Đề cương ôn tập giữa kì 1 Tiếng Anh 12 Global Success có đáp án – Đề kiểm tra 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.

• A. to
• B. of
• C. in
• D. in

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.

• A. to
• B. of
• C. in
• D. in

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.

• A. to
• B. of
• C. in
• D. in

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.

• A. to
• B. of
• C. in
• D. in

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.

• A. to
• B. of
• C. in
• D. in

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.

• A. Knowing that the country is beautiful, I visit it.
• B. I have never visited a more beautiful country than this one.
• C. I don’t think it is the most beautiful country I’ve ever visited.
• D. If I had known the country was so beautiful, I’d have visited it earlier.

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.

• A. Knowing that the country is beautiful, I visit it.
• B. I have never visited a more beautiful country than this one.
• C. I don’t think it is the most beautiful country I’ve ever visited.
• D. If I had known the country was so beautiful, I’d have visited it earlier.

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.

• A. Knowing that the country is beautiful, I visit it.
• B. I have never visited a more beautiful country than this one.
• C. I don’t think it is the most beautiful country I’ve ever visited.
• D. If I had known the country was so beautiful, I’d have visited it earlier.

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.

• A. Knowing that the country is beautiful, I visit it.
• B. I have never visited a more beautiful country than this one.
• C. I don’t think it is the most beautiful country I’ve ever visited.
• D. If I had known the country was so beautiful, I’d have visited it earlier.

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.

• A. Knowing that the country is beautiful, I visit it.
• B. I have never visited a more beautiful country than this one.
• C. I don’t think it is the most beautiful country I’ve ever visited.
• D. If I had known the country was so beautiful, I’d have visited it earlier.

Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions.

According to some Canadian news media, university students don’t like to share their own cultures with each other and are not keen to learn about new ones. However, a study conducted earlier this year at the University of Winnipeg found the opposite.

Its aim was to gauge undergraduate students’ attitude towards cultural identity and cultural diversity. It was influenced by the findings of a 2021 study that examined how nine daily Canadian newspapers defined the term multiculturalism’.

The current study included 10 undergraduate students who participated in two discussions about culture and heritage. All participants agreed on the importance of multiculturalism. Seven of them had arrived in Canada in the last 10 years from different places including the Philippines, Pakistan, and Nigeria. The students talked about where they, their parents, and their grandparents came from, discussing everything from language to festivals, religion, and traditions. Three groups of students emerged. The first group maintained a strong connection with their heritage culture and values, and shared stories about their customs and how they made sure they didn’t forget their heritage language. For example, one of them still liked listening to music in his home language. The second group felt a sense of belonging to a blend of cultures. They were exposed to different cultures when they grew up, however, they were open to and interested in experiencing other cultures through festivals and friends. The third group had experienced language and culture loss through the process of becoming Canadians. Although they were sad about that loss, they still felt enthusiastic about enriching Canadian culture and making it more diverse.

• A. Preserving native cultures very important in Canada
• B. Media and cultural diversity in Canada
• C. Cultural diversity important to young Canadians
• D. Multiculturalism across the world

Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions.

According to some Canadian news media, university students don’t like to share their own cultures with each other and are not keen to learn about new ones. However, a study conducted earlier this year at the University of Winnipeg found the opposite.

Its aim was to gauge undergraduate students’ attitude towards cultural identity and cultural diversity. It was influenced by the findings of a 2021 study that examined how nine daily Canadian newspapers defined the term multiculturalism’.

The current study included 10 undergraduate students who participated in two discussions about culture and heritage. All participants agreed on the importance of multiculturalism. Seven of them had arrived in Canada in the last 10 years from different places including the Philippines, Pakistan, and Nigeria. The students talked about where they, their parents, and their grandparents came from, discussing everything from language to festivals, religion, and traditions. Three groups of students emerged. The first group maintained a strong connection with their heritage culture and values, and shared stories about their customs and how they made sure they didn’t forget their heritage language. For example, one of them still liked listening to music in his home language. The second group felt a sense of belonging to a blend of cultures. They were exposed to different cultures when they grew up, however, they were open to and interested in experiencing other cultures through festivals and friends. The third group had experienced language and culture loss through the process of becoming Canadians. Although they were sad about that loss, they still felt enthusiastic about enriching Canadian culture and making it more diverse.

• A. Preserving native cultures very important in Canada
• B. Media and cultural diversity in Canada
• C. Cultural diversity important to young Canadians
• D. Multiculturalism across the world

Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions.

According to some Canadian news media, university students don’t like to share their own cultures with each other and are not keen to learn about new ones. However, a study conducted earlier this year at the University of Winnipeg found the opposite.

Its aim was to gauge undergraduate students’ attitude towards cultural identity and cultural diversity. It was influenced by the findings of a 2021 study that examined how nine daily Canadian newspapers defined the term multiculturalism’.

The current study included 10 undergraduate students who participated in two discussions about culture and heritage. All participants agreed on the importance of multiculturalism. Seven of them had arrived in Canada in the last 10 years from different places including the Philippines, Pakistan, and Nigeria. The students talked about where they, their parents, and their grandparents came from, discussing everything from language to festivals, religion, and traditions. Three groups of students emerged. The first group maintained a strong connection with their heritage culture and values, and shared stories about their customs and how they made sure they didn’t forget their heritage language. For example, one of them still liked listening to music in his home language. The second group felt a sense of belonging to a blend of cultures. They were exposed to different cultures when they grew up, however, they were open to and interested in experiencing other cultures through festivals and friends. The third group had experienced language and culture loss through the process of becoming Canadians. Although they were sad about that loss, they still felt enthusiastic about enriching Canadian culture and making it more diverse.

