homework subject biology listening

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• v.11(8); 2021 Apr

Lessons learned through listening to biology students during a transition to online learning in the wake of the COVID‐19 pandemic

Eve a. humphrey.

1 Biology Department, Lincoln University, Lincoln University PA, USA

Jason R. Wiles

2 Department of Biology, Syracuse University, Syracuse NY, USA

Associated Data

During the Spring Semester of 2020, an outbreak of a novel coronavirus (SARS‐CoV‐2) and the illnesses it caused (COVID‐19) led to widespread cancelling of on‐campus instruction at colleges and universities in the United States and other countries around the world. Response to the pandemic in university settings included a rapid and unexpected shift to online learning for faculty and students. The transition to teaching and learning online posed many challenges, and the experiences of students during this crisis may inform future planning for distance learning experiences during the ongoing pandemic and beyond. Herein, we discuss the experiences of first‐ and second‐year university students enrolled in a biology seminar course as their classes migrated to online environments. Drawing on reported student experiences and prior research and resources, we discuss the ways we will adjust our own teaching for future iterations of the course while offering recommendations for instructors tasked with teaching in online environments.

Short abstract

This manuscript is an essay that draws on reported student experiences and prior research and resources during the COVID‐19 pandemic. Responses were used to provide methods or to intrinsically and extrinsically motivating students during their online learning experience as well as ways for educators to assess student needs and make course adjustments.

1. INTRODUCTION

In late 2019, an outbreak of pneumonia was reported in Wuhan China and was later tied to a novel strain of human coronavirus. In early 2020, as the novel strain (ultimately named, Coronavirus Disease 2019, or COVID‐19 spread, the World Health Organization (WHO)) provided public health and social measures to slow the spread and reduce the likelihood of future transmission (World Health Organization,  2020b , pp. 72). These measures mandated interpersonal distances of at least one meter, the elimination of mass gatherings, reduction of international travel, and personal quarantine for infected individuals (Cohen & Kupferschmidt,  2020 ; WHO,  2020b ). As a result, universities and colleges were abruptly vacated, and undergraduate students continued their education remotely. Ultimately, researchers and educators in academia were tasked with meeting a variety of unprecedented demands associated with remote teaching and other aspects of distance learning for which, in many cases, they had little to no training or experience (Nicola et al.,  2020 ; Viner et al.,  2020 ). Students as well faced many challenges, including but not limited to variable access to the required technology (Ferdig et al.,  2020 ; Hall et al.,  2020 ; Teräs et al.,  2020 ), frustration with modes of learning they had not intentionally chosen (Aristovnik et al.,  2020 ; Ye et al.,  2020 ), and navigating a host of unexpected and compounding personal and family issues stemming from the pandemic itself (Dhawan,  2020 ; Hodges et al.,  2020 ; Sahu et al.,  2020 ; Son et al.,  2020 ; but also see Gao et al.,  2020 ; Torales et al.,  2020 ).

Even with such challenges, remote and online learning environments have been an asset to postsecondary institutions during the COVID‐19 pandemic. However, although there is a substantial body of literature on the effectiveness and importance of remote learning (Anderson,  2004 ; Bell & Federman,  2013 ; Kim & Bonk,  2006 ), few institutions or faculty and students expected or were prepared to transition entirely to online settings. As a result, students and faculty faced a variety of challenges as curricular and communicative barriers arose within their new remote and online learning communities. In particular, undergraduate students in biology courses that were once engaged in class lectures, in‐class group interactions, laboratory activities, and field studies were tasked with learning about the natural world from their computer screens in mandated social isolation.

Here, we provide the experiences of undergraduate students in a biology course at a large, private, research‐intensive university (Carnegie R1 designation) in the northeast of the United States during the COVID‐19 pandemic. We also discuss the ways in which student experiences in the Spring of 2020 informed our instruction for future remote courses, and finally, we draw conclusions from our data and pedagogical literature to suggest tools and techniques that may support students engaging in remote learning and provide support for biology educators, particularly in online ecology and evolution courses.

2. COURSE DESCRIPTION

We collected student responses under an IRB‐approved protocol (#17‐249). The course in which our participants were enrolled, was titled Introduction to Biology Research, and was based on prior courses of a similar nature implemented by Schmid and Wiles ( 2019 ) and Sloane and Wiles ( 2020 ). As with previous iterations, this course was designed as a literature‐ and discussion‐based seminar for first‐ and second‐year students majoring in biology or fields related to biology (Table  1 ). The course occurred in the spring of 2020 and consisted of one section of 15 students. Additionally, all of the students had previously taken one semester of a general biology course that serves as a foundation for all biology majors and related programs at this university. This 2‐credit elective course met once per week, and the first two weeks of instruction centered around different types of scientific writing using two instructor‐assigned primary research articles (Bailey & Coe,  1999 ; Hossie et al.,  2018 ) and two instructor‐assigned review papers (Lima,  2002 ; Moloney et al.,  2016 ). Thereafter, students engaged in reading, discussion of, and writing about original research and scholarly reviews around key biological topics on a weekly basis. Students also earned participation credit by completing journal entries that involved a short reflection.

Classification of student majors enrolled in the course

During the middle of March, and as COVID‐19 cases continued to increase rapidly in the United States, students in the Introduction to Biological Research course and all other courses were informed that the campus would be closed to in‐person learning. Research for the remainder of the semester and all courses would be continued remotely. The instructor (first author) modified participation requirements for the course and students completed the remaining journal reflections remotely via the existing Web‐based course management system (Blackboard). These assignments were modified to allow the author to capture the experiences of students newly engaged with distance learning, the perceptions of students own learning, and their interactions with faculty during the pandemic. Students responded to these reflection questions (Table  2 ) two different times during the remote class: the first week of their quarantine at home and then three weeks into their remote learning experience. Questions and student responses were completed through Blackboard, and 14 of the 15 students responded to the questions within the allotted times.

Questions students received through an online format in the first and third weeks of their online experience

3. STUDENT PERCEPTIONS OF REMOTE LEARNING AND CHANGES AS A RESULT OF COVID‐19

In this section, we present some of the students' responses to our questions (Table  2 ) about their preferences regarding learning environments and their perspectives on remote classes and faculty remote instruction.

3.1. Student preferences regarding remote versus face‐to‐face instruction

Overall, almost all of the students (11/14) preferred face‐to‐face instruction compared to the remote format. One student commenting about remote learning stated that they found it “hard to stay engaged and learn the actual content” another student mentioned they preferred, “that connection from an in‐person meeting and [ability] to ask questions promptly.” Two students were in support of remote classes in specific contexts compared to face‐to‐face instruction.

