Rewrite these sentences with conditional sentence type 1

1.Unless you write your lessons, you will not understand.

If you ...............................................................................

2. Unless you close the door, you will get a cold.

If you .............................................................................

3. If she isn't thirsty, she will not stop.

Unless .............................................................................

4. Unless there is a car, he can't get there in time.

If there ..........................................................................

5. Unless they buy that house, they will have nowhere to live.

If ....................................................................................

6. If he learns hard, he should be rewarded.

Should .......................................................................

You should call the police when you believe a crime is about to be committed or has been comitted. Cops would much rather hear from people BEFORE the crime than after the crime. For example, if you see a person you don't recognize as a neighbor, in your neighborhood looking into parked cars, call the cops. We would rather try to catch him and identify him before he steals the car, rather than have to chase him (endangering lives) after he steals it.

You should also call the cops about disturbing choices people make that can effect your quality of life. If someone puts their stereo on so loud it bothers you, you should go ask him to turn it down, and if he doesn't then call the cops. If there is a loud party next door and they keep waking you up, call the cops to make them turn down the noise or break up the party. Call in if you have drug dealing or prostitution in your neighborhood. You should not have to put up with that crap.

There are many ways to get your local cops to help you, that is what they are there for, you dont necessarily have to call. If it is an ongoing problem a letter or email to the chief will usually get the ball going. Or you can wave down an officer and tell them what the problem is, they are public servants that work for the citizens. A lot of serious crimes have been solved because a citizen passed along information to an officer.

DICH GIUM VOI 

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

1 where ................... you go if you have a car ? a will b are c would d were 2 you will fail the exam , ...........................you study harder a as b if c unless d although 3 if i ............................ a bird , i would be a dove a are b were c am d is 4 if today .............................sunday , we .......................to the beach a is / would go b were / would go c will be / will go d were / will go 5 if it .................... this morning , i will not to out a rain b rained c rains d raining 6 nobody hates you ! it is all in your ......................................... a imagine b imaginary c imagining d imagination 7 i am poor , so i can not buy a car a if i am rich , i can buy a car b if i were rich , i can buy a car c if i were rich , i could buy a car d if i were rich , i will buy a car 8 water these plants or they will die a if you did not water these plants , they will die b if you water these plants , they will die c if i do not water these plants , they will die d if you are watering these plants , they will die 9 where is lan ? _parhaps she is working a she may be working b she can be working c she must be working d she will be working 10 nam will probalby be there a nam is here b nam might be there c she must be there d nam might not be there 11 the house ............................. shakespeare was born is open to the public a where b which c that d when 1 2 a .......................... was a person who went through city streets shouted the latest news a town crier b magician c singer d clown 13 if he spoke english more slowly , she ......................... so many mistakes a will not make b would not make c did not make d made

Make a complex sentence from each pair of sentences. Use the subordinator provided and make any necessary changes:

1. Their son is allergetic to animals. They decided to get a cat.(though)

2. He will stay in England for two months more. He can perfect his English. ( in order that)

3. There is nothing to eat. We have to go shopping today.(as)

4. I go to Hue next week. I will stay with my aunt and uncle. (when)

5. Mai could have good marks. She studied hard for the exam.( so that)

6. We need an umbrella. It is raining heavily outside. (since)

7. Nick will visit some craft villages. He finishes the Vietnamese course. ( after)

8. We decided to go for a walk in the park. It was very cold out.(even though)

9. The tourist wanted to buy some silk. They went to Van Phuc village.(because)

10. They won't buy the new car. They save enough money.(until)

PUT THE VERB INTO THE CORRECT FORM

1. We (live) in this house since 1970 that is to say ever since my father (die). He (come) to this country twelve years ago. He (be) born in South America and (live) there until he (get) married.

2. You (see) Mrs. Chi lately? - yes. I (see) her at the school gate three day ago.

3. As soon as I have enough money. I'll buy a new car.

4. I (not use) the car this evening, so you can have it.

5. I (walk) along the street when I suddenly (feel) something hit me in the back. I (not know) what it was.

6. My brother is an architect. He loves (design) new buildings.

7. They decided (not go) to the cinema.

8. There is no point in (arrive) half an hour early.

9. I found a tree (lie) across the road. I wasted hours (look) for this book.

10. Pardon me for (be) late. It is very kind of you (wait) for me.

11. I still remember for (hear) her (sing) this song.

12. I distinctly remember (pay) him. I gave him 2 dollars.

13. If only he (know) then that the disease was curable.

14. The teller was made (lie) down on the floor.

15. You risk (lose) your money when you put it into that business.

16. It is difficult to get used to (eat) with chopsticks I prefer (drive) to (be driven).

17. I'll never forget (meet) her years ago.

18. She was made (pay) back the money.

19. He described the accident as if he (see) it himself.

20. Has he learnt the poem, he (tell) her about it.

21. Can you see that I'm busy (write)?

22. Hardly I (arrive) when a quarrel broke out.

23. How you (get) on at school?

24. Hardly he (take) up the book when the phone ring.

25. Coming into the room he (see) Mary where he (leave) her.

26. It's time we (leave) for the airport.

27. Is there anything here worth (buy)?

28. Provided you leave now, you (catch) the train.

29. As long as you (use) my car carefully, you can lend you some days.

30. The committee recommends that the annual subscription (be) increased to $3.

31. God save the Queen.

32. My sister (talk) to his pen pal on the phone at the moment. They (not contact) each other for a long time.

33. Jeans (make) about 2 hundred years ago, and now they (sell) in every corner of the world.

34. I wish I (have) a good English-Vietnamese dictionary.

35. If there (be) too much exhaust fume in the air, more and more people (cope) with respiratory problems.

36. I suggest (burn) coal to heat the house.

37. I think we should (speak) English in the class.

38. These students (learn) English since they (be) five.

39. Who (invent) telephone?

40. Lan (write) to her pen pal for three years, and they (meet) each other last week.

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 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