Kites

Tiêu đề: Topic [In trang]

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Tác giả: tuyetvotinh92hn    Thời gian: 31-5-2013 11:08 AM
Tiêu đề: Topic
Dự kiến trước mắt mỗi tuần sẽ là 1 chủ đề.
Trong 1 chủ đề sẽ có 4 đến 5 bài read.
Trong mỗi bài read sẽ đi kèm là từ mới và ngữ pháp trong bài.
Sau khi post hết bài read sẽ chốt lại bằng việc dùng các từ mới, ngữ pháp, các kiến thức từ các bài read để viết 1 đoạn luận văn về topic.

LIST

TOPIC 1:  Environment
READING 1:  http://kites.vn/forum.php?mod=vi ... p;extra=#pid6274441
READING 2:  http://kites.vn/forum.php?mod=vi ... p;extra=#pid6274441
READING 3:  http://kites.vn/forum.php?mod=vi ... p;page=2#pid6315820
READING 4:  http://kites.vn/thread/topic-394502-2-1.html



Hạn chế 888 trong thread này!!!

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Tác giả: citrine9999    Thời gian: 31-5-2013 10:20 PM
Ủng hộ chủ thớt, sớm khai trương topic đị nhé.
Nhưng mà cái này khó không?
Dễ dễ xí, cho anh em còn học với. Nếu có thể phân theo trình độ thì hay biết mấy, hixhix.

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Tác giả: lavenderhhn    Thời gian: 3-6-2013 07:33 AM
Nghe có vẻ hay hén ^^
Em ủng hộ 2 tay lun {:306:} {:306:} {:306:}
Nhưng mà 4 đến 5 bài read có sợ mọi người ngại đọc không hả tỷ??? Em hỏi thế thoy.
Mong topic sớm mở :"> {:290:}

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Tác giả: nekohiro    Thời gian: 3-6-2013 02:30 PM
Chào mọi người, hôm nay sẽ là bài post đầu tiên trong thread topic.

Chủ đề của tuần này là Environment.

Mọi người đọc bài và làm bài tập nhé.
Lần đầu tiên mình soạn bài, mong mọi người ủng hộ và góp ý để mục topic có những bài viết chất lượng nhé!

A Carbon Trading System Worth Saving
Source: nytimes.com


The European Union became a pioneer in tackling climate change by starting the first major cap-and-trade system designed to reduce carbon-dioxide emissions by putting a price on them. But analysts are increasingly worried that technical mistakes, Europe’s prolonged recession and the failure of policy makers to strengthen the system are undermining its effectiveness.

Like all such systems, Europe’s program caps the overall emissions that power plants, steel mills and other industries can put into atmosphere. The cap, which is regulated through permits, declines every year, forcing businesses to become more efficient or buy permits from another firm or on the open market.

Recently, the price of permits has collapsed to less than 4 euros (around $5.25) per ton of carbon, down from nearly 30 euros in 2008. This is troubling because the low price discourages emitters investing in climate-friendly technologies and fuels. In Britain, for instance, electric utilities have cut back on cleaner-burning natural gas and are using more coal, which puts roughly twice as much carbon into the atmosphere.

There are several reasons for the sharp drop in carbon prices. European governments issued too many permits in the first place because they miscalculated how many would be needed to achieve their goals. And the recession, high unemployment and weak demand for electricity have cut industrial emissions to the point where companies simply do not have to buy allowances to meet their caps. European policy makers haven’t helped either. Earlier this month, the European Parliament considered temporarily tightening the overall cap to boost the price of allowances. But opposition by several countries that rely heavily on coal torpedoed the measure.

What is most worrying about the drop in the price of carbon is that it could discourage policy makers elsewhere in the world, including Washington, from addressing climate change if they conclude that Europe’s experience is a bust. Several national and state governments have started or are pursuing similar approaches.

But the news from Europe is not all bad. Emissions have fallen by 14 percent among sectors covered by the program in countries that have participated since 2005. Analysts attribute much of that reduction to the cap on emissions, not the recession. The system could work even better if Europe’s leaders find the ingenuity to strengthen it and the political courage to weather the criticism that could result from higher electricity prices.

In addition to its trading scheme, Europe has made real progress in dealing with climate change through policies encouraging energy efficiency and renewable sources of power like wind and solar. But nothing would do more to drive down emissions than putting a meaningful price on them, either through a carbon tax or through a cap-and-trade system. Europe’s job is to put that system on a sounder footing to make sure it doesn’t undo the real progress it has made.

A - NEW WORDS
1. Pioneer:
- N: Người tiên phong - a person who is among the first to explore or settle a new country or area.
- V: Mở, khai phá, đi tiên phong - develop or be the first to use or apply (a new method, area of knowledge, or activity).
- Synonym: Explorer, adventurer, discoverer.

2. Tackle:
- V: Xử trí, giải quyết, khắc phục - make determined efforts to deal with (a problem or difficult task).
- N: Đồ dùng, dụng cụ - the equipment required for a task or sport.
- SYN: address, approach, grapple.
- Phrase: To tackle somebody about/over something) nói với ai về (một vấn đề khó khăn).

3. Climate change: biến đổi khí hậu

4.  Cap-and-trade system: hệ thống cho phép thương mại hóa lượng khí thải cắt giảm (tham khảo Nghị định thư Kyoto) - Emissions trading or cap and trade is a market-based approach used to control pollution by providing economic incentives for achieving reductions in the emissions of pollutants.

5. Carbon-dioxide emission: sự phát tán CO2
- Emission: N - Sự phát ra, phát tán, phát xạ (ánh sáng, nhiệt...), sự bốc ra, sự toả ra (mùi vị, hơi...) - the production and discharge of something, especially gas or radiation.

