TUẦN SỐ 17

ĐỀ THI SỐ 28 – LUYỆN THI THPTQG – CHỌN LỌC TRỌNG TÂM

Read the following blog post and mark the letter A, B, C, or D to indicate the correct option that best
fits each of the numbered blanks from 1 to 6.
My favourite film from the last few years is About Time. It’s a British film (1) by
Richard Curtis and stars Bill Nighy and Rachel McAdams. It (2) in 2013. I saw it at the cinema, but
you can get the DVD or watch it online today.
About Time is a romantic comedy, like Richard Curtis’ (3) famous films – Notting Hill
and Love Actually. It’s about a young man who can travel back in time and try to change what
happens in his life. His ability to travel through time causes a large (4) of problems and of
course he makes lots of mistakes. However, in the end he meets and falls in love with a beautiful girl.
Personally, I love this film because it’s clever, and it made me laugh and cry! It teaches us how to
be happy with our lives even when things go wrong. I think the music in it is fantastic, too. It also
shows us a lot of (5) in London, including a restaurant where you eat in complete darkness! In my
opinion, it’s good for a film to be both (6) and informative. I would recommend About
Time to everyone.
(Adapted from Gateway)
Question 1. A. directing B. directed C. that directs D. to direct
Question 2. A. made out B. put out C. took out D. came out
Question 3. A. each B. another C. others D. other
Question 4. A. amount B. quantity C. proportion D. quality
Question 5. A. interesting place tourists B. tourist interesting places
C. interesting tourist places D. place interesting tourists
Question 6. A. entertain B. entertaining C. entertainingly D. entertained

Read the following leaflet and mark the letter A, B, C, or D to indicate the correct option that best fits
each of the numbered blanks from 7 to 12.
Getting Ready for the Message
From Your College Experience
Listening in class is not like listening to a TV programme, listening to a friend, or even listening to a
speaker at a meeting. The difference, of course, is that what is said in class is vital to your success in
the class.
Here are six strategies that will help you be a more effective listener in class:
1. Listen to the main concepts and central ideas, not just to facts and figures. Although facts are
important, they will be easier to remember when you place them in a (7) of concepts, themes,
and ideas.

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2. Listen for new ideas. (8) you are an expert on the topic, you can still learn something
new.
3. Really hear what is said. Listening involves (9) what the speaker wants you to receive, to
understand, and to learn.
4. Repeat mentally. Think about what you hear and make an active effort to (10) it by
repeating it silently to yourself.
5. Think. Decide whether you think what you have heard is important. Reflect (11) the new
information.
6. Sort, organise, and categorise. When you listen, try to match what you are hearing with your
previous knowledge. (12) an active role in deciding how you want to recall what you are
learning.
(Adapted from Select Reading)
Question 7. A. circumstance B. situation C. condition D. context
Question 8. A. Even if B. Whereas C. Provided that D. Given that
Question 9. A. to hearing B. hearing C. to hear D. hear
Question 10. A. revise B. refill C. resist D. retain
Question 11. A. with B. of C. at D. on
Question 12. A. Make B. Keep C. Take D. Bring
Circumstance: hoàn cảnh
Given that: bởi vì
Take/ play an active role in Ving: đóng vtro tích cực trong việc gì đấy

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Mark the letter A, B, C or D to indicate the best arrangement of utterances or sentences to make a
meaningful exchange or text in each of the following questions from 13 to 17.
Question 13.
a. The dashboard displayed every move it made, from lane changes to speed adjustments, with
surprising precision.
b. Overall, that first ride completely changed how I view the future of transportation.
c. I never imagined I’d be sitting in a car that drove itself, but curiosity got the better of me.
d. As the vehicle pulled away smoothly, I felt both excitement and unease building inside me.
e. Although I kept my hands close to the wheel, the car didn’t need any help at all.
A. d – a – e – c – b B. c – d – a – e – b C. e – c – a – d – b D. a – d – c – e – b
Question 14.
a. Nina: Let’s meet up there and check out the robotics section together.
b. Nina: Have you heard about the tech expo happening downtown this weekend?
c. Leo: Yeah, I’m planning to go - there’s a demo on AI tools I really want to see.
A. a – c – b B. c – b – a C. a – b – c D. b – c – a
Question 15.
Dear Mia,
a. The area was peaceful, surrounded by wildflowers and birds I’d never noticed on the regular trail.
b. After resting there for a while, I managed to find a path that led me back just before sunset.
c. Although I was a bit anxious at first, I stumbled upon a hidden waterfall that wasn’t on any map.
d. It turned out to be one of the most memorable walks I’ve ever had.
e. During a recent hike, I took a wrong turn and ended up deep in a part of the forest I’d never seen
before.
Take care,
Phillips
A. d – c – b – a – e B. b – a – c – d – e C. e – c – a – b – d D. c – b – e – d – a

