I. TÔNG QUÁT: Dịch đoạn văn ngắn từ tiếng Anh sang tiếng Việt và ngược lại.
A. CHỦ ĐIỂM: Miêu tả và thuật sự (Description and Narrative)
B. CẤU TRÚC: Câu chủ động, câu thể bị động, câu phức nhiều thành phần, từ nối, yếu tố liên kết.
II. ĐỀ CƯƠNG CHI TIẾT:
PHẦN DỊCH TỪ ANH SANG VIỆT:
UNIT 1: One of the best times to see a great city is early in the morning before the sun has risen. With its shops shut, its normally crowded streets quiet and deserted, it looks as if everyone had left in a hurry leaving all their possessions behind them. A bicycle propped up against the wall; cars stand idle by the roadside; a page of yesterday’s evening paper flutters noisily down the street, carried here and there by the wind, until it wraps itself round a lamp - post. The streets are marked by an absence of color. In autumn, brown leaves, still untorn by trampling feet, cling to the wet pavements as the trees are slowly stripped of their leaves.
Everything is strangely silent, but it is never completely quiet. The clanking of milk - cans in the distance tells you that the milk - man has begun his rounds. A lone dog pads softly past. Foot - steps ring down the street. You turn and find that it is a policeman, a roadsweeper, or just like yourself, a passer - by. Whoever it is, he will greet you with a friendly “Good morning”. At this hour, everyone is friendly. It is still too early for people to rush past in a hurry with strained faces and somewhere to get to. Sometimes you come across a man in evening - dress, singing to himself, and swaying unsteadily by the roadside. As you pass, he bids you a cheery “Good night”, unaware that tomorrow is already here.
When the sun begins to rise, the best vantage point is a bridge. The river has been left to itself; it looks clean and fresh. At this time of the day, it really is a river, not just an obstacle to get across. It flows quietly past the boats and barges still tied to their mooring. In the distance, the first rays of sunlight strike against the tallest spires, domes, and monuments. Buildings begin to look less somber, as if they were stirring out of sleep.
UNIT 2 The town of Deadwood in South Dakota became famous in the nineteenth century when gold was discovered there. Gold attracted many fortune - hunters good and bad. Heroes like “Deadwood Dick” the stage - coach driver have become as familiar as Robinson Crusoe. The town itself acquired an extraordinary reputation and came to be known as the place where “the coward never started and the weak died on the way”.
Bad men come and go, but the biggest villain in Deadwood has always been one thing: fire. The little town is built on the steep sides of the deep valley. If a fire breaks out, this valley acts like a chimney and sucks the flames up to the houses. In 1879 fire destroyed the town completely. When it was re - built, special water - barrels were fitted into every roof.
In our own times, a great fire threatened the town yet again. It all began when some waste - paper caught alight at the foot of the valley. In less than an hour the flames were leaping through the tree - tops. The wind roared through the forest carrying the flames almost to the edge of the town. Fire – brigades arrived from all parts of the country to save Deadwood.
Meanwhile, women and children prepared to leave the town. They seized as many of their belongings as they could, and cars piled high with clothing packed the streets. The wind changed direction and it seemed as though no car would be able to leave; then it changed again and a long line of cars moved quickly out of the town.
As if this fire was not enough, the panic - stricken inhabitants heard that another fire had broken out twenty miles away near a town called Nemo. If these two fires joined, they would get quite out of control. Firemen desperately fought the flames for twenty - four hours and in the end airplanes were used as well. The planes began ‘bombing’ the fire with water and so prevented the two fires from joining forces. The big fire began to lose the battle and people who had left came home. They found a blackened valley, but their houses were still standing. Deadwood had been saved from its worst enemy just in time.
UNIT 3 The ship first appeared as asmall speck on the horizon. We had grown impatient at the delay and cheered when we caught sight of it. For most of us this was an important event, because the small object that had come into view was a troopship. Husbands, fathers, brothers and friends were coming home after an absence of four years. We were informed over the microphone that the ship would be in the harbour in about three - quarters of an hour’s time. We did not need telling and cheered more loudly than ever.
The harbour had rarely witnessed such a colorful spectacle. It was decked out with flags and because the day was warm, we were all wearing gay summer frocks and looking our best for the occasion. The time we waited seemed endless; but little by little the speck took the form of a ship and, in a short time, it came so near that we could make out its name: Candia, printed in large letters on the prow.
