Bài tập trắc nghiệm Tiếng Anh theo chuyên đề tách từ đề thi thử THPTQG năm 2019 - Chuyên đề: Đọc hiểu - Đề 51 (Có đáp án)

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. There are a number of natural disasters that can strike across the globe. Two that are frequently linked to one another are earthquakes and tsunamis. Both of them can cause a great amount of devastation when they hit. However, tsunamis are the direct result of earthquakes and cannot happen without them. The Earth has three main parts. They are the crust, the mantle, and the core. The crust is the outer layer of the Earth. It is not a single piece of land. Instead, it is comprised of a number of plates. There are a few enormous plates and many smaller ones. These plates essentially rest upon the mantle, which is fluid. As a result, the plates are in constant - yet slow - motion. The plates may move away from or towards other plates. In some cases, they collide violently with the plates adjoining them. The movement of the plates causes tension in the rock. Over a long time, this tension may build up. When it is released, an earthquake happens. Tens of thousands of earthquakes happen every year. The vast majority are so small that only scientific instruments can perceive them. Others are powerful enough that people can feel them, yet they cause little harm or damage. More powerful earthquakes, however, can cause buildings, bridges, and other structures to collapse. They may additionally injure and skill thousands of people and might even cause the land to change it appearance. Since most of the Earth's surface is water, numerous earthquakes happen beneath the planet's oceans. Underwater earthquakes cause the seafloor to move. This results in the displacement of water in the ocean. When this occurs, a tsunami may form. This is a wave that forms on the surface and moves in all directions from the place where the earthquake happened. A tsunami moves extremely quickly and can travel thousands of kilometres. As it approaches land, the water near the coast gets sucked out to sea. This causes the tsunamis to increase in height. Minutes later, the tsunami arrives. A large tsunami - one more than ten meters in height - can travel far inland. As it does that, it can flood the land, destroy human settlements, and kill large numbers of people. Câu 1. Which of the following statements does paragraph 1 support? Earthquakes cause more destruction than tsunamis. A tsunami happens in tandem with an earthquake. The most severe type of natural disaster is an earthquake. Earthquakes frequently take place after tsunamis do. Câu 2. The word "it" in bold in paragraph 2 refers to . A. the Earth B. the core C. the crust D. the mantle Câu 3. What is the passage mainly about? How earthquakes and tsunamis occur. What kind of damage natural disasters can cause. Why tsunamis are deadlier than earthquakes. When earthquakes are the most likely to happen. Câu 4. The word "adjoining" in bold in paragraph 2 is closest in meaning to . A. bordering B. residing C. approaching D. appearing Câu 5. The word "perceive" in bold in paragraph 3 is closest in meaning to . A. comprehend B. detect C. prevent D. locate Câu 6. Which of the following is true regarding the crust? There many separate pieces that make it up. It is the smallest of the Earth's three layers. It is thicker on land than it is under the water. The mantle beneath it keeps it from moving too much. Câu 7. Based on the passage, what is probably true about tsunamis? They kill more people each year than earthquakes. They are able to move as fast as the speed of sound. They cannot damage ships sailing on the ocean. They can be deadly to people standing near shore. Câu 8. Which of the following is NOT mentioned in paragraph 3 about earthquakes? A. How many people they typically kill B. How often powerful ones take place C. What kind of damage they can cause D. How severe the majority of them are In the 1960s, The Beatles were probably the most famous pop group in the whole world. Since then, there have been a great many groups that have achieved enormous fame, so it is perhaps difficult now to imagine how sensational The Beatles were at that time. They were four boys from the north of England and none of them had any training in music. They started by performing and recording songs by black Americans and they had some success with these songs. Then they started writing their own songs and that was when they became really popular. The Beatles changed pop music. They were the first pop group to achieve great success from songs they had written themselves. After that it became common for groups and singers to write their own songs. The Beatles did not have a long career. Their first hit record was in 1963 and they split up in 1970. They stopped doing live performances in 1966 because it had become too dangerous for them – their fans were so excited that they surrounded them and tried to take their clothes as souvenirs! However, today some of their songs remain as famous as they were when they first came out. Throughout the world many people can sing part of a Beatles song if you ask them. Câu 9. The passage is mainly about Why the Beatles split up after 7 years The Beatles’ fame and success How the Beatles became more successful than other groups Many people’s ability to sing a Beatles song Câu 10. The four boys of the Beatles Were at the same age Came from a town in the north of England Came from the same family Received good training in music Câu 11. The word “sensational” is closest in meaning to A. shocking B. bad C. notorious D. popular Câu 12. The first songs of the Beatles were paid a lot of money broadcast on the radio written by themselves written by black Americans Câu 13. What is not true about the Beatles? They became famous when they