21 bài đọc hiểu cô nguyễn phương file word có lời giải chi tiết image marked image marked

Đọc hiểu
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 they 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
effort beyond simply reading the content to understand and remember it. Children with learning
disabilities do not plan and judge the quality of 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 studiers who employ a variety of study
skills in a flexible yet purposeful manner, low-achieving students use a restricted range of study
skills. They cannot 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 or difficulty.
(Source: Adapted from Study Skills: Managing Your Learning — NUI Galway)
Question 1: What is the topic of the passage?
A. Successful and low-academic achieving students
B. Successful learners and their learning strategies
C. Study skills for high school students
D. Effective and ineffective ways of learning
Question 2: The word “prior” in the first paragraph is closest meaning to ______?
A. important

B. earlier

C. forward

D. good

Question 3: According to the passage, what can be learnt about passive students?
A. They depend on other people to organize their learning
B. They are slow in their studying
C. They monitor their understanding
D. They know the purpose of studying


Question 4: Which of the followings is NOT an evidence of monitoring studying?
A. Being aware of the purpose of studying
B. Monitoring their understanding of content
C. Fixing up mistakes in understanding
D. Looking at their backs
Question 5: According to the passage, to learn new information, 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 6: In compared with low-achieving students, successful students use______.
A. aimless study techniques

B. various study skills

C. restricted strategies

D. inflexible study ways

Question 7: The underlined pronoun “They” in the last sentence refers to______.
A. study strategies

B. study skills

C. low-achieving students

D. good studiers

Pollution emitted in industrial areas represents a threat to human health and the
surrounding natural resources. We have a tendency to believe that the production processes are
the only source of environmental damage, and often forget about the possible long-term effects
of harmful production practices. We may think that the closure of these huge industrial areas
would improve the quality of the environment. Unfortunately, this ignores the threat of the
remaining waste, which is abandoned and poorly stored. It represents an even bigger danger
because it stands neglected as it degrades and leaks into the earth without any control at all.
Changes in the water chemistry due to surface water contamination can affect all levels of
an ecosystem. It can affect the health of lower food chain organisms and, consequently, the
availability of food up through the food chain. It can damage the health of wetlands and damage
their ability to support healthy ecosystems, control flooding, and filter pollutants from storm
water runoff. The health of animals and humans are affected when they drink or bathe in
contaminated water. In addition water-based organisms, like fish and shellfish, can pile up and
concentrate contaminants in their bodies. When other animals or humans eat these organisms,

they receive a much higher dose of contaminant than they would have if they had been directly
exposed to the original contamination.
Contaminated groundwater can badly affect animals, plants and humans if it is removed
from the ground by manmade or natural processes. Depending on the study of rocks of the area,


groundwater may rise to the surface through springs or seeps, flow sideways into nearby rivers,
streams, or ponds, or sink deeper into the earth. In many parts of fhe world, groundwater is
pumped out of the ground to be used for drinking, bathing, other household uses, agriculture, and
industry.
Contaminants in the soil can harm plants when they take up the contamination through
their roots. Eating, breathing in, or touching contaminated soil, as well as eating plants or
animals that have piled up soil contaminants can badly affect the health of humans and animals.
Air pollution can cause breathing-related problems and other bad health effects as
contaminants are absorbed from the lungs into other parts of the body. Certain air contaminants
can also harm animals and humans when they contact the skin. Plants rely on breathing for their
growth and can also be affected by exposure to contaminants moved in the air.
(Source: Adapted from />Question 8: What is the topic of the passage?
A. Sources of environmental damage

B. The pollution from the city

C. Bad effects of industrial waste

D. The quality of the environment

Question 9: According to the passage, the industry is likely to be thought as______.
A. a danger to the environment

B. the only source of pollution

C. the utmost harmful activity

D. a threat to human health

Question 10: The word “it” in the first paragraph refers to______.
A. the remaining waste

B. a danger

C. the environment

D. the threat of the remaining waste

Question 11: Which of the followings affect an ecosystem as the whole?
A. Surface water contamination

B. Soil contamination

C. Groundwater contamination

D. Air contamination

Question 12: According to the passage, which of the followings supports healthy ecosystems?
A. Lower food chain organisms

