Câu hỏi:

Read the following passage about human life expectancy and mark the letter A, B, C or D on your answer sheet to indicate the best answer to each of the following questions from 23 to 30.

Milu was born in a small village in the north of India, and never had the chance of going to school, because her family needed her to work. So she grew up never having learned to read or write. She was a little sad about it, but she didn't let it upset her too much, and tried to think about other things.

She went through life, never being able to do what she wanted, because she felt that if she couldn't read, then she was somehow less than everybody else. This meant that she didn't make many friends and didn't go out much. She thought people would think she was stupid, and she didn't want them to laugh at her.

When she was fifty-six, she got a job cleaning a school and when she had finished her work, she used to sit and watch the little kids do their lessons. She didn't realise that one of the teachers watched her while she watched the kids, and one day, as she was about to leave, the teacher asked her to sit in the class. The kids thought it was very funny, but the teacher patiently started Milu on her first lesson to learn to read.

That was a few years ago, and now Milu can read and write as well as any of the other kids. She still cleans the school because she likes her job, but she doesn't feel less than everybody else anymore. The teacher, who is now her friend, sometimes gives her a book to read and she learns about people living in other parts of the world.

She has a granddaughter who studies at the same school, and sometimes she helps her with her homework. Being able to do that makes her feel so happy that when she stays alone she has a little cry. When she was in her little village as a child, she would never have dreamt that one day she would be able to help her granddaughter with her homework. She owes gratitude to her teacher friend for the gift she was given.

The word ‘patiently’ in paragraph 3 is OPPOSITE in meaning to _____

Read the following passage about human life expectancy and mark the letter A, B, C or D on your answer sheet to indicate the best answer to each of the following questions from 23 to 30.

Milu was born in a small village in the north of India, and never had the chance of going to school, because her family needed her to work. So she grew up never having learned to read or write. She was a little sad about it, but she didn't let it upset her too much, and tried to think about other things.

She went through life, never being able to do what she wanted, because she felt that if she couldn't read, then she was somehow less than everybody else. This meant that she didn't make many friends and didn't go out much. She thought people would think she was stupid, and she didn't want them to laugh at her.

When she was fifty-six, she got a job cleaning a school and when she had finished her work, she used to sit and watch the little kids do their lessons. She didn't realise that one of the teachers watched her while she watched the kids, and one day, as she was about to leave, the teacher asked her to sit in the class. The kids thought it was very funny, but the teacher patiently started Milu on her first lesson to learn to read.

That was a few years ago, and now Milu can read and write as well as any of the other kids. She still cleans the school because she likes her job, but she doesn't feel less than everybody else anymore. The teacher, who is now her friend, sometimes gives her a book to read and she learns about people living in other parts of the world.

She has a granddaughter who studies at the same school, and sometimes she helps her with her homework. Being able to do that makes her feel so happy that when she stays alone she has a little cry. When she was in her little village as a child, she would never have dreamt that one day she would be able to help her granddaughter with her homework. She owes gratitude to her teacher friend for the gift she was given.

Which of the following best paraphrases the underlined sentence in paragraph 4?

Read the following passage about human life expectancy and mark the letter A, B, C or D on your answer sheet to indicate the best answer to each of the following questions from 23 to 30.

Milu was born in a small village in the north of India, and never had the chance of going to school, because her family needed her to work. So she grew up never having learned to read or write. She was a little sad about it, but she didn't let it upset her too much, and tried to think about other things.

She went through life, never being able to do what she wanted, because she felt that if she couldn't read, then she was somehow less than everybody else. This meant that she didn't make many friends and didn't go out much. She thought people would think she was stupid, and she didn't want them to laugh at her.

When she was fifty-six, she got a job cleaning a school and when she had finished her work, she used to sit and watch the little kids do their lessons. She didn't realise that one of the teachers watched her while she watched the kids, and one day, as she was about to leave, the teacher asked her to sit in the class. The kids thought it was very funny, but the teacher patiently started Milu on her first lesson to learn to read.

That was a few years ago, and now Milu can read and write as well as any of the other kids. She still cleans the school because she likes her job, but she doesn't feel less than everybody else anymore. The teacher, who is now her friend, sometimes gives her a book to read and she learns about people living in other parts of the world.

