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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. 30 đề thi thử đề thi thử THPTQG môn Tiếng Anh có lời giải chi tiết

30 đề thi thử đề thi thử THPTQG môn Tiếng Anh có lời giải chi tiết (Đề số 22)

28 người thi tuần này 4.6 330.8 K lượt thi 80 câu hỏi 60 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 số 21
  • Đề số 22
  • Đề số 23
  • Đề số 24
  • Đề số 25
  • Đề số 26
  • Đề số 27
  • Đề số 28

🔥 Đề thi HOT:

751 người thi tuần này

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Danh sách câu hỏi:

Câu 1

I/ Mark the letter A, B, C or D on your answer sheet to indicate the word that differs from pronunciation in each of the following questions from 1 to 2.

Lời giải

    Đáp án là A. Từ question có phần gạch chân được phát âm là /t∫ən /, các từ còn lại có phần gạch chân được phát âm là /∫ən/

Câu 2

I/ Mark the letter A, B, C or D on your answer sheet to indicate the word that differs from pronunciation in each of the following questions from 1 to 2.

Lời giải

Đáp án là B. Theo quy tắc đọc đuôi -ed, từ influenced có phần gạch chân được phát âm là /t/, các từ còn lại có phần gạch chân được phát âm là /id/

II/

Câu 3

II/ Mark the letter A, B, C, or D to indicate the word that differs from the rest in the position of the main stress in each of the following questions from 3 to 5.

Lời giải

 Đáp án là D. Từ canteen nhấn trọng âm vào âm tiết thứ hai, các từ còn lại nhấn âm thứ nhất.

Câu 4

II/ Mark the letter A, B, C, or D to indicate the word that differs from the rest in the position of the main stress in each of the following questions from 3 to 5.

Lời giải

Đáp án là C. Từ customary nhấn trọng âm vào âm tiết thứ nhất, các từ còn lại nhấn âm thứ hai.

Câu 5

II/ Mark the letter A, B, C, or D to indicate the word that differs from the rest in the position of the main stress in each of the following questions from 3 to 5.

Lời giải

   Đáp án là B. Từ agriculture nhấn trọng âm vào âm tiết thứ nhất, các từ còn lại nhấn âm thứ ba.

Câu 6

Her parents were very x because she was out so late that night.

Lời giải

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Câu 7

He lost the race because he x petrol on the last lap.

Lời giải

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Câu 8

“Let’s go to Riverton this weekend.” - “Sounds like fun. x from here?”

Lời giải

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Câu 9

What a busy day it's been, x ?

Lời giải

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Câu 10

Apart from its convenience, one of the biggest x of public transport is its

unreliability.

Lời giải

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Câu 11

-“Don’t fail to send your parents my regards.” -“ x

Lời giải

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Câu 12

I am considering x my job. Can you recommend a good company?

Lời giải

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Câu 13

That pipe x for ages. We must get it mended.

Lời giải

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Câu 14

He never lets anything come x him and his weekend fishing trip.

Lời giải

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Câu 15

We need to think of x our products to meet the need of potential customers.

Lời giải

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Câu 16

If Thang hadn’t quarreled with the bad boys at school, he x a black eye.

Lời giải

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Câu 17

The price of fruit has increased recently,         the price of vegetables has gone down.

Lời giải

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Câu 18

I really must go and lie down for a while; I’ve got a x headache.

Lời giải

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Câu 19

x students in our class is 45.

Lời giải

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Câu 20

The doctor gave the patient x examination to discover the cause of his collapse.

Lời giải

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Câu 21

x of the students in my class could solve the problem yesterday.

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Câu 22

There used to be many centenarians on this island, x attracted twenty scientists going there last year.

Lời giải

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Câu 23

He managed to keep his job x the manager had threatened to sack him.

Lời giải

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Câu 24

I'll go shopping with you x I can get back in time for the lecture at 2 p.m.

Lời giải

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Câu 25

The accident was caused by a taxi driver x the traffic light.

Lời giải

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Câu 26

The building work must be finished by the end of the month x of cost.

Lời giải

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Câu 27

x did I realise that the burglar was still in the house.

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Câu 28

“Can you lend me your fountain-pen?” “ x .”

Lời giải

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Câu 29

The roadworks made x to the hotel from the main road difficult.

Lời giải

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Câu 30

On Tet occasion this year, we had a meeting and decided to x to hold a party and invited all the teachers who had taught us at high school.

Lời giải

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Câu 31

He drives me to the edge because he never stops talking.

Lời giải

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Câu 32

I had a row with my boss and had to quit the job.

Lời giải

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Câu 33

The teacher gave some suggestions on what could come out for the examination.

Lời giải

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Câu 34

The shop assistant have to break off the conversation to serve a customer.

Lời giải

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Câu 35

I can’t stand people who treat animals cruelly.

Lời giải

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Câu 36

VI/ 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 following questions from 36 to 45 .

Stress is our body’s reaction to events or conditions that we cannot easily manage or control. When we are troubled by something, we usually experience some types of (36) x . There are thousand conditions that (37) x us to become tense. These may be major and horrible fighting for our lives in a war, being imprisoned or facing death. On the other hand, minor (38) x in our daily lives cause stress as well: waiting in lines, taking a quiz, or asking for or accepting a date. Although we usually think of stress as something caused by (39) x events, pleasant happenings also bring stress.

As a new (40) x is done on the effects of stress, new techniques are developed to help (41) x with anxiety. One aid is to plan for situations that we know will be stressful. Some imagine the event before it happens, thus preparing their minds and bodies (42) x the tension. Others pretend they are on a pleasant beach (43) x in the sunshine; soon their bodies relax and tension melts away.

