Ôn tập phần Đọc Hiểu môn Tiếng Anh ôn thi THPT

Ôn tập phần Đọc Hiểu môn Tiếng Anh ôn thi THPTÔn tập phần Đọc Hiểu môn Tiếng Anh ôn thi THPTÔn tập phần Đọc Hiểu môn Tiếng Anh ôn thi THPTÔn tập phần Đọc Hiểu môn Tiếng Anh ôn thi THPTÔn tập phần Đọc Hiểu môn Tiếng Anh ôn thi THPTÔn tập phần Đọc Hiểu môn Tiếng Anh ôn thi THPTÔn tập phần Đọc Hiểu môn Tiếng Anh ôn thi THPTÔn tập phần Đọc Hiểu môn Tiếng Anh ôn thi THPTÔn tập phần Đọc Hiểu môn Tiếng Anh ôn thi THPTÔn tập phần Đọc Hiểu môn Tiếng Anh ôn thi THPTÔn tập phần Đọc Hiểu môn Tiếng Anh ôn thi THPTÔn tập phần Đọc Hiểu môn Tiếng Anh ôn thi THPTÔn tập phần Đọc Hiểu môn Tiếng Anh ôn thi THPTÔn tập phần Đọc Hiểu môn Tiếng Anh ôn thi THPTÔn tập phần Đọc Hiểu môn Tiếng Anh ôn thi THPTÔn tập phần Đọc Hiểu môn Tiếng Anh ôn thi THPTÔn tập phần Đọc Hiểu môn Tiếng Anh ôn thi THPTÔn tập phần Đọc Hiểu môn Tiếng Anh ôn thi THPTÔn tập phần Đọc Hiểu môn Tiếng Anh ôn thi THPTÔn tập phần Đọc Hiểu môn Tiếng Anh ôn thi THPTÔn tập phần Đọc Hiểu môn Tiếng Anh ôn thi THPT

THI TỐT NGHIỆP THPT - 2017

PHẦN : ĐỌC HIỂU (5)

I NOTE:

Các bài đọc hiểu được trình bày theo kiểu xuống dòng từng câu và tách dòng từng đoạn, khoảng cách dòng và kiểu chữ vừa phải

Nhờ đó các bạn học sinh đọc bài, dịch bài và hiểu nội dung một cách dễ dàng

Nâng cao được khả năng viết câu, phân tích câu và hiểu được nội dung của câu

II NGUYÊN TẮC:

- Khi gặp tiếng Anh, đầu tiên ta phải biết các từ đơn lẻ : house, go, nice, at, happily …

- Các từ đơn lẻ gồm 5 loại : danh từ, động từ, tính từ, giới từ và trạng từ

- Các từ đơn lẻ ghép lại thành câu: câu có hành động HOẶC câu không có hành động

- Nhiều câu ghép lại thành đoạn văn

- Nhiều đoạn văn ghép lại thành bài văn

III TÌM HIỂU 5 LOẠI TỪ ĐƠN LẺ:

Khi tra từ điển sẽ biết thuộc từ loại nào, cách đọc, dấu nhấn, ý nghĩa, cách dùng và ví dụ

(Từ điển chuẩn: Oxford Advanced Learner’s Dictionary)

1 Danh từ (n) : là từ chỉ người hoặc vật (vật bao gồm động vật, thực vật, đồ vật, sự việc)

2 Động từ (v) : là từ chỉ hoạt động

3 Tính từ (adj) : là từ chỉ tính chất

4 Giới từ (prep): là từ chỉ nơi chốn hoặc thời gian

Giới từ hay đi kèm với 1 danh từ theo sau Giới từ bao gồm khoảng 30 từ: at, on, in, about, from, to, with, without … Ex: in the kitchen, on Monday

5 Trạng từ (adv) : là từ chỉ nơi chốn hoặc thời gian nhưng không cần giới từ đứng trước

adv = prep + n

Ex:

Ngoài ra, trạng từ còn chỉ cách thức, mức độ của hành động và thường được tạo ra bằng cách thêm "LY" vào tính từ

IV TÌM HIỂU 2 KIỂU CÂU: (lấy 5 kiểu từ đơn lẻ ghép lại thành câu)

1 Câu có hành động:

S + V + (O)