Now a crowd of about five hundred could hardly be held back. People were jumping up and down, waving; and little boys climbed on to stationary vehicles to get a better view. As the tugs piloted the great ship into the habour, everybody peered eagerly at the troops lined along the railings. Soldiers on board waved to us wildly, shouting out the names of people they recognized or wanted to see. The two young men in the crowd who were holding a big banner with “Welcome home!” painted on it almost fell over on their excitement to lift it higher. An old man put his hat on the top of his walking - stick and twirled it round and round until it slipped off and fell into the sea. Women were crying; others laughing; and some did not quite know whether to laugh or cry. Someone called out “There’s your daddy!” and a small boy of four was held high in the air to see his father whom he had never seen before. Now the troops were directly above us. Our excitement had mounted to a peak, for soon they would disembark!
The market - place was crowded. Everywhere people were buying, selling, arguing about prices, or looking very pleased with themselves at having discovered a bargain. The owners of stalls were advertising their wares as the best in the world and shouting at the tops of their voices to prove it. There was so much movement that no one noticed a small boy pushing his way through the crowd. Even the fat man examining a pair of silver candlesticks barely looked down as the boy brushed past him. Judging from the condition of his patched but scrupulously clean clothes, the boy was obviously very poor. In his right hand he clutched a penny and walked with such a sense of purpose that it was clear he knew his way well.
The child arrived at a clearing behind a bombed site and went towards an old man who was playing a violin. Beside the man was a little monkey dressed in a red cap and performing various antics on a stand. The monkey held the old man’s hat and offered it to passers - by. As the boy gazed fascinated at the animal, the old man looked down at him and smiled kindly. Several minutes passed and the boy tried to put his penny into the hat. The monkey, however, gave the hat a playfull pull and the boy could not reach it. He stood on tip - toe and tried again. In his effort to reach, he knocked the stand over accidentally. The monkey chattered wildly and pennies went flying everywhere. The old man’s smile turned to a look of anger and he struck at the boy with the bow of his violin. Dodging the blow, the child dashed into the crowd. The man began shouting: “Stop thief! Stop thief!” and soon a small crowd was in pursuit of the boy. In his terror, the child fell headlong into an apple - cart and turned it over. This at once brought a furious stall - keeper into the chase, and the whole market - place was in an uproar: people began to run without knowing why. But there was no one who knew his way about as well as the boy who, by now, had slipped down a side - street and crouched in a doorway. Huddled in fear, he watched the angry crowd rush past.
PHẦN DỊCH TỪ VIỆT SANG ANH:
Hà Nội có một loại chợ gọi là chợ xanh. Đây là chợ bán buôn rau xanh và các loại nông sản khác do những người trồng rau ở những vùng ven thành phố mang vào. Chợ nầy họp rất sớm, từ khoảng 2-3 giờ sáng đến 6-7 giờ sáng thì tan.
Nay, ở Hà Nội vẫn còn nhiều hồ lớn, có những hồ gắn liền với lịch sử lâu dài của dân tộc, có những hồ nổi tiếng không chỉ vì diện tích mà còn vì vẻ đẹp và cảnh quan tuyệt vời của nó.
Tết Trung thu đầu tiên là Tết của người lớn để thưởng thức cảnh đẹp của thiên nhiên, ăn bánh, uống trà và ngắm trăng rằm giữa mùa thu. Dần dần, Tết Trung thu trở thành Tết của trẻ em, nhưng người lớn cũng tham dự.
Nằm ở độ cao trung bình 1.500m so với mực nước biển, thị trấn Sa Pa có khí hậu gần với các khu vực ôn đới. Một ngày ở Sa Pa có cả bốn mùa: Buổi sáng là mùa Xuân, buổi trưa là mùa Hạ với trời trong xanh và nắng vàng nhưng vẫn mát dịu, buổi chiều mây và sương xuống làm cho trời trở nên se lạnh, cái lạnh của mùa Thu, vào đêm khuya thì thời tiết lạnh và rét như mùa Đông.
Cách Hà Nội khoảng 180 km về phía Tây Bắc, Mai Châu là huyện miền núi thuộc tỉnh Hòa Bình có nhiều phong cảnh hùng vĩ, nhiều hang động đẹp quyến rũ và là một địa điểm lý tưởng cho việc tổ chức các chuyến du lịch sinh thái hoặc các cuộc thi đấu thể thao mạo hiểm. Nếu bạn là người yêu du lịch, thích thể thao và muốn được khám phá thế giới tự nhiên, bạn có thể đến Mai châu và chơi các môn thể thao như chạy bộ, đua xe đạp…
Do sự phát triển của kinh tế, cuộc sống bận rộn nên người ta muốn ăn uống đơn giản, tiện lợi. Ngoài những nhà hàng sang trọng, những quán ăn uống vỉa hè có ý nghĩa quan trọng đối với người dân lao động bình thường. Tuy nhiên chúng có sự bất tiện là cản trở giao thông trên đường phố và đôi khi thức ăn không sạch. Mặc dù vậy, các quán vỉa hè không bao giờ vắng khách. Có thể coi các quán vỉa hè như là các quán thức ăn nhanh kiểu Việt Nam.
