TOPIC 1 EDUCATION AND SCIENCE

Chinh phục tập đọc hiểu tiếng anh phiên 1.0 Your dreams – Our mission CHƯƠNG 3: CHINH PHỤC BÀI TẬP ĐỌC HIỂU TOPIC 1: EDUCATION AND SCIENCE EXERCISE 1: [] EDUCATION IN THE FUTURE Education is another area of social life in which information technology is changing the way we communicate Today’s college students may not simply sit in a lecture or a library to learn about their field Through their computers and the wonders of virtual reality they can participate in lifelike simulated experiences Consider the following scenario of the future of education made possible through developments in information technology For children over the age of 10, daily attendance at schools is not compulsory Some of the older children attend school only once or twice weekly to get tutorial support or instruction from a teacher For the most part, pupils are encouraged to work online from home Students must complete a minimum number of study hours per year; however, they may make up these hours by studying at home at times that suit their family schedule They can log on early or late in the day and even join live classes in other countries In order to ensure that each student is learning adequately, computer software will automatically monitor the number of hours a week each student studies on-line as well as that students’ learning materials and assessment activities Reports will be available for parents and teachers The software can then identify the best learning activities and condition for each individual student and generate similar activities It can also identify areas of weak achievement and produce special programs adjusted to the students’ needs Question What is the topic of the passage? A The effect of information technology on education B students don’t have to go to school any more C Computer software will make sure students learn at home D Students can know about their weak aspects to focus Question How many times are children who are older than 10 required to go to school weekly? A No time B Once or twice C Three D Four Question Who/What counts the number of hours per week that students spend learning? A Virtual reality B Teacher C Parents D Computer software Question What CAN’T the software do? A Monitor the time the students learn B Design courses for the students C Find out the best activities for the students D Identify weaknesses of the students Question What is NOT MENTIONED as a benefit of information technology to the students? A Students can stay at home to learn B Students can learn at times that suit their schedule C Students’ learning time won’t be monitored D Students’ weak achievement can be identified TOPIC – EDUCATION AND SCIENCE Trang Chinh phục tập đọc hiểu tiếng anh phiên 1.0 Your dreams – Our mission ĐÁP ÁN A B D B C GIẢI THÍCH CHI TIẾT Question 1: Đáp án A Câu hỏi yêu cầu tìm chủ đề đoạn văn nên bạn làm câu cuối Clue: “Education is another area of social life in which information technology is changing the way we communicate.” (Giáo dục mảng khác sống xã hội mà cơng nghệ thơng tin thay đổi cách giao tiếp.) Phân tích đáp án: A The effect of information technology on education (Tác động công nghệ thông tin đển giáo dục.) B students don’t have to go to school any more (Học sinh đến trường nữa.) C Computer software will make sure students learn at home (Phần mềm máy tính đảm bảo học sinh học nhà.) D Students can know about their weak aspects to focus (Học sinh biết điểm yếu để tập trung vào) Hai đáp án C D nội dung nhỏ chúng nằm khối cuối Clue câu đầu tiền, câu mở Do đề cập đến nội dung Đáp án xác A Question 2: Đáp án B Key word: older than 10 Clue: “For children over the age of 10, daily attendance at schools is not compulsory Some of the older children attend school only once or twice weekly to get tutorial support or instruction from a teacher.” (Đối với trẻ em mười tuổi thì, việc đến trường hàng ngày không bắt buộc Một vài em lớn tuổi đến trường hai lần tuần để hỗ trợ hướng dẫn từ giáo viên.) Phân tích đáp án: Dựa vào clue ta thấy đáp án xác B Once or twice Question 3: Đáp án D Key word: counts, hours Clue: “In order to ensure that each student is learning adequately, computer software will automatically monitor the number of hours a week each student studies on-line” (Để đảm bảo học sinh học cách đồng đều, phần mềm máy tính tự động tính số tuần học sinh dành để học online.) Phân tích đáp án: A Virtual reality (hình ảnh ảo thật) B Teacher (giáo viên) TOPIC – EDUCATION AND SCIENCE Trang Chinh phục tập đọc hiểu tiếng anh phiên 1.0 Your dreams – Our mission C Parents (Phụ huynh) D Computer software (Phần mềm máy tính.) Đáp án xác theo clue D Question 4: Đáp án B Key word: Clue: “In order to ensure that each student is learning adequately, computer software will automatically monitor the number of hours a week each student studies on-line” (Để đảm bảo học sình đề học cách đồng đều, phần mềm máy tính tự động tính số tuần học sinh dành để học online.) “The software can then identify the best learning activities and condition for each individual student and generate similar activities It can also identify areas of weak achievement and produce special programs adjusted to the students’ needs (Phần mềm xác định hoạt động điều kiện học tập tốt cho cá nhân tạo hoạt động tương tự Nó xác định điểm yếu học sinh tạo chương trình để đáp ứng cầu học sinh.) Phân tích đáp án: A Monitor the time the students learn (Giảm sát thời gian học học sinh.) (Clue 1) B Design courses for the students (thiết kế khóa học cho học sinh.) C Find out the best activities for the students (Tìm hoạt động tốt cho học sinh.) (clue 2) D Identify weaknesses of the students (Xác định điểm yếu học sinh.) (clue 2) Ta thấy khơng có thơng tin cho thấy chưomg trình thiết kế khóa học, đáp án xác B Question 5: Đáp án C Dựa vào clue câu ta biết học sinh bị giám sát thời gian học, đáp án xác là: C Students’ learning time won’t be monitored TOPIC – EDUCATION AND SCIENCE Trang Chinh phục tập đọc hiểu tiếng anh phiên 1.0 Your dreams – Our mission CẤU TRÚC - TỪ VỰNG QUAN TRỌNG Information technology (n): công nghệ thông tin (IT) Field (n): lĩnh vực E.g: All of them are experts in their chosen field (Tất bọn họ chuyên gia lĩnh vực mà họ chọn lựa.) Participate in something (v): tham gia vào E.g: She didn't participate in the discussion (Cô không tham gia vào tranh luận.) Simulated (adj): giả vờ E.g: 'How wonderful!' she said with simulated enthusiasm (Tuyệt quá! - Cô nói với nhiệt tình vờ vịt) Scenario (n): truyện phim, cốt kịch, kịch Assessment (n): đánh giá, định giá E.g: a detailed assessment of the risks involved (Một đánh giá chi tiết rủi ro kéo theo.) Adjust (v): điều chỉnh, thiết lập (It took a few seconds for her eyes to adjust to the darkness – Mất vài giây để mắt chỉnh lại để quen với bóng tối) EXERCISE 2: [] It is commonly believed in the United States that school is where people go to get an education Nevertheless, it has been said that today children interrupt their education to go to school The distinction between