Kỳ thi thử thpt quốc gia lần 1 năm 2019 môn Tiếng Anh cực hay có lời giải(Đề 1)

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.

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 of primary stress in each of the following questions. 

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 of primary stress in each of the following questions. 

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 of primary stress in each of the following question

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. 

Nha Trang, ______last year, is excellent for holiday-makers.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. 

I don’t mind_____waiting for a few minutes

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. 

You ______out last night. I called several times but nobody answered the phone.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. 

He devoted most of his time ______after his little brothers and sisters.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. 

“Don’t fail to send your parents my regards.” ~ “________________.”

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. 

The polar bear’s _____depends on its ability to catch fish.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. 

You are not allowed to drive your car in the city centre at rush hours _____there is too much traffic then. 

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. 

If it hadn’t been for your laziness, you_____the exams.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. 

Jack ______be so bad-tempered; I wonder if he’s got problems.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. 

We expected her at nine but she finally______at midnight.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. 

The judge _____him fifty dollars for parking his car illegally

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. 

The purpose of a labour union is to improve the working conditions, ______, and pay of its members.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. 

It is very important for a firm or a company to____changes in the market. 

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. 

No sooner____at the bus stop____the bus came.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. 

_____the temperature, _______water turns into steam.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. 

Having passed the entrance exam, _____go away for a holiday.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. 

Neither Tom nor his brothers ______ willing to help their mother with the housework. 

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. 

“More coffee? Anybody?” ~  « ______________ »

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. 

The diesel engine was named_____its inventor Rudolf Diesel. 

Mark the letter A, B, C, or D on your answer sheet to indicate the word or phrase that is CLOSEST in meaning to the underlined part in each of the followings.

It is very discourteous to intrude during someone’s conversation.

Mark the letter A, B, C, or D on your answer sheet to indicate the word or phrase that is CLOSEST in meaning to the underlined part in each of the followings.

In certain type of poisoning, you should immediately give large quantities of soapy or salty water in order to induce vomiting

Mark the letter A, B, C, or D on your answer sheet to indicate the word or phrase that is CLOSEST in meaning to the underlined part in each of the followings.

It is useless to attempt to flee from every danger: some risks must be taken.

Mark the letter A, B, C, or D on your answer sheet to show the underlined part that needs correction.

(A) Some studies show that (B) young babies prefer the  (c) smell of milk to (D) those of other liquids.

Mark the letter A, B, C, or D on your answer sheet to show the underlined part that needs correction.

Although caffeine is a (A) moderately habit-forming drug, coffee is not (B) regarded as (C) harmfully to the average (D) healthy adult.

Mark the letter A, B, C, or D on your answer sheet to show the underlined part that needs correction.

Mountains have helped (A) to protect the Swiss (B) from invaders, and indeed, Switzerland (C) has remained at peace while other European nations (D) engaging in war.

Mark the letter A, B, C, or D on your answer sheet to show the underlined part that needs correction.

(A) Each year, tourists from (B) all over the world travel to Poland (C) to visit (D) a birthplace of Frederic Chopin.

Mark the letter A, B, C, or D on your answer sheet to show the underlined part that needs correction.

Political science, (A) alike the (B) other social (C) sciences, is not (D) an exact science.

Mark the letter A, B, C, or D on your answer sheet to indicate the word or phrase that is OPPOSITE  in meaning to the underlined part in each of the followings.

The noise is so faint that it was impossible to be sure what it was or even where it came from

Mark the letter A, B, C, or D on your answer sheet to indicate the word or phrase that is OPPOSITE  in meaning to the underlined part in each of the followings.

The kids persisted with their soccer game even though recess was over.

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.

The paragraph preceding the whole reading passage probably discusses _____.

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.

It can be inferred from paragraph 1 that one important factor in the increasing importance of education in the United States was _____.

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.

The word “means” in bold type is closest in meaning to _____.

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.

The phrase “coincided with” in bold type is closest in meaning to _____.

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.

According to the passage, one important change in United States education by the 1920’s was that _____.

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.

“Vacation schools and extracurricular activities” are mentioned in paragraph 2 to illustrate _____.

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.

According to the passage, early-twentieth century education reformers believed that _____.

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.

The word “it” in bold type refers to _____.

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 _____.

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.

