Đáp án C.
Trong câu xuất hiện cụm “for 30 years”, nên động từ cần chia đầu tiên phải được chia ở thì hiện tại hoàn thành để chỉ hành động diễn ra liên tục từ quá khứ cho đến hiện tại.
Dịch nghĩa: Tính đến thời điểm cuối năm 2010 thì chúng tôi đã làm việc ở thành phố HCM được 30 năm.
Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following sentences.
By the end of this March he will have been living here for 20 years.
A. has been living
B. will live
C. will have been living
D. will be living
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 23 to 27.
Years ago, in their private family role, women quite often dominate the male members of the household. Women were quite (23)____ to their families. However, the public role of women has changed (24)______since the beginning of World War II. During the war, men were away from home to the battle. As a (25)_____women were in complete control of the home. They found themselves doing double and sometimes triple duty. They began to take over the work of their absent husbands and to work outside. They accounted for 73% of the industrial labor force.
Women were forced by economic realities to work in the factories. The women (26)______ worked there were paid low wages, lived in crowded and small dormitories. (27)______they found themselves a place as active members of society.
Điền vào ô 24.
A. unfortunately
B. approximately
C. nearly
D. dramatically
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 23 to 27.
Years ago, in their private family role, women quite often dominate the male members of the household. Women were quite (23)____ to their families. However, the public role of women has changed (24)______since the beginning of World War II. During the war, men were away from home to the battle. As a (25)_____women were in complete control of the home. They found themselves doing double and sometimes triple duty. They began to take over the work of their absent husbands and to work outside. They accounted for 73% of the industrial labor force.
Women were forced by economic realities to work in the factories. The women (26)______ worked there were paid low wages, lived in crowded and small dormitories. (27)______they found themselves a place as active members of society.
Điền vào ô 25.
A. change
B. result
C. success
D. opportunity
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 23 to 27.
Years ago, in their private family role, women quite often dominate the male members of the household. Women were quite (23)____ to their families. However, the public role of women has changed (24)______since the beginning of World War II. During the war, men were away from home to the battle. As a (25)_____women were in complete control of the home. They found themselves doing double and sometimes triple duty. They began to take over the work of their absent husbands and to work outside. They accounted for 73% of the industrial labor force.
Women were forced by economic realities to work in the factories. The women (26)______ worked there were paid low wages, lived in crowded and small dormitories. (27)______they found themselves a place as active members of society.
Điền vào ô 26.
A. who
B. whom
C. whose
D. that
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 23 to 27.
Years ago, in their private family role, women quite often dominate the male members of the household. Women were quite (23)____ to their families. However, the public role of women has changed (24)______since the beginning of World War II. During the war, men were away from home to the battle. As a (25)_____women were in complete control of the home. They found themselves doing double and sometimes triple duty. They began to take over the work of their absent husbands and to work outside. They accounted for 73% of the industrial labor force.
Women were forced by economic realities to work in the factories. The women (26)______ worked there were paid low wages, lived in crowded and small dormitories. (27)______they found themselves a place as active members of society.
Điền vào ô 27.
A. Because
B. Therefore
C. However
D. So
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 23 to 27.
Years ago, in their private family role, women quite often dominate the male members of the household. Women were quite (23)____ to their families. However, the public role of women has changed (24)______since the beginning of World War II. During the war, men were away from home to the battle. As a (25)_____women were in complete control of the home. They found themselves doing double and sometimes triple duty. They began to take over the work of their absent husbands and to work outside. They accounted for 73% of the industrial labor force.
Women were forced by economic realities to work in the factories. The women (26)______ worked there were paid low wages, lived in crowded and small dormitories. (27)______they found themselves a place as active members of society.
Điền vào ô 23.
A. fascinated
B. worried
C. dedicated
D. interested
* 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 DIGITAL DIVIDE
Information technology is influencing the way many of us live and work today. We use the Internet to look and apply for jobs, shop, conduct research, make airline reservations, and explore areas of interest. We use e-mail and the Internet to communicate instantaneously with friends and business associates around the world. Computers are commonplace in homes and the workplace.
