Đề luyện thi THPT Quốc Gia - Năm 2020 Môn thi: TIẾNG ANH (Đề số 6)

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 the primary stress in each of the following questions.

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 the primary stress in each of the following questions.

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.

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.

People should _______ green lifestyle to help conserve the natural resources.

“Don’t _______ to phone Mrs. Whiteman. I’ve already talked to her about the upcoming meeting held by the board of directors.”, said Mary.

_______, the meeting stops now. Please feel free to contact me if you have any further questions later.

You should take regular exercise _______ sitting in front of the television all day.

He is _______ he has bought a lot of house in this area.

__________, cars are widely used as the most popular mode of transport in the United States.

I am interested in _______ for the position of chief financial officer which was advertised in yesterday’s Daily Post.

Would you mind _______ these plates a wipe before putting them in the cupboard?

Women are supposed to have a longer _______ than men.

Sometimes people just focus on the _______ benefits without thinking of the environmental risks of certain economic activities.

I assume that you are acquainted _______ this subject since you are responsibility _______ writing the accompanying materials.

I assume that you are acquainted _______ this subject since you are responsibility _______ writing the accompanying materials.

If he _______ ill yesterday, he would have taken part in the football match.

This class, _______ is a prerequisite for microbiology, is so difficult that I would rather drop it.

This class, _______ is a prerequisite for microbiology, is so difficult that I would rather drop it.

We are all too _______ of traditions in our modern world, but they can have a very strong impact on us.

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 issue of pay rise will loom large at this year’s conference as it is what all the attendees want to mention.

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.

Educators are complaining that students rely on social media so much that they lose the ability to think critically.

Mark the letter A, B, C or D on your answer sheet to indicate the word(s) OPPOSITE in meaning to the underlined word(s) in each of the following questions.

If you are at a loose end this weekend, I will show you round the city.

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.

Adverse reviews in the New York press may greatly change the prospects of a new product on the market and lead to its failure.

Because there were so few women in the early Western states, the freedom and rights of Western women were more extensive than Eastern ladies.

Digital clocks, however precise, they cannot be perfectly accurate because the earth’s rotation changes slightly over years.

Digital clocks, however precise, they cannot be perfectly accurate because the earth’s rotation changes slightly over years.

The product that you bought at the lower price is the more inferior to the one that we sell at a slightly higher price.

Mark the letter A, B, C or D on your answer sheet to indicate the most suitable response to complete each of the following questions.

John and Tim are talking about future jobs.

John: “What kind of job would you like?”

Tim: “_______.”

Mark the letter A, B, C or D on your answer sheet to indicate the most suitable response to complete each of the following questions.

John and Jill are talking about Jill’s trip.

Jack: “How was your trip to Denmark?”

Jill: “_______. Everything was perfect.”

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

Seeking a new life and hoping a significant (28) ___________ in their standard of living, foreign workers began flocking into Western Europe during the 1950s. In Britain, some of the first immigrants arriving from the West Indies and the Indian subcontinent were welcomed by brass bands, but the dream of a new life soon (29) _______ sour for many.

Attracted by the promise to earn good money and learn new skills, the reality they found was often one of low wages and, in many case, unemployment. Some did not adapt (30) _______ to life in a country of cold weather and discrimination. The (31) ________ of West Indian immigrants moved into the inner cities, areas that were already fraught with social tensions caused by poverty and poor housing. There were cases of open hostility towards the newcomers; riots (32) ________ out in Notting Hill, West London in 1958, when gangs of white youths began taunting immigrants.

Yet despite the numerous difficulties they encountered, many foreign workers did manage to adjust to their new conditions, settling in their new adopted country and prospering. Their contribution had the effect of not only speeding up the pace of economic change in the postwar period, but also transforming Western Europe into a multiracial society.

Điền vào ô 28

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

Seeking a new life and hoping a significant (28) ___________ in their standard of living, foreign workers began flocking into Western Europe during the 1950s. In Britain, some of the first immigrants arriving from the West Indies and the Indian subcontinent were welcomed by brass bands, but the dream of a new life soon (29) _______ sour for many.