Many students brought up their preference for in‐person laboratory and research classes rather than remote laboratory experiences. One student stated that, “when it [comes] to labs, there isn't a way to make hands on activities the same level as online. I think no matter how you run an online class, being in person will always be better in my opinion.” Also, when it came to remote laboratory courses, several students (5/14 students) highlighted the difficulty in learning on their own. Two students mentioned the desire for video demonstrations of laboratory work and additional structured guidance in their notes when it came to completing remote experiments. Another student expressed greater difficulty with discerning expectations and instructions for projects in a remote setting stating that, “online courses are fine for content‐based lecture classes…but they can be a struggle for project‐based courses just because it's harder to understand what I'm being asked to do.”

3.2. Remote course scheduling and motivation

During the first week of remote instruction, the majority of students (10/14 students) emphasized a desire to maintain their typical on‐campus schedule in an effort to have a sense of normalcy and to excel in their courses. Many students commented that they, “[wanted] to stay close to [their] normal weekly routine” or highlighted, “do[ing] classes as normal as possible except sitting at [their] dining room table” as well as, “doing all [their] work during the week so [they] could take advantage of being home with family during the weekends.” Students indicated that they were doing their remote assignments, but also expressed that they had been working merely toward completion, and not necessarily thinking of their online work as “studying” or a need to “memorize” information as they typically would during face‐to‐face instruction because their online exams tended to be open book. There was an emphasis on maintaining a sense of normality and routine as many of their professors opted for asynchronous instruction, rather than expecting students to be present at specific times during the day. However, others, particularly international students who had returned to their home countries, expressed difficulty and concern related to expectations of synchronous class meetings that did not align well to their time zones or other scheduling constraints. Several students (6/14 students) voiced concerns about what they perceived as “constantly changing deadlines” in the courses they were taking and how this impacted their ability to submit assignments at the expected time. Many of the students (12/14) noted that their examinations and assignments transitioned into project‐based assessments and writing assignments with new due dates. Students expressed “fear,” “anxiety,” and “worry” about “missing a deadline because there have been so many emails with each saying something new and different.” Many commented that they did not believe they had the proper organizational and planning skills to maintain their course loads at home. However, students were hopeful that remote courses would mean that their course work was “easier” (a term used by four students) but questioned whether they were actually learning anything (stated by six students).

When we considered student approaches to courses between the first week of quarantine compared to the third week, we found that their self‐reported level of motivation (a perceived factor in students' remote experiences) differed. Motivation is an internal reason or state that influences and sustains human behavior and a student's motivation to learn (Brophy,  1999 ). Many students commented on their lack of motivation or difficulty focusing and maintaining the schedules they previously set in week one. Specifically, students commented that they “had less motivation to learn since all the exams [were] open book,” and that location and constant presence of family members diminished their ability to focus or find a place to study. Eight of the 15 students highlighted the benefit of libraries and coffee shops as their main study areas when in‐person instruction was available. Those eight students emphasized that those study locations allowed them to focus on their materials; however, motivation and focus decreased when they worked from home and lost access to those areas. Several students (7/15) reported difficulties in finding a space dedicated to work and focus, away from family. Two students, who had both listed initial goals for their remote learning as developing a good schedule and “finishing the semester with a bang,” only two weeks later characterized their goal for finishing the semester as “just getting by.”

3.3. Student perceptions of course effectiveness & their own learning

Several of our student participants did not believe that their remote courses were as effective as compared to the face‐to‐face instruction that occurred earlier in the semester. One student, when asked if they felt their level of learning was similar to their on campus classes (Table  2 , Week 3), answered that they did not believe they were learning as much through video lectures, particularly because “professors are posting, but I am unable to really ask questions.” The student even considered how changes would impact their future course selections by saying, “it is concerning to me as a biochemistry major because all the classes I am taking next semester require my previous knowledge.” Another student stated that they disliked the remote classes because it, “[was] harder to stay engaged and actually learn the content.”

We did find, however, that students in this course judged their ability to learn science content not only on the context of the course and the materials they were given, but also the course's influence on their emotional state. One student highlighted this when saying, “I haven't learned material as effectively, but, it has significantly reduced my stress levels.” A few students (3/14) also mentioned how difficulties with time zones, Internet connection, and the remote learning system hindered some of their learning process.

3.4. Student perception of faculty during remote instruction

During this unprecedented time, faculty made quick and often substantial changes to their courses for remote instruction. As a result, students were faced with the task of realigning their expectations as faculty provided different curricula and assessments for the semester. We found that overall in this case study, students used positive and supportive language about their professors' efforts to transition courses remotely. The majority of our students (12/14) believed their professors “adjusted well” (a term used by 6 of the students) and these students only provided specific examples when professors were less accommodating.

When responding about their professors' adjustments and transition to remote learning, all of the students made reference to and took into account the timing of the pandemic mentioning the “short notice” and “drastic changes” as a factor they considered in analyzing their professor's engagement and remote teaching. Students' responses included examples of video recordings, voiceovers of PowerPoint slides, increased time for assignment due dates, and open‐book quizzes and examinations as methods of adequate support from faculty during the transition to remote learning. Students voiced concerns with synchronous teaching and online issues, or, having difficulty connecting to remote courses at specific times in the morning due to high user volume. Some students found that more than one of their classes were live at the same time and had to choose between which class to participate in synchronously, which was particularly challenging as some professors did not record and upload their lectures. One student noted, “other teachers have a bit of difficult time though it is not their fault, they are trying to procure ways to help. Some class times are cut in order to help students [with] internet [challenges].” Only two of the fourteen students believed that their professors had not adjusted well to remote teaching. One student stated that, “I do not believe the professors have adjusted very well to remote teaching. Especially since teachers speed through examples and teaching in order to keep a small class time.” The other students provided similar comments when they noted,

I do not believe my professors have adjusted well to teaching remotely. I also do not believe it is their fault, some of my classes with lots of students and assignments have taken a huge hit. There has not been a lot of changes in structure which make it hard to comprehend the information.

