BÀI TIỂU LUẬN học phần thực hành tiếng anh 1 (đọc)

1

TRƯỜNG ĐẠI HỌC HẢI PHÒNG
KHOA NGOẠI NGỮ
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Sinh viên: 1. Đặng Tiến Mạnh Mã SV: 213114231148
2. Đoàn Khánh Linh Mã SV: 213114231150
Lớp: Sư phạm Tiếng Anh 1

Khoá: 2021 - 2025

BÀI TIỂU LUẬN
Học phần: Thực hành Tiếng Anh 1 (Đọc)
Mã học phần: ENG5207

HẢI PHÒNG - 02/2022


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MỤC LỤC
PART 1: INTRODUCTION……………………………………………
PART 2: DEVELOPMENT……………………………………………
1. CHAPTER 1: VOCABULARY…………………………………….
1.1.

Leisure time……………………………………………………..
1.1.1. Synonyms
1.1.2. Antonyms

1.2.

Sports and feelings
1.2.1. Synonyms
1.2.2. Antonyms

1.3.

Education
1.3.1. Synonyms
1.3.2. Antonyms

1.4.

Science and technology
1.4.1. Synonyms
1.4.2. Antonyms

1.5.

The natural world
1.5.1. Synonyms
1.5.2. Antonyms

1.6.

Communication
1.6.1. Synonyms
1.6.2. Antonyms

2. CHAPTER 2: SKILLS DEVELOPMENT

2.1.

Multiple-choice questions
2.1.1. Questions
2.1.2. Answers and explanations


3
2.2.

Short-answer questions
2.2.1. Questions
2.2.2. Answers and explanations

2.3.

Completing tables and flow charts
2.3.1. Questions
2.3.2. Answers and explanations

2.4.

Completing notes and summaries
2.4.1. Questions
2.4.2. Answers and explanations

PART 3: CONCLUSION
 References

PART 1: INTRODUCTION

Nowadays, English is the most popular language in the world. It is the
language that everyone needs to learn apart from our mother tongue language,
in the other hand, just like a bridge that can get people from many countries
closer. It is vital to have good English because when you know how to use
English wisely, you will achieve a lot of success in your life. However, in
addition to three skills (listening, speaking and writing), reading skills are
equally important. Therefore, our group consists of Dang Tien Manh and
Doan Khanh Linh from English Pedagogy Class 1 would like to present our
essay of Reading 1 to summarize the importatnt knowledge we have learned
in term 1.
 Our essay consists of 3 parts: Introduction, Development and Skills
development.
 Part 1: Introduction will briefly present the importance of English in
life and also introduce the parts of our essay.
 Part 2: Development: In this section there will be two chapters. The
first chapter is vocabulary, in this chapter we will also provide
knowledge about vocabulary related to the 6 topics we learned in term
1. Besides, in each topic there will be synonyms and antonyms so that
you can strengthen and develop your knowledge of vocabulary. The
second chapter is Skills development, in this chapter will include 4
types of reading passages, we will give you some reading passages with
questions and guide you how to use some skills such as scanning or
skimming to do this task.
 Part 3: Conclusion will summarize the knowledge we have presented.


PART 2: DEVELOPMENT
CHAPTER 1: VOCABULARY

1.1. Leisure time (Đặng Tiến Mạnh)
1.1.1. Synonyms

1.1.2. Antonyms


1.2. Sports and feelings (Đặng Tiến Mạnh)
1.2.1. Synonyms

1.2.2. Antonyms


1.3. Education (Đặng Tiến Mạnh)
1.3.1. Synonyms

1.3.2. Antonyms


1.4.

Science and technology (Đoàn Khánh Linh)

1.5.

The natural world (Đoàn Khánh Linh)


1.6.

Communication (Đoàn Khánh Linh)

CHAPTER 2: SKILLS DEVELOPMENT
2.1.

