the boy admitted (not do) the homework

“I’m sorry. I didn’t do the homework.” said the boy .

1 câu trả lời 2

Đáp án A

Câu ban đầu: Cậu bé nói: “Em xin lỗi. Em đã không làm bài tập về nhà.”

Cấu trúc:

- Admit + V-ing: thừa nhận làm gì dó

- Deny + V-ing: phủ nhận làm gi đó

- Refuse + to V: từ chối làm gì

C, D không phù hợp về nghĩa; B sai vì vế sau phải là “hadn’t done”

Đáp án A (Cậu bé thừa nhận đã không làm bài tập về nhà.)

Câu hỏi hot cùng chủ đề

• Hỏi từ APP VIETJACK In the year 1900, the world was in the midst of a machine revolution. (33) once done by hand were now completed quickly and efficiently by machine. Sewing machines replaced needle and thread. Tractors replaced hoes. Typewriters replaced pens. Automobiles replaced horse-drawn carriages. A hundred years later, in the year 2000, machines were again pushing the boundaries of (34) electrical power became more ubiquitous, tasks was possible. Humans could now work in space, thanks to the International Space Station. We were finding out the composition of life thanks to the DNA sequence. Computers and the world wide web changed the way we learn, read, communicate, or start political revolutions. So what will be the game-changing machines in the year 2100? How will they (35) our lives better, cleaner, safer, more efficient, and (36) exciting? We asked over three dozen experts, scientists, engineers, futurists, and organizations in five different disciplines, including climate change, military, infrastructure, transportation, and space exploration, about how the machines of 2100 will change humanity. The (37) we got back were thought-provoking, hopeful and, at times, apocalyptic. Trả lời (11) Xem đáp án » 1 89550

I don’t think it would be political to ask for loan just now. Sửa lỗi sai

A: don’t think

B: political

Doctors and pharmacists have to assume _______ for human life.

The stockbroker denied                               of the secret business deal.

        A. having informed                                       B. to have been informed

The aircraft, which originally headed __________ Heathrow, had to make an emergency landing at Orly.

A YEAR WITH OVERSEAS VOLUNTEERS

I was with Overseas Volunteers (OV) for a year after leaving university, and I was sent to an isolated village in Chad, about 500 kilometers from the capital N'Djamena. Coming from a rich country, I got quite a shock, as conditions were much harder than I had expected. But after a few days I got used to (11)________there. The people were always very friendly and helpful, and I soon began to appreciate how beautiful the countryside was.

One of my jobs was to supply the    village (12) ________water. The well was a long walk away, and the women used to spend a long time every day (13)________ heavy  pots backwards  and forwards. So I contacted the organization and arranged to have some pipes   delivered. (14) ________these pipes were not really perfect, they still made a great difference to the villagers.

All in all, I think my time with OV was a good experience. Although it was not paid, it was well worth doing and I would recommend it to anyone (15) ________was considering working for a charity.

     Question 11. A. live B. living C. lively D. lived Question 12. A. on B. for C. with D. from Question 13. A. holding B. drinking C. wearing D. carrying Question 14. A. Because B. When C. Although D. If Question 15. A. when B. which C. who D. where

I could not eat _______ I was very hungry.

A. even though

B.  in spite

D. despite of

The US troops are using much more sophisticated weapons in the Far East.

A. expensive

B. complicated

C. simple and easy to use

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

          These days it is easy for most of us to get a hold of the latest books or magazines. We can go to bookstores, order them through the Internet, or borrow them from the local libraries. Now imagine having to walk miles and miles through a hot sandy desert just to borrow a book. This is the reality for people living in the villages of the Carissa region of Kenya in East Africa.

          In 1996, librarian Wycliffe Oluoch used to spend each day waiting for people to come to borrow some of the 24,000 books in his library in Carissa. The library had no shortage of books, but people weren’t coming to read them. It was too much effort to walk through the desert just to borrow books. Oluoch racked his brain for ways to entice people into the library. After a lot of thought, he hit upon a great idea. If people wouldn’t come to the library, then he would have to take the library to them. Oluoch strapped boxes of books onto the backs of camels, and created the Mobile Camel Library.

          Starting with three camels in 1996, but more recently expanding the service to six camels, the Mobile Camel Library serves over one million people. Twice a month, the camel library can be seen carrying books all around the Carissa region. These hard-working animals need little water and can carry up to 500 pounds of books across the sands. A librarian, a library assistant, a herdsman, and a lookout all travel with the camels. The lookout helps protect the books from thieves.

          The children of Carissa love the camel library and appreciate Oluoch’s effort. Eleven-year-old Mohamud Mohamed reads his library books carefully and always returns them on time. He knows the Carissa library punishes people for losing books, just like any other library. However, the punishment is very stiff compared to that of other libraries. If a village loses a book, the camel library stops visiting.

(From Reading Challenge 2)

Câu 39: What is the main idea of this reading?

          A. Camels can carry up to 500 pounds. 

          B. Lookouts are necessary because of thieves.

          C. Wycliffe Oluoch is a smart man. 

          D. A mobile camel library was invented.

Câu 40: Which of the following do NOT travel with the Mobile Camel Library?

          A. People who borrow the books                  B. People who work in the library

          C. People who take care of the camels          D. People who guard the books

Câu 41: People did not visit the library in Carissa because _______ .

          A. there were too few books                         B. it was too difficult to walk there

          C. people didn’t like the camels                    D. people in Carissa didn’t like reading

Câu 42: According to the text, what will be the punishment for a reader if he loses a book?

          A. He will be charged a small fee.                 B. The library will not drop by the village.

          C. Other libraries will punish that reader.     D. There will be no punishment.

Câu 43: The word “stiff” is closest in meaning to _____ .

          A. serious                    B. enormous               C. easy                        D. rough

Câu 44: The phrase “racked his brain” probably means ________ .

          A. thought very hard  B. was disappointed   C. had a headache      D. was thoughtful

Câu 45: Which of the following is TRUE?

          A. 24,000 books are not enough for people in Carissa to read.

          B. Oluoch earns a lot of money with his service.

          C. In 1996, there were three camels to help run the library

          D. In 1996, the library could serve only about one million people.

Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that is closest in meaning to each of the following questions.

Câu 46: Some of the people can’t find a seat in the concert hall.

          A. There weren’t enough seats for all the people in the concert hall.

          B. There weren’t enough seats even for some people in the concert hall.

          C. There were enough seats for some people in the concert hall.

          D. There are some people without a seat in the concert hall.

Câu 47: That car isn’t beyond my means.

          A. I am really interested in that car.              B. That car is too expensive for me to buy.

          C. That car is cheap enough for me to buy.   D. I really do not like that car.

Câu 48: If we had missed the flight, we wouldn’t be on the beach now.

          A. We missed the flight and now we are not on the beach.

          B. We missed the flight but we are now on the beach.

          C. We were on the beach and now we don’t miss the flight.

          D. We didn’t miss the flight and we are on the beach now.

Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that best combines each pair sentences in the following questions.

Câu 49: Beef contains vitamins. Generally, fish contains almost the same vitamins as beef.

          A. The vitamins content of beef is generally considered to come from fish.

          B. The vitamins content of fish may be considered in general as similar to beef.

          C. Generally, beef and fish may be considered to be a combination of vitamin content.

          D. What vitamin fish contains may be considered in general to be made from beef.

Câu 50: The man was shot in the bank robbery. The doctors are operating on him.

          A. The man was whom the doctors are operating on him shot in the bank robbery.

          B. The man whom the doctors are operating on him shot in the bank robbery.

          C. The man was shot in the bank robbery where the doctors are operating on him.

          D. The doctors are operating on the man who was shot in the bank robbery.

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 following questions.

      Since the early eighties, we have been only too aware of the devastating effects of large-scale environmental pollution. Such pollution is generally the result of poor government planning in many developing nations or the shortsighted, selfish policies of the already industrialized countries, which encourage a minority of the world’s population to squander the majority of its natural resources.

While events such as the deforestation of the Amazon jungle or the nuclear disaster in Chernobyl continue to receive high media exposure, as do acts of environmental sabotage, it must be remembered that not all pollution is on this grand scale. A large proportion of the world's pollution has its source much closer to home. The recent spillage of crude oil from an oil tanker accidentally discharging its cargo straight into Sydney not only caused serious damage to the harbor foreshores but also created severely toxic fumes which hung over the suburbs for days and left the angry residents wondering how such a disaster could have been allowed to happen.

Avoiding pollution can be a fulltime job. Try not to inhale traffic fumes; keep away from Chemical plants and building-sites; wear a mask when cycling. It is enough to make you want to stay at home. But that, according to a growing body of scientific evidence, would also be a bad idea. Research shows that levels of pollutants such as hazardous gases, particulate matter and other chemical 'nasties’ are usually higher indoors than out, even in the most polluted cities. Since the average American spends 18 hours indoors for every hour outside, it looks as though many environmentalists may be attacking the wrong target.

Question 31: The best title for this passage could be _____.

A. the devastating effects of environmental pollution in some areas.

B. indoor pollution in industrialized countries.

C. environmental pollution as a result of poor policies.

D. deforestation of the Amazon jungle.

Question 32: Which statement about Sydney harbor is probably TRUE according to the passage?

A. The Sydney Harbour oil spill was the result of a collision between two oil tankers.

B. The Sydney Harbour oil spill was the result of a deliberate act of sabotage.

C. The Sydney Harbour oil spill was the result of a ship refueling in the harbor.

D. The Sydney Harbour oil spill was the result of a tanker pumping oil into the sea.

Question 33: The word “its” in paragraph 2 refers to _____?

A. an oil tanker                B. crude oil                      C. pollution                       D. spillage

Question 34: In paragraph 3, the writer suggests that _____.

A. people should avoid working in cities

B. hazardous gases are concentrated in industrial suburbs

C. there are several ways to avoid city pollution

D. Americans spend too little time outdoors

Question 35: The word "nasties" in paragraph 3 means _____.

• Xếp hạng tuần này
• Xếp hạng tháng này

Bài viết mới nhất Lớp 12

• Dao động điều hòa ( Lý thuyết + 50 bài tập có lời giải ) 1 năm trước 3959
• Trắc nghiệm Công nghệ 12 Bài 28 có đáp án năm 2021 – 2022 2 năm trước 3096
• Trắc nghiệm Công nghệ 12 Bài 26 có đáp án năm 2021 – 2022 2 năm trước 3085
• Trắc nghiệm Công nghệ 12 Bài 25 có đáp án năm 2021 – 2022 2 năm trước 3243
• Trắc nghiệm Công nghệ 12 Bài 23 có đáp án năm 2021 – 2022 2 năm trước 3659

HERE YOU CAN: STUDY THE ENGLISH TENSES AND OTHER GRAMMAR SUBJECTS, TEST YOUR KNOWLEDGE, HAVE FUN WHILE LEARNING.

Tuesday 16 December 2014

Combine using relative pronouns.

