Đề ôn luyện thi vào lớp 10 Chuyên Sư phạm số 11

12/21/2020 8:45:00 AM

Choose the word which has the underlined part pronounced differently from the others.

  • contradict

  • ablution

  • saliva

  • adamant

Choose the word which has the underlined part pronounced differently from the others.

  • acorn

  • flaky

  • fatal

  • island

Choose the word that differs from the rest in the position of the main stress.

  • security
  • statistics
  • manchester
  • uncertainty

Choose the word that differs from the rest in the position of the main stress.

  • tendency
  • technician
  • America
  • legitimate

Choose the word that differs from the rest in the position of the main stress.

  • abroad
  • advert
  • giraffe
  • because

At last, you are here, we _____ for you for 30 minutes.

  • have been waiting
  • have waited
  • waited
  • had waited

Were you _____ of the regulation against smoking in this area?

  • capable
  • aware
  • involved
  • interested

The earthquake _____ 6.5 on the Ritcher scale.

  • weighed
  • measured
  • counted
  • achieved

_____ I had nothing for breakfast but an apple, I had lunch early.

  • However
  • Therefore
  • Due to
  • Since

Tom was unaware of the danger. He was not _____ of it.

  • conscious
  • knowledgeable
  • sensitive
  • sensible

I'm _____ the opinion that nothing we say will change anything at all.

  • of
  • after
  • with
  • in

He has recently _____ golf to provide himself with some relaxation.

  • taken with
  • taken over
  • taken on
  • taken to

It's difficult to pay one's bills when prices keep _____.

  • gaining
  • growing
  • rising
  • raising

My application for a trading license was ______.

  • put down
  • taken off
  • turned down
  • let down

All the engineers were happy because they finally made _____.

  • a breakthrough
  • an outburst
  • a viewpoint
  • an outcome

_____ was the effect more powerfully felt than in the suburbs.

  • Nowhere
  • Somewhere
  • Anywhere
  • Everywhere

_____ the choice, I would definitely not go.

  • Giving
  • Having given
  • Given
  • Being given

The weather is going to change soon; I feel it in my _____.

  • legs
  • bones
  • skin
  • body

There's a list of repairs as long as _____.

  • a mile
  • a pole
  • your arm
  • your arms

_____ that Marie was able to retire at the age of 50.

  • So successful her business was
  • So successful was her business
  • Her business was successful
  • So was her successful business

Fill in the blank with an appropriate form of one of the words given to make a meaningful passage.

A new start?

Whilst (URBAN) was characteristic of an earlier era, many young people are choosing to do exactly the opposite of their (BEAR). As a result of financial instability in the city and worries about (ADEQUATE) public services, numerous educated, young individuals, either alone or with their families, are willingly moving back to smaller towns and villages in search of a better and more (AFFORD) way of life. 

When families are (ROOT) from their homes, there are a lot of negative repercussions; educated graduates may face competition from skilled workers, who, while having no formal qualifications, have been working the land for years, and city children may find themselves (MARGIN) at school.

However, there can also be a number of advantages when relocating to a (PROVINCE) area. Instead of living in a small (TERRACE) house, families can afford to rent or buy a larger (DETACH) home. Life in the country tends to be far less (NERVE) and there are more opportunities for families to spend quality time together.

Write one word in each gap.

Buyer beware!

Going to the theatre is surely of the more pleasurable things in life. the opportunity to see famous actors stage in their wonderful costumes and carefully applied make-up is something anyone should take advantage of.

Live theatre, however, especially in places like London's Covent Garden, can be very ; it probably isn't something that the common man can afford to do every week. But, when someone decide to splash out for a special occasion and take in a show, there is something they ought to be on the lookout for - touts! Just in anyone is unaware of what a tout actually is, it is a person who buys tickets for events like theatre performances and then sells them to other people at a higher price ... often a much higher price. Touts are out to money and they exploit the fact that there are people who are willing to fork the astronomical amounts of cash that they are demanding for their "wares". While some feel that it is the government's job to protect people from being off by these touts by banning secondary marketing, others feel that the solution lies in stopping all online sales of tickets. Of course, this would mean returning to the rather outdated necessity of queuing up for tickets for the performance, but perhaps that inconvenience would be worth it so long these unscrupulous touts were driven out of business once and for all.