Other people believe strenuous exercise helps the body handle the problems of daily life. It (44) x  very little which method we use to relax; what does matter is finding the time to temporarily reduce the (45) x of modern life on our brain and body.

Điền vào số 36

Lời giải

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Câu 37

VI/ 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 following questions from 36 to 45 .

Stress is our body’s reaction to events or conditions that we cannot easily manage or control. When we are troubled by something, we usually experience some types of (36) x . There are thousand conditions that (37) x us to become tense. These may be major and horrible fighting for our lives in a war, being imprisoned or facing death. On the other hand, minor (38) x in our daily lives cause stress as well: waiting in lines, taking a quiz, or asking for or accepting a date. Although we usually think of stress as something caused by (39) x events, pleasant happenings also bring stress.

As a new (40) x is done on the effects of stress, new techniques are developed to help (41) x with anxiety. One aid is to plan for situations that we know will be stressful. Some imagine the event before it happens, thus preparing their minds and bodies (42) x the tension. Others pretend they are on a pleasant beach (43) x in the sunshine; soon their bodies relax and tension melts away.

Other people believe strenuous exercise helps the body handle the problems of daily life. It (44) x  very little which method we use to relax; what does matter is finding the time to temporarily reduce the (45) x of modern life on our brain and body.

Điền vào số 37

Lời giải

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Câu 38

VI/ 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 following questions from 36 to 45 .

Stress is our body’s reaction to events or conditions that we cannot easily manage or control. When we are troubled by something, we usually experience some types of (36) x . There are thousand conditions that (37) x us to become tense. These may be major and horrible fighting for our lives in a war, being imprisoned or facing death. On the other hand, minor (38) x in our daily lives cause stress as well: waiting in lines, taking a quiz, or asking for or accepting a date. Although we usually think of stress as something caused by (39) x events, pleasant happenings also bring stress.

As a new (40) x is done on the effects of stress, new techniques are developed to help (41) x with anxiety. One aid is to plan for situations that we know will be stressful. Some imagine the event before it happens, thus preparing their minds and bodies (42) x the tension. Others pretend they are on a pleasant beach (43) x in the sunshine; soon their bodies relax and tension melts away.

Other people believe strenuous exercise helps the body handle the problems of daily life. It (44) x  very little which method we use to relax; what does matter is finding the time to temporarily reduce the (45) x of modern life on our brain and body.

Điền vào số 38

Lời giải

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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 following questions from 36 to 45 .

Stress is our body’s reaction to events or conditions that we cannot easily manage or control. When we are troubled by something, we usually experience some types of (36) x . There are thousand conditions that (37) x us to become tense. These may be major and horrible fighting for our lives in a war, being imprisoned or facing death. On the other hand, minor (38) x in our daily lives cause stress as well: waiting in lines, taking a quiz, or asking for or accepting a date. Although we usually think of stress as something caused by (39) x events, pleasant happenings also bring stress.

As a new (40) x is done on the effects of stress, new techniques are developed to help (41) x with anxiety. One aid is to plan for situations that we know will be stressful. Some imagine the event before it happens, thus preparing their minds and bodies (42) x the tension. Others pretend they are on a pleasant beach (43) x in the sunshine; soon their bodies relax and tension melts away.

Other people believe strenuous exercise helps the body handle the problems of daily life. It (44) x  very little which method we use to relax; what does matter is finding the time to temporarily reduce the (45) x of modern life on our brain and body.

Điền vào số 39

Lời giải

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Câu 40

VI/ 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 following questions from 36 to 45 .

Stress is our body’s reaction to events or conditions that we cannot easily manage or control. When we are troubled by something, we usually experience some types of (36) x . There are thousand conditions that (37) x us to become tense. These may be major and horrible fighting for our lives in a war, being imprisoned or facing death. On the other hand, minor (38) x in our daily lives cause stress as well: waiting in lines, taking a quiz, or asking for or accepting a date. Although we usually think of stress as something caused by (39) x events, pleasant happenings also bring stress.

As a new (40) x is done on the effects of stress, new techniques are developed to help (41) x with anxiety. One aid is to plan for situations that we know will be stressful. Some imagine the event before it happens, thus preparing their minds and bodies (42) x the tension. Others pretend they are on a pleasant beach (43) x in the sunshine; soon their bodies relax and tension melts away.

Other people believe strenuous exercise helps the body handle the problems of daily life. It (44) x  very little which method we use to relax; what does matter is finding the time to temporarily reduce the (45) x of modern life on our brain and body.

Điền vào số 40

Lời giải

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Câu 41

VI/ 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 following questions from 36 to 45 .

Stress is our body’s reaction to events or conditions that we cannot easily manage or control. When we are troubled by something, we usually experience some types of (36) x . There are thousand conditions that (37) x us to become tense. These may be major and horrible fighting for our lives in a war, being imprisoned or facing death. On the other hand, minor (38) x in our daily lives cause stress as well: waiting in lines, taking a quiz, or asking for or accepting a date. Although we usually think of stress as something caused by (39) x events, pleasant happenings also bring stress.

As a new (40) x is done on the effects of stress, new techniques are developed to help (41) x with anxiety. One aid is to plan for situations that we know will be stressful. Some imagine the event before it happens, thus preparing their minds and bodies (42) x the tension. Others pretend they are on a pleasant beach (43) x in the sunshine; soon their bodies relax and tension melts away.

Other people believe strenuous exercise helps the body handle the problems of daily life. It (44) x  very little which method we use to relax; what does matter is finding the time to temporarily reduce the (45) x of modern life on our brain and body.

Điền vào số 41

Lời giải

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Câu 42

VI/ 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 following questions from 36 to 45 .