(O đóng mở ngoặc có nghĩa là có thể có hoặc không đều được)

Chủ ngữ (S) : là người hoặc vật gây ra hành động  Lấy danh từ bỏ vào

Tân ngữ (O) : là người hoặc vật bị tác động bởi hành động  Lấy danh từ bỏ vào

(Trong tiếng Anh hay chọn các S và O đơn giản và cũng chọn các V đơn giản)

Ex: I read books

S V O

She sleeps

S V

2 Câu không có hành động:

(Đọc lên không thấy có hành động "ăn / chơi / chạy / nhảy / nói / cười / ngủ / nhìn / hát / múa…"

mà chỉ có trạng thái, cảm xúc hoặc sự tồn tại)

- n

S + be + - adj (1 trong 3 lựa chọn này sẽ đi với be)

- prep + n

Chủ ngữ (S) : là người hoặc vật mang trạng thái cảm xúc  Lấy danh từ bỏ vào

be : đại diện cho sự việc không có hành động  am/is/are trong hiện tại

Ex: I am a student

S be n

She is beautiful

S be adj

They are in the room

S be prep+n

3 Thành phần phụ trong câu:

Ngoài ra, ta có thể thêm các thành phần phụ vào cuối câu (câu có hành động

hoặc câu không có hành động) để làm cho câu có nhiều thông tin hơn

Các thành phần phụ bao gồm nơi chốn, thời gian, … (nơi chốn đứng trước thời gian)

Các thành phần phụ hầu hết được tạo ra bằng cách lấy "prep + n"

(Nếu khuyết 1 trong 2 thì gọi là trạng từ) :

prep + n = adv

Ex: I play football with my friends in the park at 3 p.m today

S V O prep+n prep+n prep+n adv

There is a book on the table

S be n prep+n

(There tạm coi là 1 S và dùng rất phổ biến để chỉ vị trí hay tình trạng, dịch là “Có …”)

4 Các S và O đơn giản trong tiếng Anh

Các từ sau cũng là DANH TỪ và làm S hoặc O thường xuyên dể mở đầu câu:

it it nó, trời / quãng đường / khoảng cách / trọng lượng / sự việc nói chung

these these những cái này, những người này

those those những cái kia, những người kia

Jane and

John Jane and John tên riêng

parent parent danh từ số ít

parents parents danh từ số nhiều

Ex:

They meet me

S V O

I meet them

S V O

NOTE:

Tất cả các tên riêng, danh từ số ít, danh từ số nhiều thì đều thường xuyên thay thế bằng

I / You / We / They / He / She / It

trong các câu kế tiếp chứ ít khi dùng lặp lại chính chúng.

Ex: I know Peter He is a good man (He = Peter)

“There” tạm coi là 1 S và dùng rất phổ biến để chỉ vị trí hay tình trạng, dịch là “Có …” (không có người hay vật đầu câu trong câu dịch)

Ex: There are 40 people There is a computer There is a beautiful girl

V EXERCISES: Dịch các bài đọc hiểu sau và trả lời các câu hỏi bên dưới:

BÀI 41: EDUCATION AND JOBS IN THE US SOCIETY

Upon the creation of the United States, one of the core concepts

on which the hopes for the new democracy were pinned

was the ideal that its citizens would be enlightened individuals

with clearly articulated rights and the opportunity

for individual achievement and education

It was believed that in a free nation where the power belongs to the people,

the commitment to education defines the progress of that democracy

and is the catalyst for future progress

This core value has not only stood the test of time but has also grown in importance

In this new Information Era and international economy,

education is an increasingly vital commodity,

a precursor of potential success and a driving force of chance

It is important to recognize, however, that we approach education today

differently than in the past, partly because the kinds of jobs

people had didn’t require the kind of

basic education and specialized training that is often required

in the workforce today

In the 1950s, for instance, only 20 percent of American jobs

were classified as professional,

20 percent as skilled; and 60 percent as unskilled

Today, our world has changed

The proportion of unskilled jobs has fallen to 20 percent,

while jobs now account for at least 60 percent of the workforce

Even more important, almost every job today increasingly requires

a combination of academic knowledge and practical skills

that require learning throughout a lifetime

Question 26 Education is defined in this passage as a driving force of chance because _.

