Choose the correct words.

1. You mustn't / don’t have to / don’t must cheat in exams.

2. If you need help, you should to / need / should talk to your teacher.

3. I’m not thirsty, so I shouldn’t / don’t need / needn't to stop and have a drink.

4. You mustn't / don’t need / don’t have to do this extra homework. It’s your choice.

5. We must / have / need arrive on time to school every day.

6. Rosie has / have / need to catch the next bus.

like rain pass lend win have build come get become 1. don't try that new restaurant . I'm sure you ............... it 2. I've invited Mai to my birthday party but I don't think she ................ 3. I'm having my driving test soon , but I know I ................ it. I haven't had enough 4. Keep calm ! I think Arsenal ................ the game . 5. You need to bring your umbrella . I think it ............... today 6. I will ask my brother for some money , but I know he ................ me any money . He is really mean

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 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.

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

A. parents

B. educated persons

C. the children themselves

D. teachers

1. There (be) some people (wait) for him yesterday.
2. If only I ( have ) money with me, I ( lend ) you some.
1. I am sorry I am late. I should not (stay) at the party so long
2. By the end of last year he (read) four Shakespeare plays and by next year he (read) tow more.
3. This building (finish) by the end of 2015.
4. We wish it ( not rain ) much in rainy season
5. When I got home, Bill (lie) on the sofa. The television was on, but he was not watching it. He (fall) asleep
and (snore) loudly. I turned the television off and just then he (wake) up.
6. Mary said that she (learn) French for five years.
7. Would you mind (tell) your children (keep) quiet for a moment? I (try) to finish my report.
8. The company’s director suggested that a party (hold) to welcome the new clerk.

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.

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

Điền từ:

Well,I wasn't worried when my son bought a computer. After all lots of children have parents.........don't understand computers. But when my secretary asked me for a computer in ....... office, I really became .......So I decided to take some lesson in computing and my son became my teacher. He was very helpful. He invited me to sit down in...........of the computer screen. I did not know what is was correct. When asked him what is was, he said that it was VDU.I still didn't know what a VDU was, but I was too shy........him anymore. From that moment my memory refused to learn .....................he told me a lot of that I really..........understand all. After few lesson I began to feel tired. I made .......excuse,saying that I..............a headache. I suggested we should leave the lesson for another day. Since then I haven't said anything about the computer to my son and my secretary

Choose the right word to fill in the blanks

1. ...............you help me ? ( Can, Should, May )

2. ...........proplem, sir ! ( Any, Without, No )

3. ................I help you, Madam ? ( Should, May, Need )

4. Yes. That's very................of you. ( help, kind, fine )

5. Could you...............me a favor ? ( do, make, take )

6. I'm................I'm really busy ( pity, not good, sorry )

7. Do you................any help ? ( have, need, think )

8. No,............I'm fine. ( sorry, thank you, OK )

9. ..................me help you. ( Give, Let, Ask )

10. Let him..............what he wants ( do/ does )

10. I need a favor.

( That's very kind of you / How can I help you ? )

11. My mother is busy .................( to cook, cooking )

12. Mrs Xuan looks very...............( happy/ happily )

13. After filling the form, please..........it back to me ( bring / take )