Sie sind auf Seite 1von 7


Mn : TING ANH; Khi: D

Thi gian lm bi: 90 pht. Khng k thi gian pht

H v tn th sinh: .
! b" #anh: ..
THI GM 80 CU; T U!"TI#N 1 N U!"TI#N 80
Ma$k th% l%tt%$ &' (' ) "$ * "n +",$ ans-%$ sh%%t t" th% -"$# -h"s% ,n#%$lin%# pa$t is
p$"n",n.%# #i//%$%ntl+ /$"m that "/ th% $%st "n%s
$%&t'() 1* A. merchant B. sergeant C. commercial D. term
$%&t'() 2* A. colonel B. journal C. touring D. adjourn
$%&t'() +* A. obstacle B. obscure C. obsession D. oblivious
$%&t'() ,* A. amuses B. purses C. blouses D. pleases
$%&t'() -* A. Valentine B. imagine C. discipline D. determine
Ma$k th% l%tt%$ &' (' ) "$ * "n +",$ ans-%$ sh%%t t" th% ."$$%.t ans-%$ that b%st ."mpl%t%s
%a.h ,n/inish%# s%nt%n.%' s,bstit,t%s th% ,n#%$lin%# pa$t' "$ has a .l"s% m%aning t" th% "$iginal
$%&t'() .* It is very difficult tothe exact meaning of an idiom in a foreign language.
A. convert B. convey C. exchange D. transfer
$%&t'() /* Deborah is going to tae extra lessons to.!hat she missed !hile she !as a!ay.
A. catch up on B. cut do!n on C. put up !ith D. tae up !ith
$%&t'() 8* I have "nglish classes day # on $ondays% &ednesdays and 'ridays.
A. all other B. each other C. every other D. this and the other
$%&t'() 9* (he !as she could not say anything.
A. so surprised at the ne!s that
C. so surprised of the ne!s that
B. such surprised at the ne!s that
D. so that surprised for the ne!s
$%&t'() 10* )n the second thought% I believe I !ill go !ith you to the theater.
A. *pon reflection
C. 'or this time only
B. After discussing !ith my !ife
D. 'or the second time
$%&t'() 11* needed% the !ater basin !ould need to be dammed.
A. +ydroelectric po!er should
C. +ydroelectric po!er
B. &hen hydroelectric po!er
D. (hould hydroelectric po!er
$%&t'() 12* ,here is a huge amount of associated !ith children-s ,V sho!s no!adays.
A. produce B. manufacturing C. merchandising D. sales
$%&t'() 1+* It-s essential that every student the exam before attending the course.
A. pass B. passes C. !ould pass D. passed
$%&t'() 1,* a continuous supply of the basic necessities of life.
A. !hat is needed B. for our needs C. the thing needed D. that is needed
$%&t'() 1-* I decided to go to the library as soon as I.
A. finish !hat I did
C. finished !hat I did
B. !ould finish !hat I did
D. finished !hat I !as doing
$%&t'() 1.* the street yesterday !as very friendly.
A. ,he mounted police% !ho I sa!
C. &ho is the mounted police I sa!
B. ,he mounted police I sa! !hom
D. ,he mounted police !hom I sa!
$%&t'() 1/* ./lease spea up a bit more% 0ason. 1ou-re hardly loud enough to be heard from the
bac2% the teacher said.
A. visible B. audible C. edible D. eligible
$%&t'() 18* ,he replacement of shops such as the groceries- and chemist-s by cafes..the
M0 12 th'* 2+,
Code 345 /age 3 of 6
house!ives !ith insufficient facilities for shopping.
A. leave B. have left C. has left D. to have left
$%&t'() 19* Ancient "gyptians mummified their dead through the use of chemicals% .
ancient /eruvians did through natural processes.
A. because B. !hereas C. even though D. !hether or not
$%&t'() 20* Issues from price% place% promotion% and product are.of mareting strategies
planning% despite gro!ing calls to expand the range of issues in today-s more complex !orld.
