Đề thi thử Tiếng Anh trường THPT Quảng Xương 1 lần 1 năm 2017 (bản WORD)

Bài viết thuộc phần 29 trong serie 57 bài viết về Đề thi thử Tiếng Anh THPT Quốc Gia năm 2017


Thích Tiếng Anh giới thiệu “Đề thi thử Tiếng Anh trường THPT Quảng Xương 1 lần 1 năm 2017 có đáp án trong bộ đề thi thử Tiếng Anh năm 2017. Mọi người tham khảo nhé!

Tham khảo:


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.

  1. The wooden fence surrounded the factory is beginning to fall down because of the
    1. is begining wooden                             C. surrounded                       D. because of
  2. The amounts of oxygen and nitrogen in the air almost always remain stable, but the amount of water vapor vary
    1. vary almost always                C. The amount of                 D. stable
  3. Quinine, cinnnamon, and other useful substances are all derived of the bark of trees.
    1. are bark of trees                    C. derived of                          D. other useful substances


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 4 to 10.

During the seventeenth and eighteenth centuries, almost nothing was written about the contributions of women during the colonial period and the early history of the newly formed United States. Lacking the right to vote and absent from the seats of power, women were not considered an important force in history. Anne Bradstreet wrote some significant poetry in the seventeenth century, Mercy Otis Warren produced the best contemporary history of the American Revolution,  and Abigail Adams penned important letters showing she exercised great political influence over her husband, John, the second President of the United States. But little or no notice was taken of these contributions. During these centuries, women remained invisible in history books.

Throughout the nineteenth century, this lack of visibility continued, despite the efforts of female authors writing about women. These writers, like most of their male counterparts, were amateur historians. Their writings were celebratory in nature, and they were uncritical in their selection and use of sources.

During the nineteenth century, however, certain feminists showed a keen sense of history by keeping records of activities in which women were engaged. National, regional, and local women’s organizations compiled accounts of their doings. Personal correspondence, newspaper clippings, and souvenirs were saved and stored. These sources from the core of the two greatest collections of women’s history in the United States one at the Elizabeth and Arthur Schlesinger Library at  Radcliffe College, and the other the Sophia Smith Collection at Smith College. Such sources have provided valuable materials for later Generations of historians.

Despite the gathering of more information about ordinary women during the nineteenth Century, most of the writing about women conformed to the “great women” theory of History, just as much of mainstream American history concentrated on “great men.” To demonstrate that women were  making significant contributions to American life, female authors singled out women leaders and



wrote biographies, or else important women produced their autobiographies. Most of these leaders were involved in public life as reformers, activists working for women’s right to vote, or authors, and were not representative at all of the great of ordinary woman. The lives of ordinary people continued, generally, to be untold in the American histories being published.

  1. In the last paragraph, the author mentions all of the following as possible roles of nineteenth- century “great women” EXCEPT                                                                
    1. reformers politicians
    2. activists for women’s rights D. authors
  2. The word they” in the 2nd paragraph refers to                                
    1. sources efforts                                C. authors                               D. counterparts
  3. In the first paragraph, Bradstreet, Warren, and Adams are mentioned to show that                                              
    1. even the contributions of outstanding women were ignored
    2. poetry produced by women was more readily accepted than other writing by women
    3. only three women were able to get their writing published
    4. a woman’s status was changed by marriage
  4. The word representativein the last paragraph is closest in meaning to _
    1. satisfied typical                                C. distinctive                              D. supportive
  5. In the 2nd paragraph, what weakness in nineteenth-century histories does the author point out?
    1. The sources of the information they were based on were not necessarily
    2. They were printed on poor-quality
    3. They left out discussion of the influence of money on
    4. They put too much emphasis on daily
  6. What use was made of the nineteenth-century women’s history materials in the Schlesinger Library and the Sophia Smith Collection?
    1. They provided valuable information for twentieth- century historical
    2. They formed the basis of college courses in the nineteenth
    3. They were shared among women’s colleges throughout the United
    4. They were combined and published in a multivolume
  7. What does the passage mainly discuss?
    1. The place of American women in written histories
    2. The “great women” approach to history used by American historians
    3. The keen sense of history shown by American women
    4. The role of literature in early American histories


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.

