\u0110\u00ea\u0300 thi th\u01b0\u0309 THPT Qu\u00f4\u0301c gia n\u0103m 2017 m\u00f4n Ti\u00ea\u0301ng Anh tr\u01b0\u01a1\u0300ng THPT Qua\u0309ng X\u01b0\u01a1ng 1 ti\u0309nh Thanh Ho\u0301a co\u0301 \u0111a\u0301p a\u0301n, ca\u0301c em theo do\u0303i b\u00ean d\u01b0\u01a1\u0301i \u0111\u00e2y:<\/p>\n
S\u1ede GD&\u0110T THANH HO\u0301A<\/strong><\/p>\n \n TR\u01af\u1edcNG THPT QUA\u0309NG X\u01af\u01a0NG 1\u00a0<\/strong><\/p>\n \u0110\u00ca\u0300 TH\u1eec THPT QU\u1ed0C GIA L\u1ea6N 1 <\/strong>N\u0102M H\u1eccC 2016 – 2017<\/strong><\/p>\n \u0110\u1ec0 THI M\u00d4N TI\u1ebeNG ANH<\/strong><\/p>\n Th\u1eddi gian l\u00e0m b\u00e0i: 60 ph\u00fat, kh\u00f4ng k\u1ec3 th\u1eddi gian giao \u0111\u1ec1.<\/em><\/p>\n \n Mark the letter A, B, C, or D on your answer sheet to indicate the underlined part that needs correction in each of the following questions.<\/p>\n \n 1.\u00a0\u00a0 <\/strong>The wooden <\/u>fence surrounded <\/u>the factory is beginning <\/u>to fall down because of <\/u>the rain.<\/p>\n A.\u00a0\u00a0\u00a0 <\/strong>is begining \u00a0 \u00a0 \u00a0 \u00a0 \u00a0B. <\/strong>wooden \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0C. <\/strong>surrounded\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 D. <\/strong>because of<\/p>\n 2.\u00a0\u00a0 <\/strong>The amounts of <\/u>oxygen and nitrogen in the air almost always <\/u>remain stable<\/u>, but the amount of water vapor vary <\/u>considerably.<\/p>\n A.\u00a0\u00a0\u00a0 <\/strong>vary \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0B. <\/strong>almost always\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 C. <\/strong>The amount of\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 D. <\/strong>stable<\/p>\n 3.\u00a0\u00a0 <\/strong>Quinine, cinnnamon, and other useful substances are <\/u>all derived of <\/u>the bark of trees<\/u>.<\/p>\n A.\u00a0\u00a0\u00a0 <\/strong>are \u00a0 \u00a0 \u00a0 \u00a0B. <\/strong>bark of trees \u00a0 \u00a0 \u00a0 \u00a0 \u00a0C. <\/strong>derived of \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0D. <\/strong>other useful substances<\/p>\n During the seventeenth and eighteenth centuries, almost nothing was written about the contributions of women during the colonial period and the early history of the newly formed United States. Lacking the right to vote and absent from the seats of power, women were not considered an important force in history. Anne Bradstreet wrote some significant poetry in the seventeenth century, Mercy Otis Warren produced the best contemporary history of the American Revolution,\u00a0 and Abigail Adams penned important letters showing she exercised great political influence over her husband, John, the second President of the United States. But little or no notice was taken of these contributions. During these centuries, women remained invisible in history books.Throughout the nineteenth century, this lack of visibility continued, despite the efforts of female authors writing about women. These writers, like most of their male counterparts, were amateur historians. Their writings were celebratory in nature, and they <\/u><\/em><\/strong>were uncritical in their selection and use of sources.During the nineteenth century, however, certain feminists showed a keen sense of history by keeping records of activities in which women were engaged. National, regional, and local women’s organizations compiled accounts of their doings. Personal correspondence, newspaper clippings, and souvenirs were saved and stored. These sources from the core of the two greatest collections of women’s history in the United States one at the Elizabeth and Arthur Schlesinger Library at\u00a0 Radcliffe College, and the other the Sophia Smith Collection at Smith College. Such sources