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.. Question 22A[r]
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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.
Question 2 A park B yard C card D carry
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.
Question 3 A community B particular C mathematics D authority
Question 4 A explanation B experiment C accomplishment D discovery
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.
Question 5 If you want to borrow my car, promise to drive careful.
A B C D
Question 6 It is important that cancer is diagnosed and treated as early as possible in order to
A B assure a successful cure
Question 8 I don’t agree with very young and pretty criminals
A committing B enforcing C imprisoning D offending
Question 9 What beautiful eyes !
A does she have B she has C has she D she doesn't have
Question 10 long, I'm sure you will be speaking English a native speaker.
A After/ like B Before/ like C After/ for D Before/ for
Question 11 He's left his book at home; he's always so .
A forgetful B forgettable C forgotten D forgetting
Question 12 We are going to build a fence around the field with to breeding sheep and
cattle
Question 13 The meeting didn’t until late.
A end up B break up C come aboutD fall through
Question 14 Fiona is very angry her boss’s decision to sack several members of staff.
Question 15 Media reports on the outcome of military intervention often _the true facts.
A divert B detract C depose D distort
Question 16 He hurried he wouldn't be late for class.
Question 17 When his parents are away, his oldest brother .
A knocks it off B calls the shots C draws the line D is in the same boat
Trang 2Question 18 If he had been more careful, he _.
C wouldn’t have fallen D would haven’t fallen
Question 19 We should participate in the movements the natural environment.
A organizing to conserve B organized conserving
C which organize to conserve D organized to conserve
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.
Question 20 Jenny: “Thank you very much for your donation, Mr Robinson.”
- Mr Robinson: “ ”
A You can say that again B I see
C You are right D Delighted I was able to help
Question 21 John: “Well it was nice talking to you, but I have to dash.”
- Jane: “ ”
A Well, another time B Yes, I enjoyed talking to you, too
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.
Question 22 I am glad I was able to be there for my friend when her mom died
A to offer support in time of need for B to cry with
Question 23 The sign indicates the correct direction to the store.
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.
Question 24 It is relatively easy to identify the symptoms of the peculiar disease.
A evidently B absolutely C comparatively D obviously
Question 25 When you consider all the advantages you've gained I think you'll admit you had a good run for your money.
A a lot of loss from your money B a lot of benefits from your money
C a lot of advantages from your money D a lot of failures in making your money
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.
Question 26 I whispered as I didn’t want anybody to hear our conversation
A So as not to hear our conversation I whispered
B Since nobody wanted to hear our conversation I whispered
C Because I whispered, nobody heard our conversation
D I lowered my voice in order that our conversation couldn’t be heard
Question 27 Though he tried hard, he didn’t succeed.
A However he tried hard, he didn’t succeed
B However hard he tried, he didn’t succeed
C However he didn’t succeed hard, he tried hard
D However he tried hard, but he didn’t succeed
Question 28 “If you keep eating so much fat, you’ll gain weight.” said his mother.
Trang 3A His mother suggested him gaining weight if he kept eating so much fat.
B His mother warned him that he would gain weight if he kept eating so much fat
C His mother threatened him to gain weight if he kept eating so much fat
D His mother complained about his gaining weight if he kept eating so much fat
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.
Question 29 He was suspected to have stolen credit cards The police have investigated him for
days
A He has been investigated for days, suspected to have stolen credit cards
B Suspecting to have stolen credit cards, he has been investigated for days
C Having suspected to have stolen credit cards, he has been investigated for days
D Suspected to have stolen credit cards, he has been investigated for days
Question 30 Crazianna is a big country Unfortunately, it has never received respect from its
neighbours
A Though Crazianna is a big country, it has never received respect from its neighbours
B Crazianna has never received respect from its neighbours because it is a big country
C It is Crazianna, a big country, that has never received respect from its neighbours
D Crazianna is such a big country that it has never received respect from its neighbours
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 31 to 35.
How men first learnt to (31) words is unknown; in other words, the origin oflanguage is a mystery All we really know is that men, unlike animals, (32) invented certainsounds to express thoughts and feelings, actions and things so that they could communicate witheach other; and that later they agreed (33) certain signs, called letters, which could becombined to represent those sounds, and which could be written down These sounds,whetherspoken or written in letters, are called words
Great writers are those who not only have great thoughts but also express these thoughts inwords that (34) powerfully to our minds and emotions This charming and telling use ofwords is what we call literary style Above all, the real poet is a master of words He can convey hismeaning in words which sing like music, and which by their position and association can (35) men to tears We should, therefore, learn to choose our words carefully, or they will makeour speech silly and vulgar
Question 31 A invent B create C make D discover
Question 32 A whatever B however C somewhat D somehow
Question 34 A interest B appeal C attract D lure
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 36 to 42.
