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  • 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. Tổng hợp đề thi thử tiếng anh thpt quốc gia

Tổng hợp đề thi thử tiếng anh thpt quốc gia (Đề số 11)

37 người thi tuần này 5.0 113.9 K lượt thi 51 câu hỏi 50 phút

  • Đề số 1
  • Đề số 2
  • Đề số 3
  • Đề số 4
  • Đề số 5
  • Đề số 6
  • Đề số 7
  • Đề số 8
  • Đề số 9
  • Đề số 10
  • Đề số 11
  • Đề số 12
  • Đề số 13
  • Đề số 14
  • Đề số 15
  • Đề số 16
  • Đề số 17
  • Đề số 18
  • Đề số 19
  • Đề số 20
  • Đề số 21
  • Đề số 22
  • Đề số 23
  • Đề số 24
  • Đề số 25
  • Đề số 26
  • Đề số 27
  • Đề số 28
  • Đề số 29
  • Đề số 30
  • Đề số 31
  • Đề số 32
  • Đề số 33
  • Đề số 34
  • Đề số 35
  • Đề số 36

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Danh sách câu hỏi:

Câu 1

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

The costal city is _______ extra buses during the summer because of a considerable increase in the number of tourists.

Lời giải

Chọn đáp án D

Ta xét nghĩa các cụm động từ:

A. turning out (phrv): hóa ra là; xuất hiện, tham dự, đến

B. making up (phrv): giải hòa (sau tranh cãi)

C. taking off (phrv): cởi bỏ; (máy bay) cất cánh; bỏ đi, xóa bỏ; trở nên thành công

D. putting on (phrv): điều động thêm phương tiện (xe bus, tàu) cho mọi người sử dụng; mặc, đeo; tổ chức (sự kiện)

Dựa vào nghĩa của các cụm động từ ta chọn đáp án đúng là D

Tạm dịch: Thành phố ven biển điều động thêm xe bus trong mùa hè do số lượng khách thăm quan tang cao đáng kể.

Câu 2

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

Although she had been told quite sternly to _______ herself together, she simply couldn’t stop the tears from flowing.

Lời giải

Chọn đáp án C

Ta có cụm động từ: pull oneself together (phrv) = recover control of one’s emotions: điều chỉnh cảm xúc; khôi phục sự điều khiển cảm xúc

Đây là cụm cố định nên ta không thể thay thế bằng động từ nào khác.

Vậy chọn đáp án đúng là C.

Tạm dịch: Mặc dù được nhắc nhở nghiêm khắc là phải điều chỉnh cảm xúc của bản thân nhưng cô ấy không thể ngăn những giọt lệ ngừng rơi.

Câu 3

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

If our teacher were here now, he _______ us with this difficult exercise.

Lời giải

Chọn đáp án B

Ta thấy cấu trúc của câu điều kiện loại 2 – điều kiện trái hiện tại:

If + S1 + V (quá khứ đơn/were), S2 + would do sth

Vậy ta chọn đáp án đúng là B.

Tạm dịch: Nếu giáo viên của chúng ta ở đây bây giờ, thầy ấy sẽ giúp chúng ta giải bài tập khó nhằn này.

Câu 4

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

They were at the stadium with us last night, so they _______ at the threatre then.

Lời giải

Chọn đáp án D

Ta có:

- Needn’t have done: đã không cần làm gì (thực tế là đã làm)

- Might have done: có lẽ đã làm điều gì (dự đoán sự việc trong quá khứ - không chắc chắn lắm)

- Should have done: đã nên làm điều gì (thực tế đã không làm)

- Can’t have done: hẳn đã không làm (dự đoán sự việc trong quá khứ - khá chắc chắn)

Ta thấy người nói có căn cứ cho suy đoán của mình cho nên đây là suy đoán khá chắc chắn. Ta chọn đáp án đúng là D.

Tạm dịch: Họ ở sân vận động cùng chúng tôi tối qua, vì vậy không thể nào ở rạp hát khi đó được.

Câu 5

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

_______ to fame at an early age may have a negative influence on children’s psychological development.

Lời giải

Chọn đáp án B

Ta xét các phương án:

A. Approach to (v): tiếp cận với, tiếp xúc với, phương án giải quyết cho vấn đề gì

B. Rise to (v): lên đến, tăng đến

C. Go to (v): đi tới

D. Reach: không đi với giới từ phía sau

Ta có cụm từ cố định: rise to fame = become famous: trở nên nổi tiếng

Vì đây là cụm cố định nên ta không thể thay thế bằng động từ nào khác. Chọn đáp án đúng là B.

Tạm dịch: Trở nên nổi tiếng khi tuổi còn nhỏ có thể gây ảnh hưởng tiêu cực đối với sự phát triển tâm lí của trẻ.

Câu 6

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

Her parents rarely let her stay out late, _______?

Lời giải

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Câu 7

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

Her parents rarely let her stay out late, _______?

Lời giải

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Câu 8

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

Participating in teamwork activities helps students develop their _______ skills.