She has a granddaughter who studies at the same school, and sometimes she helps her with her homework. Being able to do that makes her feel so happy that when she stays alone she has a little cry. When she was in her little village as a child, she would never have dreamt that one day she would be able to help her granddaughter with her homework. She owes gratitude to her teacher friend for the gift she was given.

Which of the following is TRUE according to the passage?

Read the following passage about human life expectancy and mark the letter A, B, C or D on your answer sheet to indicate the best answer to each of the following questions from 23 to 30.

Milu was born in a small village in the north of India, and never had the chance of going to school, because her family needed her to work. So she grew up never having learned to read or write. She was a little sad about it, but she didn't let it upset her too much, and tried to think about other things.

She went through life, never being able to do what she wanted, because she felt that if she couldn't read, then she was somehow less than everybody else. This meant that she didn't make many friends and didn't go out much. She thought people would think she was stupid, and she didn't want them to laugh at her.

When she was fifty-six, she got a job cleaning a school and when she had finished her work, she used to sit and watch the little kids do their lessons. She didn't realise that one of the teachers watched her while she watched the kids, and one day, as she was about to leave, the teacher asked her to sit in the class. The kids thought it was very funny, but the teacher patiently started Milu on her first lesson to learn to read.

That was a few years ago, and now Milu can read and write as well as any of the other kids. She still cleans the school because she likes her job, but she doesn't feel less than everybody else anymore. The teacher, who is now her friend, sometimes gives her a book to read and she learns about people living in other parts of the world.

She has a granddaughter who studies at the same school, and sometimes she helps her with her homework. Being able to do that makes her feel so happy that when she stays alone she has a little cry. When she was in her little village as a child, she would never have dreamt that one day she would be able to help her granddaughter with her homework. She owes gratitude to her teacher friend for the gift she was given.

In which paragraph does the writer mention Milu’s inferiority?

Read the following passage about human life expectancy and mark the letter A, B, C or D on your answer sheet to indicate the best answer to each of the following questions from 23 to 30.

Milu was born in a small village in the north of India, and never had the chance of going to school, because her family needed her to work. So she grew up never having learned to read or write. She was a little sad about it, but she didn't let it upset her too much, and tried to think about other things.

She went through life, never being able to do what she wanted, because she felt that if she couldn't read, then she was somehow less than everybody else. This meant that she didn't make many friends and didn't go out much. She thought people would think she was stupid, and she didn't want them to laugh at her.

When she was fifty-six, she got a job cleaning a school and when she had finished her work, she used to sit and watch the little kids do their lessons. She didn't realise that one of the teachers watched her while she watched the kids, and one day, as she was about to leave, the teacher asked her to sit in the class. The kids thought it was very funny, but the teacher patiently started Milu on her first lesson to learn to read.

That was a few years ago, and now Milu can read and write as well as any of the other kids. She still cleans the school because she likes her job, but she doesn't feel less than everybody else anymore. The teacher, who is now her friend, sometimes gives her a book to read and she learns about people living in other parts of the world.

She has a granddaughter who studies at the same school, and sometimes she helps her with her homework. Being able to do that makes her feel so happy that when she stays alone she has a little cry. When she was in her little village as a child, she would never have dreamt that one day she would be able to help her granddaughter with her homework. She owes gratitude to her teacher friend for the gift she was given.

In which paragraph does the writer mention that Milu feels grateful to her teacher?

Read the following passage about education in Nepal and mark the letter A, B, C or D on your answer sheet to indicate the best answer to each of the following questions from 31 to 40.

A few years ago, amid a record drought, scientists noticed something odd. A few of California’s giant sequoias inside Sequoia and Kings Canyon National Parks were dying in ways no one had ever documented – from the top down. When researchers climbed into the canopies, they discovered that beetles had bored into a few branches. By 2019, at least 38 of the trees had died – not a large number, but "concerning because we’ve never observed this before,” says Christy Brigham, the park’s chief of resource management.

Scientists had assumed that stately sequoias, with their bug-repelling tannins, were immune to dangerous pests. Worried experts are investigating whether some mix of increased drought and wildfire, both worsened by climate change, have now made even sequoias susceptible to deadly insect invasions.