4. USING STUDENT RESPONSES DURING COVID‐19 TO INFORM COURSE DESIGN & TEACHING

We used student feedback about their transitions to remote learning in the Spring of 2020 to inform our future courses and to consider how to improve the online learning experience of students. We understand that there are several limitations to the study: A small sample size makes it difficult to extrapolate student experience to larger biology courses or to make generalizable statements about undergraduate biology students' perceptions of remote learning. Additionally, student responses in such a small context, although elucidating, may limit inferences about online learning and best practices to specific courses. We do believe that students were candid with their statements, reliability of these qualitative data would be bolstered by multiple iterations of the course and if collection of student responses were taken from a variety of biology courses of various sizes and topics. Notably, student responses in our course reflected similar student responses in studies (of varying sizes) on perceived support (Lee et al.,  2011 ) particularly centered around clear course expectations (Palmer & Holt,  2009 ) and motivation and lack of community (Song et al.,  2004 ) in online courses. Ultimately, we used our student responses and other online student perception studies (Care et al.,  2001 ; Deci et al.,  1991 ; Schilling & Schilling,  1999 ; Selim,  2007 ; Smart & Cappel,  2006 ) to revise the course for online delivery in the future and leaned heavily on best practices to support student engagement and learning online.

In the first week of the quarantine, students were apprehensive about the changes to their learning environment and highlighted community as an important aspect of their learning. In the first week, students were focused on developing schedules that reflected their on‐campus routines. However, in the three‐week check‐in, several students expressed difficulty in maintaining schedules and motivation, and many of them expressed frustration with perceived inflexibility on the part of some of their instructors. The majority of the students in this case study reported difficulties creating and maintaining work and study schedules that supported their learning. As a result, this future online course will begin with a discussion with students to explicitly discuss the potential for this global health crisis to influence the productivity and mental health of all those involved (Gibbons et al.,  2011 ; Son et al.,  2020 ). At the onset of the course we will offer university resources, data and peer reviewed materials that focus on organizational and coping skills in order to support student engagement and completion of assignments (Pfefferbaum & North,  2020 ; Sitler,  2009 ). Our initial contact with students will include transparency about course expectations (Felten & Finley,  2019 ; Wisehart,  2004 ) and a clear schedule of due dates and details of the remote or online course before any assignments or lectures are posted.

Previous research reflects our own student responses, and both highlight the importance of support from the instructor for distance learners, specifically with an emphasis on how the instructor sets up the online course (Care et al.,  2001 ; Selim,  2007 ). Additionally, evidence from a metanalysis surveying students at 29 universities indicated that students prefer three important fields of expertise from their online instructor: “(a) structure and coherence of the learning material and course, (b) stimulation of learning motivation, and (cc) facilitation of collaborative learning structures of the learning content” (Paechter et al.,  2010 ). Findings from this metanalysis address some of the difficulties our students faced, particularly in regard to creating coherent learning material and with supporting students' motivation during their online learning. Therefore, we have considered ways to (a) intrinsically and extrinsically motivate students, and (b) check in with students throughout the course (but critically within the first few weeks) to assess student learning and perceptions and we provide examples of these efforts for our future course below.

Motivation was a common factor in our student responses and earlier studies highlight that motivation depends on students' “tendency to find academic activities meaningful and worthwhile and to derive the intended academic benefits from them” (Brophy,  1999 , pp.205–206; Glynn et al.,  2005 ). Drawing from student responses and prior research and resources that reflect similar needs of our students (Childers & Berner,  2000 ; Covington,  2000 ; Deci et al.,  1991 ; Linnenbrink & Pintrich,  2000 ; Schilling & Schilling,  1999 ), we will use the following suggestions and strategies for maintaining student motivation online specifically for biology and ecology and evolution educators:

• Clearly communicate and maintain expectations at the beginning of the semester and throughout the course. This first approach can be used for biology classes as small as 20 students or as large as 200 students. Expectations of student learning outcomes or goals will be explicit and clear for students to connect to the work that they do. We will provide student learning outcomes in the syllabus and reiterate goals during introduction of the course and throughout the semester. Future courses will include explicit alignment of assessments with the introduced learning outcomes, and students will be asked to reflect on how their work and participation matched learning goals at the end of each activity or assessment (example of learning goals in S.1). These learning outcomes are created at the discretion of the educator, but other institutions may require separate university and departmental learning outcomes to align with student learning goals. In a traditional biological course, there is opportunity for experimentation and model testing that is developed by the students. Traditional biological classrooms centered around learning through exploration and experimentation allow students to work with their instructors to develop learning goals. However, online instruction may require students to have more explicit communication about learning outcomes and expectations, and they may need those expectations to be repeated, in multiple modes (e.g., the course syllabus, emails, online announcements, in recorded lectures, and associated with the assignments themselves) throughout the course.

Examples of activities and assessments that can be modified for remote learning by ecology and evolution educators

• We also suggest, and will, implement course activities that increase the cognitive demand of tasks and provide students with challenges that are at the edges of, or even marginally beyond, their educational level (Tekkumru‐Kisa & Stein,  2015 ; Tekkumru‐Kisa et al.,  2015 ). We will provide discussion questions and in class tasks (research article summaries, experimental design assessment, statistical analyses) that are more aligned with those that ecologists and evolutionary biologists must grapple with daily. These discussion questions and tasks can be applied to any class size given the content of the lesson and learning outcomes of the students. For example, throughout the semester we will use evidence based on graphs and data tables from published research papers. Student activities will center around using the graph reading skills they develop in the course to develop conclusions based on tasks that involve graphs that coincide with data tables. This will provide students the opportunity to feel more engaged with the work, it will align with class discussions and also give us as educators the opportunity to assess critical thinking skills. This method may also give students the opportunity to understand how scientists interpret data and understand that the “doing” of science can occur at one's computer and not only in the field or laboratory. Additionally, case studies (Table  3 ) that encourage students to utilize the content they are learning online with the practices that ecologists and evolutionary biologists use (statistics in R, writing results, citing previous research) offer a diversity of subject matter and motivating challenge to student learning (Bonney,  2015 ).
• Give students the opportunity to reflect on what they have learned and make connections with their own world and goals through writing and online discussion. Incorporating an online discussion board or journaling can give students the opportunity to process what they are learning, but these techniques also allow educators to identify misconceptions and gaps in students' understandings (Callis‐Duehl et al.,  2018 ; Halim et al.,  2018 ; Williams et al.,  2016 ). By asking simple questions like, “How does this new information impact the way you view population growth?” or “What trophic interactions have you seen in your backyard or around where you live?” students may begin to make connections between what they are learning and their own experiences that generate perceptions of practical relevance. These reelections can occur in the form of written responses (for smaller classes) or via online polling and presentation platforms (Kahoot © ‐ https://kahoot.com Zoom‐ https://zoom.us.com , Poll Everywhere https://www.polleverywhere.com ) for larger classes.

