I. Make one sentence from two. Use the word(s) in brackets.
1. The forecast said it would rain. It turned out to be a beautiful day. (although)
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2. I’m no better. I’ve taken the bill. (Even though)
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3. I told the absolute truth. No one would believe me. (but)
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4. He didn’t notice the sign. It was right in front of him. (though)
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...5. Jason was very tired. He leant back and closed his eyes. (because)
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...6. I’m learning English. I like learning English. (and)
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...7. You can’t speak to Tim at the moment. He’s sleeping. (so)
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...8. Nobody would recognize him. He wore glasses and false beard. (so that)
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10. Nick had nowhere to go. He slept on the park bench. (since)
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Complete the pasage with the ccorrect form of the word in brackets

It's a. ... ...(marvel) idea for children to do some cooking at an early age . Generally........(sspeak) most chinldren can't wait to help in the kitchen and love getting involved in tin the ........(prepare) ....... of their meals.they should be ........(courage) to do so. It's inportant to show them how to do tdo things (correct) but they........... should not be criticised too much. Although the finished result may not be quite to your..........( like), the young cook will undoubtedly find it quite the............. (taste) food he or she has ever eaten

Kitchens can of course , be........... (danger) places and so the absolute ..........( inportant) of keeping an eye on the children at all times can not be emphasized too heavily. Sharp knives , for example , should be avoided until children are old enough to handle them............ (safe).

I . Fill in each blank with a suitable preposition

1. My father was standing there ........... tears in his eyes

2. His sense of humor distinguishes him ....... others

3. We went to Ha Noi to watch the parade ......... National Day last year

4. Family members who live apart try to be together ......... Tet

5. I congratulate Lan ......... passing her exam

6. Although the forecast said it would rain . It turned ....... to be a beautiful day

7. Although there are many celebrations .......... the year , Tet is the most important celebration for Vietnamese people

8. It is a time ....... families to clean and decorate their homes

9. Trang has just won the first prize .......... the English speaking contest

10. I send this gift to the one whose feelings ......... me are so strong that the word love can't describe them

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. Rewrite the following sentences so that the second sentence means exactly the same as the sentence before it. One example has been done for you.

a. I like table tennis and that's why i spend a lot of time on that game.

b. Because the weather was cold, we had to cancel our picnic

c. I won't forget to phone her. You know, I like her so much.

d. They tried their best to complete the course and that was why they passed it.

e. I love my city so much, so i think i will stay and work here in my city.

f. He doesn't see any reasons for a holiday, therefore he will continue to work.

h. Please don't forget me beacause i will miss you so much.

i. The children like cartoons so much, so they will ask their grandpa to by cartoons for them.

2. Change the following indirect statements into direct statements. One example has been done for you.

a. The teacher told his students that he would be busy the following month.

b. Mum told me that she was sad then.

c. One of my friends said that he liked learning English with his teacher

d. The doctor told me that i could leave the hospital that day.

e. The landady told me that i could use those bed covers.

f. The gardener said that those flowers were not very fresh in that garden.

g. The stamp collector said that he was collecting stamps because he would attend a stamp contest the following year.

h. The film director said that she was wiling to work then.

3. Make sentences based on the given cues. One example has been done for you.

a. Students/said/they/not/happy/hear/news.

b. The teacher said/students/had follow/school plan.

c. They /had/work/hard/during/Christmas.

d. She/said/she/not/ready/examination.

e. Other students/said/they/happier/if/teacher/delay/exam.

f. The teacher said/time/not/changed.

g. All students/made/sad/news.

h. One of/students/told/teacher/it/Christmas/following week.

4. Tìm lỗi sai trong các câu sau nếu câu đó đúng đánh tích vào phần cuối câu ( Viết tiếng anh hơi dài neeh mk vt tiếng việt)

a. They are so naughty children that their mother can't stand them.

b. He eats so many food that he gains weight quickly.

c. I don't like meat but i don't eat it.

d. What are you going to do in Christmas.

e.She has helped so many people that she can't remember how many people she has helped.

f. I wish you could helping me with my homework.

g. There are so little sugar that i can't make coffee.

h. She had a walk with her dog on a beautiful afternoon.

i. The bicycle is such old that i don't want to use it.

k. The film is so interesting that the children insist on buying it.

VI. Make one sentence from two. Use the word(s) in brackets
1.the forecast said it would rain. It turned out to be a beautiful day (although)
2. I'm no better. I've taken the bill (Even though)
3. I told the absolute truth. No one would believe me (but)
4. He didn't notice the sign. It was right in front of him (though)
5. Jason was very tired. He leant back and closed his eyes (because)
6. I'm learning French. I like learning French (and)
7. You can't speak to Tim at the moment. He's sleeping. (so)
8. Nobody would recognise him. He wore glasses and false beard. (so that)
9. Nick had nowhere to go. He slept on the park bench. (since)
10, Simon couldn't come to the meeting. He was busy (therefore)

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

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.

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 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