Which paragraph mentions the importance of abilities and experience in formal schooling?

Read the following passage and mark the letter A,B,C or D on your answer sheet to indicate the correct word or phrase for each of blanks. Fill in the appropriate word in question 45

When you read something in a foreign language, you frequently come across words you do not (45)______ understand. Sometimes you (46)______ the meaning in a dictionary and sometimes you guess. The strategy you adopt depends very much upon the (47)______of accuracy you require and the time at your disposal. If you are the sort of person who tends to turn to the dictionary frequently, it is (48)_______remembering that every dictionary has its limitations. Each definition is only an approximation and one builds up an accurate picture of the meaning of a word only after meeting it in a (49)__________of contexts. It is also important to recognize the special dangers of dictionaries that translate from English into your native language and vice versa. If you must use a dictionary, it is usually far safer to (50)________an English- English dictionary. In most exams you are not permitted to use a dictionary. (51)__________you are allowed to use one, it is very time- consuming to look up words, and time in exams is usually limited. You are, (52)______, forced to guess the meaning of unfamiliar words. When you come across unknown words in an exam text, it is very easy to panic. However, if you develop efficient techniques for guessing the meaning, you will(53)__________a number of possible problems and help yourself to understand far more of the text than you at first likely. Two strategies which may help you guess the meaning of a word are: using contextual clues, both within the sentence and outside, and making uses (54)_____ clues derived from the formation of the word.

Read the following passage and mark the letter A,B,C or D on your answer sheet to indicate the correct word or phrase for each of blanks. Fill in the appropriate word in question 46

When you read something in a foreign language, you frequently come across words you do not (45)______ understand. Sometimes you (46)______ the meaning in a dictionary and sometimes you guess. The strategy you adopt depends very much upon the (47)______of accuracy you require and the time at your disposal. If you are the sort of person who tends to turn to the dictionary frequently, it is (48)_______remembering that every dictionary has its limitations. Each definition is only an approximation and one builds up an accurate picture of the meaning of a word only after meeting it in a (49)__________of contexts. It is also important to recognize the special dangers of dictionaries that translate from English into your native language and vice versa. If you must use a dictionary, it is usually far safer to (50)________an English- English dictionary. In most exams you are not permitted to use a dictionary. (51)__________you are allowed to use one, it is very time- consuming to look up words, and time in exams is usually limited. You are, (52)______, forced to guess the meaning of unfamiliar words. When you come across unknown words in an exam text, it is very easy to panic. However, if you develop efficient techniques for guessing the meaning, you will(53)__________a number of possible problems and help yourself to understand far more of the text than you at first likely. Two strategies which may help you guess the meaning of a word are: using contextual clues, both within the sentence and outside, and making uses (54)_____ clues derived from the formation of the word.

Read the following passage and mark the letter A,B,C or D on your answer sheet to indicate the correct word or phrase for each of blanks. Fill in the appropriate word in question 47

When you read something in a foreign language, you frequently come across words you do not (45)______ understand. Sometimes you (46)______ the meaning in a dictionary and sometimes you guess. The strategy you adopt depends very much upon the (47)______of accuracy you require and the time at your disposal. If you are the sort of person who tends to turn to the dictionary frequently, it is (48)_______remembering that every dictionary has its limitations. Each definition is only an approximation and one builds up an accurate picture of the meaning of a word only after meeting it in a (49)__________of contexts. It is also important to recognize the special dangers of dictionaries that translate from English into your native language and vice versa. If you must use a dictionary, it is usually far safer to (50)________an English- English dictionary. In most exams you are not permitted to use a dictionary. (51)__________you are allowed to use one, it is very time- consuming to look up words, and time in exams is usually limited. You are, (52)______, forced to guess the meaning of unfamiliar words. When you come across unknown words in an exam text, it is very easy to panic. However, if you develop efficient techniques for guessing the meaning, you will(53)__________a number of possible problems and help yourself to understand far more of the text than you at first likely. Two strategies which may help you guess the meaning of a word are: using contextual clues, both within the sentence and outside, and making uses (54)_____ clues derived from the formation of the word.