THE DIGITAL DIVIDE
Information technology is influencing the way many of us live and work today We use theInternet to look and apply for jobs, shop, conduct research, make airline reservations, and exploreareas of interest We use e-mail and the Internet to communicate instantaneously with friends andbusiness associates around the world Computers are commonplace in homes and the workplace
Trang 4Although the number of Internet users is growing exponentially each year, most of the world’s population does not have access to computers or the Internet Only 6 percent of the
population in developing countries are connected to telephones Although more than 94 percent ofU.S households have a telephone, only 42 percent have personal computers at home and 26percent have Internet access The lack of what most of us would consider a basic communicationsnecessity –the telephone –does not occur just in developing nations On some Native Americanreservations only 60 percent of the residents have a telephone The move to wireless connectionsmay eliminate the need for telephone lines, but it does not remove the barrier to equipment costs
Who has Internet access? Fifty percent of the children in urban households with an incomeover $75,000 have Internet access, compared with 2 percent of the children in low-income, ruralhouseholds Nearly half of college-educated people have Internet access, compared to 6 percent ofthose with only some high school education Forty percent of households with two parents haveaccess; 15 percent of female, single-parent households do Thirty percent of white households, 11percent of black households, and 13 percent of Hispanic households have access Teens andchildren are the two fastest-growing segments of Internet users The digital divide between thepopulations who have access to the Internet and information technology tools is based on income,race, education, household type, and geographic location Only 16 percent of the rural poor, ruraland central city minorities, young householders, and single parent female households areconnected
Another problem that exacerbates these disparities is that African-Americans, Hispanics,and Native Americans hold few of the jobs in information technology Women hold about 20percent of these jobs and are receiving fewer than 30 percent of the computer science degrees Theresult is that women and members of the most oppressed ethnic groups are not eligible for the jobswith the highest salaries at graduation Baccalaureate candidates with degrees in computer sciencewere offered the highest salaries of all new college graduates in 1998 at $44,949
Do similar disparities exist in schools? More than 90 percent of all schools in the country arewired with at least one Internet connection The number of classrooms with Internet connectionsdiffers by the income level of students Using the percentage of students who are eligible for freelunches at a school to determine income level, we see that nearly twice as many of the schools with
more affluent students have wired classrooms as those with high concentrations of low-income
students
Access to computers and the Internet will be important in reducing disparities betweengroups It will require greater equality across diverse groups whose members develop knowledgeand skills in computer and information technologies If computers and the Internet are to be used
to promote equality, they will have to become accessible to populations that cannot currently affordthe equipment which needs to be updated every three years or so However, access alone is notenough Students will have to be interacting with the technology in authentic settings Astechnology becomes a tool for learning in almost all courses taken by students, it will be seen as ameans to an end rather than an end in itself If it is used in culturally relevant ways, all students canbenefit from its power
Question 36 Why does the author mention the telephone in paragraph 2?
A To contrast the absence of telephone usage with that of Internet usage
B To describe the development of communications from telephone to Internet
C To demonstrate that even technology like the telephone is not available to all
D To argue that basic telephone service is a first step to using the Internet
Question 37 Which of the sentences below best expresses the information in the statement
“Although the number or the Internet.” in the paragraph 2?
A The number of computers that can make the Internet available to most of the people in the
Trang 5world is not increasing fast enough.
B The Internet is available to most of the people in the world, even though they don't have theirown computer terminals
C Most of the people in the world use the Internet now because the number of computers hasbeen increasing every year
D The number of people who use computers and the Internet is increasing every year, but mostpeople in the world still do not have connections
Question 38 Based on information in paragraph 3, which of the following best explains the term
"digital divide?"
A The disparity in the opportunity to use the Internet
B Differences in socioeconomic levels among Internet users
C The number of Internet users in developing nations
D Segments of the population with Internet access
Question 39 Why does the author give details about the percentages of Internet users in
paragraph 3?
A To argue for more Internet connections at all levels of society
B To suggest that improvements in Internet access are beginning to take place
C To prove that there are differences in opportunities among social groups
D To explain why many people have Internet connections now
Question 40 According to paragraph 4, why are fewer women and minorities employed in the
field of computer technology?
