Talk time 2

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  • Tham khảo sách 'talk time 2 student book with audio cd: everyday english conversation', ngoại ngữ, anh ngữ phổ thông phục vụ nhu cầu học tập, nghiên cứu và làm việc hiệu quả

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  • Talk Time is a three-level conversation course that provides speaking and listening practice based on everyday situations. Gentle progression of communicative activities in each lesson makes it ideal for less confident students. The Student CD, included at the back of the Student Book, contains recordings of the conversations to provide students with listening practice outside of the classroom.

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  • Computing continues to become more “personal,” increasingly accessible anytime, anywhere. At the forefront of this development are handheld devices that are transforming into computing platforms. Mobile phones are no longer just for talking— they have been capable of carrying data and video for some time. Significantly, the mobile device is becoming so capable of general-purpose computing that it’s destined to become the next PC (Personal Computer).

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  • By the end of the lesson the students will be able to: Get information about some animals such as pandas, rhinoceros, tiger and elephant. Talk about these animals * Teaching aids: poster, chalks, and books, pictures * Estimated time: 45 minutes

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  • AIM : S. Present tense with I vs he / she OBJECTIVES : By the end of the lesson, Ss will be able to talk about sb’s daily routines. VISUAL AIDS : Handouts or poster for Survey. 1.Guessing game for Warmer: It’s Ss choose a time and complete the sentence: It’s (nine five) (nine five) Exchange: Is it (8:00) ? Yes, it is / No, it isn’t. 2.Pre-teach: (to) do homework, (to) play games. S+B: go to school, play games, have breakfast, get dressed, do homework. 3.Presenttation: Presentation text (A1 P.52) T. reads the text with “I”, then with...

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  • I. Objectives: - By the end of the lesson, the Ss will be able to use the present progressive to talk about actions happening now and use question with Wh. IILanguage contents: - Grammar: The present progressive tense. - Vocabulary: wait for and review old vocabulary. III. Techniques: picture cue drill, wordsquare, ask and answer, pair works, group works. IV. Teaching aids: lesson plan, textbook, pictures page 82 and cassette. V. Time: Allotted 45 minutes.

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  • Chapter 2 : Building and Running Modules It's high time now to begin programming. This chapter introduces all the essential concepts about modules and kernel programming. In these few pages, we build and run a complete module. Developing such expertise is an essential foundation for any kind of modularized driver. To avoid throwing in too many concepts at once, this chapter talks only about modules, without referring to any specific device class.

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  • Objectives: By the end of the lesson, students will be able to: - Greetings. I. Teaching aids: - Name tags, tape recorder, wall chart, puppets. II. Procedures: Time 5’ Stages and Contents I. WARM UP: * Name tags My name is (------ ) Teacher’s activities Student’s activities 2’ 3’ Giving - Hang their instruction. name tags, go around * Please the class and Point to the ( book ). Calling greeting. some sts to go Give in front of the classroom II. PRESENTATION: and commands 1. Present the first part class of the dialogue: control. (Unit1) and practise. Puppet A: Hi, (Mary). How...

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  • Objectives: By the end of the lesson, students will be able to: - Greet and introduce themselves. I. Teaching aids: - Name tags, puppets, wall charts. II. Procedures: Time 3’ Stages and Contents I. WARM UP: - Greeting. - Call the roll. II. PRESENTATION: 1. Introduce the greeting:  Hello, I am Ms Oanh. Teacher’s activities Student’s activities 5’  Hello, (Phong).  Hi, (Nga) Hello/Hi: Xin chaøo. 5’ 2. Present the first part of the dialogue: -  : Hello, I am Andy. -  : Hi, My name is Kate. 3. Pratice:  Chain Drill - T : Hello, I am Ms Oanh. Introducing...

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  • Câu 1. Mary haven't talked ___________ Jones because the quarreled with each other some time ago. A. on B. with C. about D. to Câu 2. What a lovely boy! He certainly takes __________ his father. A. off B. with C. after D. on Câu 3. " Who does

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  • Grammar: Chapter 5: The present continuous. Activities in progress: A. Use the present continuous for activities that are in progress (or happening) at the exact moment the speaker is talking. You can use time expressions such as now or right now to emphasize that an action is happening currently (and may end soon). For example: 1. Look! It is snowing. 2. She’s making dinner now. 3. Steve can’t come to the phone right now. He’s taking a bath.