Lời giải

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Câu 9

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

The boy denied _______ the cake even though there was some cream left on his chin.

Lời giải

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Câu 10

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

In most countries, photocopying books without the publisher’s permission is clearly a copyright _______.

Lời giải

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Câu 11

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

These volunteer programmes aim to provide education for children in _______ regions.

Lời giải

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Câu 12

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

The children _______ by social networks are likely to suffer from depression and other health problems.

Lời giải

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Câu 13

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

Only after the teacher _______ the procedure clearly were the students allowed to go ahead with the experiment.

Lời giải

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Câu 14

 

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.

Despite careful preparation, the candidate got cold feet when asked a challenging question and gave an unsatisfactory answer.

 

Lời giải

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Câu 15

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.

Winning the first prize in the National Math Competition was the highest achievement he got when he was at school.

Lời giải

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Câu 16

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 team entered the competition with great confidence after getting sound advice from their coach.

Lời giải

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Câu 17

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.

It is high time more intensive campaigns were initiated to protect endangered species all over the world.

Lời giải

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Câu 18

Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that best completes each of the following exchanges.

Jenny and Jimy are talking about university education.

- Jenny: “I think having a university degree is the only way to succeed in life.”

- Jimmy: “_______. There were successful people without a degree.”

Lời giải

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Câu 19

Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that best completes each of the following exchanges.

Adam and Janet are at the school canteen.

- Adam: “_______”

- Janet: “Yes, please.”

Lời giải

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Câu 20

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

Lời giải

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Câu 21

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

Lời giải

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Câu 22

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

Lời giải

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Câu 23

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

Lời giải

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Câu 24

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

Taking piano lessons and solving math puzzles on a computer significantly improve specific math skills of elementary schoolchildren, according to a new study. The results, (23) _______ were published in the journal Neurological Research, are the latest in a series that links musical training to the development of higher brain functions.

Researchers worked with 135 second-grade students at a school in Los Angeles after (24) _______ a pilot study with 102 students. Children that were given four months of piano training as well as time playing (25) _______ newly designed computer software scored 27 percent higher on math and fraction tests than other children.

Piano instruction is thought to enhance the brain’s “hard wiring” for spatial-temporal reasoning, or the ability to visualize and transform objects in space and time, says Professor Gordon Shaw, who led the study. At the same time, the computer game allows children to solve geometric and math puzzles that boost their ability to (26) _______ shapes in their mind.

The findings are significant (27) _______ a grasp of proportional math and fractions is a prerequisite to math at higher levels, and children who do not master these areas of math cannot understand move advanced math that is critical to high-tech fields.

(Adapted from “Eye on Editing 2” by Joyce S. Cain)

Lời giải

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Câu 25

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 23 to 27. Fill in the appropriate word in question 24

Taking piano lessons and solving math puzzles on a computer significantly improve specific math skills of elementary schoolchildren, according to a new study. The results, (23) _______ were published in the journal Neurological Research, are the latest in a series that links musical training to the development of higher brain functions.

Researchers worked with 135 second-grade students at a school in Los Angeles after (24) _______ a pilot study with 102 students. Children that were given four months of piano training as well as time playing (25) _______ newly designed computer software scored 27 percent higher on math and fraction tests than other children.

Piano instruction is thought to enhance the brain’s “hard wiring” for spatial-temporal reasoning, or the ability to visualize and transform objects in space and time, says Professor Gordon Shaw, who led the study. At the same time, the computer game allows children to solve geometric and math puzzles that boost their ability to (26) _______ shapes in their mind.

The findings are significant (27) _______ a grasp of proportional math and fractions is a prerequisite to math at higher levels, and children who do not master these areas of math cannot understand move advanced math that is critical to high-tech fields.

(Adapted from “Eye on Editing 2” by Joyce S. Cain)

Lời giải

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Câu 26

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 23 to 27. Fill in the appropriate word in question 25

Taking piano lessons and solving math puzzles on a computer significantly improve specific math skills of elementary schoolchildren, according to a new study. The results, (23) _______ were published in the journal Neurological Research, are the latest in a series that links musical training to the development of higher brain functions.

Researchers worked with 135 second-grade students at a school in Los Angeles after (24) _______ a pilot study with 102 students. Children that were given four months of piano training as well as time playing (25) _______ newly designed computer software scored 27 percent higher on math and fraction tests than other children.

Piano instruction is thought to enhance the brain’s “hard wiring” for spatial-temporal reasoning, or the ability to visualize and transform objects in space and time, says Professor Gordon Shaw, who led the study. At the same time, the computer game allows children to solve geometric and math puzzles that boost their ability to (26) _______ shapes in their mind.

The findings are significant (27) _______ a grasp of proportional math and fractions is a prerequisite to math at higher levels, and children who do not master these areas of math cannot understand move advanced math that is critical to high-tech fields.

(Adapted from “Eye on Editing 2” by Joyce S. Cain)

Lời giải

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Câu 27

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 23 to 27. Fill in the appropriate word in question 26

Taking piano lessons and solving math puzzles on a computer significantly improve specific math skills of elementary schoolchildren, according to a new study. The results, (23) _______ were published in the journal Neurological Research, are the latest in a series that links musical training to the development of higher brain functions.