• The boy solved the puzzle. He was praised by the teacher.
• The boy  who solved the puzzle  was praised by the teacher.

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Boy's Sassy Note About Why He Didn't Do Homework Resurfaces: 'Case Closed'

A boy's sassy response to his teacher over why he didn't do his homework is going viral again, due to the sheer hilarity of his answer.

Lydia Cortez posted the letter her cousin's son wrote online back in 2019, which is currently blowing up on Reddit . In it, the student fiercely defends his failure to do his homework.

"So my cousin and his wife got an email from their son's teacher . He didn't do his hw so she asked him to write a paper saying why he didn't do his hw and this is what she got," she wrote.

The letter read: "I didn't do my homework because I don't want to do school work over the weekend because it's a stress free time to go out with friends, watch T.V. and play games.

"I don't do it also because it makes me very mad and unhappy I do what makes me happy because I want to be happy plus my mom has been finding gray hairs not trying to stress out...

"The real world jobs don't give you homework unless you're a boss or teacher, homework is not a real thing in the real world so we should not have to do it in school because it's not useful.

"Case closed the court rule in favor of Edward Immanuel Cortez in the case of student vs. homework ."

Cortez, from California, added in follow-up comments she was "cracking up," adding: "Why couldn't I be this smart that young??"

The original tweet amassed 315,000 likes, and can be seen here , but it went viral again after being shared across Twitter .

• Son's X-Rated Homework Answer Has Internet in Stitches: 'Made My Day'
• 'No Clue'—Kindergarten Homework Is So Impossible No One Can Work It Out
• Mom Praises 8-year-old Son's 'Mic Drop' Answer to 'Sexist' School Question

The post was uploaded to the site's Made Me Smile forum on Thursday, captioned "case closed," where it racked up more than 50,000 upvotes.

People were in awe at his reasoning, as Hunnyroastedcashews wrote: "That is the smartest most clever kid I've never met."

Fooozzii commented: "My man just wants to be happy. Let him be happy."

Fanburn admitted: "I'm a science teacher in middle school and I never give students any homework. We do everything during the lesson."

Nasanu pointed out: "Are you kidding? You get paid for overtime. Kids are forced to do homework just out of cruelty."

Rare-Counter stated: "If the man says case closed, it's case closed. And I heard the court ruled in his favor."

Cturtl808 joked: "Whole lotta words to say 'I don't wanna'."

Goodbyekitty83 thought: "It's been know for decades now that homework is BS. Dunno why teachers still do it."

DaDiva64 raved: "Great reasons kiddo, now go outside and play with your friends."

Eryth78 said: "He isn't wrong though..."

While Uuuuuuuuuusername added: "Preach kid. Homework should be outlawed."

The California State PTA website explains the benefits of homework, saying teachers use it to "help students understand and review the work that has been covered in class," and "help students learn how to find and use more information on a subject."

The site claims it also allows educators to assess whether pupils understand the lessons and instils responsibility and routine.

They estimated 20 minutes of homework a day is most effective for students in K-2, while those in grades three to six "can handle 30-60 minutes a day."

Middle and high school students can be assigned up to 2 hours extra work each day, although they acknowledged: "homework time and strategies can vary from teacher to teacher and school to school ."

Update 6/28/22, 4:14 a.m. ET: This article was updated with photos from Cortez.

Uncommon Knowledge

Newsweek is committed to challenging conventional wisdom and finding connections in the search for common ground.

About the writer

Rebecca Flood is Newsweek's Audience Editor (Trends) and joined in 2021 as a senior reporter.

Rebecca specializes in lifestyle and viral trends, extensively covering social media conversations and real-life features.

She has previously worked at The Sun, The Daily Express, The Daily Star, The Independent and The Mirror, and has been published in Time Out.

Rebecca has written in the UK and abroad, covering hard news such as Brexit, crime and terror attacks as well as domestic and international politics.

She has covered numerous royal events including weddings, births and funerals, and reported live from the King's Coronation for Newsweek.

Rebecca was selected to be one of Newsweek's Cultural Ambassadors. She is a graduate of Brighton University and lives in London.

Languages: English

You can get in touch with Rebecca by emailing [email protected] . You can follow her on X (formerly Twitter) at @thebeccaflood.

To read how Newsweek uses AI as a newsroom tool, Click here.

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1. Jack asked his sister where she (go)would go the following day. 2. The mother told her son (behave) so impolitely 3. She asked why Mathew (look so embarrassed when he saw Carole. 4. The boy admitted (not do) the homework. 5. Our grandparents used to suggest (wear) sunglasses when we were out on bright sunny days. 6. Robert offered (help) Carlo do the dishes. 7. The captain ordered his men (abandon) the ship immediately. 8. Tom promised (give) Janet the answer by the end of the week. 9. Jane criticized Frank for (disclose) their confidential report to the press. 10. The team leader reminded us (tidy up) the final draft before submission. 11. The kidnappers threatened (kill) our boy if we did not pay the ransom. 12. Bill said that he never (be) to Russia and he thought he (go) there the next year. 13. John apologized to his Mum for (break) his promise. 14. Steve warned Mike (touch) the wires as it might be deadly. 15. The police asked Mr John what he (do) the night before. 16. The doctor strongly advised Jasmine (take) a few days' rest. 17. Mary said if she (be) rich, she (travel) around the world. 18. He said that English (be) very useful for my future job and I (must) master it 19. He said they (play) games in the bedroom then. 20. She said that I had better (go) home early.

• Hỏi chi tiết

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• Unilateral repudiation of a treaty

`2` to behave

- tell sb to do sth : yêu cầu ai làm gì

- Lùi thì : HTĐ `->` QKĐ

`4` not doing

- admit (not) doing sth : thú nhận (không) làm gì

`5` wearing

- suggest doing sth : gợi ý, đề xuất làm gì

`6` to help

- offer to do sth : đề nghị làm gì

`7` to abandon

- order sb to do sth : ra lệnh cho ai làm gì

`8` to give

- promise to do sth : hứa sẽ làm gì

`9` disclosing

- criticize sb for doing sth : phê bình ai làm gì

`10` to tidy up

- remind sb to do sth : nhắc nhở ai làm gì

`11` to kill

- threaten to do sth : đe dọa làm gì

`12` had never been - would go

- Câu tường thuật ( kể ) : S + said ( to O ) / told O + that + S + V ( lùi thì )

- Lùi thì : HTHT ( never ) `->` QKHT

- Lùi thì : TLĐ ( the next year ~ next year ) `->` TLQK

`13` breaking

- apologize to sb for doing sth : xin lỗi ai vì đã làm gì

`14` to touch

- warn sb to do sth : cảnh báo ai làm gì

`15` had done

- Lùi thì : QKĐ ( the night before ~ last night ) `->` QKHT

`16` to take

- advise sb to do sth : khuyên ai nên làm gì

`17` were - would travel

- Lùi thì : Điều kiện loại 2 `->` Giữ nguyên

`18` would be - had to

- Lùi thì : TLĐ `->` TLQK

- must `->` had to

`19` were playing

- Lùi thì : HTTD ( then ~ now ) `->` QKTD

- had better do sth : tốt hơn hết nên làm gì

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Bài tập áp dụng câu tường thuật (Reported Speech) có đáp án chi tiết

BÀI TẬP ÁP DỤNG

Exercise 1: Viết lại câu bằng cách chuyên từ câu trực tiếp sang câu gián tiếp

• Nam said: "I am told to be at school before 7 o'clock".

®....................................................................................................................................................................

• Thu said: "All the students will have a meeting next week".
• Phong said: “My parents are very proud of my good marks".
• The teacher said: "All the homework must be done carefully".
• Her father said to her: "You can go to the movie with your friend".
• "Do you enjoy reading?", Phong asked Peter.
• "Do your sister and brother go to the same school?", she asked Nam.
• "Are there any oranges in the fridge?", she asked her mom.
• "Were you reading this book at 8 o'clock last Sunday?", she asked Ba.
• "Will it rain tomorrow morning?", he asked his friend.
• "Where does your father work?" the teacher asked me.
• "How many people are there in your family?" she asked Lan.
• Tam's friend asked him: "How long will you stay in England?"
• The teacher said to Lien: "What's your hobby?"
• "How do you go to the airport?" his friend asked him.
• "I wish I hadn't gone to the party last night" she said.
• " The Earth moves around the Sun", my teacher said.
• Peter said: "I want to tell you the news. You must be surprised"
• The woman said: “When I was walking on the pavement, a strange man stopped and asked me the way to the nearest bank."
• "How many lessons are you going to learn next month?", he asked me.

Exercise 2: Chia dạng đúng của động từ trong ngoặc

• Jack asked his sister where she (go) the following day.
• The mother told her son (behave) so impolitely
• She asked why Mathew (look so embarrassed when he saw Carole.
• The boy admitted (not do) the homework.
• Our grandparents used to suggest (wear) sunglasses when we were out on bright sunny days.
• Robert offered (help) Carlo do the dishes.
• The captain ordered his men (abandon) the ship immediately.
• Jane criticized Frank for (disclose) their confidential report to the press.
• The team leader reminded us (tidy up) the final draft before submission.
• The kidnappers threatened (kill) our boy if we did not pay the ransom.
• Bill said that he never (be) to Russia and he thought he (go) there the next year.
• John apologized to his Mum for (break) his promise.
• Steve warned Mike (touch) the wires as it might be deadly.
• The police asked Mr John what he (do) the night before.
• The doctor strongly advised Jasmine (take) a few days' rest.
• Mary said if she (be) rich, she (travel) around the world.
• He said that English (be) very useful for my future job and I (must) master it
• He said they (play) games in the bedroom then.
• She said that I had better (go) home early.

Exercise 3: Viết lại câu bằng cách chuyển từ câu trực tiếp sang câu gián tiếp

• She said to him: "Give me another glass of wine".

®She told......................................................................................................................................................

• She said to me: "Bring me a book".

®She asked ....................................................................................................................................................

• The mother said to him: "Open the window please!".

®The mother told ..........................................................................................................................................

• The captain said to them: "Wait here until I come back".

®The captain asked ......................................................................................................................................

• "Do come and enjoy tea with my family" she said.

®She invited us .............................................................................................................................................

• "Why don't we come to visit our teacher today?" he said.

®He suggested...............................................................................................................................................

• "My advice to you is to do morning exercises" she said.

®She advised me ...........................................................................................................................................

• "I'm sorry I broke the glass", said Peter.

®Peter apologized ........................................................................................................................................

• "Why don't you put your luggage under the seat?" he asked,

®He suggested..............................................................................................................................................

• "It's true that I broke your old vase", she said in tears.

®She admitted ...............................................................................................................................................

• "Don't move or I'll shoot", said the bank robber to the clerk.

®The bank robber threatened ......................................................................................................................

• "Don't forget to phone the police", she told him.

®She reminded .............................................................................................................................................

• "Don't swim out too far, boys", said the coach.

®The coach warned.......................................................................................................................................

