Đáp án A
Các em để ý, vế phải có “would try” nghĩ ngay điều kiện loại 2. Đáp án A là dạng đảo ngữ của câu điều kiện loại II (to be chia thành were cho mọi ngôi).
- curling: bị đá trên băng hay ném tạ trên băng (thể thao)
______ interested in Curling, I would try to learn more about this sport.
A. Were I
B. If I am
C. Should I
D. I was
Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following question
_______ interested in Curling, I would try to learn more about this sport.
A. Were I
B. If I am
C. Should I
D. I was
Mark the letter A, B, C or D on your answer sheet to show the underlined part that needs correction in each of the following questions.
Had I been interested in that subject, I would try to learn more about it.
A. Had I
B. in
C. try to learn
D. about
Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that is closest in meaning to each of the following questions.
“If I were you, I would not choose to write about such a sensitive topic,” the teacher said.
A. The teacher advised me against writing about such a sensitive topic.
B. The teacher advised me on writing about such a sensitive topic.
C. I was ordered by the teacher not to write about such a sensitive topic.
D. I was blamed for writing about such a sensitive topic by the teacher.
Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that is closest in meaning to each of the following questions.
“If I were you, I would not choose to write about such a sensitive topic ”, the teacher said.
A. I was blamed for writing about such a sensitive topic by the teacher.
B. I was ordered by the teacher not to write about such a sensitive topic.
C. The teacher advised me on writing about such a sensitive topic.
D. The teacher advised me against writing about such a sensitive topic.
“If I were in your shoes, I would try to finish the pre-lab report before carrying out the experiment” said the professor to his research student.
A. The professor told his student that he wished he could finish the pre-lab report before carrying out the experiment
B. The professor advised his student to try to finish the pre-lab report before carrying out the experiment
C. The professor complained that his student didn’t finish the pre-lab report before carrying out the experiment
D. The professor regretted that his student didn't try to finish the pre-lab report before carrying out the experiment
Read the following passage and mark the letter A, B, C, or A to indicate the correct answer to each of the question.
Orbis is an organisation which helps blind people of everywhere. It has built an eye hospital inside an aeroplane and flown it all over the world with an international medico team. Samantha Graham, a fourteen-year-old schoolgirl from England, went with the plane to Mongolia. Samantha tells the story, of the Eukhtuul, a young Mongolian girl.
'Last year, when Eukhtuul was walking home from school, she was attacked by boys with sticks and her eyes were badly damaged. Dr. Duffey, an Orbis doctor, said that without an operation she would never see again, I thought about all the things I do that she couldn't, things like reading schoolbooks, watching television, seeing friends, and I realised how lucky I am.'
'The Orbis team agreed to operate on Eukhtuul and I was allowed to watch, together with some Mongolian medical students. I prayed the operation would be successful. The next day I waited nervously with Eukhtuul while Dr. Duffey removed her bandages. "In six months your sight will be back to normal," he said. Eukhtuul smiled, her mother cried, and I had to wipe away some tears, too!'
Now Eukhtuul wants to study hard to become a doctor. Her whole future has changed
thanks to a simple operation. We should all think more about how much our sight means to us.’
(Source: haps..Mooks.google.corn.vnj
What is the writer's main purpose in writing this passage?
A. to describe a dangerous trip
B. to explain how sight can be lost
C. to report a patient's cure
D. to warn against playing with sticks
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 following questions.
‘A good book for children should simply be a good book in its own right.' These are the words of Mollie Hunter, a well known author of books for youngsters. Born and bred near Edinburgh, Mollie has devoted her talents to writing primarily for young people. She firmly believes that there is always and should always be a wider audience for any good book whatever its main market. In Mollie's opinion it is essential to make full use of language and she enjoys telling a story, which is what every writer should be doing: 'If you aren't telling a story, you're a very dead writer indeed,' she says.
With the chief function of a writer being to entertain, Molly is indeed an entertainer. 'I have this great love of not only the meaning of language but of the music of language,' she says. This love goes back to early childhood. 'I've told stories all my life. I had a school teacher who used to ask us what we would like to be when we grew up and, because my family always had dogs, and I was very good at handling them, I said I wanted to work with dogs, and the teacher always said "Nonsense, Mollie dear, you'll be a writer." So eventually I thought that this woman must have something, since she was a good teacher - and I decided when I was nine that I would be a writer.’
This childhood intention is described in her novel, A Sound of Chariots, which although written in the third person is clearly autobiographical and gives a picture both of Mollie's ambition and her struggle towards its achievement.
Thoughts of her childhood inevitably brought thoughts of the time when her home was still a village with buttercup meadows and strawberry fields - sadly now covered with modern houses. 'I was once taken back to see it and I felt that somebody had lain dirty hands all over my childhood. I'll never go back,' she said. 'Never.' 'When I set one of my books in Scotland,' she said, 'I can recapture my romantic feelings as a child playing in those fields, or watching the village blacksmith at work. And that's important, because children now know so much so early that romance can't exist for them, as it did for us.'
To this day, Mollie has a lively affection for children, which is reflected in the love she has for her writing. 'When we have visitors with children the adults always say, "If you go to visit Mollie, she'll spend more time with the children." They don't realise that children are much more interesting company. I've heard all the adults have to say before. The children have something new.'
What do we learn about Mollie Hunter as a very young child?
A. She didn’t enjoy writing stories
B. She didn’t have any particular ambitions
C. She didn’t expect to become a writer
D. She didn’t respect her teacher’s views
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 35 to 42.
TEACHING IN INDIA
by Elise Cooper
‘Elise in India’. That was the name of my blog last year when I took a year out between school and university. I was lucky enough to get a teaching job abroad through an international organization. I was going to work in a school attached to a children’s home in north-west India. There were eight of us on the week-long introduction course in the capital, Delhi. As well as advice and ideas for teaching we were given information about health and local customs, and learned a few essential phrases in the local language.
Another course member, Lucy, was coming to the same school as me and we were both nervous when we set off on the 15-hour bus ride to the children’s home. I had worked as a classroom assistant before, but here I wouldn’t be much older than some of my pupils. How would I manage? My worries disappeared once we reached the home. Our rooms were on the top floor above the girls’ bedrooms and from the window we looked out across flat fields full of fruit trees and could just see the snow-covered mountain tops in the distance.
There were 90 children in the home, aged between five and 20. In addition there were a small number of pupils who came in each day from the area around. Although they were a little shy to start with, they were so keen to ask us questions that we quickly became friends.
Lucy and I taught four lessons a day, mainly spelling, reading and general knowledge. We had a textbook but since it wasn’t very exciting, we tried to make the lessons more interesting with activities and games. This wasn’t always easy: there was a mixture of ages in each class because pupils had begun their education at different times. Like schoolchildren everywhere, they didn’t always behave perfectly in class. However, they used to send us notes apologizing afterwards, or thanking us for an interesting lesson, so we didn’t really mind.
The best fun came after school, though. We spent many happy hours playing games or football or just chatting with the children. On Friday afternoons, Lucy and I were in charge of sport, which had just been introduced at the school. Trying to organize fifty children into cricket teams is something I’ll never forget. Another of my memories is playing in goal for a boys’ football game. Even though Lucy and a group of little girls joined in as extra goalkeepers, we still managed to let the other side score!
I was terribly sad to leave. I felt I had learned as much as - if not more than - my pupils from the experience.
Which of the following words would the author most probably use to describe her experience in India?
A. useful
B. problematic
C. informative
D. nonsense