Researchers worked with 135 second-grade students at a school in Los Angeles after (24) _______ a pilot study with 102 students. Children that were given four months of piano training as well as time playing (25) _______ newly designed computer software scored 27 percent higher on math and fraction tests than other children.

Piano instruction is thought to enhance the brain’s “hard wiring” for spatial-temporal reasoning, or the ability to visualize and transform objects in space and time, says Professor Gordon Shaw, who led the study. At the same time, the computer game allows children to solve geometric and math puzzles that boost their ability to (26) _______ shapes in their mind.

The findings are significant (27) _______ a grasp of proportional math and fractions is a prerequisite to math at higher levels, and children who do not master these areas of math cannot understand move advanced math that is critical to high-tech fields.

(Adapted from “Eye on Editing 2” by Joyce S. Cain)

Lời giải

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Câu 28

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 23 to 27. Fill in the appropriate word in question 33

Taking piano lessons and solving math puzzles on a computer significantly improve specific math skills of elementary schoolchildren, according to a new study. The results, (23) _______ were published in the journal Neurological Research, are the latest in a series that links musical training to the development of higher brain functions.

Researchers worked with 135 second-grade students at a school in Los Angeles after (24) _______ a pilot study with 102 students. Children that were given four months of piano training as well as time playing (25) _______ newly designed computer software scored 27 percent higher on math and fraction tests than other children.

Piano instruction is thought to enhance the brain’s “hard wiring” for spatial-temporal reasoning, or the ability to visualize and transform objects in space and time, says Professor Gordon Shaw, who led the study. At the same time, the computer game allows children to solve geometric and math puzzles that boost their ability to (26) _______ shapes in their mind.

The findings are significant (27) _______ a grasp of proportional math and fractions is a prerequisite to math at higher levels, and children who do not master these areas of math cannot understand move advanced math that is critical to high-tech fields.

(Adapted from “Eye on Editing 2” by Joyce S. Cain)

Lời giải

Bạn cần đăng ký gói VIP ( giá chỉ từ 199K ) để làm bài, xem đáp án và lời giải chi tiết không giới hạn.

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Câu 29

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 28 to 34.

When we meet people for the first time, we often make decisions about them based entirely on how they look. And of course, we too are being judged on our appearance. Undoubtedly, it’s what’s inside that’s important but sometimes we can send out the wrong signals and so get a negative reaction, simply by wearing inappropriate clothing.

When selecting your clothes each day, it is therefore important to think about who you’re likely to meet, where you are going to be spending most of your time and what tasks you are likely to perform. Clearly, on a practical level, some outfits will be more appropriate to different sorts of activity and this will dictate your choice to an extent. However, there’s no need to abandon your individual taste completely. After all, if you dress to please somebody else’s idea of what looks good, you may end up feeling uncomfortable and not quite yourself.

Some colours bring your natural colouring to life and others can give you a washed-out appearance. Try out new ones by all means, but remember that dressing in bright colours when you really like subtle neutral tones or vice versa will make you feel self-conscious and uncomfortable. You know deep down where your own taste boundaries lie. It may be fun to cross these sometimes, but do take care not to go too far all at once.

Reappraising your image isn’t selfish because everyone who comes into contact with you will benefit. You’ll look better and you’ll feel a better person all round. And if in doubt, you only need to read Professor Albert Mehrabian’s book Silent Messages, which showed that the impact we make on each other depends 55 percent on how we look and behave, 38 percent on how we speak, and only seven percent on what we actually say.

(Adapter from “Expert First” by Jan Bell and Roger Gower)

Which could be the best title for the passage?

Lời giải

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Câu 30

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 28 to 34.

When we meet people for the first time, we often make decisions about them based entirely on how they look. And of course, we too are being judged on our appearance. Undoubtedly, it’s what’s inside that’s important but sometimes we can send out the wrong signals and so get a negative reaction, simply by wearing inappropriate clothing.

When selecting your clothes each day, it is therefore important to think about who you’re likely to meet, where you are going to be spending most of your time and what tasks you are likely to perform. Clearly, on a practical level, some outfits will be more appropriate to different sorts of activity and this will dictate your choice to an extent. However, there’s no need to abandon your individual taste completely. After all, if you dress to please somebody else’s idea of what looks good, you may end up feeling uncomfortable and not quite yourself.

Some colours bring your natural colouring to life and others can give you a washed-out appearance. Try out new ones by all means, but remember that dressing in bright colours when you really like subtle neutral tones or vice versa will make you feel self-conscious and uncomfortable. You know deep down where your own taste boundaries lie. It may be fun to cross these sometimes, but do take care not to go too far all at once.

Reappraising your image isn’t selfish because everyone who comes into contact with you will benefit. You’ll look better and you’ll feel a better person all round. And if in doubt, you only need to read Professor Albert Mehrabian’s book Silent Messages, which showed that the impact we make on each other depends 55 percent on how we look and behave, 38 percent on how we speak, and only seven percent on what we actually say.