schooling and education implied by this remark is important Education is much more open-ended and all-inclusive than schooling Education knows no bounds It can take place where, whether in the shower or on the job, whether in a kitchen or on a tractor It includes both the formal learning that takes place in schools and the whole universe of informal learning The agents of education can range from a reserved grandparent to the people debating politics on the radio, from a child to a distinguished scientist Whereas schooling has certain predictability, education quite often produce surprise A change conversation with a stranger may lead a person to discover how little is know of other religions People are engaged in education from infancy on Education, then, is a very broad, inclusive term It is a lifelong process, a process that starts long before the start of school and one that should be an integral part of one’s entire life Schooling, on the other hand, is a specific, formalized process, whose general pattern varies little from one setting to the next Throughout a: country, children arrive at school at approximately the same time, take assigned seats, are taught by an adult, use similar textbook, homework, take exams, and so on The slices of reality that are to be learnt, whether they are the alphabet or an understanding of the workings of government, have usually been limited by the boundaries of the subject being taught For example, high school students know that they are not likely to find out in their class the truth about political problems in their communities or what the newest filmmakers are experimenting with There are definite conditions surrounding the formalized process of TOPIC – EDUCATION AND SCIENCE Trang Chinh phục tập đọc hiểu tiếng anh phiên 1.0 Your dreams – Our mission schooling Question 1: What does the author probably mean by using the expression “children interrupt their education to go to school”? A Going to several different schools is educationally beneficial B School vacations interrupt the continuity of the school year C Summer school makes the school year too long D All of life is an education Question 2: The word “bounds” is closest in meaning to A rules B experiences C limits D expectation Question 3: The word “they” refers to A slices of reality B similar textbooks C boundaries D seats Question 4: The passage supports which of the following conclusions? A Without formal education, people would remain ignorant B Education systems need to be radically reformed C Going to school is only part of how people become educated D Education involves many years of professional training Question 5: The passage is organized by A listing and discussing several educational problems B contrasting the meanings of two related words C narrating a story about excellent teachers D giving examples of different kinds of schools ĐÁP ÁN D C A C B GIẢI THÍCH CHI TIẾT Question 1: Đáp án D Key word: children interrupt their education to go to school Clue “It is commonly believed in the United States that school is where people go to get an education Nevertheless, it has been said that today children interrupt their education to go to school The distinction between schooling and education implied by this remark is important Education is much more open-ended and all-inclusive than schooling Education knows no bounds.” (Ở nước Mỹ, người ta tin trường học nơi giáo dục Tuy nhiên, gần người ta lại nói trẻ em dừng việc học hỏi lại để đến trường Sự khác biệt trường học giáo dục ẩn sau lời nhận xét chứa hàm ý quan trọng Giáo dục rộng mở bao hàm nhiều thứ trường học Giáo dục khơng có giới hạn.) Phân tích đáp án: A Going to several different schools is educationally beneficial (Đi học vài trường khác học nhiều điều có ích.) B School vacations interrupt the continuity of the school year (Kỳ nghỉ làm gián đoạn quãng thời gian học tập trường.) TOPIC – EDUCATION AND SCIENCE Trang Chinh phục tập đọc hiểu tiếng anh phiên 1.0 Your dreams – Our mission C Summer school makes the school year too long (Trường học hè làm cho thời gian học trở nên dài.) D All of life is an education (Giáo dục tất vấn đề sống.) Dựa clue ta thấy hàm ý tác giả giáo dục vượt qua biên giới không gói gọn khn khổ trường học Đáp án xác D Question 2: Đáp án C Key word: bounds Clue: “Education is much more open-ended and all-inclusive than schooling Education knows no bounds.” (Giáo dục rộng mở bao hàm nhiêu thứ trường học Giáo dục khơng có .) Phân tích đáp án: Rule (n): luật lệ Experience (n): kinh nghiệm, trải nghiệm Limit (n): giới hạn Expectation (n): kỳ vọng Dựa clue ta thấy giáo dục vô bao quát rộng lớn Do đáp án phù hợp D giới hạn Question 3: Đáp án A Key word: they Clue: “The slices of reality that are to be learnt, whether they are the alphabet or an understanding of the workings of government, have usually been limited by the boundaries of the subject being taught.” (Những vấn đề thực tế phải học, dù bàng chữ hay hiểu cách vận hành máy nhà nước, thường bị giới hạn giảng dạy.) Phân tích đáp án: A slices of reality B similar textbooks C boundaries D seats Ta thấy từ “they” liên kết trực tiếp với cụm “slices of reality” ví dụ cho vấn đề thực tế giảng dạy Đáp án xác A Question 4: Đáp án C Key word: conclusion Phân tích đáp án: A Without formal education, people would remain ignorant (Khơng có giảo dục thống người ngu dốt): Sai viết nhấn mạnh tới việc giáo dục khơng có giới hạn nên trường học phần nhỏ B Education systems need to be radically reformed (Hệ thống giáo dục cần cải tổ từ gốc rễ) Sai không nêu mặt hạn chế giáo dục cách khắc phục C Going to school is only part of how people become educated (Đi học phần trình học tập.): Đúng nội dung xuyên suốt D Education involves many years of professional training (Giáo dục bao gồm nhiều năm đào tạo chuyên môn.): Sai Question 5: Đáp án B TOPIC – EDUCATION AND SCIENCE Trang Chinh phục tập đọc hiểu tiếng anh phiên 1.0 Your dreams – Our mission Phân tích đáp án: A listing and discussing several educational problems (Liệt kê bàn luận vấn đề giáo dục.) B contrasting the meanings of two related words (So sánh tương phản ý nghĩa hai từ có liên quan đến nhau.) C narrating a story about excellent teachers (Kể câu chuyện người giáo viên xuất sắc.) D giving examples of different kinds of schools (Cho ví dụ kiểu trường học khác nhau.) Hai đáp án C D sai khơng phải nội dung mà viết đề cập đến Đáp án A sai viết khơng hạn chế hệ thống giáo dục cụ thể Đáp án B xuyên suốt viết so sánh hai từ “education” “school” CẤU TRÚC - TỪ VỰNG QUAN TRỌNG Interrupt (v): làm gián đoạn, ngắt lời E.g: Sorry to interrupt, but there's someone to see you (Xin lỗi ngắt lời có muốn gặp bạn.) Distinction (n): khác biệt rõ ràng E.g: distinctions between traditional and modern societies (Sự khác biệt rõ ràng xã hội đại cổ xưa/truyền thống.) Bounds (n - số nhiều): ranh giới, giới hạn E.g: Public spending must be kept within reasonable bounds (Việc chi tiêu công cộng phải giữ giới hạn hợp lý.) Agent (n): tác nhân (tác động/chủ thể hành động) E.g: The