Trắc nghiệm Reading Unit 5 lớp 12 Tiếng Anh Lớp 12
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Câu 1:
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:
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 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
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 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 antsThe word “raise” is closest in meaning to
A. rear
B. lift
C. collect
D. increase
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Câu 2:
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:
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 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
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 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 antsWhich 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
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Câu 3:
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions:
Reading to oneself is a modern activity which was almost unknown to the scholars of the classical and medieval worlds, while during the fifteenth century the term “reading” undoubtedly meant reading aloud. Only during the nineteenth century did silent reading become commonplace.
One should be wary, however, of assuming that silent reading came about simply because reading aloud was a distraction to others. Examinations of factors related to the historical development of silent reading have revealed that it became the usual mode of reading for most adults mainly because the tasks themselves changed in character.
The last century saw a steady gradual increase in literacy and thus in the number of readers. As the number of readers 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.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
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Câu 4:
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions:
Reading to oneself is a modern activity which was almost unknown to the scholars of the classical and medieval worlds, while during the fifteenth century the term “reading” undoubtedly meant reading aloud. Only during the nineteenth century did silent reading become commonplace.
One should be wary, however, of assuming that silent reading came about simply because reading aloud was a distraction to others. Examinations of factors related to the historical development of silent reading have revealed that it became the usual mode of reading for most adults mainly because the tasks themselves changed in character.
The last century saw a steady gradual increase in literacy and thus in the number of readers. As the number of readers 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.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.
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Câu 5:
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions:
Reading to oneself is a modern activity which was almost unknown to the scholars of the classical and medieval worlds, while during the fifteenth century the term “reading” undoubtedly meant reading aloud. Only during the nineteenth century did silent reading become commonplace.
One should be wary, however, of assuming that silent reading came about simply because reading aloud was a distraction to others. Examinations of factors related to the historical development of silent reading have revealed that it became the usual mode of reading for most adults mainly because the tasks themselves changed in character.
The last century saw a steady gradual increase in literacy and thus in the number of readers. As the number of readers 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.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
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Câu 6:
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions:
Reading to oneself is a modern activity which was almost unknown to the scholars of the classical and medieval worlds, while during the fifteenth century the term “reading” undoubtedly meant reading aloud. Only during the nineteenth century did silent reading become commonplace.
One should be wary, however, of assuming that silent reading came about simply because reading aloud was a distraction to others. Examinations of factors related to the historical development of silent reading have revealed that it became the usual mode of reading for most adults mainly because the tasks themselves changed in character.
The last century saw a steady gradual increase in literacy and thus in the number of readers. As the number of readers 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.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
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Câu 7:
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions:
Reading to oneself is a modern activity which was almost unknown to the scholars of the classical and medieval worlds, while during the fifteenth century the term “reading” undoubtedly meant reading aloud. Only during the nineteenth century did silent reading become commonplace.
One should be wary, however, of assuming that silent reading came about simply because reading aloud was a distraction to others. Examinations of factors related to the historical development of silent reading have revealed that it became the usual mode of reading for most adults mainly because the tasks themselves changed in character.
The last century saw a steady gradual increase in literacy and thus in the number of readers. As the number of readers 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.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
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Câu 8:
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions:
Reading to oneself is a modern activity which was almost unknown to the scholars of the classical and medieval worlds, while during the fifteenth century the term “reading” undoubtedly meant reading aloud. Only during the nineteenth century did silent reading become commonplace.
One should be wary, however, of assuming that silent reading came about simply because reading aloud was a distraction to others. Examinations of factors related to the historical development of silent reading have revealed that it became the usual mode of reading for most adults mainly because the tasks themselves changed in character.
The last century saw a steady gradual increase in literacy and thus in the number of readers. As the number of readers 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.The development of silent reading during the last century indicated
A. an increase in the number of books.
B. an increase in the average age of readers.
C. a change in the nature of reading
D. a change in the status of literate people.
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Câu 9:
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions:
Reading to oneself is a modern activity which was almost unknown to the scholars of the classical and medieval worlds, while during the fifteenth century the term “reading” undoubtedly meant reading aloud. Only during the nineteenth century did silent reading become commonplace.
One should be wary, however, of assuming that silent reading came about simply because reading aloud was a distraction to others. Examinations of factors related to the historical development of silent reading have revealed that it became the usual mode of reading for most adults mainly because the tasks themselves changed in character.
The last century saw a steady gradual increase in literacy and thus in the number of readers. As the number of readers 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.The word “commonplace” in the first paragraph mostly means “ .”
A. attracting attention
B. for everybody’s use
C. most preferable.
D. widely used
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Câu 10:
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions:
Reading to oneself is a modern activity which was almost unknown to the scholars of the classical and medieval worlds, while during the fifteenth century the term “reading” undoubtedly meant reading aloud. Only during the nineteenth century did silent reading become commonplace.
One should be wary, however, of assuming that silent reading came about simply because reading aloud was a distraction to others. Examinations of factors related to the historical development of silent reading have revealed that it became the usual mode of reading for most adults mainly because the tasks themselves changed in character.
The last century saw a steady gradual increase in literacy and thus in the number of readers. As the number of readers 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.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
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Câu 11:
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:
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 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 toA. 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.
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Câu 12:
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:
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 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 toA. confidence
B. protections
C. numbers
D. support
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Câu 13:
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:
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 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 toA. 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.
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Câu 14:
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:
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 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 toA. 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
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Câu 15:
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:
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 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 toA. 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
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Câu 16:
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:
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 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 toA. 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.
