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Đề thi thử THPTQG năm 2019 chuẩn cấu trúc của bộ giáo dục có đáp án (Đề số 4)

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. Animals have an intuitive awareness of quantities. They know without analysis the difference between a number of objects and a smaller number. In his book “The Natural History of Selboure” (1786), the naturalist Gilbert White tells how he surreptitiously removed one egg a day from a plover’s nest, and how the mother laid another egg each day to make up for the missing one. He noted that other species of birds ignore the absence of a single egg but abandon their nests if more than one egg has been removed. It has also been noted by naturalists that a certain type of wasp always provides five - never four, never six -caterpillars for each of their eggs so that their young have something to eat when the eggs hatch. Research has also shown that both mice and pigeons can be taught to distinguish between odd and even numbers of food pieces. These and similar accounts have led some people to infer that creatures other than humans can actually count. They also point to dogs that have been taught to respond to numerical questions with the correct number of barks, or to horses that seem to solve arithmetic problems by stomping their hooves the proper number of times. Animals respond to quantities only when they are connected to survival as a species - as in the case of the eggs - or survival as individuals - as in the case of food. There is no transfer to other situations or from concrete reality to the abstract notion of numbers. Animals can “count” only when the objects are present and only when the numbers involved are small - not more than seven or eight. In lab experiments, animals trained to “count” one kind of object were unable to count any other type. The objects, not the numbers, are what interest them. Animals’ admittedly remarkable achievements simply do not amount to evidence of counting, nor do they reveal more than innate instincts, refined by the genes of successive generations, or the results of clever, careful conditioning by trainers. Where in the passage does the author mention research that supports his own view of animals’ inability to count?

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Đề thi thử THPTQG năm 2019 chuẩn cấu trúc của bộ giáo dục có đáp án (Đề số 4)

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. Animals have an intuitive awareness of quantities. They know without analysis the difference between a number of objects and a smaller number. In his book “The Natural History of Selboure” (1786), the naturalist Gilbert White tells how he surreptitiously removed one egg a day from a plover’s nest, and how the mother laid another egg each day to make up for the missing one. He noted that other species of birds ignore the absence of a single egg but abandon their nests if more than one egg has been removed. It has also been noted by naturalists that a certain type of wasp always provides five - never four, never six -caterpillars for each of their eggs so that their young have something to eat when the eggs hatch. Research has also shown that both mice and pigeons can be taught to distinguish between odd and even numbers of food pieces. These and similar accounts have led some people to infer that creatures other than humans can actually count. They also point to dogs that have been taught to respond to numerical questions with the correct number of barks, or to horses that seem to solve arithmetic problems by stomping their hooves the proper number of times. Animals respond to quantities only when they are connected to survival as a species - as in the case of the eggs - or survival as individuals - as in the case of food. There is no transfer to other situations or from concrete reality to the abstract notion of numbers. Animals can “count” only when the objects are present and only when the numbers involved are small - not more than seven or eight. In lab experiments, animals trained to “count” one kind of object were unable to count any other type. The objects, not the numbers, are what interest them. Animals’ admittedly remarkable achievements simply do not amount to evidence of counting, nor do they reveal more than innate instincts, refined by the genes of successive generations, or the results of clever, careful conditioning by trainers. What is the main idea of this passage?

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Tổng hợp đề thi thử tiếng anh thpt quốc gia (Đề số 31)

  Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that is closest in meaning to each of the following questions. My son was just not strong enough to have caused so much damage.  

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Đề thi thử THPTQG năm 2019 chuẩn cấu trúc của bộ giáo dục có đáp án (Đề số 4)

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. Animals have an intuitive awareness of quantities. They know without analysis the difference between a number of objects and a smaller number. In his book “The Natural History of Selboure” (1786), the naturalist Gilbert White tells how he surreptitiously removed one egg a day from a plover’s nest, and how the mother laid another egg each day to make up for the missing one. He noted that other species of birds ignore the absence of a single egg but abandon their nests if more than one egg has been removed. It has also been noted by naturalists that a certain type of wasp always provides five - never four, never six -caterpillars for each of their eggs so that their young have something to eat when the eggs hatch. Research has also shown that both mice and pigeons can be taught to distinguish between odd and even numbers of food pieces. These and similar accounts have led some people to infer that creatures other than humans can actually count. They also point to dogs that have been taught to respond to numerical questions with the correct number of barks, or to horses that seem to solve arithmetic problems by stomping their hooves the proper number of times. Animals respond to quantities only when they are connected to survival as a species - as in the case of the eggs - or survival as individuals - as in the case of food. There is no transfer to other situations or from concrete reality to the abstract notion of numbers. Animals can “count” only when the objects are present and only when the numbers involved are small - not more than seven or eight. In lab experiments, animals trained to “count” one kind of object were unable to count any other type. The objects, not the numbers, are what interest them. Animals’ admittedly remarkable achievements simply do not amount to evidence of counting, nor do they reveal more than innate instincts, refined by the genes of successive generations, or the results of clever, careful conditioning by trainers. The word “surreptitiously” is closest in meaning to _______.