Attracted by the promise to earn good money and learn new skills, the reality they found was often one of low wages and, in many case, unemployment. Some did not adapt (30) _______ to life in a country of cold weather and discrimination. The (31) ________ of West Indian immigrants moved into the inner cities, areas that were already fraught with social tensions caused by poverty and poor housing. There were cases of open hostility towards the newcomers; riots (32) ________ out in Notting Hill, West London in 1958, when gangs of white youths began taunting immigrants.

Yet despite the numerous difficulties they encountered, many foreign workers did manage to adjust to their new conditions, settling in their new adopted country and prospering. Their contribution had the effect of not only speeding up the pace of economic change in the postwar period, but also transforming Western Europe into a multiracial society.

Điền vào ô 29

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

Seeking a new life and hoping a significant (28) ___________ in their standard of living, foreign workers began flocking into Western Europe during the 1950s. In Britain, some of the first immigrants arriving from the West Indies and the Indian subcontinent were welcomed by brass bands, but the dream of a new life soon (29) _______ sour for many.

Attracted by the promise to earn good money and learn new skills, the reality they found was often one of low wages and, in many case, unemployment. Some did not adapt (30) _______ to life in a country of cold weather and discrimination. The (31) ________ of West Indian immigrants moved into the inner cities, areas that were already fraught with social tensions caused by poverty and poor housing. There were cases of open hostility towards the newcomers; riots (32) ________ out in Notting Hill, West London in 1958, when gangs of white youths began taunting immigrants.

Yet despite the numerous difficulties they encountered, many foreign workers did manage to adjust to their new conditions, settling in their new adopted country and prospering. Their contribution had the effect of not only speeding up the pace of economic change in the postwar period, but also transforming Western Europe into a multiracial society.

Điền vào ô 30

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

Seeking a new life and hoping a significant (28) ___________ in their standard of living, foreign workers began flocking into Western Europe during the 1950s. In Britain, some of the first immigrants arriving from the West Indies and the Indian subcontinent were welcomed by brass bands, but the dream of a new life soon (29) _______ sour for many.

Attracted by the promise to earn good money and learn new skills, the reality they found was often one of low wages and, in many case, unemployment. Some did not adapt (30) _______ to life in a country of cold weather and discrimination. The (31) ________ of West Indian immigrants moved into the inner cities, areas that were already fraught with social tensions caused by poverty and poor housing. There were cases of open hostility towards the newcomers; riots (32) ________ out in Notting Hill, West London in 1958, when gangs of white youths began taunting immigrants.

Yet despite the numerous difficulties they encountered, many foreign workers did manage to adjust to their new conditions, settling in their new adopted country and prospering. Their contribution had the effect of not only speeding up the pace of economic change in the postwar period, but also transforming Western Europe into a multiracial society.

Điền vào ô 31

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

Seeking a new life and hoping a significant (28) ___________ in their standard of living, foreign workers began flocking into Western Europe during the 1950s. In Britain, some of the first immigrants arriving from the West Indies and the Indian subcontinent were welcomed by brass bands, but the dream of a new life soon (29) _______ sour for many.

Attracted by the promise to earn good money and learn new skills, the reality they found was often one of low wages and, in many case, unemployment. Some did not adapt (30) _______ to life in a country of cold weather and discrimination. The (31) ________ of West Indian immigrants moved into the inner cities, areas that were already fraught with social tensions caused by poverty and poor housing. There were cases of open hostility towards the newcomers; riots (32) ________ out in Notting Hill, West London in 1958, when gangs of white youths began taunting immigrants.

Yet despite the numerous difficulties they encountered, many foreign workers did manage to adjust to their new conditions, settling in their new adopted country and prospering. Their contribution had the effect of not only speeding up the pace of economic change in the postwar period, but also transforming Western Europe into a multiracial society.

Điền vào ô 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 following questions.

