Đề Thi Tham Khảo Số 2 Kỳ Thi Tốt Nghiệp THPT Tiếng Anh 2024

Read the following passage and mark the letter A, B, C, or D to indicate the correct word or phrase that best fits each the numbered blanks.

ChatGPT: New AI chatbot has everyone talking to it

A new chatbot has passed one million users in less than a week, the project behind it says. ChatGPT was publicly released on Wednesday by OpenAI, an artificial intelligence research firm (5)______ founders included Elon Musk. ChatGPT is the latest in a series of AIs which the firm refers to as GPTs, an acronym which (6)______ for Generative Pre-Trained Transformer. To develop the system, an early version was fine-tuned through conversations with human trainers. The system also learned from access to Twitter data according to a tweet from Elon Musk who is no longer part of OpenAI's board. The Twitter boss wrote that he had paused access "for now". The results have impressed (7)______ who've tried out the chatbot. OpenAI chief executive Sam Altman revealed the level of interest in the artificial conversationalist in a tweet. The project says the chat format allows the AI to answer "follow-up questions, admit its mistakes, challenge incorrect premises and reject inappropriate requests". A journalist for technology news site Mashable who tried out ChatGPT reported it is hard to provoke the model into saying offensive things. (8)______, OpenAI warns that "ChatGPT sometimes writes plausible-sounding but incorrect or nonsensical answers". Training the model to be more cautious, says the firm, causes it to decline to answer questions that it can answer correctly. Briefly questioned by the BBC for this article, ChatGPT revealed itself to be a cautious interviewee (9)______ of expressing itself clearly and accurately in English.

(https://www.bbc.com/news/technology)

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.
As any student can tell you, sometimes it takes a lot of work and effort to commit information to memory before a big exam. However, some other events, details, and experiences enter our memory with little or no effort. For example, you might hear a catchy song on the radio once and still remember its tune days or weeks later. So why does it seem like some things are so difficult to remember and other things so easy? What's the difference?
When you're trying to intentionally remember something (like a formula for your statistics class or a list of dates for your history class), this information is stored in your explicit memory. People use these memories every day, from remembering information for a test to recalling the date and time of a doctor's appointment. There are two types of explicit memory: episodic memory, which is your long-term memories of specific events, like what you did yesterday or your high school graduation, and semantic memory, which is memories of facts, concepts, names, and other general knowledge.
Things that people don't have to purposely try to remember are stored in implicit memory. This kind of memory is both unconscious and unintentional. Some examples of implicit memory include singing a familiar song, typing on your computer keyboard, and brushing your teeth. Riding a bike is another example. Even after going years without riding one, most people who have already learned how to ride a bike are able to hop on and ride it effortlessly without thinking consciously.
These two major types of memory play important roles in shaping your ability to recall pieces of information and interact with things in your environment. Knowing some of the major differences between them is important for understanding how memory works.
(Adapted from verywellmind.com)

As any student can tell you, sometimes it takes a lot of work and effort to commit information to memory before a big exam. However, some other events, details, and experiences enter our memory with little or no effort. For example, you might hear a catchy song on the radio once and still remember its tune days or weeks later. So why does it seem like some things are so difficult to remember and other things so easy? What's the difference?
When you're trying to intentionally remember something (like a formula for your statistics class or a list of dates for your history class), this information is stored in your explicit memory. People use these memories every day, from remembering information for a test to recalling the date and time of a doctor's appointment. There are two types of explicit memory: episodic memory, which is your long-term memories of specific events, like what you did yesterday or your high school graduation, and semantic memory, which is memories of facts, concepts, names, and other general knowledge.
Things that people don't have to purposely try to remember are stored in implicit memory. This kind of memory is both unconscious and unintentional. Some examples of implicit memory include singing a familiar song, typing on your computer keyboard, and brushing your teeth. Riding a bike is another example. Even after going years without riding one, most people who have already learned how to ride a bike are able to hop on and ride it effortlessly without thinking consciously.
These two major types of memory play important roles in shaping your ability to recall pieces of information and interact with things in your environment. Knowing some of the major differences between them is important for understanding how memory works.
(Adapted from verywellmind.com)

