Here you can take an algebraic or a numerical ap- proach. That is, you can solve **the** equation for n or you can “test” **the** choices to see if they work. For this les- son, we’ll try **the** “testing” strategy. Since **the** choices are given in ascending order, we’ll start with **the** mid- dle number, (4). Substituting 4 for n gives us 3(2) 5 – 3(2) 4 on **the** left side, which equals 48, not 24. (It’s okay to use your calculator!) Since that doesn’t work, we can eliminate choice (C). But since it’s clearly too big , we can also rule out choices (D) and (E). That’s why we start with (C)—even if it doesn’t work, we still narrow **down** our choices as much as possible. Now just test ei- ther (A) or (B). Notice that (B) gives us 3(2) 4 – 3(2) 3 , which equals 24, **the** right answer.

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Think about giving balloons to kids: you can only have a whole number of balloons, a whole number of kids, and you can’t give **any** kid a fraction of a balloon. If you try to divide 34 bal- loons among 4 kids, each kid can get 8 bal- loons, but **then** you will have 2 balloons “left over.” This is your **remainder**.

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-T calls SS to give **the** answer and **then** T corrects and gives feedback. -T asks Ss to Read **the** passage **then** ans **the** qs . My name is Nguyen Minh Trung. I’m a new student in class 7A.I’m from Ha tinh. Now I live with my grandparents at 13 Phan Dinh Phung Street, Ha Tinh city.It isn’t far from our house to school- about one kilometer, so I walk to school.There are a lot of students in our new school.

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I. **The** Formation You hold **the** pack face **down**, divide it into two portions, as nearly equal as possible, and riffle shuffle them together, dropping **the** cards from each hand alternately. **The** first and last cards should be dropped from **the** left hand. If you have acquired **the** Weave , use it instead of riffle. **The** two packets, thus interlaced, are held in **the** left hand as in Fig. 22, **the** left thumb being just below **the** top of **the** face card of **the** lower packet and **the** left fingers in **the** same position at **the** back. **The** cards of **the** two packets should be exactly in line giving **the** deck **the** appearance of having been pulled out to nearly twice its length. It will now be seen why **the** first and last cards were dropped from **the** left hand first and last. It is by pressure on these two cards that **the** protruding cards are held in place.

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Almost ( 8) ________ household in **the** country has a television and over half have two or more. 34.............. According to (9) ________ survey, people nowadays don’t only watch television sitting in their 35.............. living rooms, they watch it in **the** kitchen and in bed as ( 10 ) ___________. V. Read **the** passage carefully and **write** **the** answers ( from 36 to 40 ) In **the** United States education is usually optional for 5 year – old but mandatory for children ages 6 through 18. In 1990, 90% of all children ages 5 through 18 were enrolled in school. Of those students, 28% nearly one third were in high school. Teaching, especially in elementary school, has traditionally been a woman’s field, and in 1990 only 34% of all teachers in grades 1 through 12 were men. Chiildren go to school five days per week, Monday through Friday, and **the** usual school term is 179 days 36 weeks in 1990 **the** average annual income for teacher was $32,723. Education through grade 12 paid for through taxes, so there is no individual tuition. In 1990 each person in **the** United States paid $859,00 in taxes to support education, and taxpayers spent $4,962,00 for each student enrolled. 36. Who may not go to school in US, according to **the** passage? .......................................................................................................................

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6 7 8 unit eleven: places Section B 1, 2 and 3 1. Listen and repeat • new words: - bus stop: - park - zoo - cinema • Structure: - Why do ou want to go to **the** zoo? - Because I want to see animals 2. Let s talk ’ Eg: S1: Why do ou want to go to..

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Listen to the recording carefully and write down the missing words on your answer.. sheet.[r]

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Suggested ideas There are two levels of education in **the** formal school system in Vietnam – Primary education, and secondary education (secondary and upper secondary education). Primary and lower secondary education are compulsory in Vietnam. Children start to go to primary school at **the** age of six and after 5 year they move to lower secondary school where they stay for 4 year. When they finish lower secondary school, they have to take an examination held in early June every year. **The** academic year, which has two term, last 9 months from September 5 th to **the** end of May. **The** first term is from September to December. After taking **the** final test of **the** first term, children have ten days off for **the** Lunar New Year. **The** second term lasts from January to May. When finishing this term students have three months summer holiday.

