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: - John: “I’ve passed my final exam.” - Tom: “ .................. ”

D. It’s nice of you to say so.

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: She said, “I’ll call the police if you don’t leave immediately!”

C. She scared to call the police if he didn’t leave immediately.

A. She frightened to call the police if he didn’t leave immediately.

B. She said to call the police if he didn’t leave immediately.

D. She threatened to call the police if he didn’t leave immediately.

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 27: My sister said to me, “You are going to do the washing up, don’t forget.”

A. My sister told me to do the washing up.

B. My sister reminded me not to forget to do the washing up.

C. My sister reminded me to do the washing up.

D. My sister ordered me to do the washing up.

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 28: The hag was heavy, so we could not take it with us.

C. If had the bag not been heavy, we would have taken it with us.

A. If the bag were not heavy, we would take it with us.

B. Unless the bag had not been heavy, we would have taken it with us.

D. Had the bag not been heavy, we would have taken it with us.

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: Sue lives in a house. The house is opposite my house.

B. Sue lives in a house which is opposite my house.

A. Sue lives in a house where is opposite my house.

C. Sue lives in a house who is opposite my house.

D. Sue lives in a house and which is opposite my house.

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 30: She turned the radio on at 7.30. She was still listening to it when her mother came home at 9.00.

D. She had been listening to the radio by 7.30.

A. She has been listening to the radio at 7.30.

B. She had been listening to the radio since 7.30.

C. She has been listening to the radio after 7.30.

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 36 to 42. Although most universities in the United States are on a semester system, which offers classes in the fall and spring, some schools observe a quarter system comprised of fall, winter, spring, and summer quarters. The academic year, September to June, is divided into three quarters of eleven weeks each, beginning in September, January, and March; the summer quarter, June to August, is composed of shorter sessions of varying length. There are several advantages and disadvantages to the quarter system. On the plus side, students who wish to complete their degrees in less than the customary four years may take advantage of the opportunity to study year round by enrolling in all four quarters. In addition, although most students begin their programs in the fall quarter, they may enter at the beginning of any other quarters. Finally, since the physical facilities are kept in operation year round, the resources are used effectively to serve the greatest number of students. But there are several disadvantages as well. Many faculties complain that eleven- week term is simply not enough for them to cover the material required by most college courses. Students also find it difficult to complete the assignments in such a short period of time. In order to combine the advantages of the quarter system with those of the semester system some colleges and universities have instituted a three-term trimester system. In fourteen weeks, faculty and students have more time to cover material and finish course requirements, but the additional term provides options for admission during the year and accelerates the degree programs for those students who wish to graduate early. Question 36: Which of the following would be the best title for this passage?

C. Universities in the United States

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. Although most universities in the United States are on a semester system, which offers classes in the fall and spring, some schools observe a quarter system comprised of fall, winter, spring, and summer quarters. The academic year, September to June, is divided into three quarters of eleven weeks each, beginning in September, January, and March; the summer quarter, June to August, is composed of shorter sessions of varying length. There are several advantages and disadvantages to the quarter system. On the plus side, students who wish to complete their degrees in less than the customary four years may take advantage of the opportunity to study year round by enrolling in all four quarters. In addition, although most students begin their programs in the fall quarter, they may enter at the beginning of any other quarters. Finally, since the physical facilities are kept in operation year round, the resources are used effectively to serve the greatest number of students. But there are several disadvantages as well. Many faculties complain that eleven- week term is simply not enough for them to cover the material required by most college courses. Students also find it difficult to complete the assignments in such a short period of time. In order to combine the advantages of the quarter system with those of the semester system some colleges and universities have instituted a three-term trimester system. In fourteen weeks, faculty and students have more time to cover material and finish course requirements, but the additional term provides options for admission during the year and accelerates the degree programs for those students who wish to graduate early. Question 37: A semester system..................