6. To put a price (tag) on something: Định giá - to say how much something costs
- SYN: appraise, cost, estimate, evaluate, fix, mark down, mark up, put a price on , rate, reduce, sticker, value

7. Recession: N - Sự lùi lại, sự thụt lại, sự lùi vào, sự thụt vào; chỗ thụt vào, chỗ lõm vào (ở tường); sự rút đi, sự suy thoái kinh tế - a period of temporary economic decline during which trade and industrial activity are reduced, generally identified by a fall in GDP in two successive quarters; the action of receding; motion away from an observer.
- SYN: plump, depression, slowdown, trough.

8. Prolonged: adj - Kéo dài; được nối dài thêm - continuing for a long time or longer than usual; lengthy.
- SYN: long, lengthy, protracted, long-lasting, extended.

9. Failure: N – Sự thiếu, thất bại, hỏng, sự không xảy ra - lack of success; the neglect or omission of expected or required action; the action or state of not functioning.
- SYN: collapse, breakdown.

10. Strengthen: V – củng cố, tăng cường, thúc đẩy - make or become stronger.
- Phrase: strengthen someone's hand (or hands): enable or encourage a person to act more vigorously or effectively.
- SYN: reinforce, bolster, cement.

11. Undermine: V – đào dưới chân, xói mòn, cài mìn, làm suy yếu (nền móng, cơ sở), hủy hoại - erode the base or foundation of (a rock formation); lessen the effectiveness, power, or ability of, especially gradually or insidiously.
- SYN: erode, weaken, sap, wear smt down.

12. Cap:
- V – giới hạn - lessen the effectiveness, power, or ability of, especially gradually or insidiously.
- N – Cái mũ, mỏm, đầu đạn – a type of soft flat hat with peak.
- SYN: curb, limit, control, restrict, contain, check, suppress, hold smt in check.

13. Mill: máy xay; nhà máy - a building equipped with machinery for grinding grain into flour; a factory fitted with machinery for a particular manufacturing process.
- SYN: factory, plant, works, yard, workshop, foundry.

14. Discourage: V – làm nản lòng, can ngăn - cause (someone) to lose confidence or enthusiasm
- SYN: dissuade, talk sb out of smt, warn sb off smt.

15. Emitter: N – vật phát xạ, bộ phát, nguồn bức xạ - a thing which emits something.

16. Utility:
- N - Sự có lợi, sự có ích; tính hữu dụng, tính thiết thực; công trình hạ tầng kỹ thuật - the state of being useful, profitable, or beneficial.
- Adj - Thực tiễn, tiêu chuẩn hoá chặt chẽ; tiện ích - useful, especially through being able to perform several functions; functional rather than attractive.
- SYN: facility, service, resource, amenity.

17. Allowance
- N: Sự cho phép, sự thừa nhận, công nhận; Tiền trợ cấp; tiền cấp phát; sự chiếu cố, dung thứ; sự trừ, bớt, chiết khấu  - the amount of something that is permitted, especially within a set of regulations or for a specified purpose; a sum of money paid regularly to a person to meet needs or expenses.
- V: trợ cấp, chia phần ăn cho - give (someone) a sum of money as an allowance.
- SYN: share, allocation, commission, ration, cut, percentage.
- phrase: to make allowance (s) for: take into consideration when planning something.

18.  Tighten: V – căng, thắt chặt, giữ chặt - make or become tight or tighter.
- SYN: clench, tense.

19. Boost:
- V – nâng lên, đẩy mạnh, tăng cường, thúc đẩy, tăng giá, làm cho nổi tiếng - help or encourage (something) to increase or improve; push from below
- N – Sự tăng giá, sự nổi tiếng - a source of help or encouragement leading to increase or improvement.
- SYN: increase, raise, intensify, maximize, heighten, inflate, turn smt up.

20. Attribute:
- N: thuộc tính, vật tượng trưng - a quality or feature regarded as a characteristic or inherent part of someone or something
- V: chỉ định, cho là, quy cho - regard something as being caused by.
- SYN: feature, characteristic, quality, property, trait, point.

21. ingenuity:
- N: kỹ năng, sự khéo léo – the quality of being clever, original, and inventive.
- SYN: inspiration, creativity, vision, originality, imagination, inventiveness.

22. Scheme:
- N: Sự sắp xếp theo hệ thống, sự phối hợp; Kế hoạch thực hiện, kế hoạch tổ chức; âm mưu, thủ đoạn, mưu đồ, kế hoạch bí mật, ý đồ; Lược đồ, giản đồ, sơ đồ - a large-scale systematic plan or arrangement for attaining some particular object or putting a particular idea into effect
- V: vạch kế hoạch, tổ chức, âm mưu - make plans, especially in a devious way or with intent to do something illegal or wrong.
- Phrase: the scheme of things: a supposed or apparent overall system, within which everything has a place and in relation to which individual details are ultimately to be assessed.
- SYN: conspiracy, plot, intrigue, collusion, sting.

23. Energy efficiency: hiệu suất năng lượng.

24. Renewable sources of power: nguồn năng lượng có thể tái tạo.

25. Sound:
- Adj: khỏe mạnh, lành lặn, tráng kiện, đúng đắn, hợp lý, hoàn chỉnh, vững chắc, thành thạo.
- N: âm thanh, âm, giọng, ấn tượng
- V: nghe, nghe như, có vẻ; phát ra tiếng, báo hiệu, phát âm.

26. Footing:
- N: chỗ để chân, bệ, chân tường, chỗ đứng, địa vị vững chắc, vị trí trong quan hệ với ai, được kết nạp, tổng số - a secure grip with one’s feet, the basis on which something is established or operates; the foundations of a wall, usually with a course of brickwork wider than the base of the wall; the foundations of a wall, usually with a course of brickwork wider than the base of the wall.
- SYN: bottom, base, foundation.