have provided valuable materials for later Generations of historians.Despite the gathering of more information about ordinary women during the nineteenth Century, most of the writing about women conformed to the “great women” theory of History, just as much of mainstream American history concentrated on “great men.” To demonstrate that women were\u00a0 making significant contributions to American life, female authors singled out women leaders and wrote biographies, or else important women produced their autobiographies. Most of these leaders were involved in public life as reformers, activists working for women’s right to vote, or authors, and were not representative <\/u><\/em><\/strong>at all of the great of ordinary woman. The lives of ordinary people continued, generally, to be untold in the American histories being published.<\/p>\n 4.\u00a0\u00a0 <\/em><\/strong>In the last paragraph, the author mentions all of the following as possible roles of nineteenth- century “great women” EXCEPT \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<\/u><\/em><\/p>\n A.\u00a0\u00a0\u00a0 <\/strong>reformers \u00a0 \u00a0 \u00a0 \u00a0B. <\/strong>politician \u00a0C. <\/strong>activists for women’s rights \u00a0 \u00a0 \u00a0 \u00a0\u00a0D. <\/strong>authors<\/p>\n 5.\u00a0\u00a0 <\/em><\/strong>The word <\/em>“they<\/em><\/strong>” in the 2nd\u00a0 paragraph refers to \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/u><\/em><\/p>\n A.\u00a0\u00a0\u00a0 <\/strong>sources \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0B. <\/strong>efforts \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0C. <\/strong>authors\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 D. <\/strong>counterparts<\/p>\n 6.\u00a0\u00a0 <\/em><\/strong>In the first paragraph, Bradstreet, Warren, and Adams are mentioned to show that \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/u><\/em><\/p>\n A.\u00a0\u00a0\u00a0 <\/strong>even the contributions of outstanding women were ignored<\/p>\n B.\u00a0\u00a0\u00a0 <\/strong>poetry produced by women was more readily accepted than other writing by women<\/p>\n C.\u00a0\u00a0\u00a0 <\/strong>only three women were able to get their writing published<\/p>\n D.\u00a0\u00a0\u00a0 <\/strong>a woman’s status was changed by marriage<\/p>\n 7.\u00a0\u00a0 <\/strong>The word <\/em>“representative<\/em><\/strong>” in the last paragraph is closest in meaning to \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/u><\/em>_<\/p>\n A.\u00a0\u00a0\u00a0 <\/strong>satisfied \u00a0 \u00a0 \u00a0 \u00a0\u00a0B. <\/strong>typical \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0C. <\/strong>distinctive \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0D. <\/strong>supportive<\/p>\n 8.\u00a0\u00a0 <\/em><\/strong>In the 2<\/em>nd\u00a0 <\/em>paragraph, what weakness in nineteenth-century histories does the author point out?<\/em><\/p>\n A.\u00a0\u00a0\u00a0 <\/strong>The sources of the information they were based on were not necessarily accurate.<\/p>\n B.\u00a0\u00a0\u00a0 <\/strong>They were printed on poor-quality paper.<\/p>\n C.\u00a0\u00a0\u00a0 <\/strong>They left out discussion of the influence of money on politics.<\/p>\n D.\u00a0\u00a0\u00a0 <\/strong>They put too much emphasis on daily activities.<\/p>\n 9.\u00a0\u00a0\u00a0\u00a0 <\/em><\/strong>What use was made of the nineteenth-century women’s history materials in the Schlesinger Library and the Sophia Smith Collection?<\/em><\/p>\n A.\u00a0\u00a0\u00a0 <\/strong>They provided valuable information for twentieth- century historical researchers.<\/p>\n B.\u00a0\u00a0\u00a0 <\/strong>They formed the basis of college courses in the nineteenth century.<\/p>\n C.\u00a0\u00a0\u00a0 <\/strong>They were shared among women’s colleges throughout the United States.