Read the text then choose the best answer to fill in the blanks.

LEARNING A SECOND LANGUAGE

Some people learn a second language (1)_____. Other people have trouble learning a new language . How can you have (2)_____learn a new language , such as English ? There are several ways to make learning English a little (3)_____and more interesting .

The first step is to feel positive about learning English . If you believe that you can learn,you will learn .(4)____patient.You do not to have to understand(5)____all at once . It `s natural to make mistakes when you learn something new . We can learn from our mistakes .

The second step is to practice your English. For example , write in a journal, or diary ,every day. You will get used to (6)_____in English , and you will feel comfortable expressing your ideas in English . After several weeks, you will see that your writing is improving .(7)_____,you much speak English every day. You can practice with your classmates (8)_____class.

The third step is to keep a record of your language learning . You can write this in your journal . After (9)_____class , think about what you did . Did you answer a question(10)_____? Did you understand something the teacher explained?Perhaps the lesson was difficult , but you tried to understand it .

It is important to practice every day and make a record of your achievements .

1. A. ease B. easy C. easily D. all a, b, c.

2. A. itself B. yourself C. himself D. herself

3. A. ease B. easy C. easily D. easier

4. A. Be B. Being C. To be D. Been

5. A. anything B. nothing C. everything D. something

6. A. write B. writing C. to write D. written

7. A. In addition B. Addition C. Additional D. By addition

8. A. of side B. outside C. beside D. byside

9. A. some B. each C. all D. few

10. A. correct B. correction C. correctly D. corrective

Some people learn a second language (1).............................. Other people have trouble learning a new language. How can you have (2)............................ learn a new language, such as English ? There are several ways to make learning English a little (3)............................ and more interesting. The first step is to feel positive about learning English. If you believe that you can learn, you will learn (4)............................ patient. You do not to have to understand (5)............................... all at once. It's natural to make mistakes when you learn something new. We can learn from our mistakes. The second step is to practice your English. For example, write in a journal, or diary, every day. You will get used to (6)............................ in English, and you will feel comfortable expressing your ideas in English. After several weeks, you will see that your writing is improving. (7)................................, you much speak English every day, You can practice with your classmates (8)............................... class. The third step is to keep a record of your language learning. You can write this in your journal. After (9).................................. class, think about what you did. Did your answer a question (10)..................................... ? Did you understand something the teacher explained ? Perharps the lesson was difficult, but you tried to understand it. It is important to practice every day and make a record of your achievements.

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 passage suggests that learning to speak and learning to ride a bicycle are _______.

A. basically the same as learning other skills

B. basically different from learning adult skills

C. not really important skills

D. more important than other skills

same boat.

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 passage suggests that learning to speak and learning to ride a bicycle are________.

A. basically the same as learning other skills

B. more important than other skills 

C. basically different from learning adult skills

D. not really important skills

giúp mình vs nhé mọi người :)) Hhh

English is one of the most popular langues in the world. It comes second inthe number of speakers after Chinese. In Viet Nam, more and more people are studying English, considering it a key to success. However, not everyone knows how to learn English effectively.The best way to improve the four skills, speaking, listening, reading and writing, is to practise regularly. You should make use of every opportunity to speak English with friends in class or at English speaking clubs or even with yourslves in front of the mirror. Learning by heart all the words does not help much if you do not read alot because you will easily forget what you have learnt. Reading books, listening to radio and watching films are better ways to memorize words. Besides, English learners should not be so shy because making mistakes is unavoidable in learning foreign languages. Practicing speaking alot is a good way to correct your mistakes.

Qúetions
1,are more and more people studying English Viet Nam?

2,How many skills are there in English?
3,Name some ways to practise speaking English:
4,Why should we read a lot of English?
5,How do you learn English at shoool anh at home?

Cảm ơn vì đã giúp mình

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.

The passage suggests that learning to speak and learning to ride a bicycle are _________.

A.basically the same as learning other skills.

B. more important than other skills.

C. basically different from learning adult skills.

D. not really important skills.