the professor _____ Mathematics will leave the university
1/ Use the correct form of the words in brakets to complete the following passage.
Le Van Thiem - the founder of contemporary mathematics in Viet Nam
Le van Thiem was born in 1918 in Ha Tinh, Viet Nam , in an intellectual family. He was the (young)______ of 13 brothers and sisters. He was the first Vietnamese to earn a "modern" doctoral degree. In 1939, after passing the final examinations with excellent marks, Le van Thiem was offered a scholarship to study in Paris, France. His (contribute)__________ in Paris placed him among the best young (research)_________ in mathematics in the 1940s
In 1949, he returned to Viet Nam to take part in our country's struggle for (independent)______________. In 1951, he founded a teacher training college and a college of fundamental sciences in Viet Bac with the aim of providing the country with qualified teachers and (technique)____________
After 1954 he was the first director of Viet Nam Institute of Mathematics, the first Headmaster of Ha Noi National University of Education and Ha Noi University of Science. Together with other (mathematics)____________, such as Hoang Tuy, Ta Quang Buu, Professor Le Van Thiem founded two Vietnamese (mathematics)____________ research journals in foreign languages, and he was also one of the (found)_______ of the journal "Mathematics and Youth''. He died in 1991 in Ho Chi Minh City
MẤY BN ƠI GIÚP MK VS !!!!!!!!!!! MK ĐG CẦN GẤP LẮM!!!!! HELP MEEEEEEEEE!!!!!!
1/ Use the correct form of the words in brakets to complete the following passage.
Le Van Thiem - the founder of contemporary mathematics in Viet Nam
Le van Thiem was born in 1918 in Ha Tinh, Viet Nam , in an intellectual family. He was the (young) youngest of 13 brothers and sisters. He was the first Vietnamese to earn a "modern" doctoral degree. In 1939, after passing the final examinations with excellent marks, Le van Thiem was offered a scholarship to study in Paris, France. His (contribute) contribution in Paris placed him among the best young (research) researcher in mathematics in the 1940s
In 1949, he returned to Viet Nam to take part in our country's struggle for (independent) independence . In 1951, he founded a teacher training college and a college of fundamental sciences in Viet Bac with the aim of providing the country with qualified teachers and (technique) technicians
After 1954 he was the first director of Viet Nam Institute of Mathematics, the first Headmaster of Ha Noi National University of Education and Ha Noi University of Science. Together with other (mathematics) mathematicians , such as Hoang Tuy, Ta Quang Buu, Professor Le Van Thiem founded two Vietnamese (mathematics) mathematicians research journals in foreign languages, and he was also one of the (found) founders of the journal "Mathematics and Youth''. He died in 1991 in Ho Chi Minh City
1/ Use the correct form of the words in brakets to complete the following passage.
Le Van Thiem - the founder of contemporary mathematics in Viet Nam
Le van Thiem was born in 1918 in Ha Tinh, Viet Nam , in an intellectual family. He was the (young)______ of 13 brothers and sisters. He was the first Vietnamese to earn a "modern" doctoral degree. In 1939, after passing the final examinations with excellent marks, Le van Thiem was offered a scholarship to study in Paris, France. His (contribute)__________ in Paris placed him among the best young (research)_________ in mathematics in the 1940s
In 1949, he returned to Viet Nam to take part in our country's struggle for (independent)______________. In 1951, he founded a teacher training college and a college of fundamental sciences in Viet Bac with the aim of providing the country with qualified teachers and (technique)____________
After 1954 he was the first director of Viet Nam Institute of Mathematics, the first Headmaster of Ha Noi National University of Education and Ha Noi University of Science. Together with other (mathematics)____________, such as Hoang Tuy, Ta Quang Buu, Professor Le Van Thiem founded two Vietnamese (mathematics)____________ research journals in foreign languages, and he was also one of the (found)_______ of the journal "Mathematics and Youth''. He died in 1991 in Ho Chi Minh City
MẤY BN ƠI GIÚP MK VS !!!!!!!!!!! MK ĐG CẦN GẤP LẮM!!!!! HELP MEEEEEEEEE!!!!!!