<\/p>\n D.\u00a0\u00a0\u00a0 <\/strong>They were combined and published in a multivolume encyclopedia.<\/p>\n 10.\u00a0\u00a0 <\/em><\/strong>What does the passage mainly discuss?<\/em><\/p>\n A.\u00a0\u00a0\u00a0 <\/strong>The place of American women in written histories<\/p>\n B.\u00a0\u00a0\u00a0 <\/strong>The “great women” approach to history used by American historians<\/p>\n C.\u00a0\u00a0\u00a0 <\/strong>The keen sense of history shown by American women<\/p>\n D.\u00a0\u00a0\u00a0 <\/strong>The role of literature in early American histories<\/p>\n 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.<\/p>\n 11.\u00a0\u00a0 <\/em><\/strong>I would rather you wore something more formal to work.<\/em><\/p>\n A.\u00a0\u00a0\u00a0 <\/strong>I’d prefer you wearing something more formal to work.<\/p>\n B.\u00a0\u00a0\u00a0 <\/strong>I’d prefer you to wear something more formal to work.<\/p>\n C.\u00a0\u00a0\u00a0 <\/strong>I’d prefer you should wear something more formal to work.<\/p>\n D.\u00a0\u00a0\u00a0 <\/strong>I’d prefer you wear something more formal to work.<\/p>\n 12.\u00a0\u00a0 <\/em><\/strong>Had we left any later, we would have missed the train.<\/em><\/p>\n A.\u00a0\u00a0\u00a0 <\/strong>We didn’t miss the train because it left late.<\/p>\n B.\u00a0\u00a0\u00a0 <\/strong>We left too late to catch the train.<\/p>\n C.\u00a0\u00a0\u00a0 <\/strong>Because the train was late, we missed it.<\/p>\n D.\u00a0\u00a0\u00a0 <\/strong>We almost missed the train.<\/p>\n \n 13.\u00a0\u00a0 <\/em><\/strong>“Why can’t you do your work more carefully?” said Henry’s boss.<\/em><\/p>\n A.\u00a0\u00a0\u00a0 <\/strong>Henry’s boss criticized him for doing his job carelessly.<\/p>\n B.\u00a0\u00a0\u00a0 <\/strong>Henry’s boss asked him not to do his job with care.<\/p>\n C.\u00a0\u00a0\u00a0 <\/strong>Henry’s boss suggested doing the job more carefully.<\/p>\n D.\u00a0\u00a0\u00a0 <\/strong>Henry’s boss warned him to to the job carefully.<\/p>\n Mark the letter A, B, C, or D on your answer sheet to indicate the word whose underlined part differs from the other three in pronunciation in each of the following questions.<\/p>\n 14.\u00a0 A. <\/strong>lives<\/u> \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0B. <\/strong>plays<\/u> \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0C. <\/strong>works<\/u> \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0D. <\/strong>buys<\/u><\/p>\n \n 15.\u00a0 A. <\/strong>picked<\/u> \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0B. <\/strong>worked\u00a0<\/u> \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0C. <\/strong>naked<\/u> \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0D. <\/strong>booked<\/u><\/p>\n \n \u00a0<\/em><\/strong>Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that best combines each pair of sentences in the following questions.<\/em><\/strong><\/p>\n 16.\u00a0\u00a0 <\/em><\/strong>He felt tired. However, he was determined to continue to climb up the mountain.<\/em><\/p>\n A.\u00a0\u00a0\u00a0 <\/strong>Tired as he might feel, he was determined to continue to climb up the mountain<\/p>\n B.\u00a0\u00a0\u00a0 <\/strong>He felt so tired that he was determined to continue to climb up the mountain.<\/p>\n C.\u00a0\u00a0\u00a0 <\/strong>Feeling very tired, he was determined to continue to climb up the mountain.<\/p>\n D.\u00a0\u00a0\u00a0 <\/strong>As a result of his tiredness, he was determined to continue to climb up the mountain.<\/p>\n 17.\u00a0\u00a0 <\/em><\/strong>The agreement ended six-month negotiation. It was signed yesterday.<\/em><\/p>\n A.\u00a0\u00a0\u00a0 <\/strong>The agreement which ends six-month negotiation was signed yesterday.<\/p>\n B.