As any student can tell you, sometimes it takes a lot of work and effort to commit information to memory before a big exam. However, some other events, details, and experiences enter our memory with little or no effort. For example, you might hear a catchy song on the radio once and still remember its tune days or weeks later. So why does it seem like some things are so difficult to remember and other things so easy? What's the difference?
When you're trying to intentionally remember something (like a formula for your statistics class or a list of dates for your history class), this information is stored in your explicit memory. People use these memories every day, from remembering information for a test to recalling the date and time of a doctor's appointment. There are two types of explicit memory: episodic memory, which is your long-term memories of specific events, like what you did yesterday or your high school graduation, and semantic memory, which is memories of facts, concepts, names, and other general knowledge.
Things that people don't have to purposely try to remember are stored in implicit memory. This kind of memory is both unconscious and unintentional. Some examples of implicit memory include singing a familiar song, typing on your computer keyboard, and brushing your teeth. Riding a bike is another example. Even after going years without riding one, most people who have already learned how to ride a bike are able to hop on and ride it effortlessly without thinking consciously.
These two major types of memory play important roles in shaping your ability to recall pieces of information and interact with things in your environment. Knowing some of the major differences between them is important for understanding how memory works.
(Adapted from verywellmind.com)

While watching sports on TV, the chances are children will see professional players cheating, having tantrums, fighting, or abusing officials. In addition, it’s highly likely that children will be aware of well-known cases of sportspeople being caught using drugs to improve their performance. The danger of all this is that it could give children the idea that winning is all that counts and you should win at all costs. Good behavior and fair play aren’t the message that comes across. Instead, it looks as if cheating and bad behavior are reasonable ways of getting what you want. This message is further bolstered by the fact that some of these sportspeople acquire enormous fame and wealth, making it seem they are being handsomely rewarded either despite or because of their bad behavior.
What can parents do about this? They can regard sport on television as an opportunity to discuss attitudes and behavior with their children. When watching sports together, if parents see a player swearing at the referee, they can get the child’s opinion on that behavior and discuss whether a player’s skill is more important than their behavior. Ask what the child thinks the player’s contribution to the team is. Point out that no player can win a team game on their own, so it’s important for members to work well together.
Another thing to focus on is what the commentators say. Do they frown on bad behavior from players, think it’s amusing or even consider it’s a good thing? What about the officials? If they let players get away with a clear foul, parents can discuss with children whether this is right and what effect it has on the game. Look too at the reactions of coaches and managers. Do they accept losing with good grace or scowl and show a bad attitude? Parents can use this to talk about attitudes to winning and losing and to remind children that both are part of sport.
However, what children learn from watching sports is by no means all negative and parents should make sure they accentuate the positives too. They should emphasize to children the high reputation that well-behaved players have, not just with their teammates but also with spectators and the media. They can focus on the contribution made by such players during a game, discussing how valuable they are in the team. In the interviews after a game, point out to a child that the well-behaved sportspeople don’t gloat when they win or sulk when they lose. And parents can stress how well these people conduct themselves in their personal lives and the good work they do for others when not playing. In other words, parents should get their children to focus on the positive role models, rather than the antics of the badly behaved but often more publicized players.

the idea that winning is all that counts and you should win at all costs. Good behavior and fair play aren't the message that comes across. Instead, it looks as if cheating and bad behavior are reasonable ways of getting what you want. This message is further bolstered by the fact that some of these sportspeople acquire enormous fame and wealth, making it seem they are being handsomely rewarded either despite or because of their bad behavior.
What can parents do about this? They can regard sport on television as an opportunity to discuss attitudes and behavior with their children. When watching sports together, if parents see a player swearing at the referee, they can get the child's opinion on that behavior and discuss whether a player's skill is more important than their behavior. Ask what the child thinks the player's contribution to the team is. Point out that no player can win a team game on their own, so it's important for members to work well together.

Another thing to focus on is what the commentators say. Do they frown on bad behavior from players, think it's amusing or even consider it's a good thing? What about the officials? If they let players get away with a clear foul, parents can discuss with children whether this is right and what effect it has on the game. Look too at the reactions of coaches and managers. Do they accept losing with good grace or scowl and show a bad attitude? Parents can use this to talk about attitudes to winning and losing and to remind children that both are part of sport.

However, what children learn from watching sports is by no means all negative and parents should make sure they accentuate the positives too. They should emphasize to children the high reputation that well-behaved players have, not just with their teammates but also with spectators and the media. They can focus on the contribution made by such players during a game, discussing how valuable they are in the team. In the interviews after a game, point out to a child that the well-behaved sportspeople don't gloat when they win or sulk when they lose. And parents can stress how well these people conduct themselves in their personal lives and the good work they do for others when not playing. In other words, parents should get their children to focus on the positive role models, rather than the antics of the badly behaved but often more publicized players.