Although the number of Internet users is growing exponentially each year, most of the world’s population does not have access to computers or the Internet. Only 6 percent of the population in developing countries are connected to telephones. Although more than 94 percent of U.S. households have a telephone, only 42 percent have personal computers at home and 26 percent have Internet access. The lack of what most of us would consider a basic communications necessity -the telephone -does not occur just in developing nations. On some Native American reservations only 60 percent of the residents have a telephone. The move to wireless connections may eliminate the need for telephone lines, but it does not remove the barrier to equipment costs.
Who has Internet access? Fifty percent of the children in urban households with an income over $75,000 have Internet access, compared with 2 percent ofthe children in low-income, rural households. Nearly half of college-educated people have Internet access, compared to 6 percent of those with only some high school education. Forty percent of households with two parents have access; 15 percent of female, single-parent households do. Thirty percent of white households, 11 percent of black households, and 13 percent of Hispanic households have access. Teens and children are the two fastest-growing segments of Internet users. The digital divide between the populations who have access to the Internet and information technology tools is based on income, race, education, household type, and geographic location. Only 16 percent of the rural poor, rural and central city minorities, young householders, and single parent female households are connected.
Another problem that exacerbates these disparities is that African-Americans, Hispanics, and Native Americans hold few of the jobs in information technology. Women hold about 20 percent of these jobs and are receiving fewer than 30 percent of the computer science degrees. The result is that women and members of the most oppressed ethnic groups are not eligible for the jobs with the highest salaries at graduation. Baccalaureate candidates with degrees in computer science were offered the highest salaries of all new college graduates in 1998 at $44,949.
Do similar disparities exist in schools? More than 90 percent of all schools in the country are wired with at least one Internet connection. The number of classrooms with Internet connections differs by the income level of students. Using the percentage of students who are eligible for free lunches at a school to determine income level, we see that nearly twice as many of the schools with more affluent students have wired classrooms as those with high concentrations of low-income students.
Access to computers and the Internet will be important in reducing disparities between groups. It will require greater equality across diverse groups whose members develop knowledge and skills in computer and information technologies. If computers and the Internet are to be used to promote equality, they will have to become accessible to populations that cannot currently afford the equipment which needs to be updated every three years or so. However, access alone is not enough. Students will have to be interacting with the technology in authentic settings. As technology becomes a tool for learning in almost all courses taken by students, it will be seen as a means to an end rather than an end in itself. If it is used in culturally relevant ways, all students can benefit from its power.
Which of the sentences below best expresses the information in the statement “Although the number .................. or the Internet.” in the paragraph 2?
A. The number of computers that can make the Internet available to most of the people in the world is not increasing fast enough.
B. The Internet is available to most of the people in the world, even though they don't have their own computer terminals.
C. Most of the people in the world use the Internet now because the number of computers has been increasing every year.
D. The number of people who use computers and the Internet is increasing every year, but most people in the world still do not have connections.
* 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 DIGITAL DIVIDE
Information technology is influencing the way many of us live and work today. We use the Internet to look and apply for jobs, shop, conduct research, make airline reservations, and explore areas of interest. We use e-mail and the Internet to communicate instantaneously with friends and business associates around the world. Computers are commonplace in homes and the workplace.
Although the number of Internet users is growing exponentially each year, most of the world’s population does not have access to computers or the Internet. Only 6 percent of the population in developing countries are connected to telephones. Although more than 94 percent of U.S. households have a telephone, only 42 percent have personal computers at home and 26 percent have Internet access. The lack of what most of us would consider a basic communications necessity -the telephone -does not occur just in developing nations. On some Native American reservations only 60 percent of the residents have a telephone. The move to wireless connections may eliminate the need for telephone lines, but it does not remove the barrier to equipment costs.
Who has Internet access? Fifty percent of the children in urban households with an income over $75,000 have Internet access, compared with 2 percent ofthe children in low-income, rural households. Nearly half of college-educated people have Internet access, compared to 6 percent of those with only some high school education. Forty percent of households with two parents have access; 15 percent of female, single-parent households do. Thirty percent of white households, 11 percent of black households, and 13 percent of Hispanic households have access. Teens and children are the two fastest-growing segments of Internet users. The digital divide between the populations who have access to the Internet and information technology tools is based on income, race, education, household type, and geographic location. Only 16 percent of the rural poor, rural and central city minorities, young householders, and single parent female households are connected.