ĐỀ CƯƠNG ÔN TẬP MÔN ĐỌC HIỂU
TIẾNG PHÁP DU LỊCH
Les temps du passé:
Passé composé ou imparfait – situation ou événement dans le récit au passé
L’accord du participe passé avec les sujet (auxiliaire être) / avec le COD (auxiliaire) avoir
Le plus-que-parfait – action antérieure à une autre action dans le récit
Le conditionnel présent – la politesse, l’hypothèse ; passé – le regret
Le passif- la description d’une action /la mise en valeur du sujet de la phrase à la place du pronom « on » (quand on ne connaît pas l’auteur de l’action)
Le gérondif – la manière, la condition, la simultanéité
Les indéfinis (pronom et adjectif)
Les possessifs (pronom et adjectif)
Les pronoms personnels
Les double pronoms
Les pronoms relatifs simples (qui, que, dont, où)
Les adverbes de manière (en –ment)
Les tournures impersonnelles (il est interdit de (que), il est utile de (que), il est important de (que) …)
La localisation temporelle: les prépositions de temps (la durée et le moment: pendant / depuis / dans / il y a…)
Les adverbes de temps: expression du passé et du futur
La localisation spatiale: les prépositions et adverbes de lieu
Les articulations logiques: cause, conséquence, opposition (donc / puisque / comme / alors / pourtant / alors que…)
La conjonction « pour que » + subjonctif
Les articulateurs chronologiques du discours (d’abord, ensuite, enfin / premièrement, deuxièmement…
Sách tham khảo:
BESCHERELLE (2007). La grammaire pour tous, Hatier
Poisson, Q.S, (2002).Grammaire expliquée du français niveau intermédiaire, Paris: CLE international
Grégoire, M., Merlo, G., & Kostucki, A. (2004). Grammaire progressive du français avec 400 exercices: Niveau débutant. Paris: CLE International.
Grégoire, M., Thiévenaz, O., & Franco, E. (1998). Grammaire progressive du français avec 500 exercices: Niveau intermédiaire. Paris: CLE international.
Caquineau-Gündüz, M.-P. (2007). Les 500 exercices de grammaire: Avec corrigé. Paris: Hachette.
ĐỀ CƯƠNG ÔN TẬP MÔN ĐỌC HIỂU
KỲ THI TUYỂN SINH LIÊN THÔNG
NGÀNH SƯ PHẠM TIẾNG ANH VÀ NGÔN NGỮ ANH
Skills to be tested:
Dealing with unfamiliar words
Short – answer questions
True, False, Not Given
Science and Technology
I. Sample exercises:
Section one: You are going to read an article about children who spend too much time at the computer. Choose the most suitable heading from the list A-I for each part (1-7) of the article. There is one extra heading that you do not need to use. There is an example at the beginning (0).
List of headings
When the problem disappears.
Teachers - watch for the signs!
How the habit is broken.
The extent of the problem.
Parents on the lookout.
Stop those computers now!
How affected children act.
The type of child at risk.
Our children are in danger!
Example: par.0 _ I
A PRICE TO PAY
Danger when a computer becomes your best friend
Many of Britain’s children are becoming computer addicts, according to the leading education specialists. Such children then lose interest in anything else and become withdrawn and introverted.
Up to one in ten youngsters – over half a million – are affected. The problem usually starts between the age of nine and eleven and most often affects boys, who tend to get more involved with machines than girls. They spend up to 40 hour a week tapping away.
“These children are unable to relate to friend and family or express their feelings”, says Mrs. Noel Janis-Norton, a specialist in treating problem children and adults. They behave badly at school and at home – and when desperate parents forbid them to use computers, they find ways to use the computers in secret and deceive their parents. The result is that they often fail school tests and lose friends. But they do not care. The computer has become their best – and sometime their only – friend.
Mrs. Janis-Norton says children who have difficulty communicating are hit by this problem. “A child who is energetic and outgoing is unlikely to become a computer addict, although any kind of child can enjoy the computer,” she says. “There is a big difference between use and abuse. Often the problem continues into the late teens and sometimes into adult life, where the addict becomes increasingly shut off from reality.
Mrs. Janis-Norton adds “The situation changes when they have to be anxious about. Many grow out of it when they leave home. Like any other nervous condition, such as asthma, it hardly exists in the summer holidays.
Most children who have this kind of nervous complaint are not doing as well at school as they could. Now teachers are being asked to look for the more obvious patterns of behaviour. The National Union of Teachers has already warned its staff to identify pupils who become restless and agitated.
