Use the correct tense of the verbs in brackets:

1. She wishes that she (meet) him last week.

2. They wish that he (let) them in tomorrow.

3. I wish that they (help) us today.

4.  Mai wishes that she (can) play the piano.

5. He wishes that you (call) him yesterday.

6. We wish that we (win) the prize next time.

7. He wished that he (buy) the book last month.

8. Ngoc wishes that she (be) in Dalat now.

9. Tu Linh wishes that they (tell) her that story next time.

10. Phuong wishes that she (have) a car now.

chia động từ trong ngoặc

1/ Jane wish she ( can/ go) ____ travelling at least once a year.

2/ Jim wishes he ( earn) _____ more money so that he would live more comfortable.

3/ My mother wishes she ( not have) ____ to work for extra hours

4/ The little boy wishes it (not rain) ____ at the moment

5/ I wish I (be ) healthier so that I could play some extreme sports

6/ Tim is sad because he has lost his bike. He wishes his mother ( buy) him a new one

7/ I wish someone ( offer) me an opportunity to study abroad

8/ Jim is bored as he is doing his homework now. He wish he (do) his homework

9/ My father is an officer but he wishes he (be) a famous singer

10/ My mother never lets me go to school on my own. I wish she (let) me go alone

Put the verbs in brackets into the past simple or the past perfect or the past continuous.

1. He (not have)...............to check the doors and the windows either, for his wife always (do)............that before she (leave)..............the house.

2. All he (have)..............to do (be)..............to decide whether or not to take his overcoat with him. In the end he (decide)............not to.

3. At 8.30 he (pick)............uo his case, (go).............out of the house and (slam)...........the door behind him.

4. Then he (feel)...........in his pockets for the key, for his wife (remind)...........him to double-lock the front door.

5. Then he (search)............all his pockets and (find)..............no key, he (remember)...........where it (be)...........something else; his passport and his tickets (be).............in his overcoat pocket as well.

Chuyển câu trực tiếp thành cau gián tiếp:

1. "Take off your shoes", she told us.

----> She told us ................

2. "Mind your own business", she told him.

----> She told him ..............

3. "Don't touch it", she said to him.

----> She told him ..............

4. "Don't do that again", he said to me.

----> He told me .................

5. "Don't talk to me like that", he said.

----> He told her ................

6. "Don't repair the computer yourself", she warned him.

----> She warned him .............

7. "Don't let him in", she said.

----> She told me ..............

8. "Don't go out without me", he begged her.

----> He begged her ...........

9. "Don't forget your bag", she told me.

----> She told me ....................

10. "Don't eat in the lab", the chemistry teacher said.

----> The chemistry teacher told his students ...................................

11. "Don't give yourself up", he advised her.

----> He advised her ....................

              GIÚP VỚI !!!!!!!!!!!!!!!!!!

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, 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 49: 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 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 word "complicated" in the third paragraph is closest in meaning to ___________.

A. comfortable

B. competitive 

C. complex

D. complimen