• Linh said, "If my father repairs the bike now, I will ride the bike to school."

®Linh said ....................................................................................................................................................

• "I would have passed the exam if I had tried my best” Binh said.

®Binh said ...................................................................................................................................................

Exercise 4: Chọn phương án đúng

• do you get B. did I get C. I got D. you got
• next day afternoon B. the afternoon followed

C. the following afternoon D. tomorrow afternoon

• I have been B. have I been C. had I be D. I had been
• what time I leave B. what time I will leave

C. what time I had left D. what time I left

• what does this word mean B. what that word means

C. what did this word mean D. what that word meant

• am B. was C. were D. have been
• yesterday B. two days ago C. the day before D. the next day
• if I were B. if were I C. if was I D. if I was
• that I saw B. had I seen C. if I had D. if had I seen
• if / had occupied B. whether / was occupied

C. if / has been occupied D. whether / occupied

• had any of us seen the accident happen
• if had any of us seen the accident happen
• whether any of us had seen the accident happen
• that if any of us had seen the accident happen
• what the matter was B. what was the matter

C. the matter was what D. what's the matter was

A. told me wake B. asked me to wake

C. said me to wake D. requested me waking

• if / and whether B. whether / or that C. if / or that D. whether / or whether
• what time is it B. what is the time C. what time it is D. it is what time
• why did he not resign B. why he did not resign

C. why he not resign D. why didn't he resign

• that why were his friends laughing B. why were his friends laughing

C. why his friends were laughing D. the reason why his friends laughing

• previous B. following C. before D. last
• asks B. wondered C. wanted to know D. asked
• why B. when C. where D. what

Luyện bài tập vận dụng tại đây!

TIẾNG ANH LỚP 12

CHUYÊN ĐỀ 1: NGỮ PHÁP

• A.1. THÌ ĐỘNG TỪ - VERB TENSES
• A.2. SỰ PHỐI HỢP THÌ – THE SEQUENCE OF TENSES
• A.3. SỰ HOÀ HỢP GIỮA CHỦ NGỮ VÀ ĐỘNG TỪ SUBJECT AND VERB AGREEMENTS
• A.4. ĐỘNG TỪ KHUYẾT THIẾU – MODAL VERBS
• A.5. CỤM ĐỘNG TỪ - PHRASAL VERBS
• A.6. THỨC GIẢ ĐỊNH - THE SUBJUNCTIVE MOOD
• A.7. DANH ĐỘNG TỪ (GERUND) VÀ ĐỘNG TỪ NGUYÊN MẪU (INFINITIVE VERB)
• A.8. CÂU HỎI ĐUÔI - TAG QUESTIONS
• A.9. SO SÁNH - COMPARISON
• A.10. TRẬT TỰ CỦA TÍNH TỪ - THE ORDERS OF THE ADJECTIVES
• A.11. MẠO TỪ - ARTICLES
• A.12. CẤU TẠO TỪ - WORD FORMS
• A.13. TỪ CHỈ SỐ LƯỢNG - EXPRESSIONS OF QUANTITY
• A.14. GIỚI TỪ - PREPOSITIONS
• A.15. LIÊN TỪ - CONJUNCTIONS
• A.16. CÂU BỊ ĐỘNG - PASSIVE VOICES
• A.17. CÂU ĐIỀU KIỆN - CONDITIONAL SENTENCES
• A.18. CÂU TƯỜNG THUẬT - REPORTED SPEECH
• A.19. ĐẢO NGỮ - INVERSIONS
• A.20. MỆNH ĐỀ QUAN HỆ - RELATIVE CLAUSES
• A.21. THÀNH NGỮ - IDIOMS
• A.22. CỤM TỪ CỐ ĐỊNH – COLLOCATIONS
• A.23. MỘT SỐ CẤU TRÚC THÔNG DỤNG

CHUYÊN ĐỀ 2: TỪ VỰNG (VOCABULARY)

• B.1. CHỦ ĐỀ 1: CULTURE IDENTITY
• B.2. CHỦ ĐỀ 2: EDUCATION
• B.3. CHỦ ĐỀ 3: URBANIZATION
• B.4. CHỦ ĐỀ 4: GLOBAL WARMING
• B.5. CHỦ ĐỀ 5: NATURAL IN DANGER
• B.6. CHỦ ĐỀ 6: ENERGY
• B.7. CHỦ ĐỀ 7: ENDANGERED SPECIES
• B.8. CHỦ ĐỀ 8: PRESERVATION
• B.9. CHỦ ĐỀ 9: VOLUNTEER WORK
• B.10. CHỦ ĐỀ 10: HEALTHY LIFESTYLE AND LONGEVITY
• B.11. CHỦ ĐỀ 11: LIFE STORIES
• B.12. CHỦ ĐỀ 12: FAMILY LIFE
• B.13. CHỦ ĐỀ 13: RELATIONSHIPS
• B.14. CHỦ ĐỀ 14: FILM AND MUSIC
• B.15. CHỦ ĐỀ 15: ENTERTAINMENT
• B.16. CHỦ ĐỀ 16: POPULATION
• B.17. CHỦ ĐỀ 17: GENDER EQUALITY
• B.18. CHỦ ĐỀ 18: ARTIFICIAL INTELLIGENCE
• B.19. CHỦ ĐỀ 19: WONDERS OF THE WORLD
• B.20. CHỦ ĐỀ 20: JOBS
• B.21. CHỦ ĐỀ 21: LIFE IN THE FUTURE
• B.22. CHỦ ĐỀ 22: INVENTIONS
• B.23. CHỦ ĐỀ 23: WAYS OF SOCIALIZING
• B.24. CHỦ ĐỀ 24: INTERNATIONAL ORGANIZATIONS
• B.25. CHỦ ĐỀ 25: MASS MEDIA
• B.26. CHỦ ĐỀ 26: SPORTS
• B.27. CHỦ ĐỀ 27: NEW WAYS TO LEARN
• B.28. CHỦ ĐỀ 28: CELEBRATIONS
• B.29. CHỦ ĐỀ 29: SPACE CONQUEST
• B.30. CHỦ ĐỀ 30: SCIENCE

CHUYÊN ĐỀ 3: NGỮ ÂM

• C.1. PHÁT ÂM - PRONUNCIATION
• C.2. TRỌNG ÂM - STRESS

CHUYÊN ĐỀ 4: ĐỌC HIỂU

• D.1. KỸ NĂNG ĐỌC HIỂU

CHUYÊN ĐỀ 5: ĐỌC ĐIỀN TỪ

• E.1. 3 DẠNG CHÍNH TRONG ĐIỀN TỪ VÀO ĐOẠN VĂN
• E.2. CÁC LOẠI CÂU HỎI TRONG ĐIỀN TỪ VÀO ĐOẠN VĂN

CHUYÊN ĐỀ 6: ĐỒNG - TRÁI NGHĨA

• F.1. TABLE OF SYNONYMS/ RELATED WORDS AND ANTONYMS

CHUYÊN ĐỀ 7: TÌM LỖI SAI

• G.1. LỖI SAI NGỮ PHÁP CẤU TẠO TỪ VÀ TỪ LOẠI
• G.2. CẤU TRÚC SONG SONG
• G.3. CÂU CHỦ ĐỘNG - CÂU BỊ ĐỘNG
• G.4. MỆNH ĐỀ

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I’m sorry. I didn’t do the homework.” said the boy.

Đáp án và lời giải, các câu hỏi khác, đề trắc nghiệm tiếng anh thi mới nhất, luyện giải đề thi thử tn môn anh 2024 hưng yên, giải đề thi thử tn môn anh 2024 sở gd lạng sơn, luyện giải đề thi thử tn môn anh 2024 hà tĩnh, giải chi tiết đề thi thử anh cụm 3 đắk lắk giúp em ôn thi, luyện giải đề kscl tiếng anh 12 hkii nam định 2024, đề luyện thi tốt nghiệp thpt 2024 môn anh mẫu 2.

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Free tests for learners English to do online

Question: 'I'm sorry. I didn’t do the homework.'

01/23/2020 //  by  admin //   Leave a Comment

Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that is closest in meaning to each of the following questions.

“I’m sorry. I didn’t do the homework.” said the boy.

Correct answer: A

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Dear ADDitude: My Teen Won’t Do His Homework!

“My 13-year-old rushes through his homework and often forgets to hand it in. He also has ODD, so he is so stubborn and doesn’t want to study or accept help. He is smart, but his attitude and lack of motivation are holding him back. What can I do?”

Defiant Over Homework: Reader Question

Defiant over homework: additude answers.

ADHD, ODD, and puberty are a tough combination. Work on one challenge at a time. First, handle the missing assignments. Set up a meeting with your son’s teachers to find out which assignments are missing, and come up with a schedule for getting him caught up. Choose to work on a few assignments per night until he is caught up. I would suggest not allowing any screen time until that day’s assignments are complete. Follow up with his teachers to make sure they received the completed assignments. If it is possible to e-mail assignments, once they are completed, that would be ideal.

Now you can focus on the quality of the work and his motivation to do it. Many 13-year-old boys are not motivated to do schoolwork. This may be a sign of his age, his ADHD , his ODD, or a combination. If you find less screen time helps, keep this policy up until schoolwork is completed for the evening. Although teens with ODD often resent and argue with rules, you should keep certain rules in place. Clearly explain to your son the consequences and rewards. Be consistent with your approach, and focus on what he is doing right, rather than what he is doing wrong.

Posted by Eileen Bailey Freelance writer, author specializing in ADHD, anxiety, and autism

My son is 13, in 7th grade, and also rushes through all work and homework. He has a gifted IQ but currently has two low D’s in two classes.

The reason my son does so poorly in school is mostly due to his executive functioning deficits  and the fact that teachers won’t provide the support he needs in that area.

[ Take This Test If You Think Your Child Has Oppositional Defiant Disorder ]

Ask for a parent-teacher meeting to address missing assignments, and ask the teacher to accommodate your son by reminding him to turn things in. Read this: ADHD in Middle School Survival Guide .

As for rushing through, I don’t know what to do. Individuals with ADHD are only motivated when something is of interest — it’s the way their brains work. I keep reminding myself that grades aren’t everything, but it does hurt his self-esteem.

Posted by Penny ADDitude community moderator, author on ADHD parenting, mom to teen boy with ADHD, LDs, and autism

Rushing through homework is so common and kids with ADHD. One thing that I really love for these students is called “designated homework time.” It’s basically based on the premise that kids should have about 10 minutes of homework per grade level. So a third grader should have about 30 minutes of homework, a 6th grader about 60 minutes of homework, and so on.

[ Smart Homework Strategies for Teachers & Parents: A Free Handout ]

If your child is miraculously doing homework for, say, a third grader in three minutes, even though you know they have a lot more, you can set the time expectation and say, “All right, Jimmy, you’re going to have 30 minutes to do your homework each day even if you say you have none at all.” Then, set the timer and make sure that Jimmy has this designated homework time. Even if he says he’s done, he still has to read for pleasure, or practice his math facts. That set period of time really reduces rushing because kids know that they’re not going to get up and be able to play XBox after three minutes.

