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  • Danh mục
    • Khóa học
      • Lớp 12
      • Lớp 11
      • Lớp 10
      • Lớp 9
      • Lớp 8
      • Lớp 7
      • Lớp 6
      • Lớp 5
      • Lớp 4
      • Lớp 3
    • Luyện thi Online
    • Thông tin tuyển sinh
    • Đáp án - Đề thi tốt nghiệp
  • Tiểu Học
    • Lớp 5
    • Lớp 4
    • Lớp 3
    • Lớp 2
    • Lớp 1

    Lớp 5

    • Kết nối tri thức

      Lịch sử & Địa lí Lớp 5 KNTT

      Tiếng Việt Lớp 5 KNTT

      Toán Lớp 5 KNTT

      Tiếng Anh Lớp 5 KNTT

      Khoa học Lớp 5 KNTT

      Đạo Đức Lớp 5 KNTT

      Hoạt động trải nghiệm Lớp 5 KNTT

      Tin học Lớp 5 KNTT

      Công nghệ Lớp 5 KNTT

    • Cánh diều

      Lịch sử & Địa lí Lớp 5 CD

      Tiếng Việt Lớp 5 CD

      Toán Lớp 5 CD

      Khoa học Lớp 5 CD

      Đạo Đức Lớp 5 CD

      Hoạt động trải nghiệm Lớp 5 CD

      Tin học Lớp 5 CD

      Công nghệ Lớp 5 CD

    • Chân trời sáng tạo

      Lịch sử & Địa lí Lớp 5 CTST

      Tiếng Việt Lớp 5 CTST

      Toán Lớp 5 CTST

      Khoa học Lớp 5 CTST

      Đạo Đức Lớp 5 CTST

      Hoạt động trải nghiệm Lớp 5 CTST

      Tin học Lớp 5 CTST

      Công nghệ Lớp 5 CTST

    Lớp 4

    • Kết nối tri thức

      Lịch sử & Địa lí Lớp 4 KNTT

      Tiếng Việt Lớp 4 KNTT

      Toán Lớp 4 KNTT

      Tiếng Anh Lớp 4 KNTT

      Khoa học Lớp 4 KNTT

      Đạo Đức Lớp 4 KNTT

      Hoạt động trải nghiệm Lớp 4 KNTT

      Tin học Lớp 4 KNTT

      Công nghệ Lớp 4 KNTT

    • Cánh diều

      Lịch sử & Địa lí Lớp 4 CD

      Tiếng Việt Lớp 4 CD

      Toán Lớp 4 CD

      Khoa học Lớp 4 CD

      Đạo Đức Lớp 4 CD

      Hoạt động trải nghiệm Lớp 4 CD

      Tin học Lớp 4 CD

      Công nghệ Lớp 4 CD

    • Chân trời sáng tạo

      Lịch sử & Địa lí Lớp 4 CTST

      Tiếng Việt Lớp 4 CTST

      Toán Lớp 4 CTST

      Khoa học Lớp 4 CTST

      Đạo Đức Lớp 4 CTST

      Hoạt động trải nghiệm Lớp 4 CTST

      Tin học Lớp 4 CTST

      Công nghệ Lớp 4 CTST

    Lớp 3

    • Kết nối tri thức

      Tiếng Việt Lớp 3 KNTT

      Toán Lớp 3 KNTT

      Tiếng Anh Lớp 3 KNTT

      Tự nhiên & Xã hội Lớp 3 KNTT

      Đạo Đức Lớp 3 KNTT

      Hoạt động trải nghiệm Lớp 3 KNTT

      Tin học Lớp 3 KNTT

      Công nghệ Lớp 3 KNTT

      Âm nhạc Lớp 3 KNTT

      Giáo dục thể chất Lớp 3 KNTT

    • Cánh diều

      Tiếng Việt Lớp 3 CD

      Toán Lớp 3 CD

      Tiếng Anh Lớp 3 CD

      Tự nhiên & Xã hội Lớp 3 CD

      Đạo Đức Lớp 3 CD

      Hoạt động trải nghiệm Lớp 3 CD

      Tin học Lớp 3 CD

      Công nghệ Lớp 3 CD

      Âm nhạc Lớp 3 CD

    • Chân trời sáng tạo

      Tiếng Việt Lớp 3 CTST

      Toán Lớp 3 CTST

      Tiếng Anh Lớp 3 CTST

      Tự nhiên & Xã hội Lớp 3 CTST

      Đạo Đức Lớp 3 CTST

      Hoạt động trải nghiệm Lớp 3 CTST

      Tin học Lớp 3 CTST

      Công nghệ Lớp 3 CTST

      Âm nhạc Lớp 3 CTST

    Lớp 2

    • Kết nối tri thức

      Tiếng Việt Lớp 2 KNTT

      Toán Lớp 2 KNTT

    • Cánh diều

      Tiếng Việt Lớp 2 CD

      Toán Lớp 2 CD

    • Chân trời sáng tạo

      Tiếng Việt Lớp 2 CTST

      Toán Lớp 2 CTST

    Lớp 1

    • Kết nối tri thức

      Tiếng Việt Lớp 1 KNTT

    • Cánh diều

      Tiếng Việt Lớp 1 CD

    • Chân trời sáng tạo

      Tiếng Việt Lớp 1 CTST

  • Trung học cơ sở
    • Lớp 9
    • Lớp 8
    • Lớp 7
    • Lớp 6

    Lớp 9

    • Kết nối tri thức

      Lịch sử & Địa lí Lớp 9 KNTT

      Văn Lớp 9 KNTT

      Toán Lớp 9 KNTT

      Tiếng Anh Lớp 9 KNTT

      Khoa học tự nhiên Lớp 9 KNTT

      Lịch sử Lớp 9 KNTT

      Địa lý Lớp 9 KNTT

      Giáo dục công dân Lớp 9 KNTT

      Hoạt động trải nghiệm Lớp 9 KNTT

      Tin học Lớp 9 KNTT

      Công nghệ Lớp 9 KNTT

    • Cánh diều

      Lịch sử & Địa lí Lớp 9 CD

      Văn Lớp 9 CD

      Toán Lớp 9 CD

      Khoa học tự nhiên Lớp 9 CD

      Lịch sử Lớp 9 CD

      Địa lý Lớp 9 CD

      Giáo dục công dân Lớp 9 CD

      Hoạt động trải nghiệm Lớp 9 CD