Read the following passage and mark the letter A,B,C or D on your answer sheet to indicate the correct word or phrase for each of blanks. Fill in the appropriate word in question 48

When you read something in a foreign language, you frequently come across words you do not (45)______ understand. Sometimes you (46)______ the meaning in a dictionary and sometimes you guess. The strategy you adopt depends very much upon the (47)______of accuracy you require and the time at your disposal. If you are the sort of person who tends to turn to the dictionary frequently, it is (48)_______remembering that every dictionary has its limitations. Each definition is only an approximation and one builds up an accurate picture of the meaning of a word only after meeting it in a (49)__________of contexts. It is also important to recognize the special dangers of dictionaries that translate from English into your native language and vice versa. If you must use a dictionary, it is usually far safer to (50)________an English- English dictionary. In most exams you are not permitted to use a dictionary. (51)__________you are allowed to use one, it is very time- consuming to look up words, and time in exams is usually limited. You are, (52)______, forced to guess the meaning of unfamiliar words. When you come across unknown words in an exam text, it is very easy to panic. However, if you develop efficient techniques for guessing the meaning, you will(53)__________a number of possible problems and help yourself to understand far more of the text than you at first likely. Two strategies which may help you guess the meaning of a word are: using contextual clues, both within the sentence and outside, and making uses (54)_____ clues derived from the formation of the word.

Read the following passage and mark the letter A,B,C or D on your answer sheet to indicate the correct word or phrase for each of blanks. Fill in the appropriate word in question 49

When you read something in a foreign language, you frequently come across words you do not (45)______ understand. Sometimes you (46)______ the meaning in a dictionary and sometimes you guess. The strategy you adopt depends very much upon the (47)______of accuracy you require and the time at your disposal. If you are the sort of person who tends to turn to the dictionary frequently, it is (48)_______remembering that every dictionary has its limitations. Each definition is only an approximation and one builds up an accurate picture of the meaning of a word only after meeting it in a (49)__________of contexts. It is also important to recognize the special dangers of dictionaries that translate from English into your native language and vice versa. If you must use a dictionary, it is usually far safer to (50)________an English- English dictionary. In most exams you are not permitted to use a dictionary. (51)__________you are allowed to use one, it is very time- consuming to look up words, and time in exams is usually limited. You are, (52)______, forced to guess the meaning of unfamiliar words. When you come across unknown words in an exam text, it is very easy to panic. However, if you develop efficient techniques for guessing the meaning, you will(53)__________a number of possible problems and help yourself to understand far more of the text than you at first likely. Two strategies which may help you guess the meaning of a word are: using contextual clues, both within the sentence and outside, and making uses (54)_____ clues derived from the formation of the word.

Read the following passage and mark the letter A,B,C or D on your answer sheet to indicate the correct word or phrase for each of blanks. Fill in the appropriate word in question 50

When you read something in a foreign language, you frequently come across words you do not (45)______ understand. Sometimes you (46)______ the meaning in a dictionary and sometimes you guess. The strategy you adopt depends very much upon the (47)______of accuracy you require and the time at your disposal. If you are the sort of person who tends to turn to the dictionary frequently, it is (48)_______remembering that every dictionary has its limitations. Each definition is only an approximation and one builds up an accurate picture of the meaning of a word only after meeting it in a (49)__________of contexts. It is also important to recognize the special dangers of dictionaries that translate from English into your native language and vice versa. If you must use a dictionary, it is usually far safer to (50)________an English- English dictionary. In most exams you are not permitted to use a dictionary. (51)__________you are allowed to use one, it is very time- consuming to look up words, and time in exams is usually limited. You are, (52)______, forced to guess the meaning of unfamiliar words. When you come across unknown words in an exam text, it is very easy to panic. However, if you develop efficient techniques for guessing the meaning, you will(53)__________a number of possible problems and help yourself to understand far more of the text than you at first likely. Two strategies which may help you guess the meaning of a word are: using contextual clues, both within the sentence and outside, and making uses (54)_____ clues derived from the formation of the word.

