Đề thi thử THQG môn: Tiếng anh 12

stion 49: The word exceed in the passage is closest in meaning to "".
A. come close to	B. locate	C. go beyond	D. allow
Question 50: All of the followings are mentioned as being important parts of a general theory of diversity EXCEPT .. .
A. migration among temperate and tropical zones
B. variation of patterns of distribution of species among different animals and plants
C. differences between temperate and tropical zones
D. patterns of distribution of species in each region
Question 51: The author mentions tropical Asia in the passage as an example of a location where . 
A. butterflies are affected by human populations
B. documenting plant species is more difficult than documenting butterfly species
C. butterfly behavior varies with climate
D. a general theory of butterfly diversity has not yet been firmly established
Question 52: Which of the following is NOT well understood by biologists?
A. Differences in species richness between temperate and tropical regions
B. Comparisons of behavior patterns of butterflies and certain animal groups
C. European butterfly habitats
D. Differences in species richness within a temperate or a tropical region
Question 53: The idea "little is known about the evenness of butterfly distribution" is that  .
A. we know about butterfly evenness distribution to some extent
B. we don't know anything about butterfly evenness distribution
C. there are many other things that we don't know about butterfly evenness distribution
D. we know much about butterfly evenness distribution
Question 54: The word generated in the passage is closest in meaning to "".
A. caused	B. assisted	C. estimated	D. requested
Read the following passage carefully and then choose the best answer to each question.
During the seventeenth and eighteenth centuries, almost nothing was written about the contributions of women during the colonial period and the early history of the newly formed United States. Lacking the right to vote and absent from the seats of power, women were not considered an important force in history. Anne Bradstreet wrote some significant poetry in the seventeenth century, Mercy Otis Warren produced the best contemporary history of the American Revolution, and Abigail Adams penned important letters showing she exercised great political influence over her husband, John, the second President of the United States. But little or no notice was taken of these contributions. During these centuries, women remained invisible in history books.
Throughout the nineteenth century, this lack of visibility continued, despite the efforts of female authors writing about women. These writers, like most of their male counterparts, were amateur historians. Their writings were celebratory in nature, and they were uncritical in their selection and use of sources.
During the nineteenth century, however, certain feminists showed a keen sense of history by keeping records of activities in which women were engaged. National, regional, and local women’s organizations compiled accounts of their doings. Personal correspondence, newspaper clippings, and souvenirs were saved and stored. These sources from the core of the two greatest collections of women’s history in the United States one at the Elizabeth and Arthur Schlesinger Library at Radcliffe College, and the other the Sophia Smith Collection at Smith College. Such sources have provided valuable materials for later Generations of historians.
Despite the gathering of more information about ordinary women during the nineteenth Century, most of the writing about women conformed to the “great women” theory of History, just as much of mainstream American history concentrated on “great men.” To demonstrate that women were making significant contributions to American life, female authors singled out women leaders and wrote biographies, or else important women produced their autobiographies. Most of these leaders were involved in public life as reformers, activists working for women’s right to vote, or authors, and were not representative at all of the great of ordinary woman. The lives of ordinary people continued, generally, to be untold in the American histories being published.
Question 55: What does the passage mainly discuss?
A. The role of literature in early American histories
B. The place of American women in written histories
C. The keen sense of history shown by American women
D.The “great women” approach to history used by American historians
Question 56: The word “contemporary” in the 1st paragraph means that the history was
A. informative	B. thoughtful 	C. written at that time	 D. faultfinding
Question 57: In the first paragraph, Bradstreet, Warren, and Adams are mentioned to show that ________
A. a woman’s status was changed by marriage
B. even the contributions of outstanding women were ignored
C. only three women were able to get their writing published
D. poetry produced by women was more readily accepted than other writing by women
Question 58: The word “celebratory” in the 2nd paragraph means that the writings referred to ________
A. related to parties	B. religious	C. serious	D. full of praise
Question 59: The word “they” in the 2nd paragraph refers to________
A. efforts	B. authors	C. counterparts	D. sources
Question 60: In the 2nd paragraph, what weakness in nineteenth-century histories does the author point out?
A. They put too much emphasis on daily activities
B. They left out discussion of the influence of money on politics.
C. The sources of the information they were based on were not necessarily accurate.
D. They were printed on poor-quality paper.
Question 61: On the basis of information in the third paragraph, which of the following would most likely have been collected by nineteenth-century feminist organizations?