Question 16.
a. Online fame can be both empowering and overwhelming, depending on how it is handled.
b. Online fame has become a defining feature of the digital age.
c. This newfound visibility, however, often comes with intense scrutiny and a lack of privacy.
d. With the rise of social media platforms, even ordinary individuals can gain massive followings and
influence global audiences.
e. While some manage to use their platform for positive change, others struggle with the pressures of
maintaining a flawless image.
A. b – c – a – d – e B. b – e – d – a – c C. b – d – c – e – a D. b – a – d – e – c
Question 17.
a. Emma: Yeah, I saw the poster near the library. It’s all about reducing waste, right?
b. Liam: Did you hear about the green competition the school is running this month?
c. Emma: Ours is planning a recycling drive. What’s your group doing?
d. Liam: Exactly. They want each class to come up with a project that promotes sustainability.
e. Liam: We’re building a vertical garden from old bottles - should be fun!
A. b – a – d – c – e B. e – c – a – d – b C. e – d – a – c – b D. b – c – e – a – d

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Read the following passage about culture shock and mark the letter A, B, C, or D to indicate the
correct option that best fits each of the numbered blanks from 18 to 22.
Saying Tamara Blackmore experienced culture shock when she arrived here last September is an
understatement. It was more like culture trauma for this adventurous student who left Melbourne’s
Monash University to spend her junior year at Boston College (BC). Blackmore, 20, (18) .
Like the thousands of exchange students who enroll in American colleges each year, Blackmore
discovered firsthand there is a sea of difference between reading about and experiencing America
firsthand. She felt the difference as soon as she stepped off the plane.
As soon as she landed in Boston, Blackmore could feel the tension in the air. (19) .
“Driving in Boston is crazy,” says Blackmore. “It took me a while to get used to the roads and the
driving style here.”
Beyond the cars and traffic jams, Blackmore said it took a while to get used to so many people in
one place, (20) . “There are only 18 million people in Australia spread out over an entire
country,” she says, “compared to more than six million people in the state of Massachusetts alone. We
don’t have the kind of congestion you have in Boston. There is a whole different perception of space.”
(21) , Blackmore struggled to adapt. For this easygoing Australian, Americans seemed
like perpetual-motion machines. “Americans are very time-oriented,” Blackmore says. “Everything is
done according to a schedule. They’re always busy, which made me feel guilty about wanting to just sit
around and occasionally watch television. Australians, on the other hand, value their leisure time. (22)
.”
(Adapted from Select Reading)
Question 18.
A. who was in the company of 50 international exchange students at BC
B. having shared the BC experience with 50 exchange students from different countries
C. was joined at BC by 50 other exchange students from around the world
D. whose experience at BC was made special with 50 international exchange students
Question 19.
A. Hoping for a more hectic lifestyle than the one she left, she was quite prepared
B. She was about to taste a lifestyle far more hectic than the one she left
C. She gradually accepted the lifestyle that was more hectic than the one she had known
D. The hectic lifestyle made no difference to her in accepting the one she left behind
Question 20.
A. all of whom seemed like they were moving at warp speed
B. appeared to be rushing through life at an incredible pace
C. whose first impression of being constantly in motion
D. looked like they were racing through their routines nonstop
Question 21.
A. Putting pressure to keep up with an American lifestyle that moved with relentless speed
B. Pressing to quickly adjust to an American lifestyle that felt like it was run by a stopwatch
C. Overwhelming to adapt to an American culture driven by constant urgency
D. Facing the challenge of rapidly adapting to a fast-paced American way of life
Question 22.
A. Without the need to always be busy, the pace there would be a lot slower
B. There is no need to always be busy so that we feel a much slower lifestyle there
C. The pace there is a lot slower because we don’t feel the need to always be busy
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D. The lifestyle there is much slower, making us not feel the need to always be busy

