Skkn các dạng câu hỏi của bài đọc điền từ thi thpt quốc gia

DANH MỤC CÁC TỪ VIẾT TẮT yj kl pq h fg GDĐT Tốt nghiệp trung học phổ thông quốc gia: TN THPTQG ot ut Giáo dục đào tạo: ng THPT hi Trung học phổ thông: ep SGK Sách giáo khoa w ad TH ju y th VDT yi pl Vận dụng thấp lo Thông hiểu al VDC VD ll fu Ví dụ an nv ua Vận dụng cao NB n Nhận biết ADJ Adverb ADV Verb V Noun N Subject S oi m Adjective at nh z z l.c m kg jm ht vb om an Lu n va yj Phần MỞ ĐẦU kl pq h fg Mục đích sáng kiến ot ut Sáng kiến“Các dạng câu hỏi đọc điền từ thi THPT Quốc gia” ng giúp trang bị cho người học kiến thức ngữ pháp thuộc mảng đại từ hi ep quan hệ, liên từ, lượng từ, đại từ bất định, từ loại theo mức độ đánh giá lực đề thi THPT QG từ năm 2017 đến 2022 Đồng thời giúp học sinh thực hành w n làm dạng đọc với chủ đề khác nhờ mà học sinh có hội lo ad tiếp cận nâng cao vốn từ vựng để giải dạng tập từ vựng y th giúp cải thiện từ vựng hai đọc hiểu lại đề thi ju yi pl Tính ưu điểm bật sáng kiến ua al an nv Sáng kiến với tên: Các dạng câu hỏi đọc điền từ đề thi fu THPT Quốc Gia lần thực trường cá nhân lần ll thực sáng kiến Ưu điểm bật sáng kiến thống kê oi m nh dạng câu hỏi thuộc cấu trúc đề thi minh họa Tốt nghiệp THPTQG dạng at đọc điền từ (Gap-filling), nhận dạng câu hỏi mức độ lực học sinh z z Thêm vào đó, đọc điền từ, nội dung đọc nằm vb jm ht chủ đề (Topics) từ lớp 10 lớp 12 theo chương trình THPT Bộ GDĐT m kg biên soạn Dựa hai sở đó, tơi biên soạn sưu tầm dạng câu hỏi giống cấu trúc đề thi nhằm giúp em học sinh ba khối ôn tập tốt nâng l.c cao vốn từ vựng Đồng thời, sáng kiến cung cấp nguồn tài liệu tham om Đóng góp sáng kiến an Lu khảo cho giáo viên khác việc dạy học trường THPT Tiên Du số kết học tập học sinh đạt tiến định Từ thành công bước đầu sáng kiến mang tên Các dạng câu hỏi đọc điền từ thi TNTHPT Quốc Gia đóng góp vào tư liệu giảng dạy cho trường cho nghành n va Sáng kiến góp phần nâng cao hiệu giảng dạy môn Tiếng Anh yj Phần NỘI DUNG kl pq h fg Chương 1: KHÁI QUÁT THỰC TRẠNG VẤN ĐỀ ot ut Trong năm giảng day học sinh lớp 12, đa phần đón lớp 12 nên ng nhận thấy thực trạng học sinh khối 12 em rỗng kiến thức ngữ hi ep pháp lớn ngần không nhớ kiến thức từ vựng Lý em cịn lười học, nhận thức chậm khơng có ý thức tự học Một số học sinh w n lớp ban tự nhiên em khơng để tâm đến việc học ngoại ngữ Đại đa số lo ad em hỏi trả lời ngữ pháp khó nhớ khơ cứng khó học, cịn y th từ vựng nhiều q khơng thể học hết đa số nói học xong lại quên ju yi Riêng dạng câu hỏi đọc điền từ em bỏ không pl al ua không học với tâm lý nhiều từ vựng quá, đọc không hiểu Trên thực tế an nv dạng câu hỏi kiểm tra tổng hợp kiến thức ngữ pháp từ vựng cấp độ từ ll fu nhận thức đến vận dụng theo chủ đề chương trình SGK đổi Tuy oi m nhiên, học sinh nhìn thấy đọc sợ mà bỏ qua điểm vô quý giá nh Cần lần phải nhấn mạnh điều đọc nhằm giúp học at sinh hai mục đính kiểm tra ngữ pháp vốn từ vựng học sinh Cho z z nên, cá nhân thấy, cần phải nghiên cứu cách kỹ lưỡng Các dạng câu vb jm ht hỏi đọc điền từ thi THPT Quốc gia để nhằm mục đính giúp học sinh m kg củng cố ngữ pháp lại vừa giúp học sinh tăng cường vốn từ vựng Vì l.c dạng đọc điền từ nên tập nguồn tài liệu vô quan om trọng giúp em thực hành đọc theo chủ đề SGK nâng cao điểm thức cho học sinh từ lớp 10 lớp 11 an Lu số cho hai đọc lại Do cá nhân thấy thiết nên áp dụng kiến n va yj Chương 2: NHỮNG GIẢI PHÁP VỀ CÁC DẠNG CÂU HỎI CỦA BÀI ĐỌC kl pq h fg ĐIỀN TỪ THỰC HIỆN LẦN ĐẦU TẠI TRƯỜNG THPT TIÊN DU SỐ ot ut Tổng hợp câu hỏi phân loại mức độ theo lực học sinh ng dạng câu hỏi đọc điền từ đề thi THPT Quốc Gia hi ep Trước hết, đề thi THPT QG thức bám sát đề minh họa ta cần xác định lại dạng câu hỏi đọc điền từ theo đề minh họa kỳ w n thi THPT Quốc Gia từ năm 2017-2022 để dễ dạng biết kiến thức kiểm tra lo ad nhận mức độ dạng câu hỏi Xem bảng biểu thống kê chi y th tiết để hiểu mức độ câu hỏi ju yi Bảng thống kê ma trận đề minh họa THPTQG từ 2017-2022 pl al THÔNG HIỂU an (Tổng điểm: 1) nv Lĩnh vực ua NHẬN BIẾT Yếu tố/ chi tiết cần kiểm tra VẬN DỤNG THAP CAO Số câu Điểm 0,4 0,2 0,4 0,6 0,4 0,6 0,2 0,4 0,4 0,2 Điểm Số câu Điểm Số câu Điểm 0,2 0,2 ll fu Số câu VẬN DỤNG Đại từ at nh Từ Vựng oi m Năm 2017 z m kg jm Liên từ ht Đại từ quan hệ vb Năm 2018 z Giới từ Từ vựng Liên từ Từ vựng Liên Từ Đai từ bất định Từ vựng 0,2 n va Đại từ quan hệ Năm 2020 an Lu Từ loại om Năm 2019 l.c Đại từ quan hệ Đại từ quan hệ yj kl pq Liên từ h fg Năm 2021 Từ vựng 0,2 0,4 0,2 0,2 0,2 0,4 0,2 0,2 ot ut Lượng từ ng Liên từ/ trạng từ hi ep Năm 2022 Đại từ quan hệ Lượng từ w n Từ vựng lo ad ju y th Nhìn vào Bảng thống kê ma trận đề minh họa THPT từ năm 2017-2022 ta yi xác định nội dung dạng câu hỏi điền từ đọc liên quan pl ua al đến ngữ pháp từ vựng mức độ từ nhận biết (NB), Thông hiểu (TH), an nv Vận dụng thấp (VDT), Vận dụng cao (VDC) Cụ thể sau: ll fu  Ngữ pháp gồm: Đại từ quan hệ (NB), Liên từ, lượng từ, đại từ bất định oi m (TH) nh  Từ vựng: nhận dạng từ vựng (NB), nghĩa từ vựng (TH, VDT, at VDC) z z Cung cấp kiến thức dạng câu hỏi đọc điền từ vb jm ht Như đề cập đến phần 1., giáo viên cung cấp cho học sinh kiến thức m kg ngữ pháp (nếu học sinh chưa biết), ôn tập lại kiến thức ngữ pháp (nếu biết) om 2.1 Đại từ quan hệ (Relative Pronouns) l.c Đại từ quan hệ, Đại từ bất định, Liên Từ, Lượng từ, Nhận dạng từ loại an Lu Về đại từ quan hệ (Relative Pronouns), giáo viên dạy ôn tập dạng câu hỏi mức độ nhận biết Nói cách khác học sinh cần biết từ vật đại từ quan hệ đóng vai trị Dưới đại từ quan hệ cách dùng vị trí Mệnh đề quan hệ (Relative clauses) * Who: Đại từ quan hệ đứng sau danh từ người, làm chủ ngữ cho động từ sau N người + who + V chia theo N người n va đứng sau danh từ người đại từ đóng vai trị gì, đứng sau danh yj VD: The women who lives next door is very friendly kl pq * Whom: Đại từ quan hệ đứng sau danh từ người, làm tân ngữ cho động từ h fg sau Có người ta dùng Who thay cho Whom ot ut N người + whom/ who + S+ V ng hi VD: The man whom you saw yesterday is my uncle ep * Which: Đại từ quan hệ đứng sau danh từ vật, đồ vật làm chủ ngữ w tân ngữ cho động từ sau N vật + which + V chia theo N vật/ S+ V n lo ad VD: The book which has some wonderful pictures is about Africa y th ju * That: Đại từ quan hệ người, vật, đồ vật dùng thay cho Who, Whom, yi pl Which, mệnh đề quan hệ thuộc loại Restrictive clauses (mệnh đề hạn al định) nv ua N + that + V chia theo N / S+ V an VD: The book that you lent me is interesting ll fu This is the man that I met in Paris last month oi m  Lưu ý: at nh - That dùng danh từ trước người, vật z VD: I can see a girl and her dog that are running in the park z vb - “THAT” KHÔNG dùng SAU DẤU PHẨY, SAU GIỚI TỪ, om * When: Phó từ quan hệ đứng sau từ thời gian dùng để thay cho N thời gian + when + S+ V VD: I’ll never forget the day when (on which) I met her That was the time when (at which) he managed the company * Where: Phó từ quan hệ đứng sau từ nơi chốn dùng để thay cho (at/on/in) which, there N nơi chốn + where + S+ V n va (at/on/in) which, then an Lu John found a cat whose leg was broken l.c VD: I’ve got a friend whose brother is an actor N1 + whose + N2 + V chia theo N2/ S+ V m kg DANH TỪ) jm ht * Whose: thay cho tính từ sở hữu trước danh từ (HER / HIS / THEIR / ITS + yj kl pq VD: I went to the office where (in which) my father works h fg Dalat is the place where (to which) I like to come ot ut * Why: Phó từ quan hệ đứng sau từ lí dùng để thay cho “the reason” ng hi VD: I don’t understand the reason why he was late ep 2.2 Đại từ bất định (Indefinite Pronouns) w Trước hết, đại từ bất định gì? Đại từ Bất định từ không cụ n lo thể đến người hay vật mà nói cách chung chung Một số đại từ ad bất định phổ biến là như somebody (một người đó), anything (bất kỳ ju y th gì), all (tất cả) yi pl Thứ hai vị trí đại từ bất định câu Vì đại từ nên có al Ví dụ ll fu Everybody is here an nv ua ví trí làm chủ ngữ, tân ngữ tân ngữ giới từ at nh He lied to everyone in his office oi m He invited everyone to his party yesterday z Dưới bảng cách sử dụng vị trí loại đại từ bất định z Đại từ chỉ vật/sự người vật/sự việc vật/sự vật/sự Đại từ dùng chung l.c m kg việc jm ht Đại từ người vb Đại từ người/mọi người) điều) both (cả hai) all (tất cả) an Lu everything (mọi om everyone/everybody (tất n va neither (cũng no one/nobody (khơng nothing (khơng có ai/khơng ai) gì) không) another (người => Cả hai khác/cái khác) không someone/somebody (người something (cái either (hoặc) the yj Đại từ kl pq Đại từ chỉ vật/sự người Đại từ dùng vật/sự việc vật/sự vật/sự chung h fg Đại từ người ot ut việc ng hi => Một ep đó) w đó/có đó) cịn lại/cái n hai lo lại) ad thứ/điều y th ju anyone/anybody (bất kỳ two others (hai anything (bất người khác/hai yi pl thứ gì) al ai) other (người hai người nv ua khác) each (mỗi người/mỗi thứ) fu an none (khơng ll ai/khơng vật m oi gì/khơng có nh at hết) z z some (một jm ht vb người m kg đó/một cá l.c đó/một điều om đó) an Lu any (bất kỳ) người khác/những thứ khác) the others (những n va others (những yj Đại từ kl pq Đại từ chỉ vật/sự người Đại từ dùng vật/sự việc vật/sự vật/sự chung h fg Đại từ người ot ut việc ng hi người ep lại/những w lại) n lo ad Một vài đại từ bất định số lượng: ju y th more (hơn) yi one (một) less (ít hơn) pl al most (phần lớn) much (nhiều) nv ua several (một số) enough (đủ) a few (một vài) fewer (ít hơn) a little (một chút) many (nhiều) little (ít) ll fu an few (vài) oi m at nh z z Cần nhắc lại là dạng câu hỏi thường liên quan đến đọc hiểu nên cấp vb jm ht độ thơng hiểu Điều đỏi hỏi, thứ học sinh phải nắm tất cách m kg dùng, vị trí đại từ bất định, đồng thời phải đọc hiểu để biết đại từ Lượng từ (Quantifiers) từ chỉ số lượng, chúng được đặt trước từ đếm được, số khác lại với danh từ không đếm được, số lại với danh từ đếm không đếm Một số lượng từ thường gặp tiếng Anh: Few/ A few Few a few đứng trước danh từ đếm số nhiều n va danh từ để bổ nghĩa cho danh từ Một số lượng từ tiếng Anh với danh an Lu 2.3 Lượng từ (Quantifiers) om Vậy nên phù hợp với học sinh Trung bình l.c thay cho dùng nào, động từ theo sau có dạng ngữ pháp 10 yj Few: ít, gần khơng có kl pq A few: số lượng nhỏ, vài, số (tương đương với some) không nhiều h fg đủ dùng ot ut Ví dụ: ng hi The house is small However, there are a few rooms for my family (Căn nhà ep nhỏ Tuy nhiên, có đủ phịng cho gia đình tơi) w The house is small So there are few rooms for my family (Căn nhà nhỏ Vì