(Adapted from Reactivate)

Read the text below and decide which answer best fits each gap.

Assessment for learning

Nowadays, the emphasis is often placed on assessment for learning, as opposed to assessment of learning. But what exactly is the difference?

brief, assessment for learning involves the teacher and student becoming of how learning can be improved and techniques mastered. Assessment of learning, on the other hand, simply what a student knows. Assessment for learning of students recognizing where they are and where they want to go to in order to reach their goals. Therefore, they need to actively in their learning.

In order for students to be to learn, there should always be a clear lesson objective and all targets should on the needs and abilities of each individual class. The teacher's role is to explain to students why they are learning what they are learning, and as most students' span is short, teachers should for a variety of interactive activities during the lesson. The use of audiovisual aids generally helps students things more easily, which in turn makes the learning process more effective overall.

(Adapted from Reactivate)

Read the following passage then choose the best answer to each question.

Speaking two languages has obvious practical benefits in an increasingly globalized world. But in recent years, scientists have begun to show that the advantages of bilingualism are even more fundamental than being able to converse with a wider range of people. Being bilingual, it turns out, makes you smarter. It can have a profound effect on your brain, improving cognitive skills not related to language and even protecting against dementia in old age.

This view of bilingualism is remarkably different from the one through much of the 20th century. Researchers and educators used to consider that a second language was an interference that hindered a child's academic and intellectual development. They were not wrong: there is ample evidence that in a bilingual's brain both language systems are active even when only one language is being used, therefore creating situations in which one system obstructs the other. But this interference, researchers are finding out, isn't so much a handicap as an advantage. It forces the brain to resolve internal conflict, making the mind strengthen its cognitive muscles.

Bilinguals, for instance, seem to be better than monolinguals at solving certain kinds of mental puzzles. In a 2004 study by the psychologists Ellen Bialystok and Michelle Martin-Rhee, bilingual and monolingual preschoolers were asked to sort blue circles and red squares presented on a computer screen into two digital boxes—one marked with a blue square and the other marked with a red circle. In the first task, the children had to sort the shapes by colour, placing blue circles in the box marked with the blue square and red squares in the box marked with the red circle. Both groups did this with similar easiness. Next, the children were asked to sort by shape, which was more challenging because it required placing the images in a box marked with a different colour. The bilinguals were quicker at performing this task.

The evidence from such studies suggests that the bilingual experience improves the brain's executive function—a command system that directs the processes that we use for planning, solving problems and doing other mentally demanding tasks. These processes include avoiding distractions, switching attention from one thing to another and holding information in mind—like remembering a sequence of directions while driving. The main difference between bilinguals and monolinguals may be more basic: an increased ability to monitor the environment. 'Bilinguals have to switch languages quite often—you may talk to your father in one language and to your mother in another," says Albert Costa, a researcher at the Pompeu Fabra University in Spain. 'This requires observing changes around you in the same way that we monitor our surroundings when driving.' In a study comparing German-Italian bilinguals with Italian monolinguals on monitoring tasks, Mr Costa found that the bilingual speakers did them better and needed less brain activity, indicating that they were more efficient.

The bilingual experience appears to influence the brain from infancy to old age. In a recent study of 44 elderly Spanish-English bilinguals, scientists directed by the neuropsychologist Tamar Gollan of the University of California, San Diego, found that individuals with a higher degree of bilingualism were more resistant than others to the onset of dementia and other symptoms of Alzheimer's disease and developed them later. Nobody ever doubted the power of language. But who could imagine that the words we hear and the sentences we speak might have such a big influence?

 (Adapted from The New York Times, March 17, 2012) 

Recent scientific studies have proved that bilingual people _____

  • obtain greater benefits in today's world.
  • are better conversationalists.
  • have better cognitive skills than monolinguals.
  • will not suffer from mental diseases in old age.

As opposed to the 20th century view, we now know that _____

  • bilingual children had more learning advantages in the past.
  • when two languages interfere, they cause many disadvantages.
  • language interference is good because it makes the mind stronger.
  • the brain of bilingual people is obstructed more easily.

In the first part of a study by Bialystok and Martin-Rhee, both mono and bilingual kids _____

  • had difficulty in classifying the colours in the corresponding circle.
  • found it similarly easy to classify the figures according to colour.
  • had problems using the computer.
  • put circles and squares together in the same box.