1/ Use the correct form of the words in brakets to complete the following passage.
Le Van Thiem - the founder of contemporary mathematics in Viet Nam
Le van Thiem was born in 1918 in Ha Tinh, Viet Nam , in an intellectual family. He was the (young)___YOUNGEST___ of 13 brothers and sisters. He was the first Vietnamese to earn a "modern" doctoral degree. In 1939, after passing the final examinations with excellent marks, Le van Thiem was offered a scholarship to study in Paris, France. His (contribute)_____CONTRIBUTION_____ in Paris placed him among the best young (research)_____RESEACHER____ in mathematics in the 1940s
In 1949, he returned to Viet Nam to take part in our country's struggle for (independent)______INDEPENDENCE________. In 1951, he founded a teacher training college and a college of fundamental sciences in Viet Bac with the aim of providing the country with qualified teachers and (technique)_____TECHNICIANS_______
After 1954 he was the first director of Viet Nam Institute of Mathematics, the first Headmaster of Ha Noi National University of Education and Ha Noi University of Science. Together with other (mathematics)____MATHEMATICIANS________, such as Hoang Tuy, Ta Quang Buu, Professor Le Van Thiem founded two Vietnamese (mathematics)_____MATHEMATICIANS_______ research journals in foreign languages, and he was also one of the (found)___FOUNDERS____ of the journal "Mathematics and Youth''. He died in 1991 in Ho Chi Minh City
Although he is a professor of chemical engineering, he knows the most about theoretical mathematics.
--> In spite of
In spite of being a professor of chemical engineering, he knows the most about theoretical mathematics.
In spite of a professor of chemical engineering, he knows the most about theoretical mathematics.
In spite of a professor of chemical engineering, he knows the most about theoretical mathematics.
IV : Supply the correct form or tense of the verbs in brackets
Issac Newton ( 1 )_______ ( be ) one of the greatest men in the history of scientists. He ( 2 )_______( bear ) in a small village of Wootsphore in England. His farther ( 3 )_______ ( be ) a poor farmer. When the boy was fourteen, his father ( 4 )_____ ( die ), Newton left school and ( 5 )_____ ( help ) his mother on the farm. But the boy ( 6 )_____ ( not like ) farming, he was ( 7 )______ ( leave ) school, Newton studied at Cambridge University. He lectured on mathematics at Cambridge University after ( 8 )_______ ( graduate ). His greatest discovery ( 9 )_______ ( be ) the law of gravitation
Read the text below and decide which answer best fits the gap.
An American professor who studied the Mayas has (1)_______ a new theory about the sudden end of their empire. (2)_______ to Professor Richard Hansen, an archaeologist at the University of California, (3)_______ of the Mayan civilization in central American was (4)_______ about by the Mayas themselves.
Their object was to display their (5)_______ and power by making their buildings and decoration as beautiful as possible. This involved using large quantities of lime, which they put on the walls to make them smooth. Unfortunately, the creation of lime is a process that requires intense heat, and they, therefore, had to cut down huge numbers of trees. This affected the quality of the soil, and it became almost impossible to farm.
Professor Hansen, who has just returned from an excavation in the El Mirador region of northern Guatemala, (6)_______ a meeting of archaeologists in Philadelphia that the Mayas, having made this mistake in the 3rd century, repeated it 600 years later, at which time it proved fatal. Increasing food (7)_______ among the Mayas created a Central American equivalent of the Peloponnesian War which ravaged (8)_______ Greece. However, unlike the Greek civil war, which only (9)_______ for 27 years, the Mayas wars went on for many centuries and left many of their great cities and temples in (10)_______.
Question 1.
A. Come down to B. come up with
C. keep up with D. look up to
Question 2.
A. Referring B. Relating C. According D. Respecting
Question 3.
A. collapse B. drop C. going down D. crash
Question 4.
A. Made B. came C. turned D. brought
Question 5.