B - Useful grammar
1.        Relative Clause – Mệnh đề quan hệ.
2.        Present perfect tense – Thì hiện tại hoàn thành.
3.        Condition Clause (3 types of “If” clause) – 3 dạng câu điều kiện.

C – Exercise:
1.        Answer the following questions:
-        What does the word “the cap” in line 6 refer to?
-        Why is the collapse of the price of permits troubling?
-        Why did the carbon’s price drop sharply?
-        What is the most worrying effect of the drop of carbon’s price?
-        How did European countries do to deal with climate change?
2.        What is the main idea of the article?
3.        Make sentences with all the new words. Find one collocation word and one opposite word for each.


* NOTE: - Những chỗ có màu chanh voan là nghĩa của từ mới, mọi người chỉ cần bôi đậm là có thể nhìn thấy nghĩ của từ mới
đó.

  - MỌI NGƯỜI NỘP BÀI TẬP BẰNG CÁCH POST BÀI DƯỚI THREAD NÀY!!!
  - NHỚ HỌC THUỘC HẾT TỪ MỚI HA MỌI NGƯỜI.

ĐÁP ÁN
Dưới đây là đáp án của bài, mọi người bôi đen để đọc nhé.


1.        Answer the following questions:
-        What does the word “the cap” in line 6 refer to?
        The cap refers to the European’s climate change tackling program that caps the overall emissions that power plants, steel mills and other industries can put into atmosphere.

-        Why is the collapse of the price of permits troubling?
        The price of permits’ collapse is troubling because the low price discourages emitters investing in climate-friendly technologies and fuels.

-        Why did the carbon’s price drop sharply?
        The carbon’s price dropped sharply because of 2 reasons. Firstly, European governments issued too many permits in the first place due to the miscalculation on the needed number of permits to achieve their goals. Secondly, high unemployment and weak demand for electricity have cut industrial emissions to the point where companies simply do not have to buy allowances to meet their caps.

-        What is the most worrying effect of the drop of carbon’s price?
        The most worrying effect of the drop in the price of carbon is that it could discourage policy makers from addressing climate change if they conclude that Europe’s experience is useless.

-        How did European countries do to deal with climate change?
        Beside the cap and trade system, European countries have dealt with climate change through policies encouraging energy efficiency and renewable sources of power like wind and solar.

2.        What is the main idea of the article?
Although the EU cap-and-trade system on tackling climate change has faced difficulties on technical mistakes, the prolonged recession and the failure of policy makers, its cap of emission still brought about effective progress.

Summary:
3 ý chính của bài Summary:
-        Introduction to the EU cap and trade system.
-        The obstacles that the program has to face with and its results.
-        Conclusion and solutions.

Sau đây là bài tham khảo:
The European Union has been the first one tackling climate change by starting the first major cap-and-trade system designed to reduce carbon-dioxide emissions by putting a price on them. Technical mistakes, Europe’s prolonged recession and the failure of policy makers to strengthen the system are undermining the program’s effectiveness. However, the cap on emissions has brought about positive results, the emissions have fallen by 14 percent among sectors covered by the program in participating countries since 2005. The system could work even better when being strengthened with the political courage. Therefore, the EU program is worth continuing. Its system should be put on a sounder footing to make sure it doesn’t undo the real progress it has made.

Chúc mọi người học tập hiệu quả!

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Tác giả: nekohiro    Thời gian: 3-6-2013 03:52 PM
chiều mai mình sẽ post đáp án, ngày kia mới có bài mới nhé bạn.
Thường thì các bài báo đều có độ dài này. Bài sau mình sẽ soạn ngắn đi nhé!
Cảm ơn đóng góp của bạn! {:155:}

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Tác giả: ngannghiaxiu    Thời gian: 3-6-2013 04:13 PM
C – Exercise:
1.  Answer the following questions:
-  What does the word “the cap” in line 6 refer to?
The cap, which is regulated through permits, declines every year, forcing businesses to become more efficient or buy permits from another firm or on the open market.
-  Why is the collapse of the price of permits troubling?
Because :Recently, the price of permits has collapsed to less than 4 euros (around $5.25) per ton of carbon, down from nearly 30 euros in 2008. This is troubling because the low price discourages emitters investing in climate-friendly technologies and fuels. In Britain, for instance, electric utilities have cut back on cleaner-burning natural gas and are using more coal, which puts roughly twice as much carbon into the atmosphere.
-  Why did the carbon’s price drop sharply?
Because  European governments issued too many permits in the first place because they miscalculated how many would be needed to achieve their goals. And the recession, high unemployment and weak demand for electricity have cut industrial emissions to the point where companies simply do not have to buy allowances to meet their caps. European policy makers haven’t helped either. Earlier this month, the European Parliament considered temporarily tightening the overall cap to boost the price of allowances. But opposition by several countries that rely heavily on coal torpedoed the measure.  
-  What is the most worrying effect of the drop of carbon’s price?
Is that it could discourage policy makers elsewhere in the world, including Washington, from addressing climate change if they conclude that Europe’s experience is a bust. Several national and state governments have started or are pursuing similar approaches.
-  How did European countries do to deal with climate change?
Emissions have fallen by 14 percent among sectors covered by the program in countries that have participated since 2005. Analysts attribute much of that reduction to the cap on emissions, not the recession. The system could work even better if Europe’s leaders find the ingenuity to strengthen it and the political courage to weather the criticism that could result from higher electricity prices.
2.  What is the main idea of the article? Summary the article in 150 words.

3.  Make sentences with all the new words. Find one collocation word and one opposite word for each.

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Tác giả: nekohiro    Thời gian: 4-6-2013 11:44 AM
Chào cả nhà mình! {:290:}
Đáp án cho bài đọc hôm qua đã được post liền với bài để mọi người tiện theo dõi, mọi người bôi đen để xem nhé.
Sáng mai mình sẽ post bài mới nhé! {:155:}

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Tác giả: nekohiro    Thời gian: 4-6-2013 01:43 PM

ngannghiaxiu gửi lúc 3-6-2013 16:13
C – Exercise:
1.  Answer the following questions:
-  What does the word “the cap” in line 6 refe ...