Stress is our body’s reaction to events or conditions that we cannot easily manage or control. When we are troubled by something, we usually experience some types of (36) x . There are thousand conditions that (37) x us to become tense. These may be major and horrible fighting for our lives in a war, being imprisoned or facing death. On the other hand, minor (38) x in our daily lives cause stress as well: waiting in lines, taking a quiz, or asking for or accepting a date. Although we usually think of stress as something caused by (39) x events, pleasant happenings also bring stress.

As a new (40) x is done on the effects of stress, new techniques are developed to help (41) x with anxiety. One aid is to plan for situations that we know will be stressful. Some imagine the event before it happens, thus preparing their minds and bodies (42) x the tension. Others pretend they are on a pleasant beach (43) x in the sunshine; soon their bodies relax and tension melts away.

Other people believe strenuous exercise helps the body handle the problems of daily life. It (44) x  very little which method we use to relax; what does matter is finding the time to temporarily reduce the (45) x of modern life on our brain and body.

Điền vào số 43

Lời giải

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Câu 43

VI/ 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 following questions from 36 to 45 .

Stress is our body’s reaction to events or conditions that we cannot easily manage or control. When we are troubled by something, we usually experience some types of (36) x . There are thousand conditions that (37) x us to become tense. These may be major and horrible fighting for our lives in a war, being imprisoned or facing death. On the other hand, minor (38) x in our daily lives cause stress as well: waiting in lines, taking a quiz, or asking for or accepting a date. Although we usually think of stress as something caused by (39) x events, pleasant happenings also bring stress.

As a new (40) x is done on the effects of stress, new techniques are developed to help (41) x with anxiety. One aid is to plan for situations that we know will be stressful. Some imagine the event before it happens, thus preparing their minds and bodies (42) x the tension. Others pretend they are on a pleasant beach (43) x in the sunshine; soon their bodies relax and tension melts away.

Other people believe strenuous exercise helps the body handle the problems of daily life. It (44) x  very little which method we use to relax; what does matter is finding the time to temporarily reduce the (45) x of modern life on our brain and body.

Điền vào số 43

Lời giải

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Câu 44

VI/ 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 following questions from 36 to 45 .

Stress is our body’s reaction to events or conditions that we cannot easily manage or control. When we are troubled by something, we usually experience some types of (36) x . There are thousand conditions that (37) x us to become tense. These may be major and horrible fighting for our lives in a war, being imprisoned or facing death. On the other hand, minor (38) x in our daily lives cause stress as well: waiting in lines, taking a quiz, or asking for or accepting a date. Although we usually think of stress as something caused by (39) x events, pleasant happenings also bring stress.

As a new (40) x is done on the effects of stress, new techniques are developed to help (41) x with anxiety. One aid is to plan for situations that we know will be stressful. Some imagine the event before it happens, thus preparing their minds and bodies (42) x the tension. Others pretend they are on a pleasant beach (43) x in the sunshine; soon their bodies relax and tension melts away.

Other people believe strenuous exercise helps the body handle the problems of daily life. It (44) x  very little which method we use to relax; what does matter is finding the time to temporarily reduce the (45) x of modern life on our brain and body.

Điền vào số 44

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Câu 45

VI/ 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 following questions from 36 to 45 .

Stress is our body’s reaction to events or conditions that we cannot easily manage or control. When we are troubled by something, we usually experience some types of (36) x . There are thousand conditions that (37) x us to become tense. These may be major and horrible fighting for our lives in a war, being imprisoned or facing death. On the other hand, minor (38) x in our daily lives cause stress as well: waiting in lines, taking a quiz, or asking for or accepting a date. Although we usually think of stress as something caused by (39) x events, pleasant happenings also bring stress.

As a new (40) x is done on the effects of stress, new techniques are developed to help (41) x with anxiety. One aid is to plan for situations that we know will be stressful. Some imagine the event before it happens, thus preparing their minds and bodies (42) x the tension. Others pretend they are on a pleasant beach (43) x in the sunshine; soon their bodies relax and tension melts away.

Other people believe strenuous exercise helps the body handle the problems of daily life. It (44) x  very little which method we use to relax; what does matter is finding the time to temporarily reduce the (45) x of modern life on our brain and body.

Điền vào số 45

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Câu 46

VII/ 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 following questions from 46 to 55.

The White House, the official home of the United States president, was not built in time for George Washington to live in it. It was begun in 1792 and was ready for its first inhabitants. President and Mrs. John Adams, who moved in on November 1, 1800. When the Adams moved in, the White House was not yet complete, and the Adams suffered many inconveniences; for example, the main staircase was incomplete, which hindered movement from floor to floor, and the future laundry yard was merely a pool of mud, so wet laundry was hung in the unfinished East Room to dry. Thomas Jefferson, the third president, improved the comfort of the White House in many respects and added new architectural features such as the terraces on the east and west ends.

When the British forces burned the White House on August 24, 1814, President Madison was forced to leave. All the remained after the fire was the exterior walls, the interior was completely destroyed. It was not until December of that the following president, James Monroe, was able to move into a rebuilt residence. Since then, the White House has continued to be modified but has been continuously occupied by each succeeding U.S president.

Which of the following would be the most appropriate title for this text?

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Câu 47

VII/ 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 following questions from 46 to 55.

The White House, the official home of the United States president, was not built in time for George Washington to live in it. It was begun in 1792 and was ready for its first inhabitants. President and Mrs. John Adams, who moved in on November 1, 1800. When the Adams moved in, the White House was not yet complete, and the Adams suffered many inconveniences; for example, the main staircase was incomplete, which hindered movement from floor to floor, and the future laundry yard was merely a pool of mud, so wet laundry was hung in the unfinished East Room to dry. Thomas Jefferson, the third president, improved the comfort of the White House in many respects and added new architectural features such as the terraces on the east and west ends.

