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

VI. Identify the incorrect parts in the following sentences A, B, C or D and correct them. Write the letter and the correction (For example: A → correction)
1. We (A) are looking (B) forward to hear (C) from you. (D)
2. We studied (A) very hard (B) for the lesson, because (C) we passed the exam very easily. (D)
3. Nancy asked me (A) when (B) my school (C) vacation start. (D)
4. Jane wishes (A) you can help (B) her solve (C) this financial problem. (D)
5. There were (A) so much (B) people trying (C) to recognize each other (D) at the anniversary.
1. 
2.
3.
4.
5.

VI. Identify the incorrect parts in the following sentences A, B, C or D and correct them. Write the letter and the correction (For example: A → correction)

Exercise 8
1 Helen said, "I think I'll have to find a better job. I can't make both ends meet."
2 He said to her "Why are you so late? I've been waiting for half an hour already."
3 She said to him: "Don't let them down. I'll be very embarrassed if you go back on your words."
4 She said to her husband: "You'd better not drink top much. You may lose control of the car and have a bad accident."
5 The boy said to his mother: "When shall we have lunch? I'm very hungry."
6 He said, "I don't understand why she has refused to join us on the trip.

7 she said to him, "I'm glad you've come. Sit down, please."
8 Mr Brown said to his wife, "I don't feel like going out this evening.”
Let's ask the Browns to come over for a chat."
9 “It's raining too hard to go out. We'd better stay home tonight and watch TV instead." John said.
10 "Could you ring up the station and find out when the train comes in?" said Tom to me.

Exercise 8
1 Helen said, "I think I'll have to find a better job. I can't make both ends meet."

2 He said to her "Why are you so late? I've been waiting for half an hour already."

3 She said to him: "Don't let them down. I'll be very embarrassed if you go back on your words."

4 She said to her husband: "You'd better not drink top much. You may lose control of the car and have a bad accident."

5 The boy said to his mother: "When shall we have lunch? I'm very hungry."

6 He said, "I don't understand why she has refused to join us on the trip."

7 She said to him, "I'm glad you've come. Sit down, please."

8 Mr Brown said to his wife, "I don't feel like going out this evening.”
Let's ask the Browns to come over for a chat."

9 “It's raining too hard to go out. We'd better stay home tonight and watch TV instead." John said.

10 "Could you ring up the station and find out when the train comes in?" said Tom to me.


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

Rearrange the following words and punctuation marks to complete the sentences .

1. to / tell / nearest / you / how / supermarket / me / get / Could / the / to ?

->

2. to / I / apologized / mistake / When / I / wrong / , / I / them / realized / my / was / for / .

->

3. the / continue / earth's / the / If / gases / in / atmosphere / become / to / , / the / climate / increase / may / warmer / .

->

4. the / cause / lot / of / ice / the / may / may / serious / melt / Poles / floods / A / and / near / .

->

5. that / world / so / have / are / down / over / many / People / there / now / areas / of / cut / waste land / trees / all / the / vast /.