Bài tập trắc nghiệm Tiếng Anh theo chuyên đề tách từ đề thi thử THPTQG năm 2019 - Chuyên đề: Đọc hiểu - Đề 25 (Có đáp án)

BÀI TẬP ĐỌC HIỂU EXERCISE 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 from 36 to 42. Although speech is the most advanced form of communication, there are many ways of communicating without using speech. Signals, signs, symbols and gestures may be found in every known culture. The basic function of a signal is to impinge upon the environment in such a way that it attracts attention, as, for example, the dots and dashes of telegraph circuit. Coded to refer to speech, the potential for communication is very great. Less adaptable to the codification of words, signs also contain meaning in and of themselves. A stop sign or a barber pole conveys meaning quickly and conveniently. Symbols are more difficult to describe than either signals or signs because of their intricate relationship with the receiver's cultural perceptions. In some cultures, applauding in a theater provides performers with an auditory symbol of approval. Gestures such as waving and handshaking also communicate certain cultural messages. Although signals, signs, symbols and gestures are very useful, they do have a major disadvantage. They usually do not allow ideas to be shared without the sender being directly adjacent to the receiver. Without an exchange of ideas, interaction come to a halt. As a result, means of communication intended to be used for long distances and extended periods must be based upon speech. To radio, television and the telephone, one must add fax, paging systems, electronic mail, and the Internet, and no doubts but that there are more means of communication on the horizon. Question 1. Which of the following would be the best title for the passage? A. Signs and signals B. Gestures C. Communication D. Speech Question 2. What does the author say about speech? It is necessary for communication to occur. It is the most advanced form of communication. It is dependent upon the advances made by inventors. It is the only true form of communication. Question 3. The phrase “impinge upon” in paragraph 1 is closest in meaning to . A. prohibit B. improve C. vary D. intrude Question 4. The word “it” in paragraph refers to . A. signal B. Function C. way D. environment Question 5. Applauding was cited as an example of . A. a sign B. a gesture C. a signal D. a symbol Question 6. Why were the telephone, radio, and television invented? Because people wanted to communicate across long distances. Because people wanted new forms of communication. Because people were unable to understand signs, signals, and symbols. Because people believed that signs, signals, and symbols were obsolete. Question 7. It may be concluded from this passage that . symbols are very easy to define and interrupt only some cultures have signs, signals, and symbols waving and handshaking are not related to culture signs, signals, symbols, and gestures are forms of communication. (ĐỀ THI THỬ SỞ GD&ĐT BẠC LIÊU LẦN 1) EXERCISE 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. An air pollutant is defined as a compound added directly or indirectly by humans to the atmosphere in such quantities as to affect humans, animals, vegetation, or materials adversely. Air pollution requires a very flexible definition that permits continuous changes. When the first air pollution laws were established in England in the fourteenth century, air pollutants were limited to compounds that could be seen or smelled - a far cry from the extensive list of harmful substances known today. As technology has developed and knowledge of the health aspects of various chemicals has increased, the list of air pollutants has lengthened. In the future, even water vapor might be considered an air pollutant under certain conditions. Many of more important air pollutants, such as sulfur oxides, carbon monoxides and nitrogen oxides are found in nature. As the Earth developed, the concentration of these pollutants was altered by various chemical reactions; they became components in biogeochemical cycles. These serve as an air purification scheme by allowing the compounds to move from the air to the water or soil. On a global basis, nature's output of these compounds dwarfs that resulting from human activities. However, human production usually occurs in a localized area, such as a city. In such a region, human output may be dominant and may temporarily overload the natural purification scheme of the cycles. The result is an concentration of noxious chemicals in the air. The concentrations at which the adverse effects appear will be greater than the concentrations that the pollutants would have in the absence of human activities. The actual concentration need not be large for a substance to be a pollutant; in fact, the numerical value tells us little until we know how much of an increase this represents over the concentration that would occur naturally in the area. For example, sulfur dioxide has detectable health effects at 0. 08 parts per million (ppm), which is about 400 times its natural level. Carbon monoxide, however has a natural level of 0. 1 ppm and is not usually a pollutant until its level reaches about 15 ppm. Question 8. What does the passage mainly dicuss? A. What constitutes an air pollutant. B. How much harm air pollutants can cause. C. The economic impact of air pollution. D. The effects of compounds added to the atmosphere Question 9. The word “adversely” in the first paragraph is closest in meaning to . A. considerably B. quickly C. admittedly D. negatively Question 10. It can be inferred from the first paragraph that . the definition of air pollution will continue to change. Most air pollutants today can be seen or smelled. a substance becomes an air pollutant only in cities. water vapor is an air pollutant in localized areas. Question 11. The word “these” in the second paragraph is closest in meaning to . A. the compounds moved to the water or soil B. the pollutants from the developing Earth C. the various chemical reactions