n lo gần khơng đủ phịng cho gia đình tôi) ad Như cần học sinh nhớ cách dùng sau làm y th ju tập Tùy theo năm mà câu hỏi cấp độ khác từ nhận yi pl biết đến thông hiểu ua al an nv Few/A few + danh từ đếm số nhiều + V (chia số nhiều) ll fu Lưu ý: Cũng dùng only a few để nhấn mạnh số lượng, mang oi m nghĩa tiêu cực z vb Little/ A little z làng nhỏ, có gia đình sinh sống đó) at nh Ví dụ: The village was very small There were only a few houses there (Ngôi l.c Little: gần khơng có m kg A little: khơng nhiều đủ dùng jm ht Little a little lượng từ đứng trước danh từ không đếm We have got a little time before the train leaves (Chúng ta cịn thời gian Ta rút công thức ghi nhớ sau Little/A little + danh từ khơng đếm + V (chia số ít) Lưu ý: Little cịn dùng tính từ với ý nghĩa nhỏ nhắn, dễ thương n va trước tàu rời bánh) an Lu There is little sugar in my coffee (Có đường cà phê tơi) om Ví dụ: 64 yj PHỤ LỤC kl pq Bài tập tham khảo thêm h fg Exercise 1: Đề thức năm 2017 Mã 401 ot ut In the early twentieth century, an American woman named Emily Post wrote a ng hi book on etiquette This book explained the proper behavior Americans should ep follow in many different social (23) , from birthday parties to funerals w But in modern society, it is not simply to know the proper rules for behavior in n lo your own country It is necessary for people (24) work or travel abroad ad to understand the rules of etiquette in other cultures as well Cultural (25) y th ju can be found in such simple processes as giving or receiving a gift In Western yi pl cultures, a gift can be given to the receiver with relatively little ceremony When al nv ua a gift is offered, the receiver usually takes the gift and expresses his or her an thanks (26) , in some Asian countries, the act of gift-giving may appear ll fu confusing to Westerners In Chinese culture, both the giver and receiver oi m understand that the receiver will typically refuse to take the gift several times at nh before he or she finally accepts it In addition, to (27) respect for the z receiver, it is common in several Asian cultures to use both hands when offering z vb a gift to another person jm ht (Source: Reading Advantage by Casey Malarcher) B conditions C situations D locations Question 24 A who B which C where Question 25 A differences B different C differently D differ Question 26 A Moreover B Therefore C However D Otherwise Question 27 A show B get C feel m kg Question 23 A positions l.c D whose om an Lu D take As teenagers approach university level, a decision has to be made on what course to pursue In this world of diversity, (23) such a choice is not easy for both children and parents In the old days, it was not much a problem to the task because there were not so many diverse learning areas to choose from Besides, there were only a few distinctive professional careers like doctor, n va Exercise 2: Đề thức năm 2017 Mã 402 65 yj engineer, accountant, nurse, teacher, etc to think about Most higher learning kl pq usually led to a financially successful life (24) , the cost of education was h fg not so high Today's world is entirely different from the things (25) have ot ut just been described The job market is constantly changing due to innovative ng hi technology and new (26) Meanwhile, most teenagers have difficulty in ep identifying their own interests There are a variety of well-organized career talks w and student counseling workshops to guide and help teenagers (27) what n lo course to take Furthermore, psychological tests are also used Certain ad instruments such as surveys, interviews and computer software can help to find y th ju out preferences, interests, or learning styles of the students yi pl (Source: Essential Reading for IELTS by Humin & John A Gordon) al B taking C giving nv ua Question 23 A making D having B Otherwise C For example D Therefore Question 25 A when B that C what D where ll fu an Question 24 A In addition B study D employ at z Exercise 3: Đề thức năm 2017 Mã 403 C decide nh Question 27 A apply oi m Question 26.A competition B competitively C competitive D compete z vb Graphic novels, as the name suggests, are books written and illustrated in the jm ht style of a comic book Adults may feel that graphic novels not help children m kg become good readers They believe that this type of reading material somehow l.c prevents "real" reading (31) , many quality graphic novels are now being om seen as a method of storytelling on the same level as novels, films or an Lu audiobooks Many librarians and teachers are now accepting graphic novels as proper literature for children as they (32) young people and motivate (33) to read, especially boys Language learners are also motivated by graphic novels because the pictures provide clues to the meaning of the words Therefore, they will (34) new vocabulary more quickly Many teachers have reported great success when they used graphic novels with their students, especially in the areas of English, social studies and art The idea that graphic n va them to read This has been especially true with children who are not 66 yj novels are too simple to be regarded as serious reading is no