[2022] Trường THPT Nguyễn Trãi - Đề thi thử THPT QG năm 2022 môn Tiếng Anh

Mark the word whose underlined part differs from the other three in pronunciation: _i_dentity, obl_i_gatory, _i_nterview, _i_nsurance

Mark the word whose underlined part differs from the other three in pronunciation: wish_ed_, chang_ed_, tipp_ed_, produc_ed_

Choose the word with different stress from the others: university, application, technology, entertainment

Choose the word with different stress from the others: language, design, challenge, courage

Find the mistake: _Economics__have been developed__rapidly__since_ the last few years.

Find the mistake: Higher education is very _importance_ to national _economies_, and it is also a source source of trained and _educated_ personnel for _the whole country_.

Find the mistake: Higher _vocational_ education and training _that combines_ teaching of both _practical_ skills and _theoretical_ expertise.

I made my .................. to that company for a job a month ago but I haven’t received any reply yet.

Taking part in the Advanced Engineering Project gave me a chance to use my .................. to help society.

You can meet Mr. Pike, who is .................. behalf .................. the university to solve the problems of foreign students.

He was the only .................. that was offered the job.

Most .................. are at senior level, requiring appropriate qualifications.

He had been expected to cope well with examinations and .............. good results.

She was the first in her family .................. a college education.

A .................. is an official document that you receive when you have completed a course of study or training.

I would like to invite you to participate in the .................. ceremony.

The A-level (short for Advanced Level) is a General Certificate of Education set of exams .................. in the UK.

It is very important for a film or a company to keep .................. the changes in the market.

Students also have the opportunity to choose from a wide range of .................. courses in the university.

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

- Peter: “Thanks a lot for your wonderful gift.” - Mary: “ .................. ”

Mark the word(s) CLOSET in meaning to the underlined word(s): We are very _anxious _about the result of the exam.

Mark the word(s) CLOSET in meaning to the underlined word(s): The _choice _of a particular career is influenced by a number of factors.

Mark the word(s) OPPOSITE in meaning to the underlined word(s): We offer a speedy and _secure _service of transferring money in less than 24 hours.

Mark the word(s) OPPOSITE in meaning to the underlined word(s): A surprising percentage of the population in remote areas is _illiterate_.

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

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

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

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

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

Education is more important today than ever before. It helps people (31) .................. the skills they need for such everyday (32) .................. as reading a newspaper or managing their money. It also gives them the specialized training they may need to prepare for a job or career. For example, a person must (33)

.................. certain educational requirements and obtain a (34) .................. or certificate before he can practice law or medicine. Many fields, like computer operation or police work, require satisfactory completion of special training courses.

Education also helps people adjust to change. This habit has become necessary because social changes today take place with increasing speed and affect the lives of more and more people. Education can help a person understand these changes and provide him (35) .................. the skills for adjusting to them.

(31) .................

Education is more important today than ever before. It helps people (31) .................. the skills they need for such everyday (32) .................. as reading a newspaper or managing their money. It also gives them the specialized training they may need to prepare for a job or career. For example, a person must (33)

.................. certain educational requirements and obtain a (34) .................. or certificate before he can practice law or medicine. Many fields, like computer operation or police work, require satisfactory completion of special training courses.

Education also helps people adjust to change. This habit has become necessary because social changes today take place with increasing speed and affect the lives of more and more people. Education can help a person understand these changes and provide him (35) .................. the skills for adjusting to them.

(32) .................

Education is more important today than ever before. It helps people (31) .................. the skills they need for such everyday (32) .................. as reading a newspaper or managing their money. It also gives them the specialized training they may need to prepare for a job or career. For example, a person must (33)

.................. certain educational requirements and obtain a (34) .................. or certificate before he can practice law or medicine. Many fields, like computer operation or police work, require satisfactory completion of special training courses.

Education also helps people adjust to change. This habit has become necessary because social changes today take place with increasing speed and affect the lives of more and more people. Education can help a person understand these changes and provide him (35) .................. the skills for adjusting to them.

(33) .................

Education is more important today than ever before. It helps people (31) .................. the skills they need for such everyday (32) .................. as reading a newspaper or managing their money. It also gives them the specialized training they may need to prepare for a job or career. For example, a person must (33)

.................. certain educational requirements and obtain a (34) .................. or certificate before he can practice law or medicine. Many fields, like computer operation or police work, require satisfactory completion of special training courses.

Education also helps people adjust to change. This habit has become necessary because social changes today take place with increasing speed and affect the lives of more and more people. Education can help a person understand these changes and provide him (35) .................. the skills for adjusting to them.

(34) .................

Education is more important today than ever before. It helps people (31) .................. the skills they need for such everyday (32) .................. as reading a newspaper or managing their money. It also gives them the specialized training they may need to prepare for a job or career. For example, a person must (33)

.................. certain educational requirements and obtain a (34) .................. or certificate before he can practice law or medicine. Many fields, like computer operation or police work, require satisfactory completion of special training courses.

Education also helps people adjust to change. This habit has become necessary because social changes today take place with increasing speed and affect the lives of more and more people. Education can help a person understand these changes and provide him (35) .................. the skills for adjusting to them.

(35) .................

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.

Which of the following would be the best title for this passage?

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.

A semester system..................

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.

How many terms are there in a quarter system?

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.

The word “customary” in paragraph 2 could best be replaced by...................

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.

The word “_them_” in paragraph 2 refers to..................

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.

The word “_instituted_” in paragraph 3 is closest in meaning to..................

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.

Which of the following characteristics does _NOT_ apply to trimesters?

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.

The passage is mainly about...................

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.

It can be inferred from the passage that "_phonology_" is the study of the.................. of a language.

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.

According to the first paragraph, what is _TRUE _about adults' learning another language?

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.

The word "_conversation_" in the passage is closest in meaning to which of the following?

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.

According to the second paragraph, children learn languages better than adults because of the following reasons EXCEPT.................

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.

Which of the following is _TRUE_ about the research mentioned in the passage?

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.

What does the word "_Those_'' in the last paragraph refer to?

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.

Which of the following is closest in meaning to the word "_huge_" in the passage?