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 author fears that children will grow up into adults who are _________

Read the following passage and mark the letter A, B, C or D to indicate the correct word or phrase that best fits each of the numbered blanks from 31 to 35.

One of the hottest topics on the international development agenda is how to harness the power of International Monetary Fund for the benefit of developing countries. What is sometimes called "the death of distance", brought about by the Internet, allow professional services such as (31) _________ education and training to be provided easily and quickly to (32) _____ areas. Some of the gains can be seen in countries as diverse as India and Morocco, where innovations range from (33)______ government announcements to local craftsmen selling their wares to a (34)            _______ market. But already a huge and expanding digital divide is opening up between developed and developing nations. The major tasks facing world leaders at present is to supply everybody on the planet with clean water, basic education and the drugs needed to fight preventable diseases. Installing a modem in every classroom and linking us to (35) _______ _____  must be a lesser criteria at least.

Điền vào ô 35.

He decided to buy some chocolate kept in an _______ container for his father, a _______ watch for his mother and a doll with ______ for his little sister.

Read the following passage and mark the letter A, B, C or D to indicate the correct word or phrase that best fits each of the numbered blanks from 31 to 35.

One of the hottest topics on the international development agenda is how to harness the power of International Monetary Fund for the benefit of developing countries. What is sometimes called "the death of distance", brought about by the Internet, allow professional services such as (31) _________ education and training to be provided easily and quickly to (32) _____ areas. Some of the gains can be seen in countries as diverse as India and Morocco, where innovations range from (33)______ government announcements to local craftsmen selling their wares to a (34)            _______ market. But already a huge and expanding digital divide is opening up between developed and developing nations. The major tasks facing world leaders at present is to supply everybody on the planet with clean water, basic education and the drugs needed to fight preventable diseases. Installing a modem in every classroom and linking us to (35) _______ _____  must be a lesser criteria at least.

Điền vào ô 32.

Read the following passage and mark the letter A, B, C or D to indicate the correct word or phrase that best fits each of the numbered blanks from 31 to 35.

One of the hottest topics on the international development agenda is how to harness the power of International Monetary Fund for the benefit of developing countries. What is sometimes called "the death of distance", brought about by the Internet, allow professional services such as (31) _________ education and training to be provided easily and quickly to (32) _____ areas. Some of the gains can be seen in countries as diverse as India and Morocco, where innovations range from (33)______ government announcements to local craftsmen selling their wares to a (34)            _______ market. But already a huge and expanding digital divide is opening up between developed and developing nations. The major tasks facing world leaders at present is to supply everybody on the planet with clean water, basic education and the drugs needed to fight preventable diseases. Installing a modem in every classroom and linking us to (35) _______ _____  must be a lesser criteria at least.

Điền vào ô 34.

Mark the letter A, B, C or D to indicate the sentence that is closest in meaning to each of the following questions.

"I am sorry, Jean. I broke your bicycle," said John.

Our village had _________ money available for education that the schools had to close.

Sportsmen ________ their political differences on the sports field.

He suddenly saw Sue ______ the room. He pushed his way _______the crowd of people to get to her.

Mark the letter A, B, C or D to indicate the sentence that is closest in meaning to each of the following questions.

We shall be here the day after tomorrow", they said.

Mark the letter A, B, C or D to indicate the most suitable response to complete each of the following exchanges.

: _______ make a phone call here? B: Sure. Go ahead.

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.

 What does the author think is the best way for children to learn things

Mark the letter A, B, C or D to indicate the underlined part that needs correction in each of the following questions.

 Alice in Wonderland, first published in 1865, has since being translated into thirty languages.

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.

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

Mark the letter A, B, C or D to indicate the underlined part that needs correction in each of the following questions

Modern art is on display at the Guggenheim Museum, a building with an unusually design.

Mark the letter A, B, C or D to indicate the underlined part that needs correction in each of the following questions.

Parents can help to solve their children's learned problems by volunteering in the classroom.