People appear to be born to compute. The numerical skills of children develop so early and so inexorably that it is easy to imagine an internal clock of mathematical maturity guiding their growth. Not long after learning to walk and talk, they can set the table with impressive accuracy – one plate, one knife, one spoon, one fork, for each of the five chairs. Soon they are capable of noting that they have placed five knives, spoons, and forks on the table and, a bit later, that this amounts to fifteen pieces of silverware. Having thus mastered addition, they move on to subtraction. It seems almost reasonable to expect that if a child were secluded on a desert island at birth and retrieved seven years later, he or she could enter a second-grade mathematics class without any serious problems of intellectual adjustment.

Of course, the truth is not so simple. This century, the work of cognitive psychologists has illuminated the subtle forms of daily learning on which intellectual progress depends. Children were observed as they slowly grasped or, as the case might be, bumped into concepts that adults that for granted, as they refused, for instance, to concede that quantity is unchanged as water pours from a short stout glass into a tall thin one. Psychologists have since demonstrated that young children, asked to count the pencils in a pile, readily report the number of blue or red pencils, but must be coaxed into finding the total.

Such studies have suggested that the rudiments of mathematics are mastered gradually, and with effort. They have also suggested that the very concept of abstract numbers – the idea of a oneness, a twoness, a threeness that applies to any class of objects - is a prerequisite for doing anything more mathematically demanding than setting a table – is itself far from innate.

What does the passage mainly discuss?

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.

People appear to be born to compute. The numerical skills of children develop so early and so inexorably that it is easy to imagine an internal clock of mathematical maturity guiding their growth. Not long after learning to walk and talk, they can set the table with impressive accuracy – one plate, one knife, one spoon, one fork, for each of the five chairs. Soon they are capable of noting that they have placed five knives, spoons, and forks on the table and, a bit later, that this amounts to fifteen pieces of silverware. Having thus mastered addition, they move on to subtraction. It seems almost reasonable to expect that if a child were secluded on a desert island at birth and retrieved seven years later, he or she could enter a second-grade mathematics class without any serious problems of intellectual adjustment.

Of course, the truth is not so simple. This century, the work of cognitive psychologists has illuminated the subtle forms of daily learning on which intellectual progress depends. Children were observed as they slowly grasped or, as the case might be, bumped into concepts that adults that for granted, as they refused, for instance, to concede that quantity is unchanged as water pours from a short stout glass into a tall thin one. Psychologists have since demonstrated that young children, asked to count the pencils in a pile, readily report the number of blue or red pencils, but must be coaxed into finding the total.

Such studies have suggested that the rudiments of mathematics are mastered gradually, and with effort. They have also suggested that the very concept of abstract numbers – the idea of a oneness, a twoness, a threeness that applies to any class of objects - is a prerequisite for doing anything more mathematically demanding than setting a table – is itself far from innate.

It can be inferred from the passage that children normally learn simple counting _______.

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.

People appear to be born to compute. The numerical skills of children develop so early and so inexorably that it is easy to imagine an internal clock of mathematical maturity guiding their growth. Not long after learning to walk and talk, they can set the table with impressive accuracy – one plate, one knife, one spoon, one fork, for each of the five chairs. Soon they are capable of noting that they have placed five knives, spoons, and forks on the table and, a bit later, that this amounts to fifteen pieces of silverware. Having thus mastered addition, they move on to subtraction. It seems almost reasonable to expect that if a child were secluded on a desert island at birth and retrieved seven years later, he or she could enter a second-grade mathematics class without any serious problems of intellectual adjustment.

Of course, the truth is not so simple. This century, the work of cognitive psychologists has illuminated the subtle forms of daily learning on which intellectual progress depends. Children were observed as they slowly grasped or, as the case might be, bumped into concepts that adults that for granted, as they refused, for instance, to concede that quantity is unchanged as water pours from a short stout glass into a tall thin one. Psychologists have since demonstrated that young children, asked to count the pencils in a pile, readily report the number of blue or red pencils, but must be coaxed into finding the total.

Such studies have suggested that the rudiments of mathematics are mastered gradually, and with effort. They have also suggested that the very concept of abstract numbers – the idea of a oneness, a twoness, a threeness that applies to any class of objects - is a prerequisite for doing anything more mathematically demanding than setting a table – is itself far from innate.

The word “illuminated” is closest in meaning to _______.

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.