Bạn xem lại câu trả lời của câu hỏi số 1 và số 5 nhé.
3 câu còn lại (2,3,4) thì đúng rồi bạn ạ.
Tuy nhiên, khi tìm câu trả lời trong bài đọc, bạn cố gắng tìm được ý chính để trả lời câu hỏi, đừng copy nguyên cả đoạn văn chứa câu trả lời nhé!
Cảm ơn bạn!

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Tác giả: nekohiro    Thời gian: 5-6-2013 12:13 PM
Chào cả nhà, hôm nay chúng ta tiếp tục với đề tài ENVIRONMENT nhé. Vì bài trước màu chữ khó nhìn nên lần này mình để chữ đen nhé.

Sea level rise

Sea levels around the world are rising. Current sea-level rise potentially affects human populations (e.g., those living in coastal regions and on islands) and the natural environment (e.g., marine ecosystems). Between 1870 and 2004, global average sea levels rose 195 mm (7.7 in). From 1950 to 2009, measurements show an average annual rise in sea level of 1.7 ± 0.3 mm per year, with satellite data showing a rise of 3.3 ± 0.4 mm per year from 1993 to 2009, a faster rate of increase than previously estimated. It is unclear whether the increased rate reflects an increase in the underlying long-term trend.

Two main factors contributed to observed sea level rise. The first is thermal expansion: as ocean water warms, it expands. The second is from the contribution of land-based ice due to increased melting. The major store of water on land is found in glaciers and ice sheets.

Sea level rise is one of several lines of evidence that support the view that the climate has recently warmed. It is very likely that human-induced (anthropogenic) warming contributed to the sea level rise observed in the latter half of the 20th century.

Sea level rise is expected to continue for centuries. In 2007, the Intergovernmental Panel on Climate Change (IPCC) projected that during the 21st century, sea level will rise another 18 to 59 cm (7.1 to 23 in), but these numbers do not include "uncertainties in climate-carbon cycle feedbacks nor do they include the full effects of changes in ice sheet flow". More recent projections assessed by the US National Research Council (2010) suggest possible sea level rise over the 21st century of between 56 and 200 cm (22 and 79 in).

On the timescale of centuries to millennia, the melting of ice sheets could result in even higher sea level rise. Partial deglaciation of the Greenland ice sheet, and possibly the West Antarctic ice sheet, could contribute 4 to 6 m (13 to 20 ft) or more to sea level rise.

A.        New words
1. Coastal
- ADJ: Thuộc bờ biển, miền ven biển - of or near a coast.
- Example: coastal erosion, coastal waters.

2. Marine
- ADJ: thuộc biển, hải quân, ngành hàng hải, đường biển - relating to or found in the sea, relating to shipping or naval matters.
- N: đội tàu buôn, đội thuyền buôn; hải quân, lính thủy đánh bộ; tranh vẽ cảnh biển - a member of a body of troops trained to serve on land or sea
- Idioms: tell it to the marines: nói cho ma nghe - a scornful expression of disbelief.

3. Ecosystem
- N: Hệ sinh thái - a biological community of interacting organisms and their physical environment.
- SYN: nature, the environment, wild life.

4. Underlying
- ADJ: dưới, nằm dưới; cơ bản, cơ sở - important in a situation but not always easily noticed or stated clearly.
- SYN: fundamental, radical, basic, essential, elementary, ultimate, rudimentary.

5. Thermal
- ADJ: nhiệt, nóng - relating to heat.
- N: luồng không khí nóng bốc lên - an upward current of warm air, used by gliders, balloonists, and birds to gain height.
- SYN: heated , hot , lukewarm , melting , roasting , scorching , sizzling , snug , summery , sweltering , thermic , toasty.

6. Land-based ice: băng trên đất liền.

7. Melt
- N: sự nấu chảy, sự tan - an act or period of melting
- V: tan, chảy, toát mồ hôi, cảm động, động lòng, nao núng; làm tan chảy, nấu chảy - make or become liquefied by heating; make or become more tender or loving; disappear or disperse.
- Phrasal verb: melt down: collapse or break down disastrously; undergo a catastrophic failure as a result of the fuel overheating.
- SYN: dissolve, thaw, defrost.

8. Glacier
- N: sông băng - a slowly moving mass or river of ice formed by the accumulation and compaction of snow on mountains or near the poles.
- SYN: berg , floe , glacial mass , iceberg , icecap , ice field , ice floe , snow slide

9. Ice-sheet: dải băng.

10. Induce
- V: xui khiến; gây ra; quy vào, kết luận - succeed in persuading or leading (someone) to do something; bring about or give rise to; bring on (the birth of a baby) artificially, typically by the use of drugs.
- SYN: cause, result in, lead to, produce, bring about, give rise to, create, make.

11. Anthropogenic
- ADJ: của con người, do con người gây ra - (chiefly of environmental pollution and pollutants) originating in human activity.

12. Uncertainty
- N: sự không chắc chắn, không rõ ràng, dễ thay đổi, không kiên định - the state of being uncertain.
- SYN: doubt, question, confusion, indecision.

13. Assess
- V: định giá, đánh giá, ước định, định mức, đánh thuế, phạt.
- SYN: judge, evaluate, rate, gauge.

14. Millennia – plural form of millennium.
- N: thiên niên kỷ, thời đại hoàng kim.

15. Deglaciation
- N: sự tan băng - the disappearance of ice from a previously glaciated region.

B.        Exercise

1. Do the following statement agree with the information in the reading passage?
Write Yes if the statement is true according to the passage.
  No if the statement is false according to the passage.
  Not given if the information is not given in the passage.
a.        The annual rise of sea level from in the past 50 years is the fastest rate of increase.
b.        The thermal expansion and the deglaciation of land based ice are the main causes of the rise of sea level.
c.        Sea level rise is the unique result of global warming
d.        According to a research, the climate-carbon cycle feedbacks and the changes in ice sheet flow also result in the rise of sea level.