Tony Miller, one of the teachers’ union spokesmen, says parents should limit the amount of time their children spend at the machines. He adds: “Very young children take to computer like fish to water. It seems to be like the problem of obsessive TV-watching.” One parent was woken at 5 am by a strange beeping noise. She later discovered it was her addict son at his computer.
Mrs. Janis-Norton claims a high success rate with her unique system which involves teaching the parents as well as the child. It is a similar problem to gambling or drug addiction. She says: “With the parents, we examine all the issues that come up in a child’s day – food, bedtime, cooperation, homework, the tone of voice children use when talking to their parents and sweets. We teach parents how to be in charge of the situation, how to be positive, firm and consistent. We give the child extra lessons in whatever subjects they are weak in. By slowly getting the children off the machines, and placing computers with other activities and more confidence, the habit is broken
Section two: Choose the correct word or phrase for each space from the list below
Abundant, almost, although, as, available, evaporated, evenly, exchanging, like, manufacturing, mostly, since, spell, transferred, turn up, turn out, used up
Our demand for water is constantly increasing. Every year, there are more and more people in the world. Factories (1) more and more products, and need more and more water. We live in a world of water. But (2) all of it – about 97 percent – is in the oceans. This water is too salty to be used for drinking, farming and (3). Only about 3 per cent of the world’s water is fresh. Most of this water is not easily (4) to man because it is locked in glaciers and icecaps.
There is as much water on earth today as there ever was or will ever be. Most of the water we use finds its way to the oceans. There it is (5) by the sun. It then falls back to the earth (6) rain. Water is used and reused over and over again. It is never (7).
(8) the world as a whole has plenty of fresh water, some regions have a water shortage. Rain does not fall (9) over the earth. Some regions are always too dry, and others too wet. A region that usually gets enough rain may suddenly have a serious dry (10) and another region may be flooded with too much rain.
A great distance, alike, bury, carry, clinging, contain, imitated, interfered, like, long way, prevent, protect, role, serve, surviving, tamed.
Man probably could not live without the help of animals. The (1) of animals in the balance of nature ranks as their most important service to man.
Animals also (2) man by supplying him with many foods and other useful products. Without animals, man would have no meat, milk, eggs, or honey, or wool, fur, or silk.
For thousands of years, man has caused changes in the animal kingdom. He has (3) many kinds of animals and used them for foods and clothing. He has killed or driven away animals that once attacked him or (4) with his use of land. Today, he tries to (5) many kinds of animals that are in danger of dying out.
(6) man, most plants depend on animals for many of their basic needs. Without animals, many plants could not easily reproduce. For example, many plants with flowers depend on bees and other insects to (7) their pollen from plant to plant. Many oak trees grow from acorns that squirrels (8) and then forget, or from acorns that deer step on and push deep into the soil. Birds often fly from one place to another with seeds (9) to their feet. The seeds may sprout (10) from the parent plants.
Section three: Read the passage very quickly and answer the following questions as briefly as possible.
THE SYDNEY HARBOUR TUNNEL
A. Construction started in January 1988 and was completed by 31 August 1992. The tunnel took more than 300 contractors and subcontractors combining for a total workforce of more than 4,500 employees having a peak of 800 at any one time. When completed it will have a total staff of 30 excluding toll collectors. It required the excavation of about 1.8 million cubic meters of rock, mud and sand; land tunnels – more than 320,000 cubic meters; trench for marine tunnel – almost 700,000 cubic meters, casting basin – almost 800,000 cubic meters. The tunnel is one of more than 70 immersed tube tunnels around the world. Its total length is 2.3 km. It is Australia’s longest road tunnel and its first under water.
B. Land tunnels on the northern side commenced in February 1988 with the drilling of a pilot tunnel from the harbour edge up towards Mount Street bridge above the Warringah Expressway using tunnel borers, road headers, excavators and rock hammers. Land tunnels on the south side commenced in October 1988, with identical procedures.
C. Dredging commenced in January 1989 when grab dredger Goomai commenced bulk dredging at the southern end of the tunnel trench, and trailing hopper suction dredger Resolution commenced operations in the central half of the immersed tube trench in mid February 1989. 650,000 cubic meters of silt, clay and sand were removed leaving only sandstone to be cleared by the cutter suction dredge Kunara. She crushed a total of 37,000 cubic meters of sandstone. Each dredge was equipped with at least two position fixing systems. These systems generated a horizontal position derived from microwave, infra-red and laser-based measurement systems.
How long did it take to construct the tunnel?
What was the total number of people involved in building the tunnel?
How many underwater tunnels are there in Australia?
Where was the pilot tunnel drilled?
When were the land tunnels begun?
How much sandstone did the dredge Kunara crush?
