SUMMARY PRACTICE 3

NAME:………………………………. DATE:………………………………..
CLASS:…………………………… MARK:…………

 Passage 1: Read the following passage and summary the main points in no more than 130 words.
No one disputes that calcium is essential for building strong bones and teeth. Women, men and children
need it. In fact, while the message about osteoporosis prevention and bone strength seems directed at older
women, it is even more important to bolster calcium intake during childhood and adolescence, when there
is rapid and significant bone growth, than it is when we are older and losing bone mass.
According to medical experts, humans build bone mass between age nine and 18. Ninety percent of it
develops before age 20 and the rest by age 30. Thus, what we build then is most important because after
that we can't build more bone mass. After the age of 30, we take in calcium just to maintain the bone
strength.
That makes it critically important to begin a diet high in calcium as children and continue it throughout our
lives. Children should be given calcium-rich food beginning at age four.
Unfortunately, available data indicates that most children older than eight don't get enough calcium,
leaving them at risk for fractures or for developing osteoporosis in adulthood. It is recommended that
doctors evaluate children for calcium intake three times during childhood -- at ages two to three, eight to
nine and as teens -- by asking few questions about diet, milk consumption, and the amount of exercise they
get and whether there is a family history of osteoporosis.
Guidelines by doctors recommended vitamin D supplements for breast-fed only babies and older children
who don't get adequate amounts of vitamin D, either because they don't drink Vitamin D fortified milk or
don't get enough sunlight. The human body needs 10 to 15 minutes per week of sun exposure to produce
adequate vitamin D.
It is not always easy to get children to consume calcium rich foods. Some are allergic to dairy products
which are the best source of calcium. Some parents act before there is a problem and give soy formulas to
their children.
Another obstacle is that when children become teenagers, parents don't have the same control over their
diets as the latter are always trying to keep their weight down. Many stop eating breakfast where there is
plenty of yoghurt and fresh food available and are exposed to a whole new level of tastes. A study showed
that when children reach age 19, they are drinking three times more soft drinks and 25% less milk than they
did as children. Those who drank less milk had less calcium overall in their diets which contributes to
osteoporosis at a later age.
In general, food that contain the most concentrated amounts of calcium are dairy products such as milk,
yoghurt, cheese and ice-cream. There are also other good calcium sources: beans, tofu, canned salmon,
almonds, sesame seeds, dried figs, broccoli, kale and some grains.
It is important to use products like calcium-enriched soy milk and calcium-fortified orange juice if they
don't eat dairy products. Calcium supplements are important in calcium-poor diets. It is best to get your
calcium needs through food intake, but when that is not possible, supplements can help make up what the
diet lacks.
Whatever the dietary source of calcium, it must be absorbed properly for it to be beneficial. Some nutrients
that interfere with calcium absorption are sodium, caffeine, too much protein, oxylates found in tea and
high calcium food and phosphorus. Smoking, stress and lack of exercise may also contribute to the body
not being able to absorb calcium effectively.
Exercise is important to prevent osteoporosis. Weight bearing exercise helps maximize bone strength by
making bones and muscles work against gravity. Examples of weight-bearing exercises are walking,
running, dancing, aerobics and skating.
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 Passage 2: Read the following passage and summary the main points in no more than 130 words
In the advanced countries such as Australia, England, Singapore and The United States, the education
curriculum and system aim to produce well rounded individuals with good academic achievement and
survival skills.
In Australia, the focus of education is on the overall development of the child during primary school years.
Learning experiences are built around literacy, mathematics, physical skills, and studies of society, health
and creative activities. The emphasis is on developing basic skills in the English language.
There are no examination requirements for progression through school, and no standardized examination at
the end of primary school. In secondary school, students are required to carry out research and complete
assignments that form part of the assessment. Learning objectives are achieved by methods including
investigation, experimentation, evaluation and participation.
The core subjects for secondary schoolchildren are, among others, English, Mathematics, Science, Human
Society, Technological and Applied Studies, Creative arts and Personal Development, and Health and
Physical Education.
School-based assessments usually include examinations, tests, analytical exercises, written research
reports, essays, laboratory, field studies, and portfolios.
The British education system is bounded by the National Curriculum that decides on the content to be
taught in schools, sets targets for learning and determines how students' performance will be assessed.
Under this system, students undertake a series of tests known as the Key Stage National Curriculum Tests.
The curriculum is habitually reviewed to ensure it meets the varying needs of students and society. In 2004,
significant changes were made to Key Stage 4 -- examinations taken in Year 11 -- which allowed schools
to offer students more choices to get the general knowledge and experiences necessary for future
employment.
In KS4, students are expected to develop skills like analysis, reasoning, problem solving and
communication.