2. What is the main idea of the passage?
a. Sea-level rise will bring about severe effects to human life.
b. The rise of the sea-level is the result of human activities.
c. The melting of ice has given rise to the rising sea level.
d. Sea level around the world has been rising for many years and the trend will continue.

3. Learn and make sentences with new words.


ANSWER:
1.
a.        The annual rise of sea level from in the past 50 years is the fastest rate of increase.
Answer: No - From 1950 to 2009, measurements show an average annual rise in sea level of 1.7 ± 0.3 mm per year, with satellite data showing a rise of 3.3 ± 0.4 mm per year from 1993 to 2009, a faster rate of increase than previously estimated.

b.        The thermal expansion and the deglaciation of land based ice are the main causes of the rise of sea level.
Answer: Yes. Two main factors contributed to observed sea level rise. The first is thermal expansion: as ocean water warms, it expands. The second is from the contribution of land-based ice due to increased melting.

c.        Sea level rise is the unique result of global warming
Answer: No - Sea level rise is one of several lines of evidence that support the view that the climate has recently warmed.

d.        According to a research, the climate-carbon cycle feedbacks and the changes in ice sheet flow also result in the rise of sea level.
Answer: Not given - In 2007, the Intergovernmental Panel on Climate Change (IPCC) projected that during the 21st century, sea level will rise another 18 to 59 cm (7.1 to 23 in), but these numbers do not include "uncertainties in climate-carbon cycle feedbacks nor do they include the full effects of changes in ice sheet flow".

2. Answer: D.

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Tác giả: thanhduy213    Thời gian: 5-6-2013 10:18 PM
Exercise
1.
a. The annual rise of sea level from in the past 50 years is the fastest rate of increase.
        No. The annual rise of sea level from in the past 50 years is the faster rate of increase than previously estimated
b. The thermal expansion and the deglaciation of land based ice are the main causes of the rise of sea level.
        Yes. The thermal expansion and the deglaciation of land based ice are the main causes of the rise of sea level.
c.  Sea level rise is the unique result of global warming
        No. Sea level rise is one of the many results of global warming.  
d. According to a research, the climate-carbon cycle feedbacks and the changes in ice sheet flow also result in the rise of sea level.
  No. Uncertainties in climate-carbon cycle feedbacks or do they include the full effects of changes in ice sheet flow in the rise of sea level.

2. What is the main idea of the passage?
a. Sea-level rise will bring about severe effects to human life.
b. The rise of the sea-level is the result of human activities.

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Tác giả: nekohiro    Thời gian: 6-6-2013 11:56 AM
Đáp án cho bài đọc số 2 trong chủ đề Environment đã có rồi nhé.
Các bạn xem đáp án phía dưới đề bài nha.
Sáng mai sẽ là bài đọc số 3 ^^
chúc mọi người học tốt! {:306:}

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Tác giả: nekohiro    Thời gian: 7-6-2013 11:50 AM
Bài đọc số 3 - topic Environment.

Air Pollution

Smog hanging over cities is the most familiar and obvious form of air pollution. But there are different kinds of pollution—some visible, some invisible—that contribute to global warming. Generally any substance that people introduce into the atmosphere that has damaging effects on living things and the environment is considered air pollution.

Carbon dioxide, a greenhouse gas, is the main pollutant that is warming Earth. Though living things emit carbon dioxide when they breathe, carbon dioxide is widely considered to be a pollutant when associated with cars, planes, power plants, and other human activities that involve the burning of fossil fuels such as gasoline and natural gas.

Other greenhouse gases include methane—which comes from such sources as swamps and gas emitted by livestock—and chlorofluorocarbons (CFCs), which were used in refrigerants and aerosol propellants until they were banned because of their deteriorating effect on Earth's ozone layer.

Another pollutant associated with climate change is sulfur dioxide, a component of smog. Sulfur dioxide and closely related chemicals are known primarily as a cause of acid rain. But they also reflect light when released in the atmosphere, which keeps sunlight out and causes Earth to cool. Volcanic eruptions can spew massive amounts of sulfur dioxide into the atmosphere, sometimes causing cooling that lasts for years. In fact, volcanoes used to be the main source of atmospheric sulfur dioxide; today people are.

Industrialized countries have worked to reduce levels of sulfur dioxide, smog, and smoke in order to improve people's health. But the lower sulfur dioxide levels may actually make global warming worse.

Most people agree that to curb global warming, a variety of measures need to be taken. On a personal level, driving and flying less, recycling, and conservation reduces a person’s "carbon footprint"—the amount of carbon dioxide a person is responsible for putting into the atmosphere.

On a larger scale, governments are taking measures to limit emissions of carbon dioxide and other greenhouse gases. One way is through the Kyoto Protocol, an agreement between countries that they will cut back on carbon dioxide emissions. Another method is to put taxes on carbon emissions or higher taxes on gasoline, so that people and companies will have greater incentives to conserve energy and pollute less.

A. New words
1. Substance - N: chất liệu, vật chất, bản chất, nội dung, tính có giá trị, tài sản
+ a particular kind of matter with uniform properties.
+ the real physical matter of which a person or thing consists and which has a tangible, solid presence.
+ the quality of having a solid basis in reality or fact.
+ the essential nature underlying phenomena, which is subject to changes and accidents.