charity has been an agent for social change (Hội từ thiện tác nhân gây thay đổi xã hội.) Distinguished (adj): ưu tú, xuất sắc, vượt trội E.g: a distinguished career in medicine Predictability (n): tính nói trước; tính đốn trước, tính dự đốn Religion (n): tơn giáo, đạo; tín ngưỡng, việc tu hành Infancy (n): tuổi ẵm ngửa, tuổi thơ ấu An integral part of (n): phần quan trọng E.g: Music is an integral part of the school’s curriculum Formalize (n): nghi thức hóa, thức hóa E.g: They decided to formalize their relationship by getting married EXERCISE 3: [] Let children learn to judge their own work A child learning to talk does not learn by being corrected all the time: if corrected too much, he will stop talking He notices a thousand times a day the difference between the language he uses and the language those around him use Bit by bit, he makes the necessary changes to make his language like other people’s In TOPIC – EDUCATION AND SCIENCE Trang Chinh phục tập đọc hiểu tiếng anh phiên 1.0 Your dreams – Our mission the same way, children learn all the other things they learn to without being taught - to talk, run, climb, whistle, ride a bicycle - compare their own performances with those of more skilled people, and slowly make the needed changes But in school we never give a child a chance to find out his mistakes for himself, let alone correct them We it all for him We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to Soon he becomes dependent on the teacher Let him it himself Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not If it is a matter of right answers, as it may be in mathematics or science, give him the answer book Let him correct his own papers Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer Let’s end all this nonsense of grades, exam, marks Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or not know Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?” Don’t worry! If it is essential, they will go out into the world and learn it Question 1: What does the author think is the best way for children to learn things? A by copying what other people B by making mistakes and having them corrected C by listening to explanations from skilled people D by asking a great many questions Question 2: What does the author think teachers which they should not do? A They give children correct answers B They point out children’s mistakes to them C They allow children to mark their own work D They encourage children to copy from one another Question 3: The passage suggests that learning to speak and learning to ride a bicycle are A not really important skills B more important than other skills C basically different from learning adult skills D basically the same as learning other skills Question 4: Exams, grades and marks should be abolished because children’s progress should only be estimated by A educated persons B the children themselves C teachers D parents TOPIC – EDUCATION AND SCIENCE Trang Chinh phục tập đọc hiểu tiếng anh phiên 1.0 Your dreams – Our mission Question 5: The author fears that children will grow up into adults who are A too independent of others B too critical of themselves C unable to think for themselves D unable to use basic skills ĐÁP ÁN A B D B C GIẢI THÍCH CHI TIẾT Question 1: Đáp án A Key word: best way Clue: A child learning to talk does not learn by being corrected all the time: if corrected too much, he will stop talking (một đứa trẻ học nói khơng nên học cách ln ln bị sửa lỗi, sửa cho bé nhiều, bé dừng khơng nói nữa.) He notices a thousand times a day the difference between the language he uses and the language those around him use Bit by bit, he makes the necessary changes to make his language like other people’s In the same way, children learn all the other things they learn to without being taught (Cậu bé đế ý hàng ngàn lần ngày khác biệt ngôn ngữ mà cậu sử dụng với ngôn ngữ mà người xung quanh sử dụng Dần dần, bé thay đổi thứ cần thiết để làm ngơn ngữ cậu nói tương đồng với người xung quanh Cũng với cách đó, trẻ em học tất việc khác mà không dạy.) compare their own performances with those of more skilled people, and slowly make the needed changes (So sánh việc làm với việc làm người giỏi thay đổi cần thiết.) Phân tích đáp án: A by copying what other people (bắt chước người khác làm) Đúng theo clue 2, trẻ tự quan sát tự thay đổi thân mình, học theo người xung quanh B by making mistakes and having them corrected (gây lỗi lầm người khác sửa cho.) Sai theo clue 1: trẻ em không nên sửa lỗi cho nhiều C by listening to explanations from skilled people (nghe giải thích từ người giỏi) Sai trẻ học hỏi qua quan sát tự sửa lỗi (theo clue 3) D by asking a great many questions (Hỏi nhiều câu hỏi.) Question 2: Đáp án B Key word: teachers should not Clue: “But in school we never give a child a chance to find out his mistakes for himself, let alone correct them We it all for him.” (Nhưng trường, không cho trẻ có hội phát lỗi sai mình, đừng nói đến việc sửa chúng Chúng ta làm tất thay cho bé.) Phân tích đáp án: A They give children correct answers (Cho trẻ đáp án xác.) B They point out children’s mistakes to them (Giáo viên lỗi trẻ) TOPIC – EDUCATION AND SCIENCE Trang Chinh phục tập đọc hiểu tiếng anh phiên 1.0 Your dreams – Our mission C They allow children to mark their own work (Giáo viên cho phép trẻ tự chấm bài.) D They encourage children to copy from one another (Giáo viên khuyến khích trẻ chép bạn khác.) Ta thấy ràng từ clue, điều mà giáo viên không nên làm lỗi trẻ trước chúng nhận mắc lỗi Đáp án xác B Question 3: Đáp án D Key word: learning to speak and learning to ride a bicycle Clue: “In the same way, children learn all the other things they learn to without being taught - to talk, run, climb, whistle, ride a bicycle” (Giống vậy, trẻ học tất việc khác mà khơng cần dạy nói, chạy, trèo, ht sáo, xe đạp.) Phân tích đáp án: A not really important skills (là kỹ không quan trọng.) B more important than other skills (quan trọng kỹ khác.) C basically different from learning adult skills (Khác biệt với việc học kỹ người lớn.) D basically the same as learning other skills (về giống việc học kỹ khác.) Từ clue ta thấy hai kỹ nói xe đạp xếp ngang hàng với kỹ khác Do đáp án xác D Question 4: Đáp án B Key word: Exams, grades and marks Clue: “Let’s end all this nonsense of grades, exam, marks Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or not know.” (Hãy chấm dứt hết thứ vớ vẩn điểm số, kiểm tra Vứt hết thứ trẻ học thứ mà người có học phải học, cách đảnh giá việc hiểu vấn đề mình, cách nhận biết khơng biết điều gì.) Phân tích đáp án: A educated persons B the children themselves C teachers D parents Dựa vào clue ta thấy q trình đánh giá cần thực đúa trẻ Đáp án xác B Question 5: Đáp án C Key word: grow up into adults Clue: Phân tích đáp án: A too independent of others (quả độc lập) B too critical of themselves (hay trích thân họ) C unable to think for themselves (không the suy nghĩ cho thân) D unable to use basic skills (khơng có kỹ bản.) Ta thấy đáp án A B không liên quan đến việc người