A. wealth B. fortune C. cash D. salary
Question 6.
A. explained B. suggested C. told D. claimed
Question 7.
A. lack B. shortages C. droughts D. failures
Question 8.
A. antique B. old C. past D. ancient
Question 9.
A. stayed B. spent C. lasted D. longed
Question 10.
A. injuries. B. damages C. spoils D. ruins
Good luck các em!
An American professor who studied the Mayas has (1)_______ a new theory about the sudden end of their empire. (2)_______ to Professor Richard Hansen, an archaeologist at the University of California, (3)_______ of the Mayan civilization in central American was (4)_______ about by the Mayas themselves.
Their object was to display their (5)_______ and power by making their buildings and decoration as beautiful as possible. This involved using large quantities of lime, which they put on the walls to make them smooth. Unfortunately, the creation of lime is a process that requires intense heat, and they, therefore, had to cut down huge numbers of trees. This affected the quality of the soil, and it became almost impossible to farm.
Professor Hansen, who has just returned from an excavation in the El Mirador region of northern Guatemala, (6)_______ a meeting of archaeologists in Philadelphia that the Mayas, having made this mistake in the 3rd century, repeated it 600 years later, at which time it proved fatal. Increasing food (7)_______ among the Mayas created a Central American equivalent of the Peloponnesian War which ravaged (8)_______ Greece. However, unlike the Greek civil war, which only (9)_______ for 27 years, the Mayas wars went on for many centuries and left many of their great cities and temples in (10)_______.
Question 1.
A. Come down to B. come up with
C. keep up with D. look up to
Question 2.
A. Referring B. Relating C. According D. Respecting
Question 3.
A. collapse B. drop C. going down D. crash
Question 4.
A. Made B. came C. turned D. brought
Question 5.
A. wealth B. fortune C. cash D. salary
Question 6.
A. explained B. suggested C. told D. claimed
Question 7.
A. lack B. shortages C. droughts D. failures
Question 8.
A. antique B. old C. past D. ancient
Question 9.
A. stayed B. spent C. lasted D. longed
Question 10.
A. injuries. B. damages C. spoils D. ruins
An American professor who studied the Mayas has (1)_______ a new theory about the sudden end of their empire. (2)_______ to Professor Richard Hansen, an archaeologist at the University of California, (3)_______ of the Mayan civilization in central American was (4)_______ about by the Mayas themselves.
Their object was to display their (5)_______ and power by making their buildings and decoration as beautiful as possible. This involved using large quantities of lime, which they put on the walls to make them smooth. Unfortunately, the creation of lime is a process that requires intense heat, and they, therefore, had to cut down huge numbers of trees. This affected the quality of the soil, and it became almost impossible to farm.
Professor Hansen, who has just returned from an excavation in the El Mirador region of northern Guatemala, (6)_______ a meeting of archaeologists in Philadelphia that the Mayas, having made this mistake in the 3rd century, repeated it 600 years later, at which time it proved fatal. Increasing food (7)_______ among the Mayas created a Central American equivalent of the Peloponnesian War which ravaged (8)_______ Greece. However, unlike the Greek civil war, which only (9)_______ for 27 years, the Mayas wars went on for many centuries and left many of their great cities and temples in (10)_______.
Question 1.
A. Come down to B. come up with
C. keep up with D. look up to
Question 2.
A. Referring B. Relating C. According D. Respecting
Question 3.
A. collapse B. drop C. going down D. crash
Question 4.
A. Made B. came C. turned D. brought
Question 5.
A. wealth B. fortune C. cash D. salary
Question 6.
A. explained B. suggested C. told D. claimed
Question 7.
A. lack B. shortages C. droughts D. failures
Question 8.
A. antique B. old C. past D. ancient
Question 9.
A. stayed B. spent C. lasted D. longed
Question 10.
A. injuries. B. damages C. spoils D. ruins
Supply the correct form or tense of the verbs in brackets.
