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TOPIC 1:
Subject
Object pronouns
Possessive pronouns
pronouns
Me
Mine
I
You
Yours
You
Him/Her/It
His/Hers/Its
He/She/It
Us
Ours
We
You
Yours
Them
Theirs
You
They
Reflexive pronouns
Relative pronouns
Myself
Who
Yourself
Whom
Himself/Herself/Itself
Whose
Ourselves
Which
Yourselves
That
Themselves
Examples:
1. She
went to Los Angeles.
subject pronoun
2. She gave
him her card.
object pronoun
3. That essay is
mine her card.
possessive pronoun
4. Little babby has learned to eat by himself.
reflexive pronoun
TOPIC 2:
A. Form
1. Adverbs
a. Most adverbs end in –ly.
adjective
adverb
brave
bravely
loud
loudly
quick
quickly
dangerous
dangerously
bad
badly
b. Some adverbs are irregular.
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adjective
adverb
good
well
fast
fast
hard
hard
2. Adjectives
a. We put adjectives in front of the noun.
adjective
noun
a
new
car
two
green
apples
blue
eyes
b. Adjectives do not change.
adjective
noun
a
big
house
two
big
houses
c. We use an in front of an adjective that begins with a vowel.
an old man
an easy exam
B. Use
1. Adverbs describe verbs.
You can do this exercise easily. (Easily describes do.)
2. Adjectives describe nouns.
This is an easy exercise. (Easy describes exercise.)
TOPIC 3:
A. Form
 Spelling
1. Basic rule: We add –ing to the infinitive.
wash
washing
read
reading
hurry
hurrying
2. Exception: for verbs that end in –e, we remove the -e and add –ing.
drive
driving
use
using
For verbs with a short vowel and only one consonant, we double the consonant and add –
ing.
swim
sit
swimming
sitting
B. Use
1. We use gerunds as subjects or objects.
Skiing can be dangerous.
I like travelling by plane.
2. Certain verbal expressions take a gerund.
Would you mind going to the bank for me?
I don’t mind doing that.
Do you fancy watching a video?
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TOPIC 4:
A. in is used with
years
centuries
parts of the day
decades
seasons
months
B. on is used with
dates
on 19 July
days of the week on Monday
on Sunday morning
‘special’ days
on my birthday
on Christmas Day
C. at is used with
times
holidays
in 1994
in the nienteenth century
in the morning
in the 1960s
in summer
in November
at 7.00
at midnight
at Christmas
at Easter
at the weekend
D. no preposition is used with expressions with ago
tonight, this morning
this afternoon, etc.
tomorrow, tomorrow afternoon, etc.
yesterday, yesterday morning, etc.
expressions with last or next
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TOPIC 5:
I. THE FUTURE WITH “WILL”
A. Form
1. Positive and negative
I
He
‘ll
She
(will)
It
We
won’t
You
(will not)
They
2. Questions
Will you
Will he
see you tomorrow.
get the job.
Short answers
be at the meeting? Yes, I will.
lend you his car?
No, he
won’t.
B. Use
1. We use the future with will to make predictions or general statements about the future.
We’ll need some more money soon.
In the year 2050 the world’s population will reach 10 billion.
2. We use the future with will to describe a decision made at the moment of speaking often or
to make an offer.
‘Have you got that report?’ ‘Yes, I’ll fax you a copy.’
‘I can’t hear the TV very well.’ ‘I’ll turn it up.’
II. THE FUTURE WITH “GOING TO”
A. Form
1. Positive and negative
‘m
(am)
I
‘m not
(am not)
‘s
He
(is)
She
Isn’t
It
‘s not
(is not)
‘re
We
(are)
You
aren’t
They
‘re not
(are not)
2. Questions
Are you going to
Is he
going to
do the shopping.
going to
have a shower.
clean the
windows.
Short answers
play football? Yes, I am.
buy the wine? No, he isn’t
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B. Use
1. We use going to to describe plans, intentions, and things we have decided to do.
I’m going to look for a new job.
I’m going to sell my car.
2. We use going to to describe things we can see or feel will definitely happen in the future.
She’s going to have a baby.
3-0 up with five minutes to play, Manchester City are going to win.
III. THE PRESENT SIMPLE TENSE
A. Form
1. Positive and negative
I
live
We
don’t live
You
They (do not live)
plays
He
She
doesn’t play
(does not
It
play)
in Manchester.
tennis.
a. In the third person singular we add –s to the infinitive.
b. When the verb ends in –ss, -sh, -ch, -z or –o, we add –es.
kiss
kisses
wish
wishes
watch
watches
buzz
buzzes
do
does
c. When the verb ends in consonant + y, we change the –y to –ies
worry
worries
study
studies
2. Questions
Short answers
Do
you live in London?
Yes, I do.
Does he
play golf?
No, he doesn’t.
B. Use
1. We use the present simple tense to describe states.
I live with my parents.
Water boils at 100 degrees.
2. We use the present simple tense to describe regular events.
I usually work late on Mondays.
They go on holidays to Ireland every year.
C. Pronunciation
1. After a vowel sound or a voiced consonant sound (/b/, /d/, /g/, /v/, //, /z/, /l/, /r/, /m/, /n/, //)
we pronounce the final –s as /z/.
comes / kʌmz/
goes /gәʊz/
2. After a voiceless consonant sound (/t/, /p/, /f/, and /k/) we pronounce the final –s as /s/.
cuts / kʌts/ stops /stɒps/
coughs /kʌfs/ looks /lʊks/
3. When the verb ends in –ges, –ches, –sses, –ses, –zes or –shes, we pronounce the final
syllable /iz/.
changes /ʧeinʤiz/
pushes /pʊʃiz /
IV. THE PRESENT CONTINUOUS TENSE
A. Form
1. Positive and negative
‘m
(am)
I
‘m not
(am not)
reading.
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He
She
It
We
You
They
‘s
(is)
Isn’t
‘s not
(is not)
‘re
(are)
aren’t
‘re not
(are not)
watching TV.
working at home.
.
2. Questions
Am
I
Short answers
meeting Mike at 12.00?
Yes, you
are.
Is
she coming to the meeting?
No, she isn’t
Are they driving or coming by train?
a. To make –ing forms we add –ing to the infinitive.
eat
eating
fly
flying
b. For verbs that end in –e, we remove the –e and add –ing.
drive
driving
come
coming
c. When the verb ends consonant–vowel–consonant and the stress is on the final syllable,
we
double the final consonant and add –ing.
run
running
admit
admitting
B. Use
1. We use the present continuous tense to say what is happening at the moment.
We’re having dinner just now.
‘Where’s Sue?’ ‘She’s watching TV.’
2. We use the present continuous tense to describe a temporary state.
I can’t find a flat, so I’m living with my parents.
I’m doing French evening classes this year.
3. We use the present continuous tense to describe a future arrangement.
I’m playing tennis tomorrow evening.
They’re arriving next Monday at 10.00.
C. Present simple and present continuous
1. Sometimes the use of the present simple or the present continuous depends on whether we
see a situation as permanent or temporary.
I live in a flat in George Road. (I see the situation as permanent.)
I’m living with my parents until I find a place of my own. (I think the situation is temporary.)
Where do you work? (I think you have a permanent job.)
Where are you working? (I think you are doing something temporary.)
2. Some verbs are not normally used in the continuous form even when they refer to the
present moment. They refer to states and not to actions. The most important ones are
a. like, love, prefer, hate, want, wish, need
I need a new pen. NOT I’m needing a new pen.
b. think, imagine, believe, know, realize, mean, understand, remember, forget, suppose,
hope, see
I don’t understand. NOT I’m not understanding.
c. be, seem, appear, sound, taste, smell
This tastes delicious. NOT This is tasting delicious.
d. belong, contain, include, matter, owe, own
Who does the car belong to? NOT Who is the car belonging to?
3. Some of these verbs can be used in the continuous form when they describe actions and not
states. Compare these sentences.
This ice cream tastes disgusting. (state)
He’s tasting the soup to see if it needs more salt. (action)
I think it’s important. (state)
‘What are you doing?’ ‘I’m thinking.’ (action)
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V. THE PRESENT PERFECT TENSE
A. Form
We make the present perfect tense with have/has and the past participle.
1. Positive and negative
I
‘ve
We
(have)
lived abroad.
You
haven’t
They
(have not)
‘s
He
(has)
cooked dinner.
She
hasn’t
It
(has not)
2. Questions
Short answers
Have you been to Paris before?
Yes, I have.
Has
she broken her leg?
No, she hasn’t
a. To make regular past participles, we add –ed to the infinitive.
play
played
open
opened
This is the same as the regular past tense.
b. A lot of common verbs have an irregular past participle.
go
gone
write
written
see
seen
B. Use
The present perfect links the past with the present.
PAST
PRESENT
1. We use the present perfect tense when we are interested in the present result of a past
action.
She’s gone home. (She isn’t here now.)
I’ve bought a new car. (I’ve got a new car now.)
2. We use the present perfect tense when an activity or situation started in the past and still
continues to the present.
He’s worked in the same office for twenty years.(He still works there now.)
I’ve lived here for three years. (I still live here now.)
NOW
I’ve lived here for three years.
PAST
three years ago
3. We use the present perfect tense when we are referring to a time frame that comes up to the
present.
Have you ever been to Brazil? (In your life until now.)
I’ve been to Brazil three times. (Until now I’ve been there three times.)
Have you seen John today? (We are still in the time frame of ‘today’.)
