Bài tập trắc nghiệm Tiếng Anh theo chuyên đề tách từ đề thi thử THPTQG năm 2019 - Chuyên đề: Đọc hiểu - Đề 28 (Có đáp án)

Đọc hiểu In the explosion of the linguistic life cycle, it is apparent that it is much more difficult to learn a second language in adulthood than a first language in childhood. Most adults never completely master a foreign language, especially in Phonology – hence the ubiquitous foreign accent. Their development often “fossilizes” into permanent error patterns that no teaching or correction can undo. Of course, there are great individual differences, which depend on effort, attitudes, amount of exposure, quality of teaching and plain talent, but there seems to be a cap for the best adults in the best circumstances Many explanations have been advanced for children’s superiority; they exploit Motherese (the simplified, repetitive conversation between parents and children), make errors 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 Question 1: The passage mainly discussed adult differences in learning a foreign language children’s ability to learn a language the age factor in learning languages fast research into language acquisition Question 2: From the passage, it can be inferred that “Phonology” is the study of he grammar of language the rules of a language C the vocabulary of a language D. the sound system of a language Question 3: The word “cap” in paragraph 1 is closet in meaning to A. prize B. limit C. covering D. level Question 4: According to the passage, young children learn languages quickly for all of the following reasons EXCEPT A. they make many mistakes B. they want to talk C. their approach is flexible D. they frequently repeat words Question 5: The word “unrelated” in paragraph 3 is closet in meaning to A. unconnected B. unfamiliar C. unclassified D. unidentified Question 6: In the experiment in the passage, the Psychologists discovered most students had lived in the U.S for more that 10 years older students were unable to learn English young students learned English best students who arrived late were worst of all Question 7: The word “who” in paragraph 3 refers to A. Elissa Newport B. Koreans C. students D. colleagues Question 8: According to the passage, what was the purpose of examining a sample number of immigrants? To compare different age groups To detect differences in nationalities To confirm different language characteristics To measure the use of grammar The time when human crossed the Arctic land bridge from Siberia to Alaska seems remote to us today, but actually represents a late stage in the prehistory of humans, an era when polished stone implements and bows and arrows were already being used and dogs had already been domesticated When these early migrants arrived in North America, they found the woods and plains dominated by three types of American mammoths. These elephants were distinguished from today’s elephants mainly by their thick, shaggy coats and their huge, upward-curving tusks. They had arrived on the continent hundreds of thousands of years before their followers. The woody mammoth in the North, the Columbian mammoth in middle North America, and the imperial mammoth of the South, together with their distant cousins the mastodons, dominated the land. Here, as in the Old World, there is evidence that humans hunted these elephants, as shown by numerous spear points found with mammoth remains Then, at the end of the Ice Age, when the last glaciers had retreated, there was a relatively sudden and widespread extinction of elephants. In the New World, both mammoths and mastodons disappeared. In the Old World, only Indian and African elephants survived. Why did the huge, seemingly successful mammoths disappear? Were humans connected with their extinction? Perhaps, but at that time, although they were cunning hunters, humans were still widely settled and not very numerous. It is difficult to see how they could have prevailed over the mammoth to such an extent Question 9: With which of the following is the passage primarily concerned? Migration from Siberia to Alaska Techniques used to hunt mammoths The prehistory of humans The relationship between man and mammoth in the New World Question 10: The word “implements” in paragraph 1 is closest in meaning to A. tools B. ornaments C. houses D. carvings Question 11: The phrase “these early migrants” in paragraph 2 refers to _ A. mammoths B. humans C. dogs D. mastodons Question 12: Where were the imperial mammoths the dominant type of mammoth? Alaska the central portion of North America the southern part of North America South America Question 13: It can be inferred that when humans crossed into the New World, they had previously hunted mammoths in Siberia had never seen mammoth before brought mammoths with them from the Old World soon learned to use dogs to hunt mammoths Question 14: Which of the following could be best substitute for the word “remains” in paragraph 2? A. bones B. drawings C. footprints D. spear points Question 15: The passage supports which of the following conclusions about mammoth Humans hunted them to extinction The freezing temperatures of the Ice Age destroyed their food supply The cause of their extinction is not definitely known Competition with mastodons caused them to become extinct THE DIGITAL DIVIDE Information technology is influencing the way many of us live and work today. We use the Internet to look and apply for jobs, shop, conduct research, make airline reservations, and explore areas of interest. We use e-mail and the Internet to communicate instantaneously with friends and business associates around the world. Computers are commonplace in homes and the workplace. Although the number of Internet users is growing exponentially each year, most of the world’s population does not have access to computers or the Internet. Only 6 percent of the population in developing countries are