A without education, no changes could have happened in American society so far

B the government of the United States wants to drive social changes in their own ways

C education has helped to bring about and orient most changes in the American workforce

D any American citizen who wants to changes his driving license

must be very well-educated

Question 27 The passage shows the percentage of jobs that require higher training

in the US between 1950s and now

A has remained the same B has changed dramatically

C has been reversed D has changed slightly

Question 28 The phrase “enlightened individuals” in the first sentence most likely means

“people who _.”

A always appear brilliant-looking in public B have often been well-exposed to light

C have acquired an adequate level of education D bring light to anywhere they go

Question 29 In order to become a good American citizen today, in the author’s point of view,

any individual must

A know well all his/her rights and be ready to grasp his/her opportunity of success in life

B study carefully the history of American educational and

vocational systems even since their creation

C understand thoroughly the combination of academic knowledge and practical skills

D move actively forward in the new Information Era and

international economy with a prestigious diploma

Question 30 Which of the following titles would be best for the passage?

A Education and Jobs in the Past and at Present in the United States

B The Significant Role of Education in American Citizens’ Careers

C Academic Knowledge and Practical Skills in American Professions

D Recent Changes of Educational and Vocational Systems in America

BÀI 42: FEMINISM

Feminism, collective term for systems of belief and theories that pay special (31) _ to

women’s rights and women’s position in culture and society

The term tends to be used (32) _ the women’s rights movement,

which began in the late 18th century and continues to campaign for

complete political, social, and economic equality between women and men

This article (33) _ specifically with the development of the ideas

behind that movement and their influence and impact

Feminists are united by the idea that women’s position in society

is unequal to (34) _ of men, and that society is structured in such a way

as to benefit men to the political, social, and economic detriment of women

However, feminists have used different theories to explain these (35) _

and have advocated different ways of redressing inequalities,

and there are marked geographic and historical variations in the nature of feminism

Historically, feminist thought and activity can be divided into two waves

The first wave, which began in about 1800 and (36) _ until the 1930s,

was largely concerned with gaining equal rights between women and men

The second wave, which began in the late 1960s, has continued to fight for equality

but has also developed a (37) _ of theories and approaches

that stress the difference between women and men and

that draw attention to the specific needs of women

Question 31 A notice B attention C benefit D equality Question 32 A in B for C at D of

Question 33 A deals B provide C familiar D initiates Question 34 A that B which C it D this

Question 35 A difference B unequalities C equalities D inequalities Question36 A widened B spent C lasted D lengthened Question 37 A kind B sort C range D type

BÀI 43: TECHNOLOGICAL TOOLS ARE KILLING OUR LEISURE TIME

New surveys suggest that the technological tools we use to make our lives easier

are killing our leisure time

We are working longer hours, taking fewer and shorter vacations

(and when we do go away, we take our cell phones, PDAs, and laptops along)

And, we are more stressed than ever as increased use of e-mail, voice mail,

cell phones, and the Internet is destroying any idea of privacy and leisure

Since the Industrial Revolution, people have assumed that new labor-saving devices would free them from the burdens of the workplace and

give them more time to grow intellectually, creatively, and socially –

exploring the arts, keeping up with current events, spending more time

with friends and family, and even just ‘goofing off’

But here we are at the start of the 21st century,

enjoying one of the greatest technological boom times in human history,

and nothing could be further from the truth

The very tools that were supposed to liberate us have bound us

to our work and study in ways that were inconceivable just a few years ago

It would seem that technology almost never does what we expect

In ‘the old days’, the lines between work and leisure time were markedly clearer People left their offices at a predictable time, were often completely

disconnected from and out of touch with their jobs as they traveled to and from work, and were off-duty once they were home

That is no longer true

In today’s highly competitive job market, employers demand increased productivity, expecting workers to put in longer hours and to keep in touch almost constantly

via fax, cell phones, e-mail, or other communications devices

As a result, employees feel the need to check in on what is going on

at the office, even on days off

They feel pressured to work after hours just to catch up on everything they have to do

Workers work harder and longer, change their work tasks more frequently,

and have more and more reasons to worry about job security

Bosses, colleagues, family members, lovers, and friends expect

instant responses to voice mail and e-mail messages

Even college students have become bound to their desks by an environment

in which faculty, friends, and other members of the college community

increasingly do their work online

Studies of time spent on instant messaging services would probably show staggering use