People appear to be born to compute. The numerical skills of children develop so early and so inexorably that it is easy to imagine an internal clock of mathematical maturity guiding their growth. Not long after learning to walk and talk, they can set the table with impressive accuracy – one plate, one knife, one spoon, one fork, for each of the five chairs. Soon they are capable of noting that they have placed five knives, spoons, and forks on the table and, a bit later, that this amounts to fifteen pieces of silverware. Having thus mastered addition, they move on to subtraction. It seems almost reasonable to expect that if a child were secluded on a desert island at birth and retrieved seven years later, he or she could enter a second-grade mathematics class without any serious problems of intellectual adjustment.

Of course, the truth is not so simple. This century, the work of cognitive psychologists has illuminated the subtle forms of daily learning on which intellectual progress depends. Children were observed as they slowly grasped or, as the case might be, bumped into concepts that adults that for granted, as they refused, for instance, to concede that quantity is unchanged as water pours from a short stout glass into a tall thin one. Psychologists have since demonstrated that young children, asked to count the pencils in a pile, readily report the number of blue or red pencils, but must be coaxed into finding the total.

Such studies have suggested that the rudiments of mathematics are mastered gradually, and with effort. They have also suggested that the very concept of abstract numbers – the idea of a oneness, a twoness, a threeness that applies to any class of objects - is a prerequisite for doing anything more mathematically demanding than setting a table – is itself far from innate.

According to the passage, when small children were asked to count a pile of red and blue pencils, they _______.

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.

People appear to be born to compute. The numerical skills of children develop so early and so inexorably that it is easy to imagine an internal clock of mathematical maturity guiding their growth. Not long after learning to walk and talk, they can set the table with impressive accuracy – one plate, one knife, one spoon, one fork, for each of the five chairs. Soon they are capable of noting that they have placed five knives, spoons, and forks on the table and, a bit later, that this amounts to fifteen pieces of silverware. Having thus mastered addition, they move on to subtraction. It seems almost reasonable to expect that if a child were secluded on a desert island at birth and retrieved seven years later, he or she could enter a second-grade mathematics class without any serious problems of intellectual adjustment.

Of course, the truth is not so simple. This century, the work of cognitive psychologists has illuminated the subtle forms of daily learning on which intellectual progress depends. Children were observed as they slowly grasped or, as the case might be, bumped into concepts that adults that for granted, as they refused, for instance, to concede that quantity is unchanged as water pours from a short stout glass into a tall thin one. Psychologists have since demonstrated that young children, asked to count the pencils in a pile, readily report the number of blue or red pencils, but must be coaxed into finding the total.

Such studies have suggested that the rudiments of mathematics are mastered gradually, and with effort. They have also suggested that the very concept of abstract numbers – the idea of a oneness, a twoness, a threeness that applies to any class of objects - is a prerequisite for doing anything more mathematically demanding than setting a table – is itself far from innate.

Which of the following statement would the author LEAST agree with?

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.

In the history of technology, computers and calculators were innovative developments. They are essentially different from all other machines because they have a memory. This memory stores instructions and information. In a calculator, the instructions are the various functions of arithmetic, which are permanently remembered by the machine and cannot be altered or added to. The information consists of the numbers which are keyed in.

An electronic pocket calculator can perform almost instant arithmetic. A calculator requires an input unit to feed in numbers, a processing unit to make the calculation, a memory unit, and an output unit to display the result. The calculator is powered by a small battery or by a panel of solar cells. Inside is a microchip that contains the memory and processing units and also controls the input unit, which is the keyboard, and the output unit, which is the display.

The input unit has keys for numbers and operations. Beneath the key is a printed circuit board containing a set of contacts for each key. Pressing a key closes the contacts and sends a signal along a pair of lines in the circuit board to the processing unit, in which the binary code for that key is stored in the memory. The processing unit also sends the code to the display. Each key is connected by a different pair of lines to the processing unit, which repeatedly checks the lines to find out when a pair is linked by a key.

The memory unit stores the arithmetic instructions for the processing unit and holds the temporary results that occur during calculation. Storage cells in the memory unit hold the binary codes for the keys that have been pressed. The number codes, together with the operation code for the plus key, are held in temporary cells until the processing unit requires them.