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Tổng hợp đề thi thử tiếng anh thpt quốc gia (Đề số 31)

  Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that is closest in meaning to each of the following questions. Many people lack water due to population growth and climate change.  

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Đề thi thử THPTQG năm 2019 chuẩn cấu trúc của bộ giáo dục có đáp án (Đề số 4)

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. Animals have an intuitive awareness of quantities. They know without analysis the difference between a number of objects and a smaller number. In his book “The Natural History of Selboure” (1786), the naturalist Gilbert White tells how he surreptitiously removed one egg a day from a plover’s nest, and how the mother laid another egg each day to make up for the missing one. He noted that other species of birds ignore the absence of a single egg but abandon their nests if more than one egg has been removed. It has also been noted by naturalists that a certain type of wasp always provides five - never four, never six -caterpillars for each of their eggs so that their young have something to eat when the eggs hatch. Research has also shown that both mice and pigeons can be taught to distinguish between odd and even numbers of food pieces. These and similar accounts have led some people to infer that creatures other than humans can actually count. They also point to dogs that have been taught to respond to numerical questions with the correct number of barks, or to horses that seem to solve arithmetic problems by stomping their hooves the proper number of times. Animals respond to quantities only when they are connected to survival as a species - as in the case of the eggs - or survival as individuals - as in the case of food. There is no transfer to other situations or from concrete reality to the abstract notion of numbers. Animals can “count” only when the objects are present and only when the numbers involved are small - not more than seven or eight. In lab experiments, animals trained to “count” one kind of object were unable to count any other type. The objects, not the numbers, are what interest them. Animals’ admittedly remarkable achievements simply do not amount to evidence of counting, nor do they reveal more than innate instincts, refined by the genes of successive generations, or the results of clever, careful conditioning by trainers. According to information in the passage, which of the following is LEAST likely to occur as a result of animals’ intuitive awareness of quantities?

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Đề thi thử THPTQG năm 2019 chuẩn cấu trúc của bộ giáo dục có đáp án (Đề số 4)

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. Animals have an intuitive awareness of quantities. They know without analysis the difference between a number of objects and a smaller number. In his book “The Natural History of Selboure” (1786), the naturalist Gilbert White tells how he surreptitiously removed one egg a day from a plover’s nest, and how the mother laid another egg each day to make up for the missing one. He noted that other species of birds ignore the absence of a single egg but abandon their nests if more than one egg has been removed. It has also been noted by naturalists that a certain type of wasp always provides five - never four, never six -caterpillars for each of their eggs so that their young have something to eat when the eggs hatch. Research has also shown that both mice and pigeons can be taught to distinguish between odd and even numbers of food pieces. These and similar accounts have led some people to infer that creatures other than humans can actually count. They also point to dogs that have been taught to respond to numerical questions with the correct number of barks, or to horses that seem to solve arithmetic problems by stomping their hooves the proper number of times. Animals respond to quantities only when they are connected to survival as a species - as in the case of the eggs - or survival as individuals - as in the case of food. There is no transfer to other situations or from concrete reality to the abstract notion of numbers. Animals can “count” only when the objects are present and only when the numbers involved are small - not more than seven or eight. In lab experiments, animals trained to “count” one kind of object were unable to count any other type. The objects, not the numbers, are what interest them. Animals’ admittedly remarkable achievements simply do not amount to evidence of counting, nor do they reveal more than innate instincts, refined by the genes of successive generations, or the results of clever, careful conditioning by trainers. The word “they” refer to _______ .

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Tổng hợp đề thi thử tiếng anh thpt quốc gia (Đề số 31)

  Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.   TEACHING IN INDIA by Elise Cooper   ‘Elise in India’. That was the name of my blog last year when I took a year out between school and university. I was lucky enough to get a teaching job abroad through an international organization. I was going to work in a school attached to a children’s home in north-west India. There were eight of us on the week-long introduction course in the capital, Delhi. As well as advice and ideas for teaching we were given information about health and local customs, and learned a few essential phrases in the local language.   Another course member, Lucy, was coming to the same school as me and we were both nervous when we set off on the 15-hour bus ride to the children’s home. I had worked as a classroom assistant before, but here I wouldn’t be much older than some of my pupils. How would I manage? My worries disappeared once we reached the home. Our rooms were on the top floor above the girls’ bedrooms and from the window we looked out across flat fields full of fruit trees and could just see the snow-covered mountain tops in the distance.   There were 90 children in the home, aged between five and 20. In addition there were a small number of pupils who came in each day from the area around. Although they were a little shy to start with, they were so keen to ask us questions that we quickly became friends.   Lucy and I taught four lessons a day, mainly spelling, reading and general knowledge. We had a textbook but since it wasn’t very exciting, we tried to make the lessons more interesting with activities and games. This wasn’t always easy: there was a mixture of ages in each class because pupils had begun their education at different times. Like schoolchildren everywhere, they didn’t always behave perfectly in class. However, they used to send us notes apologizing afterwards, or thanking us for an interesting lesson, so we didn’t really mind.   The best fun came after school, though. We spent many happy hours playing games or football or just chatting with the children. On Friday afternoons, Lucy and I were in charge of sport, which had just been introduced at the school. Trying to organize fifty children into cricket teams is something I’ll never forget. Another of my memories is playing in goal for a boys’ football game. Even though Lucy and a group of little girls joined in as extra goalkeepers, we still managed to let the other side score!   I was terribly sad to leave. I felt I had learned as much as - if not more than - my pupils from the experience. Which adjective best describes the job of getting pupils’ attention to the general knowledge lessons?  