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Teacher’s Day - Listen to the teacher II/ TASK 2 : Write a description of one of the popular celebrations in Vietnam .Your description -Write their paragraph down should include the foll[r]

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above , using “not” --call some sts to speak loudly before the class and the others to write on the board -ask the whole class to remark -give feedback +Activity 3 : -ask sts to write 5 [r]

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- To teach sts to remember vocabulary about holidays and celebrations. II.Objectives: By **the** end of **the** lesson students will be able to : - pronounce **the** compound consonants : / fl/ , /fr / and / θ r/ correctly. - know how to use pronoun: one(s), someone, noone, anyone, everyone. - to remember vocabulary about holidays and celebrations.

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(Thanh Niên, 03-04-2008) Example 1.2.2.b in English newspapers: Confused over **the** credit crisis? You are not **the** only one Raise your hand if you don’t quite understand this whole financial crisis. It has been going on for seven months now, and many people probably feel as if they should understand it. But they don’t, not really. **The** part about **the** U.S. housing crash seems simple enough. With banks whispering sweet encouragement, people bought homes they couldn’t afford, and now they are falling behind on their mortgages.

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Mr. Tan : Oh dear ! You were (4)_ _ _ _. How do you feel now? Lan : I feel OK, but I’m a little (5)_ _ _ _ _. Mr. Tan : Oh, you should (6)_ _ _ _ inside at recess. **The** weather’s awful today. Did your Mom **write** a

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many streets and buildings unchanged since medieval times. It is surrounded by some of **the** prettiest countryside in England, and is an ideal base for those wishing to visit such places of interest as Warwick Castle, or **the** beautiful modern cathedral in Coventry . Without doubt, Stratford is best – known as **the** town where **the** playwright William Shakespeare ( 1564 – 1616 ) was born and died. Here you can visit his birthplace, and other buildings associated with his family. These houses are splendid examples of Tudor architecture and there are many other fine, historic buildings well worth visiting in **the** town.

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6 7 8 unit eleven: places Section B 1, 2 and 3 1. Listen and repeat • new words: - bus stop: - park - zoo - cinema • Structure: - Why do ou want to go to **the** zoo? - Because I want to see animals 2. Let s talk ’ Eg: S1: Why do ou want to go to..

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Task 3: Answer **the** questions ( 10minutes) Play a game: Who is he? - Elicits **the** rules of **the** game : There are 6 hidden pieces to form **the** picture. Each piece stands for a question. A correct answer will open a piece and **the** answerer receive a gift. If a student cannot answer a question, others have **the** turn to answer. There are some lucky pieces. If a student choose one of **the** pieces, it will automatically open; he will not have to answer **the** question and receive a gift - Asks students to read **the** passage again and find **the** answers to all questions

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Post speaking : Writing - Ask Ss to write all the sentences they have described above.. Copy all the right sentences above.[r]

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_Write down _ listen and repeat _listen and remember _Listen to the tape _give the answers _Check the answer and write down _take note _ look at the pictures and answer _ read remerber a[r]

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2. Transformation writing **The** teacher gives **the** students handouts with a short paragraph or a letter. **The** students rewrite **the** paragraph or letter as required by **the** teacher. **The** teacher can change information in **the** paragraph in three different ways: change **the** grammar (e.g. from **the** future to **the** past or from ‘I’ to ‘he’); change **the** facts (e.g. from England to

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Ông là người lãnh đạo dân Do Thái vượt qua Biển Đỏ, thoát khỏi ách nô lệ Ai Cập.. Ông là ai?[r]

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To describe how this looks from **the** viewpoint of a given data item, it is helpful to talk in terms of generations. Initially, a data item belongs to generation 1 and has never been copied. If it lasts long enough, **the** data item is copied and thereby enters generation 2; is copied again and enters generation 3; and so forth. We shall use **the** constants τ 1 , τ 2 , ..., to represent **the** times (as measured along each data item’s own time line) of **the** move operations just described. That is, τ i , i = 1, 2, . . ., represents **the** age of a given data item when it is copied out of generation i.