longer valid kl pq Reading them can, undoubtedly, help students develop the skills (35) are h fg necessary to read more challenging works ot ut (Source: Complete IELTS by Rawdon Wyatt) ng hi Question 31 A Otherwise B Therefore B attractively ep Question 32 A attract C However n lo Question 34 A learn ad Question 35 A where C attraction D.attractive B willing C careful D able B take C know D accept B that C who D when w Question 33 A active D In addition y th ju Exercise 4: Đề thức năm 2017 Mã 404 yi pl Culture has a strong influence on non-verbal communication Even the simple al nv ua act of looking someone in the eye is not at all that simple In the USA, an Americans are (23) to look directly at people when speaking to them It ll fu shows interest in what they are saying and is thought to carry a (24) of oi m honesty Meanwhile, in Japan and Korea, people avoid long periods of eye at nh contact It is considered more polite to look to the side during a conversation z The Lebanese, (25) , stand close together and look intensely into each z vb other's eyes The action shows sincerity and gives people a better sense of what jm ht their counterparts want Given such differences with even the most common m kg expressions, people (26) travel or work abroad have a real need to learn l.c the other culture's body language People tend to be unaware of the messages om they are sending to others So, it is (27) to consider your own body an Lu language before dealing with people from other cultures Knowing about the body language of friends, clients, and colleagues can be very helpful in n va improving understanding and avoiding miscommunication (Source: Reading Fusion by Andrew E Bennett) Question 23 A encouraged B forbidden C assisted D opposed Question 24 A sound B sense C taste Question 25 A in contrast B moreover C therefore D in addition Question 26 A which B where C who D touch D whose 67 yj Question 27 A usefully B use C usefulness D useful kl pq h fg Exercise 5: Đề thức năm 2018 Mã 401 ot ut Urban development is having a direct impact on the weather in many cities ng hi worldwide It has been noticed that the difference (31) temperature is ep usually greater at night and the phenomenon occurs in both winter and summer w Experts agree that this is due to urban development, when open green spaces are n lo replaced with asphalt roads and tall brick or concrete buildings These materials ad retain heat generated by the Sun and release it through the night In Atlanta, in y th ju the US, this has even led to thunderstorms (32) occur in the morning yi pl rather than, as is more common, in the afternoon.            Large cities around the al nv ua world are adopting strategies to combat this issue (33) it is not an uncommon to find plants growing on top of roofs or down the walls of large ll fu buildings In Singapore, the government has (34) to transform it into a oi m "city within a garden" and, in 2006, they held an international competition at nh calling for entries to develop a master plan to help bring this about One z outcome was the creation of 18 "Supertrees" – metal constructions resembling z vb very tall trees Each one is a vertical freestanding garden and is (35)   to jm ht exotic plants and ferns They also contain solar panels used to light the trees at m kg night and also containers to collect rainwater, making them truly self-sufficient l.c (Adapted from "The Official Cambridge Guide to IELTS" by Pauline Cullen, C in D out Question 32: A when B which C what D where Question 33: A or B for C and D but Question 34: A pledged B committed C.confessed D required Question35: A home B house C land D.place Exercise 6: Đề thức năm 2018 Mã 402 The knock-on effect of volunteering on the lives of individuals can be profound Voluntary workhelps foster independence and imparts the ability to deal with n va B with an Lu Question 31: A on om Amanda French and Vanessa Jakeman) 68 yj different situations, often simultaneously, thus teaching people how to kl pq (23) their way through different systems It therefore brings peopleinto h fg touch with the real world; and, hence, equips them for the future Initially, ot ut young adults in their late teens might not seem to have the expertise or ng hi knowledge toimpart to others that say a teacher or an agriculturalist or a nurse ep would have, (24) they havemany skills that can help others And in w the absence of any particular talent, their energy andenthusiasm can be n lo harnessed for the benefit (25) their fellow human beings, and ad ultimatelythemselves From all this, the gain to any community no matter how y th ju many volunteers are involved is_(26) _ Employers will generally look yi pl favorably on people _(27) _ have shown an ability to work aspart of a team al bedesirable qualities in any employee (Adapted from by Sam McCarter) ll fu an nv ua It demonstrates a willingness to learn and an independent spirit, which would B work C put m D give Question 24: A but B so C or D for Question 25: A under B of C on oi Question 23: A take at nh z D out z C whose m kg Exercise 7: Đề thức năm 2018 Mã 403 D who jm B what ht Question 27: A which vb