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40 bài đọc hiểu - Bùi Văn Vinh (có lời giải chi tiết)
Tiếng anh thương mại (Trường Đại học Ngoại thương)
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Đọc hiểu
In the explosion of the linguistic life cycle, it is apparent that it is much more difficult to
learn a second language in adulthood than a first language in childhood. Most adults never
completely master a foreign language, especially in Phonology – hence the ubiquitous foreign
accent. Their development often “fossilizes” into permanent error patterns that no teaching or
correction can undo. Of course, there are great individual differences, which depend on effort,
attitudes, amount of exposure, quality of teaching and plain talent, but there seems to be a cap for
the best adults in the best circumstances
Many explanations have been advanced for children’s superiority; they exploit Motherese
(the simplified, repetitive conversation between parents and children), make errors unselfconsciously, are more motivated to communicate, like to conform, are not set in their ways, and
have not first language to interfere. But some of these accounts are unlikely, based on what is
known about how language acquisition works. Recent evidence is calling these social and
motivation explanations into doubt. Holding every other factor constant, a key factor stands out:
sheer age
Systematic evidence comes from the psychologist Elissa Newport and her colleagues. They
tested Korean and Chinese – born students at the University of Illinois who had spent a least ten
years in the United States. The immigrants were give a list of 276 simple English sentences, half
of them containing some grammatical error. The immigrants who came to the United States
between the age of 3 and 7 performed identically to American – born students. Those who arrived
between ages 8 and 15 did worse the latter they arrived, and those who arrived between 17 and 39
did the worst of all, and showed huge variability unrelated to their age of arrival
Question 1: The passage mainly discussed
A. adult differences in learning a foreign language
B. children’s ability to learn a language
C. the age factor in learning languages fast
D. research into language acquisition
Question 2: From the passage, it can be inferred that “Phonology” is the study of
A. he grammar of language
B. the rules of a language
C the vocabulary of a language
D. the sound system of a language
Question 3: The word “cap” in paragraph 1 is closet in meaning to
A. prize
B. limit
C. covering
D. level
Question 4: According to the passage, young children learn languages quickly for all of the
following reasons EXCEPT
A. they make many mistakes
B. they want to talk
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C. their approach is flexible
D. they frequently repeat words
Question 5: The word “unrelated” in paragraph 3 is closet in meaning to
A. unconnected
B. unfamiliar
C. unclassified
D. unidentified
Question 6: In the experiment in the passage, the Psychologists discovered
A. most students had lived in the U.S for more that 10 years
B. older students were unable to learn English
C. young students learned English best
D. students who arrived late were worst of all
Question 7: The word “who” in paragraph 3 refers to
A. Elissa Newport B. Koreans
C. students
D. colleagues
Question 8: According to the passage, what was the purpose of examining a sample number of
immigrants?
A. To compare different age groups
B. To detect differences in nationalities
C. To confirm different language characteristics
D. To measure the use of grammar
The time when human crossed the Arctic land bridge from Siberia to Alaska seems remote
to us today, but actually represents a late stage in the prehistory of humans, an era when polished
stone implements and bows and arrows were already being used and dogs had already been
domesticated
When these early migrants arrived in North America, they found the woods and plains
dominated by three types of American mammoths. These elephants were distinguished from
today’s elephants mainly by their thick, shaggy coats and their huge, upward-curving tusks. They
had arrived on the continent hundreds of thousands of years before their followers. The woody
mammoth in the North, the Columbian mammoth in middle North America, and the imperial
mammoth of the South, together with their distant cousins the mastodons, dominated the land.
Here, as in the Old World, there is evidence that humans hunted these elephants, as shown by
numerous spear points found with mammoth remains
Then, at the end of the Ice Age, when the last glaciers had retreated, there was a relatively
sudden and widespread extinction of elephants. In the New World, both mammoths and mastodons
disappeared. In the Old World, only Indian and African elephants survived.
Why did the huge, seemingly successful mammoths disappear? Were humans connected
with their extinction? Perhaps, but at that time, although they were cunning hunters, humans were
still widely settled and not very numerous. It is difficult to see how they could have prevailed over
the mammoth to such an extent
Question 9: With which of the following is the passage primarily concerned?
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A. Migration from Siberia to Alaska
B. Techniques used to hunt mammoths
C. The prehistory of humans
D. The relationship between man and mammoth in the New World
Question 10: The word “implements” in paragraph 1 is closest in meaning to
A. tools
B. ornaments
C. houses
D. carvings
Question 11: The phrase “these early migrants” in paragraph 2 refers to _
A. mammoths
B. humans
C. dogs
D. mastodons
Question 12: Where were the imperial mammoths the dominant type of mammoth?
A. Alaska
B. the central portion of North America
C. the southern part of North America
D. South America
Question 13: It can be inferred that when humans crossed into the New World, they
A. had previously hunted mammoths in Siberia
B. had never seen mammoth before
C. brought mammoths with them from the Old World
D. soon learned to use dogs to hunt mammoths
Question 14: Which of the following could be best substitute for the word “remains” in
paragraph 2?
A. bones
B. drawings
C. footprints
D. spear points
Question 15: The passage supports which of the following conclusions about mammoth
A. Humans hunted them to extinction
B. The freezing temperatures of the Ice Age destroyed their food supply
C. The cause of their extinction is not definitely known
D. Competition with mastodons caused them to become extinct
THE DIGITAL DIVIDE
Information technology is influencing the way many of us live and work today. We use the
Internet to look and apply for jobs, shop, conduct research, make airline reservations, and explore
areas of interest. We use e-mail and the Internet to communicate instantaneously with friends and
business associates around the world. Computers are commonplace in homes and the workplace.
Although the number of Internet users is growing exponentially each year, most of the
world’s population does not have access to computers or the Internet. Only 6 percent of the
population in developing countries are connected to telephones. Although more than 94 percent of
U.S. households have a telephone, only 42 percent have personal computers at home and 26
percent have Internet access. The lack of what most of us would consider a basic communications
necessity –the telephone –does not occur just in developing nations. On some Native American
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reservations only 60 percent of the residents have a telephone. The move to wireless connections
may eliminate the need for telephone lines, but it does not remove the barrier to equipment costs.
Who has Internet access? Fifty percent of the children in urban households with an income
over $75,000 have Internet access, compared with 2 percent of the children in low-income, rural
households. Nearly half of college-educated people have Internet access, compared to 6 percent of
those with only some high school education. Forty percent of households with two parents have
access; 15 percent of female, single-parent households do. Thirty percent of white households, 11
percent of black households, and 13 percent of Hispanic households have access. Teens and
children are the two fastest-growing segments of Internet users. The digital divide between the
populations who have access to the Internet and information technology tools is based on income,
race, education, household type, and geographic location. Only 16 percent of the rural poor, rural
and central city minorities, young householders, and single parent female households are
connected..
Another problem that exacerbates these disparities is that African-Americans, Hispanics,
and Native Americans hold few of the jobs in information technology. Women hold about 20
percent of these jobs and are receiving fewer than 30 percent of the computer science degrees. The
result is that women and members of the most oppressed ethnic groups are not eligible for the jobs
with the highest salaries at graduation. Baccalaureate candidates with degrees in computer science
were offered the highest salaries of all new college graduates in 1998 at $44,949.
Do similar disparities exist in schools? More than 90 percent of all schools in the country
are wired with at least one Internet connection. The number of classrooms with Internet
connections differs by the income level of students. Using the percentage of students who are
eligible for free lunches at a school to determine income level, we see that nearly twice as many
of the schools with more affluent students have wired classrooms as those with high
concentrations of low-income students.
Access to computers and the Internet will be important in reducing disparities between
groups. It will require greater equality across diverse groups whose members develop knowledge
and skills in computer and information technologies. If computers and the Internet are to be used
to promote equality, they will have to become accessible to populations that cannot currently afford
the equipment which needs to be updated every three years or so. However, access alone is not
enough. Students will have to be interacting with the technology in authentic settings. As
technology becomes a tool for learning in almost all courses taken by students, it will be seen as a
means to an end rather than an end in itself. If it is used in culturally relevant ways, all students
can benefit from its power.
Question 16. Why does the author mention the telephone in paragraph 2?
A. To contrast the absence of telephone usage with that of Internet usage
B. To describe the development of communications from telephone to Internet
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C. To demonstrate that even technology like the telephone is not available to all
D. To argue that basic telephone service is a first step to using the Internet
Question 17. Which of the sentences below best expresses the information in the statement
“Although the number...............or the Internet.” in the paragraph 2?
A. The number of computers that can make the Internet available to most of the people in the
world is not increasing fast enough.
B. The Internet is available to most of the people in the world, even though they don't have
their own computer terminals.
C. Most of the people in the world use the Internet now because the number of computers has
been increasing every year.
D. The number of people who use computers and the Internet is increasing every year, but
most people in the world still do not have connections.
Question 18. Based on information in paragraph 3, which of the following best explains the term
"digital divide?"
A. The disparity in the opportunity to use the Internet
B. Differences in socioeconomic levels among Internet users
C. The number of Internet users in developing nations
D. Segments of the population with Internet access
Question 19. Why does the author give details about the percentages of Internet users in paragraph
3?
A. To argue for more Internet connections at all levels of society
B. To suggest that improvements in Internet access are beginning to take place
C. To prove that there are differences in opportunities among social groups
D. To explain why many people have Internet connections now
Question 20. According to paragraph 4, why are fewer women and minorities employed in the
field of computer technology?
A. They do not have an interest in technology.
B. They prefer training for jobs with higher salaries.
C. They are not admitted to the degree programs.
D. They do not possess the educational qualifications.
Question 21. The word “concentrations” in the passage is closest in meaning to
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A. confidence
B. protections C. numbers
D. support
Question 22. What can be inferred from paragraph 6 about Internet access?
A. The cost of replacing equipment is a problem.
B. Technology will be more helpful in three years.
C. Better computers need to be designed.
D. Schools should provide newer computers for students.
Cooperation is the common endeavor of two or more people to perform a task or reach a
jointly cherished goal. 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 individual fuse. The group
contains nearly all of each individual’s life. The rewards of the group’s work are shared with each
member. 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 preliterature 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 members of the
group feel 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 examples of secondary cooperation.
In the third type, called tertiary cooperation or accommodation, latent conflict underlies
the shared work. The attitudes of the cooperating parties are purely opportunistic: the organization
is loose and fragile. Accommodation involves common means to achieve antagonistic goals: it
breaks down 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.
Question 23. What is the author’s main purpose in the first paragraph of the passage?
A. To offer a brief definition of cooperation
B. To explain how cooperation differs from competition and conflict
C. To urge readers to cooperate more often
D. To show the importance of group organization and attitudes
Question 24. The word cherished in paragraph 1 is closest in meaning to _
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A. agreed on
B. prized
C. defined
D. set up
Question 25. Which of the following statements about primary cooperation is supported by
information in the passage?
A. It is an ideal that can never be achieved
B. It was confined to prehistoric times
C. It is usually the first stage of cooperation achieved by a group of individuals attempting to
cooperate
D. It is most commonly seen among people who have not yet developed reading and writing
skills
Question 26. According to the passage, why do people join groups that practice secondary
cooperation?
A. To get rewards for themselves
B. To defeat a common enemy
C. To experience the satisfaction of cooperation
D. To associate with people who have similar backgrounds
Question 27. Which of the following is an example of the third form of cooperation as it is defined
in the fourth paragraph?
A. Members of a farming community share work and the food that they grow
B. Two rival political parties temporarily work together to defeat a third party
C. Students form a study group so that all of them can improve their grades
D. A new business attempts to take customers away from an established company
Question 28. Which of the following is NOT given as a name for the third type of cooperation?
A. Accommodation
B. Latent conflict
C. Tertiary cooperation
D. Antagonistic cooperation
Question 29. The word fragile in paragraph 4 is closest in meaning to
A. poorly planned
B. involuntary
C. inefficient
D. easily broken
Question 30. Which of the following best describes the overall organization of the passage?
A. The author presents the points of view of three experts on the same topic
B. The author compares and contrasts two types of human relations
C. The author describes a concept by analyzing its three forms
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D. The author provides a number of concrete examples and then draws a conclusion
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 increases, the number of potential listeners decline 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 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 specialized
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 31. Reading aloud was more common in the medieval world because
A. few people could read to themselves.
B. people relied on reading for entertainment.
C. there were few places available for private reading
D. silent reading had not been discovered
Question 32. The word “commonplace” in the first paragraph mostly means “
A. attracting attention
C. most preferable.
B. for everybody’s use
D. widely used
Question 33. The development of silent reading during the last century indicated
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A. an increase in the number of books.
C. a change in the nature of reading
B. an increase in the average age of readers.
D. a change in the status of literate people.
Question 34. Silent reading, especially in public places, flourished mainly because of
A. the increase in literacy
B. the decreasing number of listeners
C. the decreasing need to read aloud
D. the development of libraries
Question 35. The phrase “a specialized readership” in paragraph 4 mostly means “
”
A. a reading volume for particular professionals.
B. a status for reader specialized in mass media.
C. a requirement for readers in a particular area of knowledge
D. a limited number of readers in a particular area of knowledge
Question 36. All of the following might be the factors that effected the continuation of the old
shard literacy culture EXCEPT
A. the specialized readership
B. the inappropriate reading skills
C. the diversity of reading materials.
D. the print mass media
Question 37. Which of the following statements is NOT TRUE according to the passage?
A. The decline of reading aloud was wholly due to its distracting effect
B. Reading aloud was more common in the past than it is today
C. Not all printed mass media was appropriate for reading aloud
D. The change in reading habits was partly due to the social, cultural and technological changes.
Question 38. The writer of this passage is attempting to
A. show how reading methods have improved
B. encourage the growth of reading
C. explain how reading habits have developed
D. change people’s attitudes to reading
For many people who live in cities, parks are an important part of the landscape. They
provide a place for people to relax and play sports, as well as a refuge from the often harsh
environment of a city. What people often overlook is that parks also provide considerable
environmental benefits.
One benefit of parks is that plants absorb carbon dioxide—a key pollutant—and emit oxygen,
which humans need to breathe. According to one study, an acre of trees can absorb the same
amount of carbon dioxide that a typical car emits in 11,000 miles of driving. Parks also make cities
cooler. Scientists have long noted what is called the Urban Heat Island Effect: building materials
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such as metal, concrete, and asphalt absorb much more of the sun’s heat and release it much more
quickly than organic surfaces like trees and grass. Because city landscapes contain so much of
these building materials, cities are usually warmer than surrounding rural areas. Parks and other
green spaces help to mitigate the Urban Heat Island Effect.
Unfortunately, many cities cannot easily create more parks because most land is already
being used for buildings, roads, parking lots, and other essential parts of the urban environment.
However, cities could benefit from many of the positive effects of parks by encouraging citizens
to create another type of green space: rooftop gardens. While most people would not think of
starting a garden on their roof, human beings have been planting gardens on rooftops for thousands
of years. Some rooftop gardens are very complex and require complicated engineering, but others
are simple container gardens that anyone can create with the investment of a few hundred dollars
and a few hours of work.
Rooftop gardens provide many of the same benefits as other urban park and garden spaces,
but without taking up the much-needed land. Like parks, rooftop gardens help to replace carbon
dioxide in the air with nourishing oxygen. They also help to lessen the Urban Heat Island Effect,
which can save people money. In the summer, rooftop gardens prevent buildings from absorbing
heat from the sun, which can significantly reduce cooling bills. In the winter, gardens help hold in
the heat that materials like brick and concrete radiate so quickly, leading to savings on heating
bills. Rooftop vegetable and herb gardens can also provide fresh food for city dwellers, saving
them money and making their diets healthier. Rooftop gardens are not only something everyone
can enjoy, they are also a smart environmental investment.
Question 39. Based on its use in paragraph 2, it can be inferred that mitigate belongs to which of the
following word groups?
A. allay, alleviate, reduce
C. exacerbate, aggravate, intensify
B. absorb, intake, consume
D. obliterate, destroy, annihilate
Question 40. Using the information in paragraph 2 as a guide, it can be inferred that
A. most people prefer parks to rooftop gardens
B. most people prefer life in the country over life in the city
C. cities with rooftop gardens are cooler than those without rooftop gardens
D. some plants are not suitable for growth in rooftop gardens
Question 41. Based on the information in paragraph 3, which of the following best describes the
main difference between parks and rooftop gardens?
A. Parks absorb heat while rooftop gardens do not.
B. Parks require much space while rooftop gardens do not.
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C. Parks are expensive to create while rooftop gardens are not.
D. Parks are public while rooftop gardens are private.
Question 42. The author claims all of the following to be the benefits of rooftop gardens EXCEPT
A. savings on heating and cooling costs
B. better food for city dwellers
C. improved air quality
D. increased space for private relaxation
Question 43. According to the author, one advantage that rooftop gardens have over parks is that
they
A. do not require the use of valuable urban land
B. decrease the Urban Heat Island Effect
C. replenish the air with nourishing oxygen
D. are less expensive than traditional park spaces
Question 44. The author’s tone in the passage is best described as
A. informative B. argumentative
C. descriptive D. passionate
Question 45. Which of the following best describes the organization of the passage?
A. A thesis is presented and then supported.
B. A hypothesis is stated and then analyzed.
C. A proposal is evaluated and alternatives are explored.
D. A viewpoint is established and then defended.
Not so long ago almost any students who successfully completed a university degree or
diploma course could find a good career quite easily. Companies toured the academic institutions,
competing with each other to recruit graduates. However, those days are gone, even in Hong
Kong, and nowadays graduates often face strong competition in the search for jobs.
Most careers organization highlight three stages for graduates to follow in the process of
securing a suitable career: recognizing abilities, matching these to available vacancies and
presenting them well to prospective employers
Job seekers have to make a careful assessment of their own abilities. One area of
assessment should be of their academic qualifications, which would include special skills within
their subject area. Graduates should also consider their own personal values and attitudes, or the
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relative importance to themselves of such matters as money, security, leadership and caring or
others. An honest assessment of personal interests and abilities such as creative or scientific skills
acquired from work experience should also be give careful thought
The second stage is to study the opportunities available for employment and to think about
how the general employment situation is likely to develop in the future. To do this, graduates can
study job vacancies and information in newspapers or the can visit a career office, write to possible
employers for information or contact friends or relatives who may already be involved in a
particular profession. After studying all various options, they should be in a position to make
informed comparisons between various careers
Good personal presentation is essential in the search for a good career. Job application
forms and letters should, of course, be filled in carefully and correctly, without grammar or spelling
errors. Where additional information is asked for, job seekers should describe their abilities and
work experience in more depth, with example if possible. They should try to balance their own
abilities with the employer’s needs, explain why they are interested in a career with the particular
company and try to show that they already know something about the company and its activities
When graduates are asked to attend for the interview, they should prepare properly by
finding out all they can about the prospective employer. Dressing suitably and arriving for the
interview on time are also obviously important. Interviewees should try to give positive and helpful
answers and should not be afraid to ask questions about anything they are unsure about. This is
much better than pretending to understand a question and giving an unsuitable answer
There will always be good career opportunities for people with ability, skills, and
determination; the secret to securing a good job is to be one of them
Question 46: In paragraph 1, “those days are gone, even in Hong Kong”. Suggests that
A. in the past, finding a good career was easier in Hong Kong than elsewhere
B. nowadays, everyone in Hong Kong has an equal chance of finding a good job
C. it used to be harder to find a good job in Hong Kong than in other countries
D. even in Hong Kong companies tour the universities trying to recruit graduates
Question 47: The word “prospective” in paragraph 2 is closed in meaning to
A. generous
B. reasonable
C. future
D. ambitious
Question 48: According to paragraph 3, job seekers should:
A. aim to give a balanced account of what the employer needs
B. divide the time equally between listening to the interviewer and speaking
C. discuss their own abilities in relation to what the employer is looking for
D. attempt to show the employer is looking for
Question 49: According to paragraph 3, graduates should
A. only consider careers which are suited to them as people
B. include information about personal attitudes and values in their job application
C. consider how lucky they are to be able to find careers that provide such things
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D. consider the values of their parents and families as well their own wishes
Question 50: The advice given in the first sentences of paragraph 4 is to _
A. find out what jobs are available and the opportunities for future promotion
B. examine the careers available and how these will be affected in the future
C. look at the information on, and probably future location of, various careers
D. study the opportunities and the kinds of training that will be available
Question 51: According to paragraph 4, graduates should
A. find a good position and then compare it with other careers
B. ask friends or relatives to secure them a good job
C. get information about a number of careers before making comparisons
D. find out as much as possible and inform employers of the complaints they want
Question 52: Which of the following does “this” in paragraph 6 refers to?
A. Not being afraid to be unsure B. Giving positive and helpful answers to the questions
C. Being prepared to ask questions about things they don’t understand
D. Being unsure about the questions
Question 53: In paragraph 6, the writer seems to suggest that
A. interviewees should ask question if they can’t think of an answer
B. pretending to understand a question is better than giving a suitable answer
C. it is better for interviewees to be honest than to pretend to understand
D. it is not a good idea for interviewees to be completely honest in their answers
Social parasitism involves one species relying on another to raise its young. Among
vertebrates, the best known social parasites are such birds as cuckoos and cowbirds; the female
lays egg in a nest belonging to another species and leaves it for the host to rear
The dulotic species of ants, however, are the supreme social parasites. Consider, for
example, the unusual behavior of ants belonging to the genus Polyergus. All species of this ant
have lost the ability to care for themselves. The workers do not forage for food, feed their brood
or queen, or even clean their own nest. To compensate for these deficits, Polyergus has become
specialized at obtaining workers from the related genus Formica to do these chores
In a raid, several thousand Polyergus workers will travel up to 500 feet in search of a
Formica nest, penetrate it, drive off the queen and her workers, capture the pupal brood, and
transport it back to their nest. The captured brood is then reared by the resident Formica workers
until the developing pupae emerge to add to the Formica population, which maintains the mixedspecies nest. The Formica workers forage for food and give it to colony members of both species.
They also remove wastes and excavate new chambers as the population increases
The true extent of the Polyergus and dependence on the Formica becomes apparent when
the worker population grows too large for existing nest. Formica scouts locate a new nesting site,
return to the mixed-species colony, and recruit additional Formica nest mates. During a period
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that may last seven days, the Formica workers carry to the new nest all the Polyergus eggs, larvae,
and pupae, every Polyergus adult, and even the Polyergus queen
Of the approximately 8000 species of ants in the world, all 5 species of Polyergus and some
200 species in other genera have evolved some degree of parasitic relationship with other ants
Question 54: Which of the following statements best represents the main idea of the passage?
A. Ants belonging to the genus Formica are incapable of performing certain tasks
B. The genus Polyergus is quite similar to the genus Formica
C. Ants belonging to the genus Polyergus have an unusual relationship with ants belonging to
the genus Formica
D. Polyergus ants frequently leave their nests to build new colonies
Question 55: The word “raise” is closest in meaning to
A. rear
B. lift
C. collect
D. increase
Question 56: The author mentions cuckoos and cowbirds because they
A. share their nests with each other
B. are closely related species
C. raise the young of their birds
D. are social parasites
Question 57: The word “it” refers to
A. species
B. nest
C. egg
D. female
Question 58: What does the author mean by stating that “The dulotic species of ants, however,
are the supreme social parasites”
A. The Polyergus are more highly developed than the Formica
B. The Formica have developed specialized roles
C. The Polyergus are heavily dependent on the Formica
D. The Formica do not reproduce rapidly enough to care for themselves
Question 59: The word “excavate” is closest in meaning to
A. find
B. clean
C. repair
D. dig
Question 60: According to the information in the passage, all of the following terms refer to ants
beginning to the genus Formica EXCEPT
A. dulotic
B. captured brood
C. developing pupae D. worker population
ARE HUMAN BEINGS GETTING SMARTER?
Do you think you're smarter than your parents and grandparents? According to James Flynn,
a professor at a New Zealand university, you are! Over the course of the last century, people who
have taken IQ tests have gotten increasingly better scores-on average, three points better for every
decade that has passed. This improvement is known as "the Flynn effect," and scientists want to
know what is behind it.
IQ tests and other similar tests are designed to measure general intelligence rather than
knowledge. Flynn knew that intelligence is partly inherited from our parents and partly the result
of our environment and experiences, but the improvement in test scores was happening too quickly
to be explained by heredity. So what was happening in the 20th century that was helping people
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achieve higher scores on intelligence tests?
Scientists have proposed several explanations for the Flynn effect. Some suggest that the
improved test scores simply reflect an increased exposure to tests in general. Because we take so
many tests, we learn test-taking techniques that help us perform better on any test. Others have
pointed to better nutrition since it results in babies being born larger, healthier, and with more brain
development than in the past. Another possible explanation is a change in educational styles, with
teachers encouraging children to learn by discovering things for themselves rather than just
memorizing information. This could prepare people to do the kind of problem solving that
intelligence tests require.
Flynn limited the possible explanations when he looked carefully at the test data and
discovered that the improvement in scores was only on certain parts of the IQ test. Test takers didn't
do better on the arithmetic or vocabulary sections of the test; they did better on sections that
required a special kind of reasoning and problem solving. For example, one part of the test shows
a set of abstract shapes, and test-takers must look for patterns and connections between them and
decide which shape should be added to the set.
According to Flynn, this visual intelligence improves as the amount of technology in our
lives increases. Every time you play a computer game or figure out how to program a new cell
phone, you are exercising exactly the kind of thinking and problem solving that helps you do well
on one kind of intelligence test. So are you really smarter than your parents? In one very specific
way, you may be.
Question 61. The Flynn effect is
.
A. used to measure intelligent
B. an increase in IQ test scores over time
C. unknown in some parts of the world
D. not connected to our experiences
Question 62. The Flynn effect must be the result of
.
A. heredity
B. our environment and experiences
C. taking fewer tests
D. memorizing information
Question 63. IQ tests evaluate
.
A. our knowledge
B. our environment
C. our intelligence
D. our memories
Question 64. Which sentence from the article gives a main idea?
A. Scientists have proposed several explanations for the Flynn effect.
B. Because we take so many tests in our lives, we learn test-taking techniques that help us perform
better on any test.
C. Test-takers didn’t do better on the arithmetic or vocabulary sections of the test.
D. For example, one part of the test shows a set of abstract shapes, and test-takers must look for
pattern and connections between them and decide which shape should be added to the set.
Question 65. According to the article, newer education techniques include_
.
A. exposure to many tests
B. children finding things out themselves
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C. memorizing information
D. improved test scores
Question 66. Why does the author mention computer games?
A. to give an example of technology that improve our visual intelligence.
B. to explain why young people have poor vocabularies.
C. to encourage the reader to exercise.
D. to show that young people are not getting more intelligent.
Question 67. Which statement would Professor Flynn agree with?
A. People today are more intelligent than in the past in every way.
B. People today have fewer problems to solve.
C. People today are taking easier tests.
D. People today have more visual intelligence.
Learning means acquiring knowledge or developing the ability to perform new behaviors.
It is common to think of learning as something that takes place in school, but much of human
learning occurs outside the classroom, and people continue to learn throughout their lives.
Even before they enter school, young children learn to walk, to talk, and to use their hands
to manipulate toys, food, and other objects. They use all of their senses to learn about the sights,
sounds, tastes, and smells in their environments. They learn how to interact with their parents,
siblings, friends, and other people important to their world. When they enter school, children learn
basic academic subjects such as reading, writing, and mathematics. They also continue to learn a
great deal outside the classroom. They learn which behaviors are likely to be rewarded and which
are likely to be punished. They learn social skills for interacting with other children. After they
finish school, people must learn to adapt to the many major changes that affect their lives, such as
getting married, raising children, and finding and keeping a job.
Because learning continues throughout our lives and affects almost everything we do, the
study of learning is important in many different fields. Teachers need to understand the best ways
to educate children. Psychologists, social workers, criminologists, and other human-service
workers need to understand how certain experiences change people’s behaviors. Employers,
politicians, and advertisers make use of the principles of learning to influence the behavior of
workers, voters, and consumers.
Learning is closely related to memory, which is the storage of information in the brain.
Psychologists who study memory are interested in how the brain stores knowledge, where this
storage takes place, and how the brain later retrieves knowledge when we need it. In contrast,
psychologists who study learning are more interested in behavior and how behavior changes as a
result of a person’s experiences.
There are many forms of learning, ranging from simple to complex. Simple forms of
learning involve a single stimulus. A stimulus is anything perceptible to the senses, such as a sight,
sound, smell, touch, or taste. In a form of learning known as classical conditioning, people learn to
associate two stimuli that occur in sequence, such as lightning followed by thunder. In operant
conditioning, people learn by forming an association between a behavior and its consequences
(reward or punishment). People and animals can also learn by observation – that is, by watching
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others perform behaviors. More complex forms of learning in clued learning languages, concepts,
and motor skills.
Question 68. According to the passage, which of the following is learning in broad view comprised
of?
A. Acquisition of academic knowledge
B. Acquisition of social and behavioral skills
C. Knowledge acquisition and ability development
D. Knowledge acquisition outside the classroom
Question 69. According to the passage, what are children NOT usually taught outside the
classroom?
A. Literacy and calculation
B. Interpersonal communication
C. Life skills
D. Right from wrong
Question 70. Getting married, raising children, and finding and keeping a job are mentioned in
paragraph 2 as examples of
.
A. the situations in which people cannot teach themselves
B. the changes to which people have to orient themselves
C. the areas of learning which affect people’s lives
D. the ways people’s lives are influenced by education
Question 71. Which of the following can be inferred about the learning process from the passage?
A. It is more interesting and effective in school than that in life.
B. It becomes less challenging and complicated when people grow older.
C. It plays a crucial part in improving the learner’s motivation in school.
D. It takes place more frequently in real life than in academic institutions.
Question 72. It can be inferred from the passage that social workers, employers, and politicians
concern themselves with the study of learning because they need to
.
A. understand how a stimulus relates to the senses of the objects of their interest
B. change the behaviors of the objects of their interest towards learning
C. thoroughly understand the behaviors of the objects of their interest
D. make the objects of their interest more aware of the importance of learning
Question 73. The word “retrieves” in paragraph 4 is closest in meaning to
.
A. recovers
B. generates
C. creates
D. gains
Question 74. Which of the following statements is NOT true according to the passage?
A. Psychologists studying learning are interested in human behaviors.
B. Psychologists studying memory are concerned with how the stored knowledge is used.
C. Psychologists studying memory are concerned with the brain’s storage of knowledge.
D. Psychologists are all interested in memory as much as behaviors.
Question 75. The passage mainly discusses
_.
A. simple forms of learning
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B. practical examples of learning inside the classroom
C. general principles of learning
D. application of learning principles to formal education
BRINGING UP CHILDREN
Where one stage of child development has been left out, or not sufficiently experienced,
the child may have to go back and capture the experience of it. A good home makes this possible
- for example, by providing the opportunity for the child to play with a clockwork car or toy railway
train up to any age if he still needs to do so. This principle, in fact, underlies all psychological
treatment of children in difficulties with their development, and is the basic of work in child clinics.
The beginnings of discipline are in the nursery. Even the youngest baby is taught by
gradual stages to wait for food, to sleep and wake at regular intervals and so on. If the child feels
the world around him is a warm and friendly one, he slowly accepts its rhythm and accustoms
himself to conforming to its demands. Learning to wait for things, particularly for food, is a very
important element in upbringing, and is achieved successfully only if too great demands are not
made before the child can understand them. Every parent watches eagerly the child's acquisition
of each new skill: the first spoken words, the first independent steps, or the beginning of reading
and writing. It is often tempting to hurry the child beyond his natural learning rate, but this can set
up dangerous feelings of failure and states of anxiety in the child. This might happen at any stage.
A baby might be forced to use a toilet too early, a young child might be encouraged to learn to
read before he knows the meaning of the words he reads. On the other hand, though, if a child is
left alone too much, or without any learning opportunities, he loses his natural zest for life and his
desire to find out new things for himself.
Learning together is a fruitful source of relationship between children and parents. By
playing together, parents learn more about their children and children learn more from their parents.
Toys and games which both parents and children can share are an important means of achieving
this co-operation. Building-block toys, jigsaw puzzles and crosswords are good examples.
Parents vary greatly in their degree of strictness or indulgence towards their children.
Some may be especially strict in money matters; others are severe over times of coming home at
night, punctuality for meals or personal cleanliness. In general, the controls imposed represent the
needs of the parents and the values of the community as much as the child's own happiness and
well-being.
With regard to the development of moral standards in the growing child, consistency is
very important in parental teaching. To forbid a thing one day and excuse it the next is no
foundation for morality. Also, parents should realize that“Example is better than precept”. If they
are hypocritical and do not practice what they preach, their children may grow confused and
emotionally insecure when they grow old enough to think for themselves, and realize they have
been, to some extent, deceived. A sudden awareness of a marked difference between their parents'
ethics and their morals can be a dangerous disillusion.
Question 76. The principle underlying all treatment of developmental difficulties in children
A. is in the provision of clockwork toys and trains
B. is to send them to clinics
C. is to capture them before they are sufficiently experienced
D. offers recapture of earlier experiences
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Question 77. Learning to wait for things is successfully taught
.
A. in spite of excessive demands being made
B. only if excessive demands are avoided
C. because excessive demands are not advisable
D. is achieved successfully by all children
Question 78. The encouragement of children to achieve new skills .
A. should be focused on only at school
B. can never be taken too far
C. will always assist their development
D. should be balanced and moderate
Question 79. Parental controls and discipline
.
A. serve a dual purpose
B. are designed to promote the child's happiness
C. reflect only the values of the community
D. should be avoided as far as possible
Question 80. The practice of the rule “Example is better than precept”
.
A. only works when the children grow old enough to think for themselves
B. would help avoid the necessity for ethics and morals
C. will free a child from disillusion when he grows up
D. is too difficult for all parents to exercise
Question 81. In the 1st paragraph, the author lays some emphasis on the role of
helping the
child in trouble.
A. Psychiatrists
B.community
C. family
D.nursery
Question 82. Hypocrisy on the part of the Parents may
.
A. result in their children's wrong behaviors.
B. make their children lose faith in them
C. disqualify their teachings altogether
D. impair their children's mind
According to airline industry statistics, almost 90 percent of airline accidents are
survivable or partially survivable. But passengers can increase their chances of survival by
learning and following certain tips. Experts say that you should read and listen to safety
instructions before take-off and ask questions if you have uncertainties. You should fasten your
seat belt low on your hips and as tightly as possible. Of course, you should also know how to
release mechanism of your belt operates. During take-offs and landings, you are advised to keep
your feet flat on the floor. Before take-off you should locate the nearest exit and an alternative
exit and count the rows of seats between you and the exits to so that you can find them in the
dark if necessary.
In the event that you are forewarned of a possible accident, you should put your hands
on your ankles and keep your head down until the plane comes to a complete stop. If smoke is
present in the cabin, you should keep your head low and cover your face with napkins, towels,
or clothing. If possible, wet these for added protection against smoke inhalation. To evacuate
as quickly as possible, follow crew commands and do not take personal belongings with you.
Do not jump on escape slides before they are inflated, and when you jump, do so with your
arms and legs extended in front of you. When you get to the ground, you should move away
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from them as quickly as possible, and never smoke near the wreckage.
Question 83. What is the main topic of the passage?
A. Guidelines for increasing aircraft passenger survival.
B. Airline industry accident statistics.
C. Procedures for evacuating aircraft.
D. Safety instructions in air travel.
Question 84. Travelers are urged by experts to read and listen to safety instructions
A. if smoke is in the cabin
B. before take off
C. in an emergency
D. before locating the exits
Question 85. According to the passage, which exits should an airline passenger locate before
takeoff.
A. The ones with counted rows of seats between them.
B. The ones that can be found in the dark.
C. The two closest to the passenger's seat.
D. The nearest one.
Question 86. It can be inferred from the passage that people are more likely to survive fires in
aircrafts if they
.
A. wear a safety belt
B. don't smoke in or near a plane
C. read airline safety statistics
D. keep their heads low
Question 87. Airline passengers are advised to do all of the following EXCEPT
A. locate the nearest exit
B. ask questions about safety
C. fasten their seat belts before takeoff
D. carry personal belongings in an emergency
Question 88. The word "inflated" in the second paragraph is closest in meaning to
A. extended
B. assembled C. lifted
D. expanded
Question 89. The word "wreckage" in the second paragraph is closest in meaning to
A. material
B. damage
C. prosperity
D. wreck
Question 90. What does the paragraph following the passage most probably discuss!
A. How to recover your luggage
B. Where to go to continue your trip
C. When to return to the aircraft
D. How to proceed once you are away from the aircraft
According to airline industry statistics, almost 90% of airline accidents are survivable or partially
survivable. But passengers can increase their chances of survival by learning and following certain
tips. Experts say that you should read and listen to safety instructions before take-off and ask
questions if you have uncertainties. You should fasten your seat belt low on your hips and as tightly
as possible. Of course, you should also know how the release mechanism of your belt operates.
During take-offs and landings, you are advised to keep your feed flat on the floor. Before take-off
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you should locate the nearest exit and an alternative exit and count the rows of seats between you
and the exits so that you can find them in the dark if necessary
In the event that you are forewarned of a possible accident, you should put your hands on
your ankles and keep your head down until the plane comes to a complete stop. If smoke is present
in the cabin, you should keep your head low and cover your face with napkin, towels or clothing.
If possible, wet these for added protection against smoke inhalation. To evacuate as quickly as
possible, follow crew commands and do not take personal belongings with you. Do not jump on
escape slides before they’re fully inflated, and when you jump, do so with your arms and legs
extended in front of you. When you get to the ground, you should move away from the plane as
quickly as possible, and never smoke near the wreckage
Question 91: What is the main topic of the passage?
A. Airline industry accident statistics
B. Procedures for evacuating aircraft
C. Guidelines for increasing aircraft passenger survival
D. Safety instruction in air travel
Question 92: Travelers are urged by experts to read and listen to safety instructions
A. in an emergency
B. before locating the exits
C. if smoke is in the cabin
D. before take-off
Question 93: According to the passage, when should you keep your feet flat on the floor?
A. throughout the flight
B. during take-offs and landings
C. especially during landings
D. only if an accident is possible
Question 94: According to the passage, which exits should an airline passenger locate before
take-off”
A. The ones that can be found in the dark
B. The two closest to the passenger’s seat
C. The nearest one
D. The ones with counted rows of seats between them
Question 95: The word “them” in the last line of the first paragraph refers to
A. rows
B. feet
C. seats
D. exits
Question 96: It can be inferred from the passage that people are more likely to survive fires in
aircraft if they
A. keep their heads low
B. war a safety belt
C. don’t smoke in or near a plane
D. read airline safety statistics
Question 97: Airline passengers are advised to do all of the following EXCEPT
A. locate the nearest exits
B. ask questions about safety
C. fasten their seat belts before take-off D. carry personal belongings in an emergency
Question 98: The word “evacuate” in the second paragraph is closest in meaning to
A. evade
B. vacate
C. escape
D. maintain
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Franklin D. Roosevelt, the 32nd President of the United States, was from a wealthy wellknown family. As a child, he attended private school, had private tutors, and traveled with his
parents to Europe. He attended Harvard University, and afterward studied law. At age 39,
Roosevelt suddenly developed polio, a disease that left him without the full use of his legs for the
rest of his life. Even though the worst of his illness, however, he continued his life in politics. In
1942 he appeared at the Democratic National Convention to nominate Al Smith for president, and
eight years after that he himself was nominated for the same office. Roosevelt was elected to the
presidency during the Great Depression of the 1930s, at a time when more than 5,000 banks had
failed and thousands of people were out of work. Roosevelt took action. First he declared a bank
holiday that closed all the banks so no more could fail; then he reopened the banks little by little
with government support. Roosevelt believed in using the full power of government to help what
he called the “forgotten people”. And it was these workers, the wage earners, who felt the strongest
affection toward Roosevelt. There were others, however, who felt that Roosevelt’s policies were
destroying the American system of government, and they opposed him in the same intense way
that others admired him
In 1940 the Democrats nominated Roosevelt for an unprecedented third term. No
president in American history had ever served three terms, but Roosevelt felt an obligation not to
quit while the United States’ entry into World War II was looming in the future. He accepted the
nomination and went on to an easy victory
Question 99: What does the passage mainly discuss?
A. political aspects of Roosevelt’s life
B. problems during the Great Depression
C. Roosevelt’s upbringing
D. criticisms of Roosevelt’s action
Question 100: Which on of the following statements is NOT mentioned in the passage?
A. Roosevelt was elected during the Great Depression
B. Roosevelt voted for Al Smith
C. Roosevelt had difficulty walking during his presidency
D. Roosevelt supported strong government powers
Question 101: The phrase “took action” in the first paragraph is used to illustrate the idea that
Roosevelt
A. performed admirably
B. exerted himself physically
C. responded immediately
D. got assistance
Question 102: As used in the passage, the phrase “little by little” means that Roosevelt
A. opened the smaller banks first
B. opened the banks for minimal services
C. opened the banks a few at a time
D. opened the bank for a short time
Question 103: The word “full” in the first paragraph could be best replaced by which of the
following?
A. packed
B. loaded
C. overflowing
D. complete
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Question 104: The word “affection” could be best replaced by which of the following?
A. fascination
B. fondness
C. lure
D. appeal
Question 105: In the second paragraph, the author uses the word “looming” to indicate a feeling
of
A. reservation
B. determination
C. regret
D. threat
At 7 pm on a dark, cold November evening, thousands of people are making their way across
a vast car park. They're not here to see a film, or the ballet, or even the circus. They are all here
for what is, bizarrely, a global phenomenon: they are here to see Holiday on Ice. Given that most
people don’t seem to be acquainted with anyone who's ever been, the show's statistics are
extraordinary: nearly 300 million people have seen Holiday on Ice since it began in 1943; it is the
most popular live entertainment in the world.
But what does the production involve? And why are so many people prepared to spend their
lives travelling round Europe in caravans in order to appear in it? It can't be glamorous, and it's
undoubtedly hard work. The backstage atmosphere is an odd mix of gym class and workplace. A
curtained-off section at the back of the arena is laughably referred to as the girls' dressing room,
but is more accurately described as a corridor, with beige, cracked walls and cheap temporary
tables set up along the length of it. Each girl has a small area littered with pots of orange make-up,
tubes of mascara and long false eyelashes.
As a place to work, it must rank pretty low down the scale: the area round the ice-rink is grey
and mucky with rows of dirty blue and brown plastic seating and red carpet tiles. It's an
unimpressive picture, but the show itself is an unquestionably vast, polished global enterprise: the
lights come from a firm in Texas, the people who make the audio system are in California, but
Montreal supplies the smoke effects; former British Olympic skater Robin Cousins is now creative
director for the company and conducts a vast master class to make sure they're ready for the show's
next performance.
The next day, as the music blares out from the sound system, the case start to go through
their routines under Cousins' direction. Cousins says, 'The aim is to make sure they're all still
getting to exactly the right place on the ice at the right time - largely because the banks of lights in
the ceiling are set to those places, and if the skaters are all half a metre out they'll be illuminating
empty ice. Our challenge, ' he continues, 'is to produce something they can sell in a number of
countries at the same time. My theory is that you take those things that people want to see and you
give it to them, but not in the way they expect to see it. You try to twist it. And you have to find
music that is challenging to the skaters, because they have to do it every night.'
It may be a job which he took to pay the rent, but you can’t doubt his enthusiasm. 'They only
place you'll see certain skating moves is an ice show,' he says, 'because you're not allowed to do
them in competition. It's not in the rules. So the ice show word has things to offer which the
competitive world just doesn't. Cousins knows what he's talking about because he skated for the
show himself when he stopped competing - he was financially unable to retire. He learnt the hard
way that you can't put on an Olympic performance every night. I'd be thinking, these people have
paid their money, now do your stuff, and I suddenly thought, "I really can't cope. I'm not enjoying
it".' The solution, he realized, was to give 75 per cent every night, rather than striving for the sort
of twice-a-year excellence which won him medals.
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To be honest, for those of us whose only experience of ice-skating is watching top-class
Olympic skaters, some of the movements can look a bit amateurish, but then, who are we to judge?
