Đề luyện thi THPT Quốc Gia - Năm 2020 Môn thi: TIẾNG ANH (Đề số 19)

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. 

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

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

I found the lecture about environment very ______ .

He didn’t want to risk ______ late for the interview. 

You should concentrate ___________ what the interviewer is saying and make a real effort to answer all the questions.

My parents lent me the money. ________, I couldn’t have afforded the trip.

It is essential that he __________. His illness seems worse. 

“Don’t stay up late any longer, ___________?”

Jane wasn’t in when I arrived. I supposed she ______ I was coming.

I ______ on this project for many consecutive days without success.

________ appears considerably larger at the horizon than it does overhead is merely an illusion.

______ she could not say anything.

It is stated that we are now in the first stages of a battle for the ______ of life on the earth.

Tony and Toby have a lot in ________ with each other.

She spent her free time _______ the crossword puzzles in the newspapers.

The taxi was so late reaching the airport that I ______ missed the plane.

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

“Is it alright if I use your bike?” – “ _________________.”

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

“I think listening to music while learning is good.” – “ __________________.” 

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.

If that was done on a national scale, we would wipe out this infectious disease.

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.

You’re not trying to suggest I should turn a blind eye and forget all about it?

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.

Do you think it’s OK for me to wear jeans to a job interview or do I need something a bit more upmarket?

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.

This is a difficult topic. Please, explain it in plain language.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 25 to 29.

The United States has many different types of families. (25) ______ most American families are traditional, consisting of a father, a mother and one or more children, 22 percent of all American families in 1998 were headed by one parent, usually a woman. In a few families in the United States, there are no children. These (26) ___________ couples may believe that they would not make good parents; they may want freedom from responsibilities of childbearing; or, perhaps they are not (27) _______ able to have children. Other families in the United States have one adult who is a stepparent. A stepmother or stepfather is a person who joins a family by marrying a father or a mother.

Americans (28) ___________ and accept these different types of families. In the United States people have right to privacy and Americans do not believe in telling other Americans (29) ______ type of family group they must belong to. They respect each other’s choices regarding family groups. Families are very important to Americans.

Điền vào ô 25

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 25 to 29.

The United States has many different types of families. (25) ______ most American families are traditional, consisting of a father, a mother and one or more children, 22 percent of all American families in 1998 were headed by one parent, usually a woman. In a few families in the United States, there are no children. These (26) ___________ couples may believe that they would not make good parents; they may want freedom from responsibilities of childbearing; or, perhaps they are not (27) _______ able to have children. Other families in the United States have one adult who is a stepparent. A stepmother or stepfather is a person who joins a family by marrying a father or a mother.

Americans (28) ___________ and accept these different types of families. In the United States people have right to privacy and Americans do not believe in telling other Americans (29) ______ type of family group they must belong to. They respect each other’s choices regarding family groups. Families are very important to Americans.

Điền vào ô 26

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 25 to 29.

The United States has many different types of families. (25) ______ most American families are traditional, consisting of a father, a mother and one or more children, 22 percent of all American families in 1998 were headed by one parent, usually a woman. In a few families in the United States, there are no children. These (26) ___________ couples may believe that they would not make good parents; they may want freedom from responsibilities of childbearing; or, perhaps they are not (27) _______ able to have children. Other families in the United States have one adult who is a stepparent. A stepmother or stepfather is a person who joins a family by marrying a father or a mother.

Americans (28) ___________ and accept these different types of families. In the United States people have right to privacy and Americans do not believe in telling other Americans (29) ______ type of family group they must belong to. They respect each other’s choices regarding family groups. Families are very important to Americans.

Điền vào ô 27

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 25 to 29.

The United States has many different types of families. (25) ______ most American families are traditional, consisting of a father, a mother and one or more children, 22 percent of all American families in 1998 were headed by one parent, usually a woman. In a few families in the United States, there are no children. These (26) ___________ couples may believe that they would not make good parents; they may want freedom from responsibilities of childbearing; or, perhaps they are not (27) _______ able to have children. Other families in the United States have one adult who is a stepparent. A stepmother or stepfather is a person who joins a family by marrying a father or a mother.

