Teen support group

Work in group.Prepare some ideas for a teen support group in your school:

Choose one idea and think about how to set up the support group, focussing on the following

questions:

(Viết 1 bài tường trình về một nhóm hỗ trợ trên dựa theo các câu hỏi gợi ý bên dưới)

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions.

By adopting a few simple techniques, parents who read to their children can substantially increase their children’s language development. It’s surprising, but true. How parents talk to their children makes a big difference in the children’s language development. If a parent encourages the child to actively respond to what the parent is reading, the child’s language skills increase.

A study was done with 2 to 3 year-old children and their parents. Half of the thirty children participated in the experimental study; the other half acted as the control group. In the experimental group, the parents were given a two-hour training session in which they were taught to ask open-ended questions rather than yes/no questions. For example, the parent should ask, “what is the doggie doing?” rather than, “Is the doggie running away?” Experimental parents were also instructed in how to expand on their children’s answers, how to suggest alternative possibilities, and how to praise correct answers

At the beginning of the study, the children did not differ on measures of language development, but at the end of one month the children in the experimental group tested 5.5 months ahead of the control group on a test of verbal expression and vocabulary. Nine months later, the children in the experimental group still showed an advance of 6 months over the children in the control group.

What was the difference between the control group and the experimental group? 

A. the training parents received

B. the age of the children

C. the books that were read

D. the number of children

a.Read about Maria situation. What won't she take responsibility for, and why?

Maria's got a group presentation to do. She knows she's the best prensenter in the group, so she isn't worried or stressed. The other members of her group have been meeting regularly to prepare and practise and have become quite annoyed with her laziness. She thinks they need to calm down as it only count for 20% of their course mark anyway. After the presentation, the teacher surprises them by allowing the group members to mark each other. Her group all give her an F and she fails.Maria complains to the teacher but he refuses to change her mark. She blames the group and thinks they are just jealous of her speaking skills.

b. What advice would you gave Maria?

c. Do you think her teacher's decision was right? Why?/ Why not?

Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the questions.

By adopting a few simple techniques, parents who read to their children can considerably increase their children’s language development. It is surprising, but true. How parents talk to their children makes a big difference in the children’s language development. If a parent encourages the child to actively respond to what the parent is reading, the child’s language skills increase.

A study was done with two or three-year-old children and their parents. Half of the thirty children participants were in the experimental study; the other half acted as the control group. In the experimental group, the parents were given a two-hour training session in which they were taught to ask open-ended questions rather than yes-no questions. For example, the parent should ask, “What is the doggy doing?” rather than, “Is the doggy running away?” Experimental parents were also instructed how to expand on their children’s answer, how to suggest alternative possibilities, and how to praise correct answers.

At the beginning of the study, the children did not differ on levels of language development, but at the end of one month, the children in the experimental group were 5.5 months ahead of the control group on a test of verbal expression and vocabulary. Nine months later, the children in the experimental group still showed an advance of 6 months over the children in the control group.

What was the major difference between the control group and the experimental one in the study?

A. The number of participants 

B. The age of the children

C. The training that parents received 

D. The books that were read 

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions.

By adopting a few simple techniques, parents who read to their children can substantially increase their children’s language development. It’s surprising, but true. How parents talk to their children makes a big difference in the children’s language development. If a parent encourages the child to actively respond to what the parent is reading, the child’s language skills increase.

A study was done with 2 to 3 year-old children and their parents. Half of the thirty children participated in the experimental study; the other half acted as the control group. In the experimental group, the parents were given a two-hour training session in which they were taught to ask open-ended questions rather than yes/no questions. For example, the parent should ask, “what is the doggie doing?” rather than, “Is the doggie running away?” Experimental parents were also instructed in how to expand on their children’s answers, how to suggest alternative possibilities, and how to praise correct answers.

At the beginning of the study, the children did not differ on measures of language development, but at the end of one month the children in the experimental group tested 5.5 months ahead of the control group on a test of verbal expression and vocabulary. Nine months later, the children in the experimental group still showed an advance of 6 months over the children in the control group.

How many children were there in the study?

A. 2 or 3

B. 15

C. 30

D. 60

By working in groups, you (1) __________ experience and understanding about how tasks are often undertaken in the workplace. The successful completion of a group (2) __________ usually means that you have mastered many very important skills, particularly communication, analytical and interpersonal skills, which are (3) ________ valued by employers. The abilities to listen, question, persuade, respect the opinions of others, help, share and participate are of (4) ________ value.

Working with others also allows for assignments to be broken into (5) _________ and the workload to be distributed. By working (6) __________, students are able to bounce ideas off each other and learn from each other. Members can contribute different skills and thus the group can achieve more than what (7) ___________ members could on their own.

Often you will have an opportunity to select whom you will work with but sometimes, particularly if you are an off-campus student, this decision will be made for you. If you have not previously met the other members of the group, spend some time (8) _________ to know each other. Invite members to talk about themselves and (9) ___________ addresses. You may find that you will be working with students from interstate, overseas and from a (10) ________ of backgrounds and interests. Build a good working relationship.

1. A. get                       B. gain                         C. have                         D. take

2. A. assignment           B. homework                C. performance             D. exercise

3. A. mostly                  B. likely                        C. highly                      D. totally

4. A. increasing             B. novelty                     C. market                     D. lifelong

5. A. tasks                    B. pieces                       C. shares                       D. projects

6. A. one another          B. with other                C. together                   D. each other

7. A. each                     B. individual                 C. all                            D. lots of

8. A. get                       B. getting                     C. to get                       D. got

9. A. give                      B. exchange                  C. write                        D. take note

10. A. lots                     B. research                    C. variability                 D. diversity

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions.

By adopting a few simple techniques, parents who read to their children can substantially increase their children’s language development. It’s surprising, but true. How parents talk to their children makes a big difference in the children’s language development. If a parent encourages the child to actively respond to what the parent is reading, the child’s language skills increase.

A study was done with 2 to 3 year-old children and their parents. Half of the thirty children participated in the experimental study; the other half acted as the control group. In the experimental group, the parents were given a two-hour training session in which they were taught to ask open-ended questions rather than yes/no questions. For example, the parent should ask, “what is the doggie doing?” rather than, “Is the doggie running away?” Experimental parents were also instructed in how to expand on their children’s answers, how to suggest alternative possibilities, and how to praise correct answers.

At the beginning of the study, the children did not differ on measures of language development, but at the end of one month the children in the experimental group tested 5.5 months ahead of the control group on a test of verbal expression and vocabulary. Nine months later, the children in the experimental group still showed an advance of 6 months over the children in the control group.

What does It’s in line 2 refers to

A. parents increasing children’s language development

B. reading techniques being simple.

C. parents reading to children.

D. children’s language development.