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Subjects such as ICT, Citizenship, Work-related Learning, and Careers Education are compulsory on top of
the core subjects to comply with the standards set.
The Ministry of Education in Singapore aims to provide a broad-based and holistic education. According to
the ministry's website, Singapore has been moving towards a more flexible and diverse education system.
The increased flexibility in the school system includes an option to study a non-native Mother Tongue
Language as a third language from 2007.
For Primary One and Two, there will be 30 students per class from 2006 onwards, so that teachers are able
to provide students with more individualized attention to give them a strong grounding in literacy and
numeracy.
School Graduation Certificates will be introduced from 2008 to reflect the students' academic as well as
non-academic achievements.
At primary school level, project work will be incorporated into the curriculum but will not be formally
assessed as an examination subject.
The ministry will organize work attachment opportunities for teachers, in business and community
agencies locally and overseas, as part of their teacher training initiative.
In the United States, elementary school students are taught five core subjects -- English, Mathematics,
Social Studies, Science and Physical Education.
Electives such as Visual Arts (drawing, photography), Performing Arts (drama, band), Foreign Languages,
Computers and athletics are introduced alter on.
Furthermore, non-academic lessons are added to achieve all-rounded individuals. Many states require
schools to offer some form of courses related to health where students will learn about nutrition, first aid,
the basic concepts of sexuality and birth control.
In middle and high school, the students participate in extracurricular activities that amount to hours outside
of the normal school day.
This includes sports activities like football and basketball, which are major events for schools and
communities in the country, and also a major source of funds.
Under the No Child Left Behind Act, teachers in core academic areas must have a bachelor's degree, full
state certification and demonstrated competency in each core academic subject he or she teaches.
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SUMMARY PRACTICE © MỸ LINH-LVC

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 Passage 3: Read the following passage and summary the main points in no more than 130 words
Call it Generation Groggy. In the US, at least once a week, 28% of high school students fall asleep in class,
and 22% fall asleep doing homework, according to the survey released last week by the US National Sleep
foundation.
According to Amy Wolfson, sleep researcher and associate professor of psychology at College of the Holy
Cross, that is the tip of the iceberg as "you know they aren't alert before they fall asleep and it is very
alarming to me."
Sleep deprivation among youth is caused not only by puberty, which triggers changes in one's sleep cycle
but also by environmental and lifestyle factors such as early school stars, a taste for caffeinated drinks and
bedrooms that are full of sleep-postponing temptations such as cell phones, computers and televisions sets,
sleep experts say.
According to Dr Judy Owens, an expert in pediatric sleep disorders in Rhode Island, this is not all
biological. The survey also showed that 97% had at least one electronic device in their rooms, which is a
big problem.
Researchers at other universities found plenty of evidence in their survey that adolescents were falling far
short of recommended nine hours of sleep. Only about one in five adolescents between the ages of 11 and
17 gets the recommended nine hours of sleep per night and about half get less than eight hours on school
nights. The total hours of sleep also declined with age. Sixth graders slept an average 8.4 hours per night
while high school seniors slept 6.9 hours, two hours less than recommended. Young people are paying for
the consequences, both academically and in terms of personal health problems, the researchers said.
For instance, adolescents who get less sleep get worse grades than their peers who get at least nine hours of
sleep. Eighty percent of the well-rested subjects reported getting As and Bs in school.
Also, 28% of respondents reported they were too tired to exercise. Exercise is sorely missing in man
children's lives these days with sports giving way to more sedentary activities such as watching TV or
playing on the computer. Many children also may be too busy with other "more important pursuits" such as
extra classes and enrichment classes to be involved in exercise.
Owens noted that many studies have reported that the fewer hours of sleep an adolescent gets, the more
likely they are to be obese or to suffer from mood disorders. Also, about half of teenage drivers in the
survey said that they have driven while drowsy in the past year.
Owens said that there are things that parents and their children can do to help kids get a better night's sleep.
Adolescents should not drink caffeine after lunch and should not have electronic devices in their bedrooms.
They should stick to a regular sleep schedule with an adequate number of hours of sleep and try not to
deviate much from it on weekends.
However, for some adolescents, making major changes in their sleep cycles may require extra help. Light
therapy and the hormone melatonin sometimes can be used to restore more normal sleep cycles in young
night owls, according to researchers.