D. the components in biogeochemical cycles Question 12. For which of the following reasons can natural pollutants play an important role in controlling air pollution? They're less harmful to living beings than other pollutants. They function as part of a purification process. They occur in greater quantities than other pollutants. They have existed since the Earth developed. Question 13. According to the passage, human- generated air pollution in localized regions . will react harmfully with natural pollutants. can overwhelm the natural system removing pollutants. will damage area outside of the localized regions. can be dwarfed by nature's output of pollutants. Question 14. The word “localized” in the third paragraph is closest in meaning to . A. surrounded B. encircled C. specified D. circled Question 15. According to the passage, the numerical value of the concentration level of a substance is only useful if . A. it can be calculated quickly B. it is in a localized area C. the natural level is also known D. the other substances in the area are known (ĐỀ THI THỬ SỞ GD&ĐT BẠC LIÊU LẦN 1) EXERCISE 3: Reading 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. You can usually tell when your friends are happy or angry by the looks on their faces or by their actions. This is useful because reading their emotional expressions helps you to know how to respond to important situations and to convey our intentions to others. But does raising the eyebrows and rounding the mouth say the same thing in Minneapolis as it does in Madagascar ? Much research on emotional expressions has centered on such questions. According to Paul Ekman, the leading researcher in this area, people speak and understand substantially the same “facial language”. Studies by Ekman’s group have demonstrated that humans share a set of universal emotional expressions that testify to the common biological heritage of the human species. Smiles, for example, signal happiness and frowns indicate sadness on the faces of people in such far-flung places as Argentina, Japan, Spain, Hungary, Poland, Sumatra, the United States, Vietnam, the jungles of New Guinea, and the Eskimo villages north of Artic Circle. Ekman and his colleagues claim that people everywhere can recognize at least seven basic emotions : sadness, fear, anger, disgust, contempt, happiness, and surprise. There are, however, huge differences across cultures in both the context and intensity of emotional displays – the so-called display responses – expecially negative ones – while many American children are encouraged to express their feelings more openly. Regardless of culture, however, emotions usually show themselves, to some degree, in people’s behavior. From their first days in life, babies produce facial expressions that communicate their feelings. The ability to read facial expressions develops early, too. Very young children pay close attention to facial expressions, and by age five, they nearly equal adults in their skill at reading emotions on people’s faces. This evidence all points to a biological underpinning for our abilities to express and interpret a basic set of human emotions. Moreover, as Chales Dawin pointed out over a century ago, some emotional expressions seem to appear across species boundaries. Cross-cultural psychologists tell us that certain emotional responses carry different meanings in diferrent cultures. For example, what emotion do you suppose might be conveyed while sticking out your tounge ? For American, this might indicate disgust, while in China it can signify surprise. Likewise, a grin on an American face may indicate joy, while on a Japanese face it may just as easily mean embarrassment. Clearly, culture influences emotional expressions. (Adapted from https://www.booksource.com) Question 16: The best title for the passage is A. human habit of displaying emotions B. a review of research on emotional expressions C. ways to control emotional expressions D. cultural universals in emotional expressions Question 17: The word “evolved” in paragraph 2 is closest in meaning to A. reduced B. increased C. simplified D. developed Question 18: Many studies on emotional expressions try to answer the question whether raising the eyebrows has similar meaning to rounding the mouth raising the eyebrows has similar meaning to rounding the mouth different cultures have similar emotional expressions eyebrow raising means the same in Minneapolis and Madagascar Question 19: Paul Ekman is mentioned in the passage as an example of investigators on universal emotional expressions researchers who can speak and understand many languages researchers on universal language lacked many main ingredients Question 20: Smiles and frowns have different meaning in different cultures. are universal expressions across cultures. do not convey the same emotions in various cultures. are not popular everywhere. Question 21: Unlike American children, Asian children are encouraged to . A. display their emotions openly. B. change their behaviour. C. control their emotions. D. conceal their positive emotions. Question 22: The word “negative” in the second paragraph is closest in meaning to A. positive B. enthusiastic C. opposing D. affirmative Question 23: The phrase “This evidence” in paragraph 3 refers to the fact that children can control their feelings human facial expressions a biological underpinning for humans to express emotions the fact that children are good at recognizing others’ emotions (ĐỀ THI THỬ SỞ GD&ĐT NAM ĐỊNH - LẦN 1) EXERCISE 4: Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the best answer for each question. Successful students often do the followings while studying. First they have an overview before reading. Next, they look for important information and pay greater attention to it (which often needs jumping forward or backward to process information). They also relate important points to one another. Also, they activate and use their prior knowledge. When they realize that their understanding is not good, they do not wait to change