      Tin học Lớp 9 CD

      Công nghệ Lớp 9 CD

    • Chân trời sáng tạo

      Lịch sử & Địa lí Lớp 9 CTST

      Văn Lớp 9 CTST

      Toán Lớp 9 CTST

      Khoa học tự nhiên Lớp 9 CTST

      Lịch sử Lớp 9 CTST

      Địa lý Lớp 9 CTST

      Giáo dục công dân Lớp 9 CTST

      Hoạt động trải nghiệm Lớp 9 CTST

      Tin học Lớp 9 CTST

      Công nghệ Lớp 9 CTST

    Lớp 8

    • Kết nối tri thức

      Lịch sử & Địa lí Lớp 8 KNTT

      Văn Lớp 8 KNTT

      Toán Lớp 8 KNTT

      Tiếng Anh Lớp 8 KNTT

      Khoa học tự nhiên Lớp 8 KNTT

      Lịch sử Lớp 8 KNTT

      Địa lý Lớp 8 KNTT

      Giáo dục công dân Lớp 8 KNTT

      Hoạt động trải nghiệm Lớp 8 KNTT

      Tin học Lớp 8 KNTT

      Công nghệ Lớp 8 KNTT

    • Cánh diều

      Lịch sử & Địa lí Lớp 8 CD

      Văn Lớp 8 CD

      Toán Lớp 8 CD

      Khoa học tự nhiên Lớp 8 CD

      Lịch sử Lớp 8 CD

      Địa lý Lớp 8 CD

      Giáo dục công dân Lớp 8 CD

      Hoạt động trải nghiệm Lớp 8 CD

      Tin học Lớp 8 CD

      Công nghệ Lớp 8 CD

    • Chân trời sáng tạo

      Lịch sử & Địa lí Lớp 8 CTST

      Văn Lớp 8 CTST

      Toán Lớp 8 CTST

      Khoa học tự nhiên Lớp 8 CTST

      Lịch sử Lớp 8 CTST

      Địa lý Lớp 8 CTST

      Giáo dục công dân Lớp 8 CTST

      Hoạt động trải nghiệm Lớp 8 CTST

      Tin học Lớp 8 CTST

      Công nghệ Lớp 8 CTST

    Lớp 7

    • Kết nối tri thức

      Lịch sử & Địa lí Lớp 7 KNTT

      Văn Lớp 7 KNTT

      Tiếng Việt Lớp 7 KNTT

      Toán Lớp 7 KNTT

      Tiếng Anh Lớp 7 KNTT

      Khoa học tự nhiên Lớp 7 KNTT

      Lịch sử Lớp 7 KNTT

      Địa lý Lớp 7 KNTT

      Giáo dục công dân Lớp 7 KNTT

      Hoạt động trải nghiệm Lớp 7 KNTT

      Tin học Lớp 7 KNTT

      Công nghệ Lớp 7 KNTT

      Giáo dục thể chất Lớp 7 KNTT

    • Cánh diều

      Lịch sử & Địa lí Lớp 7 CD

      Văn Lớp 7 CD

      Toán Lớp 7 CD

      Tiếng Anh Lớp 7 CD

      Khoa học tự nhiên Lớp 7 CD

      Lịch sử Lớp 7 CD

      Địa lý Lớp 7 CD

      Giáo dục công dân Lớp 7 CD

      Hoạt động trải nghiệm Lớp 7 CD

      Tin học Lớp 7 CD

      Công nghệ Lớp 7 CD

      Giáo dục thể chất Lớp 7 CD

    • Chân trời sáng tạo

      Lịch sử & Địa lí Lớp 7 CTST

      Văn Lớp 7 CTST

      Toán Lớp 7 CTST

      Tiếng Anh Lớp 7 CTST

      Khoa học tự nhiên Lớp 7 CTST

      Lịch sử Lớp 7 CTST

      Địa lý Lớp 7 CTST

      Giáo dục công dân Lớp 7 CTST

      Hoạt động trải nghiệm Lớp 7 CTST

      Tin học Lớp 7 CTST

      Công nghệ Lớp 7 CTST

      Giáo dục thể chất Lớp 7 CTST

    Lớp 6

    • Kết nối tri thức

      Lịch sử & Địa lí Lớp 6 KNTT

      Văn Lớp 6 KNTT

      Toán Lớp 6 KNTT

      Tiếng Anh Lớp 6 KNTT

      Khoa học tự nhiên Lớp 6 KNTT

      Lịch sử Lớp 6 KNTT

      Địa lý Lớp 6 KNTT

      Giáo dục công dân Lớp 6 KNTT

      Tin học Lớp 6 KNTT

      Công nghệ Lớp 6 KNTT

    • Cánh diều

      Lịch sử & Địa lí Lớp 6 CD

      Văn Lớp 6 CD

      Toán Lớp 6 CD

      Tiếng Anh Lớp 6 CD

      Khoa học tự nhiên Lớp 6 CD

      Lịch sử Lớp 6 CD

      Địa lý Lớp 6 CD

      Giáo dục công dân Lớp 6 CD

      Hoạt động trải nghiệm Lớp 6 CD

      Tin học Lớp 6 CD

      Công nghệ Lớp 6 CD

      Âm nhạc Lớp 6 CD

    • Chân trời sáng tạo

      Lịch sử & Địa lí Lớp 6 CTST

      Tin học Lớp 6 CTST

      Công nghệ Lớp 6 CTST

      Âm nhạc Lớp 6 CTST

      Văn Lớp 6 CTST

      Toán Lớp 6 CTST

      Tiếng Anh Lớp 6 CTST

      Khoa học tự nhiên Lớp 6 CTST

      Lịch sử Lớp 6 CTST

      Địa lý Lớp 6 CTST

      Giáo dục công dân Lớp 6 CTST

      Hoạt động trải nghiệm Lớp 6 CTST

    • Chương trình khác

      Tiếng anh Right On Lớp 6

      Tiếng anh English Discovery Lớp 6

      Tiếng anh Learn Smart World Lớp 6

  • Trung học phổ thông
    • Tốt nghiệp THPT
    • Lớp 12
    • Lớp 11
    • Lớp 10

    Tốt nghiệp THPT

    • Văn

    • Toán

    • Vật lý

    • Hóa học

    • Tiếng Anh (mới)

