Đề thi thử Đại học môn Tiếng Anh trường THPT Phú Nhuận, TP. HCM năm 2014 (lần 1)

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Đề thi thử Đại học môn Tiếng Anh trường THPT Phú Nhuận, TP. HCM năm 2014 (lần 1)

Đề thi thử Đại học môn Tiếng Anh trường THPT Phú Nhuận, TP. HCM năm 2014 (lần 1)
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Tất cả các đề thi thử sẽ được tổng hợp trong bộ sưu tập Đề thi thử Đại học môn Tiếng Anh trường THPT Phú Nhuận, TP. HCM năm 2014 (lần 1). Các tài liệu trong bộ sưu tập này được chúng tôi chọn lọc từ những đề thi thử hay, chất lượng của các sở, các trường trong cả nước. Bộ đề thi thử này sẽ giúp các bạn có điều kiện ôn thi hiệu quả hơn. Chúng tôi chúc bạn đạt được điểm số cao nhất trong kỳ thi tới.

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Đề thi thử Đại học môn Tiếng Anh trường THPT Phú Nhuận, TP. HCM năm 2014 (lần 1)

Đề thi thử Đại học môn Tiếng Anh trường THPT Phú Nhuận, TP. HCM năm 2014 (lần 1)
Tóm tắt nội dung

Mời các em học sinh tham khảo phần trích dẫn nội dung của đề thi đầu tiên được lấy ra từ bộ sưu tập Đề thi thử Đại học môn Tiếng Anh trường THPT Phú Nhuận, TP. HCM năm 2014 (lần 1) dưới đây:

Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the rest in the position of the main stress in each of the following sentences from 1 to 3.
Câu 1: A. Punctuality B. Characteristic C. Representative D. Technological
Câu 2: A. Category B. Discourteous C. Compulsory D. Curriculum
Câu 3: A. Hurricane B. Separate C. Recommend D. Photograph
Mark the letter A, B, C or D on your answer sheet to indicate the best way to complete each of the sentence from 4 to 8.
Câu 4: __________ appears considerably larger at the horizon than it does overhead is merely an official illusion.
A. When the Moon B. That the Moon C. The Moon which D. The Moon
Câu 5: The relative size of an insect’s wing is much greater than __________.
A. of a bird’s wing B. a wing of a bird is C. that of a bird’s wing D. that wing of a bird
Câu 6: On the battle field _________.
A. did the tanks lie B. lay the tanks C. the tanks lay D. lied the tanks
Câu 7: No one cares about the starving people __________.
A. for the aid is intended B. whom the aid is intended
C. whose aid is intended for D. that the aid is intended for
Câu 8: I only knew this when he had told me about it. Not until __________.
A. he had told me about it did I know this B. did I know this he had told me about it
C. he had told me about , I knew this D. I knew this when he told me about
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 9 to 18.
In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education became more formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.
In ancient Rome, the availability of an education was gradually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil support of schools for all children. Al the Council of Trent in the 16th century, the Roman Catholic Church encouraged the establishment of free primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.
In the late 19th and early 20th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the education of boys and girls in the same classes became an accepted practice. Since World War II, Japan and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.
A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest segregation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.
Câu 9: Ancient education generally focused its efforts on __________.
A. both sexes B. on male learners C. female learners D. young people only
Câu 10: Education in early times was mostly aimed at __________.
A. learning to live B. imparting survival skills
C. teaching skills D. learning new lifestyles
Câu 11: The first to support the equality of the sexes was __________.
A. Plato B. the Jews C. the Chinese D. the Greek
Câu 12: The word “informally” in this context mostly refers to an education occurring __________.
A. in a department B. in classrooms C. ability D. outside the school

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