Read the following passage and mark the letter A,B,C or D on your answer sheet to indicate the correct word or phrase for each of blanks. Fill in the appropriate word in question 51

When you read something in a foreign language, you frequently come across words you do not (45)______ understand. Sometimes you (46)______ the meaning in a dictionary and sometimes you guess. The strategy you adopt depends very much upon the (47)______of accuracy you require and the time at your disposal. If you are the sort of person who tends to turn to the dictionary frequently, it is (48)_______remembering that every dictionary has its limitations. Each definition is only an approximation and one builds up an accurate picture of the meaning of a word only after meeting it in a (49)__________of contexts. It is also important to recognize the special dangers of dictionaries that translate from English into your native language and vice versa. If you must use a dictionary, it is usually far safer to (50)________an English- English dictionary. In most exams you are not permitted to use a dictionary. (51)__________you are allowed to use one, it is very time- consuming to look up words, and time in exams is usually limited. You are, (52)______, forced to guess the meaning of unfamiliar words. When you come across unknown words in an exam text, it is very easy to panic. However, if you develop efficient techniques for guessing the meaning, you will(53)__________a number of possible problems and help yourself to understand far more of the text than you at first likely. Two strategies which may help you guess the meaning of a word are: using contextual clues, both within the sentence and outside, and making uses (54)_____ clues derived from the formation of the word.

Read the following passage and mark the letter A,B,C or D on your answer sheet to indicate the correct word or phrase for each of blanks. Fill in the appropriate word in question 52

When you read something in a foreign language, you frequently come across words you do not (45)______ understand. Sometimes you (46)______ the meaning in a dictionary and sometimes you guess. The strategy you adopt depends very much upon the (47)______of accuracy you require and the time at your disposal. If you are the sort of person who tends to turn to the dictionary frequently, it is (48)_______remembering that every dictionary has its limitations. Each definition is only an approximation and one builds up an accurate picture of the meaning of a word only after meeting it in a (49)__________of contexts. It is also important to recognize the special dangers of dictionaries that translate from English into your native language and vice versa. If you must use a dictionary, it is usually far safer to (50)________an English- English dictionary. In most exams you are not permitted to use a dictionary. (51)__________you are allowed to use one, it is very time- consuming to look up words, and time in exams is usually limited. You are, (52)______, forced to guess the meaning of unfamiliar words. When you come across unknown words in an exam text, it is very easy to panic. However, if you develop efficient techniques for guessing the meaning, you will(53)__________a number of possible problems and help yourself to understand far more of the text than you at first likely. Two strategies which may help you guess the meaning of a word are: using contextual clues, both within the sentence and outside, and making uses (54)_____ clues derived from the formation of the word.

Read the following passage and mark the letter A,B,C or D on your answer sheet to indicate the correct word or phrase for each of blanks. Fill in the appropriate word in question 53

When you read something in a foreign language, you frequently come across words you do not (45)______ understand. Sometimes you (46)______ the meaning in a dictionary and sometimes you guess. The strategy you adopt depends very much upon the (47)______of accuracy you require and the time at your disposal. If you are the sort of person who tends to turn to the dictionary frequently, it is (48)_______remembering that every dictionary has its limitations. Each definition is only an approximation and one builds up an accurate picture of the meaning of a word only after meeting it in a (49)__________of contexts. It is also important to recognize the special dangers of dictionaries that translate from English into your native language and vice versa. If you must use a dictionary, it is usually far safer to (50)________an English- English dictionary. In most exams you are not permitted to use a dictionary. (51)__________you are allowed to use one, it is very time- consuming to look up words, and time in exams is usually limited. You are, (52)______, forced to guess the meaning of unfamiliar words. When you come across unknown words in an exam text, it is very easy to panic. However, if you develop efficient techniques for guessing the meaning, you will(53)__________a number of possible problems and help yourself to understand far more of the text than you at first likely. Two strategies which may help you guess the meaning of a word are: using contextual clues, both within the sentence and outside, and making uses (54)_____ clues derived from the formation of the word.

Read the following passage and mark the letter A,B,C or D on your answer sheet to indicate the correct word or phrase for each of blanks. Fill in the appropriate word in question 54