    • Tiếng Anh

    • Sinh học

    • Ôn thi khoa học xã hội

    • Tự nhiên & Xã hội

    • Lịch sử

    • Địa lý

    • Giáo dục công dân

    • Tin học

    • Công nghệ

    • Giáo dục Kinh tế và Pháp luật

    Lớp 12

    • Kết nối tri thức

      Văn Lớp 12 KNTT

      Toán Lớp 12 KNTT

      Vật lý Lớp 12 KNTT

      Hóa học Lớp 12 KNTT

      Tiếng Anh Lớp 12 KNTT

      Sinh học Lớp 12 KNTT

      Lịch sử Lớp 12 KNTT

      Địa lý Lớp 12 KNTT

      Tin học Lớp 12 KNTT

      Công nghệ Lớp 12 KNTT

      Giáo dục Quốc Phòng và An Ninh Lớp 12 KNTT

      Giáo dục Kinh tế và Pháp luật Lớp 12 KNTT

    • Cánh diều

      Văn Lớp 12 CD

      Toán Lớp 12 CD

      Vật lý Lớp 12 CD

      Hóa học Lớp 12 CD

      Tiếng Anh Lớp 12 CD

      Sinh học Lớp 12 CD

      Lịch sử Lớp 12 CD

      Địa lý Lớp 12 CD

      Tin học Lớp 12 CD

      Công nghệ Lớp 12 CD

      Giáo dục Quốc Phòng và An Ninh Lớp 12 CD

      Giáo dục Kinh tế và Pháp luật Lớp 12 CD

    • Chân trời sáng tạo

      Văn Lớp 12 CTST

      Toán Lớp 12 CTST

      Vật lý Lớp 12 CTST

      Hóa học Lớp 12 CTST

      Sinh học Lớp 12 CTST

      Lịch sử Lớp 12 CTST

      Địa lý Lớp 12 CTST

      Tin học Lớp 12 CTST

      Giáo dục Kinh tế và Pháp luật Lớp 12 CTST

    Lớp 11

    • Kết nối tri thức

      Văn Lớp 11 KNTT

      Toán Lớp 11 KNTT

      Vật lý Lớp 11 KNTT

      Hóa học Lớp 11 KNTT

      Tiếng Anh Lớp 11 KNTT

      Sinh học Lớp 11 KNTT

      Lịch sử Lớp 11 KNTT

      Địa lý Lớp 11 KNTT

      Hoạt động trải nghiệm Lớp 11 KNTT

      Tin học Lớp 11 KNTT

      Công nghệ Lớp 11 KNTT

      Giáo dục Quốc Phòng và An Ninh Lớp 11 KNTT

      Giáo dục Kinh tế và Pháp luật Lớp 11 KNTT

    • Cánh diều

      Văn Lớp 11 CD

      Toán Lớp 11 CD

      Vật lý Lớp 11 CD

      Hóa học Lớp 11 CD

      Sinh học Lớp 11 CD

      Lịch sử Lớp 11 CD

      Địa lý Lớp 11 CD

      Hoạt động trải nghiệm Lớp 11 CD

      Tin học Lớp 11 CD

      Công nghệ Lớp 11 CD

      Giáo dục Quốc Phòng và An Ninh Lớp 11 CD

      Giáo dục Kinh tế và Pháp luật Lớp 11 CD

    • Chân trời sáng tạo

      Văn Lớp 11 CTST

      Toán Lớp 11 CTST

      Vật lý Lớp 11 CTST

      Hóa học Lớp 11 CTST

      Sinh học Lớp 11 CTST

      Lịch sử Lớp 11 CTST

      Địa lý Lớp 11 CTST

      Hoạt động trải nghiệm Lớp 11 CTST

      Giáo dục Kinh tế và Pháp luật Lớp 11 CTST

    Lớp 10

    • Kết nối tri thức

      Văn Lớp 10 KNTT

      Toán Lớp 10 KNTT

      Vật lý Lớp 10 KNTT

      Hóa học Lớp 10 KNTT

      Tiếng Anh Lớp 10 KNTT

      Sinh học Lớp 10 KNTT

      Lịch sử Lớp 10 KNTT

      Địa lý Lớp 10 KNTT

      Hoạt động trải nghiệm Lớp 10 KNTT

      Tin học Lớp 10 KNTT

      Công nghệ Lớp 10 KNTT

      Giáo dục Quốc Phòng và An Ninh Lớp 10 KNTT

      Giáo dục thể chất Lớp 10 KNTT

      Giáo dục Kinh tế và Pháp luật Lớp 10 KNTT

    • Cánh diều

      Văn Lớp 10 CD

      Toán Lớp 10 CD

      Vật lý Lớp 10 CD

      Hóa học Lớp 10 CD

      Tiếng Anh Lớp 10 CD

      Sinh học Lớp 10 CD

      Lịch sử Lớp 10 CD

      Địa lý Lớp 10 CD

      Hoạt động trải nghiệm Lớp 10 CD

      Tin học Lớp 10 CD

      Công nghệ Lớp 10 CD

      Giáo dục Quốc Phòng và An Ninh Lớp 10 CD

      Giáo dục thể chất Lớp 10 CD

      Giáo dục Kinh tế và Pháp luật Lớp 10 CD

    • Chân trời sáng tạo

      Văn Lớp 10 CTST

      Toán Lớp 10 CTST

      Vật lý Lớp 10 CTST

      Hóa học Lớp 10 CTST

      Tiếng Anh Lớp 10 CTST

      Sinh học Lớp 10 CTST

      Lịch sử Lớp 10 CTST

      Địa lý Lớp 10 CTST

      Hoạt động trải nghiệm Lớp 10 CTST

      Tin học Lớp 10 CTST

      Giáo dục Quốc Phòng và An Ninh Lớp 10 CTST

      Giáo dục thể chất Lớp 10 CTST

      Giáo dục Kinh tế và Pháp luật Lớp 10 CTST

  • Đánh giá năng lực
    • Đánh giá năng lực
    • Trắc nghiệm tổng hợp

    Đánh giá năng lực

    • Bộ Công an

    • ĐH Bách Khoa

    • ĐHQG Hồ Chí Minh

    • ĐHQG Hà Nội

    Trắc nghiệm tổng hợp

    • Bằng lái xe

    • English Test

    • IT Test

    • Đại học

  • Đại học
    • Đại học

    Đại học

    • Luật

    • Y học

    • Xã hội nhân văn

    • Kế toán - Kiểm toán

    • Tài chính - Ngân hàng

    • Khoa học - Kỹ thuật

    • Kinh tế - Thương mại

    • Quản trị - Marketing

    • Các môn Đại cương

    • Học viện Báo chí và Tuyên truyền

    • Đại học Ngoại thương

    • Đại học Thương Mại

    • Đại học Luật HCM

    • ĐH Kinh doanh và Công nghệ Hà Nội

    • Đại học Y Hà Nội

    • Học viện Ngoại giao

    • Đại học Sư phạm

    • Đại học Kinh tế Quốc dân

    • ĐH Luật Hà Nội

    • ĐH Kinh tế - ĐHQG Hà Nội

    • ĐH Giáo dục - ĐHQG Hà Nội

    • ĐH Luật - ĐHQG Hà Nội

    • Học viện tài chính

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  1. Tốt nghiệp THPT
  2. Tiếng Anh (mới)
  3. 20 Đề thi thử THPTQG môn Tiếng Anh cực hay có đáp án

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

25 người thi tuần này 4.4 150.6 K lượt thi 50 câu hỏi 50 phút

  • Đề số 1
  • Đề số 2
  • Đề số 3
  • Đề số 4
  • Đề số 5
  • Đề số 6
  • Đề số 7
  • Đề số 8
  • Đề số 9
  • Đề số 10
  • Đề số 11
  • Đề số 12
  • Đề số 13
  • Đề số 14
  • Đề số 15
  • Đề số 16
  • Đề số 17
  • Đề số 18
  • Đề số 19
  • Đề số 20

🔥 Đề thi HOT:

692 người thi tuần này

20 Đề thi thử THPTQG môn Tiếng Anh cực hay có đáp án (Đề số 1)

151.3 K lượt thi 50 câu hỏi
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Danh sách câu hỏi:

Câu 1

Mark the letter A, B, C, or D on your answer sheet to indicate the word whose underlined part differs from the other three in pronunciation in each of the following questions.

Lời giải

Đáp án B

Câu 2

Mark the letter A, B, C, or D on your answer sheet to indicate the word whose underlined part differs from the other three in pronunciation in each of the following questions.

Lời giải

Đáp án D

Câu 3

Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the other three in the position of primary stress in each of the following questions

Lời giải

Đáp án B

Câu 4

Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the other three in the position of primary stress in each of the following questions

Lời giải

Đáp án A

Câu 5

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.

We should husband our resources to make sure we can make it through these hard times.

Lời giải

Đáp án C

Câu 6

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.

Sorry, I can’t come to your birthday party. I am snowed under with work now.

Lời giải

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Câu 7

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.