lớn lo hết cho trẻ em TOPIC – EDUCATION AND SCIENCE Trang 10 Chinh phục tập đọc hiểu tiếng anh phiên 1.0 Your dreams – Our mission CẤU TRÚC - TỪ VỰNG QUAN TRỌNG Adequate (adj): đầy đủ (về số lượng chất lượng) E.g: Farmers have been slow to make adequate provision for their retirement - Nông dân chậm việc dự phòng đủ để nghi hưu) Advocate (v): ủng hộ E.g: The group does not advocate the use of violence (Nhóm khơng ủng hộ việc sử dụng bạo lực.) Struggle (v): chật vật, cố gắng đạt E.g: a country struggling for independence Legislature (n): quan lập pháp Legal (adj): liên quan đến luật pháp E.g: to take / seek legal advice Reconstruction (n): việc xây dựng lại E.g: the reconstruction of the educational system (việc xây dựng lại hệ thống giáo dục.) Substitute (v): thay Cấu trúc “to substitute for” E.g: Dayton was substituted for Williams in the second half of the match: Dayton thay cho Williams hiệp hai trận đấu Reform (n): cải cách, cải tố E.g: the reform of the educational system (việc cải cách hệ thống giáo dục.) Instrumental (adj): có vị trí, vai trị, chức quan trọng E.g: He was instrumental in bringing about an end to the conflict (Anh đóng vai trị quan trọng việc kết thúc tranh cãi 10 Tenure (n): nhiệm kỳ E.g: his four-year tenure as President (nhiệm kỳ làm tổng thống dài năm ông ấy.) 11 Secretary (n): người thư ký E.g: Please contact my secretary to make an appointment (Xin liên lạc với thư ký để đặt lịch hẹn.) 12 Agrarian (adj): ruộng đất, nông E.g: an agrarian reform: cải cách ruộng đất 13 Sum up (v): tóm tắt lại E.g: To sum up, there are three main ways of tackling the problem (Để tóm tắt, có cách giải vấn đề.) 14 Humanity (n): nhân loại, loài người E.g: a crime against humanity: tội ác toàn thể loài người EXERCISE 14: [] EARLY CHILDHOOD EDUCATION New Zealand's National Party spokesman on education, Dr Lockwood Smith, recently visited the US and Britain Here he reports on the findings of his trip and what they could mean for New Zealand's education policy TOPIC – EDUCATION AND SCIENCE Trang 74 Chinh phục tập đọc hiểu tiếng anh phiên 1.0 Your dreams – Our mission A 'Education To Be More' was published last August It was the report of the New Zealand Government's Early Childhood Care and Education Working Group The report argued for enhanced equity of access and better funding for childcare and early childhood education institutions Unquestionably, that's a real need; but since parents don't normally send children to pre-schools until the age of three, are we missing out on the most important years of all? B A 13-year study of early childhood development at Harvard University has shown that, by the age of three, most children have the potential to understand about 1000 words - most of the language they will use in ordinary conversation for the rest of their lives Furthermore, research has shown that while every child is born with a natural curiosity, it can be suppressed dramatically during the second and third years of life Researchers claim that the human personality is formed during the first two years of life, and during the first three years children learn the basic skills they will use in all their later learning both at home and at school Once over the age of three, children continue to expand on existing knowledge of the world C It is generally acknowledged that young people from poorer socio-economic backgrounds tend to less well in our education system That's observed not just in New Zealand, but also in Australia, Britain and America In an attempt to overcome that educational underachievement, a nationwide programme called 'Headstart' was launched in the United States in 1965 A lot of money was poured into it It took children into pre-school institutions at the age of three and was supposed to help the children of poorer families succeed in school Despite substantial funding, results have been disappointing It is thought that there are two explanations for this First, the programme began too late Many children who entered it at the age of three were already, behind their peers in language and measurable intelligence Second, the parents were not involved At the end of each day, 'Headstart' children returned to the same disadvantaged home environment D As a result of the growing research evidence of the importance of the first three years of a child's life and the disappointing results from 'Headstart', a pilot programme was launched in Missouri in the US that focused on parents as the child's first teachers The 'Missouri' programme was predicated on research showing that working with the family, rather than bypassing the parents, is the most effective way of helping children get off to the best possible start in life The four-year pilot study included 380 families who were about to have their first child and who represented a cross-section of socio-economic status, age and family configurations They included single-parent and two-parent families, families in which both parents worked, and families with either the mother or father at home The programme involved trained parent-educators visiting the parents' home and working with the parent, or parents, and the child Information on child development, and guidance on TOPIC – EDUCATION AND SCIENCE Trang 75 Chinh phục tập đọc hiểu tiếng anh phiên 1.0 Your dreams – Our mission things to look for and expect as the child grows were provided, plus guidance in fostering the child's intellectual, language, social and motor-skill development Periodic check-ups of the child's educational and sensory development (hearing and vision) were made to detect possible handicaps that interfere with growth and development Medical problems were referred to professionals Parent-educators made personal visits to homes and monthly group meetings were held with other new parents to share experience and discuss topics of interest Parent resource centres, located in school buildings, offered learning materials for families and facilitators for child care E At the age of three, the children who had been involved in the 'Missouri' programme were evaluated alongside a cross-section of children selected from the same range of socioeconomic backgrounds and family situations, and also a random sample of children that age The results were phenomenal By the age of three, the children in the programme were significantly more advanced in language development than their peers, had made greater strides in problem solving and other intellectual skills, and were further along in social development In fact, the average child on the programme was performing at the level of the top 15 to 20 per cent of their peers in such things as auditory comprehension, verbal ability and language ability Most important of all, the traditional measures of 'risk', such as parents' age and education, or whether they were a single parent, bore little or no relationship to the measures of achievement and language development Children in the programme performed equally well regardless of socio-economic disadvantages