When the British forces burned the White House on August 24, 1814, President Madison was forced to leave. All the remained after the fire was the exterior walls, the interior was completely destroyed. It was not until December of that the following president, James Monroe, was able to move into a rebuilt residence. Since then, the White House has continued to be modified but has been continuously occupied by each succeeding U.S president.

Why did George Washington not live in the White House? 

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Câu 48

VII/ 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 following questions from 46 to 55.

The White House, the official home of the United States president, was not built in time for George Washington to live in it. It was begun in 1792 and was ready for its first inhabitants. President and Mrs. John Adams, who moved in on November 1, 1800. When the Adams moved in, the White House was not yet complete, and the Adams suffered many inconveniences; for example, the main staircase was incomplete, which hindered movement from floor to floor, and the future laundry yard was merely a pool of mud, so wet laundry was hung in the unfinished East Room to dry. Thomas Jefferson, the third president, improved the comfort of the White House in many respects and added new architectural features such as the terraces on the east and west ends.

When the British forces burned the White House on August 24, 1814, President Madison was forced to leave. All the remained after the fire was the exterior walls, the interior was completely destroyed. It was not until December of that the following president, James Monroe, was able to move into a rebuilt residence. Since then, the White House has continued to be modified but has been continuously occupied by each succeeding U.S president.

 

 The word “inhabitants” in line 2 is closest meaning to x .

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Câu 49

VII/ 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 following questions from 46 to 55.

The White House, the official home of the United States president, was not built in time for George Washington to live in it. It was begun in 1792 and was ready for its first inhabitants. President and Mrs. John Adams, who moved in on November 1, 1800. When the Adams moved in, the White House was not yet complete, and the Adams suffered many inconveniences; for example, the main staircase was incomplete, which hindered movement from floor to floor, and the future laundry yard was merely a pool of mud, so wet laundry was hung in the unfinished East Room to dry. Thomas Jefferson, the third president, improved the comfort of the White House in many respects and added new architectural features such as the terraces on the east and west ends.

When the British forces burned the White House on August 24, 1814, President Madison was forced to leave. All the remained after the fire was the exterior walls, the interior was completely destroyed. It was not until December of that the following president, James Monroe, was able to move into a rebuilt residence. Since then, the White House has continued to be modified but has been continuously occupied by each succeeding U.S president.

It can be inferred from the passage that John Adams was x . 

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Câu 50

VII/ 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 following questions from 46 to 55.

The White House, the official home of the United States president, was not built in time for George Washington to live in it. It was begun in 1792 and was ready for its first inhabitants. President and Mrs. John Adams, who moved in on November 1, 1800. When the Adams moved in, the White House was not yet complete, and the Adams suffered many inconveniences; for example, the main staircase was incomplete, which hindered movement from floor to floor, and the future laundry yard was merely a pool of mud, so wet laundry was hung in the unfinished East Room to dry. Thomas Jefferson, the third president, improved the comfort of the White House in many respects and added new architectural features such as the terraces on the east and west ends.

When the British forces burned the White House on August 24, 1814, President Madison was forced to leave. All the remained after the fire was the exterior walls, the interior was completely destroyed. It was not until December of that the following president, James Monroe, was able to move into a rebuilt residence. Since then, the White House has continued to be modified but has been continuously occupied by each succeeding U.S president.

What of the White House was not yet complete when the Adamses moved in? 

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Câu 51

VII/ 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 following questions from 46 to 55.

The White House, the official home of the United States president, was not built in time for George Washington to live in it. It was begun in 1792 and was ready for its first inhabitants. President and Mrs. John Adams, who moved in on November 1, 1800. When the Adams moved in, the White House was not yet complete, and the Adams suffered many inconveniences; for example, the main staircase was incomplete, which hindered movement from floor to floor, and the future laundry yard was merely a pool of mud, so wet laundry was hung in the unfinished East Room to dry. Thomas Jefferson, the third president, improved the comfort of the White House in many respects and added new architectural features such as the terraces on the east and west ends.

When the British forces burned the White House on August 24, 1814, President Madison was forced to leave. All the remained after the fire was the exterior walls, the interior was completely destroyed. It was not until December of that the following president, James Monroe, was able to move into a rebuilt residence. Since then, the White House has continued to be modified but has been continuously occupied by each succeeding U.S president.

The author most likely discusses the “staircase” in line 5 in order to x . 

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Câu 52

VII/ 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 following questions from 46 to 55.

The White House, the official home of the United States president, was not built in time for George Washington to live in it. It was begun in 1792 and was ready for its first inhabitants. President and Mrs. John Adams, who moved in on November 1, 1800. When the Adams moved in, the White House was not yet complete, and the Adams suffered many inconveniences; for example, the main staircase was incomplete, which hindered movement from floor to floor, and the future laundry yard was merely a pool of mud, so wet laundry was hung in the unfinished East Room to dry. Thomas Jefferson, the third president, improved the comfort of the White House in many respects and added new architectural features such as the terraces on the east and west ends.

When the British forces burned the White House on August 24, 1814, President Madison was forced to leave. All the remained after the fire was the exterior walls, the interior was completely destroyed. It was not until December of that the following president, James Monroe, was able to move into a rebuilt residence. Since then, the White House has continued to be modified but has been continuously occupied by each succeeding U.S president.

The word “forces” in line 9 could best be replaced by x                

Lời giải

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Câu 53

VII/ 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 following questions from 46 to 55.