All the students were all ears when the teacher started talking about the changes in the next exam.

Lời giải

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Câu 8

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.

The augmentation in the population has created a fuel shortage.

Lời giải

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Câu 9

- Mark: “You stepped on my toes!” - Mike: “ _________.”

Lời giải

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Câu 10

Customer: “Can I try this sweater on?”

Salesgirl: “ _________.”

Lời giải

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Câu 11

You look upset. Have you and Kelly _________again?

Lời giải

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Câu 12

All _________ we had been told turned out to be untrue.

Lời giải

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Câu 13

My aunt used to be a woman of great _________, but now she gets old and looks pale.

Lời giải

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Câu 14

_________no taxi, they had to walk home.

Lời giải

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Câu 15

There has been little rain in this region for several months, _________?

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Câu 16

Tim was _________ to the court for jury duty, but took a doctor's sick note with him and was excused.

Lời giải

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Câu 17

She was ill for six weeks and _________with her schoolwork.

Lời giải

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Câu 18

Her car needs ______

Lời giải

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Câu 19

I’m afraid that I can’t give you the answer off the top of my _________, but I’ll find it out for you.

Lời giải

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Câu 20

To _________ should I write if I want to make a complaint?

Lời giải

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Câu 21

Three wolves ran through the forest in _________ of a deer.

Lời giải

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Câu 22

_________ his good work and manners, he didn’t get a promotion.

Lời giải

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Câu 23

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 23 to 27.

          No one can know when sports began. Since it is impossible to imagine a time when children did not spontaneously run races or wrestle, it is clear that children have always included sports in their play, but one can only speculate about the (23) _________of sports as autotelic physical contests for adults. Hunters are depicted in prehistoric art, but it cannot be known (24) _____ the hunters pursued their prey in a mood of grim necessity or with the joyful abandon of sportsmen. It is certain, (25) _________, from the rich literary and iconographic evidence of all ancient civilizations that hunting soon became an end in itself at least for royalty and nobility. Archaeological evidence also indicates that ball games were common among ancient peoples as different as the Chinese and the like those recommended for health by the Greek physician Galen in the 2nd century AD.

Điền vào số (23)

Lời giải

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Câu 24

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 23 to 27.

        No one can know when sports began. Since it is impossible to imagine a time when children did not spontaneously run races or wrestle, it is clear that children have always included sports in their play, but one can only speculate about the (23) _________of sports as autotelic physical contests for adults. Hunters are depicted in prehistoric art, but it cannot be known (24) _____ the hunters pursued their prey in a mood of grim necessity or with the joyful abandon of sportsmen. It is certain, (25) _________, from the rich literary and iconographic evidence of all ancient civilizations that hunting soon became an end in itself at least for royalty and nobility. Archaeological evidence also indicates that ball games were common among ancient peoples as different as the Chinese and the like those recommended for health by the Greek physician Galen in the 2nd century AD.

Điền vào số (24)

Lời giải

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Câu 25

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 23 to 27.

        No one can know when sports began. Since it is impossible to imagine a time when children did not spontaneously run races or wrestle, it is clear that children have always included sports in their play, but one can only speculate about the (23) _________of sports as autotelic physical contests for adults. Hunters are depicted in prehistoric art, but it cannot be known (24) _____ the hunters pursued their prey in a mood of grim necessity or with the joyful abandon of sportsmen. It is certain, (25) _________, from the rich literary and iconographic evidence of all ancient civilizations that hunting soon became an end in itself at least for royalty and nobility. Archaeological evidence also indicates that ball games were common among ancient peoples as different as the Chinese and the like those recommended for health by the Greek physician Galen in the 2nd century AD.

Điền vào số (25)

Lời giải

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Câu 26

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 23 to 27.

       No one can know when sports began. Since it is impossible to imagine a time when children did not spontaneously run races or wrestle, it is clear that children have always included sports in their play, but one can only speculate about the (23) _________of sports as autotelic physical contests for adults. Hunters are depicted in prehistoric art, but it cannot be known (24) _____ the hunters pursued their prey in a mood of grim necessity or with the joyful abandon of sportsmen. It is certain, (25) _________, from the rich literary and iconographic evidence of all ancient civilizations that hunting soon became an end in itself at least for royalty and nobility. Archaeological evidence also indicates that ball games were common among ancient peoples as different as the Chinese and the like those recommended for health by the Greek physician Galen in the 2nd century AD.

Điền vào số (26)

Lời giải

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Câu 27

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 23 to 27.

         No one can know when sports began. Since it is impossible to imagine a time when children did not spontaneously run races or wrestle, it is clear that children have always included sports in their play, but one can only speculate about the (23) _________of sports as autotelic physical contests for adults. Hunters are depicted in prehistoric art, but it cannot be known (24) _____ the hunters pursued their prey in a mood of grim necessity or with the joyful abandon of sportsmen. It is certain, (25) _________, from the rich literary and iconographic evidence of all ancient civilizations that hunting soon became an end in itself at least for royalty and nobility. Archaeological evidence also indicates that ball games were common among ancient peoples as different as the Chinese and the like those recommended for health by the Greek physician Galen in the 2nd century AD.

Điền vào số (27)

Lời giải

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Câu 28

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.

        Very few people in the modem world obtain their food supply by hunting and gathering in the natural environment surrounding their homes. This method of harvesting from nature s provision is the oldest subsistence strategy, and has been practiced for at least two million years. It was, indeed, the only way to obtain food until rudimentary farming and the domestication of animals were introduced about 10,000 years ago.

                   Because hunter-gathers have fared poorly in comparison with their agricultural cousins, their numbers have dwindled, and they have been forced to live in marginal environments such as deserts forests or arctic wasteland. In higher latitudes, the shorter growing season has restricted the availability of plant life. Such conditions have caused a greater independence on hunting, and along the coasts and waterways, on fishing. The abundance of vegetation in the lower latitudes of the tropics, on the other hand, has provided a greater opportunity for gathering a variety of plants. In short, the environmental differences have restricted the diet and have limited possibilities for the development of subsistence societies. Contemporary hunter-gathers may help us understand our prehistoric ancestors. We know from observation of modem hunter- gathers in both Africa and Alaska that society based on hunting and gathering must be very mobile. While the entire community camps in a central location, a smaller party harvests the food within a reasonable distance from the camp. When the food in the area is exhausted, the community moves on to exploit another site. We also notice a seasonal migration on pattern evolving for most hunter gathers, along with a restrict division of labor between sexes. These patterns of behavior may be similar to those practiced by mankind during the Paleolithic Period.

With which of the following topics is the passage primarily concerned?

Lời giải

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Câu 29

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.

        Very few people in the modem world obtain their food supply by hunting and gathering in the natural environment surrounding their homes. This method of harvesting from nature s provision is the oldest subsistence strategy, and has been practiced for at least two million years. It was, indeed, the only way to obtain food until rudimentary farming and the domestication of animals were introduced about 10,000 years ago.