VI. THE PRESENT PERFECT CONTINUOUS TENSE
A. Form
1. Positive and negative
I
‘ve
We
(have)
You
haven’t
They
(have not)
been
‘s
He
(has)
She
hasn’t
It
(has not)
playing football.
having a rest.
waiting for an
7
hour.
2. Questions
Has
he
Have you
been
been
Short answers
reading?
Yes, he has.
waiting long? No, I haven’t
B. Use
1. We use the present perfect continuous tense to describe an activity that is still incomplete.
I’ve been writing a letter. (I haven’t finished it yet.)
How long have you been reading that book? (You haven’t finished it yet.)
2. We use the present perfect continuous tense to focus on the process of an activity.
‘What have you been doing?’ ‘I’ve been running.’
3. We use the present perfect continuous tense to emphasize the duration of an activity.
You’re late. I’ve been waiting for an hour.
C. Present perfect simple and present perfect continuous
1. The present perfect continuous and the present perfect simple can both be used to describe
situations which started in the past and are still going on, or about past actions which have
present results. The important difference is that the present perfect continuous focuses on
the action itself, but the present perfect simple focuses on the completion or result of the
action.
I’ve been playing a lot of football this week. (focus on activity)
I’ve played two matches. (focus on completion)
2. We always use the present perfect simple when we say how much or how many.
How many letters have you written this week?
How much rice have you cooked?
3. With the verbs live and work we can normally use either the present perfect simple or the
present perfect continuous.
Have you lived here long?
Have you been living here long?
4. Sometimes the present perfect simple can describe a more permanent state and the present
perfect continuous can describe a temporary activity.
I’ve lived here for ten years. (permanent)
I’ve been living with my sister for the last few months. (temporary)
VII. THE PAST SIMPLE TENSE
A. Form
1. The verb to be
a. Positive and negative
I
was
He
wasn’t
She
(was not)
It
We
You
They
were
weren’t
(were not)
b. Questions
Was he
Were
at home last
week.
they
at
home
here
here yesterday.
Short answers
last week? Yes, he was.
yesterday?
No, they weren’t.
2. Regular verbs
a. To make the past simple tense we add –ed to the infinitive. The past simple is the same for
all persons.
verb
past simple
watch
We watched a film last night.
happen
It happened in Rome.
 When the verb ends in –e, we add –d.
use
used
decide
decided
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 When the verb ends consonant-vowel-consonant, and the stress is on the final syllable,
we double the final consonant and add –ed.
stop
stopped
prefer
preferred
 But we do not double –y, or –w as final letters.
delay
delayed
show
showed
 When the verb ends in consonant + y, we change the –y to –ied.
hurry
hurried
study
studied
b. Pronunciation
 After /p/, /k/, /ʃ/, /ʧ/, and /s/ we pronounce the final –d as /t/.
 When the verb ends in –t or –d we pronounce the final syllable /id/.
 Otherwise we pronounce the final –d as /d/.
/d/
pulled
lived
seemed
/t/
watched
liked
missed
/id/
wanted
ended
decided
3. Irregular verbs
Many commons verbs have an irregular past form. The irregular form is the same for all
persons.
a. Positive
verb
see
buy
past simple
I saw her yesterday.
They bought a new car last week.
b. Negative
He didn’t
(did not)
c. Questions
Did
you
Did
she
go to the
theatre.
Short answers
see the film last night?
Yes, I did.
visit her parents?
No, she didn’t.
Negatives, questions, and short answers are the same for all persons and for all verbs except
the verb to be.
Note: In negatives and questions we use the infinitive of the verb.
Did you go out? NOT Did you went out?
Did they buy a car? NOT Did they bought a car?
B. Use
1. We use the past simple tense to describe a completed action in the past.
NOW
We went to the cinema yesterday.
PAST
2. We use the past simple tense to describe a completed situation in the past.
NOW
I worked in Edinburgh from 1989 to 1995.
PAST
1989
1995
3. We use the past simple tense to describe a repeated action in the past.
NOW
They went to Greece every year until 1995.
PAST
1988
1995
C. Past simple and present perfect
Compare the uses of the past simple and the present perfect.
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1. We use the past simple when we are interested in the action or the time of the action, not the
effect.
She’s gone home. (She isn’t here now.)
She went at four o’clock. (We’re interested in when the action took place.)
2. We use the past simple when we are talking about a finished time in the past.
I’ve lived here for five years. (I still live here.)
Before that I lived in Madrid. (But I don’t live there now.)
NOW
Before that I lived in Madrid. I’ve lived here for five years.
PAST
3. We use the past simple when we are referring to a time frame that ended in the past.
‘Have you been out today?’
‘Yes, I went out this morning.’
VIII. THE PAST CONTINUOUS TENSE
A. Form
1. Positive and negative
I
was
He
wasn’t
She
(was not)
It
We
were
You
weren’t
They (were not)
2. Questions
Was he
Were they
going to work.
standing at the bus stop.
Short answers
having a bath?
Yes, he was.
driving to Scotland? No, they
weren’t.
B. Use
The past continuous tense describes a continuous or unfinished activity in the past.
1. We use the past continuous tense to describe an action that started before a particular
moment, and probably continued after it.
At 8.00 I was having breakfast.
This time last week I was lying on a beach in Greece.
NOW
I was lying on a beach in Greece.
PAST
This time last week
2. We use the past continuous tense to describe a temporary situation in the past.
I was living in Bristol last year.
C. Past continuous and past simple
We often use the past continuous tense with the past simple tense. The past continuous
describes the situation – it is background information. The past simple describes the main
event. The clauses are usually joined by while, as, or when.
While I was waiting for the bus, it started to rain.
As I was going to bed, the doorbell rang.
NOW
We were driving to the station
PAST
when the accident happened.
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IX. THE PAST PERFECT TENSE
A. Form
We make the past perfect tense with had/hadn’t and the past participle.
1. Positive and negative
I
He
‘d
been there for 2
She
(had)
hours.
It
We
hadn’t
You
(had not)
finished the project.
They
2. Questions
Had you
Had he
Short answers
seen him before?
Yes, I had.
Eaten breakfast?
No, he
hadn’t.
B. Use
1. We use the past perfect tense to look back on an event that occurred before another event in the
past.
We had dinner. We weren’t hungry.
We weren’t hungry because we’d had dinner.
NOW
dinner
not hungry
PAST
1
2
We weren’t hungry because we’d had dinner.
2. The past perfect is often used with when, after, before, as soon as.
I was sure I’d seen him before.
After we’d finished dinner, we went for a walk.
The past perfect is necessary when we need to make it clear that one thing happened
before another. Compare these sentences.
Sheila got up, got dressed, had some breakfast, and went out.
When Sheila got to the party, Amanda had gone home.
In the first sentence we do not use the past perfect, because the order of events is clear. In
the second sentence we need to use the past perfect to make it clear that Amanda went
home before Sheila got to the party.
X. ADVERBS OF FREQUENCY
never
hardly ever
sometimes
often
normally
frequently
usually
always
A. We put the adverb of frequency
 after the verb to be.
The train is always on time.
He’s never here at 9.00.
 in front of the main verb.
We often go to the park.
I don’t usually get up late.
B. Sometimes, normally, and usually can also go at the beginning or end of the sentence, but they
usually
go before the main verb
sometimes
normally
usually
I  have lunch in a restaurant .
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TOPIC 6:
A. Form
1. When the statement is positive the tag is negative.
You’re
aren’t you?
Italian,
He’s
isn’t he?
from Bristol,
2. When the statement is negative the tag is positive.
They
are they?
coming to the
aren’t
party,
She isn’t
is she?
here yet,
3. With the verb to be we make the tag with the verb and the subject.
It isn’t very warm, is it?
4. When there is a modal verb or an auxiliary verb we make the tag from the modal or auxiliary
and the subject.
You can
can’t you?
swim,
She won’t be here tomorrow,
will she?
It doesn’t
does it?
matter,
You’ve
haven’t you?
finished,
It was
wasn’t it?
raining,
5. When the verb in the sentence hasn’t got an auxiliary, we make the tag from the auxiliary
that we would normally use for making questions in that tense.
She arrived yesterday, didn’t she? You like fish, don’t you?
Note: Negative tag questions are contracted.
You knew about this yesterday,didn’t you? NOT … did not you?
She can speak Russian, can’t she? NOT … can not she?
6. When the subject of the statement is a noun, we replace it with a pronoun in the tag.
This chair‘s French, isn’t it?
Bob and Betty live near here, don’t they?
7. The question tag for a sentence with Let’s is shall we?
Let’s get a pizza, shall we?
8. The question tag for a sentence with I am is aren’t I?
I’m going to Helsinki next week, aren’t I?
9. When we write a question tag it is separated from the statement by a comma (,) and is
followed by a question mark (?).
B. Use
A question tag turns a statement into a question. It is less direct than an ordinary question.
We can use falling intonation or rising intonation on a question tag. We use falling intonation
when we think the statement is true and we expect the other person to agree. We use rising
intonation when we want to check something.
TOPIC 7:
A. Form
1. We make the passive with the verb to be and a past participle.
are
made
These
in Japan.
computers
is
produced
This wine
in Portugal.
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2. We can use the passive in any tense. To make different tenses we change the verb to be.
Past
was
The car
stolen.
Present
has
Someone
arrested.
perfect
been
Present
are
Thousands of cars
stolen.
will be
will
The crime
solved.
would
would
Fewer crimes
committed.
be
3. To make the negative of the passive, we use the negative of the verb to be.
The man wasn’t sent to prison.
The weapon hasn’t been found.
4. To make questions we use the normal question form of the verb to be in each tense.
Was the man sent to prison?