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Đề thi thử THPTQG năm 2019 chuẩn cấu trúc của bộ giáo dục có đáp án (Đề số 4)

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.   We are big fans of Rafael Nadal and Roger Federer, so not a match of theirs _______ .

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Đề thi thử THPTQG năm 2019 chuẩn cấu trúc của bộ giáo dục có đáp án (Đề số 4)

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.   By the year 2021, 6% of all US jobs _______ by robots, report says

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Tổng hợp đề thi thử tiếng anh thpt quốc gia (Đề số 31)

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.   TEACHING IN INDIA by Elise Cooper   ‘Elise in India’. That was the name of my blog last year when I took a year out between school and university. I was lucky enough to get a teaching job abroad through an international organization. I was going to work in a school attached to a children’s home in north-west India. There were eight of us on the week-long introduction course in the capital, Delhi. As well as advice and ideas for teaching we were given information about health and local customs, and learned a few essential phrases in the local language.   Another course member, Lucy, was coming to the same school as me and we were both nervous when we set off on the 15-hour bus ride to the children’s home. I had worked as a classroom assistant before, but here I wouldn’t be much older than some of my pupils. How would I manage? My worries disappeared once we reached the home. Our rooms were on the top floor above the girls’ bedrooms and from the window we looked out across flat fields full of fruit trees and could just see the snow-covered mountain tops in the distance.   There were 90 children in the home, aged between five and 20. In addition there were a small number of pupils who came in each day from the area around. Although they were a little shy to start with, they were so keen to ask us questions that we quickly became friends.   Lucy and I taught four lessons a day, mainly spelling, reading and general knowledge. We had a textbook but since it wasn’t very exciting, we tried to make the lessons more interesting with activities and games. This wasn’t always easy: there was a mixture of ages in each class because pupils had begun their education at different times. Like schoolchildren everywhere, they didn’t always behave perfectly in class. However, they used to send us notes apologizing afterwards, or thanking us for an interesting lesson, so we didn’t really mind.   The best fun came after school, though. We spent many happy hours playing games or football or just chatting with the children. On Friday afternoons, Lucy and I were in charge of sport, which had just been introduced at the school. Trying to organize fifty children into cricket teams is something I’ll never forget. Another of my memories is playing in goal for a boys’ football game. Even though Lucy and a group of little girls joined in as extra goalkeepers, we still managed to let the other side score!   I was terribly sad to leave. I felt I had learned as much as - if not more than - my pupils from the experience. According to Elise, what do Indian pupils and school children everywhere have in common?

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Tổng hợp đề thi thử tiếng anh thpt quốc gia (Đề số 31)

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.   TEACHING IN INDIA by Elise Cooper   ‘Elise in India’. That was the name of my blog last year when I took a year out between school and university. I was lucky enough to get a teaching job abroad through an international organization. I was going to work in a school attached to a children’s home in north-west India. There were eight of us on the week-long introduction course in the capital, Delhi. As well as advice and ideas for teaching we were given information about health and local customs, and learned a few essential phrases in the local language.   Another course member, Lucy, was coming to the same school as me and we were both nervous when we set off on the 15-hour bus ride to the children’s home. I had worked as a classroom assistant before, but here I wouldn’t be much older than some of my pupils. How would I manage? My worries disappeared once we reached the home. Our rooms were on the top floor above the girls’ bedrooms and from the window we looked out across flat fields full of fruit trees and could just see the snow-covered mountain tops in the distance.   There were 90 children in the home, aged between five and 20. In addition there were a small number of pupils who came in each day from the area around. Although they were a little shy to start with, they were so keen to ask us questions that we quickly became friends.   Lucy and I taught four lessons a day, mainly spelling, reading and general knowledge. We had a textbook but since it wasn’t very exciting, we tried to make the lessons more interesting with activities and games. This wasn’t always easy: there was a mixture of ages in each class because pupils had begun their education at different times. Like schoolchildren everywhere, they didn’t always behave perfectly in class. However, they used to send us notes apologizing afterwards, or thanking us for an interesting lesson, so we didn’t really mind.   The best fun came after school, though. We spent many happy hours playing games or football or just chatting with the children. On Friday afternoons, Lucy and I were in charge of sport, which had just been introduced at the school. Trying to organize fifty children into cricket teams is something I’ll never forget. Another of my memories is playing in goal for a boys’ football game. Even though Lucy and a group of little girls joined in as extra goalkeepers, we still managed to let the other side score!   I was terribly sad to leave. I felt I had learned as much as - if not more than - my pupils from the experience. Elise and Lucy were responsible for teaching the following lessons EXCEPT _________.