Issac Newton (1) …………….(be) one of the greatest men in the history of scientists. He (2) …………….(bear) in a small village of Wootsphore in England. His father (3) …………….(be) a poor farmer. When the boy was fourteen, his father (4) …………….(die). Newton left school and (5) …………….(help) his mother on the farm. But the boy (6) …………….(not like) farming, he was fond of the poetry and mathematics. So Newton was sent to school. After he (7) …………….(leave) school, Newton studied at Cambridge University. He lectured on mathematics at Cambridge University after (8) …………….(graduate). His greatest discovery (9) …………….(be) the law of gravitation.
Supply the correct form or tense of the verbs in brackets.
Issac Newton (1) ……is……….(be) one of the greatest men in the history of scientists. He (2) ………was born…….(bear) in a small village of Wootsphore in England. His father (3) ………was…….(be) a poor farmer. When the boy was fourteen, his father (4) ………died…….(die). Newton left school and (5) ………helped…….(help) his mother on the farm. But the boy (6) ………didn't like…….(not like) farming, he was fond of the poetry and mathematics. So Newton was sent to school. After he (7) ……left……….(leave) school, Newton studied at Cambridge University. He lectured on mathematics at Cambridge University after (8) ………graduating…….(graduate). His greatest discovery (9) ……is……….(be) the law of gravitation.
Supply the correct form or tense of the verbs in brackets.
Issac Newton (1) …………IS….(be) one of the greatest men in the history of scientists. He (2) ………WAS BORN…….(bear) in a small village of Wootsphore in England. His father (3) ……WAS……….(be) a poor farmer. When the boy was fourteen, his father (4) ………DIED…….(die). Newton left school and (5) ………HELPED…….(help) his mother on the farm. But the boy (6) ………DIDN'T LIKE…….(not like) farming, he was fond of the poetry and mathematics. So Newton was sent to school. After he (7) ……LEFT……….(leave) school, Newton studied at Cambridge University. He lectured on mathematics at Cambridge University after (8) ……HAD GRADUATED……….(graduate). His greatest discovery (9) ……IS……….(be) the law of gravitation.
In 1959 the political philosopher Hannah Arendt became the first woman_______a full professor at Princeton University
A. to appoint
B. was appointed
C. to be appointed
D. who be appointed as
Đáp án : C
The first/last + N + to V= đối tượng đầu tiên/cuối cùng làm việc gì. The first woman to be appointed a full professor = người phụ nữ đầu tiên được chỉ định làm một giáo sư đúng nghĩa
Có thể giúp mik đc k ạ!!Huhu
In the United States, it is important to be on time , or punctual , for an appointment , a class, a meeting, etc. However, this may not be true in all countries. An American professor discovered the difference while teaching a class in a Brazilian university. The two-hour class was scheduled to begin at 10 A.M. and end at 12. On the first day , when the professor arrived on time, no one was in the classroom. Many students came after 10:30 A.M. Two students came after 11 A.M. Although all the students greeted the professor as they arrived, few apologized for their lateness.Were these students being rude? He decided to study the students’ behavior.
The professor talked to American and Brazilian students about lateness in both an informal and a formal situation:at a lunch with a friend and in a university class, respectively.He gave them an example and asked them how they would react, If they had a lunch appointment with a friend,the average American student defined lateness as 19 minutes after the agreed time,On the other hand.the average Brazilian student felt the friend was late after 33 minutes.
In an American university, students are expected to arrive at the appointed hour.In contrast, in Brazil,neither the teacher nor the students always arrive at the appointed hour.Classes not only begin at the scheduled time in the United States,but also end at the scheduled time.In the Brazilian class, only a few students left the class at 12:00;many remained past 12:30 to discuss the class and ask more questions.While arriving late may not be very important in Brazil , neither is staying late.
The explanation for these differences is complicated. People from Brazilian and North American cultures have different feelings about lateness. In Brazil, the students believe that a person who usually arrives late is probably more successful than a person who is always on time. In fact , Brazilians expect a person with status or prestige to arrive late, while in the United States lateness is usually disrespectful and unacceptable. Consequently, if a Brazilian is late for an appointment with a North American, the American may misinterpret the reason for the lateness and become angry.