Americans (28) ___________ and accept these different types of families. In the United States people have right to privacy and Americans do not believe in telling other Americans (29) ______ type of family group they must belong to. They respect each other’s choices regarding family groups. Families are very important to Americans.

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 or phrase that best fits each of the numbered blanks from 25 to 29.

The United States has many different types of families. (25) ______ most American families are traditional, consisting of a father, a mother and one or more children, 22 percent of all American families in 1998 were headed by one parent, usually a woman. In a few families in the United States, there are no children. These (26) ___________ couples may believe that they would not make good parents; they may want freedom from responsibilities of childbearing; or, perhaps they are not (27) _______ able to have children. Other families in the United States have one adult who is a stepparent. A stepmother or stepfather is a person who joins a family by marrying a father or a mother.

Americans (28) ___________ and accept these different types of families. In the United States people have right to privacy and Americans do not believe in telling other Americans (29) ______ type of family group they must belong to. They respect each other’s choices regarding family groups. Families are very important to Americans.

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 answer to each of the questions from 30 to 34.

Perhaps it was his own lack of adequate schooling that inspired Horace Mann to work so hard for the important reforms in education that he accomplished. While he was still a boy, his father and older brother died, and he became responsible for supporting his family. Like most of the children in his town, he attended school only two or three months a year. Later, with the help of several teachers, he was able to study law and became a member of the Massachusetts bar, but he never forgot those early struggles.

While serving in Massachusetts legislature, he signed a historic education bill that set up a state board of education. Without regret, he gave up his successful legal practice and political career to become the first secretary of the board. There he exercised an enormous influence during the critical period of reconstruction that brought into existence the American graded elementary school as substitute for the older distinct school system. Under his leadership, the curriculum was restructured, the school year was increased to a minimum of six months, and mandatory schooling was extended to age sixteen. Other important reforms included the establishment of state normal schools for teacher training, institutes for in-service teacher education, and lyceums for adult education. He was also instrument in improving salaries for teachers and creating school libraries.

Mann’s ideas about school reform were developed and distributed in twelve annual reports to the state of Massachusetts that he wrote during his tenure as secretary of education. Considered quite radical at the time, the Massachusetts reforms later served as a model for the nation. Mann was recognized as the farther of public education.

Which of the following titles would best express the main topic 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 questions from 30 to 34.

Perhaps it was his own lack of adequate schooling that inspired Horace Mann to work so hard for the important reforms in education that he accomplished. While he was still a boy, his father and older brother died, and he became responsible for supporting his family. Like most of the children in his town, he attended school only two or three months a year. Later, with the help of several teachers, he was able to study law and became a member of the Massachusetts bar, but he never forgot those early struggles.

While serving in Massachusetts legislature, he signed a historic education bill that set up a state board of education. Without regret, he gave up his successful legal practice and political career to become the first secretary of the board. There he exercised an enormous influence during the critical period of reconstruction that brought into existence the American graded elementary school as substitute for the older distinct school system. Under his leadership, the curriculum was restructured, the school year was increased to a minimum of six months, and mandatory schooling was extended to age sixteen. Other important reforms included the establishment of state normal schools for teacher training, institutes for in-service teacher education, and lyceums for adult education. He was also instrument in improving salaries for teachers and creating school libraries.

Mann’s ideas about school reform were developed and distributed in twelve annual reports to the state of Massachusetts that he wrote during his tenure as secretary of education. Considered quite radical at the time, the Massachusetts reforms later served as a model for the nation. Mann was recognized as the farther of public education.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 30 to 34.

Perhaps it was his own lack of adequate schooling that inspired Horace Mann to work so hard for the important reforms in education that he accomplished. While he was still a boy, his father and older brother died, and he became responsible for supporting his family. Like most of the children in his town, he attended school only two or three months a year. Later, with the help of several teachers, he was able to study law and became a member of the Massachusetts bar, but he never forgot those early struggles.

While serving in Massachusetts legislature, he signed a historic education bill that set up a state board of education. Without regret, he gave up his successful legal practice and political career to become the first secretary of the board. There he exercised an enormous influence during the critical period of reconstruction that brought into existence the American graded elementary school as substitute for the older distinct school system. Under his leadership, the curriculum was restructured, the school year was increased to a minimum of six months, and mandatory schooling was extended to age sixteen. Other important reforms included the establishment of state normal schools for teacher training, institutes for in-service teacher education, and lyceums for adult education. He was also instrument in improving salaries for teachers and creating school libraries.

