The document provides instructions for an IELTS reading practice test. It advises students to attempt the exercises well in advance of their online class, during which the reading passage and questions will be discussed. Students are told not to use a dictionary while answering questions but to make guesses using context clues.
Trung Tâm Anh Văn Giao Tiếp Biên Hòa (Biên Hòa English Center) chuyên dạy
Anh Văn Giao Tiếp cho người đi làm.
Anh Văn Giao Tiếp cho giới văn phòng.
Anh Văn phỏng vấn xin việc.
Anh Văn du lịch.
Anh Văn xuất cảnh.
Anh Văn Thương Mại.
Anh Văn Phỏng Vấn xin Visa du học Mỹ.
Thông tin liên hệ:Trung Tâm Anh Văn Giao Tiếp Biên Hòa
Địa chỉ: 43A/1 Khu Phố 8A, Phường Tân Biên, Tp Biên Hòa, Tỉnh Đồng Nai.
Điện thoại: 0613 888 168Di Động: 0903 77 47 45 (Thầy Trần) Email:thandongtre@gmail.com
Website: http://anhvangiaotiepbienhoa.com/
Với nhiều năm kinh nghiệm trong việc giảng dạy anh văn giao tiếp cho người đi làm, bạn hoàn toàn an tâm với chúng tôi. Hơn nữa chúng tôi sẽ điều chỉnh chương trình học một cách linh hoạt sao cho phù hợp nhất với từng lớp và từng học viên.
Hầu hết học viên sau khi học với chúng tôi đều có khả năng giao tiếp tốt với người nước ngoài và đạt vị trí cao trong công ty.
Chúng tôi cam kết đầu ra chuẩn cho từng học viên.
Lớp ít người
Trung Tâm Anh Văn Giao Tiếp Biên Hòa (Biên Hòa English Center) chuyên dạy
Anh Văn Giao Tiếp cho người đi làm.
Anh Văn Giao Tiếp cho giới văn phòng.
Anh Văn phỏng vấn xin việc.
Anh Văn du lịch.
Anh Văn xuất cảnh.
Anh Văn Thương Mại.
Anh Văn Phỏng Vấn xin Visa du học Mỹ.
Thông tin liên hệ:Trung Tâm Anh Văn Giao Tiếp Biên Hòa
Địa chỉ: 43A/1 Khu Phố 8A, Phường Tân Biên, Tp Biên Hòa, Tỉnh Đồng Nai.
Điện thoại: 0613 888 168Di Động: 0903 77 47 45 (Thầy Trần) Email:thandongtre@gmail.com
Website: http://anhvangiaotiepbienhoa.com/
Với nhiều năm kinh nghiệm trong việc giảng dạy anh văn giao tiếp cho người đi làm, bạn hoàn toàn an tâm với chúng tôi. Hơn nữa chúng tôi sẽ điều chỉnh chương trình học một cách linh hoạt sao cho phù hợp nhất với từng lớp và từng học viên.
Hầu hết học viên sau khi học với chúng tôi đều có khả năng giao tiếp tốt với người nước ngoài và đạt vị trí cao trong công ty.
Chúng tôi cam kết đầu ra chuẩn cho từng học viên.
Lớp ít người
Get trained for both Academic Ielts & General Ielts at ielts7band, and make your dream come true by studying Higher education or by doing your job or by living in your desired country.
Get trained for both Academic Ielts & General Ielts at ielts7band, and make your dream come true by studying Higher education or by doing your job or by living in your desired country.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. IELTS GTR 001
IELTS General Training Reading
IELTS General Training Reading exercises are
planned to give you practice in target reading skills.
Please attempt the exercises well in advance.
During your on-line class the reading text will be
discussed in detail and strategy and skills needed in
answering the questions will be built.
It is not advisable to use a dictionary while
answering the questions. Try to guess the meanings
of any difficult word with the help of the clues
provided by the context.
These practice materials are written by
Sunil Pathiraja
3. Acid and Base
Acids and bases are two related groups of chemicals. They are important to living things and to
industry.
Some acids are found in food. They include acetic acid in vinegar, lactic acid in milk, and citric acid in
lemons. They often have a sour taste. Others are found in animals. The stomach makes an acid that
helps break down food. Amino acids are the building blocks of helpful chemicals called proteins. Acids
that do not come from living things are stronger than those that do. They can often corrode, or break
down, metals. Sulfuric acid is one example. It is used to make fertilizers, dyes, drugs, explosives,
detergents, and certain batteries.
