A So was her successful business,
B So successful was her business
C Her business was successful
D So successful her business was,
A You can’t, I think!
B No, you can’t.
C Yes, you can.
D Can you? That’s very kind.
A recommended
B encouraged
C warned
D reprimanded
A won’t look
B wouldn’t look
C wouldn’t have looked
D looked
A . chip off the old block
B biscuit
C cup of tea
D piece of cake
A respectively
B respectful
C irrespective
D respective
A elements
B factors
C ingredients
D substances
A left
B leaving
C have left
D to leave
A a bit less expensive
B as much expensive as
C not nearly as expensive as
D much far expensive than
A a brown nice leather belt
B a nice brown leather belt
C a leather brown nice belt
D a nice leather brown belt
A leaf
B fruit
C wood
D trees
A It's not true
B That's wrong.
C I couldn't agree any more
D . I don't agree.
A Say it again. I like to hear your words
B Thank you too much
C I think so. I'm proud of myself
D Many thanks, that's a nice compliment
A arrived
B hasn’t arrived
C haven’t arrived
D not arriving
A may have attended
B was to attend
C should have attended
D can have attended
A take up
B turn down
C speed up
D put down
A electrical
B electricity
C electric
D electronic
A be reminded
B must remind
C will be reminded
D will remind
A although
B yet
C so that
D because
A a down- to – earth work of art
B an excellent work of art
C an expensive work of art
D a large work of art
A proof
B clue
C dispute
D exhibit
A frightens me
B moves me
C irritates me
D steers me
A have got home dry
B have been successful
C have not got wet
D have got no water
A unless
B instead of
C restricted
D as well as
A mountain range
B not hardly
C most of
D under
A Establishing
B for students
C was
D of its kind
A to work
B thinking
C are
D for success
A The old
B remember
C which
D kept
A will be
B for
C has been working
D like
A questioning
B approving
C objective
D critical
A prevented from advancing
B forced to study in lower class
C made to remain in the same classes
D made to lag behind
A learning ability and communicative skills
B intellectual abilities
C total personality
D personal and social skills
A Group work provides the pupils with the opportunity to learn to be capable organizers
B Pupils also learn how to participate in teaching activities
C Group work gives pupils the opportunity to learn to work together with others
D Pupils also learn to develop their reasoning ability
A recommend pair work and group work classroom activities
B offer advice on the proper use of the school library
C argue for teaching bright and not-so-bright pupils in the same class.
D emphasize the importance of appropriate formal classroom teaching
A Development of pupils as individuals is not the aim of group work
B Pupils cannot develop in the best way if they are streamed into classes of different intellectual abilities
C It’s not good for a bright child to find out that he performs worst in a mixed-ability class
D There is no fixed method in teaching pupils to develop themselves to the full
A Formal class teaching is the important way to give pupils essential skills such as those to be used in the library
B Pupils as individuals always have the opportunities to work on their own.
C A pupil can be at the bottom of a class
D Pupils can be hindered from an all-round development
A The aim of education is to find out how to teach the bright and not-so-bright pupils
B Various ways of teaching should be encouraged in class
C Children, in general, develop at different rates
D Bright children do benefit from mixed-ability teaching
A is the act of putting pupils into class according to their academic abilities
B aims at enriching both their knowledge and experience
C is quite discouraging
D will help the pupils learn best
A children can learn to work with each other to solve personal problems
B it doesn’t have disadvantages as in streaming pupils
C formal class teaching is appropriate
D its aim at developing the children’s total personality
A Babies ignore facial expressions in comprehending aural language
B Mothers from different cultures speak to their babies in similar ways
C Babies who are exposed to more than one language can speak earlier than babies exposed to a single language.
D The mothers observed by the researchers were consciously teaching their babies to speak.
A They can remember them easily.
B They focus on the meaning of their parents' word.
C They enjoy the sound
D They understand the rhythm.
A speaking with shorter sentences
B giving all words equal emphasis
C using meaningless sounds
D speaking more loudly than normal
A different
B surrounding
C stimulating
D divided
A words
B mothers
C investigators
D babies
A To contrast the reactions of babies to human and nonhuman sounds
B To give examples of typical toys that babies do not like
C To explain how babies distinguish between different nonhuman sounds
D To give examples of sounds that will cause a baby to cry
A The differences between a baby's and an adult's ability to comprehend language
B How babies perceive and respond to the human voice in their earliest stages of language development
C The response of babies to sounds other than the human voice
D How babies differentiate between the sound of the human voice and other sounds
A stress
B leave out
C explain
D repeat
A Babies exaggerate their own sounds and expressions.
B Babies begin to understand words in songs.
C Babies notice even minor differences between speech sounds.
D Babies are more sensitive to sounds than are adults.
A requested
B observed
C theorized
D disagreed
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