B. isn’t very popular in the United States

A. has two major sessions a year

C. gives students the opportunity to study year round

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. Although most universities in the United States are on a semester system, which offers classes in the fall and spring, some schools observe a quarter system comprised of fall, winter, spring, and summer quarters. The academic year, September to June, is divided into three quarters of eleven weeks each, beginning in September, January, and March; the summer quarter, June to August, is composed of shorter sessions of varying length. There are several advantages and disadvantages to the quarter system. On the plus side, students who wish to complete their degrees in less than the customary four years may take advantage of the opportunity to study year round by enrolling in all four quarters. In addition, although most students begin their programs in the fall quarter, they may enter at the beginning of any other quarters. Finally, since the physical facilities are kept in operation year round, the resources are used effectively to serve the greatest number of students. But there are several disadvantages as well. Many faculties complain that eleven- week term is simply not enough for them to cover the material required by most college courses. Students also find it difficult to complete the assignments in such a short period of time. In order to combine the advantages of the quarter system with those of the semester system some colleges and universities have instituted a three-term trimester system. In fourteen weeks, faculty and students have more time to cover material and finish course requirements, but the additional term provides options for admission during the year and accelerates the degree programs for those students who wish to graduate early. Question 38: How many terms are there in a quarter system?

A. Three regular terms and one summer term.

C. One regular term and four summer terms.

C. Two regular terms and two summer terms.

D. Four regular terms and one summer term.

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. Although most universities in the United States are on a semester system, which offers classes in the fall and spring, some schools observe a quarter system comprised of fall, winter, spring, and summer quarters. The academic year, September to June, is divided into three quarters of eleven weeks each, beginning in September, January, and March; the summer quarter, June to August, is composed of shorter sessions of varying length. There are several advantages and disadvantages to the quarter system. On the plus side, students who wish to complete their degrees in less than the customary four years may take advantage of the opportunity to study year round by enrolling in all four quarters. In addition, although most students begin their programs in the fall quarter, they may enter at the beginning of any other quarters. Finally, since the physical facilities are kept in operation year round, the resources are used effectively to serve the greatest number of students. But there are several disadvantages as well. Many faculties complain that eleven- week term is simply not enough for them to cover the material required by most college courses. Students also find it difficult to complete the assignments in such a short period of time. In order to combine the advantages of the quarter system with those of the semester system some colleges and universities have instituted a three-term trimester system. In fourteen weeks, faculty and students have more time to cover material and finish course requirements, but the additional term provides options for admission during the year and accelerates the degree programs for those students who wish to graduate early. Question 42: Which of the following characteristics does NOT apply to trimesters?

A. They provide more options for admission.

B. They allow students to graduate early.

D. They are long enough to cover the course materials.

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 In the exploration of the linguistic life cycle, it is apparent that it is much more difficult to learn a second language in adulthood than a first language in childhood. Most adults never completely master foreign language, especially in phonology - hence the ubiquitous foreign accent. Their development often "fossilizes" into permanent error patterns that no teaching or correction can do. Of course, there are great individual differences, which depend on effort, attitudes, amount of exposure, quality of teaching and plain talent, but there seems to be a cap for the best adults in the best circumstances. Many explanations have been advanced for children's superiority: they exploit Motherless (the simplified, repetitive conversation between parents and children), make errors oneself- consciously, are more motivated to communicate, like to conform, are not set in their ways, and have no first language to interfere. But some of these accounts are unlikely, based on what is known about how language acquisition works. Recent evidence is calling these social and motivation explanations into doubt. Holding every other factor constant, a key factor stands out: sheer age. Systematic evidence comes from the psychologist Elisa Newport and her colleagues. They tested Korean and Chinese-born students at the University of Illinois who had spent at least ten years in the United States. The immigrants were given a list of 276 simple English sentences, half of them containing some grammatical errors. The immigrants who came to the United States between the ages of 3 and 7 performed identically to American bom students. Those who arrived between the ages of 8 and 15 did worse the later they arrived, and those who arrived between 17 and 39 did the worst of all, and showed huge variability unrelated to their age of arrival. Question 43: The passage is mainly about...................