Multiple – choice questions (Đặng Tiến Mạnh)


2.1.1. Questions
Infant Cognition: Acquired or Innate?
If infants are born with cognitive abilities, genetics may play a more
significant role in development than environmental factors.
Throughout history, psychologists have debated whether people are more
strongly influenced by genetics (nature) or their environment (nurture).
Because newborns are as close to ‘nature’ as a human can be, they have often
been the object of study by experts attempting to better understand the origins
of human cognition. According to Jean Piaget’s famous theory of early
human cognition, infants acquire intelligence only through the physical
actions they perform with objects around them. To him, cognitive ability is
not innate but is acquired over time through interaction with the phenomenal
world. Newborns practise reflex behaviours and slowly gain control over
them through repetition. Over the course of their first few months, they learn
to perform actions over and over again, such as sucking their thumbs, which
give them some sort of pleasure or satisfaction. In this stage, he maintained,
they are still unable to fully anticipate or predict events. From around four to
eight months, infants begin to use what Piaget called secondary circular
reactions. These are secondary because they involve combining more than
one process, e.g. shaking a rattle and hearing it make noise.
Through such actions, infants learn cause and effect and begin to realise that
their own actions can create subsequent reactions. To Piaget, these were no
more than conditioned responses to the connections between newly acquired

actions and their effects on objects, and because these actions are
undifferentiated, he believed that they were not goal-directed activities and,


thus, they are not intentional. Therefore, only gradually do babies begin to
realise that objects have an independent existence outside of their own
perception. Piaget argued that infants have extremely limited cognitive ability
until around nine months of age but reasoned that, by then, they have usually
acquired the ability to recognise object permanence.
Piaget used object-hiding tasks to demonstrate this acquisition. For example,
he would show babies an object and then hide it under a cloth or cup and
analyse whether infants perceived that the object had disappeared or was
merely hidden from view. Piaget based his conclusions on whether the infants
responded by removing the cloth or cup to find the concealed item. If they
did, he surmised that they had at least a limited apprehension of object
permanence; however, he also suggested that this ability was immature and
limited because if the object was moved to another location, the infant would
still try to find it by removing the original item that obscured it. Nonetheless,
according to Piaget, this stage represented the first truly intelligent behaviour
in human cognitive development, and he believed it was the basis for all
future problem solving.
Still, not everyone thought that Piaget’s analysis was entirely correct.
Canadian-born psychologist Renee Baillargeon’s studies of cognitive
development in infants challenged Piaget’s beliefs. She pointed out the
importance of conducing experiments and tests that are appropriate for the
developmental level of infants, arguing that the limited moto skills of young
infants may be responsible for their perceived lack of cognitive abilities. In
other words, Baillargeon disagreed with Piaget and accused him of confusing
motor skill limitations with cognitive limitations. To test this hypothesis, she
focused her studies on visual tasks rather than manual tasks.

In one experiment, Baillargeon showed three-month-old infants a toy truck
rolling down a track before getting obscured behind a screen, letting the
infants focus on this process several times until they were habituated to it.
Baillargeon then introduced a box which was positioned so that it looked like
it would block the truck’s journey down the track. However, when the truck
sent down again, it passed the box apparently unimpeded. Baillargeon
discovered that infants would look for far longer at this unexpected event than
they did the normal progress of the truck before the box was placed on the
track. Baillargeon concluded from this that they knew the truck should have
been blocked, and were confused when it wasn’t. She thus believed that they
had an understanding of the properties of objects, including their permanence
and their trajectory when in motion. This contradicted Piaget, who believed
these abilities only developed at around nine to twelve months.
Her findings rest on assumption – now widely accepted and supported by
various studies – that infants focus longer on events that are novel or
surprising, whereas events that are familiar to them capture their attention for
a shorter period. This presumption has come to be known as the violation of
expectation (VOE) paradigm. She reasoned that, to the infant, the novel event
was surprising and even ‘impossible’. According to Baillargeon, this means
that very young children have the capacity to distinguish between events that
are possible and not possible, suggesting that they have far more inborn
cognitive ability than Piaget thought.
Yet to say that infants can conceive of objects in the physical world in the
same way that adults do does not mean that they always reason in the same


manner as adults. Therefore, the innate ‘pre-wiring’ of the human brain must
continue to develop through childhood and adolescence. In this sense, it goes

without saying that experience, or nurture, remains a crucial factor in human
cognitive development. Still, the experiments of Baillargeon and other child
development psychologists built upon the work of Piaget and reenergised the
field in much the same way that Noam Chomsky’s studies of language
acquisition revolutionized linguistics
Choose the correct letter A, B, C or D
1. According to Piaget, infants gain knowledge solely through?
A. Observing the world around them
B. Interacting with things close to them
C. Learning to repeat actions
D. Interacting with other people
2. Why did Piaget believe infants have some understanding of object
permanence?
A. They had no difficulty determining what was hiding an object
B. They recognised when an object was moved to a different
location
C. They uncovered the object that had been hidden.
D. They were not deceived when an object was replaced with
another.
3. According to Baillargeon, it is important to carry out experiments
that are
A. Easily repeatable and objective
B. Focused on innate rather than acquired skills
C. Suitable for infants’ stage of development


