Đề thi thử THPT đợt 1 môn Tiếng Anh 12 (Mã đề 411) - Năm học 2020- 2021 (Kèm đáp án)

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SỞ GIÁO DỤC VÀ ĐÀO TẠO 
NGHỆ AN 
ĐỀ THI CHÍNH THỨC 
(Đề thi có 04 trang) 
KỲ KHẢO SÁT CHẤT LƯỢNG KẾT HỢP THI THỬ 
LỚP 12 – ĐỢT 1, NĂM HỌC 2020 - 2021 
Bài thi: TIẾNG ANH 
Thời gian làm bài: 60 phút; không kể thời gian phát đề 
 Họ và tên thí sinh:.................................................................... 
 Số báo danh: ............................................................................ 
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. 
Question 1: Every day the diversity of life on Earth gets poorer. We are overusing resources and disregarding the 
riches of nature. 
 A. Every day the diversity of life on Earth gets poorer, leading to overusing resources and disregarding the riches 
of nature. 
 B. Every day the diversity of life on Earth gets poorer, in return for overusing resources and disregarding the 
riches of nature. 
...ical B. global C. village D. shrinking 
Question 6: A. administer B. donate C. give D. supply 
Question 7: A. criteria B. priority C. importance D. advantage 
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 8 to 12. 
When naming a child, some parents seem to choose a name based simply on their personal preference. In 
other families, grandparents or professional name-makers come up with a child’s name. And in some cases, the 
time of a child’s birth influences how the child’s name is determined. 
In many European cultures, names are typically chosen by parents. Parents’ choice for their child’s name 
may be based on names of relatives or ancestors within their particular family. For example, in Italy, children are 
traditionally named after their grandparents. The parents generally use the father’s parents’ names first. If they 
have more children, then they will use the mother’s parents’ names. Similarly, some people in Eastern Europe 
name their children after relatives who have died. This tradition is seen as a means to protect the child from the 
Angel of Death. 
Traditionally in some Asian countries, a child’s grandfather or a fortune-teller chooses the child’s name. In 
contrast to the tradition of naming children after relatives, the child’s name is chosen to influence the child’s 
character. For example, names may be based on a connection to certain elements such as fire, water, earth, wood, 
or metal. Or the name might include a written character meaning beauty, strength, or kindness. 
In certain African cultures, when a child is born plays a large part in determining the child’s name. In Ghana’s Akan 
culture, the day a child is born determines the child’s name. But each day has different names for boys and girls. 
For instance, a boy born on Friday is named Kofi, whereas a girl born on the same day is named Afua. Both Kofi 
Mã đề thi 411 
...rger body of data and 
eventually developed the basic chronology for Old World antiquities: the Stone Age, Bronze Age, and Iron Age. 
Ideas and expressive culture also proved susceptible to taxonomic analysis. The American ethnologist 
Lewis Henry Morgan gathered data from a large number of Native American tribes and created a typology based 
on their kinship terminology, which he presented in Systems of Consanguinity and Affinity of the Human Family 
(1871). Influenced by the evolutionary theses of Charles Darwin and Herbert Spencer and by Thomsen's three-age 
system, Morgan later proposed a universal sequence of cultural evolution in his book Ancient Society; or, 
Researches in the Lines of Human Progress from Savagery Through Barbarism to Civilization (1877). In this work 
he suggested that all cultures went through a clearly defined series of evolutionary stages: first savagery, which 
was characterized by a hunting and gathering economy; next barbarism, the stage at which agriculture appears; 
and finally civilization, represented by hierarchical societies such as those of ancient Greece, ancient Rome, and 
Victorian England. 
As one might suspect from Morgan's choice of terms, 19th-century social sciences were intrinsically linked 
to the colonial endeavours of the period. This was the case whether the colonial effort took place domestically, as 
in the United States and Canada, or abroad, as it did for the countries of Europe. Although the labeling of a group 
as “savage” or “barbarous” was to some extent intended to convey specific technical information, the use of such 
easily misinterpreted labels also made the era's overtly racist colonial policies more palatable to the general public: 
it was considerably less morally taxing to “civilize the savages” than to “forcibly assimilate an indigenous people.” 
One of the principal preoccupations of social scientists at this time was the recording of “vanishing” indigenous 
cultures. This was o