The united nations will help with the problems of the world and east sea's as well as Vietnam's,___also a member country,in a peaceful way
A.which was
B.who were
C.all of whom were
D.which were
Chọn key A hay D vậy ???
I) ĐIỀN CÁC TỪ SAU: deteriorate, mobilize, hostile acts, declare war, clashes, aggression, outbreak, forces, ultimatum, retaliate
FOR YEARS THERE WERE BORDER .......... BETWEEN TROOPS OF COUNTRY X AND THOSE OF COUNTRY Z. THEN ............ FROM X ATTACKED A VILLAGE IN Z. Z ACCUSED X OF ......... AND BEGAN TO .......... IN READINESS FOR POSSIBLE WAR. X WARNED Z: "IF YOU CARRY OUT ........... AGAINST US, WE WILL ........... ." BUT THERE WAS MORE FIGHTING ON THE BORDER. THE SITUATION HAD BEGUND TO ................ . X DELIVERED AN................ TO Z. "IF YOU DO NOT PROMISE TO RESPECT OUR BORDERS, WE WILL ............ ." FINALLY CAME THE .......... OF WAR.
II) ĐIỀN CÁC TỪ SAU: get involved, withdraw, intermediary, peace treaty, neutral, targets, peace-keeping force, intervene, ceasefire, civilian
AFTER MONTHS OF FIGHTING, DURING WHICH ............ AS WELL AS MILITARY .......... WERE BOMBED, COUNTRY X ASKED COUNTRY Y, WHICH HAD REMAINED ......... DURING THE HOSTILITIES, TO ACT AS AN ............ , BUT Y DECIDED NOT TO .............. . X THEN ASKED THE UNITED NATIONS TO ............. . THE UNITED NATIONS MANAGED TO ARRANGE A ............ AND STATIONED A MULTI-NATIONAL ................ BETWEEN THE TWO OPPOSING ARMIES. AFTER WEEKS OF TALKS, THE TWO COUNTRIES FINALLY SIGNED A ........... AND THE UNITED NATIONS TROOPS WERE ABLE TO ............. .
I) ĐIỀN CÁC TỪ SAU: deteriorate, mobilize, hostile acts, declare war, clashes, aggression, outbreak, forces, ultimatum, retaliate
FOR YEARS THERE WERE BORDER .... clashes...... BETWEEN TROOPS OF COUNTRY X AND THOSE OF COUNTRY Z. THEN .....forces....... FROM X ATTACKED A VILLAGE IN Z. Z ACCUSED X OF .....aggression.... AND BEGAN TO ...mobilize....... IN READINESS FOR POSSIBLE WAR. X WARNED Z: "IF YOU CARRY OUT ....hostile acts....... AGAINST US, WE WILL ...retaliate........ ." BUT THERE WAS MORE FIGHTING ON THE BORDER. THE SITUATION HAD BEGUND TO ......deteriorate.......... . X DELIVERED AN.......ultimatum......... TO Z. "IF YOU DO NOT PROMISE TO RESPECT OUR BORDERS, WE WILL ....declare war....... ." FINALLY CAME THE ..outbreak........ OF WAR.
II) ĐIỀN CÁC TỪ SAU: get involved, withdraw, intermediary, peace treaty, neutral, targets, peace-keeping force, intervene, ceasefire, civilian
AFTER MONTHS OF FIGHTING, DURING WHICH .......civilian..... AS WELL AS MILITARY ....targets...... WERE BOMBED, COUNTRY X ASKED COUNTRY Y, WHICH HAD REMAINED ...neutral...... DURING THE HOSTILITIES, TO ACT AS AN .....intermediary....... , BUT Y DECIDED NOT TO .........get involved..... . X THEN ASKED THE UNITED NATIONS TO ..... intervene........ . THE UNITED NATIONS MANAGED TO ARRANGE A ....ceasefire........ AND STATIONED A MULTI-NATIONAL ......... peace-keeping force...... BETWEEN THE TWO OPPOSING ARMIES. AFTER WEEKS OF TALKS, THE TWO COUNTRIES FINALLY SIGNED A .....peace treaty...... AND THE UNITED NATIONS TROOPS WERE ABLE TO ..withdraw........... .
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word for each of the blanks.
Marriage nowadays is a choice people make on their own, but this has not always been the case in society. Thousands of years ago, the average lifespan was shorter than it is today. A man usually lived until he was about 40 years old, while women died even sooner because of childbirth. There were many wars and illnesses, and people had to protect themselves by having more children while they were still young. The parents lived through their children.
Marriage was not so much a romantic love story but a business transaction, or deal. Most marriages were arranged between parents while their children were still very young. It was the custom that the fathers made the decision on whom their children were going to marry. The mothers had little say in it since they rarely made any decisions outside the household. The fathers would meet to arrange the wedding date and the money given for the bride on her wedding date. The more money and land a girl had, the more chances she had to marry well. Therefore, it was important that her father choose the bridegroom very well. Usually, it was someone who came from a good family or who was rich too. It was very unlikely that people married outside their social class. A few well-off and rich merchants got to marry poorer noblewomen and became King’s business advisors. In a way, poor peasants had an easier choice as it was less important whom they married.
