How do I live for you guys to please? Don't judge me with 3 words: LOOKING TO KNOW. And don't always talk when you don't really know what I think. Now, don't tell me not to refuse! They are now dragging the story over and over, but the fox. Although it is not the cause of cx ns. And nx, now they just like to report, then the report is done to deny it! We are just fit, I don't understand the reason, I really think that I always say it, no matter what they leave me alone, we have all the old chx that I have not said. , it has passed, then let it go, why are they so dangerous? We have to report it until you hit me. They do, live for me to let me know, they are very bully, I don't really know. Please help me, they help me, do we recognize them? Or do they just help them out, why are they incompetent? So how can they live so please? Say they are miserable just now! Let's take a little bit, and the ones they flatter thanks for help, we don't twt not bt! Help me, I still help, but I don't have any of their bitches, don't make it easy! Oh yeah, m, I am ngw, not a dog, but tell him to eat, it comes immediately! Let me go, please help me, please help me! But they don't eat it, so don't eat it! It's too rude, I don't care! Suggest that we lessen it! And the other deputy: do you think stupid? So why is the good hok but cheating at the test hour? Ngw hok stupid, no humiliation! But the most humiliating thing is the good hok that has to go cheating at the test hour! She is beautiful, but she beat her, she scolded, she is beautiful!

1; he has attempted to murder his wife . he denies it .

2; I had told her the address yesterday . remember that .

3; she had been to disco the night before and she overslept in the morning.

4; george had drunk two pints of beer . after being stopped by the police , he admitted that .

5 . the boy asked his mother permission and then went out to play .

6. he raised 20,000 for charity . he was praised for that .

7 you made such a good speech I wanted to congratulate you

himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.

If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can't find the way to get the right answer. Let's end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know.

Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one's life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, "But suppose they fail to learn something essential, some­thing they will need to get on in the world?" Don't worry! If it is essential, they will go out into the world and learn it.

Question 50: The author fears that children will grow up into adults who are __________.

A. unable to think for themselves

B. too independent of others

C. unable to use basic skills

D. too critical of themselves

Fill in the gaps with a form of the passive. The tense could be past, present or future.

1. Many rock stars say the real thrill is that they enjoy (watch) by thousands of adoring fans.

2. Your car is a death trap. It(should/send) to the scrap yard years ago!

3. I'm sorry this office is so dirty but it can't (clean) until tomorrow morning at the earliest.

4. Any teacher who hits a student should (sack) immediately.

5. John's big dream is that he wants (discover) by a big time music producer.

6. (rob) in the street is a terrifying experience indeed.

7. The factory is losing a lot of money every week and (shut) next Thursday.

8. But it might (save) if we make an appeal to the local bank.

9. Before (recycle), glass bottles are thoroughly washed and the labels removed.

10. Jak was fired from the local car wash because, even though he hadn't paid, he let his friend's car (wash).

I. Complete the sentences with available words.

bored interested surprising amusing confused

boring amused confusing surprised interesting

1. He told me a very ____________story. I laughed and laughed.

2. This is a terribly ___________ book. Nothing happens in it.

3. He's ______________ in love stories and often talks about them.

4. The compass was _____________ and I got lost.

5. She was ________________ because she had nothing to do all day.

6. Everyone else thought it was funny, but she wasn't _______________ .

7. Could you repeat that, please ? I'm a bit ________________ because it was very complicated.

8. It is ______________ that she failed the exam, because she's a good student.

9. Everyone was ______________ by the sudden noise.

10. Your scheme is very ____________ . Tell me more about it.

Read the following passage and mark the letter A, B, C or D to indicate the correct answer to each of the questions from 43 to 50.

Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people's. In the same way, children learn all the other things they learn to do without being taught - to talk, run, climb, whistle, ride a bicycle - compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.

If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can't find the way to get the right answer. Let's end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know.

Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one's life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, "But suppose they fail to learn something essential, some­thing they will need to get on in the world?" Don't worry! If it is essential, they will go out into the world and learn it.

Question 49: The word "complicated" in the third paragraph is closest in meaning to ___________.

A. comfortable

B. competitive

C. complex

D. compliment

Read the following passage and mark the letter A, B, C or D to indicate the correct answer to each of the questions from 43 to 50.

Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people's. In the same way, children learn all the other things they learn to do without being taught - to talk, run, climb, whistle, ride a bicycle - compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.

If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can't find the way to get the right answer. Let's end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know.

Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one's life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, "But suppose they fail to learn something essential, some­thing they will need to get on in the world?" Don't worry! If it is essential, they will go out into the world and learn it.

The word "complicated" in the third paragraph is closest in meaning to ___________.

A. comfortable

B. competitive 

C. complex

D. complimen