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point x = x 0 , where function f ( x ) vanishes, f ( x 0 ) = 0 (such a point is referred to as a transition point). We assume that the function f can be presented in **the** form f ( x ) = ( x 0 – x ) ψ ( x ), where ψ ( x ) > 0 . In this case, **the** fundamental solutions, as ε → 0 , are described by three different formulas:

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7/10/07 A- 131 There are times, however, when we are more interested in finding **the** function from which **the** integrand came (i.e., finding **the** antiderivative) than in finding **the** actual change. **Then** we must recognize that the derivative of a constant is zero, so **any** arbitrary constant added to **the** integral vanishes in finding **the** integrand. Thus we may **write**

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Activity 2: Combine the sentences using the conjunctions above (task 1, p.161)(10’) -have SS do exercise 1 in the textbook, p.161 -call on SS representative of any group to write the a[r]

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Game: Listen and fill in the blanks -Write down the sentence on board then erases the key words: rabbit – a white rabbit – long ears.. Call students to play game.[r]

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-Play the tape again and ask Ss to discuss and -Practice carefully, give example, compare write down on paper then present before the and then present before the class.. -Give offer help[r]

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-Play the tape again and ask Ss to discuss and -Practice carefully, give example, compare write down on paper then present before the and then present before the class.. -Give offer help[r]

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-Play the tape again and ask Ss to discuss and -Practice carefully, give example, compare write down on paper then present before the and then present before the class.. -Give offer help[r]

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In each move, we write down the sum of the first two numbers of the first row as a new number which is then added to the end of this row, and drop the two numbers used in the addition [r]

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Vera uses the picture above to write an addition sentenceA. What number sentence can she write.[r]

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- Get Ss to work in pairs to find the words - Divide the class into 2 teams, Ss from each team go to the board and circle the words they have found then write them down the column of t[r]

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6. MULTIPLICATION OF DECIMALS In multiplying decimals, we proceed as we do with integers, using **the** decimal points only as an indication of where to place a decimal point in **the** product. **The** number of decimal places in **the** product is equal to **the** sum of **the** number of decimal places in **the** numbers being multiplied.

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Me t h o d . A prepared pack, several yards of wide ribbon, an easel with a blackboard having four thin strips across it to hold **the** cards, a tray and a chair are required. One half of **the** pack consists of double-faced cards, **the** cards on **the** backs being duplicates of **the** unprepared half of **the** pack. **The** cards are placed on **the** easel so that the two top rows are **the** ordinary cards, **the** two bottom rows are **the** double-faced cards. They overlap a little so that they can be picked up quickly. **The** performer takes off **the** two top rows, which **the** spectator puts into a faced packet and **then** winds **the** center part of **the** ribbon round it. **The** two ends of **the** ribbon are handed to **the** two ladies. He takes **the** two remaining rows from **the** easel and secretly turns them over in getting **the** tray, thus bringing **the** duplicates of **the** cards wrapped in ribbon into view. Each lady in turn is asked to merely think of one of these cards. He gathers up **the** cards, has each lady hold them to her end of **the** ribbon and as **the** cards are named he secretly turns **the** packet again. Naturally **the** two cards are no longer to be seen. Since duplicates of these cards have been in **the** packet wrapped in **the** ribbon all **the** time, **the** spectator on **the** stage finds them and **the** trick is brought to a successful end. In **the** meantime **the** performer has had ample opportunity to drop **the** double-faced cards into his pocket and bring out **the** twenty-six cards necessary to make up a complete pack. This he hands to **the** spectator for inspection.

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Dạy tiếng Anh Trẻ Em Zac The Rat, Read the words in the Word Bank. Write the missing letter in each word, then say the word. Circle the word that best completes the sentence, then write the word in the blank. Circle the things that have the short a sound, then write about the picture. Use the Word Bank to help you. Write these words in the correct shapes, then say the words.