Another problem that exacerbates these disparities is that African-Americans, Hispanics, and Native Americans hold few of the jobs in information technology. Women hold about 20 percent of these jobs and are receiving fewer than 30 percent of the computer science degrees. The result is that women and members of the most oppressed ethnic groups are not eligible for the jobs with the highest salaries at graduation. Baccalaureate candidates with degrees in computer science were offered the highest salaries of all new college graduates in 1998 at $44,949.
Do similar disparities exist in schools? More than 90 percent of all schools in the country are wired with at least one Internet connection. The number of classrooms with Internet connections differs by the income level of students. Using the percentage of students who are eligible for free lunches at a school to determine income level, we see that nearly twice as many of the schools with more affluent students have wired classrooms as those with high concentrations of low-income students.
Access to computers and the Internet will be important in reducing disparities between groups. It will require greater equality across diverse groups whose members develop knowledge and skills in computer and information technologies. If computers and the Internet are to be used to promote equality, they will have to become accessible to populations that cannot currently afford the equipment which needs to be updated every three years or so. However, access alone is not enough. Students will have to be interacting with the technology in authentic settings. As technology becomes a tool for learning in almost all courses taken by students, it will be seen as a means to an end rather than an end in itself. If it is used in culturally relevant ways, all students can benefit from its power.
The word “concentrations'' in the passage is closest in meaning to
A. confidence
B. protections
C. numbers
D. support
* 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 DIGITAL DIVIDE
Information technology is influencing the way many of us live and work today. We use the Internet to look and apply for jobs, shop, conduct research, make airline reservations, and explore areas of interest. We use e-mail and the Internet to communicate instantaneously with friends and business associates around the world. Computers are commonplace in homes and the workplace.
Although the number of Internet users is growing exponentially each year, most of the world’s population does not have access to computers or the Internet. Only 6 percent of the population in developing countries are connected to telephones. Although more than 94 percent of U.S. households have a telephone, only 42 percent have personal computers at home and 26 percent have Internet access. The lack of what most of us would consider a basic communications necessity -the telephone -does not occur just in developing nations. On some Native American reservations only 60 percent of the residents have a telephone. The move to wireless connections may eliminate the need for telephone lines, but it does not remove the barrier to equipment costs.
Who has Internet access? Fifty percent of the children in urban households with an income over $75,000 have Internet access, compared with 2 percent ofthe children in low-income, rural households. Nearly half of college-educated people have Internet access, compared to 6 percent of those with only some high school education. Forty percent of households with two parents have access; 15 percent of female, single-parent households do. Thirty percent of white households, 11 percent of black households, and 13 percent of Hispanic households have access. Teens and children are the two fastest-growing segments of Internet users. The digital divide between the populations who have access to the Internet and information technology tools is based on income, race, education, household type, and geographic location. Only 16 percent of the rural poor, rural and central city minorities, young householders, and single parent female households are connected.
Another problem that exacerbates these disparities is that African-Americans, Hispanics, and Native Americans hold few of the jobs in information technology. Women hold about 20 percent of these jobs and are receiving fewer than 30 percent of the computer science degrees. The result is that women and members of the most oppressed ethnic groups are not eligible for the jobs with the highest salaries at graduation. Baccalaureate candidates with degrees in computer science were offered the highest salaries of all new college graduates in 1998 at $44,949.
Do similar disparities exist in schools? More than 90 percent of all schools in the country are wired with at least one Internet connection. The number of classrooms with Internet connections differs by the income level of students. Using the percentage of students who are eligible for free lunches at a school to determine income level, we see that nearly twice as many of the schools with more affluent students have wired classrooms as those with high concentrations of low-income students.
Access to computers and the Internet will be important in reducing disparities between groups. It will require greater equality across diverse groups whose members develop knowledge and skills in computer and information technologies. If computers and the Internet are to be used to promote equality, they will have to become accessible to populations that cannot currently afford the equipment which needs to be updated every three years or so. However, access alone is not enough. Students will have to be interacting with the technology in authentic settings. As technology becomes a tool for learning in almost all courses taken by students, it will be seen as a means to an end rather than an end in itself. If it is used in culturally relevant ways, all students can benefit from its power.
Based on information in paragraph 3, which of the following best explains the term "digital divide?"
A. The disparity in the opportunity to use the Internet
B. Differences in socioeconomic levels among Internet users
C. The number of Internet users in developing nations
D. Segments of the population with Internet access
