Đề thi thử THPT QG năm 2022 môn Tiếng Anh Trường THPT Ngô Quyền

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 whose differs from the other three in stress in each of the following questions

Mark the letter A, B, C or D on your answer sheet to indicate the underlined part that needs correction in each of the following questions

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

Mark the letter A, B, C, or D on your answer sheet to indicate the most suitable response to complete each of the following exchanges

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

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

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

Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that best combines each pair of sentences in the following questions

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 bestfits each of the numbered blanks from 31 to 35

The relationship between students and teachers is less formal in the USA than in many other countries. American students do not stand up (31) .................. their teachers enter the room. Students are encouraged to ask questions during class, to stop in the teacher’s office for extra help, and to phone if they are absent. Most teachers (32) .................. students to enter class late or leave early if necessary. (33) .................. the lack of formality, students are still expected to be polite to their teachers and fellow classmates.

When students want to ask questions, they usually (34) .................. a hand and wait to be called on.  When a test is being given, talking to a classmate is not only rude but also risky. Most American teachers consider that students who are talking to each other (35) .................. a test are cheating.

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 36 to 42

The increase in international business and in foreign investment has created a need for executives with knowledge of foreign languages and skills in cross-culture communication. Americans, however, have not been well trained in either area and, consequently, have not enjoyed the same level of success in negotiation in an international arena as have their foreign counterpart.

Negotiating is the process of communicating back and forth for the purpose of reaching an agreement. It involves persuasion and compromise, but in order to participate in either one, the negotiators must understand the ways in which people are persuaded and how compromise is reached within the culture of the negotiation.

In many international business negotiations abroad, Americans are perceived as wealthy and impersonal. It often appears to the foreign negotiator that the American represents a large multimillion- dollar corporation that can afford to pay the price without bargaining further. The American negotiator’s role becomes that of an impersonal purveyor of information and cash, an image that succeeds only in undermining the negotiation.

In studies of American negotiators abroad, several traits have been indentified that may serve to confirm this stereotypical perception, while subverting the negotiator's position. Two traits in particular that cause cross-culture misunderstanding are directness and impatience on the part of American negotiator. Furthermore, American negotiators often insist on realizing short-term goals. Foreign negotiators, on the other hand, may value the relationship established between negotiators and may be willing to invest time in it for long-term benefits. In order to solidify the relationship, they may opt for indirect interactions without regard for the time involved in getting to know the other negotiator.

Clearly, perceptions and differences in values affect the outcomes of negotiations and the success of negotiators. For Americans to play a more effective role in international business negotiations, they must put forth more effort to improve cross-cultural understanding.

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 43 to 50

In most discussions of cultural diversity, attention has focused on visible, explicit aspects of culture, such as language, dress, food, religion, music, and social rituals. Although they are important, these visible expressions of culture, which are taught deliberately and learned consciously, are only the tip of the iceberg of culture. Much of culture is taught and learned implicitly, or outside awareness. Thus, neither cultural insiders nor cultural outsiders are aware that certain “invisible” aspects of their culture exist.

Invisible elements of culture are important to us. For example, how long we can be late before being impolite, what topics we should avoid in a conversation, how we show interest or attention through listening behavior, what we consider beautiful or ugly- these are all aspects of culture that we learn and use without being aware of it. When we meet other people whose invisible cultural assumptions differ from those we have learned implicitly, we usually do not recognize their behavior as cultural in origin.

Differences in invisible culture can cause problems in cross-cultural relations. Conflicts may arise when we are unable to recognize others’ behavioral differences as cultural rather than personal. We tend to misinterpret other people’s behavior, blame them, or judge their intentions or competence without realizing that we are experiencing cultural rather than individual differences.

Formal organizations and institutions, such as schools, hospitals, workplaces, governments, and the legal system are collection sites for invisible cultural differences. If the differences were more visible, we might have less misunderstanding. For example, if we met a man in a courthouse who was wearing exotic clothes, speaking a language other than ours, and carrying food that looked strange, we would not assume that we understood his thoughts and feelings or that he understood ours. Yet when such a man is dressed similarly to us, speaks our language, and does not differ from us in other obvious ways, we may fail to recognize the invisible cultural differences between us. As a result, mutual misunderstanding may arise.