Has the weapon been found?
5. We can use the passive with a modal verb. We use a modal verb + be + past participle.
Cars shouldn’t be parked there.
It can’t be done.
She must be told.
B. Use
1. We use the passive when the action is more important than the agent (who or what did the
action).
2. We use the passive when we don’t know the agent.
The car has been found.
The suspect was identified.
These houses were built in the 1930s.
If we want to show the agent, we use by.
The car has been found by some children.
The suspect was identified by a witness.
TOPIC 8:
I. FIRST CONDITIONALS
A. Form
We use the present simple tense in the if clause and the future with will in the main clause. We
usually
use a comma (,) when the if clause is first, but not when the main clause is first.
eats
If
she
all that ice cream, she ‘ll feel
terrible.
have time,
‘ll phone you
If
I
I
later.
You
‘ll be
hungry
if
you
They
won’t
arrive
on
time
if
they
don’t
have
miss
some dinner.
the bus.
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Note: We do not use will in the if clause.
If it rains, we’ll go to the cinema.
NOT If it will rain, we’ll go to the cinema.
B. Use
First conditionals predict the results of a real or probable action or event.
If you get up late, you’ll miss the appointment.
(There is a real chance that you’ll get up late.)
We won’t go if it rains.
(There is a real chance that it will rain.)
II. SECOND CONDITIONALS
A. Form
We use the past simple form in the if clause and would + infinitive without to in the main clause. We
usually use a comma (,) when the if clause is first, but not when the main clause is first.
had
‘d buy that house.
If
I
enough
I
money,
If
you didn’t
so much,
you ‘d
weight.
eat
lose
He
‘d feel
better
if
he
didn’t
smoke
was
so much.
wouldn’t
tennis if
it
raining.
play
Note: We do not use would in the if clause.
If I had enough money …
NOT If I would have enough money …
B. Use
Second conditionals describe unreal, unlikely, or imaginary situations.
If we had more money, we’d travel business class.
What would you do if you saw a ghost?
They
III. THIRD CONDITIONALS
A. Form
We use the past perfect (continuous) form in the if clause and would have + past participle in the
main clause. We usually use a comma (,) when the if clause is first, but not when the main clause
is first.
had told
wouldn’t
felt.
If
I
the truth,
I
have
failed.
If
you hadn’t
so hard,
you would have
studied
I
They
would have
wouldn’t
have
passed
come
if
if
I
they
‘d worked
hadn’t
wanted
harder.
to see you.
B. Use
We use third conditionals to describe something that didn’t happen, an imaginary situation in the
past.
If I’d worked harder I would have passed the exam.
(I didn’t work hard, and I didn’t pass the exam.)
You wouldn’t have crashed if you hadn’t been driving so fast.
(You were driving too fast, and you crashed.)
TOPIC 9:
A. Form
one syllable
One syllable:
short vowel +
one consonant
Two syllables:
consonant + y
Two or more
adjective
tall
cold
hot
thin
big
heavy
pretty
modern
comparative
taller
colder
hotter
thinner
bigger
heavier
prettier
more modern
superlative
the tallest
the coldest
the hottest
the thinnest
the biggest
the heaviest
the prettiest
the most modern
14
syllables
Irregular
interesting
good
bad
far
more interesting
better
worse
further
the most interesting
the best
the worst
the furthest
1. A comparative adjective is often followed by than.
Russia is bigger than Canada.
The film was much better than I expected.
2. as … as … can be used to make comparisons.
Her house is as big as mine.
Silver isn’t as expensive as gold.
3. In the negative so … as … is also possible.
Silver isn’t so expensive as gold.
B. Use
1. The comparative is used to compare two separate items or groups.
Alex 1.92m
Alex’s brothers 1.85m
1.83m
1.75m
Alex is taller than his brothers.
2. The superlative is used to compare one member of a group with the rest of the group.
all the mountains in the
world
Mount Everest
Mount Everest is the highest mountain in the world.
TOPIC 10:
A. A relative clause gives more information about a noun in a sentence.
I saw the man.
I saw the man who lives next door.
A relative clause starts with a relative pronoun. We use
1. who with people.
He’s the man who lives next door.
2. which with things.
Where’s the disk which was on my desk?
3. that with people and things.
He’s the man that lives next door.
Where’s the disk that was on my desk?
4. whom instead of who when it is the object of a verb.
The woman whom I wanted to see was away on vacation.
5. whose instead of his / her / their
We saw some people whose car had broken down.
6. where to talk about a place
The hotel where we stayed wasn’t very clean.
7. when with time
That was the time when I was unhappy.
8. why with reason
15
That was the reason why I didn’t want to meet him.
B. In a relative clause we can sometimes leave out the relative pronoun who, which or that.
We can only do this if the relative pronoun is the object of the clause. Look at these sentences.
He’s the man. She married him.
object
He’s the man (who/that) she married.
In this sentence the man is the object of the relative clause, so we can leave out the relative
pronoun.
He’s the man. He lives next door.
subject
He’s the man who/that lives next door.
In this sentence the man is the subject of the relative clause, so we can’t leave out the relative
pronoun.
TOPIC 11:
I. STATEMENTS
When we report what somebody says we make the following changes.
 The pronouns and possessive adjectives change, because a different person is now
speaking.
Direct speech: I like cooking.
Reported speech: Sally says that she likes cooking.
 When we report something with a past tense verb (e.g. said or told), some of the tenses of
the
verbs also change.
Direct speech
Reported speech
present perfect
past perfect
past simple
past perfect/past simple
present simple
past simple
present continuous
past continuous
will
would
Note: The past perfect tense, would, and modal verbs do not change.
Direct speech
Reported speech
Walter: I’ve read that book.
Walter said (that) he had read that book.
Zoe: We saw a great film last week.
Zoe said (that) they had seen a great film the week
before.
Tom: I don’t want to stay here.
Tom said (that) he didn’t want to stay there.
Andrea: I’m going out.
Andrea said (that) she was going out.
Luke: I’ll be away till March.
Luke said (that) he’d be away till March.
Zoran: I had never been there before. Zoran said (that) he had never been there before.
Helen: I’d like a coffee.
Helen said (that) she’d like a coffee.
Monica: I might phone you later. Monica said (that) she might phone us later.
Note: In everyday speech the rules are not always followed, particularly when the direct speech is
still
true at the time of reporting.
Zoe said that they saw a great film.
Tom said that he doesn’t want to go.
16
II. QUESTIONS
Reported questions are a form of indirect question.
When we report questions, we make the following changes.
 The tenses and pronouns change as for statements.
 The word order changes to a statement word order, and verbs have a statement form.
 There is no question mark at the end of a reported question.
‘Where does John work?’
A man asked me where John worked.
‘How many times have you seen this film?’
She asked me how many times I’d seen the film.
 With Yes/No questions, the reported question starts with whether or if.
‘Have you seen them today?’
He asked me whether/if I had seen them today.
III. COMMANDS AND REQUESTS
We normally use tell for commands and ask for requests, but other verbs can also be used, such as
advise, warn, persuade, beg, order, and command. To report a command or a request we use the
following structure: told/asked + person + (not) to + verb.
‘Don’t worry.’
He told me not to worry.
‘Please sit down.’
The doctor asked me to sit down.
TOPIC 12:
I. SUBJECT SEPARATED FROM THE VERB
Very often, if the subject and verb are separated, they will be separated by prepositional phrase. The
prepositional phrase has no effect on the verb.
subject + [prepositional phrase] + verb
The study
of languages
singular subject
is
very interesting.
singular verb
Several theories on this subject have been proposed.
plural subject
The view
plural verb
of these disciplines
singular subject
The danger
of forest fires
singular subject
from time to time.
is
not to be taken lightly.
singular verb
The effects of that crime
plural subject
The fear
varies
singular verb
are
likely to be devasting.
plural verb
of rape and robbery has caused many people to flee the cities.
singular subject
singular verb
The following expressions also have no effect on the verb.
together with
accompanied by
along with
as well as
The actress, along with her manager and some friends, is going to a party tonight.
singular subject
singular verb
Mr. Robbins, accompanied by his wife and children, is arriving tonight.
singular subject
singular verb
NOTE: If the conjunction and is used instead of one of these phrases, the verb would then be plural.
The actress and her manager are going to a party tonight.
plural subject
plural verb
II. WORDS THAT ALWAYS TAKE SINGULAR VERBS AND PRONOUNS
Some words are often confused by students as being plural. The following words must be followed by
singular verbs and pronouns in formal written English.
any + singular noun no + singular noun
some + singular every + singular noun each +
singular noun
anybody
nobody
somebody
everybody
anyone
no one
someone
everyone
either*
anything
nothing
something
everything
neither*
17
* Either and neither are singular if they are not used with or and nor.
Everybody who has not purchased a ticket should be in this line.
Something was under the house.
If either of you takes a vacation now, we will not be able to finish the work.
Anybody who has lost his ticket should report to the desk. (note the singular pronoun)
No problem is harder to solve than this one.
Nobody works harder than John does.
III. NONE/NO
None can take either a singular or plural verb, depending on the noun which follows it.
none + of the + non-count noun + singular verb
None of the counterfeit money has been found.
none + of the + plural count noun + plural verb
None of the students have finished the exam yet.
No can take either a singular or plural verb, depending on the noun which follows it.
no + singular noun + singular verb
non-count
noun
No example is relevant to this case.
no + plural noun + plural verb
No examples are relevant to this case.
