Bo de Thi Thu Thptqg English 2016

8/16/2019 Bo de Thi Thu Thptqg English 2016

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ÐỀ THI THỬ THPT QUỐC GIA LẦN I 2016

MÔN TIẾNG ANH

Thời gian làm bài: 90 phút (Ðề thi gồm 7 trang)

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

questions.

Question 1 _____ that Marie was able to retire at the age of 50.

A! So was her successful business, "! So successful was her business

C! Her business was successful #! So successful her business was,

Question 2 - “Can I carry these suitcases into the room for you! - “______!

A! "ou can#t, I thin$% "! &o, you can#t.C! "es, you can. #! Can you 'hat#s (ery $in).

Question $ My mother ______ me against staying late night after night to *re*are for e+ams.

A! recommen)e) "! encourage)

C! warne) #! re*riman)e)

Question % She must ha(e been slee*less last night. therwise, her eyes _______ so bloo)y now.

A! won#t loo$ "! woul)n#t loo$C! woul)n#t ha(e loo$e) #! loo$e)

Question & I#(e ne(er really enoye) going to the ballet or the o*era they#re not really my ______

A! . chi* off the ol) bloc$ "! biscuit

C! cu* of tea #! *iece of ca$e

Question 6 /fter we each ha) been assigne) an installment *art of the *roect, we came bac$ to our _______section.

A! res*ecti(ely "! res*ectful

C! irres*ecti(e #! res*ecti(e

Question ' efore you start coo$ing, you shoul) gather together all the necessary _________

A! elements "! factors



C! ingre)ients #! substances

Question ( 'he last *erson _____ will ha(e to turn off the lights

A! left "! lea(ing

C! ha(e left #! to lea(e

Question ) 'his shirt is ______ that one.

A! a bit less e+*ensi(e "! as much e+*ensi(e as

C! not nearly as e+*ensi(e as #! much far e+*ensi(e than

Question 10 My frien) bought ___________ from a sho* on 'ran 1hu street

A! a brown nice leather belt "! a nice brown leather belt

C! a leather brown nice belt #! a nice leather brown belt

Question 11 'he new manager foun) the situation so com*licate) that he coul)n#t see the woo) for the _________

A! leaf "! fruit

C! woo) #! trees

Question 12 /2 I thin$ it is a goo) i)ea to ha(e three or four generations li(ing un)er one roof. 2 _________ 3amily members can hel* each other a lot.

A! It4s not true "! 'hat4s wrong.

C! I coul)n4t agree any more #! I )on4t agree.

Question 1$ /nn2 How well you are *laying, 1eter% 1eter2 _________.

A! Say it again. I li$e to hear your wor)s "! 'han$ you too much

C! I thin$ so. I4m *rou) of myself #! Many than$s, that4s a nice com*liment

Question 1% 'he teacher as well as his stu)ents____________ at the school meeting yet.

A! arri(e) "! hasn#t arri(e)

C! ha(en#t arri(e) #! not arri(ing

Question 1& 6hy wasn4t your boyfrien) at the *arty last night - He ______ the lecture atShaw Hall. I $now he (ery much wante) to hear the s*ea$er.



A! may ha(e atten)e) "! was to atten)

C! shoul) ha(e atten)e) #! can ha(e atten)e)

Question 16 “6e#) better __________ if we want to get there in time!

A! ta$e u* "! turn )own

C! s*ee) u* #! *ut )own

Question 1' &owa)ays, most stu)ents use _______ calculators in their stu)ies an) e+aminations

A! electrical "! electricity

C! electric #! electronic

Question 1( It is essential that /lice __________ about his res*onsibilities in the meeting tomorrow

A! be remin)e) "! must remin)

C! will be remin)e) #! will remin)

Question 1) 'he use of com*uters ai)s in teaching, __________ the role of teachers is still (ery im*ortant.

A! although "! yet

C! so that #! because

Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) SIMIA! in "eaning to the

underlined word(s) in each of the following questions.

Question 20 6ithin a wee$ on )is*lay at the e+hibition, the *ainting was haile) as * +*ste,-ie.e .

A! a )own- to 7 earth wor$ of art "! an e+cellent wor$ of art

C! an e+*ensi(e wor$ of art #! a large wor$ of art

Question 21 8eer li$e figures ma)e from willow shoots are the ol)est e/ien.e of human habitation in the9ran) Canyon

A! *roof "! clue

C! )is*ute #! e+hibit

Question 22 He ,i/es +e to te ee because he ne(er sto*s tal$ing

A! frightens me "! mo(es me

C! irritates me #! steers me



Question 2$ I thin$ we can safely say now that we ha(e got our money bac$, we *,e o+e *n ,3.