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Câu 17:
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:
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 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 toA. To contrast the absence of telephone usage with that of Internet usage
B. To describe the development of communications from telephone to Internet
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
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Câu 18:
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:
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 unself- consciously, 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.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
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Câu 19:
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:
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 unself- consciously, 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.The word “who” in paragraph 3 refers to
A. Elissa Newport
B. Koreans
C. students
D. colleagues
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Câu 20:
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:
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 unself- consciously, 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.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
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Câu 21:
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:
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 unself- consciously, 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.The word “unrelated” in paragraph 3 is closet in meaning to
A. unconnected
B. unfamiliar
C. unclassified
D. unidentified
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Câu 22:
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:
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 unself- consciously, 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.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
C. their approach is flexible
D. they frequently repeat words
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Câu 23:
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:
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 unself- consciously, 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.The word “cap” in paragraph 1 is closet in meaning to
A. prize
B. limit
C. covering
D. level
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Câu 24:
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:
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 unself- consciously, 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.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
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Câu 25:
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:
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 unself- consciously, 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.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
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Câu 26:
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:
Martin Luther King, Jf, is well- known for his work in civil rights and for his many famous speeches, among which is his moving “I have a dream” speech. But fewer people know much about King’s childhooD. M.L., as he was called, was bom in 1929 in Atlanta, Georgia, at the home of his maternal grandfather. M.L.’s grandfather purchased their home on Auburn Avenue in 1909, twenty years before M.L was bom. His grandfather allowed the house to be used as a meeting place for a number of organizations dedicated to the education and social advancement of blacks. M.L. grew up in the atmosphere, with his home being used as a community gathering place, and was no doubt influenced by it.
M.L.’s childhood was not especially eventfully. His father was a minister and his mother was a musician. He was the second of three children, and he attended all black schools in a black neighborhood. The neighborhood was not poor, however. Auburn Avenue was an area of banks, insurance companies, builders, jewelers, tailors, doctors, lawyers, and other businesses and services. Even in the face of Atlanta’s segregation, the district thrived. Dr. King never forgot the community spirit he had known as a child, nor did he forget the racial prejudice that was a huge barrier keeping black Atlantans from mingling with whites.M.L. was by the atmosphere in which he grew up.
A. not affected at all
B. doubted
C. certainly influenced
D. prejudiced
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Câu 27:
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:
Martin Luther King, Jf, is well- known for his work in civil rights and for his many famous speeches, among which is his moving “I have a dream” speech. But fewer people know much about King’s childhooD. M.L., as he was called, was bom in 1929 in Atlanta, Georgia, at the home of his maternal grandfather. M.L.’s grandfather purchased their home on Auburn Avenue in 1909, twenty years before M.L was bom. His grandfather allowed the house to be used as a meeting place for a number of organizations dedicated to the education and social advancement of blacks. M.L. grew up in the atmosphere, with his home being used as a community gathering place, and was no doubt influenced by it.
M.L.’s childhood was not especially eventfully. His father was a minister and his mother was a musician. He was the second of three children, and he attended all black schools in a black neighborhood. The neighborhood was not poor, however. Auburn Avenue was an area of banks, insurance companies, builders, jewelers, tailors, doctors, lawyers, and other businesses and services. Even in the face of Atlanta’s segregation, the district thrived. Dr. King never forgot the community spirit he had known as a child, nor did he forget the racial prejudice that was a huge barrier keeping black Atlantans from mingling with whites.From the passage we can infer that .
A. M.L.’s father was a church member.
B. people gathered at M.L.’s to perform religious rituals.
C. M.L.’s father purchased their home on Auburn Avenue.
D. M.L. had a bitter childhood.
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Câu 28:
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:
Martin Luther King, Jf, is well- known for his work in civil rights and for his many famous speeches, among which is his moving “I have a dream” speech. But fewer people know much about King’s childhooD. M.L., as he was called, was bom in 1929 in Atlanta, Georgia, at the home of his maternal grandfather. M.L.’s grandfather purchased their home on Auburn Avenue in 1909, twenty years before M.L was bom. His grandfather allowed the house to be used as a meeting place for a number of organizations dedicated to the education and social advancement of blacks. M.L. grew up in the atmosphere, with his home being used as a community gathering place, and was no doubt influenced by it.
M.L.’s childhood was not especially eventfully. His father was a minister and his mother was a musician. He was the second of three children, and he attended all black schools in a black neighborhood. The neighborhood was not poor, however. Auburn Avenue was an area of banks, insurance companies, builders, jewelers, tailors, doctors, lawyers, and other businesses and services. Even in the face of Atlanta’s segregation, the district thrived. Dr. King never forgot the community spirit he had known as a child, nor did he forget the racial prejudice that was a huge barrier keeping black Atlantans from mingling with whites.Which of the following statements is NOT true?
A. Auburn was a commercial areas.
B. M.L.’s grandfather built their home on Auburn Avenue in 1909.
C. M. L. grew up in a rich, black neighborhood.
D. M.L.’s childhood
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Câu 29:
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:
Martin Luther King, Jf, is well- known for his work in civil rights and for his many famous speeches, among which is his moving “I have a dream” speech. But fewer people know much about King’s childhooD. M.L., as he was called, was bom in 1929 in Atlanta, Georgia, at the home of his maternal grandfather. M.L.’s grandfather purchased their home on Auburn Avenue in 1909, twenty years before M.L was bom. His grandfather allowed the house to be used as a meeting place for a number of organizations dedicated to the education and social advancement of blacks. M.L. grew up in the atmosphere, with his home being used as a community gathering place, and was no doubt influenced by it.
M.L.’s childhood was not especially eventfully. His father was a minister and his mother was a musician. He was the second of three children, and he attended all black schools in a black neighborhood. The neighborhood was not poor, however. Auburn Avenue was an area of banks, insurance companies, builders, jewelers, tailors, doctors, lawyers, and other businesses and services. Even in the face of Atlanta’s segregation, the district thrived. Dr. King never forgot the community spirit he had known as a child, nor did he forget the racial prejudice that was a huge barrier keeping black Atlantans from mingling with whites.According to the author, M.L. .
A. had a difficult childhood.
B. was a good musician as a child
C. loved to listen to his grandfather speak.
D. grew up in a relatively rich area of Atlanta.
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Câu 30:
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:
Martin Luther King, Jf, is well- known for his work in civil rights and for his many famous speeches, among which is his moving “I have a dream” speech. But fewer people know much about King’s childhooD. M.L., as he was called, was bom in 1929 in Atlanta, Georgia, at the home of his maternal grandfather. M.L.’s grandfather purchased their home on Auburn Avenue in 1909, twenty years before M.L was bom. His grandfather allowed the house to be used as a meeting place for a number of organizations dedicated to the education and social advancement of blacks. M.L. grew up in the atmosphere, with his home being used as a community gathering place, and was no doubt influenced by it.
