Tìm số phức z biết và phần thực gấp đôi phần ảo.

Cho số phức z thỏa mãn  và  Tính .     

Cho các số phức z, w thỏa mãn Tìm giá trị lớn nhất của biểu thức  .  

Kí hiệu  lần lượt là phần thực và phần ảo của số phức . Tìm , .  

Cho số phức thỏa mãn . Tính môđun của .

Cho số phức . Khẳng định nào sau đây là sai?

Tìm phần thực, phần ảo của số phức z biết .

Cho số phức thỏa mãn . Tính môđun của .

Xét các số phức z thỏa mãn . Số phức z mà  nhỏ nhất là

Cho số phức có . Với tìm phần thực của số phức

Tính môđun của số phức .  

Cho là tập hợp các số phức thỏa mãn . Gọi là hai số phức thuộc tập hợp sao cho . Tính giá trị biểu thức .

Có bao nhiêu số phức z thỏa mãn  và  là số thuần ảo ?           

Cho số phức  thỏa mãn  Tính     

Số phức có phần thực là:

Cho là hai nghiệm của phương trình . Tính .

Tìm số phức có và

Xét số phức  thỏa mãn  Mệnh đề nào dưới đây đúng?  

Tính mô dun của số phức : .

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:

Last week I went to visit Atlantic College, an excellent private college in Wales. Usually, it gives people much needed experience of life outside the classroom, as well as the opportunity to study for their exams. The students, who are aged between 16 and 18 and come from all over the world, spend the morning studying. In the afternoon, they go out and do a really useful activity, such as helping on the farm, looking after people with learning difficulties, or checking for pollution in rivers. One of the great things about Atlantic College students is that they come from many different social backgrounds and countries. As few can afford the fees of 20,000 euroes over two years, grants are available. A quarter of students are British, and many of those can only attend because they receive government help. “I really admire the college for trying to encourage international understanding among young people.”, as Barbara Molenkamp, a student from the Netherlands, said. “You learn to live with people and respect them, even the ones you don’t like. During the summer holidays my mother couldn’t believe how much less I argued with my sister.”

Question 11: Which sentence is not TRUE according to the passage?         

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:

When you first apply for the job, you might not succeed in getting it. It’s always a good idea to ask them to explain to you what prevented you from beating the other candidates. Don’t complain about the situation, but ask them to advise you on what you can do better next time. Perhaps the interviewers disproved of or disagreed with something you said. Perhaps they just glance at your application and saw something that made it easy to choose between you and another candidate. Don’t regard it as a failure, but recognize it as a chance to learn more. As long as you don’t worry too much about it and continue to believe in yourself, you’ll eventually find the chance you’ve been waiting for. Then your family and friends will be congratulate you on your success!

Question 14: It’s a good way to ask the interviewers _______________.         

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:

When you first apply for the job, you might not succeed in getting it. It’s always a good idea to ask them to explain to you what prevented you from beating the other candidates. Don’t complain about the situation, but ask them to advise you on what you can do better next time. Perhaps the interviewers disproved of or disagreed with something you said. Perhaps they just glance at your application and saw something that made it easy to choose between you and another candidate. Don’t regard it as a failure, but recognize it as a chance to learn more. As long as you don’t worry too much about it and continue to believe in yourself, you’ll eventually find the chance you’ve been waiting for. Then your family and friends will be congratulate you on your success!

Question 15: You don’t need to worry too much ________________.  

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:

Reading to oneself is a modern activity which was almost unknown to the scholars of the classical and medieval worlds, while during the fifteenth century the term “reading” undoubtedly meant reading aloud. Only during the nineteenth century did silent reading become commonplace. One should be wary, however, of assuming that silent reading came about simply because reading aloud was a distraction to others. Examinations of factors related to the historical development of silent reading have revealed that it became the usual mode of reading for most adults mainly because the tasks themselves changed in character. The last century saw a steady gradual increase in literacy and thus in the number of readers. As the number of readers increased, the number of potential listeners declined and thus there was some reduction in the need to read aloud. As reading for the benefit of listeners grew less common, so came the flourishing of reading as a private activity in such public places as libraries, railway carriages and offices, where reading aloud would cause distraction to other readers. Towards the end of the century, there was still considerable argument over whether books should be used for information or treated respectfully and over whether the reading of materials such as newspapers was in some way mentally weakening. Indeed, this argument remains with us still in education. However, whatever its virtues, the old shared literacy culture had gone and was replaced by the printed mass media on the one hand and by books and periodicals for a specialised readership on the other. By the end of the twentieth century, students were being recommended to adopt attitudes to books and to use reading skills which were inappropriate, if not impossible, for the oral reader. The social, cultural and technological changes in the century had greatly altered what the term “reading” implied.

Question: The word “commonplace” in the first paragraph mostly means “______”.         