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Tổng hợp đề thi thử tiếng anh thpt quốc gia (Đề số 31)

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.   TEACHING IN INDIA by Elise Cooper   ‘Elise in India’. That was the name of my blog last year when I took a year out between school and university. I was lucky enough to get a teaching job abroad through an international organization. I was going to work in a school attached to a children’s home in north-west India. There were eight of us on the week-long introduction course in the capital, Delhi. As well as advice and ideas for teaching we were given information about health and local customs, and learned a few essential phrases in the local language.   Another course member, Lucy, was coming to the same school as me and we were both nervous when we set off on the 15-hour bus ride to the children’s home. I had worked as a classroom assistant before, but here I wouldn’t be much older than some of my pupils. How would I manage? My worries disappeared once we reached the home. Our rooms were on the top floor above the girls’ bedrooms and from the window we looked out across flat fields full of fruit trees and could just see the snow-covered mountain tops in the distance.   There were 90 children in the home, aged between five and 20. In addition there were a small number of pupils who came in each day from the area around. Although they were a little shy to start with, they were so keen to ask us questions that we quickly became friends.   Lucy and I taught four lessons a day, mainly spelling, reading and general knowledge. We had a textbook but since it wasn’t very exciting, we tried to make the lessons more interesting with activities and games. This wasn’t always easy: there was a mixture of ages in each class because pupils had begun their education at different times. Like schoolchildren everywhere, they didn’t always behave perfectly in class. However, they used to send us notes apologizing afterwards, or thanking us for an interesting lesson, so we didn’t really mind.   The best fun came after school, though. We spent many happy hours playing games or football or just chatting with the children. On Friday afternoons, Lucy and I were in charge of sport, which had just been introduced at the school. Trying to organize fifty children into cricket teams is something I’ll never forget. Another of my memories is playing in goal for a boys’ football game. Even though Lucy and a group of little girls joined in as extra goalkeepers, we still managed to let the other side score!   I was terribly sad to leave. I felt I had learned as much as - if not more than - my pupils from the experience. Which of the following words would the author most probably use to describe her experience in India?

Tiếng Anh Tốt nghiệp THPT
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Đề thi thử THPTQG năm 2019 chuẩn cấu trúc của bộ giáo dục có đáp án (Đề số 4)

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.   $507, $707. Let’s _______ the difference and say $607.

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Tổng hợp đề thi thử tiếng anh thpt quốc gia (Đề số 31)

  Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.   TEACHING IN INDIA by Elise Cooper   ‘Elise in India’. That was the name of my blog last year when I took a year out between school and university. I was lucky enough to get a teaching job abroad through an international organization. I was going to work in a school attached to a children’s home in north-west India. There were eight of us on the week-long introduction course in the capital, Delhi. As well as advice and ideas for teaching we were given information about health and local customs, and learned a few essential phrases in the local language.   Another course member, Lucy, was coming to the same school as me and we were both nervous when we set off on the 15-hour bus ride to the children’s home. I had worked as a classroom assistant before, but here I wouldn’t be much older than some of my pupils. How would I manage? My worries disappeared once we reached the home. Our rooms were on the top floor above the girls’ bedrooms and from the window we looked out across flat fields full of fruit trees and could just see the snow-covered mountain tops in the distance.   There were 90 children in the home, aged between five and 20. In addition there were a small number of pupils who came in each day from the area around. Although they were a little shy to start with, they were so keen to ask us questions that we quickly became friends.   Lucy and I taught four lessons a day, mainly spelling, reading and general knowledge. We had a textbook but since it wasn’t very exciting, we tried to make the lessons more interesting with activities and games. This wasn’t always easy: there was a mixture of ages in each class because pupils had begun their education at different times. Like schoolchildren everywhere, they didn’t always behave perfectly in class. However, they used to send us notes apologizing afterwards, or thanking us for an interesting lesson, so we didn’t really mind.   The best fun came after school, though. We spent many happy hours playing games or football or just chatting with the children. On Friday afternoons, Lucy and I were in charge of sport, which had just been introduced at the school. Trying to organize fifty children into cricket teams is something I’ll never forget. Another of my memories is playing in goal for a boys’ football game. Even though Lucy and a group of little girls joined in as extra goalkeepers, we still managed to let the other side score!   I was terribly sad to leave. I felt I had learned as much as - if not more than - my pupils from the experience. According to the text, the pupils in each class that Elise taught were _____________.  

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Đề thi thử THPTQG năm 2019 chuẩn cấu trúc của bộ giáo dục có đáp án (Đề số 4)

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.   His brother refuses to even listen to anyone else’s point of view. He is very _______ .

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Đề thi thử THPTQG năm 2019 chuẩn cấu trúc của bộ giáo dục có đáp án (Đề số 4)

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.   He said it was an accident but I know he did it on _______ .

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Đề thi thử THPTQG năm 2019 chuẩn cấu trúc của bộ giáo dục có đáp án (Đề số 4)

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.   The patient could not be saved unless there _______ a suitable organ donor.