If so, these ancient sentinels would be just the latest example of a trend experts are documenting around the world: Trees in forests are dying at increasingly high rates—especially the bigger, older trees. According to a study in the journal Science, the death rate is making forests younger, threatening biodiversity, eliminating important plant and animal habitat, and reducing forests’ ability to store excess carbon dioxide generated by our consumption of fossil fuels. [A]

There is no single direct cause. Decades of logging and land clearing play a role, scientists say. But increasing temperatures and rising carbon dioxide from the burning of fossil fuels have significantly magnified most other causes of tree death. Scientists are documenting longer and harsher droughts, more severe outbreaks of insects and disease, and increasingly catastrophic wildfires.

With 60,000 known tree species on Earth, those shifts are playing out differently across the planet. In central Europe, for instance, “You don’t have to look for dead trees,” says Henrik Hartmann, with Germany's Max Planck Institute for Biogeochemistry. “They’re everywhere.” In one recent year, following a week of excessive heat, hundreds of thousands of beech trees dropped their leaves. Even in colder regions, “You get a couple of hot years and the forests are suffering,” says Hartmann. “There are individual species that are being driven beyond the threshold of what they can handle.” [B]

Just last year, massive fires marched through a dry Australia, smoldered across 7.4 million acres in northern Siberia, and focused the world’s attention on blazes in the Amazon.

The consequences of all these changes around the world are still being assessed. The first national look at tree mortality in Israel showed vast stretches disappearing, thanks largely to scorching heat and wildfires. [C] In a country largely blanketed by stone and sand, forests mean a great deal. Trees support nests for eagles and habitat for wolves and jackals. They hold soil with their roots. [D]

“We’re dealing with a very tough situation. It’s a race to the unknown,” says Tamir Klein at the Weizmann Institute of Science.

In the first paragraph, why does Christy Brigham say the death of 38 trees is concerning?

Read the following passage about education in Nepal and mark the letter A, B, C or D on your answer sheet to indicate the best answer to each of the following questions from 31 to 40.

A few years ago, amid a record drought, scientists noticed something odd. A few of California’s giant sequoias inside Sequoia and Kings Canyon National Parks were dying in ways no one had ever documented – from the top down. When researchers climbed into the canopies, they discovered that beetles had bored into a few branches. By 2019, at least 38 of the trees had died – not a large number, but "concerning because we’ve never observed this before,” says Christy Brigham, the park’s chief of resource management.

Scientists had assumed that stately sequoias, with their bug-repelling tannins, were immune to dangerous pests. Worried experts are investigating whether some mix of increased drought and wildfire, both worsened by climate change, have now made even sequoias susceptible to deadly insect invasions.

If so, these ancient sentinels would be just the latest example of a trend experts are documenting around the world: Trees in forests are dying at increasingly high rates—especially the bigger, older trees. According to a study in the journal Science, the death rate is making forests younger, threatening biodiversity, eliminating important plant and animal habitat, and reducing forests’ ability to store excess carbon dioxide generated by our consumption of fossil fuels. [A]

There is no single direct cause. Decades of logging and land clearing play a role, scientists say. But increasing temperatures and rising carbon dioxide from the burning of fossil fuels have significantly magnified most other causes of tree death. Scientists are documenting longer and harsher droughts, more severe outbreaks of insects and disease, and increasingly catastrophic wildfires.

With 60,000 known tree species on Earth, those shifts are playing out differently across the planet. In central Europe, for instance, “You don’t have to look for dead trees,” says Henrik Hartmann, with Germany's Max Planck Institute for Biogeochemistry. “They’re everywhere.” In one recent year, following a week of excessive heat, hundreds of thousands of beech trees dropped their leaves. Even in colder regions, “You get a couple of hot years and the forests are suffering,” says Hartmann. “There are individual species that are being driven beyond the threshold of what they can handle.” [B]

Just last year, massive fires marched through a dry Australia, smoldered across 7.4 million acres in northern Siberia, and focused the world’s attention on blazes in the Amazon.