strategies. Last, they can monitor understanding and take action to correct or “ fix-up” mistakes in comprehension. Conversely, students with low academic achievement often demonstrate ineffective study skills. They tend to assume a passive role in learning and rely on others(e.g, teachers, parents) to monitor their studying. For example, low-achieving students often do not monitor their understanding of content, they may not be aware of the purpose of studying, and their show little evidence of looking back, or employing “fix-up” strategies to fix understanding problems. Students who struggle with learning new information seem to be unaware that they must extent beyond simply reading the content to understand and remember it. Children with learning disabilities do not plan and judge the quality off their studying. Their studying may be disorganized. Students with learning problems face challenges with personal organization as well. They often have difficulty keeping track of materials and assignments, following directions, and completing work on time. Unlike good student who employ a variety of study skills in a flexible yet purposeful manner, low-achieving students use a restricted range of skills. They can not explain why good study strategies are important for learning, and they tend to use the same, often ineffective, study approach for all learning tasks, ignoring task content, structure of difficulty. (Adapter from Study Skills: Managing Your Learning – NUI Galway) Question 24: What is the topic of the passage? Successful and low-academic achieving students. Successful learners and their learning strategies. Study skills for high school students. Effective and ineffective ways of learning. Question 25: The word “prior” in the first paragraph is closest meaning to -? A. important B. earlier C. forward D. good Question26: According to the passage, what can be learnt about passive students? They depend on other people to organize their learning. They are slow in their studying. They monitor their understanding. The know the purpose of studying. Question 27: According to the passage, to learn new ìnormaton, low-achieving students do NOT . A. just understand it B. relate it to what they have known C. simply remember it D. read it Question 28: The underlined pronoun “They” in the last sentence refers to A. study strategies B. study skills C. low-achieving students D. good studiers (ĐỀ THI THỬ SỞ GD&ĐT NAM ĐỊNH - LẦN 1) EXERCISE 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. Sylvia Earle, a marine botanist and one of the foremost deep-sea explorers, has spent over 6,000 hours, more than seven months, underwater. From her earliest years, Earle had an affinity for marine life, and she took her first plunge into the open sea as a teenager. In the years since then she has taken part in a number of landmark underwater projects, from exploratory expeditions around the world to her celebrated “Jim dive” in 1978, which was the deepest solo dive ever made without cable connecting the diver to a support vessel at the surface of the sea. Clothed in a Jim suit, a futuristic suit of plastic and metal armor, which was secured to a manned submarine, Sylvia Earle plunged vertically into the Pacific Ocean, at times at the speed of 100 feet per minute. On reaching the ocean floor, she was released from the submarine and from that point her only connection to the sub was an 18-foot tether. For the next 2½ hours, Earle roamed the seabed taking notes, collecting 15 specimens, and planting a U.S. flag. Consumed by a desire to descend deeper still, in 1981 she became involved in the design and manufacture of 20 deep-sea submersibles, one of which took her to a depth of 3,000 feet. This did not end Sylvia Earle’s accomplishments. Question 29: When did Sylvia Earle discover her love of the sea? In her childhood. During her 6,000 hours underwater. After she made her deepest solo dive. In her adulthood. Question 30: It can be inferred from the passage that Sylvia Earle . is not interested in the scientific aspects of marine research is uncomfortable in tight spaces does not have technical expertise has devoted her life to ocean exploration Question 31: The author’s opinion of Sylvia Earle is . A. critical B. supportive C. ambivalent D. disrespectful Question 32: What will the paragraph following this passage probably be about? Sylvia Earle’s childhood. More information on the Jim suit. Earle’s achievements after 1981. How deep-sea submersibles are manufactured. Question 33: The main purpose of this passage is . to explore the botany of ocean floor to present a short biography of Sylvia Earle to provide an introduction to oceanography to show the historical importance of the Jim dive Question 34: Which of the following is not true about the Jim dive? It took place in 1981. Sylvia Earle took notes while on the ocean floor. It was performed in the Pacific Ocean. The submarine that Sylvia Earle was connected to was manned. (ĐỀ THI THỬ SỞ GD&ĐT BẠC LIÊU - LẦN 2) EXERCISE 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. Long before they can actually speak, babies pay special attention to the speech they hear around them. Within the first month of their lives, babies' responses to the sound of the human voice will be different from their responses to other sorts of auditory stimuli. They will stop crying when they hear a person talking, but not if they hear a bell or the sound of a rattle. At first, the sounds that an infant notices might be only those words that receive the heaviest emphasis and that often occur at the ends of utterances. By the time they are six or seven weeks old, babies can detect the difference between syllables pronounced with rising and falling inflections. Very soon, these differences in adult stress and intonation can influence babies' emotional states and behavior. Long before they develop actual language comprehension, babies can sense when an adult is playful or angry, attempting to initiate or terminate new behavior, and so on, merely on the basis of cues such as the