When you read something in a foreign language, you frequently come across words you do not (45)______ understand. Sometimes you (46)______ the meaning in a dictionary and sometimes you guess. The strategy you adopt depends very much upon the (47)______of accuracy you require and the time at your disposal. If you are the sort of person who tends to turn to the dictionary frequently, it is (48)_______remembering that every dictionary has its limitations. Each definition is only an approximation and one builds up an accurate picture of the meaning of a word only after meeting it in a (49)__________of contexts. It is also important to recognize the special dangers of dictionaries that translate from English into your native language and vice versa. If you must use a dictionary, it is usually far safer to (50)________an English- English dictionary. In most exams you are not permitted to use a dictionary. (51)__________you are allowed to use one, it is very time- consuming to look up words, and time in exams is usually limited. You are, (52)______, forced to guess the meaning of unfamiliar words. When you come across unknown words in an exam text, it is very easy to panic. However, if you develop efficient techniques for guessing the meaning, you will(53)__________a number of possible problems and help yourself to understand far more of the text than you at first likely. Two strategies which may help you guess the meaning of a word are: using contextual clues, both within the sentence and outside, and making uses (54)_____ clues derived from the formation of the word.

Read  the following  passage and mark the letter A, B, C on your answer sheet to indicate the correct answer to each of the questions.

The art world

One of the major problems in the art world is how to distinguish and promote an artist. In effect, a market must be created for an artist to be successful. The practice of signing and    numbering individual prints was introduced by James Abbott McNeill Whistler, the nineteenth - century artist best known for the painting of his mother, called “Arrangement in Grey and Black”, but known to most of us as “ Whistler’s Mother”. Whistler’s brother - in - law, Sir Francis Seymour Haden, a less well - known artist, had speculated that collectors might find prints more attractive if they knew  that they were only a limited number of copies produced. By signing the work in pencil, an artist could guarantee and personalize each print.

As soon as Whistler and Haden began the practice of signing and numbering  their prints, their work began to increase in value. When other artists noticed that the signed prints commanded higher prices, they began copying the procedure.

Although most prints are signed on the right - hand side in the margin below the image, the placement of the signature is a matter of personal choice. Indeed, prints have been signed within the image, in any of the margins, or even on the reverse side of the print. Wherever the artist elects to sign it, a signed print is still valued above an unsigned one, even in the same edition.

Which of the following would be a better title for the passage?

Read  the following  passage and mark the letter A, B, C on your answer sheet to indicate the correct answer to each of the questions.

The art world

One of the major problems in the art world is how to distinguish and promote an artist. In effect, a market must be created for an artist to be successful. The practice of signing and    numbering individual prints was introduced by James Abbott McNeill Whistler, the nineteenth - century artist best known for the painting of his mother, called “Arrangement in Grey and Black”, but known to most of us as “ Whistler’s Mother”. Whistler’s brother - in - law, Sir Francis Seymour Haden, a less well - known artist, had speculated that collectors might find prints more attractive if they knew  that they were only a limited number of copies produced. By signing the work in pencil, an artist could guarantee and personalize each print.

As soon as Whistler and Haden began the practice of signing and numbering  their prints, their work began to increase in value. When other artists noticed that the signed prints commanded higher prices, they began copying the procedure.

Although most prints are signed on the right - hand side in the margin below the image, the placement of the signature is a matter of personal choice. Indeed, prints have been signed within the image, in any of the margins, or even on the reverse side of the print. Wherever the artist elects to sign it, a signed print is still valued above an unsigned one, even in the same edition.

What made Whistler’s work more valuable?

Read  the following  passage and mark the letter A, B, C on your answer sheet to indicate the correct answer to each of the questions.

The art world

One of the major problems in the art world is how to distinguish and promote an artist. In effect, a market must be created for an artist to be successful. The practice of signing and    numbering individual prints was introduced by James Abbott McNeill Whistler, the nineteenth - century artist best known for the painting of his mother, called “Arrangement in Grey and Black”, but known to most of us as “ Whistler’s Mother”. Whistler’s brother - in - law, Sir Francis Seymour Haden, a less well - known artist, had speculated that collectors might find prints more attractive if they knew  that they were only a limited number of copies produced. By signing the work in pencil, an artist could guarantee and personalize each print.

As soon as Whistler and Haden began the practice of signing and numbering  their prints, their work began to increase in value. When other artists noticed that the signed prints commanded higher prices, they began copying the procedure.

Although most prints are signed on the right - hand side in the margin below the image, the placement of the signature is a matter of personal choice. Indeed, prints have been signed within the image, in any of the margins, or even on the reverse side of the print. Wherever the artist elects to sign it, a signed print is still valued above an unsigned one, even in the same edition.

The word “speculated” in bold type could best be replaced by_____.     