IV. EITHER/NEITHER
When either and neither are followed by or and nor, the verb may be singular or plural, depending on
whether the noun following or and nor is singular or plural. If or or nor appears alone, the same rule
applies. Study the following formulas.
neither + noun + nor+ plural noun + plural verb
either
or
Neither John nor his friends are going to the beach today.
plural noun plural verb
Either John or his friends are going to the beach today.
plural noun plural verb
neither + noun + nor+ singular noun + singular
either
or
verb
Neither John nor
Bill
is going
to the beach today.
singular noun singular verb
Either John or
Bill
is going to the beach today.
singular noun singular verb
Examples:
Neither John nor Jane is going to class today.
singular singular
Neither Maria nor her friends are going to class today.
plural
plural
John or George is bringing the car.
singular
singular
Neither the boys nor Carmen has seen this movie before.
18
singular
singular
Neither the director nor the secretary wants to leave yet.
singular
singular
V. COLLECTIVE NOUNS
Also many words indicating a number of people or animals are singular. The following nouns are
usually singular. In some cases they are plural if the sentence indicates that the individual members
are acting separately.
congress
organization
government
family
team
jury
group
army
majority
committee
club
minority
class
crowd
public
* Majority can be singular or plural. If it is alone it is usually singular. If it is followed by a plural noun, it
is usually plural.
The majority believes that we are in no danger.
The majority of the students believe him to be innocent.
Examples of collective nouns:
The committee has met, and it has rejected the proposal.
The family was elated by the news.
The crowd was wild with excitement.
Congress has initiated a new plan to combat inflation.
The organization has lost many members this year.
Our team is going to win the game.
The following nouns are used to indicate groups of certain animals. It is not necessary to learn the
nouns; however, they mean the same as group and thus are considered singular.
flock of birds, sheep
herd of cattle
pack of dogs
school of fish
pride of lions
The flock of birds is circling overhead.
The herd of cattle is breaking away.
A school of fish is being attacked by sharks.
Collective nouns indicating time, money, and measurements used as a whole are singular.
Twenty-five dollars is too much to pay for that shirt.
Fifty minutes isn’t enough time to finish this test.
Twenty dollars is all I can afford to pay for that recorder.
Two miles is too much to run in one day.
VI. A NUMBER OF/THE NUMBER OF
a number of + plural noun + plural
verb…
the number of + plural noun + singular
verb…
A number of students are going to the class picnic.
The number of days in a week is seven.
A number of the applicants have already been interviewed.
The number of residents who have been questioned on this matter is quite small.
VII. NOUNS THAT ARE ALWAYS PLURAL
The following nouns are always considered plural. They cannot be singular. In order to speak of them
as singular, one must say “a pair of___________.”
scissors
trousers
shorts
eyeglasses
pants
pliers
jeans
tweezers
tongs
The pants are in the drawer.
19
A pair of pants is in the drawer.
The pliers were on the table.
The pair of pliers was on the table.
These scissors are dull.
This pair of scissors is dull.
VIII. THERE IS/THERE ARE
Remember that with sentences beginning with the existential there, the subject is actually after the
verb.
there is
there was
there has
been
there are
there were
there have
been
There is a storm approaching.
+ singular subject…
(or non-count)
+ plural subject…
singular singular
There have been a number of telephone calls today.
plural
plural
There was an accident last night.
singular
singular
There were too many people at the party.
plural
plural
There has been an increase in the importation of foreign cars.
singular
singular
There was water on the floor where he fell.
singular
non-count
Read the text carefully and then choose the correct answer.
PASSAGE 1
Alfred Bernhard Nobel, a Swedish inventor and philanthropist, bequeathed most of his vast fortune
in trust as a fund from which annual prizes could be awarded to individuals and organizations who
had achieved the greatest benefit to humanity in a particular year. Originally, there were six
(5) classifications of outstanding contributions designated in Nobel’s will including chemistry, physics,
physiology and medicine, literature, and international peace.
The prizes are administered by the Nobel Foundation in Stockholm. In 1969, a prize for economics
endowed by the Central Bank of Sweden was added. Candidates for the prizes must be nominated in
writing by a qualified authority in the field of competition. Recipients in physics, chemistry, and
(10) economics are selected by the royal Swedish Academy of Sciences; in physiology or medicine by the
20
Caroline Institute; in literature by the Swedish Academy; and in peace by the Norwegian Nobel
Committee appointed by Norway’s parliament. The prizes are usually presented in Stockholm on
December 10, with the King of Sweden officiating, an appropriate tribute to Alfred Nobel on the
anniversary of his death. Each one includes a gold medal, a diploma, and a cash award of about one
million dollars.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
What does this passage mainly discuss?
A. Alfred Bernhard Nobel
B. The Nobel prizes
C. Great contributions to mankind
D. Swedish philanthropy
Why were the prizes named for Alfred Bernhard Nobel?
A. He left money in his will to establish a fund for the prizes.
B. He won the first Nobel prize for his work in philanthropy.
C. He is now living in Sweden.
D. He serves as chairman of the committee to choose the recipients of the prizes.
How often are the Nobel prizes awarded?
A. Five times a year
B. Once a year
C. Twice a year
D. Once every two years
The word “outstanding” in line 3 could best be replaced by ______________.
A. recent
B. unusual
C. established
D. exceptional
The word “will” in line 4 refers to ________________.
A. Nobel’s wishes
B. a legal document
C. a future intention
D. a free choice
A Nobel prize would NOT be given to ______________.
A. an author who wrote a novel
B. a doctor who discovered a vaccine
C. a composer who wrote a symphony
D. a diplomat who negotiated a peace
settlement
The word “one” in line 12 refers to _______________.
A. tribute
B. anniversary
C. prize
D. candidate
Which individual or organization serves as administrator for the trust?
A. The King of Sweden
B. The Nobel Foundation
C. The Central Bank of Sweden
D. Swedish and Norwegian academies and institutes
The word “appropriate” in line 12 is closest in meaning to _________________.
A. prestigious
B. customary
C. suitable
D. transitory
Why are the awards presented on December 10?
A. It is a tribute to the king of Sweden.
B. Alfred Bernhard Nobel died on that day.
C. That date was established in Alfred Nobel’s will.
D. The Central Bank of Sweden administers the trust.
PASSAGE 2
Noise, commonly defined as unwanted sound, is another environmental pollutant. Particularly
in congested urban areas, the noise produced as a byproduct of our advancing technology causes
physical and psychological harm, and detracts from the quality of life for those who are exposed to it.
Unlike the eye, the ear has no lid; therefore noise penetrates without protection. Loud noises
Line (5) instinctively signal danger to any organism with a hearing mechanism, including human beings. In
response, heartbeat and respiration accelerate, blood vessels constrict, the skin pales, and muscles
tense. In fact, there is a general increase in functioning brought about by the flow of adrenaline
released in response to fear, and some of these responses persist even longer than the noise,
(10) occasionally as long as thirty minutes after the sound has ceased.
Because noise is unavoidable in a complex, industrial society, we are constantly responding in
the same ways that we would respond to danger. Recently, researchers have concluded that noise
and our response may be much more than an annoyance. It may be a serious threat to physical and
psychological health and well-being, causing damage not only to the ear and brain but also to the
(15) heart and stomach. We have long known that hearing loss is America’s number one nonfatal
health problem, but now we are learning that some of us with heart disease and ulcers may be
21
victims of noise as well. In addition, the psychic effect of noise is very important. Nervousness,
irritability, tension, and anxiety increase, affecting the quality of rest during sleep, and the efficiency
of activities during walking hours.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
What is the author’s main point ?
A. Noise may pose a serious threat to our physical and psychological health.
B. Loud noise signal danger.
C. Hearing loss is America’s number one nonfatal health problem.
D. The ear is not like the eye.
What is the author’s definition of noise?
A. Unwanted sound
B. Physical and psychological harm
C. A byproduct of technology
D. Congestion
What was probably the topic of the paragraph that preceded this passage?
A. Environmental pollutants
B. Technology
C. Urban areas
D. Disease
The word “congested” in line 2 could be best be replaced by ________________.
A. hazardous
B. polluted
C. crowded
D. rushed
It can be inferred from this passage that the eye ______________.
A. responds to fear
B. increases functions
C. enjoys greater protection than the ear
D. is damaged by noise
According to the passage, people respond to loud noises in the same way that they respond to
___________.
A. annoyance
B. danger
C. damage
D. disease
The word “accelerate” in line 6 is closest in meaning to ___________________.
A. decline
B. interrupt
C. increase
D. cease
The word “it” in line 3 refers to ___________________.
A. noise
B. harm
C. life
D. technology
According to the author, which of the following is correct?
A. Noise is not a serious problem today.
B. Noise is America’s number-one problem.
C. Noise is an unavoidable problem in an industrial society.
D. Noise is a complex problem.
The phrase “as well” in line 15 is closest in meaning to which of the following?
A. after all
B. also
C. instead
D. regardless
PASSAGE 3
Throughout history, the search for salt has played an important role in society. Where there
was no salt near, it was brought from great distances. Thus, salt became one of the most important
articles of early trade. Records show that in areas of scarcity, salt was traded ounce for ounce for
gold. Rome’s major highway was called the Via Salaria, that is, the Salt Road. Along that road,
Line (5) Roman soldiers transported salt crystals from the salt flats at Ostia up the Tiber River. In return, they
received a salarium or salary, which was literally money paid to soldiers to buy salt. The old saying
“worth their salt,” which means to be valuable, derives from the custom of payment during the
Empire. The caravan trade of the Sahara was also primarily an exchange of goods for salt. Among
ancient peoples there, to eat salt with another person was an act of friendship. Slaves were often
(10) purchased with salt. Salt was so important in the Middle Ages that governments retained salt trade as
a monopoly, or levied taxes on its purchase. By then, people’s social rank was demonstrated by
where they sat at the table above or below the salt.
