Ôn thi Cấp tốc 789+ vào 10 môn Tiếng Anh (đề 25)

Mark the letter A, B, C, or D to indicate the correct answer to the following question.

That’s the lady ______ talented son won the championship in a tennis tournament.

Mark the letter A, B, C, or D to indicate the correct answer to the following question.

Motorists should not get ______ violating laws such as speeding or running through red lights.

Mark the letter A, B, C, or D to indicate the correct answer to the following question.

In the primary school, a child is in a comparatively simple setting and most of the time forms a relationship with one familiar teacher. On entering secondary school, a new world opens up and frequently it is a much more difficult world. The pupil soon learns to be less free in the way he speaks to teachers and even to his fellow pupils. He begins to lose gradually the free and easy ways of the primary school, for he senses the need for a more cautious approach in the secondary school where there are older pupils. Secondary staff and pupils suffer from the pressures of academic work and seem to have less time to stop and talk. Teachers with specialist roles may see hundreds of children in a week, and a pupil may be able to form relationships with very few of the staff. He has to decide which adults are approachable; good schools will make clear to every young person from the first year what guidance and personal help is available - but whether the reality of life in the institution actually encourages requests for help is another matter.

Adults often forget what a confusing picture school can offer to a child. He sees a great deal of movement, a great number of people - often rather frightening looking people - and realises that an increasing number of choices and decisions have to be made. As he progresses through the school, the confusion may become less but the choices and decisions required will increase. The school will rightly expect the pupil to take the first steps to obtain the help he needs, for this is the pattern of adult life for which he has to be prepared, but all the time the opportunities for personal and group advice must be presented in a way which makes them easy to understand and within easy reach of pupils.

In the primary school, a child is in a comparatively simple setting and most of the time forms a relationship with one familiar teacher. On entering secondary school, a new world opens up and frequently it is a much more difficult world. The pupil soon learns to be less free in the way he speaks to teachers and even to his fellow pupils. He begins to lose gradually the free and easy ways of the primary school, for he senses the need for a more cautious approach in the secondary school where there are older pupils. Secondary staff and pupils suffer from the pressures of academic work and seem to have less time to stop and talk. Teachers with specialist roles may see hundreds of children in a week, and a pupil may be able to form relationships with very few of the staff. He has to decide which adults are approachable; good schools will make clear to every young person from the first year what guidance and personal help is available - but whether the reality of life in the institution actually encourages requests for help is another matter.

Adults often forget what a confusing picture school can offer to a child. He sees a great deal of movement, a great number of people - often rather frightening looking people - and realises that an increasing number of choices and decisions have to be made. As he progresses through the school, the confusion may become less but the choices and decisions required will increase. The school will rightly expect the pupil to take the first steps to obtain the help he needs, for this is the pattern of adult life for which he has to be prepared, but all the time the opportunities for personal and group advice must be presented in a way which makes them easy to understand and within easy reach of pupils.

In the primary school, a child is in a comparatively simple setting and most of the time forms a relationship with one familiar teacher. On entering secondary school, a new world opens up and frequently it is a much more difficult world. The pupil soon learns to be less free in the way he speaks to teachers and even to his fellow pupils. He begins to lose gradually the free and easy ways of the primary school, for he senses the need for a more cautious approach in the secondary school where there are older pupils. Secondary staff and pupils suffer from the pressures of academic work and seem to have less time to stop and talk. Teachers with specialist roles may see hundreds of children in a week, and a pupil may be able to form relationships with very few of the staff. He has to decide which adults are approachable; good schools will make clear to every young person from the first year what guidance and personal help is available - but whether the reality of life in the institution actually encourages requests for help is another matter.

Adults often forget what a confusing picture school can offer to a child. He sees a great deal of movement, a great number of people - often rather frightening looking people - and realises that an increasing number of choices and decisions have to be made. As he progresses through the school, the confusion may become less but the choices and decisions required will increase. The school will rightly expect the pupil to take the first steps to obtain the help he needs, for this is the pattern of adult life for which he has to be prepared, but all the time the opportunities for personal and group advice must be presented in a way which makes them easy to understand and within easy reach of pupils.

In the primary school, a child is in a comparatively simple setting and most of the time forms a relationship with one familiar teacher. On entering secondary school, a new world opens up and frequently it is a much more difficult world. The pupil soon learns to be less free in the way he speaks to teachers and even to his fellow pupils. He begins to lose gradually the free and easy ways of the primary school, for he senses the need for a more cautious approach in the secondary school where there are older pupils. Secondary staff and pupils suffer from the pressures of academic work and seem to have less time to stop and talk. Teachers with specialist roles may see hundreds of children in a week, and a pupil may be able to form relationships with very few of the staff. He has to decide which adults are approachable; good schools will make clear to every young person from the first year what guidance and personal help is available - but whether the reality of life in the institution actually encourages requests for help is another matter.

Adults often forget what a confusing picture school can offer to a child. He sees a great deal of movement, a great number of people - often rather frightening looking people - and realises that an increasing number of choices and decisions have to be made. As he progresses through the school, the confusion may become less but the choices and decisions required will increase. The school will rightly expect the pupil to take the first steps to obtain the help he needs, for this is the pattern of adult life for which he has to be prepared, but all the time the opportunities for personal and group advice must be presented in a way which makes them easy to understand and within easy reach of pupils.