Although students may have deadlines and develop their own expectations about their approach to the course, online formats provide a variety of motivational, and situational difficulties that students may or may not be aware of. If faculty take stock of their courses and assess students' needs within the first few weeks of an online course, they can provide scaffolding or additional support to students and make appropriate adjustments to the course before unforeseen problems arise. Using student responses, we have identified and propose five different online and adaptable activities (Table  3 ) for educators to use. We will personally incorporate four of the five activities (Quick Course Diagnostics, Minute Paper, Case Studies, Muddiest Point) in the upcoming semester to support our students during this online synchronized course. These activities can serve as an assessment to student learning and provide opportunity for intentional engagement with students throughout the semester.

5. CONCLUSION

The shift to remote teaching and learning created a variety of challenges and experiences for students in the Spring of 2020, and instructors had to adjust their content and curriculum for student learning and engagement accordingly. Here, we provided ways in which we will continue to adjust our own courses to intrinsically and extrinsically motivate students during their online learning experience as well as ways for educators to assess student needs and make course adjustments. Although these challenges arose in a unique context, which will hopefully not last, we were pleased to find that our students were flexible and attempted to meet the new changes head on in the midst of stay‐at‐home orders. Identifying student perceptions in this unique context has given us the opportunity to re‐address and develop new techniques that will continue to support the education of our students. This work also serves as a reminder of the resilience of students and an encouraging glimpse into the future researchers and educators we will see in the field of ecology and evolution.

CONFLICT OF INTEREST

The authors state that they have no conflicting interests.

AUTHOR CONTRIBUTION

Eve Humphrey: Conceptualization (lead); Data curation (lead); Formal analysis (lead); Methodology (lead); Project administration (lead); Writing‐original draft (lead). Jason R Wiles: Supervision (lead); Writing‐review & editing (supporting).

Supporting information

Supplementary Material

ACKNOWLEDGMENTS

We wish to thank our participants and Beverly Werner for her administrative assistance with the course in which our participants were enrolled. The authors were supported during data collection, analysis, and preparation of this manuscript by an Inclusive Excellence grant from the Howard Hughes Medical Institute.

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A1 – Elementary

Practice Grammar Tests for A1 with Answer

A2 – Pre-intermediate

Practice Grammar Tests for A2 with Answer

B1 – Intermediate

Practice Grammar Tests for B1 with Answer

B2 – Upper-intermediate

Practice Grammar Tests for B2 with Answer

C1 – Advanced

Practice Grammar Tests for C1 with Answer

Pre-A1 – STARTERS

Practice Listening Tests for STARTERS with Answer & Audioscript

Practice Listening Tests for A1 with Answer & Audioscript

Practice Listening Tests for B1 with Answer & Audioscript

Practice Listening Tests for B2 with Answer & Audioscript

Practice Reading Tests for STARTERS with Answer

Practice Reading Tests for A1 with Answer

Practice Reading Tests for A2 with Answer

Practice Reading Tests for B1 with Answer

Practice Reading Tests for B2 with Answer

Use of English Tests for A1 with Answer

Use of English Tests for A2 with Answer

Use of English Tests for B1 with Answer

Use of English Tests for B2 with Answer

Practice Writing Tests for STARTERS with Answer

Practice Writing Tests for A1 with Answer

Practice Writing Tests for A2 with Answer

Practice Writing Tests for B1 with Answer

Practice Writing Tests for B2 with Answer

Key (KET) Listening Tests

Key (ket) reading & writing tests.

Practice KET Reading and Wrting Tests with Answer

Preliminary (PET) Listening Tests

Practice PET Listening Tests with Answer & Audioscript

First (FCE) Listening Tests

Practice FCE Listening Tests with Answer & Audioscript

CAE Listening Tests

Practice CAE Listening Tests with Answer & Audioscript

Practice Vocabulary Tests for A1 with Answer

Practice Vocabulary Tests for A2 with Answer

Practice Vocabulary Tests for B1 with Answer

Practice Vocabulary Tests for B2 with Answer

Practice KET (A2) Listening Test 01 with Answers and Audioscripts

• KET (A2) Listening Tests

Listening Part 1

Questions 1-5.

For each question, choose the correct answer.

1    Where’s the girl going this afternoon?

2    Which is the boy’s new desk?

3    How will they get to their tennis class?

4    Which woman is Laura’s new English teacher?

5    What might Harry do if it rains on Saturday?

Answer & Audioscript

1 B   2 A   3 C   4 C   5 A

Audioscript

Boy:        Are you coming shopping with me and Mom this afternoon?

Girl:         To buy your new skateboard? I’d love to, but I’m meeting my classmate Susan. We’re going to see that new Japanese cartoon.

Boy:        OK, no problem, Mom can help me choose a skateboard.

Girl:         And Mom wants to go to the new café in Bridge Street.

Boy:        Great! They sell fantastic cakes!

Boy:        Mum’s bought me a desk for my bedroom, Aunt Barbara!

Aunt:      Yes. She was looking at one online with four drawers. Did she get that one?

Boy:        Mine’s got two drawers on the left and three shelves on the right.

Aunt:      That’s good – you’ve got lots of books and things. Can I go upstairs and look at it?

Boy:        Sure!

Boy 1:     Are we going to go to our tennis class by bike today? The weather’s good.

Boy 2:     Yes, it’s sunny but not too hot. But I’ve got a problem with my back wheel, so I’d prefer to go by bus.

Boy 1:     Or we could walk. It’s not far.

Boy 2:     Good idea. My dad says he’ll fix my bike next weekend.

Laura:     Mum, you see the woman outside the bookshop? That’s my new English teacher.

Mum:     The woman with long dark hair? She looks like your Aunt Suzanna.

Laura:     But Aunt Suzanna’s got blonde hair! Anyway, it’s the other woman, with short dark hair and glasses.

Mum:     Oh, she looks really friendly!

Katie:      Hi, Harry, are you going to go running on Saturday to practise for the school race?

Harry:     Possibly, buy it might rain. If it does, I don’t want to be outside.

Katie:      What about playing badminton in the sports hall?

Harry:     I like badminton, but my friends don’t. We all like volleyball, and that’s good exercise, too, so I’ll think about that.

Listening Part 2

Questions 6-10.