Equally, it's impossible not to be swept up in the whole thing; well, you'd have to try pretty hard
not to enjoy it.
Question 106. The writer describes the backstage area in order to show
A. how much fun the cast have during their work
B. how much preparation is needed for a performance
C. the type of skater that the show attracts
D. the conditions that the skaters put up with
Question 107. The word blares out in paragraph 4 is closest in meaning to
A. seeps out
B. sounds beautifully C. resounds loudly
D. rings
Question 108. What does the writer highlight about the show in the third paragraph?
A. the difficulty of finding suitable equipment
B. the need for a higher level of professional support
C. the range of companies involved in the production
D. the variety of places in which the show has been staged
Question 109. The word them in paragraph 5 refers to
A. skating moves
B. skating competitions
C. things that people want to see
D. the skaters
Question 110. For Robin Cousins, the key point when rehearsing skating routines is
A. keeping in time with the music
B. the skaters' positions on the ice
C. the movement of the lights
D. filling all available space on the ice
Question 111. Cousins believes that he can meet the challenge of producing shows for different
audiences
A. by adapting movements to suit local tastes
B. by presenting familiar material in an unexpected way
C. by selecting music that local audiences will respond to
D. by varying the routines each night
Question 112. What is meant by 'the hard way'?
A. through making a lot of errors
B. through difficult personal experience
C. by misunderstanding the expectations of others
D. by over-estimating the ability of others
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Question 113. What conclusion does the writer draw about Holiday on Ice?
A. It is hard to know who really enjoys it
B. It requires as much skill as Olympic ice-skating
C. It is more enjoyable to watch than formal ice-skating
D. It is difficult to dislike it
Before the 1500’s, the western plains of North America were dominated by farmers. One
group, the Mandans, lived in the upper Missouri River country, primarily in present – day North
Dakota. They had large villages of houses built close together. The tight arrangement enabled the
Mandans to protect themselves more easily from the attacks of others who might seek to obtain
some of the food these highly capable farmers stored from one year to the next.
The women had primary responsibility for the fields. They had to exercise considerable skill
to produce the desired results, for their northern location meant fleeting growing seasons. Winter
often lingered; autumn could be ushered in by severe frost. For good measure, during the spring
and summer, drought, heat, hail, grasshoppers, and other frustrations might await the wary grower.
Under such conditions, Mandan women had to grow maize capable of weathering adversity.
They began as early as it appeared feasible to do so in the spring, clearing the land, using fire to
clear stubble from the fields and then planting. From this point until the first green corn could be
harvested, the crop required labor and vigilance.
Harvesting proceeded in two stages. In August the Mandans picked a smaller amount of the
crop before it had matured fully. This green corn was boiled, dried and shelled, with some of the
maize slated for immediate consumption and the rest stored in animal – skin bags. Later in the fall,
the people picked the rest of the corn. They saved the best of the harvest for seeds or for trade,
with the remainder eaten right away or stored for alter use in underground reserves. With
appropriate banking of the extra food, the Mandans protected themselves against the disaster of
crop failure and accompany hunger.
The woman planted another staple, squash, about the first of June, and harvested it near the
time of the green corn harvest. After they picked it, they sliced it, dried it, and strung the slices
before they stored them. Once again, they saved the seeds from the best of the year’s crop. The
Mandans also grew sunflowers and tobacco; the latter was the particular task of the older men.
Question 114. What is the main topic of the passage ?
A. The agricultural activities of a North American Society
B. Various ways corn can be used.
C. The problems encountered by farmers specializing in growing once crop
D. Weather conditions on the western plains.
Question 115. The Mandans built their houses close together in order to
A. share farming implements
B. guard their supplies of food
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C. protect themselves against the weather
D. allow more room for growing corn
Question 116. Why does the author believe that the Mandans were skilled farmers?
A. They developed new varieties of corn.
B. They could grow crops despite adverse weather.
C. They developed effective fertilizers.
D. They could grow crops in most types of soil.
Question 117. Which of the following processes does the author imply was done by both men and
women?
A. clearing fields
B. Harvesting corn
C. Harvesting squash D. Planting corn
Question 118. The word “disaster” in paragraph 4 is closest in meaning to
A. catastrophe
B. history.
C. control
Question 119. The word “them” in the last paragraph refers to
A. women
B. seeds
C. slices
D. avoidance
.
D. the Mandans
Question 120. Throughout the passage, the author implies that the Mandans
A. valued individuality
.
.
B. were very adventurous
C. were open to strangers D. planned for the future
Even with his diverse experience as an elected official at the state level, Andrew Johnson was the
first president of the United States ever to be impeached, primarily because of his violent temper
and unyielding stubbornness. His career started in 1828 with his collection to the city council of
Greenville, Tennessee, and after two years as an alderman, he took office as mayor. His
advancements followed in rapid succession when he was elected to the Tennessee state senate,
then as the state governor, and later to the U.S. House of Representatives for five consecutive
terms.
In 1864, Johnson ran for the office of vice-president on the Lincoln- Johnson ticket and
was inaugurated in 1865. After Lincoln’s assassination six weeks into his term, Johnson found
himself president at a time when southern leaders were concerned about their forced alliance with
the northern states and feared retaliation for their support of the secession. Instead, however, with
the diplomatic skill he had learned from Lincoln, Johnson offered full pardon to almost all
Confederates on the condition that they take an oath of allegiance. He further reorganized the
former Confederate states and set up legislative elections.
Congressional opposition to his peace- making policies resulted in gridlock between the
House and Johnson, and the stalemate grew into an open conflict on the issue of the emancipation
of slaves. While Johnson held the view that newly freed slaves lacked understanding and
knowledge of civil liberties to vote intelligently, Congress overrode Johnson’s veto of the Civil
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Rights Bill, which awarded them citizenship and ratified the Fourteenth Amendment. In the years
that followed, Congress passed bills depriving the president of the power to pardon political
criminals, stripping away his status of commander-in-chief, and taking away Johnson’s right to
dismiss civil and executive officers from their duties. Johnson vetoed each bill, and each veto was
overridden. When Johnson dismissedvthe secretary of war, Edwin Stanton, Stanton refused to step
down and was supported by the House of Representatives, which voted to impeach Johnson. At
the trial, the Senate came one vote short of the two-thirds majority necessary to remove him from
office. After Johnson’s term expired, he returned to his home state, but in 1875 he was elected
senator and went back to Washington to take his seat.
Question 121. What does the passage mainly discuss?
A. Andrew Johnson’s career as a politician
B. Congressional decisions in the late 1800s
C. Andrew Johnson’s personal characteristics
D. Congressional decisions and procedures in the late 1800s
Question 122. What can be inferred from the first paragraph about Andrew Johnson’s work in
Tennessee?
A. He was represented to the posts five times.
B. His personality precluded him from important positions.
C. His work became known to the governor.
D. He was elected to several important posts.
Question 123. According to the passage, what led to Johnson’s downfall?
A. His personal characteristics
B. His waffling and hesitation
C. The state of the nation’s economy
D. His liberal position on slavery
Question 124. The author of the passage implies that when Johnson became president he
A. had already experienced political turmoil
B. was a dedicated supporter of civil rights
C. was a soft-spoken and careful diplomat
D. had an extensive background in politics
Question 125. According to the passage, Congress’s disapproval of Andrew Johnson’s policies
was
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A. directed at his civic duties
B. short-lived and groundless
C. detrimental to his presidency
D. stopped as soon as it emerged
Question 126. In line 21, the word “pardon” is closest in meaning to
A. exonerate
B. parade
C. patronize
D. extricate
Question 127. According to the passage, the attempt to impeach Andrew Johnson
A. overwhelmed his supporters in Tennessee
B. succeeded as expected by the House
C. failed by a minimal margin
D. put an end to his political career
Even before the turn of the century, movies began to develop in two major directions: the
realistic and the formalistic. Realism and formalism are merely general, rather than absolute, terms.
When used to suggest a tendency toward either polarity, such labels can be helpful, but in the end
they are just labels. Few films are exclusively formalist in style, and fewer yet are completely
realist. There is also an important difference between realism and reality, although this distinction
is often forgotten. Realism is a particular type, whereas physical reality is the source of all the raw
materials of film, both realistic and formalistic. Virtually, all movie directors go to the
photographable world for their subject matter, but what they do with this material- how they shape
and manipulate it- determines their stylistic emphasis.
Generally speaking, realistic films attempt to reproduce the surface of concrete reality with
a minimum of distortion. In photographing objects and events, the Filmmaker tries to suggest the
copiousness of life itself. Both realist and formalist film directors must select (and hence
emphasize) certain details from the chaotic sprawl of reality. But the element of selectivity in
realistic films is less obvious. Realists, in short, to preserve the illusion that their film world
is unmanipulated, an objective mirror the actual world. Formalists, on the other hand, make no
such pretense. They deliberately stylize and distort their raw materials so that only the very naive
would mistake a manipulated image of an object or event for the real thing. We rarely notice the
style in a realistic movie; the artist tends to be self-effacing. The filmmakers are more concerned
with what is being shown than how it is manipulated. The camera is used conservatively. It is
essentially a recording mechanism that produces the surface of tangible objects with as little
commentary as possible. A high premium is placed on simplicity, spontaneity, and directness. It
is not to suggest that these movies lack artistry, however, for at its best the realistic cinema
specializes in art that conceals art.
Question 128. What does the passage mainly discuss?
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A. Styles of filmmaking
B. Filmmaking 100 years ago
C. Acting styles
D. Film plots
Question 129. With which of the following statements would the author be most likely to agree?
A. Most films are neither exclusively realistic nor formalistic.
B. Realistic films are more popular than formalistic ones.
C. Realism and formalism are outdated terms.
D. Formalistic films are less artistic than realistic ones.
Question 130. The phrase "this distinction" in the first paragraph refers to the difference between
A. general and absolute
B. physical reality and raw materials
C. formalists and realists
D. realism and reality
Question 131. Whom does the author say is primarily responsible for a style of film?
A. The producer
B. The camera operator
C. The director
D. The actors
Question 132. The word "Copiousness" in the second paragraph is closest in meaning to
A. abundance
B. greatness
C. fullness
D. variety
Question 133. How can one recognize the formalist style?
A. it mirrors the actual world.
C. it uses familiar images.
B. it obviously manipulated images.
D. it is very impersonal.
Question 134. The word "tangible" in the last paragraph is closest in meaning to
A. various
B. comprehensible
C. concrete
D. complex
Question 135. Which of the following films would most likely use a realist style?
A. A musical drama
B. An animated cartoon
C. A science fiction film
D. A travel documentary
Because geologists have long indicated that fossil fuels will not last indefinitely, the U.S
government finally acknowledged that sooner or later other energy sources would be needed and,
as a result, turned its attention to nuclear power. It was anticipated that nuclear power plants could
supply electricity in such large amounts and so inexpensively that they would be integrated into
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an economy in which electricity would take over virtually all fuel-generating functions at nominal
cost. Thus, the government subsidized the promotion of commercial nuclear power plants and
authorized their construction by utility companies. In the 1960s and early 1970s, the public
accepted the notion of electricity being generated by nuclear power plants in or near residential
areas. By 1975, 54 plants were fully operational, supplying 11 percent of the nation’s electricity,
and another 167 plants were at various stages of planning and construction. Officials estimated
that by 1990 hundreds of plants would be on line, and by the turn of the century as many as 1000
plants would be in working order.
Since 1975, this outlook and this estimation have changed drastically, and many utilizes
have cancelled existing orders. In some cases, construction was terminated even after billions of
dollars had already been invested. After being completed and licensed at a cost of almost $6 billion,
the Shoreham Power Plant on Long Island was turned over to the state of New York to be
dismantled without ever having generated electric power. The reason was that residents and state
authorities deemed that there was no possibility of evacuating residents from the area should an
accident occur.
Just 68 of those plants under way in 1975 have been completed, and another 3 are still
under construction. Therefore, it appears that in the mid1990s 124 nuclear power plants in the
nation will be in operation, generating about 18 percent of the nation’s electricity, a figure that will
undoubtedly decline as relatively outdated plants are shut down
Question 136: What was initially planned for the nation’s fuel supply in the 1950s and in the early
1960s?
A. Expansion and renovation of existing fuel-generating plants
B. Creation of additional storage capacities for fossil fuels
C. Conversion of the industry and the economy to nuclear power
D. Development of an array of alternative fuel and power sources
Question 137: How does the author describe the attitude of the population in regard to nuclear
power as fuel in the early to the mid 1970s?
A. Apprehensive
B. Ambivalent
C. Receptive
D. Resentful
Question 138: In line 5, the word “nominal” is closet in meaning to
A. so-called
B. minimal
C. exorbitant
D. inflated
Question 139: In line 7, the word “notion” is closet in meaning to
A. nonsense
B. notice
C. idea
D. consequence
Question 140: In line 13, the phrase “this outlook” refers to
A. the number of operating nuclear plants
B. the expectation for increase in the number of nuclear plants
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C. the possibility of generating electricity at nuclear installations
D. the forecast for the capacity of the nuclear plants
Question 141: It can be inferred from the passage that government officials made a critical error
in judgment by
A. disregarding the low utility of nuclear power plants
B. relying on inferior materials and faulty plant design
C. overlooking the possibility of a meltdown, however remote
D. locating installation in densely wooded areas
Question 142: In line 14, the word “terminated” is closet in meaning to _
A. delayed
B. stopped
C. kept going
D. conserved
Question 143: The author of the passage implies that the construction of new nuclear power
plants
A. is continuing on a smaller scale
B. is being geared for greater safety
C. has been completely halted for fear of disaster
D. has been decelerated but not terminated
According to some accounts, the first optical telescope was accidentally invented in the
1600s by children who put two glass lenses together while playing with them in a Dutch optical
shop. The owner of the shop, Hans Lippershey, looked through the lenses and was amazed by the
way they made the nearby church look so much larger. Soon after that, he invented a device that
he called a “looker”, a long thin tube where light passed in a straight line from the front lens to the
viewing lens at the other end of the tube. In 1608 he tried to sell his invention unsuccessfully. In
the same year, someone described the “looker” to the Italian scientists Galileo, who made his own
version of the device. In 1610 Galileo used his version to make observations of the Moon, the
planet Jupiter, and the Milky Way. In April of 1611, Galileo showed his device to guests at a
banquet in his honor. One of guests suggested a name for the device: telescope
When Isaac Newton began using Galileo’s telescope more than a century later, he noticed
a problem. The type of telescope that Galileo designed is called a refractor because the front lens
bends, or refracts, the light. However, the curved front lens also caused the light to the separated
into colors. This meant that when Newton looked through the refracting telescope, the images of
bright objects appeared with a ring of colors around them. This sometimes interfered with viewing.
He solved this problem by designing a new type of telescope that used a curved mirror. This mirror
concentrated the light and reflected a beam of light to the eyepiece at the other end of the telescope.
Because Newton used a mirror, his telescope was called a reflector
Very much larger optical telescopes can now be found in many parts of the world, built on
hills and mountains far from city lights. The world’s largest refracting telescope is located at the
Yerkes Observatory in Williams Bay, Wisconsin. Another telescope stands on Mount Palomar in
California. This huge reflecting telescope was for many years the largest reflecting telescope in
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the world until an even larger reflecting telescope was built in the Caucasus Mountains. A fourth
famous reflector telescope, the Keck Telescope situated on a mountain in Hawaii, does not use a
single large mirror to collect the light. Instead, the Keck uses the combined light that falls on thirtysix mirrors
Radio telescopes, like optical telescopes allow astronomers to collect data from outer space,
but they are different in important ways. First of all, they look very different because instead of
light waves, they collect radio waves. Thus, in the place of lenses or mirror, radio telescopes
employ bowl-shaped disks that resemble huge TV satellite dished. Also, apart from their
distinctive appearance, radio telescope and optical telescopes use different methods to record the
information they collect. Optical telescopes use cameras to take photographs of visible objects,
while radio telescopes use radio receivers to record radio waves from distant object in space
Question 144: What can be inferred about the first optical telescope?
A. It was bought by children
B. It was invented in America
C. It was sold by a shop owner
D. It was invented by accident
Question 145: Which of the following is NOT true about Hans Lippershey?
A. He owned a shop
B. He was a Dutch
C. He sold his invention in 1608
D. He got his idea of a telescope from the kids in his shop
Question 146: When was Galileo’s invention called “telescope”?
A. in 1611
B. in 1610
C. in 1608
D. in 1600
Question 147: What did Newton notice about Galileo’s telescope when he used it?
A. It had many problems
B. It refracted the light
C. It was called a refractor
D. It had a curved mirror
Question 148: What did Newton do with Galileo’s telescope?
A. He called it reflector
B. He sent it back to Galileo
C. He improved it
D. He stopped using it after his notice
Question 149: When did Newton start to use Galileo’s telescope?
A. in the 17th century
B. in the 18th century
C. in the 16th century
D. in the 15th century
Question 150: Where does the largest reflecting telescope stand?
A. in Wisconsin
B. in California
C. in Hawaii
D. in Caucasus Mountains
The modem comic strip started out as ammunition in a newspaper was between giants of
the American press in the late nineteenth century. The first full-color comic strip appeared in
January 1894 in the New York World, owned by Joseph Pulitzer. The first regular weekly fullcolor comic supplement, similar to today's Sunday funnies, appeared two years later, in William
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Randolph Hearst's rival New York paper, the Morning Journal.
Both were immensely popular, and publishers realized that supplementing the news with
comic relief boosted the sale of papers. The Morning Journal started another feature in 1896, the
"Yellow Kid," the first continuous comic character in the United States, whose creator, Richard
Outcault, had been lured away from the World by the ambitious Hearst. The "Yellow Kid" was
in many ways a pioneer. Its comic dialogue was the strictly urban farce that came to characterize
later strips, and it introduced the speech balloon inside the strip, usually placed above the
characters' heads.
The first strip to incorporate all the elements of later comics was Rudolph Dirks's
"Katzenjammer Kids", based on Wilhelm Busch's Max and Moritz, a European satire of the
nineteenth century. The "Kids" strip, first published in 1897, served as the prototype for future
American strips. It contained not only speech balloons, but a continuous cast of characters, and
was divided into small regular panels that did away with the larger panoramic scenes of the earliest
comics.
Newspaper syndication played a major role in spreading the popularity of comic strips
throughout the country. Though weekly colored comics came first, daily black-and-white strips
were not far behind. They first appeared in the Chicago American in 1904. It was followed by
many imitators, and by 1915 black-and-white comic strips had become a staple of daily
newspaper; around the country.
Question 151. What does the passage mainly discuss?
A. A comparison of two popular comic strips
B. The differences between early and modern comic strips
C. The effects of newspapers on comic strip stories
D. Features of early comic strips in the United States
Question 152. Why does the author mention Joseph Pulitzer and William Randolph Hearst?
A. They established New York's first newspaper.
B. They published comic strips about the newspaper war.
C. Their comic strips are still published today.
D. They owned major competitive newspapers.
Question 153. The passage suggests that comic strips were popular for which of the following reasons?
A. They provided a break from serious news stories.
B.
Readers enjoyed the unusual drawings.
C.
Readers could identify with the characters.
D.
They were about real-life situations.
Question 154. To say that Richard Outcault had been "lured away from the World” by Hearst (line 7)
means which of the following?
A. Hearst convinced Outcault to leave the World.
B. Hearst fired Outcault from the World.
C. Hearst warned Outcault to leave the World.
D.
Hearst wanted Outcault to work for the World.
Question 155. The word “it” in line 9 refers to .
A. The “Yellow
Kid”
B. dialogue
C. farce
D. balloon
Question 156. According to the passage, the “Yellow Kid” was the first
comic strip to do all of the
following EXCEPT
.
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A. feature the same character in each episode
B. include dialogue inside a balloon
C. appear in a Chicago newspaper
D. characterize city life in a humorous
way
Question 157. The word "incorporate" in line 11 is closest in meaning to
.
A. affect
B. create
C. combine
D. mention
Question 158. The word "prototype" in line 13 is closest in meaning to .
A. story
B. humor
C. drawing
D. model
Question 159. In what order does the author discuss various comic strips in the passage?
A. In alphabetical order by title
B. In the order in which they were created
C. According to the newspaper in which they appeared
D. From most popular to least popular
The Atmosphere of Venus
Venus, also called the Morning Star and Evening Star, is the second-closest planet to the
sun and the brightest object in the night sky. The planet orbits the sun every two hundred and
twenty four Earth-days and is sometimes referred to as Earth’s sister planet because the two share
both a similar size and bulk. What is not similar, however, is Venus’s atmosphere in comparison
to Earth’s atmosphere.
The atmosphere on Venus is much heavier and has a higher density than that of Earth.
Venus’s atmosphere also expands significantly higher than Earth’s atmosphere although a thick
cloud cover makes the surface of Venus nearly impossible to see unless observed through radar
mapping.
While the pressure and temperature of Venus’s upper atmosphere are comparable to those
of Earth, the heat and pressure of the lower atmosphere are not unlike a furnace. Venus’s
atmosphere is very thick due to a composition consisting mainly of carbon dioxide, and a small
amount of nitrogen. If man could survive the extreme heat of Venus’s surface (400 degrees
Celsius), then he would have to contend with a surface pressure that is more than 90 times
that of Earth. Venus’s extremely high temperature is thanks to the greenhouse effect caused by
such a large amount of carbon dioxide. The greenhouse effect is a process by which the sun’s
infrared radiation is more readily absorbed by the atmosphere. Just like in a real greenhouse used
to grow plants years round, the proliferation of carbon dioxide traps radiation and warms Venus’s
atmosphere. Due to this phenomenon, Venus boasts a higher atmospheric temperature than
Mercury, even though Venus is twice the distance from the sun.
However, scientists postulate that Venus’s atmosphere was not always so hot. Studies show
that large bodies of water were once on Venus’s surface but that eventually evaporation of all the
water caused the runaway greenhouse effect which regulates the planet today.Thus Venus has
become a critical study for today’s scientists, as human being are only beginning to struggle with
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the early stages of the greenhouse effect. Our problems do not stem from evaporated water supplies
but from a propagation of carbon dioxide and other greenhouse gases due to industrial and
automobile emissions.
Another interesting characteristic to note regarding Venus’s atmosphere is that its daytime
temperatures and nighttime temperatures are not that far removed from each other. This is due to
the thermal inertia, the ability of a substance to store heat despite changing temperatures and the
transfer of heat by Venus’s strong winds. Although winds on the surface of Venus move slowly in
comparison with Earth’s winds, Venus’s air is so dense that a slow-moving there can move large
obstructions and even skip stones along the planet’s surface.
In 1966, humankind made its first attempt at sending a recording instrument into Venus’s
atmosphere. The Venera 3 probe did collide with Venus surface; however, the abrupt impact
caused its communication system to fail, and it was unable to send and feedback. In 1967, Venera
4 successfully enter Venus’s atmosphere and was able to take many readings, one of which
recorded that Venus’s atmosphere was between ninety and ninety-five percent carbon dioxide.
Subsequent Venera probes were sent into Venus’s atmosphere, but most of them succumbed to the
crushing air pressure.
Question 160. According to paragraph 1, Venus is named the Morning Star and Evening Star
because
A. it is very bright
B. it is close to the sun
C. it can be seen from evening till morning
D. it is used to find the direction by sailors
Question 161. The word that in paragraph 2 refers to
A. size
B. bulk
C. atmosphere D. density
Question 162. Which of the following best expresses the essential information in the bold sentence
in paragraph 3? Incorrect answer choices change the meaning in important ways or leave out
essential information.
A. Earth experiences greater surface pressure than Venus.
B. If a man could survive its surface pressure.
C. The surface pressure and heat of Venus are much greater than those on Earth.
D. Venus’s surface temperature and pressure make it uninhabitable by humans.
Question 163. According to paragraph 3, the greenhouse effect on Venus is owed to
A. the small amounts of nitrogen
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B. the rapid increasing amounts of carbon dioxide
C. growing plants
D. the high atmospheric temperatures
Question 164. In paragraph 4, the author of the passage implies that Earth
A. might suffer the same greenhouse effect as Venus
B. once had an atmosphere similar to Venus’s
C. has bodies of water similar to those on Venus today
D. is experiencing a reduction of carbon dioxide emissions
Question 165. The word propagation in paragraph 4 is closest in meaning to
A. generation
B. elimination
C. evaporationD. desecration
Researchers in the field of psychology have found that one of the best ways to make an
important decision, such as choosing a university to attend or a business to invest in, involves the
utilization of a decision worksheet. Psychologists who study optimization compare the actual
decisions made by people to theoretical ideal decisions to see how similar they are. Proponents of
the worksheet procedure believe that it will yield optimal, that is, the nest decisions. Although
there are several variations on the exact format that worksheets can take, they are all similar in
their essential aspects.
Worksheets require defining the problem in a clear and concise way and then listing all
possible solutions to the problem. Next, the pertinent considerations that will be affected by each
decision are listed, and the relative importance of each consideration or consequence is determined.
Each consideration is assigned a numerical value to reflect its relative importance. A decision is
mathematically calculated by adding these valued together. The alternative with the highest
number of points emerges as the best decision.
Since most important problems are multi-faceted, there are several alternatives to choose
from, each with unique advantages and disadvantages. One of the benefits of a pencil and paper
decision-making procedure is that it permits people to deal with more variables than their minds
can generally comprehend and remember. On the average, people can keep about seven ideas in
their mind at once. A worksheet can be especially useful when the decision involves a large number
of variables with complex relationships. A. realistic example for many college students in the
question "What will I do after graduation?. A graduate might seek a position that offers specialized
training, purse an advanced degree, or travel abroad for a year.
A decision-making worksheet begins with a succinct statement of the problem that will
also help to narrow it. It is important to be clear about the distinction between long-range and
immediate goals because long-range goals often involve a different decision than short-range ones.
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Focusing on long-range goals, a graduating student might revise the question above to "What will
I do after graduation that will lead to a successful career?"
Question 166. What does the passage mainly discuss?
A. A comparison of actual decisions and ideal ones
B. A tool to assist in making complex decisions
C. Research on how people make decisions
D. Differences between long-range and short-range decision making
Question 167. The word "essential" in paragraph 1 is closest in meaning to
A. introductory
B. changeable
C. beneficial
D. fundamental
Question 168. According to decision-worksheet theory, an optimal decision is defined as one that
A. is agreed to by the greatest number of people
B. uses the most decision worksheet
C. has the most points assigned to it
D. is agreed to by the greatest number of worksheet
Question 169. The author organizes paragraph 2 by
A. describing a process
C. providing historical background
B. classifying types of worksheets
D. explaining a theory
Question 170. The word "succinct" in paragraph 4 is closest in meaning to
A. creative
B. satisfactory
C. personal
D. concise
Question 171.The author states that"On the average, people can keep about seven ideas in
their mind at once"(paragraph 3) to explain that
A. most decisions involve seven steps
B. human mental capacity has limitations
C. some people have difficulty making minor as well as major decisions
D. people can learn to keep more than seven ideas in their minds with practice
Question 172. The word "revise" in paragraph 4 is closest in meaning to
A. ask
B. explain
C. change
D. predict
Orchids are unique in having the most highly developed of all blossoms, in which the usual
male and female reproductive organs are fused in a single structure called the column. The column
is designed so that a single pollination will fertilize hundreds or thousands, and in some cases
millions, of seeds, so microscopic and light they are easily carried by the breeze. Surrounding the
column are three sepals and three petals, sometimes easily recognizable as such, often distorted
into gorgeous, weird, but always functional shapes. The most noticeable of the petals is called the
labellum, or lip. It is often dramatically marked as an unmistakable landing strip to attract the
specific insect the orchid has chosen as its pollinator.
To lure their pollinators from afar, orchids use appropriately intriguing shapes, colors, and
scents. At least 50 different aromatic compounds have been analyzed in the orchid family, each
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blended to attract one, or at most a few, species of insects or birds. Some orchids even change
their scents to interest different insects at different times.
Once the right insect has been attracted, some orchids present all sorts of one-way obstacle
courses to make sure it does not leave until pollen has been accurately placed or removed. By such
ingenious adaptations to specific pollinators, orchids have avoided the hazards of rampant
crossbreeding in the wild, assuring the survival of species as discrete identities. At the same time
they have made themselves irresistible to collectors.
Question 173. What does the passage mainly discuss?
A. Birds
B. Insects
C. Flowers
Question 174. The orchid is unique because of
.
A. the habitat in which it lives
B. the structure of its blossom
C. the variety of products that can bemade from it
D. the length of its life
Question 175. The word "fused" in line 2 is closest in meaning to.
A. combined
B. hidden
C. fertilized
Question 176. How many orchid seeds are typically pollinated at one time?
A. 200
B. 2,000
C. 20,000
Question 177. Which of the following is a kind of petal?
A. The column
B. The sepal
C. The stem
Question 178. The labellum (line 6) is most comparable to.
A. a microscope
B. an obstacle course
C. an airport runway
D. a racetrack
Question 179. The word "their" in line 10 refers to.
A. orchids
B. birds
C. insects
Question 180. The word "discrete" in line 13 is closest in meaning to.
A. complicated
B. separate
C. inoffensive D. functional
D. Perfume
D. produced
D. 200,000
D. The labellum
D. species
One of the factors contributing to the intense nature of twenty-first-century stress is our
continual exposure to media – particularly to an overabundance of news. If you feel stressed out
by the news, you are far from alone. Yet somehow many of us seem unable to prevent ourselves
from tuning in to an extreme degree.
The further back we go in human history, the longer news took to travel from place to place,
and the less news we had of distant people and lands altogether. The printing press obviously
changed all that, as did every subsequent development in transportation and telecommunication.
When television came along, it proliferated like a poplulation of rabbits. In 1950, there were
100,000 television sets in North American homes; one year later there were more then a million.
Today, it’s not unusual for a home to have three or more television sets, each with cable access to
perhaps over a hundred channels. News is the subject of many of those channels, and on several
of them it runs 24 hours a day.
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What’s more, after the traumatic events of Sptember 11, 2001, live newcasts were paired
with perennial text crawls across the bottom of the screen – so that viewers could stay abreast of
every story all the time.
Needless to say, the news that is reported to us is not good news, but rather disturbing images
and sound bytes alluding to diasater (natural and man-made), upheaval, crime, scandal, war, and
the like. Compounding the proplem is that when actual breaking news is scarce, most broadcasts
fill in with waistline, hairline, or very existence in the future. This variety of story tends to treat
with equal alarm a potentially lethal flu outbreak and the bogus claims of a wrinkle cream that
overpromises smooth skin.
Are humans meant to be able to process so much trauma – not to mention so much overblown
anticipation of potetial trauma – at once? The human brain, remember, is programmed to slip into
alarm mode when danger looms. Danger looms for someone, somewhere at every moment.
Exposing ourslves to such input without respite and without perspective cannot be anything other
than a source of chronic stress.
(Extracted from The Complete Idiot’s Guide to Beating Stress by Arlene Matthew Uhl –
Penguin Group 2006)
Question 181. According to the passage, which of the following has contributed to the intense
nature of twenty-first-century stress?
A. An overabundance of special news
B. The degree to which stress affects our life
C. Our inability to control ourselves
D. Our continual exposure to the media
Question 182. In the past, we had less news of distant people and lands because
.
A. means of communication and transprotation were not yet invented.
B. the printing press changed the situation to slowly
C. printing, transportation, and telecommunications were not developed
D. most people lived in distant towns and villages
Question 183. The word “traumatic” in paragraph 4 is closest in meaning to
.
A. boring
B. fascinating
C. upsetting
D. exciting
Question 184. According to the passage, when there is not enough actual breaking news,
broadcasts
.
A. are full of dangerous diseases such as flu.
B. send out live newscasts paired with text across the screen
C. send out frightening stories about potential dangers
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D. are forced to publicise an alarming increase in crime
Question 185. Which of the following is NOT true, according to the passage?
A. The news that is reported to us is not good news.
B. Many people are under stress caused by the media.
C. Many TV channels supply the public with breaking news.
D. The only source of stress in our modern life is the media.
Question 186. The word “slip” in paragraph 6 is closest in meaning to
.
A. release
B. bring
C. fail
D. fall
Question 187. According to the passage, our continual exposure to bad news without perspective
is obviously
.
A. the result of human brain’s switch to alarm mode.
B. a source of chronic stress.
C. the result of an overabundance of good news.
D. a source of defects in human brain.
Question 188. What is probably the best title for this passage?
A. Effective Ways to Beat Stress
B. More Modern Life - More Stress
C. The Media - A Major Cause of Stress
D. Developments in Telecommunications
THE SAVANNAH
The tourist looking at the African savannah on a summer afternoon might be excused for
thinking that the wide yellow grass plain was completely deserted of life, almost a desert. With
only a few small thorn trees sticking out through the veldt, there seems to be almost no place for a
living creature to hide.
However, under those trees you might find small steenbok, sleeping in the shade, and waiting
for the night to fall. There may even be a small group of lions somewhere, their bodies exactly the
same shade as the tall grass around them. In the holes in the ground a host of tiny creatures, from
rabbits and badgers to rats and' snakes are waiting for the heat to finish.
The tall grass also hides the fact that there may be a small stream running across the middle of
the plain. One clue that there may be water here is the sight of a majestic Marshall eagle circling
slowly over the grassland. When he drops, he may come up with a small fish, or maybe a grass snake
that has been waiting at the edge of a pool in the hope of catching a frog.
The best time to see the animals then, is in the evening, just as the sun is setting. The best time
of the year to come is in late September, or early August, just before the rains. Then the animals
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must come to the waterholes, as there is no other place for them to drink. And they like to come while
it is still light; so they can see if any dangers are creeping up on them.
So it is at sunset, and after the night falls, that the creatures of the African veld rise and go
about their business.
Question 189. The savannah appears to be empty because:
A. The animals are sleeping
B. The animals have gone about their business
C. They have been frightened by an eagle
D. The temperature prevents much activity
Question 190. By "go about their business" the writer means:
A. Tourism in Africa is big business
B. The animals go to the river to drink
C. The animals go on with their normal activity
D. The animals are observed by naturalists
Question 191. What kind of book does the text seem to be from?
A. A book for experts on wildlife
B. A fictional story
C. A history of Africa
D. General non-fiction
Question 192. The phrase "be excused for" in paragraph 1 is closest in meaning to
A. easily make a mistake of
B. feel sorry for
C. be regretting for
D. be actually forgiven for
Question 193. The phrase "a host of" in paragraph 2 is closest in meaning to
A. a large number of B. only a few
C. a group of
D. a gang of
Question 194. Why do animals come to the waterholes while it is still light?
A. To see their ways .better
B. To be alert to the possibility of danger
C. To drink enough water before hunting
D. To avoid people watching them
Question 195. The word "he" in paragraph 3 refers to
A. a person
B. the writer
C. a Marshall eagle D. a small fish
The ability of falling cats to right themselves in midair and land on their feet has been a
source of wonder for ages. Biologists long regarded it as an example of adaptation by natural
selection, but for physicists it bordered on the miraculous.
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Newton's laws of motion assume that the total amount of spin of a body cannot change
unless an external torque speeds it up or slows it down. If a cat has no spin when it isreleased and
experiences no external torque, it ought not to be able to twist around as it falls.
In the speed of its execution, the righting of a tumbling cat resembles a magician's trick.
The gyrations of the cat in midair are too fast for the human eye to follow, so the process is
obscured. Either the eye must be speeded up, or the cat's fall slowed down for the phenomenon to
be observed. A century ago the former was accomplished by means of high-speed photography
using equipment now available in any pharmacy. But in the nineteenth century the capture on film
of a falling cat constituted a scientific experiment.
The experiment was described in a paper presented to the Paris Academy in 1894. Two
sequences of twenty photographs each, one from the side and one from behind, show a white cat
in the act of righting itself. Grainy and quaint though they are, the photos show that the cat was
dropped upside down, with no initial spin, and still landed on its feet. Careful analysis of the photos
reveals the secret; as the cat rotates the front of its body clockwise, the rear and tail twist
counterclockwise, so that the total spin remains zero, in perfect accord with Newton's laws.
Halfway down, the cat pulls in its legs before reversing its twist and then extends them again, with
the desired end result. The explanation was that while nobody can acquire spin without torque, a
flexible one can readily change its orientation, or phase. Cats know this instinctively, but scientists
could not be sure how it happened until they increased the speed of their perceptions a thousandfold.
Question 36. What does the passage mainly discuss?
A. The explanation of an interesting phenomenon
B. Miracles in modern science
C. Procedures in scientific investigation
D. The differences between biology and physics
Question 37. The word “process” in line 10 refers to
A. the righting of a tumbling cat
B. the cat's fall slowed down
C. high-speed photography
D. a scientific experiment
Question 38. Why are the photographs mentioned in line 16 referred to as an “experiment”?
A. The photographs were not very clear.
B. The purpose of the photographs was to explain the process.
C. The photographer used inferior equipment.
D. The photographer thought the cat might be injured.
Question 39. Which of the following can be inferred about high-speed photography in
the late 1800's?
A. It was a relatively new technology.
B. The necessary equipment was easy to obtain.
C. The resulting photographs are difficult to interpret.
D. It was not fast enough to provide new information.
Question 40. The word “rotates” in line 19 is closest in meaning to
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A. drops
B. turns
C. controls
D. touches
Question 41. According to the passage, a cat is able to right itself in midair because it is
A. frightened
B. small
C. intelligent
D. flexible
Question 42. How did scientists increase “the speed of their perceptions a thousandfold” (lines
25-26)?
A. By analyzing photographs
B. By observing a white cat in a dark room
C. By dropping a cat from a greater height
D. By studying Newton's laws of motion
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 43 to 50.
With Robert Laurent and William Zorach, direct carving enters into the story of modern
sculpture in the United States. Direct carving - in which the sculptors themselves carve stone or
wood with mallet and chisel - must be recognized as something more than just a technique. Implicit
in it is an aesthetic principle as well: that the medium has certain qualities of beauty and
expressiveness with which sculptors must bring their own aesthetic sensibilities into harmony. For
example, sometimes the shape or veining in a piece of stone or wood suggests, perhaps even
dictates, not only the ultimate form, but even the subject matter.
The technique of direct carving was a break with the nineteenth-century tradition in which
the making of a clay model was considered the creative act and the work was then turned over to
studio assistants to be cast in plaster or bronze or carved in marble.
Neoclassical sculptors seldom held a mallet or chisel in their own hands, readily conceding
that the assistants they employed were far better than they were at carving the finished marble.
With the turn-of-the-century Crafts movement and the discovery of nontraditional sources of
inspiration, such as wooden African figures and masks, there arose a new urge for hands-on,
personal execution of art and an interaction with the medium. Even as early as the 1880's and
1890's, nonconformist European artists were attempting direct carving. By the second decade of
the twentieth century, Americans — Laurent and Zorach most notably — had adopted it as their
primary means of working.
Born in France, Robert Laurent(1890-1970)was a prodigy who received his education in
the United States. In 1905 he was sent to Paris as an apprentice to an art dealer, and in the years
that followed he witnessed the birth of Cubism, discovered primitive art, and learned the
techniques of woodcarving from a frame maker.
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Back in New York City by 1910, Laurent began carving pieces such as The Priestess,
which reveals his fascination with African, pre-Columbian, and South Pacific art. Taking a walnut
plank, the sculptor carved the expressive, stylized design. It is one of the earliest examples of direct
carving in American sculpture. The plank's form dictated the rigidly frontal view and the low relief.
Even its irregular shape must have appealed to Laurent as a break with a long-standing tradition
that required a sculptor to work within a perfect rectangle or square.
Question 43. The word “medium” in line 5 could be used to refer to
A. stone or wood
B. mallet and chisel
C. technique
D. principle
Question 44. What is one of the fundamental principles of direct carving?
A. A sculptor must work with talented assistants.
B. The subject of a sculpture should be derived from classical stories.
C. The material is an important element in a sculpture.
D. Designing a sculpture is a more creative activity than carving it.
Question 45. The word “dictates” in line 8 is closest in meaning to
A. reads aloud
B. determinesC. includes
D. records
Question 206. How does direct carving differ from the nineteenth-century
tradition of sculpture?
A. Sculptors are personally involved in the carving of a piece.
B. Sculptors find their inspiration in neoclassical sources.
C. Sculptors have replaced the mallet and chisel with other tools.
D. Sculptors receive more formal training.
Question 207. The word “witnessed” in line 23 is closest in meaning to
A. influenced
B. studied
C. validated
D. observed
Question 208. Where did Robert Laurent learn to carve?
A. New York
B. Africa
C. The South Pacific
D. Paris
Question 209. The phrase “a break with” in line 30 is closest in meaning to
A.a destruction of
B. a departure from
C. a collapse of
D. a solution to
Question 210. The piece titled The Priestess has all of the following characteristics EXCEPT
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A. The design is stylized.
B. It is made of marble.
C. The carving is not deep.
D. It depicts the front of a person.
The hard, rigid plates that form the outermost portion of the Earth are about 100 kilometers
thick. These plates include both the Earth's crust and the upper mantle. The rocks of the crust are
composed mostly of minerals with light elements, like aluminum and sodium, while the mantle
contains some heavier elements, like iron and magnesium. Together, the crust and upper mantle
that form the surface plates are called the lithosphere. This rigid layer floats on the denser material
of the lower mantle the way a wooden raft floats on a pond. The plates are supported by a weak,
plastic layer of the lower mantle called the asthenosphere. Also like a raft on a pond, the
lithospheric plates are carried along by slow currents in this more fluid layer beneath them.
With an understanding of plate tectonics, geologists have put together a new history for
the Earth's surface. About 200 million years ago, the plates at the Earth's surface formed a
“supercontinent” called Pangaea. When this supercontinent started to tear apart because of plate
movement, Pangaea first broke into two large continental masses with a newly formed sea that
grew between the land areas as the depression filled with water. The southern one — which
included the modern continents of South America, Africa, Australia, and Antarctica — is called
Gondwanaland. The northern one — with North America, Europe, and Asia — is called Laurasia.
North America tore away from Europe about 180 million years ago, forming the northern Atlantic
Ocean. Some of the lithospheric plates carry ocean floor and others carry land masses or a
combination of the two types. The movement of the lithospheric plates is responsible for
earthquakes, volcanoes, and the Earth's largest mountain ranges. Current understanding of the
interaction between different plates explains why these occur where they do. For example, the
edge of the Pacific Ocean has been called the “Ring of Fire” because so many volcanic eruptions
and earthquakes happen there. Before the 1960's, geologists could not explain why active
volcanoes and strong earthquakes were concentrated in that region. The theory of plate tectonics
gave them an answer.
Question 211. With which of the following topics is the passage mainly concerned?
A. The contributions of the theory of plate tectonics to geological knowledge
B. The mineral composition of the Earth's crust
C. The location of the Earth's major plates
D. The methods used by scientists to measure plate movement
Question 212. According to the passage, the lithospheric plates are given support by the
A. upper mantle
B. ocean floor
C. crust
D. asthenosphere
Question 213. The author compares the relationship between the lithosphere and the
asthenosphere to which of the following?
A. Lava flowing from a volcano
B. A boat floating on the water
C. A fish swimming in a pond
D. The erosion of rocks by running water
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Question 214. The word “one” in line 14 refers to
A. movements
B. masses
C. sea
D. depression
Question 215. According to the passage, the northern Atlantic Ocean was formed when
A. Pangaea was created
B. plate movement ceased
C. Gondwanaland collided with Pangaea
D. parts of Laurasia separated from each other
Question 216. Which of the following can be inferred about the theory of plate tectonics?
A. It is no longer of great interest to geologists.
B. It was first proposed in the 1960's.
C. It fails to explain why earthquakes occur.
D. It refutes the theory of the existence of a supercontinent.
Question 217. The paragraph following the passage most probably discusses
A. why certain geological events happen where they do
B. how geological occurrences have changed over the years
C. the most unusual geological developments in the Earth's history
D. the latest innovations in geological measurement
Question 218. In line 27, the word “concentrated” is closest in meaning to which of the following?