Even today, in some remote regions of the world, salt is a luxury item. In fact, in a few isolated
areas of Southeast Asia and Africa, cakes made of salt are still used for money.
1.
What does the passage mainly discuss?
22
2.
3.
4.
5.
6.
7.
8.
9.
10.
A. The old saying “worth their salt”
B. The Roman Empire
C. Salt
D. Ancient trade
The word “scarcity’ in line 3 could best be replaced by ______________.
A. influence
B. deprivation
C. demand
D. progress
What was the rate of exchange for salt and gold in areas where salt was a scarce commodity?
A. One to one
B. One to two
C. One to ten
D. One to sixteen
According to the passage, where were salt flats located?
A. Rome
B. Tiber
C. Ostia
D. Salaria
What does the Latin word salarium mean?
A. Salt
B. Salary
C. Soldiers
D. The Salt Road
If a man is “worth his salt,” he is ________________.
A. a soldier
B. a thirsty person
C. a valuable employee
D. a highly paid worker
The word “retained” in line 10 could best be replaced by which of the following?
A. reserved
B. transferred
C. denied
D. designated
Who enjoyed a monopoly on the sale of salt?
A. Soldiers of the Roman Empire
B. Traders in the Sahara
C. Governments in the Middle Ages
D. People of high social rank
The word “then” in line 10 refers to ___________________.
A. ancient times
B. the Roman Empire
C. the Middle Ages
D. early modern times
The word “remote” in line 12 is closest in meaning to ____________________.
A. distant
B. prosperous
C. traditional
D. irresistible
PASSAGE 4
(5)
(10)
(15)
(20)
The nuclear family, consisting of a mother, father, and their children, may be more an American
ideal than an American reality. Of course, the so-called traditional American family was always more
varied than we had been led to believe, reflecting the very different racial, ethnic, class, and religious
customs among different American groups, but today diversity is even more obvious.
The most recent government statistics reveal that only about one third of all current American
families fit the traditional mold of two parents and their children, and another third consists of married
couples who either have no children or have none still living at home. Of the final one third, about 20
percent of the total number of American households are single people, usually women over sixty-five
years of age. A small percentage, about 3 percent of the total, consists of unmarried people who
choose to live together, and the rest, about percent, are single parents, with at least one child.
There are several reasons for the growing number of single-parent households. First, the
number of births to unmarried women has increased dramatically. In addition, a substantial number of
adults become single parents as a result of divorce. Finally, a small percentage of deaths result in
single-parent families. Today, these varied family types are typical, and therefore, normal.
In addition, close friends have become a more important part of family life than ever before. The
vast majority of Americans claim that they have people in their lives whom they regard as family
although they are not related. A view of family that only accepts the traditional nuclear arrangement
not only ignores the reality of modern American family life, but also undervalues the bonds created in
alternative family arrangements. Apparently, many Americans are achieving supportive relationships
in family forms other than the traditional one.
23
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
With what topic is the passage mainly concerned?
A. The traditional American family
B. The nuclear family
C. The current American family
D. The ideal family
The author implies that ________________________________.
A. there have always been a wide variety of family arrangements in the United States
B. racial, ethnic, and religious groups have preserved the traditional family structure
C. the ideal American family is the best structure
D. fewer married couples are having children
The word “current” in line 5 could best be replaced by which of the following?
A. typical
B. present
C. perfect
D. tradition
According to the passage, married couples whose children have grown or who have no children
represent _________________.
A. 33 percent of the households
B. 20 percent of households
C. 7 percent of households
D. 3 percent of households
The word “none” in line 7 refers to ______________.
A. parents
B. children
C. couples
D. families
How many single people were identified in the survey?
A. One third of the total surveyed
B. One fourth of the total surveyed
C. One fifth of the total surveyed
D. Less than one tenth of the total surveyed
Who generally constitutes a one-person household?
A. A single man in his twenties
B. An elderly man
C. A single woman in her late sixties
D. A divorced woman
The phrase “the rest” in lines 9 and 10 could best be replaced by ____________________.
A. those easily forgotten
B. those remaining
C. a small number
D. a significant group
Where in the passage does the author refer to the value of close friends?
A. Lines 5–7
B. Lines 8–10
C. Lines 13–14
D. Lines 15–18
The word “undervalues” in line 18 is closest in meaning to ________________.
A. does not appreciate
B. does not know about
C. does not include
D. does not understand
PASSAGE 5
The wise old monk listened carefully to the doctor’s story. Then he said, “I understand your problem,
doctor. You cannot tell the king the truth. He will throw you into prison if you do. You must let the king find out
for himself why he is always ill.”
“How can I do that?” the doctor asked.
“I have a plan,” the old monk said. “Can you get me an invitation to breakfast at the palace?”
“Yes, I can do that easily,’ the doctor answered.
The next morning the old monk arrived at the palace. He looked very fat because he had cushions
hidden under his clothes.
“Come and sit next to me,” the king said to him. “You are a holy man and you must have the best
food.”
The monk sat next to the king and began to eat. He ate and ate and ate.
“I like a man who can eat a lot,” the king said.
A few minutes after the meal the monk suddenly fell to the floor.
“Oh! Oh!” he cried. “My stomatch! My head! Oh! Oh!”
“Do you have stomatch-ache and a headache, too?” the king asked.
“Always. Your Majesty,” the old monk said, and he walked painfully out of the room.
On the last day of the month the old monk went to the palace again.
He was slim and healthy.
“You look well,” the king said. “Come and eat with me.”
“No, thank you,” the old monk said. “I eat only one meal a day. I saw your doctor. He is a very clever
man and he told me that I eat and drink too much. He was right. Now I do not eat very much and I am
healthy. I never have pains in my stomatch or head.
“That is very interesting,” the king said. “I’ll eat and drink less, too. Perhaps it will cure me.”
And, of course, it did.
1.
What was the doctor’s problem?
24
2.
3.
4.
5.
A. He was ill, too.
C. The king wanted to throw him into prison.
What would the doctor give the monk?
A. Fine clothes.
C. An invitation to breakfast with the king.
Why did the monk look very fat?
A. He was a holy man.
C. He wore a lot of clothes.
What did the monk do after the meal?
A. He ate more food.
C. He fell to the floor.
How did the monk look at the end of the month?
A. Happy and proud.
C. Fat.
B. He could not tell the king the truth.
D. The king would not listen to him.
B. The best food.
D. A big breakfast.
B. He had cushions under his clothes.
D. He ate a lot of food.
B. He sat next to the king.
D. He asked to see the doctor.
B. Slim and healthy.
D. In great pain.
PASSAGE 6
“Oh dear, Sally, you look unwell. What’s the matter with you?”
“Mother, I think I have a fever!”
Mrs. Lee sat by the side of Sally’s bed and put her hand on Sally’s forehead. Poor Sally was feeling
very weak and dizzy. She could not get out of bed.
Mrs. Lee first called Miss Wong, Sally’s class mistress. She told her that Sally was ill and could not
attend school that day. Then she called Dr. Pang to make an appointment for Sally.
At eleven o’clock, Mrs. Lee and Sally arrived at Dr. Pang’s clinic. The waiting-room was already full of
patients. Most of them were children. One little boy had his arm in a sling. One little girl kept blowing her
nose. It seemed that she had a rather bad cold.
Ten minutes later, the nurse called Sally’s name. Mrs. Lee took Sally into Dr. Pang’s room.
“Hello, Sally. Can you tell me what’s wrong?” Dr. Pang asked.
“I feel very tired and I have a sore throat,” Sally replied.
“She also has a cough,” added Mrs. Lee.
“How long have you been like this?” Dr. Pang continued.
“Since the day before yesterday,” answered Sally.
“I see. Now stick out your tongue and say “Ahh”.
“Ahhh!”
Sally’s temperature was taken and Dr. Pang found that she had a high temperature. She needed an
injection to lower her temperature. While the nurse was giving Sally the injection, Dr. Pang wrote out a
prescription. He told Mrs. Lee to give Sally her medicine four times a day. This included some tablets and a
bottle of cough syrup.
“Now go home, take your medicine and stay in bed for a few days. I’m writing a note for you to send to
your teacher. You should not go to school until you have recovered. In this way, you will not infect your classmates.”
“Thank you, doctor,” Sally said.
Mrs. Lee then paid the bill at the counter and took Sally home.
1.
2.
Who said the sentence “Oh dear, Sally, you look unwell…” at the beginning of the passage?
A. Miss Wong
B. Dr. Pang
C. Sally
D. Mrs. Lee
Why was Sally unable to go to school?
A. Because she was ill.
B. Because she had her arm bandaged.
C. Because she was lazy.
D. Because she kept blowing her nose.
25
3.
4.
5.
When Mrs. Lee and Sally arrived at Dr. Pang’s clinic, there were already many ____________ waiting.
A. patients
B. little girls
C. little boys
D. children
Why did the nurse give Sally an injection?
A. To cure her cold.
B. To lower her temperature.
C. To cure her cough.
D. To cure her sore throat.
What should Mrs. Lee remember to do?
