Scientist say life started in the ocean. However, humans aren't natural swimmers. We can swim as babies, but we forget and then we must learn to swim again.

We must not forget that our world is mainly water. So we should all learn to swim. We ought to try to stay from water, but it is very diffcult. The time always comes when we need to cross water.

We should learn to swim when we are young. It is easier to learn then. Our parents can help. They can give us the opportunity to learn to swim

a) What do scientists stay?

b) What can we do as babies?

c) Can we still remember how to swim when we have grown up?

d) Is our world mainly water?Why do you know?

e) Is it easy for us to try to stay away from water?

f) Why should we learn to swim when we are young?

g) Who should help and give us the opportunity to learn to swim when we are young?

h) Should we learn to swim ourselves in the river or in the pond?Why not?

Underline the model verbs you choose:

Life started in the ocean, but humans aren't natural swimmers. We (1. can - can't - must) swim as babies, but we forget and then we (2. mustn't - should - must) learn to swim again.

We (3. should - can - mustn't) foget that our world is mainly water. So we (4. ought to - must - should) all learn to swim. We (5. can - must - mustn't) try to stay away from water, but it is very difficult. The time always comes when we (6. should - must - can) cross water.

We (7. should - must - can) learn to swim when we are young. It is easier to learn then. Our parents (8. can - must - mustn't) help. They (9. shouldn't - ought not to - should) give us the opportunity to learn to swim.

Giúp với nhanh nhanh giùm

Underline the model verbs you choose:

Life started in the ocean, but humans aren't natural swimmers. We (1. can - can't - must) swim as babies, but we forget and then we (2. musn't - should - must) learn to swim again.

We (3. should - can - musn't) foget that our world is mainly water. So we (4. ought to - must - should) all learn to swim. We (5. can - must - musn't) try to stay away from water, but it is very difficult. The time always comes when we (6. should - must - can) cross water.

We (7. should - must - can) learn to swim when we are young. It is easier to learn then. Our parents (8. can - must - musn't) help. They (9. shouldn't - ought not to - should) give us the opportunity to learn to swim.

Giup vs gap gap

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 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 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 46: 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.

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

Before I start I have a question for you. Firsly, you should turn of the light, television and other electrical appliances when you don’t use them. Secondly, don’t forget to turn off the taps while we are brushing our teeth, washing our face or getting a shave as we can save up to 5 liters of water per minute. Thirdly, having a shower uses much less water than bathing in a bathtub, so try to take a shower every time you can. Another tip is to run washing machines and dishwashers only when we have enough dirty clothes and dishes for full loads. Apart from that you should choose energy-efficient appliances for your house. Lastly , i think you should Stock up firewood instead of turning on your heater in the winter.if you can do these things. you not only saving energy but also protect our environment.Do you have any other tips?

Circle the correct answers to complete the sentences.

1. You must/mustn't respect older people. You can learn some valuable lessons from them.

2. We don't have to/have to wear uniforms on weekdays. It's the rule at our school.

3. You should/mustn't ask your parents for permission if you want to colour your hair.

4. In the past, women had to/must do all house work. It was one of their duties.

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.

Exams, grades and marks should be abolished because children's progress should only be estimated by _____________.

A. parents

B. the children themselves

C. teachers

D. educated persons