M.L.’s childhood was not especially eventfully. His father was a minister and his mother was a musician. He was the second of three children, and he attended all black schools in a black neighborhood. The neighborhood was not poor, however. Auburn Avenue was an area of banks, insurance companies, builders, jewelers, tailors, doctors, lawyers, and other businesses and services. Even in the face of Atlanta’s segregation, the district thrived. Dr. King never forgot the community spirit he had known as a child, nor did he forget the racial prejudice that was a huge barrier keeping black Atlantans from mingling with whites.What is Martin Luthur King well- known for?
A. His publications
B. His neighborhood.
C. His childhood.
D. His work in civil rights.
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Câu 31:
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:
Martin Luther King, Jf, is well- known for his work in civil rights and for his many famous speeches, among which is his moving “I have a dream” speech. But fewer people know much about King’s childhooD. M.L., as he was called, was bom in 1929 in Atlanta, Georgia, at the home of his maternal grandfather. M.L.’s grandfather purchased their home on Auburn Avenue in 1909, twenty years before M.L was bom. His grandfather allowed the house to be used as a meeting place for a number of organizations dedicated to the education and social advancement of blacks. M.L. grew up in the atmosphere, with his home being used as a community gathering place, and was no doubt influenced by it.
M.L.’s childhood was not especially eventfully. His father was a minister and his mother was a musician. He was the second of three children, and he attended all black schools in a black neighborhood. The neighborhood was not poor, however. Auburn Avenue was an area of banks, insurance companies, builders, jewelers, tailors, doctors, lawyers, and other businesses and services. Even in the face of Atlanta’s segregation, the district thrived. Dr. King never forgot the community spirit he had known as a child, nor did he forget the racial prejudice that was a huge barrier keeping black Atlantans from mingling with whites.When was M.L. bom?
A. in 1909
B. in 1929
C. in 1949
D. 20 years after his parents had met.
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Câu 32:
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:
Martin Luther King, Jf, is well- known for his work in civil rights and for his many famous speeches, among which is his moving “I have a dream” speech. But fewer people know much about King’s childhooD. M.L., as he was called, was bom in 1929 in Atlanta, Georgia, at the home of his maternal grandfather. M.L.’s grandfather purchased their home on Auburn Avenue in 1909, twenty years before M.L was bom. His grandfather allowed the house to be used as a meeting place for a number of organizations dedicated to the education and social advancement of blacks. M.L. grew up in the atmosphere, with his home being used as a community gathering place, and was no doubt influenced by it.M.L.’s childhood was not especially eventfully. His father was a minister and his mother was a musician. He was the second of three children, and he attended all black schools in a black neighborhood. The neighborhood was not poor, however. Auburn Avenue was an area of banks, insurance companies, builders, jewelers, tailors, doctors, lawyers, and other businesses and services. Even in the face of Atlanta’s segregation, the district thrived. Dr. King never forgot the community spirit he had known as a child, nor did he forget the racial prejudice that was a huge barrier keeping black Atlantans from mingling with whites.
What is the passage mainly about?
A. The prejudice that existed in Atlanta.
B. M.L.’s grandfather
C. Martin Luther King’s childhood.
D. The neighborhood King grew up in
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Câu 33:
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions:
Most people start smoking when they are in their teens and are addicted by the time they reach adulthood. Some have tried to quit but have returned to cigarettes because smoking is such a strong addiction. It is a habit that is very difficult to break. There are many different reasons why people smoke.
Three of the main reasons that young people smoke are to look mature, to be like their friends, and to experiment. Since teens see older people all around them smoking, especially their parents and relatives, they smoke to act older. If their friends or peers smoke, they may feel pressured into doing the same to be accepted. The last reason is the excitement of experimenting with something that is forbidden. In Massachusetts it is against the law for anyone under 18 years old to smoke. Usually parents do not allow their under age teens to smoke. Therefore, smoking becomes very attractive. It is exciting to get cigarettes and sneak away to smoke without being caught.
Adults smoke for other reasons. They may have a lot of stress and pressures because of economic and personal problems. They may be unemployed or working but not making enough money to take care of themselves and their families. They may be homeless, or they may be dealing with alcohol or cocaine/heroin addictions. Some may be in bad marriages or relationships in which there is physical and/or verbal abuse. All these people may smoke to feel relaxed or to give them energy while going through a hard time.
Whether young or old, some people smoke to control their weight. Smokers, on the average, weigh seven pounds less than non-smokers. Smoking reduces a person's appetite. It lessens his/her sense of taste and smell. This could be why ex-smokers gain weight after quitting cigarettes. Food tastes and smells so much better.
Finally, there are people who say they love to smoke. Smoking gives them pleasure. It just makes them feel good.he main purpose of paragraph 4 is .
A. to contrast the reasons why young and old people take up smoking
B. to show a common cause for smoking among people of all ages
C. to describe the possible effects of smoking
D. to warn smokers of the dangers of smoking
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Câu 34:
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions:
Most people start smoking when they are in their teens and are addicted by the time they reach adulthood. Some have tried to quit but have returned to cigarettes because smoking is such a strong addiction. It is a habit that is very difficult to break. There are many different reasons why people smoke.
Three of the main reasons that young people smoke are to look mature, to be like their friends, and to experiment. Since teens see older people all around them smoking, especially their parents and relatives, they smoke to act older. If their friends or peers smoke, they may feel pressured into doing the same to be accepted. The last reason is the excitement of experimenting with something that is forbidden. In Massachusetts it is against the law for anyone under 18 years old to smoke. Usually parents do not allow their under age teens to smoke. Therefore, smoking becomes very attractive. It is exciting to get cigarettes and sneak away to smoke without being caught.
