Cách mạng tư sản Anh đạt đến đỉnh cao với sự kiện gì?
A. Năm 1649, tương ứng với sự kiện Vua Sác-lơ I bị xử tử.
Đáp án chính xác
B. Năm 1648, tương ứng với sự kiệ quân đội Sác-lơ I bị Quốc hội đánh bại.
C. Năm 1658, tương ứng với sự kiện quý tộc mới và tư sản chủ trương lập lại chế độ quân chủ.
D. Năm 1689, tương ứng với sự kiện tư sản và Quý tộc mới đưa Vinhem O-ran-giơ lên ngôi vua.
Xem lời giải
Sự kiện nào đánh dấu Cách mạng tư sản ở Anh [thế kỉ XVII] đạt đến đỉnh cao?
Sự kiện nào đánh dấu Cách mạng tư sản ở Anh [thế kỉ XVII] đạt đến đỉnh cao?
A. Năm 1649, Sác-lơ I bị xử tử, Anh trở thành nước cộng hòa.
B. Năm 1653, nền độc tài quân sự được thiết lập.
C. Năm 1688, chế độ quân chủ lập hiến được thiết lập.
D. Năm 1642, Sác-lơ I tuyên chiến với Quốc hội.
Cách mạng tư sản Anh đạt đến đỉnh cao vào thời gian nào? Tương ứng với sự kiện gì?
A.Năm 1648, tương ứng với sự kiện quân đội của vua Sác-lơ I bị Quốc hội đánh bại.
B.Năm 1649, tương ứng với sự kiện Vua Sác-lơ I bị xử tử.
C.Năm 1658, tương ứng với sự kiện quý tộc mới và tư sản chủ trương lập lại chế độ quân chủ.
D.Năm 1689, tương ứng với sự kiện tư sản và quý tộc mới đưa Vin- hem Ô-ran-giơ lên ngôi vua.
Đáp án và lời giải
Đáp án:B
Lời giải:Lời giải:
Đáp án: B
Vậy đáp án đúng là B.
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Question 17:According to the second paragraph, all of the following are true except ______
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Cooperation is the common endeavor of two more people to perform a task of reach a jointly cherished goad. Like competition and conflict, there are different forms of cooperation, based on group organization and attitudes. In the first form, known as primary cooperation, group and individuals fuse. The group contains nearly all of each individual’s life. The rewards of the group’s work are share with each number. There is an interlocking identity of individual, group, and task performed. Means and goals become one, for cooperation itself is valued. While primary cooperation is most often characteristic of preliterate societies, secondary cooperation is characteristic of many modern societies. In secondary cooperation, individuals devote only part of their lives to the group. Cooperation itself is not a value. Most member of the group fell loyalty, but the welfare of the group is not the first consideration. Members perform tasks so that they can separately enjoy the fruits of their cooperation in the form of salary, prestige, or power. Business offices and professional athletic teams are example of secondary cooperation. In the third type, called tertiary cooperation or accommodation, latent conflict underlies the share work. The attitudes of the cooperation parties are purely opportunistic; the organization is loose and fragile. Accommodation involve common means cease to aid achieve antagonistic goals; it breaks when the common means cease to aid each party in reaching its goals. This is not, strictly speaking, cooperation at all, and hence the somewhat contradictory term antagonistic cooperation is sometimes used for this relationship.
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Cooperation is the common endeavor of two more people to perform a task of reach a jointly cherished goad. Like competition and conflict, there are different forms of cooperation, based on group organization and attitudes. In the first form, known as primary cooperation, group and individuals fuse. The group contains nearly all of each individual’s life. The rewards of the group’s work are share with each number. There is an interlocking identity of individual, group, and task performed. Means and goals become one, for cooperation itself is valued. While primary cooperation is most often characteristic of preliterate societies, secondary cooperation is characteristic of many modern societies. In secondary cooperation, individuals devote only part of their lives to the group. Cooperation itself is not a value. Most member of the group fell loyalty, but the welfare of the group is not the first consideration. Members perform tasks so that they can separately enjoy the fruits of their cooperation in the form of salary, prestige, or power. Business offices and professional athletic teams are example of secondary cooperation. In the third type, called tertiary cooperation or accommodation, latent conflict underlies the share work. The attitudes of the cooperation parties are purely opportunistic; the organization is loose and fragile. Accommodation involve common means cease to aid achieve antagonistic goals; it breaks when the common means cease to aid each party in reaching its goals. This is not, strictly speaking, cooperation at all, and hence the somewhat contradictory term antagonistic cooperation is sometimes used for this relationship.
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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 entirelife. 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 understandingof 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.
Question23: According to the passage, the doers of education are________.
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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:
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 mh 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 entirelife. 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 understandingof 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.
Question 22: Which of the following would the writer support? .
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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:
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 entirelife. 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 understandingof 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.
Question 21: What does the writer mean by saying ''education quite often producessurprises"?
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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:
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 entirelife. 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 understandingof 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.
Question 20: In the passage, the expression "children interrupt their education to go to school" mostly implies that________.