(Adapter from “Expert First” by Jan Bell and Roger Gower)

According to paragraph 1, people can get a negative reaction from others by _______.

Lời giải

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Câu 31

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 28 to 34.

When we meet people for the first time, we often make decisions about them based entirely on how they look. And of course, we too are being judged on our appearance. Undoubtedly, it’s what’s inside that’s important but sometimes we can send out the wrong signals and so get a negative reaction, simply by wearing inappropriate clothing.

When selecting your clothes each day, it is therefore important to think about who you’re likely to meet, where you are going to be spending most of your time and what tasks you are likely to perform. Clearly, on a practical level, some outfits will be more appropriate to different sorts of activity and this will dictate your choice to an extent. However, there’s no need to abandon your individual taste completely. After all, if you dress to please somebody else’s idea of what looks good, you may end up feeling uncomfortable and not quite yourself.

Some colours bring your natural colouring to life and others can give you a washed-out appearance. Try out new ones by all means, but remember that dressing in bright colours when you really like subtle neutral tones or vice versa will make you feel self-conscious and uncomfortable. You know deep down where your own taste boundaries lie. It may be fun to cross these sometimes, but do take care not to go too far all at once.

Reappraising your image isn’t selfish because everyone who comes into contact with you will benefit. You’ll look better and you’ll feel a better person all round. And if in doubt, you only need to read Professor Albert Mehrabian’s book Silent Messages, which showed that the impact we make on each other depends 55 percent on how we look and behave, 38 percent on how we speak, and only seven percent on what we actually say.

(Adapter from “Expert First” by Jan Bell and Roger Gower)

The word “outfits” in paragraph 2 mostly means _______.

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Câu 32

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 28 to 34.

When we meet people for the first time, we often make decisions about them based entirely on how they look. And of course, we too are being judged on our appearance. Undoubtedly, it’s what’s inside that’s important but sometimes we can send out the wrong signals and so get a negative reaction, simply by wearing inappropriate clothing.

When selecting your clothes each day, it is therefore important to think about who you’re likely to meet, where you are going to be spending most of your time and what tasks you are likely to perform. Clearly, on a practical level, some outfits will be more appropriate to different sorts of activity and this will dictate your choice to an extent. However, there’s no need to abandon your individual taste completely. After all, if you dress to please somebody else’s idea of what looks good, you may end up feeling uncomfortable and not quite yourself.

Some colours bring your natural colouring to life and others can give you a washed-out appearance. Try out new ones by all means, but remember that dressing in bright colours when you really like subtle neutral tones or vice versa will make you feel self-conscious and uncomfortable. You know deep down where your own taste boundaries lie. It may be fun to cross these sometimes, but do take care not to go too far all at once.

Reappraising your image isn’t selfish because everyone who comes into contact with you will benefit. You’ll look better and you’ll feel a better person all round. And if in doubt, you only need to read Professor Albert Mehrabian’s book Silent Messages, which showed that the impact we make on each other depends 55 percent on how we look and behave, 38 percent on how we speak, and only seven percent on what we actually say.

(Adapter from “Expert First” by Jan Bell and Roger Gower)

Which of the following is NOT mentioned in paragraph 2 as a factor to be considered when choosing clothes?

Lời giải

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Câu 33

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 28 to 34.

When we meet people for the first time, we often make decisions about them based entirely on how they look. And of course, we too are being judged on our appearance. Undoubtedly, it’s what’s inside that’s important but sometimes we can send out the wrong signals and so get a negative reaction, simply by wearing inappropriate clothing.

When selecting your clothes each day, it is therefore important to think about who you’re likely to meet, where you are going to be spending most of your time and what tasks you are likely to perform. Clearly, on a practical level, some outfits will be more appropriate to different sorts of activity and this will dictate your choice to an extent. However, there’s no need to abandon your individual taste completely. After all, if you dress to please somebody else’s idea of what looks good, you may end up feeling uncomfortable and not quite yourself.

Some colours bring your natural colouring to life and others can give you a washed-out appearance. Try out new ones by all means, but remember that dressing in bright colours when you really like subtle neutral tones or vice versa will make you feel self-conscious and uncomfortable. You know deep down where your own taste boundaries lie. It may be fun to cross these sometimes, but do take care not to go too far all at once.

Reappraising your image isn’t selfish because everyone who comes into contact with you will benefit. You’ll look better and you’ll feel a better person all round. And if in doubt, you only need to read Professor Albert Mehrabian’s book Silent Messages, which showed that the impact we make on each other depends 55 percent on how we look and behave, 38 percent on how we speak, and only seven percent on what we actually say.

(Adapter from “Expert First” by Jan Bell and Roger Gower)

The word “others” in paragraph 3 refers to _______.

Lời giải

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Câu 34

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 28 to 34.

When we meet people for the first time, we often make decisions about them based entirely on how they look. And of course, we too are being judged on our appearance. Undoubtedly, it’s what’s inside that’s important but sometimes we can send out the wrong signals and so get a negative reaction, simply by wearing inappropriate clothing.

