Giải đề thi thử tốt nghiệp môn Anh 2024 Vĩnh Phúc lần 2

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

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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 18 to 22.

For many years, schoolchildren in the US have been taken on ‘field trips’ to cultural institutions and historical sites. Despite these trips involving some expense and disruption to class timetables, educators arrange them in the belief that schools exist not only to teach economically useful skills, but also to produce civilised young people who appreciate the arts and culture.

However, there have been increasing signs in recent years that the attitude towards field trips is changing, with a significant decrease in the number of tours organised for school groups. A survey carried out by a group of school administrators found that over half the schools they asked had decided to cancel trips planned for the next academic year.

So what are the reasons for this change? The most obvious one is the issue of finance. Because there are increasing demands on their funds, schools are forced to make a difficult choice about how to spend the limited money they have. Field trips are an obvious thing to cut since they are seen by many as a luxury. A large number of school heads also consider days spent away from school a waste of time, believing that the only worthwhile use of students' time is spent preparing for exams in the classroom.

But why should anybody worry if schoolchildren go on fewer trips? Those that believe this is a negative development in education would say that cultural field trips contribute to the development of students into well-educated adults who have a healthy interest in history and the arts. Researchers warn that if schools cut field trips, then valuable opportunities to broaden and enrich children's learning experiences are lost.

Mark the letter A, B, C or D on your answer sheet to indicate the sentence that best completes each of the following exchanges.

Mark the letter A, B, C or D on your answer sheet to indicate the sentence that I s closest in meaning to each of the following questions.

Mark the letter A, B, C or D on your answer sheet to indicate the word whose underlined part differs from the other three in pronunciation in each of the following questions.

Mark the letter A, B, C or D on your answer sheet to indicate the word that differs from the other three in the position of stress in each of the following questions.

Mark the letter A, B, C or D on your answer sheet to indicate the word(s) OPPOSITE in meaning to the underlined word(s) in each of the following questions.

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Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 37 to 41.

According to most professors, mature students are ideal students because they are hard – working and become actively involved in all aspects of the learning process. The majority of mature students have a poor educational (37) _____ but they manage to do exceptionally well at tertiary level. (38) _____ many of them have a job and children to raise, they are always present at seminars and lectures and always hand in essays on time. They like studying and writing essays and they enjoy the class discussions (39) _____ take place. Consequently, they achieve excellent results. In fact, as they have experienced many of life’s pleasures, they are content with their lives and this has a positive effect on their attitude, making them eager to learn. On the other hand, despite their enthusiasm and commitment, mature students suffer from anxiety. The fact that they have made (40) _____ sacrifices to get into university puts extra pressure on them to succeed. Nevertheless, completing a degree gives mature students a sense of achievement, (41) _____ their confidence and improves their job prospects.

Mark the letter A, B, C or D on your answer sheet to indicate the word CLOSEST in meaning to the underlined word in each of the following questions.

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 44 to 50.

Some people look at an equation and see bunch of complicated numbers and symbol while others see beauty. Now, thanks to a new tool created at Carnegie Mellon University, anyone can now translate the abstractions of mathematics into beautiful and instructive illustrations.

This exciting new tool is named it Penrose after the noted mathematician and physicist Roger Penrose, who is famous for using diagrams and other drawings to communicate complicated mathematical and scientific ideas. Penrose enables users to create diagrams simply by typing mathematical expressions and letting the software do the drawing. Unlike a graphing calculator, these aren’t restricted to basic functions, but can be complex relationships from any area of mathematics. "Some mathematicians have a talent for drawing beautiful diagrams by hand, but they vanish as soon as the chalkboard is erased," said Keenan Crane, an assistant professor of computer science and robotics. "We want to make this expressive power available to anyone."

Diagrams are often underused in mathematical communication, since producing high-quality, digital illustrations is beyond the skill of many researchers and requires a great deal of time and effort. Penrose addresses these challenges by letting diagram-drawing experts turn their knowledge about creating diagrams into computer codes so that other users can access this capability using familiar mathematical language and a computer. "We started off by asking: 'How do people translate mathematical ideas into pictures in their head?'" said Katherine Ye, a Ph.D. student in the Computer Science Department who is involved in the development of Penrose. "The secret sauce of our system is to empower people to easily 'explain' this translation process to the computer, so the computer can do all the hard work of actually making the picture."

Once the computer learns how the user wants to see mathematical objects visualized — a vector represented by a little arrow, for instance, or a point represented as a dot — it uses these rules to draw several candidate diagrams. Users can then select and edit the diagrams they want from a gallery of possibilities. A special, simple – to – learn programming language was also developed so that they can easily convey the ideas in their minds to the Penrose system, Crane said. "Mathematicians can get very picky about notation," he explained. "We let them define whatever notation they want, so they can express themselves naturally."