D. Undertaken with infants of varying ages
4. What was Baillargeon’s criticism of Piaget?
A. His assumptions were founded on insufficient research
B. His research was not backed by experimental evidence

C. He put too much emphasis on visual tasks in his studies
D. He mistook a lack of motor skills with a lack of cognitive ones
5. In the experiment involving a truck, Baillargeon
A. Moved a screen in front of the infants
B. Tested the motor functions of infants
C. Showed infants the same process numerous times
D. Observed infants playing with a toy truck
6. In the last paragraph, the writer suggests that infants’ ability to
conceive of objects
A. Shows they can reason at the same level of adults.
B. Does not mean they are able to reason like adults.
C. Reveals how the human brain develop s through childhood.
D. Demonstrates that their cognitive ability is not innate.
7. The author refers to Noam Chomsky to compare
A. The differences between the distinct academic goals.
B. Baillargeon with someone else who made a major academic
contribution.
C. The value of linguistic research with psychological research.
D. Baillargeon’s work with that of another child development
psychologist.
8. What is the author’s overall purpose in writing this article?
A. To prove that cognitive abilities develop before birth.


B. To prove that nature is more important than nurture in
development.
C. To explain how cognitive abilities affect infant development.
D. To show that infant development relies on both nature and
nurture
2.1.2. Answers and explanations

Question 1: The answer is B
- Explanation: Based on the keyword of the given sentence (piagetinfants gain knowledge) and the paragraph in the passage related to
this key phrase ‘According to Jean Piaget's famous theory Children accquire intelligence only through the physical actions
they perform with objects around them' to determine the correct
answer is B 'interacting with things close to them' .In this sentence '
actions they perform with objects around them' is rewritten as
'interacting with things close to them'.
- Skill: skimming
- Clues: Paragraph 1, Line 5-6-7.
Question 2: The answer is C
- Explanation: Based on the keyword of the given sentence 'Piaget
believe children have some understanding' and the paragraph in the
reading passage related to this keyword phrase 'Piaget based his
conclusions on whether the children respond by removing the cloth
or cup to find the concealed item. If they did, he surmised that they
had at least a limited apprehension of object permanence' to
determine the correct answer is C 'They uncovered the object that


had been hidden'. In this sentence 'have at least a limited
apprehension' is rewritten as 'have some understanding' and 'find
the concealed item' is written as 'uncovered the object - hidden'.
- Skill: skimming
- Clues: Paragraph 3, Line 4-5-6-7
Question 3: The answer is C
- Explanation: Based on the keyword of the given sentence
‘Baillargeon- cary out experiments’ and the paragraph in the
reading passage related to this keyword phrase ‘She pointed out the
importance of conducting experiments and test that are appropriate
for the development level of infants’ to determine the correct answer

is C ‘suitable for infants’stage of development’. In this sentence ‘
appropriate for the development level’ is rewritten as ‘suitable for
infants’stage of development’.
- Skills: skimming
-

Clues: Paragraph 4, Line 3-4-5.

Question 4: The answer is D
- Explanation: Based on the keyword of given sentence 'Baillargeon's
criticism' and the paragraph in the passage related to this keyword
phrase 'Baillargeon.....accused him of confusing motor skill
limitations with cognitive limitations' to determine the main answer.
exactly D 'He mistook a lack of motor skills with a lack of cognitive
ones’. In this sentence 'confusing motor skill limitations with
cognitive limitations' is rewritten as 'mistook a lack of motor skills
with a lack of cognitive ones'.


- Skill: scanning
- Clues: Paragraph 4, Line 7-8
Question 5: The answer is C
- Explanation: Based on the keyword of the given sentence
'Experiment involving a truck....Baillargeon' and the paragraph in
the passage related to this keyword phrase 'In one experiment,
Baillargeon showed..a toy truck rolling down a track. ..letting the
children focus on this process several times ' to determine the
correct answer is C 'showed children the same process many times'.
In this sentence 'letting the children focus on this process several
times' is rewritten as 'showed children the same process numerous

times'.
- Skill: scanning
- Clues: Paragraph 5, Line 1-2-3
Question 6: The answer is B
- Explanation: Based on the keyword of the given phrase 'infants'
ability to conceive of objects' and the paragraph in the passage
related to this keyword phrase 'Yet to say adults that babies can
conceive of objects...in the same way that do not mean that they
always reason in the same manner as adult ' to determine the
correct answer is B 'does not mean they are able to reason like
adults'. In this sentence 'they always reason in the same manner as
adults' is rewritten as 'they are able to reason like adults'
- Skill: Skimming
- Clues: Paragraph 7, Line 1-2-3


