1, Supply the correct verb form of gerund of present participle

1,(Feel)...hungry, he went into the kitchen and opened the fridge

2, My boss spends two hours a day (travel)...to work

3, (Swim)... is my favourite sport

4, One of life's pleasure is (have)...breakfast in bed.

5, (whistle)... to himself, he walked down the road

6, In spite of (miss)... the train, we arrived on time

7, They found the money... (lye) on the ground

8, He was trapped in a (burn)...house

9, I'm tired of....(work) eignt hours a day

10, She always puts off (go)...to the dentist

2, Supply the correct verb form of Gerund, Present Participle or perfect participle

1, She admintted(kill)....her husband

2, I regret(write)...her that letter

3, I enjoy (play)...tennis with my friends

4, Martin denied(see)... the accused man on the day of the crime

5, (Tell)... me that we should never speak again, she picked up her stuff and stormed out of the house

6. - Will you enter for the next aloquence contest?

-(Win)... twice, I don't want to try again. Let's give chances to other

7.(Improve)... her English Pie's promotion prospects are much better

PUT THE VERB INTO THE CORRECT FORM

1. We (live) in this house since 1970 that is to say ever since my father (die). He (come) to this country twelve years ago. He (be) born in South America and (live) there until he (get) married.

2. You (see) Mrs. Chi lately? - yes. I (see) her at the school gate three day ago.

3. As soon as I have enough money. I'll buy a new car.

4. I (not use) the car this evening, so you can have it.

5. I (walk) along the street when I suddenly (feel) something hit me in the back. I (not know) what it was.

6. My brother is an architect. He loves (design) new buildings.

7. They decided (not go) to the cinema.

8. There is no point in (arrive) half an hour early.

9. I found a tree (lie) across the road. I wasted hours (look) for this book.

10. Pardon me for (be) late. It is very kind of you (wait) for me.

11. I still remember for (hear) her (sing) this song.

12. I distinctly remember (pay) him. I gave him 2 dollars.

13. If only he (know) then that the disease was curable.

14. The teller was made (lie) down on the floor.

15. You risk (lose) your money when you put it into that business.

16. It is difficult to get used to (eat) with chopsticks I prefer (drive) to (be driven).

17. I'll never forget (meet) her years ago.

18. She was made (pay) back the money.

19. He described the accident as if he (see) it himself.

20. Has he learnt the poem, he (tell) her about it.

21. Can you see that I'm busy (write)?

22. Hardly I (arrive) when a quarrel broke out.

23. How you (get) on at school?

24. Hardly he (take) up the book when the phone ring.

25. Coming into the room he (see) Mary where he (leave) her.

26. It's time we (leave) for the airport.

27. Is there anything here worth (buy)?

28. Provided you leave now, you (catch) the train.

29. As long as you (use) my car carefully, you can lend you some days.

30. The committee recommends that the annual subscription (be) increased to $3.

31. God save the Queen.

32. My sister (talk) to his pen pal on the phone at the moment. They (not contact) each other for a long time.

33. Jeans (make) about 2 hundred years ago, and now they (sell) in every corner of the world.

34. I wish I (have) a good English-Vietnamese dictionary.

35. If there (be) too much exhaust fume in the air, more and more people (cope) with respiratory problems.

36. I suggest (burn) coal to heat the house.

37. I think we should (speak) English in the class.

38. These students (learn) English since they (be) five.

39. Who (invent) telephone?

40. Lan (write) to her pen pal for three years, and they (meet) each other last week.

Fill in the blank by using "so" or "and":

I wanted to make friends with my new neighbor. He moved here last month (1)_______ he is a famous MC. He’s been on so many TV programmes. I invited him to my house to have dinner. Luckily, he was not busy that day (2)_______  he could come to my house. Although he is famous, he is so kind (3)______  friendly. We watched some TV programmes together after the meal. He said his favorite kind of programme was comedy (4)_______  I found some of them in the TV schedule (5)______  turned on the TV. He also talked about his job. He told me that working as an MC was really hard. Sometimes he has to talk all day (6)______  he doesn’t have any time for breaks. But he still loves his job, because presenting in a show is really interesting (7)______  challenging. My daughter asked him if she could become an MC one day. He smiled (8)________  told her to try hard, and maybe she would.

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 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 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.

The word “he” in the first paragraph refers to ________.

A. other people

B. their own work

C. children

D. a child

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.

The word “complicated” in the third paragraph is closest in meaning to ________.

A. comfortable

B. competitive

C. complex

D. compliment

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.

The word “essential” in the third paragraph is closest in meaning to _________.

A. dramatic

B.  imperative

C. important 

D. necessarily

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 word “essential” in paragraph 3 is closest in meaning to ___________.

A. wonderful

B. important

C. complicated

D. difficult