Section four: Look at the information in the following passage about the use of vehicles in the University grounds and decide whether these statements are True (T), False(F) or Not Given (NG) and give evidence to support your answers.
USE OF UNIVERSITY GROUNDS BY VEHICULAR TRAFFIC
The university grounds are private.
The University authorities only allow authorised members of the University, visitors and drivers of vehicles servicing the University to enter the ground.
Members of staff who have paid the requisite fee and display the appropriate permit may bring a vehicle into the grounds. A University permit does not entitle them to park in Hall car park however, unless authorised by the Warden of the Hall concerned.
Students may not bring vehicles into the grounds during the working day unless they have been given special permission by the Security Officers and have paid for and are displaying an appropriate entry permit. Students living in Halls of Residence must obtain permission from the Warden to keep a motor vehicle at their residence.
Students are reminded that if they park a motor vehicle on University premises without a valid permit, they will be fined $20.
The campus roads are not open to general members of the public.
University employees do not need to pay for their parking permits.
Parking in Hall of Residence is handed by the Wardens of the Halls.
Having a University permit does not allow staff to park at Halls.
Parking permits cost $20 a year.
Students living in Hall do not need permission to park in Hall car parks.
II. Sample passages:
GO AHEAD ! READ THIS GO AHEAD. READ THIS. YOU DON’T HAVE TO WATCH THE ROAD THE WAY YOU DO WHEN YOU DRIVE THE CAR.
By riding public transportation, you are helping to solve some of the major pollution problems plaguing Boston.
1. AIR POLLUTION. Motor vehicles powered by internal combustion engines are responsible for over 80 percent of the deadly carbon monoxide as well as the cancer-causing benzpyrene and nitrates in the air. Eighty-nine percent of the vehicles on the road in Massachusetts are privately owned and are often operated with only one person in the car. If people would use public transportation instead of their cars, air pollution level could be significantly lowered.
2. SPACE POLLUTION. Thirty percent of the land in downtown Boston is devoted to cars. Where there are garages, there could be gardens. Where there are highways, there should be homes and places to work and play.
3. NOISE POLLUTION. Studies show that people today show a greater hearing loss with age than ever before. Much of this is due to honking horns, loud engines and general traffic noise.
The cost of a personal car is high to individual. The average person pays about $2000 per car per year in depreciation, gasoline, insurance, taxes, and maintenance. But for society as a whole, personal cars are a luxury we cannot afford. We pay in death from auto accidents, in poor health from air pollution, in loss of hearing from noise pollution, and in the destruction of our cities by the ever increasing number of highways.
HOW CAN YOU HELP
Do not drive in the city.
Walk, whenever possible, or ride a bike.
Use public transportation.
Oppose legislation calling for more highways in the cities.
Support legislation calling for improving public transportation facilities.
For further information, contact Boston Area Ecology Action, 925 mass Ave. Cambridge. 876-7085. Please pass this on to a friend.
(from The Environmental Handbook.)
READING FOR SPECIFIC INFORMATION Here is a table summarizing the points made in the leaflet on the next page. Copy the table and fill in the empty spaces by looking back at the text. Do not worry about writing complete sentence: Just make notes that you and your teacher can understand. If you are not sure of an answer, put a question mark after it. Perhaps you will want to discuss the answers in small groups.
If there were no private cars, …
Carbon monoxide & benzyprene & nitrates
More homes, gardens, places to work & play
Text does not say
GUESSING UNKNOWN WORDS Here is a list of words and expressions from the text. Some of them are words you have not seen before; you may know some of them; and some of them may be familiar words used in a new way. Choose an appropriate word for each blank in the sentences below the list. (You will not use all the words.)
plaguing (line 2) f) honking (line 13)
vehicle (line 3) g) ever (line 19)
significantly (line 8) h) calling for (line 24)
devoted to (line) i) facilities (line 25)
due to (line 9) j) privately (line 6)
Fires in the home are often ________ carelessness.
Our local newspaper has one page ________ news about minority groups - blacks, Asians, and Indians living in Britain and especially in our area.
The town of Wantage has excellent recreational _________: a swimming pool, three tennis courts, two squash courts, a gymnasium and several playing fields.
Studies have shown that babies fed on mother’s milk are________ healthier than bottle-fed babies.
As more people live longer, national budget will have to change to provide for the ________ growing percentage of the population over 65.
I was driving behind an enormous track yesterday, with a sign on the back saying “Long ________”.
The Centre for Handicapped Children is run by the state now, but at the beginning it was ________ financed.
I would have slept all morning if a car________ outside my window hadn’t woken me up.
Mark T for the sentences that are true according to the text and F for the sentences that are false according to the text. You will probably want to look back at the text to check your answers.