connected to telephones. Although more than 94 percent of U.S. households have a telephone, only 42 percent have personal computers at home and 26 percent have Internet access. The lack of what most of us would consider a basic communications necessity –the telephone –does not occur just in developing nations. On some Native American reservations only 60 percent of the residents have a telephone. The move to wireless connections may eliminate the need for telephone lines, but it does not remove the barrier to equipment costs. Who has Internet access? Fifty percent of the children in urban households with an income over $75,000 have Internet access, compared with 2 percent of the children in low-income, rural households. Nearly half of college-educated people have Internet access, compared to 6 percent of those with only some high school education. Forty percent of households with two parents have access; 15 percent of female, single-parent households do. Thirty percent of white households, 11 percent of black households, and 13 percent of Hispanic households have access. Teens and children are the two fastest-growing segments of Internet users. The digital divide between the populations who have access to the Internet and information technology tools is based on income, race, education, household type, and geographic location. Only 16 percent of the rural poor, rural and central city minorities, young householders, and single parent female households are connected.. Another problem that exacerbates these disparities is that African-Americans, Hispanics, and Native Americans hold few of the jobs in information technology. Women hold about 20 percent of these jobs and are receiving fewer than 30 percent of the computer science degrees. The result is that women and members of the most oppressed ethnic groups are not eligible for the jobs with the highest salaries at graduation. Baccalaureate candidates with degrees in computer science were offered the highest salaries of all new college graduates in 1998 at $44,949. Do similar disparities exist in schools? More than 90 percent of all schools in the country are wired with at least one Internet connection. The number of classrooms with Internet connections differs by the income level of students. Using the percentage of students who are eligible for free lunches at a school to determine income level, we see that nearly twice as many of the schools with more affluent students have wired classrooms as those with high concentrations of low-income students. Access to computers and the Internet will be important in reducing disparities between groups. It will require greater equality across diverse groups whose members develop knowledge and skills in computer and information technologies. If computers and the Internet are to be used to promote equality, they will have to become accessible to populations that cannot currently afford the equipment which needs to be updated every three years or so. However, access alone is not enough. Students will have to be interacting with the technology in authentic settings. As technology becomes a tool for learning in almost all courses taken by students, it will be seen as a means to an end rather than an end in itself. If it is used in culturally relevant ways, all students can benefit from its power. Question 16. Why does the author mention the telephone in paragraph 2? To contrast the absence of telephone usage with that of Internet usage To describe the development of communications from telephone to Internet To demonstrate that even technology like the telephone is not available to all To argue that basic telephone service is a first step to using the Internet Question 17. Which of the sentences below best expresses the information in the statement “Although the number or the Internet.” in the paragraph 2? The number of computers that can make the Internet available to most of the people in the world is not increasing fast enough. The Internet is available to most of the people in the world, even though they don't have their own computer terminals. Most of the people in the world use the Internet now because the number of computers has been increasing every year. The number of people who use computers and the Internet is increasing every year, but most people in the world still do not have connections. Question 18. Based on information in paragraph 3, which of the following best explains the term "digital divide?" The disparity in the opportunity to use the Internet Differences in socioeconomic levels among Internet users The number of Internet users in developing nations Segments of the population with Internet access Question 19. Why does the author give details about the percentages of Internet users in paragraph 3? To argue for more Internet connections at all levels of society To suggest that improvements in Internet access are beginning to take place To prove that there are differences in opportunities among social groups To explain why many people have Internet connections now Question 20. According to paragraph 4, why are fewer women and minorities employed in the field of computer technology? They do not have an interest in technology. They prefer training for jobs with higher salaries. They are not admitted to the degree programs. They do not possess the educational qualifications. Question 21. The word “concentrations” in the passage is closest in meaning to A. confidence B. protections C. numbers D. support Question 22. What can be inferred from paragraph 6 about Internet access? The cost of replacing equipment is a problem. Technology will be more helpful in three years. Better computers need to be designed. Schools should provide newer computers for students. Cooperation is the common endeavor of two or more people to perform a task or reach a jointly cherished goal. Like competition and conflict, there are different