                   Because hunter-gathers have fared poorly in comparison with their agricultural cousins, their numbers have dwindled, and they have been forced to live in marginal environments such as deserts forests or arctic wasteland. In higher latitudes, the shorter growing season has restricted the availability of plant life. Such conditions have caused a greater independence on hunting, and along the coasts and waterways, on fishing. The abundance of vegetation in the lower latitudes of the tropics, on the other hand, has provided a greater opportunity for gathering a variety of plants. In short, the environmental differences have restricted the diet and have limited possibilities for the development of subsistence societies. Contemporary hunter-gathers may help us understand our prehistoric ancestors. We know from observation of modem hunter- gathers in both Africa and Alaska that society based on hunting and gathering must be very mobile. While the entire community camps in a central location, a smaller party harvests the food within a reasonable distance from the camp. When the food in the area is exhausted, the community moves on to exploit another site. We also notice a seasonal migration on pattern evolving for most hunter gathers, along with a restrict division of labor between sexes. These patterns of behavior may be similar to those practiced by mankind during the Paleolithic Period.

The word “rudimentary” is closest in meaning to _________.

Lời giải

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Câu 30

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.

        Very few people in the modem world obtain their food supply by hunting and gathering in the natural environment surrounding their homes. This method of harvesting from nature s provision is the oldest subsistence strategy, and has been practiced for at least two million years. It was, indeed, the only way to obtain food until rudimentary farming and the domestication of animals were introduced about 10,000 years ago.

                   Because hunter-gathers have fared poorly in comparison with their agricultural cousins, their numbers have dwindled, and they have been forced to live in marginal environments such as deserts forests or arctic wasteland. In higher latitudes, the shorter growing season has restricted the availability of plant life. Such conditions have caused a greater independence on hunting, and along the coasts and waterways, on fishing. The abundance of vegetation in the lower latitudes of the tropics, on the other hand, has provided a greater opportunity for gathering a variety of plants. In short, the environmental differences have restricted the diet and have limited possibilities for the development of subsistence societies. Contemporary hunter-gathers may help us understand our prehistoric ancestors. We know from observation of modem hunter- gathers in both Africa and Alaska that society based on hunting and gathering must be very mobile. While the entire community camps in a central location, a smaller party harvests the food within a reasonable distance from the camp. When the food in the area is exhausted, the community moves on to exploit another site. We also notice a seasonal migration on pattern evolving for most hunter gathers, along with a restrict division of labor between sexes. These patterns of behavior may be similar to those practiced by mankind during the Paleolithic Period.

The word “abundance” is closest in meaning to _________.

Lời giải

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Câu 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.

        Very few people in the modem world obtain their food supply by hunting and gathering in the natural environment surrounding their homes. This method of harvesting from nature s provision is the oldest subsistence strategy, and has been practiced for at least two million years. It was, indeed, the only way to obtain food until rudimentary farming and the domestication of animals were introduced about 10,000 years ago.

                   Because hunter-gathers have fared poorly in comparison with their agricultural cousins, their numbers have dwindled, and they have been forced to live in marginal environments such as deserts forests or arctic wasteland. In higher latitudes, the shorter growing season has restricted the availability of plant life. Such conditions have caused a greater independence on hunting, and along the coasts and waterways, on fishing. The abundance of vegetation in the lower latitudes of the tropics, on the other hand, has provided a greater opportunity for gathering a variety of plants. In short, the environmental differences have restricted the diet and have limited possibilities for the development of subsistence societies. Contemporary hunter-gathers may help us understand our prehistoric ancestors. We know from observation of modem hunter- gathers in both Africa and Alaska that society based on hunting and gathering must be very mobile. While the entire community camps in a central location, a smaller party harvests the food within a reasonable distance from the camp. When the food in the area is exhausted, the community moves on to exploit another site. We also notice a seasonal migration on pattern evolving for most hunter gathers, along with a restrict division of labor between sexes. These patterns of behavior may be similar to those practiced by mankind during the Paleolithic Period.

When was hunting and gathering introduced?

Lời giải

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Câu 32

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.

        Very few people in the modem world obtain their food supply by hunting and gathering in the natural environment surrounding their homes. This method of harvesting from nature s provision is the oldest subsistence strategy, and has been practiced for at least two million years. It was, indeed, the only way to obtain food until rudimentary farming and the domestication of animals were introduced about 10,000 years ago.

                   Because hunter-gathers have fared poorly in comparison with their agricultural cousins, their numbers have dwindled, and they have been forced to live in marginal environments such as deserts forests or arctic wasteland. In higher latitudes, the shorter growing season has restricted the availability of plant life. Such conditions have caused a greater independence on hunting, and along the coasts and waterways, on fishing. The abundance of vegetation in the lower latitudes of the tropics, on the other hand, has provided a greater opportunity for gathering a variety of plants. In short, the environmental differences have restricted the diet and have limited possibilities for the development of subsistence societies. Contemporary hunter-gathers may help us understand our prehistoric ancestors. We know from observation of modem hunter- gathers in both Africa and Alaska that society based on hunting and gathering must be very mobile. While the entire community camps in a central location, a smaller party harvests the food within a reasonable distance from the camp. When the food in the area is exhausted, the community moves on to exploit another site. We also notice a seasonal migration on pattern evolving for most hunter gathers, along with a restrict division of labor between sexes. These patterns of behavior may be similar to those practiced by mankind during the Paleolithic Period.

What conditions exist in the lower latitude?

Lời giải

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Câu 33

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.

        Very few people in the modem world obtain their food supply by hunting and gathering in the natural environment surrounding their homes. This method of harvesting from nature s provision is the oldest subsistence strategy, and has been practiced for at least two million years. It was, indeed, the only way to obtain food until rudimentary farming and the domestication of animals were introduced about 10,000 years ago.

                   Because hunter-gathers have fared poorly in comparison with their agricultural cousins, their numbers have dwindled, and they have been forced to live in marginal environments such as deserts forests or arctic wasteland. In higher latitudes, the shorter growing season has restricted the availability of plant life. Such conditions have caused a greater independence on hunting, and along the coasts and waterways, on fishing. The abundance of vegetation in the lower latitudes of the tropics, on the other hand, has provided a greater opportunity for gathering a variety of plants. In short, the environmental differences have restricted the diet and have limited possibilities for the development of subsistence societies. Contemporary hunter-gathers may help us understand our prehistoric ancestors. We know from observation of modem hunter- gathers in both Africa and Alaska that society based on hunting and gathering must be very mobile. While the entire community camps in a central location, a smaller party harvests the food within a reasonable distance from the camp. When the food in the area is exhausted, the community moves on to exploit another site. We also notice a seasonal migration on pattern evolving for most hunter gathers, along with a restrict division of labor between sexes. These patterns of behavior may be similar to those practiced by mankind during the Paleolithic Period.

How cun we know more about the hunter- gathers of prehistoric time?

Lời giải

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Câu 34

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.

        Very few people in the modem world obtain their food supply by hunting and gathering in the natural environment surrounding their homes. This method of harvesting from nature s provision is the oldest subsistence strategy, and has been practiced for at least two million years. It was, indeed, the only way to obtain food until rudimentary farming and the domestication of animals were introduced about 10,000 years ago.