_____ Cars driven with only one person in each car are responsible for 80% of air pollution.
_____ In Boston, 30% of the land is taken up by highways, streets and garages.
_____ Loud noises can make people lose their hearing.
_____ Pollution by cars costs $2,000 per person per year.
_____ Better public transportation is a very effective way of lowering the pollution level in Boston.
I’M SO LUCKY!
The concert had been a great success and now Gloria Estefan was asleep in the bus that was taking her to the next town on the tour. Her husband and manager, Emilio, was making calls on his mobile phone and her son, Nayib, was talking to his personal tutor at the back of the bus. Suddenly the peace was shattered when a huge lorry crashed head-on into the bus. Gloria was thrown to the floor, her back was broken.
A When she left hospital several weeks later Gloria was in a wheelchair. Her spine was helped together by two long metal rods. She can still feel them when she lies down. At the time, it was feared that the high-kicking Conga Queen of Miami might never walk again, but for Gloria giving up was never an option. She started a long and tough exercise program, and just over a year later she had recorded a new album and was back on stage in her biggest ever tour. ‘My only thought was that I owed it, not only to my family, but also to my fans’, she says. ‘I’ve been doing it for them, to show that it is possible to do the impossible, in my own small way’.
B To those fans, Gloria’s return to health was close to a miracle, but Gloria has always been a fighter. She was born in 1957 in Havana, Cuba, where her father worked as a policeman at the president’s palace. After Castro’s revolution two years later, the family had to leave Cuba quickly and they settled in Miami. Life in the United States was not easy for the young Gloria, because her father became very ill and she had to look after him while her mother went out to work to support the family.
C Gloria wanted to be a psychologist, but while studying at Miami University, she met Emilio Estefan and joined his band, the Miami Sound machine, as a singer. Three years later when Gloria was still only 21, they got married. A brilliant businessman who had also emigrated from Cuba after his family had lost everything, Emilio turned the shy, overweight Gloria into an international superstar. Her record, Cuts Both Ways, sold an amazing 10 million copies worldwide. She has been making successful records ever since, both in English and Spanish.
D Although she is now one of the richest and most successful artists in America, Gloria Estefan is not a typical rock star. She’s ever had anything to do with drugs or alcohol, and her marriage to Emilio, who was her first and only love, is blissfully happy. Her biggest worry is her son, Nayib. She doesn’t want him to become spoilt by having too much money. A few years ago, when Nayib was behaving very badly, she took away all his toys. ‘I left only his books. He lived like that for a year. I told him he was going to have to realize what it was like to have nothing’.
Gloria has a lot of to smile about _ a $6 million mansion on Star Island, Miami, her own yacht, and enough money to buy anything she wants. But she has also had to struggle hard in her life. Gloria herself, however, doesn’t see it that way. ‘Everybody’s life is tough sometimes, and other people have had far worse problems than me. I’ve always felt very lucky to have what I have. I certainly felt this when I had to go to the clinic after my accident and saw all the terrible things that had happened to other people in the course of their normal lives. It showed me that we live right on the edge’.
A. What is each paragraph of the article about?
1. Look at these paragraph topics.
A typical day in her life.
Her early life.
Why she has been successful.
Her feelings about life.
Emilio’s early life.
Her family life.
How she became a pop star.
Her recovery from the accident.
2. Look quickly at the text. Choose the six correct topics and match them to the paragraphs. Justify your-choice. B. Read the text in more detail. What part does each of these play in the story?
* two metal rods * Nayib
* Miami Sound Machine * Havana
* Cuts Both Ways * the clinic
* Emilio * Castro
* a lorry * Miami University
* fans * Star Island
C. Discuss the questions.
In what ways has Gloria struggled in her life?
In what ways has she been lucky?
What does Gloria mean when she says ‘We live right on the edge?’ How does her life illustrate this? Can you give examples from your own life to support it?
Gloria is described as not typical rock star’. Why? What do you think of her image?
Nayib’s experience of life has been very different from his parents. In what ways? What problems could this cause?
III. Sample test:
Part A: Below are the extracts from the prospectus of a famous school in Britain. Read them and do the exercises.
Parkgate School, Cheshire was founded in 1894 by Dr Henry Proctor and was amongst the first of a series of new schools which had a considerable influence in England and on the Continent. The aim was to provide boys with a wider and more balanced education than had been customary. It is a small school of about 280 pupils; girls were first admitted in 1970. It is inter-denominational and the Board of Governors is composed of people prominent in education, industry and the professions...