A. these that are among the most conventional concerns
B. among the most conventional concerns
C. they are among the most conventional concerns
D. those are among the most conventional concerns
$%&t'() 21* It-s a formal occasion so !e-ll have the nines# no jeans and pullovers this
A. hitch up B. put on C. !ear in D. get dressed up
$%&t'() 22* /lease cut my hair .the style in this maga8ine.
A. the same length as B. the same length lie C. the same long lie D. the same long as
$%&t'() 2+* +alf of the children !ere a!ay from school last !ee because of..of influen8a.
A. a brea# out B. a breathrough C. an outburst D. an outbrea
$%&t'() 2,* 0ane9 ,han you for a lovely evening.
A. 1ou are !elcome B. +ave a good day C. ,hans D. Cheer7
$%&t'() 2-* (o little.about mathematics that the lecture !as completely beyond me.
A. I have no!n B. I ne! C. do I no! D. did I no!
$%&t'() 2.* so aggressive% !e-d get on much better.
A. (he !as not B. +ad she not C. &eren-t she D. If she !eren-t
$%&t'() 2/* A9 .
B9 )h% than you. I just got it yesterday.
A. &hen have you got this beautiful dress:
B. 1ou-ve just bought this beautiful dress% haven-t you:
C. +o! a beautiful dress you-re !earing7
D. ,hat-s a beautiful dress you have on7
$%&t'() 28* A !ashing machine of this type !ill certainly.normal domestic use.
A. stand up for B. come up !ith C. get on to D. tae do!n !ith
$%&t'() 29* I studied "nglish for four years in high school. had trouble taling !ith
people !hen I !as traveling in the *(.
A. ,herefore% I B. )ther!ise% I C. Although I D. +o!ever% I
$%&t'() +0* Carbon dioxide may be absorbed by trees or !ater bodies% or it may stay in the
atmosphere !hen... % !hile it is only in the atmosphere that chlorofluorocarbons find their home.
A. by releasing emissions from cars
C. cars that release emissions
B. released from car emissions
D. emissions are released by cars
$%&t'() +1* .in the atmosphere is the temperature falling belo! free8ing.
A. 'rost is produced
C. &hat produces frost
B. 'rost produces
D. &hat is frost produced
$%&t'() +2* +e said that the plane had already left and that Ian hour earlier.
A. must have arrived
C. should have arrived
B. had to arrive
D. !as supposed to arrive
$%&t'() ++* ,here seems to be a large . bet!een the number of people employed in service
industries% and those employed in the primary sectors.
A. discriminate B. discretion C. discrepancy D. distinguish
$%&t'() +,* British and Australian people share the same language% but in other respects they are as
different as ..
A. cats and dogs B. salt and pepper C. chal and cheese D. here and there
$%&t'() +-* A9 ,his grammar test is the hardest one !e-ve ever had this semester7

Code 345 /age 4 of 6
B9 but I thin it-s ;uite easy.
A. I couldn-t agree more.
C. 1ou-re right.
B. I understand !hat you-re saying.
D. I don-t see in that !ay.
0%a# th% /"ll"-ing passag% an# ma$k th% l%tt%$ &' (' ) "$ * "n +",$ ans-%$ sh%%t t" th%
."$$%.t ans-%$ t" %a.h "/ th% 1,%sti"ns /$"m 23 t" 45
A number of factors related to the voice reveal the personality of the speaer.