As a result of his study, the professor learned that the Brazilian students were not being disrespectful to him. Instead, they were simply behaving in the appropriate way for a Brazilian student in Brazil. Eventually, the professor was able to adapt his own behavior so that he could feel comfortable in the new culture.
A. True/False Statements:
1. On the first day of class, the professor arrived
late.
2. All the students in the class were on time.
3. The professor decided to study the behavior
of Brazilian and American students.
4. In an American university, it is important to be
on time.
5. In a Brazilian class, the students leave
imme diately after the class is fi nished.
6. In an American university, many students probably
leave immediately after the class is fi nished.
7. Most North Americans think a person who is late
is disrespectful.
8. In Brazil, most successful people are expected to
be on time.
9. As a result of the study, the professor changed
the Brazilian students’ behavior.
In the United States, it is important to be on time , or punctual , for an appointment , a class, a meeting, etc. However, this may not be true in all countries. An American professor discovered the difference while teaching a class in a Brazilian university. The two-hour class was scheduled to begin at 10 A.M. and end at 12. On the first day , when the professor arrived on time, no one was in the classroom. Many students came after 10:30 A.M. Two students came after 11 A.M. Although all the students greeted the professor as they arrived, few apologized for their lateness.Were these students being rude? He decided to study the students’ behavior.
The professor talked to American and Brazilian students about lateness in both an informal and a formal situation:at a lunch with a friend and in a university class, respectively.He gave them an example and asked them how they would react, If they had a lunch appointment with a friend,the average American student defined lateness as 19 minutes after the agreed time,On the other hand.the average Brazilian student felt the friend was late after 33 minutes.
In an American university, students are expected to arrive at the appointed hour.In contrast, in Brazil,neither the teacher nor the students always arrive at the appointed hour.Classes not only begin at the scheduled time in the United States,but also end at the scheduled time.In the Brazilian class, only a few students left the class at 12:00;many remained past 12:30 to discuss the class and ask more questions.While arriving late may not be very important in Brazil , neither is staying late.
The explanation for these differences is complicated. People from Brazilian and North American cultures have different feelings about lateness. In Brazil, the students believe that a person who usually arrives late is probably more successful than a person who is always on time. In fact , Brazilians expect a person with status or prestige to arrive late, while in the United States lateness is usually disrespectful and unacceptable. Consequently, if a Brazilian is late for an appointment with a North American, the American may misinterpret the reason for the lateness and become angry.
In the United States, it is important to be on time , or punctual , for an appointment , a class, a meeting, etc. However, this may not be true in all countries. An American professor discovered the difference while teaching a class in a Brazilian university. The two-hour class was scheduled to begin at 10 A.M. and end at 12. On the first day , when the professor arrived on time, no one was in the classroom. Many students came after 10:30 A.M. Two students came after 11 A.M. Although all the students greeted the professor as they arrived, few apologized for their lateness.Were these students being rude? He decided to study the students’ behavior.
The professor talked to American and Brazilian students about lateness in both an informal and a formal situation:at a lunch with a friend and in a university class, respectively.He gave them an example and asked them how they would react, If they had a lunch appointment with a friend,the average American student defined lateness as 19 minutes after the agreed time,On the other hand.the average Brazilian student felt the friend was late after 33 minutes.
In an American university, students are expected to arrive at the appointed hour.In contrast, in Brazil,neither the teacher nor the students always arrive at the appointed hour.Classes not only begin at the scheduled time in the United States,but also end at the scheduled time.In the Brazilian class, only a few students left the class at 12:00;many remained past 12:30 to discuss the class and ask more questions.While arriving late may not be very important in Brazil , neither is staying late.
The explanation for these differences is complicated. People from Brazilian and North American cultures have different feelings about lateness. In Brazil, the students believe that a person who usually arrives late is probably more successful than a person who is always on time. In fact , Brazilians expect a person with status or prestige to arrive late, while in the United States lateness is usually disrespectful and unacceptable. Consequently, if a Brazilian is late for an appointment with a North American, the American may misinterpret the reason for the lateness and become angry.