B. Animals

C. Water-based organisms

D. Wetlands

Question 13: Which of the followings is NOT badly affected by contaminated groundwater?
A. Human

B. Plants

C. Rocks

D. Animals

Question 14: Which of the followings is the flow of water from the ground to the surface?
A. Streams

B. Ponds

C. Rivers

D. Springs


Question 15: Which of the followings has the closest meaning to the word “absorbed” in the last
paragraph?
A. Consumed

B. Taken in

C. Swallowed

D. Piled up

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.
Question 16: Which of the following statements does paragraph 1 support?
A. Earthquakes cause more destruction than tsunamis.
B. A tsunami happens in tandem with an earthquake.
C. The most severe type of natural disaster is an earthquake.
D. Earthquakes frequently take place after tsunamis do.

Question 17: (ID: 72667) The word "it" in bold in paragraph 2 refers to___________.
A. the Earth

B. the core

C. the crust

D. the mantle


Question 18: What is the passage mainly about?
A. How earthquakes and tsunamis occur.
B. What kind of damage natural disasters can cause.
C. Why tsunamis are deadlier than earthquakes.
D. When earthquakes are the most likely to happen.
Question 19: The word "adjoining" in bold in paragraph 2 is closest in meaning
to___________.
A. bordering

B. residing

C. approaching

D. appearing

Question 20: The word "perceive" in bold in paragraph 3 is closest in meaning to___________.
A. comprehend

B. detect

C. prevent

D. locate

Question 21: Which of the following is true regarding the crust?
A. There many separate pieces that make it up.
B. It is the smallest of the Earth's three layers.
C. It is thicker on land than it is under the water.
D. The mantle beneath it keeps it from moving too much.
Question 22: Based on the passage, what is probably true about tsunamis?
A. They kill more people each year than earthquakes.
B. They are able to move as fast as the speed of sound.
C. They cannot damage ships sailing on the ocean.
D. They can be deadly to people standing near shore.
Question 23: Which of the following is NOT mentioned in paragraph 3 about earthquakes?
A. How many people they typically kill
C. What kind of damage they can cause

B. How often powerful ones take place
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.
Question 24: The passage is mainly about
A. Why the Beatles split up after 7 years
B. The Beatles’ fame and success
C. How the Beatles became more successful than other groups
D. Many people’s ability to sing a Beatles song
Question 25: The four boys of the Beatles___________
A. Were at the same age
B. Came from a town in the north of England
C. Came from the same family
D. Received good training in music
Question 26: The word “sensational” is closest in meaning to
A. shocking

B. bad

C. notorious

D. popular

Question 27: The first songs of the Beatles were _____
A. paid a lot of money

B. broadcast on the radio

C. written by themselves

D. written by black Americans

Question 28: What is not true about the Beatles?
A. They became famous when they wrote their own songs.
B. They had a long stable career .
C. The members had no training in music.
D. They were afraid of being hurt by fans
Question 29: The Beatles stopped their live performances because
A. They spent more time writing their own songs.
B. They did not want to work with each other.


C. They had earned enough money.
D. They were afraid of being hurt by fans.
Question 30: The tone of the passage is that of________
A. neutral

B. criticism

C. admiration

D. sarcasm

Understanding India's Caste System
It has been said that life is what we make of it. In other words, if we work hard and focus
on our goals, we can have great careers and enjoy high status is society. However, these
opportunities don’t exist for everyone. In some places, the family you are born into will decide