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Tổng hợp đề thi thử tiếng anh thpt quốc gia (Đề số 31)

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 28 to 34.   The rules of etiquette in American restaurants depend upon a number of factors the physical location of the restaurant, e.g., rural or urban; the type of restaurant, e.g., informal or formal; and certain standards that are more universal. In other words, some standards of etiquette vary significantly while other standards apply almost anywhere. Learning the proper etiquette in a particular type of restaurant in a particular area may sometimes require instruction, but more commonly it simply requires sensitivity and experience. For example, while it is acceptable to read a magazine in a coffee shop, it is inappropriate to do the same in a more luxurious setting. And, if you are eating in a very rustic setting, it may be fine to tuck your napkin into your shirt, but if you are in a sophisticated urban restaurant this behavior would demonstrate a lack of manners. It is safe to say, however, that in virtually every restaurant it is unacceptable to indiscriminately throw your food on the floor. The conclusion we can most likely draw from the above is that while the types and locations of restaurants determine etiquette appropriate to them, some rules apply to all restaurants. The word “indiscriminately” could best be replaced by which of the following?

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Đề thi thử THPTQG năm 2019 chuẩn cấu trúc của bộ giáo dục có đáp án (Đề số 4)

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.   _______ appear, they are really much larger than the Earth.

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Tổng hợp đề thi thử tiếng anh thpt quốc gia (Đề số 31)

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 28 to 34.   The rules of etiquette in American restaurants depend upon a number of factors the physical location of the restaurant, e.g., rural or urban; the type of restaurant, e.g., informal or formal; and certain standards that are more universal. In other words, some standards of etiquette vary significantly while other standards apply almost anywhere. Learning the proper etiquette in a particular type of restaurant in a particular area may sometimes require instruction, but more commonly it simply requires sensitivity and experience. For example, while it is acceptable to read a magazine in a coffee shop, it is inappropriate to do the same in a more luxurious setting. And, if you are eating in a very rustic setting, it may be fine to tuck your napkin into your shirt, but if you are in a sophisticated urban restaurant this behavior would demonstrate a lack of manners. It is safe to say, however, that in virtually every restaurant it is unacceptable to indiscriminately throw your food on the floor. The conclusion we can most likely draw from the above is that while the types and locations of restaurants determine etiquette appropriate to them, some rules apply to all restaurants. Which of the following is closest in meaning to the word “tuck”?

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Tổng hợp đề thi thử tiếng anh thpt quốc gia (Đề số 31)

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 28 to 34.   The rules of etiquette in American restaurants depend upon a number of factors the physical location of the restaurant, e.g., rural or urban; the type of restaurant, e.g., informal or formal; and certain standards that are more universal. In other words, some standards of etiquette vary significantly while other standards apply almost anywhere. Learning the proper etiquette in a particular type of restaurant in a particular area may sometimes require instruction, but more commonly it simply requires sensitivity and experience. For example, while it is acceptable to read a magazine in a coffee shop, it is inappropriate to do the same in a more luxurious setting. And, if you are eating in a very rustic setting, it may be fine to tuck your napkin into your shirt, but if you are in a sophisticated urban restaurant this behavior would demonstrate a lack of manners. It is safe to say, however, that in virtually every restaurant it is unacceptable to indiscriminately throw your food on the floor. The conclusion we can most likely draw from the above is that while the types and locations of restaurants determine etiquette appropriate to them, some rules apply to all restaurants. Which of the following words is most similar to the meaning of “rustic”?

Tiếng Anh Tốt nghiệp THPT
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Đề thi thử THPTQG năm 2019 chuẩn cấu trúc của bộ giáo dục có đáp án (Đề số 4)

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. Jane and Mary are going out. Jane: “It’s going to rain”. Mary: “ _______ .”

Tiếng Anh Tốt nghiệp THPT
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Đề thi thử THPTQG năm 2019 chuẩn cấu trúc của bộ giáo dục có đáp án (Đề số 4)

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. I accidentally _______ my ex and his girlfriend when I was walking along a street yesterday

Tiếng Anh Tốt nghiệp THPT
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Tổng hợp đề thi thử tiếng anh thpt quốc gia (Đề số 31)

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 28 to 34.   The rules of etiquette in American restaurants depend upon a number of factors the physical location of the restaurant, e.g., rural or urban; the type of restaurant, e.g., informal or formal; and certain standards that are more universal. In other words, some standards of etiquette vary significantly while other standards apply almost anywhere. Learning the proper etiquette in a particular type of restaurant in a particular area may sometimes require instruction, but more commonly it simply requires sensitivity and experience. For example, while it is acceptable to read a magazine in a coffee shop, it is inappropriate to do the same in a more luxurious setting. And, if you are eating in a very rustic setting, it may be fine to tuck your napkin into your shirt, but if you are in a sophisticated urban restaurant this behavior would demonstrate a lack of manners. It is safe to say, however, that in virtually every restaurant it is unacceptable to indiscriminately throw your food on the floor. The conclusion we can most likely draw from the above is that while the types and locations of restaurants determine etiquette appropriate to them, some rules apply to all restaurants. According to the passage, which of the following is a universal rule of etiquette?