As a result of his study, the professor learned that the Brazilian students were not being disrespectful to him. Instead, they were simply behaving in the appropriate way for a Brazilian student in Brazil. Eventually, the professor was able to adapt his own behavior so that he could feel comfortable in the new culture.
A. True/False Statements:
1. On the first day of class, the professor arrived
late. F
2. All the students in the class were on time.F
3. The professor decided to study the behavior
of Brazilian and American students.T
4. In an American university, it is important to be
on time.T
5. In a Brazilian class, the students leave
immediately after the class is finished.F
6. In an American university, many students probably
leave immediately after the class is finished.T
7. Most North Americans think a person who is late
is disrespectful.T
8. In Brazil, most successful people are expected to
be on time.F
9. As a result of the study, the professor changed
the Brazilian students’ behavior.F
Giúp mik vs ạ!
In the United States, it is important to be on time , or punctual , for an appointment , a class, a meeting, etc. However, this may not be true in all countries. An American professor discovered the difference while teaching a class in a Brazilian university. The two-hour class was scheduled to begin at 10 A.M. and end at 12. On the first day , when the professor arrived on time, no one was in the classroom. Many students came after 10:30 A.M. Two students came after 11 A.M. Although all the students greeted the professor as they arrived, few apologized for their lateness.Were these students being rude? He decided to study the students’ behavior.
The professor talked to American and Brazilian students about lateness in both an informal and a formal situation:at a lunch with a friend and in a university class, respectively.He gave them an example and asked them how they would react, If they had a lunch appointment with a friend,the average American student defined lateness as 19 minutes after the agreed time,On the other hand.the average Brazilian student felt the friend was late after 33 minutes.
In an American university, students are expected to arrive at the appointed hour.In contrast, in Brazil,neither the teacher nor the students always arrive at the appointed hour.Classes not only begin at the scheduled time in the United States,but also end at the scheduled time.In the Brazilian class, only a few students left the class at 12:00;many remained past 12:30 to discuss the class and ask more questions.While arriving late may not be very important in Brazil , neither is staying late.
The explanation for these differences is complicated. People from Brazilian and North American cultures have different feelings about lateness. In Brazil, the students believe that a person who usually arrives late is probably more successful than a person who is always on time. In fact , Brazilians expect a person with status or prestige to arrive late, while in the United States lateness is usually disrespectful and unacceptable. Consequently, if a Brazilian is late for an appointment with a North American, the American may misinterpret the reason for the lateness and become angry.
As a result of his study, the professor learned that the Brazilian students were not being disrespectful to him. Instead, they were simply behaving in the appropriate way for a Brazilian student in Brazil. Eventually, the professor was able to adapt his own behavior so that he could feel comfortable in the new culture.
A. True/False Statements:
1. On the first day of class, the professor arrived
late.
2. All the students in the class were on time.
3. The professor decided to study the behavior
of Brazilian and American students.
4. In an American university, it is important to be
on time.
5. In a Brazilian class, the students leave
imme diately after the class is fi nished.
6. In an American university, many students probably
leave immediately after the class is fi nished.
7. Most North Americans think a person who is late
is disrespectful.
8. In Brazil, most successful people are expected to
be on time.
9. As a result of the study, the professor changed
the Brazilian students’ behavior.
A. True/False Statements:
1. On the first day of class, the professor arrived late. False
2. All the students in the class were on time. False
3. The professor decided to study the behaviour of Brazilian and American students. True
4. In an American university, it is important to be on time. True
5. In a Brazilian class, the students leave
immediately after the class is finished. False
6. In an American university, many students probably leave immediately after the class is finished. True
7. Most North Americans think a person who is late is disrespectful. True
8. In Brazil, most successful people are expected to be on time. False
9. As a result of the study, the professor changed the Brazilian students’ behaviour. False