowadays 2 < /b> .The < /b> ao dai is worn by women nowadays 3 .The < /b> ao dai is added these patterns 4 .The < /b> ao dai is made...
... interview their fiends with the < /b> questions in the < /b> table Ask Ss to report the < /b> result of their survey in their group. Interview fiends with the < /b> questions in the < /b> table Report the < /b> result of their ... 8 UNIT < /b> 2:< /b> CLOTHING Lesson 2:< /b> Speaking I. Aims of the < /b> lesson : By the < /b> end of the < /b> lesson Ss will able to ask and respond to questions on personal references. II. Teaching aids: Textbook, ... last section of the < /b> survey about what ss wear Questions 1. what do you usually wear on the < /b> weekend 2.< /b> Why do you wear these clothes 3. what is your favorite type of the < /b> clothing? why...
... guess the < /b> the meanings of the < /b> words from T's eliciting Repeat in chorus then individually Go to the < /b> board and rewrite the < /b> vocabs. - Look at the < /b> pictures and answer the < /b> questions. ... 2.< /b> Guessing. Period 9 UNIT < /b> 2:< /b> CLOTHING Lesson 3: Listening I. Aims of the < /b> lesson : - By the < /b> end of the < /b> lesson, Ss will be able to listen for specific information, describe what ... Textbook, board, record, tape. … III. Teaching steps: Teacher’s tasks Student’s tasks Display on the < /b> board I. Warm up: *Network Divides class into 2 < /b> teams, Ss from each team go to the < /b> board...
... the < /b> board I. Warm up: *Pelmanism Get Ss to play in 2 < /b> groups, find out the < /b> numbers that content the < /b> same verbs Play in 2 < /b> groups, find out the < /b> numbers that content the < /b> same verbs ... will be able to understand the < /b> text for details about jeans. B. Teaching aids: pictures, poster, chalk, board, textbook,…. C. Teaching steps: Teacher’s tasks Students’ tasks Display on the < /b> ... to answer the < /b> questions 1. Where does the < /b> words jeans come from? 2.< /b> What was the < /b> 60 s’ fashion? 3. Why old more and more people begin wearing in the < /b> -Read the < /b> text to check the < /b> answers...
... recognize their mistakes - Ss write their answer into their notebooks * the < /b> key: (De I) 1 A 11. D 21< /b> . B 31. D 41. B 2.< /b> D 12.< /b> D 22< /b> . C 32.< /b> A 42.< /b> A 3. C 13. B 23< /b> . B 33. D 43. D 4. A 14. C 24< /b> . A ... 34. C 44. C 5. D 15. A 25< /b> . B 35. C 45. D 6. C 16. B 26< /b> . C 36. D 46. D 7. A 17 .B 27< /b> . C 37. D 47. D 8. A 18. D 28< /b> . D 38. D 48. A 9. B 19. B 29< /b> . B 39. B 49. B 10. A 20< /b> . C 30. D 40. A 50. C ... different from the < /b> rest. III. choose the < /b> text and choose the < /b> best option to fill in the < /b> blank - after explaining their mistakes, teacher gives the < /b> answer to them. - Ss listen to the < /b> teacher...