Tiếng Anh Tốt nghiệp THPT
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Đề thi thử THPTQG năm 2019 chuẩn cấu trúc của bộ giáo dục có đáp án (Đề số 4)

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. The child can hardly understand what they are discussing, _______ ?

Tiếng Anh Tốt nghiệp THPT
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Đề thi thử THPTQG năm 2019 chuẩn cấu trúc của bộ giáo dục có đáp án (Đề số 4)

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. Why are you so late? You _______ here two hours ago.

Tiếng Anh Tốt nghiệp THPT
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Đề thi thử THPTQG năm 2019 chuẩn cấu trúc của bộ giáo dục có đáp án (Đề số 4)

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. In The Sociology of Science, _______ a classic, Robert Merton discusses cultural, economic and social forces that contributed to the development of modern science.

Tiếng Anh Tốt nghiệp THPT
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Tổng hợp đề thi thử tiếng anh thpt quốc gia (Đề số 31)

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. No matter how angry he was, he would never _____________ to violence.  

Tiếng Anh Tốt nghiệp THPT
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Tổng hợp đề thi thử tiếng anh thpt quốc gia (Đề số 31)

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. It was no accident that he broke my glasses. He did it _____________ purpose.

Tiếng Anh Tốt nghiệp THPT
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Tổng hợp đề thi thử tiếng anh thpt quốc gia (Đề số 31)

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. She passed the National High School Graduation Exam with _____________ colours.

Tiếng Anh Tốt nghiệp THPT
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Tổng hợp đề thi thử tiếng anh thpt quốc gia (Đề số 31)

  Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. Due to ever more spreading poaching, there _____________ a dramatic decline in the number of elephants recently.  

Tiếng Anh Tốt nghiệp THPT
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Tổng hợp đề thi thử tiếng anh thpt quốc gia (Đề số 31)

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. The use of vitamin _____________ and herbs has become increasingly popular among Americans.

Tiếng Anh Tốt nghiệp THPT
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Tổng hợp đề thi thử tiếng anh thpt quốc gia (Đề số 31)

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. She started the course two months ago but dropped _____________ after only a month

Tiếng Anh Tốt nghiệp THPT
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Tổng hợp đề thi thử tiếng anh thpt quốc gia (Đề số 31)

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. I _____________ with my uncle when I am on holiday in Ho Chi Minh City next month.

Tiếng Anh Tốt nghiệp THPT
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Tổng hợp đề thi thử tiếng anh thpt quốc gia (Đề số 31)

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. He is a very intelligent boy; _____________ , he sometimes gets bad marks.

Tiếng Anh Tốt nghiệp THPT
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Tổng hợp đề thi thử tiếng anh thpt quốc gia (Đề số 31)

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. It _____________ Susan that you saw last night. She’s abroad with her family.

Tiếng Anh Tốt nghiệp THPT
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20 Đề thi thử THPTQG môn Tiếng Anh cực hay có đáp án (Đề số 15)

Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that best combines each pair of sentences in the following questions. Smoking is an extremely harmful habit. You should give it up immediately.

Tiếng Anh Tốt nghiệp THPT
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20 Đề thi thử THPTQG môn Tiếng Anh cực hay có đáp án (Đề số 15)

Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that best combines each pair of sentences in the following questions. My mother is good at cooking. My father is bad at it.

Tiếng Anh Tốt nghiệp THPT
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Tổng hợp đề thi thử tiếng anh thpt quốc gia (Đề số 31)

Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) CLOSEST in meaning to the underlined word(s) in each of the following questions. Sally rings her boyfriend every day; she must be running up a huge phone bill.

Tiếng Anh Tốt nghiệp THPT
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Tổng hợp đề thi thử tiếng anh thpt quốc gia (Đề số 31)

Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) OPPOSITE in meaning to the underlined word(s) in each of the following questions. If any employee knowingly breaks the terms of this contract, he will be dismissed immediately.

Tiếng Anh Tốt nghiệp THPT
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Tổng hợp đề thi thử tiếng anh thpt quốc gia (Đề số 31)

Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) OPPOSITE in meaning to the underlined word(s) in each of the following questions. The length of an X-ray wave is incredibly small: less than one ten-millionth of a millimeter.

Tiếng Anh Tốt nghiệp THPT
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20 Đề thi thử THPTQG môn Tiếng Anh cực hay có đáp án (Đề số 15)

Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that is closest in meaning to each of the following questions. Friendly though she may seem, she’s not to be trusted.

Tiếng Anh Tốt nghiệp THPT
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20 Đề thi thử THPTQG môn Tiếng Anh cực hay có đáp án (Đề số 15)

Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that is closest in meaning to each of the following questions. I thought he was the right person for the position, yet it turned out that he was quite useless.

Tiếng Anh Tốt nghiệp THPT
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20 Đề thi thử THPTQG môn Tiếng Anh cực hay có đáp án (Đề số 15)

Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that is closest in meaning to each of the following questions. “I will come back early. I really will!”. She said.