When the equals key is pressed, it sends a signal to the processing unit. This takes the operation code - for example, addition - and the two numbers being held in the memory unit and performs the operation on the two numbers. After the addition is done, the result goes to the decoder in the calculator's microchip. This code is then sent to the liquid crystal display unit, which shows the result, or output, of the calculation.

What is the main purpose of the passage?

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.

In the history of technology, computers and calculators were innovative developments. They are essentially different from all other machines because they have a memory. This memory stores instructions and information. In a calculator, the instructions are the various functions of arithmetic, which are permanently remembered by the machine and cannot be altered or added to. The information consists of the numbers which are keyed in.

An electronic pocket calculator can perform almost instant arithmetic. A calculator requires an input unit to feed in numbers, a processing unit to make the calculation, a memory unit, and an output unit to display the result. The calculator is powered by a small battery or by a panel of solar cells. Inside is a microchip that contains the memory and processing units and also controls the input unit, which is the keyboard, and the output unit, which is the display.

The input unit has keys for numbers and operations. Beneath the key is a printed circuit board containing a set of contacts for each key. Pressing a key closes the contacts and sends a signal along a pair of lines in the circuit board to the processing unit, in which the binary code for that key is stored in the memory. The processing unit also sends the code to the display. Each key is connected by a different pair of lines to the processing unit, which repeatedly checks the lines to find out when a pair is linked by a key.

The memory unit stores the arithmetic instructions for the processing unit and holds the temporary results that occur during calculation. Storage cells in the memory unit hold the binary codes for the keys that have been pressed. The number codes, together with the operation code for the plus key, are held in temporary cells until the processing unit requires them.

When the equals key is pressed, it sends a signal to the processing unit. This takes the operation code - for example, addition - and the two numbers being held in the memory unit and performs the operation on the two numbers. After the addition is done, the result goes to the decoder in the calculator's microchip. This code is then sent to the liquid crystal display unit, which shows the result, or output, of the calculation.

What can be inferred about machines that are not calculators or computers?

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.

In the history of technology, computers and calculators were innovative developments. They are essentially different from all other machines because they have a memory. This memory stores instructions and information. In a calculator, the instructions are the various functions of arithmetic, which are permanently remembered by the machine and cannot be altered or added to. The information consists of the numbers which are keyed in.

An electronic pocket calculator can perform almost instant arithmetic. A calculator requires an input unit to feed in numbers, a processing unit to make the calculation, a memory unit, and an output unit to display the result. The calculator is powered by a small battery or by a panel of solar cells. Inside is a microchip that contains the memory and processing units and also controls the input unit, which is the keyboard, and the output unit, which is the display.

The input unit has keys for numbers and operations. Beneath the key is a printed circuit board containing a set of contacts for each key. Pressing a key closes the contacts and sends a signal along a pair of lines in the circuit board to the processing unit, in which the binary code for that key is stored in the memory. The processing unit also sends the code to the display. Each key is connected by a different pair of lines to the processing unit, which repeatedly checks the lines to find out when a pair is linked by a key.

The memory unit stores the arithmetic instructions for the processing unit and holds the temporary results that occur during calculation. Storage cells in the memory unit hold the binary codes for the keys that have been pressed. The number codes, together with the operation code for the plus key, are held in temporary cells until the processing unit requires them.

When the equals key is pressed, it sends a signal to the processing unit. This takes the operation code - for example, addition - and the two numbers being held in the memory unit and performs the operation on the two numbers. After the addition is done, the result goes to the decoder in the calculator's microchip. This code is then sent to the liquid crystal display unit, which shows the result, or output, of the calculation.

The word “innovative” in paragraph 1 could best replaced by _______.

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.

In the history of technology, computers and calculators were innovative developments. They are essentially different from all other machines because they have a memory. This memory stores instructions and information. In a calculator, the instructions are the various functions of arithmetic, which are permanently remembered by the machine and cannot be altered or added to. The information consists of the numbers which are keyed in.

