Đề thi thử Đại học môn Tiếng Anh trường THPT Phú Nhuận, TP. HCM năm 2014 (lần 1)

Đề thi thử Đại học môn Tiếng Anh

Đề thi thử Đại học môn Tiếng Anh trường THPT Phú Nhuận, TP. HCM năm 2014 (lần 1) có đáp án giúp các bạn ôn thi THPT môn Tiếng Anh phần trắc nghiệm hiệu quả. Mời các bạn tham khảo.

Đề thi thử Đại học môn Tiếng Anh trường THPT Phú Nhuận, TP. HCM năm 2014 (lần 2)

Đề thi thử Đại học môn Tiếng Anh trường THPT Phú Nhuận, TP. HCM năm 2014 (lần 3)

Đề thi thử THPT Quốc gia 2015 môn Tiếng Anh trường THPT Phú Nhuận, TP. HCM

MÃ ĐỀ 132

Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the rest in the position of the main stress in each of the following sentences from 1 to 3.

Câu 1: A. Punctuality B. Characteristic C. Representative D. Technological

Câu 2: A. Category B. Discourteous C. Compulsory D. Curriculum

Câu 3: A. Hurricane B. Separate C. Recommend D. Photograph

Mark the letter A, B, C or D on your answer sheet to indicate the best way to complete each of the sentence from 4 to 8.

Câu 4: __________ appears considerably larger at the horizon than it does overhead is merely an official illusion.

A. When the Moon B. That the Moon C. The Moon which D. The Moon

Câu 5: The relative size of an insect’s wing is much greater than __________.

A. of a bird’s wing B. a wing of a bird is C. that of a bird’s wing D. that wing of a bird

Câu 6: On the battle field _________.

A. did the tanks lie B. lay the tanks C. the tanks lay D. lied the tanks

Câu 7: No one cares about the starving people __________.

A. for the aid is intended B. whom the aid is intended
C. whose aid is intended for D. that the aid is intended for

Câu 8: I only knew this when he had told me about it. Not until __________.

A. he had told me about it did I know this B. did I know this he had told me about it
C. he had told me about , I knew this D. I knew this when he told me about

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 9 to 18.

In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education became more formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.

In ancient Rome, the availability of an education was gradually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil support of schools for all children. Al the Council of Trent in the 16th century, the Roman Catholic Church encouraged the establishment of free primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.

In the late 19th and early 20th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the education of boys and girls in the same classes became an accepted practice. Since World War II, Japan and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.

A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest segregation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.

Câu 9: Ancient education generally focused its efforts on __________.

A. both sexes B. on male learners C. female learners D. young people only

Câu 10: Education in early times was mostly aimed at __________.

A. learning to live B. imparting survival skills
C. teaching skills D. learning new lifestyles

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