A. Give Sally her medicine.
B. Ask Dr. Pang for a prescription.
C. Pay the bill at the counter.
D. Put Sally to bed.
ANSWER KEY
Passage 1
1C
2A
3B
4A
5B
6C
7C
8B
9C
10B
Passage 2
1A
2A
3A
4C
5C
6B
7C
8A
9C
10B
Passage 3
1C
2B
3A
4C
5B
6C
7A
8C
9C
10A
Passage 4
1A
2A
3B
4A
5B
6C
7C
8B
9D
10A
Passage 5
1B
2C
3B
4C
5B
Passage 6
1D
2A
3A
4B
5A
I. Anh (Chò) choïn töø coù phaàn gaïch döôùi coù caùch phaùt aâm khaùc vôùi caùc töø coøn
laïi trong cuøng moät nhoùm vaø vieát chöõ A, B, C, hoaëc D töông öùng vôùi caùc töø ñaõ
choïn vaøo caùc oâ töø 1 ñeán 10 trong baûng traû lôøi. (10 x 0,2 = 2 ñieåm)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
A.
A.
A.
A.
A.
A.
A.
A.
A.
A.
castle
station
green
much
computer
butter
great
would
suit
day
B.
B.
B.
B.
B.
B.
B.
B.
B.
B.
bald
today
tea
full
study
put
bread
about
seven
take
C.
C.
C.
C.
C.
C.
C.
C.
C.
C.
small
water
pink
rush
during
sugar
break
round
sugar
face
D.
D.
D.
D.
D.
D.
D.
D.
D.
D.
war
decade
screen
club
opportunity
push
steak
out
sun
any
II. Anh (Chò) haõy choïn moät töø hoaëc nhoùm töø thích hôïp cho moãi choã troáng trong
nhöõng caâu sau. Vieát chöõ A, B, C, hoaëc D töông öùng vôùi töø / nhoùm töø ñaõ choïn vaøo
caùc oâ töø 11 ñeán 40 trong baûng traû lôøi. (30 x 0,1 = 3 ñieåm)
11.
12.
13.
14.
15.
16.
17.
Next week, we ____________ a sports car.
A. buy
B. are going to buy
C. bought
At the moment we _______________for the museum to open.
A. are waiting
B. waited
C. have waited
Last year we ______________on a small island.
A. stayed
B. stay
C. are staying
In my life I ______________round the world twice.
A. fly
B. flew
C. have flown
I _______________to the cinema every week.
A. go
B. am going
C. went
I _______________my leg three years ago.
A. broke
B. have broken
C. am breaking
If I _______________him, I’ll tell him.
A. saw
B. see
C. will see
D. have bought
D. wait
D. have stayed
D. am flying
D. have gone
D. break
D. have seen
26
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
She_________________hungry if she doesn’t eat something.
A. is
B. will be
C. was
D. has been
I want a _____________.
A. pair of shoes
B. pair shoes
C. shoes’ pair
D. pairs of shoes
Kate’s ____________________the three
A. the more intelligent from
B. the most intelligent of
C. most intelligent than
D. more intelligent as
I’m sorry I ______________see you yesterday.
A. can’t
B. couldn’t
C. am not able to
D. don’t
That is the girl ___________ father owns the shop.
A. whose
B. which
C. who
D. her
He said, “Do you know Mr. Brown?”
In indirect speech, this should read:
A. He asked if I knew Mr. Brown.
B. He asked whether I know Mr. Brown.
C. He asked if I know Mr. Brown.
D. He asked whether I have known Mr.
Brown.
An architect is someone ____________ designs buildings.
A. which
B. who
C. whose
D. whom
That’s the wig __________ she was wearing.
A. who
B. that
C. which
D. B and C are
correct
This is my new watch and ____________ I bought it in the same shop as you did.
A. whose
B. which
C. that
D. no word is
needed
Peter ____________ my bicycle since 8 o’clock yesterday morning.
A. was having
B. has had
C. has been had
D. is having
Have you ever ___________ by a dog?
A. bitten
B. had bitten
C. been bitten
D. been biting
The room _____________ at the moment.
A. is cleaned
B. is being cleaned
C. was cleaned
D. has been
cleaning
George didn’t have his car yesterday. It ____________ at the garage.
A. has been serviced
B. is being serviced
C. was serviced
D. had been serviced
My family has lived in Ho Chi Minh City __________________.
A. for ten years
B. since I am a child
C. since ten years
D. for 1992
X: Have you ever gone to Bangkok?
Y: _______________.
A. Yes, I do
B. Yes, I had
C. Yes, I has
D. Yes, I have
If you tried again, you _______________.
A. would succeed
B. will succeed
C. will have succeed
D. had succeeded
If I had known that you were coming I ____________ you at the airport.
A. would meet
B. would have met
C. must have met
D. might meet
If our documents ___________ in order, we could have left at once.
A. have been
B. were
C. were to be
D. had been
Accidents _______________________.
A. are often caused by carelessness
B. are often cost by carelessness
C. are often caused carelessly
D. are often carelessly caused
Jeff wanted to know _________________________.
A. the banks closed what time
B. what time did the banks close
C. when did the bank close
D. what time the banks closed
I don’t know why ___________________last night.
A. Kate would not come to our party
B. Kate didn’t come to our party
C. didn’t Kate come to our party
D. wouldn’t Kate come to our party
“Stay in bed for a few days,” the doctor said to me.
In indirect speech, this should read:
A. The doctor said me to stay in bed for a few
B. The doctor told me to stay in bed for a few
days.
days.
C. The doctor said that I stay in bed for a few
D. The doctor told me that to stay in bed for a
days.
few days.
27
40.
I asked Tim, “Will you listen to me?”
In reported speech, this should read:
A. I asked Tim will he listen to me.
C. I asked Tim if he would listen to me.
B. I asked Tim if he listens to me.
D. I asked Tim if he will listen to me.
III. Anh (Chò) haõy choïn caâu hoaøn chænh thích hôïp nhaát töø caùc töø gôïi yù cho saün.
Vieát chöõ A, B, C, hoaëc D töông öùng vôùi caâu ñaõ choïn vaøo caùc oâ töø 41 ñeán 45
trong baûng traû lôøi. (5 x 0,4 = 2 ñieåm)
41.
42.
43.
44.
45.
While / they / have / dinner / we / go / out for walk.
A. While they had had dinner, we went out for a walk.
B. While they had dinner, we went out for a walk.
C. While they were having dinner, we were going out for a walk.
D. While they were having dinner, we went out for a walk.
We / go / airport / see / off / last.
A. We went to the airport to see him off last week.
B. We go to the airport to see him off last week.
C. We go to the airport seeing him off last week.
D. We went to the airport seeing him off last week.
Would / mind / lend / motorbike / until / week.
A. Would you mind lending me your motorbike until next week?
B. Would you mind to lend me your motorbike until next week?
C. Would you mind to lending me your motorbike until next week?
D. Would you mind lend me your motorbike until next week?
He / not interested / buy new / car.
A. He was not interested on buying a new car.
B. He was not interested in buying a new car.
C. He was not interested to buy a new car.
D. He was not interested to buying a new car.
The tea / too hot / me / drink.
A. The tea is too hot for me to drink.
B. The tea is too hot for me to drinking.
C. The tea is too hot of me to drink.
D. The tea is too hot for me drink.
IV. Anh (Chò) ñoïc 2 baøi ñoïc vaø traû lôøi caâu hoûi baèng caùch choïn phöông aùn ñuùng.
Vieát chöõ A, B, C, hoaëc D töông öùng vôùi caâu ñaõ choïn vaøo caùc oâ töø 46 ñeán 60
trong baûng traû lôøi. (15 x 0,2 = 3 ñieåm)
PASSAGE 1
Charles Ives, now acclaimed as the first great American composer of the twentieth century,
had to wait many years for the recognition he deserved. The son of a bandmaster, Ives entered Yale
at twenty to study composition with Horatio Parker, but after graduation, he did not choose to pursue
a career in music. He suspected correctly that the public would not accept the music he wrote. Even
Line (5) the few conductors and performers he tried to interest in his compositions felt that they were
unplayable. Instead, he became a successful insurance executive, building his company into the
largest agency in the country in only two decades. Even during that busy time, he still dedicated
himself to composing music in the evening, on weekends, and during vacations. Although he
occasionally hired musicians to play one of his works privately for him, he usually heard his music
(10) only in his imagination.
After he recovered from a serious heart attack, he became reconciled to the fact that his ideas,
especially the use of dissonance and special effects, were just too different for the musical
mainstream. Determined to share his music with the few people who might appreciate it, he
published his work privately and distributed it free.
In 1939, when Ives was sixty-five, American pianist John Kirkpatrick, played Concord Sonata
(15)
in Town hall. The reviews were laudatory. One reviewer proclaimed it “the greatest music composed
by an American.” By 1947, Ives was famous. His Second Symphony was presented to the public in a
performance by the New York Philharmonic, fifty years after it had been written. The same year, Ives
received the Pulitzer prize. He was seventy-three.
46.
What does the passage mainly discuss?
A. Modern musical composition
C. The Pulitzer prize
B. Charles Ives’ life
D. Career choices
28
47.
48.
49.
50.
51.
52.
53.
54.
55.
The word “suspected” in line 4 could be best be replaced by ________________.
A. desired
B. guessed
C. worried
D. recalled
Why didn’t the public appreciate Ives’ music?
A. It was not performed for a long time.
B. It was very different from the music of the
time.
C. The performers did not play it well.
D. He did not write it down.
The word ‘they” in line 5 refers to _______________.
A. conductors
B. performers
C. interest
D. compositions
The phrase “became reconciled to” in line 10 is closest in meaning to _________________.
A. accepted
B. repeated
C. disputed
D. neglected
How did Ives make a living for most of his life?
A. He conducted a band.
B. He taught musical composition.
C. He owned an insurance company.
D. He published music.
How did Ives first share his music?