Also keep in mind that sometimes when kids rush, they have a hard time paying attention to detail. It’s not just that they want to make us upset or that they ignore when you say, “Go back and check your work.” Instead what you want to say is, “As you’re doing your homework and you come to one that’s hard for you, circle that one so then you can go back at the end and work through that with a little bit more time.”

I also encourage younger kids to make a game out of it and I’ll say, “Okay, let’s say that you’re going to review five questions that were hard for you. Put a little box on the upper right hand corner of your worksheet and every time you go back and you check one of those hard questions, give yourself a tally mark.” For every set number of tally marks, kids can earn a reward.

Posted by Ann Dolin, M.Ed. Founder of Educational Connections, and author of Homework Made Simple

Defiant Over Homework: A Reader Answers

My daughter is 15 years old, and has struggled with homework all through school. Each night, my wife or I checked all homework and made her fix errors or rewrite things that were rushed or poorly done.

She eventually figured out we were not going to let her get away with a rush job. There were no video games, TV shows, or other activities until we said the evening’s assignments were complete. Our kids loved to read so we even took away books.

Eventually, we got an IEP. For one accommodation, the teacher checked and initialed her assignment book at the end of the day and asked if everything was turned in at the same time. The school had a computerized system so we could track missing work.

Part of the problem is her backpack and binders looked like an explosion went off. Our new system seems to be working. Straight A’s this last report card.

Take it one step at a time and teach the behavior you want your son to follow. Give yourself kudos for caring so much.

Posted by Augie

My daughter rushes through homework, too! I’ve been diligently checking it and making her correct where needed. But she recently had her first big “project” that I knew was going to drive me crazy, requiring hours of research and typing.

I made a couple of attempts to start her working on it. She hurried through, doing sloppy work, continually asking, “Can I stop now?” Then, I hit upon a solution that worked for us. I told her she had to work for 30 minutes before a break, and even if she “finished,” she’d have to read in a text book.

This eliminated her desire to hurry-up-and-finish because there was nothing to look forward to. She kept a close eye on the count-down timer, but actually slowed down with her work. It took quite a few 30 minute sessions, with nice-sized breaks in-between, but she got it done, and nicely, too. And as an added bonus, there was a lot less whining.

She doesn’t know it yet, but I’m going to make the 30-minute rule apply to daily homework, too!

Posted by Fair Hope

We found that using an “ADHD watch,” which vibrates every 5 minutes has helped our son refocus when doing homework (and at school) while on the computer. Since he doesn’t seem to be able to judge the passing of time, this lets him know it has been 5 minutes and he needs to refocus. He could easily “go down a rabbit hole” for hours following links without realizing it.

We also instituted a reward system where I pay him if he completes an assignment correctly within “x” amount of time and he pays me if he doesn’t. Homework got done very quickly after the first time he paid me!

Posted by kfwellman

My son gets a half hour of “down time” after school and before starting homework, but , he doesn’t get to start video games until after the work is done. If he gets into that game mindset, he won’t want to stop and then it becomes a battle to get him off it. So, he can play, watch a little TV, or whatever for a half hour, and then it’s homework time. When the homework is done, he is rewarded with a half hour of video game time.

I’ve also read many times that, in addition to making them feel successful, the video games make them feel like this is the ONE area of their lives over which they have some control, which actually helps his behavior and defiance. I mean, think about it: They struggle all day and have difficulties with peers, teachers and their own feeling of self-worth, but, when it comes to video games, they are the ones in control for a change. It also has to do with the instant gratification they get from the games. That’s why they are so addictive. So, the games do a number of things for them.

I don’t like taking the games away as punishment because I know that the games do all these things for my son, but I try to make it clear where the games fall on the hierarchy of priorities, and sometimes I do have to use them to get my son to do what he needs to do.

Posted by JAMurphy

My son is 15 and I don’t believe he’s too motivated either. Fortunately, the grades have been okay, but he hates to do homework and he did not study for his final exams. It seems that school just taxes him and when he gets home, the thought of having to concentrate just does him in behaviorally.

I try not to overreact to all of this (It’s hard sometimes!), and I’ve pretty much come to terms with the fact that he probably never will like school. It’s just not an ADHD-friendly place, unfortunately. Each semester, I meet with teachers to explain his challenges. Organization is a huge one for my son. I tell them that these are brain issues, not attitude issues. I don’t want to baby my son, but it is hard to find the balance between helping and being over-involved. I tell him he needs to fulfill his responsibilities and that I am always available to help him if needed.

I try to remind my son that his schoolwork is for himself , not me or his father. I told him that when he doesn’t do well or chooses not to do something, he’s not letting me down. Then I ask him who he’s letting down and he always knows the answer. “Me,” he says. I try to tell him that making the effort is like giving himself a gift. Sometimes he buys this, sometimes not.

So my mindset these days is to try and get through with the least abount of damage possible. At the same time, I try to find and use my son’s gifts and talents outside of school so he has things to feel good about. I don’t take away sports as a consequence because he needs it, for example.

Also, if you haven’t read Chris Dendy’s book on teenagers and ADHD, it is an absolute must-read. It helped me a lot. One of her best pieces of advice was, “Give yourself permission to be more involved with your child that you normally would.” These kids need someone who loves them no matter what.

Posted by momto3kids

[ Free Resource: Proven Homework Help for Kids with ADHD ]

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Home » Tips for Teachers » 7 Research-Based Reasons Why Students Should Not Have Homework: Academic Insights, Opposing Perspectives & Alternatives

7 Research-Based Reasons Why Students Should Not Have Homework: Academic Insights, Opposing Perspectives & Alternatives

In recent years, the question of why students should not have homework has become a topic of intense debate among educators, parents, and students themselves. This discussion stems from a growing body of research that challenges the traditional view of homework as an essential component of academic success. The notion that homework is an integral part of learning is being reevaluated in light of new findings about its effectiveness and impact on students’ overall well-being.

The push against homework is not just about the hours spent on completing assignments; it’s about rethinking the role of education in fostering the well-rounded development of young individuals. Critics argue that homework, particularly in excessive amounts, can lead to negative outcomes such as stress, burnout, and a diminished love for learning. Moreover, it often disproportionately affects students from disadvantaged backgrounds, exacerbating educational inequities. The debate also highlights the importance of allowing children to have enough free time for play, exploration, and family interaction, which are crucial for their social and emotional development.

Checking 13yo’s math homework & I have just one question. I can catch mistakes & help her correct. But what do kids do when their parent isn’t an Algebra teacher? Answer: They get frustrated. Quit. Get a bad grade. Think they aren’t good at math. How is homework fair??? — Jay Wamsted (@JayWamsted) March 24, 2022

As we delve into this discussion, we explore various facets of why reducing or even eliminating homework could be beneficial. We consider the research, weigh the pros and cons, and examine alternative approaches to traditional homework that can enhance learning without overburdening students.

Once you’ve finished this article, you’ll know:

• Insights from Teachers and Education Industry Experts →
• 7 Reasons Why Students Should Not Have Homework →
• Opposing Views on Homework Practices →
• Exploring Alternatives to Homework →

Insights from Teachers and Education Industry Experts: Diverse Perspectives on Homework

In the ongoing conversation about the role and impact of homework in education, the perspectives of those directly involved in the teaching process are invaluable. Teachers and education industry experts bring a wealth of experience and insights from the front lines of learning. Their viewpoints, shaped by years of interaction with students and a deep understanding of educational methodologies, offer a critical lens through which we can evaluate the effectiveness and necessity of homework in our current educational paradigm.

Check out this video featuring Courtney White, a high school language arts teacher who gained widespread attention for her explanation of why she chooses not to assign homework.

Here are the insights and opinions from various experts in the educational field on this topic:

“I teach 1st grade. I had parents ask for homework. I explained that I don’t give homework. Home time is family time. Time to play, cook, explore and spend time together. I do send books home, but there is no requirement or checklist for reading them. Read them, enjoy them, and return them when your child is ready for more. I explained that as a parent myself, I know they are busy—and what a waste of energy it is to sit and force their kids to do work at home—when they could use that time to form relationships and build a loving home. Something kids need more than a few math problems a week.” — Colleen S. , 1st grade teacher

“The lasting educational value of homework at that age is not proven. A kid says the times tables [at school] because he studied the times tables last night. But over a long period of time, a kid who is drilled on the times tables at school, rather than as homework, will also memorize their times tables. We are worried about young children and their social emotional learning. And that has to do with physical activity, it has to do with playing with peers, it has to do with family time. All of those are very important and can be removed by too much homework.” — David Bloomfield , education professor at Brooklyn College and the City University of New York graduate center

“Homework in primary school has an effect of around zero. In high school it’s larger. (…) Which is why we need to get it right. Not why we need to get rid of it. It’s one of those lower hanging fruit that we should be looking in our primary schools to say, ‘Is it really making a difference?’” — John Hattie , professor

”Many kids are working as many hours as their overscheduled parents and it is taking a toll – psychologically and in many other ways too. We see kids getting up hours before school starts just to get their homework done from the night before… While homework may give kids one more responsibility, it ignores the fact that kids do not need to grow up and become adults at ages 10 or 12. With schools cutting recess time or eliminating playgrounds, kids absorb every single stress there is, only on an even higher level. Their brains and bodies need time to be curious, have fun, be creative and just be a kid.” — Pat Wayman, teacher and CEO of HowtoLearn.com

7 Reasons Why Students Should Not Have Homework

Let’s delve into the reasons against assigning homework to students. Examining these arguments offers important perspectives on the wider educational and developmental consequences of homework practices.

1. Elevated Stress and Health Consequences

The ongoing debate about homework often focuses on its educational value, but a vital aspect that cannot be overlooked is the significant stress and health consequences it brings to students. In the context of American life, where approximately 70% of people report moderate or extreme stress due to various factors like mass shootings, healthcare affordability, discrimination, racism, sexual harassment, climate change, presidential elections, and the need to stay informed, the additional burden of homework further exacerbates this stress, particularly among students.

Key findings and statistics reveal a worrying trend:

• Overwhelming Student Stress: A staggering 72% of students report being often or always stressed over schoolwork, with a concerning 82% experiencing physical symptoms due to this stress.
• Serious Health Issues: Symptoms linked to homework stress include sleep deprivation, headaches, exhaustion, weight loss, and stomach problems.
• Sleep Deprivation: Despite the National Sleep Foundation recommending 8.5 to 9.25 hours of sleep for healthy adolescent development, students average just 6.80 hours of sleep on school nights. About 68% of students stated that schoolwork often or always prevented them from getting enough sleep, which is critical for their physical and mental health.
• Turning to Unhealthy Coping Mechanisms: Alarmingly, the pressure from excessive homework has led some students to turn to alcohol and drugs as a way to cope with stress.

