hãy dịch câu này cho mình

- As the proverb says, "You have a father like a house with a roof." That statement shows the importance and position of a father in the family. For me, my dad's image is always in my mind.

My father is over 40 years old. Dad is a police soldier. It makes me very proud and proud. Dad often had to go on duty and on duty. Dad has a face full of letters, serious eyes. On hot days, Dad came home from work, his face was flushed red, sweat was all over his face and a whole piece of his shirt was wet. I understand that he had to stand guard in the hot sun, so he loved him even more.

Tanned skin, healthy. Even at work-free evenings, Dad sat down to think about the agency's documents. At that time, his father's face was thoughtful, his eyes bright, his bushy eyebrows narrowed. His hair was dotted with silver threads. I know that my father has to take care of work in an office which is hard and difficult, especially very dangerous but he always tries to get the best work done.

Every time he went to work, he often wore his military uniform and his police hat looked very stately. Late at night, a phone call comes in, because the mission is to get up and rush to the road regardless of the weather. My father is not only a brave soldier at the office but also a person who keeps the neighborhoods and also the breadwinner in the family. Although he is busy at work, he does not forget to take care of housework and love his children wholeheartedly.

Dad always checked, mentored the education of sisters. Dad is also very strict in teaching children. However, sometimes Dad is very funny and humorous. Occasionally, Dad would tell jokes to the two sisters who made them laugh out loud. For neighbors, what is the father is always willing to help. Everyone respected and loved their father.

I love my father very much and I am very proud that he is a police soldier because of his homelessness and service. Dad is a strong fulcrum for my family, like the song: "I will make wings for the birds, for you to fly far away."

26. We..............(make) to work hard last week by the teacher.

29. Nothing (do).......... ........since I moved here.

34. He doesn't mind..................(help) his mom with the housework.

42. Hung keeps..................( watch) TV all day.

43. She spends a lot of her free time..................... (play) computer games.

44. Minh................ (do) the housework before he.................... (go) out with his friends.

45. He had a friend..................... (do) a difficult exercise yesterday.

46. Hai got his house.....................(repaint) last week.

48. After he...................... (read) books, he............... (play) sports.

49. The tables...................... (make) by him ten days ago.

50. The housework used to............. (do) by women.

51. They had me.................... (make) a cake.

52. She learned hard in order to avoid................... (get) bad marks.

54. They.............. (live) in Hue before 2005.

56. The rulers.......................( make) in China is beautiful.

57. She doesn't like songs.......................(compose) by him.

58.The play..................... (perform) yesterday was very good.

59. We like food.................. (make) by my mother.

60. His house needs ....................(clean), it is very dirty.

61. Chung used to have his homework................... (do) when he was a child.

62. Van sometimes gets her mother................... (make) a skirt.

64. Huong is used to .....................(do) the housework by hands.

65. Minh always does his homework before..................... (go) to school.

66. If it..................(be) today, I would go out with my friends.

1 the children were afraid...............upsetting their parents.

a .of b.to c.with d.in

2 uncle ho spent all his life fighting..................the independence of our country

a.for b.over c.against d.with

3 valentine'day is celebrated..................february14

a.in b.at c.on d.to

4 i'll have to take these books..................to the libray

a.on b.with c.back d.off

5 i believe................what he said

a.in b.on c.back d.into

6 english is spoken all.................the world

a.over b.in c.above d.on

7 she................on talking althoug i wasn't listening

A .got b.looked c.put d.went

8 you should alway do your best to get along...........................other poeple

a.about b.with c.into d.to

9 he likes to take...................in sports,not only to watch it

a.place b.practice c.exercise d.part

10 that car is different................mine

a.to b.from c.of d.with

11 he died....................hunger and cold

a with b.by c.of d.for

12 after his long absence from school,he found it dificult to..........................up with the rest of his class

a.take b .make c.work d.catch

Choose the best answer.

1. .................. feeling very tired , he went to the park with his friends yesterday.

A.Although B.In spote of C.Would rather D .Enjoy

2.The students all to the circus yesterday."Iheard it was really................".

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

3.I was .................... that Jan coudn't come to the party . Her boss made her work

A.disappointing B.disappointedly C.disappoint D.disappointed

4."What a terrle football game "."I thought it was .................. "

A.delightful B.delighting C.delight D.dekighted

5."How ........... we are to hear that you got the scholarship "."Thack you .It was really a surprise".

A.pleasing B.pleased C.pleasigly D.please

6................ his poor health , he works hard all day
A.although B.because of C.despite D.In spite

7.............. he is a good student , they don't admire him.

A.although B.though C.despite D.In spite of

8.In spite of .............. late , he finished his test on time .

A.he B.to be C. be D. being

9.Despite .................. , she looks strong.

A.she is ill B.an illness C.heart disease D.her health

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

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

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 31 to 38.

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 give children correct answers

B. They allow children to mark their own work

C. They encourage children to copy from one another

D. They point out children’s mistakes to them

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions.

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