almost everything about your life. India’s caste system is an example of this.
The caste system is a major part of the Hindu religion that has existed for thousands of
years. It is a way of organizing and grouping people based on the occupation of the family.
Castes will determine whom people can socialize with and their place in society. Originally, a
person’s caste was supposed to be determined by their personality, but over time it has been
linked to their job and family.
There are four classes, also known as varnas, in India’s caste system. The highest one is
Brahmin. People in this class have jobs in education and religion. These are seen as extremely
important functions for the society as they deal with the knowledge. The second highest level is
the Kshatriya, or ruling class. People from this group can be soldiers, landowners, or have jobs
in politics. The class beneath this is the Vaishya. These people often work in the commercial
sector as merchants. The fourth class level is the Shudra. Shudras typically work as unskilled
labourers doing factory or farm work, or they may also be employed as artists.
There is another group, the Harijan, that is at the bottom and considered to be outside of
the caste system. For many years, they were known as Untouchables, people from this caste held
the most undesirable jobs in society, such as cleaning up garbage. Furthermore, they weren’t
allowed to pray at public temples or drink water from the same wells as other classes. If someone
from another caste came into contact with an Untouchable, they were considered dirty and would
be expected to bathe vigorously to clean themselves.
Although the caste system still exists in India, the government is taking steps to improve
the living conditions and decrease unemployment rates for the Shudras and Harijan. This
includes providing better health care, offering literacy programmes, and making sure that people
from higher social classes do not exploit them. It seems unlikely that the caste system will
disappear any time soon, but the overall conditions for those at the bottom do seem to be
improving.
Question 31: Which of the following is not true about India’s caste system?
A. The caste system has been used in India for a long time.


B. The Kshatriya is the second highest class.

C. Hard work helps people move up in the caste system.
D. It is possible that a Shudra would work on a farm.
Question 32: The word “this” in paragraph 1 refers to ________.
A. the fact that your origin will mostly decide your future
B. the pleasure of life in India
C. the India’s caste system existing for thousands of years
D. the major part of the Hindu religion
Question 33: What is the caste system mainly based on?
A. What a person believes on

B. When a person starts school

C. Who a person’s parents are

D. Where a person was born

Question 34: What kind of job would a Brahmin likely have?
A. A priest

B. A warrior

C. An inventor

D. A painter

Question 35: What could replace the word “ruling” in paragraph 3?
A. defeating

B. guessing

C. delaying

D. governing

Question 36: All of the following are true about the Harijan EXCEPT that ________.
A. they used to be known as Untouchables
B. they had to do undesirable jobs in society
C. any contact between someone from another caste with an Untouchable was considered
unacceptable
D. anyone from another caste coming to contact with an Untouchable is not allowed to pray at
temples
Question 37: What does the passage suggest about the future of the caste system?
A. One day soon it won’t be used anymore in India.
B. It is probably going to get worse before it gets better.
C. The bottom groups will rise to rule over the top classes.
D. It will likely continue to exist for a long time in India.


Humans have struggled against weeds since the beginnings of agriculture. Marring our
gardens is one of the milder effects of weeds – any plants that thrive where they are unwanted.
They clog waterways, destroy wildlife habitats, and impede farming. Their spread eliminates
grazing areas and accounts for one-third of all crop loss. They compete for sunlight, nutrients,
and water with useful plants.
The global need for weed control had been answered mainly by the chemical industry. Its
herbicides are effective and sometimes necessary, but some pose serious problems, particularly if
misused. Toxic compounds threaten animal and public health when they accumulate in food
plants, groundwater, and drinking water. They also harm workers who apply them.
In recent years, the chemical industry has introduced several herbicides that are more
ecologically sound. Yet new chemicals alone cannot solve the world’s weed problems. Hence,
scientists are exploring the innate weed-killing powers of living organisms, primarily insects and

microorganisms.
The biological agents now in use are environmentally benign and are harmless to
humans. They can be chosen for their ability to attack selected targets and leave crops and other
plants untouched. In contrast, some of the most effective chemicals kill virtually all the plants
they come in contact with, sparing only those that are naturally resistant or have been genetically
modified for resistance. Furthermore, a number of biological agents can be administered only
once, after which no added applications are needed. Chemicals typically must be used several
times per growing season.
Question 38: With what topic does this passage primarily deal?
A. The dangers of toxic chemicals.
B. A proposal to ban the use of all herbicides.
C. The importance of the chemical industry.
D. Advantages of biological agents over chemical ones.
Question 39: The word ‘marring’ in bold is closest in meaning to
A. planting

B. spoiling

C. dividing

D. replacing

Question 40: The word ‘clog’ in bold is closest in meaning to
A. drain

B. grow along

C. obstruct

D. float on

Question 41: Which of the following terms does the author define in the first paragraph?
A. grazing area

B. weeds

C. nutrients

D. wildlife habitats

Question 42: Which of the following statements about the use of chemical agents as herbicides
would the author most likely agree?
A. It has become more dangerous recently.