This is not what technology was supposed to be doing for us

New technologies, from genetic research to the Internet,

offer all sorts of benefits and opportunities

But, when new tools make life more difficult and stressful

rather than easier and more meaningful – and we are, as a society,

barely conscious of it – then something has gone seriously awry,

both with our expectations for technology and our understanding of

how it should benefit us

From “Summit 1” by Joan Saslow & Allen Ascher

Question 26: According to the first three paragraphs, technological tools

that were designed to make our lives easier

A have brought us complete happiness B have fully met our expectations

C have not interfered with our privacy D have turned out to do us more harm than good

Question 27: Which of the following is NOT true about technological tools,

according to new surveys?

A They make our life more stressful B They bring more leisure to our life

C They are used even during vacations D They are being increasingly used

Question 28: The word “inconceivable” in the passage is closest in meaning to” _”.

A unforgettable B unimaginable C predictable D foreseeable

Question 29: It can be inferred from the fourth paragraph that _.

A it is compulsory that employees go to the office, even on days off

B employees have more freedom to decide what time they start and finish work

C employers are more demanding and have efficient means to monitor employees

D life is more relaxing with cell phones and other technological devices

Question 30: The word “They” in the fourth paragraph refers to .

A employers B employees C workers D tasks

Question 31: This passage has probably been taken from _.

A a science review B a political journal C an advertisement D a fashion magazine

Question 32: Which of the following could best serve as the title of the passage?

A Expectations and Plain Reality B Benefits of Technology

C Research on the Roles of Computers D Changes at the Workplace

BÀI 44: LEARNING OUTDOORS IN KINDERGARTENS

Kindergarten is a fun place (31) young children learn

In some special kindergartens, children learn outside most of the day!

Some kindergartens are (32) _ the forest

In these "forest kindergartens", children play freely

They're outside in all kinds of weather

At forest kindergartens, children learn by climbing trees and picking fruit

They also learn about and (33) animals

For example, they collect chicken eggs and feed baby mice

Little Flower Kindergarten is in Dong Nai, Vietnam

At this school, children learn about farming

They also learn that it is important (34) _ healthy food

They grow vegetables in gardens - on the roof!

They eat the vegetables they grow in their lunches

At Fuji Kindergarten in Tokyo, Japan, trees grow inside the building!

The classroom windows and sliding doors (35) open to the outside most of the year The roof is a big, wooden circle

Children love to play and run on it

Question 31: A which B where C when D why

Question 32: A in B on C at D by

Question 33: A take on B take over C take after D take care of Question 34: A to eat B eating C ate D eaten Question 35: A make B stay C do D be

BÀI 45: GLOBALIZATION

Very few people, groups, or governments oppose globalization in its entirety

Instead, critics of globalization believe aspects of the way

globalization operates should be changed

The debate over globalization is about what the best rules are for governing

the global economy so that its advantages can grow while its problems can be solved

On one side of this debate are those who stress the benefits of

removing barriers to international trade and investment, allowing capital

to be allocated more efficiently and giving consumers greater freedom of choice

With free-market globalization, investment funds can move unimpeded

from the rich countries to the developing countries

Consumers can benefit from cheaper products because reduced taxes

make goods produced at low cost from faraway places cheaper to buy

Producers of goods gain by selling to a wider market

More competition keepssellers on their toes and allows ideas

and new technology to spread and benefit others

On the other side of the debate are critics who see neo-liberal policies as

producing greater poverty, inequality, social conflict,

cultural destruction, and environmental damage

They say that the most developed nations – the United States, Germany, and Japan – succeeded not because of free trade but because of protectionism and subsidies

They argue that the more recently successful economies of South Korea,

Taiwan, and China all had strong state-led development strategies

that did not follow neo-liberalism

These critics think that government encouragement of “infant industries” –

that is, industries that are just beginning to develop –

enables a country to become internationally competitive

Furthermore, those who criticize the Washington Consensus suggest that

the inflow and outflow of money from speculative investors

must be limited to prevent bubbles

These bubbles are characterized by the rapid inflow of foreign funds

that bid up domestic stock markets and property values

When the economy cannot sustain such expectation,

the bubbles burst as investors panic and pull their money out of the country