The White House, the official home of the United States president, was not built in time for George Washington to live in it. It was begun in 1792 and was ready for its first inhabitants. President and Mrs. John Adams, who moved in on November 1, 1800. When the Adams moved in, the White House was not yet complete, and the Adams suffered many inconveniences; for example, the main staircase was incomplete, which hindered movement from floor to floor, and the future laundry yard was merely a pool of mud, so wet laundry was hung in the unfinished East Room to dry. Thomas Jefferson, the third president, improved the comfort of the White House in many respects and added new architectural features such as the terraces on the east and west ends.

When the British forces burned the White House on August 24, 1814, President Madison was forced to leave. All the remained after the fire was the exterior walls, the interior was completely destroyed. It was not until December of that the following president, James Monroe, was able to move into a rebuilt residence. Since then, the White House has continued to be modified but has been continuously occupied by each succeeding U.S president.

According to the passage, which of the following best describes Thomas Jefferson’s tenure in the White House? 

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Câu 54

VII/ 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 following questions from 46 to 55.

The White House, the official home of the United States president, was not built in time for George Washington to live in it. It was begun in 1792 and was ready for its first inhabitants. President and Mrs. John Adams, who moved in on November 1, 1800. When the Adams moved in, the White House was not yet complete, and the Adams suffered many inconveniences; for example, the main staircase was incomplete, which hindered movement from floor to floor, and the future laundry yard was merely a pool of mud, so wet laundry was hung in the unfinished East Room to dry. Thomas Jefferson, the third president, improved the comfort of the White House in many respects and added new architectural features such as the terraces on the east and west ends.

When the British forces burned the White House on August 24, 1814, President Madison was forced to leave. All the remained after the fire was the exterior walls, the interior was completely destroyed. It was not until December of that the following president, James Monroe, was able to move into a rebuilt residence. Since then, the White House has continued to be modified but has been continuously occupied by each succeeding U.S president.

According to the passage, when James Monroe came to the White House, it had been x . 

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Câu 55

VII/ 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 following questions from 46 to 55.

The White House, the official home of the United States president, was not built in time for George Washington to live in it. It was begun in 1792 and was ready for its first inhabitants. President and Mrs. John Adams, who moved in on November 1, 1800. When the Adams moved in, the White House was not yet complete, and the Adams suffered many inconveniences; for example, the main staircase was incomplete, which hindered movement from floor to floor, and the future laundry yard was merely a pool of mud, so wet laundry was hung in the unfinished East Room to dry. Thomas Jefferson, the third president, improved the comfort of the White House in many respects and added new architectural features such as the terraces on the east and west ends.

When the British forces burned the White House on August 24, 1814, President Madison was forced to leave. All the remained after the fire was the exterior walls, the interior was completely destroyed. It was not until December of that the following president, James Monroe, was able to move into a rebuilt residence. Since then, the White House has continued to be modified but has been continuously occupied by each succeeding U.S president.

The paragraph following the passage most likely discusses x  

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Câu 56

 

VIII/ 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 following questions from 56 to 65.

Psychologists have debated a long time about whether a child’s upbringing can give it the ability to do outstandingly well. Some think that it is impossible to develop genius and say that it is simply something a person is born with. Others, however, argue that the potential for great achievement can be develop. The truth lies somewhere between these two extremes.

It seems very obvious that being born with the right qualities from gifted parents will increase a child’s ability to do well. However, this ability will be fully realized only with the right upbringing and opportunities. As one psychologist says, “To have a fast car, you need both a good engine and fuel.”

Scientists have recently assessed intelligence, achievement, and ability in 50 sets of identical twins that were separated shortly birth and brought up by different parents. They found that achievement was based on intelligence, and later influenced by the child’s environment.

One case involving very intelligent twins was quoted. One of the twins received a normal upbringing, and performed well. The other twin, however, was brought up by extremely supportive parents and given every possible opportunity to develop its abilities. That twin, though starting out with the same degree of intelligence as the other, performed even better.

This case reflects the general principle of intelligence and ability. The more favorable the environment, the more a child’s intelligence and ability are developed. However, there is no link between intelligence and socioeconomic level of a child’s family. In other words, it does not matter how poor or how rich a family is, as this does not affect the intelligence.

Gifted people can not be created by supportive parents, but they can be developed by them. One professor of music said that outstanding musicians usually started two or three years earlier than ordinary performers, often because their parents had recognized their ability. These musicians then needed at least ten years’ hard work and training in order to reach the level they were capable of attaining.

People who want to have very gifted children are given the following advice:

-     Marry an intelligent person.

-     Allow children to follow their own interests rather than the interests of the parents.

-     Start a child’s education early but avoid pushing the child too hard.

-      Encourage children to play; for example, playing with musical instrument is essential for a child who wants to become an outstanding musician.

 When scientists studied intelligence and ability in twins, they found that x .

 

 

Lời giải

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Câu 57

 

VIII/ 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 following questions from 56 to 65.

Psychologists have debated a long time about whether a child’s upbringing can give it the ability to do outstandingly well. Some think that it is impossible to develop genius and say that it is simply something a person is born with. Others, however, argue that the potential for great achievement can be develop. The truth lies somewhere between these two extremes.

It seems very obvious that being born with the right qualities from gifted parents will increase a child’s ability to do well. However, this ability will be fully realized only with the right upbringing and opportunities. As one psychologist says, “To have a fast car, you need both a good engine and fuel.”

Scientists have recently assessed intelligence, achievement, and ability in 50 sets of identical twins that were separated shortly birth and brought up by different parents. They found that achievement was based on intelligence, and later influenced by the child’s environment.

One case involving very intelligent twins was quoted. One of the twins received a normal upbringing, and performed well. The other twin, however, was brought up by extremely supportive parents and given every possible opportunity to develop its abilities. That twin, though starting out with the same degree of intelligence as the other, performed even better.

