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. Successful students often do the following while studying. First, they have an overview before reading. Next, they look for important information and pay greater attention to it (which often needs jumping forward or backward to process information). They also relate important points to one another. Also, they activate and use their prior knowledge. When they realize that their understanding is not good, they do not wait to change strategies. Last, they can monitor understanding and take action to correct or “fix up” mistakes in comprehension. Conversely, students with low academic achievement often demonstrate ineffective study skills. They tend to assume a passive role, in learning and rely on others (e.g., teachers, parents) to monitor their studying, for example, low-achieving students often do not monitor their understanding of content; they may not be aware of the purpose of studying; and they show little evidence of looking back or employing “fix-up” strategies to fix understanding problems . Students who struggle with learning new information seem to be unaware that they must extend effort beyond simply reading the content to understand and remember it. Children with learning disabilities do not plan and judge the quality of their studying. Their studying may be disorganized. Students with learning problems face challenges with personal organization as well. They often have difficulty keeping track of materials and assignments, following directions, and completing work on time. Unlike good studiers who employ a variety of study skills in a flexible yet purposeful manner, low-achieving students use a restricted range of study skills. They cannot explain why good study strategies are important for learning; and they tend to use the same, often ineffective study approach for all learning tasks, ignoring task content, structure or difficulty. (Source: Adapted from Study Skills: Managing Your Learning — NUI Galway ) Question 46. What is the topic of the passage?

D. Effective and ineffective ways of learning

A. Successful and low-academic achieving students

B. Successful learners and their learning strategies

C. Study skills for high school students

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. Successful students often do the following while studying. First, they have an overview before reading. Next, they look for important information and pay greater attention to it (which often needs jumping forward or backward to process information). They also relate important points to one another. Also, they activate and use their prior knowledge. When they realize that their understanding is not good, they do not wait to change strategies. Last, they can monitor understanding and take action to correct or “fix up” mistakes in comprehension. Conversely, students with low academic achievement often demonstrate ineffective study skills. They tend to assume a passive role, in learning and rely on others (e.g., teachers, parents) to monitor their studying, for example, low-achieving students often do not monitor their understanding of content; they may not be aware of the purpose of studying; and they show little evidence of looking back or employing “fix-up” strategies to fix understanding problems . Students who struggle with learning new information seem to be unaware that they must extend effort beyond simply reading the content to understand and remember it. Children with learning disabilities do not plan and judge the quality of their studying. Their studying may be disorganized. Students with learning problems face challenges with personal organization as well. They often have difficulty keeping track of materials and assignments, following directions, and completing work on time. Unlike good studiers who employ a variety of study skills in a flexible yet purposeful manner, low-achieving students use a restricted range of study skills. They cannot explain why good study strategies are important for learning; and they tend to use the same, often ineffective study approach for all learning tasks, ignoring task content, structure or difficulty. (Source: Adapted from Study Skills: Managing Your Learning — NUI Galway ) Question 48 According to the passage, what can be learnt about passive students?

A. They depend on other people to organize their learning

B. They are slow in their studying.

C. They monitor their understanding

D. They know the purpose of studying.

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. One way of training for your future occupation in Germany is by pursuing a dual vocational training programmer. Such programmers offer plenty of opportunities for on-the-job training and work experience. Programmers usually last between two and three and a half years and comprise theoretical as well as practical elements. You will spend one or two days a week, or several weeks at once, at a vocational school where you will acquire the theoretical knowledge that you will need in your future occupation. The rest of the time will be spent at the company. There you get to apply your newly acquired knowledge in practice, for example by learning to operate machinery. You will get to know what your company does, learn how it operates and find out if you can see yourself working there after completing your training. This combination of theory and practice gives you a real head start in your job: by the time you have completed your training, you will not only have the required technical knowledge, but you will also have hands-on experience in your job. There are around 350 officially recognized training programmers in Germany, so chances are good that one of them will suit your interests and talents. You can find out which one that might be by visiting one of the jobs and vocational training fairs which are organized in many German cities at different times in the year. Employment prospects for students who have completed a dual vocational training programmer are very good. This is one of the reasons why this kind of training is very popular with young Germans: around two thirds of all students leaving school go on to start a vocational training programmer. Question 50. Which of the following is probably the best title of the passage?

C. Dual Vocational Training System in Germany

A. Employment Opportunities and Prospects in Germany

B. Higher Education System in German

D. Combination of Theory and Practice in Studying in Germany

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. One way of training for your future occupation in Germany is by pursuing a dual vocational training programmer. Such programmers offer plenty of opportunities for on-the-job training and work experience. Programmers usually last between two and three and a half years and comprise theoretical as well as practical elements. You will spend one or two days a week, or several weeks at once, at a vocational school where you will acquire the theoretical knowledge that you will need in your future occupation. The rest of the time will be spent at the company. There you get to apply your newly acquired knowledge in practice, for example by learning to operate machinery. You will get to know what your company does, learn how it operates and find out if you can see yourself working there after completing your training. This combination of theory and practice gives you a real head start in your job: by the time you have completed your training, you will not only have the required technical knowledge, but you will also have hands-on experience in your job. There are around 350 officially recognized training programmers in Germany, so chances are good that one of them will suit your interests and talents. You can find out which one that might be by visiting one of the jobs and vocational training fairs which are organized in many German cities at different times in the year. Employment prospects for students who have completed a dual vocational training programmer are very good. This is one of the reasons why this kind of training is very popular with young Germans: around two thirds of all students leaving school go on to start a vocational training programmer. Question 52. Which of the following statements best describes dual vocational training programmers?

D. These programmers provide you with both theoretical knowledge and practical working experience.

A. These programmers consist of an intensive theoretical course of two and a half years at a vocational school.

B. These programmers require you to have only practical working time at a certain company.

C. These programmers offer you some necessary technical skills to do your future job.

ĐỀ CƯƠNG CUỐI KỲ I - LỚP 12

Authored by gv lau

English

9th Grade

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MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Circle the word whose underlined part is pronounced differently from that of the others.

A.proofs

B. books

C. points

D. days

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Circle the word whose underlined part is pronounced differently from that of the others.

A.sees

B. sports

C. pools

D. trains

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Circle the word whose underlined part is pronounced differently from that of the others.

A.tombs

B. lamps

C. brakes

D. invites

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Circle the word whose underlined part is pronounced differently from that of the others.

A.books

B. floors

C. combs

D. drums

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Circle the word whose underlined part is pronounced differently from that of the others.

A.lifted

B. lasted

C. happened

D. decided

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Circle the word whose underlined part is pronounced differently from that of the others.

A.believed

B. prepared

C. involved

D. liked

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Circle the word whose underlined part is pronounced differently from that of the others.

A.coughed

B. phoned

C. booked

D. stopped

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ĐỀ CƯƠNG CUỐI KỲ I - LỚP 12

Circle the word whose underlined part is pronounced differently from that of the others.

Circle the word whose underlined part is pronounced differently from that of the others.

Circle the word whose underlined part is pronounced differently from that of the others.

Circle the word whose underlined part is pronounced differently from that of the others.

Circle the word whose underlined part is pronounced differently from that of the others.

Circle the word whose underlined part is pronounced differently from that of the others.

Circle the word whose underlined part is pronounced differently from that of the others.

Circle the word whose underlined part is pronounced differently from that of the others.

Circle the word whose stress part is placed differently from that of the others.

Circle the word whose stress part is placed differently from that of the others.

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