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 35 to 42.

TEACHING IN INDIA

by Elise Cooper

  ‘Elise in India’. That was the name of my blog last year when I took a year out between school and university. I was lucky enough to get a teaching job abroad through an international organization. I was going to work in a school attached to a children’s home in north-west India. There were eight of us on the week-long introduction course in the capital, Delhi. As well as advice and ideas for teaching we were given information about health and local customs, and learned a few essential phrases in the local language.

  Another course member, Lucy, was coming to the same school as me and we were both nervous when we set off on the 15-hour bus ride to the children’s home. I had worked as a classroom assistant before, but here I wouldn’t be much older than some of my pupils. How would I manage? My worries disappeared once we reached the home. Our rooms were on the top floor above the girls’ bedrooms and from the window we looked out across flat fields full of fruit trees and could just see the snow-covered mountain tops in the distance.

  There were 90 children in the home, aged between five and 20. In addition there were a small number of pupils who came in each day from the area around. Although they were a little shy to start with, they were so keen to ask us questions that we quickly became friends.

  Lucy and I taught four lessons a day, mainly spelling, reading and general knowledge. We had a textbook but since it wasn’t very exciting, we tried to make the lessons more interesting with activities and games. This wasn’t always easy: there was a mixture of ages in each class because pupils had begun their education at different times. Like schoolchildren everywhere, they didn’t always behave perfectly in class. However, they used to send us notes apologizing afterwards, or thanking us for an interesting lesson, so we didn’t really mind.

  The best fun came after school, though. We spent many happy hours playing games or football or just chatting with the children. On Friday afternoons, Lucy and I were in charge of sport, which had just been introduced at the school. Trying to organize fifty children into cricket teams is something I’ll never forget. Another of my memories is playing in goal for a boys’ football game. Even though Lucy and a group of little girls joined in as extra goalkeepers, we still managed to let the other side score!

  I was terribly sad to leave. I felt I had learned as much as - if not more than - my pupils from the experience.

Elise and Lucy were responsible for teaching the following lessons EXCEPT _________.

A. general knowledge

B. spelling

C. reading

D. history

IV. Choose the word (a, b, c, or d) that best fits each of the blank space.
I can’t (1) ____ it, we’re really here! The flight to Quito (the capital) (2)____ twenty-three hours. (3)____ we arrived, we were taken on a tour of Quito, described as a “hot dog” by our guide because of its shape. After (4)____ the city from high up, we went down town (5)_____ the richly-decorated churches.

1. A. think B. believe C. know D. all are correct
2. A. took B. had C. got D. received
3. A. As soon as B. As long as C. As far as D. As near as
4. A. view B. viewed C. viewing D. views
5. A. see B. seeing C. to see D. to seeing

                    I.The following passage contains ten errors. Find and correct them.

Things started to go wrongly as soon as we got to the hotel. We were all completely exhaustingafter our long journey and looking forward to a shower and a rest. However, we found that our room was not ready, which was very annoyed, although the manager was extremely apologising. While we were waiting, we asked about the excursions to places of an interest which we have readabout in the brochure. Imagine how we felt when we were told they had all been cancelled! Apparently, the person responsible of organizing them had left suddenly and had not been replaced. Then Sally saw a notice pinning to the door of the restaurant, said it was closed for redecoration, and Peter discovered that the swimming pool was empty. When we eventually got to our room we were horrified to find that it was at the back of the hotel, and we had a view of a car park, thatseemed to be used as a rubbish dump. We seriously began to wonder whether or not to stay.

                    II. Read the text below, using the word given in brackets to form a word that fits in the space.

Congratulations to all involved with the school (__1__ produce) of The Woman Next Door. The (__2__ advertise) was carried out by the Art Department, and the posters were very (__3__ imagine). We certainly have some very (__4__ art) students in our school! Many people helped with building and painting the (__5__ scene) and the play was written by the English Department, who managed to create an (__6__ amuse) story, with excellent songs. The music was written by Sue Porter, who also (__7__ company) the singers on the piano. Everyone enjoyed a thoroughly (__8__ entertain) evening, and there was a long round of (__9__ applaud) at the end. Jim Barrett gave a brilliant performance as Sergeant Moss, and Liz Aiken was a (__10__delight) Mrs. Jump. Well-done everyone!

Question 71. The hotels were all full so we offered to                      Carla                      for the night.

Question 72. Early that morning, we set off on our journey as the sun was                     

Question 73. An enquiry was                      into the use of chemicals in farming.

Question 74. You're such a good singer that you should                      it                      professionally.

Question 75. How are they going to                      the time they wasted playing cards in the barracks? Question 76. stop wasting your time. The whole situation                      an immediate response that could bring more decisive effects.