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A = 21(1) - 2 22 - 3 ( - 1 ) -9 - 1 2 •4 22 - 8 ( 1 ) •9 - 1 2 6 - 2 (A.13) **The** 2 X 2 determinants in Eq. A.13 can also be expanded by minors. **The** minor of an element in a 2 x 2 determinant is a single element. It fol- lows that the expansion reduces to multiplying **the** upper-left element by **the** lower-right element and **then** subtracting from this product **the** product of **the** lower-left element times **the** upper-right element. Using this obser- vation, we evaluate Eq. A.13 to

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Hoa worked hard , so she passed her exam . - Tell Ss to explain **the** links between clause 1 and clause 2 . **Then** introduce SO + So ( v× vy , nªn ) : T ni gi÷a hai mƯnh ®Ị ch kt qu¶ . - Now you match **the** half – sentences in A with **the** ones in B

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Then check with whole class - Play the tape again and pause at difficult point if many Ss can’t complete the task - Call on some Ss to go to the board and write down their answers - T gi[r]

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Let’s write Pre-write Talk about them Work in pair: one asks – one answers Other listen and remark White-write: Ss write down the note book 7.. Let’s play One S give activity other look [r]

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Từ khóa: đề thì gmattài liệu gmathướng dẫn gmatôn thi gmatluyện thi gmattest gmatôn tập gmattest gmattài liệu gmatiq gmatđề thì gmatgmat manhattanluyện thi gmatôn thi gmatmathematics olympiadsNghiên cứu vật liệu biến hóa (metamaterials) hấp thụ sóng điện tử ở vùng tần số THzNghiên cứu tổ chức chạy tàu hàng cố định theo thời gian trên đường sắt việt namBiện pháp quản lý hoạt động dạy hát xoan trong trường trung học cơ sở huyện lâm thao, phú thọGiáo án Sinh học 11 bài 13: Thực hành phát hiện diệp lục và carôtenôitGiáo án Sinh học 11 bài 13: Thực hành phát hiện diệp lục và carôtenôitGiáo án Sinh học 11 bài 13: Thực hành phát hiện diệp lục và carôtenôitNGHIÊN CỨU CÔNG NGHỆ KẾT NỐI VÔ TUYẾN CỰ LY XA, CÔNG SUẤT THẤP LPWAN SLIDEPhát hiện xâm nhập dựa trên thuật toán k meansNghiên cứu, xây dựng phần mềm smartscan và ứng dụng trong bảo vệ mạng máy tính chuyên dùngNghiên cứu tổng hợp các oxit hỗn hợp kích thƣớc nanomet ce 0 75 zr0 25o2 , ce 0 5 zr0 5o2 và khảo sát hoạt tính quang xúc tác của chúngĐịnh tội danh từ thực tiễn huyện Cần Giuộc, tỉnh Long An (Luận văn thạc sĩ)Chuong 2 nhận dạng rui roQuản lý nợ xấu tại Agribank chi nhánh huyện Phù Yên, tỉnh Sơn La (Luận văn thạc sĩ)Tăng trưởng tín dụng hộ sản xuất nông nghiệp tại Ngân hàng Nông nghiệp và Phát triển nông thôn Việt Nam chi nhánh tỉnh Bắc Giang (Luận văn thạc sĩ)Giáo án Sinh học 11 bài 15: Tiêu hóa ở động vậtchuong 1 tong quan quan tri rui roNguyên tắc phân hóa trách nhiệm hình sự đối với người dưới 18 tuổi phạm tội trong pháp luật hình sự Việt Nam (Luận văn thạc sĩ)Giáo án Sinh học 11 bài 14: Thực hành phát hiện hô hấp ở thực vậtHIỆU QUẢ CỦA MÔ HÌNH XỬ LÝ BÙN HOẠT TÍNH BẰNG KIỀMMÔN TRUYỀN THÔNG MARKETING TÍCH HỢP