A base is a substance that feels slippery in water. Some are used in foods or medicines. These often
have a bitter taste. Examples of such bases include baking soda and milk of magnesia. Other bases are
used in manufacturing. Sodium hydroxide, or lye, breaks down animal and plant tissues. It is used to
make soap, paper, and artificial fibers. A water mixture that contains a base is called a basic, or
alkaline, solution.
When acids and bases are combined they produce water and compounds called salts. They have a salty
taste and none of the characteristic properties of either acids or bases. The reactions between acids and
bases can be quite strong. One result is that they can quickly produce gases. This is why baking soda is
useful for baking pastries and cakes. When it is combined with an acid such as lemon juice or sour
cream in a dough mixture, it releases gases that make the dough rise.
Acids and bases make some materials change color. A special kind of paper called litmus paper is one
type of material that does this. An acid in water turns litmus paper red. A base in water turns the paper
blue. A neutral substance, such as pure water, gives litmus paper a color midway between red and blue.
Fill the gaps in the following statements using the words selected from the reading passage above.
11. Acetic, lactic and …............ acids are examples of the acids found in food.
12. In the …......... an acid is produced to break down food that we eat.
13. Proteins are made up of the units called …...... acids.
14. Compared to acids found in living things, those that are not present in living things are ….......
15. Acids have a …............ taste while bases taste ….........
16. Sodium hydroxide is use in the manufacturing of …........., …............ and ….........
17. Combination of an acid and base produces ….......... and ….......
18. The dough is made to rise by the gasses produced by …................. when it is mixed with an
acid like lemon juice.
19. Litmus paper can be used to detect acids and bases in water as an acid turns the paper …......
and a base …..................
20. Water does not make a litmus paper either red or blue as it is …........
4. Teenagers 'desperate' for a baby
With the UK's teenage pregnancy rate the highest in Europe, and one in 10 UK babies born to a
teenage mother, a BBC documentary crew followed two girls who badly wanted to get pregnant
as they were forced to rethink their decision.
Sixteen-year-old Chantelle lost her virginity at 13. Having been with her boyfriend for a year and a
half, she was desperate for a child. "I could see myself as a mum next year pushing a baby around, I get
jealous when I see people with babies, I feel like it should be me." But her mother, Mandy Pitt, was
horrified by the idea, as she knew only too well the stark reality of being a teenage mother. "She
basically thinks that she's got all the answers and all the solutions, like, 'oh you'll help me', well I won't,
I'm not turning my back on her, but I won't help her make that wrong decision." "Chantelle wanting a
child brings back memories, I made that decision at 17 and thought I was ready to have a baby.
"I ended up on my own… and it was really rough and it was tough and there was no support or
nothing… it was horrible not having anyone to turn to." Mrs Pitt found teenage motherhood so hard she
eventually gave her child up for adoption… and was adamant that Chantelle did not follow in her
footsteps.
But there was an underlying reason why Chantelle was so desperate for a baby. "I want a baby because
I had an abortion when I was 14, I didn't want to do it but I had to because I needed to live myself and
ever since, there's just been that little bit missing."
Headstrong only child Lydia, was convinced she was independent enough to raise a child, even though
she's only 14 and does not have a boyfriend. "I don't know anyone else who wants a baby as much as
me… I really, really, really, really, really want a baby. "At one point I got the Argos catalog out and
wrote everything down that I'd need if I had a child."
Lydia's mother Josephine Boggis was 37 when she had her daughter, and cannot understand why she
would want to throw her teenage years away. "I think she's looking for something or someone she can
shower in love, something that she can be in charge of, because she likes to be in charge." The
relationship between Lydia and her mother has been strained, and has played a large part in the reason
why Lydia wants a baby. "Well I'd love to have a baby so you could bring it up like you wanted to have
been brought up, if you know what I mean."
In order to help the girls make an informed decision about getting pregnant, both were taken to see
what their future could be like. They met with teenage mothers who were living in one-bed mother and
baby hostels. Kim, who is now 16, gave birth to her son when she was 13. With nowhere to go after he
was born, she was one day away from being housed in a hostel for drug users and abused women. "You
have no choice, it's not that easy to get a house. "I don't know why you'd want to have a baby so young.
"I don't want people to make the same mistake as me and to have to face everything that I have, just
because they want a child."
Both families visited a maternity ward and talked openly and honestly about themselves and their
relationships with a psychotherapist. The teenagers also had a sleepless night looking after
computerised babies, in order to have all the information they needed to make a decision. After going
through a week of these tough challenges, Chantelle and Lydia decided that motherhood could most
definitely wait. Chantelle has enrolled at a hairdressing college and has decided to wait at least a
decade before having a baby.
Chantelle said: "When I see babies and (their) mums now I feel sorry for them and ask, 'are they good