Adults smoke for other reasons. They may have a lot of stress and pressures because of economic and personal problems. They may be unemployed or working but not making enough money to take care of themselves and their families. They may be homeless, or they may be dealing with alcohol or cocaine/heroin addictions. Some may be in bad marriages or relationships in which there is physical and/or verbal abuse. All these people may smoke to feel relaxed or to give them energy while going through a hard time.
Whether young or old, some people smoke to control their weight. Smokers, on the average, weigh seven pounds less than non-smokers. Smoking reduces a person's appetite. It lessens his/her sense of taste and smell. This could be why ex-smokers gain weight after quitting cigarettes. Food tastes and smells so much better.
Finally, there are people who say they love to smoke. Smoking gives them pleasure. It just makes them feel good.The word “abuse” in paragraph 3 means .
A. excessive use
B. inappropriate use
C. mistreatment
D. argument
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Câu 35:
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions:
Most people start smoking when they are in their teens and are addicted by the time they reach adulthood. Some have tried to quit but have returned to cigarettes because smoking is such a strong addiction. It is a habit that is very difficult to break. There are many different reasons why people smoke.
Three of the main reasons that young people smoke are to look mature, to be like their friends, and to experiment. Since teens see older people all around them smoking, especially their parents and relatives, they smoke to act older. If their friends or peers smoke, they may feel pressured into doing the same to be accepted. The last reason is the excitement of experimenting with something that is forbidden. In Massachusetts it is against the law for anyone under 18 years old to smoke. Usually parents do not allow their under age teens to smoke. Therefore, smoking becomes very attractive. It is exciting to get cigarettes and sneak away to smoke without being caught.
Adults smoke for other reasons. They may have a lot of stress and pressures because of economic and personal problems. They may be unemployed or working but not making enough money to take care of themselves and their families. They may be homeless, or they may be dealing with alcohol or cocaine/heroin addictions. Some may be in bad marriages or relationships in which there is physical and/or verbal abuse. All these people may smoke to feel relaxed or to give them energy while going through a hard time.
Whether young or old, some people smoke to control their weight. Smokers, on the average, weigh seven pounds less than non-smokers. Smoking reduces a person's appetite. It lessens his/her sense of taste and smell. This could be why ex-smokers gain weight after quitting cigarettes. Food tastes and smells so much better.
Finally, there are people who say they love to smoke. Smoking gives them pleasure. It just makes them feel good.In paragraph 3, how does sentence 3 relate to sentence 1?
A. It is a contradiction
B. It is a cause
C. It is an example
D. It is an effect
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Câu 36:
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions:
Most people start smoking when they are in their teens and are addicted by the time they reach adulthood. Some have tried to quit but have returned to cigarettes because smoking is such a strong addiction. It is a habit that is very difficult to break. There are many different reasons why people smoke.
Three of the main reasons that young people smoke are to look mature, to be like their friends, and to experiment. Since teens see older people all around them smoking, especially their parents and relatives, they smoke to act older. If their friends or peers smoke, they may feel pressured into doing the same to be accepted. The last reason is the excitement of experimenting with something that is forbidden. In Massachusetts it is against the law for anyone under 18 years old to smoke. Usually parents do not allow their under age teens to smoke. Therefore, smoking becomes very attractive. It is exciting to get cigarettes and sneak away to smoke without being caught.
Adults smoke for other reasons. They may have a lot of stress and pressures because of economic and personal problems. They may be unemployed or working but not making enough money to take care of themselves and their families. They may be homeless, or they may be dealing with alcohol or cocaine/heroin addictions. Some may be in bad marriages or relationships in which there is physical and/or verbal abuse. All these people may smoke to feel relaxed or to give them energy while going through a hard time.
Whether young or old, some people smoke to control their weight. Smokers, on the average, weigh seven pounds less than non-smokers. Smoking reduces a person's appetite. It lessens his/her sense of taste and smell. This could be why ex-smokers gain weight after quitting cigarettes. Food tastes and smells so much better.
Finally, there are people who say they love to smoke. Smoking gives them pleasure. It just makes them feel good.Adults smoke for all of the following reasons EXCEPT .
A. to deal with stress
B. to cope with financial difficulties
C. to deal with relationship problems
D. to appear more mature
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Câu 37:
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions:
Most people start smoking when they are in their teens and are addicted by the time they reach adulthood. Some have tried to quit but have returned to cigarettes because smoking is such a strong addiction. It is a habit that is very difficult to break. There are many different reasons why people smoke.
Three of the main reasons that young people smoke are to look mature, to be like their friends, and to experiment. Since teens see older people all around them smoking, especially their parents and relatives, they smoke to act older. If their friends or peers smoke, they may feel pressured into doing the same to be accepted. The last reason is the excitement of experimenting with something that is forbidden. In Massachusetts it is against the law for anyone under 18 years old to smoke. Usually parents do not allow their under age teens to smoke. Therefore, smoking becomes very attractive. It is exciting to get cigarettes and sneak away to smoke without being caught.
Adults smoke for other reasons. They may have a lot of stress and pressures because of economic and personal problems. They may be unemployed or working but not making enough money to take care of themselves and their families. They may be homeless, or they may be dealing with alcohol or cocaine/heroin addictions. Some may be in bad marriages or relationships in which there is physical and/or verbal abuse. All these people may smoke to feel relaxed or to give them energy while going through a hard time.
Whether young or old, some people smoke to control their weight. Smokers, on the average, weigh seven pounds less than non-smokers. Smoking reduces a person's appetite. It lessens his/her sense of taste and smell. This could be why ex-smokers gain weight after quitting cigarettes. Food tastes and smells so much better.
Finally, there are people who say they love to smoke. Smoking gives them pleasure. It just makes them feel good.The word “peers” in paragraph 2 means .
A. members of the aristocracy
B. mentors
C. peeping Toms
D. persons of a similar age
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Câu 38:
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions:
Most people start smoking when they are in their teens and are addicted by the time they reach adulthood. Some have tried to quit but have returned to cigarettes because smoking is such a strong addiction. It is a habit that is very difficult to break. There are many different reasons why people smoke.