In the second part of the study, which was more difficult, _____

  • bilingual kids were faster at solving the problem.
  • there was no difference between the performance of mono and bilingual kids.
  • monolingual kids could not classify the figures according to shape.
  • both groups of kids encountered the same difficulties.

According to the text, which one of the following tasks is NOT carried out by the brain's executive function?

  • Making plans and decisions.
  • Retaining a sequence of information.
  • Giving directions to people who drive.
  • Changing your focus of attention.

According to Albert Costa, changing from one language to another all the time _____

  • makes you observe the changes around you.
  • may improve your driving skills.
  • allows you to talk to your father and mother in different languages.
  • makes you quicker at changing the things around you.

In Mr. Costa's study, _____

  • German-Italian bilinguals required more brain activity on their monitoring tasks.
  • Italian monolinguals were not as active as German-Italian bilinguals.
  • Italian monolinguals got better results in their monitoring tasks.
  • German-Italian bilinguals did their monitoring tasks better and more efficiently.

Read the text below and look carefully at each sentence. Pick out the unnecessary word in most sentences of the passage. If the sentence is correct put the Tick (x) by the number of the question.

(1) Higher education, also called tertiary, third stage or else post secondary education, is the non-compulsory educational level following to the completion of a school providing a secondary education, such as a high school, secondary school. (2) Tertiary education is normally taken to include which undergraduate and postgraduate education, as well as vocational education and training. (3) Colleges and universities are the main institutions that provide tertiary institutions. (4) Tertiary education generally results in the receipt of certificates, diplomas, or and academic degrees. (5) Higher education includes teaching, research and social media services activities of universities, and within the realm of teaching, it includes both the undergraduate level and the graduate level. (6) Higher education in that country generally involves work towards a degree-level or foundation degree qualification. (7) However, it is therefore very important to national economies, both as a significant industry as in its own right, and as a source of trained and educated personnel for the rest of the economy. 

Mistake(s) in sentence (1):

Error:

Error:

Error:

Mistake(s) in sentence (2):

Error:

Mistake(s) in sentence (3):

Error:

Mistake(s) in sentence (4):

Error:

Mistake(s) in sentence (5):

Error:

Mistake(s) in sentence (6):

Error:

Mistake(s) in sentence (7):

Error:

Error:

Read the following passage and choose which of the headings from i - x match the blanks. There are two extra headings, which do not match any of the paragraphs.

List of Headings

A. Summarising personality types

B. Combined styles for workplace

C. Physical explanation

D. A lively person who encourages

E. Demanding and unsympathetic personality

F. Lazy and careless personality

G. The benefits of understanding communication styles

H. Cautious and caring

I. Factual and analytical personality 

K. Self-assessment determines one’s temperament

Communicating Styles and Conflict

Knowing your communication style and having a mix of styles on your team can provide a positive force for resolving conflict.

1.

As far back as  Hippocrates’ time  (460-370B.C.),  people have tried to understand other people by characterizing them according to personality type or temperament. Hippocrates believed there were four different body fluids that influenced four basic types of temperament. His work was further developed 500 years later by Galen. These days there are a number of self-assessment tools that relate to the basic descriptions developed by Galen, although we no longer believe the source to be the types of body fluid that dominate our systems.

2.

The values in self-assessments help determine personality style. Learning styles, communication styles, conflict-handling styles, or other aspects of individuals is that they help depersonalize conflict in interpersonal relationships. The depersonalization occurs when you realize that others aren’t trying to be difficult, but they need different or more information than you do. They’re not intending to be rude: they are so focused on the task they forget about greeting people. They would like to work faster but not at the risk of damaging the relationships needed to get the job done. They understand there is a job to do. But it can only be done right with the appropriate information, which takes time to collect. When used appropriately,  understanding communication styles can help resolve conflict on teams. Very rarely are conflicts true personality issues. Usually, they are issues of style, information needs, or focus.

3.

Hippocrates and later Galen determined there were four basic temperaments: sanguine, phlegmatic, melancholic and choleric. These descriptions were developed centuries ago and are still somewhat apt, although you could update the wording. In today’s world, they translate into the four fairly common communication styles described below:

4.