2. Emit
- V: phát ra, tỏa ra, phát xạ, phát hành - produce and discharge (something, especially gas or radiation), make (a sound)
- SYN: afford , beam , belch , breathe , cast out

3. Fossil fuel: Nhiên liệu hóa thạch - a natural fuel such as coal or gas, formed in the geological past from the remains of living organisms.

4. Fossil:
- Adj: hóa thạch, cổ lỗ, lỗi thời –
- N: vật hóa thạch, người cổ lỗ, lỗi thời - the remains or impression of a prehistoric plant or animal embedded in rock and preserved in petrified form.

5. Swamp:
- N: đầm lầy, vũng lầy - an area of low-lying, uncultivated ground where water collects; a bog or marsh.
- V: làm ngập nước, làm ướt đẫm, tràn ngập, che khuất, làm mất tác dụng, bị ngập vào - overwhelm or flood with water, overwhelm with an excessive amount of something.
- SYN: overwhelm, bombard, flood, inundate; marsh, wetland, bog.

6. Livestock
- N: vật nuôi, thú nuôi, gia súc - farm animals regarded as an asset.

7. Refrigerant
- Adj: làm lạnh, để đông lạnh - causing cooling or refrigeration.
- N: chất làm lạnh, chất để đông lạnh - a substance used for refrigeration.

8. Aerosol
- N: bình phun - a substance enclosed under pressure and released as a fine spray by means of a propellant gas.

9. Propellant
- Adj: đẩy đi, đẩy tới - capable of propelling something.
- N: chất nổ đẩy (đạn, tên lửa) - a substance that propels something, in particular: an inert fluid, liquefied under pressure; an explosive that fires bullets from a firearm; a substance used as a reagent in a rocket engine to provide thrust.

10. Deteriorate
- V: làm hư hỏng, làm giảm giá trị, làm cho xấu đi - become progressively worse.
- SYN: worsen, get worse, weaken, decline, slip, fail, relapse, degenerate.

11. Volcanic
- Adj: thuộc núi lửa, giống như núi lửa; nóng nảy, hung hăng, mãnh liệt, sục sôi, dữ dội - relating to or produced by a volcano or volcanoes; (of a feeling or emotion) bursting out or liable to burst out violently.

12. Eruption:
- N: sự phun, phun trào, sự nổ ra, sự ban phát, sự mọc lên - an act or instance of erupting; a spot, rash, or other mark appearing suddenly on the skin.
- SYN: explosion, blast.

13. Spew:
- N: sự nôn, mửa - vomit
- V: nôn ra, chúc nòng súng, làm tuôn thành dòng, đẩy ra - expel large quantities of (something) rapidly and forcibly
- SYN: flow, run, pour, stream, circulate, pump, cascade, spurt, gush.

14. Atmospheric
- Adj: thuộc khí quyển, thuộc không khí - relating to the atmosphere of the earth, creating a distinctive mood, typically of romance or nostalgia.
- SYN: airy, climatic, barometrical, baroscopic, meteorological, aerial, ethereal, hazy, misty, pneumatic.
15. Incentive:
- Adj: khuyến khích, khích lệ
- N: sự khuyến khích, khích lệ, thúc đẩy, động cơ - a thing that motivates or encourages someone to do something
- SYN: motivation, stimulus, impetus, inspiration, inducement.

16. Gasoline:
- N: khí đốt, nhiên liệu, dầu hỏa, xăng
- SYN: petrol, oil, diesel.

17. Smog
- N: sương khói, khói lẫn sương, khói mù - fog or haze intensified by smoke or other atmospheric pollutants.
- SYN: smoke, fume, exhaust.

18. Conserve
- V: duy trì, bảo tồn, bảo toàn, gìn giữ - protect (something, especially something of environmental or cultural importance) from harm or destruction, prevent the wasteful overuse of (a resource).
- N: mứt quả - a preparation made by preserving fruit with sugar; jam or marmalade.


B. Exercise:
1. Do the following statement agree with the information in the reading passage?
Write Yes if the statement is true according to the passage.
  No if the statement is false according to the passage.
  Not given if the information is not given in the passage.
a. Air pollution is the main component of global warming.
b. Both Carbon dioxide and methane are considered kinds of greenhouse gas.
c. Sulfur dioxide only causes harmful effects to the Earth.
d. The Kyoto protocol and taxes on carbon emissions and gasoline are considered to be the most effective methods to deal with air pollution.
e. Volcanoes are the main source of atmospheric sulfur dioxide today.

2. Choose the most relevant answer for each question.
a. The word “they” in line 14 refers to:
(i). Volcanic eruptions
(ii). Sulfur dioxide and closely related chemicals
(iii). Acid rains
(iv). Atmosphere pollutants

b. What is the main idea of the reading passage?
(i). There are different kinds of pollution that contribute to global warming.
(ii). Air pollution has damaging effects on living things and the environment.
(iii). Air pollution needs to be solved in personal level and world-wide scale.
(iv). A variety of measures need to be taken to deal with air pollution that comes from many sources.



ANSWERS
1.
a. Air pollution is the main component of global warming.
NG. There are different kinds of pollution—some visible, some invisible—that contribute to global warming.

b. Both Carbon dioxide and methane are considered kinds of greenhouse gas.
Yes. Carbon dioxide, a greenhouse gas, is the main pollutant that is warming Earth. Other greenhouse gases include methane.

c. Sulfur dioxide only causes harmful effects to the Earth.
No. Sulfur dioxide and closely related chemicals are known primarily as a cause of acid rain. But they also reflect light when released in the atmosphere, which keeps sunlight out and causes Earth to cool.

d. The Kyoto protocol and taxes on carbon emissions and gasoline are considered to be the most effective methods to deal with air pollution.
NG. Governments are taking measures to limit emissions of carbon dioxide and other greenhouse gases. One way is through the Kyoto Protocol. Another method is to put taxes on carbon emissions or higher taxes on gasoline.

e. Volcanoes are the main source of atmospheric sulfur dioxide today.
No. Volcanoes used to be the main source of atmospheric sulfur dioxide.