This case reflects the general principle of intelligence and ability. The more favorable the environment, the more a child’s intelligence and ability are developed. However, there is no link between intelligence and socioeconomic level of a child’s family. In other words, it does not matter how poor or how rich a family is, as this does not affect the intelligence.

Gifted people can not be created by supportive parents, but they can be developed by them. One professor of music said that outstanding musicians usually started two or three years earlier than ordinary performers, often because their parents had recognized their ability. These musicians then needed at least ten years’ hard work and training in order to reach the level they were capable of attaining.

People who want to have very gifted children are given the following advice:

-     Marry an intelligent person.

-     Allow children to follow their own interests rather than the interests of the parents.

-     Start a child’s education early but avoid pushing the child too hard.

-      Encourage children to play; for example, playing with musical instrument is essential for a child who wants to become an outstanding musician.

Scientists chose twins for their study because x . 

Lời giải

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Câu 58

 

VIII/ 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 following questions from 56 to 65.

Psychologists have debated a long time about whether a child’s upbringing can give it the ability to do outstandingly well. Some think that it is impossible to develop genius and say that it is simply something a person is born with. Others, however, argue that the potential for great achievement can be develop. The truth lies somewhere between these two extremes.

It seems very obvious that being born with the right qualities from gifted parents will increase a child’s ability to do well. However, this ability will be fully realized only with the right upbringing and opportunities. As one psychologist says, “To have a fast car, you need both a good engine and fuel.”

Scientists have recently assessed intelligence, achievement, and ability in 50 sets of identical twins that were separated shortly birth and brought up by different parents. They found that achievement was based on intelligence, and later influenced by the child’s environment.

One case involving very intelligent twins was quoted. One of the twins received a normal upbringing, and performed well. The other twin, however, was brought up by extremely supportive parents and given every possible opportunity to develop its abilities. That twin, though starting out with the same degree of intelligence as the other, performed even better.

This case reflects the general principle of intelligence and ability. The more favorable the environment, the more a child’s intelligence and ability are developed. However, there is no link between intelligence and socioeconomic level of a child’s family. In other words, it does not matter how poor or how rich a family is, as this does not affect the intelligence.

Gifted people can not be created by supportive parents, but they can be developed by them. One professor of music said that outstanding musicians usually started two or three years earlier than ordinary performers, often because their parents had recognized their ability. These musicians then needed at least ten years’ hard work and training in order to reach the level they were capable of attaining.

People who want to have very gifted children are given the following advice:

-     Marry an intelligent person.

-     Allow children to follow their own interests rather than the interests of the parents.

-     Start a child’s education early but avoid pushing the child too hard.

-      Encourage children to play; for example, playing with musical instrument is essential for a child who wants to become an outstanding musician.

How were great musicians different from ordinary musicians in their development? 

Lời giải

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Câu 59

 

VIII/ 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 following questions from 56 to 65.

Psychologists have debated a long time about whether a child’s upbringing can give it the ability to do outstandingly well. Some think that it is impossible to develop genius and say that it is simply something a person is born with. Others, however, argue that the potential for great achievement can be develop. The truth lies somewhere between these two extremes.

It seems very obvious that being born with the right qualities from gifted parents will increase a child’s ability to do well. However, this ability will be fully realized only with the right upbringing and opportunities. As one psychologist says, “To have a fast car, you need both a good engine and fuel.”

Scientists have recently assessed intelligence, achievement, and ability in 50 sets of identical twins that were separated shortly birth and brought up by different parents. They found that achievement was based on intelligence, and later influenced by the child’s environment.

One case involving very intelligent twins was quoted. One of the twins received a normal upbringing, and performed well. The other twin, however, was brought up by extremely supportive parents and given every possible opportunity to develop its abilities. That twin, though starting out with the same degree of intelligence as the other, performed even better.

This case reflects the general principle of intelligence and ability. The more favorable the environment, the more a child’s intelligence and ability are developed. However, there is no link between intelligence and socioeconomic level of a child’s family. In other words, it does not matter how poor or how rich a family is, as this does not affect the intelligence.

Gifted people can not be created by supportive parents, but they can be developed by them. One professor of music said that outstanding musicians usually started two or three years earlier than ordinary performers, often because their parents had recognized their ability. These musicians then needed at least ten years’ hard work and training in order to reach the level they were capable of attaining.

People who want to have very gifted children are given the following advice:

-     Marry an intelligent person.

-     Allow children to follow their own interests rather than the interests of the parents.

-     Start a child’s education early but avoid pushing the child too hard.

-      Encourage children to play; for example, playing with musical instrument is essential for a child who wants to become an outstanding musician.

The writer advises that gifted children should be allowed to follow x . 

Lời giải

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Câu 60

 

VIII/ 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 following questions from 56 to 65.

Psychologists have debated a long time about whether a child’s upbringing can give it the ability to do outstandingly well. Some think that it is impossible to develop genius and say that it is simply something a person is born with. Others, however, argue that the potential for great achievement can be develop. The truth lies somewhere between these two extremes.

It seems very obvious that being born with the right qualities from gifted parents will increase a child’s ability to do well. However, this ability will be fully realized only with the right upbringing and opportunities. As one psychologist says, “To have a fast car, you need both a good engine and fuel.”

Scientists have recently assessed intelligence, achievement, and ability in 50 sets of identical twins that were separated shortly birth and brought up by different parents. They found that achievement was based on intelligence, and later influenced by the child’s environment.

One case involving very intelligent twins was quoted. One of the twins received a normal upbringing, and performed well. The other twin, however, was brought up by extremely supportive parents and given every possible opportunity to develop its abilities. That twin, though starting out with the same degree of intelligence as the other, performed even better.