A. Allowed
B. Clustered
C. Exploded
D. Strengthened
The changing profile of a city in the United States is apparent in the shifting definitions
used by the United States Bureau of the Census. In 1870 the census officially distinguished the
nation's “urban” from its “rural” population for the first time. “Urban population” was defined as
persons living in towns of 8,000 inhabitants or more. But after 1900 it meant persons living in
incorporated places having 2,500 or more inhabitants. Then, in 1950 the Census Bureau radically
changed its definition of “urban” to take account of the new vagueness of city boundaries. In
addition to persons living in incorporated units of 2,500 or more, the census now included those
who lived in unincorporated units of that size, and also all persons living in the densely settled
urban fringe, including both incorporated and unincorporated areas located around cities of 50,000
inhabitants or more. Each such unit, conceived as an integrated economic and social unit with a
large population nucleus, was named a Standard Metropolitan Statistical Area (SMSA).
Each SMSA would contain at least (a) one central city with 50,000 inhabitants or more or
(b) two cities having shared boundaries and constituting, for general economic and social purposes,
a single community with a combined population of at least 50,000, the smaller of which must have
a population of at least 15,000. Such an area included the county in which the central city is located,
and adjacent counties that are found to be metropolitan in character and economically and socially
integrated with the county of the central city. By 1970, about two-thirds of the population of the
United States was living in these urbanized areas, and of that figure more than half were living
outside the central cities.
While the Census Bureau and the United States government used the term SMSA (by 1969
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there were 233 of them), social scientists were also using new terms to describe the elusive,
vaguely defined areas reaching out from what used to be simple “towns” and “cities”. A host of
terms came into use: “metropolitan regions,” “polynucleated population groups”, “conurbations,”
“metropolitan clusters,” “megalopolises,” and so on.
Question 219. What does the passage mainly discuss?
A. How cities in the United States began and developed
B. Solutions to overcrowding in cities
C. The changing definition of an urban area
D. How the United States Census Bureau conducts a census
Question 220. According to the passage, the population of the United States was first classified
as rural or urban in
A. 1870
A. 1900
B. 1950
D. 1970
Question 221. According to the passage, why did the Census Bureau revise the definition of urban
in 1950?
A. City borders had become less distinct.
B. Cities had undergone radical social change.
C. Elected officials could not agree on an acceptable definition.
D. New businesses had relocated to larger cities.
Question 222. Which of the following is NOT true of an SMSA?
A. It has a population of at least 50,000
B. It can include a city's outlying regions.
C. It can include unincorporated regions.
D. It consists of at least two cities.
Question 223. By 1970, what proportion of the population in the United States did NOT live in
an SMSA?
A. 3/4
B. 2/3
C. 1/2
D. 1/3
Question 224. The Census Bureau first used the term “SMSA” in
A. 1900
B. 1950
C. 1969
D. 1970
Question 225. Prior to 1900, how many inhabitants would a town have to have before being
defined as urban?
A. 2,500
B. 8,000
C. 15,000
D. 50,000
In the American colonies there was little money. England did not supply the colonies with
coins and did not allow the colonies to make their own coins, except for the Massachusetts Bay
Colony, which received permission for a short period in 1652 to make several kinds of silver
coins. England wanted to keep money out of America as a means of controlling trade: America
was forced to trade only with England if it did not have the money to buy products from other
countries. The result during this pre-revolutionary period was that the colonists used various
goods in place of money: beaver pelts, Indian wampum, and tobacco leaves were all commonly
used substitutes for money. The colonists also made use of any foreign coins they could obtain.
Dutch, Spanish, French, and English coins were all in use in the American colonies.
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During the Revolutionary War, funds were needed to finance the world, so each of the
individual states and the Continental Congress issued paper money. So much of this paper money
was printed that by the end of the war, almost no one would accept it. As a result, trade in goods
and the use of foreign coins still flourished during this period.
By the time the Revolutionary War had been won by the American colonists, the monetary
system was in a state of total disarray. To remedy this situation, the new Constitution of the
United States, approved in 1789, allowed Congress to issue money. The individual states could
no longer have their own money supply. A few years later, the Coinage Act of 1792 made the
dollar the official currency of the United States and put the country on a bimetallic standard. In
this bimetallic system, both gold and silver were legal money, and the rate of exchange of silver
to gold was fixed by the government at sixteen to one.
Question 226. The passage mainly discusses
A. American money from past to present.
B. the English monetary policies in colonial America.
C. the effect of the Revolution on American money.
D. the American monetary system of the seventeenth and eighteenth centuries.
Question 227. The passage indicates that during the colonial period, money was
A. supplied by England.
B. coined by colonists.
C. scarce.
D. used extensively for trade.
Question 228. The Massachusetts Bay Colony was allowed to make coins
A. continuously from the inception of the colonies.
B. throughout the seventeenth century.
C. from 1652 until the Revolutionary War.
D. for a short time during one year.
Question 229. The pronoun “it” in paragraph 2 refers to which of the following
A. the Continental Congress
B. Paper money
C. the War
D. Trade in goods
Question 230. The word “remedy” in paragraph 3 is closest in meaning to
A. resolve
B. Understand
C. renew
D. medicate
Question 231. How was the monetary system arranged in the Constitution?
A. Only the US Congress could issue money.
B. The US officially went on a bimetallic monetary system.
C. Various state governments, including Massachusetts, could issue money.
D. The dollar was made official currency of the US.
Question 232. According to the passage, which of the following is NOT true about the bimetallic
monetary system?
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A. Either gold or silver could be used as official money.
B. Gold could be exchanged for silver at the rate of sixteen to one.
C. The monetary system was based on two matters.
D. It was established in 1792
A survey is a study, generally in the form of an interview or a questionnaire, that provides
information concerning how people think and act. In the United States, the best-known surveys
are the Gallup and the Harris poll. As anyone who watches the news during presidential campaigns
knows, these polls have become an important part of political life in the United States.
North American are familiar with many “person on the street” interviews on local
television news shows. While such interviews can be highly entertaining, they are not necessarily
an accurate indication of public opinion. First, they reflect the opinions of only those people who
appear at a certain location. Thus, such samples can be biased in favor of commuters, middle-class
shoppers, or factory workers, depending on which area the news people select. Second, television
interviews tend to attract outgoing people who are willing to appear on the air, while they frighten
away others who may feel intimidated by a camera. A survey must be based on a precise,
representative sampling if it is to genuinely reflect a broad range of the population.
In preparing to conduct a survey, sociologists must exercise great care in the wording of
questions. An effect survey question must be simple and clear enough for people to understand it.
I must also be specific enough so that there are no problems in interpreting the results. Even
questions that are less structured must be carefully phrased in order to elicit the type of information
desired. Surveys can be indispensable sources of information, but only if the sampling is done
properly and the questions are worded accurately.
There are two main forms of surveys: the interview and the questionnaire. Each of these
forms of survey research has its advantages. An interviewer can obtain a high response rate because
people find it more difficult to turn down a personal request for an interview than to throw away a
written questionnaire. In addition, an interview can go beyond written questions and probe for a
subject’s underlying feelings and reasons. However, questionnaires have the advantage of being
cheaper and more consistent.
Question 233. What does the passage mainly discuss?
A. The history of surveys in North America
B. The principles of conducting surveys
C. Problems associated with interpreting surveys
D. The importance of polls in American political life
Question 234. The word “they” in line 7 refers to
A. North Americans
B. news shows
C. interviews
D. opinions
Question 235. According to the passage, the main disadvantage of the person-on-the-street
interviews is that they
A. are not based on a representative sampling
B. are used only on television
C. are not carefully worked
D. reflect political opinions
Question 236. The word “precise” in line 10 is closest in meaning to
A. planned
B. rational
C. required
D. accurate
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Question 237. According to paragraph 3, which of the following is most important for an effective
survey?
A. a high number of respondents
B. Carefully worded questions
C. An interviewer’s ability to measure respondents’ feelings
D. A sociologist who is able to interpret the results
Question 238. The word “exercise” in line 13 is closest in meaning to
A. utilize
B. consider
C. design
D. defend
Question 239. It can be inferred from the passage that one reason that sociologists may become
frustrated with questionnaire is that
A. respondents often do not complete and return questionnaires
B. questionnaires are often difficult to read
C. questionnaires are expensive and difficult to distribute
D. respondents are too eager to supplement questions with their own opinions
Question 240. According to the passage, one advantage of live interviews over questionnaires is
that live interviews
A. cost less
B. can produce more information
C. are easier to interpret
D. minimize the influence of the researcher
In the United States in the early 1800's, individual state governments had more effect on
the economy than did the federal government. States chartered manufacturing, banking, mining,
and transportation firms and participated in the construction of various internal improvements such
as canals, turnpikes, and railroads. The states encouraged internal improvements in two distinct
ways; first, by actually establishing state companies to build such improvement; second, by
providing part of the capital for mixed public-private companies setting out to make a profit.
In the early nineteenth century, state governments also engaged in a surprisingly large
amount of direct regulatory activity, including extensive licensing and inspection programs.
Licensing targets reflected both similarities in and differences between the economy of the
nineteenth century and that of today: in the nineteenth century, state regulation through licensing
fell especially on peddlers, innkeepers, and retail merchants of various kinds. The perishable
commodities of trade generally came under state inspection, and such important frontier staples as
lumber and gunpowder were also subject to state control. Finally, state governments experimented
with direct labor and business regulation designed to help the individual laborer or consumer,
including setting maximum limits on hours of work and restrictions on price-fixing by businesses.
Although the states dominated economic activity during this period, the federal government
was not inactive. Its goals were the facilitation of western settlement and the development of native
industries. Toward these ends the federal government pursued several courses of action. It
established a national bank to stabilize banking activities in the country and, in part, to provide a
supply of relatively easy money to the frontier, where it was greatly needed for settlement. It
permitted access to public western lands on increasingly easy terms, culminating in the Homestead
Act of 1862, by which title to land could be claimed on the basis of residence alone. Finally, it set
up a system of tariffs that was basically protectionist in effect, although maneuvering for position
by various regional interests produced frequent changes in tariff rates throughout the nineteenth
century.
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Question 241. What does the passage mainly discuss?
A. States's rights versus federal rights
B. The participation of state governments in railroad, canal, and turnpike construction
C. The roles of state and federal governments in the economy of the nineteenth century.
D. Regulatory activity by state governments
Question 242. All of the following are mentioned in the passage as areas that involved state
governments in the nineteenth century EXCEPT
A. mining
B. banking
C. manufacturing
D. higher education
Question 243. It can be inferred from the first paragraph that in the nineteenth century canals
and railroads were
A. built with money that came from the federal government
B. much more expensive to build than they had been previously
C. built predominantly in the western part of the country
D. sometimes built in part by state companies
Question 244. The regulatory activities of state governments included all of the following
EXCEPT
A. licensing of retail merchants
B. inspecting materials used in turnpike maintenance
C. imposing limits on price-fixing
D. control of lumber
Question 245. The word “ends” in line 20 is closest in meaning to
A. benefits
B. decisions
C. services
D. goals
Question 246. According to the passage, which of the following is true of the
Homestead Act of 1862?
A. It made it increasingly possible for settlers to obtain land in the West.
B. It was a law first passed by state governments in the West.
C. It increased the money supply in the West.
D. It established tariffs in a number of regions.
Question 247. Which of the following activities was the responsibility of the federal
government in the nineteenth century?
A. Control of the manufacture of gunpowder
B. Determining the conditions under which individuals worked
C. Regulation of the supply of money
D. Inspection of new homes built on western lands
What we today call American folk art was, indeed, art of, by, and for ordinary, everyday
“folks” who, with increasing prosperity and leisure, created a market for art of all kinds, and
especially for portraits. Citizens of prosperous, essentially middle-class republics — whether
ancient Romans, seventeenth-century Dutch burghers, or nineteenth-century Americans — have
always shown a marked taste for portraiture. Starting in the late eighteenth century, the United
States contained increasing numbers of such people, and of the artists who could meet their
demands. The earliest American folk art portraits come, not surprisingly, from New England —
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especially Connecticut and Massachusetts — for this was a wealthy and populous region and the
center of a strong craft tradition. Within a few decades after the signing of the Declaration of
Independence in 1776, the population was pushing westward, and portrait painters could be found
at work in western New York, Ohio,
Kentucky, Illinois, and Missouri. Midway through its first century as a nation, the United States'
population had increased roughly five times, and eleven new states had been added to the original
thirteen. During these years the demand for portraits grew and grew eventually to be satisfied by
the camera. In 1839 the daguerreotype was introduced to America, ushering in the age of
photography, and within a generation the new invention put an end to the popularity of painted
portraits. Once again an original portrait became a luxury, commissioned by the wealthy and
executed by the professional.
But in the heyday of portrait painting — from the late eighteenth century until the
1850's — anyone with a modicum of artistic ability could become a limner, as such a portraitist
was called. Local craftspeople — sign, coach, and house painters — began to paint portraits as a
profitable sideline; sometimes a talented man or woman who began by sketching family members
gained a local reputation and was besieged with requests for portraits; artists found it worth their
while to pack their paints, canvases, and brushes and to travel the countryside, often combining
house decorating with portrait painting.
Question 248. In lines 4-5 the author mentions seventeenth-century Dutch burghers as an example
of a group that
A. consisted mainly of self-taught artists
B. appreciated portraits
C. influenced American folk art
D. had little time for the arts
Question 249. According to the passage, where were many of the first American
folk art portraits painted?
A. In western New York
B. In Illinois and Missouri
C. In Connecticut and Massachusetts
D. In Ohio
Question 250. How much did the population of the United States increase in the first fifty
years following independence?
A. It became three times larger.
B. It became five times larger.
C. It became eleven times larger.
D. It became thirteen times larger.
Question 251. The phrase “ushering in” in line 17 is closest in meaning to
A. beginningB. demanding
C. publishing
D. increasing
Question 252. The relationship between the daguerreotype (line 16) and the painted portrait is
similar to the relationship between the automobile and the
A. highway B. driver
C. engine
D. horse-drawn carriage
Question 253. According to the passage, which of the following contributed to a decline in the
demand for painted portrait?
A. The lack of a strong craft tradition
B. The westward migration of many painters
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C. The growing preference for landscape paintings
D. The invention of the camera
Question 254. The author implies that most limners (line 22)
A. received instruction from traveling teachers
B. were women
C. were from wealthy families
D. had no formal art training
Question 255. The phrase “worth their while” in line 26 is closest in meaning to
A. essential
B. educational
C. profitable
D. pleasurable
It is commonly believed in the United States 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 distinction between schooling and education implied by this remark is important.
Education is much more open-ended and all-inclusive than schooling. Education knows no
bounds. It can take place anywhere, whether in the shower or on the job, whether in a kitchen or
on a tractor. It includes both the formal learning that takes place in schools and the whole universe
of informal learning. The agents of education can range from a revered grandparent to the people
debating politics on the radio, from a child to a distinguished 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 are engaged
in 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 an integral part
of one's entire life.
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 approximately
the same time, take assigned seats, are taught by an adult, use similar textbooks, do homework,
take exams, and so on. The slices of reality that are to be learned, whether they are the alphabet or
an understanding of the workings of government, have usually been limited by the boundaries of
the subject 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 communities or what the newest
filmmakers are experimenting with. There are definite conditions surrounding the formalized
process of schooling.
Question 256. What does the author probably mean by using the expression “children interrupt
their education to go to school” (lines 2-3)?
A. Going to several different schools is educationally beneficial.
B. School vacations interrupt the continuity of the school year.
C. Summer school makes the school year too long.
D. All of life is an education.
Question 257. The word “bounds” in line 6 is closest in meaning to
A. rules
B. experience
C. limits
D. exceptions
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Question 258. The word “integral” in line 15 is closest in meaning to
A. equitable
B. profitable
C. pleasant
D. essential
Question 259. The word “they” in line 20 refers to
A. slices of reality
B. similar textbooks
C. boundaries
D. seats
Question 260. The phrase “For example,” line 22, introduces a sentence that gives
examples of
A. similar textbooks
B. the results of schooling
C. the workings of a government
D. the boundaries of classroom subjects
Question 261. The passage supports which of the following conclusions?
A. Without formal education, people would remain ignorant.
B. Education systems need to be radically reformed.
C. Going to school is only part of how people become educated.
D. Education involves many years of professional training.
Question 262. The passage is organized by
A. listing and discussing several educational problems
B. contrasting the meanings of two related words
C. narrating a story about excellent teachers
D. giving examples of different kinds of schools
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the
correctanswertoeachofthequestionsfrom 44 to 50.
Life originated in the early seas less than a billion years after Earth was formed. Yet another
three billion years were to pass before the first plants and animals appeared on the continents.
Life's transition from the sea to the land was perhaps as much of an evolutionary challenge as was
the genesis of life.
What forms of life were able to make such a drastic change in lifestyle? The traditional
view of the first terrestrial organisms is based on mega fossils — relatively large specimens of
essentially whole plants and animals. Vascular plants, related to modern seed plants and ferns, left
the first comprehensive mega fossil record. Because of this, it has been commonly assumed that
the sequence of terrestrialization reflected the evolution of modern terrestrial ecosystems. In this
view, primitive vascular plants first colonized the margins of continental waters, followed by
animals that fed on the plants, and lastly by animals that preyed on the plant-eaters. Moreover, the
mega fossils suggest that terrestrial life appeared and diversified explosively near the boundary
between the Silurian and the Devonian periods, a little more than 400 million years ago. Recently,
however, paleontologists have been taking a closer look at the sediments below this Silurian-
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Devonian geological boundary. It turns out that some fossils can be extracted from these sediments
by putting the rocks in an acid bath. The technique has uncovered new evidence from sediments
that were deposited near the shores of the ancient oceans — plant microfossils and microscopic
pieces of small animals. In many instances the specimens are less than one-tenth of a millimeter
in diameter. Although they were entombed in the rocks for hundreds of millions of years, many
of the fossils consist of the organic remains of the organism.
These newly discovered fossils have not only revealed the existence of previously
unknown organisms, but have also pushed back these dates for the invasion of land by multicellular
organisms. Our views about the nature of the early plant and animal communities are now being
revised. And with those revisions come new speculations about the first terrestrial life-forms.
Question 263. The word “drastic” in line 5 is closest in meaning to
A. widespread
B. radical
C. progressive
D. risky
Question 264. According to the theory that the author calls “the traditional view,” what was the
first form of life to appear on land?
A. Bacteria
B. Meat-eating animals
C. Plant-eating animals
D. Vascular plants
Question 265. According to the passage, what happened about 400 million years ago?
A. Many terrestrial life-forms died out.
B. New life-forms on land developed at a rapid rate.
C. The mega fossils were destroyed by floods.
D. Life began to develop in the ancient seas.
Question 266. What can be inferred from the passage about the fossils mentioned in lines 17-20?
A. They have not been helpful in understanding the evolution of terrestrial life.
B. They were found in approximately the same numbers as vascular plant fossils.
C. They are older than the mega fossils.
D. They consist of modern life-forms.
Question 267. The word “they” in line 22 refers to
A. rocks
B. shores
C. oceans
D. specimens
Question 268. The word “entombed” in lime 22 is closest in meaning to
A. crushed
B. trapped
C. produced
D. excavated
Question 269. Which of the following resulted from the discovery of microscopic fossils?
A. The time estimate for the first appearance of terrestrial life-forms was revised.
B. Old techniques for analyzing fossils were found to have new uses.
C. The origins of primitive sea life were explained.
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D. Assumptions about the locations of ancient seas were changed.
Question 270. With which of the following conclusions would the author probably agree?
A. The evolution of terrestrial life was as complicated as the origin of life itself.
B. The discovery of microfossils supports the traditional view of how terrestrial life evolved.
C. New species have appeared at the same rate over the course of the last 400 million
years.
The technology used by paleontologists is too primitive to make accurate determinations about
ages of fossils
Around the year 1500, hunting people occupied the entire northern third of North
America. They lived well from the animals with which they shared these lands. Hunters of sea
mammals had colonized the Arctic coasts of Canada and Greenland between four and five
thousand years before. Land-hunting people had lived throughout much of the northern interior for
at least 12,000 years.
Northern North America is part of a larger circumpolar ecological domain that continues
across the narrow Bering Strait into Siberia and northern Europe. The overall circumpolar
environment in the 1500's was not very different from the environment of the present. This vast
landmass had a continental climate and was dominated by cold arctic air throughout a long winter
and spring season. Summer temperature ranged from near freezing to the mid-20's Celsius, while
winter temperature were often as low as 40 degrees below zero Celsius.
Geographers divide the overall circumpolar domain into two zones, the Arctic and, below
it, the Subarctic. They refer to the landforms of these areas as tundra and taiga, respectively.
Temperatures in the northern lands were below freezing for eight or nine months of the
year. Subsurface soil in the Arctic's tundra remained permanently frozen. Even when summer
temperatures were above freezing and the top inches of earth became saturated with water, the soil
below remained frozen into a permafrost, as hard as rock. When water flowed upon the surface of
permanently frozen tundra, it made overland travel extremely difficult. Summer travel in the boggy
lands, or muskeg country, of the Sub Arctic’s taiga was also slow and arduous. Tracking animals
was more difficult than it was during the winter when the swampy ground was frozen solid and
covered with snow. In both tundra and taiga, hordes of mosquitoes and biting flies bred in the
standing pools of water. Clothing lost its thermal efficiency when it became damp. Northern
people looked forward to the turn of the season to bring the easier traveling conditions associated
with cold weather. In the Arctic, they could haul food and supplies by dogsled while in the
Subarctic; people could travel quickly and efficiently by snowshoes and toboggan.
Question 271. What does the passage mainly discuss?
A. The hunting people of North America
B. The circumpolar environment of the sixteenth century
C. Animals that inhabit the Arctic coast
D. The geography of Canada and Greenland
Question 272. The word “domain” in line 6 is closest in meaning to
A. temperatureB. period
C. region
D. process
Question 273. Which of the following terms is used to describe the landforms of the
Arctic region?
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A. Subarctic
B. Taiga
C. Tundra
D. Muskeg
Question 274. For how many months of the year were temperatures below freezing in the
circumpolar region?
A. 4-5 months
B. 6 months
C. 8-9 months
D. 12 months
Question 275. The word “standing” in line 25 is closest in meaning to
A. not flowing
B. very deep
C. numerous
D. contaminated
Question 276. All of the following are mentioned as having made travel in the summer difficult
EXCEPT
A. insects
B. wet clothing
C. swampy lands
D. lack of supplies
Question 277. The subsurface soil in the Arctic's tundra is most comparable to
which of the following?
A. Cement
B. A bog
C. A pond
D. Sand
Social parasitism involves one species relying on another to raise its young. Among
vertebrates, the best known social parasites are such birds as cuckoos and cowbirds; the female
lays egg in a nest belonging to another species and leaves it for the host to rear.
The dulotic species of ants, however, are the supreme social parasites. Consider, for
example, the unusual behavior of ants belonging to the genus Polyergus. All species of this ant
have lost the ability to care for themselves. The workers do not forage for food, feed their brood
or queen, or even clean their own nest. To compensate for these deficits, Polyergus has become
specialized at obtaining workers from the related genus Formica to do these chores.
In a raid, several thousand Polyergus workers will travel up to 500 feet in search of a
Formica nest, penetrate it, drive off the queen and her workers, capture the pupal brood, and
transport it back to their nest. The captured brood is then reared by the resident Formica workers
until the developing pupae emerge to add to the Formica population, which maintains the mixedspecies nest. The Formica workers forage for food and give it to colony members of both species.
They also remove wastes and excavate new chambers as the population increases.
The true extent of the Polyergus ants' dependence on the Formica becomes apparent when
the worker population grows too large for existing nest. Formica scouts locate a new nesting site,
return to the mixed-species colony, and recruit additional Formica nest mates. During a period
that may last seven days, the Formica workers carry to the new nest all the Polyergus eggs, larvae,
and pupae, every Polyergus adult, and even the Polyergus queen.
Of the approximately 8,000 species of ants in the world, all 5 species of Polyergus and
some 200 species in other genera have evolved some degree of parasitic relationship with other
ants.
Question 278. Which of the following statements best represents the main idea of the passage?
A. Ants belonging to the genus Formica are incapable of performing certain tasks.
B. The genus Polyergus is quite similar to the genus Formica.
C. Ants belonging to the genus Polyergus have an unusual relationship with ants belonging to the
genus Formica.
D. Poltergus ants frequently leave their nests to build new colonies.
Question 279. The word “raise” in line 1 is closest in meaning to
A. rear
B. lift
C. collect
D. increase
Question 280. The author mentions cuckoos and cowbirds in line 2 because they
A. share their nests with each other
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B. are closely related species
C. raise the young of their birds
D. are social parasites
Question 281. What does the author mean by stating that “The dulotic species of
ants...are the supreme social parasites” (line5) ?
A. The Polyergus are more highly developed than the Formica.
B. The Formica have developed specialized roles.
C. The Polyergus are heavily dependent on the Formica.
D. The Formica do not reproduce rapidly enough to care for themselves.
Question 282. Which of the following is a task that an ant of the genus Polyergus might
do?
A. Look for food.
B. Raid another nest.
C. Care for the young.
D. Clean its own nest.
Question 283. The word “recruit” in line 20 is closest in meaning to
A. create
B. enlist
C. endure
D. capture
Question 284. What happens when a mixed colony of Polyergus and Formica ants
becomes too large?
A. The Polyergus workers enlarge the existing nest.
B. The captured Formica workers return to their original nest.
C. The Polyergus and the Formica build separate nests.
D. The Polyergus and the Formica move to a new nest.
Question 285. According to the information in the passage, all of the following terms
refer to ants belonging to the genus Formica EXCEPT the
A. dulotic species of ants (line 5)
B. captured brood (line 13)
C. developing pupae (line 14)
D. worker population (line 19)
Archimedes’s Principle is a law of physics that states that when an object is totally or partially
immersed in a fluid, it experiences an upthrust equal to the weight of the fluid displaced. The
principle is most frequently applied to the behaviour of objects in water, and helps to explain
floating and sinking, and why objects seem lighter in water. It also applies to balloons.
The key word in the principle is “upthrust”, which refers to the force acting upward to reduce
the apparent weight of the object when it is under water. If, for example, a metal block with a
volume of 100 cm3 is dipped in water, it displaces an equal volume of water, which has a weight
of approximately 1 N (3.5 oz). The block therefore seems to weigh about 1 N less.
An object will float if its average density is less than that of water. If it is totally submerged,
the weight of the water it displaces (and hence the upthrust on it) is greater than its own weight,
and it is forced upward and out of water, until the weight if water displaced by submerged part is
exactly equal to the weight of the floating object. Thus a block of wood with a density six tenths
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that of water will float with six tenths of its volume under water, since at that point the weight of
fluid displaced is the same as the blocks’s own weight. If a dense material is made into a suitable
shape, it will float because of Archimedes’s principle. A ship floats, whereas a block of iron of the
same mass sinks.
It is also because of Archimedes’s principle that ships float lower in the water when they are
heavily loaded (more water must be displaced to give the necessary upthrust). In addition, they
cannot be so heavily loaded if they are to sail in fresh water as they can if they are to sail in the
sea, since fresh water is less dense than sea water, and so more water must be displaced to give the
necessary upthrust. This means the ship is lower in the water, which can be dangerous in rough
weather.
From “Archimedes’s Principle”, Microsoft Student 2008[DVD]. Microsoft Corporation,
2007.
Question 286. What happens when something is immersed in a fluid?
A. It will be pushed further down with a force, equal to the weight of the fluid displaced.
B. It receives an upward force, equal to the weight of the fluid displaced.
C. It receives a download force, equal to the weight of the fluid displaced.
D. The fluid will expand the object and overflow to the floor.
Question 287. The word “volume” in the passage refers to
.
A. loudness
B. quantity
C. frequency
D. lenght
Question 288. The word “displaces” in the passage almost means “ ”.
A. takes the place of
B. takes place
C. replaces with a new one
D. puts in position
Question 289. A block of wood with a density seven tenths that of water will .
A .go up and down the sink
A. float with a half of its volume under water
B. float with an equal volume of its volume under water
C. sink immediately when submerged
Question 290. A ship floats, whereas a block of iron of the same mass sinks because the ship
.
A. is made of wood
B. is lighter
C. has buoys
D. has a special shape
Question 291. The word “upthrust” in the passage refers to the
.
A. upward push
B. upper side of an object
C. upturned force
D. upside-down turn
Question 292. Ships cannot be so heavily loaded if they want to sail in fresh water as they sail in
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the sea, because
.
A. fresh water is ‘lighter’ than sea water
B. there’s too much salt in sea water
C. sea water is ‘saltier’ than fresh water
D. fresh water is more polluted
Question 293. Archimedes’ Principle explains why
.
A. all objects will float
B. Archimedes became famous
C. objects seem lighter in water
D. humans can swim
In the West, cartoons are used chiefly to make people laugh. The important feature of all
these cartoons is the joke and the element of surprise which is contained. Even though it is very
funny, a good cartoon is always based on close observation of a particular feature of life and
usually has a serious purpose.
Cartoons in the West have been associated with political and social matters for many years.
In wartime, for example, they proved to be an excellent way of spreading propaganda. Nowadays
cartoons are often used to make short, sharp comments on politics and governments as well as on
a variety of social matters. In this way, the modern cartoon has become a very powerful force in
influencing people in Europe and the United States.
Unlike most American and European cartoons, however, many Chinese cartoon drawings
in the past have also attempted to educate people, especially those who could not read and write.
Such cartoons about the lives and sayings of great men in China have proved extremely useful in
bringing education to illiterate and semi-literate people throughout China. Confucius, Mencius and
Laozi have all appeared in very interesting stories presented in the form of cartoons. The cartoons
themselves have thus served to illustrate the teachings of the Chinese sages in a very attractive
way.
In this sense, many Chinese cartoons are different from Western cartoons in so far as they
do not depend chiefly on telling jokes. Often, there is nothing to laugh at when you see Chines
cartoons. This is not their primary aim. In addition to commenting on serious political and social
matters, Chinese cartoons have aimed at spreading the traditional Chinese thoughts and culture as
widely as possible among the people.
Today, howerver, Chinese cartoons have an added part to play in spreading knowledge.
They offer a very attractive and useful way of reaching people throughout the world, regardless of
the particular country in which they live. Thus, through cartoons, the thoughts and teachings of the
old Chinese philosophers and sages can now reach people who live in such countries as Britain,
France, America, Japan, Malaysia or Australia and who are unfamiliar with the Chinese culture.
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Until recently, the transfer of knowledge and culture has been overwhelmingly from the
West to the East and not vice versa. By means of cartoons, however, publishing companies in
Taiwan, Hong Kong and Singapore are now having success in correcting this imbalance between
the East and the West.
Cartoons can overcome language barriers in all foreign countries. The vast increase in the
popularity of these cartoons serves to illustrate the truth of Confucius’s famous saying “One
picture is worth a thousand words.”
Question 294. Which of the following clearly characterizes Western cartoons?
A. Originality, freshness, and astonishment.
B. Humour, unexpectedness, and criticism.
C. Enjoyment, liveliness, and carefulness.
D. Seriousness, propagande, and attractiveness.
Question 295. Chinese cartoons have been useful as an important means of
.
A. educating ordinary people
B. spreading Western ideas
C. political propaganda in wartime
D. amusing people all the time
Question 296. The major differences between Chinese cartoons and Western cartoons come from
their
.
A. purposes
B. nationalities
C. values
D. styles
Question 297. The passage is intended to present_
.
A. a contrast between Western cartoons and Chinese cartoons
B. an opinion about how cartoons entertain people
C. a description of cartoons of all kinds the world over
D. an outline of Western cartoons and Chinese cartoons
Question 298. Which of the following could be the best title for the passage?
A. A Very Powerful Force in Influencing People
B. Cartoons as a Way of Educating People
C. Chinese Cartoons and Western Cartoons
D. An Excellent Way of Spreading Propaganda
Question 299. In general, Chinese cartoons are now aiming at
.
A. illustrating the truth of Chinese great men’s famous sayings
B. bringing education to illiterate and semi-literate people in the world
C. spreading the Chinese ideas and cultural values throughout the world
D. disseminating traditional practices in China and throughout the world
Question 300. The word “imbalance” in paragraph 6 refers to
.
A. The mismatch between the East cartoons and the West cartoons
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B. the influence of the East cartoons over the West cartoons
C. the dominant cultural influence of the West over the East
D. the discrimination between the West culture and the East culture
LỜI GIẢI CHI TIẾT
1
C
2
D
3
B
- U V W X Y Z [ \
U] án C – Y ^ _ tác trong ` a nhanh ngôn c
<d e – Câu 1 – U V 1: “….it is apparent that it is much more difficult
to learn a second language in adulthood than a first language in childhood.”
V h- “………rõ ràng k a ngôn c e hai khó m n op _
qn thành m là ngôn c e r n op _ m r
Câu ^ – U V 2: “Holding every other factor constant, a key factor stands
out: sheer age”
V h- “Cho là a Y ^ r Y khác, Y ^ then ^ _ [- hoàn
toàn _ tác.
Các o] án khác
A – c s khác ` qt u trong ` a V c
B – 1Z W a ngôn c X v em
D – nghiên e trong ` Y [ ngôn c
Theo o V W có x oqy suy ra k- “Âm h a! là nghiên e X
_
U] án B – ` ^ âm X p ngôn c
<d e –Câu 2 – U V 1: “Most adults never completely master a foreign
language, especially in Phonology – hence the ubiquitous foreign accent.”
V h- ,{ Y qt u không bao t | c V c 1 cách hoàn
toàn – o} ` trong âm h a - vì lí do ol âm V c qt } !
Các o] án khác
A – c pháp X 1 ngôn c
B – các quy | X 1 ngôn ngc
C – € s X 1 ngôn c
€ “cap” trong o V 1 có  { r
“…but there seems to be a cap for the best adults in the best circumstances”
V h- gq qt q có u V cho c qt u ‚ r
trong hoàn Z ^ r!
A – Z qn
B – u V - U] án B – o] án oƒ 
C – s bao X
D – trình op
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Theo o V W v con a ngôn c 1 cách nhanh chóng vì các lí do sau,
V €
U] án A – chúng | \
<d e – Câu 1 - U V 2: “Many explanations have been advanced for
children’s superiority; they exploit Motherese (the simplified, repetitive
conversation between parents and children), make errors unself-consciously,
are more motivated to communicate, like to conform, are not set in their ways,
….”
V h- Có \ s Z thích o† oqy oq ra cho s q ` X v con;
chúng khai tác Y ‡ ov & s Z om hóa, | V các p p V c
^ ‡ và v' |
không q ý e o† thúc o‰ chúng m ox giao Y thích làm theo, không oqy | o} theo cách X chúng ………
Các o] án khác
B – chúng ^ nói
C – các Y cân X chúng là linh V
D – chúng qt | o | V các € \ {
Unrelated - không liên quan
U] án A – không liên (Y
Các o] án khác
B – không quen p
C – không phân V
D – không xác oh oqy
Trong thí ` trong o V W các nhà tâm lý a khám phá ra
U] án C – a sinh v _ a Y Anh ^ r
<d e – Câu 3 4 5 – U V ^ - “The immigrants were given a list of
276 simple English sentences, half of them containing some grammatical
error. The immigrants who came to the United States between the age of 3
and 7 performed identically to American – born students. Those who arrived
between ages 8 and 15 did worse the latter they arrived, and those who arrived
between 17 and 39 did the worst of all”
V h- 0c qt [ q oqy oq cho 1 danh sách 276 câu Y
Anh om Z p Š ^ chúng có p vài
c pháp. 0c qt di q
qt oY M‹ n c p _ 3 và 7 s ` y ` q a sinh ‹ 0c
qt qt oY n c op _ 8 và 15 s ` kém m c qt
qt oY op qn 17 và 39 làm kém r trong r Z
=> Ta r a sinh v _ a Y anh ^ r
Các o] án khác
A – { u a sinh o† ^ n M‹ m 10 W
B – c a sinh \ _ m không có (Z W a Y Anh
D – c a sinh, qt oY p là kém r
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€ “ who” trong o V ^ 3 o\ [ oY
U] án C – c a sinh
“They tested Korean and Chinese – born students at the University of Illinois
who had spent at least ten years in the United States.”
V h- ,a ( x tra qt Hàn ^ và Trung ^ sinh viên V oV a
Illinois qt o† dành ít r 10 W n ‹
=> Chúng ta r! who” – chính là “students”
Theo o V W này,  o X ` ( x tra p ^ d qt [ q là
gì?
U] án A – ox so sánh nhóm op _ khác nhau
Ua V d e – Câu 31 – Ta r n of so sánh ` a Y Anh c
các nhóm _ chênh ` nhau q Y nào?
Các o] án khác
B – ox phát ` s khác ` trong các ^ h
C – ox xác [ o} q ngôn c khác nhau
D – ox o qt ` Š  ngôn c
U \ nào sau of là o \ o W X Y quan tâm oY@
U] án D – quan ` c loài qt và voi ma mút trong Y u u <d e_
Các o] án khác
A – .s di q € Siberia ow Alaska
B – 0c (‹ [ Š  ox W | voi ma mút
C – t x Š X loài qt
U] án A – o] án oƒ  A – tools – (n) công 
Các o] án khác
B – [ trang trí
C – nhà
D – ` [ (|
2 €! these early migrants” trong o V ^ 2 o\ [ oY
_
U] án B – con qt
<d e- Chúng ta xem xét các câu phía qu ox xem nó thay Y cho cái
gì?
U V 1: “The time when human crossed the Arctic land bridge from Siberia
to Alaska seems remote to us today,… When these early migrants arrived in
North America, they found the woods and plains dominated by three types of
American mammoths”
V h- t gian khi con qt qy qua {  oh *| 2s € Siberia
oY Alaska qt q € xa ox chúng ta ngày nay,…. Khi c qt này
di q u oY *| ‹ a o† tìm r c khu € và oƒ k h chi
^ n ba V voi ma mút ‹
Ta r! these early migrants “ – chính là”human”
Các o] án khác
A – voi ma mút
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13
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14
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15
C
16
C
C – con chó
D – voi W r
H V voi ma mút (_ ƒ ^ h n h trí nào?
U] án C – phía Nam *| ‹
<d e – Câu o{ tiên – U V ^ 2: “When these early migrants arrived
in North America, they found the woods and plains dominated by three types
of American mammoths.”
V h- Khi c qt này di q u oY *| ‹ a o† tìm r c
khu € và oƒ k h chi ^ n ba V voi ma mút ‹
Ua Z o V W ta r o] án A là y lý r Các o] án còn V không
o„
Cái nào sau of có x thay Y ^ r cho € “remain” trong o V ^ 2?
Remains (n) còn V tàn q
U] án A – bones – qm p qm
“Here, as in the Old World, there is evidence that humans hunted these
elephants, as shown by numerous spear points found with mammoth
remains”
V h- ‘ of q n Y u 2’ có k e cho r con qt o†
W | c con voi này, q oqy “ ra n r \ ’ giáo cái oqy
tìm r u c tàn q voi ma mút
0q [ chúng ta r tàn q còn V n of chúng ta có x thay Y là qm
p qm!
Các o] án khác
B – Z ” e v”
C – r chân
D – ’ giáo
U V W X p (Y [ nào sau of \ moi ma mút?
U] án C – Nguyên nhân \ s ` X X chúng không | | oqy
Y oY
<d e – Câu 1 – 2 – U V ^ - Why did the huge, seemingly successful
mammoths disappear? Were humans connected with their extinction?
V h- V sao c con ma mút (_ _ có v Y r thành công
q [@ Có Z con qt có liên quan oY s ` X X chúng?
=> Chúng ta r s ` X X chúng qt q chúng ta r không
rõ ràng nguyên nhân vì sao?
Các o] án khác
A – Con qt o† W | chúng oY ` X
B – 0 ` op ol W X 1• bang hà o† phá X s cung r qm s
X chúng
D – .s canh V u voi rang r là nguyên nhân ( Y chúng n nên `
X
Thông tin: Although the number of Internet users is growing exponentially
each year, most of the world’s population does not have access to computers
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D
or the Internet. Only 6 percent of the population in developing countries are
connected to telephones. … On some Native American reservations only 60
percent of the residents have a telephone.
<h - } dù ^ qy qt Š  Internet o W theo r ^
nhân W { u dân ^ Y u không oqy Y [ u máy tính
} Internet. 2“ có 6 { W dân ^ n các qu o phát x oqy (Y
^ u o ` V … ‘ p ^ khu s qt ^ ‹ “ có 60 { W
dân ^ có p Y o ` V 0q [ Z n các qu phát x và các qu o phát x không Z r
Z a qt o\ có o ` V >qm án C. To demonstrate that even
technology like the telephone is not available to all = ox e ‚ k (x Z
công ` q Y o ` V ’ không Z có — cho r Z a qt
A. To contrast the absence of telephone usage with that of Internet
usage = ox o^ [ s Y | ` Š  o ` V u ` Š 
Internet.
Không có thông tin q [ trong o V 2.
B. To describe the development of communications from telephone
to Internet = ox miêu Z s phát x X giao Y € o ` V oY Internet.
Không có thông tin q [ trong o V 2.
D. To argue that basic telephone service is a first step to using the
Internet = ox tranh [ k h  o ` V m Z là qu (n o{ cho
` Š  Internet.
Không có thông tin q [ trong o V 2.
Thông tin: Although the number of Internet users is growing exponentially
each year, most of the world’s population does not have access to computers
or the Internet.
<h - } dù ^ qy qt Š  Internet o W theo r ^
nhân W { u dân ^ Y u không oqy Y [ u máy tính
} Internet.
>qm án D. The number of people who use computers and the Internet is
increasing every year, but most people in the world still do not have
connections. = .^ qy qt Š  máy tính và V Internet o W
lên hàng W c { u nguwoif dân trên Y u d không có s (Y
^ V là qm án chính xác r
A. The number of computers that can make the Internet available to
most of the people in the world is not increasing fast enough. = .^ qy máy
tính có x làm cho Internet có — cho { Y c qt trên Y u W
không oX nhanh.
B. The Internet is available to most of the people in the world, even
though they don't have their own computer terminals. = Internet là có — cho
{ Y c qt trên Y u } dù a không có Y h o{ ^ máy
tính X mình.
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C. Most of the people in the world use the Internet now because the
number of computers has been increasing every year = ,{ Y a qt
trên Y u Š  Internet ` nay vì ^ qy máy tính o† o W
lên hàng W
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A
19
C
Thông tin: The digital divide between the populations who have access to the
Internet and information technology tools is based on income, race,
education, household type, and geographic location.
<h - 1 Z cách công ` c các { x c qt có \
truy [ vào các công  công ` thông tin và Internet s trên thu [ X p giáo  V p gia o~ và h trí oh lý.
0q [ ( Z cách công ` chính là s khác ` \ m p oqy Y
[ u công ` s trên \ tiêu chí khác nhau.
>qm án A. The disparity in the opportunity to use the Internet = .s chênh
` \ m p Š  Internet.
B. Differences in socioeconomic levels among Internet users = Ss
khác ` \ e op kinh Y xã p trong c qt dùng Internet.
Uf là c W e V ra s phân ` m p Y [ công ` X qt
dân e không Z Z thân ( Z cách ol
C. The number of Internet users in developing nations = S^ qt Š
 Internet n các qu o phát x
Không có thông tin q [ trong bài.
D. Segments of the population with Internet access = Các phân o V
dân ^ có truy [ Internet.
Uf “ là ^ ` thông kê làm rõ m cho s phân ` ol
L Z thích: Câu X o\ X o V 3 chính là câu "The digital divide between
the populations who have access to the Internet and information technology
tools is based on income, race, education, household type, and geographic
location”. Các ^ ` oqy oq ra trong o V o\ k làm ví  làm rõ
m cho câu X o\ ol
>qm án C. To prove that there are differences in opportunities among
social groups = Ux e minh k có s khác ` trong m p c các
nhóm xã p là qm án chính xác r
A. To argue for more Internet connections at all levels of society =
Ux [ [ cho các (Y ^ Internet \ m n r Z các { u xã p Không có thông tin q [ trong bài.