A. By publishing free copies
B. By playing it himself
C. By hiring musicians to perform
D. By teaching at Yale
Where was Ives’ work first publicly performed?
A. New York
B. Europe
C. Yale University
D. Town Hall
How was the performance of Concord Sonata received?
A. There were no reviews.
B. The musicians felt it was unplayable.
C. The public would not accept it.
D. It established Ives as an important
composer.
In what year did Ives receive the Pulitzer prize?
A. 1939
B. 1947
C. 1965
D. 1973
PASSAGE 2
John lay in his hospital bed and looked around. (56)___________________ beds in the ward, and
each one had a patient in it. He wondered if the other patients had broken their legs
(57)_________________, or whether they were suffering from something (58)_________________. The
man in the next bed smiled at John.
“What are you in for?” he asked.
“Broken leg,” said John. “(59)_________________”
“Same thing. Everybody here has a broken leg except for Fred over there.”
“What’s wrong with Fred?” John asked, curious. He looked across at Fred, and realised
(60)_________________. Fred was completely wrapped in bandages, with only his nose showing!
56.
A.
C.
A.
A.
A.
A.
C.
57.
58.
59.
60.
B.
D.
C.
C.
C.
B.
D.
There were several other
He couldn’t see all the
B. after all
then
B. other
just the same
B. What for?
Are you?
there was a big problem for him
he didn’t know the answer
Looking at all the other
There weren’t any other
D. too
either
D. that he was
else
D. What’s it about?
What about you?
what a silly question it was
what the question was for
THÍ SINH VIEÁT CAÂU TRAÛ LÔØI VAØO KHUNG DÖÔÙI ÑAÂY
I (10 x 0,2 = 2)
II (30 x 0,1 = 3)
III (5 x 0,4 = 2)
I V (15 x 0,2 = 3)
1.
11.
21.
31.
41.
46.
56.
2.
12.
22.
32.
42.
47.
57.
3.
13.
23.
33.
43.
48.
58.
4.
14.
24.
34.
44.
49.
59.
29
5.
15.
25.
35.
45.
50.
6.
16.
26.
36.
51.
7.
17.
27.
37.
52.
8.
18.
28.
38.
53.
9.
19.
29.
39.
54.
10.
20.
30.
40.
55.
60.
I. Anh (Chò) choïn töø coù phaàn gaïch döôùi coù caùch phaùt aâm khaùc vôùi caùc töø coøn
laïi trong cuøng moät nhoùm vaø vieát chöõ A, B, C, hoaëc D töông öùng vôùi caùc töø ñaõ
choïn vaøo caùc oâ töø 1 ñeán 10 trong baûng traû lôøi. (10 x 0,2 = 2 ñieåm)
1.
2.
3.
4.
5.
6.
7.
8.
9.
A.
A.
A.
A.
A.
A.
A.
A.
A.
come
mean
children
decided
hat
matter
wait
happy
mean
B.
B.
B.
B.
B.
B.
B.
B.
B.
love
weather
child
stopped
cat
back
train
hour
weather
C.
C.
C.
C.
C.
C.
C.
C.
C.
women
head
line
looked
that
bag
said
high
head
D.
D.
D.
D.
D.
D.
D.
D.
D.
some
ready
sign
attacked
late
talk
paid
hotel
ready
30
10.
A. who
B. where
C. what
D. why
II. Anh (Chò) haõy choïn moät töø hoaëc nhoùm töø thích hôïp cho moãi choã troáng trong
nhöõng caâu sau. Vieát chöõ A, B, C, hoaëc D töông öùng vôùi töø / nhoùm töø ñaõ choïn vaøo
caùc oâ töø 11 ñeán 40 trong baûng traû lôøi. (30 x 0,1 = 3 ñieåm)
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
“Don’t come before 6 o’clock”, I said to him.
A. I told him don’t come before 6 o’clock.
B. I told him to come not before 6 o’clock.
C. I told to him not to come before 6 o’clock.
D. I told him not to come before 6 o’clock.
“I can see you later,” he said.
A. He said he could see me later.
B. He said I can see you later.
C. He said he can see me later.
D. He said you could see him later.
“I shall tell him exactly what I think,” she said.
A. She said she should tell him exactly what she thought.
B. She said she would tell him exactly what she thought.
C. She said she shall tell him exactly what she thinks.
D. She said I would tell him exactly what I thought.
Barbara works for a company ________________________.
A. which washing machines are made
B. that makes washing machines
C. that people make washing machine
D. whose washing machines are made
Susan told me __________________________.
A. that she has to change her job last week
B. that she had to change her job last week
C. that she has to change her job the previous
D. that she changed her job next week
week
We are too late. The plane _______________off ten minutes ago.
A. took
B. has taken
C. had taken
D. was taken
___________________, more people would become nurses.
A. If there are higher salaries
B. If salaries are higher
C. If there were salaries
D. If salaries were higher
She is the woman ______________ I told you ______________.
A. who, to
B. whom, to
C. whom, about
D. whose, about
X: I miss my brother very much.
Y: _____________him lately?
A. Can’t you see
B. Haven’t you seen
C. Do you see
D. Would you see
We haven’t seen them ____________Christmas.
A. until
B. while
C. since
D. to
After the movie ___________, they decided to get something to eat.
A. have finished
B. has finished
C. finishes
D. had finished
If John _________the situation, he will certainly try to help.
A. understands
B. will understand
C. is going to
D. is understanding
understand
Many people would be out of work if that factory ____________ down.
A. closes
B. closed
C. had closed
D. would close
Ruth says, “Today is a wonderful day in my life.”
In reported speech, this should read:
A. Ruth said that today is a wonderful day in her life.
B. Ruth said that today is a wonderful day in my life.
C. Ruth said that that day was a wonderful day in her life.
D. Ruth said that that day was a wonderful day in my life.
I asked Tim, “Will you listen to me?”
In reported speech, this should read:
A. I asked Tim will he listen to me.
B. I asked Tim if he listens to me.
C. I asked Tim if he would listen to me.
D. I asked Tim if he will listen to me.
X: “When did your sister arrive?”
Y: “________________.”
A. Since a week
B. In five days
C. For two days
D. Last Monday
The electricity failed while she ___________ our dinner.
A. is cooking
B. was cooking
C. has cooked
D. has been
31
cooked
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
At school, David was __________ anyone else in his class.
A. as clever as
B. as clever than
C. clever as
D. cleverest
I have broken my pencil. May I borrow one of ___________?
A. you
B. your
C. your’s
D. yours
This is the first time I _____________ to play badminton.
A. have tried
B. am trying
C. was trying
This watch is not ___________ that one.
A. as expensive as
B. more expensive
C. expensive alike
The matter has been settled between ____________.
A. our
B. we
C. ours
I have been here ____________ weeks.
A. after
B. for
C. since
X: _______ did you send that package?
Y: To Miss Davis.
A. Whom
B. To whom
C. Who
X: ________ did you speak to Mr. Adams?
Y: Two days ago.
A. Why
B. What
C. When
X: ________ will you spend your vacation?
Y: In New England.
A. When
B. Where
C. How
X: ________ did you go to the library?
Y: To get a book.
A. Why
B. When
C. How
We ___________ to the baker’s last week.
A. drive
B. drived
C. drove
Mary and ____________ would like to join the English club.
A. me
B. my
C. mine
I go to school with ____________ every day.
A. he
B. him
C. his
D. would be trying
D. so expensive
like
D. us
D. in
D. To who
D. Where
D. With whom
D. How often
D. was driving
D. I
D. himself
III. Anh (Chò) haõy choïn caâu hoaøn chænh thích hôïp nhaát töø caùc töø gôïi yù cho saün.
Vieát chöõ A, B, C, hoaëc D töông öùng vôùi caâu ñaõ choïn vaøo caùc oâ töø 41 ñeán 45
trong baûng traû lôøi. (5 x 0,4 = 2 ñieåm)
41.
42.
43.
44.
If / I / not try / be nice / people, I / not / any friends.
A. If I didn’t try to be nice to people, I wouldn’t have any friends.
B. If I didn’t try to be nice to people, I wouldn’t have had any friends.
C. If I didn’t try to be nice to people, I didn’t have any friends.
D. If I didn’t try to be nice to people, I hadn’t have any friends.
She / speak English / fluent / last year.
A. She can speak English fluent than last year.
B. She can speak English more fluent than she could last year.
C. She can speak English fluently than last year.
D. She can speak English more fluently than she could last year.
I / run / fast / my brother.
A. I can run fast than my brother does.
B. I can run more fast than my brother does.
C. I can run more faster than my brother can.
D. I can run faster than my brother can.
I / always / watch / MTV / Asia / music channel / 9 o’clock.
A. I always watch MTV Asia on channel music at 9 o’clock every Saturday.
B. I watch always MTV Asia on channel music at 9 o’clock every Saturday.
C. I always watch every MTV Asia on music channel at 9 o’clock Saturday.
D. I always watch MTV Asia on music channel at 9 o’clock every Saturday.
32
45.
I/ feel / good / today / last weekend
A. I feel much better today than I did last week.
B. I feel much better last week than I did today.
C. I feel better today much than I did last week.
D. I did feel much better today than I last week.
II. Anh (Chò) ñoïc 2 baøi ñoïc vaø traû lôøi caâu hoûi baèng caùch choïn phöông aùn ñuùng.
Vieát chöõ A, B, C, hoaëc D töông öùng vôùi caâu ñaõ choïn vaøo caùc oâ töø 46 ñeán 60
trong baûng traû lôøi. (15 x 0,2 = 3 ñieåm)
PASSAGE 1
Human memory, formerly believed to be rather inefficient, is really more sophisticated than that
of a computer. Researchers approaching the problem from a variety of points of view have all
concluded that there is a great deal more stored in our minds than has been generally supposed. Dr.