The consequences of all these changes around the world are still being assessed. The first national look at tree mortality in Israel showed vast stretches disappearing, thanks largely to scorching heat and wildfires. [C] In a country largely blanketed by stone and sand, forests mean a great deal. Trees support nests for eagles and habitat for wolves and jackals. They hold soil with their roots. [D]

“We’re dealing with a very tough situation. It’s a race to the unknown,” says Tamir Klein at the Weizmann Institute of Science.

The phrase ‘susceptible to’ in paragraph 2 could be best replaced by ____

Read the following passage about education in Nepal and mark the letter A, B, C or D on your answer sheet to indicate the best answer to each of the following questions from 31 to 40.

A few years ago, amid a record drought, scientists noticed something odd. A few of California’s giant sequoias inside Sequoia and Kings Canyon National Parks were dying in ways no one had ever documented – from the top down. When researchers climbed into the canopies, they discovered that beetles had bored into a few branches. By 2019, at least 38 of the trees had died – not a large number, but "concerning because we’ve never observed this before,” says Christy Brigham, the park’s chief of resource management.

Scientists had assumed that stately sequoias, with their bug-repelling tannins, were immune to dangerous pests. Worried experts are investigating whether some mix of increased drought and wildfire, both worsened by climate change, have now made even sequoias susceptible to deadly insect invasions.

If so, these ancient sentinels would be just the latest example of a trend experts are documenting around the world: Trees in forests are dying at increasingly high rates—especially the bigger, older trees. According to a study in the journal Science, the death rate is making forests younger, threatening biodiversity, eliminating important plant and animal habitat, and reducing forests’ ability to store excess carbon dioxide generated by our consumption of fossil fuels. [A]

There is no single direct cause. Decades of logging and land clearing play a role, scientists say. But increasing temperatures and rising carbon dioxide from the burning of fossil fuels have significantly magnified most other causes of tree death. Scientists are documenting longer and harsher droughts, more severe outbreaks of insects and disease, and increasingly catastrophic wildfires.

With 60,000 known tree species on Earth, those shifts are playing out differently across the planet. In central Europe, for instance, “You don’t have to look for dead trees,” says Henrik Hartmann, with Germany's Max Planck Institute for Biogeochemistry. “They’re everywhere.” In one recent year, following a week of excessive heat, hundreds of thousands of beech trees dropped their leaves. Even in colder regions, “You get a couple of hot years and the forests are suffering,” says Hartmann. “There are individual species that are being driven beyond the threshold of what they can handle.” [B]

Just last year, massive fires marched through a dry Australia, smoldered across 7.4 million acres in northern Siberia, and focused the world’s attention on blazes in the Amazon.

The consequences of all these changes around the world are still being assessed. The first national look at tree mortality in Israel showed vast stretches disappearing, thanks largely to scorching heat and wildfires. [C] In a country largely blanketed by stone and sand, forests mean a great deal. Trees support nests for eagles and habitat for wolves and jackals. They hold soil with their roots. [D]

“We’re dealing with a very tough situation. It’s a race to the unknown,” says Tamir Klein at the Weizmann Institute of Science.

What does ‘these ancient sentinels’ in paragraph 3 refer to?

Read the following passage about education in Nepal and mark the letter A, B, C or D on your answer sheet to indicate the best answer to each of the following questions from 31 to 40.

A few years ago, amid a record drought, scientists noticed something odd. A few of California’s giant sequoias inside Sequoia and Kings Canyon National Parks were dying in ways no one had ever documented – from the top down. When researchers climbed into the canopies, they discovered that beetles had bored into a few branches. By 2019, at least 38 of the trees had died – not a large number, but "concerning because we’ve never observed this before,” says Christy Brigham, the park’s chief of resource management.

Scientists had assumed that stately sequoias, with their bug-repelling tannins, were immune to dangerous pests. Worried experts are investigating whether some mix of increased drought and wildfire, both worsened by climate change, have now made even sequoias susceptible to deadly insect invasions.