,he first is the broad area of communication% !hich includes imparting information by use of
language% communicating !ith a group or an individual and speciali8ed communication through
performance. A person conveys thoughts and ideas through choice of !ords% by a tone of voice that is
pleasant or unpleasant% gentle or harsh% by the rhythm that is inherent !ithin the language itself% and by
speech rhythms that are flo!ing and regular or uneven and hesitant% and finally% by the pitch and
melody of the utterance. &hen speaing before a group% a person<s tone may indicate uncertainty or
fright% confidence or calm. At interpersonal levels% the tone may reflect ideas and feelings over and
above the !ords chosen% or may belie them. H%3% the participant-s tone can consciously or
unconsciously reflect intuitive sympathy or antipathy% lac of concern or interest% fatigue% anxiety%
enthusiasm or excitement% all of !hich are .usually discernible by the acute listener. /ublic
performance is a manner of communication that is highly speciali8ed !ith its o!n techni;ues for
obtaining effects by voice and =or gesture. ,he motivation 4%3'5%4 from the text% and in the case of
singing% the music% in combination !ith the performer<s sills% personality% and ability to create
empathy !ill determine the success of artistic% political% or pedagogic communication.
(econd% the voice gives psychological clues to a person<s self#image% perception of others% and
emotional health. (elf#image can be indicated by a tone of voice that is confident% pretentious% shy%
aggressive% outgoing% or exuberant% to name only a fe! personality traits. Also the sound may give a
clue to the facade or mas of that person% for example% a shy person hiding behind an overconfident
front. +o! a speaer perceives the listener<s receptiveness% interest% or sympathy in any given
conversation can 436&t'76889 alter the tone of presentation% by encouraging or discouraging the
speaer. "motional health is %5'4%)7%4 in the voice by free and melodic sounds of the happy% by
constricted and harsh sound of the angry% and by dull and lethargic ;ualities of the depressed.
$%&t'() +.. &hat does the passage mainly discuss:
A. ,he function of the voice in performance
C. ,he connection bet!een voice and personality
B. Communication styles
D. ,he production of speech
$%&t'() +/. &hat does the author mean by staring that% >At interpersonal levels% tone may reflect
ideas and feelings over and above the !ords chosen> in lines ?# @:
A. 'eelings are expressed !ith different !ords than ideas are.
B. ,he tone of voice can carry information beyond the meaning of !ords.
C. A high tone of voice reflects an emotional communication.
D. 'eelings are more difficult to express than ideas.
$%&t'() +8. ,he !ord >H%3%> in line @ refers to
A. interpersonal interactions B. the tone C. ideas and feelings D. !ords chosen
$%&t'() +9. ,he !ord >4%3'5%4> in line A4 is closest in meaning to
A. discussed B. prepared C. registered D. obtained
$%&t'() ,0. &hy does the author mention >artistic% political% or pedagogic communication> in line
A. As examples of public performance
B. As examples of basic styles of communication
C. ,o contrast them to singing
D. ,o introduce the idea of self#image
$%&t'() ,1. According to the passage% an exuberant tone of voice may be an indication of a
A. general physical health B. personality C. ability to communicate D. vocal ;uality

Code 345 /age 5 of 6
$%&t'() ,2. According to the passage% an overconfident front may hide
A. hostility B. shyness C. friendliness D. strength
$%&t'() ,+. ,he !ord >436&t'76889> in line 3A is closest in meaning to
A. fre;uently B. exactly C. severely D. easily
$%&t'() ,,. ,he !ord >%5'4%)7%4> in line 33 is closest in meaning to
A. ;uestioned B. repeated C. indicated D. exaggerated
$%&t'() ,-. According to the passage% !hat does a constricted and harsh voice indicate:
A. Cethargy B. Depression C. Boredom D. Anger
0%a# th% /"ll"-ing passag% an# ma$k th% l%tt%$ &' (' ) "$ * "n +",$ ans-%$ sh%%t t" th%
."$$%.t -"$# "$ ph$as% /"$ %a.h "/ th% blanks /$"m 43 6 55
C#U:D C#M;UT!< GAM!" =! G##D >#< ?#U A>T!< A::
In Britain% the average young person no! spends more money on games each year than on going to the
cinema or renting videos. But is this..5Da bad thing: 'or years% ne!spaper reports have been
56..that children !ho spend too much time playing computer games become unsociable%
bad# tempered% even violent as a..5? But ne! research% 5@out in both "urope and
the *(A% suggests that the opposite may be true.