2.
a. (ii). Sulfur dioxide and closely related chemicals.
b. (iv). A variety of measures need to be taken to deal with air pollution that comes from many sources.

Chúc mọi người cuối tuần vui vẻ!

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Tác giả: koi_lazy    Thời gian: 7-6-2013 12:23 PM
1.
a. NG
b. Yes
c. No
d. NG
e. Yes

2.
a. (ii)
b. (i)

Lần đầu thử làm làm :3 Mong mọi người giúp đỡ ạ!
{:181:}{:176:}{:311:}
À cái câu a phần 2 ý ạ, ở đây k đánh số dòng cũng k chú thích in nghiên gì đó từ they này nên mình chém bừa nó ở đoạn 4 vì thấy mỗi từ "they" đoạn gần gần xung quanh đó có mỗi em nó thì phải ^_^

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Tác giả: cuoilennhe    Thời gian: 7-6-2013 10:20 PM
B. Exercise:
1. Do the following statement agree with the information in the reading passage?
Write Yes if the statement is true according to the passage.
  No if the statement is false according to the passage.
  Not given if the information is not given in the passage.
a. Air pollution is the main component of global warming.=>Not given
b. Both Carbon dioxide and methane are considered kinds of greenhouse gas.=>yes
c. Sulfur dioxide only causes harmful effects to the Earth=>no
d. The Kyoto protocol and taxes on carbon emissions and gasoline are considered to be the most effective methods to deal with air pollution=>not given
e. Volcanoes are the main source of atmospheric sulfur dioxide today =>yes

2. Choose the most relevant answer for each question.
a. The word “they” in line 14 refers to:
(ii). Sulfur dioxide and closely related chemicals

b. What is the main idea of the reading passage?
(i). There are different kinds of pollution that contribute to global warming.

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Tác giả: nekohiro    Thời gian: 8-6-2013 11:32 AM
Đáp án của bài đọc số 3 đã được post bên dưới đề bài.
Mời mọi người check nhé!
Topic Environment tuần này đã kết thúc tại đây. Các bạn viết 1 bài khoảng 250 - 300 từ về topic này nhé
Chúc cuối tuần vui vẻ {:161:}

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Tác giả: nekohiro    Thời gian: 10-6-2013 11:32 AM
Chào mọi người, tuần trước chúng ta đã làm 3 bài đọc về Environment. Topic của tuần này là Education nhé.
Bài đọc số 1.

What motivates children to learn?

Every child learns a little differently.  It would be convenient if each child fit into one of the traditional learning styles, such as visual learner, kinesthetic learner, or auditory learner.  The truth is that each child is a unique combination of these learning styles as well as other points in their personalities that make their learning style unique to each child.

Learning styles tend to explain how a child learns.  Visual learners like to see the educational material demonstrated, they tend to like learning on the computer.  Kinesthetic learners need to touch and feel to learn, they like to build models. Auditory learners learn best when hearing the information presented.  Besides having a way that they like to learn, each student has a reason, a motivation, why they learn. It is important to take advantage of not only the way the child learns, but what motivates the child to learn.

Some children learn what is put before them because they feel some sense of obligation to do what they are told to do.  For these children it doesn’t seem to matter how the material is presented, but that the material is presented. Sometimes these children are called compliant learners.  They do not seem to need external rewards to learn unless you consider the approval of adults as a reward.

Other children seem to need a more tangible reward.  Some athletes are examples of this.  They do the school work because the end result is that if they do their schoolwork they are allowed participation in their chosen sport.  An example might be football players who must maintain a “C” average to be allowed to play in the game on Friday night.

There are things that are considered rewards, and for each child there is a different reward that is important. Some children are motivated by rewards that are internal.  They learn because it gives them pleasure, or they are driven to know more about a subject, or they are driven to learn to know more than other children, in a sense to become an expert.  There is a set of children who learn for the joy of accumulating knowledge; in a sense the knowledge itself is the reward.

Some children are motivated by the act of completion.  For example, each chapter in science is an exercise to be completed.  When they finish the chapter, they have checked off some mark, and are ready to begin the next chapter, so that they can complete it.  For that child, the reward is the check mark, not necessarily the knowledge gained.

Grades are another important reward. Receiving the praise for the grades or the gaining attention for grades can be a reward and a motivator.

It is important to find out what the motivator is for your child.External rewards, internal rewards, accolades, privileges, or simply the joy of learning can all be powerful motivators.  Once you find the right combination of motivating rewards for your child you will better understand what inspires them to learn.  In combination with learning styles, motivational styles can help you get the most learning into your child, with the fewest drawbacks.



A.        New words

1. Visual /ˈvɪʒjʊəl, -zj-/
- Adj: (thuộc) thị giác, có liên quan đến thị giác; (thuộc) sự nhìn, dùng cho mắt nhìn - relating to seeing or sight.
- SYN: beheld , discernible , imaged , observable , observed , ocular , optic , optical , perceptible , seeable.

2. Kinesthetic
- Adj: (thuộc) cảm giác vậnđộng – relating to the awareness of the position and movement of the parts of the body by means of sensory organs (proprioceptors) in the muscles and joints.

3. Auditory /ˈɔːdɪt(ə)ri/
- Adj: (thuộc) sự nghe; (thuộc) thính giác - relating to the sense of hearing.
- SYN: auricular , acoustic , aural , otic , auditive , audible , sound , audile

4. Obligation /ɒblɪˈgeɪʃ(ə)n/
- N: Nghĩa vụ; bổn phận; sự mang ơn, sự biết ơn, sự hàm ơn; giao ước - an act or course of action to which a person is morally or legally bound; a duty or commitment.
- SYN: responsibility, duty, charge, burden, liability, job, commitment, accountability.