Question 26: A impassable B unattainable C undetectable D immeasurable l.c When hosting an Olympic Games, a country has to take account of several om considerations, amongwhich the financial one is by far the most important The an Lu costs of hosting the Olympics can _(23) _ tens of billions of dollars, and it is commonplace for budgets to double or even triple Inaddition to the direct costs security, etc.), cities often must build expensive new venues (24) lesserknown sports.Once constructed, sports venues often incur additional maintenance costs long after the Games have ended While costs are the _(25) _ concern for a host city, there are other factors to consider Forone, an Olympic host city may receive substantial revenue from ticket sales, tourist n va of hosting the Games (the opening and closing ceremonies, athletes’ village, 69 yj spending, corporate sponsorship, and television rights Cities such as Los kl pq Angeles (1984) and Seoul (1988) actually made a large profit from the Games h fg they hosted (26) , hosting the Olympic Gamesconfers prestige on a host ot ut city and country, which can lead to increased trade and tourism The Olympics ng hi are also an opportunity to invest in projects (27) improve the city's ep quality of life, such as new transportation systems w (Adapted from by Mike Boyle and Lindsay Warwick) n lo Question 23: A outnumber ad Question 24: A on B exceed C overcharge D surmount B at C in D for y th D supplementary ju Question 25: A instrumental B primary C influential yi al B who D However C what D whom nv ua Question 27: A which B Otherwise C For example pl Question 26: A In addition an Exercise 8: Đề thức năm 2018 Mã 404 ll fu Taking piano lessons and solving math puzzles on a computer significantly oi m improve specific mathskills of elementary schoolchildren, according to a new at nh study The results, _(31) _ were published in the journal , are the latest in a z series that links musical training to theNeurological Research development of z vb higher brain functions Researchers worked with 135 second-grade students at a jm ht school in Los Angeles after (32) a pilot study with 102 students m kg Children that were given four months of piano training as well as timeplaying l.c (33) newly designed computer software scored 27 percent higher on om math and fractiontests than other children Piano instruction is thought to an Lu enhance the brain's "hard wiring" for spatial-temporal reasoning, orthe ability to visualise and transform objects in space and time, says Professor Gordon Shaw, geometric and math puzzlesthat boost their ability to _(34) _ shapes in their mind The findings are significant _(35) _ a grasp of proportional math and fractions is a prerequisiteto math at higher levels, and children who not master these areas of math cannot understand moreadvanced math that is critical to high-tech fields n va who ledthe study At the same time, the computer game allows children to solve 70 yj (Adapted from by Joyce S Cain) kl pq h fg B which Question 32: A conducting B carrying C composing D concerning B of D with ot ut Question 31: A whose Question 33: A for C that D who C at ng B accumulate C stimulate D accommodate Question 35: A before B because C although hi Question34: A manipulate ep D unless w Exercise 9: Đề thi năm 2019 mã 401 n lo Becoming an independent language learner ad In an educational context, the term ‘learner independence’ has gained y th ju increasing importance in recent years It is of particular (26) _ to yi pl language learning and commonly refers to the way students confidently control al nv ua and organise their own language learning process While some people seem to an have an almost _(27) flaw for languages, others have to rely on strategies to ll fu maximise their skills and learn a foreign language more effectively oi m The main thing to remember is that becoming a truly independent learner at nh ultimately depends above all on taking responsibility for your own learning and z being prepared to take every opportunity available to you to learn You also z vb increase your chances of (28) _ by learning according to your own needs jm ht and interests, using all available resources Research shows that learners (29) m kg _ adopt this approach will undoubtedly manage to broaden their l.c language abilities considerably and, (30) _, are mote likely to achieve om their objectives in the longer term B spiritual C perceptive Question 28: A successfully B successful C succeed D success Question 29: A who B why D which Question 20: A as a result B in constrast C though C where Exercise 10: Đề thi năm 2019 mã 402 Effects of television on childhood literacy D instinctive D because n va Question 27: A habitual an Lu Question 26: A resemblance B relevance C acquaintance D acceptance 71 yj Nowadays, television occupies a large portion of children's time From when kl pq they start in preschool, children spend more time watching television than h fg participating in any other (34) except sleeping (35) _, this is not ot ut necessarily a bad thing ng hi The results of some research suggest that there is considerable overlap