In the primary school, a child is in a comparatively simple setting and most of the time forms a relationship with one familiar teacher. On entering secondary school, a new world opens up and frequently it is a much more difficult world. The pupil soon learns to be less free in the way he speaks to teachers and even to his fellow pupils. He begins to lose gradually the free and easy ways of the primary school, for he senses the need for a more cautious approach in the secondary school where there are older pupils. Secondary staff and pupils suffer from the pressures of academic work and seem to have less time to stop and talk. Teachers with specialist roles may see hundreds of children in a week, and a pupil may be able to form relationships with very few of the staff. He has to decide which adults are approachable; good schools will make clear to every young person from the first year what guidance and personal help is available - but whether the reality of life in the institution actually encourages requests for help is another matter.

Adults often forget what a confusing picture school can offer to a child. He sees a great deal of movement, a great number of people - often rather frightening looking people - and realises that an increasing number of choices and decisions have to be made. As he progresses through the school, the confusion may become less but the choices and decisions required will increase. The school will rightly expect the pupil to take the first steps to obtain the help he needs, for this is the pattern of adult life for which he has to be prepared, but all the time the opportunities for personal and group advice must be presented in a way which makes them easy to understand and within easy reach of pupils.

A couple of generations ago, a bilingual child - in other words, a child who spoke more than one language was regarded with suspicion. People thought that such a child would be slow to develop academically, feel confused and even (46) ______ up with a split personality. Today, however, research shows the advantages of a bilingual upbringing, including an awareness of other cultures and an (47) ______ ability for language learning.

Tests carried out in Canada presented small children with two apartment blocks made out of building bricks; the larger apartment contained fewer bricks. Children (48) ______ were not bilingual said that the larger apartment had more bricks, whereas bilingual children correctly saw that the smaller one had more bricks. The bilingual children appeared to have the ability to (49) ______ misleading information when dealing with problems, in much the same way as they ‘edit out’ one language when using the other.

According to the research, as well as developing (50) ______ skills earlier than those who only speak one language, bilingual children also understand written languages faster and learn to read more easily.

A couple of generations ago, a bilingual child - in other words, a child who spoke more than one language was regarded with suspicion. People thought that such a child would be slow to develop academically, feel confused and even (46) ______ up with a split personality. Today, however, research shows the advantages of a bilingual upbringing, including an awareness of other cultures and an (47) ______ ability for language learning.

Tests carried out in Canada presented small children with two apartment blocks made out of building bricks; the larger apartment contained fewer bricks. Children (48) ______ were not bilingual said that the larger apartment had more bricks, whereas bilingual children correctly saw that the smaller one had more bricks. The bilingual children appeared to have the ability to (49) ______ misleading information when dealing with problems, in much the same way as they ‘edit out’ one language when using the other.

According to the research, as well as developing (50) ______ skills earlier than those who only speak one language, bilingual children also understand written languages faster and learn to read more easily.

A couple of generations ago, a bilingual child - in other words, a child who spoke more than one language was regarded with suspicion. People thought that such a child would be slow to develop academically, feel confused and even (46) ______ up with a split personality. Today, however, research shows the advantages of a bilingual upbringing, including an awareness of other cultures and an (47) ______ ability for language learning.

Tests carried out in Canada presented small children with two apartment blocks made out of building bricks; the larger apartment contained fewer bricks. Children (48) ______ were not bilingual said that the larger apartment had more bricks, whereas bilingual children correctly saw that the smaller one had more bricks. The bilingual children appeared to have the ability to (49) ______ misleading information when dealing with problems, in much the same way as they ‘edit out’ one language when using the other.

According to the research, as well as developing (50) ______ skills earlier than those who only speak one language, bilingual children also understand written languages faster and learn to read more easily.

A couple of generations ago, a bilingual child - in other words, a child who spoke more than one language was regarded with suspicion. People thought that such a child would be slow to develop academically, feel confused and even (46) ______ up with a split personality. Today, however, research shows the advantages of a bilingual upbringing, including an awareness of other cultures and an (47) ______ ability for language learning.

Tests carried out in Canada presented small children with two apartment blocks made out of building bricks; the larger apartment contained fewer bricks. Children (48) ______ were not bilingual said that the larger apartment had more bricks, whereas bilingual children correctly saw that the smaller one had more bricks. The bilingual children appeared to have the ability to (49) ______ misleading information when dealing with problems, in much the same way as they ‘edit out’ one language when using the other.

According to the research, as well as developing (50) ______ skills earlier than those who only speak one language, bilingual children also understand written languages faster and learn to read more easily.

A couple of generations ago, a bilingual child - in other words, a child who spoke more than one language was regarded with suspicion. People thought that such a child would be slow to develop academically, feel confused and even (46) ______ up with a split personality. Today, however, research shows the advantages of a bilingual upbringing, including an awareness of other cultures and an (47) ______ ability for language learning.

Tests carried out in Canada presented small children with two apartment blocks made out of building bricks; the larger apartment contained fewer bricks. Children (48) ______ were not bilingual said that the larger apartment had more bricks, whereas bilingual children correctly saw that the smaller one had more bricks. The bilingual children appeared to have the ability to (49) ______ misleading information when dealing with problems, in much the same way as they ‘edit out’ one language when using the other.

According to the research, as well as developing (50) ______ skills earlier than those who only speak one language, bilingual children also understand written languages faster and learn to read more easily.