An electronic pocket calculator can perform almost instant arithmetic. A calculator requires an input unit to feed in numbers, a processing unit to make the calculation, a memory unit, and an output unit to display the result. The calculator is powered by a small battery or by a panel of solar cells. Inside is a microchip that contains the memory and processing units and also controls the input unit, which is the keyboard, and the output unit, which is the display.

The input unit has keys for numbers and operations. Beneath the key is a printed circuit board containing a set of contacts for each key. Pressing a key closes the contacts and sends a signal along a pair of lines in the circuit board to the processing unit, in which the binary code for that key is stored in the memory. The processing unit also sends the code to the display. Each key is connected by a different pair of lines to the processing unit, which repeatedly checks the lines to find out when a pair is linked by a key.

The memory unit stores the arithmetic instructions for the processing unit and holds the temporary results that occur during calculation. Storage cells in the memory unit hold the binary codes for the keys that have been pressed. The number codes, together with the operation code for the plus key, are held in temporary cells until the processing unit requires them.

When the equals key is pressed, it sends a signal to the processing unit. This takes the operation code - for example, addition - and the two numbers being held in the memory unit and performs the operation on the two numbers. After the addition is done, the result goes to the decoder in the calculator's microchip. This code is then sent to the liquid crystal display unit, which shows the result, or output, of the calculation.

In what part of the calculator are the processing and memory units?

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.

In the history of technology, computers and calculators were innovative developments. They are essentially different from all other machines because they have a memory. This memory stores instructions and information. In a calculator, the instructions are the various functions of arithmetic, which are permanently remembered by the machine and cannot be altered or added to. The information consists of the numbers which are keyed in.

An electronic pocket calculator can perform almost instant arithmetic. A calculator requires an input unit to feed in numbers, a processing unit to make the calculation, a memory unit, and an output unit to display the result. The calculator is powered by a small battery or by a panel of solar cells. Inside is a microchip that contains the memory and processing units and also controls the input unit, which is the keyboard, and the output unit, which is the display.

The input unit has keys for numbers and operations. Beneath the key is a printed circuit board containing a set of contacts for each key. Pressing a key closes the contacts and sends a signal along a pair of lines in the circuit board to the processing unit, in which the binary code for that key is stored in the memory. The processing unit also sends the code to the display. Each key is connected by a different pair of lines to the processing unit, which repeatedly checks the lines to find out when a pair is linked by a key.

The memory unit stores the arithmetic instructions for the processing unit and holds the temporary results that occur during calculation. Storage cells in the memory unit hold the binary codes for the keys that have been pressed. The number codes, together with the operation code for the plus key, are held in temporary cells until the processing unit requires them.

When the equals key is pressed, it sends a signal to the processing unit. This takes the operation code - for example, addition - and the two numbers being held in the memory unit and performs the operation on the two numbers. After the addition is done, the result goes to the decoder in the calculator's microchip. This code is then sent to the liquid crystal display unit, which shows the result, or output, of the calculation.

According to the passage, one function of the memory unit is _______.

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.

In the history of technology, computers and calculators were innovative developments. They are essentially different from all other machines because they have a memory. This memory stores instructions and information. In a calculator, the instructions are the various functions of arithmetic, which are permanently remembered by the machine and cannot be altered or added to. The information consists of the numbers which are keyed in.

An electronic pocket calculator can perform almost instant arithmetic. A calculator requires an input unit to feed in numbers, a processing unit to make the calculation, a memory unit, and an output unit to display the result. The calculator is powered by a small battery or by a panel of solar cells. Inside is a microchip that contains the memory and processing units and also controls the input unit, which is the keyboard, and the output unit, which is the display.

The input unit has keys for numbers and operations. Beneath the key is a printed circuit board containing a set of contacts for each key. Pressing a key closes the contacts and sends a signal along a pair of lines in the circuit board to the processing unit, in which the binary code for that key is stored in the memory. The processing unit also sends the code to the display. Each key is connected by a different pair of lines to the processing unit, which repeatedly checks the lines to find out when a pair is linked by a key.