For each question, write the correct answer in the gap. Write one word or a number or a date or a time .

You will hear a teacher talking to a class about a new music club.

6    Thursdays     7    4:20 (any convention)

8    Taylor     9    0779386521     10   library

Woman:    Now, I want to tell you about a new school music club. It’ll begin on the fifteenth of September and there will be classes once a week until December the eighteenth.

Let me check the day … Because there’s the sports club on Wednesdays, the music club will be on Thursdays.

It’ll be after school. Your last lessons finish at ten to four and you can have a break before the music club because it starts at twenty past four and ends at five o’clock.

Here’s some information about the teacher. His name’s Mr Taylor. I’ll spell that for you T-A-Y-L-O-R. You don’t know him because he’s new.

If your parents would like to phone him, he’s happy for me to give you his phone number. It’s zero-double seven-nine, three-eight-six, five-two-one.

Oh, you need to know where to go for the club. It’s going to be in the library. Use the doors next to the art room because the other doors won’t be open then.

Listening Part 3

Questions 11-15.

You will hear Luis talking to his friend Charlotte about a computer game.

11    Where did Luis first find out about the game?

        A   from a game website

        B   from a school friend

        C   from a magazine advertisement

12    Charlotte likes the game because

        A   it’s funny.

        B   it’s hard.

        C   it’s new.

13    Who does Luis want to play the game with?

        A   his brother

        B   his granddad

        C   his cousin

14    How long did Charlotte play the game for last Saturday?

        A   forty-five minutes

        B   one hour

        C   one hour and thirty minutes

15    Which part of the game does Luis like best?

        A   finding food

        B   building a hut

        C   crossing the river

11 C   12 B   13 B   14 A   15 A

Luis:    Charlotte! I’ve got the computer game called Green Space .

Charlotte:    Where did you find out about it, Luis?

Luis:    I borrowed a magazine from a schoolfriend and there was an ad for it. I asked my mum and she bought it for me from their website.

Charlotte:    I really like that game. It’s not new, but it’s my favourite game because it isn’t easy. I play it a lot, which is strange because it’s not funny at all! Who are you going to play it with?

Luis:    Well, my brother’s too busy studying, and my cousin Amy only likes board games. But my granddad has lots of time, so I want to play with him. How long do you usually play it for?

Charlotte:    When I was sick last Wednesday, I played for an hour and a half. Then, on Friday, an hour. And on Saturday, three quarters of an hour! Which part do you like best?

Luis:    Crossing the river’s really good, but the bit I enjoy most is finding something to eat. The part about building a hut’s my least favourite.

Listening Part 4

Questions 16-20.

16    You will hear two friends talking about shopping.

        What did the boy buy yesterday?

        A   something to wear

        B   something to eat

        C   something to read

17    You will hear a teacher talking to a student called Lyn.

        Why didn’t Lyn come to school yesterday?

        A   She was sick.

        B   She was in a competition.

        C   She arrived back late from holiday.

18    You will hear a boy talking about surfing.

        How did he learn to surf?

        A   by doing a course

        B   by watching videos

        C   by practising by himself

19    You will hear a girl talking about her day at school.

        Which subject did she like best?

        A   geography

        B   English

        C   biology

20    You will hear two brothers talking about last night.

        Why did they both sleep badly?

        A   Their bedroom was hot.

        B   There were noises in the street.

        C   They were excited about going on holiday.

16 A   17 C   18 B   19 C   20 A

16    You will hear two friends talking about shopping. What did the boy buy yesterday?

Female :   I’m glad I got the school book I wanted yesterday.

Boy :   Yes, my mum had already bought that and a new magazine for me. Everyone thinks the gloves I got yesterday are cool, too.

Girl :   The T-shirt I liked was really colourful!

Boy :   But nearly one hundred pounds!

Girl :   I know. Let’s buy some snacks now. We can eat them during break at school.

17    You will hear a teacher talking to a student called Lyn. Why didn’t Lyn come to school yesterday?

Lyn :   Mr Jones, could I ask you about the tennis match on Saturday?

Mr Jones :   Of course, Lyn. You missed class yesterday. Do you feel better?

Lyn :   Oh, I wasn’t ill. We were camping in Switzerland for a week and our flight was cancelled on Sunday. We flew on Monday instead.

Mr Jones : Oh, OK. So, next Saturday’s really important. If we win, we’ll win the championship!

18    You will hear a boy talking about surfing. How did he learn to surf?

Boy :   When I started surfing, I went to the beach with friends and tried and tried, but I didn’t seem to improve. Then, I saw that someone was organising lessons, but they were on Fridays when I play football. In the end, I found a website with a famous surfer showing people the best way to learn. That’s what helped me.

19    You will hear a girl talking about her day at school. Which subject did she like best?

Girl:   School was great today. First, we had a lesson about oceans and the average water temperature in each one. But the most interesting lesson was about bees – how they live together and how they develop from eggs to adults. In another lesson, we read part of a novel and, for homework, we can write either a story or an article.

20    You will hear two brothers talking about last night. Why did they both sleep badly?

Jake :   I’m tired this morning. I didn’t sleep well.

Nathan :   Neither did I. Let’s ask Dad to turn down the heating in our room.

Jake :   Yes, that was the problem. I can hear him outside. I thinking he’s packing the car so that we are ready to go camping.

Nathan :   I can hear Mum playing music downstairs. Let’s ask her about the heating.

Jake :   Yeah.

Listening Part 5

Questions 20-25.

You will hear Lucas talking to his mum about the jobs his friends want to do. What job does each friend want to do?

0              Lucas     F

21 C   22 H   23 E   24 D   25 A

Lucas:   Mum, we talked about different jobs in class today and I’m surprised about the jobs some of my friends want to do.

Mum:   What do you want to do?

Lucas:   You know I love planes, so I’d like to fly them for my job.

Mum:   Great idea. What job does Tyler want to do?

Lucas:   He wants to work at the hospital. His mum’s a receptionist there, but he wants to take care of people’s teeth!

Mum:   That’s a good job. Ava wants to be a sports coach, doesn’t she?

Lucas:   Not now, she wants to show tourists round different towns.

Mum:   Oh. And Mark?

Lucas:   He’s always helping his dad repair cars. Remember, his dad’s got a garage? And that’s what he wants to do.

Mum:   He’ll be good at that. Does Victoria know what she wants to do?

Lucas:   Yes, to write articles for a newspaper. She wrote a good story about an actor for English last week.