                   Because hunter-gathers have fared poorly in comparison with their agricultural cousins, their numbers have dwindled, and they have been forced to live in marginal environments such as deserts forests or arctic wasteland. In higher latitudes, the shorter growing season has restricted the availability of plant life. Such conditions have caused a greater independence on hunting, and along the coasts and waterways, on fishing. The abundance of vegetation in the lower latitudes of the tropics, on the other hand, has provided a greater opportunity for gathering a variety of plants. In short, the environmental differences have restricted the diet and have limited possibilities for the development of subsistence societies. Contemporary hunter-gathers may help us understand our prehistoric ancestors. We know from observation of modem hunter- gathers in both Africa and Alaska that society based on hunting and gathering must be very mobile. While the entire community camps in a central location, a smaller party harvests the food within a reasonable distance from the camp. When the food in the area is exhausted, the community moves on to exploit another site. We also notice a seasonal migration on pattern evolving for most hunter gathers, along with a restrict division of labor between sexes. These patterns of behavior may be similar to those practiced by mankind during the Paleolithic Period.

Which of the following is not true according the passage?

Lời giải

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Câu 35

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.

        It may seem as if the art of music by its nature would not lend itself to the exploration and expression of reality characteristic of Romanticism, but that is not so. True, music does not tell stories or paint pictures, but it stirs feelings and evokes moods, through both of which various kinds of reality can be suggested or expressed. It was in the rationalist 18"1 century that musicians rather mechanically attempted to reproduce stories and subjects in sound. These literal renderings naturally tailed, and the Romanticists profited from the error. Their discovery of new realms of experience proved communicable in the first place because they were in touch with the spirit of renovation, particularly through poetry. What Goethe meant to Beethoven and Berlioz and what Gennan folk tales and contemporary lyricists meant to Weber, Schumann, and Schubert are familiar to all who are acquainted with the music of these men.

        There is, of course, no way to demonstrate that Beethoven’s Egrnont music or, indeed, its overture alone corresponds to Goethe’s drama and thereby enlarges the hearer’s consciousness of it; but it cannot be an accident or an aberration that the greatest composers of the period employed the resources of their art for the creation of works expressly related to such lyrical and dramatic subjects. Similarly, the love of nature stirred Beethoven, Weber, and Berlioz, and here too the correspondence is felt and persuades the fit listener that his own experience is being expanded. The words of-the creators themselves record this new comprehensiveness. Beethoven referred to his activity of mingled contemplation and composition as dichten, making a poem; and Berlioz tells in his Memoires of the impetus given to his genius by the music of Beethoven and Weber, by the poetry of Goethe and Shakespeare, and not least by the spectacle of nature. Nor did the public that ultimately understood their works gainsay their claims.

                   It must be added that the Romantic musicians including Chopin, Mendelssohn, Glinka, and Liszt-had at their disposal greatly improved instruments. The beginning of the 19th century produced the modem piano, of greater range and dynamics than theretfore, and made all wind instruments more exact and powerful by the use of keys and valves. The modem full orchestra was the result. Berlioz, whose classic treatise on instrumentation and orchestration helped to give it definitive form, was also the first to exploit its resources to the full, in the Symphonic fantastique of 1830. This work, besides its technical significance just mentioned, can also be regarded as uniting the characteristics of Romanticism in music, it is both lyrical and dramatic, and, although it makes use of a “story,” that use is not to describe the scenes but to connect them; its slow movement is a “nature poem” in the Beethovenian manner; the second, fourth, and fifth movements include “realistic” detail of the most vivid kind; and the opening one is an introspective reverie.

Music can suggest or express various kinds of reality by _________.

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Câu 36

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.

        It may seem as if the art of music by its nature would not lend itself to the exploration and expression of reality characteristic of Romanticism, but that is not so. True, music does not tell stories or paint pictures, but it stirs feelings and evokes moods, through both of which various kinds of reality can be suggested or expressed. It was in the rationalist 18"1 century that musicians rather mechanically attempted to reproduce stories and subjects in sound. These literal renderings naturally tailed, and the Romanticists profited from the error. Their discovery of new realms of experience proved communicable in the first place because they were in touch with the spirit of renovation, particularly through poetry. What Goethe meant to Beethoven and Berlioz and what Gennan folk tales and contemporary lyricists meant to Weber, Schumann, and Schubert are familiar to all who are acquainted with the music of these men.

        There is, of course, no way to demonstrate that Beethoven’s Egrnont music or, indeed, its overture alone corresponds to Goethe’s drama and thereby enlarges the hearer’s consciousness of it; but it cannot be an accident or an aberration that the greatest composers of the period employed the resources of their art for the creation of works expressly related to such lyrical and dramatic subjects. Similarly, the love of nature stirred Beethoven, Weber, and Berlioz, and here too the correspondence is felt and persuades the fit listener that his own experience is being expanded. The words of-the creators themselves record this new comprehensiveness. Beethoven referred to his activity of mingled contemplation and composition as dichten, making a poem; and Berlioz tells in his Memoires of the impetus given to his genius by the music of Beethoven and Weber, by the poetry of Goethe and Shakespeare, and not least by the spectacle of nature. Nor did the public that ultimately understood their works gainsay their claims.

                   It must be added that the Romantic musicians including Chopin, Mendelssohn, Glinka, and Liszt-had at their disposal greatly improved instruments. The beginning of the 19th century produced the modem piano, of greater range and dynamics than theretfore, and made all wind instruments more exact and powerful by the use of keys and valves. The modem full orchestra was the result. Berlioz, whose classic treatise on instrumentation and orchestration helped to give it definitive form, was also the first to exploit its resources to the full, in the Symphonic fantastique of 1830. This work, besides its technical significance just mentioned, can also be regarded as uniting the characteristics of Romanticism in music, it is both lyrical and dramatic, and, although it makes use of a “story,” that use is not to describe the scenes but to connect them; its slow movement is a “nature poem” in the Beethovenian manner; the second, fourth, and fifth movements include “realistic” detail of the most vivid kind; and the opening one is an introspective reverie.

The word “error” in paragraph 1 refers to _________.

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Câu 37

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.

        It may seem as if the art of music by its nature would not lend itself to the exploration and expression of reality characteristic of Romanticism, but that is not so. True, music does not tell stories or paint pictures, but it stirs feelings and evokes moods, through both of which various kinds of reality can be suggested or expressed. It was in the rationalist 18"1 century that musicians rather mechanically attempted to reproduce stories and subjects in sound. These literal renderings naturally tailed, and the Romanticists profited from the error. Their discovery of new realms of experience proved communicable in the first place because they were in touch with the spirit of renovation, particularly through poetry. What Goethe meant to Beethoven and Berlioz and what Gennan folk tales and contemporary lyricists meant to Weber, Schumann, and Schubert are familiar to all who are acquainted with the music of these men.

        There is, of course, no way to demonstrate that Beethoven’s Egrnont music or, indeed, its overture alone corresponds to Goethe’s drama and thereby enlarges the hearer’s consciousness of it; but it cannot be an accident or an aberration that the greatest composers of the period employed the resources of their art for the creation of works expressly related to such lyrical and dramatic subjects. Similarly, the love of nature stirred Beethoven, Weber, and Berlioz, and here too the correspondence is felt and persuades the fit listener that his own experience is being expanded. The words of-the creators themselves record this new comprehensiveness. Beethoven referred to his activity of mingled contemplation and composition as dichten, making a poem; and Berlioz tells in his Memoires of the impetus given to his genius by the music of Beethoven and Weber, by the poetry of Goethe and Shakespeare, and not least by the spectacle of nature. Nor did the public that ultimately understood their works gainsay their claims.

