Replace the group of words in italics by an infinitive or an infinitive construction.

It is important that he should understand this.

It is important/or him to understand this.

He was the first man who arrived. He was the first man to arrive.

1 The captain was the last man who left the ship.

2 He got to the top and was very disappointed when he found that someone else had

reached it first.

3 The committee have decided to send you to Paris. (You (go) to Par

omit The committee have decided to send.)

4 Would you be very kind and lend me your umbrella?

5 There are a lot of sheets that need mending.

6 I was astonished when I heard that he had left the country.

7 It is better that he should hear it from you.

8 I was rude to him, which was stupid. (It was stupid ...)

9 If he had another child with whom he could play, he would be happier

10 It is necessary that everyone should know the truth.

11 There was no place where we could sit.

12 He put his hand into his pocket and was astonished when he found that his wallet

wasn't there.

13 He rushed into the burning house, which was very brave of him.

(It was very brave . . .)

14 I can't go to the party; I have nothing that I can wear.

15 It is expected that he will broadcast a statement tonight. (He is expected...)

16 I want a kitchen where ( = in which) I can cook.

17 He reached the station exhausted and was very disappointed when he learnt that the train had just left.

18 Haven't you anything with which you could open it?

19 It seems that the crime was committed by a left-handed man.

(The crime seems . . . Use perfect infinitive passive.)

20 Is it likely that he will arrive before six? (Is he . . .)

21 I was on the point of leaving the house when the phone rang.

22 This is the plan: someone will meet you at the station . . .

(You . . . (be met) at the station)

23 She is anxious that they should have every possible advantage.

24 It is said that he was a brilliant scientist. (He is said . . .)

25 The strikers decided that the strike should continue.

26 Would you be very kind and translate this for me?

27 It is advisable that we should leave the house separately.

28 You signed the document without reading it, which was very stupid. (It was stupid...)

29 It is said that she has a frightful temper. (She . . .)

30 He was the first man who swam the Channel.

31 They believe that he is honest. (He . . .)

32 It appears that he was killed with a blunt instrument.

(He appears . . . Use passive infinitive.)

33 He was the only one who realized the danger.

34 It is said that the earth was originally part of the sun. (The earth . . .)

35 He took out his spare wheel and was very disappointed when he discovered that that tyre was also punctured.

36 It is said that the murderer is hiding in the woods near your house.

các bạn giúp mình với nhé sáng mai mình học rồi

VI. Replace the underlined clauses by an infinitive or infinitive phrase

1. I don’t like him playing in the street. I wish we had a garden that he could play in.
…………………………………………………………………………………..
2. He simply loves parties. He is always the first who comes and the last who leaves.
…………………………………………………………………………………..
3. The last  person who leaves the room must turn off the lights.
…………………………………………………………………………………..
4. The first man who was interviewed was entirely unsuitable.
…………………………………………………………………………………..
5. I’ve got a bottle of wine but I haven’t got anything that I could open it with.
…………………………………………………………………………………..

Replace the underlined clauses by an infinitive or infinitive phrase

Viết lại cả câu cho mình ạ

1. I don’t like him playing in the street. I wish we had a garden that he could play in.

2. He simply loves parties. He is always the first who comes and the last who leaves.

3. The last person who leaves the room must turn off the lights.

4. The first man who was interviewed was entirely unsuitable.

5. I’ve got a bottle of wine but I haven’t got anything that I could open it with.

Replace the underlined clauses by an infinitive or infinitive phrase:

1. I don't like him playing in the street. I wish we had a garden that he could play in

2. He simply loves parties. He is always the first who comes and the last who leaves

3. The last person who leavves the room must turn off the lights

4. The first man who qas interviewed was entirely unsuitable

5. I've got a bottle of wine but I haven't got anything that I could open it with

Replace the relative clause by an infinitive or infinitive phrase.

1.We had a river in which we could swim.->.....................

2.The child would be happier if he had someone that he could play with.->...........................

3.I have some letter that I must write.->.................................

4.If she had a family that she had to cook for, she would be more interested.->..........................

5.I haven't got anyone that I can go with.->..........................................

6.There are six letters which have to be written today.->.........................................

7.He was the second man who was killed in this way.->.....................................

8.Here is the novel that she should read.->...............

9.The last man who was interviewed was entirely unsuitable.->.......................

10.I wish i had a box that I could keep my letter in.->.................................

Replace the relative clause by an infinitive or infinitive phrase

1.We had a river in which we could swim.->.................

2.The child would be happier if he had someone that he could play with.->....................

3.I have some letter that I must write.->.....................

4.If she had a family that she had to cook for, she would be more interested.->..........................

5.I haven't got anyone that I can go with.->...................

6.There are six letters which have to be written today.->.......................

7.He was the second man who was killed in this way.->................

8.Here is novel that she should read.->.........................

9.The last man who was interested was entirely unsuitable.->..................

10.I wish I had a box that I could keep my letter in.->...........................

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

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.

A newborn baby can see, hear and feel. By the age of five, a child can talk, ride a bike and invent imaginary friends. How does this development happen? We don't understand the way language, thinking and planning develop very well. Now scientists are using new technology to ‘see’ into children's brains. And they are discovering new information about the way a baby's brain develops.

A study in 2010 showed that the experiences a child has in their first few years affect the development of the brain. It showed that children who received more attention often had higher IQs. The brain of a newborn baby has nearly a hundred billion neurons. This is the same number as an adult's brain. As they grow, a baby receives information through the senses of sight, hearing, smell, taste and touch. This information creates connections between different parts of the brain. At the age of three, there are a hundred trillion connections.

One experiment looked at images of babies' brains while they were listening to different sounds. The sounds were in different sequences. For example, one sequence was mu-ba-ba. This is the pattern ‘A-B-B’. Another sequence was mu-ba-ge. This is the pattern ‘A-B-C’. The images showed that the part of the brain responsible for speech was more active during ‘A-B-B’  patterns. This shows that babies can tell the difference between different patterns. This experiment is interesting because sequences of words are important to grammar and meaning. Compare two sentences with the same words in a different order: ‘John killed the bear’ is very different from ‘The bear killed John.’ So babies are starting to learn grammatical rules from the beginning of life.

Researchers also know that babies need to hear a lot of language in order to understand grammar rules. But there is a big difference between listening to television, audio books or the internet, and interacting with people. One study compared two groups of nine-month-old American babies. One group watched videos of Mandarin Chinese sounds. In the other group, people spoke the same sounds to the babies. The test results showed that the second group could recognise different sounds, however the first group learned nothing. The scientist, Patricia Kuhl, said this result was very surprising. It suggests that social experience is essential to successful brain development in babies.

It can be inferred from the passage that 

A. A pattern like ‘A-B-C’ is easier to understand

B. Babies' brains cannot recognise different sound patterns

C. It's not known which area of a baby's brain processes speech

D. Children can actually learn grammatical rules in their very early age