  1. I would rather you wore something more formal to
    1. I’d prefer you wearing something more formal to
    2. I’d prefer you to wear something more formal to
    3. I’d prefer you should wear something more formal to
    4. I’d prefer you wear something more formal to
  2. Had we left any later, we would have missed the
    1. We didn’t miss the train because it left
    2. We left too late to catch the
    3. Because the train was late, we missed
    4. We almost missed the



  1. “Why can’t you do your work more carefully?” said Henry’s
    1. Henry’s boss criticized him for doing his job
    2. Henry’s boss asked him not to do his job with
    3. Henry’s boss suggested doing the job more
    4. Henry’s boss warned him to to the job


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.

14.  A. livesB. playsC. worksD. buys
15.  A. pickedB. workedC. nakedD. booked


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.

  1. He felt tired. However, he was determined to continue to climb up the
    1. Tired as he might feel, he was determined to continue to climb up the mountain
    2. He felt so tired that he was determined to continue to climb up the
    3. Feeling very tired, he was determined to continue to climb up the
    4. As a result of his tiredness, he was determined to continue to climb up the
  2. The agreement ended six-month negotiation. It was signed
    1. The agreement which ends six-month negotiation was signed
    2. The negotiation which lasted six months was signed
    3. The agreement which was signed yesterday lasted six
    4. The agreement which was signed yesterday ended six-month


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 ofprimary stress in eachof the followingquestions.

18.  A. cosmeticsB. fertilityC. experienceD. economics
19.  A. informalityB. appropriateC. situationD. entertainment


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 20 to 27

It is commonly believed that school is where people go to get an education. Nevertheless, it has been said that today children interrupt their education to go to school. The difference between schooling and education implied by this remark is important.

Education is much more open-ended and all-inclusive than schooling. Education knows no limits. It can take place anywhere, whether in the shower or on the job, whether in the kitchen or on a tractor. It includes both the formal learning that takes place in school and the whole universe of informal learning. The agent (doer) of education can vary from respected grandparents to the people arguing about politics on the radio, from a child to a famous scientist. Whereas schooling has a certain predictability, education quite often produces surprises. A chance conversation with a stranger may lead a person to discover how little is known of other religions. People receive education from infancy on. Education, then, is a very broad, inclusive term; it is a lifelong process, a process that starts long before the start of school, and one that should be a necessary part of one’s entire life.

Schooling, on the other hand, is a specific, formalized process, whose general pattern varies little from one setting to the next. Throughout a country, children arrive at school at about the same time, take the assigned seats, are taught by an adult, use similar textbooks, do homework, take exams, and so on. The pieces of reality that are to be learned, whether they are the alphabet or an   understanding



of the workings of governments, have been limited by the subjects being taught. For example, high school students know that they are not likely to find out in their classes the truth about political problems in their society or what the newest filmmakers are experimenting with. There are clear and undoubted conditions surrounding the formalized process of schooling.


  1. In the passage, the expression “children interrupt their education to go to school” mostly implies that .
    1. schooling prevents people discovering things
    2. schooling takes place everywhere
    3. all of life is an education
    4. education is totally ruined by schooling
  2. What does the writer mean by saying “education quite often produces surprises“?
    1. Educators often produce
    2. Informal learning often brings about unexpected
    3. Success of informal learning is
    4. It’s surprising that we know little about other
  3. Which of the following would the writer support?
    1. Without formal education, people won’t be able to read and
    2. Going to school is only part of how people become
    3. Schooling is of no use because students do similar things every
    4. Our education system needs to be changed as soon as
  4. According to the passage, the doers of education are .
    1. only respected grandparents mostly famous scientists
    2. mainly politicians D. almost all people
  5. Which of the following is TRUE according to the passage?
    1. Education and schooling are quite different
    2. The more years students go to school, the better their education
    3. Students benefit from schools, which require long hours and
    4. The best schools teach a variety of
  6. The word “they” in the last paragraph refers to .
    1. workings of governments newest filmmakers
    2. political problems D. high school students
  7. The word “all-inclusive” in the passage mostly means .
    1. including everything or everyone going in many directions
    2. involving many school subjects D. allowing no exceptions
  8. This passage is mainly aimed at .
    1. telling the difference between the meanings of two related words “schooling” and “education”
    2. telling a story about excellent teachers
    3. listing and discussing several educational problems
    4. giving examples of different schools


Chú ý:

Ghi rõ nguồn khi sử dụng lại tài liệu, nguồn: Nguyễn Minh Hiền – Thích Tiếng Anh – thichtienganh.com


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