B. To suggest that improvements in Internet access are beginning to
take place = Ux cho r c Z Y trong truy [ Internet o | o{
˜ ra.
Không có thông tin q [ trong bài.
D. To explain why many people have Internet connections now = Ux
Z thích V sao \ qt có (Y ^ Internet ` nay.
Không có thông tin q [ trong bài.
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Thông tin: Another problem that exacerbates these disparities is that AfricanAmericans, Hispanics, and Native Americans hold few of the jobs in
information technology. Women hold about 20 percent of these jobs and are
receiving fewer than 30 percent of the computer science degrees. The result
is that women and members of the most oppressed ethnic groups are not
eligible for the jobs with the highest salaries at graduation.
<h - p r o\ khác mà làm { a thêm c s r bình o™
là qt ‹ ^ Phi, ^ Tây Ban Nha, và qt ‹ Z oh c r ít trong
^ các công ` công ` thông tin. > c c ( Z 20 { W X
các công ` này và o [ oqy ít m 30 { W k r khoa a
máy tính. 1Y Z là  c và các thành viên X các nhóm dân p h áp
e r không oX o \ ( ` cho các công ` u e qm cao r khi
^ ` 0q [ nguyên nhân chính ( Y  c và dân p x ^ không [
oqy ` làm trong  s công ` máy tính là do a không có k r
{ Y
>qm án D. They do not possess the educational qualifications = a không
n c c k r giáo  là qm án chính xác r
A They do not have an interest in technology = ,a không có p ^
quan tâm oY công `
Không có thông tin q [ trong bài.
B. They prefer training for jobs with higher salaries = Ha thích oj
V cho công W ` làm u e qm cao m
Không có thông tin q [ trong bài.
C. They are not admitted to the degree programs = Ha không oqy
[ vào các qm trình oV a
Không có thông tin q [ trong bài.
Thông tin: Using the percentage of students who are eligible for free lunches
at a school to determine income level, we see that nearly twice as many of
the schools with more affluent students have wired classrooms as those with
high concentrations of low-income students. <h - .Š  • ` a
sinh có oX o \ ( ` cho các c W q ˜ phí V p qt a ox xác
oh e thu [ chúng ta r k { q ^ qt a u sinh viên
giàu có m có u a oqy ^ V r ob ^ qt có s [ trung cao
sinh viên có thu [ r .s [ trung cao sinh viên n of chính là ^ qy sinh viên X qt ol
>qm án C. numbers = ^ qy là qm án chính xác r
A. confidence (n) = s s tin
B. protections (n) = c s Z vêh, c ` pháp Z `
D. support (n) = s y
Thông tin: If computers and the Internet are to be used to promote equality,
they will have to become accessible to populations that cannot currently
afford the equipment which needs to be updated every three years or so..
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<h - 0Y máy tính và Internet ” oqy Š  ox thúc o‰ s bình
o™ chúng ” Z n nên ˜ Y [ u các nhóm dân ^ ` không có
(Z W chi Z cho Y h mà { oqy [ [ ba W } lâu m
0q [ có x suy ra k qt Š  không “ Z mua Y h mà
còn Z ^ chi phí ox nâng r Š c oh kì.
>qm án A. The cost of replacing equipment is a problem = ( Y con a
r \ tin vào a là qm án chính xác r
B. Technology will be more helpful in three years = Công ` ”
c ích m trong ba W
Không có thông tin q [ trong bài.
C. Better computers need to be designed = máy tính ^ m { Z
oqy Y (Y
Không có thông tin q [ trong bài.
D. Schools should provide newer computers for students = Các qt
a { cung r máy tính u dành cho sinh viên.
Không có thông tin q [ trong bài.
Thông tin: Cooperation is the common endeavor of two or more people to
perform a task or reach a jointly cherished goal. Like competition and
conflict, there are different forms of cooperation, based on group organization
and attitudes.
<h - ,y tác là s chung X hai } \ qt ox s `
p công ` } oV oqy p  tiêu cùng nhau r X L ^ q o^
X V tranh và xung op có c hình e khác nhau X s y tác,
s trên _ e và thái op X nhóm.
>qm án A. To offer a brief definition of cooperation = ox oq ra p oh
 | a \ s y tác; là qm án chính xác r
B. To explain how cooperation differs from competition and conflict
= Ux Z thích y tác khác u V tranh và xung op q Y nào.
Không có thông tin q [ trong o V 1.
C. To urge readers to cooperate more often = Ub o^ op Z ox y
tác qt xuyên m
Không có thông tin q [ trong o V 1.
D. To show the importance of group organization and attitudes = Ux
x ` { quan a X _ e và thái op X nhóm.
Không có thông tin q [ trong o V 1.
L Z thích:
Cherished (adj) = oqy r X nâng niu, yêu quý
Prized (adj) = r quý giá u ai
<h - ,y tác là s chung X hai } \ qt ox s `
p công ` } oV oqy p  tiêu cùng nhau r X
A. agreed on (adj) = oqy oƒ ý \
C. defined (adj) = oqy oh 
D. set up (adj) = oqy s lên, thành [ nên
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Thông tin: While primary cooperation is most often characteristic of
preliterature societies, …
4<h - Trong khi s y tác m Z là X Y o} qm cho xã p
qu khi W a ra ot …
0q [ có x suy ra k y tác m Z ˜ ra khi con qt q có W
a hay chính là q Y oa Y Y
>qm án D. It is most commonly seen among people who have not yet
developed reading and writing skills = Nó qt oqy nhìn r trong ^
c qt q phát x (‹ W oa và Y% là qm án chính xác
r
A. It is an ideal that can never be achieved = Ul là p lý qn mà
không bao t có x oV oqy
Không có thông tin q [ trong bài.
B. It was confined to prehistoric times = Nó oqy u V trong t
\ Š
Thông tin trong bài “ nói là t (š qu khi có W a  là có x
bao ƒ \ t (š khác nhau e không r Y “ có t \ Š
C. It is usually the first stage of cooperation achieved by a group of
individuals attempting to cooperate = Nó qt là giai o V o{ tiên X s
y tác oV oqy n p nhóm các cá nhân ^ | y tác.
Không có thông tin q [ trong bài.
Thông tin: Members perform tasks so that they can separately enjoy the fruits
of their cooperation in the form of salary, prestige, or power.
<h - Thành viên s ` `  ox a riêng ” có x [ qn
thành Z X s y tác X a trong các hình e \ qm uy tín, }
\ s
0q [  o tham gia vào s y tác e r là ox oV oqy y ích nào
ol cho Z thân. Do ol qm án A. To get rewards for themselves = Ux
[ oqy { qn cho Z thân; là qm án chính xác r
B. To defeat a common enemy = Ux o] V p (v thù chung.
Không có thông tin q [ trong bài.
C. To experience the satisfaction of cooperation = Ux Z ` s
hài lòng y tác.
Không có thông tin q [ trong bài.
D. To associate with people who have similar backgrounds = Ux (Y
y u c qt có lý h qm s
Không có thông tin q [ trong bài.
Thông tin: In the third type, called tertiary cooperation or accommodation,
latent conflict underlies the shared work. The attitudes of the cooperating
parties are purely opportunistic: the organization is loose and fragile.
Accommodation involves common means to achieve antagonistic goals: it
breaks down when the common means cease to aid each party in reaching its
goals.
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<h - Trong V e ba, a là y tác e ba } s ‚ [ xung
op \ ‰ là m n cho công ` chung. Thái op X các bên y tác hoàn
toàn mang tính m p - _ e ‚ v và ˜ › .s ‚ [ liên quan oY
qm ` chung ox oV oqy các  tiêu o^ kháng: nó  o_ khi các
qm ` chung không còn y bên trong ` oV oqy  tiêu
X mình.
0q [ Z r X y tác V ba là hai bên ^ o^ o{ nhau, q V
t y tác ox oV oqy p  tiêu chung, sau khi oV oqy V quay n
V quan ` ban o{
>qm án B. Two rival political parties temporarily work together to defeat
a third party = Hai oZ chính h o^ X V t làm ` u nhau ox o]
V p bên e ba; là qm án chính xác r
A. Members of a farming community share work and the food that
they grow = Thành viên X p p oƒ nông ` chia v công `
và s ‰ mà a ƒ
Uf là ví  X y tác m Z
C. Students form a study group so that all of them can improve their
grades = ,a sinh V thành p nhóm nghiên e ox r Z trong ^ a có
x Z ` o x ^
Uf là ví  X y tác e r D. A new business attempts to take customers away from an
established company = p doanh ` u ^ | ox oq khách hàng o
€ p công ty o† thành [ Uf không Z ví  phù y cho r e V y tác nào oqy | oY
trong bài.
Thông tin: In the third type, called tertiary cooperation or accommodation,
latent conflict underlies the shared work … This is not, strictly speaking,
cooperation at all, and hence the somewhat contradictory term antagonistic
cooperation is sometimes used for this relationship.
<h - Trong V e ba, a là y tác e ba } s ‚ [ xung
op \ ‰ là m n cho công ` chung … Uf không Z là, nói p cách
nghiêm (| s y tác p chút nào, và vì Y [ c m o^ [ là y
tác o^ kháng “ Z oqy dùng cho ^ quan ` này.
0q [ “tertiary cooperation”, “accommodation” và “antagonistic
cooperation” o\ là tên a cho s y tác V 3. 2“ có “latent conflict” là
không Z mà là s Z thích \ Z r X V y tác này.
L Z thích:
Fragile (adj) = ‚ manh ˜ ›
Easily broken (adj) = ˜ o_ ›
<h - The attitudes of the cooperating parties are purely opportunistic:
the organization is loose and fragile = Thái op X các bên y tác hoàn toàn
mang tính m p - _ e ‚ v và ˜ ›
A. poorly planned (adj) = oqy lên (Y V kém
B. involuntary (adj) = không tình `
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C
31
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C. inefficient (adj) = không ` Z
L Z thích: U V o{ X bài oa oq ra oh  X s y tác, sau ol
o V Y theo nói \ p x V y tác khác nhau.
>qm án C. The author describes a concept by analyzing its three forms =
Tác Z mô Z p khái ` k cách phân tích ba hình e X nó; là
qm án chính xác r
A. The author presents the points of view of three experts on the same
topic = Các tác Z trình bày các quan o x X ba chuyên gia \ cùng p
X o\
B. The author compares and contrasts two types of human relations =
Tác Z so sánh và o^ Y hai V quan ` con qt D. The author provides a number of concrete examples and then
draws a conclusion = Tác Z cung r p ^ ví   x và sau ol rút ra
p (Y [
Thông tin: The last century saw a steady gradual increase in literacy and thus
in the number of readers. As the number of readers increases, the number of
potential listeners decline and thus there was some reduction in the need to
read aloud.
<h - Y (• qu o† r p s gia W { { _ oh trong trình
op a r và do ol trong ^ op Z Khi ^ qy op Z W lên, ^ qy
thính Z \ W suy Z và do ol có s  Z s { Y Z oa
to.
€ thông tin trên, có x r ` oa to _ Y n t (š trung _ là vì
trình op a r r r ít qt Y c ox s oa Khi trình op a r
W lên thì nhu { { oa to ’ theo ol Z o >qm án A. few
people could read to themselves = r ít qt có x s oa cho a là qm
án chính xác r
B. people relied on reading for entertainment = qt ta s vào `
oa ox Z trí.
Không có thông tin trong bài nói k con qt s vào ` oa ox Z trí.
Có thông tin cho k ` oa là V op cá nhân, q không nói k
 o X nó là ox Z trí.
C. there were few places available for private reading = có r ít oh
o x — có cho ` oa cá nhân.
Không có thông tin q [ trong bài.
.
D. silent reading had not been discovered = oa { o† không oqy
phát ` ra
Không có thông tin q [ trong bài.
Thông tin: 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.
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<h - R ` oa sách cho mình là p V op ` oV mà { q
không oqy Y oY u c a Z X Y u _ o x và trung _ khi
mà ^ Y (• XV, [ c GoaG | | có  là oa u Y 2“
trong Y (• XIX thì oa { u n nên _ Y
>{ o{ X o V W nói k ` oa { { q không oqy Y oY
n Y (• XV mà Z oY [ Y (• XIX nó u n nên commonplace. Do
ol € commonplace có  trái qy u € “unknown” (không oqy Y
oY'
>qm án D. widely used (adj) = oqy Š  p rãi, là qm án chính
xác r
A. attracting attention = thu hút s chú ý.
B. for everybody’s use =   ` Š  X r Z a qt
33
C
34
A
C. most preferable = oqy q p r
Thông tin: 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.
<h - Các p ( x tra X các Y ^ liên quan oY s phát x h
Š X ` oa { o† Y p k nó o† n thành Y op oa _ Y cho
{ Y qt u X Y là n vì chính `  ol thay o_ trong Z
r
0q [ s phát x X ` oa { trong Y (• qu o† x ` p
s thay o_ trong Z r X ` oa >qm án C. a change in the nature
of reading = p s thay o_ Z r X ` oa là qm án chính xác
r
A an increase in the number of books = s gia W ^ qy sách.
“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 specialized
readership on the other” = W hóa oa Y chung ’ o† Y r và oqy
thay Y n các qm ` \ thông oV chúng in r trên p } và
n c ^ sách và V chí cho op Z chuyên môn trên } khác.
Thông tin trong bài “ cho Y ^ qy sách, báo, V chí W lên thay Y
cho W hóa oa chia v Uf là ` Z X ` oa { phát x e
không Z nguyên nhân gây ra nó, vì Y trình op a r không W lên
thì ^ qy sách W lên ’ không có \ qt có x oa nó.
B. an increase in the average age of readers = s gia W \ op _
trung bình X op Z
Không có thông tin q [ trong bài.
D. a change in the status of literate people = p s thay o_ trong oh
h X qt Y c
Không có thông tin q [ trong bài.
L Z thích: The last century saw a steady gradual increase in literacy and thus
in the number of readers. As the number of readers increases, the number of
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35
D
potential listeners decline 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.
<h - Y (• qu o† r p s gia W { { _ oh trong trình
op a r và do ol trong ^ op Z Khi ^ qy op Z W lên, ^ qy
thính Z \ W suy Z và do ol có s  Z s { Y Z oa
to. Khi oa vì y ích X qt nghe n nên ít _ Y thì oY s q h
X ` oa q p V op cá nhân n c m công p q q `
toa xe oqt | và các m quan, m oa to ” gây r [ trung cho các op
Z khác.
0q [ ` oa { o} ` là n c m công p phát x X
Y vì trình op a r chung W lên, ai ’ có x s oa nên Y oa to
” làm Z qn oY qt khác.
>qm án A. the increase in literacy = s W lên \ trình op a r là
qm án chính xác r
B. the decreasing number of listeners = ^ qy ngày càng Z các
thính Z
.s Z ^ qy qt nghe ’ chính là vì trình op a r W nên
qt ta không { qt khác oa cho c
C. the decreasing need to read aloud. = nhu { oa to ngày càng Z
Uf ’ là p ` Z X trình op a r W lên.
D. the development of libraries = s phát x X q `
Uf là ` Z X ` oa { phát x m e không Z nguyên nhân
d oY nó.
Thông tin: 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
specialized readership on the other.
<h - W hóa oa Y chung ’ o† Y r và oqy thay Y n các
qm ` \ thông oV chúng in r trên p } và n c ^
sách và V chí cho op Z chuyên môn trên } khác.
2r trúc: on the one hand … on the other (hand) = p } thì … } khác
thì, dùng ox ^ hai Y có ^ quan ` trái qy
Trong Y “on the one hand” là € “mass media” & qm ` \ thông
oV chúng) nên trong Y còn V mang ý  trái qy V u oV chúng là
cá `
>qm án D. a limited number of readers in a particular area of knowledge
= p ^ qy V Y op Z trong p  s ( Y e  x là qm
án chính xác r
A. a reading volume for particular professionals = p (^ qy oa
cho các chuyên gia o} `
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B
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A
“Books and periodicals” chính là c (^ qy qm ` oa ƒ không x dành cho (^ qy oa khác c
B. a status for reader specialized in mass media = p oh h cho qt
oa chuyên \ thông tin oV chúng
Thông tin oV chúng là dành cho tát Z a qt oa e không có ai chuyên
\ thông tin oV chúng. ,m c không có thông tin nói \ oh h xã p C. a requirement for readers in a particular area of knowledge = mpt
yêu { cho op Z trong p  s ( Y e  x
Không có thông tin q [ trong bài.
Thông tin: 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
specialized readership on the other.
<h - W hóa oa Y chung ’ o† Y r và oqy thay Y n các
qm ` \ thông oV chúng in r trên p } và n c ^
sách và V chí cho op Z chuyên môn trên } khác.
0q [ chính “the printed mass media”, “books and periodicals for a
specialized readership” là o \ o† thay Y hay chính là Z qn oY s
Y  X \ W hóa oa ’
>qm án A. the specialized readership; C. the diversity of reading materials
và D. the print mass media o\ r ` thông tin trong bài oa là Y ^ Z
qn oY s Y  X \ W hóa oa ’
>qm án B. the inappropriate reading skills = c ( W oa không phù
y ’ r ` thông tin trong bài q không Z là p Y ^ Z
qn
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. = UY ^ Y (• XX, sinh viên o† oqy
o\ h áp  thái op o^ u sách và Š  các k‹ W oa mà không
thích y Y không Z không x cho qt oa thành Y
Thông tin: One should be wary, however, of assuming that silent reading
came about simply because reading aloud was a distraction to others.
<h - 0qt ta Z [ a tuy nhiên, khi Z oh k oa {
Z
oY
om
Z
“
vì
oa
to
là
p
s
phân tâm cho qt khác.
0q [  là s phát x X ` oa { không Z “ vì oa to
thành Y làm c qt khác h phân tâm.
>qm án A. The decline of reading aloud was wholly due to its distracting
effect = .s suy Z X ` oa to là hoàn toàn do Z qn r [ trung
X nó, là qm án không o„ u thông tin trong o\ bài. Do ol of là o]
án o„
B. Reading aloud was more common in the past than it is today = Ua
to là _ Y m trong quá (e so u ` nay.
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C
“Reading to oneself is a modern activity which was almost unknown to the
scholars of the classical and medieval worlds” = R ` oa sách cho mình là
p V op ` oV mà { q không oqy Y oY u c a Z
X Y u _ o x và trung _
C. Not all printed mass media was appropriate for reading aloud =
Không Z r Z qm ` \ thông oV chúng oqy in r là thích y
cho ` oa to.
“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”. = UY ^ Y (• XX, sinh viên o†
oqy o\ h áp  thái op o^ u sách và Š  các (‹ W oa mà
không thích y Y không Z không x cho qt oa thành Y
0 là qt oa thành Y không thích y Š  c ( W r
ox oa sách, hay c ^ sách r ^ không phù y ox oa to.
D. The change in reading habits was partly due to the social, cultural
and technological changes = .s thay o_ trong thói quen oa p { là do
c thay o_ xã p W hóa và công `
“The social, cultural and technological changes in the century had greatly
altered what the term “reading” implied” = 0c thay o_ xã p W hóa
và công ` trong Y (• này o† thay o_ r \ c gì [ c GoaG
ám “
L Z thích: 2Z bài oa Z thích \ ` W hóa oa dã x € oa to
thành oa { q Y nào, nguyên nhân và các Y ^ Z qn oY quá
trình r Do ol o \ mà tác Z o† ^ | ˜ Z (hay ý chính X bài) là
qm án C. explain how reading habits have developed = Z thích thói
quen oa sách o† phát x q Y nào.
A. show how reading methods have improved = cho r các qm
pháp oa sách o† oqy Z ` q Y nào.
Trong bài oa không o\ [ oY s phát x X qm pháp oa sách.
B. encourage the growth of reading = (Y khích s phát x X
` oa
Bài oa không \ oq ra t (Y khích s Y  phát x X ` oa
D. change people’s attitudes to reading = thay o_ thái op oa X a
39
A
qt Bài oa không \ kêu a hay (Y khích a qt thay o_ thái op X
mình u ` oa sách.
L Z thích: mitigate (v) = làm h u
U V 2 nói \ ` qy các [ ` xây s n thành ^ làm không khí
nóng m lên do r  \ ` qy và Z phóng chúng nhanh, còn
cây ^ có x r  khí cacbonic và Z ra khí oxy nên có x làm h u
làm Z tác op này.
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C
41
B
>qm án A. allay, alleviate, reduce = xoa h làm Z u Z là qm
án có các € oƒ  u € “mitigate”
B. absorb, intake, consume = r  tiêu  tiêu 
C. exacerbate, aggravate, intensify = làm { a thêm, làm }
thêm, W qt
D. obliterate, destroy, annihilate = tiêu ` phá X tiêu `
Thông tin: Parks also make cities cooler. Scientists have long noted what is
called the Urban Heat Island Effect: building materials such as metal,
concrete, and asphalt absorb much more of the sun’s heat and release it much
more quickly than organic surfaces like trees and grass. Because city
landscapes contain so much of these building materials, cities are usually
warmer than surrounding rural areas. Parks and other green spaces help to
mitigate the Urban Heat Island Effect.
<h - Công viên ’ làm cho các thành ^ mát m Các nhà khoa
a € lâu o† ghi [ c gì oqy a là , ` e ob h oZ `- [
` xây s q kim V bê tông và s oqt r  \ ` X
} t và phát tán nó nhanh m \ so u \ } c m q cây ^ và
‚ *n vì phong Z thành ^ e r \ các [ ` xây s thành
^ qt r m so u khu s nông thôn xung quanh. Công viên và
không gian xanh khác ” giúp Z x , ` e ob h oZ `
0q [ có x suy ra k thành ^ có \ cây xanh ” mát m là khi
không có cây xanh.
>qm án C. cities with rooftop gardens are cooler than those without
rooftop gardens = c thành ^ u c khu qt trên mái nhà mát
m c thành ^ không có qt trên mái nhà, là qm án chính xác
r
A. most people prefer parks to rooftop gardens = { Y a qt
thích công viên m các khu qt trên mái nhà.
Không có thông tin q [ trong o V 2.
B. most people prefer life in the country over life in the city = { Y
a qt thích p ^ n nông thôn m p ^ trong thành ^
Không có thông tin q [ trong o V 2.
D. some plants are not suitable for growth in rooftop gardens = p
^ loài cây không phù y ox ƒ trong các khu qt trên mái nhà.
Không có thông tin q [ trong o V 2.
Thông tin: Unfortunately, many cities cannot easily create more parks
because most land is already being used for buildings, roads, parking lots,
and other essential parts of the urban environment… Rooftop gardens provide
many of the same benefits as other urban park and garden spaces, but without
taking up the much-needed land.
<h - [ không may, \ thành ^ không x ˜ dàng V ra \
công viên m vì { Y or o o† oqy Š  cho các tòa nhà, oqt giao
thông, bãi o[ xe, và các p [ quan a khác trong môi qt ob h ...
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D
Khu qt qy cung r \ y ích q không gian công viên và qt
ob h khác, q mà không Y { or r { Y
>qm án B. Parks require much space while rooftop gardens do not = Công
viên o ‚ \ không gian trong khi các khu qt trên mái nhà thì không,
là qm án chính xác r
A. Parks absorb heat while rooftop gardens do not = Công viên r
 ` trong khi các khu qt trên mái nhà thì không.
“In the winter, gardens help hold in the heat that materials like brick and
concrete radiate so quickly” = Vào mùa ob các khu qt giúp c `
mà các [ ` q V và bê tông ‚ p cách nhanh chóng.
0q [ các khu qt qy ’ r  ` q các công viên.
C. Parks are expensive to create while rooftop gardens are not. = Công
viên là o| \ ox V ra trong khi các khu qt trên mái nhà thì không.
“Some rooftop gardens are very complex and require complicated
engineering, but others are simple container gardens that anyone can create
with the investment of a few hundred dollars and a few hours of work” = p
^ khu qt trên mái nhà là r e V và o ‚ (‹ [ e V q
cái qt khác là c khu qt e om Z mà ai ’ có x V ra u
s o{ q X p vài W ob la và p vài t làm `
0q [ ’ có c khu qt sân qy ^ \ \ X và công e
ox V ra.
D. Parks are public while rooftop gardens are private = Công viên là
công p trong khi các khu qt trên mái nhà là q nhân.
Không có thông tin q [ trong bài.
L Z thích: r Z các qm án khác o\ oqy tác Z | oY là p tác
 X qt sân qy “ có qm án D. increased space for private
relaxation là không oqy | oY trong bài.
A. savings on heating and cooling costs = Y ( ` chi phí qn r
và làm mát.
“In the summer, rooftop gardens prevent buildings from absorbing heat from
the sun, which can significantly reduce cooling bills. In the winter, gardens
help hold in the heat that materials like brick and concrete radiate so quickly,
leading to savings on heating bills”. = Vào mùa hè, các khu qt qy
W các tòa nhà r  ` € ánh | } t có x làm Z o] (x
các hóa om làm mát. Vào mùa ob qt giúp c ` mà các [ ` q
V và bê tông ‚ ra quá nhanh, d oY Y ( ` \ chi phí qn r
B. better food for city dwellers = s ‰ ^ m cho q dân thành
^
“Rooftop vegetable and herb gardens can also provide fresh food for city
dwellers” = qt rau và Z p trên sân qy ’ có x cung r s
‰ qm ^ cho q dân thành ^
C. improved air quality = Z ` r qy không khí
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A
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B
“Like parks, rooftop gardens help to replace carbon dioxide in the air with
nourishing oxygen”. = L ^ q công viên, qt trên mái nhà giúp thay Y
carbon dioxide trong không khí k oxy _ q›
Thông tin: Rooftop gardens provide many of the same benefits as other urban
park and garden spaces, but without taking up the much-needed land.
<h - Khu qt qy cung r \ y ích q không gian công
viên và qt ob h khác, q mà không Y { or r { Y
Ul chính là y ích X qt qy m ™ so u công viên. >qm án A.
do not require the use of valuable urban land = không yêu { Š  or ob
h quý giá, là qm án chính xác r
B. decrease the Urban Heat Island Effect = Z ` e oZ `
ob h
“Parks and other green spaces help to mitigate the Urban Heat Island Effect
… Like parks, rooftop gardens help to replace carbon dioxide in the air with
nourishing oxygen. They also help to lessen the Urban Heat Island Effect” =
Công viên và các không gian xanh khác ” giúp Z x ` e oZ `
ob h ... L ^ q công viên, qt trên mái nhà giúp thay Y carbon dioxide
trong không khí k oxy _ q› Chúng ’ giúp làm Z u ` e
oZ ` ob h
0q [ Z công viên và qt qy o\ giúp Z ` e oZ ` ob
h
C. replenish the air with nourishing oxygen = _ sung qy khí oxy
_ q›
“One benefit of parks is that plants absorb carbon dioxide—a key pollutant—
and emit oxygen, which humans need to breathe … Like parks, rooftop
gardens help to replace carbon dioxide in the air with nourishing oxygen” =
p y ích X công viên là s [ r  r ô ˜ và khí cacbonic,
p r ô ˜ quan a và phát ra oxy, mà con qt { Z n ...
L ^ q công viên, qt trên mái nhà giúp thay Y carbon dioxide trong
không khí k oxy _ q›
0q [ Z công viên và qt qy o\ _ sung qy khí oxy _ q›
D. are less expensive than traditional park spaces = ít ^ kém m so
u các không gian công viên \ ^
Không có thông tin q [ trong bài.
L Z thích: 2r trúc bài W là oq ra p ý ( Y “What people often overlook
is that parks also provide considerable environmental benefits” = 0c gì
a qt qt ‚ qua là các công viên ’ cung r các y ích o] (x
\ môi qt sau ol phân tích và Z vê ý ( Y ol k cách oq ra các
[ o x trong thân bài.
0q [ bài W Y theo ^ tranh [ nên a W ’ là a W
tranh [ (argumentative)
A. informative = cung r thông tin
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D
46
A
47
C
0Y a W là cung r thông tin thì tác Z “ oq ra các thông tin mình
Y e không có ý ( Y và Z ` ý ( Y
C. descriptive = miêu Z
Uf không Z bài W miêu Z Z hay Z qt Z [
D. passionate = (h ` c p
L a W trong bài r trung tính e không có c € c r trúc x
` Z xúc.
L Z thích: 2r trúc bài W là oq ra p ý ( Y “What people often overlook
is that parks also provide considerable environmental benefits” = 0c gì
a qt qt ‚ qua là các công viên ’ cung r các y ích o] (x
\ môi qt sau ol phân tích và Z vê ý ( Y ol k cách oq ra các
[ o x trong thân bài.
A. A [ o\ is presented and then supported = p Z Y oqy
trình bày và sau ol oqy y
Trong bài không oq ra [ o\ nghiên e mà là p s Y
B. A hypothesis is stated and then analyzed = p Z Y oqy
nêu ra và sau ol phân tích
Trong bài không oq ra Z Y q oqy ( x oh mà là p s Y
C. A proposal is evaluated and alternatives are explored = p o\ h
oqy o] giá và các s a thay Y oqy khám phá
Không có o\ h hay s a thay Y nào oqy oq ra trong bài.
Trong o V ^ 1, c ngày o† trôi qua, [ chí n ,ƒ Kong” ám “
k
U] án A – trong quá (e tìm r công ` tôt là ˜ dàng n ,ƒ Kông
m r e m nào
Các o] án khác
<d e – Hai câu o{ – U V 1: “Not so long ago almost any students
who successfully completed a university degree or diploma course could find
a good career quite easily. Companies toured the academic institutions,
competing with each other to recruit graduates.”
V h- Cách of không lâu { Y r e sinh viên nào qt o† hoàn
thành 1 cách thành công k oV a hay k ^ ` có x tìm r 1
công ` 1 cách ˜ dàng. Các công ty du h các m n a [ V V
u nhau ox x  sinh viên o† ^ `
Các o] án khác
B – Ngày nay, a qt n ,ƒ Kông có m p ngang k nhau trong `
tìm công ` ^
C – Nó o† € khó m ox tìm ( Y công ` n ,ƒ Kông m các or
qu khác
D – [ chí n các công ty ,ƒ Kông các tour du h các qt oV a
^ | x  sinh viên ^ `
Prospective (a) p \ qm lai, \ sau, | u
U] án oƒ  A – future (n) qm lai
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C
49
A
50
B
Các o] án khác
A – hào phóng
B – y lí
D – tham a
Theo o V ^ 3, c qt tìm ( Y công ` nên:
U] án C –bàn [ \ c (Z W X mình cái có liên quan oY cái nhà
x  o tìm ( Y
<d e – Câu 1 – U V 3: “Job seekers have to make a careful assessment
of their own abilities.”
V h- 0c qt tìm ` Z o] giá ‰ [ (Z W X mình”
Câu ^ – U V 3: “An honest assessment of personal interests and abilities
such as creative or scientific skills acquired from work experience should also
be give careful thought”
V h- p o] giá trung s \ y ích và (Z W X cá nhân q là
các ( W sáng V } khoa a cái oV oqy € kinh ` công `
nên oqy suy  ‰ [
Các o] án khác
A –  o oq ra Z miêu Z cân | \ cái nhà x  {
B – chia t gian q nhau c ` nghe qt ‚ r và qt nói
D – ^ | x ` cái nhà `  tìm ( Y
Theo o V ^ 3, c sinh viên ^ ` nên
U] án A – “ nên cân | các công ` cái phù y a
<d e - Câu 1 – U V 3: “Job seekers have to make a careful assessment
of their own abilities.”
V h- 0c qt tìm ` Z o] giá ‰ [ (Z W X mình”
Các o] án khác
B – bao ƒ thông tin \ thái op và giá h cá nhân trong om xin `
C – cân | s may | a có x tìm r công ` q Y nào cái mà
cung r c e q [
D – xem xét các giá h X ^ ‡ và gia o~ ’ q mong ^ X a
Ht khuyên oqy oq ra trong các câu o{ tiên X o V 4 là ox
U] án B – 1Z sát các công ` có — và c công ` này ” h Z
qn trong qm lai q Y nào
<d e
Câu o{ tiên – U V ^ 4: “The second stage is to study the opportunities
available for employment and to think about how the general employment
situation is likely to develop in the future. “
V h- Giai o V e 2 là ox xem xét ‰ [ c m p có giá h cho
công ` và ox  \ c tình ^ ` chung có (Z W phát x
trong qm lai q Y nào.
0q [ chúng ta h câu o{ tiên ra chúng ta r k o] án B – o] án
chính xác
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C
52
C
53
C
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C
Các o] án khác
A – tìm ra công ` nào có giá h và c m p W Y cho qm lai
C – xem xét các thông tin, h trí qm lai, \ khác nhau
D – xem xét ‰ [ c m p và c V hình oj V cái mà ” có
giá h
Theo o V ^ 4, c sinh viên o† ^ ` nên
U] án C – có thông tin \ ^ qy các công ` qu khi so sánh
<d e - After studying all various options, they should be in a position
to make informed comparisons between various careers
V h- Sau khi nghiên e r Z các h trí khác nhau, a có (Z W oq
ra c s so sánh có x Y c các \ khác nhau.
Các o] án khác
A – tìm h trí ^ và sau ol so sánh chúng u các công ` khác
B – ‚ V bà và a hàng ox oZ Z k chúng là công ` ^
D – tìm x \ r có x và thông báo cho nhà x  c ( Y
V mà a ^
“This” – trong o V ^ 6 o\ [ oY o \ gì?
U] án C – 2‰ h ox ‚ \ c e a không x
<d e – Câu 3 – 4 – U V 6: “Interviewees should try to give positive
and helpful answers and should not be afraid to ask questions about anything
they are unsure about. This is much better than pretending to understand a
question and giving an unsuitable answer“
V h- 0c qt qy ‚ r nên ^ | oq ra c câu Z
t tích s và c ích và không nên lo |S y \ ` ‚ r e o \ gì mà
a không | | U \ ol ^ m là Z t x câu ‚ và oq câu Z t
không thích y Ta r- “This” – chính là ` ‰ h các câu ‚ \ r e o \ gì a
không | ( k x'
Các o] án khác
A - Không lo | \ o \ không | |
B – Uq ra c câu Z t tích s và c ích cho c câu ‚
D – Không | | \ c câu ‚
Trong o V ^ 6, tác Z qt q y ý k
U] án C – ^ m cho qt oqy ‚ r là trung s m là Z t
không x
Các o] án khác
A – 0qt oqy ‚ r nên ‚ Y a không x  ra câu Z t
B – L Z t x câu ‚ là ^ m oq câu Z t thích y
D – Ul là 1 ý qn không hay cho qt oqy ‚ r là trung s 1
cách hoàn toàn trong câu Z t X a
&Ua V d e câu ^ 32)
Câu nào sau of oV ` ý chính cho bài W@
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U] án C - Các loài ( Y p chi Polyergus có quan ` r qt u
c con ( Y p chi Formica
<d e – Câu 1 – 2 – U V 2: “The dulotic species of ants, however, are
the supreme social parasites. Consider, for example, the unusual behavior of
ants belonging to the genus Polyergus.”
V h – Tuy nhiên, loài dulotic X ( Y là loài op [ kí sinh mang tính
r xã p cao.
Ví  xem xét các hành vi r qt X loài ( Y p \ chi Polyergus.
Câu ^ – U V 2: “Polyergus has become specialized at obtaining workers
from the related genus Formica to do these chores”
V h- Polyergus o† n thành chuyên gia trong ` giành oqy c
con ( Y y € chi Formica ox làm c công ` } này.
Câu ^ – U V 3: “During a period that may last seven days, the Formica
workers carry to the new nest all the Polyergus eggs, larvae, and pupae, every
Polyergus adult, and even the Polyergus queen”
V h- Trong ^ ( Z t gian ol có ” kéo dài 7 ngày, ( Y y
Formica mang r Z e X Polyergus, c r trùng, c con p
r Z các con Polyergus qn thành, và [ chí c hoàng Polyergus oY
_ u Các o] án khác
A – Con ( Y p chi Formica không có (Z W s ` c công
` r oh
B – Chi Polyergus khá là ^ chi Formica
D – 1 Y Polyergus qt ox V _ X chungs ox xây s oj u
Raise (v) nuôi r
U] án oƒ  A – rear (v) nuôi V nuôi r
Các o] án khác
A – r lên
C – thu qy
D – W
Tác Z o\ [ oY chim cu và chim bò vì chúng_
U] án D – là op [ kí sinh có tính r xã p
<d e – Câu 1 – 2 – U V 1: “Social parasitism involves one species
relying on another to raise its young. Among vertebrates, the best known
social parasites are such birds as cuckoos and cowbirds;”
Up [ kí sinh có tính r xã p liên quan oY 1 loài s vào 1 loài khác
ox nuôi r con X nó. L c các op [ có qm ^ op [ kí sinh
có tính r xã p oqy Y oY \ r là loài chim q chim cu và chim
bò.
=> Uq ra ví  minh a Y nào là op [ kí sinh có tính r xã p
Các o] án khac
A – chia v _ X chúng u nhau
B – là loài có liên quan { ’
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C
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C
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D
C – nuôi r chim con X chúng
“it” o\ [ oY o \ gì?
U] án C – e
“the female lays egg in a nest belonging to another species and leaves it for
the host to rear”
V h- Con cái ov e trong 1 cái _ p 1 loài khác và ox V nó cho
X X _ ol nuôi r
=> “It” chính là e!
Các o] án khác
A – loài
B – _
D – con mái
Tác Z có ý  gì k cách nói k "Tuy nhiên các loài dulotic X ( Y
là c ký sinh trùng xã p ^ cao"
U] án C – Polyergus  p } vào Formica
Chúng ta { oa Y o V ^ 2 ox x oqy ý  tác Z ^ nói n of
là gì?
Câu 1 – 2 – U V 2: “The dulotic species of ants, however, are the supreme
social parasites. Consider, for example, the unusual behavior of ants
belonging to the genus Polyergus. All species of this ant have lost the ability
to care for themselves. The workers do not forage for food, feed their brood
or queen, or even clean their own nest. To compensate for these deficits,
Polyergus has become specialized at obtaining workers from the related
genus Formica to do these chores
V h – Tuy nhiên, loài dulotic X ( Y là loài op [ kí sinh mang tính
r xã p cao.
Ví  xem xét các hành vi r qt X loài ( Y p \ chi Polyergus.
r Z các loài này o\ o† r o (Z W s W sóc Z thân. 1 Y y
không tìm oƒ W nuôi con } c hoàng, [ chí a chính cái _ X chúng.
Ux bù o| cho c Y  này, Polyergus o† n thành chuyên gia trong
` giành ( Y y € chi Formuca ox làm c ` này.
=> Chúng k x làm r e ` gì, giành € ( Y y p chi Formuca.
Các o] án khác
A – Polyergus oqy phát x cao m so u Formica
B – Formica o† phát x các vai trò chuyên 
D – Formica không sinh Z 1 cách nhanh chóng oX ox s W sóc Z thân
chúng
Excavate (v) oj u
U] án oƒ - dig (v) oj u ^
Các o] án khác
A – tìm ( Y
B – a
C – Š c
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B
Theo thông tin trong o W r Z các [ c sau o\ [ oY loài ( Y
| o{ € chi Formica V €
U] án A – dulotic
Các o] án B, C, D o\ oqy | oY
<d e – Câu 2 – 3 - 4– U V 3: “The captured brood is then reared by
the resident Formica workers until the developing pupae emerge to add to the
Formica population, which maintains the mixed-species nest. The Formica
workers forage for food and give it to colony members of both species. They
also remove wastes and excavate new chambers as the population increases
V h- Các con h | c sau ol oqy nuôi r n các con ( Y y
Formica cho u khi s r ` X c con p phát x ox thêm vào
dân ^ X Formica, cái duy trì s y loài. 1 Y y Formica tìm ( Y
oƒ W và oq nó cho các thành viên X Z hai loài. Chúng ’ V ‚ r
Z và oj các ƒ u vì dân ^ W lên.
Các o] án khác
B – | c con
C – phát x c con p
D – dân ^ ( Y
Thông tin: people who have taken IQ tests have gotten increasingly better
scores-on average, three points better for every decade that has passed. This
improvement is known as "the Flynn effect"
<h - c qt o† làm bài ( x tra trí ` o† oV oqy o x ngày
càng cao m – trung bình, 3 o x cao m cho [ (• qua o .s Z
` này oqy Y oY q là , ` e Flynn”
€ thông tin trên, qm án B. The Flynn effect is an increase in IQ test
scores over time = , ` e Flynn là p s W lên \ o x ( x tra trí `
qua t gian, là qm án chính xác r
A. used to measure intelligent = oqy dùng ox o qt s thông
minh.
Không có thông tin trong bài nói k ` e Flynn oqy dùng ox o qt
s thông minh, mà ol là c bài ( x tra trí ` (IQ tests and other similar
tests are designed to measure general intelligence)
C. unknown in some parts of the world = không oqy Y u n p
^ m trên Y u Không có thông tin q [ trong bài
.
D. not connected to our experiences = không liên quan oY c
khinh ` X chúng ta.
“Flynn knew that intelligence is partly inherited from our parents and partly
the result of our environment and experiences” = Flynn Y k s thông
minh là p { oqy di \ € ^ ‡ và p { là (Y Z X môi
qt và kinh `
Ta r rõ ràng ` e Flynn có liên quan oY kinh ` Do ol qm
án D sai.
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Thông tin: Flynn knew that intelligence is partly inherited from our parents
and partly the result of our environment and experiences, but the
improvement in test scores was happening too quickly to be explained by
heredity.
<h - Flynn Y k s thông minh là p { oqy di \ € ^
‡ và p { là (Y Z X môi qt và kinh ` q s Z `
trong o x ( x tra o† o Z ra quá nhanh ox có x oqy Z thích k
di \
0 là Y ^ di \ không ol vai trò quan a trong ` Z thích,
€ ol , ` e Flynn ™ là do Y ^ môi qt và kinh ` >qm
án B. our environment and experiences = môi qt và c kinh `
X chúng ta là qm án chính xác r
A. heredity (n) = s di \
C. taking fewer tests = làm ít bài ( x tra m
“Because we take so many tests, we learn test-taking techniques that help us
perform better on any test” = *n vì chúng ta làm quá \ bài ( x tra,
chúng ta a các k‹ [ làm bài ( x tra mà giúp chúng ta x ` ^ m
trong r kì bài ( x tra nào.
0q [ , ` e Flynn Z là (Y Z X ` làm \ bài ( x tra m
u o„
D. memorizing information = u thông tin.
“Another possible explanation is a change in educational styles, with teachers
encouraging children to learn by discovering things for themselves rather
than just memorizing information” = p Z thích có (Z W khác là s
thay o_ trong phong cách giáo  u ` giáo viên (Y khích v con
a k cách s khám phá a e thay vì “ ghi u thông tin.
0q [  là ` ghi u thông tin không làm cho (Y Z ( x tra W
lên, không d oY , ` e Flynn.
Thông tin: IQ tests and other similar tests are designed to measure general
intelligence rather than knowledge.
<h - Bài ( x tra IQ và các bài ( x tra qm s khác oqy Y (Y
ox o qt trí thông minh chung m là ( Y e
€ “evaluate” (v) = o] giá trong câu ‚ oƒ  u € “measure” (v)
= o qt o] giá. Do ol qm án C. our intelligence là qm án
chính xác r
A our knowledge = ( Y e X chúng ta.
Theo thông tin trên, các bài thi IQ không o] giá \ ( Y e
B. our environment = môi qt X chúng ta.
Không có thông tin q [ trong bài.
D. our memories = c kí e X chúng ta.
Không có thông tin q [ trong bài.
L Z thích: Hai o V o{ tiên trong bài oa có tác  d | u `
G, ` e Flynn" và o} ra v r o\ là o x các bài ( x tra trí ` ngày càng
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W lên. Câu ‚ { oqy Z t trong bài oa là So what was happening in
the 20th century that was helping people achieve higher scores on intelligence
tests? = R[ o \ gì o xZy ra vào Y (• 20 mà o giúp cho con qt
oV oqy o x ^ cao m trong các bài ( x tra trí `@
0 là ta o { o tìm nguyên nhân cho ` con qt oV oqy o x
^ cao m trong các bài ( x tra trí ` Do ol qm án A. Scientists have
proposed several explanations for the Flynn effect. = Các nhà khoa a o†
o} ra p vài t Z thích cho , ` e Flynn, là qm án chính xác r
B. Because we take so many tests in our lives, we learn test-taking
techniques that help us perform better on any test. = *n vì chúng ta làm quá
\ bài ( x tra, chúng ta a các k‹ [ làm bài ( x tra mà giúp chúng
ta x ` ^ m trong r kì bài ( x tra nào.