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  • READING 1. Work in groups. Share information on how you use computers in your free time. Compare answers with other groups and make a list of uses for your class. PRE-READING 2. You are going to hear four people talk about how they use computers. Before you listen, try to predict the uses they describe.

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  • Aim : to practise simple Present tense : Positive, negative and internogative forms. Objective : By the end of the lesson, Ss will be able to talk about the school timetable. Visual aids : Word cues. 1 - Warmer : Hangman : start, have, finish 2 - Pre - teach : a timetable English Math Goegraphy Monday Literature History *R.O.R 3 - Presentation : . Set the scene : Ba and Lan are talking about their time table on Monday. . Presentation text : Ss listen and repeat C1 - p. 58 . Model sentences : What do we have today ?...

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  • A / Aims and Objectives : By the end of the lesson , Ss will be able to know more about Ba,s friend B / Teaching aids : Textbooks , cassette , chalks , board.. C / Procedure : I / Warm up : Chatting Ask Ss to look at four pictures on page 10 and talk about the activities they want to do after school or in their free time and ask some questions : 1.What are these students doing ? ( play soccer / play chess / read books / play volleyball ) 2. What time of the...

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  • PERIOD 26 LESSON 6 : LANGUAGE FOCUS A / Aims and Objectives : By the end of the lesson , Ss will be able to use prepositions of time and Used to ( to talk about the action which always happens in the past ) and further practice in the Past Simple Tense . B / Teaching aids : Text books , boards , chalk ……. C / Procedure : I / Warm up : Matching A 1. In 2. On 3.At 4. Between 5. After / Before B a. January b. 3 p m c. Wednesday d. November 1997 e. July 2nd f....

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  • Black Hat Python "Python Programming for Hackers and Pentesters" i lay down some networking fundamentals in Chapter 2 and slowly work our way through raw sockets in Chapter 3 and using Scapy in Chapter 4 for some more interesting network tooling. The next section of the book deals with hacking web applications, starting with your own custom tooling in Chapter 5 and then extending the popular Burp Suite in Chapter 6. From there we will spend a great deal of time talking about trojans, starting with GitHub command and control,...

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  • ACROSS 4 Internet : also known as 3 VoIP. 5 6 Windows Live Messenger and ICQ 4 are both examples of messaging programs. 6 7 An angry or negative comment posted online. 7 8 Many methods of online communication allow you to communicate in time – that is, instantly. 8 10 To talk to another person in a different 9 part of the world and see each other on television screens. 10 DOWN 1 The list of your friends or contacts, used in programs such as Windows Live Messenger and ICQ: a list. 2 VoIP stands for Voice Over Internet...

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  • By the end of the lesson, the students will be able to talk about the time, state the time and know the subjects. II/ Language contents. 1, Vocabulary: The subjects . 2, Structures: What time is it now? It’s 7 o’clock. It’s five past two/ It’s five to two. What time do you get up? III/ Teaching aids. - Make a plan. Prepare a lock. I get up at five o’clock.

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  • The impetus to write a book on the riverine ecosystem synthesis emerged at the 2005 annual meeting of the North American Benthological Society in New Orleans, and barely 2 months later, we signed a contract with Academic Press. This book was to be an expansion of a manuscript that was In Press at that time in River Research and Applications (Thorp et al., 2006).

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  • Leonard Kleinrock of MIT published the first paper on packet switching theory in July 1961 [5]. Kleinrock convinced Roberts of the theoretical feasibility of communications using packets rather than circuits—a major step toward computer networking. The other key step was to make the computers talk to each other. Exploring this idea in 1965 while working with Thomas Merrill, Roberts connected the TX-2 computer in Massachusetts to the Q-32 in California through a low-speed dial-up telephone line [8], creating the first-ever (though small) wide-area computer network.

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