Child abuse was virtually eliminated The one factor that was found to affect the child's development was family stress leading to a poor quality of parent-child interaction That interaction was not necessarily bad in poorer families F These research findings are exciting There is growing evidence in New Zealand that children from poorer socio-economic backgrounds are arriving at school less well developed and that our school system tends to perpetuate that disadvantage The initiative outlined above could break that cycle of disadvantage The concept of working with parents in their homes, or at their place of work, contrasts quite markedly with the report of the Early Childhood Care and Education Working Group Their focus is on getting children and mothers access to childcare and institutionalized early childhood education Education from the age of three to five is undoubtedly vital, but without a similar focus on parent education and on the vital importance of the first three years, some evidence indicates that it will not be enough to overcome educational inequity Questions 1-4 Reading Passage has six sections, A-F Which paragraph contains the following information? Write the correct letter A-F in boxes 1-4 on your answer sheet TOPIC – EDUCATION AND SCIENCE Trang 76 Chinh phục tập đọc hiểu tiếng anh phiên 1.0 Your dreams – Our mission Question details of the range of family types involved in an education programme Question reasons why a child's early years are so important Question reasons why an education programme failed Question a description of the positive outcomes of an education programme Questions 5-10 Classify the following features as characterising A the 'Headstart' programme B the 'Missouri' programme C both the 'Headstart' and the 'Missouri' programmes D neither the 'Headstart' nor the 'Missouri' programme Write the correct letter A, B, C or D in boxes 5-10 on your answer sheet Question was administered to a variety of poor and wealthy families Question continued with follow-up assistance in elemental schools Question did not succeed in its aim Question supplied many forms of support and training to parents Question Most 'Missouri' programme three-year-olds scored highly in areas such as listening, speaking, reasoning and interacting with others A True B False C Not Given Question 10 'Missouri' programme children of young, uneducated, single parents scored less highly on the tests A True B False C Not Given ĐÁP ÁN D B C E B D A B A 10 B GIẢI THÍCH CHI TIẾT Question 1: Đáp án D Key word: range of family types involved in an education programme Clue: “The four-year pilot study included 380 families who were about to have their first child and who represented a cross-section of socio-economic status, age and family configurations They included single-parent and two-parent families, families in which both parents worked, and families with either the mother or father at home.” (Nghiên cứu phi công bốn năm bao gồm 380 gia đình chuẩn bị có đứa đầu lịng họ phận giao thoa tầng lớp kinh tế xã hội, tuổi tác cấu trúc gia đình khác Họ bao gồm gia đình bố/mẹ ni con, có đủ bố mẹ, gia đình mà phụ huynh làm gia đình có người làm.) Phân tích đáp án: Clue nằm khổ D miêu tả chi tiết loại gia đình tham gia chương trình nghiên cứu Đáp án xác D Question 2: Đáp án B Key word: reasons why a child's early years are so important TOPIC – EDUCATION AND SCIENCE Trang 77 Chinh phục tập đọc hiểu tiếng anh phiên 1.0 Your dreams – Our mission Clue: “A 13-year study of early childhood development at Harvard University has shown that, by the age of three, most children have the potential to understand about 1000 words most of the language they will use in ordinary conversation for the rest of their lives.” (Một nghiên cứu kéo dài 13 năm phát triển giai đoạn đầu đời Đại học Havard rằng, lúc ba tuổi, hầu hết trẻ có tiềm năm hiểu 1000 từ - hầu hết thứ chúng sử dụng giao tiếp thông thường suốt phần đời lại.) “Researchers claim that the human personality is formed during the first two years of life, and during the first three years children learn the basic skills they will use in all their later learning both at home and at school” (Những nhà nghiên cứu cho tính cách người hình thành khoảng hai năm đầu đời, vòng ba năm đầu trẻ học kỹ cần thiết mà chúng sử dụng trình học tập sau trường nhà.) Phân tích đáp án: Hai clue thơng tin đoạn B, nói tầm quan trọng giai đoạn đầu đời Do đáp án xác B Question 3: Đáp án C Key word: reasons why an education programme failed Clue: Despite substantial funding, results have been disappointing It is thought that there are two explanations for this (Mặc dù cấp số vốn khổng lồ, kết nhận lại đáng thất vọng, có hai nguyên nhân cho giải thích điều này.) Phân tích đáp án: Clue nằm đoạn C mờ đầu cho lý chương trình lại thất bại liệt kê đoạn Đáp án xác C Question 4: Đáp án E Key word: a description of the positive outcomes of an education programme Clue: “By the age of three, the children in the programme were significantly more advanced in language development than their peers, had made greater strides in problem solving and other intellectual skills, and were further along in social development.” (Chỉ ba tuổi, đứa trẻ chương trình tỏ vượt trội hẳn chúng bạn việc phát triển ngôn ngữ tiến xa việc giải vấn đề học kỹ tư khác, phát triển khả xã hội.) Phân tích đáp án: Ta thấy clue điểm tích cực chương trình, đáp án xác E TỪ CÂU ĐẾN CÂU 10: em phải xác định chủ thể mà câu hỏi miêu tả Sau bốn chương trình: A the 'Headstart' programme B the 'Missouri'programme C both the 'Headstart' and the 'Missouri' programmes D neither the 'Headstart' nor the 'Missouri' programme TOPIC – EDUCATION AND SCIENCE Trang 78 Chinh phục tập đọc hiểu tiếng anh phiên 1.0 Your dreams – Our mission Question 5: Đáp án B Key word: a variety of poor and wealthy families Clue: “MISSOURI: The four-year pilot study included 380 families who were about to have their first child and who represented a cross-section of socio-economic status, age and family configurations They included single-parent and two-parent families, families in which both parents worked, and families with either the mother or father at home.” (Nghiên cứu phi công bốn năm bao gồm 380 gia đình chuẩn bị có đứa đầu lịng họ phận giao thoa tầng lớp kinh tế xã hội, tuổi tác cấu trúc gia đình khác Họ bao gồm gia đình bố/mẹ ni con, có đủ bố mẹ, gia đình mà phụ huynh làm gia đình có người làm.) Phân tích đáp án: Dựa vào clue ta thấy gia đình phận giao thoa tầng lớp kinh tế khác nhau, có người bố mẹ có người làm, tiềm lực tài họ khác Do đập án xác B Question 6: Đáp án D Key word: follow-up assistance in elementary schools Phân tích đáp án: Khơng có thơng tin cho cho thấy chương trình tiếp tục hỗ trợ trẻ trẻ học tiểu học Đáp án xác D Question 7: Đáp án A Key word: did not succeed in its aim Clue: “Despite substantial funding, results have been disappointing It is thought that there are two explanations for this Second, the parents were not involved At the end of each day, 'Headstart' children