Mum:   Great! What about Bobby?

Lucas:   He wants to be in plays and work in theatres all over the world.

Mum:   He was good in the school play about a hospital.

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15 Best Biology Podcasts of 2024

by Bernard Abog 7 min read

Give your eyes a rest and start  sending spectacular biology content straight to your brain while you're on the road or in the lab

Below are our favorite biology podcasts in 2022. There's a huge variety here, but they are all well worth a listen. We tried to select a wide range of podcasts from diverse hosts with unique perspectives. We even fully hyperlinked every social media account and listening platform to make it easy to follow along!

Happy listening!

1. This Week in Evolution

Episode Length: 60-90 minutes 

Frequency: Monthly

This Week in Evolution is a podcast about what makes humans tick and how our biology influences our behavior. On the topic of evolutionary biology and genetics, Nels and Vincent bring their diverse backgrounds to bear. They usually get guests who are specialists in their respective fields for some deeper insight.

This podcast will bring you a wide variety of topics, from viral evolution and transposon domestication to Neanderthal introgressions to resolving Peto's conundrum in elephants. The hosts' excitement for science and the environment drives every aspect of the show, and you'll want to listen more. For anyone interested in evolutionary biology, this is a must-listen!

Listen on: Apple Podcast , Spotify , Google Podcast , Castbox , Stitcher

Main page: https://www.microbe.tv/twievo/

Follow them on Facebook , Twitter , and Instagram

2. Big Biology

Episode Length: 30-120 minutes

Frequency: Weekly

The Big Biology podcast covers in-depth discussions with experts on topics such as evolution, genetics, ecology, climate change, neurology, illnesses, life's origins, psychology, and more! Each episode focuses on a key idea, with experts providing a wealth of information to help you understand their field of study. It's clear that they're passionate about biology, which makes the podcast a pleasure to listen to. Accessible biology conversations and highly entertaining; what more could you ask for?

Main page: https://www.bigbiology.org/

3. Boost Your Biology with Lucas Aoun

Episode Length: 40-90 minutes

Lucas Aoun hosts Boost Your Biology, focused on “bio-hacking” to improve your mood, health and performance. Lucas goes into great detail with experts on these substances, amino acids, nootropics, and more. A word of caution: much of the information is on the fringe of scientific consensus and understanding and many guests are there to promote products, so stay skeptical while listening and consult your doctor before making any changes to your routine.

Main page: https://www.nofilter.media/podcast/boost-your-biology

4. New Species

Episode Length: 30 minutes

The hosts of the podcast New Species chat with biologists on their research into newly discovered species! Designed to help everyone better comprehend our planet's tremendous biodiversity, this podcast will get you the behind-the-scenes story, as well as why these discoveries matter to everyone (not just scientists). It also has a fantastic flow and gives techniques to identify species. The host is well-versed in the subject matter and knows how to keep the audience interested. If you're doing chores, having your morning coffee, or driving to work, this is an excellent podcast to have on your phone or tablet.

Listen on: Apple Podcast , Spotify , Google Podcast , Castbox

Follow them on Twitter

5. Teach Me Biology

Episode Length: 20-40 minutes

The ultimate podcast for biology students is Teach Me Biology. Join Ria as she teaches A-level biology to her co-host and younger sister Sarah. Topics range from energy and ecosystems to photoreceptors to genetic diversity and natural selection . It’s a great way to reinforce your fundamental concepts in biology and learn easy ways to teach it to younger students. This podcast will undoubtedly help students who are struggling in biology class.

Main page: https://teachmescience.co.uk/

Follow them on Twitter and Instagram

6. RadioBio

Episode Length: 30-45 minutes

This is the podcast for you if you want to learn cutting-edge biological research from a wide range of topics. Scientists and graduate students in biology discuss biological systems from molecules to ecosystems for 30-45 minutes on the RadioBio podcast. In terms of science and biological research, it is incredibly educational and useful for both students and the general public as well. Insects and coevolution were our favorite topics as they talked about how insects have led to numerous discoveries as well as the evolution of new traits that are determined by interactions between organisms.

Main page: https://www.radiobio.net/

7. Two Scientists Walk Into a Bar

The Two Scientists Walk Into a Bar podcast will immerse you in a rich world of biological and medical research. There are tons of topics to choose from, ranging from cancer vaccine research to why we feel pain, with entertaining hosts who are easily able to express complex concepts. 

We appreciate the fact that the topics are discussed in a relatively straightforward manner so you can still enjoy the story even if you aren't a scientist. This is like being a fly on the wall when super-intelligent people discuss science and medicine in a way that anyone can understand. 

Main page: https://www.gene.com/topics/two-scientists-walk-into-a-bar

For the most passionate biologists:

Did you hear we made a  Microbiology word magnet  set   to encourage creativity and self-expression in labs, classrooms and offices? Each specialty pack comes with 144 tiles carefully designed by a PhD in that field for technical accuracy and tacit absurdity.

The   Microbiology word magnet   set was designed by Dr. Susanna L Harris, who chose words to make it both science-y and humorous. Grab a set for your lab or desk   here   with free shipping in the USA!

(List continued below:)

8. Bio Eats World

Episode Length: 20-30 minutes

Bio Eats World examines all aspects of biology today, from the most recent scientific discoveries to the most popular trends. This podcast covers a wide range of interesting and timely topics in biology, and the hosts do a fantastic job! We love the first episode, titled " The Biology of Aging ," it presents substantial evidence that ageing can be slowed down. Some of the most eminent scientists in the field of biology provide compelling evidence in this discussion. This show's host and guests are gifted at conveying high-level concepts in a way that keeps listeners interested and coming back for more.

Main page: https://future.a16z.com/bio-eats-world/

Follow them on Facebook and Twitter

9. The Science of Everything

Episode Length: 40-80 minutes

Already on its 133rd episode, you won't run out of episodes to binge-listen to. James eloquently presents a wide range of subjects, including sleep science, genetic testing, and volcanoes. It's a fascinating feast! If you are a scientifically curious person, this one is for you. You'll be surprised to suddenly find yourself with a deep understanding of complex topics like organic chemistry and quantum mechanics. So go ahead and feed your curiosity!

10. The eLife Podcast

Episode Length: 30-40 minutes

Frequency: Periodic

In a more academic approach, Chris interviews renowned scientists and established professionals working on cutting-edge biological research. It's a fantastic opportunity to hear from the people behind some of humanity's novel discoveries in the life and medical sciences. Ever wondered if vaping inflames the brain? Find out in an intriguing recent episode.