Tiếng Anh Tốt nghiệp THPT
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20 Đề thi thử THPTQG môn Tiếng Anh cực hay có đáp án (Đề số 15)

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.         Industrialization came to the United State after 1790 as North American entrepreneurs increased productivity by reorganizing work and building factories. These innovations in manufacturing boosted output and living standards to an unprecedented extent; the average per capita wealth increased by nearly 1 percent per year - 30 percent over the course of a generation. Goods that had once been luxury items became part of everyday life.         The impressive gain in output stemmed primarily from the way in which workers made goods, since the 1790’s, North American entrepreneurs - even without technological improvements - had broadened the scope of the outwork system that made manufacturing more efficient by distributing materials to a succession of workers who each performed a single step of the production process. For example, during the 1820’s and 1830’s the shoe industry greatly expanded the scale of the outwork system. Tens of thousands of rural women, paid according to the amount they produced, fabricated the “uppers” of shoes, which were bound to the soles by wage-earning journeymen shoemakers in dozens of Massachusetts towns, whereas previously journeymen would have made the enduring shoe. This system of production made the employer a powerful “shoe boss” and eroded workers’ control over the pace and conditions of labor. However, it also dramatically increased the output of shoes while cutting their price.                    For tasks that were not suited to the outwork system, entrepreneurs created an even more important new organization, the modem factory, which used power-driven machines and assembly­line techniques to turn out large quantities of well-made goods. As early as 1782 the prolific Delaware inventor Oliver Evans had built a highly automated, laborsaving flour mill driven by water power. His machinery lifted the grain to the top of the milt, cleaned it as it fell into containers known as hoppers, ground the grain into flour, and then conveyed the flour back to the top of the mill to allow it to cool as it descended into barrels. Subsequently, manufacturers made use of new improved stationary steam engines to power their mills. This new technology enabled them to build factories in the nation’s largest cities, taking advantage of urban concentrations of inexpensive labor, good transportation networks, and eager customers. The word “eager” in the last paragraph is closest in meaning to .

Tiếng Anh Tốt nghiệp THPT
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20 Đề thi thử THPTQG môn Tiếng Anh cực hay có đáp án (Đề số 15)

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.         Industrialization came to the United State after 1790 as North American entrepreneurs increased productivity by reorganizing work and building factories. These innovations in manufacturing boosted output and living standards to an unprecedented extent; the average per capita wealth increased by nearly 1 percent per year - 30 percent over the course of a generation. Goods that had once been luxury items became part of everyday life.         The impressive gain in output stemmed primarily from the way in which workers made goods, since the 1790’s, North American entrepreneurs - even without technological improvements - had broadened the scope of the outwork system that made manufacturing more efficient by distributing materials to a succession of workers who each performed a single step of the production process. For example, during the 1820’s and 1830’s the shoe industry greatly expanded the scale of the outwork system. Tens of thousands of rural women, paid according to the amount they produced, fabricated the “uppers” of shoes, which were bound to the soles by wage-earning journeymen shoemakers in dozens of Massachusetts towns, whereas previously journeymen would have made the enduring shoe. This system of production made the employer a powerful “shoe boss” and eroded workers’ control over the pace and conditions of labor. However, it also dramatically increased the output of shoes while cutting their price.                    For tasks that were not suited to the outwork system, entrepreneurs created an even more important new organization, the modem factory, which used power-driven machines and assembly­line techniques to turn out large quantities of well-made goods. As early as 1782 the prolific Delaware inventor Oliver Evans had built a highly automated, laborsaving flour mill driven by water power. His machinery lifted the grain to the top of the milt, cleaned it as it fell into containers known as hoppers, ground the grain into flour, and then conveyed the flour back to the top of the mill to allow it to cool as it descended into barrels. Subsequently, manufacturers made use of new improved stationary steam engines to power their mills. This new technology enabled them to build factories in the nation’s largest cities, taking advantage of urban concentrations of inexpensive labor, good transportation networks, and eager customers. The passage mentions which of the following as a result of improvements in factory machinery?

Tiếng Anh Tốt nghiệp THPT
Xem chi tiết 3 K lượt xem 5 năm trước
20 Đề thi thử THPTQG môn Tiếng Anh cực hay có đáp án (Đề số 15)