Three of the main reasons that young people smoke are to look mature, to be like their friends, and to experiment. Since teens see older people all around them smoking, especially their parents and relatives, they smoke to act older. If their friends or peers smoke, they may feel pressured into doing the same to be accepted. The last reason is the excitement of experimenting with something that is forbidden. In Massachusetts it is against the law for anyone under 18 years old to smoke. Usually parents do not allow their under age teens to smoke. Therefore, smoking becomes very attractive. It is exciting to get cigarettes and sneak away to smoke without being caught.
Adults smoke for other reasons. They may have a lot of stress and pressures because of economic and personal problems. They may be unemployed or working but not making enough money to take care of themselves and their families. They may be homeless, or they may be dealing with alcohol or cocaine/heroin addictions. Some may be in bad marriages or relationships in which there is physical and/or verbal abuse. All these people may smoke to feel relaxed or to give them energy while going through a hard time.
Whether young or old, some people smoke to control their weight. Smokers, on the average, weigh seven pounds less than non-smokers. Smoking reduces a person's appetite. It lessens his/her sense of taste and smell. This could be why ex-smokers gain weight after quitting cigarettes. Food tastes and smells so much better.
Finally, there are people who say they love to smoke. Smoking gives them pleasure. It just makes them feel good.The purpose of paragraph 2 is to .
A. explain why young people decide to smoke
B. warn young people how dangerous smoking is
C. show how exciting smoking can be
D. suggest that other people influence the decision of young people who start
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Câu 39:
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions:
Most people start smoking when they are in their teens and are addicted by the time they reach adulthood. Some have tried to quit but have returned to cigarettes because smoking is such a strong addiction. It is a habit that is very difficult to break. There are many different reasons why people smoke.
Three of the main reasons that young people smoke are to look mature, to be like their friends, and to experiment. Since teens see older people all around them smoking, especially their parents and relatives, they smoke to act older. If their friends or peers smoke, they may feel pressured into doing the same to be accepted. The last reason is the excitement of experimenting with something that is forbidden. In Massachusetts it is against the law for anyone under 18 years old to smoke. Usually parents do not allow their under age teens to smoke. Therefore, smoking becomes very attractive. It is exciting to get cigarettes and sneak away to smoke without being caught.
Adults smoke for other reasons. They may have a lot of stress and pressures because of economic and personal problems. They may be unemployed or working but not making enough money to take care of themselves and their families. They may be homeless, or they may be dealing with alcohol or cocaine/heroin addictions. Some may be in bad marriages or relationships in which there is physical and/or verbal abuse. All these people may smoke to feel relaxed or to give them energy while going through a hard time.
Whether young or old, some people smoke to control their weight. Smokers, on the average, weigh seven pounds less than non-smokers. Smoking reduces a person's appetite. It lessens his/her sense of taste and smell. This could be why ex-smokers gain weight after quitting cigarettes. Food tastes and smells so much better.
Finally, there are people who say they love to smoke. Smoking gives them pleasure. It just makes them feel good.What is the purpose of the whole passage?
A. To contrast young and old smokers.
B. To explain why people start smoking.
C. To demonstrate the attraction of cigarettes among the young.
D. To show the similarities between young and old smokers.
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Câu 40:
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:
The Roman alphabet took thousands of years to develop, from the picture writing of the ancient Egyptians through modifications by Phoenicians, Greek, Romans, and others. Yet in just a dozen years, one man, Sequoyah, invented an alphabet for the Cherokee people. Bom in eastern Tennessee, Sequoyah was a hunter and a silversmith in his youth, as well as an able interpreter who knew Spanish, French and English.
Sequoyah wanted his people to have the secret of the “talking leaves” as he called his books of white people, and so he set out to design a written form of Cherokee. His chief aim was to record his people’s ancient tribal customs. He began by designing pictographs for every word in the Cherokee vocabulary. Reputedly his wife, angry with him for his neglect of garden and house, burned his notes, and he had to start over. This time, having concluded that picture-writing was cumbersome, he made symbols for the sounds of Cherokee language. Eventually he refined his system to eighty-five characters, which he borrowed from the Roman, Greek, and Hebrew alphabets. He presented this system to the Cherokee General Council in 1821, and it was wholeheartedly approved. The response was phenomenal. Cherokees who had stmggled for months to leam English lettering school picked up the new system in days. Several books were printed in Cherokee, and in 1828, a newspaper, the Cherokee Phoenix, was first published in the new alphabet. Sequoyah was acclaimed by his people.
In his later life, Sequoyah dedicated himself to the general advancement of his people. He went to Washington, D.C, as a representative of the Western tribes. He helped settled bitter differences among Cherokee after their forced movement by the federal government to the Oklahoma territory in the 1930s.
He died in Mexico in 1843 while searching for groups of lost Cherokee. A statue of Sequoyah represents Oklahoma in the Statuary Hall in the Capitol building of Washington, DC. However, he is probably chiefly remembered today because Sequoias, the giant redwood trees of California, are named of him.All of the following were mentioned in the passage as alphabet systems that Squoyah borrowed from EXCEPT .
A. Egyptian
B. Hebrew
C. Roman
D. Greek
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Câu 41:
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:
The Roman alphabet took thousands of years to develop, from the picture writing of the ancient Egyptians through modifications by Phoenicians, Greek, Romans, and others. Yet in just a dozen years, one man, Sequoyah, invented an alphabet for the Cherokee people. Bom in eastern Tennessee, Sequoyah was a hunter and a silversmith in his youth, as well as an able interpreter who knew Spanish, French and English.