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 Passage 4: Read the following passage and summary the main points in no more than 130 words
The world of the drug addict is cold, lonely and empty and one where those who are not addicted would
never want to step into. And there remains much ignorance amongst the so-called normal members of
society and professionals as to what they can do to help.
The pros and cons of a moral model versus the disease model of addiction have been debated around the
world for decades. The battle has been long and hard. At the end of the day, it is clear that no country has
been able to honestly claim total victory. What is clear is that this battle cannot be fought alone. The addict
needs his family, his community and all the spiritual strength that he can muster to start and guide him
along the path to recovery. The task is too big for any one individual, family community or country.
Medical science and technology have done much to produce new medications and treatments to address the
physiological changes in the brains of patients with addiction. However, medicine does not have the
monopoly over the recovery process. At most, it can only be a complementary partner to a healing and
reconciliation process that must involve man and his Creator.
Regardless what our individual stand is on the various issues concerning causes and treatment o drug
addiction, the facilitator of this healing process must begin with the re-establishment of contact and
effective communication between those who are lost in addiction and those around him.
This essence is what compassionate engagement in addiction is all about. With compassionate engagement,
the door is open to deliver hope and guidance to those who are hopelessly lost.
For the uninitiated wanting to embark on this mission, to read and to be able to feel this message, will
provide him with the right essence. To be effective, we should seek to reach out early to those who need
help, be it the addict, his friends or his family.
Early intervention and prevention is the only strategy that will work to break the chain of transmission of
this disease. For this strategy to work, we need to mobilize a whole nation of people sensitized to the fact
that the individual effort of each and every one of us can make that difference.

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Often you have been told or have heard that a loved one has an "addictive personality". Is there such a
thing as an addictive personality?
The dictionary defines "addictive personality" as one which is "characterized by or susceptible to
addiction."
What makes one susceptible to addiction? Data from Alcohol Anonymous and Narcotic Anonymous have
dispelled the myth of the addictive personality.
There is however, a proven genetic predisposition towards chemical dependency. Children of alcoholics
are twice as prone to addiction as other unaffected people. In spite of an inherited tendency towards
addiction, the majority of people with addicted parents do not become addicts themselves.
In would be reasonable to say that there is no such thing as an addictive personality that is someone
destined to be an addict. There must be other factors acting on the probabilities and vulnerabilities.
When an addict is on drugs for say, eight to 10 years, the disease profoundly alters his personality. The
addict has detached himself from others and has more explicit trust and relationship with an inanimate
object or event. This relationship is of short-term pleasure with long term pain and is pathological.
Meeting his spiritual, mental, emotional and physical needs via a relationship with an object is a sickness.
The calling is for instant gratification -- the need to delay cannot be heeded. The disease of addiction now
leaves a deformed personality.
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