A! ha(e got home )ry "! ha(e been successful

C! ha(e not got wet #! ha(e got no water

Question 2% :oget4s 'hesaurus, a collection of ;nglish wor)s an) *hrases, was originally arrange) by thei)eas they e+*ress ,*te, t*n by al*habetical or)er.

A! unless "! instea) of

C! restricte) #! as well as

Mark the letter A, B, C, or D on your answer sheet to indicate the word whose underlined #art differs fro"

the other three in #ronunciation in each of the following questions

Question 2&

A! resort "! *osition

C! *leasure #! )esert

Question 26

A! hel*e) "! wic$e)

C! $noc$e) #! coughe)

Mark the letter A, B, C, or D on your answer sheet to show the underlined #art that needs correction in each

of the following questions.

Question 2' 'he longest mountain range, the Mi)-/tlantic :ange, is not har)ly (isible

A "

because most of it lies un)er the ocean.

C #

Question 2( ;stablishing in <=>? for stu)ents who wante) to stu)y art an) music subects,

A "

@a9uar)ia was the first *ublic school of its $in).

C #

Question 2) 'he abilities to wor$ har), follow )irections, an) thin$ing in)e*en)ently are



A " C

some of the criteria for success in the wor$*lace.

#

Question $0 'he ol) woman cannot remember the *lace which she $e*t her sa(ings

A " C #

Question $1 I thin$ she will be suitable for the wor$ because she has been wor$ing li$e a

A " C #

teacher for a long time.

!ead the following #assage and "ark the letter A, B, C or D on your answer sheet to indicate the correct

answer to each of the question $elow.

6e fin) that bright chil)ren are rarely held $ack by mi+e)-ability teaching. n the contrary, both their$nowle)ge an) e+*erience are enriche). 6e feel that there are many )isa)(antages in strea"ing #u#ils. It )oesnot ta$e into account the fact that chil)ren )e(elo* at )ifferent rates. It can ha(e a ba) effect on both the brightan) the not-so-bright chil). /fter all, it can be Auite )iscouraging to be at the bottom of the to* gra)e%

esi)es, it is rather unreal to gra)e *eo*le ust accor)ing to their intellectual ability. 'his is only one as*ect oftheir total *ersonality. 6e are concerne) to )e(elo* the abilities of all our *u*ils to the full, not ust theiraca)emic ability. 6e also (alue *ersonal Aualities an) social s$ills, an) we fin) that mi+e)-ability teachingcontributes to all these as*ects of learning.

In our classroom, we wor$ in (arious ways. 'he *u*ils often wor$ in grou*s this gi(es them the o**ortunity tolearn to co-o*erate, to share, an) to )e(elo* lea)ershi* s$ills. 'hey also learn how to co*e with the *ersonal *roblems as well as learning how to thin$, to ma$e )ecisions, to analyBe an) e(aluate, to communicateeffecti(ely. 'he *u*ils learn from each other as well as from the teachers.

Sometimes the *u*ils wor$ in *airs sometimes the wor$ on in)i(i)ual tas$s an) assignments, they can)o this at their own s*ee). 'hey also ha(e some formal class teaching when this is a**ro*riate. 6e encourageour *u*ils to use the library, an) we teach them the s$ills they nee) in or)er to )o this effecti(ely. /n a)(ance) *u*il can )o a)(ance) wor$s it )oes not matter what age the chil) is. 6e e+*ect our *u*ils to )o their best, not

their least, an) we gi(e them e(ery encouragement to attain this goal.