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Read the following passage about an effort to save Latin and mark the letter A, B, C, or D to indicate
the correct answer to each of the questions from 23 to 30.
A retired Finnish university professor called Tuomo Pekkanen started the radio programme
where his wife, Virpi, reads the news every day on the national radio station ... in Latin. The title of the
programme is Nuntii Latini and it gives information about five or six short news items before the main
news is read in Finnish. Professor Pekkanen started this in 1989 because he believes that understanding
Latin is an important part of everyone's education. There are only one or two programmes like this in
the world, but the Internet is making them available to lots and lots of people around the world.
Thousands and thousands of people listen online and the programme receives a lot of letters from people
in about 50 countries.
When he is making his news programme, there are sometimes words which are tough for
Pekkanen to translate because, as you probably know, the Romans didn’t have any modern technology
like television, computers, emails or lasers. But Pekkanen says that he can talk about many stories on
the news by inventing a few new Latin words if necessary.
But Professor Pekkanen doesn’t just translate the news into Latin. He also translates the words
for songs. And he isn’t the only one. Dr Jukka Ammondt, another former university professor, loves
Latin, too and he loves the king of rock and roll, Elvis Presley. So what does he do? He sings Elvis in
Latin!
There is an important tradition of studying Latin in Finland. There was a Latin congress there
recently and people had no issue talking in Latin. Nowadays, English is the language which people all
over the world use to communicate. But before English it was Latin. Tuomo Pekkanen believes that
around 15 million people in Europe speak or understand Latin today. That’s not bad for a ‘dead’
language.
(Adapted from Gateway)
Question 23. In what language are the short news items read on the national radio station?
A. Finnish B. English C. Latin D. Italian
Question 24. The word “them” in paragraph 1 refers to .
A. news items B. people C. letters D. programmes
Question 25. The word “tough” in paragraph 2 is OPPOSITE in meaning to .
A. simple B. difficult C. ancient D. special
Question 26. The word “issue” in paragraph 4 can be best replaced by .
A. idea B. trouble C. meaning D. influence
Question 27. Which of the following best paraphrases the underlined sentence in paragraph 4?
Nowadays, English is the language which people all over the world use to communicate.
A. Today, English has become the language which people from different places communicate.
B. Nowadays, English is a language that many people around the world are used to communicating with.
C. These days, English is the main language that people across the globe use to communicate.
D. These days, English serves as one of the languages used by people globally to have conversations.
Question 28. Which of the following is TRUE according to the passage?
A. Pekkanen focuses on translating song lyrics into Latin instead of translating news items.
B. Tuomo Pekkanen sometimes struggles to find Latin words for modern technological terms.
C. According to recent researchs, there are about 15 million people in Europe speaking Latin…
D. Pekkanen regularly has to make up new Latin words while telling stories on the news.
Question 29. Which of the following best describes the tone of the last paragraph?
A. Positive B. Argumentative C. Informative D. Doubtful
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Question 30. In which paragraph does the writer mention a programme's popularity?
A. Paragraph 1 B. Paragraph 2 C. Paragraph 3 D. Paragraph 4

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Read the following passage about the Social Experiment and mark the letter A, B, C, or D to indicate
the correct answer to each of the questions from 31 to 40.
As part of a project called ‘The Social Experiment’, more than 600 students at Shoreline High
School gave up texting, email, and networking sites for a week free of social media. [I] Under the rules,
students could call each other on their phones, which many of them had never done before the
experiment began. [II] The idea started with Trent Mitchell, a video-production teacher at the school.
He wondered whether his students, who often walked into class heads down, typing away on their
phones, could cut themselves off from social media. [III] Mitchell thought his students wouldn't be able
to tear themselves away. [IV]
Mitchell and a colleague from another school, Marty Ballew, created The Social Experiment.
The theme was 'What was life like in 1995?' Students documented the process through video interviews
with students and staff, some of whom also volunteered to cut themselves off. Some students went to
extremes to make sure they didn’t break the rules. Five students even handed over their cell phones to
Ballew. One girl gave him her Facebook password and asked him to change it for the week to help her
avoid temptation.
Last year, El ZeinIt was sending or receiving 200 texts per day, or about 6,000 per month. It was
too much for her parents, who confiscated her phone for a week. This year, she said, she has averaged
20 to 50 a day, until the experiment week, that is. It was 'weird' not checking her email, texts and social
network sites as soon as she woke. But each day got easier. Cole Sweeten found it tough. He deleted
texts as they came in, but found it hard to remember not to answer text messages. On the second
day, he heard the familiar buzz and grabbed his phone, ready to hit the button to read the new text
message, when he remembered. 'No!' he shouted, and dropped the phone to the floor.
Ed Wytovicz did chores during his free time, an idea that sounds like it came from his parents,
but he claims he wanted to do it. He also figured out that activities such as practising basketball are
better distractions than ones that take 10 or 15 minutes. ‘You had to do something that filled time in
large segments,’ he says.
(Adapted from Gateway)
Question 31. Where in paragraph 1 does the following sentence best fit?
When he asked them, half the students said they could do it; the other half thought it was the
worst idea they'd ever heard.
A. [I] B. [II] C. [III] D. [IV]
Question 32. The phrase “tear themselves away” in paragraph 1 is OPPOSITE in meaning to .
A. struggle to give up B. lose interest in C. feel ready to leave D. stay glued to
Question 33. According to paragraph 1, which of the following is NOT mentioned about ‘The Social
Experiment’?
A. Students avoided popular online communication tools.
B. The teacher doubted the students' ability to stay offline.
C. Many students were new to making phone calls.
D. It involved acquainting students with unfamiliar routines.