B. It is occasionally required.


C. It is safe but inefficient.

D. It should be increased.

Question 43: The word ‘innate’ in bold is closest in meaning to
A. effective

B. natural

C. active

D. organic

Question 44: The word ‘applications’ in bold could best be replaced by which of the following?
A. treatments

B. requests

C. special purposes

D. qualifications

Question 45: Which of the following best describes the organization of the passage?
A. Two possible causes of a phenomenon are compared.
B. A problem is described and possible solutions are discussed.
C. A general idea is introduced and several specific examples are given.
D. A recommendation is analysed and rejected

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 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
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, 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 46: 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 47: The word “intermittently” in line 4 is closest in meaning to
A. periodically

B. incorrectly

C. rapidly

D. roughly

Question 48: The phrase “the one” in line 8 refers to a single
A. message

B. dead ant

C. food trail

D. species

Question 49: According to the passage, why do ants use different compounds as trail
pheromones?
A. To reduce their sensitivity to some chemicals
B. To attract different types of ants
C. To protect their trail from other species
D. To indicate how far away the food is
Question 50: The author mentions the trail pheromone of the leafcutter ant in line 11 to point out
A. how little pheromone is needed to mark a trail
B. the different types of pheromones ants can produce
C. a type of ant that is common in many parts of the world
D. that certain ants can produce up to one milligram of pheromone
Question 51: According to the passage, how are ants guided by trail pheromones?
A. They concentrate on the smell of food.
B. They follow an ant who is familiar with the trail
C. They avoid the vapor spaces by moving in a straight line.
D. They sense the vapor through their antennae.
Question 52: The word “oscillating“ in line 17 is closest in meaning to
A. falling

B. depositing

C. swinging

D. starting

Question 53: 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 54: 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 55: When was M.L. born?

A. in 1909

B. in 1929

C. in 1949

D. 20 years after his parents had met.

Question 56: What is Martin Luthur King well- known for?
A. His publications.

B. His neighborhood.

C. His childhood.

D. His work in civil rights.

Question 57: 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 58: Which of the following statements is NOT true?
A. Auburn was a commercial areas.
B. M.L.’s grandfather built their home on Auburn Avenue in 1909.
C. M. L. grew up in a rich, black neighborhood.


D. M.L.’s childhood was uneventful.
Question 59: From the passage we can infer that:

A. M.L.’s father was a church member.
B. people gathered at M.L.’s to perform religious rituals.
C. M.L.’s father purchased their home on Auburn Avenue.
D. M.L. had a bitter childhood.
Question 60: 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!"
Question 61: 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

Question 62: Bill is upset because _______
A. his team loses too many games.
B. he plays better in practice than he does during games.
C. the school yard is not a good place to practice.
D. Joe watches him too closely when he plays.
Question 63: What does Joe decide to gather a group of people for?
A. To have more people see the next game

B. To show them Bill’s talent

C. To get more players for his team

D. To help Bill feel less nervous

Question 64: 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

Question 65: In line 6, the word performed is closest in meaning to _______
A. played

B. changed

C. moved

D. acted

Question 66: Why does the group have to be quiet when they go to the basketball court?
A. Because they do not want Bill to know they were there
B. Because the group needs to listen to Joe’s instructions
C. Because Joe is telling Bill what to do
D. Because Bill likes to practice alone
Question 67: Why does Bill play well when Joe is watching him?
A. He is comfortable with Joe.

B. Joe tells him how to play better.
C. He does not know that Joe is there.
D. 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.
Question 68: In line 12, the word “They” refers to _______
A. Walls

B. Animals

C. Materials

D. Artists

Question 69: Based on the passage, what is probably true about the south of France?
A. It is home to rare animals.

B. It is known for horse-racing events.

C. It has attracted many famous artists.

D. It has a large number of caves.

Question 70: Which title best summarizes the main idea of the passage?
A. Hidden Prehistoric Paintings
C. Wild Animals in Art

B. Determining the Age of French Caves
D. Exploring Caves Respectfully

Question 71: Why was painting inside the Lascaux complex a difficult task?
A. It was completely dark inside.
B. The caves were full of wild animals.
C. Many painting spaces were difficult to reach.