This data paints a concerning picture. Students, already navigating a world filled with various stressors, find themselves further burdened by homework demands. The direct correlation between excessive homework and health issues indicates a need for reevaluation. The goal should be to ensure that homework if assigned, adds value to students’ learning experiences without compromising their health and well-being.

By addressing the issue of homework-related stress and health consequences, we can take a significant step toward creating a more nurturing and effective educational environment. This environment would not only prioritize academic achievement but also the overall well-being and happiness of students, preparing them for a balanced and healthy life both inside and outside the classroom.

2. Inequitable Impact and Socioeconomic Disparities

In the discourse surrounding educational equity, homework emerges as a factor exacerbating socioeconomic disparities, particularly affecting students from lower-income families and those with less supportive home environments. While homework is often justified as a means to raise academic standards and promote equity, its real-world impact tells a different story.

The inequitable burden of homework becomes starkly evident when considering the resources required to complete it, especially in the digital age. Homework today often necessitates a computer and internet access – resources not readily available to all students. This digital divide significantly disadvantages students from lower-income backgrounds, deepening the chasm between them and their more affluent peers.

Key points highlighting the disparities:

• Digital Inequity: Many students lack access to necessary technology for homework, with low-income families disproportionately affected.
• Impact of COVID-19: The pandemic exacerbated these disparities as education shifted online, revealing the extent of the digital divide.
• Educational Outcomes Tied to Income: A critical indicator of college success is linked more to family income levels than to rigorous academic preparation. Research indicates that while 77% of students from high-income families graduate from highly competitive colleges, only 9% from low-income families achieve the same . This disparity suggests that the pressure of heavy homework loads, rather than leveling the playing field, may actually hinder the chances of success for less affluent students.

Moreover, the approach to homework varies significantly across different types of schools. While some rigorous private and preparatory schools in both marginalized and affluent communities assign extreme levels of homework, many progressive schools focusing on holistic learning and self-actualization opt for no homework, yet achieve similar levels of college and career success. This contrast raises questions about the efficacy and necessity of heavy homework loads in achieving educational outcomes.

The issue of homework and its inequitable impact is not just an academic concern; it is a reflection of broader societal inequalities. By continuing practices that disproportionately burden students from less privileged backgrounds, the educational system inadvertently perpetuates the very disparities it seeks to overcome.

3. Negative Impact on Family Dynamics

Homework, a staple of the educational system, is often perceived as a necessary tool for academic reinforcement. However, its impact extends beyond the realm of academics, significantly affecting family dynamics. The negative repercussions of homework on the home environment have become increasingly evident, revealing a troubling pattern that can lead to conflict, mental health issues, and domestic friction.

A study conducted in 2015 involving 1,100 parents sheds light on the strain homework places on family relationships. The findings are telling:

• Increased Likelihood of Conflicts: Families where parents did not have a college degree were 200% more likely to experience fights over homework.
• Misinterpretations and Misunderstandings: Parents often misinterpret their children’s difficulties with homework as a lack of attention in school, leading to feelings of frustration and mistrust on both sides.
• Discriminatory Impact: The research concluded that the current approach to homework disproportionately affects children whose parents have lower educational backgrounds, speak English as a second language, or belong to lower-income groups.

The issue is not confined to specific demographics but is a widespread concern. Samantha Hulsman, a teacher featured in Education Week Teacher , shared her personal experience with the toll that homework can take on family time. She observed that a seemingly simple 30-minute assignment could escalate into a three-hour ordeal, causing stress and strife between parents and children. Hulsman’s insights challenge the traditional mindset about homework, highlighting a shift towards the need for skills such as collaboration and problem-solving over rote memorization of facts.

The need of the hour is to reassess the role and amount of homework assigned to students. It’s imperative to find a balance that facilitates learning and growth without compromising the well-being of the family unit. Such a reassessment would not only aid in reducing domestic conflicts but also contribute to a more supportive and nurturing environment for children’s overall development.

4. Consumption of Free Time

In recent years, a growing chorus of voices has raised concerns about the excessive burden of homework on students, emphasizing how it consumes their free time and impedes their overall well-being. The issue is not just the quantity of homework, but its encroachment on time that could be used for personal growth, relaxation, and family bonding.

Authors Sara Bennett and Nancy Kalish , in their book “The Case Against Homework,” offer an insightful window into the lives of families grappling with the demands of excessive homework. They share stories from numerous interviews conducted in the mid-2000s, highlighting the universal struggle faced by families across different demographics. A poignant account from a parent in Menlo Park, California, describes nightly sessions extending until 11 p.m., filled with stress and frustration, leading to a soured attitude towards school in both the child and the parent. This narrative is not isolated, as about one-third of the families interviewed expressed feeling crushed by the overwhelming workload.

Key points of concern:

• Excessive Time Commitment: Students, on average, spend over 6 hours in school each day, and homework adds significantly to this time, leaving little room for other activities.
• Impact on Extracurricular Activities: Homework infringes upon time for sports, music, art, and other enriching experiences, which are as crucial as academic courses.
• Stifling Creativity and Self-Discovery: The constant pressure of homework limits opportunities for students to explore their interests and learn new skills independently.

The National Education Association (NEA) and the National PTA (NPTA) recommend a “10 minutes of homework per grade level” standard, suggesting a more balanced approach. However, the reality often far exceeds this guideline, particularly for older students. The impact of this overreach is profound, affecting not just academic performance but also students’ attitudes toward school, their self-confidence, social skills, and overall quality of life.

Furthermore, the intense homework routine’s effectiveness is doubtful, as it can overwhelm students and detract from the joy of learning. Effective learning builds on prior knowledge in an engaging way, but excessive homework in a home setting may be irrelevant and uninteresting. The key challenge is balancing homework to enhance learning without overburdening students, allowing time for holistic growth and activities beyond academics. It’s crucial to reassess homework policies to support well-rounded development.

5. Challenges for Students with Learning Disabilities

Homework, a standard educational tool, poses unique challenges for students with learning disabilities, often leading to a frustrating and disheartening experience. These challenges go beyond the typical struggles faced by most students and can significantly impede their educational progress and emotional well-being.

Child psychologist Kenneth Barish’s insights in Psychology Today shed light on the complex relationship between homework and students with learning disabilities:

• Homework as a Painful Endeavor: For students with learning disabilities, completing homework can be likened to “running with a sprained ankle.” It’s a task that, while doable, is fraught with difficulty and discomfort.
• Misconceptions about Laziness: Often, children who struggle with homework are perceived as lazy. However, Barish emphasizes that these students are more likely to be frustrated, discouraged, or anxious rather than unmotivated.
• Limited Improvement in School Performance: The battles over homework rarely translate into significant improvement in school for these children, challenging the conventional notion of homework as universally beneficial.

These points highlight the need for a tailored approach to homework for students with learning disabilities. It’s crucial to recognize that the traditional homework model may not be the most effective or appropriate method for facilitating their learning. Instead, alternative strategies that accommodate their unique needs and learning styles should be considered.

In conclusion, the conventional homework paradigm needs reevaluation, particularly concerning students with learning disabilities. By understanding and addressing their unique challenges, educators can create a more inclusive and supportive educational environment. This approach not only aids in their academic growth but also nurtures their confidence and overall development, ensuring that they receive an equitable and empathetic educational experience.

6. Critique of Underlying Assumptions about Learning

The longstanding belief in the educational sphere that more homework automatically translates to more learning is increasingly being challenged. Critics argue that this assumption is not only flawed but also unsupported by solid evidence, questioning the efficacy of homework as an effective learning tool.

Alfie Kohn , a prominent critic of homework, aptly compares students to vending machines in this context, suggesting that the expectation of inserting an assignment and automatically getting out of learning is misguided. Kohn goes further, labeling homework as the “greatest single extinguisher of children’s curiosity.” This critique highlights a fundamental issue: the potential of homework to stifle the natural inquisitiveness and love for learning in children.

The lack of concrete evidence supporting the effectiveness of homework is evident in various studies:

• Marginal Effectiveness of Homework: A study involving 28,051 high school seniors found that the effectiveness of homework was marginal, and in some cases, it was counterproductive, leading to more academic problems than solutions.
• No Correlation with Academic Achievement: Research in “ National Differences, Global Similarities ” showed no correlation between homework and academic achievement in elementary students, and any positive correlation in middle or high school diminished with increasing homework loads.
• Increased Academic Pressure: The Teachers College Record published findings that homework adds to academic pressure and societal stress, exacerbating performance gaps between students from different socioeconomic backgrounds.

These findings bring to light several critical points:

• Quality Over Quantity: According to a recent article in Monitor on Psychology , experts concur that the quality of homework assignments, along with the quality of instruction, student motivation, and inherent ability, is more crucial for academic success than the quantity of homework.
• Counterproductive Nature of Excessive Homework: Excessive homework can lead to more academic challenges, particularly for students already facing pressures from other aspects of their lives.
• Societal Stress and Performance Gaps: Homework can intensify societal stress and widen the academic performance divide.

The emerging consensus from these studies suggests that the traditional approach to homework needs rethinking. Rather than focusing on the quantity of assignments, educators should consider the quality and relevance of homework, ensuring it truly contributes to learning and development. This reassessment is crucial for fostering an educational environment that nurtures curiosity and a love for learning, rather than extinguishing it.

7. Issues with Homework Enforcement, Reliability, and Temptation to Cheat

In the academic realm, the enforcement of homework is a subject of ongoing debate, primarily due to its implications on student integrity and the true value of assignments. The challenges associated with homework enforcement often lead to unintended yet significant issues, such as cheating, copying, and a general undermining of educational values.

Key points highlighting enforcement challenges:

• Difficulty in Enforcing Completion: Ensuring that students complete their homework can be a complex task, and not completing homework does not always correlate with poor grades.
• Reliability of Homework Practice: The reliability of homework as a practice tool is undermined when students, either out of desperation or lack of understanding, choose shortcuts over genuine learning. This approach can lead to the opposite of the intended effect, especially when assignments are not well-aligned with the students’ learning levels or interests.
• Temptation to Cheat: The issue of cheating is particularly troubling. According to a report by The Chronicle of Higher Education , under the pressure of at-home assignments, many students turn to copying others’ work, plagiarizing, or using creative technological “hacks.” This tendency not only questions the integrity of the learning process but also reflects the extreme stress that homework can induce.
• Parental Involvement in Completion: As noted in The American Journal of Family Therapy , this raises concerns about the authenticity of the work submitted. When parents complete assignments for their children, it not only deprives the students of the opportunity to learn but also distorts the purpose of homework as a learning aid.

In conclusion, the challenges of homework enforcement present a complex problem that requires careful consideration. The focus should shift towards creating meaningful, manageable, and quality-driven assignments that encourage genuine learning and integrity, rather than overwhelming students and prompting counterproductive behaviors.

Addressing Opposing Views on Homework Practices

While opinions on homework policies are diverse, understanding different viewpoints is crucial. In the following sections, we will examine common arguments supporting homework assignments, along with counterarguments that offer alternative perspectives on this educational practice.