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.         Industrialization came to the United State after 1790 as North American entrepreneurs increased productivity by reorganizing work and building factories. These innovations in manufacturing boosted output and living standards to an unprecedented extent; the average per capita wealth increased by nearly 1 percent per year - 30 percent over the course of a generation. Goods that had once been luxury items became part of everyday life.         The impressive gain in output stemmed primarily from the way in which workers made goods, since the 1790’s, North American entrepreneurs - even without technological improvements - had broadened the scope of the outwork system that made manufacturing more efficient by distributing materials to a succession of workers who each performed a single step of the production process. For example, during the 1820’s and 1830’s the shoe industry greatly expanded the scale of the outwork system. Tens of thousands of rural women, paid according to the amount they produced, fabricated the “uppers” of shoes, which were bound to the soles by wage-earning journeymen shoemakers in dozens of Massachusetts towns, whereas previously journeymen would have made the enduring shoe. This system of production made the employer a powerful “shoe boss” and eroded workers’ control over the pace and conditions of labor. However, it also dramatically increased the output of shoes while cutting their price.                    For tasks that were not suited to the outwork system, entrepreneurs created an even more important new organization, the modem factory, which used power-driven machines and assembly­line techniques to turn out large quantities of well-made goods. As early as 1782 the prolific Delaware inventor Oliver Evans had built a highly automated, laborsaving flour mill driven by water power. His machinery lifted the grain to the top of the milt, cleaned it as it fell into containers known as hoppers, ground the grain into flour, and then conveyed the flour back to the top of the mill to allow it to cool as it descended into barrels. Subsequently, manufacturers made use of new improved stationary steam engines to power their mills. This new technology enabled them to build factories in the nation’s largest cities, taking advantage of urban concentrations of inexpensive labor, good transportation networks, and eager customers. According to the passage, how did later mills differ from the mills built by Oliver Evans?

Tiếng Anh Tốt nghiệp THPT
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20 Đề thi thử THPTQG môn Tiếng Anh cực hay có đáp án (Đề số 15)

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.         Industrialization came to the United State after 1790 as North American entrepreneurs increased productivity by reorganizing work and building factories. These innovations in manufacturing boosted output and living standards to an unprecedented extent; the average per capita wealth increased by nearly 1 percent per year - 30 percent over the course of a generation. Goods that had once been luxury items became part of everyday life.         The impressive gain in output stemmed primarily from the way in which workers made goods, since the 1790’s, North American entrepreneurs - even without technological improvements - had broadened the scope of the outwork system that made manufacturing more efficient by distributing materials to a succession of workers who each performed a single step of the production process. For example, during the 1820’s and 1830’s the shoe industry greatly expanded the scale of the outwork system. Tens of thousands of rural women, paid according to the amount they produced, fabricated the “uppers” of shoes, which were bound to the soles by wage-earning journeymen shoemakers in dozens of Massachusetts towns, whereas previously journeymen would have made the enduring shoe. This system of production made the employer a powerful “shoe boss” and eroded workers’ control over the pace and conditions of labor. However, it also dramatically increased the output of shoes while cutting their price.                    For tasks that were not suited to the outwork system, entrepreneurs created an even more important new organization, the modem factory, which used power-driven machines and assembly­line techniques to turn out large quantities of well-made goods. As early as 1782 the prolific Delaware inventor Oliver Evans had built a highly automated, laborsaving flour mill driven by water power. His machinery lifted the grain to the top of the milt, cleaned it as it fell into containers known as hoppers, ground the grain into flour, and then conveyed the flour back to the top of the mill to allow it to cool as it descended into barrels. Subsequently, manufacturers made use of new improved stationary steam engines to power their mills. This new technology enabled them to build factories in the nation’s largest cities, taking advantage of urban concentrations of inexpensive labor, good transportation networks, and eager customers. The word “prolific” in the last paragraph is closest in meaning to _________.

Tiếng Anh Tốt nghiệp THPT
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20 Đề thi thử THPTQG môn Tiếng Anh cực hay có đáp án (Đề số 15)

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.         Industrialization came to the United State after 1790 as North American entrepreneurs increased productivity by reorganizing work and building factories. These innovations in manufacturing boosted output and living standards to an unprecedented extent; the average per capita wealth increased by nearly 1 percent per year - 30 percent over the course of a generation. Goods that had once been luxury items became part of everyday life.         The impressive gain in output stemmed primarily from the way in which workers made goods, since the 1790’s, North American entrepreneurs - even without technological improvements - had broadened the scope of the outwork system that made manufacturing more efficient by distributing materials to a succession of workers who each performed a single step of the production process. For example, during the 1820’s and 1830’s the shoe industry greatly expanded the scale of the outwork system. Tens of thousands of rural women, paid according to the amount they produced, fabricated the “uppers” of shoes, which were bound to the soles by wage-earning journeymen shoemakers in dozens of Massachusetts towns, whereas previously journeymen would have made the enduring shoe. This system of production made the employer a powerful “shoe boss” and eroded workers’ control over the pace and conditions of labor. However, it also dramatically increased the output of shoes while cutting their price.                    For tasks that were not suited to the outwork system, entrepreneurs created an even more important new organization, the modem factory, which used power-driven machines and assembly­line techniques to turn out large quantities of well-made goods. As early as 1782 the prolific Delaware inventor Oliver Evans had built a highly automated, laborsaving flour mill driven by water power. His machinery lifted the grain to the top of the milt, cleaned it as it fell into containers known as hoppers, ground the grain into flour, and then conveyed the flour back to the top of the mill to allow it to cool as it descended into barrels. Subsequently, manufacturers made use of new improved stationary steam engines to power their mills. This new technology enabled them to build factories in the nation’s largest cities, taking advantage of urban concentrations of inexpensive labor, good transportation networks, and eager customers. All of the following are true of the outwork system EXCEPT _________.

Tiếng Anh Tốt nghiệp THPT
Xem chi tiết 2.9 K lượt xem 5 năm trước
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