D. Painting materials were hard to find
Question 72: In line 3, the words pays heed to are closest in meaning to _______
A. watches

B. discovers

C. notices

D. buys

Question 73: What does the passage say happened at the Lascaux caves in 1963?
A. Another part was discovered.
C. A new entrance was created.

B. Visitors were prohibited from entering.
D. A new lighting system was installed.

Question 74: 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

Question 75: 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 coloroffers 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 hairrelate 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.
Question 76: Facial expressions __________.
A. cannot convey emotions

B. cannot reinforce spoken words

C. can only express negative attitudes

D. can be either visible or fleeting


Question 77: 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
Question 78: According to the writer, “A picture is worth a thousand words” means
__________.
A. a picture of a face is more valuable than a thousand words
B. a picture is more important than a thousand words
C. facial gestures can convey a lot of meanings
D. he has just bought a picture with a thousand words on it
Question 79: How many categories of facial expressions are mentioned?
A. 2

B. 3

C. 4

D. 5

Question 80: 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

Question 81: We can _______ not only through words but also through body language.
A. talk

B. transfer

C. interpret

D. communicate

Question 82: Since I wanted to get the bill, I tried to attract waiter’s _______.
A. eye

B. agreement

C. assistant

D. attention

Question 83: Her relatives didn’t do anything to help her, and her friends _______.
A. didn’t neither

B. didn’t too

C. didn’t either

D. did too

Question 84: They are close-knit family and very _______ of one another.
A. supportive

B. support

C. supported

D. supporting

Question 85: You can drive my car _______ you drive carefully.
A. unless

B. because

C. as long as

D. although

Question 86: Primary education is a stage of study _______ children age from 5 to 11 years old.
A. to

B. for

C. in

D. with

Question 87: The school year in Vietnam _______ divided into two terms.


A. was

B. are

C. is

D. is being

Question 88: Neither the students nor the lecturer _______ English in the classroom.
A. use

B. since

C. when

D. after

Question 89: _______ I moved in my new apartment, my neighbors have come to my house
twice.
A. because

B. since

C. when

D. after

Question 90: Helen’s parents was very pleased when they read her school _______.
A. report

B. papers

C. diploma

D. account

Question 92: Eating and living in this country is becoming _______ expensive.

A. more and more

B. too

C. less

D. so

Question 93: The wedding day was _______ chosen by the parents of the groom.
A. careless

B. careful

C. carelessly

D. carefully

“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.
Question 94: Why did people name Cambridge the “city of Cambridge”?

A. Because the river was very well-known.
B. Because there is a bridge over the Cam..
C. Because it was a developing town.
D. Because there is a river named Granta.
Question 95: 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

Question 96: 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

Question 97: Why do most visitors come to Cambridge?
A. To see the university
B. To study in the colleges in Cambridge
C. To find the classroom buildings
D. To use the libraries of the university
Question 98: 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.
Question 99: It may be inferred from the passage that the first musical cue sheets appeared
around _______ .
A. 1896

B. 1909

C. 1915

D. 1927

Question 100: The word “them” refers to _______ .
A. films

B. years

C. pieces

D. hands

Question 101: Which of the following notations is most likely to have been included on a
musical cue sheet of the early 1900's?
A. “Key of c major”

B. “Directed by D. w. Griffith”

C. “Calm, peaceful”

D. “Piano, violin”

Question 102: According to the passage, what kind of business was the Edison Company?
A. It published musical arrangements.

B. It made musical instruments.

C. It distributed films.

D. It produced electricity.

Question 103: The passage mainly discusses music that was _______ .
A. performed before the showing of a film
B. played during silent films
C. specifically composed for certain movie theaters
D. recorded during film exhibitions
Question 104: The word “composed” is closest in meaning to _______ .
A. selected

B. combined

C. played

D. created

Question 105: The word “scores” most likely mean _______ .
A. successes

B. totals

C. groups of musicians

D. musical compositions

Question 106: It can be inferred that orchestra conductors who worked in movie theaters needed
to _______ .
A. be able to compose original music