Uf “ là p ý ‚ ox Z thích rõ m cho ý qu qu nó: Some suggest
that the improved test scores simply reflect an increased exposure to tests in
general.
C. Test-takers didn’t do better on the arithmetic or vocabulary
sections of the test. = 0c qt làm ( x tra không làm ^ m trong
{ toán a } { € s X bài thi.
Uf “ là p ý ‚ ox Z thích rõ m cho ý qu qu nó: Flynn limited
the possible explanations when he looked carefully at the test data and
discovered that the improvement in scores was only on certain parts of the IQ
test.
D. For example, one part of the test shows a set of abstract shapes,
and test-takers must look for pattern and connections between them and
decide which shape should be added to the set. = Ví  p { X bài
( x tra cho r p p các hình V € qy và thí sinh Z tìm ra
quy [ và s (Y ^ c chúng và Y oh hình nào nên oqy them vào
trong p or
Uf “ là p ví  minh a cho ý u qu nó: they did better on sections
that required a special kind of reasoning and problem solving.
Thông tin: Another possible explanation is a change in educational styles,
with teachers encouraging children to learn by discovering things for
themselves rather than just memorizing information.
<h - p Z thích có (Z W khác là s thay o_ trong phong cách
giáo  u ` giáo viên (Y khích v con a k cách s khám phá
a e thay vì “ ghi u thông tin.
0q [ các qm pháp giáo  u bao ƒ ` v con Z s khám
phá a e >qm án B. children finding things out themselves là chính
xác r
A. exposure to many tests = s Y xúc u \ bài thi.
“Some suggest that the improved test scores simply reflect an increased
exposure to tests in general” = p ^ y ý k o x ( x tra cao m “
om Z Z ánh p s W qt Y xúc u các bài thi.
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.s Y xúc u \ bài thi “ Z thích ` o x cao m e không oqy
nói là k trong qm pháp giáo  u C. memorizing information = ghi u thông tin
€ thông tin oqy Z thích, ta có x x qm pháp giáo  ’ bao ƒ
ghi u thông tin, q qm pháp u không q Y c
D. improved test scores = o x ( x tra oqy Z `
Uf là (Y Z X ` áp  qm pháp giáo  u e không k
trong c qm pháp r
Thông tin: According to Flynn, this visual intelligence improves as the
amount of technology in our lives increases. Every time you play a computer
game or figure out how to program a new cell phone, you are exercising
exactly the kind of thinking and problem solving that helps you do well on
one kind of intelligence test.
<h - Theo Flynn, V thông minh hình Z này Z ` khi qy
công ` trong p ^ chúng ta W lên. { V m p trò m
o ` Š } tìm ra cách cài o} p Y o ` V u V o ` [
chính xác V suy  và Z Y r o\ mà giúp V làm ^ trong p
bài ( x tra trí `
R ` m trò m o ` Š (computer game) oqy oq ra ox làm ví  minh
a cho ý ( Y phía qu là “this visual intelligence improves as the amount
of technology in our lives increases” & V thông minh hình Z này Z `
khi qy công ` trong p ^ chúng ta W lên)
Do ol qm án A. to give an example of technology that improve our visual
intelligent = ox oq ra p ví  X công ` làm Z ` trí thông minh
hình Z X chúng ta, là qm án chính xác r
B. to explain why young people have poor vocabularies = ox Z thích
V sao c qt v V có ^ € s kém.
Test takers didn't do better on the arithmetic or vocabulary sections of the test
= c qt làm ( x tra không làm ^ m trong { toán a }
{ € s X bài thi.
Thông tin này “ nói là { € s không oqy Z ` o x e không
nói là c qt v _ có ^ € s kém.
C. to encourage the reader to exercise = ox (Y khích € oa
` [ Không có thông tin q [ trong bài.
D. to show that young people are not getting more intelligent = ox “
ra k c qt v _ o không n nên thông minh m
Câu này trái qy u ý ( Y oqy oq ra trong bài k càng ngày các Y
` sau càng thông minh m cha ‡ a
Thông tin: According to Flynn, this visual intelligence improves as the
amount of technology in our lives increases.
<h - Theo Flynn, V thông minh hình Z này Z ` khi qy
công ` trong p ^ chúng ta W lên.
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2p ^ X chúng ta ngày càng oqy bao X n công ` do ol ta
ngày càng thông minh hình Z m >qm án D. People today have more
visual intelligence= Con qt ngày nay có \ trí thông minh hình Z
m là qm án chính xác r
A. People today are more intelligent than in the past in every way =
Con qt ngày nay thông minh m ngày q n a khía V
“the improvement in scores was only on certain parts of the IQ test” = s Z
` trong o x ^ “ n p ^ { r oh X bài ( x tra IQ.
Do ol con qt ngày nay “ thông minh m n p ^ { r oh e
không Z r Z các }
B. People today have fewer problems to solve = Con qt ngày nay
có ít r o\ { Z Y m
Không có thông tin q [ trong bài.
C. People today are taking easier tests. = Con qt ngày nay o
làm c bài ( x tra ˜ m
Không có thông tin q [ trong bài.
Thông tin: Learning means acquiring knowledge or developing the ability to
perform new behaviors.
<h - ,a có  là thu [ ( Y e hay phát x (Z W ox
s ` c hành vi u Uf là p oh  chung \ ` a do ol ` a nhìn chung oqy
V thành n ` thu [ ( Y e và phát x (Z W >qm án C.
Knowledge acquisition and ability development = s thu [ ( Y e và
phát x (Z W là qm án chính xác r
A. Acquisition of academic knowledge = .s thu [ ( Y e hàn
lâm
Trong bài oa không nói rõ là ( Y e hàn lâm, và qm án A h Y
s phát x (Z W
B. Acquisition of social and behavioral skills = .s thu [ r (
W xã p và hành vi.
Không có thông tin q [ trong bài.
D. Knowledge acquisition outside the classroom = .s thu [ ( Y
e bên ngoài u a
Uf “ là p { X s thu [ ( Y e không Z  X € a
p cách chung r
Thông tin: When they enter school, children learn basic academic subjects
such as reading, writing, and mathematics.
<h - Khi chúng vào qt a v con a c môn a lý Y
m Z q oa Y và toán a
Uf là c môn qt oqy V trong nhà qt không hay oqy V
bên ngoài u a Do ol qm án A. Literacy and calculation = oa Y
c và tính toán, là qm án chính xác r
B. Interpersonal communication = giao Y c các cá nhân
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B
They also continue to learn a great deal outside the classroom … They learn
social skills for interacting with other children. = Chúng ’ Y  a
oqy r \ ngoài u a … Chúng a các ( W xã p ox qm tác
u c oe v khác.
1 W ox qm tác u c oe v khác chính là s giao Y c các
cá nhân. Ul là o \ oqy V ngoài u a e không Z trong u a
Do ol qm án B sai.
C. Life skills = k‹ W ^
They also continue to learn a great deal outside the classroom … After they
finish school, people must learn to adapt to the many major changes that
affect their lives, such as getting married, raising children, and finding and
keeping a job. = Chúng ’ Y  a oqy r \ ngoài u a …
Sau khi ra qt qt ta Z a ox thích nghi u r \ Y ^ u
Z qn oY p ^ q (Y hôn, nuôi con, và tìm và c ` làm.
R ` thích nghi u r \ Y ^ u Z qn oY p ^ chính là
các (‹ W ^ Ul là o \ oqy V ngoài u a e không Z trong
u a Do ol qm án C sai.
D. Right from wrong = phân ` o„ sai
They also continue to learn a great deal outside the classroom. They learn
which behaviors are likely to be rewarded and which are likely to be
punished. = Chúng ’ Y  a oqy r \ ngoài u a … Chúng
a c hành vi nào là ˜ qy khen qn và c hành vi nào là ˜
h trách V
R ` phân ` c hành vi nào là ˜ qy khen qn và c hành vi
nào là ˜ h trách V chính là phân ` o„ sai. Ul là o \ oqy V ngoài
u a e không Z trong u a Do ol qm án B sai.
Thông tin: After they finish school, people must learn to adapt to the many
major changes that affect their lives, such as getting married, raising children,
and finding and keeping a job.
<h - Sau khi ra qt qt ta Z a ox thích nghi u r \
thay o_ u Z qn oY p ^ q (Y hôn, nuôi con, và tìm và c
` làm.
Getting married, raising children, and finding and keeping a job oqy nêu ra
làm ví  cho c thay o_ u mà con qt Z thích nghi.
Orient oneself (v) = s oh qu trong qt y này có ý  qm
oqm u adapt (v) = thích nghi
>qm án B. the changes to which people have to orient themselves = c
thay o_ mà con qt Z s oh qu là qm án chính xác r
A. the situations in which people cannot teach themselves = c
qt y mà con qt không x s V chính mình
.
Không có thông tin q [ trong bài.
C. the areas of learning which affect people’s lives = c  s
a [ Z qn oY p ^ con qt
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Không có thông tin q [ trong bài.
D. the ways people’s lives are influenced by education = c cách
mà p ^ con qt h Z qn n giáo 
Không có thông tin q [ trong bài.
L Z thích: Toàn p o V 2 X bài oa nói \ quá trình a [ X con qt Trong qt a a sinh “ a c môn lý Y và t gian này “
kéo dài ( Z 10 – 20 W 0q € qu khi vào qt a con qt
o† Z a c k‹ W sinh ƒ m Z sau khi ra qt d Z a
các k‹ W ^ oY ^ p ot Do ol { u t gian là con qt
a ngoài p ^ s
>qm án D. It takes place more frequently in real life than in academic
institutions = Nó ˜ ra qt xuyên trong p ^ s m là c
a ` hàn lâm, là qm án chính xác r
A. It is more interesting and effective in school than that in life. = Nó
thú h và ` Z n trong qt m là trong p ^
Không có thông tin q [ trong bài.
B. It becomes less challenging and complicated when people grow
older. = Nó n nên ít thách e và e V khi con qt già m
Không có thông tin q [ trong bài.
C. It plays a crucial part in improving the learner’s motivation in
school. = Nó ol p vai trò quan a trong ` Z ` op s X
a sinh trong qt
Không có thông tin q [ trong bài.
Thông tin: Psychologists, social workers, criminologists, and other humanservice workers need to understand how certain experiences change people’s
behaviors. Employers, politicians, and advertisers make use of the principles
of learning to influence the behavior of workers, voters, and consumers.
<h - Các nhà tâm lí a công nhân xã p nhà p V a và c
qt lao op p ngành h  liên quan oY con qt { x c
Z ` r oh thay o_ hành vi con qt q Y nào. Ông X nhà
chính h và nhà Z cáo Š  c nguyên | X ` a ox tác
op lên hành vi X công nhân, Š tri và khách hàng.
€ có có x x k công nhân xã p ông X và nhà chính h quan tâm
oY nghiên e ` a ox có x x rõ m \ hành vi X o^ qy mà
a { qu oY Do ol qm án C. thoroughly understand the behaviors
of the objects of their interest = x p cách (‹ q› c hành vi X
o^ qy mà a quan tâm, là qm án chính xác r
A. understand how a stimulus relates to the senses of the objects of
their interest = x làm Y nào p kích thích liên quan oY các giác quan
X o^ qy mà a quan tâm.
Không có thông tin q [ trong bài.
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B. change the behaviors of the objects of their interest towards
learning = thay o_ c hành vi X o^ qy mà a quan tâm o^ u `
a
Không có thông tin q [ trong bài.
D. make the objects of their interest more aware of the importance of
learning = làm cho o^ qy mà a quan tâm x Y m \ { quan a
X ` a
Không có thông tin q [ trong bài.
L Z thích:
retrieve (v) = ƒ qn khôi  V
Recover (v) = ƒ  r V tìm V oqy
Psychologists who study memory are interested in how the brain stores
knowledge, where this storage takes place, and how the brain later retrieves
knowledge when we need it.
<h - Các nhà tâm lý a nghiên e trí u có e thú u cách p
não e ( Y e m s e os ˜ ra và cách p não tìm V ( Y e
khi chúng ta { nó.
B. generate (v) = V ra, sinh ra
C. create (v) = sáng V
D. gain (v) = thu oqy
L Z thích: 3 qm án o{ oqy | oY o„ q trong bài oa còn
qm án D không o„ so u thông tin trong bài.
A. Psychologists studying learning are interested in human behaviors.
= 0c nhà tâm lý a nghiên e ` a thích thú u hành vi con qt In contrast, psychologists who study learning are more interested in behavior
… = 0qy V c nhà tâm lý a nghiên e ` a thích thú u hành
vi con qt m …
B. Psychologists studying memory are concerned with how the stored
knowledge is used. = 0c nhà tâm lý a nghiên e trí u quan tâm oY
cách mà ( Y e o† q c oqy Š 
Psychologists who study memory are interested in how the brain stores
knowledge, where this storage takes place, and how the brain later retrieves
knowledge when we need it. = Các nhà tâm lý a nghiên e trí u có e
thú u cách p não e ( Y e m s e os ˜ ra và cách p não
tìm V ( Y e khi chúng ta { nó.
C. Psychologists studying memory are concerned with the brain’s
storage of knowledge. = 0c nhà tâm lý a nghiên e trí u quan tâm
oY s q c ( Y e X p não.
Psychologists who study memory are interested in how the brain stores
knowledge, where this storage takes place, and how the brain later retrieves
knowledge when we need it. = Các nhà tâm lý a nghiên e trí u có e
thú u cách p não e ( Y e m s e os ˜ ra và cách p não
tìm V ( Y e khi chúng ta { nó.
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D. Psychologists are all interested in memory as much as behaviors. = 0c
nhà tâm lý a o\ quan tâm oY trí u và hành vi q nhau.
Trong bài oa không có thông tin nói s Y \ o \ này, q ` phân
chia các nhà tâm lý a ra làm hai phía, p chuyên nghiên e trí u p
chuyên nghiên e hành vi cho r k không Z r Z các nhà tâm lý
a o\ quan tâm oY trí u và hành vi q nhau. Do ol qm án D không
o„ u thông tin trong bài và là qm án o„
L Z thích: U V 1 X bài nói \ oh  chung X ` a o V 2 nói
\ quá trình a o V 3 nói \ vai trò X ` a trong các  s khác
nhau, o V 4 nói \ ^ liên ` c ` a và trí u o V 5 nói \ các
hình e X ` a
0q [ nhìn chung Z bài oa cung r thông tin \ c khía V m Z
X ` a >qm án C. general principles of learning = c nguyên
| chung X ` a x ` rõ r ý chính X bài.
A. simple forms of learning = hình e a om Z
Uf “ là p { r ‚ trong bài oa không Z ánh oqy toàn p p
dung bài.
B. practical examples of learning inside the classroom = c ví 
s Y X a bên trong u a
Trong bài không oq ra c ví  s Y \ ` a trong u a
D. application of learning principles to formal education = s e
 X c nguyên | a vào giáo  chính quy.
Không có thông tin q [ trong bài.
Thông tin: Where one stage of child development has been left out, or not
sufficiently experienced, the child may have to go back and capture the
experience of it. … This principle, in fact, underlies all psychological
treatment of children in difficulties with their development, and is the basic
of work in child clinics.
<h - Trong qt y p giai o V phát x X v o† h ‚ sót,
} không oqy Z ` o{ oX v có x Z quay n V và | |
c kinh ` ol Nguyên | này, trên s Y làm \ Z cho r
Z các o \ h tâm lý X v em } khó (W u s phát x X a và là
o \ m Z X công ` V các phòng khám v em.
0q [ nguyên | oqy | oY chính là ` quay V | | c o \
h Y sót. >qm án D. offers recapture of earlier experiences = o\ h
s r V c kinh ` qu ol là qm án chính xác r
A. is in the provision of clockwork toys and trains = k trong `
cung r oƒ m oƒ ƒ và xe Š
A good home makes this possible - for example, by providing the opportunity
for the child to play with a clockwork car or toy railway train up to any age
if he still needs to do so. = p ngôi nhà ^ ( Y o \ này có x - ví 
k cách cung r các m p cho v m u p Y xe ô tô dây cót }
oƒ m tàu ‚ lên oY op _ r kì Y v d { Z làm q [
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Uf “ là p ví  cho nguyên | oqy oq ra trong bài.
B. is to send them to clinics = là Š chúng oY phòng khám.
Không có thông tin q [ trong bài.
C. is to capture them before they are sufficiently experienced = là ox
| | chúng qu khi chúng oqy Z ` o{ oX
Thông tin sai u thông tin oqy nêu trên.
Thông tin: Learning to wait for things, particularly for food, is a very
important element in upbringing, and is achieved successfully only if too
great demands are not made before the child can understand them.
<h - ,a cách t a e o} ` o^ u e W là p Y ^ r
quan a trong s giáo  và oV oqy p cách thành công “ khi c
nhu { quá u không oqy oq ra qu khi v có x x chúng.
>qm án B. only if excessive demands are avoided = “ khi c yêu {
quá u oqy tránh (‚ là qm án chính xác r
A. in spite of excessive demands being made = } dù c yêu {
quá u oqy oq ra
C. because excessive demands are not advisable = n vì c nhu
{ quá e là không oqy (Y khích
D. is achieved successfully by all children = oqy oV oqy p cách
thành công n r Z v em.
Thông tin: Every parent watches eagerly the child's acquisition of each new
skill: the first spoken words, the first independent steps, or the beginning of
reading and writing. It is often tempting to hurry the child beyond his natural
learning rate, but this can set up dangerous feelings of failure and states of
anxiety in the child.
<h -  huynh háo e xem s oV oqy (‹ W u X
oe v- c Y nói o{ tiên, các qu o op [ o{ tiên, } s |
o{ oa và Y Nó qt là r d ox o‰ nhanh các con qy quá (Z
W a s nhiên X mình, q o \ này có x V nên Z giác nguy
x \ s r V và V thái lo âu n v em.
R ` o‰ nhanh ^ op a các k‹ W X v có x gây ra c tác 
 không mong ^ do ol ` (Y khích con v a các k‹ W u
{ Z € € o \ op
>qm án D. should be balanced and moderate = nên oqy cân k và o \
op là qm án chính xác r
A. should be focused on only at school = nên oqy [ trung vào “
n qt a
Không có thông tin q [ trong bài.
B. can never be taken too far = không bao t có x o quá xa.
Không có thông tin q [ trong bài.
C. will always assist their development = ” luôn luôn giúp o› s phát
x X chúng.
Không có thông tin q [ trong bài.
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L Z thích: In general, the controls imposed represent the needs of the parents
and the values of the community as much as the child's own happiness and
well-being.
<h - Nhìn chung, c s ( x soát oqy oV ra oV ` cho nhu
{ X cha ‡ và các giá h X xã p ’ q s vui v và V phúc X
chính oe v
0q [ ’ s ( x soát, [ ` € cha ‡ € k ‚ mãn nhu {
X [  huynh và xã p € k ( Y cho oe v oqy phát x
V phúc. Nó o] e oqy \  o khác nhau.
>qm án A. serve a dual purpose =   p  o kép, là qm
án chính xác r
B. are designed to promote the child's happiness = oqy Y (Y ox
(Y khích, nâng cao s V phúc X v
>qm án này o„ c q oX so u thông tin trong bài.
C. reflect only the values of the community = “ Z ánh c giá
h X p oƒ
>qm án này o„ c q oX so u thông tin trong bài. D.
should be avoided as far as possible = nên oqy tránh càng \ càng ^
Không có thông tin q [ trong bài.
Thông tin: Also, parents should realize that“Example is better than precept”.
If they are hypocritical and do not practice what they preach, their children
may grow confused and emotionally insecure when they grow old enough to
think for themselves, and realize they have been, to some extent, deceived. A
sudden awareness of a marked difference between their parents' ethics and
their morals can be a dangerous disillusion.
<h - Các [  huynh ’ nên [ ra k “Ví  ^ m t giáo
r! 0Y a oV oe Z và không s hành c gì a nói, con cái X
a có x n nên ^ ^ và không an toàn \ } Z xúc khi chúng oX u
ox s suy  và [ ra a h oY p e op nào ol € ^ p [
e op p X p s khác ` o] (x c oV oe X cha ‡ và oV
oe X a có x là p s › p nguy x
Do ol s s hành qm châm “Example is better than precept” có x
giúp v tránh (‚ r Z c Z xúc ^ ^ và không an toàn, m Y là
giúp a tránh (‚ h › p \ chính cha ‡ mình.
>qm án C. will free a child from disillusion when he grows up = ” Z
phóng oe v (‚ s › p khi nó u lên, là qm án chính xác r
A. only works when the children grow old enough to think for
themselves = “ các tác  khi oe v oX u ox s suy 
Trong bài “ có thông tin nói k Y cha ‡ không s hành qm
châm trên thì oe v ” h ^ V khi oX u ox s suy  e không có
thông tin nào nói k s s hành qm châm “ có tác  khi oe v
oX u ox s suy 
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B. would help avoid the necessity for ethics and morals = ” giúp tránh
(‚ s { Y cho oV oe và luân lý.
Không có thông tin q [ trong bài.
D. is too difficult for all parents to exercise = là quá khó ox cho r Z
 huynh s `
Không có thông tin q [ trong bài.
Thông tin: A good home makes this possible - for example, by providing the
opportunity for the child to play with a clockwork car or toy railway train up
to any age if he still needs to do so.
<h - p ngôi nhà ^ ( Y o \ này có x - ví  k cách cung
r các m p cho v m u p Y xe ô tô dây cót } oƒ m tàu ‚
lên oY op _ r kì Y v d { Z làm q v[y.
Ngôi nhà oqy | oY q Y ^ quan a trong ` giúp v em }
( Y (Y có m p Z ` n V Nói các khác, tác Z r V
{ quan a X gia o~ khi oe v } | ^ >qm án C. family = gia o~ là qm án chính xác r
A. Psychiatrists (n) = bác  tâm {
B. community (n) = p oƒ
D. nursery (n) = nhà v
Thông tin: If they are hypocritical and do not practice what they preach, their
children may grow confused and emotionally insecure when they grow old
enough to think for themselves, and realize they have been, to some extent,
deceived.
<h - 0Y a oV oe Z và không s hành c gì a nói, con cái
X a có x n nên ^ ^ và không an toàn \ } Z xúc khi chúng oX
u ox s suy  và [ ra a h oY p e op nào ol € ^ .s oa oe Z X cha ‡ có x ( Y v Z r h € ^ và do ol r
\ tin vào cha ‡
>qm án B. make their children lose faith in them = ( Y con a r \
tin vào a là qm án chính xác r
A. result in their children's wrong behaviors = d u c hành
op sai trái X con a
Không có thông tin q [ trong bài.
C. disqualify their teachings altogether = làm r q cách Z V
X a p cách toàn p
Không có thông tin q [ trong bài.
D. impair their children's mind = làm suy Y tâm trí X con cái.
Không có thông tin q [ trong bài.
L Z thích: Câu X o\ X bài “But passengers can increase their chances of
survival by learning and following certain tips.” = 0q hành khách có x
gia W m p ^ sót X a k cách a và làm theo p ^ ‡ r
oh
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Sau ol Z bài oa trình bày \ các ‡ ox giúp hành khách an toàn m khi
o máy bay.
>qm án A. Guidelines for increasing aircraft passenger survival = 0c
qu d cho ` W (Z W ^ sót X hành khách o máy bay; là
qm án chính xác r
B. Airline industry accident statistics = các ^ ` ^ kê tai V
ngành hàng không.
Uf “ là thông tin chung oqy oq ra ox d vào X o\ bài Y e không
Z p dung chính X bài.
C. Procedures for evacuating aircraft = >qm pháp m tán (‚ máy
bay.
Uf “ là p trong c qu d oqy oq ra ox W (Z W ^
sót X hành khách e không Z p dung chính X bài.
D. Safety instructions in air travel = Các qu d an toàn khi o
x k oqt hàng không.
H| nghe các qu d an toàn trên máy bay “ là p trong c qu
d oqy oq ra ox W (Z W ^ sót X hành khách e không Z
p dung chính X bài.
L Z thích: Experts say that you should read and listen to safety instructions
before take-off and ask questions if you have uncertainties.
<h - Các chuyên gia nói k V nên oa và nghe qu d an toàn
qu khi r cánh và o} câu ‚ Y V còn q | |
>qm án B. before take off = qu khi r cánh; là qm án chính xác
r
A. if smoke is in the cabin = Y có khói n trong khoang
C. in an emergency = trong qt y (‰ r
D. before locating the exits = qu khi oh h oqy X ra
Thông tin: Before take-off you should locate the nearest exit and an alterative
exit
<h - qu khi r cánh, V nên xác oh h trí ^ ra { r và p
^ ra s phòng.
0q [ có x suy ra k hành khách nên xác oh oqy hai ^ ra { h trí
a ƒ r
>qm án C. The two closest to the passenger's seat = hai cái { u ƒ X hành khách r% là qm án chính xác r
A. The ones with counted rows of seats between them = cái mà có
c hàng Y oqy oY c chúng.
“count the rows of seats between you and the exits to so that you can find
them in the dark if necessary” = oY ^ hàng Y c V và ^ ra ox V
có x tìm r chúng trong bóng ^ Y { Y
R ` oY hàng Y là sau khi o† xác oh oqy 2 ^ ra { r
B. The ones that can be found in the dark = cái mà có x oqy tìm
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“count the rows of seats between you and the exits to so that you can find
them in the dark if necessary” = oY ^ hàng Y c V và ^ ra ox V
có x tìm r chúng trong bóng ^ Y { Y
Cái có x oqy tìm r trong bóng ^ chính là “ 2 cái { hành khách
r sau ol u oY ^ hàng Y o\ phòng bóng ^ D. The nearest one = cái { r
>qm án này o„ q q oX so u thông tin trong bài.
Thông tin: If smoke is present in the cabin, you should keep your head low
and cover your face with napkins, towels, or clothing.
<h - 0Y có khói trong khoang ƒ V nên cúi o{ r và X }
k (W r (W | } { áo.
Có khói trong khoang ƒ chính là khi có ‚ V trên máy bay. Do ol
qm án D. keep their heads low = c o{ cúi r % là qm án chính
xác r
A. wear a safety belt = o dây an toàn.
B. don't smoke in or near a plane = không hút ^ trong } {
p Y máy bay.
C. read airline safety statistics = oa các ^ kê an toàn hàng không.
L Z thích: r Z các qm án khác o\ oqy tác Z khuyên làm trong bài,
“ có qm án D. carry personal belongings in an emergency là không
oqy (Y khích.
A. locate the nearest exit = oh h ^ ra { r
“Before take-off you should locate the nearest exit and an alterative exit”. =
qu khi r cánh, V nên xác oh h trí ^ ra { r và p ^ ra s
phòng.
B. ask questions about safety = ‚ các câu ‚ \ an toàn.
“Experts say that you should read and listen to safety instructions before takeoff and ask questions if you have uncertainties.” = Các chuyên gia nói k
V nên oa và nghe qu d an toàn qu khi r cánh và o} câu ‚ Y
V còn q | |
C. fasten their seat belts before takeoff = | } dây o an toàn
qu khi r cánh
“You should fasten your seat belt low on your hips and as tightly as possible”.
= *V nên | } dây o an toàn r trên hông và càng } càng ^
D. carry personal belongings in an emergency = mang theo tài Z cá
nhân trong qt y (‰ r “To evacuate as quickly as possible, follow crew commands and do not take
personal belongings with you” = ox m tán nhanh r có x làm theo c
` ` X phi hành o j và o€ mang theo tài Z cá nhân u V
L Z thích:
inflated (v) = ƒ lên
Expanded (v) = n p ra &\ kích qu'
<h - Do not jump on escape slides before they are inflated = U€
Z trên dù thoát x qu khi chúng oqy làm ƒ lên.
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A. extended (v) = gia W kéo dài, n p
B. assembled (v) = | ráp, [ y
C. lifted (v) = W lên, nâng lên
L Z thích:
wreckage (n) = s o_ nát
Damage (n) = s phá V
<h - When you get to the ground, you should move away from them
as quickly as possible, and never smoke near the wreckage = Khi V o}
chân lên } or V nên V ra xa (‚ chúng càng nhanh càng ^ và
không bao t hút ^ { m o_ nát.
A. material (n) = nguyên `
C. prosperity (n) = s h qy
D. wreck (n) = s chìm, o| tàu; s phá Z% s  o_% tàn tích, xác
tàu
L Z thích: U V ^ cùng X bài oa qu d an toàn oY o V khi hành
khách ra (‚ máy bay (When you get to the ground, you should move away
from them as quickly as possible, and never smoke near the wreckage), do ol
o V Y theo ” qu d khi hành khách o† t (‚ máy bay ƒ >qm án D. How to proceed once you are away from the aircraft = Làm Y
nào ox Y  p khi V o† xa (‚ Y máy bay; là qm án chính
xác r
A. How to recover your luggage = Làm Y nào ox r V hành lý.
B. Where to go to continue your trip = Y  Y o n of
C. When to return to the aircraft = Khi nào thì n \ Y máy bay.
Ý chính X o V là gì?
U] án C - ,qu d cho ` W • ` ^ sót X hành khách trên máy
bay
U x hình – Các d e sau
<d e – Câu 2 – U V 1: “But passengers can increase their chances of
survival by learning and following certain tips.”
V h 0q hành khách có x W m p ^ sót X a k
cách a và làm theo các c t khuyên | |
Câu 3 – U V 1: “Experts say that you should read and listen to safety
instructions before take-off and ask questions if you have uncertainties.”
V h- Các chuyên gia nói k V nên oa và | nghe qu d an
toàn qu khi r cánh và o} câu ‚ Y V không | |
Câu ^ – U V 2: “When you get to the ground, you should move away
from the plane as quickly as possible, and never smoke near the wreckage”
V h- Khi V ^ } or V nên di x ra (‚ máy bay nhanh
r có x và không bao t hút ^ { Z ›
Ngoài ra, xuyên ^ trong bài chúng ta còn r \ qu d khác c
Các o] án khác
A – .^ ` ^ kê \ V V X ngành hàng không
B –0c X  cho ` di Z máy bay
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D
93
B
94
B
95
D
D – ,qu d an toàn trong Y o hàng không
Khách du h oqy Y S o\ r oa và nghe qu d an toàn n
các chuyên gia
U] án D – qu khi r cánh
<d e - Câu 3 – U V 1: “Experts say that you should read and listen to
safety instructions before take-off and ask questions if you have
uncertainties.”
V h- Các chuyên gia nói k V nên oa và | nghe qu d an
toàn qu khi r cánh và o} câu ‚ Y V không | |
Các o] án khác
A – trong qt y (‰ r
B – qu khi xác oh ^ ra
C – Y khói trong cabin
Trong o V W khi nào V nên c ob chân X V k so u sàn nhà
&ox chân ^ sàn)?
U] án B – trong lúc r cánh và V cánh
<d e – Câu 6 – U V 1: “. During take-offs and landings, you are
advised to keep your feed flat on the floor.”
V h- Trong khi r cánh và V cánh, V oqy khuyên k ox chân
^ sàn
Các o] án khác
A – ^ Y bay
C – o} ` trong lúc V cánh
D – “ khi tai V Z ra
Theo o V W khách hàng nên xác oh h trí ^ thoát x nào qu khi
r cánh
U] án B – Hai cái { ƒ hành khách r
<d e – Câu ^ – U V 1: “Before take-off you should locate the
nearest exit and an alternative exit and count the rows of seats between you
and the exits so that you can find them in the dark if necessary”
V h- qu khi r cánh V nên xác oh h trí ^ thoát x { r
và 1 ^ thoát x thay Y và oY hàng Y c V và c ^ thoát
x vì [ V có x tìm r chúng trong bóng ^ Y { Y
Các o] án khác
A – 0c cái có x oqy tìm r trong bóng ^
C – p cái { r
D – 0c cái u hàng Y oqy o] ^ c chúng
“them” – Trong dòng ^ cùng X o V 1 o\ [ oY cái gì?
U] án D – exits – c ^ thoát x
Các o] án khác
A – các hàng
B – chân
C – Y
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A
97
D
98
B
99
A
<d e – Câu ^ – U V 1: “Before take-off you should locate the
nearest exit and an alternative exit and count the rows of seats between you
and the exits so that you can find them in the dark if necessary”
V h- qu khi r cánh V nên xác oh h trí ^ thoát x { r
và 1 ^ thoát x thay Y và oY hàng Y c V và c ^ thoát
x vì [ V có x tìm r chúng trong bóng ^ Y { Y
Ta r – them – chính là c ^ thoát x
Có x suy ra € o V W k a qt có x có \ m p ^ sót m
trong các o] cháy trên máy bay Y a@
U] án A – cúi r o{ ^
Câu 1 – U V 2: “In the event that you are forewarned of a possible accident,
you should put your hands on your ankles and keep your head down until the
plane comes to a complete stop.”
V h- Trong qt y V oqy Z báo qu \ 1 tai V có x Z
ra, V nên o} hai tay trên | cá chân và cúi o{ ^ cho oY khi máy
bay € V hoàn toàn.
Các o] án khác
B – o dây an toàn
C – không hút ^ trong } { máy bay
D – oa ^ ` ^ kê an toàn hàng không
Hành khách oqy khuyên làm theo r Z c o \ qu of V €@
U] án B – mang theo oƒ cá nhân trong qt y (‰ r
<d e – Câu 4 – U V 2: “To evacuate as quickly as possible, follow
crew commands and do not take personal belongings with you.”
V h- Ux m tán nhanh r có x làm theo ` ` X phi hành
o j và không nên mang theo o\ oV cá nhân cùng u V
Các o] án khác
A – xác oh h trí c ^ thoát { r
B – o} câu ‚ \ s an toàn
C – | } dây an toàn qu khi r cánh
Evacuate (v) di Z m Z
U] án oƒ  – Vacate (v) ‚ ^S ‚ không
Các o] án khác
A – tránh, Z tránh
C – ^ thoát
D – duy trì
U V W X Y bàn [ \ o \ gì?
A – Các khía V chính h X p ot Roosevelt
<d e - Trong bài [ chung nói \ con oqt chính h X Roosevelt
Ví 
+ Câu 1 – U V 1: “Franklin D. Roosevelt, the 32nd President of the United
States, was from a wealthy well-known family.”
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B
101
C
V h- Franklin D. Roosevelt là tông ^ e 32 X ‹ oY € p gia
o~ giàu có _ Y
+ Câu 6 – 7 - 8– U V 1: “. In 1942 he appeared at the Democratic National
Convention to nominate Al Smith for president, and eight years after that he
himself was nominated for the same office. Roosevelt was elected to the
presidency during the Great Depression of the 1930s, at a time when more
than 5,000 banks had failed and thousands of people were out of work.
Roosevelt took action.”
V h – V W 1942 ông r ` V ,p h ^ gia dân X ox o\
Š Al Smith cho h trí _ ^ và tám W sau ol ông oqy _ ` cho
cùng 1 e  Roosevelt oqy { cho e  _ ^ trong ^ t
UV suy thoái X c W 1930, V t o x ol khi m 5000 ngân hàng
o† r V và hàng nghìn qt o† r ` Roosevelt o† hành op
+ Câu o{ - 2 – U V 2: “In 1940 the Democrats nominated Roosevelt for an
unprecedented third term. No president in American history had ever served
three terms,…”
V h 0W 1940 UZ dân X o† _ ` Roosevelt cho ` kì e
3 q € Z ra.
Không p h _ ^ nào trong h Š qu ‹ o† €   3 `
kì…
Các o] án khác
B – 0c r o\ trong UV suy thoái
C – .s giáo  X Roosevelt
D – Ht phê bình \ hành op X Roosevelt.
Câu nào sau of không oqy o\ [ trong o V@
U] án B – Roosevelt ‚ Y { cho Al Smith
<d e- Câu 6 – U V 1: “In 1942 he appeared at the Democratic National
Convention to nominate Al Smith for president,..”
V h- 0W 1942 ông r ` V ,p h ^ gia dân X ox ox Š
Al Smith cho h trí _ ^g!
=> Ông “ r ` V ,p h ^ gia dân X , ` ‚ Y { hay
k thì k rõ/ k o\ [
=> "U\ cŠ " là mô chuyên, q cu^i cùng có "B‚ phiYu cho" hay không
mui là quan trong.
=> U] án B – Không oqy o\ [ oY trong o V
2 €- “took action” – hành op trong o V ^ 1 dùng ox minh a q
qn k Roosevelt
U] án C – o^ phó V ngay [ e
Chúng ta s vào p dung câu qu- Câu 7 – 8 – U V 1:
“Roosevelt was elected to the presidency during the Great Depression of the
1930s, at a time when more than 5,000 banks had failed and thousands of
people were out of work. Roosevelt took action.”
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102
C
103
D
104
B
105
D
V h- Roosevelt oqy { cho e  _ ^ trong ^ t UV
suy thoái X c W 1930, V t o x ol khi m 5000 ngân hàng o†
r V và hàng nghìn qt o† r ` Roosevelt o† hành op
Các o] án khác
A – s ` o] q› p
B – x ` \ } x r
D – có s giúp o›
2 €- “little by little” có  k Roosevelt
- Little by little – { {S € li € tí
Câu 9 – U V 1: “First he declared a bank holiday that closed all the banks
so no more could fail; then he reopened the banks little by little with
government support.”
V h- U{ tiên, ông tuyên ^ ngày “ X ngân hàng ngày các ngân
hàng ol Š vì [ không còn ngân hàng nào phá Z% sau ol ông r n
V các ngân hàng { { u s y X chính X
U] án C – n p vài ngân hàng (Y Y nhau/ riêng `
Các o] án khác
A – n các ngân hàng ‚ m ban o{
B – n các ngân hàng u các h  nh‚
D – n ngân hàng trong t gian |
Full (a) a ‡ hoàn toàn
U] án D – complete (a) o{ oX a ‡ hoàn toàn
Các o] án khác
A – (a) ƒ nhét, tràn o{
B – (a) } \ gay go
C – (a) tràn o{ chan e
Affection (n) Z r q thích, yêu Y
U] án B – fondness (a) s yêu Y
Các o] án khác
A – s Y ’ s thôi miên
C – s cám D – s r d s thích thú
Trong o V e 2, tác Z Š  € “ looming” ox “ ra Z [
X
U] án D – threat (n) s o V
“…but Roosevelt felt an obligation not to quit while the United States’ entry
into World War II was looming in the future.”
V h- q Roosevelt Z r có   không € ‚ khi s gia
[ Hoa Kì vào 2 Y tranh Y u e II o ` ra t t trong qm
lai”
Theo oxford ta có: LOOM (v) to appear important or threatening and likely
to happen soon to appear as a large shape that is not clear, especially in a
frightening or threatening way
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D
Các o] án khác
A – s giành c ch
B – s Y o Y tâm
C – s ^ Y
Tác Z miêu Z khu s sau sân (‰ o\ x ` kA. các ˜ viên vui q Y nào trong công ` X a
B. ‰ h bao nhiêu là { Y cho p man trình ˜
C. các
V [ op viên qy W qt qm trình thu hút
D. các o \ ( ` mà [ op viên qy Z h os
107
C
108
C
Câu 2 – 3 -4 – U V 2: “It can't be glamorous, and it's undoubtedly hard work.
The backstage atmosphere is an odd mix of gym class and workplace. A
curtained-off section at the back of the arena is laughably referred to as the
girls' dressing room, but is more accurately described as a corridor, with
beige, cracked walls and cheap temporary tables set up along the length of
it.”
V h- “Nó không hào nhoáng q nó | | là công ` r Z
*{ không khí phía sau sân (r là s pha trôn kì V c u a x  và
m làm ` p { màn che n } sau X or qt p cách s qt
a là phòng thay oƒ cô gái, q miêu Z p cách chính xác là p hành
lang, u màu be, e qt và bàn v \ V t oqy o} a theo hành
lang”
0q [ ta r s Y ^ m n [ r không có mà các [ op viên
Z h os
U] án D là o] án o„
Blarses out: âm thanh to
A. seep out: r ra
B. sound beautifully: âm thanh hay
C. resound loudly: vang lên { 
D. ring: kêu, o_ chuông
U] án C có  { r u € in o[
Câu 1 – U V 3: “As a place to work, it must rank pretty low down the scale:
the area round the ice-rink is grey and mucky with rows of dirty blue and
brown plastic seating and red carpet tiles. It's an unimpressive picture, but the
show itself is an unquestionably vast, polished global enterprise: the lights
come from a firm in Texas, the people who make the audio system are in
California, but Montreal supplies the smoke effects; former British Olympic
skater Robin Cousins is now creative director for the company and conducts
a vast master class to make sure they're ready for the show's next
performance.”
V dich: “Là p m làm ` nó Z Y V khá r \ V vi: khu
s quanh sân qy có màu xám u c hàng Y s màu xanh ‰
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109
A
110
B
111
B
112
B
“ và nâu ‰ và V Z o‚ Uf là p hình Z không r r qy
q các qm trình u không có nghi t gì, oqy o] bóng k
doanh ` toàn {- ánh sáng oY € p công ty n Texas, c qt
làm cho các ` ^ âm thanh o n California, q Montreal cung r
các ` e khói; s [ op viên Olympic Robin Cousins - anh t là
giám o^ sáng V cho công ty và Z lí các [ { ox oZ Z k a o†
— sàng ox s ` Y theo X qm trình.”
0q [ ta r o V 3 – o\ [ oY V vi mà công ty Z r
Câu 2 – U V 4: “They only place you'll see certain skating moves is an ice
show,' he says, 'because you're not allowed to do them in competition.”
V h- “"Chúng “ ˜ ra V ” r x op qy | | là
p qm trình WG ông nói, Gn vì V không oqy phép ox làm q
[ trong p thi.”
Làm q [ n of chính là : - x op qy W
U] án A o„ r
Câu 2 – U V 3: “Cousins says, 'The aim is to make sure they're all still
getting to exactly the right place on the ice at the right time - largely because
the banks of lights in the ceiling are set to those places, and if the skaters are
all half a metre out they'll be illuminating empty ice.”
V h- Cousins nói, G o là ox oZ Z k r Z chúng d [
chính xác o„ m trên W vào o„ t o x - X Y là do bên t oœ
trên { nhà oqy Y [ ox c m ol và Y qy ván là r Z p
Š mét ra a ” oqy Y sáng W ^!
U] án B là o] án o„
Dòng 5 6 7 – o V 4: “My theory is that you take those things that people
want to see and you give it to them, but not in the way they expect to see it.
You try to twist it. And you have to find music that is challenging to the
skaters, because they have to do it every night.'”
V h : “Lí Y X tôi là V r c e cái mà a qt ^
xem và V cung r cho a q không Z theo cách mà a ^ xem
nó. *V nên ^ | thay o_ cách x ` nó. Và V Z tìm âm V cái
mà thách e oqy các `  qy vì a Z làm o \ ol ^ !
U] án B – oqy trình ˜ các r ` quen p theo cách r t =>
o] án B o r
Câu 5 – 6 – U V 5: “Cousins knows what he's talking about because he
skated for the show himself when he stopped competing - he was financially
unable to retire. He learnt the hard way that you can't put on an Olympic
performance every night.”
V h- “Cousins Y c gì ông nói \ vì anh o† qy W cho qm
trình X mình khi anh € ™ ` thi or - anh không x “ q vì }
tài chính. Ông o† a qy W 1 cách khó (W cái mà V không x r
n p x ˜ Olympic ow!
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D
114
A
115
B
116
B
117
B
0q [ ta r ` ông r a Z qua giai o V dài khó (W nên có \
kinh ` trong  s này.
có  là gì Fp cách khó (WF trong o V W ?