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Question 34. Which of the following best summarises paragraph 2?

A. The Social Experiment, created by two educators, involved video documentation and students/staff
disconnecting, with some taking extreme preventative measures.
B. Mitchell and Marty Ballew launched a 1995-themed experiment where students avoided social media
and documented their experiences through interviews.
C. Students took part in an experiment about life before social media, recording interviews and trying to
avoid their phones by handing them to their teachers and school staff for a week.
D. Students and staff in Mitchell and Ballew's 'Social Experiment' on 'Life in 1995?' were videoed, and
some disconnected, with five giving up their phones completely.
Question 35. The word “whom” in paragraph 2 refers to .
A. students B. staff
C. students and staff D. Mitchell and Ballew
Question 36. The word “temptation” in paragraph 2 can be best replaced by .
A. attempt B. challenge C. potential D. desire
Question 37. Which of the following best paraphrases the underlined sentence in paragraph 3?
He deleted texts as they came in, but found it hard to remember not to answer text messages.
A. He would delete texts upon arrival; however, the habit of responding to messages was difficult to
overcome.
B. Had he not deleted the incoming texts, he wouldn’t have remembered how difficult it was not to
respond.
C. Having deleted incoming texts, he found it challenging to resist the urge to reply to messages
immediately.
D. Not only did he delete the texts as they arrived, but he also found it hard to ignore them afterwards.
Question 38. Which of the following is TRUE according to the passage?
A. Cole Sweeten became obsessed with text messages, causing him to fall into great despair.
B. Mitchell and Ballew required all students to hand in their phones during the experiment.
C. Prior to the experiment, El Zein had managed to significantly reduce her daily text volume.
D. It was Ed Wytovicz’s parents who encouraged him to do chores to forget about social media.
Question 39. Which of the following can be inferred from the passage?
A. Engaging in time-consuming activities is a common aspect of digital detox.
B. Disconnecting from technology can lead to a confrontation with ingrained habits.
C. All the students in the experiment were addicted to responding to their phones.
D. The experiment provided insights into how technology could shape future generations.

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Question 40. Which of the following best summarises the passage?

A. For 'The Social Experiment,' 600 Shoreline High students gave up social media for a week,
surprisingly using phone calls instead, an idea by teacher Trent Mitchell to see if they could disconnect.
B. Teacher Mitchell's 'Social Experiment' at Shoreline High involved 600 students abstaining from
online communication for a week, documenting their experiences, with some taking extreme measures
to avoid breaking the rules.
C. Shoreline High students, in Mitchell and Ballew's 'Social Experiment' themed 'Life in 1995?',
stopped social media for a week, leading to phone calls, documented the process, with some struggling
but finding ways to adjust.
D. Mitchell and Ballew organised an experiment about 1995 life in which students avoided social media
completely for one week, handed in devices, and learned that old-fashioned pastimes like chores and
basketball could replace digital routines.