B. have pleasant voices

C. be able to play many instruments

D. be familiar with a wide variety of music


At the beginning of the nineteenth century, the American educational system was
desperately in need of reform. Private schools existed, but only for the very rich. There were
very few public schools because of the strong sentiment that children who would grow up to be
laborers should not “waste” their time on education but should instead prepare themselves for
their life’s work. It was in the face of this public sentiment that educational reformers set about
their task. Horace Mann, probably the most famous of the reformers, felt that there was no
excuse in a republic for any citizen to be uneducated. As Manager of Education in the state of
Massachusetts from 1837 to 1848, he initiated various changes, which were soon matched in
other school districts around the country. He extended the school year from five to six months
and improved the quality of teachers by instituting teacher education and raising teacher salaries.
Although these changes did not bring about a sudden improvement in the educational system,
they at least increased public awareness as to the need for a further strengthening of the system.
Question 107: The passage implied that to go to a private school, a student needed _______ .
A. a lot of money

B. a high level of intelligence

C. good grades

D. a strong educational background

Question 108: According to the passage, Horace Mann wanted a better educational system for
Americans because _______ .
A. Massachusetts residents needed something to do with their spare time
B. there was no excuse in a republic for any citizen to be uneducated
C. education at the time was so cheap
D. people had nothing else to do except go to school
Question 109: The word “reformers” in the passage mostly means _______ .
A. people who really enjoy teaching
B. people who believe that education is wasted
C. people who work for the government
D. people who try to change things for the better
Question 110: From 1837 to 1848, Horace Mann _______ .
A. worked as a headmaster in a school in the state of Massachusetts
B. funded many projects to improve the educational system for Americans
C. managed education in the state of Massachusetts
D. raised money for the educational development in Massachusetts
Question 111: The word “salaries” is closest in meaning to _______ .


A. money

B. wages

C. school fee

D. cost

Question 112: The word “they” in the passage refers to _______ .
A. these changes

B. sudden improvement

C. educational system

D. public awareness

Question 113: According to the passage, which sentence is NOT TRUE?
A. Horace Mann was a famous US educational reformer.
B. Horace Mann brought about changes in many schools in the US.
C. Horace Mann began raising teachers’ salaries.
D. Horace Mann suggested schools prepare children for their life’s work.

Because writing has become so important in our culture, we sometimes think of it as
more real than speech. A little thought, however, will show why speech is primary and writing
secondary to language. Human beings have been writing at least 5,000 years, but they have been
talking for much longer, doubtless ever since there have been human beings. When writing
developed, it was derived from and represented speech, although imperfectly. Even today, there
are spoken languages that have no written form. Furthermore, we all learn to talk well before we
learn to write; any child who is not severely handicapped physically or mentally will learn to
talk: a normal man cannot be prevented from doing so. On the other hand, it takes a special effort
to learn to write; in the past, many intelligent and useful members of society did not acquire the
skill, and even today many who speak languages with writing systems never learn to read or
write while some who learn the rudiments of those skills do so imperfectly.

To affirm the primacy of speech over writing is not to disparage the later. One advantage
writing has over speech is that it is more permanent and makes possible the records that any
civilization must have. Thus, if speaking makes us human, writing makes us civilized.
Question 114: According to paragraph 1, the author of the passage argues that _______
A. writing has become too important in today's society.
B. speech is more basic to language than writing.
C. everyone who learns to speak must learn to writing.
D. all languages should have a written form.
Question 115: The word “doubtless” in the passage mostly means _______ .
A. “almost uncertainly”

B. “almost certainly”

C. “almost impossibly”

D. “almost doubtly”


Question 116: According to the passage, writing _______ .
A. is imperfect, but less than speech

B. represents speech, but not perfectly

C. developed from imperfect speech

D. is represented perfectly by speech

Question 117: In order to show that learning to write requires effort, the author gives the
example of _______ .
A. people who learn the rudiments of speech