A. thông qua làm ra \
B. thông qua kinh ` cá nhân khó (W
C. do x { s mong oy X qt khác
D. n o] giá quá e (Z W X qt khác
U] án B thích y r
Câu ^ – U V 1: “Equally, it's impossible not to be swept up in the whole
thing; well, you'd have to try pretty hard not to enjoy it.”
V dich: p cách công k [ khó mà không x không h ^ hút
vào r Z a e% V r k khó mà không qn e nó.”
U V này ý k- Nó r lôi ^ – nên chúng ta khó có x không thích nó
U] án D o„ r
Ru V câu ‚ q Y này, chúng ta nên ox sau cùng ( làm các câu khác
qu ox x rõ p dung toàn bài) – Sau khi làm các câu ta r p dung
X Y o\ | u các V op ƒ a X xã p *| ‹
Câu ^ – U V 1: “The tight arrangement enabled the Mandans to protect
themselves more easily from the attacks of others who might seek to obtain
some of the food these highly capable farmers stored from one year to the
next.”
V h- R ` ^ trí } ” cho phép các Mandans ox s Z ` mình
p cách ˜ dàng (‚ các p r công X c qt khác qt mà
tìm ( Y ox có oqy p ^ các s ‰ X c nông dân này tích c
€ W này oY W khác.
0q [ ta r o] án B: Z ` s ‰ X a
Câu 2 -3 – U V 2: “They had to exercise considerable skill to produce the
desired results, for their northern location meant fleeting growing seasons.
Winter often lingered; autumn could be ushered in by severe frost.”
V h- ,a o† Z [ ` khá \ k‹ W Z r có oqy các (Y
Z mong ^ vì h trí phía | X a có  là mùa sinh qn |
Mùa ob qt dài; mùa thu có x kèm theo qm giá (| ` “
Ta r t Y n m of r (| ` vì [ ox có  mua ^ qt nông
dân Z có ( W ^
Câu 2 – 3 – U V 3: “. They began as early as it appeared feasible to do so in
the spring, clearing the land, using fire to clear stubble from the fields and
then planting. From this point until the first green corn could be harvested,
the crop required labor and vigilance.”
V h- ,a | o{  có tính (Z thi r là vào mùa xuân a ‡ }
k Š  Š ox xóa ^ V n oƒ và sau ol ƒ cây. € t o x
này cho oY khi ngô xanh o{ tiên có x oqy thu V mùa { lao
op và s Z giác ".
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A
Ta r công ` này yêu câu lao op và s Z giác nên Z Z  c
và oj ông cùng làm `
U] án B o„ r
Disaster (n) Z a
A. Catastrophe (n) Z a , thiên tai
B. History (n) h Š
C. Control (n) s o \ ( x
D. Avoidance (n) s tránh né
119
C
120
D
U] án o„- A
“After they picked it, they sliced it, dried it, and strung the slices before they
stored them.”
V h- “Sau khi a } nó, a | nó, khô nó, và xâu thành c
lát thái qu khi chúng oqy q c chúng.”
0q [ ta r! them” n of chính là “slices”
V h- Trong ^ o V W tác Z  ý k Mandans
.
A. có giá h cá nhân
B. là r V x
C. n Š cho qt V
D. lên (Y V cho qm lai
Ua toàn p p dung X bài ta r a hành op ` lam X qt o\
lên (Y V — cho qm lai.
Ví Câu ^ – U V 1: “The tight arrangement enabled the Mandans to protect
themselves more easily from the attacks of others who might seek to obtain
some of the food these highly capable farmers stored from one year to the
next.”
V h- R ` ^ trí } ” cho phép các Mandans ox s Z ` mình
p cách ˜ dàng (‚ các p r công X c qt khác qt mà
tìm ( Y ox có oqy p ^ các s ‰ X c nông dân này tích c
€ W này oY W khác.
Câu 2 -3 – U V 2: “They had to exercise considerable skill to produce the
desired results, for their northern location meant fleeting growing seasons.
Winter often lingered; autumn could be ushered in by severe frost.”
V h- ,a o† Z [ ` khá \ (‹ W Z r có oqy các (Y
Z mong ^ vì h trí phía | X a có  là mùa sinh qn |
Mùa ob qt dài; mùa thu có x kèm theo qm giá (| ` “
Câu 3 – 4- 5 – U V 4: “Later in the fall, the people picked the rest of the
corn. They saved the best of the harvest for seeds or for trade, with the
remainder eaten right away or stored for alter use in underground reserves.
With appropriate banking of the extra food, the Mandans protected
themselves against the disaster of crop failure and accompany hunger.”
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A
122
D
123
A
r Z ` a làm o\ tính toán và lên (Y V cho qm lai.
L Z thích: Toàn p bài oa nói \ quá trình làm chính h X Andrew
Johnson, € lúc ông còn làm lãnh oV r x bang oY khi làm _ ^
oY khi h bãi ˜ e 
>qm án A. Andrew Johnson’s career as a politician = s ` X
Andrew Johnson q p chính h gia, là qm án chính xác r
B. Congressional decisions in the late 1800s = Các Y oh X
O^ p vào ^ c W 1800.
Uf “ là thông tin oq ra ox Z thích cho s h bãi ` X ông.
C. Andrew Johnson’s personal characteristics = Tính cách cá nhân
X Andrew Johnson.
Uf “ là thông tin oq ra ox Z thích cho s h bãi ` X ông.
D. Congressional decisions and procedures in the late 1800s = Các
Y oh X O^ p và các X  vào ^ c W 1800.
Thông tin: His career started in 1828 with his collection to the city council of
Greenville, Tennessee, and after two years as an alderman, he took office as
mayor. His advancements followed in rapid succession when he was elected
to the Tennessee state senate, then as the state governor, and later to the U.S.
House of Representatives for five consecutive terms.
<h - .s ` X ông | o{ vào W 1828 u s gia [ p
oƒ thành ^ Greenville, bang Tennessee, và sau hai W q là p p
viên cao niên, ông [ e h qn .s W r X ông theo sau trong
s (\ € nhanh chóng khi ông oqy { vào qy ` bang Tennessee,
sau ol là ^ o^ x bang, và sau ol oY ,V ` Hoa 1š cho W `
(š liên Y >qm án D. He was elected to several important posts = Ông oqy _ `
vào p vài e  quan a là qm án chính xác r
A. He was represented to the posts five times = Ông o† oqy oV `
cho c h trí r W {
Không có thông tin q [ trong bài.
B. His personality precluded him from important positions = Tính
cách X ông W Z ông € các h trí quan a
2“ có thông tin cho k tính cách X ông ( Y ông h bãi ` _
^ e không có thông tin nói k tính cách r W Z ông oY u
e  quan a .
C. His work became known to the governor = Công ` X ông oqy
Y oY u các ^ o^
Không có thông tin q [ trong bài.
Thông tin: Even with his diverse experience as an elected official at the state
level, Andrew Johnson was the first president of the United States ever to be
impeached, primarily because of his violent temper and unyielding
stubbornness.
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D
<h - Ngay Z u kinh ` o V X mình q là p viên e
dân Š n r x bang, Andrew Johnson là _ ^ o{ tiên X Hoa 1š
€ h [ p X Y là vì tính khí V s X mình và s qu “
không h thua.
0q [ nguyên nhânchính d oY ` h [ p hay chính là s  o_
s ` X ông là do tính cách X ông. >qm ánA. His personal
characteristics = tính cách cá nhân X ông, là qm án chính xác r
B His waffling and hesitation = .s Z Z và { € X ông.
Không có thông tin q [ trong bài.
C. The state of the nation’s economy = Tình V kinh Y X ^
gia.
Không có thông tin q [ trong bài.
D. His liberal position on slavery = Quan o x s do X ông \ Y
op nô `
Không có thông tin q [ trong bài.
L Z thích: Even with his diverse experience as an elected official at the state
level, Andrew Johnson was the first president of the United States ever to be
impeached, primarily because of his violent temper and unyielding
stubbornness.
<h - Ngay Z u kinh ` o V X mình q là p viên e
dân Š n r x bang, Andrew Johnson là _ ^ o{ tiên X Hoa 1š
€ h [ p X Y là vì tính khí V s X mình và s qu “
không h thua.
‘ r x bang, Andrew Johnson o† có kinh ` o V trong  s
chính h hàm ý là khi ông lên làm _ ^ ông o† có \ Z chính h
dày }
>qm án D. had an extensive background in politics = o† có p \ Z
p u trong chính h là qm án chính xác r
A. had already experienced political turmoil = o† có kinh ` r
_ chính h
After Lincoln’s assassination six weeks into his term, Johnson found himself
president at a time when southern leaders were concerned about their forced
alliance with the northern states and feared retaliation for their support of the
secession = Sau  ám sát Lincoln sáu { vào ` (š X mình, Johnson
r mình là _ ^ V p t o x khi các nhà lãnh oV \ Nam lo
V \ liên minh | p X a u các bang \ *| và y h Z thù cho
s X p X s ly khai.
.s r _ chính h Z ra sau khi ông lên làm _ ^ e không Z
qu
B. was a dedicated supporter of civil rights = là p qt X p
` tình X các \ dân s
While Johnson held the view that newly freed slaves lacked understanding
and knowledge of civil liberties to vote intelligently, Congress overrode
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C
126
A
Johnson’s veto of the Civil Rights Bill, which awarded them citizenship and
ratified the Fourteenth Amendment = Trong khi Johnson có quan o x k
các nô ` u oqy Z s do Y x Y và ( Y e \ s do dân { p
cách thông minh, O^ p V \ X Y X Johnson \ *Z s [
O\ Dân s cái trao cho a \ công dân và phê ` Tu chính án e
qt ^
0q [ ông là p qt X p ` tình X các \ dân s q s
` ol Z ra sau khi ông lên làm _ ^
C. was a soft-spoken and careful diplomat = là p nhà V giao nói
‚ ‡ và ‰ [
Instead, however, with the diplomatic skill he had learned from Lincoln,
Johnson offered full pardon to almost all Confederates on the condition that
they take an oath of allegiance. = Thay vào ol tuy nhiên, u các k‹ W
V giaoông o† a oqy € Lincoln, Johnson cung r ` tha _ hoàn
toàn cho { q r Z các quân \ Nam u o \ ( ` là a Z \ trung
thành.
0q [ Johnson không \ là p nhà V giao ‚ ‡ và ‰ [ mà r
Y o ]
Thông tin: Congressional opposition to his peace - making policies resulted
in gridlock between the House and Johnson, and the stalemate grew into an
open conflict on the issue of the emancipation of slaves… In the years that
followed, Congress passed bills depriving the president of the power to
pardon political criminals, stripping away his status of commander-in-chief,
and taking away Johnson’s right to dismiss civil and executive officers from
their duties.
<h - .s Z o^ X O^ p o^ u chính sách hòa bình X ông
d oY s Y | c các R ` và Johnson, và Y | phát x thành p
p xung op n \ r o\ Z phóng nô ` ... Trong c W sau ol
O^ p thông qua s [ qu \ _ ^ \ tha e cho p V
chính h qu o oh h “ huy qn và r o \ X Johnson ox ˜
` cán p dân s và o \ hành € `  X a
0q [ s Z o^ X O^ p gây V u u s ` X Johnson.
>qm án C. detrimental to his presidency = gây V cho s ` _
^ X ông, là qm án chính xác r
A. directed at his civic duties = qu vào   công dân X ông
Không có thông tin q [ trong bài.
B. short-lived and groundless = | X và không có W ce
Không có thông tin q [ trong bài.
D. stopped as soon as it emerged = € V ngay khi nó r `
Không có thông tin q [ trong bài.
L Z thích:
Pardon (v) = tha e tha p
Exonerate (v) = tha _ ˜ p
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C
128
A
129
A
<h - In the years that followed, Congress passed bills depriving the
president of the power to pardon political criminals, stripping away his status
of commander-in-chief, and taking away Johnson’s right to dismiss civil and
executive officers from their duties. = Trong c W sau ol O^ p
thông qua s [ qu \ _ ^ \ tha e cho p V chính h
qu o oh h “ huy qn và r o \ X Johnson ox ˜ ` cán
p dân s và o \ hành € `  X a
B. parade (v) = ˜ hành
C. patronize (v) = Z y
D. extricate (v) = Z thoát
Thông tin: At the trial, the Senate came one vote short of the two-thirds
majority necessary to remove him from office.
<h - V phiên tòa, qy ` Y p Y X hai { ba _
^ { Y ox V ‚ ông (‚ W phòng.
0q [ s bãi ` Johnson “ Y 1 Y c là thành công, ol là
p ( Z cách r ‚
>qm án C. failed by a minimal margin = r V u ( Z cách ^ x
là qm án chính xác r
A. overwhelmed his supporters in Tennessee = choáng y qt
X p ông n Tennessee
Không có thông tin q [ trong bài.
B. succeeded as expected by the House = o† thành công q mong
oy X các nhà
Không có thông tin q [ trong bài.
D. put an end to his political career = o} r r Y cho s `
chính h X ông
Không có thông tin q [ trong bài.
L Z thích: Câu X o\ X bài Y là “Even before the turn of the century,
movies began to develop in two major directions: the realistic and the
formalistic.” = Ngay Z qu khi x giao Y (• phim | o{ phát x
theo hai qu chính: s Y và mang tính hình e
Ul là hai phong cáh làm phim khác nhau, sau ol tác Z o sâu trình bày \
hai phong cáh này. Do ol ý chính X bài là qm án A. Styles of
filmmaking = các phong cách làm phim
B. Filmmaking 100 years ago = R ` làm phim 100 W qu
Không có thông tin q [ trong bài.
C. Acting styles = các phong cách ˜ phim.
Không có thông tin q [ trong bài.
D. Film plots = các (h Z phim.
Không có thông tin q [ trong bài.
Thông tin: Few films are exclusively formalist in style, and fewer yet are
completely realist.
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D
131
C
<h - +r ít phim là duy r mang tính hình e trong phong cách,
và càng ít m là hoàn toàn mang tính ` s
>qm án A. Most films are neither exclusively realistic nor formalistic =
,{ Y các p phim không hoàn toàn mang tính ` s hay mang tính
hình e% là qm án ˜ oqy tác Z oƒ tình r
B. Realistic films are more popular than formalistic ones = Phim `
s _ Y m so u phim mang tính hình e
Không có thông tin q [ trong bài.
C. Realism and formalism are outdated terms = 2X  ` s
và X  hình e là c khái `
t Không có thông tin q [ trong bài.
D. Formalistic films are less artistic than realistic ones = Các p phim
mang tính hình e thì ít mang tính ` [ m các p phim ` s
Không có thông tin q [ trong bài.
Thông tin: There is also an important difference between realism and reality,
although this distinction is often forgotten.
<h - Ngoài ra còn có p s khác ` quan a c X  s
Y và s Y } dù s khác ` này qt h ‚ quên.
>qm án D. realism and reality = X  s Y và s Y% là qm
án chính xác r
A. general and absolute = nói chung và ` o^ Realism and formalism are merely general, rather than absolute, terms = 2X
 ` s và X  hình e “ là c khái ` nói chung,
e không Z ` o^ Uf không Z là o \ mà this distinction nói oY
B. physical reality and raw materials = s V [ lý và nguyên `
thô
Realism is a particular type, whereas physical reality is the source of all the
raw materials of film, both realistic and formalistic = 2X  ` s là
p V o} ` trong khi s Y [ r là ƒ ^ X r Z các nguyên
` thô X các p phim, Z s Y và mang tính hình e
Uf không Z là o \ mà this distinction nói oY
C. formalists and realists = 0c qt theo X  hình e và
c qt theo X  ` s
Realists, in short, to preserve the illusion that their film world
is unmanipulated, an objective mirror the actual world. Formalists, on the
other hand, make no such pretense. = 0c qt theo X  ` s
tóm V ox Z ƒ Z qn k Y u phim Z X a là không h thao
túng, p r qm khách quan X Y u s Y 0c qt theo X
 hình e } khác, không Z t q [
Uf không Z là o \ mà this distinction nói oY
Thông tin: Both realist and formalist film directors must select (and hence
emphasize) certain details from the chaotic sprawl of reality.
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A
133
B
134
C
135
D
<h - 2Z oV ˜ theo X  ` s và X  hình e Z
a (và do ol r V' chi Y r oh € s n p V X s
Y
0q [ chính oV ˜ là qt h trách ` \ phong cách X p
phim. >qm án C. The director = oV ˜ là qm án chính xác r
A. The producer = Nhà Z r
B. The camera operator = 0t quay phim
D. The actors = Các ˜ viên
L Z thích:
Copiousness (n) = \ phong phú
Abundance (n) = s \ } phong phú
<h - In photographing objects and events, the Filmmaker tries to
suggest the copiousness of life itself. = Trong  Z các o^ qy và các
s ( ` các nhà làm phim ^ | oq ra s phong phú X chính p ^
B. greatness (n) = s cao Z s  oV
C. fullness (n) = s a ‡
D. variety (n) = s o V X V
Thông tin: Formalists, on the other hand, make no such pretense. They
deliberately stylize and distort their raw materials so that only the very naive
would mistake a manipulated image of an object or event for the real thing.
<h - 0c qt theo X  hình e } khác, không Z t
q [ ,a ^ tình bóp méo phong cách hóa và nguyên ` X a ox “
qt r ngây m u { qn p hình Z oqy “ Š X p o^
qy } s ( ` u s [
>qm án B. it obviously manipulated images = nó “ Š các hình Z
p cách rõ ràng; là qm án chính xác r
A. it mirrors the actual world = Nó Z Y Y u s
Uf là o} q X phim theo X  ` s
C. it uses familiar images = nó Š  các hình Z quen p
Không có thông tin q [ trong bài.
D. it is very impersonal = nó r không mang tính cá nhân.
Không có thông tin q [ trong bài.
L Z thích: Tangible (adj) = Concrete (adj) =  x
<h - It is essentially a recording mechanism that produces the surface
of tangible objects with as little commentary as possible. = Nó s r là
p m Y ghi [ mà Z r các \ } X các o^ qy  x u ít
bình [ r có x
A. various (adj) = \ o V
B. comprehensible (adj) = có x x oqy
D. complex (adj) = e V
L Z thích: p p phim tài ` \ du h là teo phong cách phim ` s
vì nó tôn a các ˜ Y s Y và các tình Y oqy a a sao cho
qt xem có Z giác ^ ` s r
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C
137
C
Ba x V phim còn V o\ có tính r X phim có tính hình e u các
hình Z oqy X op “ Š
A. A musical drama = p p phim V (h
B. An animated cartoon = p p phim V hình
C. A science fiction film = p p phim khoa a ˜ qn
Cái gì oqy ‰ h o{ tiên cho ` cung r nhiên ` cho ^ gia trong
c W 1950 và o{ c W 1960?
U] án C – .s x o_ ngành công ` và \ kinh Y sang o ` V
nhân
<d e – Câu 1 – 2 – 3 – U V 1: “Because geologists have long indicated
that fossil fuels will not last indefinitely, the U.S government finally
acknowledged that sooner or later other energy sources would be needed and,
as a result, turned its attention to nuclear power. It was anticipated that
nuclear power plants could supply electricity in such large amounts and so
inexpensively that they would be integrated into an economy in which
electricity would take over virtually all fuel-generating functions at nominal
cost. Thus, the government subsidized the promotion of commercial nuclear
power plants and authorized their construction by utility companies.”
V h – *n vì các nhà oh r a o† chi ra k nhiên ` hóa V ”
không kéo dài vô V chính X ‹ ^ cùng o† € [ k không u
} p các ƒ W qy khác ” là { Y và do ol o† x s
chú ý oY W qy V nhân. Nó oqy ` qu k nhà máy o ` V
nhân có x cung r o ` u ^ qy u và không quá o| cái chúng ta có
x (Y (Y trong 1 \ kinh Y cacis mà o ` ” oZ [ { Y các e
W V ra nhiên ` u chi phí r Do ol chính X o† y r cho `
Z bá nhà máy o ` V nhân và X \ xây s cho các công ty oV
tiêu ‰ hóa.
Các o] án khác
A – .s n p và s o_ u X nhà máy Z r nhiên ` có —
B - V ra (Z W q c _ sung cho nhiên ` hóa V
D - Phát x p V các ƒ nhiên ` và ƒ W qy thay Y
Tác Z miêu Z thái op X dân ^ liên quan oY o ` V nhân q là nhiên
` vào o{ oY c W 1970?
U] án C – Receptive (a) Y thu,  p
<d e – Câu 4 – U V 1: In the 1960s and early 1970s, the public
accepted the notion of electricity being generated by nuclear power plants in
or near residential areas.
V h- Trong c W 1960 và o{ c W 70, công chúng o† r
[ khái ` o ` oqy V ra n các nhà máy o ` V nhân V trong }
{ các khu dân q
Các o] án khác
A – y hãi, e y
B – hai \
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B
139
C
140
B
141
C
D – không k lòng
Nominal (a) ‚ bé (không o] (x'
U] án oƒ  B – minimal (a) r ‚ ^ x
Các o] án khác
A – cái a là
C – cao quá o] &| _'
D – oqy _ ƒ
Notion (n) ý `S quan `% ý ( Y quan o x
U] án oƒ - C – idea (n) quan ` ý qn q qn
Các o] án khác
A – t nói vô lí
B – Y h thông báo
D – (Y Z [ Z
‘ dòng 13,  € “this outlook – quan o x này” o\ [ oY
U] án B – s mong oy \ s W ^ qy các nhà máy o ` V nhân
<d e – Câu ^ – U V 1: “Officials estimated that by 1990 hundreds
of plants would be on line, and by the turn of the century as many as 1000
plants would be in working order.”
V h- Các quan e qu tính k vào W 1990, hàng W nhà máy
” oqy oq vào V op và oY ^ Y (• này có u 1000 nhà máy ”
V op ^
Câu o{ – U V 2: “Since 1975, this outlook and this estimation have
changed drastically,”
V h- € W 1975, quan o x này và s qu tính này o† thay o_ V
”
=> “THIS OUTLOOK” – thay Y cho chính ý câu ^ – o V 1
Các o] án khác
A. .^ qy các nhà máy V nhân V op
C. (Z W phát o ` V các m n V nhân
D. s báo (Z W X các nhà máy V nhân
Có x suy [ oqy € o V W k các quan e chính X o† V sai
{ có tính Y oh trong phán Y k cách
U] án C – ‚ qua (Z W Z ra X ` qy lõi lò Z e V nhân
tan Z tuy nhiên € xa
<d e – Câu ^ – U V 2: “The reason was that residents and state
authorities deemed that there was no possibility of evacuating residents from
the area should an accident occur.”
V h- Lí do ol là các q dân và c qt có \ s X nhà qu
o† cho k không có (Z W m tán q dân (‚ khu s Y tai V Z
ra.
Các o] án khác
A – Không quan tâm oY các tính Y s X nhà máy o ` V nhân
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B
143
D
144
D
145
C
146
A
B – > p vào các nhiêu ` kém và d nhà máy \
D – Xác oh h trí | o} trong khu s \ cây dày o}
Terminate (v) làm xong, (Y thúc, hoàn thành
U] án oƒ  B – Stop (v) € V
Các o] án khác
A – hoãn, trì hoãn
C – Y 
D – Z ƒ
Tác Z X o V W  ý k ` xây s các nhà máy o ` V nhân
u
U] án B – h Z ^ op q không r e
<d e – Câu o{ – U ^ - “Just 68 of those plants under way in
1975 have been completed, and another 3 are still under construction.”
V h- 2“ 68 trong c nhà máy o [ op W 1975 oqy hoàn
thiên, và 3 nhà máy khác d o oqy xây s
Các o] án khác
A – o Y  u quy mô ‚
B – o oqy qu oY s an toàn u m
C – o† h q hoàn toàn vì y k thiên tai
U \ gì có x oqy suy ra \ kính ˜ a quang a o{ tiên? U] án D
– Nó oqy phát minh p cách d nhiên
<d e – Câu o{ tiên – U V 1: “According to some accounts, the first
optical telescope was accidentally invented in the 1600s by children ….. “
V h- Theo p vài báo cáo, kính ˜ a quang a o{ tiên oqy
phát minh 1 cách vô tình vào c W 1600 n v em…
Ta có: by chance = accidentally : vô tình, d nhiên
Các o] án khác
A – Nó oqy mua n v em
B – Nó oqy phát minh n ‹
C – Nó oqy bán n X Š hàng
U \ nào sau of là không o„ \ Hans Lippershey?
U] án C – Anh r o† bán [ phát minh X anh r vào W 1608
<d e – Câu 4 – U V 1: “In 1608 he tried to sell his invention
unsuccessfully”
V h- 0W 1608 anh r o† ^ bán [ phát minh X anh r không thành
công
=> Không bán oqy
Các o] án khác o\ oqy | oY trong bài
A – Anh r làm X 1 Š hàng
B – Anh r là qt Hà Lan
D – Anh r có € qn \ kính ˜ a € c oe v trong Š hàng
anh r
Khi nào phát minh X Galileo oqy a là Kính ˜ a
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B
148
C
149
B
U] án A – W 1611
<d e – Câu ^ – U V 1: “In April of 1611, Galileo showed his device
to guests at a banquet in his honor. One of guests suggested a name for the
device: telescope”
V h- Vào tháng 4 W 1611, Galileo o† oq cho c h khách X
mình xem Y h X mình V p c ` vinh danh ông r p trong
c h khách o\ r 1 cái tên cho Y h này: Kính ˜ a
Newton [ r gì \ kính thiên W X Galileo khi ông Š  nó?
U] án B – Nó khúc V ánh sáng
<d e – Câu 1 – 2 – U V 2: “When Isaac Newton began using Galileo’s
telescope more than a century later, he noticed a problem. The type of
telescope that Galileo designed is called a refractor because the front lens
bends, or refracts, the light.”
V h- Khi Isacc Newton | o{ Š  kính ˜ a X Galileo 1
Y (“ sau, ông [ r có 1 r o\ H V kính ˜ a này cái mà Galileo
Y (Y oqy a là kính nhìn xa khúc V n vì phía qu r kính ^ cong
} khúc V ánh sáng.
Các o] án khác
A – Nó có \ r o\
C – Nó oqy a là kính ˜ a khúc V
D – Nó có 1 qm cong
Newton o† làm gì u kính ˜ a X Galileo?
U] án C – Ông r Z Y nó
<d e – Câu 6 – 7 – 8 – U V 2: “He solved this problem by designing
a new type of telescope that used a curved mirror. This mirror concentrated
the light and reflected a beam of light to the eyepiece at the other end of the
telescope. Because Newton used a mirror, his telescope was called a reflector
“
V h- Ông r o† Z Y r o\ này k cách Y (Y 1 V kính ˜
a u cái Š  1 cái qm cong. Cái qm này [ trung ánh sáng
và Z Y 1 chùm ánh sáng oY h kính n o{ kia X kính ˜ a
*n vì Newton Š  1 qm nên kính ˜ a X ông r oqy a là
kính ˜ a khúc V
Các o] án khác
A – Ông r a nó là kính nhìn xa khúc V
B – Ông r Š V nó cho Galileo
D – Ông r € ` Š  nó sau [ r X mình
Newton | o{ Š  kính ˜ a X Galileo khi nào?
U] án B – Y (“ 18
Ta có Câu ^ – U V 1: “In April of 1611, Galileo showed his device to
guests at a banquet in his honor. One of guests suggested a name for the
device: telescope”
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D
151
D
V h- Vào tháng 4 W 1611, Galileo o† oq cho c h khách X
mình xem Y h X mình V p c ` vinh danh ông r p trong
c h khách o\ r tên cho Y h này là: Kính ˜ a
Câu o{ – U V 2: When Isaac Newton began using Galileo’s telescope more
than a century later,
V h- Khi Isacc Newton | o{ Š  kính ˜ a X Galileo 1
Y (“ sau,
R[ 1 Y (“ sau là vào ( Z W 1711
Ta có: Y (“ 18 là ( Z t gian tính € t o x W 1701 oY Y
W 1800,  là k 100 W trong h Gregory.
Các o] án khác
A – Y (“ 17
C – Y (“ 16
D – Y (“ 15
Kính ˜ a Z V u r oe n of@
U] án D - n dãy núi Caucasus
<d e – Câu 4 – U V 3: “This huge reflecting telescope was for many
years the largest reflecting telescope in the world until an even larger
reflecting telescope was built in the Caucasus Mountains.”
V h- Kính ˜ a Z V (_ ƒ này là kính ˜ a Z V
u r trong \ W cho oY khi kính ˜ a Z V u m oqy
xây s n dãy núi Caucasus.
L Z thích: Toàn p bài oa nói \ o} o x X c p ` tranh o{
tiên X ‹ U V o{ u ` \ hai p ` tranh o{ tiên u o} o x
là in toàn p màu và phát hành hàng { U V 2 nói \ p p ` khác
có nhân [ xuyên ^ trong các [ ` ngôn c khôi hài và các bong
bóng p V U V 3 nói \ p ` có các ô tranh oqy chia ‚ e
không to dài q qu U V ^ cùng nói \ s (Y y ` tranh vào
trong các t báo.
>qm án D. Features of early comic strips in the United States = Các o}
o x X c p ` tranh o{ tiên n ‹ là qm án chính xác r
A. A comparison of two popular comic strips = .s so sánh c hai
p ` tranh _ Y
Trong o V o{ có | oY hai p ` tranh r _ Y q không
k  o so sánh, và bài oa ’ | oY \ p ` tranh khác
e không “ hai p ol Uf không Z là p dung chính, xuyên ^ X
bài oa
B. The differences between early and modern comic strips = .s khác
` c ` tranh ot o{ và ` tranh ` oV Có p ^ câu | oY ` tranh ` oV q ol là nói oY c
o x qm oƒ mà ` tranh ot o{ có ^ q ` tranh ` oV Uf không Z là p dung chính, xuyên ^ X bài oa
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D
153
A
C. The effects of newspapers on comic strip stories = CÁc tác op
X báo “ lên ` tranh.
U V ^ có nói oY tác op X báo chí oY ` tranh, q ol không
Z q qn xuyên ^ Z bài oa ‘ các o V khác, báo chí “ oqy u
` oY u các p ` o} ` e không o\ [ oY tác op
Thông tin: The first full-color comic strip appeared in January 1894 in the
New York World, owned by Joseph Pulitzer. The first regular weekly fullcolor comic supplement, similar to today's Sunday funnies, appeared two
years later, in William Randolph Hearst's rival New York paper, the Morning
Journal.
Both were immensely popular …
<h - *p ` tranh màu o{ tiên r ` trong tháng 1 W 1894
V New York World, p n c X Joseph Pulitzer. >{ _ sung k
` tranh màu hàng { o{ tiên, qm s q c { ` tranh
màu | trong các t báo ` nay, r ` hai W sau ol trong t báo
o^ X X New York X William Randolph Hearst, t Morning Journal.
2Z hai o\ s (š _ Y …
(Sunday funnies là c { ` tranh màu | trong các t báo)
>qm án D. They owned major competitive newspapers = ,a n c t
báo có e V tranh u là qm án chính xác r
A. They established New York's first newspaper = ,a thành [ t
báo o{ tiên X New York.
Không có thông tin q [ trong bài.
B. They published comic strips about the newspaper war = ,a r
Z ` tranh \ p Y báo chí.
Không có thông tin q [ trong bài.
C. Their comic strips are still published today = ` tranh X a
d oqy r Z ngày nay.
Không có thông tin q [ trong bài.
Thông tin: Both were immensely popular, and publishers realized that
supplementing the news with comic relief boosted the sale of papers.
<h - 2Z hai o\ vô cùng _ Y và các nhà r Z [ ra k
_ sung các tin e u ` tranh Z trí thúc o‰ ` bán các t báo.
0q [ ` tranh có tính Z trí, và o \ ol ( Y nó _ Y oY e
( Y qy bán báo W lên \ >qm án A. They provided a break
from serious news stories = chúng cung r p s Z lao € c tin e
nghiêm túc, là qm án chính xác r
B. Readers enjoyed the unusual drawings = Up Z r thích c
Z ” khác qt
Không có thông tin q [ trong bài.
C. Readers could identify with the characters = Up Z có x oƒ
Z u các nhân [
Không có thông tin q [ trong bài.
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A
155
A
156
C
D. They were about real-life situations = Chúng là \ c tình
^ s Y p ^
Không có thông tin q [ trong bài.
Thông tin: The Morning Journal started another feature in 1896, the "Yellow
Kid," the first continuous comic character in the United States, whose creator,
Richard Outcault, had been lured away from the World by the ambitious
Hearst.
<h - The Morning Journal | o{ p chuyên  khác trong W
1896, ` "Yellow Kid", nhân [ ` tranh liên  o{ tiên V Hoa
1š mà qt sáng V X nó , Richard Outcault, o† h lôi kéo o € t World
n Hearst o{ tham a
2r trúc Lure sb from = lôi kéo ai (‚
>qm án A. Hearst convinced Outcault to leave the World = Hearst Y
 Outcault t (‚ t World, là qm án chính xác r
B. Hearst fired Outcault from the World = Hearst sa Z Outcault (‚
t World.
Không có thông tin q [ trong bài.
C. Hearst warned Outcault to leave the World = Hearst Z báo
Outcault nên t (‚ t World.
Không có thông tin q [ trong bài.
D. Hearst wanted Outcault to work for the World = Hearst ^
Outcault làm ` cho t World.
Không có thông tin q [ trong bài.
Thông tin: The "Yellow Kid" was in many ways a pioneer. Its comic dialogue
was the strictly urban farce that came to characterize later strips, and it
introduced the speech balloon inside the strip, usually placed above the
characters' heads.
<h - "Yellow Kid" trong \ qm ` là p nhà tiên phong.
U V p V X nó là ` khôi hài ob h nghiêm } cái mà Y u
o} q cho các ` tranh \ sau, và nó u ` bong bóng p V
bên trong Z qt oqy o} trên o{ X các nhân [
0q [ có x r oh € “it” oqy Š  ox thay Y cho “Yellow Kid”
n câu qu
>qm án A. The “Yellow Kid” = ` “Yellow Kid”, là qm án
chính xác r
B. dialogue (n) = p p V C. farce (n) = ` khôi hài, trò \
D. balloon (n) = bóng bay, bong bóng.
L Z thích: Các qm án khác o\ có thông tin trong bài, “ có qm án
C. appear in a Chicago newspaper = r ` trong p t báo Chicago, là
không có thông tin gì trong bài.
A. feature the same character in each episode = miêu Z p nhân [
^ nhau trong [ `
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C
158
D
159
B
160
A
The Morning Journal started another feature in 1896, the "Yellow Kid," the
first continuous comic character in the United States = The Morning Journal
| o{ p chuyên  khác trong W 1896, ` "Yellow Kid", nhân
[ ` tranh liên  o{ tiên V Hoa 1š
B. include dialogue inside a balloon = bao ƒ o^ V bên trong
p Z bóng.
it introduced the speech balloon inside the strip, usually placed above the
characters' heads = nó u ` bong bóng p V bên trong Z qt
oqy o} trên o{ X các nhân [
D. characterize city life in a humorous way = x h cho p ^
trong thành ^ p cách hài qu
Its comic dialogue was the strictly urban farce that came to characterize later
strips = U V p V X nó là ` khôi hài ob h nghiêm } cái mà
Y u o} q cho các ` tranh \ sau.
L Z thích:
Incorporate (v) = (Y y y V thành mpt
Combine (v) = (Y y y r
<h - The first strip to incorporate all the elements of later comics was
Rudolph Dirks's "Katzenjammer Kids" = *p ` tranh o{ tiên (Y y r
Z các Y ^ X ` tranh sau này là "Katzenjammer Kids" X Rudolph
Dirks.
A. affect (v) = Z qn
B. create (v) = sáng V
D. mention (v) = | oY o\ [ oY
L Z thích:
Prototype (n) = [ d mô hình
Model (n) = d mô hình
<h - The "Kids" strip, first published in 1897, served as the prototype
for future American strips = ` “Kids”, r Z { o{ vào W 1897,
ol vai trò q là nguyên d cho ` tranh ‹ trong qm lai.
A. story (n) = câu `
B. humor (n) = s hài qu óc hài qu
C. drawing (n) = Z ”
L Z thích: Trong bài oa oq ra r \ p ` tranh, và tác Z | Y
e s X chúng theo trình s t gian, ` nào ra ot qu thì Y qu
hay chính là trình s mà chúng oqy sáng V ra.
>qm án B. In the order in which they were created = theo trình s mà
chúng oqy sáng V ra; là qm án chính xác r
A. In alphabetical order by title = theo e s ™ c cái tiêu o\
C. According to the newspaper in which they appeared = theo tt báo
mà chúng r `
D. From most popular to least popular = € _ Y r oY ít _
Y r
Thông tin: Venus, also called the Morning Star and Evening Star, is the
second-closest planet to the sun and the brightest object in the night sky.
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C
162
D
<h - Sao Kim, ’ oqy a là Sao Mai và Sao Hôm, là hành tinh
e hai { } t và là [ x sáng r trên { t ow
0q [ Sao Kim oqy a là Sao Mai và Sao Hôm là n vì nó là ngôi sao
sáng r >qm án A. it is very bright = nó r sáng; là qm án chính
xác r
B. it is close to the sun = nó { u } t Vì nó { u } t nên nó u là ƒ sao sáng r nên u oqy o}
tên q [ Tóm V d là do op sáng X nó mà sao Kim oqy o} thêm 2
cái tên khác c
C. it can be seen from evening till morning = nó có x oqy nhìn r
€ ^ oY sáng.
Không có thông tin q [ trong bài.
D. it is used to find the direction by sailors = nó oqy Š  ox tìm
qu n các X X
Không có thông tin q [ trong bài.
Thông tin: The atmosphere on Venus is much heavier and has a higher density
than that of Earth.
<h - *{ không khí trên sao Kim } m \ và có [ op cao
m so u { không khí X Trái or
0q [ oV € “that” thay Y cho € “The atmostphere” khi không ^
| V p € y ` trong r trúc so sánh. >qm án C. atmosphere = {
không khí, là qm án chính xác r
A. size (n) = kích ›
B. bulk (n) = ^ qy u o^ a Z hàng hóa
D. density (n) = [ op
Thông tin: If man could survive the extreme heat of Venus’s surface (400
degrees Celsius), then he would have to contend with a surface pressure that
is more than 90 times that of Earth.
<h - 0Y con qt có x ^ sót trong ` op s cao X \ }
Sao Kim (400 op C), thì sau ol anh ta ” Z o^ } u p áp s \ }
mà cao m 90 { so u áp s X Trái or
>qm án D. Venus’s surface temperature and pressure make it
uninhabitable by humans = 0 ` op và áp s \ } X Sao Kim làm cho
nó không x n oqy n con qt là qm án x ` hàm ý X câu in
o[ chính xác r
A. Earth experiences greater surface pressure than Venus = Trái ort
Z qua áp s \ } u m Sao Kim.
>qm án này sai hoàn toàn so u thông tin trong bài.
B. If a man could survive its surface pressure = 0Y p qt oj
ông có x ƒ V qu áp r \ } X nó.
C. The surface pressure and heat of Venus are much greater than those
on Earth = Áp s \ } và e nóng X Sao Kim là u m \ so u
trên Trái or
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B
164
A
>qm án này o„ u thông tin trong bài, tuy nhiên of không Z là
k  o so sánh om { mà có hàm ý là con qt không x ^
trong o \ ( ` ` op và áp s q [ Do ol qm án D chính xác
m
Thông tin: Venus’s extremely high temperature is thanks to the greenhouse
effect caused by such a large amount of carbon dioxide … Just like in a real
greenhouse used to grow plants years round, the proliferation of carbon
dioxide traps radiation and warms Venus’s atmosphere.
<h - 0 ` op s cao X Venus là do ` e nhà kính gây ra n
p qy u carbon dioxide ... 2’ ^ q trong p nhà kính s
oqy Š  ox ƒ cây quanh W s gia W nhanh chóng X khí
carbon dioxide ^ các tia e V và làm r không khí X Venus.
>qm án B. the rapid increasing amounts of carbon dioxide = s gia W
nhanh chóng X khí carbon dioxide; là qm án chính xác r
A. the small amounts of nitrogen = qy ‚ khí m
Venus’s atmosphere is very thick due to a composition consisting mainly of
carbon dioxide, and a small amount of nitrogen = khí x X Kim tinh là
r dày do p thành { X Y ƒ carbon dioxide, và p qy ‚
m
Thông tin này “ Z thích qy ‚ m ( Y khí x dày, e không
Z thích ` qy ` e nhà kính trên sao Kim.
C. growing plants = ƒ cây.
Just like in a real greenhouse used to grow plants years round = 2’ ^
q trong p nhà kính s oqy Š  ox ƒ cây quanh W
Uf “ là p ví  ox Z thích rõ m cho ` e nhà kính, e không
Z nguyên nhân gây ra nó.
D. the high atmospheric temperatures = ` op không khí cao.
If man could survive the extreme heat of Venus’s surface (400 degrees
Celsius) = 0Y con qt có x ^ sót trong ` op s cao X \ }
Sao Kim (400 op C).
>qm án này nói \ op (| ` X ` op trên sao Kim e không
Z thích \ ` e nhà kính.
Thông tin: Thus Venus has become a critical study for today’s scientists, as
human being are only beginning to struggle with the early stages of the
greenhouse effect.
<h - 0q [ Venus o† n thành p nghiên e quan a o^ u
các nhà khoa a ngày nay, khi con qt “ u | o{ or tranh u giai
o V o{ X ` e nhà kính.
>qm án A. might suffer the same greenhouse effect as Venus = có x Z
h os ` e nhà kính ^ ` u sao Kim, là qm án chính xác
r
B. once had an atmosphere similar to Venus’s = o† € có p {
không khí q X sao Kim.
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Không có thông tin q [ trong bài.
C. has bodies of water similar to those on Venus today = có c
ƒ qu ^ u c cái X sao Kim ` nay.
Không có thông tin q [ trong bài.
D. is experiencing a reduction of carbon dioxide emissions = o
Z qua p s Z qy khí Z carbon dioxide.
165
A
166
B
167
D
Không có thông tin q [ trong bài.
L Z thích:
Propagation (n) = s \ bá, s gia W
Generation (n) = V ra, sinh ra
<h - Our problems do not stem from evaporated water supplies but
from a propagation of carbon dioxide and other greenhouse gases due to
industrial and automobile emissions. = r o\ X chúng ta không r phát
€ ƒ cung r qu h ^ m q € p s gia W X carbon
dioxide và các khí nhà kính khác do khí Z công ` và ô tô.
B. elimination (n) = s V ‚
C. evaporation (n) = s ^ m qu
D. desecration (n) = s xúc V { thánh
L Z thích: Bài oa u ` \ p công  giúp chúng ta trong ` oq ra
Y oh ol là Z tính ra Y oh U V 1 u ` \ qm `
này, o V 2 nói \ cách e Š  Z tính, o V 3 nói \ tác  qy
p X nó, o V 4 nói \ yêu { xác oh chính xác tính r X Y oh
khi Š  Z tính.
>qm án B. A tool to assist in making complex decisions = p công  ox
y trong ` oq ra các Y oh e V là qm án chính xác r
A. A comparison of actual decisions and ideal ones = .s so sánh c
c Y oh s Y và c Y oh lý qn
Psychologists who study optimization compare the actual decisions made by
people to theoretical ideal decisions to see how similar they are. = Các nhà
tâm lý a nghiên e s ^ q hóa so sánh c Y oh s Y oqy
s ` n con qt u Y oh lý qn lý Y ox xem chúng ^
nhau q Y nào.
Uf “ là ý ‚ ox d | vào X o\ chính e không Z X o\ X bài.
C. Research on how people make decisions = Nghiên e \ con
qt ra Y oh q Y nào.
Không có thông tin q [ trong bài.
D. Differences between long-range and short-range decision making
= .s khác ` c ` ra Y oh dài V và Y oh | V
Uf là p ý n o V ^ X bài e không Z ý chính X Z bài oa
L Z thích:
Essential (adj) = { Y quan a
Fundamental (adj) = quan a \ tZng
<h - Although there are several variations on the exact format that
worksheets can take, they are all similar in their essential aspects = } dù
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C
169
A
170
A
171
B
có p ^ Y x trên các oh V chính xác mà các Z tính có x có,
r Z chúng o\ qm s nhau trong các khía V Y Y X chúng.
