at sixteen, henry vincent was separated from his family as a result of the war. he wandered aimlessly from one country to another...1....... finally setting down in australia,.....2...... he was trained as an electronics engineer. he established his own business but it called for so much work that marriage was out of the.......3...

his retirement suddenly ......4...... him realize how lonely he was and he decided to....5..... up a hobby, with his interest in electronics, amateur radio seemed a natural choice. he installed his own equipment and obtained a licence and his call sign, which is the set of letters and numbers used to identify oneself when making radio contact ....6..... other radio amateurs all over the world.

soon henry had a great many contacts in far-off places. one in particular was a man in california with....7...... he had much in common. one night the man in california happened to mention the village in europe he had come from. suddenly, henry realised that this man was, in fact, his younger brother, peter. at firrst, the two brothers were at a .....8...... for words but then little by little they filled .....9....... the details ở their past lives and not long afterwards henry vincent flew to california to .........10...... reunited with his brother.

A foolish man went to a butcher's shop to buy a piece of meat . As he didn't know how to (1) _____ it , he asked the butcher to tell him the (2)_____ of cooking meat . The butcher told him about that . ' But i can not (3)_____ your words ," the fool said , "Would you please write (4)_____ down for me ? 'The butcher was (5)_____ enough to do so . The man went home (6)_____with the piece of meat in his hand and the note in his pocket . A dog followed him . On the way , the dog suddenly jumped at him , (7)_____ the meat from him and ran out . He stood there and (8)_____ knew what to do . Then , he laughed and , said " (9)_____ dog . You don't know how to (10)_____ it because the note is still in my pocket "

When you wave to a friend, you are using sign language. When you smile at someone, you mean to be ___(1)___ When you put one finger in front of your ___(2)___, you mean, "Be quiet."Yet, people in different countries may use different sign languages. Once an Englishman was in Italy. He could ___(3)___ a little Italian. One day while he was walking in the street, he felt ___(4)___ and went into a restaurant. When the waiter came, the Englishman ___(5)___ his mouth, put his fingers into it and took them out again and moved his lips. In this way, he ___(6)___ to say, "Bring me something to eat." But the waiter brought him a lot of things to ___(7)___ first tea, then coffee, then milk, but no food. The Englishman was sorry that he was not able to tell the waiter he was hungry. He was ___(8)___ to leave the restaurant. When another man came in and put his hands on his stomach. And this sign was ___(9)___ enough for the waiter. In a few minutes, the waiter brought him a large plate of bread and meat. ___(10)___, the Englishman had his meal in the same way.

A bolish man went to a butcher’s shop to buy a piece of meat. As he didn’t know how to (1) _____________ it, he asked the butcher to tell him the (2) __________ of cooking meat. The butcher told him about that. “But I cannot (3) ___________ your words,” the fool said, “Would you please write (4) __________ down for me?” The butcher was (5)_____________ enough to do so. The man went home (6)____________ with the piece of meat in his hand and the note in his pocket. A dog followed him. On the way, the dog suddenly jumped at him, (7)___________ the meat from him and ran out. He stood there and (8)__________ knew what to do. Then, he laughed and, said “ (9)________________, dog. You don’t know how to (10)______ it because the note is still in my pocket.”

I. Complete the sentences with the correct from of the verbs in brackets.

Anna's family......(like) the park because the love (be)..........outdoors.

II. Complete the text with the correct from of the verbs in the list.

(like, live, be, travel, make, sing, read, go, write, like(2))

This is my favourite singer. He ...(1) a famous rock star. He ... (2) in America. He... (3) all around the world and ...(4) in rock concerts. He... (5) his songs and ...(6) his own video clips. In his free time, he ... (7) stayinh at home listening to his CDs. At weekend, he usually ... (8) to expensive restaurants with his friends. He also ... (9) a lot of books about strange things. I can't wait to see him perform live. I ... (10) him so much

III. Rewrite the sentence, using the given words.

1. What is the price of this watch ?

=> Hou much ...............................

2. What is the price of there beautiful scarves ?

=> Hou much .................................

3. Can you tell me the way to Dong Nai post office?

=> Can you tell me .................................................

4. Can you tell me the way to the station?

=> Can you tell me .................................................

5. They are fast typists.

=> They .....................................................................

6. Peter is hard worker.

=> Peter .......................................................

7. There are no bottles on the shelf.

=> There aren't .......................................

8. We have no time to prepare the speech.

=> We don't have ...................................

I. There is a mistake in each of these sentences . Underline the mistake and then correct it

1. The weather was bad but we didn't go on a picnic

2. My father was used to travel a lot but he doesn't anymore

3. We live in the city so me don't like it

4. Mary has to stay in bed because of she is sick

5. They took a boat and it would reach the place for one hour

6. Ba hurt his foot during he was climbing down the boat

7. The great earthquake has destroyed San Francisco in 1906

8. The volunteer taught the local people what to read and write

9. He believed everything would be well after he left

10. The way to the beach was to long that it took them an hour to walk there

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

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 43: 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.

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.

 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.