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:

Reading to oneself is a modern activity which was almost unknown to the scholars of the classical and medieval worlds, while during the fifteenth century the term “reading” undoubtedly meant reading aloud. Only during the nineteenth century did silent reading become commonplace. One should be wary, however, of assuming that silent reading came about simply because reading aloud was a distraction to others. Examinations of factors related to the historical development of silent reading have revealed that it became the usual mode of reading for most adults mainly because the tasks themselves changed in character. The last century saw a steady gradual increase in literacy and thus in the number of readers. As the number of readers increased, the number of potential listeners declined and thus there was some reduction in the need to read aloud. As reading for the benefit of listeners grew less common, so came the flourishing of reading as a private activity in such public places as libraries, railway carriages and offices, where reading aloud would cause distraction to other readers. Towards the end of the century, there was still considerable argument over whether books should be used for information or treated respectfully and over whether the reading of materials such as newspapers was in some way mentally weakening. Indeed, this argument remains with us still in education. However, whatever its virtues, the old shared literacy culture had gone and was replaced by the printed mass media on the one hand and by books and periodicals for a specialised readership on the other. By the end of the twentieth century, students were being recommended to adopt attitudes to books and to use reading skills which were inappropriate, if not impossible, for the oral reader. The social, cultural and technological changes in the century had greatly altered what the term “reading” implied.

Question: Reading aloud was more common in the medieval world because ______.         

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:

Reading to oneself is a modern activity which was almost unknown to the scholars of the classical and medieval worlds, while during the fifteenth century the term “reading” undoubtedly meant reading aloud. Only during the nineteenth century did silent reading become commonplace. One should be wary, however, of assuming that silent reading came about simply because reading aloud was a distraction to others. Examinations of factors related to the historical development of silent reading have revealed that it became the usual mode of reading for most adults mainly because the tasks themselves changed in character. The last century saw a steady gradual increase in literacy and thus in the number of readers. As the number of readers increased, the number of potential listeners declined and thus there was some reduction in the need to read aloud. As reading for the benefit of listeners grew less common, so came the flourishing of reading as a private activity in such public places as libraries, railway carriages and offices, where reading aloud would cause distraction to other readers. Towards the end of the century, there was still considerable argument over whether books should be used for information or treated respectfully and over whether the reading of materials such as newspapers was in some way mentally weakening. Indeed, this argument remains with us still in education. However, whatever its virtues, the old shared literacy culture had gone and was replaced by the printed mass media on the one hand and by books and periodicals for a specialised readership on the other. By the end of the twentieth century, students were being recommended to adopt attitudes to books and to use reading skills which were inappropriate, if not impossible, for the oral reader. The social, cultural and technological changes in the century had greatly altered what the term “reading” implied.

Question: Silent reading, especially in public places, flourished mainly because of ______.         

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:

Reading to oneself is a modern activity which was almost unknown to the scholars of the classical and medieval worlds, while during the fifteenth century the term “reading” undoubtedly meant reading aloud. Only during the nineteenth century did silent reading become commonplace. One should be wary, however, of assuming that silent reading came about simply because reading aloud was a distraction to others. Examinations of factors related to the historical development of silent reading have revealed that it became the usual mode of reading for most adults mainly because the tasks themselves changed in character. The last century saw a steady gradual increase in literacy and thus in the number of readers. As the number of readers increased, the number of potential listeners declined and thus there was some reduction in the need to read aloud. As reading for the benefit of listeners grew less common, so came the flourishing of reading as a private activity in such public places as libraries, railway carriages and offices, where reading aloud would cause distraction to other readers. Towards the end of the century, there was still considerable argument over whether books should be used for information or treated respectfully and over whether the reading of materials such as newspapers was in some way mentally weakening. Indeed, this argument remains with us still in education. However, whatever its virtues, the old shared literacy culture had gone and was replaced by the printed mass media on the one hand and by books and periodicals for a specialised readership on the other. By the end of the twentieth century, students were being recommended to adopt attitudes to books and to use reading skills which were inappropriate, if not impossible, for the oral reader. The social, cultural and technological changes in the century had greatly altered what the term “reading” implied.

Question: The development of silent reading during the last century indicated ______.  

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:

Most of us know a little about how babies learn to talk. From the time infants are born, they hear language because their parents talk to them all the time. Between the ages of seven and ten months, most infants begin to make sounds. They repeat the same sounds over and over again. This is called babbling. When babies babble, they are practicing their language. What happens, though, to children who cannot hear? How do deaf children learn to communicate? Recently, doctors have learned that deaf babies babble with their hands. Laura Ann Petitto, a psychologist, observed three hearing infants with English-speaking parents and two deaf infants with deaf parents using American Sign Language (ASL) to communicate. Dr. Petitto studied the babies three times: at 10, 12, and 14 months. During this time, children really begin to develop their language skills. After watching and videotaping the children for several hundred hours, the psychologist and her assistants made many important observations. For example, they saw that the hearing children made varied motions with their hands. However, there appeared to be no pattern to these motions. The deaf babies also made different movements with their hands, but these movements were more consistent and deliberate. The deaf babies seemed to make the same hand movements over and over again. During the four-month period, the deaf babies' hand motions started to resemble some basic hand-shapes used in ASL. The children also seemed to prefer certain hand-shapes. Hearing infants start first with simple syllable babbling, then put more syllables together to sound like real sentences and questions. Apparently, deaf babies follow this same pattern, too. First, they repeat simple hand-shapes, Next, they form some simple hand signs and use these movements together to resemble ASL sentences. Linguists believe that our ability for language is innate. In other words, humans are born with the capacity for language: It does not matter if we are physically able to speak or not. Language can be expressed in different ways-for instance, by speech or by sign. Dr. Petitto believes this theory and wants to prove it. She plans to study hearing children who have one deaf parent and one hearing parent. She wants to see what happens when babies have the opportunity to learn both sign language and speech. Does the human brain prefer speech? Some of these studies of hearing babies who have one deaf parent and one hearing parent show that the babies babble equally with their hands and their voices. They also produce their first words, both spoken and signed, at about the same time. More studies in the future may prove that the sign system of the deaf is the physical equivalent of speech.