A. introductory (adj) = mang tính n o{ u `
B. changeable (adj) = có x thay o_ oqy
C. beneficial (adj) = có y _ ích
Thông tin: The alternative with the highest number of points emerges as the
best decision.
<h - >qm án u ^ o x cao r ` lên q là Y oh ^
r
0q [ p Y oh ^ q oqy oh  là Y oh có \ o x
r >qm án C. has the most points assigned to it = Có ^ o x cao r
oqy gán cho nó, là qm án chính xác r
A. is agreed to by the greatest number of people = oqy oƒ ý n ^
qy qt u r
Không có thông tin q [ trong bài.
B. uses the most decision worksheet = Š  \ Z Y oh
r
Không có thông tin q [ trong bài.
D. is agreed to by the greatest number of worksheet = oqy oƒ ý
n \ Z tính r
Không có thông tin q [ trong bài.
L Z thích: U V e hai trong bài tác Z Z thích \ quá trình, cách e
€ qu p Š  Z tính ox ra Y oh € oh  r o\ `
kê Z pháp, ` kê tiêu chí cho oY gán giá h ^ a ƒ p o x ox tìm
ra Y oh ^ r
>qm án A. describing a process = miêu Z p quá trình, là qm án
chính xác r
B. classifying types of worksheet = phân V các ( x Z tính.
C. providing historical background = cung r \ Z h Š
D. explaining a theory = Z thích p lý Y
L Z thích:
Succint (adj) = | a rõ ràng, chính xác
Concise (adj) = | a súc tích
<h - A decision-making worksheet begins with a succinct statement
of the problem that will also help to narrow it = p Z tính ra Y oh
| o{ u p tuyên ^ | a \ r o\ mà ’ ” giúp thu ‡ nó.
A. creative (adj) = sáng V
B. satisfactory (adj) = ‚ o] hài lòng
C. personal (adj) = cá nhân
Thông tin: One of the benefits of a pencil and paper decision-making
procedure is that it permits people to deal with more variables than their
minds can generally comprehend and remember. On the average, people can
keep about seven ideas in their mind at once.
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C
173
C
174
B
<h - p trong c y ích X p quá trình ra Y oh u bút
chì và r là nó cho phép qt ta o^ phó u \ qm án m tâm trí
X a qt có x x và ghi u Tính trung bình, a qt có x c
( Z Z ý qn trong tâm trí X a cùng p lúc.
0q [ câu W oqy in o[ là p ví   x cho ` tâm trí con qt
thông qt không x x và ghi u quá \
>qm án B. human mental capacity has limitations = (Z W trí ` X
con qt có u V là qm án chính xác r
A. most decisions involve seven steps = { Y các Y oh liên
quan oY Z qu
Không có thông tin q [ trong bài.
C. some people have difficulty making minor as well as major
decisions = p ^ qt } khó (W oq ra các Y oh ‚ ’ q
các Y oh u
Không có thông tin q [ trong bài.
D. people can learn to keep more than seven ideas in their minds with
practice = Con qt có x a ox c \ m Z ý qn trong o{ k
cách ` [ Không có thông tin q [ trong bài.
L Z thích:
Revise (v) = xem V “ Š V
Change (v) = thay o_
<h - Focusing on long-range goals, a graduating student might revise
the question above to "What will I do after graduation that will lead to a
successful career?" = [ trung vào  tiêu lâu dài, p sinh viên ^ `
có x Š o_ câu ‚ trên thành "Tôi ” làm gì sau khi ^ ` ” d oY
p s ` thành công?"
A. ask (v) = ‚
B. explain (v) = Z thích
D. predict (v) = s o ]
L Z thích: Bài oa xoay quanh p loài hoa ol là hoa lan (orchids). Do ol
e mà bài oa X Y o\ [ oY là qm án C. Flowers = các loài hoa.
A. Birds (n) = các loài chim
B. Insects (n) = các loài côn trùng
D. Perfume (n) = qu hoa
Thông tin: Orchids are unique in having the most highly developed of all
blossoms, in which the usual male and female reproductive organs are fused
in a single structure called the column.
<h - Hoa lan là duy r trong ` có bông hoa oqy phát x cao
r trong r Z các loài hoa, trong ol m quan sinh  os và cái bình
qt oqy y r thành p m r trúc duy r oqy a là  
>qm án B. the structure of its blossom = r trúc X bông hoa X nó; là
qm án chính xác r
A. the habitat in which it lives = môi qt trong ol nó ^
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175
A
176
D
177
D
178
C
C. the variety of products that can be made from it = ss o V X
các Z ‰ có x làm € nó.
D. the length of its life = op dài p ^ X nó.
L Z thích:
Fuse (v) = p V
Combine (v) = (Y y V p V
<h - … the usual male and female reproductive organs are fused in a
single structure called the column = … m quan sinh  os và cái bình
qt oqy y r thành p m r trúc duy r oqy a là  
B. hidden (v) = oqy r o
C. fertilized (v) = oqy  thai / làm phì nhiêu, làm phong phú
D. produced (v) = oqy Z r ra
Thông tin: The column is designed so that a single pollination will fertilize
hundreds or thousands, and in some cases millions, of seeds
<h -   oqy Y (Y ox cho p V r duy r ”  tinh
cho hàng W } hàng ngàn, và trong p ^ qt y hàng ` V
^
€ thông tin trên, qm án D. 200,000 là qm án chính xác r Các
qm án còn V oq ra con ^ quá ‚
Thông tin: The most noticeable of the petals is called the labellum, or lip.
<h - U] chú ý r trong c cánh hoa oqy a là cánh môi, hay
môi.
0q [ “labellum” là p V cánh hoa. >qm án D. The labellum = cánh
môi, là qm án chính xác r
A. The column =  
… the usual male and female reproductive organs are fused in a single
structure called the column = … m quan sinh  os và cái bình qt
oqy y r thành p m r trúc duy r oqy a là  
0q [   là m quan sinh  X hoa e không Z cánh hoa.
B. The sepal = lá oj
Surrounding the column are three sepals and three petals = Xung quanh 
 là ba lá oj và ba cánh hoa.
“sepal” và “petal” là hai khái ` oqy tách ™ nhau ra, do ol lá oj không
Z p V cánh hoa.
C. The stem = ˜ cây
Thông tin: It is often dramatically marked as an unmistakable landing strip to
attract the specific insect the orchid has chosen as its pollinator.
<h - Nó qt oqy o] r p cách rõ ràng q p oqt W
không x { d ox thu hút loài côn trùng  x mà c cây lan o†
a q là loài  r X nó.
>qm án C. an airport runway = p oqt W sân bay; là qm án
chính xác r
A. a microscope = p Y kính x vi
B. an obstacle course = p khóa a n V
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179
A
D. a racetrack = p oqt o
Thông tin: Some orchids even change their scents to interest different insects
at different times.
<h - p ^ loài hoa lan [ chí thay o_ mùi qm X chúng ox
làm quan tâm oY các loài côn trùng khác nhau vào c t o x khác
nhau.
0q [ € “their” là tính € n c qm e X danh € “some orchids”.
>qm án A. orchids = các loài hoa, là qm án chính xác r
B. birds (n) = các loài chim
C. insects (n) = các loài côn trùng
D. species (n) = các loài sinh [
180
B
181
D
L Z thích:
Discrete (adj) = gián o V oe o V
Separate (adj) = riêng ` tách t
<h - By such ingenious adaptations to specific pollinators, orchids
have avoided the hazards of rampant crossbreeding in the wild, assuring the
survival of species as discrete identities. = *k cách thích nghi khéo léo q
[ oY loài  r  x hoa lan o† tránh oqy c nguy x X
` lai ^ tràn lan trong s nhiên, oZ Z s ƒ V X các loài q Z
| riêng `
A. complicated (adj) = e V
C. inoffensive (adj) = không mang tính xúc V
D. functional (adj) = e W
D. Our continual exposure to the media: theo bài oa p o \ góp {
vào Z r W ™ X c áp s trong Y (“ 21 là ` o^ }
qt xuyên u các qm ` \ thông oV chúng.
Chi Y này có trong câu o{ o V p- “One of the factors contributing to
the intense nature of twenty-first-century stress is our continual exposure to
media – particularly to an overabundance of news.”
182
183
C
C
C. printing, transportation, and telecommunications were not developed:
trong quá (e chúng ta có ít tin e m \ c dân p và c vùng
or xa xôi n vì ` in r [ x và \ thông q phát x
Chúng ta có x tìm r chi Y này trong hai câu X o V hai “The printing
press obviously changed all that, as did every subsequent development in
transportation and telecommunication.”
C. upsetting: € “traumatic” trong o V ^ sát ý  u € “upsetting=
gây ^!
Chính xác € “traumatic” có  là “extremely unpleasant and causing
you to feel upset and/or anxious”.
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184
C
185
D
186
187
D
B
188
C
189
D
190
C
191
D
192
A
C. sent out frightening stories about potential dangers: theo bài oa c
khi không có oX c tin ^ v (= breaking news), u \ thông
qt oq ra c câu ` ghê y và c ^ nguy x \ ‰
Chúng ta có x r chi Y này trong o V W câu: “…when actual
breaking news is scarce, most broadcasts fill in with scare stories about things
that possibly might threaten our health, safety, finances, relationships,
waistline, hairline, or very existence in the future”.
D. The only source of stress in our modern life is the media: theo bài oa
các qm ` \ thông “ là p trong c ƒ – e không
Z là duy r – gây e W ™ cho con qt trong p ^
` oV Chúng ta có x r chi Y này ngay trong câu e r X o V p u
 €- “One of the factors contributing to the intense nature of twenty-firstcentury stress…”
D. fall: € “slip = m vào” sát  u € “fall”.
Ý  Z câu: “The human brain, remember, is programmed to slip into
alarm mode when danger looms” = “Hãy u k p óc X con qt oqy
[ trình ox m vào V thái báo op khi nguy x r `!
B. a source of chronic stress: theo bài oa ` Y xúc liên  u tin e
r mà Y cân | rõ ràng là p ƒ X e W ™ kinh niên.
Chúng ta có x r chi Y này trong câu ^ X o V sáu.: “Exposing
ourslves to such input without respite and without perspective cannot be
anything other than a source of chronic stress.”
C. The Media – A Major Cause of Stress: s o\ thích y cho bài oa này
có x là “Các qm ` \ thông – Nguyên nhân chính X tình V
W ™ { kinh”.
Các Z nguyên qt q là ^ vì:
A. Các loài op [ o X
B. Các loài op [ o† o công ` V op X chúng
C. ,a o† h Z y n p con oV bàng
D. 0 ` op W } \ V op
Câu ^ – U V 2: “..............are waiting for the heat to finish.”
V h- “......................o oy t (Y thúc oy nóng”
Ta có: “go about one’s business”: ai ol o làm ` riêng X mình
U] án C – ˜ Z chính p dung ý  trong bài
Ua toàn p dung X bài, ta r o V bài trên qt q oY € phi x
Y chung chung
“The tourist looking at the African savannah on a summer afternoon might
be excused for thinking that the wide yellow grass plain was completely
deserted of life, almost a desert.”
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193
A
194
195
B
C
V h- “Các khu du h nhìn vào hoang V châu Phi vào p _ \
mùa hè có x ‚ qua Y  k oƒ k ‚ vàng p o† hoàn toàn
| v X p ^ { q p sa V!
2 € "be excuted for" trong o V 1 là { r trong ý  cho
A. ˜ dàng | p sai {
B. Z r Y cho
C. ^ [ \
D. oqy s s tha e cho
U] án A có  qm oƒ có x thay Y vào o V W
2 € "hàng V các" trong o V 2 là có  { r u
A. p ^ qy u
B. “ có p vài
C. p nhóm
D. p W nhóm
U] án A – oƒ  u “ a host of”
Ua Z bài ta r o] án B là chính xác r các o] án còn V không o„
Câu 2 – 3 – U V 3: “One clue that there may be water here is the sight of a
majestic Marshall eagle circling slowly over the grassland. When he drops,
he may come up with a small fish, or maybe a grass snake that has been
waiting at the edge of a pool in the hope of catching a frog.”
V h- p manh ^ k có x có qu n of là { nhìn X p
con oV bàng Marshall  oV qy quanh { trên oƒ ‚ Khi nó ^
nó có x o lên u p con cá ‚ } có x là p con | ‚ t oy
n các V X p ƒ m u hy a | oqy p con Y!
196
A
Ta có x “he” chính là con oV bàng Marshall
L Z thích: Bài oa xoay quanh ` Z thích ` qy mèo có x xoay
mình khi h Z € trên cao ^ và o] ^ or k ^ chân an toàn.
>qm án A. The explanation of an interesting phenomenon = p t Z
thích cho p ` qy thú h là qm án x ` X o\ X bài chính
xác r
B. Miracles in modern science = Phép V trong khoa a ` oV
C. Procedures in scientific investigation = X  trong nghiên e
khoa a
D. The differences between biology and physics = .s khác ` c
sinh a và [ lý.
197
A
Thông tin: In the speed of its execution, the righting of a tumbling cat
resembles a magician's trick. The gyrations of the cat in midair are too fast
for the human eye to follow, so the process is obscured.
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<h - Trong ^ op s ` X nó, là s xoay qt X p con
mèo nhào p ^ trò € X p nhà Z [ Các xoay x X con
mèo trên không trung quá nhanh ox | con qt có x theo dõi, vì [
quá trình h che (r
Quá trình oqy | oY n of chính là quá trình xoay qt X con mèo
oqy Z € trên cao.
B. the cat's fall slowed down = s m X con mèo [ V
C. high – speed photography = Y Z ^ op cao
D. a scientific experiment = p thí ` khoa a
198
B
Thông tin: Either the eye must be speeded up, or the cat's fall slowed down
for the phenomenon to be observed. A century ago the former was
accomplished by means of high-speed photography using equipment now
available in any pharmacy. But in the nineteenth century the capture on film
of a falling cat constituted a scientific experiment.
<h - , } là con | oqy o‰ nhanh ^ op } là s m X con
mèo [ V ox ` qy này oqy quan sát. p Y (• qu o \ e
r o† oqy s ` k qm ` X Y Z ^ op cao Š 
các Y h — có ngày nay n r (š ` ^ nào. 0q trong Y (•
qt chín, s  phim X p con mèo m ^ V thành p thí
` khoa a
0q [ c e Z oqy a là thí ` n vì  o X nó là
ghi V hình Z và Z thích ` qy \ con mèo.
A. The photographs were not very clear = Các hình Z không Z
là r rõ ràng.
Không có thông tin q [ trong bài.
C. The photographer used inferior equipment = Các Y Z gia Š
 Y h kém.
Không có thông tin q [ trong bài.
D. The photographer thought the cat might be injured = Các Y
Z gia cho k con mèo có x h qm
Không có thông tin q [ trong bài.
199
A
Thông tin: A century ago the former was accomplished by means of highspeed photography using equipment now available in any pharmacy. But in
the nineteenth century the capture on film of a falling cat constituted a
scientific experiment.
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<h - p Y (• qu o \ e r o† oqy s ` k qm
` X Y Z ^ op cao Š  các Y h — có ngày nay n r (š
` ^ nào. 0q trong Y (• qt chín, s  phim X p con
mèo m ^ V thành p thí ` khoa a
p Y (• qu &e là Y (• XX) thì Y Z ^ op cao o† _ Y
oY e   có x oqy tìm r n r e ` ^ nào. 0q
qu ol n Y (• XIX thì nó V thành thì ` khoa a  là nó
còn r u v là p công ` u >qm án A. It was a relatively new technology = nó là p công ` r
u là qm án chính xác r
B. The necessary equipment was easy to obtain = Các Y h {
Y là ˜ dàng ox có oqy
Ul là khi n Y (• XX thì các Y h { Y u ˜ dàng có oqy e
^ c W 1800 thì không.
C. The resulting photographs are difficult to interpret = 0c hình
Z thu oqy r khó ox Z thích.
Không có thông tin q [ trong bài.
D. It was not fast enough to provide new information = Nó không oX
nhanh ox cung r thông tin u Không có thông tin q [ trong bài.
200
B
L Z thích:
Rotate (v) = xoay quanh, quay vòng
Turn (v) = xoay, quay tròn
<h - Careful analysis of the photos reveals the secret; as the cat
rotates the front of its body clockwise, the rear and tail twist
counterclockwise, so that the total spin remains zero, in perfect accord with
Newton's laws = Phân tích ‰ [ các e Z Y p bí [% khi con mèo
quay } qu X m x X nó theo \ kim oƒ ƒ phía sau và ob
| qy \ kim oƒ ƒ do ol _ s xoay d k không, phù
y hoàn Z u oh [ X Newton.
A. drops (v) = m ^ Z ^
C. controls (v) = ( x soát
D. touches (v) = V vào
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201
D
Thông tin: The explanation was that while nobody can acquire spin without
torque, a flexible one can readily change its orientation, or phase. Cats
know this instinctively…
<h - Ht Z thích là trong khi không ai có x quay mà không có
mô-men | p qt linh V có x ˜ dàng thay o_ qu X nó,
} giai o V Mèo Y o \ này theo Z W …
0q [ lý do mèo có x s xoay mình trong không trung là n vì m x
nó linh V nên có x o \ ( x oqy qu } giai o V xoay.
>qm án D. flexible (adj) = linh V là qm án chính xác r
A. frightened (adj) = h y hãi
B. small (adj) = ‚
C. intelligent (adj) = thông minh
202
A
Thông tin: Either the eye must be speeded up, or the cat's fall slowed down
for the phenomenon to be observed. A century ago the former was
accomplished by means of high-speed photography using equipment now
available in any pharmacy … Careful analysis of the photos reveals the
secret
<h - , } là con | oqy o‰ nhanh ^ op } là s m X con
mèo [ V ox ` qy này oqy quan sát. p Y (• qu o \ e
r o† oqy s ` k qm ` X Y Z ^ op cao Š 
các Y h — có ngày nay n r (š ` ^ nào … Phân tích ‰ [
các e Z Y p bí [
0q [ ox W ^ op X [ e X a p nghìn { thì các nhà
khoa a Z t oY công  là Y Z ^ oa cao và phân tích các e
Z
>qm án A. By analyzing photographs = k cách phân tích các e Z
là qm án chính xác r
B. By observing a white cat in a dark room = *k cách quan sát
p con mèo | trong p W phòng ^ C. By dropping a cat from a greater height = Khi Z p con mèo €
op cao u m
D. By studying Newton's laws of motion = *k cách nghiên e
quy [ x op X Newton.
203
A
Thông tin: Direct carving - in which the sculptors themselves carve stone or
wood with mallet and chisel - must be recognized as something more than
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just a technique. Implicit in it is an aesthetic principle as well: that the
medium has certain qualities of beauty and expressiveness with which
sculptors must bring their own aesthetic sensibilities into harmony.
<h - 2V (| s Y - trong ol các nhà o w (| s (| k
o] } u ƒ và o - Z oqy công [ là p cái gì ol \ m
p (‹ [ \ ‰ trong nó ’ là p nguyên | ‰ ‹- k
qm ` có c ‰ r r oh X v o‡ và x Z mà nhà
o w (| Z mang s V Z ‰ ‹ riêng X chúng vào s hòa
y 0q [ € “medium” chính là các qm ` ox nhà o w (| s `
công ` mà trong bài oqy oq ra  x là o] } >qm án A. stone or wood = o] } là qm án chính xác r
B. mallet and chisel = ƒ và o
Uf là c   ox s ` ` o w (| chúng không oqy miêu
Z là c [ có v o‡ r oh mà nhà o w (| { khai thác.
C. technique (n) = k‹ [
“Technique” oqy | oY ox r V vai trò X V (| s Y
\ m p (‹ [ om { e không Z p qm ` mang
v o‡ trong nó.
D. principle (n) = nguyên |
*Z thân € “medium” chính là k trong nguyên | oqy | oY e
không Z thay Y cho € “principle”.
204
C
Thông tin: Implicit in it is an aesthetic principle as well: that the medium
has certain qualities of beauty and expressiveness with which sculptors
must bring their own aesthetic sensibilities into harmony. For example,
sometimes the shape or veining in a piece of stone or wood suggests,
perhaps even dictates, not only the ultimate form, but even the subject
matter.
<h - \ ‰ trong nó ’ là p nguyên | ‰ ‹- k
qm ` có c ‰ r r oh X v o‡ và x Z mà nhà
o w (| Z mang s V Z ‰ ‹ riêng X chúng vào s hòa
y Ví  ob khi hình V } hoa W trong p Z o] hay cho
r có ” [ chí Y oh không “ hình e ^ cùng, mà Z X
o\
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>qm án C. The material is an important element in a sculpture = nguyên
` là p Y ^ quan a trong p tác ‰ o w (|% là qm án
chính xác r
A. A sculptor must work with talented assistants = p nhà oiêu
(| Z làm ` u các y lý tài W
Neoclassical sculptors seldom held a mallet or chisel in their own hands,
readily conceding that the assistants they employed were far better than they
were at carving the finished marble. = Các nhà o w (| tân _ o x Y
khi s { p ƒ } o trong tay mình, — sàng € [ k các y
lý a Š  là ‚ m \ so u a khi (| V tác ‰ o] ‰
V hoàn “
Uf là s [ qt Z ra, q không có nguyên | nào quy oh p
nhà o w (| Z làm ` u các y lý tài W
B. The subject of a sculpture should be derived from classical stories
= Các X o\ X p tác ‰ o w (| nên oqy | ƒ € c câu
` _ o x
Không có thông tin q [ trong bài.
D. Designing a sculpture is a more creative activity than carving it =
Y (Y p tác ‰ o w (| là p V op sáng V m (| nó.
Không có thông tin q [ trong bài.
205
B
L Z thích:
Dictate (v) = ra ` “ oV
Determine (v) = Y oh
<h - For example, sometimes the shape or veining in a piece of
stone or wood suggests, perhaps even dictates, not only the ultimate form,
but even the subject matter = Ví  ob khi hình V } hoa W trong
p Z o] hay cho r có ” [ chí Y oh không “ hình
e ^ cùng, mà Z X o\
A. reads aloud (v) = oa to
C. includes (v) = bao ƒ
D. records (v) = ghi V q c V
206
A
Thông tin: Direct carving - in which the sculptors themselves carve stone or
wood with mallet and chisel … Neoclassical sculptors seldom held a mallet
or chisel in their own hands
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<h - 2V (| s Y - trong ol các nhà o w (| s (| k
o] } u ƒ và o … Các nhà o w (| tân _ o x Y khi s {
p ƒ } o trong tay mình
0q [ s khác nhau m Z c V (| s Y và V (|
\ ^ là nhà o w (| s mình làm ra Z ‰
>qm án A. Sculptors are personally involved in the carving of a piece =
Các nhà o w (| tham gia p cách cá nhân vào ` V (| p tác
‰% là qm án chính xác r
B. Sculptors find their inspiration in neoclassical sources = Các nhà
o w (| tìm r Z e X a trong các ƒ tân _ o x
C. Sculptors have replaced the mallet and chisel with other tools =
Các nhà o w (| o† thay Y ƒ và o n các   khác.
D. Sculptors receive more formal training = Các nhà o w (| oqy
oj V chính quy m
207
D
L Z thích:
Witness (v) = e ( Y
Observe (v) = quan sát
<h - In 1905 he was sent to Paris as an apprentice to an art dealer,
and in the years that followed he witnessed the birth of Cubism, discovered
primitive art, and learned the techniques of woodcarving from a frame
maker = 0W 1905, ông o† oqy Š oY Paris q p qt a ` cho
p (v buôn tác ‰ ` [ và trong c W sau ol ông o†
e ( Y s ra ot X X  H[ x phát ` ra ` [ nguyên
X và a oqy các (‹ [ (| € p nhà Z r khung.
A. influenced (v) = Z qn tác op
B. studied (v) = a [
C. validated (v) = xác [ làm cho có ` s
208
D
Thông tin: In 1905 he was sent to Paris as an apprentice to an art dealer, and
in the years that followed he witnessed the birth of Cubism, discovered
primitive art, and learned the techniques of woodcarving from a frame
maker.
<h - 0W 1905, ông o† oqy Š oY Paris q p qt a `
cho p (v buôn tác ‰ ` [ và trong c W sau ol ông o†
e ( Y s ra ot X X  H[ x phát ` ra ` [ nguyên
X và a oqy các (‹ [ (| € p nhà Z r khung.
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0q [ Laurent o† a o w (| V Paris khi làm ` cho p nhà Z
r khung. >qm án D. Paris là qm án chính xác r
A. New York
Uf là m Laurent n V vào W 1910 sau khi o† a o w (|
B. Africa = châu Phi
Uf là m mà ` [ X nó mang oY Z e sáng tác e qy
“The priestess” cho ông.
C. The South Pacific = vùng Nam Thái Bình <qm
Uf là m mà ` [ X nó mang oY Z e sáng tác e qy
“The priestess” cho ông.
209
B
L Z thích:
A break with = p s phá › cái gì
A departure from = p s t o (‚ cái gì
<h - The technique of direct carving was a break with the
nineteenth-century tradition in which the making of a clay model was
considered the creative act and the work was then turned over to studio
assistants to be cast in plaster or bronze or carved in marble. = 1‹ [
(| s Y là p s phá › \ ^ Y (• XIX, trong ol ` V
ra p mô hình or sét o† oqy coi là hành op sáng V và tác ‰ sau
ol o† oqy x cho y lý studio ox oqy o„ V cao } k oƒ
hay V (| k o] ‰ V
A. a destruction of = p s phá X cái gì
C. a collapse of = p s  o_ X cái gì
D. a solution to = p Z pháp cho cái gì
210
B
L Z thích: Back in New York City by 1910, Laurent began carving pieces
such as The Priestess, which reveals his fascination with African, preColumbian, and South Pacific art. Taking a walnut plank, the sculptor
carved the expressive, stylized design … The plank's form dictated the
rigidly frontal view and the low relief.
<h - n V thành ^ New York W 1910, Laurent | o{ (|
các tác ‰ q The Priestess, trong ol cho r \ o mê X ông
u ` [ X châu Phi, \ Columbus, và Nam Thái Bình <qm Hr
p r ván óc chó, nhà o w (| V (| các x Z Y (Y cách
o ` … Hình e X r ván Y oh góc nhìn phía qu và op (|
nông.
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0q [ các qm án A. The design is stylized, C. The carving is not
deep, D. It depicts the front of a person o\ oqy | oY là o} o x X
e qy
2“ có qm án B. It is made of marble = Nó oqy làm k o] ‰
V là không có thông tin trong bài.
211
A
L Z thích: U V o{ X bài oa Z thích \ lý Y ( Y V Z
U V còn V nói \ các tác  ol góp X lý Y này trong ` Z
thích các ` qy oh { € nhiên.
>qm án A. The contributions of the theory of plate tectonics to
geological knowledge = 0c ol góp X lý Y ( Y V Z o^
u ( Y e oh r% là qm án nêu X o\ X bài oa chính xác r
B. The mineral composition of the Earth's crust = Các thành {
khoáng r X ‚ Trái Ur
The rocks of the crust are composed mostly of minerals with light elements,
like aluminum and sodium, while the mantle contains some heavier
elements, like iron and magnesium. = Các o] X u ‚ oqy r V X
Y là khoáng r u các nguyên ^ ‡ q nhôm và natri, trong khi u
manti có e p ^ nguyên ^ } m q | và magiê.
Các thành { khoáng r X ‚ Trái Ur oqy | oY ox làm rõ lý
Y ( Y V Z Tuy nhiên of không Z p dung mang tính X
oV trong bài.
C. The location of the Earth's major plates = Rh trí X các Z u
X Trái Ur
The southern one - which included the modern continents of South
America, Africa, Australia, and Antarctica - is called Gondwanaland. The
northern one - with North America, Europe, and Asia - is called Laurasia. =
Z phía nam - trong ol bao ƒ các  oh ` oV là Nam ‹ châu
Phi, Úc và Nam 2s - oqy a là Gondwanaland. Z phía | - u *|
‹ châu Âu và châu Á - oqy a là Laurasia.
Uf là p { X lý Y (Y Z suy ra € lý Y ( Y V Z e
không Z p dung mang tính X oV X bài.
D. The methods used by scientists to measure plate movement = Các
qm pháp oqy Š  n các nhà khoa a ox o x op Z
Không có thông tin q [ trong bài.
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212
D
Thông tin: Together, the crust and upper mantle that form the surface plates
are called the lithosphere … The plates are supported by a weak, plastic
layer of the lower mantle called the asthenosphere.
<h - Cùng u nhau, u ‚ và u manti trên V thành các Z \
} oqy a là V x ... Các Z oqy y n p u s Y
X u manti qu a là x \
0q [ qm án D. asthenosphere là qm án chính xác r
A. upper mantle = u manti trên
B. ocean floor = o] oV qm
C. crust = u ‚ Trái Ur
213
B
Thông tin: Also like a raft on a pond, the lithospheric plates are carried
along by slow currents in this more fluid layer beneath them.
<h - 2’ ^ q p Y bè trên ao, c r V x
oqy oq o n c dòng Z [ trong u r ‚ m phía qu
chúng.
0q [ qm án B. A boat floating on the water = p Y \ _
trên } qu% là qm án chính xác r
A. Lava flowing from a volcano = Nham V tuôn trào € p
a núi Š
C. A fish swimming in a pond = p con cá m trong qu
D. The erosion of rocks by running water = .s W mòn X o] n
qu Z
214
B
Thông tin: Pangaea first broke into two large continental masses with a
newly formed sea that grew between the land areas as the depression filled
with water. The southern one - which included the modern continents of
South America, Africa, Australia, and Antarctica - is called Gondwanaland.
<h - Pangaea { o{ tiên tách thành hai (^  oh p u u
p x u oqy V ra cái mà o† phát x c các vùng or khi vùng
’ oqy o_ o{ qu Z phía nam - trong ol bao ƒ các  oh
` oV là Nam ‹ châu Phi, Úc và Nam 2s - oqy a là
Gondwanaland.
Thông tin oq ra k Pangaea tách thành hai Z  oh u Z phía
nam và Z phía | Do ol € “one” là € thay Y cho € “masses”.
A. movements (n) = các x op
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C. sea (n) = x
D. depression (n) = vùng ’ vùng r m
215
D
L Z thích: North America tore away from Europe about 180 million years
ago, forming the northern Atlantic Ocean.
<h - *| ‹ tách ra € châu Âu ( Z 180 ` W qu V
thành khu s phía *| X UV Tây <qm
0q [ phái *| UV Tây <qm oqy hình thành do s phân tách p 
oh làm hai { >qm án D. parts of Laurasia separated from each other
= các { X Laurasia phân tách (‚ nhau; là qm án chính xác r
A. Pangaea was created = Pangaea oqy V ra
B. plate movement ceased = x op Z € V
C. Gondwanaland collided with Pangaea = Gondwanaland of vào
Pangaea
216
B
Thông tin: Before the 1960's, geologists could not explain why active
volcanoes and strong earthquakes were concentrated in that region. The
theory of plate tectonics gave them an answer.
<h - qu c W 1960, các nhà oh r không x Z thích
V sao núi Š o V op và op or V o† oqy [ trung n khu
s ol Lý Y ( Y V Z o† cho a p câu Z t 0q [ có x suy ra k “ € c W 1960 n o u có lý Y
( Y V Z >qm án B. It was first proposed in the 1960's = Nó {
o{ oqy oq ra trong c W 1960, là qm án chính xác r
A. It is no longer of great interest to geologists = Nó không còn V
e thú u cho các nhà oh r
Không có thông tin q [ trong bài.
C. It fails to explain why earthquakes occur = Nó r V trong `
Z thích V sao op or Z ra.
The movement of the lithospheric plates is responsible for earthquakes,
volcanoes, and the Earth's largest mountain ranges. = .s di x X các
Z V x h trách ` cho c [ op or núi Š và
các dãy núi u r X Trái Ur
0q [ lý Y ol o† thành công khi Z thích V op X núi Š e
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D. It refutes the theory of the existence of a supercontinent = Nó bác
‚ các lý Y \ s ƒ V X p siêu  oh
Không có thông tin q [ trong bài.
217
A
L Z thích: Ý u ^ cùng X o V ^ là Current understanding of the
interaction between different plates explains why these occur where they
do. = .s x Y ` V X s qm tác c các Z khác nhau Z
thích V sao c ` qy Z ra m chúng Z ra. Do ol o V Y
theo có (Z W qu là ” nói sâu m vào ý này.
>qm án A. why certain geological events happen where they do = V sao
p ^ s ( ` oh r r oh Z ra n nói chúng Z ra, là qm án
chính xác r
B. how geological occurrences have changed over the years = các ss
( ` oh r o† thay o_ q Y nào trong c W qua.
C. the most unusual geological developments in the Earth's history =
s phát x oh r r qt r trong h Š Trái Ur
D. the latest innovations in geological measurement = c Z Y
u r trong o qt oh r
218
B
L Z thích:
Concentrated (adj) = oqy [ trung
Clustered (adj) = oqy [ y
V
<h - Before the 1960's, geologists could not explain why active
volcanoes and strong earthquakes were concentrated in that region. The
theory of plate tectonics gave them an answer = qu c W 1960,
các nhà oh r không x Z thích V sao núi Š V op và op or
V o† oqy [ trung n khu s ol Lý Y ( Y V Z o† cho a
p câu Z t A. Allowed (v) = oqy cho phép
C. Exploded (v) = _ tung
D. Strengthen (v) = làm V ” m
219
C
Thông tin: The changing profile of a city in the United States is apparent in
the shifting definitions used by the United States Bureau of the Census.
<h - ,ƒ m o thay o_ X p thành ^ V Hoa 1š là rõ ràng
trong các oh  thay o_ oqy Š  n 2 o \ tra dân ^ X Hoa
1š
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Uf là câu X o\ X Z bài oa sau ol bài oa làm rõ m \ s thay o_
các oh  X p khu s thành ^
>qm án C. The changing definition of an urban area = .s thay o_ oh
 \ p khu s thành h% là qm án chính xác r
A. How cities in the United States began and developed = Làm Y
nào thành ^ n Hoa 1š | o{ và phát x
Không có thông tin q [ trong bài.
B. Solutions to overcrowding in cities = L Z pháp cho tình V
quá Z n các thành ^
Không có thông tin q [ trong bài.
D. How the United States Census Bureau conducts a census = 2
o \ tra dân Hoa 1š Y hành p o \ tra dân ^ q Y nào.
Không có thông tin q [ trong bài.
220
A
Thông tin: In 1870 the census officially distinguished the nation's “urban”
from its “rural” population for the first time.
<h - 0W 1870, 2 o \ tra dân ^ chính e phân chia Gob hG
X ^ gia € dân "nông thôn" X nó { o{ tiên.
0q [ qm án A. 1870 là qm án chính xác r
221
A
Thông tin: While the Census Bureau and the United States government used
the term SMSA (by 1969 there were 233 of them), social scientists were
also using new terms to describe the elusive, vaguely defined areas reaching
out from what used to be simple “towns” and “cities”.
<h - Trong khi 2 o \ tra dân ^ và Chính X Hoa 1š Š 
khái ` SMSA &oY W 1969 o† có 233 trong ^ ol' các nhà khoa a
xã p ’ o† o Š  [ c u ox mô Z các khu s m ƒ
khó xác oh qm ra € c gì € là các Gh rG và “thành ^G om
Z
0q [ c khu s thành h ` nay o† m ƒ và khó | | m
r \ so u W 1950, do ol u có s thay o_ tên a >qm án A. City borders had become less distinct = biên u thành ^
o† n nên ít rõ `% là qm án chính xác r
B. Cities had undergone radical social change = Các thành ^ o†
Z qua c thay o_ xã p ` ox
Không có thông tin q [ trong bài.
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C. Elected officials could not agree on an acceptable definition =
Các công e oqy { không x oƒ ý \ p oh  có x r
[ oqy
Không có thông tin q [ trong bài.
D. New businesses had relocated to larger cities = Các doanh `
u o† di x oY các thành ^ u
Không có thông tin q [ trong bài.
222
D
Thông tin: Each SMSA would contain at least one central city with 50,000
inhabitants or more or two cities having shared boundaries and constituting,
for general economic and social purposes, a single community with a
combined population of at least 50,000, the smaller of which must have a
population of at least 15,000.
<h - SMSA ” e ít r p trung tâm thành ^ u 50.000
nhân (‰ n lên } hai thành ^ có ranh u chung và r thành, cho
các  o kinh Y và xã p nói chung, p p oƒ duy r u _
dân ^ ít r là 50.000, cái ‚ m trong ol Z có p dân ^ ít r
15.000.
0q [ “ có qm án D. It consists of at least two cities = Nó bao ƒ
ít r hai thành ^ là sai so u thông tin trong bài, vì nó có x “ ƒ
p siêu thành ^ Còn qm án A, B, C o\ o„ \ p SMSA.
A. It has a population of at least 50,000 = Nó có dân ^ ít r là
50.000.
B. It can include a city's outlying regions = Nó có x bao ƒ các
khu s xa trung tâm X p thành ^
C. It can include unincorporated regions = Nó có x bao ƒ các
khu s q y r
223
D
Thông tin: By 1970, about two-thirds of the population of the United States
was living in these urbanized areas, and of that figure more than half were
living outside the central cities.
<h - Cho oY W 1970, ( Z hai { ba dân ^ X Hoa 1š
o ^ trong các khu s ob h hóa, và trong con ^ ol m p Š o†
^ bên ngoài các thành ^ trung tâm.
UY 1970 có ( Z 2/3 dân ^ ^ trong khu s ob h  là có
( Z 1/3 dân ^ Hoa 1š không ^ trong khu s ob h >qm án D.
1/3 là qm án chính xác r
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224
B
L Z thích: Then, in 1950 the Census Bureau radically changed its definition
of “urban” to take account of the new vagueness of city boundaries …. Each
such unit, conceived as an integrated economic and social unit with a large
population nucleus, was named a Standard Metropolitan Statistical Area
(SMSA).
<h - Sau ol vào W 1950 2 o \ tra dân ^ thay o_ hoàn toàn
oh  \ Gob hG ox tính oY s m ƒ u X ranh u thành ^ ....
om h q [ oqy quan ` q là p om h kinh Y và xã p
tích y u p V nhân dân ^ u oqy o} tên p Khu s ^ kê
ob h tiêu ‰ (SMSA).
0q [  € SMSA { o{ tiên oqy oq ra vào W 1950. >qm án
B. 1950 là qm án chính xác r
225
B
L Z thích: “Urban population” was defined as persons living in towns of
8,000 inhabitants or more. But after 1900 it meant persons living in
incorporated places having 2,500 or more inhabitants.
<h - "Dân ^ ob hG oqy oh  là c qt ^ n các h
r 8.000 dân n lên. 0q sau 1900 nó có  là c qt ^ n
c khu s y r có 2.500 q dân } m
0q [ qu W 1900 ob h { có ít r 8,000 q dân. Con ^
này sau W 1900 u oqy thay o_ >qm án B. 8,000 là qm án
chính xác r
226
D
U V W X Y bàn \
A. \ ‹ € q oY nay.
B. chính sách \ ` qu £ trong t p oh ‹
C. s Z qn X p cách V \ \ ‹
D. ` ^ \ ` X ‹ trong các Y (• XVII và XVIII.
U^ u V câu này, chúng ta Z t Y các câu ‚ khác, câu này chúng
ta Z t sau cùng ” giúp cho chúng ta x oqy toàn p p dung X bài.
227
C
Câu 1 – U V 1: “In the American colonies there was little money”
V h- V các p oh ‹ có r ít \!
Câu 5 – U V 1: “The result during this pre-revolutionary period was that
the colonists used various goods in place of money: beaver pelts, Indian
wampum, and tobacco leaves were all commonly used substitutes for
money.”
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V h- “Các (Y Z trong t gian này t (š qu cách V là `
khai hoang Š  hàng hoá khác nhau thay Y cho \- r da Z ly,
_ làm k ‚ sò ¤ Up và lá ^ lá o† oqy r Z qt oqy Š
 ox thay Y \!
0q [ ta r \ n giai o V p oh còn Y
A. Uqy cung r n Anh
B. Uqy oq ra n s dân
C. , Y
D. .Š  p rãi trong qm V
U] án C o„ r
228
D
Câu 2 – U V 1: “England did not supply the colonies with coins and did
not allow the colonies to make their own coins, except for the
Massachusetts Bay Colony, which received permission for a short period in
1652 to make several kinds of silver coins.”
V h- 0qu Anh o† không cung r \ cho các p oh và không
cho phép các p oh làm oƒ \ X mình, V € cho các p oh
Rh Massachusetts, o† [ oqy s cho phép trong p t gian |
trong W 1652 ox s ` p ^ các V \ xu VG
U] án D o„ r
229
B
Câu 1 – 2 – U V 2: “So much of this paper money was printed that by the
end of the war, almost no one would accept it.”
V h- “Vì [ \ \ r này oqy in ra sau Y tranh (Y thúc,
{ q không ai có x r [ nó ".
Vì [ ta r “ it” n of chính là “ paper money”
230
A
Remedy (v) Š c e c
A. Resolve (v) Z Y ( r o\ ...)
B. Understand(v) x
C. Renew (v) thay u làm u
D. Medicate (v) o \ h ngâm ^
Ta r o] án A thích y r : Resolve this situation
231
A
Câu 1 – 2 – U V 3: “By the time the Revolutionary War had been won by
the American colonists, the monetary system was in a state of total disarray.
To remedy this situation, the new Constitution of the United States,
approved in 1789, allowed Congress to issue money.”
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V h- “Vào t o x qt dân p oh ‹ o† Y | Y
tranh cách V ` ^ \ ` trong tình V V Ux (| 
tình V này, , Y pháp u X Hoa 1š o† oqy phê ` vào W
1789, cho phép O^ p phát hành \!
Ta r o] án A chính xác
232
B
“The individual states could no longer have their own money supply. A few
years later, the Coinage Act of 1792 made the dollar the official currency of
the United States and put the country on a bimetallic standard. In this
bimetallic system, both gold and silver were legal money, and the rate of
exchange of silver to gold was fixed by the government at sixteen to one.”
Ta r có o] án C là không chính xác
C – Vàng có x o_ ra V u “ giá 16 – 1
0q trong bài “ giá x o_ c V u vàng có x oqy Š c
n chính X € 16 – 1”
233
B
A. Hh Š (Z sát V *| M‹
B. Các quy | Y hành p o \ tra
C. Các r o\ liên quan oY Z thích p o \ tra
D. { quan a X các p W dò trong ot ^ chính h M‹
Ta r o V W o\ nói oY p o \ tra, ‚ r
Ví  q câu 1 – o V 1: “A survey is a study, generally in the form of an
interview or a questionnaire, that provides information concerning how
people think and act.”
Câu ^ – o V 2:” A survey must be based on a precise, representative
sampling if it is to genuinely reflect a broad range of the population”
Câu 1 – U V 3: “In preparing to conduct a survey, sociologists must
exercise great care in the wording of questions.”
0q [ ta r ox Y hành p o \ tra tuân theo \ qu \ quy
| => U] án B thích y
234
C
Câu 1 -2 -3 – U V 2: “North American are familiar with many “person on
the street” interviews on local television news shows. While such interviews
can be highly entertaining, they are not necessarily an accurate indication of
public opinion. First, they reflect the opinions of only those people who
appear at a certain location.”
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V h- 0qt *| ‹ o† quen p u \ p ‚ r Gqt
trên oqt ^G trên qm trình tin e \ hình oh qm Trong
khi các p ‚ r q [ có x có tính Z trí cao, nó không r
Y Z oq ra chính xác ý ( Y X p oƒ U{ tiên, nó Z ánh ý
( Y X “ c qt r ` V p oh o x r oh "
0q [ ta r “they” n of chính là p ‚ r X qt
trên ^
235
A
Câu 2 – U V 2: “While such interviews can be highly entertaining, they are
not necessarily an accurate indication of public opinion “
V h “Trong khi các p ‚ r q [ có x có tính Z trí cao,
nó không r Y Z oq ra chính xác ý ( Y X p oƒ!