C. how the age factor is related to language learning

A. how adults are different from children in learning languages

B. how language acquisition works among children

D. how research into language rules was done

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 In the exploration of the linguistic life cycle, it is apparent that it is much more difficult to learn a second language in adulthood than a first language in childhood. Most adults never completely master foreign language, especially in phonology - hence the ubiquitous foreign accent. Their development often "fossilizes" into permanent error patterns that no teaching or correction can do. Of course, there are great individual differences, which depend on effort, attitudes, amount of exposure, quality of teaching and plain talent, but there seems to be a cap for the best adults in the best circumstances. Many explanations have been advanced for children's superiority: they exploit Motherless (the simplified, repetitive conversation between parents and children), make errors oneself- consciously, are more motivated to communicate, like to conform, are not set in their ways, and have no first language to interfere. But some of these accounts are unlikely, based on what is known about how language acquisition works. Recent evidence is calling these social and motivation explanations into doubt. Holding every other factor constant, a key factor stands out: sheer age. Systematic evidence comes from the psychologist Elisa Newport and her colleagues. They tested Korean and Chinese-born students at the University of Illinois who had spent at least ten years in the United States. The immigrants were given a list of 276 simple English sentences, half of them containing some grammatical errors. The immigrants who came to the United States between the ages of 3 and 7 performed identically to American bom students. Those who arrived between the ages of 8 and 15 did worse the later they arrived, and those who arrived between 17 and 39 did the worst of all, and showed huge variability unrelated to their age of arrival. Question 45: According to the first paragraph, what is TRUE about adults' learning another language?

D. Their learning is affected by many factors.

A. Many of them can really master it.

B. Their accent is similar to that of native speakers.

C. Their errors in language use are short-term.

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 In the exploration of the linguistic life cycle, it is apparent that it is much more difficult to learn a second language in adulthood than a first language in childhood. Most adults never completely master foreign language, especially in phonology - hence the ubiquitous foreign accent. Their development often "fossilizes" into permanent error patterns that no teaching or correction can do. Of course, there are great individual differences, which depend on effort, attitudes, amount of exposure, quality of teaching and plain talent, but there seems to be a cap for the best adults in the best circumstances. Many explanations have been advanced for children's superiority: they exploit Motherless (the simplified, repetitive conversation between parents and children), make errors oneself- consciously, are more motivated to communicate, like to conform, are not set in their ways, and have no first language to interfere. But some of these accounts are unlikely, based on what is known about how language acquisition works. Recent evidence is calling these social and motivation explanations into doubt. Holding every other factor constant, a key factor stands out: sheer age. Systematic evidence comes from the psychologist Elisa Newport and her colleagues. They tested Korean and Chinese-born students at the University of Illinois who had spent at least ten years in the United States. The immigrants were given a list of 276 simple English sentences, half of them containing some grammatical errors. The immigrants who came to the United States between the ages of 3 and 7 performed identically to American bom students. Those who arrived between the ages of 8 and 15 did worse the later they arrived, and those who arrived between 17 and 39 did the worst of all, and showed huge variability unrelated to their age of arrival. Question 47: According to the second paragraph, children learn languages better than adults because of the following reasons EXCEPT.................

A. They repeat after their parents

D. They don't have a fixed method

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 In the exploration of the linguistic life cycle, it is apparent that it is much more difficult to learn a second language in adulthood than a first language in childhood. Most adults never completely master foreign language, especially in phonology - hence the ubiquitous foreign accent. Their development often "fossilizes" into permanent error patterns that no teaching or correction can do. Of course, there are great individual differences, which depend on effort, attitudes, amount of exposure, quality of teaching and plain talent, but there seems to be a cap for the best adults in the best circumstances. Many explanations have been advanced for children's superiority: they exploit Motherless (the simplified, repetitive conversation between parents and children), make errors oneself- consciously, are more motivated to communicate, like to conform, are not set in their ways, and have no first language to interfere. But some of these accounts are unlikely, based on what is known about how language acquisition works. Recent evidence is calling these social and motivation explanations into doubt. Holding every other factor constant, a key factor stands out: sheer age. Systematic evidence comes from the psychologist Elisa Newport and her colleagues. They tested Korean and Chinese-born students at the University of Illinois who had spent at least ten years in the United States. The immigrants were given a list of 276 simple English sentences, half of them containing some grammatical errors. The immigrants who came to the United States between the ages of 3 and 7 performed identically to American bom students. Those who arrived between the ages of 8 and 15 did worse the later they arrived, and those who arrived between 17 and 39 did the worst of all, and showed huge variability unrelated to their age of arrival. Question 48: Which of the following is TRUE about the research mentioned in the passage?