The school is based in a country house with many additions. The school estate consists of 180 acres with 32 acres of playing fields. A fine boarding house costing ₤350,000 was completed in 1980; this was designed within the school, and it is an indication of our approach to children that a domestic rather than an institute style of architecture has been used. Other additions have included a modern classroom block (1966), a swimming pool (1967), a music block (1969), a new girls’ house (1973), a delightful art block with facilities for painting, print –making, clay-modeling, sculpture and weaving (1974), a modern engineering workshop (1980) and a fully-equipped science laboratory complex, which was completed in 1986. At the time of writing, a small astronomical observatory is being built, and other projects, including a satellite – TV installation for the modern-language department, are being evaluated.
There are three forms in the Lower School for 11 and 12-year-olds who are enrolled mainly from State primary schools. At 13 an entry of about 30 is accepted each year. From that level onwards, there are pairs of classes in which children work, in 1 or 3 years towards GCSE. In these forms, children are allowed a choice of subjects and their individual progress is monitored, so that those of different aptitudes and abilities are cared for. In the third and fourth years, boys and girls are encouraged to undertake projects of study and enquiry which they follow up in their spare time and holidays. The working philosophy in the school is “To teach according to his/her ability”.
Apart from traditional team sports and games, full use is made of the estate and the countryside through an extensive programmme of Outdoor Education. Pupils are introduced to camping, canoeing, sailing and rock-climbing, and all participate in two expeditions per year in mountainous country. There is also a full riding programmme, and pupils’ horses can be stabled at the school for a nominal additional charge. Many clubs and hobby activities flourish including Printing, Electronics, Model-making, Computing, Film-making and Drama. A major play production is staged each term.
Special responsibilities and privileges are given to members of the Sixth Form. All Sixth Formers have their own studies and there is a special Sixth Form Master in charge of their general welfare. Help and guidance in the choice of careers is given by a specialist staff in a newly-equipped Careers Center, in which information is constantly updated.
The fees are ₤5,238 p.a (1986) and are reviewed each year. There are no compulsory extras. There are a number of scholarships for entry at 11, 13, and into the Sixth Form. In addition, some scholarships are rewarded in cases of financial hardship. Entrance and scholarship tests take place in early March. All applications should be made to the Headmaster.
I. Match each extract with a suitable heading in the following list:
Outside the classroom
Scholarships, fees and Finance
History of the School
Organization and study
School building and estate
II. Find words in the extract which mean:
Outstanding (extract one):
Set of guiding principles for teaching (extract three):
Popular and widespread (extract four):
Made modern, up to date (extract five):
Additional money (extract six):
Lack of money (extract six)
III. Decide whether these sentences are True (T) or False (F) or there is no information (NI). Give evidence to support your answers:
1. Since its establishment, the school has admitted both boys and girls.
2. The school is famous for its modern facilities dedicated to its students’ academic and recreational purposes.
3. Students spend most of their time studying and pursuing their hobbies.
4. The ultimate aim of the school is to care for students’ individual needs and interests.
5. Students choose their careers without their teachers’ help and guidance.
Part B: Use the words and expressions in the box to complete the text:
critical each enthusiatic examination explaining
job on strike working patient popular
private size un-cooperative useless fair
Caroline’s favourite subject at school was maths; she enjoyed solving problems, and was........................... about teaching methods.
But most of her friends tended to find maths very difficult, and because they thought it was a............................. subject they saw no point in............................. at it, and were............................. and................................. in the lessons. Maths was, in fact, the least............................. subject in Caroline’ class.
During Caroline’s last year at school, the teachers went............................ for two months, to protest against the............................. of classes (30 – 50 was typical).............................. morning, Caroline gave............................ maths lessons to three of her friends, so that they would have a chance of passing their.............................. She is.................................., and good at................................ things to people, and the lessons went well. Caroline and her three friends all passed. They offered to pay her for the lessons, but she refused: she sympathized with the teachers’ strike, and did not think it would be.............................. if she took money for doing their..............................
ĐỀ CƯƠNG ÔN TẬP MÔN ĐỌC HIỂU (TIẾNG PHÁP)
Tuyển sinh đào tạo liên thông ngành NGÔN NGỮ PHÁP
1. Kỹ năng Đọc:
- Hiểu được những văn bản mô tả sự kiện, văn bản diễn đạt tình cảm và mong ước trong thể loại thư từ cá nhân,
- Hiểu được những văn bản viết thông thường trong cuộc sống hằng ngày (ghi chép, áp phích, thông báo, quảng cáo…),
- Hiểu được những ý chính của một bài báo (article de journal),
- Nắm vững được cấu trúc lập luận của một văn bản lập luận (schéma argumentatif d’un texte argumentatif),
- Hiểu được những văn bản được viết chủ yếu bằng một ngôn ngữ thông dụng hoặc liên quan đến công việc.