Ta r o] án A thích y r
236
D
Precise (a) rõ rành, chính các
A. Planned (a) có (Y V
B. Rational (a) có lí trí trên lí trí
C. Required (a) có yêu {
D. Accurate (a) chính xác
Ta r có U] án D sát  r
237
B
Câu ^ – U V 3: “Surveys can be indispensable sources of information,
but only if the sampling is done properly and the questions are worded
accurately.”
V dich: 1Z sát là ƒ thông tin không x Y không “ r d
Z s s o„ cahs mà câu ‚ Z oqy ˜ oV 1 cách chính xác”
Ta r U] án B thích y r
238
A
Exercise (v) Š  [
`
A. Utilize (v) Š  [ 
B. Consider (v) Cân | xem xét
C. Design (v) Y (Y
D. Defend (v) Z `
Ta r U] án A có  { r u “ Exercise”
239
A
Câu 1 -2 -3 – U V 3: “In preparing to conduct a survey, sociologists must
exercise great care in the wording of questions. An effect survey question
must be simple and clear enough for people to understand it. I must also be
specific enough so that there are no problems in interpreting the results.”
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V h- “Khi ‰ h Y hành p p (Z sát, nhà xã p a Z
s ` ‰ [ trong cách ˜ oV X câu ‚ p câu ‚ (Z sát
` s Z Z om Z và rõ ràng, oX ox a qt x nó. Nó ’
Z oX  x ox không có r o\ trong ` Z thích (Y Z!
€ ol ta r k nhà xã p a r lo | \ p (Z sát Y câu Z
t không o] e yêu { câu ‚ và Z n V câu ‚ ox giai thích =>
U] án A thích y r
240
B
Câu 2 – 3 - U V 4: “An interviewer can obtain a high response rate
because people find it more difficult to turn down a personal request for an
interview than to throw away a written questionnaire. In addition, an
interview can go beyond written questions and probe for a subject’s
underlying feelings and reasons.”
V h- p qt ‚ r có x có oqy p • ` o] e cao n
vì a qt tìm r khó ox mà € ^ p yêu { cá nhân cho p p
‚ r m là e ‚ p câu ‚ k W Z Ngoài ra, p p
‚ r có x qy qua các câu ‚ k W Z và W dò Z xúc và
lý do m Z X o^ qy!
€ ol ta r k p ‚ r s Y ” có \ thông tin m vì nó
bao ƒ Z Z xúc, quan o x cá nhân. U] án B thích y
241
C
Thông tin: In the United States in the early 1800's, individual state
governments had more effect on the economy than did the federal
government.
<h - V Hoa 1š vào o{ c W 1800, chính \ x bang cá
nhân có ` s \ m o^ u \ kinh Y m so u chính X liên
bang.
Uf là câu X o\ X Z bài Y >{ sau X bài Z thích qm \ s
tác op o^ u \ kinh Y X hai V hình chính X này.
>qm án C. The roles of state and federal governments in the economy of
the nineteenth century = Vai trò X chính \ x bang và liên bang
trong \ kinh Y X Y (• XIX; là qm án nêu X o\ X bài oa
chính xác r
A. States's rights versus federal rights = Các \ X x bang o^
o{ u các \ X liên bang.
Không có thông tin q [ trong bài.
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B. The participation of state governments in railroad, canal, and
turnpike construction = .s tham gia X chính \ x bang trong oqt
| kênh qm xây s Š xoay tròn
Uf là p { X chính sách phát x kinh Y X chính \ x bang
e không Z p dung mang tính X oV X bài.
D. Regulatory activity by state governments = , V op o \ Y
X chính \ x bang.
Uf là p { X chính sách phát x kinh Y X chính \ x bang
e không Z p dung mang tính X oV X bài.
242
D
Thông tin: States chartered manufacturing, banking, mining, and
transportation firms and participated in the construction of various internal
improvements such as canals, turnpikes, and railroads.
<h - Các x bang o \ ` Z r ngân hàng, khai thác ‚ và các
công ty [ Z và tham gia vào ` xây s các Z Y p p khác nhau
q kênh oj oqt cao ^ và oqt |
0q [ qm án D. higher education là qm án không oqy |
oY
A. mining = khai thác ‚
B. banking = ngân hàng
C. manufacturing = Z r
243
D
Thông tin: The states encouraged internal improvements in two distinct
ways; first, by actually establishing state companies to build such
improvement; second, by providing part of the capital for mixed publicprivate companies setting out to make a profit.
<h - Các x bang (Y khích Z Y p p theo hai cách riêng
`% o{ tiên, k cách s s Y [ các công ty nhà qu ox xây s
Z Y ol% e hai, k cách cung r p { ^ cho các công ty công
q y Y [ ra ox V ra y [
0q [ các Z Y p p q kênh oj oqt cao ^ oqt | có x
oqy xây s hoàn toàn n công ty nhà qu } p { n công ty
nhà qu và p { n công ty q nhân.
>qm án D. sometimes built in part by state companies = p Y
\ _ trên } qu% là qm án chính xác r
A. built with money that came from the federal government = oqy
xây s u ^ \ oY € chính X liên bang.
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Không có thông tin q [ trong bài.
B. much more expensive to build than they had been previously =
o| m \ ox xây s so u chúng o† € qu of
Không có thông tin q [ trong bài.
C. built predominantly in the western part of the country = oqy xây
s X Y n phía tây X or qu
Không có thông tin q [ trong bài.
244
B
L Z thích: Trong o V e hai X bài oa tác Z | oY V vi X
các V op o \ Y X chính X x bang. Trong ol “ có qm án
B. inspecting materials used in turnpike maintenance = ( x tra các [ `
oqy Š  cho Z trì oqt cao ^ là không oqy | oY
A. licensing of retail merchants = ` r phép X các qm
nhân bán v
in the nineteenth century, state regulation through licensing fell especially
on peddlers, innkeepers, and retail merchants of various kinds = trong Y
(• XIX, quy oh nhà qu thông qua r phép m o} ` vào c
qt bán rong, X nhà “ và các qm gia bán v các V C. imposing limits on price-fixing = áp o} u V \ r oh giá.
Finally, state governments experimented with direct labor and business
regulation designed to help the individual laborer or consumer, including
setting maximum limits on hours of work and restrictions on price-fixing by
businesses. = 2^ cùng, chính \ bang o† Š ` u lao op s
Y và quy oh kinh doanh oqy Y (Y ox giúp qt lao op cá nhân
} qt tiêu dùng, bao ƒ Y [ u V ^ o \ t làm ` và
V Y r oh giá X các doanh ` D. control of lumber = ( x soát The perishable commodities of trade generally came under state inspection,
and such important frontier staples as lumber and gunpowder were also
subject to state control = Các } hàng ˜ ‚ X qm V nói chung
h qu s thanh tra nhà qu và q [ } hàng X s biên u
quan a q và ^ súng ’ là o^ qy ox nhà qu ( x soát.
245
D
L Z thích:
Ends (n) =  o  tiêu
Goals (n) =  tiêu
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<h - Toward these ends the federal government pursued several
courses of action = ,qu u c  o ol chính X liên bang theo
o_ \ hành op
A. benefits (n) = c y ích
B. decisions (n) = c Y oh
C. services (n) = c h 
246
A
Thông tin: It permitted access to public western lands on increasingly easy
terms, culminating in the Homestead Act of 1862, by which title to land
could be claimed on the basis of residence alone.
<h - Nó cho phép Y [ oY c vùng or công phía tây u
o \ ( ` ngày càng ˜ dàng, mà o“ cao là trong UV [ W 1862, do
ol \ n c or o có x oqy (™ oh “ trên m n q trú.
>qm án A. It made it increasingly possible for settlers to obtain land in
the West = Nó làm cho ngày càng có (Z W cho qt oh q ox có
oqy or n qm Tây, là qm án chính xác r
B. It was a law first passed by state governments in the West = Ul là
p oV [ o{ tiên oqy thông qua n chính \ các bang n \ Tây.
Không có thông tin q [ trong bài.
C. It increased the money supply in the West = Nó làm W cung
\ n qm Tây.
Không có thông tin q [ trong bài.
D. It established tariffs in a number of regions = Nó Y [ e
Y trong p ^ khu s
Không có thông tin q [ trong bài.
247
C
Thông tin: It established a national bank to stabilize banking activities in the
country and, in part, to provide a supply of relatively easy money to the
frontier, where it was greatly needed for settlement.
<h - Nó o† thành [ p ngân hàng ^ gia ox _ oh V op
ngân hàng trong qu và p { là ox cung r p ƒ cung \
qm o^ ˜ dàng oY biên u m nó oqy { r \ ox Z Y
r o\ yên oh
>qm án C. Regulation of the supply of money = Quy oh \ ` cung
r \ là qm án chính xác r
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A. Control of the manufacture of gunpowder = 1 x soát Z r
^ súng
Uf là trách ` X chính \ x bang.
B. Determining the conditions under which individuals worked =
Xác oh các o \ ( ` theo ol các cá nhân làm `
Uf là trách ` X chính \ x bang.
D. Inspection of new homes built on western lands = 1 x tra ngôi
nhà u oqy xây s trên vùng or phía tây.
Không có thông tin q [ trong bài.
248
B
Thông tin: Citizens of prosperous, essentially middle-class republics whether ancient Romans, seventeenth-century Dutch burghers, or
nineteenth-century Americans - have always shown a marked taste for
portraiture
<h - 0c công dân X các qu p hòa h qy \ m Z
p { u trung q - cho dù qt La Mã _ oV dân thành h Hà Lan
Y (• XVII, } qt ‹ Y (• XIX - luôn x ` p h Y o]
o^ u ” chân dung.
0q [ c qt dân thành h Hà Lan oqy | oY q là p ví 
cho c qt có h Y rõ ` o^ u tranh chân dung.
>qm án B. appreciated portraits = o] giá cao tranh chân dung; là
qm án chính xác r
A. consisted mainly of self-taught artists = ƒ X Y là các `
 s a
Không có thông tin q [ trong bài.
C. influenced American folk art = Z qn ` [ dân gian
X ‹
Không có thông tin q [ trong bài.
D. had little time for the arts = có ít t gian dành cho ` [
Không có thông tin q [ trong bài.
249
C
Thông tin: The earliest American folk art portraits come, not surprisingly,
from New England — especially Connecticut and Massachusetts — for this
was a wealthy and populous region and the center of a strong craft tradition.
<h - Các e chân dung ` [ dân gian ‹ o{ tiên oY p
cách không o] V nhiên, € New England - o} ` là Connecticut và
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Massachusetts - vì of là p khu s giàu có và ob dân và là trung tâm
X p \ ^ X công V ”
0q [ r \ c e chân dung ` [ dân gian ‹ o{ tiên
oY € Connecticut và Massachusetts. >qm án C là qm án chính xác
r
A. In western New York = ‘ phía tây New York.
B. In Illinois and Missouri = ‘ Illinois và Missouri.
D. In Ohio = ‘ Ohio.
Ba qm án trên không chính xác vì ol là c m có x tìm r các
`  ” chân dung sau 1776 e không Z m các e chân dung o{
tiên ra ot Within a few decades after the signing of the Declaration of Independence
in 1776, the population was pushing westward, and portrait painters could
be found at work in western New York, Ohio,
Kentucky, Illinois, and Missouri. = Trong vòng p vài [ (• sau khi ký
Z Tuyên ngôn Up [ W 1776, dân ^ o† oqy o‰ \ phía tây, và a
 chân dung có x oqy tìm r V m làm ` n phía tây New York,
Ohio, Kentucky, Illinois và Missouri.
250
B
Thông tin: Midway through its first century as a nation, the United States's
population had increased roughly five times
<h - 0Š } oqt qua Y (• o{ tiên X nó q là p ^
gia, dân ^ X Hoa 1š o† W ( Z W {
0q [ qm án B. It became five times larger = Nó n nên u m r
5 {% là qm án chính xác r
A. It became three times larger = Nó n nên u m r 5 {
C. It became eleven times larger = Nó n nên u m r 11 {
D. It became thirteen times larger = Nó n nên u m r 13 {
251
A
L Z thích:
Usher in = | o{ e gì u v
Beginning = | o{
<h - In 1839 the daguerreotype was introduced to America, ushering
in the age of photography, and within a generation the new invention put an
end to the popularity of painted portraits. = 0W 1839 các e Z oqy
 theo qm pháp _ o x oqy u ` oY ‹ n ra t oV X
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Y Z và trong vòng p Y ` c phát minh u o} r r Y
cho s _ Y X c e chân dung oqy m ”
B. demanding (v) = o ‚ yêu {
C. publishing (v) = r Z
D. increasing (v) = W lên
252
D
Thông tin: In 1839 the daguerreotype was introduced to America, ushering
in the age of photography, and within a generation the new invention put an
end to the popularity of painted portraits.
<h - 0W 1839 các e Z oqy  theo qm pháp _ o x
oqy u ` oY ‹ n ra t oV X Y Z và trong vòng p
Y ` c phát minh u o} r r Y cho s _ Y X c
e chân dung oqy m ”
Khi các e Z o{ tiên ra ot thì nó ( Y các e chân dung ” tay h 
tàn { ^ quan ` này ’ ^ q khi ô tô ra ot ( Y các xe
s không oqy Š  c
>qm án D. horse-drawn carriage = 2 xe s kéo là qm án chính
xác r
A. highway (n) = oqt cao ^
B. driver (n) = tài Y
C. engine (n) = op m
253
D
Thông tin: During these years the demand for portraits grew and grew
eventually to be satisfied by the camera.
<h - Trong c W này nhu { cho e chân dung W lên và
W lên ^ cùng oqy ‚ mãn n máy Z
0q [  là s ra ot X máy Z o† o] e oqy nhu { ngày
càng W o^ u tranh chân dung. Ul ’ là Y ^ ( Y nhu { tranh
chân dung h Z sút.
>qm án D. The invention of the camera = .s phát minh X máy Z% là
qm án chính xác r
A. The lack of a strong craft tradition = R ` Y p \ ^
X công V ”
Không có thông tin q [ trong bài.
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B. The westward migration of many painters = .s di x \ phía
tây X \ a 
Không có thông tin q [ trong bài.
C. The growing preference for landscape paintings = .s q tiên phát
x cho các e tranh phong Z
Không có thông tin q [ trong bài.
254
D
L Z thích: But in the heyday of portrait painting — from the late eighteenth
century until the 1850's — anyone with a modicum of artistic ability could
become a limner, as such a portraitist was called.
<h - 0q trong t (š hoàng kim X p a chân dung - € ^
Y (• e qt tám cho oY W 1850 - r e ai có p chút (Z W
` [ có x n thành p y ” q p qt ” chân dung q
[ oqy a 0q [ hàm ý X câu là { Y các y ” không oqy oj V p cách
bài Z >qm án D. had no formal art training = không oqy oj V
chính quy, là qm án chính xác r
A. received instruction from traveling teachers = [ oqy qu
d € các giáo viên o du h
Không có thông tin q [ trong bài.
B. were women = là  c
Không có thông tin q [ trong bài.
C. were from wealthy families = o\ oY € c gia o~ giàu có
Không có thông tin q [ trong bài.
255
C
L Z thích: Worth their while = o] giá, o] công e
<h - artists found it worth their while to pack their paints, canvases,
and brushes and to travel the countryside, often combining house decorating
with portrait painting = `  Z r nó có giá h ox ol gói các V
m X a Z ” và bàn Z và ox o du h nông thôn, qt (Y y
trang trí nhà u ” tranh chân dung.
>qm án C. profitable = có y ích, y [% là qm án chính xác
r
A. essential (adj) = { Y quan a
B. educational (adj) = mang tính giáo 
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D. pleasurable (adj) = vui v Z mái
256
D
Thông tin: Nevertheless, it has been said that today children interrupt their
education to go to school … Education knows no bounds … It includes both
the formal learning that takes place in schools and the whole universe of
informal learning.
<h - Tuy nhiên, nó o† oqy nói k ngày nay v em làm gián o V
giáo  X chúng ox o a ... Giáo  không có u V nào ... Nó bao
ƒ Z ` a [ chính e ˜ ra trong qt a và toàn x ’ 
X ` a phi chính e
0q [ câu “children interrupt their education to go to school” có hàm ý là
r Z các qm ` X p ^ o\ là giáo  e không Z “
có a n qt u là a
>qm án D. All of life is an education = r Z p ^ là s giáo %
là qm án nêu X o\ X bài oa chính xác r
A. Going to several different schools is educationally beneficial = U
a n \ qt khác nhau là có y ích \ } giáo 
Không có thông tin q [ trong bài.
B. School vacations interrupt the continuity of the school year = Các
kì “ n qt làm gián o V s lien  X W a
Không có thông tin q [ trong bài.
C. Summer school makes the school year too long = ,a hè ( Y
cho W a quá dài.
Không có thông tin q [ trong bài.
257
C
L Z thích:
Bounds (n) = u V V vi, V op
Limits (n) = u V
<h - Education knows no bounds = Giáo  không có u V nào.
0q [ qm án C. limits là qm án có  sát r
A. rules (n) = quy | [ `
B. experience (n) = kinh `
D. exceptions (n) = V `
258
D
L Z thích:
Integral (adj) = liên ou | bó [ Y
Essential (adj) = quan a { Y
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<h - It is a lifelong process, a process that starts long before the start
of school, and one that should be an integral part of one's entire life = Nó là
p quá trình ^ ot p quá trình | o{ € lâu qu khi | o{ o a
và nó nên là p { không x Y trong toàn p p ^ X p
qt 0q [ qm án D. essential là qm án có  sát r
A. equitable (adj) = công k
B. profitable (adj) = mang V y [ có x sinh t
C. pleasant (adj) = Z mái, ˜ h
259
A
Thông tin: The slices of reality that are to be learned, whether they are the
alphabet or an understanding of the workings of government, have usually
been limited by the boundaries of the subject being taught.
<h - Các lát | X s V mà là ox oqy a cho dù chúng là
Z c cái } p s x Y \ các V op X chính X o†
qt oqy u V n các ranh u X o^ qy o oqy Z V
0q [ € “they” là oV € thay Y cho danh € phía qu >qm án A.
slices of reality là qm án chính xác r
B. similar textbooks = sách giáo khoa khác nhau
C. boundaries = ranh u
D. seats = Y ƒ
260
D
Thông tin: The slices of reality that are to be learned, whether they are the
alphabet or an understanding of the workings of government, have usually
been limited by the boundaries of the subject 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 communities or what the newest
filmmakers are experimenting with.
<h - Các lát | X s V mà là ox oqy a cho dù chúng là
Z c cái } p s x Y \ các V op X chính X o†
qt oqy u V n các ranh u X o^ qy o oqy Z V
Ví  a sinh trung a Y k a không có (Z W tìm ra trong các
u a X a s [ \ các r o\ chính h trong p oƒ X a }
c gì các nhà làm phim u r o Š `
2 € “For example” là ox nêu ví  cho ý oqy x khai ngay qu nó.
Ý X câu qu Z thích k c ( Y e s Y thì qt h V
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Y trong các môn a chính quy, hay chính là u V X các các môn
a
>qm án D. the boundaries of classroom subjects = u V X các các
môn a trên u % là qm án chính xác r
A. similar textbooks = sách giáo khoa khác nhau
B. the results of schooling = các (Y Z X ` o a
C. the workings of a government = các V op X chính X
261
A
L Z thích: Bài oa nói \ giáo  trên hai khía V- o a n qt và o
a n trong p ^ Do ol có x x k ` a n qt “ là p
{ X giáo 
>qm án A. Going to school is only part of how people become educated
= U a “ là p { X cách a qt oqy giáo  là qm án
chính xác r
B. Without formal education, people would remain ignorant =
Không có giáo  chính e qt ta ” d không Y gì.
C. Education systems need to be radically reformed = ` ^ giáo
 { Z oqy Z cách ` ox
D. Education involves many years of professional training = Giáo
 liên quan oY \ W oj V chuyên ` 262
B
L Z thích: Bài oa | Y ý k cách oq ra s khác nhau \ ý  c
hai khái ` "education" và "schooling".
>qm án B. contrasting the meanings of two related words = qm Z ý
 X hai € có liên quan, là qm án chính xác r
Z
A. listing and discussing several educational problems = ` kê và
[ \ p ^ r o\ giáo 
C. narrating a story about excellent teachers = (x V p câu `
\ các giáo viên r |
D. giving examples of different kinds of schools = ví  \ các
qt a khác nhau.
263
B
L Z thích:
Drastic (adj) = V ” Y `
Radical (adj) = W Z ` ox
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V
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<h - What forms of life were able to make such a drastic change in
lifestyle? = 0c hình e X p ^ nào o† có x V ra p s thay
o_ V ” q [ trong phong cách p ^@
0q [ qm án B. radical là qm án có  sát r
A. widespread (adj) = lan p
C. progressive (adj) = Y p
D. risky (adj) = X ro
264
D
Thông tin: The traditional view of the first terrestrial organisms is based on
mega fossils — relatively large specimens of essentially whole plants and
animals. Vascular plants, related to modern seed plants and ferns, left the
first comprehensive mega fossil record.
<h - Quan ` \ ^ \ các sinh [ trên V o{ tiên oqy
s trên c hóa V u - d [ qm o^ u \ m Z toàn p cây
và op [ s [ có V liên quan oY cây có V ` oV và qm
“ ox V các d hóa V (_ ƒ toàn ` o{ tiên.
0q [ có x x là s [ có V là sinh [ trên V o{ tiên.
>qm án D. Vascular plants = s [ có V% là qm án chính xác
r
A. Bacteria = vi (‰
B. Meat-eating animals = op [ W h
C. Plant-eating animals = op [ W ‚
265
B
Thông tin: Moreover, the mega fossils suggest that terrestrial life appeared
and diversified explosively near the boundary between the Silurian and the
Devonian periods, a little more than 400 million years ago.
<h - ,m c các hóa V (_ ƒ cho r k p ^ trên
} or r ` và o V hóa p cách bùng _ { ranh u c các
giai o V Silur và Devon, ít m 400 ` W qu
0q [ qm án B. New life-forms on land developed at a rapid rate =
Các hình e s ^ u trên } or phát x u p ^ op nhanh
chóng; là qm án chính xác r
A. Many terrestrial life-forms died out = 0 \ hình thái s ^
trên } or Y o C. The mega fossils were destroyed by floods = Hóa V (_ ƒ
o† h phá X n ’ 
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D. Life began to develop in the ancient seas = 2p ^ | o{
phát x n các vùng x _ oV 266
C
L Z thích: The technique has uncovered new evidence from sediments that
were deposited near the shores of the ancient oceans — plant microfossils
and microscopic pieces of small animals … These newly discovered fossils
have not only revealed the existence of previously unknown organisms, but
have also pushed back these dates for the invasion of land by multicellular
organisms.
<h - K‹ [ này o† phát ` k e u € { tích oqy
| oa { t x X các oV qm _ oV - vi _ s [ và các
Z x vi X op [ ‚ ... 0c hóa V u oqy phát ` này
không “ cho r s ƒ V X c sinh [ q € oqy Y mà
còn ’ o‰ lùi ngày tháng cho p xâm Y or o X các sinh [ o
bào.
0q [ có x suy ra k hóa V u oqy phát ` _ oV m c
hóa V (_ ƒ \ >qm án C. They are older than the mega
fossils = Chúng lâu ot m các hóa V (_ ƒ
A. They have not been helpful in understanding the evolution of
terrestrial life = Chúng o† không c ích trong ` tìm x s Y hóa X
s ^ trên V
B. They were found in approximately the same numbers as vascular
plant fossils = Chúng oqy tìm r trong ^ qy r “ q hóa V
s [ có V
D. They consist of modern life-forms = Chúng bao ƒ các hình
thái s ^ ` oV 267
D
Thông tin: In many instances the specimens are less than one-tenth of a
millimeter in diameter. Although they were entombed in the rocks for
hundreds of millions of years, many of the fossils consist of the organic
remains of the organism.
<h - Trong \ qt y các d [ là ít m p { qt
X milimet oqt kính. } dù chúng o† oqy chôn vùi trong các hòn o]
trong hàng W ` W r \ các hóa V bao ƒ các p hài ^
c m X sinh [
0q [ € “they” là oV € thay Y cho danh € phía qu >qm án D.
specimens là qm án chính xác r
A. rocks (n) = các hòn o]
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B. shores (n) = các t x
C. oceans (n) = các oV qm
268
B
L Z thích:
Entombed (v) = h chôn vùi
Trapped (v) = | (‡ ^
<h - Although they were entombed in the rocks for hundreds of
millions of years, many of the fossils consist of the organic remains of the
organism. = } dù chúng o† oqy chôn vùi trong các hòn o] trong hàng
W ` W r \ các hóa V bao ƒ các p hài ^ c m X
sinh [
0q [ qm án B. trapped là qm án có  sát r
A. crushed (v) = h \ nát
C. produced (v) = oqy Z r
D. excavated (v) = oqy khai [
269
A
Thông tin: These newly discovered fossils have not only revealed the
existence of previously unknown organisms, but have also pushed back
these dates for the invasion of land by multicellular organisms.
<h - 0c hóa V u oqy phát ` này không “ cho r
s ƒ V X c sinh [ q € oqy Y mà còn ’ o‰ lùi ngày
tháng cho p xâm Y or o X các sinh [ o bào.
>qm án A. The time estimate for the first appearance of terrestrial lifeforms was revised = ¥u tính t gian cho s r ` o{ tiên X các
hình thái s ^ trên } or o† oqy Š o_ là qm án chính xác r
B. Old techniques for analyzing fossils were found to have new uses
= Các qm pháp phân tích hóa V ’ oqy tìm ra là có c e
 u Không có thông tin q [ trong bài.
C. The origins of primitive sea life were explained = 0ƒ ^ X
p ^ x nguyên X o† oqy Z thích.
Không có thông tin q [ trong bài.
D. Assumptions about the locations of ancient seas were changed =
L Z oh \ h trí X vùng x _ oV o† oqy thay o_ Không có thông tin q [ trong bài.
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270
A
Thông tin: Life's transition from the sea to the land was perhaps as much of
an evolutionary challenge as was the genesis of life.
<h - Quá trình x o_ X p ^ € x vào or có ” ’
là p thách e Y hóa q là ƒ ^ X s ^
>qm án A. The evolution of terrestrial life was as complicated as the
origin of life itself = .s Y hóa X s ^ trên V ’ e V q
ƒ ^ X s ^ y [% là qm án chính xác r
B. The discovery of microfossils supports the traditional view of
how terrestrial life evolved = R ` phát ` ra vi _ X p quan o x
\ ^ X p ^ \ ` p ^ trên } or phát x q
Y nào.
R ` phát ` ra vi _ không X p quan o x \ ^ mà Z bác
nó.
C. New species have appeared at the same rate over the course of the
last 400 million years = 0 \ loài u o† r ` n ^ op qm s trong
quá trình X 400 ` W qu
Không có thông tin q [ trong bài.
D. The technology used by paleontologists is too primitive to make
accurate determinations about ages of fossils = Công ` oqy Š  n
các nhà (Z _ là quá thô m ox oq ra Y oh chính xác \ _ X
hóa V
Không có thông tin q [ trong bài.
271
B
L Z thích: U V o{ tiên X bài oa u ` \ h Š con qt o† sinh
^ n khu s phía *| Trái Ur € Y (• XVI. € o V 2 oY ^ bài
oa là c thông tin \ môi qt khu s quanh s Do ol p dung
chính X bài oa là môi qt quanh vùng s n Y (• XVI.
>qm án B. The circumpolar environment of the sixteenth century = Môi
qt quanh s n Y (• XVI.
A. The hunting people of North America = 0c qt y W n
*| ‹
Around the year 1500, hunting people occupied the entire northern third of
North America = 1 Z W 1500, c qt y W Y ol toàn
p p { ba phía | X *| ‹
Uf “ là thông tin oq ra o\ d | vào p dung chính X bài.
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C. Animals that inhabit the Arctic coast = Up [ q trú n vùng t
x *| 2s
Không có thông tin q [ trong bài.
D. The geography of Canada and Greenland = Các o \ ( ` oh lý
X Canada và Greenland.
Bài oa không “ oq ra các o \ ( ` oh lý X Canada và Greenland mà
là X toàn p khu s quanh s nói chung.
272
C
L Z thích:
Domain (n) = \ lãnh oh lãnh th_
Region (n) = khu s \ vùng
<h - Northern North America is part of a larger circumpolar
ecological domain that continues across the narrow Bering Strait into
Siberia and northern Europe = *| *| ‹ là p { X p \ sinh
thái quanh s u m mà d Y  qua eo x Bering ‡ vào Siberia
và *| Âu.
0q [ qm án C. region là qm án có  sát r
A. temperature (n) = ` op
B. period (n) = quãng t gian, giai o V
D. process (n) = quá trình, \ trình
273
C
Thông tin: Geographers divide the overall circumpolar domain into two
zones, the Arctic and, below it, the Subarctic. They refer to the landforms of
these areas as tundra and taiga, respectively.
<h - Các nhà oh lý chia \ quanh s _ x thành hai khu, *|
2s và bên qu nó, [ *| 2s ,a o\ [ oY các oh hình X các khu
s này là lãnh nguyên và € lá kim, p cách qm e
0q [ oh hình X khu s *| 2s chính là lãnh nguyên. >qm án C.
Tundra là qm án chính xác r
A. Subarctic = [ *| 2s
B. Taiga = € lá kim
D. Muskeg = ’ { bãi {
274
C
Thông tin: Temperatures in the northern lands were below freezing for eight
or nine months of the year.
<h - 0 ` op n các vùng or phía *| o† qu ` op ol bang
trong tám } chín tháng trong W
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>qm án C. 8-9 months = 8-9 tháng là qm án chính xác r
A. 4-5 months = 4-5 tháng
B. 6 months = 6 tháng
D. 12 months = 12 tháng
275
A
L Z thích:
Standing (adj) = oe V }
Not Flowing (adj) = không Z
<h - In both tundra and taiga, hordes of mosquitoes and biting flies
bred in the standing pools of water. = Trong Z hai vùng lãnh nguyên và
€ taiga, ’ và ƒ | sinh Z trong các ’ qu }
B. very deep (adj) = r sâu
C. numerous (adj) = \
D. contaminated (adj) = h ˜ op h ô ˜
276
D
L Z thích: 2“ có qm án D. lack of supplies = Y ƒ cung r là
qm án không oqy | oY q là p khó (W khi di x trong
mùa hè, còn các qm án khác o\ có thông tin trong bài.
A. insects = côn trùng
In both tundra and taiga, hordes of mosquitoes and biting flies bred in the
standing pools of water. = Trong Z hai vùng lãnh nguyên và € taiga, ’
và ƒ | sinh Z trong các ’ qu }
B. wet clothing = { áo qu
Clothing lost its thermal efficiency when it became damp. = O{ áo h r
` r c ` X nó khi nó n nên ‰ qu
C. swampy lands = vùng or o{ {
Tracking animals was more difficult than it was during the winter when the
swampy ground was frozen solid and covered with snow. = Theo dõi op
[ là khó (W m là khi trong mùa ob khi } or o{ { o† h ol
W c | và bao X n Y
277
A
Thông tin: Subsurface soil in the Arctic's tundra remained permanently
frozen.
<h - Ur qu \ } trong vùng lãnh nguyên *| 2s d ol
W  ˜
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0q vây  là vùng or qu \ } s (š | | có x oqy so
sánh u xi W >qm án A. Cement là qm án chính xác r
B. A bog (n) = p cái { tiêu.
C. A pond (n) = p cái ao.
D. Sand (n) = cát.
278
C
L Z thích: U V o{ X bài oa nói \ các ^ quan ` p sinh trong
Y u s nhiên ox d | vào loài ( Y p sinh. Sau ol tác Z làm rõ
m \ loài ( Y p chi Polyergus p sinh u loài ( Y p chi
Formica.
0q [ qm án C. Ants belonging to the genus Polyergus have an
unusual relationship with ants belonging to the genus Formica. = 1 Y
p chi Polyergus có p ^ quan ` không bình qt u ( Y p
chi Formica; là qm án có  sát r
A. Ants belonging to the genus Formica are incapable of performing
certain tasks = 1 Y p chi Formica không có (Z W s ` p ^
`  r oh
1 Y p chi Polyergus e không Z chi Formica u không có (Z
W s ` p ^ `  r oh
B. The genus Polyergus is quite similar to the genus Formica. = Các
chi Polyergus là khá ^ u các chi Formica.
Không có thông tin q [ trong bài.
D. Poltergus ants frequently leave their nests to build new colonies =
Loài ( Y Poltergus qt xuyên t (‚ _ X chúng ox xây s p
oh u Không có thông tin q [ trong bài.
279
A
L Z thích:
Raise (v) = nuôi q› nuôi u
Rear (v) = nuôi r
<h - Social parasitism involves one species relying on another to
raise its young = .s ký sinh xã p liên quan oY p loài s vào loài khác
ox nuôi con X nó.
B. lift (v) = nâng lên / W lên / r cánh / ‰ o{
C. collect (v) = thu [ q {
D. increase (v) = W lên
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280
D
Thông tin: Among vertebrates, the best known social parasites are such
birds as cuckoos and cowbirds; the female lays egg in a nest belonging to
another species and leaves it for the host to rear.
<h - Trong ^ các loài có qm ^ ký sinh trùng xã p _ Y
r là các loài chim q chim cu cu và W chìa vôi con; con cái ov e
trong _ p p loài khác và ox V nó cho các X _ ox nuôi q›
0q [ chim cu cu và W chìa vôi con oqy | oY q là p ví 
o x hình cho các loài kí sinh. >qm án D. are social parasites = là ký sinh
trùng xã p % là qm án chính xác r
A. share their nests with each other = chia v _ X chúng u nhau.
B. are closely related species = là các loài có liên quan } ”
C. raise the young of their birds = nuôi con X các loài chim X
chúng.
281
C
L Z thích: The dulotic species of ants, however, are the supreme social
parasites … To compensate for these deficits, Polyergus has become
specialized at obtaining workers from the related genus Formica to do these
chores.
<h - Các loài ( Y tuy nhiên, là c ký sinh trùng xã p ^
cao ... Ux bù o| cho c Y  Polyergus o† n nên chuyên \ r
c công nhân € chi liên quan Formica ox làm c công ` nhà.
0q [ có x suy ra k tác Z nói ( Y là loài kí sinh ^ cao vì loài
Polyergus  p W \ vào loài Formica.
>qm án C. The Polyergus are heavily dependent on the Formica =
Polyergus  p r \ vào Formica; là qm án chính xác r
A. The Polyergus are more highly developed than the Formica = Chi
Polyergus o phát x cao m chi Formica.
B. The Formica have developed specialized roles = Chi Formica o†
phát x c vai trò o} `
D. The Formica do not reproduce rapidly enough to care for
themselves = Chi Formica không sinh Z nhanh chóng oX ox W sóc Z
thân.
282
B
Thông tin: In a raid, several thousand Polyergus workers will travel up to
500 feet in search of a Formica nest, penetrate it, drive off the queen and her
workers, capture the pupal brood, and transport it back to their nest.
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<h - Trong p p op kích, hàng ngàn ( Y y Polyergus ” di
x lên oY 500 feet ox tìm ( Y p _ Formica, thâm [ nó, |
hoàng [ và công nhân X cô, | p và [ x nó n V _ X
chúng.
0q [ qm án B. Raid another nest = op kích p _ ( Y khác là
qm án chính xác r
A. Look for food = tìm e W
C. Care for the young = W sóc con v
D. Clean its own nest = làm V _ X chúng
283
B
L Z thích:
Recruit (v) = x  chiêu mp
Enlist (v) = chieu p o{ quân
<h - Formica scouts locate a new nesting site, return to the mixedspecies colony, and recruit additional Formica nest mates. = 1 Y do thám
Formica xác oh h trí làm _ u n \ lãnh oh X y các loài, và
x  thêm V cùng _ Formica.
A. create (v) = sáng V
C. endure (v) = h os kiên d
D. capture (v) = | Y
284
D
Thông tin: The true extent of the Polyergus ants' dependence on the
Formica becomes apparent when the worker population grows too large for
existing nest. Formica scouts locate a new nesting site, return to the mixedspecies colony, and recruit additional Formica nest mates. During a period
that may last seven days, the Formica workers carry to the new nest all the
Polyergus eggs, larvae, and pupae, every Polyergus adult, and even the
Polyergus queen.
<h - e op s s X s  p X ( Y Polyergus o^ u
( Y Formica n nên rõ ràng khi dân ^ lao op n nên quá u cho _
` có. 1 Y do thám Formica xác oh h trí làm _ u n \ lãnh oh
X y các loài, và x  thêm V cùng _ Formica. Trong t
gian có x kéo dài Z ngày, các công nhân Formica mang \ _ u r Z
các e X Polyergus, r trùng và p ( Y qn thành
Polyergus, và [ chí Z c hoàng Polyergus.
>qm án D. The Polyergus and the Formica move to a new nest = 1 Y
Polyergus và Formica di x oY p _ u là qm án chính xác
r
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A. The Polyergus workers enlarge the existing nest = 1 Y y
Polyergus u p _ ` có.
Không có thông tin q [ trong bài.
B. The captured Formica workers return to their original nest =
0c ( Y y Formica h | n \ _ ban o{ X chúng.
Không có thông tin q [ trong bài.
C. The Polyergus and the Formica build separate nests = Polyergus
và Formica làm _ riêng.
Không có thông tin q [ trong bài.
285
A
Thông tin: The dulotic species of ants, however, are the supreme social
parasites. Consider, for example, the unusual behavior of ants belonging to
the genus Polyergus = Các loài ( Y xâm qy tuy nhiên, là c ký sinh
trùng xã p cao. Xem xét, ví  hành vi r qt X loài ( Y p chi
Polyergus.
0q [ [ c “dulotic species of ants” là “ loài Polyergus e không
Z loài Formica.
B. captured brood = con p h |
In a raid, several thousand Polyergus workers will travel up to 500 feet in
search of a Formica nest, penetrate it, drive off the queen and her workers,
capture the pupal brood, and transport it back to their nest. The captured
brood is then reared by the resident Formica workers … = Trong p p
op kích, hàng ngàn ( Y y Polyergus ” di x lên oY 500 feet ox tìm
( Y p _ Formica, thâm [ nó, | hoàng [ và công nhân X cô,
| p và [ x nó n V _ X chúng. 0c con p h |
” oqy nuôi q› n q dân ( Y y Formica …
C. developing pupae = c con p o phát x
The captured brood is then reared by the resident Formica workers until the
developing pupae emerge to add to the Formica population, which
maintains the mixed-species nest. = 0c con p h | ” oqy nuôi
q› n q dân ( Y y Formica cho oY khi p o phát x
qn thành ox thêm vào dân ^ Formica, trong ol duy trì _ y các
loài.
D. worker population = dân ^ ( Y y
The true extent of the Polyergus ants' dependence on the Formica becomes
apparent when the worker population grows too large for existing nest =
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e op s s X s  p X ( Y Polyergus o^ u ( Y Formica
n nên rõ ràng khi dân ^ lao op n nên quá u cho _ ` có.
286
B
It receives an upward force, equal to the weight of the fluid displaced: “Nó
[ p s o‰ lên qm oqm u a qy X r ‚ h Y
!
Câu này thích y u câu ‚ - U \ gì Z ra khi p [ nào ol _ lên
trong p r ‚@!
Chúng ta có x tìm r ý này trong câu o{ X o V p- “Archimedes’s
Principle is a law of physics that states that when an object is totally or
partially immersed in a fluid, it experiences an upthrust equal to the weight
of the fluid displaced.”
287
B
B. quantity: € “quantity” có  là ^ qy!
2 € “a volume of water” trong o V hai có  là p qy qu!
Câu A “loudness” có  là op u X âm thanh”.
Câu C “frequency” có  là { r!
Câu D “length” có  là op dài”.
288
A
A. takes the place of: op € “displaces” trong o V ba có  là Y
X!
Còn các o]
Câu B “takes places” có  là Z ra”.
Câu C “replaces with a new one = thay Y k p cái u ! không o„
u ý  trong câu.
Câu D “puts in position” có  là o} vào h trí”.
289
C
C. float with an equal volume of its volume under water
Ý  X Z câu: p (^ có “ a Z { qt “ a X
qu ” _ lên u p x tích qm oqm u x tích chìm X qu!
Chúng ta có x tìm r ý này trong câu ba X o V 3: “Thus a block of
wood with a density six tenths that of water will float with six tenths of its
volume under water, since at that point the weight of fluid displaces is the
same as the block’s own weight”.
290
D
D. has a special shape: ý  Z câu này: p Y tàu _ \ ƒ
trong khi p (^ | có a qy ^ q Y thì chìm n vì Y
tàu có hình dáng o} `!
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Chúng ta có x tìm r ý này trong hai câu ^ X o V 3: “If a dense
material is made into a suitable shape, it will float because of Archimedes’
principle. A ship floats, whereas a block of iron of the same mass sinks”.
291
A
A. upward push: € “upthrust” trong o V ^ o\ [ oY s o‰ € qu
lên = upward push”.
Còn các o] án khác
Câu B “upperside of an object”: phía bên trên X p [
Câu C “upward force”: s làm [ tàu, \
Câu D “upside-down turn”: ` [ V € trên ^ qu 292
A
A. fresh water is ‘lighter’ than sea water: ý  X Z câu này là “Tàu
\ không x oqy r } khi chúng o trên sông q khi chúng o
trên x n vì qu sông thì ‡ m qu x!
Chúng ta có x tìm r ý này trong câu hai X o V ^- “In addition,
they cannot be so heavily loaded….to give the necesssary upthrust”
293
C
C. objects seem lighter in water: Uh lí Archimedes Z thích V sao: các
[ x có x ‡ m qu
Chúng ta có x tìm r ý này trong câu hai X o V p : “The principle
is most frequently applied….and why objects seem lighter in water”.
294
B
B. “Humour, unexpectedness, and criticism”: o} tính phim V hình X
qm Tây là “hài qu r t và phê phán”.
Chúng ta có x r chi Y này trong o V 1, câu: “The important feature
…. serious purpose”, và trong o V 2, câu: “Nowadays cartoons are often
…. of social matters”.
295
A
A. “educating ordinary people”: phim V hình Trung O^ thì có tác 
q p qm ` “giáo  u tính bình dân”.
Chúng ta r chi Y này trong o V 3, câu: “Unlike most ¦ …..
who could not read and write”.
296
A
A. purposes: s khác ` X Y X phim V hình Trung O^ và phim
V hình qm Tây là n  o! làm phim.
Chúng ta r chi Y này khi oa ý chính X o V 4 nói \  o làm
phim V hình X Trung O^ và ý X o V 1 và 2 nói \  o phim
V hình X qm Tây.
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297
A
A. a contrast between Western cartoons and Chinese cartoons: bài oa có ý
oh trình bày s qm Z c phim V hình qm Tây và phim
V hình Trung O^!
298
C
C. Chinese Cartoons nd Western Cartoons: s o\ thích y cho bài oa này
” là “Phim V hình Trung O^ và phim V hình qm Tây.
299
C
C. spreading the Chinese ideas and cultural values throughout the world:
nhìn chung phim V hình Trung O^ ngày nay | oY ` _ Y
q qn và giá h Trung O^ ra (| Y u !
Chúng ta tìm r chi Y này trong o V 5, câu: “Today, however, Chinese
cartoons ….in spreading knowledge”. Và câu: “Thus, through cartoons, the
thoughts and teachings….the Chinese culture”.
300
C
C. the dominant culture influence of the West over the East: € “imbalance”
trong o V 6 nói oY Z qn W hóa ^ h X qm Tây o^ u
qm Ub!
0 o X € “imbalance” là s r cân o^ ! Chúng ta r chi Y
này trong câu: “Until recently,….and not vice versa”.
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