wrote their own songs They had a long stable career The members had no training in music They were afraid of being hurt by fans Câu 14. The Beatles stopped their live performances because They spent more time writing their own songs They did not want to work with each other They had earned enough money They were afraid of being hurt by fans. Câu 15. The tone of the passage is that of A. neutral B. criticism C. admiration D. sarcasm Many ants forage across the countryside in large numbers and undertake mass migrations; these activities proceed because one ant lays a trail on the ground for the others to follow. As a worker ant returns home after finding a source of food, it marks the route by intermittently touching its stinger to the ground and depositing a tiny amount of trail (5) pheromone – a mixture of chemicals that delivers diverse messages as the context changes. These trails incorporate no directional information and may be followed by other ants in either direction. Unlike some other messages, such as the one arising from a dead ant, a food trail has to be kept secret from members of other species. It is not surprising then that ant species use (10) a wide variety of compounds as trail pheromones. Ants can be extremely sensitive to these signals. Investigators working with the trail pheromone of the leafcutter ant Atta texana calculated that one milligram of this substance would suffice to lead a column of ants three times around Earth. The vapor of the evaporating pheromone over the trail guides an ant along the way, (15) and the ant detects this signal with receptors in its antennae. A trail pheromone will evaporate to furnish the highest concentration of vapor right over the trail, in what is called a vapor space. In following the trail, the ant moves to the right and left, oscillating from side to side across the line of the trail itself, bringing first one and then the other antenna into the vapor space. As the ant moves to the right, its left antenna arrives in the vapor space. The signal it receives causes it to swing to the left, and the ant then pursues this new course until its right antenna reaches the vapor space. It then swings back to the right, and so weaves back and forth down the trail. Question 16. What does the passage mainly discuss? A. The mass migration of ants B. How ants mark and follow a chemical trail C. Different species of ants around the world D. The information contained in pheromones Question 17. The word “intermittently” in line 4 is closest in meaning to A. periodically B. incorrectly C. rapidly D. roughly Question 18. The phrase “the one” in line 8 refers to a single A. message B. dead ant C. food trail D. species Question 19. According to the passage, why do ants use different compounds as trail pheromones? To reduce their sensitivity to some chemicals To attract different types of ants To protect their trail from other species To indicate how far away the food is Question 20. The author mentions the trail pheromone of the leafcutter ant in line 11 to point out how little pheromone is needed to mark a trail the different types of pheromones ants can produce a type of ant that is common in many parts of the world that certain ants can produce up to one milligram of pheromone Question 21. According to the passage, how are ants guided by trail pheromones? They concentrate on the smell of food. They follow an ant who is familiar with the trail They avoid the vapor spaces by moving in a straight line. They sense the vapor through their antennae. Question 22. The word “oscillating“ in line 17 is closest in meaning to A. falling B. depositing C. swinging D. starting Question 23. According to the passage, the highest amount of pheromone vapor is found A. in the receptors of the ants B. just above the trail C. in the source of food D. under the soil along the trail 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 born 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 born. 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. Question 24. 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 Question 25. When was M.L. born? A. in 1909 B. in 1929 C. in 1949 D. 20 years after his parents had met. Question 26. What is Martin Luthur King well- known for? A. His publications. B. His neighborhood. C. His childhood. D. His work in civil rights. Question 27. 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. Question 28. Which of the following statements is NOT true? Auburn was a commercial areas. M.L.’s grandfather built their home on Auburn Avenue in 1909. M. L. grew up in a rich, black neighborhood. M.L.’s childhood was uneventful. Question 29. From the passage we can infer that: M.L.’s father was a church member. people gathered at M.L.’s to perform religious rituals. M.L.’s father purchased their home on Auburn Avenue. M.L. had a bitter childhood. Question 30. M.L. was _ by the atmosphere in which he grew up. A. not affected at all B. doubted C. certainly influenced D. prejudiced "Did you see that?" Joe said to his friend Bill. "You're a great shooter!" Bill caught the basketball and bounced it before throwing it again. The ball flew into the net.  "Bill, you never miss!" Joe said admiringly. "Unless I'm in a real game," Bill complained. "Then I miss all the time." Joe knew that Bill was right. Bill performed much better when he was having fun with Joe in the school yard than he did when he was playing for the school team in front of a large crowd. "Maybe you just need to practice more," Joe suggested. "But I practice all the time with you!" Bill objected. He shook his head. "I just can't play well when people are watching me." "You play well when I'm watching," Joe pointed out. "That's because I've known you since we were five years old," Bill said with a smile. "I'm just not comfortable playing when other people are around." Joe nodded and understood, but he also had an idea. The next day Joe and Bill met in the school yard again to practice. After a few minutes, Joe excused himself. "Practice without me," Joe said to his friend. "I'll be back in a minute." Joe hurried through the school building, gathering together whomever he could find— two students, a math teacher, two secretaries, and a janitor. When Joe explained why he needed them, everyone was happy to help. Joe reminded the group to stay quiet as they all went toward the school's basketball court. As Joe had hoped, Bill was still practicing basketball. He made five baskets in a row without noticing the silent people standing behind him. "Hey, Bill!" Joe called out finally. Bill turned. A look of surprise came over his face. "I just wanted to show you that you could play well with people watching you," Joe said. "Now you'll have nothing to worry about for the next game!" (From: https://www.ets.org/toefl_junior/prepare/standard_sample_questions/language_form_and_meani ng) Câu 31: At the end of the story, all of the following people watch Bill practice EXCEPT ... A. the basketball coach B. a math teacher C. a janitor D. Joe Câu 32: Bill is upset because .. his team loses too many games. he plays better in practice than he does during games. the school yard is not a good place to practice. Joe watches him too closely when he plays. Câu 33: What does Joe decide to gather a group of people for? To have more people see the next game To show them Bill’s talent To get more players for his team To help Bill feel less nervous Câu 34: What would be the best title for the story? A. Practice Makes Perfect B. Joe Joins the Team C. Bill Wins the Big Game D. Bill's Basketball Problem Câu 35: In line 6, the word performed is closest in meaning to ... A. played B. changed C. moved D. acted Câu 36: Why does the group have to be quiet when they go to the basketball court? Because they do not want Bill to know they were there Because the group needs to listen to Joe’s instructions Because Joe is telling Bill what to do Because Bill likes to practice alone Câu 37: Why does Bill play well when Joe is watching him? He is comfortable with Joe. Joe tells him how to play better. He does not know that Joe is there. He wants to prove to Joe that he is a good player. When another old cave is discovered in the south of France, it is not usually news. Rather, it is an ordinary event. Such discoveries are so frequent these days that hardly anybody pays heed to them. However, when the Lascaux cave complex was discovered in 1940, the world was amazed. Painted directly on its walls were hundreds of scenes showing how people lived thousands of years ago. The scenes show people hunting animals, such as bison or wild cats. Other images depict birds and, most noticeably, horses, which appear in more than 300 wall images, by far outnumbering all other animals. Early artists drawing these animals accomplished a monumental and difficult task. “They” did not limit themselves to the easily accessible walls but carried their painting materials to spaces that required climbing steep walls or crawling into narrow passages in the Lascaux complex. Unfortunately, the paintings have been exposed to the destructive action of water and temperature changes, which easily wear the images away. Because the Lascaux caves have many entrances, air movement has also damaged the images inside. Although they are not out in the open air, where natural light would have destroyed them long ago, many of the images have deteriorated and are barely recognizable. To prevent further damage, the site was closed to tourists in 1963, 23 years after it was discovered. (From: https://www.ets.org/toefl_junior/prepare/standard_sample_questions/language_form_and_meani ng) Câu 38: In line 12, the word “They” refers to ... A. Walls B. Animals C. Materials D. Artists Câu 39: Based on the passage, what is probably true about the south of France? It is home to rare animals. It is known for horse-racing events. It has attracted many famous artists. It has a large number of caves. Câu 40: Which title best summarizes the main idea of the passage? Hidden Prehistoric Paintings Determining the Age of French Caves Wild Animals in Art Exploring Caves Respectfully Câu 41: Why was painting inside the Lascaux complex a difficult task? It was completely dark inside. The caves were full of wild animals. Many painting spaces were difficult to reach. Painting materials were hard to find. Câu 42: In line 3, the words pays heed to are closest in meaning to ... A. watches B. discovers C. notices D. buys Câu 43: What does the passage say happened at the Lascaux caves in 1963? Another part was discovered. Visitors were prohibited from entering. A new entrance was created. A new lighting system was installed. Câu 44: According to the passage, all of the following have caused damage to the paintings EXCEPT ... A. water B. temperature changes C. air movement D. light Câu 45: According to the passage, which animals appear most often on the cave walls? A. Horses B. Bison C. Birds D. Wild cats Body postures and movements are frequently indicators of self-confidence, energy, fatigue, or status. Cognitively, gestures operate to clarify, contradict, or replace verbal messages. Gestures also serve an important function with regard to regulating the flow of conversation. For example, if a student is talking about something in front of the class, single nods of the head from the teacher will likely cause that student to continue and perhaps more elaborate. Postures as well as gestures are used to indicate attitudes, status, affective moods, approval, deception, warmth, arid other variables related to conversation interaction. The saying “A picture is worth a thousand