If so, these ancient sentinels would be just the latest example of a trend experts are documenting around the world: Trees in forests are dying at increasingly high rates—especially the bigger, older trees. According to a study in the journal Science, the death rate is making forests younger, threatening biodiversity, eliminating important plant and animal habitat, and reducing forests’ ability to store excess carbon dioxide generated by our consumption of fossil fuels. [A]

There is no single direct cause. Decades of logging and land clearing play a role, scientists say. But increasing temperatures and rising carbon dioxide from the burning of fossil fuels have significantly magnified most other causes of tree death. Scientists are documenting longer and harsher droughts, more severe outbreaks of insects and disease, and increasingly catastrophic wildfires.

With 60,000 known tree species on Earth, those shifts are playing out differently across the planet. In central Europe, for instance, “You don’t have to look for dead trees,” says Henrik Hartmann, with Germany's Max Planck Institute for Biogeochemistry. “They’re everywhere.” In one recent year, following a week of excessive heat, hundreds of thousands of beech trees dropped their leaves. Even in colder regions, “You get a couple of hot years and the forests are suffering,” says Hartmann. “There are individual species that are being driven beyond the threshold of what they can handle.” [B]

Just last year, massive fires marched through a dry Australia, smoldered across 7.4 million acres in northern Siberia, and focused the world’s attention on blazes in the Amazon.

The consequences of all these changes around the world are still being assessed. The first national look at tree mortality in Israel showed vast stretches disappearing, thanks largely to scorching heat and wildfires. [C] In a country largely blanketed by stone and sand, forests mean a great deal. Trees support nests for eagles and habitat for wolves and jackals. They hold soil with their roots. [D]

“We’re dealing with a very tough situation. It’s a race to the unknown,” says Tamir Klein at the Weizmann Institute of Science.

What is the main idea of paragraph 3?

Read the following passage about education in Nepal and mark the letter A, B, C or D on your answer sheet to indicate the best answer to each of the following questions from 31 to 40.

A few years ago, amid a record drought, scientists noticed something odd. A few of California’s giant sequoias inside Sequoia and Kings Canyon National Parks were dying in ways no one had ever documented – from the top down. When researchers climbed into the canopies, they discovered that beetles had bored into a few branches. By 2019, at least 38 of the trees had died – not a large number, but "concerning because we’ve never observed this before,” says Christy Brigham, the park’s chief of resource management.

Scientists had assumed that stately sequoias, with their bug-repelling tannins, were immune to dangerous pests. Worried experts are investigating whether some mix of increased drought and wildfire, both worsened by climate change, have now made even sequoias susceptible to deadly insect invasions.

If so, these ancient sentinels would be just the latest example of a trend experts are documenting around the world: Trees in forests are dying at increasingly high rates—especially the bigger, older trees. According to a study in the journal Science, the death rate is making forests younger, threatening biodiversity, eliminating important plant and animal habitat, and reducing forests’ ability to store excess carbon dioxide generated by our consumption of fossil fuels. [A]

There is no single direct cause. Decades of logging and land clearing play a role, scientists say. But increasing temperatures and rising carbon dioxide from the burning of fossil fuels have significantly magnified most other causes of tree death. Scientists are documenting longer and harsher droughts, more severe outbreaks of insects and disease, and increasingly catastrophic wildfires.

With 60,000 known tree species on Earth, those shifts are playing out differently across the planet. In central Europe, for instance, “You don’t have to look for dead trees,” says Henrik Hartmann, with Germany's Max Planck Institute for Biogeochemistry. “They’re everywhere.” In one recent year, following a week of excessive heat, hundreds of thousands of beech trees dropped their leaves. Even in colder regions, “You get a couple of hot years and the forests are suffering,” says Hartmann. “There are individual species that are being driven beyond the threshold of what they can handle.” [B]

Just last year, massive fires marched through a dry Australia, smoldered across 7.4 million acres in northern Siberia, and focused the world’s attention on blazes in the Amazon.

The consequences of all these changes around the world are still being assessed. The first national look at tree mortality in Israel showed vast stretches disappearing, thanks largely to scorching heat and wildfires. [C] In a country largely blanketed by stone and sand, forests mean a great deal. Trees support nests for eagles and habitat for wolves and jackals. They hold soil with their roots. [D]

“We’re dealing with a very tough situation. It’s a race to the unknown,” says Tamir Klein at the Weizmann Institute of Science.

According to paragraph 4, which of the following is NOT a direct cause of tree death?