cycling is the best means of transportation and exercise for three seasons. Frist, it is one of the safest forms of exercise. A daily bike ride will help improve your breathing and gently increase your energy. Cycling, three fore, is suitablefor people of all ages, but if you have any medical problems, check with your doctor before you start. Besides being an excellent from of exercise, cycling allows you to see the coutry as you ride your bike slowly through small quiet villages orbeautiful forest paths. Cycling ia also an easy, convenient and inexpensive means of transportation.Ride your bike to school and you never gat held up in traffic on the way!You'll be in control, keep your teacher happy and be healthier,too

1,Riding regularly is especially good for__(a,smokers/b,non-smokers/c,patient/d,the old)

2,Can a paitent ride a bicycle?(a,No he/she can//b,yes,he/she can//c,maybe yes, but ask your doctor first//d,yes,only once a week)

3,What kinds of people are suitable for riding?(a,young people//b,peopleof any ages//c,old people//d,children)

4,How many seasons are menntioned in the passage for choosing cycling?(a,one/b,two//c,three/d,four)

5,Why should you cycle to school?(a,because your teacher gas a bicycle,too//b,because it is easy to park at school//c,because it is easy to use///dbecause you are never late due to the traffic)

Read the passage. Circle A, B or C to answer each question. 

More than 80% of American high school students work at part-time jobs in the evenings, on weekends or in summer. These part-time jobs bring teenagers great advantages.

One of the benefits of the work is the students can learn the skills that will be useful for the rest of their lives. When they work, they have to manage both the job and schoolwork. To be able to do so, they must be very organized and able to keep a sensible schedule. They also learn to cope with the job stress apart from the stress of the schoolwork. Some of the most stressful jobs include teaching, nursing, and police work. These skills help prepare teenagers for their later careers. High school students who work are more likely to succeed as adults than people who enter the job market at a later age with no work experience.

Teenagers want a lot of expensive things: clothes, mp3 players, trips with their friends, etc. Not all parents can afford them. And even if they can, the teens might not really appreciate that money because they did not earn it. When teenagers make money for themselves, they know its true and are less likely to spend it foolishly.

The word “cope with” in the passage is closest in meaning to ______. 

A. fight against

B. deal with

C. suffer from

Read the passage. Circle A, B or C to answer each question. 

   More than 80% of American high school students work at part-time jobs in the evenings, on weekends or in summer. These part-time jobs bring teenagers great advantages.

   One of the benefits of the work is the students can learn the skills that will be useful for the rest of their lives. When they work, they have to manage both the job and schoolwork. To be able to do so, they must be very organized and able to keep a sensible schedule. They also learn to cope with the job stress apart from the stress of the schoolwork. Some of the most stressful jobs include teaching, nursing, and police work. These skills help prepare teenagers for their later careers. High school students who work are more likely to succeed as adults than people who enter the job market at a later age with no work experience.

   Teenagers want a lot of expensive things: clothes, mp3 players, trips with their friends, etc. Not all parents can afford them. And even if they can, the teens might not really appreciate that money because they did not earn it. When teenagers make money for themselves, they know its true and are less likely to spend it foolishly.

The word “cope with” in the passage is closest in meaning to ______.

A. fight against

B. deal with

C. suffer from

Read the following passage  and mark the letter (A, B, C or D) on your answer sheet to indicate the correct answer to each for  the questions. Children learn to construct language from those around them. Until about the age of three, children tend to learn to develop their language by modeling the speech of their parents, but from that time on, peers have a growing influence as models for language development in children. It is easy to observe that, when adults and older children interact with younger children, they tend to modify their language to improve children communication with younger children, and this modified language is called caretaker speech.

Caretaker speech is used often quite unconsciously; few people actually study how to modify language when speaking to young children but, instead, without thinking, find ways to reduce the complexity of language in order to communicate effectively with young children. A caretaker will unconsciously speak in one way with adults and in a very different way with young children. Caretaker speech tends to be slower speech with short, simple words and sentences which are said in a higher-pitched voice with exaggerated inflections and many repetitions of essential information. It is not limited to what is commonly called baby talk, which generally refers to the use of simplified, repeated syllable expressions, such as ma-ma, boo-boo, bye-bye, wa-wa, but also includes the simplified sentence structures repeated in sing-song inflections. Examples of these are expressions such as “ say bye-bye” or “where’s da-da?”

Caretaker speech serves the very important function of allowing young children to acquire language more easily. The higher-pitched voice and the exaggerated inflections tend to focus the small child on what the caretaker is saying, the simplified words and sentences make it easier for the small child to begin to comprehended, and the repetitions reinforce the child’s developing understanding. Then, as a child’s speech develops, caretakers tend to adjust their language in the response to the improved language skills, again quite unconsciously. Parents and older children regularly adjust their speed to a level that is slightly above that of a younger child; without studied recognition of what they are doing, these caretakers will speak in one way to a one-year-ago and in a progressively more complex way as the child reaches the age of two or three.

An important point to note is that the function covered by caretaker speech, that of assisting a child to acquire language in small and simple steps, is an unconsciously used but extremely important part of the process of language acquisition and as such is quite universal. It is not merely a device used by English-speaking parents. Studying cultures where children do not acquire language through caretaker speech is difficult because such cultures are not difficult to find. The question of why caretaker speech is universal is not clear understood; instead proponents on either side of the nature vs. nature debate argue over whether caretaker speech is a natural function or a learned one. Those who believe that caretaker speech is a natural and inherent function in humans believe that it is human nature for children to acquire language and for those around them to encourage their language acquisition naturally; the presence of a child is itself a natural stimulus that increases the rate of caretaker speech develops through nurturing rather than nature argue that a person who is attempting to communicate with a child will learn by trying out different ways of communicating to determine which is the most effective from the reactions to the communication attempts; apparent might, for example, learn to use speech with exaggerated inflections with a small child because the exaggerated inflections do a better job of attracting the child’s attention than do more subtle inflections. Whether caretaker speech results from nature or nurture, it does play an important and universal role in child language acquisition.