words” well describes the meaning of facial expressions. Facial appearance – including wrinkles, muscle tone, skin coloration, and eye color- offers enduring cues that reveal information about age, sex, race, ethnic origin, and status. A less permanent second set of facial cues-including length of hair, hairstyle, cleanliness, and facial hair-relate to an individual’s idea of beauty. A third group of facial markers are momentary expressions that signal that cause changes in the forehead, eyebrows, eyelids, cheeks, nose, lips, and chin, such as raising the eyebrows, wrinkling the brow, curling the lip. Some facial expressions are readily visible, while others are fleeting. Both types can positively or negatively reinforce the spoken words and convey cues concerning emotions and attitudes. Câu 46. Facial expressions . A. cannot convey emotions B. cannot reinforce spoken words C. can only express negative attitudes D. can be either visible or fleeting Câu 47. Gestures . A. can do nothing with a conversation B. can clarify the meaning of verbal messages C. may interrupt the flow of a conversation D. can end a conversation more quickly than usual Câu 48. According to the writer, “A picture is worth a thousand words” means . a picture of a face is more valuable than a thousand words a picture is more important than a thousand words facial gestures can convey a lot of meanings he has just bought a picture with a thousand words on it Câu 49. How many categories of facial expressions are mentioned? A. 2 B. 3 C. 4 D. 5 Câu 50. A nod of the head from the teacher will likely ask his student to _ what he is saying. A. go on B. give up C. put off D. throwaway “Where is the university?” is a question many visitors to Cambridge ask, but no one can give them a clear answer, for there is no wall to be found around the university. The university is the city. You can find the classroom buildings, libraries, museums and offices of the university all over the city. And most of its members are the students and teachers or professors of the thirty- one colleges. Cambridge is already a developing town long before the first students and teachers arrived 800 years ago. It grew up by the river Granta, as the Cam was once called. A bridge was built over the river as early as 875. In the fourteenth and fifteenth centuries, more and more land was used for college buildings. The town grew faster in the nineteenth century after the opening of the railway in 1845. Cambridge became a city in 1951 and now it has the population of over 100000. Many young students want to study at Cambridge. Thousands of people from all over the world come to visit the university town. It has become a famous place all around the world. Câu 51. Why did people name Cambridge the “city of Cambridge”? Because the river was very well-known. Because there is a bridge over the Cam. Because it was a developing town. Because there is a river named Granta. Câu 52. From what we read we know that now Cambridge is . A. visited by international tourists B. a city without wall C. a city of growing population D. a city that may have a wall around Câu 53. Around what time did the university begin to appear? A. In the 8th century B. In the 13th century C. In the 9th century D. In the 15th century Câu 54. Why do most visitors come to Cambridge? To see the university To study in the colleges in Cambridge To find the classroom buildings To use the libraries of the university Câu 55. After which year did the town really begin developing? A. 800 B. 875 C. 1845 D. 1951 Accustomed though we are to speaking of the films made before 1927 as “silent”, the film has never been, in the full sense of the word, silent. From the very beginning, music was regarded as an indispensable accompaniment; when the Lumiere films were shown at the first public film exhibition in the United States in February 1896, they were accompanied by piano improvisations on popular tunes. At first, the music played bore no special relationship to the films; an accompaniment of any kind was sufficient. Within a very short time, however, the incongruity of playing lively music to a solemn film became apparent, and film pianists began to take some care in matching their pieces to the mood of the film. As movie theaters grew in number and importance, a violinist, and perhaps a cellist, would be added to the pianist in certain cases, and in the larger movie theaters small orchestras were formed. For a number of years the selection of music for each film program rested entirely in the hands of the conductor or leader of the orchestra, and very often the principal qualification for holding such a position was not skill or taste so much as the ownership of a large personal library of musical pieces. Since the conductor seldom saw the films until the night before the y were to be shown (if, indeed, the conductor was lucky enough to see them then), the musical arrangement was normally improvised in the greatest hurry. To help meet this difficulty, film distributing companies started the practice of publishing suggestions for musical accompaniments. In 1909, for example, the Edison Company began issuing with their films such indications of mood as “pleasant’, “sad”, “lively”. The suggestions became more explicit, and so emerged the musical cue sheet containing indications of mood, the titles of suitable pieces of music, and precise directions to show where one piece led into the next. Certain films had music especially composed for them. The most famous of these early special scores was that composed and arranged for D. w. Griffith’s film Birth of a Nation, which was released in 1915. Câu 56: It may be inferred from the passage that the first musical cue sheets appeared around . A. 1896 B. 1909 C. 1915 D. 1927 Câu 57: The word “them” refers to . A. film