When selecting your clothes each day, it is therefore important to think about who you’re likely to meet, where you are going to be spending most of your time and what tasks you are likely to perform. Clearly, on a practical level, some outfits will be more appropriate to different sorts of activity and this will dictate your choice to an extent. However, there’s no need to abandon your individual taste completely. After all, if you dress to please somebody else’s idea of what looks good, you may end up feeling uncomfortable and not quite yourself.

Some colours bring your natural colouring to life and others can give you a washed-out appearance. Try out new ones by all means, but remember that dressing in bright colours when you really like subtle neutral tones or vice versa will make you feel self-conscious and uncomfortable. You know deep down where your own taste boundaries lie. It may be fun to cross these sometimes, but do take care not to go too far all at once.

Reappraising your image isn’t selfish because everyone who comes into contact with you will benefit. You’ll look better and you’ll feel a better person all round. And if in doubt, you only need to read Professor Albert Mehrabian’s book Silent Messages, which showed that the impact we make on each other depends 55 percent on how we look and behave, 38 percent on how we speak, and only seven percent on what we actually say.

(Adapter from “Expert First” by Jan Bell and Roger Gower)

The word “Reappraising” in paragraph 4 is closest in meaning to _______.

Lời giải

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Câu 35

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 28 to 34.

When we meet people for the first time, we often make decisions about them based entirely on how they look. And of course, we too are being judged on our appearance. Undoubtedly, it’s what’s inside that’s important but sometimes we can send out the wrong signals and so get a negative reaction, simply by wearing inappropriate clothing.

When selecting your clothes each day, it is therefore important to think about who you’re likely to meet, where you are going to be spending most of your time and what tasks you are likely to perform. Clearly, on a practical level, some outfits will be more appropriate to different sorts of activity and this will dictate your choice to an extent. However, there’s no need to abandon your individual taste completely. After all, if you dress to please somebody else’s idea of what looks good, you may end up feeling uncomfortable and not quite yourself.

Some colours bring your natural colouring to life and others can give you a washed-out appearance. Try out new ones by all means, but remember that dressing in bright colours when you really like subtle neutral tones or vice versa will make you feel self-conscious and uncomfortable. You know deep down where your own taste boundaries lie. It may be fun to cross these sometimes, but do take care not to go too far all at once.

Reappraising your image isn’t selfish because everyone who comes into contact with you will benefit. You’ll look better and you’ll feel a better person all round. And if in doubt, you only need to read Professor Albert Mehrabian’s book Silent Messages, which showed that the impact we make on each other depends 55 percent on how we look and behave, 38 percent on how we speak, and only seven percent on what we actually say.

(Adapter from “Expert First” by Jan Bell and Roger Gower)

According to Professor Albert Mehrabian, the impact we make on each other depends mainly on _______.

Lời giải

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Câu 36

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

While watching sports on TV, the chances are children will see professional players cheating, having tantrums, fighting, or abusing officials. In addition, it’s highly likely that children will be aware of well-known cases of sportspeople being caught using drugs to improve their performance. The danger of all this is that it could give children the idea that winning is all that counts and you should win at all costs. Good behavior and fair play aren’t the message that comes across. Instead, it looks as if cheating and bad behavior are reasonable ways of getting what you want. This message is further bolstered by the fact that some of these sportspeople acquire enormous fame and wealth, making it seem they are being handsomely rewarded either despite or because of their bad behavior.

What can parents do about this? They can regard sport on television as an opportunity to discuss attitudes and behavior with their children. When watching sports together, if parents see a player swearing at the referee, they can get the child’s opinion on that behavior and discuss whether a player’s skill is more important than their behavior. Ask what the child thinks the player’s contribution to the team is. Point out that no player can win a team game on their own, so it’s important for members to work well together.

Another thing to focus on is what the commentators say. Do they frown on bad behavior from players, think it’s amusing or even consider it’s a good thing? What about the officials? If they let players get away with a clear foul, parents can discuss with children whether this is right and what effect it has on the game. Look too at the reactions of coaches and managers. Do they accept losing with good grace or scowl and show a bad attitude? Parents can use this to talk about attitudes to winning and losing and to remind children that both are part of sport.

However, what children learn from watching sports is by no means all negative and parents should make sure they accentuate the positives too. They should emphasise to children the high reputation that well-behaved players have, not just with their teammates but also with spectators and the media. They can focus on the contribution made by such players during a game, discussing how valuable they are in the team. In the interviews after a game, point out to a child that the well-behaved sportspeople don’t gloat when they win or sulk when they lose. And parents can stress how well these people conduct themselves in their personal lives and the good work they do for others when not playing. In other words, parents should get their children to focus on the positive role models, rather than the antics of the badly behaved but often more publicized players.

(Adapter from “New English File – Advanced” by Will Maddox)

Which of the following does the passage mainly discuss?