Read  the following  passage and mark the letter A, B, C on your answer sheet to indicate the correct answer to each of the questions.

The art world

One of the major problems in the art world is how to distinguish and promote an artist. In effect, a market must be created for an artist to be successful. The practice of signing and    numbering individual prints was introduced by James Abbott McNeill Whistler, the nineteenth - century artist best known for the painting of his mother, called “Arrangement in Grey and Black”, but known to most of us as “ Whistler’s Mother”. Whistler’s brother - in - law, Sir Francis Seymour Haden, a less well - known artist, had speculated that collectors might find prints more attractive if they knew  that they were only a limited number of copies produced. By signing the work in pencil, an artist could guarantee and personalize each print.

As soon as Whistler and Haden began the practice of signing and numbering  their prints, their work began to increase in value. When other artists noticed that the signed prints commanded higher prices, they began copying the procedure.

Although most prints are signed on the right - hand side in the margin below the image, the placement of the signature is a matter of personal choice. Indeed, prints have been signed within the image, in any of the margins, or even on the reverse side of the print. Wherever the artist elects to sign it, a signed print is still valued above an unsigned one, even in the same edition.

The word “ distinguish” in bold type  is closest in meaning to______.  

Read  the following  passage and mark the letter A, B, C on your answer sheet to indicate the correct answer to each of the questions.

The art world

One of the major problems in the art world is how to distinguish and promote an artist. In effect, a market must be created for an artist to be successful. The practice of signing and    numbering individual prints was introduced by James Abbott McNeill Whistler, the nineteenth - century artist best known for the painting of his mother, called “Arrangement in Grey and Black”, but known to most of us as “ Whistler’s Mother”. Whistler’s brother - in - law, Sir Francis Seymour Haden, a less well - known artist, had speculated that collectors might find prints more attractive if they knew  that they were only a limited number of copies produced. By signing the work in pencil, an artist could guarantee and personalize each print.

As soon as Whistler and Haden began the practice of signing and numbering  their prints, their work began to increase in value. When other artists noticed that the signed prints commanded higher prices, they began copying the procedure.

Although most prints are signed on the right - hand side in the margin below the image, the placement of the signature is a matter of personal choice. Indeed, prints have been signed within the image, in any of the margins, or even on the reverse side of the print. Wherever the artist elects to sign it, a signed print is still valued above an unsigned one, even in the same edition.

The word “it” in bold type refers to______.  

Read  the following  passage and mark the letter A, B, C on your answer sheet to indicate the correct answer to each of the questions.

The art world

One of the major problems in the art world is how to distinguish and promote an artist. In effect, a market must be created for an artist to be successful. The practice of signing and    numbering individual prints was introduced by James Abbott McNeill Whistler, the nineteenth - century artist best known for the painting of his mother, called “Arrangement in Grey and Black”, but known to most of us as “ Whistler’s Mother”. Whistler’s brother - in - law, Sir Francis Seymour Haden, a less well - known artist, had speculated that collectors might find prints more attractive if they knew  that they were only a limited number of copies produced. By signing the work in pencil, an artist could guarantee and personalize each print.

As soon as Whistler and Haden began the practice of signing and numbering  their prints, their work began to increase in value. When other artists noticed that the signed prints commanded higher prices, they began copying the procedure.

Although most prints are signed on the right - hand side in the margin below the image, the placement of the signature is a matter of personal choice. Indeed, prints have been signed within the image, in any of the margins, or even on the reverse side of the print. Wherever the artist elects to sign it, a signed print is still valued above an unsigned one, even in the same edition.

Where in the passage does the author indicate where an artist’s signature might be found on a work?

Read  the following  passage and mark the letter A, B, C on your answer sheet to indicate the correct answer to each of the questions.

The art world

One of the major problems in the art world is how to distinguish and promote an artist. In effect, a market must be created for an artist to be successful. The practice of signing and    numbering individual prints was introduced by James Abbott McNeill Whistler, the nineteenth - century artist best known for the painting of his mother, called “Arrangement in Grey and Black”, but known to most of us as “ Whistler’s Mother”. Whistler’s brother - in - law, Sir Francis Seymour Haden, a less well - known artist, had speculated that collectors might find prints more attractive if they knew  that they were only a limited number of copies produced. By signing the work in pencil, an artist could guarantee and personalize each print.