A They do not have an interest in technology
B They prefer training for jobs with higher salaries
C They are not admitted to the degree programs
D They do not possess the educational qualifications
Question 41 The word “concentrations” in the passage is closest in meaning to
A confidence B protections C numbers D support
Question 42 What can be inferred from paragraph 6 about Internet access?
A The cost of replacing equipment is a problem
B Technology will be more helpful in three years
C Better computers need to be designed
D Schools should provide newer computers for students
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 43 to 50.
Cooperation is the common endeavor of two or more people to perform a task or reach a
jointly cherished goal Like competition and conflict, there are different forms of cooperation,
based on group organization and attitudes
In the first form, known as primary cooperation, group and individual fuse The groupcontains nearly all of each individual’s life The rewards of the group’s work are shared with eachmember There is an interlocking identity of individual, group and task performed Means and goalsbecome one, for cooperation itself is valued
While primary cooperation is most often characteristic of preliterature societies, secondarycooperation is characteristic of many modern societies In secondary cooperation, individualsdevote only part of their lives to the group Cooperation itself is not a value Most members of thegroup feel loyalty, but the welfare of the group is not the first consideration Members performtasks so that they can separately enjoy the fruits of their cooperation in the form of salary, prestige,
or power Business offices and professional athletic teams are examples of secondary cooperation
In the third type, called tertiary cooperation or accommodation, latent conflict underlies the
Trang 6shared work The attitudes of the cooperating parties are purely opportunistic: the organization is
loose and fragile Accommodation involves common means to achieve antagonistic goals: it breaks
down when the common means cease to aid each party in reaching its goals This is not, strictly
speaking, cooperation at all, and hence the somewhat contradictory term antagonistic cooperation
is sometimes used for this relationship
Question 43 What is the author’s main purpose in the first paragraph of the passage?
A To offer a brief definition of cooperation
B To explain how cooperation differs from competition and conflict
C To urge readers to cooperate more often
D To show the importance of group organization and attitudes
Question 44 The word cherished in paragraph 1 is closest in meaning to _
Question 45 Which of the following statements about primary cooperation is supported by
information in the passage?
A It is an ideal that can never be achieved
B It was confined to prehistoric times
C It is usually the first stage of cooperation achieved by a group of individuals attempting tocooperate
D It is most commonly seen among people who have not yet developed reading and writingskills
Question 46 According to the passage, why do people join groups that practice secondary
cooperation?
A To get rewards for themselves
B To defeat a common enemy
C To experience the satisfaction of cooperation
D To associate with people who have similar backgrounds
Question 47 Which of the following is an example of the third form of cooperation as it is defined
in the fourth paragraph?