The sanguine person would be the expressive or spirited style of communication. These people speak in pictures. They invest a lot of emotion and energy in their communication and often speak quickly. Putting their whole body into it. They are easily sidetracked onto a story that may or may not illustrate the point they are trying to make. Because of their enthusiasm, they are great team motivators. They are concerned about people and relationships. Their high levels of energy can come on strong at times and their focus is usually on the bigger picture, which means they sometimes miss the details or the proper order of things. These people find conflict or differences of opinion invigorating and love to engage in a spirited discussion. They love change and are constantly looking for new and exciting adventures.

5.

Tile phlegmatic person - cool and persevering - translates into the technical or systematic communication style. This style of communication is focused on facts and technical details. Phlegmatic people have an orderly methodical way of approaching tasks, and their focus is very much on the task, not on the people, emotions, or concerns that the task may evoke. The focus is also more on the details necessary to accomplish a task. Sometimes the details overwhelm the big picture and focus needs to be brought back to the context of the task. People with this style think the facts should speak for themselves, and they are not as comfortable with conflict. They need time to adapt to change and need to understand both the logic of it and the steps involved.

6.

Tile melancholic person who is soft-hearted and oriented toward doing things for others translates into the considerate or sympathetic communication style. A person with this communication style is focused on people and relationships. They are good listeners and do things for other people-sometimes to the detriment of getting things done for themselves. They want to solicit everyone’s opinion and make sure everyone is comfortable with whatever is required to get the job done. At times this focus on others can distract from the task at hand. Because they are so concerned with the needs of others and smoothing over issues, they do not like conflict. They believe that change threatens the status quo and tends to make people feel uneasy, so people with this communication style, like phlegmatic people need time to consider the changes in order to adapt to them.

7.

The choleric temperament translates into the bold or direct style of communication. People with this style are brief in their communication - the fewer words the better. They are big picture thinkers and love to be involved in many things at once. They are focused on tasks and outcomes and often forget that the people involved in carrying out the tasks have needs. They don’t do detailed work easily and as a result, can often underestimate how much time it takes to achieve the task. Because they are so direct, they often seem forceful and can be very intimidating to others. They usually would welcome someone challenging them. But most other styles are afraid to do so. They also thrive on change, the more the better.

8.

A well-functioning team should have all of these communication styles for true effectiveness. All teams need to focus on the task, and they need to take care of relationships in order to achieve those tasks. They need the big picture perspective or the context of their work, and they need the details to be identified and taken care of for success. We all have aspects of each style within us. Some of us can easily move from one style to another and adapt our style to the needs of the situation at hand-whether the focus is on tasks or relationships. For others, a dominant style is very evident, and it is more challenging to see the situation from the perspective of another style. The work environment can influence communication styles either by the type of work that is required or by the predominance of one style reflected in that environment. Some people use one style at work and another at home.

The good news about communication styles is that we have the ability to develop flexibility in our styles. The greater the flexibility we have, the more skilled we usually are at handling possible and actual conflicts. Usually, it has to be relevant to us to do so, either because we think it is important or because there are incentives in our environment to encourage it. The key is that we have to want to become flexible with our communication style. As Henry Ford said, “Whether you think you can or you can’t, you’re right!”

Complete the second sentence using the word given so that it has the same meaning to the first.

Not many people attended the meeting. (TURNOUT)

Complete the second sentence using the word given so that it has the same meaning to the first.

 Whatever difficulties Mary had, she still attended university. (SHINE)

Complete the second sentence using the word given so that it has the same meaning to the first.

 I am fed up with his behaviour. (ENOUGH)

Complete the second sentence using the word given so that it has the same meaning to the first.

He speaks German extremely well. (COMMAND)

Complete the second sentence using the word given so that it has the same meaning to the first.

They disapprove of smoking in this restaurant. (FROWNED)

Complete the second sentence so that it has the same meaning to the first.

As I get older, I want to travel less.

=> The older ..........

Complete the second sentence so that it has the same meaning to the first.

He warned me not to use the mountain road.

=> He said, "I wouldn't .........."

Complete the second sentence so that it has the same meaning to the first.

She discovered a new chemical element in her experiment.

=> Her experiment resulted ..........

Complete the second sentence so that it has the same meaning to the first.

I assumed that she would learn how to take shorthand after this course.

=> I took ..........

Complete the second sentence so that it has the same meaning to the first.

When the Minister was asked about the strike, he declined to comment.

=> On ..........