Question $2 In the *assage, the author#s attitu)e towar)s “mi+e)-ability teaching! is ________

A! Auestioning "! a**ro(ing

C! obecti(e #! critical



Question $$ 'he *hrase “e4 5*. ! in *aragra*h < means ______

A! *re(ente) from a)(ancing "! force) to stu)y in lower class

C! ma)e to remain in the same classes #! ma)e to lag behin)

Question $% 'he author argues that a teacher#s chief concern shoul) be the )e(elo*ment of the *u*ils# _________

A! learning ability an) communicati(e s$ills "! intellectual abilities

C! total *ersonality #! *ersonal an) social s$ills

Question $& 6hich of the following is &' mentione) in the *assage

A! 9rou* wor$ *ro(i)es the *u*ils with the o**ortunity to learn to be ca*able organiBers

"! 1u*ils also learn how to *artici*ate in teaching acti(itiesC! 9rou* wor$ gi(es *u*ils the o**ortunity to learn to wor$ together with others

#! 1u*ils also learn to )e(elo* their reasoning ability

Question $6 'he author#s *ur*ose of writing this *assage is to _________

A! recommen) *air wor$ an) grou* wor$ classroom acti(ities

"! offer a)(ice on the *ro*er use of the school library

C! argue for teaching bright an) not-so-bright *u*ils in the same class.

#! em*hasiBe the im*ortance of a**ro*riate formal classroom teaching

Question $' /ccor)ing to the *assage, which of the following is &' true

A! 8e(elo*ment of *u*ils as in)i(i)uals is not the aim of grou* wor$

"! 1u*ils cannot )e(elo* in the best way if they are streame) into classes of )ifferent intellectual abilities

C! It#s not goo) for a bright chil) to fin) out that he *erforms worst in a mi+e)-ability class

#! 'here is no fi+e) metho) in teaching *u*ils to )e(elo* themsel(es to the full

Question $( /ccor)ing to the *assage, which of the following is an a)(antage of mi+e)-ability teaching

A! 3ormal class teaching is the im*ortant way to gi(e *u*ils essential s$ills such as those to be use) in thelibrary

"! 1u*ils as in)i(i)uals always ha(e the o**ortunities to wor$ on their own.



C! / *u*il can be at the bottom of a class

#! 1u*ils can be hin)ere) from an all-roun) )e(elo*ment

Question $) 6hich of the following statements can best summariBe the main i)ea of the *assage

A! 'he aim of e)ucation is to fin) out how to teach the bright an) not-so-bright *u*ils

"! arious ways of teaching shoul) be encourage) in class

C! Chil)ren, in general, )e(elo* at )ifferent rates

#! right chil)ren )o benefit from mi+e)-ability teaching

Question %0 /ccor)ing to the *assage, “streaming *u*ils! ______

A! is the act of *utting *u*ils into class accor)ing to their aca)emic abilities

"! aims at enriching both their $nowle)ge an) e+*erience

C! is Auite )iscouraging

#! will hel* the *u*ils learn best

Question %1 /ccor)ing to the author, mi+e)-ability teaching is more *referable because _______

A! chil)ren can learn to wor$ with each other to sol(e *ersonal *roblems

"! it )oesn#t ha(e )isa)(antages as in streaming *u*ils

C! formal class teaching is a**ro*riate

#! its aim at )e(elo*ing the chil)ren#s total *ersonality

!ead the following #assage and "ark the letter A, B, C or D on your answer sheet to indicate the correct

answer to each of the following questions

'hroughout history *eo*le ha(e always communicate) with one another, not only by s*eech but also bymo(ements of the han)s an) bo)y. It is, howe(er, only D?EF ______ the last few years that these as*ects ofcommunication ha(e been stu)ie) at all wi)ely. 'his ty*e of communication is $nown as bo)y language or non-

(erbal communication.1eo*le sometimes won)er D?GF ______ you can learn how bo)y language wor$s. It is of course *ossible to rea) boo$s on the subect but you also nee) to D??F ______ time obser(ing *eo*le#s mo(ements. / railway station isa *articular goo) *lace for such obser(ation, as here *eo*le can be seen o*enly e+*ressing eagerness, sorrow,)elight, im*atience an) many other human emotions by D?5F _____ of mo(ement.



If you turn )own the soun) on your tele(ision set an) try to un)erstan) D?F _____ is ha**ening sim*ly bywatching the *icture you will learn e(en more about communication D?F _____ wor)s. y turning the soun) bac$ u* e(ery fi(e D?>F ______ or so, it is *ossible to chec$ how accurate your D?=F ______ is.

Ha(ing stu)ie) the art of bo)y language you will ha(e a )efinite D50F ______ at a boring *arty. "ou will be able

to sit on your own for the whole e(ening an) thoroughly enoy yourself by both watching D5<F ______inter*reting the bo)y language of all the other *eo*le there.