• A. Preserving native cultures very important in Canada
• B. Media and cultural diversity in Canada
• C. Cultural diversity important to young Canadians
• D. Multiculturalism across the world

Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions.

According to some Canadian news media, university students don’t like to share their own cultures with each other and are not keen to learn about new ones. However, a study conducted earlier this year at the University of Winnipeg found the opposite.

Its aim was to gauge undergraduate students’ attitude towards cultural identity and cultural diversity. It was influenced by the findings of a 2021 study that examined how nine daily Canadian newspapers defined the term multiculturalism’.

The current study included 10 undergraduate students who participated in two discussions about culture and heritage. All participants agreed on the importance of multiculturalism. Seven of them had arrived in Canada in the last 10 years from different places including the Philippines, Pakistan, and Nigeria. The students talked about where they, their parents, and their grandparents came from, discussing everything from language to festivals, religion, and traditions. Three groups of students emerged. The first group maintained a strong connection with their heritage culture and values, and shared stories about their customs and how they made sure they didn’t forget their heritage language. For example, one of them still liked listening to music in his home language. The second group felt a sense of belonging to a blend of cultures. They were exposed to different cultures when they grew up, however, they were open to and interested in experiencing other cultures through festivals and friends. The third group had experienced language and culture loss through the process of becoming Canadians. Although they were sad about that loss, they still felt enthusiastic about enriching Canadian culture and making it more diverse.

• A. Preserving native cultures very important in Canada
• B. Media and cultural diversity in Canada
• C. Cultural diversity important to young Canadians
• D. Multiculturalism across the world

Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions.

According to some Canadian news media, university students don’t like to share their own cultures with each other and are not keen to learn about new ones. However, a study conducted earlier this year at the University of Winnipeg found the opposite.

Its aim was to gauge undergraduate students’ attitude towards cultural identity and cultural diversity. It was influenced by the findings of a 2021 study that examined how nine daily Canadian newspapers defined the term multiculturalism’.

The current study included 10 undergraduate students who participated in two discussions about culture and heritage. All participants agreed on the importance of multiculturalism. Seven of them had arrived in Canada in the last 10 years from different places including the Philippines, Pakistan, and Nigeria. The students talked about where they, their parents, and their grandparents came from, discussing everything from language to festivals, religion, and traditions. Three groups of students emerged. The first group maintained a strong connection with their heritage culture and values, and shared stories about their customs and how they made sure they didn’t forget their heritage language. For example, one of them still liked listening to music in his home language. The second group felt a sense of belonging to a blend of cultures. They were exposed to different cultures when they grew up, however, they were open to and interested in experiencing other cultures through festivals and friends. The third group had experienced language and culture loss through the process of becoming Canadians. Although they were sad about that loss, they still felt enthusiastic about enriching Canadian culture and making it more diverse.

• A. Preserving native cultures very important in Canada
• B. Media and cultural diversity in Canada
• C. Cultural diversity important to young Canadians
• D. Multiculturalism across the world

Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions.

According to some Canadian news media, university students don’t like to share their own cultures with each other and are not keen to learn about new ones. However, a study conducted earlier this year at the University of Winnipeg found the opposite.

Its aim was to gauge undergraduate students’ attitude towards cultural identity and cultural diversity. It was influenced by the findings of a 2021 study that examined how nine daily Canadian newspapers defined the term multiculturalism’.

The current study included 10 undergraduate students who participated in two discussions about culture and heritage. All participants agreed on the importance of multiculturalism. Seven of them had arrived in Canada in the last 10 years from different places including the Philippines, Pakistan, and Nigeria. The students talked about where they, their parents, and their grandparents came from, discussing everything from language to festivals, religion, and traditions. Three groups of students emerged. The first group maintained a strong connection with their heritage culture and values, and shared stories about their customs and how they made sure they didn’t forget their heritage language. For example, one of them still liked listening to music in his home language. The second group felt a sense of belonging to a blend of cultures. They were exposed to different cultures when they grew up, however, they were open to and interested in experiencing other cultures through festivals and friends. The third group had experienced language and culture loss through the process of becoming Canadians. Although they were sad about that loss, they still felt enthusiastic about enriching Canadian culture and making it more diverse.

• A. Preserving native cultures very important in Canada
• B. Media and cultural diversity in Canada
• C. Cultural diversity important to young Canadians
• D. Multiculturalism across the world

Mark the letter A, B, C, or D to indicate the word(s) OPPOSITE in meaning to the underlined word(s) in each of the following questions.

• A. great
• B. important
• C. latest
• D. ordinary

Mark the letter A, B, C, or D to indicate the word(s) OPPOSITE in meaning to the underlined word(s) in each of the following questions.

• A. great
• B. important
• C. latest
• D. ordinary

Mark the letter A, B, C, or D to indicate the word(s) CLOSEST in meaning to the underlined word(s) in each of the following questions.

• A. traditional
• B. modern
• C. old
• D. special

Mark the letter A, B, C, or D to indicate the word(s) CLOSEST in meaning to the underlined word(s) in each of the following questions.

• A. traditional
• B. modern
• C. old
• D. special