Sequoyah wanted his people to have the secret of the “talking leaves” as he called his books of white people, and so he set out to design a written form of Cherokee. His chief aim was to record his people’s ancient tribal customs. He began by designing pictographs for every word in the Cherokee vocabulary. Reputedly his wife, angry with him for his neglect of garden and house, burned his notes, and he had to start over. This time, having concluded that picture-writing was cumbersome, he made symbols for the sounds of Cherokee language. Eventually he refined his system to eighty-five characters, which he borrowed from the Roman, Greek, and Hebrew alphabets. He presented this system to the Cherokee General Council in 1821, and it was wholeheartedly approved. The response was phenomenal. Cherokees who had stmggled for months to leam English lettering school picked up the new system in days. Several books were printed in Cherokee, and in 1828, a newspaper, the Cherokee Phoenix, was first published in the new alphabet. Sequoyah was acclaimed by his people.
In his later life, Sequoyah dedicated himself to the general advancement of his people. He went to Washington, D.C, as a representative of the Western tribes. He helped settled bitter differences among Cherokee after their forced movement by the federal government to the Oklahoma territory in the 1930s.
He died in Mexico in 1843 while searching for groups of lost Cherokee. A statue of Sequoyah represents Oklahoma in the Statuary Hall in the Capitol building of Washington, DC. However, he is probably chiefly remembered today because Sequoias, the giant redwood trees of California, are named of him.The word “cumbersome” is closest in meaning to .
A. radical
B. awkward
C. unfamiliar
D. simplistic
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Câu 42:
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:
The Roman alphabet took thousands of years to develop, from the picture writing of the ancient Egyptians through modifications by Phoenicians, Greek, Romans, and others. Yet in just a dozen years, one man, Sequoyah, invented an alphabet for the Cherokee people. Bom in eastern Tennessee, Sequoyah was a hunter and a silversmith in his youth, as well as an able interpreter who knew Spanish, French and English.
Sequoyah wanted his people to have the secret of the “talking leaves” as he called his books of white people, and so he set out to design a written form of Cherokee. His chief aim was to record his people’s ancient tribal customs. He began by designing pictographs for every word in the Cherokee vocabulary. Reputedly his wife, angry with him for his neglect of garden and house, burned his notes, and he had to start over. This time, having concluded that picture-writing was cumbersome, he made symbols for the sounds of Cherokee language. Eventually he refined his system to eighty-five characters, which he borrowed from the Roman, Greek, and Hebrew alphabets. He presented this system to the Cherokee General Council in 1821, and it was wholeheartedly approved. The response was phenomenal. Cherokees who had stmggled for months to leam English lettering school picked up the new system in days. Several books were printed in Cherokee, and in 1828, a newspaper, the Cherokee Phoenix, was first published in the new alphabet. Sequoyah was acclaimed by his people.
In his later life, Sequoyah dedicated himself to the general advancement of his people. He went to Washington, D.C, as a representative of the Western tribes. He helped settled bitter differences among Cherokee after their forced movement by the federal government to the Oklahoma territory in the 1930s.
He died in Mexico in 1843 while searching for groups of lost Cherokee. A statue of Sequoyah represents Oklahoma in the Statuary Hall in the Capitol building of Washington, DC. However, he is probably chiefly remembered today because Sequoias, the giant redwood trees of California, are named of him.According to the passage, Sequoyah used the phrase “talking leaves” to refer to .
A. redwood trees
B. newspaper
C. books
D. symbols for sounds
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Câu 43:
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:
The Roman alphabet took thousands of years to develop, from the picture writing of the ancient Egyptians through modifications by Phoenicians, Greek, Romans, and others. Yet in just a dozen years, one man, Sequoyah, invented an alphabet for the Cherokee people. Bom in eastern Tennessee, Sequoyah was a hunter and a silversmith in his youth, as well as an able interpreter who knew Spanish, French and English.
Sequoyah wanted his people to have the secret of the “talking leaves” as he called his books of white people, and so he set out to design a written form of Cherokee. His chief aim was to record his people’s ancient tribal customs. He began by designing pictographs for every word in the Cherokee vocabulary. Reputedly his wife, angry with him for his neglect of garden and house, burned his notes, and he had to start over. This time, having concluded that picture-writing was cumbersome, he made symbols for the sounds of Cherokee language. Eventually he refined his system to eighty-five characters, which he borrowed from the Roman, Greek, and Hebrew alphabets. He presented this system to the Cherokee General Council in 1821, and it was wholeheartedly approved. The response was phenomenal. Cherokees who had stmggled for months to leam English lettering school picked up the new system in days. Several books were printed in Cherokee, and in 1828, a newspaper, the Cherokee Phoenix, was first published in the new alphabet. Sequoyah was acclaimed by his people.
In his later life, Sequoyah dedicated himself to the general advancement of his people. He went to Washington, D.C, as a representative of the Western tribes. He helped settled bitter differences among Cherokee after their forced movement by the federal government to the Oklahoma territory in the 1930s.
He died in Mexico in 1843 while searching for groups of lost Cherokee. A statue of Sequoyah represents Oklahoma in the Statuary Hall in the Capitol building of Washington, DC. However, he is probably chiefly remembered today because Sequoias, the giant redwood trees of California, are named of him.Why does author mention the giant redwood trees of California in the passage?
A. The trees inspired Sequoyah to write a book.
B. Sequoyah was bom in the vicinity of the redwood forest.
C. The trees were named in Sequoyah’s honor.
D. Sequoyah took his name from those trees.
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Câu 44:
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:
The Roman alphabet took thousands of years to develop, from the picture writing of the ancient Egyptians through modifications by Phoenicians, Greek, Romans, and others. Yet in just a dozen years, one man, Sequoyah, invented an alphabet for the Cherokee people. Bom in eastern Tennessee, Sequoyah was a hunter and a silversmith in his youth, as well as an able interpreter who knew Spanish, French and English.
Sequoyah wanted his people to have the secret of the “talking leaves” as he called his books of white people, and so he set out to design a written form of Cherokee. His chief aim was to record his people’s ancient tribal customs. He began by designing pictographs for every word in the Cherokee vocabulary. Reputedly his wife, angry with him for his neglect of garden and house, burned his notes, and he had to start over. This time, having concluded that picture-writing was cumbersome, he made symbols for the sounds of Cherokee language. Eventually he refined his system to eighty-five characters, which he borrowed from the Roman, Greek, and Hebrew alphabets. He presented this system to the Cherokee General Council in 1821, and it was wholeheartedly approved. The response was phenomenal. Cherokees who had stmggled for months to leam English lettering school picked up the new system in days. Several books were printed in Cherokee, and in 1828, a newspaper, the Cherokee Phoenix, was first published in the new alphabet. Sequoyah was acclaimed by his people.