                   It must be added that the Romantic musicians including Chopin, Mendelssohn, Glinka, and Liszt-had at their disposal greatly improved instruments. The beginning of the 19th century produced the modem piano, of greater range and dynamics than theretfore, and made all wind instruments more exact and powerful by the use of keys and valves. The modem full orchestra was the result. Berlioz, whose classic treatise on instrumentation and orchestration helped to give it definitive form, was also the first to exploit its resources to the full, in the Symphonic fantastique of 1830. This work, besides its technical significance just mentioned, can also be regarded as uniting the characteristics of Romanticism in music, it is both lyrical and dramatic, and, although it makes use of a “story,” that use is not to describe the scenes but to connect them; its slow movement is a “nature poem” in the Beethovenian manner; the second, fourth, and fifth movements include “realistic” detail of the most vivid kind; and the opening one is an introspective reverie.

It is stated in the passage that the Romanticists were influenced by _________.

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Câu 38

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.

        It may seem as if the art of music by its nature would not lend itself to the exploration and expression of reality characteristic of Romanticism, but that is not so. True, music does not tell stories or paint pictures, but it stirs feelings and evokes moods, through both of which various kinds of reality can be suggested or expressed. It was in the rationalist 18"1 century that musicians rather mechanically attempted to reproduce stories and subjects in sound. These literal renderings naturally tailed, and the Romanticists profited from the error. Their discovery of new realms of experience proved communicable in the first place because they were in touch with the spirit of renovation, particularly through poetry. What Goethe meant to Beethoven and Berlioz and what Gennan folk tales and contemporary lyricists meant to Weber, Schumann, and Schubert are familiar to all who are acquainted with the music of these men.

        There is, of course, no way to demonstrate that Beethoven’s Egrnont music or, indeed, its overture alone corresponds to Goethe’s drama and thereby enlarges the hearer’s consciousness of it; but it cannot be an accident or an aberration that the greatest composers of the period employed the resources of their art for the creation of works expressly related to such lyrical and dramatic subjects. Similarly, the love of nature stirred Beethoven, Weber, and Berlioz, and here too the correspondence is felt and persuades the fit listener that his own experience is being expanded. The words of-the creators themselves record this new comprehensiveness. Beethoven referred to his activity of mingled contemplation and composition as dichten, making a poem; and Berlioz tells in his Memoires of the impetus given to his genius by the music of Beethoven and Weber, by the poetry of Goethe and Shakespeare, and not least by the spectacle of nature. Nor did the public that ultimately understood their works gainsay their claims.

                   It must be added that the Romantic musicians including Chopin, Mendelssohn, Glinka, and Liszt-had at their disposal greatly improved instruments. The beginning of the 19th century produced the modem piano, of greater range and dynamics than theretfore, and made all wind instruments more exact and powerful by the use of keys and valves. The modem full orchestra was the result. Berlioz, whose classic treatise on instrumentation and orchestration helped to give it definitive form, was also the first to exploit its resources to the full, in the Symphonic fantastique of 1830. This work, besides its technical significance just mentioned, can also be regarded as uniting the characteristics of Romanticism in music, it is both lyrical and dramatic, and, although it makes use of a “story,” that use is not to describe the scenes but to connect them; its slow movement is a “nature poem” in the Beethovenian manner; the second, fourth, and fifth movements include “realistic” detail of the most vivid kind; and the opening one is an introspective reverie.

The passage indicates that the Romanticist composers were inspired not only by lyrical and dramatic subjects but also by _________.

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Câu 39

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.

        It may seem as if the art of music by its nature would not lend itself to the exploration and expression of reality characteristic of Romanticism, but that is not so. True, music does not tell stories or paint pictures, but it stirs feelings and evokes moods, through both of which various kinds of reality can be suggested or expressed. It was in the rationalist 18"1 century that musicians rather mechanically attempted to reproduce stories and subjects in sound. These literal renderings naturally tailed, and the Romanticists profited from the error. Their discovery of new realms of experience proved communicable in the first place because they were in touch with the spirit of renovation, particularly through poetry. What Goethe meant to Beethoven and Berlioz and what Gennan folk tales and contemporary lyricists meant to Weber, Schumann, and Schubert are familiar to all who are acquainted with the music of these men.

        There is, of course, no way to demonstrate that Beethoven’s Egrnont music or, indeed, its overture alone corresponds to Goethe’s drama and thereby enlarges the hearer’s consciousness of it; but it cannot be an accident or an aberration that the greatest composers of the period employed the resources of their art for the creation of works expressly related to such lyrical and dramatic subjects. Similarly, the love of nature stirred Beethoven, Weber, and Berlioz, and here too the correspondence is felt and persuades the fit listener that his own experience is being expanded. The words of-the creators themselves record this new comprehensiveness. Beethoven referred to his activity of mingled contemplation and composition as dichten, making a poem; and Berlioz tells in his Memoires of the impetus given to his genius by the music of Beethoven and Weber, by the poetry of Goethe and Shakespeare, and not least by the spectacle of nature. Nor did the public that ultimately understood their works gainsay their claims.

                   It must be added that the Romantic musicians including Chopin, Mendelssohn, Glinka, and Liszt-had at their disposal greatly improved instruments. The beginning of the 19th century produced the modem piano, of greater range and dynamics than theretfore, and made all wind instruments more exact and powerful by the use of keys and valves. The modem full orchestra was the result. Berlioz, whose classic treatise on instrumentation and orchestration helped to give it definitive form, was also the first to exploit its resources to the full, in the Symphonic fantastique of 1830. This work, besides its technical significance just mentioned, can also be regarded as uniting the characteristics of Romanticism in music, it is both lyrical and dramatic, and, although it makes use of a “story,” that use is not to describe the scenes but to connect them; its slow movement is a “nature poem” in the Beethovenian manner; the second, fourth, and fifth movements include “realistic” detail of the most vivid kind; and the opening one is an introspective reverie.

The Romantic musicians also made use of modem technologies such as _________.

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Câu 40

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.

        It may seem as if the art of music by its nature would not lend itself to the exploration and expression of reality characteristic of Romanticism, but that is not so. True, music does not tell stories or paint pictures, but it stirs feelings and evokes moods, through both of which various kinds of reality can be suggested or expressed. It was in the rationalist 18"1 century that musicians rather mechanically attempted to reproduce stories and subjects in sound. These literal renderings naturally tailed, and the Romanticists profited from the error. Their discovery of new realms of experience proved communicable in the first place because they were in touch with the spirit of renovation, particularly through poetry. What Goethe meant to Beethoven and Berlioz and what Gennan folk tales and contemporary lyricists meant to Weber, Schumann, and Schubert are familiar to all who are acquainted with the music of these men.

