Đề thi thử Đại học môn Tiếng anh đề số 19

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

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

Mark the letter A, B, C, or Don your answer sheet to indicate the underlined sound that is pronounced differently from the other words in each of questions.

Mark theletter A, B, C, or D on your answer shect to indicate the sentence that is closest in meaning to each of the questions .

Mark the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word for each of the blanks from 51 to 60.

One warm day (51) _______ late May, 43 students, two teachers, and six parents (52) _______ the school bus for a trip to the National Zoo in Washington, D.C. In less than an hour they arrived. The group had been studying nutrition and were (53) _______ to learn what it takes to feed a zoo.

The zoo nutritionist was waiting for them when they arrived. Before they went to see any animals, they got to take a peek at the area (54) _______ food is ordered, received, and sorted. The nutritionist pointed out that feeding about 7,000 animals (55) _______ quite a feat. “You’d (56) _______ be amazed,” she said. “For example, a single gray seal eats about 25 pounds of fish a day. Four big cats consume (57) _______ than 450 pounds of meat each week. And, believe it or not, we order crickets from a cricket farm—some 38,000 at a (58) _______ .The children were amazed as the nutritionist told them even more about the menu of incredible proportions. 

(59) _______ , as the children walked around and observed the animals, they saw them in a different light. In fact, they would never think of the zoo again without imagining the tons of food it (60) _______ to feed its residents.

 

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

It is widely believed that every word has a correct meaning, that we learn these meanings principally from teachers and grammarians, and that dictionaries and grammars are the supreme authority in matters of meaning and usage. Few people ask by what authority the writers of dictionaries and grammars say what they say.

Let us see how dictionaries are made and how the editors arrive at definitions. What follows applies, incidentally, only to those dictionary offices where first-hand, original research goes on—not those in which editors simply copy existing dictionaries. The task of writing a dictionary begin with the reading of vast amounts of the literature of the period or subject that the dictionary is to cover. As the editors read the copy on cards every interesting or rare word, every unusual or peculiar occuirence of a common word, a large number of common words in their ordinary uses, and

also the sentences in which each of these words appears. That is to say, the context of each word is collected, along with the word itself. For a really big job of dictionary writing, such as the Oxford English Dictionary millions of such cards are collected, and the task of editing occupies decades. As the cards are collected, they are alphabetized and sorted. When the sorting is completed, there will be for each word anywhere from two to three to several hundred illustrative quotations, each on its card. To define a word, then, the dictionary editor places before him the stack of cards illustrating that word; each of the cards represents an actual use of the word by a writer of some literary or historical importance. He reads the cards carefully, discards some rereads the rest, and divides up the stack according to what he thinks are the several senses of the word. Finally, he writes his definitions, following the hard-and-fast rule that each definition must be based on what the quotation in front of him reveal about the meaning of the word. The editor cannot be influenced by what he thinks a given word ought to mean. He must work according to the cards.

The writing of a dictionary, therefore, is not a task of setting up authoritative statements about the "true meanings" of words, but a task of recording, to the best of one's ability, what various words have meant to authors in the distant or immediate past. The writer of a dictinnary historian, not a lawgiver.[...] To regard the dictionary as an "authority”, therefore, is to credit the dictionary writer with gifts of prophecy which neither he nor anyone else possesses. In choosing our words when we speakor write, we can be guided by the historical record afforded us dictionary, but we cannot be bound by it, because new experiences, new inventions, new feelings, are always compelling us to give new uses to old words.

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 

For obvious ethical reasons, researchers cannot subject human beings to experimental isolation. But research on the effects of social isolation has been conducted on nonhuman primates.

Research with monkeys. Psychologists Harry and Margaret Harlow (1962) observed rhesus monkeys whose behavior is in some ways surprisingly similar to that of human beings in various conditions of social isolation. They found that complete isolation for a period of even six months was sufficient to cause developmental disturbances. When reintroduced to others of their kind, these monkeys were anxious, fearful, and defenseless against aggression. The Harlows discovered that, when socially isolated for shorter periods of time (about three months), infant monkeys eventually regained normal emotional patterns after rejoining others. But they concluded that longer-term isolation causes irreversible emotional and behavioral damage.

Isolated children. The later development of Anna roughly squares with the Harlows' findings. After her discovery, Anna benefited from extensive social contact and soon showed some improvement. When Kingsley Davis (1940) revisited her after ten days, he noted that she was more alert and displayed some human expression, and even smiled withobvious pleasure. Over the next year, as she experienced the humanizing effects of socialization, Anna showed more interest in other people and gradually gained the ability to walk. After a year and a half, she was able to feed herself, walk alone for short distances, and play with toys. Consistent with the observations of the Harlows, however, it was apparent that Anna’s five years of social isolation had left her permanently damaged. At age eight her mental and social development was still below that of a normal two-year- old. Only as she approached ten did she begin to use language. Of course, since Anna's mother was mentally retard, perhaps Anna was similarly disadvantaged. The riddle was never solved, however, because Anna died at age ten of a blood disorder, possibly related to her years of abuse (Davis, 1940). In a more recent case of childhood isolation, a thirteen-year-old California girl was victimized in a host of ways by her parents from the age of two (Curtiss, 1977; Pines, 1981; Rymer, 1994).

Genie's ordeal included being locked alone in a garage for extended periods. Upon discovery, her condition was similar to that of Anna. Genie was emaciated (weighing only fifty-nine pounds) and had the mentaldevelopment of a one-year-old. She received intensive treatment by specialists and thrived physically. Yet even after years of care, her ability to use language remains that of a young child, and she lives today in a home for developmentally disabled adults. All the evidence points to the crucial role of social experience in personality development. Human beings are resilient creatures, sometimes able to recover from even the crushing experience of prolonged isolation. But there may well be a point-precisely when is unclear from the small number of cases studied-at which isolation in infancy results in damage, including a reduced capacity for language, that cannot be fully repaired.