between ep the comprehension processes activated while reading and the processes (36) w _take place during a period of television viewing If this is so, it may very n lo well be the case that children who learn comprehension skills from television ad viewing before they are ready to read are (37) with some very important tools y th ju when they later learn to read It has been noted that children are frequently better yi pl at recalling televised stories thay have watched compared to those they have al nv ua simply heard Due to the fact that it is a visual medium, television can present an information more concretely than written and spoken text, making it an ideal ll fu medium in which to (38) _some of the skills and knowledge needed for later B activate C.actively at C that C manipulate l.c om The Cyberspace Learning Initiative Exercise 11: Đề thi năm 2019 mã 403 D regulate m kg Question 38: A allocate B cultivate D equipped jm C occupied D where ht Question 37: A.obsessed B covered vb Question 36: A When D Because z C Due to z Question 35: A HoweverB For example B who D activity nh Question 34: A active oi m reading an Lu    Advances in technology have generated revolutionary applications that could change the face of education as we know it today Online learning, also known developments in the Internet and multimedia technologies   It is anticipated that cyberspace institutions or online universities will replace traditional educational (26) Virtual classrooms will be multi-functional, acting simultaneously as learning platforms, forum and (27) networks They will be geared towards promoting the acquisition of knowledge as a life- n va as electronic learning, may (25) the future of education thanks to recent 72 yj long endeavour, (28) occurs through global collaboration Cyberspace kl pq institutions can go a long way towards achieving this as they are able to liberate h fg us from the limitations of time and space Flexibility of time and location makes ot ut e-leaming a highly accessible, international resource (29) , prospective ng hi students will, regardless of age, background or origin, have unlimited access to ep both formal and informal learning opportunities The pursuit of knowledge will w consequently become an end in itself and not a means to an end n B plan lo Question 25: A see C shape D view ad Question 26:A provisions B.specifications C.backgrounds D.Establishments y th ju Question 27: A socialize C social D society B where C which D who pl al B however C because D therefore nv ua Question 29: A although yi Question28: A when B socially an Exercise 12: Đề thi năm 2019 mã 404 ll fu Fairy tales are the stories that adults, especially parents, tell young children In oi m view of their name, it is surprising that hardly any of them are actually about at nh fairies. (33)  most fairy tales have happy endings, the stories usually z deal with very (34)  situations - children abandoned in the forest, z vb terrifying giants, cruel stepmothers However, despite being scared when they jm ht are told the stories, childrenwill often ask to hear them over and over m kg again.Many psychologists believe that what fairy tales do, in addition l.c to (35)  children'simagination, is to show that there are problems in the om world and they can be overcome Just like adults, children have fears and an Lu worries: theirs are of things such as abandonment, loss, injuries, witches Fairy tales present real problems in a fantasy form (36)  children are able to realise, if ever in their unconscious mind, that no matter how difficult the circumstances, there are always ways of coping (Adopted from “Richmond Practice Tests for Cambridge English: Advanced ”) Câu 33:A. Although         B. Despite               C. Because                D. Therefore n va understand This, it is claimed, allow them to (37)  their fears and to 73 yj Câu 34 : A. frightening    B. frighteningly      C. frighten                 D. fright kl pq Câu 35: A. motivating      B. stimulating        C. speculating           D. inciting h fg Câu 36: A. where              B. why                   C. that                       D. who ot ut Câu 37: A. confront          B. alter                   C. nurture                D. suffer ng hi Exercise 13: Đề thi năm 2020 mã 401 ep INTERNSHIPS w In many countries going through difficult economic times, job openings for new n lo graduates can be few and far between In this competitive environment, relevant ad work experience can help job seekers stand out from the crowd, and (26) _ y th ju organisations now offer temporary placements, called internships The problem yi pl with numerous internships, (27) _, is that they are unpaid, and this often al nv ua puts young people off applying for them Employers and interns sometimes an come to mutually beneficial arrangements, however Dinesh Pathan, applying ll fu for an internship with an IT company, negotiated a deal in which he would be oi m given travel (28) _ only for two weeks, and then, as long as he could show at nh his marketing work was adding value, he would be paid a wage The z arrangement worked well: Dinesh had a(n) (29) _ to