1. Improvement of Academic Performance

Homework is commonly perceived as a means to enhance academic performance, with the belief that it directly contributes to better grades and test scores. This view posits that through homework, students reinforce what they learn in class, leading to improved understanding and retention, which ultimately translates into higher academic achievement.

However, the question of why students should not have homework becomes pertinent when considering the complex relationship between homework and academic performance. Studies have indicated that excessive homework doesn’t necessarily equate to higher grades or test scores. Instead, too much homework can backfire, leading to stress and fatigue that adversely affect a student’s performance. Reuters highlights an intriguing correlation suggesting that physical activity may be more conducive to academic success than additional homework, underscoring the importance of a holistic approach to education that prioritizes both physical and mental well-being for enhanced academic outcomes.

2. Reinforcement of Learning

Homework is traditionally viewed as a tool to reinforce classroom learning, enabling students to practice and retain material. However, research suggests its effectiveness is ambiguous. In instances where homework is well-aligned with students’ abilities and classroom teachings, it can indeed be beneficial. Particularly for younger students , excessive homework can cause burnout and a loss of interest in learning, counteracting its intended purpose.

Furthermore, when homework surpasses a student’s capability, it may induce frustration and confusion rather than aid in learning. This challenges the notion that more homework invariably leads to better understanding and retention of educational content.

3. Development of Time Management Skills

Homework is often considered a crucial tool in helping students develop important life skills such as time management and organization. The idea is that by regularly completing assignments, students learn to allocate their time efficiently and organize their tasks effectively, skills that are invaluable in both academic and personal life.

However, the impact of homework on developing these skills is not always positive. For younger students, especially, an overwhelming amount of homework can be more of a hindrance than a help. Instead of fostering time management and organizational skills, an excessive workload often leads to stress and anxiety . These negative effects can impede the learning process and make it difficult for students to manage their time and tasks effectively, contradicting the original purpose of homework.

4. Preparation for Future Academic Challenges

Homework is often touted as a preparatory tool for future academic challenges that students will encounter in higher education and their professional lives. The argument is that by tackling homework, students build a foundation of knowledge and skills necessary for success in more advanced studies and in the workforce, fostering a sense of readiness and confidence.

Contrarily, an excessive homework load, especially from a young age, can have the opposite effect . It can instill a negative attitude towards education, dampening students’ enthusiasm and willingness to embrace future academic challenges. Overburdening students with homework risks disengagement and loss of interest, thereby defeating the purpose of preparing them for future challenges. Striking a balance in the amount and complexity of homework is crucial to maintaining student engagement and fostering a positive attitude towards ongoing learning.

5. Parental Involvement in Education

Homework often acts as a vital link connecting parents to their child’s educational journey, offering insights into the school’s curriculum and their child’s learning process. This involvement is key in fostering a supportive home environment and encouraging a collaborative relationship between parents and the school. When parents understand and engage with what their children are learning, it can significantly enhance the educational experience for the child.

However, the line between involvement and over-involvement is thin. When parents excessively intervene by completing their child’s homework,  it can have adverse effects . Such actions not only diminish the educational value of homework but also rob children of the opportunity to develop problem-solving skills and independence. This over-involvement, coupled with disparities in parental ability to assist due to variations in time, knowledge, or resources, may lead to unequal educational outcomes, underlining the importance of a balanced approach to parental participation in homework.

Exploring Alternatives to Homework and Finding a Middle Ground

In the ongoing debate about the role of homework in education, it’s essential to consider viable alternatives and strategies to minimize its burden. While completely eliminating homework may not be feasible for all educators, there are several effective methods to reduce its impact and offer more engaging, student-friendly approaches to learning.

Alternatives to Traditional Homework

• Project-Based Learning: This method focuses on hands-on, long-term projects where students explore real-world problems. It encourages creativity, critical thinking, and collaborative skills, offering a more engaging and practical learning experience than traditional homework. For creative ideas on school projects, especially related to the solar system, be sure to explore our dedicated article on solar system projects .
• Flipped Classrooms: Here, students are introduced to new content through videos or reading materials at home and then use class time for interactive activities. This approach allows for more personalized and active learning during school hours.
• Reading for Pleasure: Encouraging students to read books of their choice can foster a love for reading and improve literacy skills without the pressure of traditional homework assignments. This approach is exemplified by Marion County, Florida , where public schools implemented a no-homework policy for elementary students. Instead, they are encouraged to read nightly for 20 minutes . Superintendent Heidi Maier’s decision was influenced by research showing that while homework offers minimal benefit to young students, regular reading significantly boosts their learning. For book recommendations tailored to middle school students, take a look at our specially curated article .

Ideas for Minimizing Homework

• Limiting Homework Quantity: Adhering to guidelines like the “ 10-minute rule ” (10 minutes of homework per grade level per night) can help ensure that homework does not become overwhelming.
• Quality Over Quantity: Focus on assigning meaningful homework that is directly relevant to what is being taught in class, ensuring it adds value to students’ learning.
• Homework Menus: Offering students a choice of assignments can cater to diverse learning styles and interests, making homework more engaging and personalized.
• Integrating Technology: Utilizing educational apps and online platforms can make homework more interactive and enjoyable, while also providing immediate feedback to students. To gain deeper insights into the role of technology in learning environments, explore our articles discussing the benefits of incorporating technology in classrooms and a comprehensive list of educational VR apps . These resources will provide you with valuable information on how technology can enhance the educational experience.

For teachers who are not ready to fully eliminate homework, these strategies offer a compromise, ensuring that homework supports rather than hinders student learning. By focusing on quality, relevance, and student engagement, educators can transform homework from a chore into a meaningful component of education that genuinely contributes to students’ academic growth and personal development. In this way, we can move towards a more balanced and student-centric approach to learning, both in and out of the classroom.

Useful Resources

• Is homework a good idea or not? by BBC
• The Great Homework Debate: What’s Getting Lost in the Hype
• Alternative Homework Ideas

The evidence and arguments presented in the discussion of why students should not have homework call for a significant shift in homework practices. It’s time for educators and policymakers to rethink and reformulate homework strategies, focusing on enhancing the quality, relevance, and balance of assignments. By doing so, we can create a more equitable, effective, and student-friendly educational environment that fosters learning, well-being, and holistic development.

• “Here’s what an education expert says about that viral ‘no-homework’ policy”, Insider
• “John Hattie on BBC Radio 4: Homework in primary school has an effect of zero”, Visible Learning
• HowtoLearn.com
• “Time Spent On Homework Statistics [Fresh Research]”, Gitnux
• “Stress in America”, American Psychological Association (APA)
• “Homework hurts high-achieving students, study says”, The Washington Post
• “National Sleep Foundation’s updated sleep duration recommendations: final report”, National Library of Medicine
• “A multi-method exploratory study of stress, coping, and substance use among high school youth in private schools”, Frontiers
• “The Digital Revolution is Leaving Poorer Kids Behind”, Statista
• “The digital divide has left millions of school kids behind”, CNET
• “The Digital Divide: What It Is, and What’s Being Done to Close It”, Investopedia
• “COVID-19 exposed the digital divide. Here’s how we can close it”, World Economic Forum
• “PBS NewsHour: Biggest Predictor of College Success is Family Income”, America’s Promise Alliance
• “Homework and Family Stress: With Consideration of Parents’ Self Confidence, Educational Level, and Cultural Background”, Taylor & Francis Online
• “What Do You Mean My Kid Doesn’t Have Homework?”, EducationWeek
• “Excerpt From The Case Against Homework”, Penguin Random House Canada
• “How much homework is too much?”, neaToday
• “The Nation’s Report Card: A First Look: 2013 Mathematics and Reading”, National Center for Education Statistics
• “Battles Over Homework: Advice For Parents”, Psychology Today
• “How Homework Is Destroying Teens’ Health”, The Lion’s Roar
• “ Breaking the Homework Habit”, Education World
• “Testing a model of school learning: Direct and indirect effects on academic achievement”, ScienceDirect
• “National Differences, Global Similarities: World Culture and the Future of Schooling”, Stanford University Press
• “When school goes home: Some problems in the organization of homework”, APA PsycNet
• “Is homework a necessary evil?”, APA PsycNet
• “Epidemic of copying homework catalyzed by technology”, Redwood Bark
• “High-Tech Cheating Abounds, and Professors Bear Some Blame”, The Chronicle of Higher Education
• “Homework and Family Stress: With Consideration of Parents’ Self Confidence, Educational Level, and Cultural Background”, ResearchGate
• “Kids who get moving may also get better grades”, Reuters
• “Does Homework Improve Academic Achievement? A Synthesis of Research, 1987–2003”, SageJournals
• “Is it time to get rid of homework?”, USAToday
• “Stanford research shows pitfalls of homework”, Stanford
• “Florida school district bans homework, replaces it with daily reading”, USAToday
• “Encouraging Students to Read: Tips for High School Teachers”, wgu.edu
• Recent Posts

Simona Johnes is the visionary being the creation of our project. Johnes spent much of her career in the classroom working with students. And, after many years in the classroom, Johnes became a principal.

• Exploring the Evidence: 7 Comprehensive Reasons Why School Should Start Later for Enhanced Student Well-being and Academic Success - February 15, 2024
• Why Students Should Learn a Second Language for Future Success: Exploring the 7 Benefits - February 12, 2024
• 9 Reasons Why Teachers Should Accept Late Work: Balancing Discipline and Flexibility in Education - January 31, 2024

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10-year-old Texas boy confesses to fatally shooting a man in his sleep two years ago

A 10-year-old Texas boy confessed to fatally shooting a man in his sleep two years ago, according to the Gonzales County Sheriff's Office.

Brandon O’Quinn Rasberry, 32, was found dead at the Lazy J RV Park on Jan. 18, 2022, in his RV in Nixon, Texas, about 60 miles east of San Antonio, the sheriff's office said in a news release this week. An autopsy determined that Rasberry was shot once in the head, and the manner of death was homicide.

The Gonzales County Sheriff’s Office said it became aware of the child's involvement in the shooting on April 12, when a principal at the Nixon Smiley Independent School District called to report the 10-year-old for allegedly threatening "to assault and kill another student on a bus" the day before.

"A Deputy was dispatched to the school to take a report and complete an investigation," the sheriff's office said in the news release. "When the Deputy arrived he spoke with school officials who informed the Deputy the child made a statement that he shot and killed a man two years ago."

The boy was taken to a child advocacy center where he was interviewed and provided firsthand knowledge of Rasberry's murder. He told investigators that he was visiting his grandfather on Jan. 16, 2022, at the Lazy J RV Park when he took a 9 mm pistol from the glove compartment of his grandfather's truck, entered Rasberry's RV and shot him in the head while he was asleep, according to the sheriff's office. He also said he discharged the pistol another time into the couch inside Rasberry's RV before leaving.

"When asked, the child stated he had never met Brandon, and did not know who he was although he had observed him walking around the RV earlier in the day," the sheriff's office said. "The child was also asked if he was mad at Brandon for some reason or if Brandon had ever done anything to him to make him mad, the child stated no."