A Members of a farming community share work and the food that they grow
B Two rival political parties temporarily work together to defeat a third party
C Students form a study group so that all of them can improve their grades
D A new business attempts to take customers away from an established company
Question 48 Which of the following is NOT given as a name for the third type of cooperation?
C Tertiary cooperation D Antagonistic cooperation
Question 49 The word fragile in paragraph 4 is closest in meaning to
A poorly planned B involuntary C inefficient D easily broken
Question 50 Which of the following best describes the overall organization of the passage?
A The author presents the points of view of three experts on the same topic
B The author compares and contrasts two types of human relations
C The author describes a concept by analyzing its three forms
D The author provides a number of concrete examples and then draws a conclusion
THE END
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A easy/ i zi/ˈ ː (adj): d dàngễ
B sea /si /ː (n): bi n ể
C learn /l n/ (v): h cɜː ọ
D eat /i t/ (v): ănː
A park /p k/ɑː (n): công viên
B yard /j d/ɑː (n): sân, vườn
C card /k d/ɑː (n): lá bài
D carry / kær.i/ (v): mang vácˈ
A community /k mju n ti/ (n): c ng đ ngəˈ ː ə ộ ồ
B particular /p t k.j l r/ (adj): c th , đ c bi t əˈ ɪ ə ə ụ ể ặ ệ
C mathematics / mæ mæt ks/ (n): toán h cˌ θˈ ɪ ọ
D authority/ɔːˈθɒ ər .ti/ (n): h i đ ng, ngộ ồ ười có th m quy nẩ ề
A explanation / ek.spl ne n/ (n): l i gi i thíchˌ əˈ ɪ ʃə ờ ả
B experiment / k sper .m nt/ (n): thí nghi mɪ ˈ ɪ ə ệ
C accomplishment / k m.pl m nt/ (n): thành tích; s hoàn thành; kỹəˈ ʌ ɪʃ ə ựnăng
D discovery/d sk v r.i/ (n): s phát hi nɪˈ ʌ ə ự ệ
5 D Gi i thích: ả Sau đ ng t “drive” ta c n dùng m t tr ng t b nghĩa choộ ừ ầ ộ ạ ừ ổ
đ ng t đó ộ ừ
Trang 8S a l i: ử ỗ careful => carefully
D ch nghĩa: ị N u b n mu n m n ô tô c a tôi, hãy h a là lái xe c n th n.ế ạ ố ượ ủ ứ ẩ ậ
A you = b n; là ch ng trong câuạ ủ ữ
B borrow (v) = mượn
Phương án B borrow đã được dùng đúng ng pháp.ữ
C promise (v) = h aứĐây là th c m nh l nh, câu b t đ u b ng m t đ ng t nguyên th ứ ệ ệ ắ ầ ằ ộ ộ ừ ể
6 A Gi i thích: ả C u trúc ấ
Trong câu, đ ng t độ ừ ược chia d ng b đ ng nên đ ng t tobe ph iở ạ ị ộ ộ ừ ả
được gi nguyên th là “be” ch không chia, b t k ch ng là gì.ữ ể ứ ấ ể ủ ữ
D cure (n) = s ch a trự ữ ịSau tính t “successful” s d ng m t danh t là chính xác.ừ ử ụ ộ ừ
7 B Gi i thích: ả C u trúcấ
S a l i: ử ỗ well – known about => well – known for
D ch nghĩa: ị Paris đã n i ti ng v nh ng tổ ế ề ữ ượng đài n i ti ng, âm nh cổ ế ạtuy t hay, và nhà hàng tuy t v i trong h n 100 năm qua.ệ ệ ờ ơ
A has
Đ ng t “has” chia theo ch ng ngôi s ít (Paris) trong thì hi n t iộ ừ ủ ữ ố ệ ạhoàn thành là chính xác
C beautiful (adj) = đ p, hayẹ
Trước danh t “music” s d ng tính t b nghĩa là chính xác.ừ ử ụ ừ ổ
D ch nghĩa: ị Đôi m t c a cô y m i đ p làm sao.ắ ủ ấ ớ ẹCác phương án khác không đúng v i c u trúc câu c m thán.ớ ấ ả
10 B Gi i thích: ả Before long = Không lâu
Do sth like sb = làm gì gi ng ai đóố
D ch nghĩa: ị Không lâu n a, tôi ch c ch n r ng b n sẽ nói Ti ng Anhữ ắ ắ ằ ạ ế
nh m t ngư ộ ườ ải b n x ứ
A After/ like Không có c u trúc “After long”.ấ
Trang 9C After/ with Không có c u trúc “After long”.ấFor = cho Không có c u trúc “speak for sb”.ấ
D Before/ forFor = cho Không có c u trúc “speak for sb”.ấ
11 A Gi i thích: ả V trí c a ch tr ng trong câu là sau đ ng t tobe nên cóị ủ ỗ ố ộ ừ
th là m t tính t ho c m t đ ng t đuôi ing Tuy nhiên ngay trể ộ ừ ặ ộ ộ ừ ước