C. It was done by a group of people.

A. The participants spoke English as their first language.

B. The participants had just started living in the United States.

D. All items in the test were erroneous.

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 In the exploration of the linguistic life cycle, it is apparent that it is much more difficult to learn a second language in adulthood than a first language in childhood. Most adults never completely master foreign language, especially in phonology - hence the ubiquitous foreign accent. Their development often "fossilizes" into permanent error patterns that no teaching or correction can do. Of course, there are great individual differences, which depend on effort, attitudes, amount of exposure, quality of teaching and plain talent, but there seems to be a cap for the best adults in the best circumstances. Many explanations have been advanced for children's superiority: they exploit Motherless (the simplified, repetitive conversation between parents and children), make errors oneself- consciously, are more motivated to communicate, like to conform, are not set in their ways, and have no first language to interfere. But some of these accounts are unlikely, based on what is known about how language acquisition works. Recent evidence is calling these social and motivation explanations into doubt. Holding every other factor constant, a key factor stands out: sheer age. Systematic evidence comes from the psychologist Elisa Newport and her colleagues. They tested Korean and Chinese-born students at the University of Illinois who had spent at least ten years in the United States. The immigrants were given a list of 276 simple English sentences, half of them containing some grammatical errors. The immigrants who came to the United States between the ages of 3 and 7 performed identically to American bom students. Those who arrived between the ages of 8 and 15 did worse the later they arrived, and those who arrived between 17 and 39 did the worst of all, and showed huge variability unrelated to their age of arrival. Question 49: What does the word " Those '' in the last paragraph refer to?

A. Korean and Chinese-born students

TIẾNG ANH 12 - ĐỀ SỐ 15

Authored by Nguyễn Lương Hùng

Education

12th Grade

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50 questions

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MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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 1:

A. identity

B. obligatory

C. interview

D. insurance

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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. wished

B. changed

C. tipped

D. produced

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Mark the letter A, B, C or D on your answer sheet to indicate the word whose, differs from the other three in stress in each of the following questions.
Question 3:

A. university

B. application

C. technology

D. entertainment

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Mark the letter A, B, C or D on your answer sheet to indicate the word whose, differs from the other three in stress in each of the following questions.
Question 4:

A. language

B. design

C. challenge

D. courage

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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.

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TIẾNG ANH 12 - ĐỀ SỐ 15

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 1:

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:

Mark the letter A, B, C or D on your answer sheet to indicate the word whose, differs from the other three in stress in each of the following questions.
Question 3:

Mark the letter A, B, C or D on your answer sheet to indicate the word whose, differs from the other three in stress in each of the following questions.
Question 4:

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.

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.

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.

Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions.
Question 8: I made my .................. to that company for a job a month ago but I haven’t received any reply yet.

Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions.
Question 9: Taking part in the Advanced Engineering Project gave me a chance to use my .................. to help society.

Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions.
Question 10: You can meet Mr. Pike, who is .................. behalf .................. the university to solve the problems of foreign students.

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TIẾNG ANH 12 - ĐỀ SỐ 15

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 1:

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:

Mark the letter A, B, C or D on your answer sheet to indicate the word whose, differs from the other three in stress in each of the following questions.Question 3:

Mark the letter A, B, C or D on your answer sheet to indicate the word whose, differs from the other three in stress in each of the following questions.Question 4:

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.

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.

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.

Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions. Question 8: I made my .................. to that company for a job a month ago but I haven’t received any reply yet.

Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions. Question 9: Taking part in the Advanced Engineering Project gave me a chance to use my .................. to help society.

Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions. Question 10: You can meet Mr. Pike, who is .................. behalf .................. the university to solve the problems of foreign students.

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Popular Resources on Wayground

Discover more resources for Education

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 1:

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:

Mark the letter A, B, C or D on your answer sheet to indicate the word whose, differs from the other three in stress in each of the following questions.
Question 3:

Mark the letter A, B, C or D on your answer sheet to indicate the word whose, differs from the other three in stress in each of the following questions.
Question 4:

Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions.
Question 8: I made my .................. to that company for a job a month ago but I haven’t received any reply yet.

Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions.
Question 9: Taking part in the Advanced Engineering Project gave me a chance to use my .................. to help society.

Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions.
Question 10: You can meet Mr. Pike, who is .................. behalf .................. the university to solve the problems of foreign students.