This case reflects the general principle of intelligence and ability. The more favorable the environment, the more a child’s intelligence and ability are developed. However, there is no link between intelligence and socioeconomic level of a child’s family. In other words, it does not matter how poor or how rich a family is, as this does not affect the intelligence.

Gifted people can not be created by supportive parents, but they can be developed by them. One professor of music said that outstanding musicians usually started two or three years earlier than ordinary performers, often because their parents had recognized their ability. These musicians then needed at least ten years’ hard work and training in order to reach the level they were capable of attaining.

People who want to have very gifted children are given the following advice:

-     Marry an intelligent person.

-     Allow children to follow their own interests rather than the interests of the parents.

-     Start a child’s education early but avoid pushing the child too hard.

-      Encourage children to play; for example, playing with musical instrument is essential for a child who wants to become an outstanding musician.

When encouraging their gifted children, parents should avoid x

Lời giải

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Câu 61

 

VIII/ 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 following questions from 56 to 65.

Psychologists have debated a long time about whether a child’s upbringing can give it the ability to do outstandingly well. Some think that it is impossible to develop genius and say that it is simply something a person is born with. Others, however, argue that the potential for great achievement can be develop. The truth lies somewhere between these two extremes.

It seems very obvious that being born with the right qualities from gifted parents will increase a child’s ability to do well. However, this ability will be fully realized only with the right upbringing and opportunities. As one psychologist says, “To have a fast car, you need both a good engine and fuel.”

Scientists have recently assessed intelligence, achievement, and ability in 50 sets of identical twins that were separated shortly birth and brought up by different parents. They found that achievement was based on intelligence, and later influenced by the child’s environment.

One case involving very intelligent twins was quoted. One of the twins received a normal upbringing, and performed well. The other twin, however, was brought up by extremely supportive parents and given every possible opportunity to develop its abilities. That twin, though starting out with the same degree of intelligence as the other, performed even better.

This case reflects the general principle of intelligence and ability. The more favorable the environment, the more a child’s intelligence and ability are developed. However, there is no link between intelligence and socioeconomic level of a child’s family. In other words, it does not matter how poor or how rich a family is, as this does not affect the intelligence.

Gifted people can not be created by supportive parents, but they can be developed by them. One professor of music said that outstanding musicians usually started two or three years earlier than ordinary performers, often because their parents had recognized their ability. These musicians then needed at least ten years’ hard work and training in order to reach the level they were capable of attaining.

People who want to have very gifted children are given the following advice:

-     Marry an intelligent person.

-     Allow children to follow their own interests rather than the interests of the parents.

-     Start a child’s education early but avoid pushing the child too hard.

-      Encourage children to play; for example, playing with musical instrument is essential for a child who wants to become an outstanding musician.

 The remark: “To have a fast car, you need both a good engine and fuel.” in the passage means that in order to become a genius, x

Lời giải

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Câu 62

 

VIII/ 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 following questions from 56 to 65.

Psychologists have debated a long time about whether a child’s upbringing can give it the ability to do outstandingly well. Some think that it is impossible to develop genius and say that it is simply something a person is born with. Others, however, argue that the potential for great achievement can be develop. The truth lies somewhere between these two extremes.

It seems very obvious that being born with the right qualities from gifted parents will increase a child’s ability to do well. However, this ability will be fully realized only with the right upbringing and opportunities. As one psychologist says, “To have a fast car, you need both a good engine and fuel.”

Scientists have recently assessed intelligence, achievement, and ability in 50 sets of identical twins that were separated shortly birth and brought up by different parents. They found that achievement was based on intelligence, and later influenced by the child’s environment.

One case involving very intelligent twins was quoted. One of the twins received a normal upbringing, and performed well. The other twin, however, was brought up by extremely supportive parents and given every possible opportunity to develop its abilities. That twin, though starting out with the same degree of intelligence as the other, performed even better.

This case reflects the general principle of intelligence and ability. The more favorable the environment, the more a child’s intelligence and ability are developed. However, there is no link between intelligence and socioeconomic level of a child’s family. In other words, it does not matter how poor or how rich a family is, as this does not affect the intelligence.

Gifted people can not be created by supportive parents, but they can be developed by them. One professor of music said that outstanding musicians usually started two or three years earlier than ordinary performers, often because their parents had recognized their ability. These musicians then needed at least ten years’ hard work and training in order to reach the level they were capable of attaining.

People who want to have very gifted children are given the following advice:

-     Marry an intelligent person.

-     Allow children to follow their own interests rather than the interests of the parents.

-     Start a child’s education early but avoid pushing the child too hard.

-      Encourage children to play; for example, playing with musical instrument is essential for a child who wants to become an outstanding musician.

 The word “favorable” in the passage mostly mean x .

 

 

Lời giải

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Câu 63

 

VIII/ 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 following questions from 56 to 65.

Psychologists have debated a long time about whether a child’s upbringing can give it the ability to do outstandingly well. Some think that it is impossible to develop genius and say that it is simply something a person is born with. Others, however, argue that the potential for great achievement can be develop. The truth lies somewhere between these two extremes.

It seems very obvious that being born with the right qualities from gifted parents will increase a child’s ability to do well. However, this ability will be fully realized only with the right upbringing and opportunities. As one psychologist says, “To have a fast car, you need both a good engine and fuel.”

Scientists have recently assessed intelligence, achievement, and ability in 50 sets of identical twins that were separated shortly birth and brought up by different parents. They found that achievement was based on intelligence, and later influenced by the child’s environment.

One case involving very intelligent twins was quoted. One of the twins received a normal upbringing, and performed well. The other twin, however, was brought up by extremely supportive parents and given every possible opportunity to develop its abilities. That twin, though starting out with the same degree of intelligence as the other, performed even better.