Investigators found the weapon the child said he used to kill Rasberry at a pawn shop in Seguin, Texas. A forensic analysis of two spent shell casings from the scene of the crime determined that the weapon was used in Rasberry's murder, the sheriff's office said.

Murder charges will not be filed against the child because Texas law "states that a child does not have criminal culpability until they reach the age of ten years old," according to the sheriff's office. The child was 7 years old at the time of the murder, just one week shy of his eighth birthday.

He was placed on a 72 hour emergency detention and taken to a psychiatric hospital in San Antonio for evaluation and treatment. The boy was then taken to the Gonzales County Sheriff's Office and booked in on a terroristic threat charge for the school bus incident.

He is in custody in Gonzales County awaiting his court date. It's not clear if the child has an attorney at this time.

NBC News has reached out to the sheriff’s office for additional information.

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"I'm sorry. I didn’t do the homework." said the boy.

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kết nối tri thức, công nghệ 6, giáo dục công dân 6, khoa học tự nhiên 6, tiếng anh 6, lớp 6 - chân trời sáng tạo, lớp 6 - cánh diều, đề thi các môn lớp 6, kết nối tri thức, chân trời sáng tạo, giáo án lớp 6, giáo án các môn lớp 6 - kết nối tri thức, giáo án các môn lớp 6 - cánh diều, giáo án các môn lớp 6 - chân trời sáng tạo, lớp 7 - kết nối tri thức, tiếng anh 7, giáo dục công dân 7, khoa học tự nhiên 7, hoạt động trải nghiệm, hướng nghiệp 7, công nghệ 7, giáo dục thể chất 7, lớp 7 - cánh diều, lớp 7 - chân trời sáng tạo, hoạt động trải nghiệm, hướng nghiệp 7, đề thi các môn lớp 7, bộ sách kết nối tri thức, bộ sách cánh diều, bộ sách chân trời sáng tạo, lớp 7 - chương trình mới, giáo án các môn lớp 7 - kết nối tri thức, giáo án các môn lớp 7 - chân trời sáng tạo, giáo án các môn lớp 7 - cánh diều, lớp 8 - kết nối tri thức, tiếng anh 8, khoa học tự nhiên 8, giáo dục công dân 8, công nghệ 8, hoạt động trải nghiệm 8, lớp 8 - cánh diều, lớp 8 - chân trời sáng tạo, giáo án lớp 8, giáo án các môn lớp 8 - kết nối tri thức, giáo án các môn lớp 8 - cánh diều, giáo án các môn lớp 8 - chân trời sáng tạo, đề thi các môn lớp 8, đề thi các môn lớp 8 - kết nối tri thức, đề thi các môn lớp 8 - cánh diều, đề thi các môn lớp 8 - chân trời sáng tạo, lớp 8 - chương trình mới, tiếng anh 9, giáo dục công dân 9, giáo án các môn lớp 9, đề thi các môn lớp 9, đề thi các môn vào lớp 10, công nghệ 9, lớp 9 - kết nối tri thức, khoa học tự nhiên 9, hoạt động trải nghiệm 9, lớp 9 - cánh diều, lớp 9 - chân trời sáng tạo, lớp 9 - chương trình mới, lớp 10 - kết nối tri thức, tiếng anh 10, sinh học 10, công nghệ 10, giáo dục kinh tế và pháp luật 10, giáo dục quốc phòng - an ninh 10, hoạt động trải nghiệm, hướng nghiệp 10, giáo dục thể chất 10, lớp 10 - chân trời sáng tạo, giáo dục quốc phòng- an ninh 10, lớp 10 - cánh diều, giáo án lớp 10, giáo án các môn lớp 10 - kết nối tri thức, giáo án các môn lớp 10 - chân trời sáng tạo, giáo án các môn lớp 10 - cánh diều, đề thi các môn lớp 10, lớp 10 - chương trình mới, giáo dục công dân 10, lớp 11 - kết nối tri thức, tiếng anh 11, sinh học 11, giáo dục kinh tế và pháp luật 11, công nghệ 11, giáo dục qp - an 11, hoạt động trải nghiệm 11, lớp 11 - cánh diều, lớp 11 - chân trời sáng tạo, đề thi các môn lớp 11, đề thi các môn lớp 11 - kết nối tri thức, đề thi các môn lớp 11 - chân trời sáng tạo, đề thi các môn lớp 11 - cánh diều, giáo án lớp 11, giáo án các môn lớp 11 - kết nối tri thức, giáo án các môn lớp 11 - cánh diều, giáo án các môn lớp 11 - chân trời sáng tạo, lớp 11 - chương trình mới, giáo dục công dân 11, giáo dục quốc phòng - an ninh 11, tiếng anh 12, sinh học 12, giáo dục công dân 12, giáo dục quốc phòng - an ninh 12, đề thi thpt quốc gia, đề thi các môn lớp 12, công nghệ 12, lớp 12 - kết nối tri thức, giáo dục kinh tế và pháp luật 12, giáo dục quốc phòng - an ninh 12, hoạt động trải nghiệm 12, lớp 12 - cánh diều, lớp 12 - chân trời sáng tạo, giáo án các môn lớp 12, danh sách các trường đại học khu vực miền bắc, danh sách các trường cao đẳng khu vực miền bắc, danh sách các trường đại học khu vực miền trung, danh sách các trường cao đẳng khu vực miền trung, danh sách các trường đại học khu vực miền nam, danh sách các trường cao đẳng khu vực miền nam, xem thêm bài viết mới nhất, tổng hợp thông tin chung, giáo dục công dân, trò chơi powerpoint, dành cho giáo viên, chọn bộ sách bạn muốn xem.

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Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that is closest in meaning to each of the following question s. "I'm sorry. I didn’t do the homework." said the boy

A. the boy admitted not doing the homework, b. the boy said that he was sorry and he wouldn’t do the homework, c. the boy denied not doing the homework, d. the boy refused to do the homework.

A "Em xin lỗi. Em đã làm bài tập về nhà." Cậu bé nói. A. Cậu bé thừa nhận không làm bài tập về nhà. B. Cậu bé nói rằng mình xin lỗi và cậu ấy sẽ làm bài tập về nhà. C. Cậu bé phủ nhận không làm bài tập về nhà. D. Cậu bé không chịu làm bài tập về nhà. => Đáp án A