Question 32: According to paragraph 4, hearing infants learn to talk first by _______.         

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:

Most of us know a little about how babies learn to talk. From the time infants are born, they hear language because their parents talk to them all the time. Between the ages of seven and ten months, most infants begin to make sounds. They repeat the same sounds over and over again. This is called babbling. When babies babble, they are practicing their language. What happens, though, to children who cannot hear? How do deaf children learn to communicate? Recently, doctors have learned that deaf babies babble with their hands. Laura Ann Petitto, a psychologist, observed three hearing infants with English-speaking parents and two deaf infants with deaf parents using American Sign Language (ASL) to communicate. Dr. Petitto studied the babies three times: at 10, 12, and 14 months. During this time, children really begin to develop their language skills. After watching and videotaping the children for several hundred hours, the psychologist and her assistants made many important observations. For example, they saw that the hearing children made varied motions with their hands. However, there appeared to be no pattern to these motions. The deaf babies also made different movements with their hands, but these movements were more consistent and deliberate. The deaf babies seemed to make the same hand movements over and over again. During the four-month period, the deaf babies' hand motions started to resemble some basic hand-shapes used in ASL. The children also seemed to prefer certain hand-shapes. Hearing infants start first with simple syllable babbling, then put more syllables together to sound like real sentences and questions. Apparently, deaf babies follow this same pattern, too. First, they repeat simple hand-shapes, Next, they form some simple hand signs and use these movements together to resemble ASL sentences. Linguists believe that our ability for language is innate. In other words, humans are born with the capacity for language: It does not matter if we are physically able to speak or not. Language can be expressed in different ways-for instance, by speech or by sign. Dr. Petitto believes this theory and wants to prove it. She plans to study hearing children who have one deaf parent and one hearing parent. She wants to see what happens when babies have the opportunity to learn both sign language and speech. Does the human brain prefer speech? Some of these studies of hearing babies who have one deaf parent and one hearing parent show that the babies babble equally with their hands and their voices. They also produce their first words, both spoken and signed, at about the same time. More studies in the future may prove that the sign system of the deaf is the physical equivalent of speech.

Question 33: The word “real” in paragraph 4 mostly means _______.         

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:

Most of us know a little about how babies learn to talk. From the time infants are born, they hear language because their parents talk to them all the time. Between the ages of seven and ten months, most infants begin to make sounds. They repeat the same sounds over and over again. This is called babbling. When babies babble, they are practicing their language. What happens, though, to children who cannot hear? How do deaf children learn to communicate? Recently, doctors have learned that deaf babies babble with their hands. Laura Ann Petitto, a psychologist, observed three hearing infants with English-speaking parents and two deaf infants with deaf parents using American Sign Language (ASL) to communicate. Dr. Petitto studied the babies three times: at 10, 12, and 14 months. During this time, children really begin to develop their language skills. After watching and videotaping the children for several hundred hours, the psychologist and her assistants made many important observations. For example, they saw that the hearing children made varied motions with their hands. However, there appeared to be no pattern to these motions. The deaf babies also made different movements with their hands, but these movements were more consistent and deliberate. The deaf babies seemed to make the same hand movements over and over again. During the four-month period, the deaf babies' hand motions started to resemble some basic hand-shapes used in ASL. The children also seemed to prefer certain hand-shapes. Hearing infants start first with simple syllable babbling, then put more syllables together to sound like real sentences and questions. Apparently, deaf babies follow this same pattern, too. First, they repeat simple hand-shapes, Next, they form some simple hand signs and use these movements together to resemble ASL sentences. Linguists believe that our ability for language is innate. In other words, humans are born with the capacity for language: It does not matter if we are physically able to speak or not. Language can be expressed in different ways-for instance, by speech or by sign. Dr. Petitto believes this theory and wants to prove it. She plans to study hearing children who have one deaf parent and one hearing parent. She wants to see what happens when babies have the opportunity to learn both sign language and speech. Does the human brain prefer speech? Some of these studies of hearing babies who have one deaf parent and one hearing parent show that the babies babble equally with their hands and their voices. They also produce their first words, both spoken and signed, at about the same time. More studies in the future may prove that the sign system of the deaf is the physical equivalent of speech.

Question 30: The phrase “the babies” in paragraph 2 refers to _______ in the study.