Main page:   https://elifesciences.org/podcast

11. Short Wave

Episode Length: 10-20 minutes

With short episodes that are both comprehensive and digestible, this podcast will keep you enthralled and up to speed with the new discoveries and the science behind the headlines. Be sure to stay tuned until the end of the episode to hear about the key takeaways and the potential game-changing applications that the science behind it has to offer. Check out their episode about Clarice Phelps, one of the first black women to make her mark on the Periodic Table.

Main page:   https://www.npr.org/podcasts/510351/short-wave

12. All Creatures Podcast

Episode Length: 30-80 minutes

The All Creatures Podcast takes the focus off of the microbial world and helps us appreciate larger creatures. Most ecologists agree that we are in the midst of the Earth's sixth mass extinction and learning more about conservation science can really help the animal kingdom. 

From evolution to physical characteristics to the issues they now face, Chris and Angie detail each species they discuss. They are our guides with plenty of tips for contributing to wildlife conservation initiatives. Every week, it's like they write an hour-long love letter about each creature they cover, clearly conveying their passion and dedication. If you're a wildlife biologist or just care about wildlife and the planet, you'll be hooked!

Listen on: Apple Podcast , Google Podcast , Castbox , Stitcher

Main page: https://www.allcreaturespod.com/

13. Ask A Biologist Podcast

A long-running highly regarded show that a lot of people grew up with, this podcast has been entertaining and educating its listeners with insightful stories and perspectives for ages. One day it'll be tales about sharks and another day it'll be mud science. You never know what fascinating stories await you. It's an oldie, but a goodie! Find out how cats are paving the way to better understanding science in an episode entitled "Biology Explained by Cats."

Listen on: Spotify , Google Podcast , Stitcher

Main page:   https://askabiologist.asu.edu/listen-and-watch

Follow the host's Twitter

14. Ologies with Alie Ward

Episode Length: 30-90 minutes

Ologies with Alie Ward is one of the most popular science podcasts on the planet. Alie Ward, a science correspondent and humorist, asks smart people silly questions and the answers might transform your life for the better. It’s all sciences (or “ologies”, but there’s a lot of biology.

You’ll learn about everything from knee pain to avian mourning patterns. Even if you have a PhD in Biology, there’s still so much to learn from this podcast. Alie brings a lot of fun and levity to her interviews with the smartest, funniest scientists around, making each subject so accessible and easy to comprehend!

Main page: https://www.alieward.com/  

15. In Defense of Plants Podcast

Episode Length: 30-60 minutes

Finally, we've come to the end of our biology voyage through the world of plants, or botany. Plants are so much more than they appear. There aren't many podcasts on plants out there, so this is a hidden gem that provides you with a wealth of information about their world. The botanical world is full of beauty, from the tiniest duckweed to the largest redwood. 

Every episode is filled with Matt's passion and energy, and all of his guests do the same. More importantly, the way they communicate about plants is totally enthralling.. For starters, you can check out the older episodes on the Ozark Chinquapin , butternut blight , and Hawaiian plant conservation .

Main page: https://www.indefenseofplants.com/podcast  

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• / Homework Help
• / Speaking & Listening Skills

Homework Center: Speaking & Listening Skills

• Speaking & Listening Skills

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Đề luyện thi HSG Tiếng Anh 9 cấp huyện – Mã đề 0130819

Đề luyện thi HSG Tiếng Anh 9 cấp huyện

ĐẾ SỐ 01 Đề luyện thi Tiếng Anh 9 cấp huyện 

SECTION A.  LISTENING :

*** Bài nghe dưới đây

PART 1 : I. You will hear Sally asking a friend about some homework. Listen and complete questions 1 to 5. You will hear the conversation twice. (10 pts)

PART 2 : II. You will hear some information on the radio about a summer music school. Listen and complete questions 1 to 5. You will hear the information twice (10 pts)

SECTION B. PHONETICS:

III. Choose the word which has the underlined part pronounced differently from that of the rest by writing your answer (A, B, C, or D) in the numbered box. (10 pts)

Write your answers here:

 IV. Choose the letter (A, B, C or D) next to the word whose main stress is placed differently. (10 pts)

SECTION C. LEXICO- GRAMMAR:

V. Choose the word or phrase which best completes each sentence. Write your answer (A, B, C, or D) in the numbered box. (40 pts)

1. She went to the airport to see me off

A. look for me       B. meet me       C. greet me                  D. say goodbye

2. The more time you spend practicing English, ____________ command of it you will have.

A. the fewer          B. the better     C. the good                D. the less

3. I told her many times, but she didn’t remember ____________ the tickets for the show.

A. to have bought       B. having bought        C. buying                    D. to buy

4. You should understand ____________ better to work together.

A. one another        B. each one     C. themselves              D. yourself

5. He has difficulty ____________ his ideas across.

A. to make        B. being made             C. making                    D. to be made

6. Every one of them ____________ responsible for their action.

A. be            B. is                    C. are                     D. being                                

7. They received ____________ help from their parents, but they still become successful.

A. so few         B. such a few              C. a little                     D. little           

8. You should eat less and do more exercise. ____________you won’t lose weight.

A. If only          B. Otherwise               C. Or                           D. Unless

9. Because his story was ____________ we all couldn’t help laughing.

A. amusing        B. amuse                     C. amused                   D. amusement

10. They live far away from the city so their ____________to work takes nearly an hour.

A. trip                B. tour                         C. travel                      D. journey

11. Only ____________ present at the meeting agreed on the plan.

A. few            B. little                        C. a few                     D. a little

12. The foreign guest spoke very slowly ____________ to be misunderstood.

A. not so as       B. so as for nobody       C. not so that             D. so as not

13. The boy ____________long hair was talking to the girl who was ……. red.

A. with/in          B. of/at                       C. in/with                     D. at/of

14. You will have to ____________ your holiday if you are too ill to travel.

A. cut down          B. put off                    C. put out                     D. put up

15. I don’t see any ____________ in arriving early at the theatre.

A. cause              B. reason                     C. point                        D. aim

16. Your hair needs ____________. You’d better have it done tomorrow.

A. cut                  B. to cut                      C. cutting                     D. being cut 

17. Let’s go ahead and do it now. Nothing____________ by waiting.

A. accomplished             B. accomplishes         

C. has accomplished       D. will be accomplished

18. The heavy storm prevented the climbers from ____________ the top of the mountain.

A. reaching             B. reach                       C. arriving                   D. arrive

19. He doesn’t want to study in a university which has no ____________

A. reputing          B. reputation               C. reputed              D. reputedless

20. The jokes Jack tell are as old as ____________

A. the earth B. the mountains     C. the hills                   D. the oceans. 

 VI. There is one mistake in each sentence. Find the mistake and write your choice (A,B,C or D) in the space provided below. (10 pts)

