Read the following passage  and mark the letter (A, B, C or D) on your answer sheet to indicate the correct answer to each for  the questions. Children learn to construct language from those around them. Until about the age of three, children tend to learn to develop their language by modeling the speech of their parents, but from that time on, peers have a growing influence as models for language development in children. It is easy to observe that, when adults and older children interact with younger children, they tend to modify their language to improve children communication with younger children, and this modified language is called caretaker speech.Caretaker speech is used often quite unconsciously; few people actually study how to modify language when speaking to young children but, instead, without thinking, find ways to reduce the complexity of language in order to communicate effectively with young children. A caretaker will unconsciously speak in one way with adults and in a very different way with young children. Caretaker speech tends to be slower speech with short, simple words and sentences which are said in a higher-pitched voice with exaggerated inflections and many repetitions of essential information. It is not limited to what is commonly called baby talk, which generally refers to the use of simplified, repeated syllable expressions, such as ma-ma, boo-boo, bye-bye, wa-wa, but also includes the simplified sentence structures repeated in sing-song inflections. Examples of these are expressions such as “ say bye-bye” or “where’s da-da?”Caretaker speech serves the very important function of allowing young children to acquire language more easily. The higher-pitched voice and the exaggerated inflections tend to focus the small child on what the caretaker is saying, the simplified words and sentences make it easier for the small child to begin to comprehended, and the repetitions reinforce the child’s developing understanding. Then, as a child’s speech develops, caretakers tend to adjust their language in the response to the improved language skills, again quite unconsciously. Parents and older children regularly adjust their speed to a level that is slightly above that of a younger child; without studied recognition of what they are doing, these caretakers will speak in one way to a one-year-ago and in a progressively more complex way as the child reaches the age of two or three.An important point to note is that the function covered by caretaker speech, that of assisting a child to acquire language in small and simple steps, is an unconsciously used but extremely important part of the process of language acquisition and as such is quite universal. It is not merely a device used by English-speaking parents. Studying cultures where children do not acquire language through caretaker speech is difficult because such cultures are not difficult to find. The question of why caretaker speech is universal is not clear understood; instead proponents on either side of the nature vs. nature debate argue over whether caretaker speech is a natural function or a learned one. Those who believe that caretaker speech is a natural and inherent function in humans believe that it is human nature for children to acquire language and for those around them to encourage their language acquisition naturally; the presence of a child is itself a natural stimulus that increases the rate of caretaker speech develops through nurturing rather than nature argue that a person who is attempting to communicate with a child will learn by trying out different ways of communicating to determine which is the most effective from the reactions to the communication attempts; apparent might, for example, learn to use speech with exaggerated inflections with a small child because the exaggerated inflections do a better job of attracting the child’s attention than do more subtle inflections. Whether caretaker speech results from nature or nurture, it does play an important and universal role in child language acquisition.The word “reaches” in paragraph 3 could best replaced by

Câu hỏi:

Read the following passage  and mark the letter (A, B, C or D) on your answer sheet to indicate the correct answer to each for  the questions. Children learn to construct language from those around them. Until about the age of three, children tend to learn to develop their language by modeling the speech of their parents, but from that time on, peers have a growing influence as models for language development in children. It is easy to observe that, when adults and older children interact with younger children, they tend to modify their language to improve children communication with younger children, and this modified language is called caretaker speech.Caretaker speech is used often quite unconsciously; few people actually study how to modify language when speaking to young children but, instead, without thinking, find ways to reduce the complexity of language in order to communicate effectively with young children. A caretaker will unconsciously speak in one way with adults and in a very different way with young children. Caretaker speech tends to be slower speech with short, simple words and sentences which are said in a higher-pitched voice with exaggerated inflections and many repetitions of essential information. It is not limited to what is commonly called baby talk, which generally refers to the use of simplified, repeated syllable expressions, such as ma-ma, boo-boo, bye-bye, wa-wa, but also includes the simplified sentence structures repeated in sing-song inflections. Examples of these are expressions such as “ say bye-bye” or “where’s da-da?”Caretaker speech serves the very important function of allowing young children to acquire language more easily. The higher-pitched voice and the exaggerated inflections tend to focus the small child on what the caretaker is saying, the simplified words and sentences make it easier for the small child to begin to comprehended, and the repetitions reinforce the child’s developing understanding. Then, as a child’s speech develops, caretakers tend to adjust their language in the response to the improved language skills, again quite unconsciously. Parents and older children regularly adjust their speed to a level that is slightly above that of a younger child; without studied recognition of what they are doing, these caretakers will speak in one way to a one-year-ago and in a progressively more complex way as the child reaches the age of two or three.An important point to note is that the function covered by caretaker speech, that of assisting a child to acquire language in small and simple steps, is an unconsciously used but extremely important part of the process of language acquisition and as such is quite universal. It is not merely a device used by English-speaking parents. Studying cultures where children do not acquire language through caretaker speech is difficult because such cultures are not difficult to find. The question of why caretaker speech is universal is not clear understood; instead proponents on either side of the nature vs. nature debate argue over whether caretaker speech is a natural function or a learned one. Those who believe that caretaker speech is a natural and inherent function in humans believe that it is human nature for children to acquire language and for those around them to encourage their language acquisition naturally; the presence of a child is itself a natural stimulus that increases the rate of caretaker speech develops through nurturing rather than nature argue that a person who is attempting to communicate with a child will learn by trying out different ways of communicating to determine which is the most effective from the reactions to the communication attempts; apparent might, for example, learn to use speech with exaggerated inflections with a small child because the exaggerated inflections do a better job of attracting the child’s attention than do more subtle inflections. Whether caretaker speech results from nature or nurture, it does play an important and universal role in child language acquisition.The word “reaches” in paragraph 3 could best replaced by

