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

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 on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 23 to 27

        Tim Samaras is a storm chaser. His job is to find tornadoes and follow them. When he gets close to a tornado, he puts a special tool (23) ______ a turtle probe on the ground. This tool measures things like a twister’s temperature. Humidity, and wind speed. With this information, Samaras can learn what causes tornadoes to develop. If meteorilogists understand this, they can warn people (24) _____ twisters sooner and save lives.

        How does Samaras hunt tornadoes? It’s not easy. First, he has to find one. Tornadoes are too small to see using weather satellites. So Samaras can’t rely on these tools to find a twister. (25) ______, he waits for tornadoes to develop.

Once Samaras sees a tornado, the chase begins. But a tornado is hard to follow. Some tornadoes change (26) _____ several times – for example, moving east and then west and then east again. When Samaras finally gets near a tornado, her puts the turtle probe on the ground. Being this close to a twister is (27) ______. He must get away quickly.

Điền ô 26

A. progression

B. movement

C. dimension

D. direction

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 23 to 27

        Tim Samaras is a storm chaser. His job is to find tornadoes and follow them. When he gets close to a tornado, he puts a special tool (23) ______ a turtle probe on the ground. This tool measures things like a twister’s temperature. Humidity, and wind speed. With this information, Samaras can learn what causes tornadoes to develop. If meteorilogists understand this, they can warn people (24) _____ twisters sooner and save lives.

        How does Samaras hunt tornadoes? It’s not easy. First, he has to find one. Tornadoes are too small to see using weather satellites. So Samaras can’t rely on these tools to find a twister. (25) ______, he waits for tornadoes to develop.

Once Samaras sees a tornado, the chase begins. But a tornado is hard to follow. Some tornadoes change (26) _____ several times – for example, moving east and then west and then east again. When Samaras finally gets near a tornado, her puts the turtle probe on the ground. Being this close to a twister is (27) ______. He must get away quickly.

Điền ô 27

A. terrifly

B. terrifying

C. terrified

D. terrifies

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 23 to 27

        Tim Samaras is a storm chaser. His job is to find tornadoes and follow them. When he gets close to a tornado, he puts a special tool (23) ______ a turtle probe on the ground. This tool measures things like a twister’s temperature. Humidity, and wind speed. With this information, Samaras can learn what causes tornadoes to develop. If meteorilogists understand this, they can warn people (24) _____ twisters sooner and save lives.

        How does Samaras hunt tornadoes? It’s not easy. First, he has to find one. Tornadoes are too small to see using weather satellites. So Samaras can’t rely on these tools to find a twister. (25) ______, he waits for tornadoes to develop.

Once Samaras sees a tornado, the chase begins. But a tornado is hard to follow. Some tornadoes change (26) _____ several times – for example, moving east and then west and then east again. When Samaras finally gets near a tornado, her puts the turtle probe on the ground. Being this close to a twister is (27) ______. He must get away quickly.

Điền ô 24

A. with

B. about

C. at

D. for

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 23 to 27

        Tim Samaras is a storm chaser. His job is to find tornadoes and follow them. When he gets close to a tornado, he puts a special tool (23) ______ a turtle probe on the ground. This tool measures things like a twister’s temperature. Humidity, and wind speed. With this information, Samaras can learn what causes tornadoes to develop. If meteorilogists understand this, they can warn people (24) _____ twisters sooner and save lives.

        How does Samaras hunt tornadoes? It’s not easy. First, he has to find one. Tornadoes are too small to see using weather satellites. So Samaras can’t rely on these tools to find a twister. (25) ______, he waits for tornadoes to develop.

Once Samaras sees a tornado, the chase begins. But a tornado is hard to follow. Some tornadoes change (26) _____ several times – for example, moving east and then west and then east again. When Samaras finally gets near a tornado, her puts the turtle probe on the ground. Being this close to a twister is (27) ______. He must get away quickly.

Điền ô 25

A. Rather

B. Still

C. Instead

D. Yet

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 23 to 27

        Tim Samaras is a storm chaser. His job is to find tornadoes and follow them. When he gets close to a tornado, he puts a special tool (23) ______ a turtle probe on the ground. This tool measures things like a twister’s temperature. Humidity, and wind speed. With this information, Samaras can learn what causes tornadoes to develop. If meteorilogists understand this, they can warn people (24) _____ twisters sooner and save lives.

        How does Samaras hunt tornadoes? It’s not easy. First, he has to find one. Tornadoes are too small to see using weather satellites. So Samaras can’t rely on these tools to find a twister. (25) ______, he waits for tornadoes to develop.

Once Samaras sees a tornado, the chase begins. But a tornado is hard to follow. Some tornadoes change (26) _____ several times – for example, moving east and then west and then east again. When Samaras finally gets near a tornado, her puts the turtle probe on the ground. Being this close to a twister is (27) ______. He must get away quickly.

Điền ô 23

A. called

B. known

C. made

D. meant

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 is the best way for children to learn things?

A. By listening to explanations from skilled people

B. By copying what other people do

C. By asking a great many questions

D. By making mistakes and having them corrected

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 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