Question 7: The answer is B
A. Explanation: Based on the keyword of the given sentence 'Noam
Chomsky' and the passage in the reading related to this keyword
phrase 'the experiments of Baillargeon...reenergised the field in
much the same way that Noam Chomsky's studies of language
acquisition revolutionized linguistics' to determine the correct
answer is B ‘Baillargeon with someone else who made a major
academic contribution’
- Skill: skimming
- Clues: The last paragraph, line 6-7-8-9
Question 8: The answer is D
- Explanation: Since the passage does not have a purpose sentence,
we need to read the whole text to determine the writer's purpose.
Based on the first sentence of the passage 'Throughout history,

psychologists have debated whether people are more motivated by
genetics (nature) or their environment (nurture).' and the sentence
in the last paragraph 'it goes without saying that experience, or
nurture, remains a crucial factor in human cognitive development'
to determine the correct answer is D ' To show that infant
development relies on both nature and nurture’.
- Skill: Scanning and skimming
- Clues: Line 1-2 (the first paragraph), Line 4-5-6 (the last paragraph)
2.2.

Short-answer questions (Đặng Tiến Mạnh)

2.2.1. Questions


Rubik’s Cube - How the puzzle achieved success

Erno Rubik first studied sculpture and then later architecture in Budapest,
where he went on to become a teacher of interior design. It was while he was
working as a teacher that he began the preliminary work on an invention that
he called the ‘Magic Cube'.
Rubik was inspired by geometric puzzles such as the Chinese tangram, a
puzzle consisting of various triangles, a square and a parallelogram which can
be combined to create different shapes and figures. However, unlike the
tangram, which is two- dimensional, Rubik was more interested in
investigating how three-dimensional forms, such as the cube, could be moved
and combined to produce other forms.
His design consisted of a cube made up of layers of individual smaller cubes,
and each smaller cube could be turned in any direction except diagonally. To
ensure that the cubes could move independently, without falling apart, Rubik

first attempted to join them together using elastic bands. However, this proved
to be impossible, so Rubik then solved the problem by assembling them using
a rounded interior. This permitted them to move smoothly and easily. He
experimented with different ways of marking the smaller cubes, but ended up
with the simple solution of giving a different colour to each side. The object


was to twist the layers of small cubes so that each side of the large cube was
an identical colour.
Rubik took out a patent for the Cube in 1977 and started manufacturing it in
the same year. The Cube came to the attention of a Hungarian businessman,
Tibor Laczi, who then demonstrated it at the Nuremberg Toy Fair. When
British toy expert Tom Kremer saw it, he thought it was amazing and he
persuaded a manufacturer, Ideal Toys, to produce 1 million of them in 1979.
Ideal Toys renamed the Cube after the toy’s inventor, and in 1980, Rubik’s
Cube was shown at toy fairs all over the world. It won that year’s prize in
Germany for Best Puzzle. Rubik’s Cube is believed to be the world’s bestselling puzzle; since its invention, more than 300 million Cubes have been
sold worldwide.
Using NO MORE THAN TWO WORDS OR/A NUMBER for each, answer
the following questions.
1. What was the original name of the Rubik’s Cube?
…………………………………………………………………………...
2. In which form are the smaller cubes organised?
…………………………………………………………………………...
3. What’s the direction that the Rubik’s Cube can’t rotate?
…………………………………………………………………………...
4. In order to make the smaller cubes move smoothy, what did Erno
Rubik put inside the cube?
…………………………………………………………………………...
5. What should the colours of the sides of the large cube be in the aim of

the puzzle?
…………………………………………………………………………...


6. In what year was the cube patented?
…………………………………………………………………………
7. Who was the Cube named after?
…………………………………………………………………………...
2.2.2. Answers and explanations
1.