2. Những chủ điểm:
- Cuộc sống hằng ngày: giải trí, mua sắm, ăn uống, đi lại, du lịch…
- Con người: tâm tư tình cảm
- Nơi chốn: thành phố, nông thôn, các địa điểm du lịch…
- Sự kiện: các hiện tượng thiên nhiên, sự kiện, lễ hội…
- Công việc: doanh nghiệp, việc làm, môi trường học đường, hệ thống đào tạo…
- Các phương tiện thông tin: báo chí viết, các chương trình truyền hình, phát thanh, Internet, một vài chủ đề thời sự về các sự kiện xã hội và về cuộc sống hằng ngày.
3. Ngữ pháp:
- Các thì quá khứ (les temps du passé)
- le passé composé et l’imparfait
- le plusque-parfait
- Le conditionnel présent: diễn tả sự mong ước (le souhait)
- Le conditionnel passé: diễn tả sự nuối tiếc (le regret)
- Le subjonctif: diễn tả sự việc có thể xảy ra (le possibilité), sự bắt buộc (l’obligation)
- Một vài động từ chỉ tình cảm (Verbes de sentiments + subjonctif)
- Một vài động từ diễn tả quan điểm (Verbes d’opinion + subjonctif)
- Câu gián tiếp ở hiện tại và quá khứ (Le discours rapporté au présent et au passé)
- Câu bị động (le passif)
- Câu giả thuyết (l’expression de l’hypothèse)
- Định vị trong thời gian (la localisation temporelle): các từ ngữ chỉ thời gian (les prépositions de temps, les expressions de temps: pendant, depuis, dans, il y a …), các trạng ngữ chỉ thời gian (les adverbes de temps)
- Định vị trong không gian (la localisation spatiale)
- Các đại từ bổ ngữ trực tiếp và gián tiếp (les pronoms compléments COD et COI)
- Các đại từ nối (les pronoms relatifs simples: qui, que,où,dont)
- Các từ liên kết trong văn bản (les articulateurs chronologiques du discours: d’abord, ensuite, enfin/premièrement, deuxièmement…, les articulateurs logiques simples:cause,conséquence,opposition:puisque/comme/donc/alors/pourtant/cependant/alors que …)
ĐỀ CƯƠNG ÔN TẬP MÔN GIÁO HỌC PHÁP
THI TUYỂN SINH LIÊN THÔNG NGÀNH SƯ PHẠM TIẾNG ANH
ĐỊNH HƯỚNG CHỦ ĐỀ:
Chủ đề 1: Định hướng đổi mới PPDH môn tiếng Anh THCS
Vận dụng PPDH theo đường hướng giao tiếp trong dạy và học ngoại ngữ
Nguyên tắc phương pháp giao tiếp
Các hoạt động học đặc trưng của phương pháp giao tiếp
Chủ đề 2: Kĩ thuật mở bài; Giới thiệu ngữ liệu mới (từ vựng, cấu trúc ngữ pháp) và các kỹ thuật luyện tập từ vựng, ngữ pháp
Phương pháp mở bài nhằm gây không khí học tập
Kỹ thuật và các buớc giới thiệu từ vựng và cấu trúc ngữ pháp
Các bài tập/kỹ thuật luyện tập từ vựng, ngữ pháp trong giờ học ngoại ngữ
Chủ đề 3: Luyện tập kỹ năng nói
Thực hiện 3 bước dạy các kỹ năng (nói chung)
Ba giai đoạn luyện kỹ năng nói
Chủ đề 4: Luyện kỹ năng nghe hiểu
Ba giai đoạn luyện kỹ năng nghe hiểu
Chủ đề 5: Luyện kỹ năng viết
Ba giai đoạn luyện kỹ năng viết
Chủ đề 6: Luyện kỹ năng đọc hiểu
Ba giai đoạn luyện kỹ năng đọc hiểu
Chủ đề 7: Tổ chức và quản lý lớp học
Vai trò của giáo viên trong lớp học ngoại ngữ
Tương tác trong lớp học ngoại ngữ thông qua các hình thức tổ chức lớp theo nhóm, cặp
ĐỊNH HƯỚNG DẠNG BÀI KIỂM TRA
- Phần lý thuyết: các bài tập dạng gap-fill, matching, classification, multiple choice
- Phần soạn giảng: thiết kế một hoạt động dạy trên lớp từ 10- 15 phút cho các kỹ năng (nghe, nói, đọc, viết) hay cấu trúc ngữ pháp, yêu câu nêu rõ mục đích, thiết bị giảng dạy, tiến trình thực hiện.
Tùy theo thời gian làm bài mà số lượng bài tập thay đổi. Thông thuờng từ 3 -4 bài tập cho phần lý thuyết, và 1 bài tập cho phần soạn giảng.