In his later life, Sequoyah dedicated himself to the general advancement of his people. He went to Washington, D.C, as a representative of the Western tribes. He helped settled bitter differences among Cherokee after their forced movement by the federal government to the Oklahoma territory in the 1930s.
He died in Mexico in 1843 while searching for groups of lost Cherokee. A statue of Sequoyah represents Oklahoma in the Statuary Hall in the Capitol building of Washington, DC. However, he is probably chiefly remembered today because Sequoias, the giant redwood trees of California, are named of him.In the final version of the Cherokee alphabet system, each of the characters represents a
A. picture
B. sound
C. word
D. thought
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Câu 45:
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:
The Roman alphabet took thousands of years to develop, from the picture writing of the ancient Egyptians through modifications by Phoenicians, Greek, Romans, and others. Yet in just a dozen years, one man, Sequoyah, invented an alphabet for the Cherokee people. Bom in eastern Tennessee, Sequoyah was a hunter and a silversmith in his youth, as well as an able interpreter who knew Spanish, French and English.
Sequoyah wanted his people to have the secret of the “talking leaves” as he called his books of white people, and so he set out to design a written form of Cherokee. His chief aim was to record his people’s ancient tribal customs. He began by designing pictographs for every word in the Cherokee vocabulary. Reputedly his wife, angry with him for his neglect of garden and house, burned his notes, and he had to start over. This time, having concluded that picture-writing was cumbersome, he made symbols for the sounds of Cherokee language. Eventually he refined his system to eighty-five characters, which he borrowed from the Roman, Greek, and Hebrew alphabets. He presented this system to the Cherokee General Council in 1821, and it was wholeheartedly approved. The response was phenomenal. Cherokees who had stmggled for months to leam English lettering school picked up the new system in days. Several books were printed in Cherokee, and in 1828, a newspaper, the Cherokee Phoenix, was first published in the new alphabet. Sequoyah was acclaimed by his people.
In his later life, Sequoyah dedicated himself to the general advancement of his people. He went to Washington, D.C, as a representative of the Western tribes. He helped settled bitter differences among Cherokee after their forced movement by the federal government to the Oklahoma territory in the 1930s.
He died in Mexico in 1843 while searching for groups of lost Cherokee. A statue of Sequoyah represents Oklahoma in the Statuary Hall in the Capitol building of Washington, DC. However, he is probably chiefly remembered today because Sequoias, the giant redwood trees of California, are named of him.According to the passage, how long did it take to develop the Cherokee’s alphabet?
A. twelve years
B. eighty-five years
C. twenty years
D. thousands of years
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Câu 46:
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:
The Roman alphabet took thousands of years to develop, from the picture writing of the ancient Egyptians through modifications by Phoenicians, Greek, Romans, and others. Yet in just a dozen years, one man, Sequoyah, invented an alphabet for the Cherokee people. Bom in eastern Tennessee, Sequoyah was a hunter and a silversmith in his youth, as well as an able interpreter who knew Spanish, French and English.
Sequoyah wanted his people to have the secret of the “talking leaves” as he called his books of white people, and so he set out to design a written form of Cherokee. His chief aim was to record his people’s ancient tribal customs. He began by designing pictographs for every word in the Cherokee vocabulary. Reputedly his wife, angry with him for his neglect of garden and house, burned his notes, and he had to start over. This time, having concluded that picture-writing was cumbersome, he made symbols for the sounds of Cherokee language. Eventually he refined his system to eighty-five characters, which he borrowed from the Roman, Greek, and Hebrew alphabets. He presented this system to the Cherokee General Council in 1821, and it was wholeheartedly approved. The response was phenomenal. Cherokees who had stmggled for months to leam English lettering school picked up the new system in days. Several books were printed in Cherokee, and in 1828, a newspaper, the Cherokee Phoenix, was first published in the new alphabet. Sequoyah was acclaimed by his people.
In his later life, Sequoyah dedicated himself to the general advancement of his people. He went to Washington, D.C, as a representative of the Western tribes. He helped settled bitter differences among Cherokee after their forced movement by the federal government to the Oklahoma territory in the 1930s.
He died in Mexico in 1843 while searching for groups of lost Cherokee. A statue of Sequoyah represents Oklahoma in the Statuary Hall in the Capitol building of Washington, DC. However, he is probably chiefly remembered today because Sequoias, the giant redwood trees of California, are named of him.According to the passage, a memorial statue of Sequoyah is located in .
A. Tennessee
B. Oklahoma
C. Mexico
D. Washington, DC
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Câu 47:
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:
The Roman alphabet took thousands of years to develop, from the picture writing of the ancient Egyptians through modifications by Phoenicians, Greek, Romans, and others. Yet in just a dozen years, one man, Sequoyah, invented an alphabet for the Cherokee people. Bom in eastern Tennessee, Sequoyah was a hunter and a silversmith in his youth, as well as an able interpreter who knew Spanish, French and English.
Sequoyah wanted his people to have the secret of the “talking leaves” as he called his books of white people, and so he set out to design a written form of Cherokee. His chief aim was to record his people’s ancient tribal customs. He began by designing pictographs for every word in the Cherokee vocabulary. Reputedly his wife, angry with him for his neglect of garden and house, burned his notes, and he had to start over. This time, having concluded that picture-writing was cumbersome, he made symbols for the sounds of Cherokee language. Eventually he refined his system to eighty-five characters, which he borrowed from the Roman, Greek, and Hebrew alphabets. He presented this system to the Cherokee General Council in 1821, and it was wholeheartedly approved. The response was phenomenal. Cherokees who had stmggled for months to leam English lettering school picked up the new system in days. Several books were printed in Cherokee, and in 1828, a newspaper, the Cherokee Phoenix, was first published in the new alphabet. Sequoyah was acclaimed by his people.