Indeed% playing some of the more complicated games may help people of all ages to improve certain
sills. Eesearchers claim that this is because the gamesBFthe brain !or harder in certain
!ays% lie..BAsounds and movements ;uicly and identifying !hat they are. ,he fact that
people play the games repeatedly..B3..that they get a lot of practice in these sills !hich are
therefore liely to become highly developed.
(ocial sills may benefit% too. Eesearchers in Chicago thin that fans of first# person shooter
gamesB4 .Counterstrike are better than non#players !hen it comes to building trust and co#
operation% and that this..B5them to mae good friendships and become strong members of
their communities. (o rather than..BB.up computer games% perhaps young people need to
spend more time on them:
$%&t'() ,.@
$%&t'() ,/@
$%&t'() ,8@
$%&t'() ,9@
$%&t'() -0@
$%&t'() -1@
$%&t'() -2@
$%&t'() -+@
$%&t'() -,@
$%&t'() --@
A. necessarily
A. speaing
A. product
A. !ored
A. mae
A. reali8ing
A. means
A. in order to
A. supports
A. giving
B. certainly
B. informing
B. result
B. thought
B. force
B. noticing
B. ass
B. such as
B. helps
B. ending
C. fully
C. telling
C. reason
C. turned
C. push
C. imagining
C. brings
C. due to
C. sho!s
C. taing
D. nearly
D. saying
D. conclusion
D. carried
D. eep
D. solving
D. causes
D. as !ell as
D. serves
D. stopping
Ma$k th% l%tt%$ &' (' ) "$ * "n +",$ ans-%$ sh%%t t" sh"- th% ,n#%$lin%# pa$t that n%%#s ."$$%.ti"n
$%&t'() -.* It !as suggested that /edro studies the material more thoroughly before attempting
to pass the exam.
$%&t'() -/* All nations may have to mae fundamental changes in their economic% political% and
the technological institutions if they are to preserve environment.
$%&t'() -8* All of the mammals% dolphins are undoubtedly among the friendly to human
$%&t'() -9* Chicago<s (ears ,o!er% no! the tallest building in the !orld% rises A%B33 feet from the

Code 345 /age B of 6
ground to the top of it antenna.
$%&t'() .0* In just three months +.G. &ells !rote the famous classic ,he ,ime $achine for !hat
he !on a He!berry Caldecot a!ard.
$%&t'() .1* $any of the important products obtained from trees% one of the most important is !ood
pulp% !hich is used in paper#maing.
0%a# th% /"ll"-ing passag% an# ma$k th% l%tt%$ &' (' ) "$ * "n +",$ ans-%$ sh%%t t" th%
."$$%.t ans-%$ t" %a.h "/ th% 1,%sti"ns /$"m 376 89
Butterflies are among the most extensively studied insectsIan estimated @F percent of the
!orld<s species have scientific names. As a 7()&%A$%)7%% they are perhaps the best group of insects for
examining patterns of terrestrial biotic diversity and distribution. Butterflies also have a favorable
image !ith the general public. +ence% they are an excellent group for communicating information on
science and conservation issues such as diversity.
/erhaps the aspect of butterfly diversity that has received the most attention over the past
century is the &t3'B')C difference in species richness bet!een tropical and temperate regions.
'or example% in A?6B one biologist pointed out the diversity of butterflies in the Ama8on
!hen he mentioned that about 6FF species !ere found !ithin an hour<s !al% !hereas the total number
found on the British islands did not %D7%%4 DD% and the !hole of "urope supported only 43A. ,his early
comparison of tropical and temperate butterfly richness has been !ell confirmed.
