[2021] Trường THPT Lê Hồng Phong - Đề thi thử THPT QG năm 2021 môn Tiếng Anh

Indicate the word whose underlined part differs from the other three in pronunciation: accounts, champions, bottles, seasons

Indicate the word whose underlined part differs from the other three in pronunciation: compose, prove, post, program

Indicate the word that differs from the other three in the position primary stress: social, culture, walking, attract

Indicate the word that differs from the other three in the position primary stress: secondary, national, admission, physical

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

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

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

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

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

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

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

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

Around 150 B.C. the Greek astronomer Hipparchus developed a system to _classify_ stars according to brightness.

Before the _advent_ of the railways, communications were slow and difficult.

Unless the two signatures are _identical_, the bank won’t honour the check.

She’s a bit _down in the dumps_ because she’s got to take her exam again.

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

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

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 26 to 30

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 26 to 30

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 26 to 30

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 26 to 30

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 26 to 30

Visitors to London are struck by the proud splendour and glamour of one of the world’s oldest capitals, admiring iconic sites like Big Ben, the Palace of Westminster and Buckingham Palace. However, visitors seeking a glimpse into the city’s everyday life should not miss Portobello Market, which is the most-visited market in London.

This vibrant market has been featured in a number of films, documentaries and bestselling books, the most famous being the film “Notting Hill” starring Hugh Grant and Julia Roberts, which brought Portobello Market to the attention of audiences all over the world.

Portobello Market is divided into different sections selling second-hand items, clothing, jewellery, souvenirs and vegetables. The most sought-after area is devoted to antiques. Visitors may feel overwhelmed as there are over 1,000 booths manned by antique dealers from throughout England. It’s a great fun to browse through antique cameras, watches, pottery and paintings that date back 300 years. They are sold at different prices, so it’s possible to find a few good bargains. It seems that both buyers and sellers look forward to the weekends when _they_ can meet and escape the city’s fast pace at Portobello Market.

When tired from exploring the market, visitors can drop into the nearby food courts to _savour_ an Indian curry, Italian pizza or sandwiches from Europe. It’s a great pleasure to drink a cappuccino while listening to street performers. These represent the lively fun of Portobello Market, offering exciting experiences that keep people coming back.

What is the main idea of the passage?

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 31 to 35.

Visitors to London are struck by the proud splendour and glamour of one of the world’s oldest capitals, admiring iconic sites like Big Ben, the Palace of Westminster and Buckingham Palace. However, visitors seeking a glimpse into the city’s everyday life should not miss Portobello Market, which is the most-visited market in London.

This vibrant market has been featured in a number of films, documentaries and bestselling books, the most famous being the film “Notting Hill” starring Hugh Grant and Julia Roberts, which brought Portobello Market to the attention of audiences all over the world.

Portobello Market is divided into different sections selling second-hand items, clothing, jewellery, souvenirs and vegetables. The most sought-after area is devoted to antiques. Visitors may feel overwhelmed as there are over 1,000 booths manned by antique dealers from throughout England. It’s a great fun to browse through antique cameras, watches, pottery and paintings that date back 300 years. They are sold at different prices, so it’s possible to find a few good bargains. It seems that both buyers and sellers look forward to the weekends when _they_ can meet and escape the city’s fast pace at Portobello Market.

When tired from exploring the market, visitors can drop into the nearby food courts to _savour_ an Indian curry, Italian pizza or sandwiches from Europe. It’s a great pleasure to drink a cappuccino while listening to street performers. These represent the lively fun of Portobello Market, offering exciting experiences that keep people coming back.

Which of the following is TRUE about the reason why visitors to the antique area may feel overwhelmed?

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 31 to 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 31 to 35.

The history of clinical nutrition, or the study of the relationship between health and how the body takes in and utilizes food substances, can be divided into four distinct eras: the first began in the nineteenth century and extended into the early twentieth century when it was recognized for the first time that food contained constituents that were essential for human function and that different foods provided different amounts of these essential agents. Near the end of this era, research studies demonstrated that rapid weight loss was associated with nitrogen imbalance and could only be _rectified_ by providing adequate dietary protein associated with certain foods.

The second era was initiated in the early decades of the twentieth century and might be called “the vitamin period”. Vitamins came to be recognized in foods, and deficiency syndromes were described. As vitamins became recognized as essential food constituents necessary for health, it became _tempting_ to suggest that every disease and condition for which there had been no previous effective treatment might be responsive to vitamin therapy. At that point in time, medical schools started to become more interested in having their curricula integrate nutritional concepts into the basic sciences. Much of the focus of this education was on the recognition of deficiency symptoms. Herein lay the beginning of what ultimately turned from ignorance to denial of the value of nutritional therapies in medicine. Reckless claims were made for effects of vitamins that went far beyond what could actually be achieved from the use of _them_.

In the third era of nutritional history in the early 1950’s to mid-1960’s, vitamin therapy began to fall into disrepute. Concomitant with this, nutrition education in medical schools also became less popular. It was just a decade before this that many drug companies had found their vitamin sales skyrocketing and were quick to supply practicing physicians with generous samples of vitamins and literature extolling the virtue of supplementation for a variety of health-related conditions. Expectations as to the success of vitamins in disease control were exaggerated. As is known in retrospect, vitamin and mineral therapies are much less effective when applied to health-crisis conditions than when applied to long-term problems of under nutrition that lead to chronic health problems.

What is the main idea of the passage?

The history of clinical nutrition, or the study of the relationship between health and how the body takes in and utilizes food substances, can be divided into four distinct eras: the first began in the nineteenth century and extended into the early twentieth century when it was recognized for the first time that food contained constituents that were essential for human function and that different foods provided different amounts of these essential agents. Near the end of this era, research studies demonstrated that rapid weight loss was associated with nitrogen imbalance and could only be _rectified_ by providing adequate dietary protein associated with certain foods.