forms of cooperation, based on group organization and attitudes. In the first form, known as primary cooperation, group and individual fuse. The group contains nearly all of each individual’s life. The rewards of the group’s work are shared with each member. There is an interlocking identity of individual, group and task performed. Means and goals become one, for cooperation itself is valued. While primary cooperation is most often characteristic of preliterature societies, secondary cooperation is characteristic of many modern societies. In secondary cooperation, individuals devote only part of their lives to the group. Cooperation itself is not a value. Most members of the group feel loyalty, but the welfare of the group is not the first consideration. Members perform tasks so that they can separately enjoy the fruits of their cooperation in the form of salary, prestige, or power. Business offices and professional athletic teams are examples of secondary cooperation. In the third type, called tertiary cooperation or accommodation, latent conflict underlies the shared work. The attitudes of the cooperating parties are purely opportunistic: the organization is loose and fragile. Accommodation involves common means to achieve antagonistic goals: it breaks down when the common means cease to aid each party in reaching its goals. This is not, strictly speaking, cooperation at all, and hence the somewhat contradictory term antagonistic cooperation is sometimes used for this relationship. Question 23. What is the author’s main purpose in the first paragraph of the passage? To offer a brief definition of cooperation To explain how cooperation differs from competition and conflict To urge readers to cooperate more often To show the importance of group organization and attitudes Question 24. The word cherished in paragraph 1 is closest in meaning to _ A. agreed on B. prized C. defined D. set up Question 25. Which of the following statements about primary cooperation is supported by information in the passage? It is an ideal that can never be achieved It was confined to prehistoric times It is usually the first stage of cooperation achieved by a group of individuals attempting to cooperate It is most commonly seen among people who have not yet developed reading and writing skills Question 26. According to the passage, why do people join groups that practice secondary cooperation? To get rewards for themselves To defeat a common enemy To experience the satisfaction of cooperation To associate with people who have similar backgrounds Question 27. Which of the following is an example of the third form of cooperation as it is defined in the fourth paragraph? Members of a farming community share work and the food that they grow Two rival political parties temporarily work together to defeat a third party Students form a study group so that all of them can improve their grades A new business attempts to take customers away from an established company Question 28. Which of the following is NOT given as a name for the third type of cooperation? A. Accommodation B. Latent conflict C. Tertiary cooperation D. Antagonistic cooperation Question 29. The word fragile in paragraph 4 is closest in meaning to A. poorly planned B. involuntary C. inefficient D. easily broken Question 30. Which of the following best describes the overall organization of the passage? The author presents the points of view of three experts on the same topic The author compares and contrasts two types of human relations The author describes a concept by analyzing its three forms The author provides a number of concrete examples and then draws a conclusion Reading to oneself is a modern activity which was almost unknown to the scholars of the classical and medieval worlds, while during the fifteenth century the term “reading” undoubtedly meant reading aloud. Only during the nineteenth century did silent reading become commonplace. One should be wary, however, of assuming that silent reading came about simply because reading aloud was a distraction to others. Examinations of factors related to the historical development of silent reading have revealed that it became the usual mode of reading for most adults mainly because the tasks themselves changed in character. The last century saw a steady gradual increase in literacy and thus in the number of readers. As the number of readers increases, the number of potential listeners decline and thus there was some reduction in the need to read aloud. As reading for the benefit of listeners grew less common, so came the flourishing of reading as a private activity in such public places as libraries, railway carriages and offices, where reading aloud would cause distraction to other readers. Towards the end of the century, there was still considerable argument over whether books should be used for information or treated respectfully and over whether the reading of materials such as newspapers was in some mentally weakening. Indeed, this argument remains with us still in education. However, whatever its virtues, the old shared literacy culture had gone and was replaced by the printed mass media on the one hand and by books and periodicals for a specialized readership on the other. By the end of the twentieth century, students were being recommended to adopt attitudes to books and to use reading skills which were inappropriate, if not impossible, for the oral reader. The social, cultural and technological changes in the century had greatly altered what the term “reading” implied. Question 31. Reading aloud was more common in the medieval world because few people could read to themselves. people relied on reading for entertainment. there were few places available for private reading silent reading had not been discovered Question 32. The word “commonplace” in the first paragraph mostly means “ .” A. attracting attention B. for everybody’s use C. most preferable. D. widely used Question 33. 