ch tr ng có t "so" nên ch tr ng là m t tính t Trong s 3 tính tỗ ố ừ ỗ ố ộ ừ ố ừ
được đ a ra ch có phư ỉ ương án A là phù h p v nghĩa.ợ ềForgetful (adj) = đãng trí, hay quên
D ch nghĩa: ị C u y đã đ quên sách nhà; c u y luôn luôn r t đãngậ ấ ể ở ậ ấ ấtrí
B forgettable (adj) = có th quên để ược
C forgotten (adj) = b lãng quênị
D forgetting (v) = quên
12 D Gi i thích: ả C u trúc c đ nhấ ố ị
D ch nghĩa: ị Chúng tôi sẽ xây m t hàng rào xung quanh cánh đ ng độ ồ ểchăn nuôi c u và gia súc.ừ
A a goal (n) = m c tiêu; bàn th ng; c a gônụ ắ ử
B an outlook (n) = m t tri n v ngộ ể ọ
C a reason (n) = m t lý doộ
13 B Gi i thích: ả break up = k t thúcế
D ch nghĩa: ị Bu i h p đã không k t thúc cho t i mu n.ổ ọ ế ớ ộ
A end up = k t thúc b ng vi c th y b n thân n i ho c hoàn c nh màế ằ ệ ấ ả ở ơ ặ ảmình không có ý đ nh ho c không trông mong.ị ặ
C come about = (s vi c gì) x y raự ệ ả
D fall through = th t b i, không đấ ạ ược hoàn thành ho c không di n raặ ễ
14 D Gi i thích: ả C u trúcấ
D ch nghĩa: ị Fiona r t t c gi n v quy t đ nh sa th i vài thành viênấ ứ ậ ề ế ị ảtrong đ i ngũ nhân viên c a s p cô y.ộ ủ ế ấ
A against = trái ngược, đ i ngh ch l iố ị ạ
“Angry” không đi v i gi i t “against”.ớ ớ ừ
15 D Gi i thích: ả distort (v) = xuyên t c, bóp méo, làm sai l chạ ệ
D ch nghĩa: ị Báo cáo qua phương ti n truy n thông v k t qu c a sệ ề ề ế ả ủ ựcan thi p quân s thệ ự ường xuyên t c s th t.ạ ự ậ
A divert (v) = làm chuy n hể ướng, đ i chi uổ ề
B detract (v) = làm gi m; gièm pha, nói x uả ấ
C depose (v) = đ t v t gì xu ng; ph quy n; làm ch ngặ ậ ố ế ề ứ
16 D Gi i thích: ả Gi a hai v c a câu có m t quan h m c đích, v sau làữ ế ủ ố ệ ụ ế
m c đích c a v trụ ủ ế ước Do đó ta c n dùng t n i "so that" = đ cho, đầ ừ ố ể ểmà
D ch nghĩa: ị Anh y g p rút h n đ anh sẽ không b mu n h c.ấ ấ ơ ể ị ộ ọ
Trang 10Call the shots = ch huy, quy t đ nh v nh ng vi c c n làm ỉ ế ị ề ữ ệ ầ
D ch nghĩa: ị Khi b me c u y đang xa nhà, ngố ậ ấ ười anh c c a c u yả ủ ậ ấ
V đ u c a câu là v đi u ki n c a câu đi u ki n lo i 3, nên v k tế ầ ủ ế ề ệ ủ ề ệ ạ ế ế
qu cũng ph i là c u trúc c a câu đi u ki n lo i 3.ả ả ấ ủ ề ệ ạ
D ch nghĩa: ị N u anh ta đã c n th n h n, anh ta đã không b ngã.ế ầ ậ ơ ị
A won’t fallĐây là c u trúc v k t qu c a câu đi u ki n lo i 1.ấ ế ế ả ủ ề ệ ạ
B wouldn’t fallĐây là c u trúc v k t qu c a câu đi u ki n lo i 2.ấ ế ế ả ủ ề ệ ạ
D would haven’t fallenSai c u trúc v k t qu c a câu đi u ki n lo i 3 “Not” đ ng sau tấ ế ế ả ủ ề ệ ạ ứ ừ
“would” ch không đ ng sau t “have”.ứ ứ ừ
19 D Gi i thích: ả C u trúc rút g n m nh đ quan hấ ọ ệ ề ệ
- Khi hành đ ng mang tính ch đ ng thì rút g n đ ng t thành V-ingộ ủ ộ ọ ộ ừ
- Khi hành đ ng mang tính b đ ng thì rút g n đ ng t thành V(Phân tộ ị ộ ọ ộ ừ ừII)
- Khi hành đ ng có tính th t (có các t nh ộ ứ ự ừ ư first, second, last, …) thì
rút g n đ ng t thành "to + V(nguyên th )"ọ ộ ừ ểTrong câu, danh t "movements" không tr c ti p th c hi n hành đ ngừ ự ế ự ệ ộnên đ ng t "organize" độ ừ ược rút g n thành d ng phân t Vi c b o vọ ạ ừ ệ ả ệmôi trường là m c đích c a các phong trào này nên "conserve" đụ ủ ượcdùng dang "to + V(nguyên th )" đ ch m c đích.ở ể ể ỉ ụ
D ch nghĩa: ị Chúng ta nên tham gia vào các phong trào đượ ổc t ch c đứ ể
b o v môi trả ệ ường t nhiênự
C which organize to conserve = cái mà t ch c đ b o vổ ứ ể ả ệ
Ch ng không tr c ti p th c hi n hành đ ng nên đ ng t c n đủ ữ ự ế ự ệ ộ ộ ừ ầ ượcchia d ng b đ ng đ y đạ ị ộ ầ ủ
20 D Gi i thích: ả Trong Ti ng Anh giao ti p, ngế ế ười ta thường có xu hướng