Question %2 A! with "! )uring C! for #! on

Question %$ A! that "! how C! what #! whether

Question %% A! $ill "! s*en) C! gi(e #! lose

Question %& A! means "! gestures C! health #! *ostures

Question %6 A! who "! which C! what #! that

Question %' A! an) "! inclu)ing C! without #! with

Question %( A! years "! minutes C! hours #! months

Question %) A! e+*ression "! un)erstan)ing C! meaning #! mo(ement

Question &0 A! benefit "! fa(our C! )isa)(antage #! a)(antage

Question &1 A! with "! an) C! but #! or

!ead the following #assage and "ark the letter A, B, C, or D on your answer sheet to indicate the correctanswer to each of the following questions.

@ong before they can actually s*ea$, babies *ay s*ecial attention to the s*eech they hear aroun) them.6ithin the first month of their li(es, babies4 res*onses to the soun) of the human (oice will be )ifferent fromtheir res*onses to other sorts of au)itory stimuli. 'hey will sto* crying when they hear a *erson tal$ing, but notif they hear * 5e44 or the soun) of * ,*tt4e. /t first, the soun)s that an infant notices might be only those wor)sthat recei(e the hea(iest em*hasis an) that often occur at the en)s of utterances. y the time they are si+ orse(en wee$s ol), babies can )etect the )ifference between syllables *ronounce) with rising an) fallinginflections. ery soon, these )ifferences in a)ult stress an) intonation can influence babies4 emotional states an)

beha(ior. @ong before they )e(elo* actual language com*rehension, babies can sense when an a)ult is *layfulor angry, attem*ting to initiate or terminate new beha(ior, an) so on, merely on the basis of cues such as therate, (olume, an) melo)y of a)ult s*eech.

/)ults ma$e it as easy as they can for babies to *ic$ u* a language by e+aggerating such cues. neresearcher obser(e) babies an) their mothers in si+ i/e,se cultures an) foun) that, in all si+ languages, themothers use) sim*lifie) synta+, short utterances an) nonsense soun)s, an) transforme) certain soun)s into babytal$. ther in(estigators ha(e note that when mothers tal$ to babies who are only a few months ol), they



e+aggerate the *itch, lou)ness, an) intensity of their wor)s. Te3 also e+aggerate their facial e+*ressions, hol)(owels longer, an) e+-*si7e certain wor)s.

More significant for language )e(elo*ment than their res*onse to general intonation is obser(ation thattiny babies can ma$e relati(ely fine )istinctions between s*eech soun)s. In other wor)s, babies enter the worl)

with the ability to ma$e *recisely those *erce*tual )iscriminations that are necessary if they are to acAuire aurallanguage.

abies ob(iously )eri(e *leasure from soun) in*ut, too2 e(en as young as nine months they will listen to songsor stories, although the wor)s themsel(es are beyon) their un)erstan)ing. 3or babies, language is a sensory-motor )elight rather than the route to *rosaic meaning that it often is for a)ults.

Question &2 6hich of the following can be inferre) about the fin)ings )escribe) in *aragra*h E

A! abies ignore facial e+*ressions in com*rehen)ing aural language.

"! Mothers from )ifferent cultures s*ea$ to their babies in similar ways.

C! abies who are e+*ose) to more than one language can s*ea$ earlier than babies e+*ose) to a singlelanguage.

#! 'he mothers obser(e) by the researchers were consciously teaching their babies to s*ea$.

Question &$ /ccor)ing to the author, why )o babies listen to songs an) stories, e(en though they cannotun)erstan) them

A! 'hey can remember them easily. "! 'hey focus on the meaning of their *arents4 wor).

C! 'hey enoy the soun). #! 'hey un)erstan) the rhythm.

Question &% 'he *assage mentions all of the followings as the ways a)ults mo)ify their s*eech when tal$ingto babies 89C8PT ______________.

A! s*ea$ing with shorter sentences "! gi(ing all wor)s eAual em*hasis

C! using meaningless soun)s A! s*ea$ing more lou)ly than normal

Question && 'he wor) i/e,se is closest in meaning to ______________.

A! )ifferent "! surroun)ing C! stimulating #! )i(i)e)

Question &6 'he wor) Te3 refers to ______________.