This case reflects the general principle of intelligence and ability. The more favorable the environment, the more a child’s intelligence and ability are developed. However, there is no link between intelligence and socioeconomic level of a child’s family. In other words, it does not matter how poor or how rich a family is, as this does not affect the intelligence.

Gifted people can not be created by supportive parents, but they can be developed by them. One professor of music said that outstanding musicians usually started two or three years earlier than ordinary performers, often because their parents had recognized their ability. These musicians then needed at least ten years’ hard work and training in order to reach the level they were capable of attaining.

People who want to have very gifted children are given the following advice:

-     Marry an intelligent person.

-     Allow children to follow their own interests rather than the interests of the parents.

-     Start a child’s education early but avoid pushing the child too hard.

 

-      Encourage children to play; for example, playing with musical instrument is essential for a child who wants to become an outstanding musician.

All of the following statements are true EXCEPT x .

Lời giải

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Câu 64

 

VIII/ 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 following questions from 56 to 65.

Psychologists have debated a long time about whether a child’s upbringing can give it the ability to do outstandingly well. Some think that it is impossible to develop genius and say that it is simply something a person is born with. Others, however, argue that the potential for great achievement can be develop. The truth lies somewhere between these two extremes.

It seems very obvious that being born with the right qualities from gifted parents will increase a child’s ability to do well. However, this ability will be fully realized only with the right upbringing and opportunities. As one psychologist says, “To have a fast car, you need both a good engine and fuel.”

Scientists have recently assessed intelligence, achievement, and ability in 50 sets of identical twins that were separated shortly birth and brought up by different parents. They found that achievement was based on intelligence, and later influenced by the child’s environment.

One case involving very intelligent twins was quoted. One of the twins received a normal upbringing, and performed well. The other twin, however, was brought up by extremely supportive parents and given every possible opportunity to develop its abilities. That twin, though starting out with the same degree of intelligence as the other, performed even better.

This case reflects the general principle of intelligence and ability. The more favorable the environment, the more a child’s intelligence and ability are developed. However, there is no link between intelligence and socioeconomic level of a child’s family. In other words, it does not matter how poor or how rich a family is, as this does not affect the intelligence.

Gifted people can not be created by supportive parents, but they can be developed by them. One professor of music said that outstanding musicians usually started two or three years earlier than ordinary performers, often because their parents had recognized their ability. These musicians then needed at least ten years’ hard work and training in order to reach the level they were capable of attaining.

People who want to have very gifted children are given the following advice:

-     Marry an intelligent person.

-     Allow children to follow their own interests rather than the interests of the parents.

-     Start a child’s education early but avoid pushing the child too hard.

-      Encourage children to play; for example, playing with musical instrument is essential for a child who wants to become an outstanding musician.

 The upbringing of highly intelligent children requires x .

Lời giải

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Câu 65

 

VIII/ 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 following questions from 56 to 65.

Psychologists have debated a long time about whether a child’s upbringing can give it the ability to do outstandingly well. Some think that it is impossible to develop genius and say that it is simply something a person is born with. Others, however, argue that the potential for great achievement can be develop. The truth lies somewhere between these two extremes.

It seems very obvious that being born with the right qualities from gifted parents will increase a child’s ability to do well. However, this ability will be fully realized only with the right upbringing and opportunities. As one psychologist says, “To have a fast car, you need both a good engine and fuel.”

Scientists have recently assessed intelligence, achievement, and ability in 50 sets of identical twins that were separated shortly birth and brought up by different parents. They found that achievement was based on intelligence, and later influenced by the child’s environment.

One case involving very intelligent twins was quoted. One of the twins received a normal upbringing, and performed well. The other twin, however, was brought up by extremely supportive parents and given every possible opportunity to develop its abilities. That twin, though starting out with the same degree of intelligence as the other, performed even better.

This case reflects the general principle of intelligence and ability. The more favorable the environment, the more a child’s intelligence and ability are developed. However, there is no link between intelligence and socioeconomic level of a child’s family. In other words, it does not matter how poor or how rich a family is, as this does not affect the intelligence.

Gifted people can not be created by supportive parents, but they can be developed by them. One professor of music said that outstanding musicians usually started two or three years earlier than ordinary performers, often because their parents had recognized their ability. These musicians then needed at least ten years’ hard work and training in order to reach the level they were capable of attaining.

People who want to have very gifted children are given the following advice:

-     Marry an intelligent person.

-     Allow children to follow their own interests rather than the interests of the parents.

-     Start a child’s education early but avoid pushing the child too hard.

-      Encourage children to play; for example, playing with musical instrument is essential for a child who wants to become an outstanding musician.

 The word “others” used in the first paragraph refers to x .

 

 

Lời giải

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Câu 66

Before she moved here, Arlene had been president of the organization since four years.

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Câu 67

Have you learnt the reason why does the water of the ocean becomes blue?

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Câu 68

It is difficult to get used to sleep in a tent after having a soft comfortable bed to lie on.

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Câu 69

If either of you take a vacation now, we won’t be able to finish this work.

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Câu 70

After writing it , the essay must be duplicated by the student  and handed into the

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Câu 71

"I will let you know the answer by the end of this week,” Tom said to Janet.

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Câu 72

My father’s going to go up the wall when he finds out that I’ve lost the car keys.

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Câu 73

I’d prefer him not to have said all those embarrassing things about me.

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Câu 74

The older he grew the more forgetful he became.

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Câu 75

I have not experienced such a hurricane as Chanchu since I was a child.

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Câu 76

Although it was raining heavily, x .

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Câu 77

x , he gained lots of group-work skills.

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Câu 78

x but he also proved himself a good athlete.

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Câu 79

Mary encouraged me x .

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Câu 80

When reaching the top of the hill, x .

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