A. holds on to     

B. takes charge of   

C. arrives at    

Đáp án chính xác

D. extends out to

Trả lời:

Đáp án là C.Từ “reaches” ở đoạn 3 có thể đư thay thế bởi A. giữ cho/ giữ lấy B. chịu trách nhiệm về C. đạt đến D. trải rộng ra đến Dẫn chứng: without studied recognition of what they are doing, these caretakers will speak in one way to a one-year-ago and in a progressively more complex way as the child reaches the age of two or three. =>reaches = arrives at 

====== QUIZ ENGLISH 12 =====

1. 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.
   
   

   Câu hỏi:
   

   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.

   A. bury

   Đáp án chính xác

   B. fury

   C. pure

   D. secure

   Trả lời:

   Đáp án là A.
   bury /ˈberi/
   fury /ˈfjʊri/
   pure /pjʊr/
   secure /səˈkjʊr/
   Câu A phát âm là /e/ còn lại phát âm là /jʊ/ 

   ====== QUIZ ENGLISH 12 =====
   
2. 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.
   
   

   Câu hỏi:
   

   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.

   A. sodium 

   Đáp án chính xác

   B. solid

   C. solitude

   D. solvent

   Trả lời:

   Đáp án là A.
   sodium /ˈsəʊdiəm/
   solid /ˈsɒlɪd/
   solitude /ˈsɒlɪtjuːd/
   solvent /ˈsɒlvənt/
   Câu A phát âm là /əʊ/ còn lại phát âm là /ɒ/ 

   ====== QUIZ ENGLISH 12 =====
   
3. Mark the better A, B, C or D on your answer sheet to indicate the word about differs from the rest in the position of the main stress in each of the following questions
   
   

   Câu hỏi:
   

   Mark the better A, B, C or D on your answer sheet to indicate the word about differs from the rest in the position of the main stress in each of the following questions

   A. submissive 

   B. deductive

   C. attentive

   D. relative

   Đáp án chính xác

   Trả lời:

   Đáp án là D.
   submissive /səbˈmɪsɪv/
   deductive /dɪˈdʌktɪv/
   attentive /əˈtentɪv/
   relative /ˈrelətɪv/
   Câu D trọng âm 1 còn lại trọng âm 2 

   ====== QUIZ ENGLISH 12 =====
   
4. Mark the better A, B, C or D on your answer sheet to indicate the word about differs from the rest in the position of the main stress in each of the following questions.
   
   

   Câu hỏi:
   

   Mark the better A, B, C or D on your answer sheet to indicate the word about differs from the rest in the position of the main stress in each of the following questions.

   A. attract 

   B. marry

   Đáp án chính xác

   C. demand

   D. connect

   Trả lời:

   Đáp án là B.
   attract /əˈtrækt/
   marry /ˈmæri/
   demand /dɪˈmɑːnd/
   connect /kəˈnekt/
   Câu B trọng âm 1 còn lại trọng âm 2 

   ====== QUIZ ENGLISH 12 =====
   
5. Mark the letter A, B, C or D on your answer sheet to show the underlined part that needs correction in each of the following questions.We should also take into account a fact that unemployment causes poverty
   
   

   Câu hỏi:
   

   Mark the letter A, B, C or D on your answer sheet to show the underlined part that needs correction in each of the following questions.We should also take into account a fact that unemployment causes poverty

   A. also 

   B. a 

   Đáp án chính xác

   C. that

   D. causes

   Trả lời:

   Đáp án là B.a => the Vì sau danh từ fact có mệnh đề bổ trợ nghĩ nên phải dùng mạo từ “the” Câu này dịch như sau: Chúng ta cũng nên quan tâm đến chi tiết rằng sự thất nghiệp gây nên nghèo đói. 

   ====== QUIZ ENGLISH 12 =====