Câu hỏi hot cùng chủ đề, read the following andmark the letter a, b, c, or d on your answer sheet to indicate the correct answer to each of the questions. harvard university, today recognized as part of the top echelon of the world's universities, came from very inauspicious and humble beginning. this oldest of american universities was founded in 1636, just sixteen years after the pilgrims landed at plymouth. included in the puritan emigrants to the massachusetts colony during this period were more than 100 graduates of england's prestigious oxford and cambridge universities, and these universities graduates in the new word were determined that their sons would have the same educational opportunities that they themselves had had. because of this support in the colony for an institution of higher learning, the general court of massachusetts appropriated 400 pounds for a college in october of 1636 and early the following year decided on a parcel of land for the school; this land was in an area called newetowne, which was later renamed cambridge after its english cousin and is the site of the present-day university. when a young minister named john harvard, who came from the neighboring town of charlestowne, died from tuberculosis in 1638, he willed half of his estate of 1,700 pounds to the fledgling college. in spite of the fact that only half of the bequest was actually paid, the general court named the college after the minister in appreciation for what he had done. the amount of the bequest may not have been large, particularly by today's standard, but it was more than the general court had found it necessary to appropriate in order to open the college. henry dunster was appointed the first president of harvard in 1640, and it should be noted that in addition to serving as president, he was also the entire faculty, with an entering freshmen class of four students. although the staff did expand somewhat, for the first century of its existence the entire teaching staff consisted of the president and three or four tutors. the passage implies that __________________., read the following andmark the letter a, b, c, or d on your answer sheet to indicate the correct answer to each of the questions. harvard university, today recognized as part of the top echelon of the world's universities, came from very inauspicious and humble beginning. this oldest of american universities was founded in 1636, just sixteen years after the pilgrims landed at plymouth. included in the puritan emigrants to the massachusetts colony during this period were more than 100 graduates of england's prestigious oxford and cambridge universities, and these universities graduates in the new word were determined that their sons would have the same educational opportunities that they themselves had had. because of this support in the colony for an institution of higher learning, the general court of massachusetts appropriated 400 pounds for a college in october of 1636 and early the following year decided on a parcel of land for the school; this land was in an area called newetowne, which was later renamed cambridge after its english cousin and is the site of the present-day university. when a young minister named john harvard, who came from the neighboring town of charlestowne, died from tuberculosis in 1638, he willed half of his estate of 1,700 pounds to the fledgling college. in spite of the fact that only half of the bequest was actually paid, the general court named the college after the minister in appreciation for what he had done. the amount of the bequest may not have been large, particularly by today's standard, but it was more than the general court had found it necessary to appropriate in order to open the college. henry dunster was appointed the first president of harvard in 1640, and it should be noted that in addition to serving as president, he was also the entire faculty, with an entering freshmen class of four students. although the staff did expand somewhat, for the first century of its existence the entire teaching staff consisted of the president and three or four tutors. which of the following is not mentioned about john harvard, 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 below. because writing has become so important in our culture, we sometimes think of it as more real than speech. a little thought, however, will show why speech is primary and writing secondary to language. human beings have been writing (as far as we can tell from surviving evidence) for at least 5000 years; but they have been talking for much longer, doubtless ever since there have been human beings. when writing did develop, it was derived from and represented speech, although imperfectly. even today there are spoken languages that have no written form. furthermore, we all learn to talk well before we learn to write; any human child who is not severely handicapped physically or mentally will learn to talk. a normal human being cannot be prevented from doing so. on the other hand, it takes a special effort to learn to write. in the past many intelligent and useful members of society did not acquire the skill, and even today many who speak languages with writing systems never learn to read or write, while some who learn the rudiments of those skills do so only imperfectly. to affirm the primacy of speech over writing is not, however, to disparage the latter. one  advantage  writing has over speech is that it is more permanent and makes possible the records that any civilization must have. thus, if speaking makes us human, writing makes us civilized. the author of the passage argues that ______., read the following andmark the letter a, b, c, or d on your answer sheet to indicate the correct answer to each of the questions. harvard university, today recognized as part of the top echelon of the world's universities, came from very inauspicious and humble beginning. this oldest of american universities was founded in 1636, just sixteen years after the pilgrims landed at plymouth. included in the puritan emigrants to the massachusetts colony during this period were more than 100 graduates of england's prestigious oxford and cambridge universities, and these universities graduates in the new word were determined that their sons would have the same educational opportunities that they themselves had had. because of this support in the colony for an institution of higher learning, the general court of massachusetts appropriated 400 pounds for a college in october of 1636 and early the following year decided on a parcel of land for the school; this land was in an area called newetowne, which was later renamed cambridge after its english cousin and is the site of the present-day university. when a young minister named john harvard, who came from the neighboring town of charlestowne, died from tuberculosis in 1638, he willed half of his estate of 1,700 pounds to the fledgling college. in spite of the fact that only half of the bequest was actually paid, the general court named the college after the minister in appreciation for what he had done. the amount of the bequest may not have been large, particularly by today's standard, but it was more than the general court had found it necessary to appropriate in order to open the college. henry dunster was appointed the first president of harvard in 1640, and it should be noted that in addition to serving as president, he was also the entire faculty, with an entering freshmen class of four students. although the staff did expand somewhat, for the first century of its existence the entire teaching staff consisted of the president and three or four tutors. the passage indicates that harvard is _______________, read the following andmark the letter a, b, c, or d on your answer sheet to indicate the correct answer to each of the questions. harvard university, today recognized as part of the top echelon of the world's universities, came from very inauspicious and humble beginning. this oldest of american universities was founded in 1636, just sixteen years after the pilgrims landed at plymouth. included in the puritan emigrants to the massachusetts colony during this period were more than 100 graduates of england's prestigious oxford and cambridge universities, and these universities graduates in the new word were determined that their sons would have the same educational opportunities that they themselves had had. because of this support in the colony for an institution of higher learning, the general court of massachusetts appropriated 400 pounds for a college in october of 1636 and early the following year decided on a parcel of land for the school; this land was in an area called newetowne, which was later renamed cambridge after its english cousin and is the site of the present-day university. when a young minister named john harvard, who came from the neighboring town of charlestowne, died from tuberculosis in 1638, he willed half of his estate of 1,700 pounds to the fledgling college. in spite of the fact that only half of the bequest was actually paid, the general court named the college after the minister in appreciation for what he had done. the amount of the bequest may not have been large, particularly by today's standard, but it was more than the general court had found it necessary to appropriate in order to open the college. henry dunster was appointed the first president of harvard in 1640, and it should be noted that in addition to serving as president, he was also the entire faculty, with an entering freshmen class of four students. although the staff did expand somewhat, for the first century of its existence the entire teaching staff consisted of the president and three or four tutors. the "pounds" in the second paragraph are probably ______________, read the following passage and mark the letter a, b, c or d on your answer to indicate the correct word or phrase that best fits each of the numbered blanks. keeping your distance personal space is a term that refers (23) ………. the distance we like to keep between ourselves and other people. when (24) …………. we do not know well gets too close we usually begin to feel uncomfortable. if a business colleague comes closer than 1.2 meters, the most common response is to move (25) ………. some interesting (26) ……….. have been done in libraries. if strangers come too close, many people get up and leave the building; others use different methods such as turning their back on the intruder. living in cities has made people develop new skills for dealing with situations where they are very close to strangers. most people on crowded trains try not to look at strangers; they avoid skin contact, and apologize if hands touch by mistake. people use newspapers (27) …….. a barrier between themselves and other people, and if they do not have one, they stare into the distance, making sure they are not looking into anyone’s eyes. điền vào ô trống 24, mark the letter a, b, c, or d on your answer sheet to indicate the underlined part that needs correction in each of the following questions . she asked why did mathew look so embarrassed when he saw carole, read the following andmark the letter a, b, c, or d on your answer sheet to indicate the correct answer to each of the questions. harvard university, today recognized as part of the top echelon of the world's universities, came from very inauspicious and humble beginning. this oldest of american universities was founded in 1636, just sixteen years after the pilgrims landed at plymouth. included in the puritan emigrants to the massachusetts colony during this period were more than 100 graduates of england's prestigious oxford and cambridge universities, and these universities graduates in the new word were determined that their sons would have the same educational opportunities that they themselves had had. because of this support in the colony for an institution of higher learning, the general court of massachusetts appropriated 400 pounds for a college in october of 1636 and early the following year decided on a parcel of land for the school; this land was in an area called newetowne, which was later renamed cambridge after its english cousin and is the site of the present-day university. when a young minister named john harvard, who came from the neighboring town of charlestowne, died from tuberculosis in 1638, he willed half of his estate of 1,700 pounds to the fledgling college. in spite of the fact that only half of the bequest was actually paid, the general court named the college after the minister in appreciation for what he had done. the amount of the bequest may not have been large, particularly by today's standard, but it was more than the general court had found it necessary to appropriate in order to open the college. henry dunster was appointed the first president of harvard in 1640, and it should be noted that in addition to serving as president, he was also the entire faculty, with an entering freshmen class of four students. although the staff did expand somewhat, for the first century of its existence the entire teaching staff consisted of the president and three or four tutors. it can be inferred from the passage that the puritans who traveled to the massachusetts colony were ________, mark the letter a, b, c, or d on your answer sheet to indicate the correct answer to each of the following questions football is thought ___________ in the world, 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 below. because writing has become so important in our culture, we sometimes think of it as more real than speech. a little thought, however, will show why speech is primary and writing secondary to language. human beings have been writing (as far as we can tell from surviving evidence) for at least 5000 years; but they have been talking for much longer, doubtless ever since there have been human beings. when writing did develop, it was derived from and represented speech, although imperfectly. even today there are spoken languages that have no written form. furthermore, we all learn to talk well before we learn to write; any human child who is not severely handicapped physically or mentally will learn to talk. a normal human being cannot be prevented from doing so. on the other hand, it takes a special effort to learn to write. in the past many intelligent and useful members of society did not acquire the skill, and even today many who speak languages with writing systems never learn to read or write, while some who learn the rudiments of those skills do so only imperfectly. to affirm the primacy of speech over writing is not, however, to disparage the latter. one  advantage  writing has over speech is that it is more permanent and makes possible the records that any civilization must have. thus, if speaking makes us human, writing makes us civilized. according to the passage, writing ______., read the following andmark the letter a, b, c, or d on your answer sheet to indicate the correct answer to each of the questions. harvard university, today recognized as part of the top echelon of the world's universities, came from very inauspicious and humble beginning. this oldest of american universities was founded in 1636, just sixteen years after the pilgrims landed at plymouth. included in the puritan emigrants to the massachusetts colony during this period were more than 100 graduates of england's prestigious oxford and cambridge universities, and these universities graduates in the new word were determined that their sons would have the same educational opportunities that they themselves had had. because of this support in the colony for an institution of higher learning, the general court of massachusetts appropriated 400 pounds for a college in october of 1636 and early the following year decided on a parcel of land for the school; this land was in an area called newetowne, which was later renamed cambridge after its english cousin and is the site of the present-day university. when a young minister named john harvard, who came from the neighboring town of charlestowne, died from tuberculosis in 1638, he willed half of his estate of 1,700 pounds to the fledgling college. in spite of the fact that only half of the bequest was actually paid, the general court named the college after the minister in appreciation for what he had done. the amount of the bequest may not have been large, particularly by today's standard, but it was more than the general court had found it necessary to appropriate in order to open the college. henry dunster was appointed the first president of harvard in 1640, and it should be noted that in addition to serving as president, he was also the entire faculty, with an entering freshmen class of four students. although the staff did expand somewhat, for the first century of its existence the entire teaching staff consisted of the president and three or four tutors. the pronoun "they" in the second paragraph refers to _______________, mark the letter a, b, c, or d on your answer sheet to indicate the correct answer to each of the following questions can you tell me who is responsible _____________ checking passports are, mark the letter a, b, c, or d on your answer sheet to indicate the correct answer to each of the following questions the mother told her son __________ so impolitely, read the following passage and mark the letter a, b, c or d on your answer to indicate the correct word or phrase that best fits each of the numbered blanks. keeping your distance personal space is a term that refers (23) ………. the distance we like to keep between ourselves and other people. when (24) …………. we do not know well gets too close we usually begin to feel uncomfortable. if a business colleague comes closer than 1.2 meters, the most common response is to move (25) ………. some interesting (26) ……….. have been done in libraries. if strangers come too close, many people get up and leave the building; others use different methods such as turning their back on the intruder. living in cities has made people develop new skills for dealing with situations where they are very close to strangers. most people on crowded trains try not to look at strangers; they avoid skin contact, and apologize if hands touch by mistake. people use newspapers (27) …….. a barrier between themselves and other people, and if they do not have one, they stare into the distance, making sure they are not looking into anyone’s eyes. điền vào ô trống 27, mark the letter a, b, c, or d on your answer sheet to indicate the correct answer to each of the following questions if she had known how awful this job was going to be, she__________it., đề thi liên quan.

Câu hỏi mới nhất

It can be inferred from the passage that _______.

What does the word “they” in the last paragraph refer to?

According to the passage, which of the following is NOT true?

The word “incarnation” in paragraph 2 could be best replaced by _______.

The word “ceased” in paragraph 2 mostly means _______.

As mentioned in paragraph 2, which of the following species returned to the water least completely?

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 from 44 to 50

If you go back far enough, everything lived in the sea. At various points in evolutionary history, enterprising individuals within many different animal groups moved out onto the land, sometimes even to the most parched deserts, taking their own private seawater with them in blood and cellular fluids. In addition to the reptiles, birds, mammals and insects which we see all around us, other groups that have succeeded out of water include scorpions, snails, crustaceans such as woodlice and land crabs, millipedes and centipedes, spiders and various worms. And we mustn’t forget the plants, without whose prior invasion of the land, none of the other migrations could have happened.

Moving from water to land involved a major redesign of every aspect of life, including breathing and reproduction. Nevertheless, a good number of thoroughgoing land animals later turned around, abandoned their hard-earned terrestrial re-tooling, and returned to the water again. Seals have only gone part way back. They show us what the intermediates might have been like, on the way to extreme cases such as whales and dugongs. Whales (including the small whales we call dolphins) and dugongs, with their close cousins, the manatees, ceased to be land creatures altogether and reverted to the full marine habits of their remote ancestors. They don’t even come ashore to breed. They do, however, still breathe air, having never developed anything equivalent to the gills of their earlier marine incarnation. Turtles went back to the sea a very long time ago and, like all vertebrate returnees to the water, they breathe air. However, they are, in one respect, less fully given back to the water than whales or dugongs, for turtles still lay their eggs on beaches.

There is evidence that all modem turtles are descended from a terrestrial ancestor which lived before most of the dinosaurs. There are two key fossils called Proganochelys quenstedti and Palaeochersis talampayensis dating from early dinosaur times, which appear to be close to the ancestry of all modem turtles and tortoise. You might wonder how we can tell whether fossil animals lived in land or in water, especially if only fragments are found. Sometimes it’s obvious. Ichthyosaurs were reptilian contemporaries of the dinosaurs, with fins and streamlined bodies. The fossils look like dolphins and they surely lived like dolphins, in the water. With turtles it is a little less obvious. One way to tell is by measuring the bones of their forelimbs.

Which of the following best serves as the main idea for the passage?

According to the passage, which of the following do people from diverse cultures NOT contribute to a country?

The word "dispel" in paragraph 2 mostly means ________

Which of the following is TRUE about the main reason for discrimination?