Wilder Penfield, a Canadian neurosurgeon, proved that by stimulating their brains electrically, he
Line (5) could elicit the total recall of specific events in his subjects’ lives. Even dreams and other minor
events supposedly forgotten for many years suddenly emerged in detail.
The memory trace is the term for whatever is the internal representation of the specific
information about the event stored in the memory. Assumed to have been made by structural
theoretical construct that we use to speculate about how information presented at a particular time
(10) can cause performance at a later time. Most theories include the strength of the memory trace as a
variable in the degree of learning, retention, and retrieval possible for a memory. One theory is that
the fantastic capacity for storage in the brain is the result of an almost unlimited combination of
interconnections between brain cells, stimulated by patterns of activity. Repeated references to the
same information supports recall. Or, to say that another way, improved performance is the result of
strengthening the chemical bonds in the memory.
46. With what topic is the passage mainly concerned?
A. Wilder Penfield
B. Neurosurgery
C. Human memory
47. The word “formerly” in line 1 could best be replaced by _______________.
A. in the past
B. from time to time
C. in general
D. Chemical
reactions
D. by chance
48. Compared with a computer, human memory is __________________.
A. more complex
B. more limited
C. less dependable
D. less durable
49. The word “that” in line 1 refers to ________________.
A. the computer
B. the efficiency
C. the
D. the memory
sophistication
50. According to the passage, researchers have concluded that ________________________________.
A. the mind has a much greater capacity for memory than was previously believed
B. the physical basis for memory is clear
C. different points of view are valuable
D. human memory is inefficient
51. How did Penfield stimulate dreams and other minor events from the past?
A. By surgery
B. By electric stimulation
C. By repetition
D. By chemical stimulation
52. The word “elicit” in line 5 is closest in meaning to ______________.
A. prove
B. prevent
C. cause
D. reject
53. According to the passage, the capacity for storage in the brain _________________________.
A. can be understood by examining the physiology
B. is stimulated by patterns of activities
C. has a limited combination of relationships
D. is not influenced by repetition
54. The word “bonds” in line 14 means ______________.
A. promises
B. agreements
C. connections
D. responsibilities
55. All of the following are true of a memory trace EXCEPT that _______________________.
A. it is probably made by structural changes in the brain
B. it is able to be observed
33
C. it is a theoretical construct
D. it is related to the degree of recall
PASSAGE 2
There were two brothers, Tono and Tanto. The elder brother, Tanto, was very unkind to Tono. He
always scolded him for making mistakes, but he never helped him.
“You must look after yourself,” he always said. “I’m not going to look after you.”
One day they both set out to visit another village. Tanto wanted to find a wife. No girl in his own
village wanted to marry him.
The two brothers walked for several hours. Then Tanto stopped to have some food. Tono was
unhappy.
“I’ve forgotten to bring any food,” he said.
“Well, you can’t have any of mine,” his brother told him, “You must learn to look after yourself.”
After lunch they continued their journey. Soon they came to a stream. Tanto was a tall man with long
legs. He jumped across the stream easily.
Tono said, “Help me, brother. I am very short. I cannot jump across. Give me your hand.”
“You must learn to look after yourself,” Tanto replied and walked on. His brother tried to jump across
the stream but he fell in.
Late that day the two brothers reached the village. Tanto walked to the headman’s house: “My name
is Tanto,” he said. “That man is my servant.” He pointed to his brother. “I have come to your village to find a
wife.”
The headman had a niece and was very pleased to see Tanto. His niece was a pretty girl but she had
a bad temper. No one in the village wanted to become her husband.
“You are welcome,” he said. “Come in and eat. Bring your servant with you.”
“Oh, he can look after himself,” Tanto said and went into the house.
Tono went round to the back of the house. There he met a servant girl. “I hope your master marries
the headman’s niece,” she said. “She has a very bad temper. She will leave the village and then we shall all
be pleased.”
Hearing this, Tono ran back to the front of the house. “Tanto, Tanto!” he called, “I must talk to you.”
Tanto was very angry. “Go away,” he shouted. “You must learn to look after yourself.”
Tono went back to the servant girl. She gave him a good dinner and washed his clothes for him.
The next day Tanto married the headman’s niece. He shouted to Tono. “Come and carry my wife’s
luggage.”
“No,” Tono said. “I’m going to stay here and marry the servant girl.”
“Oh, your poor fool,” Tanto said. “Can’t you find a better wife than that? Look at me. I have married
the headman’s niece.’
At that moment a hard, high voice shouted, “Tanto! Tanto! Come here at once. Pick up my box. Carry
that bag. Hurry up. I don’t want to stand here all day.”
“Yes, yes,” Tanto said and ran to obey his wife.
The servant girl came up to Tono. “You are tired,” she said. “Sit down under the tree and rest. Soon I
will bring you some lunch.” She smiled. “Is there anything which you want? I am happy to look after you.”
56. How was Tanto unkind to Tono?
A. He often beat Tono.
B. He always refused to help Tono.
C. He liked to punish Tono.
D. He made Tono walk for several hours.
57. Why did Tanto visit another village?
A. He loved a girl there.
B. He wanted to find a wife.
C. He did not like the girls in his own village.
D. He wanted Tono to marry a girl in another
village.
58. What made Tono unhappy when they stopped?
A. He was very tired.
B. He did not want to go to another village.
C. He loved a servant girl in his own village.
D. He was hungry but he had no food.
59. Why could Tanto jump across the stream easily?
A. He was tall and had long legs.
B. He was not tired.
C. He was strong after his meal.
D. Tono helped him.
60. Who had a bad temper?
A. The headman.
B. The headman’s niece.
C. The servant girl.
D. Tono.
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THÍ SINH VIEÁT CAÂU TRAÛ LÔØI VAØO KHUNG DÖÔÙI ÑAÂY
I (10 x 0,2 = 2)
II (30 x 0,1 = 3)
III (5 x 0,4 = 2)
I V (15 x 0,2 = 3)
1.
11.
21.
31.
41.
46.
56.
2.
12.
22.
32.
42.
47.
57.
3.
13.
23.
33.
43.
48.
58.
4.
14.
24.
34.
44.
49.
59.
5.
15.
25.
35.
45.
50.
60.
6.
16.
26.
36.
51.
7.
17.
27.
37.
52.
8.
18.
28.
38.
53.
9.
19.
29.
39.
54.
10.
20.
30.
40.
55.
35
I. (10 x 0,2 = 2)
1A
2C
3C
4B
5B
6A
7B
8A
9C
10D
I. (10 x 0,2 = 2)
1C
2A
3A
4A
5D
6D
7C
8B
9A
10A
II. (30 x 0,1 = 3)
11B
21B
12A
22A
13A
23A
14C
24B
15A
25D
16A
26D
17B
27B
18B
28C
19A
29B
20B
30C
ÑAÙP AÙN ÑEÀ 1
III. (5 x 0,4 = 2)
31A
41C
32D
42A
33A
43A
34B
44B
35D
45A
36A
37D
38B
39B
40C
IV. (15 x 0,2 = 3)
46B
56A
47B
57D
48B
58C
49D
59C
50A
60B
51C
52A
53D
54D
55B
II. (30 x 0,1 = 3)
11D
21D
12A
22A
13B
23B
14B
24C
15B
25C
16A
26D
17D
27B
18C
28A
19B
29D
20C
30A
ÑAÙP AÙN ÑEÀ 2
III. (5 x 0,4 = 2)
31A
41A
32D
42D
33B
43D
34B
44D
35C
45A
36B
37A
38C
39D
40B
IV. (15 x 0,2 = 3)
46C
56B
47A
57B
48A
58D
49D
59A
50A
60B
51B
52C
53B
54C
55B
36
Ñöùc, T. Höôùng Daãn OÂn Taäp Laøm Baøi Thi Traéc Nghieäm Tieáng Anh. Nhaø
Xuaát Baûn Ñaïi Hoïc Sö Phaïm
Hutchinson, T. (2001). Lifelines–Elementary. Oxford University Press
Hutchinson, T. (2001). Lifelines–Pre-Intermediate. Oxford University Press
Hutchinson, T. (2001). Lifelines–Intermediate. Oxford University Press
Leâ, V.S. (2003). A Study-Pack for ABC Certificates in English. Nhaø Xuaát Baûn
Vaên Hoùa Thoâng Tin
Nguyeãn, T.T. (2003). Taøi lieäu Luyeän Thi Chöùng Chæ Quoác Gia Tieáng Anh.
Pre-Tests – Trình ñoä A. Nhaø Xuaát Baûn Thaønh Phoá Hoà Chí Minh
Nguyeãn, M.T. (2005). 1500 Caâu Traéc Nghieäm Anh Ngöõ. Nhaø Xuaát Baûn
Vaên Hoùa Saøi Goøn
Nguyeãn, T.T. (2003). Taøi lieäu Luyeän Thi Chöùng Chæ Quoác Gia Tieáng Anh.
Pre-Tests – Trình ñoä B. Nhaø Xuaát Baûn Thaønh Phoá Hoà Chí Minh
Pyle, M.A. and Page, M.E. (1995). Cliffs TOEFL Preparation Guide. USA: Cliffs
Notes, Inc.
Sharpe, P.A. (1996). Barron’s How to Prepare for the TOEFL Test. USA: Barron’s
Educational Series, Inc.
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