A. Newspaper accounts of presidential election results
B. Biographies of John Adams
C. Letters from a mother to a daughter advising her how to handle a family problem
D. Books about famous graduates of the country’s first college
Question 62: What use was made of the nineteenth-century women’s history materials in the Schlesinger Library and the Sophia Smith Collection?
A. They were combined and published in a multivolume encyclopedia
B. They formed the basis of college courses in the nineteenth century.
C. They provided valuable information for twentieth- century historical researchers.
D. They were shared among women’s colleges throughout the United States.
Question 63: In the last paragraph, the author mentions all of the following as possible roles of nineteenth-century “great women” EXCEPT ________
A. authors	B. reformers	
C. activists for women’s rights	D. politicians
Question 64: The word “representative” in the last paragraph is closest in meaning to _________
A. typical	B. satisfied	 C. supportive	D. distinctive
WRITING
Part I. Finish each of the following sentences in such a way that it means the same as the sentence printed before it.
Question 65: This is my first game of water-polo. 	
> I have ............................................................................................................................... .
Question 66: “What time does the film start, Peter?”	
> I asked ............................................................................................................................... .
Question 67: Smith Ltd are supplying our company with furniture.
> Our company ............................................................................................................................... .
Question 68: I didn't have an umbrella with me and so I got wet. 
> I wouldn't ............................................................................................................................... .
Question 69: It was a mistake for you to buy that car. 	
> You shouldn’t ............................................................................................................................... .
Part II. In about 140 words, write a paragraph about one of the parties you have ever attended.
----------- The End ----------
ĐÁP ÁN
PHẦN TRẮC NGHIỆM (8 điểm)
Câu hỏi
Đáp án
Câu hỏi
Đáp án
Câu hỏi
Đáp án
1
B
23
A
45
D
2
A
24
C
46
B
3
D
25
B
47
D
4
C
26
C
48
B
5
B
27
C
49
C
6
A
28
C
50
A
7
C
29
C
51
D
8
C
30
A
52
A
9
A
31
A
53
C
10
D
32
B
54
A
11
B
33
C
55
B
12
A
34
B
56
C
13
D
35
C
57
B
14
A
36
B
58
D
15
B
37
B
59
B
16
D
38
D
60
C
17
A
39
A
61
C
18
B
40
D
62
C
19
C
41
C
63
D
20
D
42
A
64
A
21
C
43
B
22
B
44
A
PHẦN VIẾT ( 2 điểm)
I. (0,5 điểm)
Câu 65: I have never played water-polo before.
Câu 66: I asked Peter what time the film started.
Câu 67: Our company is being supplied with furniture by Smith Ltd.
Câu 68: I wouldn’t have got wet if I had had an umbrella with me.
Câu 69: You shouldn’t have bought that car.
II. (1.5 điểm)
Mô tả tiêu chí đánh giá
Điểm tối đa
1.
Bố cục
0.40
o Câu đề dẫn chủ đề mạch lạc
o Bố cục hợp lí rõ ràng phù hợp yêu cầu của đề bài
o Bố cục uyển chuyển từ mở bài đến kết luận
2.
Phát triển ý
0.25
o Phát triển ý có trình tự logic
o Có dẫn chứng, ví dụ,  đủ để bảo vệ ý kiến của mình
3.
Sử dụng ngôn ngữ
0.30
o Sử dụng ngôn từ phù hợp nội dung
o Sử dụng ngôn từ đúng văn phong/ thể loại
o Sử dụng từ nối các ý cho bài viết uyển chuyển
4.
Nội dung
0.30
o Đủ thuyết phục người đọc
o Đủ dẫn chứng, ví dụ, lập luận
o Độ dài: Số từ không nhiều hơn hoặc ít hơn so với quy định 5%
5.
Ngữ pháp, dấu câu và chính tả
0.25
o Sử dụng đúng dấu câu
o Chính tả: Viết đúng chính tả
_ Lỗi chính tả gây hiểu nhầm/ sai lệch ý sẽ bị tính một lỗi (trừ 1% điểm của bài viết)
_ Cùng một lỗi chính tả lặp lại chỉ tính là một lỗi
o Sử dụng đúng thời, thể, cấu trúc câu đúng ngữ pháp. (Lỗi ngữ pháp gây hiểu nhầm/ sai lệch ý sẽ bị trừ 1% điểm bài viết.)
Tổng
1.5