work hard, and he z vb ended up feeling "not so much an intern as a temporary staffer" HR consultant jm ht Denise Baker says similar arrangements are common What is more, "if interns m kg well, employers would often rather make them full employees than recruit l.c people (30) _ they don't know" om (Adapted from Exam Essentials Practice Tests - Cambridge English by Tom B every C another D many Question 27: A instead B therefore C moreover D however Question 28: A companions B restrictions C expenses D destinations Question 29: A profit B incentive C persuasion D promotion Question 30: A who B when C where Exercise 14: Đề thi năm 2020 mã 402 YOUR ONLINE IDENTITY D which n va Question 26: A much an Lu Bradbury and Eunice Yeates) 74 yj Presenting yourself in the best possible light to a prospective employer is what kl pq job applications are all about (34) _ when you put together a compelling h fg CV, write your concise covering letter and check your Linkedin profile, you ot ut might also want to 'Google' yourself and see what comes up, because ng hi increasingly that's what employers are doing Your online identity, in (35) _ ep your Facebook profile, could in fact be considered the ultimate CV- a personal, w honest and spontaneous description of how you see yourself and how those (36) n lo _ know you see you That's not to say that a potential employer is ad necessarily going to disapprove of your silly behaviors on a night out with y th ju friends, indeed, they might be looking for an extrovert character But it does yi pl mean they will be examining your real interests and motivations and mining (37) al nv ua _ sites for clues to your true character So if you say in your CV that you're an a motivated, loyal team player and then criticize your employer to friends on ll fu Facebook, that's probably not going to go (38) _ Try Googling yourself and oi m then ask: "Would you hire you?" at nh (Adapted from Keynote by Paul Dummett, Helen Stephenson and Lewis z Lansford) z B or C Nor Question 35: A particular B short C all Question 36: A what B who C which D where Question 37: A every B each C much D such l.c D unattended om an Lu SOCIAL NETWORKING SITES m kg Exercise 15: Đề thi năm 2020 mã 403 D general jm B unjustified C unnoticed D So ht Question 38: A unchanged vb Question 34: A Till worldwide As users can create their own profiles, you might expect them to portray themselves in the best possible light When putting up a profile, it would be (26) _ for them to present flattering images, choose sophisticated and discerning interests, and carefully express their thoughts to appear more intelligent than in real life (27) _, according to a recent study conducted on n va Social networking sites are now estimated to have over 700 million users 75 yj 250 Facebook users, this is not the case Far from being idealised versions of kl pq themselves, most users' profiles (28) _ closely to what they are really like h fg and show their true personalities including their both psychological weaknesses ot ut and natural physical flaws It's not entirely clear why online profiles depict users' ng hi personalities so accurately It could be that users want to portray themselves as ep they really are, or that people attempt to present an ideal image of themselves w but fail to so One thing seems clear: social networking sites can in no way be n lo considered a false online world (29) _ is idealised and removed from ad reality; rather, they are simply (30) _ way in which people choose to ju y th interact with each other yi pl (Adapted from English Child by Adria Dedrand Ben Goldstein) al B Therefore C Furthermore D However an Question 27: A Besides nv ua Question 26: A.controversial B exceptional C believable D reasonable B comply C abide Question 29: A that B who Question 30: A other B another C few D follow ll fu Question 28: A conform D when oi m D many at nh z Exercise 16: Đề thi năm 2020 mã 404 C where z vb TEENAGERS AND DIGITAL TECHNOLOGY jm ht In many countries, there is a widespread perception that teenagers' lives m kg nowadays are dominated by technology However, the information (26) _ l.c was gathered in a recent study of Australian teenagers' use of and attitudes om towards technology suggests that this view doesn't reflect the reality of their an Lu everyday existence The research by academics from the University of Canberra in Australia found that, while most teenagers had ready access to home spent more time on traditional (28) _ such as talking to family and friends, doing homework, and enjoying hobbies and sports than on using technology Accessing social media and playing computer games ranked as low as ninth and tenth respectively among the ten most common after-school activities can be doing Fifteen-year-old Laura Edmonds is one of the teenagers surveyed She n va computers, mobile phones and (27) _ electronic devices, they generally 76 yj admits to being very (29) _ to her smartphone and makes full use of various kl pq apps (30) _ if she needs to unwind after a hard day at school, she tends to h fg "hang out with my friends, listen to music or chat with my mum and dad" ot ut (Adapted