A! wor)s "! mothers C! in(estigators #! babies



Question &' 6hy )oes the author mention * 5e44 *n * ,*tt4e

A! 'o contrast the reactions of babies to human an) nonhuman soun)s

"! 'o gi(e e+am*les of ty*ical toys that babies )o not li$e

C! 'o e+*lain how babies )istinguish between )ifferent nonhuman soun)s

#! 'o gi(e e+am*les of soun)s that will cause a baby to cry

Question &( 6hat )oes the *assage mainly )iscuss

A! 'he )ifferences between a baby4s an) an a)ult4s ability to com*rehen) language

"! How babies *ercei(e an) res*on) to the human (oice in their earliest stages of language )e(elo*ment

C! 'he res*onse of babies to soun)s other than the human (oice

#! How babies )ifferentiate between the soun) of the human (oice an) other soun)s

Question &) 'he wor) e+-*si7e is closest in meaning to ______________.

A! stress "! lea(e out C! e+*lain #! re*eat

Question 60 6hat *oint )oes the author ma$e to illustrate that babies are born with the ability to acAuirelanguage

A! abies e+aggerate their own soun)s an) e+*ressions.

"! abies begin to un)erstan) wor)s in songs.

C! abies notice e(en minor )ifferences between s*eech soun)s.

#! abies are more sensiti(e to soun)s than are a)ults.

Question 61 'he wor) note is closest in meaning to______________.

A! reAueste) "! obser(e) C! theoriBe) #! )isagree)

Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs fro" the rest in the

#osition of the "ain stress in each of the following questions.

Question 62 A! humi)ity "! necessary C! en)angere) #! incre)ible

Question 6$ A! economics "! achie(ement C! )e*en)ent #! technology



Question 6% A! un)erstan) "! e+*e)ition C! electronic #! insurance

:;ITING

%art I. &inish each of the following sentences in such a way that it "eans the sa"e as

the sentence #rinted $efore it.

Question 6& He was (ery sorry that he )i)n4t see /n)rey on her tri* to @on)on.

He greatly regrette) ______________________________________

Question 66 'he *lane ha) har)ly left the air*ort when the acci)ent ha**ene).

&o sooner ______________________________________________

Question 6' /lthough she sai) that she woul) come, I )on#t thin$ she e(er will.

8es*ite ________________________________________________

Question 6( Most *eo*le thin$ &igel is the best racing )ri(er in the worl).

&igel is consi)ere) _______________________________________

Question 6) Jnless I recei(e her letter tomorrow, I#ll *hone her,! sai) &am

&am sai) that if ______________________________________

%art II' In a$out * words, write a #aragra#h a$out the i"#ortance of fa"ily in your life.

The following prompt might be helpful to you

! "upporting u"

! "haring feeling"# "e$ret"# problem" %

! helping u" impro&e our per"onality

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Cu 2) …L* Ln "

'ruRc “an)! lX to th[ sau “an)! lX . S€a thXnh2 thin$

Cu $0 …L* Ln C

…i t| Auan hk b‡ nghia cho ndi chn Dthe *laceF (X $hng lXm ch ngQ cho mknh OY Auan hk D“she! lXm chngQ cho mknh OY Auan hkF lX “where!

Cu $1 …L* Ln 8

6or$ as avan nghY nghik* T lXm (ikc trong (ai tr„ lX mt nghY g[

Cu $2 KL* Ln 2 "

'rong Oon mq Ou, tLc giP cho rng nhQng OWa trˆ tXi gii $hng bZ cPn trq bqi $hP n‰ng )y hŠn h^* ca giLo(in mX ng\^c li c„n cp thm $iVn thWc (X $inh nghikm hc t* Drarely held $ack by mi+e)-ability teaching.n the contrary, both their $nowle)ge an) e+*erience are enriche)F - tLc giP O`ng t[nh (Ri $hP n‰ng )y hŠnh^* Da**ro(ingF

Cu $$ KL* Ln 2 A

e hel) bac$ T bZ cPn trq

Cu $% KL* Ln 2 C



'| cui )„ng Ou Oon E2 'his is only one as*ect of their total per"onality. 6e are concerne) to )e(elo* theabilities of all our *u*ils to the full - thay ([ OLnh giL hc sinh Aua $hP n‰ng hc t* cn *hPi chN *hLt trinmi $† n‰ng, nhn cLch t‡ng th

Cu $& KL* Ln 2 "

'| )„ng Ou Oon G2 'he *u*ils often wor$ in grou*s this gi(es them the o**ortunity to learn to $o!operate, toshare, an) to 'e&elop lea'er"hip "ill". 'hey also learn how to co*e with the *ersonal *roblems as well aslearning how to thin$, to ma$e )ecisions, to analye an' e&aluate, to communicate effecti(ely - ch~ cp OL* Ln lX $hng O\^c nhc tRi