returned to the same disadvantaged home environment.” (Mặc dù cấp số vốn khổng lồ, kết nhận lại đáng thất vọng, có hai ngun nhân cho giải thích điều Thứ hai phụ huynh không tham gia vào chương trình Vào cuối ngày, trẻ em chương trình Headstart trở với điều kiện bất lợi nhà riêng.) Phân tích đáp án: Dựa vào clue ta thấy có Headstart thất bại Đáp án xác A Question 8: Đáp án B Key word: supplied many forms of support and training to parents Clue: “The programme involved trained parent-educators visiting the parents' home and working with the parent, or parents, and the child Information on child development, and guidance on things to look for and expect as the child grows were provided ” (Chương trình bao gồm người hướng dẫn cho phụ huynh đến thăm nhà riêng phụ huynh làm việc với họ, với lũ trẻ Thông tin phát triển trẻ hướng dẫn thứ nên tìm kiếm mong đợi trẻ lớn lên cung cấp ) Phân tích đáp án: Theo câu chương trình Headstart khơng có tham gia phụ huynh, cịn Clue hỗ trợ hướng dẫn chương trình Missouri Do đáp án xác B TOPIC – EDUCATION AND SCIENCE Trang 79 Chinh phục tập đọc hiểu tiếng anh phiên 1.0 Your dreams – Our mission Question 9: Đáp án A Key word: 'Missouri' programme, three-year-olds scored highly, listening, speaking, reasoning and interacting with others Clue: “By the age of three, the children in the programme were significantly more advanced in language development than their peers, had made greater strides in problem solving and other intellectual skills, and were further along in social development In fact, the average child on the programme was performing at the level of the top 15 to 20 per cent of their peers in such things as auditory comprehension, verbal ability and language ability.” (Chỉ ba tuổi, đứa trẻ chương trình tỏ vượt trội hẳn chúng bạn việc phát triển ngôn ngữ tiến xa việc giải vấn đề học kỹ tư khác, phát triển khả xã hội Thực tế đứa tré trung bình chưong trình thể tốt mà nằm nhóm 15 - 20% dẫn đầu so với bạn lứa khả nghe hiểu, khả ngôn ngữ nói.) Phân tích đáp án: Ta thấy kỹ nghe, nói, lý luận (giải vấn đề), giao tiếp xã hội cải thiện qua chương trình Missouri Đáp án xác A True Question 10: Đáp án B Key word: 'Missouri', children of young, uneducated, single parents scored less highly Clue: “Most important of all, the traditional measures of 'risk', such as parents' age and education, or whether they were a single parent, bore little or no relationship to the measures of achievement and language development.” (Những thước đo truyền thống không đáng tin cậy tuổi tác tảng giáo dục cha mẹ, hay họ có phải cha – mẹ đơn thân hay không, cho thấy không ảnh hưởng tới kết thành khả phát triển ngơn ngữ trẻ.) Phân tích đáp án: Dựa vào clue ta thấy yêu tố khơng ảnh hưởng đến kết quả, đáp án xác B False TOPIC – EDUCATION AND SCIENCE Trang 80 Chinh phục tập đọc hiểu tiếng anh phiên 1.0 Your dreams – Our mission CẤU TRÚC-TỪ VỰNG QUAN TRỌNG Spokesman (n): người phát ngôn E.g: A spokeswoman for the government denied the rumours (người phát ngơn phủ phủ định nội dung lời đồn.) Finding (n): khám phá, phát (tự nghiên cứu) E.g: The findings of the commission will be published today (Những phát Hội Đồng ủy ban công bố hôm nay.) Equity = fairness (n): công Suppress (v): đàn áp E.g: The uprising was ruthlessly suppressed - Sự dậy bị đàn áp dã man Background (n): tiểu sử, tảng E.g: The job would suit someone with abusiness background (Công việc phù hợp với có tảng kiến thức kinh tế.) Pour sth into sth (v): rót nhiều tiền vào E.g: The government has poured millions info the education system (Chính phủ rót hàng triệu đô la vào hệ thống giáo dục.) Substantial (adj): lớn, quan trọng E.g: substantial sums of money Sensory (adj): (thuộc) máy cảm giác; (thuộc) cảm giác; (thuộc) giác quan E.g: sensory organs (các quan cảm giác.) Handicap (n): tình trạng khuyết tật thể xác tinh thần, khiến khơng thể thực chức E.g: Despite her handicap, Jane is able to hold down a full-time job (Dù có khuyết tật, Jane giữ cơng việc toàn thời gian.) 10 Cross-section (n): phận tiêu biểu (một phận mang tính chất điển hình tập thể) E.g: a representative cross section of society (bộ phận tiêu biểu đại diện cho xã hội.) 11 Auditory (adj): liên quan đến thính giác E.g: auditory stimuli (sự kích thích thính giác) 12 Abuse (n): lạm dụng E.g: a blatant abuse of power - lạm dụng quyền lực trắng trợn 13 Marked = noticeable (adi): rõ ràng, rõ rệt E.g: a marked lack of enthusiasm (một thiếu nhiệt tình rõ ràng) 14 Institutionalize (v): khiến cho điều trở nên bình thường, chấp nhận rộng rãi môi trường tập thể, quan E.g: the struggle to institutionalize equality for women 15 Vital (adj): quan trọng E.g: Early detection of the disease is vital - Sự phát bệnh sớm quan trọng TOPIC – EDUCATION AND SCIENCE Trang 81 Chinh phục tập đọc hiểu tiếng anh phiên 1.0 Your dreams – Our mission EXERCISE 15: [] EDUCATING PSYCHE Educating Psyche by Bernie Neville is a book which looks at radical new approaches to learning, describing the effects of emotion, imagination and the unconscious on learning One theory discussed in the book is that proposed by George Lozanov, which focuses on the power of suggestion Lozanov’s instructional technique is based on the evidence that the connections made in the brain through unconscious processing (which he calls non-specific mental reactivity) are more durable than those made through conscious processing Besides the laboratory evidence for this, we know from our experience that we often remember what we have perceived peripherally, long after we have forgotten what we set out to learn If we think of a book we studied months or years ago, we will find it easier to recall peripheral details-the colour, the binding, the typeface, the table at the library where we sat while studying it- than the content on which we were concentrating If we think of a lecture we listened to with great concentration, we will recall the lecture’s appearance and mannerisms, our place in the auditorium, the failure of the air-conditioning, much more easily than the ideas we went to learn Even if these peripheral details are a bit elusive, they come back readily in hypnosis or when we relive the event imaginatively, as in psychodrama The details of the content of the lecture, on the other hand, seem to have gone forever This phenomenon can be partly attributed to the common counterproductive approach to study (making extreme efforts to memorise, tensing muscles, including fatigue), but it also simply reflects the way the brain functions Lozanov therefore made indirect instruction (suggestion) central to his teaching system In suggestopedia, as he called his method, consciousness is shifted away from the curriculum to focus on something peripheral The curriculum then becomes peripheral and is dealt with by the reserve capacity of the brain The suggestopedic approach to foreign language learning provides a good illustration In its most recent variant (1980), it consists of the reading of vocabulary and text while the class is listening to music The first session is in