1) Minh likes walking. On the weekend , he often goes walking in the mountains . He usually goes with two friends .Minh and his friends always wear strong boots and warm clothes . They always take food and water and a camping stove . Sometimes , they camp overnight.

a) what does Minh like doing ?

b) what do they always wear?

c) when does he go ?

d) who does he usually go with ?

e) where does he often go ?

f) what do they take ?

2) rewrite the sentences with the adverbs in brackets

a) she goes to school in the afternoon ( sometimes )

b) she plays table tennis on Saturday and Sunday mornings (usually)

c) she comes home at 10.00 a.m. (never)

d) she stays at home in the evening (always)

Circle the correct answer ( Khoang tròn đáp án đúng )
1. Do you like tomatoes
a.Yes, I do
b. No, I do
c. Yes, I don't
2. Do Nam and Lan go to school today?
a. Yes, they don't
b. No they do
c. Yes they do
3.Do they buy some food?
a. No they do
b. No they don't
c. Yes they don't
4. Does she like reading book
a. Yes she  does
b. Yes he does
c. No he doesn't
5. Does he watch TV in the evening ?
a. No he does
b. No she doesn't
c.Yes he does
6. Can you ride a bike ?
a. Yes I can't
b. No I can't
 c.Yes I do
7. Are you student ?
a. Yes I am a student
b.Yes I am a doctor
c. No I am a student
8. Does Nam eat noodles?
a. No he doesn't
b. No he does
c.Yes he doesn't
9. What can you do ?
a. I can swimming 
b. I can play footballo
c. I can swims
10. Do they draw pictures?
a. No they does
b. No they don't
c. No they doesn't
                           Các bn giúp mk với 10h giờ sáng nay phải nộp rùi các bn giúp mk nhé mk đang cần gấp Thank you

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.

 What does the author think teachers do which they should not do?

A. They encourage children to copy from one another

B. They point out children's mistakes to them

C. They allow children to mark their own work

D. They give children correct answers

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 46: What does the author think teachers do which they should not do?

A. They encourage children to copy from one another

B. They point out children's mistakes to them

C. They allow children to mark their own work

D. They give children correct answers

VIII. Read the passage, and then do the tasks. (2.0pts)
bus driver, a postman, a taxi driver, a boatman, an ambulance man, an accountant, a
petrol attendant, a barman and an undertaker. Also, he and his wife, Susan, have a shop and a small
hotel.
John lives and works on the island of Gingham in the west of Scotland. Only one hundred and twenty
people live there but in summer this number will be doubled because of tourists who come by boat
every day.
Every day John gets up at 6.00 and makes breakfast for the hotel guests. At 8.00, he drives the
island’s children to school. At 9.00, he collects the post from the boat and delivers it to all the houses
on the island. He also delivers the beer to the island’s only pub. Then he helps Susan in the shop.
He says, “Susan likes being busy, too. We never have holidays and we do not like watching
television. In the evenings, Susan makes supper and I do the accounts. At 10.00, we have a glass of
wine and then we go to bed. Perhaps our life isn’t very exciting, but we like it”.
A. Answer the questions. (1.2pt)
1. Does John Smith have eleven or thirteen jobs?
 ..................................................................................................................................
2. How many people and tourists are there on the island of Gingham in summer?
 ..................................................................................................................................
3. How does John Smith usually take the island’s children to school?
 ..................................................................................................................................
B. Choose the best answer by circling the correct letter A, B, C, or D. (0.8pt)
4. What does John do in the evenings? ~ ____________.
A. He makes supper B. He does the accounts
C. He goes to bed early D. He watches television
5. They don’t watch television in the evenings because ____________.
A. They have a glass of wine B. They have lots of things to do
C. They are always tired in the evening D. They don’t like 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, some¬thing 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.

What does the author think is the best way for children to learn things?

A. By listening to explanations from skilled people

B. By making mistakes and having them corrected

C. By asking a great many questions

D. By copying what other people do

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 43: What does the author think is the best way for children to learn things?

A. By listening to explanations from skilled people.

B. By making mistakes and having them corrected.

C. By asking a great many questions.

D. By copying what other people do.