The practice of arranged marriage is still common in some countries in the Middle East, such as India or Pakistan. Here, social classes are still strongly divided and very well-kept. Often, however, arranged marriages are a sign that people do not want to let go of the past, which gives them comfort and security in an ever-changing world.
What does the passage mainly discuss?
A. Marriage as a business transaction today.
B. Mothers' roles in their children's marriage.
C. Marriage practices in modem society.
D. The practice of arranged marriage.
Đáp án D
Kiến thức: Đọc hiểu
Giải thích:
Đoạn văn chủ yếu là thảo luận điều gì?
A. Hôn nhân như là một giao dịch kinh doanh ngày nay.
B. Vai trò của các bà mẹ trong cuộc hôn nhân của con họ.
C. Hôn nhân thực tế trong xã hội hiện đại.
D. Việc thực hiện hôn nhân được sắp xếp.
Thông tin:
Marriage was not so much a romantic love story but a business transaction, or deal. Most marriages were arranged between parents while their children were still very young.
Hôn nhân hầu như không phải là một câu chuyện tình lãng mạn mà là một giao dịch kinh doanh, hoặc thỏa thuận. Hầu hết các cuộc hôn nhân đã được bố trí giữa cha mẹ trong khi con của họ vẫn còn rất trẻ.
Và các câu trong đoạn 2 giúp làm rõ ý trên.
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word for each of the blanks.
Marriage nowadays is a choice people make on their own, but this has not always been the case in society. Thousands of years ago, the average lifespan was shorter than it is today. A man usually lived until he was about 40 years old, while women died even sooner because of childbirth. There were many wars and illnesses, and people had to protect themselves by having more children while they were still young. The parents lived through their children.
Marriage was not so much a romantic love story but a business transaction, or deal. Most marriages were arranged between parents while their children were still very young. It was the custom that the fathers made the decision on whom their children were going to marry. The mothers had little say in it since they rarely made any decisions outside the household. The fathers would meet to arrange the wedding date and the money given for the bride on her wedding date. The more money and land a girl had, the more chances she had to marry well. Therefore, it was important that her father choose the bridegroom very well. Usually, it was someone who came from a good family or who was rich too. It was very unlikely that people married outside their social class. A few well-off and rich merchants got to marry poorer noblewomen and became King’s business advisors. In a way, poor peasants had an easier choice as it was less important whom they married.
The practice of arranged marriage is still common in some countries in the Middle East, such as India or Pakistan. Here, social classes are still strongly divided and very well-kept. Often, however, arranged marriages are a sign that people do not want to let go of the past, which gives them comfort and security in an ever-changing world.
What does the passage mainly discuss?
A. Marriage as a business transaction today
B. Mothers' roles in their children's marriage.
C. Marriage practices in modern society.
D. The practice of arranged marriage.
Đáp án D
Kiến thức: Đọc hiểu
Giải thích:
Đoạn văn chủ yếu là thảo luận điều gì?
A. Hôn nhân như là một giao dịch kinh doanh ngày nay.
B. Vai trò của các bà mẹ trong cuộc hôn nhân của con họ.
C. Hôn nhân thực tế trong xã hội hiện đại.
D. Việc thực hiện hôn nhân được sắp xếp.
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word for each of the blanks.
Marriage nowadays is a choice people make on their own, but this has not always been the case in society. Thousands of years ago, the average lifespan was shorter than it is today. A man usually lived until he was about 40 years old, while women died even sooner because of childbirth. There were many wars and illnesses, and people had to protect themselves by having more children while they were still young. The parents lived through their children.
Marriage was not so much a romantic love story but a business transaction, or deal. Most marriages were arranged between parents while their children were still very young. It was the custom that the fathers made the decision on whom their children were going to marry. The mothers had little say in it since they rarely made any decisions outside the household. The fathers would meet to arrange the wedding date and the money given for the bride on her wedding date. The more money and land a girl had, the more chances she had to marry well. Therefore, it was important that her father choose the bridegroom very well. Usually, it was someone who came from a good family or who was rich too. It was very unlikely that people married outside their social class. A few well-off and rich merchants got to marry poorer noblewomen and became King’s business advisors. In a way, poor peasants had an easier choice as it was less important whom they married.
The practice of arranged marriage is still common in some countries in the Middle East, such as India or Pakistan. Here, social classes are still strongly divided and very well-kept. Often, however, arranged marriages are a sign that people do not want to let go of the past, which gives them comfort and security in an ever-changing world.
What does the passage mainly discuss?
A. Marriage as a business transaction today.
B. Mothers' roles in their children's marriage.
C. Marriage practices in modem society.
D. The practice of arranged marriage.
Đáp án D
Kiến thức: Đọc hiểu
Giải thích: Đoạn văn chủ yếu là thảo luận điều gì?
A. Hôn nhân như là một giao dịch kinh doanh ngày nay.
B. Vai trò của các bà mẹ trong cuộc hôn nhân của con họ.
C. Hôn nhân thực tế trong xã hội hiện đại.
D. Việc thực hiện hôn nhân được sắp xếp.
Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the question.