  VII. Complete the sentences by filling in each blank with the correct form of the word in italic. (10 pts)

1. Pablo Picasso was a very ____________ artist                      CREATE

2.It ’ s ____________ of motorists to drink and drive.                RESPONSIBILITY

3. Since ____________has been so poor the class is being closed      ATTEND

4. The farmland is poor. It needs to be ____________.            RICH

5. No one can deny the ____________ of his contributions         PRECIOUS

  VIII. Complete the sentences with the right  form of the verbs  in bracket. (10 pts)

1. He prefer (1. drive)____________ to (2.be drive)____________

2. It ’ s essential that he (3. arrive) ____________ before seven.

3. If you bet on that horse, you risk (4. lose)____________ every penny you ’ ve got.

4. I ’ d rather you (5. not wear) ____________jeans to the office.

SECTION D. READING:

IX. Read the following passage and mark the letter A, B, C or D to indicate the correct answer to each of the questions. (20 pts)

            Although some groups of people have always lived in tents, camping as we know it today only began to be (1) ____________ about 50 years ago. The increase in the use of cars and improvement in camping equipment have (2) ____________ more people to travel longer (3) ____________ into the countryside and to stay there in greater comfort.

            Many campers like to be (4) ____________ themselves in quiet areas, so they (5) ____________ their tent and food, and walk or cycle into the forests or the mountains. Others, preferring to be near people, drive to a public or privately-owned campsite (6) ____________has up-to-date facilities, (7) ____________hot showers and swimming pools.

            Whether campers are (8) ____________ in the mountains or in a busy site, they should remember to (9) ____________ the area clean and tidy. In the forests, they must put out any fires and keep food hidden to avoid attracting (10) ____________ animals.

X. Fill in each numbered blank ONE suitable word. (20 pts)

            Everyone is becoming aware that the environment is a serious issue. However, we have not done (1) ____________ to deal with this problem because we seem to wait for governments to (2) ____________ actions. In my opinion, individuals can do many things to help (3) ____________ the problem. To begin (4) ____________, we can be more responsible in the (5) ____________ we dispose of waste. We should not throw rubbish into lakes and (6) ____________ Moreover, we also need to (7) ____________ the water we use. Fresh water (8) ____________ drinking is running out in many (9) ____________of the world. Finally, I think that if we use (10) ____________ transport more we can reduce air pollution in cities.

XI. Read the following passage and then choose the correct answer A, B, C or D. (10 pts)

            According to the World Health Organization (WHO) research, the emission from car exhausts causes more deaths than road accidents. The research found that one third of all harmful air pollution was caused by road transport, and that long term exposure to pollution caused estimated 21,000 premature deaths a year across the three countries, France, Austria and Switzerland. This is much higher than the 9,947 who died that year as a result of road accidents.

            In addition, the researchers calculated that the car fumes caused 300,000 extra cases of bronchitis in children, and 15,000 extra hospital admissions for heart disease made worse by the pollution. They calculated that the cost of dealing with all this was 27 billion Euros per year. A lot of money goes into making cars safer, but not as much is spent solving air pollution.

1. What is the main idea of the text?

A. Pollution and road accidents

B. Bad effects of car exhausts

C. the necessity of making cars safer            

D. The toll of road accidents

2. According to the passage

A. air pollution causes more deaths than road accidents.

B. road accidents cause more deaths than car fumes.

C. long term exposure to pollution is harmless.

D. car fumes cause one third of premature deaths.

3. Which of the following is not true?

A. Car exhausts cause bronchitis and heart disease.

B. Car fumes cause one third of all harmful air pollution.

C. Each year road accidents cause 9,947 deaths.

D. More people died as a result of air pollution than road accidents.

4. The money spent solving air pollution is

A. 27 billion Euros per year

B. not able to calculate

C. more than making cars safer

D. less than to make car safer

5. Which of the following is not mentioned as the bad effect of air pollution?

A. Causing illness in children             B. Causing premature deaths

C. Causing road accidents                    D. Causing heart diseases

SECTION E. WRITING:

XII. Finish each of the following sentences in such a way that it means exactly the same as the sentence printed before it. (20 pts)

1. I haven’t decided to continue my study in a foreign country.

    I haven’t made …………………………………………………………………………………………………………………..

2. He got down to writing the letter as soon as he returned from his walk.

    No sooner …………………………………………………………………………………………………………………………

3. Please help your mother with housework.

    I ’ d rather …………………………………………………………………………………………….

4. They were unable to finish their game of badminton because of the heavy rain.

    The heavy rain ………………………………………………………………………………………

5. The flight to Ho Chi Minh City lasted one hour and a half.

   It took …………………………………………………………………………………………………

6. “I ’ m sorry for handing in my report so late” Tom said to his boss.

   Tom apologized ………………………………………………………………………………………

7. He hates people staring at him while he is out in the street.

  He hates ……………………………………………………………………………………………….

8. John’s proud of being a good computer programmer.

  John takes ……………………………………………………………………………………………..

9. What I know is that he still needs protection.

   As far …………………………………………………………………………………………………

10. He introduced me briefly to the school ’ s teaching staff.

   He gave ……………………………………………………………………………………………….

XIII. Use the following sets of words or phrases to write a complete letter. Make all the changes and additions if necessary. (20 pts)

    Dear Helen,

1. How/ things/ you/ these days?

2. I/ write/ invite/ accompany me/ trip/ Hawaii.

3. As/ know/ I/ booked/ two – week/ package tour/ my brother/ myself.

4. Since then/ I/ dreaming/ exotic scenes/ carefree time/ spend/ Hawaii.

5. Unfortunately/ brother/ inform/ yesterday/ couldn’t go/ me.

6. This/ disappointed/ because/ half/ pleasure/ travelling/ sharing/ experience/ someone/ close.

7. I/ very happy/ if we/ go/ travel/ together.

8. Remember/ once/ showed/ interest/ trip.

9. If/ still/ interested/ do let/ know/ possible.

10. I/ looking forward/ reply.

      Best wishes,                                                                  

_____THE END_____

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