from Exam Essentials Practice Tests - Cambridge English by Tom ng hi Bradbury and Eunice Yeates) ep Question 26: A when w Question 27: A one n lo Question 28: A operations ad Question 29: A enclosed ju y th Question 30: A nor B which C where D who B every C other D another B pursuits C events D incidents B attached C related D conformed B till D but C like yi pl Exercise 17: Đề thi 2021 mã 401 al nv ua Many people say that schooldays are the best days of their life, and they often an feel that this should be a period of enjoyment (1) _, exams often make ll fu them unhappy, and many students prefer having no exams at all They say the oi m exams (2) _ they have to take often make them worried, and they have at nh no time to relax Others, on the other hand, say that exams help students study z better They will have to study throughout the year, and if they well, they will z vb become more (3) _ in studying jm ht There are (4) _ students who prefer only final exams They say that they m kg have to work hard for two months a year and so they have more time for their l.c leisure activities They think that this is a better way of (5) _ students' om knowledge and ability in the subjects they are studying and Uddin) B However C.Moreover D Therefore Question : A where B who C when Question 3: A bored B nervous C friendly D interested Question 4: A each B some C another D every Question 5: A accessing B assessing C assisting D accepting Exercise 18: Đề thi 2021 mã 402 D which n va Question 1: A Although an Lu (Adapted from Complete First for Schools by Brook-Hart, Hutchison, Passmore 77 yj Teenagers having exams may feel stressed for different reasons Their future kl pq may depend on their exam results And many of them will probably be afraid h fg that their performances will not be as good as their friends and may feel worried ot ut about being (1) _ negatively to them They may feel so (2) _ by ng hi the amount of studying which they need to To obtain a good result, they may ep have to give up (3) _ leisure activities such as doing sports and listening w to music Teenagers (4) _ suffer from exam stress may show a variety of n lo symptoms including loss of appetite, being unable to sleep and a lack of ad motivation to study (5) _, it is important for teachers and parents to y th ju watch out for these signs and to be as supportive and encouraging as possible yi pl (Adapted from Complete First for Schools by Brook-Hart, Hutchison, Passmore B suggested C closed D compared C relaxed D embarrassed ll fu Question 2: A exhausted B excited an nv ua Question 1:A agreed al and Uddin) B each C many m D much Question 4: A when B.where C which D who at C Moreover D However z z vb Exercise 19: Đề thi năm 2022 mã 401 nh Question 5: A Therefore B Although oi Question 3: A every jm ht Imagine you are buying an apple in a supermarket Which you choose, one m kg with a small brown mark, or one without? Be honest - you'd go for the l.c apple (26) . looks perfect Supermarkets this too, but on a much larger om scale when buying fruit and vegetables from farmers And what (27)  of funny shape or size an Lu the ones with marks on them? They are thrown away. So are the ones that are a and supermarkets everything they can to encourage this, for example with offers like 'Buy one, get one free' Developed countries waste about 650 million tons of food each year and so developing countries. (29) , the waste happens for very different reasons As the word's population grows, this problem will only (30) ., so we need to take action regularly n va (28)  reason for waste is that people buy more food than they can eat 78 yj kl pq h fg B. who  C whose  Question 27: A. depends  B. happens  C. applies  D. becomes Question 28: A. Other  B. Many  C. Few  B. As a result  C. However D. For example B. worsen  C. postpone D. improve ot ut Question 26: A. when  Question 29: A. Although  ng hi Question 30: A. adjust  D. which D. Another ep Exercise 20: Đề thi năm 2022 mã 402 w Since the invention of the Internet, the world has become a different place n lo People are sending messages, apparently up to 60 billion a day, and it usually ad takes only seconds to deliver them (1) _are we now forgetting how to y th ju communicate face-to-face? yi pl Without a doubt there are (2) _ challenges, but there are also examples of al nv ua when the Internet has changed someone's life for the better Look at Tara an Taylor's case, a mother (3) _lives in the USA: when she uploaded a photo ll fu of her daughter to Facebook, a facefriend (4) a problem with one of the child's oi m eyes, so Tara took her to the doctor It turned out that the girl had a rare disease, at nh but her sight was saved! The story of communication is, in many (5) _, the z story of the human race: we have always shared knowledge and built z vb relationships, whatever means of communication we use jm ht (Adapted from High Note) B Although C But D For Question 2: A much B some C another D every Question 3: A when B whose C which D who Question 4: A avoided B spotted C developed D created Question 5: A routes C ways D paths l.c om an Lu B roads m kg Question 1: A Since n va