Circle the correct asnwer :
1. They have turned (down/up) Jim's application for the job.
2. You may have to deal (with/about) many problem in the workplace.
3. Small birds mainly live (on/off) insects.
4. When does the plane take (off/up) ?
5. Why did you decide to take (on/up) skiing ?
6. Remember to warm (up/down) carefully before you play sports.
7. There's no need to dress (up/down). It is just an informal party.
8. Have you work (out/in) the solution yet ?
9. Oops, I think we are run out (of/on) petrol.
10. Jim seems not to get (on/off) well with his classmates.
11. My husband has decided to set (up/down) a business on his own.
12. Do you think Jame will find (out/up) the truth ?
13. Does Jim have many friends to count (on/off) in difficult time ?
14. Yesterday, my uncle dropped (to/by) my house to the surprise of everyone.
15. Were you brought (up/in) by your grandparents ?

I-Khoanh tròn đáp án đúng
1.They have turned(down/ up) Jim's application for the job.
2.You may have to deal( with/ about) many problem in the workplace.
3.Small birds mainly live (on/off) insects.
4.When does the plane take( off/ up) ?
5.Why did you decide to take( on/ up) skiing?
6 Remember to warm(up/down) carefully before you play sports.
7.There’s no need to dress( up/ down) . It is just an imformal party.
8.Oops, I think we're run out(of/ on) petrol.
9.Jim seems not to get( on/ off) well with his classmates.
10.My husband has decided to set ( up/ down) a business on his own.
11.Do you think Jame will find (out/ up) the truth?
12.Does Jim have many friends to count ( on/ off) in difficult time?

I) choose the best answer
8) Have you work ( out/in) the solution yet?
9) Oops, I think we're run out (of/ on ) petrol 
10) Jim seems not to get (on/off) well with his classmates
11) My husband has decided to set (up/ down) a business on his own
12) Do you think Jame will find ( out/up) the truth?
13) does Jim have many friends to count (on/off) in difficult time?
14) Yesterday, my uncle dropped (to/by) my house to the surprise of everyone
15) were you brought (up/in) by your grandparents
 

II.  Underline the correct preposition to complete the sentences.

      1. What will you do on/in Monday?

      2. It is often rainy at/in autumn.

      3. What did you do in/at the afternoon?

      4. I often get up on/at 7o’clock.

      5. Flowers are beautiful at/in spring.

      6. I watched a new film on/at midnight.

      7. My brother’s birthday is at/on 16^th December.

      8. Sam watched football on/in the evening.

      9. Do you get presents on/in Christmas Day?

      10. We had lunch at/on noon.

      11. My father was born on/in 1970.

      12. It is very cold at/in winter.

      13. Will you go to the club on/in Friday morning?

      14. What did you do at/in Easter?

      15. We’ll go to a picnic in/on Saturday.

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

VIII.      Match the questions with the answer.

1.   Will you go swimming tomorrow?

2.   Does your mother like watching films on TV?

3.   What do you think about windsurfing?

4.   Will you take up carving eggshells someday?

5.   Why do you find making models boring?

6.   What are your hobbies?

7.   When did your brother start painting?

8.   Does she have any difficult hobby?

a. I think it is dangerous.

b. Nope, I have another plan.

c. Maybe. I find it really interesting.

d. Yes, she enjoys mountain biking.

e. No, she loves going to the cinema.

f. About three years ago.

g. Because it takes too much time.

h. Swimming and playing chess.

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

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.

The author fears that children will grow up into adults who are ___________.

A. too critical of themselves

B. unable to use basic skills

C. too independent of others

D. unable to think for themselves