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Câu 37

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

While watching sports on TV, the chances are children will see professional players cheating, having tantrums, fighting, or abusing officials. In addition, it’s highly likely that children will be aware of well-known cases of sportspeople being caught using drugs to improve their performance. The danger of all this is that it could give children the idea that winning is all that counts and you should win at all costs. Good behavior and fair play aren’t the message that comes across. Instead, it looks as if cheating and bad behavior are reasonable ways of getting what you want. This message is further bolstered by the fact that some of these sportspeople acquire enormous fame and wealth, making it seem they are being handsomely rewarded either despite or because of their bad behavior.

What can parents do about this? They can regard sport on television as an opportunity to discuss attitudes and behavior with their children. When watching sports together, if parents see a player swearing at the referee, they can get the child’s opinion on that behavior and discuss whether a player’s skill is more important than their behavior. Ask what the child thinks the player’s contribution to the team is. Point out that no player can win a team game on their own, so it’s important for members to work well together.

Another thing to focus on is what the commentators say. Do they frown on bad behavior from players, think it’s amusing or even consider it’s a good thing? What about the officials? If they let players get away with a clear foul, parents can discuss with children whether this is right and what effect it has on the game. Look too at the reactions of coaches and managers. Do they accept losing with good grace or scowl and show a bad attitude? Parents can use this to talk about attitudes to winning and losing and to remind children that both are part of sport.

However, what children learn from watching sports is by no means all negative and parents should make sure they accentuate the positives too. They should emphasise to children the high reputation that well-behaved players have, not just with their teammates but also with spectators and the media. They can focus on the contribution made by such players during a game, discussing how valuable they are in the team. In the interviews after a game, point out to a child that the well-behaved sportspeople don’t gloat when they win or sulk when they lose. And parents can stress how well these people conduct themselves in their personal lives and the good work they do for others when not playing. In other words, parents should get their children to focus on the positive role models, rather than the antics of the badly behaved but often more publicized players.

(Adapter from “New English File – Advanced” by Will Maddox)

The word “bolstered” in paragraph 1 is closest in meaning to _______.

Lời giải

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Câu 38

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

While watching sports on TV, the chances are children will see professional players cheating, having tantrums, fighting, or abusing officials. In addition, it’s highly likely that children will be aware of well-known cases of sportspeople being caught using drugs to improve their performance. The danger of all this is that it could give children the idea that winning is all that counts and you should win at all costs. Good behavior and fair play aren’t the message that comes across. Instead, it looks as if cheating and bad behavior are reasonable ways of getting what you want. This message is further bolstered by the fact that some of these sportspeople acquire enormous fame and wealth, making it seem they are being handsomely rewarded either despite or because of their bad behavior.

What can parents do about this? They can regard sport on television as an opportunity to discuss attitudes and behavior with their children. When watching sports together, if parents see a player swearing at the referee, they can get the child’s opinion on that behavior and discuss whether a player’s skill is more important than their behavior. Ask what the child thinks the player’s contribution to the team is. Point out that no player can win a team game on their own, so it’s important for members to work well together.

Another thing to focus on is what the commentators say. Do they frown on bad behavior from players, think it’s amusing or even consider it’s a good thing? What about the officials? If they let players get away with a clear foul, parents can discuss with children whether this is right and what effect it has on the game. Look too at the reactions of coaches and managers. Do they accept losing with good grace or scowl and show a bad attitude? Parents can use this to talk about attitudes to winning and losing and to remind children that both are part of sport.

However, what children learn from watching sports is by no means all negative and parents should make sure they accentuate the positives too. They should emphasise to children the high reputation that well-behaved players have, not just with their teammates but also with spectators and the media. They can focus on the contribution made by such players during a game, discussing how valuable they are in the team. In the interviews after a game, point out to a child that the well-behaved sportspeople don’t gloat when they win or sulk when they lose. And parents can stress how well these people conduct themselves in their personal lives and the good work they do for others when not playing. In other words, parents should get their children to focus on the positive role models, rather than the antics of the badly behaved but often more publicized players.

(Adapter from “New English File – Advanced” by Will Maddox)

According to paragraph 1, misconduct exhibited by players may lead children to think that _______.

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Câu 39

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

While watching sports on TV, the chances are children will see professional players cheating, having tantrums, fighting, or abusing officials. In addition, it’s highly likely that children will be aware of well-known cases of sportspeople being caught using drugs to improve their performance. The danger of all this is that it could give children the idea that winning is all that counts and you should win at all costs. Good behavior and fair play aren’t the message that comes across. Instead, it looks as if cheating and bad behavior are reasonable ways of getting what you want. This message is further bolstered by the fact that some of these sportspeople acquire enormous fame and wealth, making it seem they are being handsomely rewarded either despite or because of their bad behavior.

What can parents do about this? They can regard sport on television as an opportunity to discuss attitudes and behavior with their children. When watching sports together, if parents see a player swearing at the referee, they can get the child’s opinion on that behavior and discuss whether a player’s skill is more important than their behavior. Ask what the child thinks the player’s contribution to the team is. Point out that no player can win a team game on their own, so it’s important for members to work well together.