A general theory of diversity !ould have to predict not only this difference bet!een temperate
and tropical 8ones% but also patterns !ithin each region% and ho! these patterns vary among different
animal and plant groups. +o!ever% for butterflies% variation of species richness !ithin temperate or
tropical regions% rather man bet!een them% is poorly understood. Indeed% comparisons of numbers of
species among the Ama8on basin% t3(p'768 A&'6% and Africa are still mostly >personal communication>
citations% even for vertebrates% In other !ords% unlie comparison bet!een temperate and tropical
areas% these patterns are still in the documentation phase.
In documenting geographical variation in butterfly diversity% some arbitrary% practical
decisions are made. Diversity% number of species% and species richness are used synonymouslyJ little is
no!n about the evenness of butterfly distribution. ,he He! &orld butterflies mae up the
preponderance of examples because they are the most familiar species. It is hoped that by focusing on
them% the errors C%)%36t%4 by imperfect and incomplete taxonomy !ill be minimi8ed.
$%&t'() .2* &hich aspect of butterflies does the passage mainly discuss:
A. ,heir physical characteristics
C. ,heir names
B. ,heir adaptation to different habitats
D. ,heir variety
$%&t'() .+* ,he !ord >7()&%A$%)7%> in line 3 is closest in meaning to.
A. result B. explanation C. analysis D. re;uirement
$%&t'() .,* Butterflies are a good example for communicating information about conservation
issues because they
A. are simple in structure
C. are vie!ed positively by people
B. have been given scientific names
D. are found mainly in temperate climates
$%&t'() .-* ,he !ord >&t3'B')C> in line 6 is closest in meaning to
A. physical B. confusing C. noticeable D. successful
$%&t'() ..* ,he !ord .%D7%%42 in line AF is closest in meaning to.
A. locate B. allo! C. go beyond D. come close to
$%&t'() ./* All of the follo!ings are mentioned as being important parts of a general theory of
diversity !EC!;T.
A. differences bet!een temperate and tropical 8ones
B. patterns of distribution of species in each region
C. migration among temperate and tropical 8ones

Code 345 /age D of 6
D. variation of patterns of distribution of species among different animals and plants
$%&t'() .8* ,he author mentions tropical Asia in lines AD#A6 as an example of a location !here
A. butterfly behavior varies !ith climate
B. a general theory of butterfly diversity has not yet been firmly established
C. butterflies are affected by human populations
D. documenting plant species is more difficult than documenting butterfly species
$%&t'() .9* &hich of the follo!ing is H), !ell understood by biologists:
A. "uropean butterfly habitats
B. Differences in species richness bet!een temperate and tropical regions
C. Differences in species richness !ithin a temperate or a tropical region
D. Comparisons of behavior patterns of butterflies and certain animal groups
$%&t'() /0* ,he !ord >C%)%36t%4> in line 35 is closest in meaning to.
A. re;uested B. caused C. assisted D. estimated
Ma$k th% l%tt%$ &' (' ) "$ * "n +",$ ans-%$ sh%%t t" th% s%nt%n.% that is .l"s%st in m%aning
t" %a.h "/ th% /"ll"-ing 1,%sti"ns
$%&t'() /1* Th% h"st%ss ma#% %v%$+ %//"$t t" s%% that h%$ g,%sts g"t th% /""# an# #$inks th%+ -ant%#.
A. ,he hostess !as reluctant to offer her guests food and drins.
B. ,he hostess tried hard to please her guests.
C. ,he guests refused the food and drins prepared by the hostess.
D. Heither the guests nor the hostess had food or drins.
$%&t'() /2* M"st p%"pl% g%t /%-%$ ."l#s in th% s,mm%$ than in th% -int%$.
A. A person is more liely to get a cold in the !inter than in the summer.
B. $ore people have summer colds than !inter colds.
C. /eople get colder in the summer than in the !inter.
D. ,he !inter is much colder than the summer.
$%&t'() /+* Th% m%%ting -as p,t "// b%.a,s% "/ p$%ss,$% "/ tim%.