Mann’s ideas about school reform were developed and distributed in twelve annual reports to the state of Massachusetts that he wrote during his tenure as secretary of education. Considered quite radical at the time, the Massachusetts reforms later served as a model for the nation. Mann was recognized as the farther of public education.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 30 to 34.

Perhaps it was his own lack of adequate schooling that inspired Horace Mann to work so hard for the important reforms in education that he accomplished. While he was still a boy, his father and older brother died, and he became responsible for supporting his family. Like most of the children in his town, he attended school only two or three months a year. Later, with the help of several teachers, he was able to study law and became a member of the Massachusetts bar, but he never forgot those early struggles.

While serving in Massachusetts legislature, he signed a historic education bill that set up a state board of education. Without regret, he gave up his successful legal practice and political career to become the first secretary of the board. There he exercised an enormous influence during the critical period of reconstruction that brought into existence the American graded elementary school as substitute for the older distinct school system. Under his leadership, the curriculum was restructured, the school year was increased to a minimum of six months, and mandatory schooling was extended to age sixteen. Other important reforms included the establishment of state normal schools for teacher training, institutes for in-service teacher education, and lyceums for adult education. He was also instrument in improving salaries for teachers and creating school libraries.

Mann’s ideas about school reform were developed and distributed in twelve annual reports to the state of Massachusetts that he wrote during his tenure as secretary of education. Considered quite radical at the time, the Massachusetts reforms later served as a model for the nation. Mann was recognized as the farther of public education.

What did Horace Mann advocate? 

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 30 to 34.

Perhaps it was his own lack of adequate schooling that inspired Horace Mann to work so hard for the important reforms in education that he accomplished. While he was still a boy, his father and older brother died, and he became responsible for supporting his family. Like most of the children in his town, he attended school only two or three months a year. Later, with the help of several teachers, he was able to study law and became a member of the Massachusetts bar, but he never forgot those early struggles.

While serving in Massachusetts legislature, he signed a historic education bill that set up a state board of education. Without regret, he gave up his successful legal practice and political career to become the first secretary of the board. There he exercised an enormous influence during the critical period of reconstruction that brought into existence the American graded elementary school as substitute for the older distinct school system. Under his leadership, the curriculum was restructured, the school year was increased to a minimum of six months, and mandatory schooling was extended to age sixteen. Other important reforms included the establishment of state normal schools for teacher training, institutes for in-service teacher education, and lyceums for adult education. He was also instrument in improving salaries for teachers and creating school libraries.

Mann’s ideas about school reform were developed and distributed in twelve annual reports to the state of Massachusetts that he wrote during his tenure as secretary of education. Considered quite radical at the time, the Massachusetts reforms later served as a model for the nation. Mann was recognized as the farther of public education.

How were Mann’s educational reforms distributed?

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42. 

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, thought 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 cannot 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________.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42. 

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, thought 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 cannot 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_________.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42. 

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, thought 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 cannot 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_________.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42. 

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, thought 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 cannot 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 _______.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42. 

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, thought 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 cannot 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 _______.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42. 

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, thought 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 cannot 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_______.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42. 

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, thought 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 cannot 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?

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42. 

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, thought 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 cannot 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________.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42. 

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, thought 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 cannot 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 encourage their gifted children, parents should avoid________.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42. 

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, thought 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 cannot 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, ________. 

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

For most of their (A) history, especially (B) since the 1860’s (C), New York City has been undergoing (D) major population changes. 

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

If (A) the maid comes (B) today, please have her washed (C) all of (D) my shirts. 

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

Chandler was shocked (A) when his entire class (B) seemed to come down with (C) the same imaginative disease (D).

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.

You are in this mess right now because you didn’t listen to my advice in the first place. 

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.

You are in this mess right now because you didn’t listen to my advice in the first place. 

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

“I was not there at the time”, he said. 

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.

It’s no use asking her for help.

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.

No member in the team came to his birthday party. But Julia did come.

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.

I had never seen her before. However, I recognized her from a photograph.