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Khắc phục hiện tượng không xuất hiện menu Bộ công cụ Violet trên PowerPoint và Word

12099162 Kính chào các thầy, cô. Khi cài đặt phần mềm , trên PowerPoint và Word sẽ mặc định xuất hiện menu Bộ công cụ Violet để thầy, cô có thể sử dụng các tính năng đặc biệt của phần mềm ngay trên PowerPoint và Word. Tuy nhiên sau khi cài đặt phần mềm , với nhiều máy tính sẽ...
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Người gửi: Nguyễn Bùi Thùy Linh
Ngày gửi: 19h:52' 30-05-2016
Dung lượng: 44.0 KB
Số lượt tải: 2363
Số lượt thích: 2 người (Tô Thanh Tâm, Trần Văn)

------------ Thời gian làm bài: 45 phút, không kể thời gian giao đề

(Thí sinh làm bài thi vào phiếu trắc nghiệm, không làm trên đề thi)

Họ và tên thí sinh: ……………………………………….. ……………..Số báo danh: …………

Mã đề: 136

I. 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 from 1 to 1:
1. A. worked B. stopped C. forced D. naked
II. Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions from 2 to 10:
2. ``Don`t stay at the hotel near the airport,`` The father said to Ann.
A. The father encouraged Susan to stay at the hotel near the airport
B. The father denied Ann`s staying at the hotel near the airport
C. The father warned Ann of staying at the hotel near the airport.
D. The father warned Ann against staying at the hotel near the airport.
3. There are no easy ways to learn a foreign language, _______ __?
A. are they B. aren`t they C. aren`t there D. are there
4. Trang An Scenic Landscape Complex, ___________as a World Heritage Site, is famous for its cultural value, natural beauty, ____________ value, and preservation of heritage.
A. featured/ geological B. recognised/geological C. dated/cultural D. considered/ scenic
5. Air water and soil are necessary things to our ________________.
A. survivor B. survival C. survivalist D. survive
6. UNESCO`s World Heritage List can be seen as a celebration of both the _____________ of nature and the greatness of culture.
A. greatness B. wonders C. concept D. humankind
7. Many scientists ________ the blame for recent natural disasters on the increase _________ the world`s temperatures.
A. give/ of B. have/ by C. take/ to D. put/in
8. We use fall-rise intonation _________________.
A. when we can answer a question B. to say that we have nothing else to say
C. in a Wh- question D. when we are uncertain about something
9. The excavation relics ____________ from the museum haven`t been found yet.
A. stolen B. prevented C. invited D. denied
10. The Citadel gate _____________ in the storm has now been repaired.
A. survied B. damaged C. used D. informed
III. Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions from 11 to 15:
As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.
The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.
Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were once such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.
Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In pre-industrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as
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