\u00a0\u00a0\u00a0 <\/strong>The negotiation which lasted six months was signed yesterday.<\/p>\n C.\u00a0\u00a0\u00a0 <\/strong>The agreement which was signed yesterday lasted six months.<\/p>\n D.\u00a0\u00a0\u00a0 <\/strong>The agreement which was signed yesterday ended six-month negotiation.<\/p>\n Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the other three in the position ofprimary stress in eachof the followingquestions.<\/p>\n \n \n 18.\u00a0 A. <\/strong>cosmetics<\/p>\n B. <\/strong>fertility<\/p>\n C. <\/strong>experience<\/p>\n D. <\/strong>economics<\/p>\n \n 19.\u00a0 A. <\/strong>informality<\/p>\n B. <\/strong>appropriate<\/p>\n C. <\/strong>situation<\/p>\n D. <\/strong>entertainment<\/p>\n \n \u00a0<\/em><\/strong>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 20 to 27<\/em><\/strong>It is commonly believed that school is where people go to get an education. Nevertheless, it has been said that today children interrupt their education to go to school<\/em><\/strong>. The difference between schooling and education implied by this remark is important.Education is much more open-ended and all-inclusive <\/strong>than schooling. Education knows no limits. It can take place anywhere, whether in the shower or on the job, whether in the kitchen or on a tractor. It includes both the formal learning that takes place in school and the whole universe of informal learning. The agent (doer) of education can vary from respected grandparents to the people arguing about politics on the radio, from a child to a famous scientist. Whereas schooling has a certain predictability, education quite often produces surprises<\/em><\/strong>. A chance conversation with a stranger may lead a person to discover how little is known of other religions. People receive education from infancy on. Education, then, is a very broad, inclusive term; it is a lifelong process, a process that starts long before the start of school, and one that should be a necessary part of one’s entire life.Schooling, on the other hand, is a specific, formalized process, whose general pattern varies little from one setting to the next. Throughout a country, children arrive at school at about the same time, take the assigned seats, are taught by an adult, use similar textbooks, do homework, take exams, and so on. The pieces of reality that are to be learned, whether they are the alphabet or an\u00a0\u00a0 understanding of the workings of governments, have been limited by the subjects being taught. For example, high school students know that they <\/strong>are not likely to find out in their classes the truth about political problems in their society or what the newest filmmakers are experimenting with. There are clear and undoubted conditions surrounding the formalized process of schooling.<\/p>\n 20.\u00a0\u00a0 <\/em><\/strong>In the passage, the expression “children interrupt their education to go to school<\/strong>” mostly implies that \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/u>.<\/em><\/p>\n A.\u00a0\u00a0\u00a0 <\/strong>schooling prevents people discovering things<\/p>\n B.\u00a0\u00a0\u00a0 <\/strong>schooling takes place everywhere<\/p>\n C.\u00a0\u00a0\u00a0 <\/strong>all of life is an education<\/p>\n D.\u00a0\u00a0\u00a0 <\/strong>education is totally ruined by schooling<\/p>\n 21.\u00a0\u00a0 <\/em><\/strong>What does the writer mean by saying “education quite often produces surprises<\/strong>“?<\/em><\/p>\n A.\u00a0\u00a0\u00a0 <\/strong>Educators often produce surprises.<\/p>\n B.\u00a0\u00a0\u00a0 <\/strong>Informal learning often brings about unexpected results.<\/p>\n C.\u00a0\u00a0\u00a0 <\/strong>Success of informal learning is predictable.<\/p>\n\u00a0Read 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 4 to 10.<\/h2>\n