rate, volume, and melody of adult speech. Adults make it as easy as they can for babies to pick up a language by exaggerating such cues. One researcher observed babies and their mothers in six diverse cultures and found that, in all six languages, the mothers used simplified syntax, short utterances and nonsense sounds, and transformed certain sounds into baby talk. Other investigators have noted that when mothers talk to babies who are only a few months old, they exaggerate the pitch, loudness, and intensity of their words. They also exaggerate their facial expressions, hold vowels longer, and emphasize certain words. More significant for language development than their response to general intonation is observation that tiny babies can make relatively fine distinctions between speech sounds. In other words, babies enter the world with the ability to make precisely those perceptual discriminations that are necessary if they are to acquire aural language. Babies obviously derive pleasure from sound input, too: even as young as nine months they will listen to songs or stories, although the words themselves are beyond their understanding. For babies, language is a sensory-motor delight rather than the route to prosaic meaning that it often is for adults. Question 35: What does the passage mainly discuss? How babies differentiate between the sound of the human voice and other sounds. The differences between a baby's and an adult's ability to comprehend language How babies perceive and respond to the human voice in their earliest stages of language development The response of babies to sounds other than the human voice Question 36: Why does the author mention a bell and rattle in paragraph 1? To contrast the reactions of babies to human and nonhuman sounds. To give examples of sounds that will cause a baby to cry. To explain how babies distinguish between different nonhuman sounds. To give examples of typical toys that babies do not like. Question 37: The word “diverse” in paragraph 2 is closest in meaning to . A. surrounding B. divided C. different D. stimulating Question 38: The word “They” in paragraph 2 refers to . A. mothers B. investigators C. babies D. words Question 39: The passage mentions of the following as ways adults modify their speech when talking to their babies EXCEPT . A. giving all words equal emphasis B. speaking with shorter sentences C. speaking more loudly than normal D. using meaningless sounds Question 40: What point does the author make to illustrate that babies are born with the ability to acquire language? Babies begin to understand words in songs. Babies exaggerate their own sounds and expressions. Babies are more sensitive to sounds than are adults. Babies notice even minor differences between speech sounds. Question 41: According to the author, why do babies listen to songs and stories, even though they cannot understand them? They understand the rhythm. They enjoy the sound. They can remember them easily. They focus on the meaning of their parents’ words. (ĐỀ THI THỬ SỞ GD&ĐT BẠC LIÊU - LẦN 2) EXERCISE 7: Read the following passage and mart the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the questions. Fish that live on the sea bottom benefit by being flat and hugging the contours. There are two very different types of flatfish and they have evolved in very separate ways. The skates and rays, relatives of the sharks have become flat in what might be called the obvious way. Their bodies have grown out sideways to form great “wings” They look as though they have been flattened but have remained symmetrical and “the right way up”. Conversely fish such as plaice, sole, and halibut have become flat in a different way. There are bony fish which have a marked tendency to be flattened in a vertical direction; they are much “taller” than they are wide. They use their whole vertically flattened bodies as swimming surfaces, which undulate through the water as they move. Therefore when their ancestors migrated to the seabed, they lay on one side than on their bellies. However, this raises the problem that one eye was always looking down into the sand and was effectively useless - In evolution this problem was solved by the lower eye “moving” around the other side. We see this process of moving around enacted in the development of every young bony flatfish. It starts life swimming near the surface, and is symmetrical and vertically flattened, but then the skull starts to grow in a strange asymmetrical twisted fashion, so that one eye for instance the left, moves over the top of the head upwards, an old Picasso - like vision. Incidentally, some species of 20 flatfish settle on the right side, others on the left, and others on either side. Question 42: The word “conversely” is closest in meaning to . A. similarly B. alternatively C. inversely D. contrarily Question 43: The passage is mainly concerned with . A. bony flatfish B. evolution asymmetrical C. symmetrical flatfish D. different types of flatfish Question 44: The author mentions skates and rays as examples of fish that . A. have spread horizontally B. become asymmetrical C. resemble sharks D. appear to fly Question 45: The word “this” refer to . the migration of the ancestors the difficulty of the only one eye being useful the problem of the one eye looking downwards the practice of lying on one side Question 46: According to the passage, the ability of a bony flatfish to move its eyes around is . A. average B. excellent C. weak D. variable (ĐỀ THI THỬ SỞ GD&ĐT NINH BÌNH - LẦN 1) EXERCISE 8:Read the following passage and mart the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the questions. If you enjoy water sports, Hawaii is the place for you. You can go swimming all year round in the warm water. You can go sport fishing from the shore or from a boat. If you like boats, you can go sailing, canoeing, or windsurfing. Or, you can also try some other water sports that are especially popular in Hawaii: surfing, snorkeling and scuba diving. Surfing is a sport which started in Hawaii many years ago.