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. "> 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. "> Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions.

Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn all the other things they learn to do without being taught – to talk, run, climb, whistle, ride a bicycle – compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not
If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know.
Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?” Don’t worry! If it is essential, they will go out into the world and learn it.

BÀI DỊCH
Hãy để trẻ em học cách đánh giá công việc của mình. Một đứa trẻ học tập để nói chuyện không học bằng cách được sửa chữa tất cả các thời gian. Nếu sửa chữa quá nhiều, anh ta sẽ ngừng nói chuyện. Anh ta chú ý tới hàng nghìn lần mỗi ngày sự khác biệt giữa ngôn ngữ anh ta sử dụng và ngôn ngữ mà anh ta sử dụng. Từng chút một, chúng thực hiện những thay đổi cần thiết để làm cho ngôn ngữ của mình giống như người khác. Theo một cách khác, trẻ em học tất cả những thứ khác mà chúng học được mà không được dạy - nói, chạy, leo, còi, đạp xe - so sánh các màn trình diễn của chúng với những người có kỹ năng hơn và dần dần thực hiện những thay đổi cần thiết. Nhưng ở trường chúng ta không bao giờ cho trẻ một cơ hội để tìm ra những sai lầm của mình cho chính mình, hãy để một mình sửa chúng. Chúng ta làm tất cả cho chúng. Chúng ta hành động như thể chúng ta nghĩ rằng chúng sẽ không bao giờ nhận thấy một sai lầm trừ khi nó được chỉ ra cho chúng, hoặc sửa nó trừ khi chúng đã được thực hiện. Chẳng bao lâu bọn trẻ trở nên lệ thuộc vào giáo viên. Hãy để bọn trẻ tự làm. Hãy để chúng làm việc, với sự giúp đỡ của những đứa trẻ khác nếu chúng muốn nó, những gì từ này nói, câu trả lời là gì cho vấn đề đó, cho dù đây là một cách hay để nói hay làm điều này hay không

Nếu nó là một vấn đề của câu trả lời đúng, vì nó có thể là trong toán học hoặc khoa học, cho bọn trẻ cuốn sách trả lời. Hãy để chúng sửa giấy tờ của mình. Tại sao giáo viên nên lãng phí thời gian cho công việc thường ngày như vậy? Công việc của chúng ta là giúp đỡ đứa trẻ khi anh ấy nói với chúng ta rằng chúng không thể tìm ra cách để có được câu trả lời đúng. Hãy kết thúc tất cả điều này vô nghĩa về điểm số, kỳ thi và điểm số. Chúng ta hãy vứt bỏ tất cả chúng, và để cho các em học hỏi những gì tất cả những người có học thức phải học một ngày nào đó, cách đo lường sự hiểu biết của chính họ, làm sao để biết những gì họ biết hoặc không biết.

Hãy để họ tiếp tục công việc này theo cách có vẻ hợp lý nhất với họ, với sự giúp đỡ của chúng tôi với tư cách là giáo viên của trường nếu họ yêu cầu. Ý tưởng rằng có một cơ thể kiến thức để được học ở trường và được sử dụng cho phần còn lại của cuộc đời một là vô nghĩa trong một thế giới phức tạp và thay đổi nhanh chóng như chúng ta. Các bậc cha mẹ và giáo viên lo lắng nói, “Nhưng giả sử họ không học được điều gì đó thiết yếu, điều họ sẽ cần để tiếp tục trong thế giới?” Đừng lo lắng! Nếu nó là cần thiết, họ sẽ đi ra ngoài thế giới và học từ nó.

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

Đáp án đúng: A

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

Đáp án đúng: B

What does the author think teachers do which they should not do?

Đáp án đúng: B

The word “those” in the first paragraph refers to _______.

Đáp án đúng: B

According to the first paragraph, what basic skills do children learn to do without being taught?

Đáp án đúng: A

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

Đáp án đúng: B

The word “complicated” in the third paragraph is closest in meaning to .

Đáp án đúng: C

The author fears that children will grow up into adults who are .

Đáp án đúng: A