5. Compliant /kəmˈplʌɪənt/
- Adj: chiều theo ý người khác, dễ dãi; Phục tùng mệnh lệnh; phù hợp với - disposed to agree with others or obey rules, especially to an excessive degree; meeting or in accordance with rules or standards.
- SYN: passive, docile, amenable, submissive, meek.

6. Tangible /ˈtan(d)ʒɪb(ə)l/
- Adj: Hữu hình, xác thực, hiển nhiên, rõ ràng, có thật - perceptible by touch, clear and definite; real
- SYN: actual , appreciable , corporeal , definite , detectable , discernible , distinct , embodied , evident , factual.

7. Accumulate /əˈkjuːmjʊleɪt/
- V: Chất đống, chồng chất, tích luỹ, gom góp, dồn, làm giàu, tích của - gather together or acquire an increasing number or quantity of; gradually gather or acquire; build up
- SYN: built up, pile up, multiply, mount up, accrue.

8. Accolade /ˈakəleɪd, ˌakəˈleɪd/
- N: Sự ôm hôn, sự gõ nhẹ sống gươm lên vai (khi phong tước); (âm nhạc) dấu gộp - an award or privilege granted as a special honour or as an acknowledgement of merit; a touch on a person’s shoulders with a sword at the bestowing of a knighthood

9. Privilege /ˈprɪvɪlɪdʒ/
- N: Đặc quyền; đặc lợi (về một tầng lớp, cấp bậc..); Đặc ân (tạo cơ hội cho ai, cho ai ân huệ..); Quyền được nói, quyền được làm (không sợ bị trừng phạt) - a special right, advantage, or immunity granted or available only to a particular person or group.
- V: Cho đặc quyền; ban đặc ân (cho ai); Miễn (ai) khỏi chịu (gánh nặng...) - grant a privilege or privileges to exempt (someone) from a liability or obligation to which others are subject.
- SYN: pleasure, delight, joy, treat, honor, pride.

B.        Exercise
1. Do the following statement agree with the information in the reading passage?
Write Yes if the statement is true according to the passage.
  No if the statement is false according to the passage.
  Not given if the information is not given in the passage.
a. There are only three traditional learning styles: visual, kinesthetic, and auditory learner.

b. Kinesthetic learners like learning on the computer while auditory learners learn by building models.

c. Compliant learners learn because of the obligation that they are told to do.

d. For some children, knowledge is considered a reward.

e. For a majority of children, the reward is the act of completion, not necessarily the knowledge gained.

f. Motivational styles are more important than learning styles in promoting child learning.

2. Choose the most relevant answer for each question.
a. What does the word “they” in red refer to?
(i) Other children.
(ii) Some athletes.
(iii) Examples
(iv) Football players.

b. What is the main idea of the reading passage?
(i) External rewards, internal rewards, accolades, privileges, or the joy of learning can all be powerful motivators of learning.
(ii) It is important to find out what the motivator is for your child.
(iii) A child’s personality makes their learning style unique.
(iv) Each child has a motivation to learn.



Answer:
1.
a. There are only three traditional learning styles: visual, kinesthetic, and auditory learner.
NG. It would be convenient if each child fit into one of the traditional learning styles, such as visual learner, kinesthetic learner, or auditory learner.

b. Kinesthetic learners like learning on the computer while auditory learners learn by building models.
N. Kinesthetic learners need to touch and feel to learn, they like to build models. Auditory learners learn best when hearing the information presented.

c. Compliant learners learn because of the obligation that they are told to do.
Y. Some children learn what is put before them because they feel some sense of obligation to do what they are told to do.  Sometimes these children are called compliant learners.

d. For some children, knowledge is considered a reward.
Y. There is a set of children who learn for the joy of accumulating knowledge; in a sense the knowledge itself is the reward.

e. For a majority of children, the reward is the act of completion, not necessarily the knowledge gained.
N. Some children are motivated by the act of completion.

f. Motivational styles are more important than learning styles in promoting child learning.
NG. In combination with learning styles, motivational styles can help you get the most learning into your child, with the fewest drawbacks.

2. a. What does the word “they” in red refer to?
(ii) Some athletes.

b. What is the main idea of the reading passage?
(ii) It is important to find out what the motivator is for your child.

Chúc mọi người học tốt!

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Tác giả: doraebun    Thời gian: 10-6-2013 08:37 PM

nekohiro gửi lúc 10-6-2013 11:32
Chào mọi người, tuần trước chúng ta đã làm 3 bài đọc về Environment. Topic của tuần ...

1.
a, No
b, No
c, Yes
d, Yes
e, Yes
f, No
2.
a, (i)
b, (ii)

P/s: Tớ nộp bài bạn nhé, chắc là sai nhiều lắm đây, bài này tớ đoán mò nhiều lắm. Đi học tiếng anh, tớ  sợ bài đọc hiểu thế này lắm vì tớ kém từ vựng. Cảm ơn bạn nhé!!!

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Tác giả: thanhduy213    Thời gian: 10-6-2013 11:42 PM
What motivates children to learn?
Exercise
1.  Do the following statement agree with the information in the reading passage?
Write Yes if the statement is true according to the passage.
  No if the statement is false according to the passage.
  Not given if the information is not given in the passage.
a. Yes
b.  No
c. Yes
d. Yes
e. Yes
f. Yes
2. Choose the most relevant answer for each question.
a. What does the word “they” in red refer to?
(ii) Some athletes.

b. What is the main idea of the reading passage?
(iv) Each child has a motivation to learn.

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Tác giả: nekohiro    Thời gian: 11-6-2013 10:55 AM
Mình đã post đáp án của bài đọc số 1 - chủ đề Education tuần này.
Các bạn xem đáp án bên dưới đề bài nhé!

Chúc mọi người một ngày học tập hiệu quả {:155:}.

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