The second era was initiated in the early decades of the twentieth century and might be called “the vitamin period”. Vitamins came to be recognized in foods, and deficiency syndromes were described. As vitamins became recognized as essential food constituents necessary for health, it became _tempting_ to suggest that every disease and condition for which there had been no previous effective treatment might be responsive to vitamin therapy. At that point in time, medical schools started to become more interested in having their curricula integrate nutritional concepts into the basic sciences. Much of the focus of this education was on the recognition of deficiency symptoms. Herein lay the beginning of what ultimately turned from ignorance to denial of the value of nutritional therapies in medicine. Reckless claims were made for effects of vitamins that went far beyond what could actually be achieved from the use of _them_.

In the third era of nutritional history in the early 1950’s to mid-1960’s, vitamin therapy began to fall into disrepute. Concomitant with this, nutrition education in medical schools also became less popular. It was just a decade before this that many drug companies had found their vitamin sales skyrocketing and were quick to supply practicing physicians with generous samples of vitamins and literature extolling the virtue of supplementation for a variety of health-related conditions. Expectations as to the success of vitamins in disease control were exaggerated. As is known in retrospect, vitamin and mineral therapies are much less effective when applied to health-crisis conditions than when applied to long-term problems of under nutrition that lead to chronic health problems.

Accorsing to paragraph 1, which of the following discoveries was made during the first era in the history of nutrition?

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.

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 history of clinical nutrition, or the study of the relationship between health and how the body takes in and utilizes food substances, can be divided into four distinct eras: the first began in the nineteenth century and extended into the early twentieth century when it was recognized for the first time that food contained constituents that were essential for human function and that different foods provided different amounts of these essential agents. Near the end of this era, research studies demonstrated that rapid weight loss was associated with nitrogen imbalance and could only be _rectified_ by providing adequate dietary protein associated with certain foods.

The second era was initiated in the early decades of the twentieth century and might be called “the vitamin period”. Vitamins came to be recognized in foods, and deficiency syndromes were described. As vitamins became recognized as essential food constituents necessary for health, it became _tempting_ to suggest that every disease and condition for which there had been no previous effective treatment might be responsive to vitamin therapy. At that point in time, medical schools started to become more interested in having their curricula integrate nutritional concepts into the basic sciences. Much of the focus of this education was on the recognition of deficiency symptoms. Herein lay the beginning of what ultimately turned from ignorance to denial of the value of nutritional therapies in medicine. Reckless claims were made for effects of vitamins that went far beyond what could actually be achieved from the use of _them_.

In the third era of nutritional history in the early 1950’s to mid-1960’s, vitamin therapy began to fall into disrepute. Concomitant with this, nutrition education in medical schools also became less popular. It was just a decade before this that many drug companies had found their vitamin sales skyrocketing and were quick to supply practicing physicians with generous samples of vitamins and literature extolling the virtue of supplementation for a variety of health-related conditions. Expectations as to the success of vitamins in disease control were exaggerated. As is known in retrospect, vitamin and mineral therapies are much less effective when applied to health-crisis conditions than when applied to long-term problems of under nutrition that lead to chronic health problems.

According to the passage, why do schools begin to teach concepts of nutrition?

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 history of clinical nutrition, or the study of the relationship between health and how the body takes in and utilizes food substances, can be divided into four distinct eras: the first began in the nineteenth century and extended into the early twentieth century when it was recognized for the first time that food contained constituents that were essential for human function and that different foods provided different amounts of these essential agents. Near the end of this era, research studies demonstrated that rapid weight loss was associated with nitrogen imbalance and could only be _rectified_ by providing adequate dietary protein associated with certain foods.

The second era was initiated in the early decades of the twentieth century and might be called “the vitamin period”. Vitamins came to be recognized in foods, and deficiency syndromes were described. As vitamins became recognized as essential food constituents necessary for health, it became _tempting_ to suggest that every disease and condition for which there had been no previous effective treatment might be responsive to vitamin therapy. At that point in time, medical schools started to become more interested in having their curricula integrate nutritional concepts into the basic sciences. Much of the focus of this education was on the recognition of deficiency symptoms. Herein lay the beginning of what ultimately turned from ignorance to denial of the value of nutritional therapies in medicine. Reckless claims were made for effects of vitamins that went far beyond what could actually be achieved from the use of _them_.

In the third era of nutritional history in the early 1950’s to mid-1960’s, vitamin therapy began to fall into disrepute. Concomitant with this, nutrition education in medical schools also became less popular. It was just a decade before this that many drug companies had found their vitamin sales skyrocketing and were quick to supply practicing physicians with generous samples of vitamins and literature extolling the virtue of supplementation for a variety of health-related conditions. Expectations as to the success of vitamins in disease control were exaggerated. As is known in retrospect, vitamin and mineral therapies are much less effective when applied to health-crisis conditions than when applied to long-term problems of under nutrition that lead to chronic health problems.

Which statement is TRUE, according to the passage?

My _close friends__spends__most of_ their free time _helping_ the homeless people in the community.

They are looking _forward_ to going abroad, _making_ new friends, and _learn_ a new _language_.

A public _spending_ programme is _out of__the question_ in the current _economical_ climate.

Needless to say, Mike is cleverer than other students in the class.

“I have phoned him three times today,” Mark said.

Her daughter is able to play the piano very well.

You can play computer games. Make sure you stop at 1 p.m.

He is very intelligent. He can solve all the problems in no time.