A. ,he meeting started earlier because people !anted to leave early.
B. ,he meeting !as planned to start late because of time pressure.
C. ,he meeting lasted much longer than usual.
D. ,here !as not enough time to hold the meeting.
$%&t'() /,* T-i.% as man+ m%n as -"m%n a$% ins,$an.% ag%nts.
A. $ore men than !omen have insurance.
B. $ale insurance agents outnumber female agents.
C. &omen are t!ice as liely as men to have sold insurance.
D. Insurance is t!ice as difficult to sell to !omen as to men.
$%&t'() /-* :/ it ha#n;t b%%n /"$ his .a$%l%ssn%ss' -% -",l# hav% /inish%# th% -"$k.
A. +e !as careless because he hadn-t finished the !or.
B. If her !ere careful% !e !ould finish the !or.
C. If he had been more careful% !e !ould have completed the !or.
D. Because he !asn-t careless% !e didn-t finish the !or.
Ma$k th% l%tt%$ &' (' ) "$ * "n +",$ ans-%$ sh%%t t" th% s%nt%n.% that %<p$%ss%s th% b%st
m%aning /"$m%# b+ th% giv%n -"$#s
$%&t'() /.*. ="> #",bt> &lis"n> p$"m"t%
A. It-s no doubt Alison !ill be promoting.
B. ,here-s no doubt that Alison !ill be promoted.
C. ,here-s no doubt Alison !ill promote.
D. It-s no doubt that Alison is promoted.
$%&t'() //* -h%n> +",> mak%> min#> ,niv%$sit+> att%n#?

Code 345 /age 6 of 6
A. &hen are you going to mae up your mind about !hich university to attend:
B. &hen !ill you mae up your mind !hich university to attend:
C. &hen are you going to mae your mind about !hich university to attend:
D. &hen are you maing up your mind about university to attend:
$%&t'() /8* #%spit% > sh"$t #a+> -%> ."mplain> m,.h> #"
A. Despite such a short day% !e tend to complain about having too much to do.
B. Despite such a short day% !e tend to complain having too much to do.
C. Despite a short day% !e tend to complain about too much to do.
D. Despite such short day% !e tend to complain about having too much do.
$%&t'() /9* +",$ "$gani@ati"n> p"ssibl%> ."n/%$%n.%> pla.%
A. 1our organi8ation made it possible to tae place this conference.
B. 1our organi8ation made possible for this conference to tae place.
C. 1our organi8ation made it possible this conference to tae place.
D. 1our organi8ation made it possible for this conference to tae place.
$%&t'() 80* :> n"t s%%> p"int> $,l%> -%> n"t> .+.l%> s.h""l
A. I can-t see the point of this rule !hich !e don-t cycle to school.
B. I can-t see the point of this rule !hich says !e can-t cycle to school.
C. I don-t see the point of this rule !hich !e are not allo!ed to cycle to school.
D. I can-t see the point of rule !hich says !e can-t cycle to school.
,+" "HD
AN"F!< G!? C#D! 2+,
1@ = 21@ D ,1@ = .1@ A
2@ C 22@ A ,2@ = .2@ D
+@ A 2+@ D ,+@ C .+@ A
,@ = 2,@ A ,,@ C .,@ C
-@ A 2-@ D ,-@ D .-@ C
.@ = 2.@ D ,.@ A ..@ C
/@ A 2/@ D ,/@ D ./@ C
8@ C 28@ A ,8@ = .8@ =
9@ A 29@ D ,9@ D .9@ =
10@ A +0@ = -0@ A /0@ =
11@ D +1@ C -1@ = /1@ =
12@ C +2@ C -2@ A /2@ A
1+@ A ++@ C -+@ = /+@ D
1,@ D +,@ = -,@ = /,@ =
1-@ D +-@ = --@ A /-@ C
1.@ D +.@ C -.@ A /.@ =
1/@ = +/@ = -/@ C //@ A
18@ C +8@ A -8@ A /8@ A
19@ = +9@ D -9@ D /9@ D
20@ = ,0@ = .0@ C 80@ =