Question 77. I like this photograph so much that I am going to have it                     

Question 78. As far as I know, the idea of the party does not quite appeal to him and that's why he's thinking of                      it.

Question 79. I can't stop thinking there's something more that the scheme needs                     

Question 80. Peter used to be fond of collecting mascots, but after his military service, he ____the hobby.

Các bạn ghi nghĩa cho mình với. Mình cảm ơn :33

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 35 to 42.

TEACHING IN INDIA

by Elise Cooper

  ‘Elise in India’. That was the name of my blog last year when I took a year out between school and university. I was lucky enough to get a teaching job abroad through an international organization. I was going to work in a school attached to a children’s home in north-west India. There were eight of us on the week-long introduction course in the capital, Delhi. As well as advice and ideas for teaching we were given information about health and local customs, and learned a few essential phrases in the local language.

  Another course member, Lucy, was coming to the same school as me and we were both nervous when we set off on the 15-hour bus ride to the children’s home. I had worked as a classroom assistant before, but here I wouldn’t be much older than some of my pupils. How would I manage? My worries disappeared once we reached the home. Our rooms were on the top floor above the girls’ bedrooms and from the window we looked out across flat fields full of fruit trees and could just see the snow-covered mountain tops in the distance.

  There were 90 children in the home, aged between five and 20. In addition there were a small number of pupils who came in each day from the area around. Although they were a little shy to start with, they were so keen to ask us questions that we quickly became friends.

  Lucy and I taught four lessons a day, mainly spelling, reading and general knowledge. We had a textbook but since it wasn’t very exciting, we tried to make the lessons more interesting with activities and games. This wasn’t always easy: there was a mixture of ages in each class because pupils had begun their education at different times. Like schoolchildren everywhere, they didn’t always behave perfectly in class. However, they used to send us notes apologizing afterwards, or thanking us for an interesting lesson, so we didn’t really mind.

  The best fun came after school, though. We spent many happy hours playing games or football or just chatting with the children. On Friday afternoons, Lucy and I were in charge of sport, which had just been introduced at the school. Trying to organize fifty children into cricket teams is something I’ll never forget. Another of my memories is playing in goal for a boys’ football game. Even though Lucy and a group of little girls joined in as extra goalkeepers, we still managed to let the other side score!

  I was terribly sad to leave. I felt I had learned as much as - if not more than - my pupils from the experience.

According to the text, the pupils in each class that Elise taught were _____________.

A. at the same age

B. at different ages

C. all older than her

D. all adolescents

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 35 to 42.

TEACHING IN INDIA

by Elise Cooper

  ‘Elise in India’. That was the name of my blog last year when I took a year out between school and university. I was lucky enough to get a teaching job abroad through an international organization. I was going to work in a school attached to a children’s home in north-west India. There were eight of us on the week-long introduction course in the capital, Delhi. As well as advice and ideas for teaching we were given information about health and local customs, and learned a few essential phrases in the local language.

  Another course member, Lucy, was coming to the same school as me and we were both nervous when we set off on the 15-hour bus ride to the children’s home. I had worked as a classroom assistant before, but here I wouldn’t be much older than some of my pupils. How would I manage? My worries disappeared once we reached the home. Our rooms were on the top floor above the girls’ bedrooms and from the window we looked out across flat fields full of fruit trees and could just see the snow-covered mountain tops in the distance.

  There were 90 children in the home, aged between five and 20. In addition there were a small number of pupils who came in each day from the area around. Although they were a little shy to start with, they were so keen to ask us questions that we quickly became friends.

  Lucy and I taught four lessons a day, mainly spelling, reading and general knowledge. We had a textbook but since it wasn’t very exciting, we tried to make the lessons more interesting with activities and games. This wasn’t always easy: there was a mixture of ages in each class because pupils had begun their education at different times. Like schoolchildren everywhere, they didn’t always behave perfectly in class. However, they used to send us notes apologizing afterwards, or thanking us for an interesting lesson, so we didn’t really mind.

  The best fun came after school, though. We spent many happy hours playing games or football or just chatting with the children. On Friday afternoons, Lucy and I were in charge of sport, which had just been introduced at the school. Trying to organize fifty children into cricket teams is something I’ll never forget. Another of my memories is playing in goal for a boys’ football game. Even though Lucy and a group of little girls joined in as extra goalkeepers, we still managed to let the other side score!

  I was terribly sad to leave. I felt I had learned as much as - if not more than - my pupils from the experience.

How did Elise apply for the teaching post in India?

A. By contacting directly with the school

B. By posting her resume’ online 

C. Through an international organization 

D. Through a local organization