        There is, of course, no way to demonstrate that Beethoven’s Egrnont music or, indeed, its overture alone corresponds to Goethe’s drama and thereby enlarges the hearer’s consciousness of it; but it cannot be an accident or an aberration that the greatest composers of the period employed the resources of their art for the creation of works expressly related to such lyrical and dramatic subjects. Similarly, the love of nature stirred Beethoven, Weber, and Berlioz, and here too the correspondence is felt and persuades the fit listener that his own experience is being expanded. The words of-the creators themselves record this new comprehensiveness. Beethoven referred to his activity of mingled contemplation and composition as dichten, making a poem; and Berlioz tells in his Memoires of the impetus given to his genius by the music of Beethoven and Weber, by the poetry of Goethe and Shakespeare, and not least by the spectacle of nature. Nor did the public that ultimately understood their works gainsay their claims.

                   It must be added that the Romantic musicians including Chopin, Mendelssohn, Glinka, and Liszt-had at their disposal greatly improved instruments. The beginning of the 19th century produced the modem piano, of greater range and dynamics than theretfore, and made all wind instruments more exact and powerful by the use of keys and valves. The modem full orchestra was the result. Berlioz, whose classic treatise on instrumentation and orchestration helped to give it definitive form, was also the first to exploit its resources to the full, in the Symphonic fantastique of 1830. This work, besides its technical significance just mentioned, can also be regarded as uniting the characteristics of Romanticism in music, it is both lyrical and dramatic, and, although it makes use of a “story,” that use is not to describe the scenes but to connect them; its slow movement is a “nature poem” in the Beethovenian manner; the second, fourth, and fifth movements include “realistic” detail of the most vivid kind; and the opening one is an introspective reverie.

Romanticism in music is characterized as being _________.

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Câu 41

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.

        It may seem as if the art of music by its nature would not lend itself to the exploration and expression of reality characteristic of Romanticism, but that is not so. True, music does not tell stories or paint pictures, but it stirs feelings and evokes moods, through both of which various kinds of reality can be suggested or expressed. It was in the rationalist 18"1 century that musicians rather mechanically attempted to reproduce stories and subjects in sound. These literal renderings naturally tailed, and the Romanticists profited from the error. Their discovery of new realms of experience proved communicable in the first place because they were in touch with the spirit of renovation, particularly through poetry. What Goethe meant to Beethoven and Berlioz and what Gennan folk tales and contemporary lyricists meant to Weber, Schumann, and Schubert are familiar to all who are acquainted with the music of these men.

        There is, of course, no way to demonstrate that Beethoven’s Egrnont music or, indeed, its overture alone corresponds to Goethe’s drama and thereby enlarges the hearer’s consciousness of it; but it cannot be an accident or an aberration that the greatest composers of the period employed the resources of their art for the creation of works expressly related to such lyrical and dramatic subjects. Similarly, the love of nature stirred Beethoven, Weber, and Berlioz, and here too the correspondence is felt and persuades the fit listener that his own experience is being expanded. The words of-the creators themselves record this new comprehensiveness. Beethoven referred to his activity of mingled contemplation and composition as dichten, making a poem; and Berlioz tells in his Memoires of the impetus given to his genius by the music of Beethoven and Weber, by the poetry of Goethe and Shakespeare, and not least by the spectacle of nature. Nor did the public that ultimately understood their works gainsay their claims.

                   It must be added that the Romantic musicians including Chopin, Mendelssohn, Glinka, and Liszt-had at their disposal greatly improved instruments. The beginning of the 19th century produced the modem piano, of greater range and dynamics than theretfore, and made all wind instruments more exact and powerful by the use of keys and valves. The modem full orchestra was the result. Berlioz, whose classic treatise on instrumentation and orchestration helped to give it definitive form, was also the first to exploit its resources to the full, in the Symphonic fantastique of 1830. This work, besides its technical significance just mentioned, can also be regarded as uniting the characteristics of Romanticism in music, it is both lyrical and dramatic, and, although it makes use of a “story,” that use is not to describe the scenes but to connect them; its slow movement is a “nature poem” in the Beethovenian manner; the second, fourth, and fifth movements include “realistic” detail of the most vivid kind; and the opening one is an introspective reverie.

All of the following are true about the Symphonic fantastique EXCEPT _________.

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Câu 42

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.

        It may seem as if the art of music by its nature would not lend itself to the exploration and expression of reality characteristic of Romanticism, but that is not so. True, music does not tell stories or paint pictures, but it stirs feelings and evokes moods, through both of which various kinds of reality can be suggested or expressed. It was in the rationalist 18"1 century that musicians rather mechanically attempted to reproduce stories and subjects in sound. These literal renderings naturally tailed, and the Romanticists profited from the error. Their discovery of new realms of experience proved communicable in the first place because they were in touch with the spirit of renovation, particularly through poetry. What Goethe meant to Beethoven and Berlioz and what Gennan folk tales and contemporary lyricists meant to Weber, Schumann, and Schubert are familiar to all who are acquainted with the music of these men.

        There is, of course, no way to demonstrate that Beethoven’s Egrnont music or, indeed, its overture alone corresponds to Goethe’s drama and thereby enlarges the hearer’s consciousness of it; but it cannot be an accident or an aberration that the greatest composers of the period employed the resources of their art for the creation of works expressly related to such lyrical and dramatic subjects. Similarly, the love of nature stirred Beethoven, Weber, and Berlioz, and here too the correspondence is felt and persuades the fit listener that his own experience is being expanded. The words of-the creators themselves record this new comprehensiveness. Beethoven referred to his activity of mingled contemplation and composition as dichten, making a poem; and Berlioz tells in his Memoires of the impetus given to his genius by the music of Beethoven and Weber, by the poetry of Goethe and Shakespeare, and not least by the spectacle of nature. Nor did the public that ultimately understood their works gainsay their claims.

                   It must be added that the Romantic musicians including Chopin, Mendelssohn, Glinka, and Liszt-had at their disposal greatly improved instruments. The beginning of the 19th century produced the modem piano, of greater range and dynamics than theretfore, and made all wind instruments more exact and powerful by the use of keys and valves. The modem full orchestra was the result. Berlioz, whose classic treatise on instrumentation and orchestration helped to give it definitive form, was also the first to exploit its resources to the full, in the Symphonic fantastique of 1830. This work, besides its technical significance just mentioned, can also be regarded as uniting the characteristics of Romanticism in music, it is both lyrical and dramatic, and, although it makes use of a “story,” that use is not to describe the scenes but to connect them; its slow movement is a “nature poem” in the Beethovenian manner; the second, fourth, and fifth movements include “realistic” detail of the most vivid kind; and the opening one is an introspective reverie.

According to the passage, Romanticism in music extended over _________.

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Câu 43

Mark the tetter 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’m sorry for being late again.” said Mai.

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Câu 44

Mark the tetter A, B, C, or D on your answer sheet to indicate the sentence that is closest in meaning to each of the following questions.

She must have had a blackout after the accident.

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Câu 45

Mark the tetter A, B, C, or D on your answer sheet to indicate the sentence that is closest in meaning to each of the following questions.

Tom no longer smokes a lot.

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Câu 46

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

The (A) science and technology industries (B) have grown up (C) steadily over the (D) last decade.

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Câu 47

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

(A) Read the letter (B) from my father, I (C) feel very (D) happy.

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Câu 48

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

They thought that children (A) will learn (B) better through participating (C) in activities rather than through (D) listening to lectures.

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Câu 49

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.

The company director decided to raise the workers’ wages. He did not want them to leave.

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Câu 50

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 father does a lot of exercise. He’s still very fat.

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