Cu $6 KL* Ln 2 C

'| Oon Ou, )„ng E2 there are many )isa)(antages in strea"ing #u#ils+ It can ha(e a ba) effect on both the bright an) the not-so-bright chil) - tLc giP cho rng O\a hc sinh (Xo cxng cLc tr[nh O cp hi cho nhQng trˆ

thng minh (X trˆ $‹m thng minh - Oon (‰n Lm ch~ nn tLch E tr[nh O hc sinh ring biktCu $' KL* Ln 2 "

&gay t| E cu Ou2 6e fin) that bright chil)ren are rarely held $ack by mi+e)-ability teaching. n the contrary, both their $nowle)ge an) e+*erience are enriche) - (Ri nhQng tr[nh O hŠn h^* nhQng hc sinh gii (Œn *hLttrin tt (Y m‚t tch lzy $iVn thWc (X $inh nghikm

Cu $( KL* Ln 2 "

'rong Oon cui2 sometimes the wor$ on in)i(i)ual tas$s an) assignments, they can )o this at their own s*ee)

U/n a)(ance) *u*il can )o a)(ance) wor$s - cLc hc sinh cp th lXm (ikc Oc l* *hLt huy q tc O ringca m[nh 7 mt Oim tch cjc

Cu $) KL* Ln 2 "

Xi (‰n OY c* tRi (ikc *hLt trin cLc $† n‰ng ca hc sinh thng Aua rt nhiYu *h\dng *hL* $hL nhau lXm (ikcnhpm, lXm (ikc cL nhn, hc t| giLo (in, tj hc “we wor$ in (arious ways! - $huyVn $hch hc sinh hc bngnhiYu cLch

Cu %0 KL* Ln 2 A

Stream D(F cp th mang ngh†a2 O\a hc sinh (Xo cLc lR* theo tr[nh O ca m[nh

Cu %1 KL* Ln 2 #

'| )„ng E Oon E2 . 6e are concerne) to 'e&elop the abilitie" of all our pupil" to the full , not ust their aca)emicability - h\Rng tRi *hLt trin toXn )ikn cho hc sinh

Cu %2 KL* Ln 2 "



3or the lastv*ast $hoPng th]i gian T trong („ng bao lu Aua

Cu %$ KL* Ln 2 #

6on)er whether mknh OY T thc mc, tj hi liku rngU

Cu %% KL* Ln 2 "

S*en) time ing T )Xnh th]i gian lXm g[

Cu %& KL* Ln 2 A

y means of & T bng *h\dng tikn g[

Cu %6 KL* Ln 2 C

Mknh OY Auan hk cp th OWng sau Ong t| mang (ai tr„ mt tNc t|. Jn)erstan) what is ha**ening T hiu cLi g[Oang +Py ra

Cu %' KL* Ln 2 C

6ithout & T mX $hng cp cLi g[

Cu %( KL* Ln 2 A

;(ery fi(e years T cW 5 n‰m mt ln D tj $im trP $hP n‰ng hiu ca m[nh cW 5 n‰m mt lnF

Cu %) KL* Ln 2 "

Jn)erstan)ing DnounF T sj hiu biVt

Cu &0 KL* Ln 2 #

Ha(e an a)(antage at &ving T cp l^i thV (Y cLi g[

Cu &1 KL* Ln 2 "

othU an)U T (|a U (|a U

Cu &2 KL* Ln 2 "

'| )„ng G Oon E2 in all si+ languages, the mothers use) sim*lifie) synta+, short utterances an) nonsensesoun)s, an) transforme) $ertain "oun'" into baby tal$ - cLc cLch ging nhau O npi chuykn (Ri con

Cu &$ KL* Ln 2 C



Ku Oon cui2 abies ob(iously 'eri&e plea"ure from "oun' input , too2 e(en as young as nine months they willlisten to songs or stories, although the wor)s themsel(es are beyon' their un'er"tan'ing - (Œn thch )x $hnghiu

Cu &% KL* Ln 2 "

'| )„ng 5 Oon E2 they e+aggerate the *itch, lou)ness, an) intensity of their wor)s. 'hey also e+aggerate theirfacial e+*ressions, hol) (owels longer, an) empha"ie $ertain wor'". - $hng *hPi cLc t| OYu nhn mnh nh\nhau mX lX nhn mnh mt s t| nht OZnh