According to paragraph 1, children over the age of three

A. Learn little language from those around them 

B. Are no longer influenced by the language of their parents

C. Are influenced more and more by those closer to their own age

D. First begin to respond to caretaker speech

Read the following passage  and mark the letter (A, B, C or D) on your answer sheet to indicate the correct answer to each for  the questions. Children learn to construct language from those around them. Until about the age of three, children tend to learn to develop their language by modeling the speech of their parents, but from that time on, peers have a growing influence as models for language development in children. It is easy to observe that, when adults and older children interact with younger children, they tend to modify their language to improve children communication with younger children, and this modified language is called caretaker speech.

Caretaker speech is used often quite unconsciously; few people actually study how to modify language when speaking to young children but, instead, without thinking, find ways to reduce the complexity of language in order to communicate effectively with young children. A caretaker will unconsciously speak in one way with adults and in a very different way with young children. Caretaker speech tends to be slower speech with short, simple words and sentences which are said in a higher-pitched voice with exaggerated inflections and many repetitions of essential information. It is not limited to what is commonly called baby talk, which generally refers to the use of simplified, repeated syllable expressions, such as ma-ma, boo-boo, bye-bye, wa-wa, but also includes the simplified sentence structures repeated in sing-song inflections. Examples of these are expressions such as “ say bye-bye” or “where’s da-da?”

Caretaker speech serves the very important function of allowing young children to acquire language more easily. The higher-pitched voice and the exaggerated inflections tend to focus the small child on what the caretaker is saying, the simplified words and sentences make it easier for the small child to begin to comprehended, and the repetitions reinforce the child’s developing understanding. Then, as a child’s speech develops, caretakers tend to adjust their language in the response to the improved language skills, again quite unconsciously. Parents and older children regularly adjust their speed to a level that is slightly above that of a younger child; without studied recognition of what they are doing, these caretakers will speak in one way to a one-year-ago and in a progressively more complex way as the child reaches the age of two or three.

An important point to note is that the function covered by caretaker speech, that of assisting a child to acquire language in small and simple steps, is an unconsciously used but extremely important part of the process of language acquisition and as such is quite universal. It is not merely a device used by English-speaking parents. Studying cultures where children do not acquire language through caretaker speech is difficult because such cultures are not difficult to find. The question of why caretaker speech is universal is not clear understood; instead proponents on either side of the nature vs. nature debate argue over whether caretaker speech is a natural function or a learned one. Those who believe that caretaker speech is a natural and inherent function in humans believe that it is human nature for children to acquire language and for those around them to encourage their language acquisition naturally; the presence of a child is itself a natural stimulus that increases the rate of caretaker speech develops through nurturing rather than nature argue that a person who is attempting to communicate with a child will learn by trying out different ways of communicating to determine which is the most effective from the reactions to the communication attempts; apparent might, for example, learn to use speech with exaggerated inflections with a small child because the exaggerated inflections do a better job of attracting the child’s attention than do more subtle inflections. Whether caretaker speech results from nature or nurture, it does play an important and universal role in child language acquisition.

It can be inferred from part.2 that people generally seem

A. To be able to adapt their language to the level of a child’s language without thinking consciously about it 

B. Quite aware of the use of caretaker speech

C. To have difficulty using caretaker speech

D. To use caretaker speech conscious by reducing the complexity of their language

                                1. If you have good________you can find it easy to recognize and control your feelings and cope with negative emotions. A. housekeeping skills B. emotion control skills C. self-care skills                      2 In my village, people ________________ weaving bamboo baskets.                                            A. live on         B. turn on           C. live in                                                                                               3  “I’m not sure what to do this weekend. Any ideas?” - “………………”                                             A. Why don’t we go to the concert?      B. You will go to the concert, perhaps?  C. Do you go to the concert?                                                                                                                                                4  They said that he didn’t come to the meeting.                                                                                     A. “I have come to the meeting” , they said.              B. “He didn’t came to the meeting ” , they said. C. “He doesn’t come to the meeting”, said they       

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 30 to 34.

       Good press photographer must have an ‘eye’ for news, just as journalists must have a nose for a good

story. They must be able to interpret a story and decide rapidly how they can take advantage (30)                              _______

the best opportunities to take picture. The most difficult part of a press photographer’s job is that he or she has to be able to (31)_______a complicated situation with just one photograph. They rarely have second chances and must be able to take the required shot very quickly. Indeed, speed is essential- if the photographs are not ready for the printing deadline, they are very unlikely to be of any use.

       Most press photographers begin work with a local newspaper. There, the demand is mostly for material of regional interest. Photographers may be expected to photograph a lot of unexciting events but to (32)___________the enthusiasm to put ‘something special’ into every picture.

        There is (33) _______competition among those (34)_______want to move from local to national newspapers. Here, the work is much more centered on news. The photographer must work under greater pressure and take more responsibility. Only highly reliable, talented and resourceful photographers make this difficult move. The work is tough and can be dangerous. On an overseas assignment, photographers may have to cope with unfamiliar food and accommodation, physical and mental stress, and extreme difficulty in transporting the pictures from an isolated area to get to the newspaper on time. They also have to beat the competition from other publications.

Điền vào số 33

A. firm

B. forceful

C. strict

D. strong