two parts In the first part, the music is classical (Mozart, Beethoven, Brahms) and the teacher reads the text slowly and solemnly, with intention to the dynamics of the music The students follow the text in their books This is followed by several minutes of silence In the second part, they listen to baroque music (Bach, Corelli, Handel) while the teacher reads the text in a normal speaking voice During this time they have their books closed During the whole of this session, their attention is passive; they listen to the music but make no attempt to learn the material Beforehand, the students have been carefully prepared for the language learning experience Through meeting with the staff and satisfied students they develop the expectation that learning will be easy and pleasant and that they will successfully learn several hundred words of the foreign language during the class In a preliminary talk, the teacher introduces them to the material to be covered, but does not ‘teach’ it Likewise, the students are instructed not to try to learn it during this introduction Some hours after the two-part session, there is a follow-up class at which the students are TOPIC – EDUCATION AND SCIENCE Trang 82 Chinh phục tập đọc hiểu tiếng anh phiên 1.0 Your dreams – Our mission stimulated to recall the material presented Once again the approach is indirect The students not focus their attention on trying to remember the vocabulary, but focus on using the language to communicate (E.g through games or improvised dramatisations) Such methods are not unusual in language teaching What is distinctive in the suggestopedic method is that they are devoted entirely to assisting recall The ‘learning’ of the material is assumed to be automatic and effortless, accomplished while listening to music The teacher’s task is to assist the students to apply what they have learned paraconsciuosly, and in doing so to make it easily accessible to consciousness Another difference from conventional teaching is the evidence that students can regularly learn 1000 new words of a foreign language during a suggestopedic session, as well as grammar and idiom Lozanov experimented with teaching by direct suggestion during sleep, hypnosis and trance states, but found such procedures unnecessary Hypnosis, yoga, Silva mindcontrol, religious ceremonies and faith healing are all associated with successful suggestion, but none of their techniques seem to be essential to it Such rituals may be seen as placebos Lozanov acknowledges that the ritual surrounding suggestion in his own system is also a placebo, but maintains that without such a placebo people are unable or afraid to tap the reserve capacity of their brains Like any placebo, it must be dispensed with authority to be effective Just as a doctor calls on the full power of autocratic suggestion by insisting that the patient take precisely this while capsule precisely three times a day before meals, Lozanov is categoric in insisting that the suggestopedic session be conducted exactly in the manner designed, by trained and accredited suggestopedic teachers While suggestopedic has gained some notoriety through success in the teaching of modern languages, few teachers are able to emulate the spectacular results of Lozanov and his associates We can, perhaps, attribute mediocre results to an inadequate placebo effect The students have not developed the appropriate mind set They are often not motivated to learn through this method They not have enough ‘faith’ They not see it as ‘real teaching’, especially as it does not seem to involve the ‘work’ they have learned to believe is essential to learning Question The book Educating Psyche is mainly concerned with A the power of suggestion in learning B a particular technique for learning based on emotions C the effects of emotion on the imagination and the unconscious D ways of learning which are not traditional Question Lozanov’s theory claims that, when we try to remember things,' A unimportant details are the easiest to recall B concentrating hard produces the best results C the most significant facts are most easily recalled D peripheral vision is not important Question In this passage, the author uses the examples of a book and a lecture to illustrate that TOPIC – EDUCATION AND SCIENCE Trang 83 Chinh phục tập đọc hiểu tiếng anh phiên 1.0 Your dreams – Our mission A both of these are important for developing concentration B his theory about methods of learning is valid C reading is a better technique for learning than listening D we can remember things more easily under hypnosis Question Lozanov claims that teachers should train students to A memorise details of the curriculum B develop their own sets of indirect instructions C think about something other than the curriculum content D avoid overloading the capacity of the brain TRUE if the statement agrees with the information FALSE if the statement contradicts the information NOT GIVEN if there is no information on this Question In the example of suggestopedic teaching in the fourth paragraph, the only variable that changes is the music A True B False C Not Given Question Prior to the suggestopedia class, students are made aware that the language experience will be demanding A True B False C Not Given Question In the follow-up class, the teaching activities are similar to those used in conventional classes A True B False C Not Given Question As an indirect benefit, students notice improvements in their memory A True B False C Not Given Question Teachers say they prefer suggestopedia to traditional approaches to language teaching A True B False C Not Given Question 10 Students in a suggestopedia class retain more new vocabulary than those in ordinary classes A True B False C Not Given ĐÁP ÁN D A B C B B A C C 10 A GIẢI THÍCH CHI TIẾT Question 1: Đáp án D Key word: Educating Psyche is mainly concerned Clue: “Educating Psyche by Bernie Neville is a book which looks at radical new approaches to learning, describing the effects of emotion, imagination and the unconscious on learning.” (“Giáo dục Tâm trí" viết Bernie Neville sách nhìn vào phương pháp học tập mới, miêu tả ảnh hưởng cảm xúc, trí tưởng tượng trạng thái vơ thức vào q trình học tập.) TOPIC – EDUCATION AND SCIENCE Trang 84 Chinh phục tập đọc hiểu tiếng anh phiên 1.0 Your dreams – Our mission Phân tích đáp án: A the power of suggestion in learning (Sức mạnh việc gợi ý học tập) B a particular technique for leaning based on emotions (Một kỹ thuật đặc biệt để học dựa vào cảm xúc.) C the effects of emotion on the imagination and the unconscious (Những ảnh hưởng cảm xúc lên trí tưởng tượng trạng thái vơ thức.) D ways of learning which are not traditional (Những phương pháp học không truyền thống.) → Ta thấy phương pháp học phương pháp học khơng truyền thống Ngồi đáp án A, B, C sai với nội dung clue Do đáp án xác D Question 2: Đáp án A Key word: Lozanov's theory, when we try to remember things Clue: “we will find it easier to recall peripheral details- the colour, the