Cu && KL* Ln 2 A

8i(erse T Oa )ng, *hong *hN

Cu &6 KL* Ln 2 "

“they! thjc hikn hXnh Ong “e+aggerate!, “hol) (owels! O`ng th]i thay cho )anh t| s nhiYu q (Vtr\Rc 2 when mothers tal$ to babies who are only a few months ol), they e+aggerate the *itch, lou)ness, an)intensity of their wor)s - ch~ cp th lX “mothers

Cu &' KL* Ln 2 A

'| )„ng G Oon Ou2 'hey will sto* crying when they hear a *erson tal$ing, but not if they hear * 5e44 orthe soun) of * ,*tt4e B nhQng OWa trˆ ng|ng $hpc nVu nghe thy ng\]i npi chuykn nh\ng $hng nn $hpc $hinghe mt tiVng chung hay tiVng lLch cLch - *hPn Wng $hLc nhau (Ri m thanh ca ng\]i (X (t

Cu &( KL* Ln 2 "

Kon (‰n npi (Y sj *hPn Wng (Ri tiVng npi ca trˆ em t| lNc sd sinh, ch\a cp $hP n‰ng hiu

Cu &) KL* Ln 2 A

;m*hasiBe T nhn mnh T stress

Cu 60 KL* Ln 2 C

8„ng E Oon G2 U tiny babies can mae relati&ely fine 'i"tin$tion" between "pee$h "oun'", babies enter the

worl' with the ability to ma$e *recisely those *erce*tual )iscriminations that are necessary if they are toa$*uire aural language

Cu 61 KL* Ln 2 "

&ote T chN , nhn ra. bser(e T Auan sLt

Cu 62 KL* Ln 2 "



'rng m ca t| nXy rdi (Xo m tiVt thW <, cLc t| c„n li rdi (Xo m tiVt thW E

Cu 6$ KL* Ln 2 A

'rng m ca t| nXy rdi (Xo m tiVt thW G, cLc t| c„n li rdi (Xo m tiVt thW E

Cu 6% KL* Ln 2 #

'rng m ca t| nXy rdi (Xo m tiVt thW E, cLc t| c„n li rdi (Xo m tiVt thW G

Cu 6& He greatly regrette) not seeing /n)rey on her tri* to @on)on.

e sorry that U. T rt tiVc ([ OiYu g[ O +Py ra. :egret ing T hi tiVc ([ m[nh O lXm g[

Cu 66 &o sooner ha) the *lane left the air*ort than the acci)ent ha**ene).

Har)lyU whenU T &o sooner ha) S *ast *artici*le than S -e)

Cu 6' 8es*ite her saying that she woul) come, I )on#t thin$ she e(er will.

Ho‚c 8es*ite the fact that she sai) that she woul) come, I )on#t thin$ she e(er will.

/lthough mknh OY T 8es*ite &ving T m‚c )x

Cu 6( &igel is consi)ere) to be the the best racing )ri(er in the worl).

e consi)ere) to T O\^c cho lX lXm g[ trong hikn ti ho‚c t\dng lai

Cu 6) &am sai) that if he )i)n#t recei(e her letter the ne+t )ayv the following )ayv the )ay after, he woul) *hone her.

hi t\]ng thut, Ong t| cu giLn tiV* lxi th]i so (Ri cu trjc tiV* tomorrow lxi thXnh thene+t,following 'ay. K`ng th]i If Unot T Jnless

Cu '0

S/M1@;2

3amily *lays an im*ortant role throughout each one#s life. 3irstly, it is our families that are willing to su**ort usat any time. 6hen we are small, our *arents bring us u*. 'hey are rea)y to instruct us to wal$, to ri)e, to self -care an) care for others. ur family finances not only our *hysical life but also our intellectual life frome)ucation to leisure acti(ities. 6e recei(e family members# care in e(ery meal, e(ery time we are sic$ an) e(erytime we stay together. 'hrough u*s an) )owns, our family is still a(ailable to share e+treme feelings such asha**iness, worrisome, failures an) tries to sol(e our *roblems. In another wor), they *romote our strength



without calculation. Secon)ly, family creates our )e(elo*ing en(ironment. It gi(es us habits, ways of thin$ingthrough which we sha*e our characteristics. 'he reacting an) tolerating manner of other members affect ustoughly, resulting in our *ersonalities. In sum, family is a source of encouragement an) *ersonality for us.



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