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. Question 34. Silent reading, especially in public places, flourished mainly because of A. the increase in literacy B. the decreasing number of listeners C. the decreasing need to read aloud D. the development of libraries Question 35. The phrase “a specialized readership” in paragraph 4 mostly means “ ” a reading volume for particular professionals. a status for reader specialized in mass media. a requirement for readers in a particular area of knowledge a limited number of readers in a particular area of knowledge Question 36. All of the following might be the factors that effected the continuation of the old shard literacy culture EXCEPT A. the specialized readership B. the inappropriate reading skills C. the diversity of reading materials. D. the print mass media Question 37. Which of the following statements is NOT TRUE according to the passage? The decline of reading aloud was wholly due to its distracting effect Reading aloud was more common in the past than it is today Not all printed mass media was appropriate for reading aloud The change in reading habits was partly due to the social, cultural and technological changes. Question 38. The writer of this passage is attempting to A. show how reading methods have improved B. encourage the growth of reading C. explain how reading habits have developed D. change people’s attitudes to reading For many people who live in cities, parks are an important part of the landscape. They provide a place for people to relax and play sports, as well as a refuge from the often harsh environment of a city. What people often overlook is that parks also provide considerable environmental benefits. One benefit of parks is that plants absorb carbon dioxide—a key pollutant—and emit oxygen, which humans need to breathe. According to one study, an acre of trees can absorb the same amount of carbon dioxide that a typical car emits in 11,000 miles of driving. Parks also make cities cooler. Scientists have long noted what is called the Urban Heat Island Effect: building materials such as metal, concrete, and asphalt absorb much more of the sun’s heat and release it much more quickly than organic surfaces like trees and grass. Because city landscapes contain so much of these building materials, cities are usually warmer than surrounding rural areas. Parks and other green spaces help to mitigate the Urban Heat Island Effect. Unfortunately, many cities cannot easily create more parks because most land is already being used for buildings, roads, parking lots, and other essential parts of the urban environment. However, cities could benefit from many of the positive effects of parks by encouraging citizens to create another type of green space: rooftop gardens. While most people would not think of starting a garden on their roof, human beings have been planting gardens on rooftops for thousands of years. Some rooftop gardens are very complex and require complicated engineering, but others are simple container gardens that anyone can create with the investment of a few hundred dollars and a few hours of work. Rooftop gardens provide many of the same benefits as other urban park and garden spaces, but without taking up the much-needed land. Like parks, rooftop gardens help to replace carbon dioxide in the air with nourishing oxygen. They also help to lessen the Urban Heat Island Effect, which can save people money. In the summer, rooftop gardens prevent buildings from absorbing heat from the sun, which can significantly reduce cooling bills. In the winter, gardens help hold in the heat that materials like brick and concrete radiate so quickly, leading to savings on heating bills. Rooftop vegetable and herb gardens can also provide fresh food for city dwellers, saving them money and making their diets healthier. Rooftop gardens are not only something everyone can enjoy, they are also a smart environmental investment. Question 39. Based on its use in paragraph 2, it can be inferred that mitigate belongs to which of the following word groups? A. allay, alleviate, reduce B. absorb, intake, consume C. exacerbate, aggravate, intensify D. obliterate, destroy, annihilate Question 40. Using the information in paragraph 2 as a guide, it can be inferred that most people prefer parks to rooftop gardens most people prefer life in the country over life in the city cities with rooftop gardens are cooler than those without rooftop gardens some plants are not suitable for growth in rooftop gardens Question 41. Based on the information in paragraph 3, which of the following best describes the main difference between parks and rooftop gardens? Parks absorb heat while rooftop gardens do not. Parks require much space while rooftop gardens do not. Parks are expensive to create while rooftop gardens are not. Parks are public while rooftop gardens are private. Question 42. The author claims all of the following to be the benefits of rooftop gardens EXCEPT savings on heating and cooling costs better food for city dwellers improved air quality increased space for private relaxation Question 43. According to the author, one advantage that rooftop gardens have over parks is that they do not require the use of valuable urban land decrease the Urban Heat Island Effect replenish the air with nourishing oxygen are less expensive than traditional park spaces Question 44. The author’s tone in the passage is best described as A. informative B. argumentative C. descriptive D. passionate Question 45. Which of the following best describes the organization of the passage? A thesis is presented and then supported. A hypothesis is stated and then analyzed. A proposal is evaluated and alternatives are explored. A viewpoint is established and then defended. Not so long ago almost any students who successfully completed a u