In his later life, Sequoyah dedicated himself to the general advancement of his people. He went to Washington, D.C, as a representative of the Western tribes. He helped settled bitter differences among Cherokee after their forced movement by the federal government to the Oklahoma territory in the 1930s.
He died in Mexico in 1843 while searching for groups of lost Cherokee. A statue of Sequoyah represents Oklahoma in the Statuary Hall in the Capitol building of Washington, DC. However, he is probably chiefly remembered today because Sequoias, the giant redwood trees of California, are named of him.The passage is mainly concerned with .
A. Sequoyah’s experiences in Mexico.
B. the development of the Roman alphabet
C. the pictographic system of writing
D. the accomplishments of Sequoyah
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Câu 48:
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:
In the United States, it is important to be on time, or punctual, for an appointment, a class, a meeting, ect... This may not be true in some other countries, however. An American professor discovered this difference while teaching a class in a Brazilian university. The two-hour class was scheduled to begin at 10 A.m., and end at 12 A.m. On the first day, when the professor arrived on time, no one was in the classroom. Many students came after 11 A.m. Although all of the students greeted the professor as they arrived, few apologised for their lateness. Were these students being rude? He decided to study the students’ behavior.
In American university, students are expected to arrive at the appointed hour. On the other hand, in Brazil, neither the teacher nor the students always arrive at the appointed hour. Classes not only begin at the scheduled time in the United States, but they also end at the scheduled time. In the Brazilian class, only a few students left the class at noon, many remained past 12:30 to discuss the class and ask more questions. While arriving late may not be important in Brazil, neither is staying late.
The explanation for these differences is complicated. People from Brazilian and North American cultures have different feelings about lateness. In Brazil, the students believe that a person who usually arrives late is probably more successful than a person who is always on time. In fact, Brazilians expect a person with status or prestige to arrive late, while in the United States, lateness is usually considered to be disrespectful and unacceptable. Consequently, if a Brazilian is late for an appointment with a North America, the American may misinterpret the reason for the lateness and become angry.
As a result for his study, the professor learned that the Brazilian students were not being disrespectful to him. Instead, they were simply behaving the appropriate way for a Brazilian student in Brazil. Eventually, the professor was able to adapt his own behavior to feel comfortable in the new culture.The word "misinterpret" is closest in meaning to .
A. mismanage
B. misread
C. misunderstand
D. misreport
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Câu 49:
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:
In the United States, it is important to be on time, or punctual, for an appointment, a class, a meeting, ect... This may not be true in some other countries, however. An American professor discovered this difference while teaching a class in a Brazilian university. The two-hour class was scheduled to begin at 10 A.m., and end at 12 A.m. On the first day, when the professor arrived on time, no one was in the classroom. Many students came after 11 A.m. Although all of the students greeted the professor as they arrived, few apologised for their lateness. Were these students being rude? He decided to study the students’ behavior.
In American university, students are expected to arrive at the appointed hour. On the other hand, in Brazil, neither the teacher nor the students always arrive at the appointed hour. Classes not only begin at the scheduled time in the United States, but they also end at the scheduled time. In the Brazilian class, only a few students left the class at noon, many remained past 12:30 to discuss the class and ask more questions. While arriving late may not be important in Brazil, neither is staying late.
The explanation for these differences is complicated. People from Brazilian and North American cultures have different feelings about lateness. In Brazil, the students believe that a person who usually arrives late is probably more successful than a person who is always on time. In fact, Brazilians expect a person with status or prestige to arrive late, while in the United States, lateness is usually considered to be disrespectful and unacceptable. Consequently, if a Brazilian is late for an appointment with a North America, the American may misinterpret the reason for the lateness and become angry.
As a result for his study, the professor learned that the Brazilian students were not being disrespectful to him. Instead, they were simply behaving the appropriate way for a Brazilian student in Brazil. Eventually, the professor was able to adapt his own behavior to feel comfortable in the new culture.What did the professor learn from the study?
A. It’s normal to arrive late for class in Brazil.
B. Brazilian students are disrespectful to him.
C. Brazilian students never apologize for their behavior.
D. Brazilian students are very rude.
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Câu 50:
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:
In the United States, it is important to be on time, or punctual, for an appointment, a class, a meeting, ect... This may not be true in some other countries, however. An American professor discovered this difference while teaching a class in a Brazilian university. The two-hour class was scheduled to begin at 10 A.m., and end at 12 A.m. On the first day, when the professor arrived on time, no one was in the classroom. Many students came after 11 A.m. Although all of the students greeted the professor as they arrived, few apologised for their lateness. Were these students being rude? He decided to study the students’ behavior.
In American university, students are expected to arrive at the appointed hour. On the other hand, in Brazil, neither the teacher nor the students always arrive at the appointed hour. Classes not only begin at the scheduled time in the United States, but they also end at the scheduled time. In the Brazilian class, only a few students left the class at noon, many remained past 12:30 to discuss the class and ask more questions. While arriving late may not be important in Brazil, neither is staying late.
The explanation for these differences is complicated. People from Brazilian and North American cultures have different feelings about lateness. In Brazil, the students believe that a person who usually arrives late is probably more successful than a person who is always on time. In fact, Brazilians expect a person with status or prestige to arrive late, while in the United States, lateness is usually considered to be disrespectful and unacceptable. Consequently, if a Brazilian is late for an appointment with a North America, the American may misinterpret the reason for the lateness and become angry.
As a result for his study, the professor learned that the Brazilian students were not being disrespectful to him. Instead, they were simply behaving the appropriate way for a Brazilian student in Brazil. Eventually, the professor was able to adapt his own behavior to feel comfortable in the new culture.It can be inferred from the passage that .
A. Most American students arrive after the class has begun.
B. Most Brazilian students leave immediately when the class is finished.
C. Brazilian students often come late and leave early.
D. For most Americans, being late is unacceptable.