Your question (Câu hỏi của bạn): What do people in your country save money for?

(Người dân ở nước bạn tiết kiệm tiền để làm gì?)

Thảo luận các câu hỏi:

1. What do you spend most of your money on?

(Bạn dành phần lớn tiền của mình vào việc gì?)

- Clothes and skincare products.

(Quần áo và các sản phẩm chăm sóc da.)

2. Why do you shop there?

(Cheaper? Better brands? etc.)

(Tại sao bạn mua sắm ở đó? (Rẻ hơn? Thương hiệu tốt hơn? V.v.))

- Because it is much cheaper.

(Vì nó rẻ hơn rất nhiều.)

3. What do you spend most of your money on?

(Bạn dành phần lớn tiền của mình vào việc gì?)

- Clothes and skincare products.

(Quần áo và các sản phẩm chăm sóc da.)

4. What's the most expensive thing you have ever bought?

(Thứ đắt nhất mà bạn từng mua là gì?)

- I bought a computer.

(Tôi đã mua một chiếc máy tính.)

Your question: What do people in your country save money for?

(Người dân ở nước bạn tiết kiệm tiền để làm gì?)

I suppose it’s up to different purposes. While the young save money for travelling or paying tuition fees, the elderly tend to keep the money for health service and their kids.

(Tôi cho rằng nó tùy thuộc vào các mục đích khác nhau. Trong khi người trẻ tiết kiệm tiền để đi du lịch hoặc trả học phí, thì người cao tuổi có xu hướng giữ tiền cho các dịch vụ y tế và con cái của họ.)

tớ viết theo góc nhìn của tớ nên có gì cậu đọc và sửa lại đúng với mình nhée

1. when do u often listen to music ?

of course. i often listen to music every day

2. what king of music do u like ?

it's justin bieber

3. why do u like it ?

cause music reduces stress and improves health

4. what is ur favorite song ?

my favorite song is ''sweet night'' by V from BTS

5. what is ur favorite musician

i like beethoven, listening to his music helps me relieve stressstress

6. what is ur favorite singer ?

my favorite singer is V, a famous singer in korea

2. Which class and school are you in?

 

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

Put the following into Reported speech
1. He said to her, "Do you like your headmaster?"
=> He asked her if she liked her headmaster.
2. Her mother said to her, " Can parents visit the school at any time?"
=> Her mother asked her if parents could visit the school at any time.
3. She said, "Are the playing fields near the school?"
=> She wanted to know if the playing fields were near the school.
4. She said to me, "Did you go to the city last week?"
=> She asked me if I went to the city the previous week.
5. He asked them, "How big are your classes?"
=> He asked them how big their classes were.
6. The teacher said to the boy, "Why do you go to school late?"
=> The teacher asked the boy why he went to school late.
7. I said to her, "What is your new house like?"
=> I asked her what her new house was like.
8. "What else did you see?" The policeman asked him
​=> The policeman asked him what else he had seen.

1. Yes, I have given money to charity on several occasions
2. I can help people in my community by volunteering my time, participating in community projects, and supporting local initiatives
3. Yes, I would like to be a member of an international organization to contribute to global causes and make a positive impact on a larger scale
4. Some benefits of volunteering activities include personal fulfillment, skill development, building a sense of community, and making a positive impact on others' live
5. No, there are no different rules for boys and girls at my school. Everyone is treated equally
6. No, I don't believe there are jobs that only men can do. Gender should not limit one's career choices, and everyone should have equal opportunities based on their abilities and qualifications