David Beckham is an English footballer who has played for Manchester United and Real Madrid, as well as representing his country 100 times. He moved to the Los Angeles Galaxy in 2007 to increase the profile of football in America. He married Spice Girl Victoria Beckham and has become a worldwide celebrity, an advertising brand and a fashion icon. Beckham was born in London in 1975. His parents were fanatical Manchester United supporters. His talent was obvious from an early age and he signed with Manchester United on his fourteenth birthday. He helped the youth team win several trophies and made his first team debut in 1995. He helped his team achieve considerable success in his eleven seasons with them.
Beckham has been runner-up twice as world football's best player. He won many trophies with Manchester United, including the Champions League, and won a league title with Real Madrid. He also captained his club and country. He was famously sent off in a match against Argentina in the 1998 World Cup. In 2003, Beckham received an honour for services to football from Britain's Queen.
Beckham has many interests off the soccer pitch and is rarely out of the headlines, especially concerning his marriage and children. He has established football academies in Los Angeles and London. In 2006 he was named a judge for the British Book Awards. He lives near Tom Cruise and the two are best buddies. Beckham is also a United Nations Goodwill Ambassador.
(Source: haps://www.famouspeoplelessons.corn)
What is the main idea of the passage?
A. The life and career of David Beckham
B. Beckham's family background
C. Beckham's life before and after getting married
D. Beckham's marriage with a Spice Girl's member
Đáp án A
Chủ đề LIFE STORIES
Ý chính của đoạn văn là gì?
A. Cuộc đời và sự nghiệp của David Beckham
B. Gia đình Beckham
C. Cuộc sống của Beckham trước và sau khi kết hôn
D. Cuộc hôn nhân của Beckham với một thành viên của Spice Girl
Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.
(1) As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.
(2) The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.
(3) Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were once such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.
(4) Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.
Women were trained to be consumer homemakers as a result of _____.
A. scarcity in the highly industrialized early-twentieth-century United States
B. economic necessity in the highly industrialized early-twentieth-century United States
C. income-producing activities in the highly industrialized early-twentieth-century United States
D. overproduction in the highly industrialized early-twentieth-century United States
Đáp án D
Thông tin được tìm thấy ở dòng 4 + 5 đoạn 4: in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Tuy nhiên ở đầu thế kỷ 20 có nền công nghiệp hoá cao, sự sản xuất quá mức thay vì sự khan hiếm đã trở thành một vấn đề. Do đó, người nội trợ Mỹ lý tưởng được xem như là người tiêu dùng chứ không phải là một người sản xuất.
Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.
(1) As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.
(2) The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.
(3) Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were once such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.
(4) Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.
Women were trained to be consumer homemakers as a result of _____.
A. scarcity in the highly industrialized early-twentieth-century United States
B. economic necessity in the highly industrialized early-twentieth-century United States
C. income-producing activities in the highly industrialized early-twentieth-century United States
D. overproduction in the highly industrialized early-twentieth-century United States
Đáp án D
Thông tin được tìm thấy ở dòng 4 + 5 đoạn 4: in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Tuy nhiên ở đầu thế kỷ 20 có nền công nghiệp hoá cao, sự sản xuất quá mức thay vì sự khan hiếm đã trở thành một vấn đề. Do đó, người nội trợ Mỹ lý tưởng được xem như là người tiêu dùng chứ không phải là một người sản xuất.
Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.
(1) As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.
(2) The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.
(3) Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were once such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.
(4) Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.
Women were trained to be consumer homemakers as a result of _____.
A. scarcity in the highly industrialized early-twentieth-century United States
B. economic necessity in the highly industrialized early-twentieth-century United States
C. income-producing activities in the highly industrialized early-twentieth-century United States
D. overproduction in the highly industrialized early-twentieth-century United States
Đáp án D
Thông tin được tìm thấy ở dòng 4 + 5 đoạn 4: in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Tuy nhiên ở đầu thế kỷ 20 có nền công nghiệp hoá cao, sự sản xuất quá mức thay vì sự khan hiếm đã trở thành một vấn đề. Do đó, người nội trợ Mỹ lý tưởng được xem như là người tiêu dùng chứ không phải là một người sản xuất.
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.
As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.
The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.
Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were once such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.
Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children “efficiently” in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.
Women were trained to be consumer homemakers as a result of _____.
A. income-producing activities in the highly industrialized early-twentieth-century United States
B. overproduction in the highly industrialized early-twentieth-century United States
C. scarcity in the highly industrialized early-twentieth-century United States
D. economic necessity in the highly industrialized early-twentieth-century United States
Đáp án : B
Suy ra từ:
“in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer” nghĩa là, Ở nước công nghiệp cao như Mỹ đầu thế kỉ 20, tuy nhiên, sản xuất thừa chứ không phải khan hiếm đã trở thành 1 vấn đề. Do đó, người nội trợ lý tưởng ở Mỹ được xem như là 1 người tiêu dùng chứ k phải người sản xuất