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BẢNG TỪ VỰNG
STT Từ vựng Từ loại Phiên âm Nghĩa
1 adjustment n /əˈdʒʌstmənt/ sự điều chỉnh
2 arrival n /əˈraɪvl/ sự đến nơi
3 confiscate v /ˈkɒnfɪskeɪt/ tịch thu
4 context n /ˈkɒntekst/ bối cảnh, ngữ cảnh
5 digital detox n /ˌdɪdʒɪtl ˈdiːtɒks/ thời gian ngắt kết nối với thiết bị điện tử
6 document v /ˈdɒkjument/ ghi lại, ghi chép
7 empowering adj /ɪmˈpaʊərɪŋ/ tạo sức mạnh, tiếp thêm động lực
8 entertaining adj /ˌentəˈteɪnɪŋ/ thú vị, giải trí
9 fast-paced adj /ˌfɑːst ˈpeɪst/ nhịp độ nhanh
10 firsthand adv /ˌfɜːstˈhænd/ trực tiếp, tận mắt
11 flawless adj /ˈflɔːləs/ hoàn hảo, không lỗi lầm
12 hectic adj /ˈhektɪk/ bận rộn, hối hả
13 ingrained adj /ˌɪnˈɡreɪnd/ ăn sâu, thấm nhuần
14 intense adj /ɪnˈtens/ mãnh liệt, dữ dội
15 memorable adj /ˈmemərəbl/ đáng nhớ
16 newfound adj /ˈnjuːfaʊnd/ mới phát hiện, mới đạt được, vừa tìm ra
17 old-fashioned adj /ˌəʊld ˈfæʃnd/ lỗi thời, cổ hủ
18 overwhelming adj /ˌəʊvərˈwelmɪŋ/ choáng ngợp
19 perpetual-motion adj /pəˌpetʃuəl ˈməʊʃn/ chuyển động không ngừng
20 preventative adj /prɪˈventətɪv/ có tính phòng ngừa
21 recall v /rɪˈkɔːl/ nhớ lại
22 relentless adj /rɪˈlentləs/ không ngừng nghỉ, dai dẳng
23 resist v /rɪˈzɪst/ chống lại, kháng cự
24 retain v /rɪˈteɪn/ giữ lại, duy trì
25 romantic adj /rəʊˈmæntɪk/ lãng mạn
26 scrutiny n /ˈskruːtəni/ sự xem xét kỹ lưỡng
27 smoothly adv /ˈsmuːðli/ một cách trơn tru
28 technological adj /ˌteknəˈlɒdʒɪkl/ thuộc về công nghệ
29 temptation n /tempˈteɪʃn/ sự cám dỗ
30 tension n /ˈtenʃn/ căng thẳng
chú trọng thời gian, coi trọng việc đúng
31 time-oriented adj /taɪm ˈɔːrientɪd/
giờ
32 tough adj /tʌf/ khó khăn, cứng rắn
33 trauma n /ˈtrɔːmə/ chấn thương, tổn thương tâm lý
34 understatement n /ˌʌndəˈsteɪtmənt/ cách nói giảm nói tránh
35 unease n /ʌnˈiːz/ sự bất an, lo lắng
36 urge n /ɜːdʒ/ sự thôi thúc, ham muốn mạnh mẽ
37 vertical adj /ˈvɜːtɪkl/ thẳng đứng

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BẢNG CẤU TRÚC

STT Cấu trúc Nghĩa
1 abstain from something kiêng, tránh làm gì
2 acquaint somebody with something giúp ai đó làm quen với điều gì
3 be obsessed with bị ám ảnh với điều gì
4 break the rules phá luật, vi phạm quy định
5 come out xuất bản, xuất hiện
6 come up with nghĩ ra điều gì
7 depend on phụ thuộc vào
8 expert on something chuyên gia về lĩnh vực gì
9 fall in love with somebody yêu ai đó
10 figure out tìm ra, hiểu ra
11 get the better of somebody chiếm ưu thế, lấn át, chế ngự ai đó
12 get used to quen với điều gì
13 give up từ bỏ
14 hand in nộp
15 insight into something sự hiểu biết sâu sắc về điều gì
16 involve doing something bao gồm việc làm gì
17 keep up with theo kịp
18 reflect on something suy ngẫm về điều gì
19 spread out lan rộng, trải ra
20 struggle with vật lộn với điều gì
21 stumble upon tình cờ bắt gặp
22 take an active role in doing something tham gia tích cực vào việc gì
23 take measures thực hiện biện pháp
24 take part in tham gia vào
25 tear oneself away rời đi một cách miễn cưỡng, khó khăn

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