Magic Cube
- Explanation: Based on the keyword of the given sentence ‘the
original of the Rubik’s Cube' and the passage in the reading related
to this keyword phrase ‘…work on an invention that he called the
‘Magic Cube'’ to determine the correct answer.
- Skill: scanning
- Clues: Paragraph 1, Line 3-4

2. Layers
- Explanation: Based on the keyword of the given sentence ‘the
smaller cubes organised' and the passage in the reading related to
this keyword phrase ‘His design consisted of a cube made up
of layers of individual smaller cubes’ to determine the correct
answer.
- Skill: scanning
- Clues: Paragraph 3, Line 1
3. Diagonally
- Explanation: Based on the keyword of the given sentence ‘the
direction…can’t rotate' and the passage in the reading related to this

keyword phrase ‘each smaller cube could be turned in any direction
except diagonally’ to determine the correct answer.
- Skill: scanning


- Clues: Paragraph 3, Line 2
4. Rounded interior
- Explanation: Based on the keyword of the given sentence ‘move
smoothy….put inside the cube' and the passage in the reading related
to this keyword phrase ‘However, this proved to be impossible, so
Rubik then solved the problem by assembling them using a
rounded interior. This permitted them to move smoothly and easily’
to determine the correct answer.
- Skill: scanning
- Clues: Paragraph 3, Line 4-5-6
5. Identical
- Explanation: Based on the keyword of the given sentence ‘the
colours of the sides of the large cube ' and the passage in the reading
related to this keyword phrase ‘The object was to twist the layers of
small cubes so that each side of the large cube was
an identical colour.’ to determine the correct answer.
- Skill: scanning
- Clues: Paragraph 3, Line 8-9-10
6. 1977
- Explanation: Based on the keyword of the given sentence ‘year…
patented’ and the passage in the reading related to this keyword
phrase ‘Rubik took out a patent for the Cube in 1977’ to determine
the correct answer.
- Skill: scanning
- Clues: The last paragraph, The first line.

7. Erno Rubik
- Explanation: Based on the keyword of the given sentence ‘the
Cube..named after’ and the passage in the reading related to this
keyword phrase ‘Ideal Toys renamed the Cube after the
toy’s inventor’ and from that we can infer that the inventor of the
cube is Erno Rubik.
- Skill: scanning
- Clues: the last paragraph, line 6
2.3. Completing tables and flow charts ( Đoàn Khánh Linh)
2.3.1. Questions: Read the paragraphs below.
The name chordophones is used for instruments with strings that produce a
sound when caused to vibrate. Further classification is based on body shape
and on how vibrations are induced. There are five basic types: bows, lyres,
harps, lutes and zithers. The simplest musical bows have a single string
attached to each end of a flexible stick; others have resonators to amplify the
sound. Lyres, common in ancient times, have a four-sided frame consisting of
a soundbox, two arms and a crossbar. The plucked strings run from the front
of the soundbox to the crossbar. Harps are basically triangular in shape, with
strings attached to a soundbox and the instrument ‘neck’.
Classified as lutes are all instruments with strings that run from the base of a
resonating ‘belly’ up and along the full length of an attached neck. This subgroup is further divided into plucked lutes (round – or flat – backed), and
bowed lutes (including folk fiddles and violins). The fifth type, zithers, have
strings running the entire length of the body and are subdivided into simple
zithers (stick, raft, tube or trough-shaped), long zithers (from the Far East),


plucked zithers (such as the psaltery and harpsichord), and struck zithers
(including the dulcimer and piano).

Using NO MORE THAN THREE WORDS from the passage for each space,
complete the chart below

2.3.2. Answers and explanations:
1. instrument with strings
- Skill: Skimming
- Clues: First sentence of the passage.
2. bows
- Skill: Scanning
- Clues: Line 4,5
3. triangular with strings/with strings/strings
- Skill: Scanning
- Clues: The last sentence of paragraph 1


4. lutes
- Skill: Skimming
- Clues: First sentence of the paragraph 2
5. lyres
- Skill: Skimming
- Clues: Line 5,6, paragraph 1
6. four-sided frame
- Skill: Skimming
- Clues: Line 5,6, paragraph 1
7. subdivided: The last sentence of paragraph 2
8. struck: The last sentence of paragraph 2
2.4. Completing notes and summaries ( Đoàn Khánh Linh )
2.4.1. Questions :
Fermentation is a process in which an agent [typically bacteria and yeast]
cause an organic substance to break dovvn into simpler substances;

especially, the anaerobic [no oxygen] breakdown of sugar into alcohol, i.e. the
making of beer or wine. Fermentation in food processing is the conversion of
carbohydrates (plant foods) to alcohols and carbon dioxide, or organic acids,
using yeasts, bacteria, or a conmbination thereof, under anaerobic (no
oxygen) conditions. Fermentation usually implies that the action of
microorganisnms is desirable, and the process is used to produce alcoholic
beverages such as wine, beer, and cider. Fermentation is also employed in the