Giải bài tập tiếng Anh 11 - Pearson [Unit 4: Caring for those in need]

A. PHONETICS
 
I/ 1. different    2. interest     3. history    4. library    5. secondary
   6. every       7. evening      8. automatically   9. elementary   10. delightful
 
II/
1. Most learning-disabled students can make relatively smooth transitions to secondary school and even university with the right help.
 
2. Often, a carer is a family member, partner, friend or neighbour who freely and willingly provides this support without payment.
 
3. A history teacher has recently discovered that the student can learn textbook information by listening to audiotapes and orally presented texts.
 
4. A student can type a word and the phonetic dictionary will figure out the word.
 
5. Allow students to record lectures or, preferably, make available copies of your lecture notes.
 
6. It may be necessary to provide extra space for equipment, or a separate examination venue.
 
7. Students who have been deafened in early childhood can be very different to students who have lost hearing later in life.
 
8. Do you know the history of the International Day of Disabled Persons?
 
B. VOCABULARY & GRAMMAR
 
I/ 1. access     2. barriers     3. blind      4. care     5. charity
   6. cognitive  7. community    8. coordination    9. disability   10. integrate
 
II/ 1. disabilities    2. discrimination    3. needs    4. access   5. communities
     6. care      7. provision    8. issue    9.forms    10. learning
 
III/ 1. disability     2. writing       3. read      4. deaf       5. peaceful
       6. attention     7. paralyzed     8. physical     9. blind       10. courage
 
IV/ 1. visual - educational      2. intervention - difficulties      3. production  4. practical    5. traditional
 
V/ 1. didn’t have   2. haven’t had    3. prevented          4. has recently changed
    5. have had   6. met        7. have recently made      8. has received
 
C. READING
 
I/ 1.C    2. E    3. A    4. B     5. D
 
II/
1. Because Sunrise Special School 1 had become overcrowded and many of the children there were near the age to leave school.
 
2. The construction was funded by Loreto Vietnam Australia Programme, the Australian Agency for International Development (AusAID) and donors from Australia.
 
3. They are taught to make greetings cards, paintings and artificial flowers; sewing; massage; music; cooking and computer science in line with their ability.
 
4. It would aid intellectually-disabled children in entering life.
 
5. They have made important foundations and education opportunities for young disabled people in Ho Chi Minh City to better integrate into the community.
 
III/  1. C    2. E    3. A    4. B    5. D   11.T   12. F    13. T   14. F    15. T
6. Because the number of special school is relatively low in comparison with the number of hearing-impaired people in the city.
 
7. Because there is no facility for higher education for disabled students.
 
8. It provides opportunities for secondary and high education for deaf and hearing-impaired students through the medium of sign language.
 
9. Thanks to the programme, ten students have graduated from college, and integrated in society.
 
10. They would rather not employ disabled people or hearing-impaired workers.
 
IV/
Task 1: 1. E   2. C    3. A    4. B   5. D    
 
Task 2: 1. F  2. F  3. F   4. T   5. T   6. F   7. T   8. T   9. F   10. T
 
V/        
Task 1: 1.B     2. D     3. E    4. C     5. A
   
Task 2: 1. T    2. F    3. T    4. T    5. F    6. T     7. T    8. F    9. T     10. T
 
VI/ 1.B   2. D    3. A    4. C     5. B    
 
D. SPEAKING 
     
1. G    2. E     3. A    4. J    5. D     6. C    7. I    8. B    9. H    10. F
 
E. WRITING       
 
I/ 1.E    2. D     3. B     4. F    5. C    
 
II/ 1. E    2. C    3. A    4. B    5. D    
 
TEST 1 (Unit 4)
 
I+II/ 1.C    2. D    3. B    4. A    5. D
 
III/ 6. B    7. C    8. C    9. D    10. B    11. D    12. C   13. A   14. B   15. B
 
IV/ 16. play    17. spent    18. assist    19. interact    20. gain
 
V/ 21. started    22. has helped    23. was used    24. have collected    25. Held
 
VI/ 26. B   27. A   28. B   29. C   30. D   31. C   32. B   33. A   34. D 35. B
 
VII/ 36. D    37. B    38. C   39. A   40. B
 
VIII/ 41. D   42. E   43. B   44. F   45. C
 
IX/ Helping learning disabled students become more independent
46. Students with learning disabilities or special needs often have difficulty noticing and following the routines.
 
47. Most students can expect to do things in a classroom just by looking around and noticing the way we do things every day.
 
48. Learning disabled students are most successful when they have a routine to follow.
 
49. We should give students a clear picture of what we are asking.
 
50. If teachers practise routines, disabled students enjoy them and become more independent.
 
TEST 2 (Unit 4)
 
I+II/ 1. A     2. D    3. C    4. A   5. B
 
III/ 6. A   7. B   8. D   9. A   10. D   11. B   12. C   13. A   14. B   15. D
 
IV/ 16. environment 17. development 18. realization 19. volunteer 20. growth
 
V/ 21. built  22. were taught worked 23. have taken 24. have gained  25. have had
 
VI/ 26. C   27. D   28. B   29. A   30. D   31. C   32. B   33. A   34. C 35. A
 
VII/ 36. D    37. B    38. C    39. A   40. C
 
VIII/ 41. F    42. E   43. G   44. A   45. D
 
IX/
46. Electronic and Information Technology is the basis of assistive technology.
 
47. Assistive technology helps Stephen Hawking type on a keyboard with small physical movements of two fingers.
 
48. Text-to-Speech software allows students with visual impairments to listen to the text which/that appears on a computer screen.
 
49. Screen reader software is useful to students with visual disabilities because it translates screen text to Braille, or audio texts.
 
50. Several technologies are available to assist disabled students in completing their schoolwork.