binding, the typeface, the table at the library where we sat while studying it- than the content on which we were concentrating.” (Chúng ta thấy dễ hồi tưởng chi tiết lề màu sắc, bìa sách, kiểu chữ, bàn thư viện nơi ngồi học nội dung mà tập trung học.) Phân tích đáp án: A unimportant details are the easiest to recall (Những chi tiết quan trọng mà dễ hồi tưởng nhất.) B concentrating hard produces the best results (Tập trung chăm đem lại kết tốt nhất.) C the most significant facts are most easily recalled (Những thông tin quan trọng dễ hồi tưởng nhất.) D peripheral vision is not important (Quan sát ngoại vi không quan trọng.) Theo clue người thường nhớ thứ ngồi lề khơng quan trọng (khơng liên quan đến học), nên đáp án xác A Question 3: Đáp án B Key word: examples of a book and a lecture to illustrate Clue: “Besides the laboratory evidence for this, we know from our experience that we often remember what we have perceived peripherally, long after we have forgotten what we set out to learn.” (Ngoài chứng phịng thí nghiệm cho điều này, qua kinh nghiệm biết thường nhớ thứ mà quan sát bên ngồi, mà qn từ lâu thứ mà chúng la học.) Phân tích đáp án: Clue câu chủ đề, idea hai ví dụ sau Hai ví dụ sách giảng hỗ trợ cho ý Đáp án xác C Question 4: Đáp án C Key word: Lozanov, teachers should train students to TOPIC – EDUCATION AND SCIENCE Trang 85 Chinh phục tập đọc hiểu tiếng anh phiên 1.0 Your dreams – Our mission Clue: “consciousness is shifted away from the curriculum to focus on something peripheral.” (tâm trí chuyển từ chương trình học sang thứ bên ngồi.) Phân tích đáp án: A memorise details of the curriculum (Nhớ chi tiết chương trình học.) B develop their own sets of indirect instructions (Phát triển hệ thống hướng dẫn gián tiếp riêng) C think about something other than the curriculum content, (nghĩ thứ nội dung chương trình học.) D avoid overloading the capacity of the brain (Tránh nhồi nhét nhiều vào não bộ.) Dựa vào clue ta thấy Lozanov khuyên ta nên tập trung vảo thứ ngồi chương trình học Do đáp án xác C Question 5: Đáp án B Key word: suggestopedic teaching, fourth paragraph, only variable that changes is the music Clue: “(1st session) the teacher reads the text slowly and solemnly, with intention to the dynamics of the music (2nd session) while the teacher reads the text in a normal speaking voice.” ((Giai đoạn 1) giáo viên đọc chậm nghiêm nghị với sôi nhạc (Giai đoạn 2) giáo viên đọc đoạn văn với giọng bình thường.) Phân tích đáp án: Ta thấy nhạc yếu có thay đổi ngồi giọng nói giáo viên thay đổi nên đáp án xác B False Question 6: Đáp án B Key word: Prior to the suggestopedia class, students, aware that the language experience will be demanding (khó, địi hỏi cao) Clue: “they develop the expectation that learning will be easy and pleasant” (Họ phát triển mong đợi việc học diễn dễ dàng thoải mải.) Phân tích đáp án: Dựa vào clue ta thấy đáp án xác B False Question 7: Đáp án A Key word: follow-up class, teaching activities, similar to, conventional Clue: “Such methods are not unusual in language teaching.” (Những phương pháp không ỉạ việc học ngơn ngữ.) Phân tích đáp án: Dựa vào clue thấy phương pháp khơng nên giống với phương pháp truyền thống Đáp án xác A True Question 8: Đáp án C Key word: indirect benefit, improvements in their memory Clue: “Another difference from conventional teaching is the evidence that students can regularly learn 1000 new words of a foreign language” (Một khác biệt với phương pháp truyền thống học sinh học 1000 từ ngôn ngữ khác.) TOPIC – EDUCATION AND SCIENCE Trang 86 Chinh phục tập đọc hiểu tiếng anh phiên 1.0 Your dreams – Our mission Phân tích đáp án: Ta thấy việc học sinh học nhiều kết luận trí nhớ họ cải thiện Một điều chắn để nói phương pháp hiệu Đáp án xác C Not Given Question 9: Đáp án C Key word: prefer suggestopedia to traditional approaches Phân tích đáp án: Khơng có thơng tin cho thấy giáo viên thích phương pháp nên đáp án xác C Not Given Question 10: Đáp án A Key word: retain more new vocabulary than those in ordinary classes Clue: “Another difference from conventional teaching is the evidence that students can regularly learn 1000 new words of a foreign language” (Một khác biệt với phương pháp truyền thống học sinh học 1000 từ ngơn ngữ khác.) Phân tích đáp án: Dựa vào clue ta thấy đáp án xác A True CẤU TRÚC - TỪ VỰNG QUAN TRỌNG Psyche (n): tâm hồn, tinh thần E.g: the human / feminine / national psyche Radical (adj): bản, chất E.g: He decided to adopt a more radical plan for the problem – Anh định triển khai kế hoạch để giải vấn đề Unconscious (adj): bất tỉnh E.g: They found him lying unconscious on the floor Bọn họ tìm thấy anh nằm bất tỉnh sàn Durable (adj): bền, lâu dài E.g: Painted steel is likely to be less durable than other kinds (Thép sơn có khả bền loại khác.) Peripheral (adj): ngoại vi, ngoại biên, phụ không quan trọng mục tiêu E.g: Fund-raising is peripheral to their main activities (Việc gây quỹ việc phụ hoạt động chính.) Binding (adj): ràng buộc E.g: The decision is binding on both parties (Quyết định mang giá trị ràng buộc hai bên.) Mannerism (n): thói riêng, phong cách riêng (mà chủ thể khơng nhận sở hữu.) E.g: nervous / odd / irritating mannerisms Auditorium (n): phịng thính giả, giảng đường Hypnosis (n): miên E.g: She only remembered details of the accident under hypnosis (Cô nhớ TOPIC – EDUCATION AND SCIENCE Trang 87 Chinh phục tập đọc hiểu tiếng anh phiên 1.0 Your dreams – Our mission chi tiết vụ tai nạn bị miên.) Attribute to (attribute sth to sth/sb) (v): quy cho, cho E.g: The fall in the number of deaths from heart disease is generally attributed to improvements in diet – Sự giảm số lượng người chết bệnh tim quy cho cải thiện chế độ dinh dưỡng) 10 Counterproductive (adj): mang tác dụng trái ngược hoàn toàn dự kiến E.g: Increases in taxation would be counterproductive (Tăng thuế phản tác dụng.) 11 Solemnly (adv): long trọng, trang nghiêm, uy nghi, uy nghiêm 12 Trance (n): trạng thái hôn mê, lúc tỉnh lúc mơ E.g: go / fall into a trance 13 Procedure (n): thủ tục E.g: What’s the procedure for applying for a visa? – (Thủ tục đăng ký thị thực nào?) 14 Autocratic (adj): chuyên quyền (tập trung hết quyền lực vào tay người nhóm.) E.g: an autocratic leadership style 15 Capsule (n): viên thuốc nhộng E.g: Take two 30ml capsules a day 16 Mediocre (adj): xoàng, thường E.g: I thought the play was only mediocre (tôi nghĩ kịch tầm thường thôi.) TOPIC – EDUCATION AND SCIENCE Trang 88 ... ĐÁP ÁN TOPIC – EDUCATION AND SCIENCE Trang 12 Chinh phục tập đọc hiểu tiếng anh phiên 1. 0 B C B D B C Your dreams – Our mission C B A 10 D GIẢI THÍCH CHI TIẾT Question 1: Đáp án B Key word: topic. .. Europe, and by 19 50, Esperanto had spread from Europe to America and Asia.” (Các câu lạc tiếng Esperanto bắt đầu TOPIC – EDUCATION AND SCIENCE Trang 13 Chinh phục tập đọc hiểu tiếng anh phiên 1. 0... countries Congresses were held annually for nine years, and TOPIC – EDUCATION AND SCIENCE Trang 11 Chinh phục tập đọc hiểu tiếng anh phiên 1. 0 Your dreams – Our mission 4,000 attendees were registered