Another thing to focus on is what the commentators say. Do they frown on bad behavior from players, think it’s amusing or even consider it’s a good thing? What about the officials? If they let players get away with a clear foul, parents can discuss with children whether this is right and what effect it has on the game. Look too at the reactions of coaches and managers. Do they accept losing with good grace or scowl and show a bad attitude? Parents can use this to talk about attitudes to winning and losing and to remind children that both are part of sport.

However, what children learn from watching sports is by no means all negative and parents should make sure they accentuate the positives too. They should emphasise to children the high reputation that well-behaved players have, not just with their teammates but also with spectators and the media. They can focus on the contribution made by such players during a game, discussing how valuable they are in the team. In the interviews after a game, point out to a child that the well-behaved sportspeople don’t gloat when they win or sulk when they lose. And parents can stress how well these people conduct themselves in their personal lives and the good work they do for others when not playing. In other words, parents should get their children to focus on the positive role models, rather than the antics of the badly behaved but often more publicized players.

(Adapter from “New English File – Advanced” by Will Maddox)

According to paragraph 2, what should parents teach their children through watching sports?

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Câu 40

 

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

While watching sports on TV, the chances are children will see professional players cheating, having tantrums, fighting, or abusing officials. In addition, it’s highly likely that children will be aware of well-known cases of sportspeople being caught using drugs to improve their performance. The danger of all this is that it could give children the idea that winning is all that counts and you should win at all costs. Good behavior and fair play aren’t the message that comes across. Instead, it looks as if cheating and bad behavior are reasonable ways of getting what you want. This message is further bolstered by the fact that some of these sportspeople acquire enormous fame and wealth, making it seem they are being handsomely rewarded either despite or because of their bad behavior.

What can parents do about this? They can regard sport on television as an opportunity to discuss attitudes and behavior with their children. When watching sports together, if parents see a player swearing at the referee, they can get the child’s opinion on that behavior and discuss whether a player’s skill is more important than their behavior. Ask what the child thinks the player’s contribution to the team is. Point out that no player can win a team game on their own, so it’s important for members to work well together.

Another thing to focus on is what the commentators say. Do they frown on bad behavior from players, think it’s amusing or even consider it’s a good thing? What about the officials? If they let players get away with a clear foul, parents can discuss with children whether this is right and what effect it has on the game. Look too at the reactions of coaches and managers. Do they accept losing with good grace or scowl and show a bad attitude? Parents can use this to talk about attitudes to winning and losing and to remind children that both are part of sport.

However, what children learn from watching sports is by no means all negative and parents should make sure they accentuate the positives too. They should emphasise to children the high reputation that well-behaved players have, not just with their teammates but also with spectators and the media. They can focus on the contribution made by such players during a game, discussing how valuable they are in the team. In the interviews after a game, point out to a child that the well-behaved sportspeople don’t gloat when they win or sulk when they lose. And parents can stress how well these people conduct themselves in their personal lives and the good work they do for others when not playing. In other words, parents should get their children to focus on the positive role models, rather than the antics of the badly behaved but often more publicized players.

(Adapter from “New English File – Advanced” by Will Maddox)

The word “accentuate” in paragraph 4 can be best replaced by _______.

 

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Câu 41

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

While watching sports on TV, the chances are children will see professional players cheating, having tantrums, fighting, or abusing officials. In addition, it’s highly likely that children will be aware of well-known cases of sportspeople being caught using drugs to improve their performance. The danger of all this is that it could give children the idea that winning is all that counts and you should win at all costs. Good behavior and fair play aren’t the message that comes across. Instead, it looks as if cheating and bad behavior are reasonable ways of getting what you want. This message is further bolstered by the fact that some of these sportspeople acquire enormous fame and wealth, making it seem they are being handsomely rewarded either despite or because of their bad behavior.

What can parents do about this? They can regard sport on television as an opportunity to discuss attitudes and behavior with their children. When watching sports together, if parents see a player swearing at the referee, they can get the child’s opinion on that behavior and discuss whether a player’s skill is more important than their behavior. Ask what the child thinks the player’s contribution to the team is. Point out that no player can win a team game on their own, so it’s important for members to work well together.

Another thing to focus on is what the commentators say. Do they frown on bad behavior from players, think it’s amusing or even consider it’s a good thing? What about the officials? If they let players get away with a clear foul, parents can discuss with children whether this is right and what effect it has on the game. Look too at the reactions of coaches and managers. Do they accept losing with good grace or scowl and show a bad attitude? Parents can use this to talk about attitudes to winning and losing and to remind children that both are part of sport.

However, what children learn from watching sports is by no means all negative and parents should make sure they accentuate the positives too. They should emphasise to children the high reputation that well-behaved players have, not just with their teammates but also with spectators and the media. They can focus on the contribution made by such players during a game, discussing how valuable they are in the team. In the interviews after a game, point out to a child that the well-behaved sportspeople don’t gloat when they win or sulk when they lose. And parents can stress how well these people conduct themselves in their personal lives and the good work they do for others when not playing. In other words, parents should get their children to focus on the positive role models, rather than the antics of the badly behaved but often more publicized players.

