1/ He asked them ______

A. help him B. should help him C. to help him D. help to him

2/ She said that she ______ there the year before

A. went B. had gone C would go D. goes

3/ Peter asked Jane why ______ the film on TV the previous eight

A. didn't she watch B. hadn't she watched C. she doesn't watch D. she hadn't watched

4/ They said they ______ us if we needed.

A. help B. helped C. would help D. had helped

5/ He advised them ______ in class

A. to not talk B. not to talk C. to talk not D. don't talk

1. He (does, does not, never, will ) arrives on time

2. Let's not ( to go somewhere, go to somewhere, go nowhere, go) to night. There's a good flim on TV

3. I won't be home for ( no word, this, a, the ) dinner this evening

4. We couldn't help ( laugh, laughing, to laugh,to be laughing ) when he told us what had happened

5. If we ( work, have worked, will work, worked ) hard, we will make this beach a clean and beautiful place again

6. She is never thought ( for, to, at, about) it again

7. Why don't you do it instead ( to talk, of talking, talking, of talk ) about it

8. I need a pair of leather shoes. Do you have ( so ones, some ones, it, any )

9. Mr. Brown ( had served, has served, is serving, served) in the army from 1980 to 2004

10. Children ( has, receive, cook, need ) good food to be healthy.

11. I ( am never late, am late never, late am never, never am late ) for class

12. He ran ( so such, enough,too) quickly that I could not catch him

1. They don’t allow____here.

A us parking B to park C park D parking

2. I found him ____ at the door.

A living B to live C to living D lived

3. What made her ____to do a thing like that ?

A decide B to decide C decided D deciding

A to talk, help B talk, helping C talking, helps D talking, to help

4.Women can delay ____children because the birth-control methods are effective.

A to have B have C having D had

5. The woman ____next door is often willing to help us whenever we are in difficulty.

A to live B living C lived D lives

6. High school student are made ____a lot of homework .

A do B doing C to do D done

7. A sportsman needs ____calm under pressure.

A remain B to remain C remaining D remained

8. I remember____him said that he would come but he is absent now.

A hear B to hear C hearing D heard

9. Do you mind____quiet?

A be B to be C being D been

A to buy, buy B buying, to buy C buy, buying D bought, buying

10. He showed me____the computer.

A what to operate B how to operate C operating D how operating

11. We enjoy ____dinner at home but we detest____ the dishes .

A to have , to wash B have, wash C to have, washing D having, washing

12. They don’t allow us____in without tickets. They make us____out.

A go, go B to go, going C to go, go D going, to go

13. She avoid____at her teacher because she does not know how ____his questions.

A to look, answer B looking, to answerC look, answering D looking, answering

14. He went on ____for two hours.

A speak B to speak C speaking D spoken

15. The students refused____to school in the afternoon.

A returning B to return C to be returned D return

16. Where have you been? I’ve been trying____you for nearly an hour.

A phoning B to phone C phone D for phoning

17. He ____to the meeting.

A failed to come B failed coming C fails to come D failed having come

18. I’m considering____my job. Can you recommend a good company?

A to change B changed C change D changing

19. ____ your teeth with fluoride toothpaste after every meal is important.

A Brush B Brushed C Brushing D Being brushed

20. Have you ever considered____to live in another country?

A going B to go C go D are going

A returning B to return C to be returned D return

21. Where have you been? I’ve been trying____you for nearly an hour.

A phoning B to phone C phone D for phoning

22. He ____to the meeting.

A failed to come B failed coming C fails to come D failed having come

IV. Supply the correct verb form

1.     “Where is he now?”. “I only wish I (know) ….”

2.     We regret (say)     …. that we are unable to help them.

3.     We (be) ….to Hanoi 3 times this year.

4.     It’s no good (talk) ….to him. He never listens.

5.     Do you enjoy (visit) ….other countries?

6.     We don’t allow people (talk) ….in the reading room.

7.     I (think) ….you shouldn’t (spend) ….too much time (play) ….computer games.

8.     I advise my son (not watch) ….TV so much.

9.     The BBC World Service (broadcast) ….throughout the world.

10.   Tim suggested (go) ….out for a while, but nobody wanted (go) ….out.

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.

Exams, grades and marks should be abolished because children's progress should only be estimated by _____________.

A. parents

B. the children themselves

C. teachers

D. educated persons

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.

Exams, grades and marks should be abolished because children’s progress should only be estimated by __________.

A. parents

B. educated persons

C. the children themselves

D. teachers

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 48: Exams, grades and marks should be abolished because children's progress should only be estimated by _____________.

A. parents

B. the children themselves

C. teachers

D. educated persons

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.

Exams, grades and marks should be abolished because children’s progress should only be estimated by__________.

A. parents

B. the children themselves

C. teachers 

D. educated persons