B. people who speak many languages
C. intelligent people who couldn't write
D. severely handicapped children
Question 118: The word “acquire” in the passage mostly means _______ .
A. “help somebody learn something by giving information about it”
B. “gain something by our own efforts or ability”
C. “become aware of something by hearing about it”
D. “develop a natural ability or quality so that it improves”
Question 119: The word “disparage” in the passage mostly means _______ .
A. “think that something is more important”
B. “make something seem more important”
C. “think about something carefully”
D. “suggest that something is not important or valuable”
Question 120: In the author's judgment _______ .
A. writing has more advantages than speech
B. speech is essential but writing has important benefits
C. speech conveys ideas less accurately than writing does
D. writing is more real than speech.
Question 121: According to the author, one mark of a civilized society is that if _______ .
A. affirms the primacy of speech over writing
B. affirms the primacy of writing over speech
C. teaches its children to speak perfectly
D. keeps written records


After two decades of growing student enrollments and economic prosperity, business
schools in the United States have started to face harder times. Only Harvard's MBA School has
shown a substantial increase in enrollment in recent years. Both Princeton and Stanford have
seen decreases in their enrollments. Since 1990, the number of people receiving Masters in
Business Administration (MBA) degrees, has dropped about 3 percent to 75,000, and the trend of

lower enrollment rates is expected to continue.
There are two factors causing this decrease in students seeking an MBA degree. The first
one is that many graduates of four-year colleges are finding that an MBA degree does not
guarantee a plush job on Wall Street, or in other financial districts of major American cities.
Many of the entry-level management jobs are going to students graduating with Master of Arts
degrees in English and the humanities as well as those holding MBA degrees. Students have
asked the question, "Is an MBA degree really what I need to be best prepared for getting a good
job?" The second major factor has been the cutting of American payrolls and the lower number
of entry-level jobs being offered. Business needs are changing, and MBA schools are struggling
to meet the new demands.
Question 122: What is the main focus of this passage?
A. jobs on Wall Street
B. types of graduate degrees
C. changes in enrollment for MBA school
D. how schools are changing to reflect the economy
Question 123: The phrase "two decades" in line 1 refers to a period of _______.
A. 10 years

B. 20 years

C. 50 years

D. 100 years

Question 124: The word "prosperity" in line 1 could be best replaced by which of the following?
A. success

B. surplus

C. nurturing

D. education

Question 125: Which of the following business schools has NOT shown a decrease in
enrollment?
A. Princeton

B. Harvard

C. Stanford

D. Yale

Question 126: As used in paragraph 2, the word "seeking" could best be replaced by which of
the following?
A. examining

B. avoiding

C. seizing

D. pursuing

Question 127: According to the passage, what are two causes of declining business school
enrollments?
A. lack of necessity for an MBA and an economic recession
B. low salary and foreign competition


C. fewer MBA schools and fewer entry-level jobs

D. declining population and economic prosperity
Question 128: Which of the following might be the topic of the next paragraph?
A. MBA schools' efforts to change
B. future economic predictions
C. a history of the recent economic changes
D. descriptions of non-MBA graduate programs

Stars have been significant features in the design of many United States coins and their
number has varied from one to forty-eight stars. Most of the coins issued from about 1799 to the
early years of the twentieth century bore thirteen stars representing the thirteen original colonies.
Curiously enough, the first American silver coins, issued in 1794, had fifteen stars because by that
time Vermont and Kentucky has joined the Union. At that time it was apparently the intention of
mint officials to add a star for each new state. Following the admission of Tennessee
in 1796, for example, some varieties of half dimes, dimes, and half-dollars were produced
with sixteen starts. As more states were admitted to the Union, however, it quickly became apparent
that this scheme would not prove practical and the coins from A798 on were issued with only
thirteen stars-one for each ofthe original colonies. Due to an error at the mint, one variety of the
A828 half cent was issued with only twelve stars. There is also a variety of the large cent with only
A2 stars, but this is the result of a die breakand is not a true error.
Question 129: What is the main topic of the passage?
A. Stars on American coins.
B. The teaching of astronomy in state universities.
C. The star as national symbol of the United States.
D. Colonial stamps and coins.
Question 130: The word “their” in line 1 refers to _______.
A. coins

B. features

C. colonies

D. stars

Question 131: The word “bore” in line 3 is closest in meaning to ________ .
A. carried

B. drilled

C. symbolized

D. cost

Question 132: The expression “Curiously enough” is used because the author finds it strange
that_______
A. Silver coins with fifteen stars appeared before coins with thirteen.