(Adapter from “New English File – Advanced” by Will Maddox)

The word “They” in paragraph 4 refers to _______.

Lời giải

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Câu 42

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

While watching sports on TV, the chances are children will see professional players cheating, having tantrums, fighting, or abusing officials. In addition, it’s highly likely that children will be aware of well-known cases of sportspeople being caught using drugs to improve their performance. The danger of all this is that it could give children the idea that winning is all that counts and you should win at all costs. Good behavior and fair play aren’t the message that comes across. Instead, it looks as if cheating and bad behavior are reasonable ways of getting what you want. This message is further bolstered by the fact that some of these sportspeople acquire enormous fame and wealth, making it seem they are being handsomely rewarded either despite or because of their bad behavior.

What can parents do about this? They can regard sport on television as an opportunity to discuss attitudes and behavior with their children. When watching sports together, if parents see a player swearing at the referee, they can get the child’s opinion on that behavior and discuss whether a player’s skill is more important than their behavior. Ask what the child thinks the player’s contribution to the team is. Point out that no player can win a team game on their own, so it’s important for members to work well together.

Another thing to focus on is what the commentators say. Do they frown on bad behavior from players, think it’s amusing or even consider it’s a good thing? What about the officials? If they let players get away with a clear foul, parents can discuss with children whether this is right and what effect it has on the game. Look too at the reactions of coaches and managers. Do they accept losing with good grace or scowl and show a bad attitude? Parents can use this to talk about attitudes to winning and losing and to remind children that both are part of sport.

However, what children learn from watching sports is by no means all negative and parents should make sure they accentuate the positives too. They should emphasise to children the high reputation that well-behaved players have, not just with their teammates but also with spectators and the media. They can focus on the contribution made by such players during a game, discussing how valuable they are in the team. In the interviews after a game, point out to a child that the well-behaved sportspeople don’t gloat when they win or sulk when they lose. And parents can stress how well these people conduct themselves in their personal lives and the good work they do for others when not playing. In other words, parents should get their children to focus on the positive role models, rather than the antics of the badly behaved but often more publicized players.

(Adapter from “New English File – Advanced” by Will Maddox)

Which of the following about sport is NOT mentioned in the passage?

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Câu 43

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.

While watching sports on TV, the chances are children will see professional players cheating, having tantrums, fighting, or abusing officials. In addition, it’s highly likely that children will be aware of well-known cases of sportspeople being caught using drugs to improve their performance. The danger of all this is that it could give children the idea that winning is all that counts and you should win at all costs. Good behavior and fair play aren’t the message that comes across. Instead, it looks as if cheating and bad behavior are reasonable ways of getting what you want. This message is further bolstered by the fact that some of these sportspeople acquire enormous fame and wealth, making it seem they are being handsomely rewarded either despite or because of their bad behavior.

What can parents do about this? They can regard sport on television as an opportunity to discuss attitudes and behavior with their children. When watching sports together, if parents see a player swearing at the referee, they can get the child’s opinion on that behavior and discuss whether a player’s skill is more important than their behavior. Ask what the child thinks the player’s contribution to the team is. Point out that no player can win a team game on their own, so it’s important for members to work well together.

Another thing to focus on is what the commentators say. Do they frown on bad behavior from players, think it’s amusing or even consider it’s a good thing? What about the officials? If they let players get away with a clear foul, parents can discuss with children whether this is right and what effect it has on the game. Look too at the reactions of coaches and managers. Do they accept losing with good grace or scowl and show a bad attitude? Parents can use this to talk about attitudes to winning and losing and to remind children that both are part of sport.

However, what children learn from watching sports is by no means all negative and parents should make sure they accentuate the positives too. They should emphasise to children the high reputation that well-behaved players have, not just with their teammates but also with spectators and the media. They can focus on the contribution made by such players during a game, discussing how valuable they are in the team. In the interviews after a game, point out to a child that the well-behaved sportspeople don’t gloat when they win or sulk when they lose. And parents can stress how well these people conduct themselves in their personal lives and the good work they do for others when not playing. In other words, parents should get their children to focus on the positive role models, rather than the antics of the badly behaved but often more publicized players.

(Adapter from “New English File – Advanced” by Will Maddox)

Which of the following can be inferred from the passage?

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Câu 44

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’m sorry I haven’t finished the assignment,” Fiona said.

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Câu 45

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 the new regulations will encourage people to use less energy.

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Câu 46

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 usually takes her an hour to drive to work.

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Câu 47

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

Drawing on her own experience in psychology, the writer successfully portrayed a volatile character with dramtic alternatives of mood.

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Câu 48

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

It was the year 2014 that Trang An Scenic Landscape Complex was made a World Heritage Site by UNESCO.

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Câu 49

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.

My close friends spends most of their free time helping the homeless people in the  community.

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Câu 50

Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that best combines each pair of sentences in the following questions.

He fulfilled his dream of travelling the world. He decided to get a job and settle down.

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Câu 51

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.

She gave a great performance at the festival. We now know she has artistic talent.

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