As soon as Whistler and Haden began the practice of signing and numbering  their prints, their work began to increase in value. When other artists noticed that the signed prints commanded higher prices, they began copying the procedure.

Although most prints are signed on the right - hand side in the margin below the image, the placement of the signature is a matter of personal choice. Indeed, prints have been signed within the image, in any of the margins, or even on the reverse side of the print. Wherever the artist elects to sign it, a signed print is still valued above an unsigned one, even in the same edition.

What does the author mean by the statement: “As soon as Whistler and Haden began the practice  of signing and numbering their  prints, their work began to increase in value” ?

Read  the following  passage and mark the letter A, B, C on your answer sheet to indicate the correct answer to each of the questions.

The art world

One of the major problems in the art world is how to distinguish and promote an artist. In effect, a market must be created for an artist to be successful. The practice of signing and    numbering individual prints was introduced by James Abbott McNeill Whistler, the nineteenth - century artist best known for the painting of his mother, called “Arrangement in Grey and Black”, but known to most of us as “ Whistler’s Mother”. Whistler’s brother - in - law, Sir Francis Seymour Haden, a less well - known artist, had speculated that collectors might find prints more attractive if they knew  that they were only a limited number of copies produced. By signing the work in pencil, an artist could guarantee and personalize each print.

As soon as Whistler and Haden began the practice of signing and numbering  their prints, their work began to increase in value. When other artists noticed that the signed prints commanded higher prices, they began copying the procedure.

Although most prints are signed on the right - hand side in the margin below the image, the placement of the signature is a matter of personal choice. Indeed, prints have been signed within the image, in any of the margins, or even on the reverse side of the print. Wherever the artist elects to sign it, a signed print is still valued above an unsigned one, even in the same edition.

What was true about the painting of Whistler’s mother?

Read  the following  passage and mark the letter A, B, C on your answer sheet to indicate the correct answer to each of the questions.

The art world

One of the major problems in the art world is how to distinguish and promote an artist. In effect, a market must be created for an artist to be successful. The practice of signing and    numbering individual prints was introduced by James Abbott McNeill Whistler, the nineteenth - century artist best known for the painting of his mother, called “Arrangement in Grey and Black”, but known to most of us as “ Whistler’s Mother”. Whistler’s brother - in - law, Sir Francis Seymour Haden, a less well - known artist, had speculated that collectors might find prints more attractive if they knew  that they were only a limited number of copies produced. By signing the work in pencil, an artist could guarantee and personalize each print.

As soon as Whistler and Haden began the practice of signing and numbering  their prints, their work began to increase in value. When other artists noticed that the signed prints commanded higher prices, they began copying the procedure.

Although most prints are signed on the right - hand side in the margin below the image, the placement of the signature is a matter of personal choice. Indeed, prints have been signed within the image, in any of the margins, or even on the reverse side of the print. Wherever the artist elects to sign it, a signed print is still valued above an unsigned one, even in the same edition.

The author mentions all of the following as reasons why a collector prefers a signed print EXCEPT.

Read  the following  passage and mark the letter A, B, C on your answer sheet to indicate the correct answer to each of the questions.

The art world

One of the major problems in the art world is how to distinguish and promote an artist. In effect, a market must be created for an artist to be successful. The practice of signing and    numbering individual prints was introduced by James Abbott McNeill Whistler, the nineteenth - century artist best known for the painting of his mother, called “Arrangement in Grey and Black”, but known to most of us as “ Whistler’s Mother”. Whistler’s brother - in - law, Sir Francis Seymour Haden, a less well - known artist, had speculated that collectors might find prints more attractive if they knew  that they were only a limited number of copies produced. By signing the work in pencil, an artist could guarantee and personalize each print.

As soon as Whistler and Haden began the practice of signing and numbering  their prints, their work began to increase in value. When other artists noticed that the signed prints commanded higher prices, they began copying the procedure.

Although most prints are signed on the right - hand side in the margin below the image, the placement of the signature is a matter of personal choice. Indeed, prints have been signed within the image, in any of the margins, or even on the reverse side of the print. Wherever the artist elects to sign it, a signed print is still valued above an unsigned one, even in the same edition.

It can be inferred from the passage that artists number their prints_______.