The memory unit stores the arithmetic instructions for the processing unit and holds the temporary results that occur during calculation. Storage cells in the memory unit hold the binary codes for the keys that have been pressed. The number codes, together with the operation code for the plus key, are held in temporary cells until the processing unit requires them.

When the equals key is pressed, it sends a signal to the processing unit. This takes the operation code - for example, addition - and the two numbers being held in the memory unit and performs the operation on the two numbers. After the addition is done, the result goes to the decoder in the calculator's microchip. This code is then sent to the liquid crystal display unit, which shows the result, or output, of the calculation.

The word “This” in paragraph 5 refers to _______.

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.

In the history of technology, computers and calculators were innovative developments. They are essentially different from all other machines because they have a memory. This memory stores instructions and information. In a calculator, the instructions are the various functions of arithmetic, which are permanently remembered by the machine and cannot be altered or added to. The information consists of the numbers which are keyed in.

An electronic pocket calculator can perform almost instant arithmetic. A calculator requires an input unit to feed in numbers, a processing unit to make the calculation, a memory unit, and an output unit to display the result. The calculator is powered by a small battery or by a panel of solar cells. Inside is a microchip that contains the memory and processing units and also controls the input unit, which is the keyboard, and the output unit, which is the display.

The input unit has keys for numbers and operations. Beneath the key is a printed circuit board containing a set of contacts for each key. Pressing a key closes the contacts and sends a signal along a pair of lines in the circuit board to the processing unit, in which the binary code for that key is stored in the memory. The processing unit also sends the code to the display. Each key is connected by a different pair of lines to the processing unit, which repeatedly checks the lines to find out when a pair is linked by a key.

The memory unit stores the arithmetic instructions for the processing unit and holds the temporary results that occur during calculation. Storage cells in the memory unit hold the binary codes for the keys that have been pressed. The number codes, together with the operation code for the plus key, are held in temporary cells until the processing unit requires them.

When the equals key is pressed, it sends a signal to the processing unit. This takes the operation code - for example, addition - and the two numbers being held in the memory unit and performs the operation on the two numbers. After the addition is done, the result goes to the decoder in the calculator's microchip. This code is then sent to the liquid crystal display unit, which shows the result, or output, of the calculation.

The word “contacts” in paragraph 3 is closest in meaning to _______.

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.

In the history of technology, computers and calculators were innovative developments. They are essentially different from all other machines because they have a memory. This memory stores instructions and information. In a calculator, the instructions are the various functions of arithmetic, which are permanently remembered by the machine and cannot be altered or added to. The information consists of the numbers which are keyed in.

An electronic pocket calculator can perform almost instant arithmetic. A calculator requires an input unit to feed in numbers, a processing unit to make the calculation, a memory unit, and an output unit to display the result. The calculator is powered by a small battery or by a panel of solar cells. Inside is a microchip that contains the memory and processing units and also controls the input unit, which is the keyboard, and the output unit, which is the display.

The input unit has keys for numbers and operations. Beneath the key is a printed circuit board containing a set of contacts for each key. Pressing a key closes the contacts and sends a signal along a pair of lines in the circuit board to the processing unit, in which the binary code for that key is stored in the memory. The processing unit also sends the code to the display. Each key is connected by a different pair of lines to the processing unit, which repeatedly checks the lines to find out when a pair is linked by a key.

The memory unit stores the arithmetic instructions for the processing unit and holds the temporary results that occur during calculation. Storage cells in the memory unit hold the binary codes for the keys that have been pressed. The number codes, together with the operation code for the plus key, are held in temporary cells until the processing unit requires them.

When the equals key is pressed, it sends a signal to the processing unit. This takes the operation code - for example, addition - and the two numbers being held in the memory unit and performs the operation on the two numbers. After the addition is done, the result goes to the decoder in the calculator's microchip. This code is then sent to the liquid crystal display unit, which shows the result, or output, of the calculation.

Which of the following statement is NOT TRUE about calculators?

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

“Have a drink!” said Mr Smith.

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

Right after the boy got out of his house, it started to rain heavily.

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

Many people think that Steve stole the money.

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 children were attracted by the show. It was performed by the animals.

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.

There are few passengers. The coach to Dover will still leave on schedule.