40BICH~ ôn thi đại học

Đọc hiểu In the explosion of the linguistic life cycle, it is apparent that it is much more difficult to learn a second language in adulthood than a first language in childhood Most adults never completely master a foreign language, especially in Phonology – hence the ubiquitous foreign accent Their development often “fossilizes” into permanent error patterns that no teaching or correction can undo Of course, there are great individual differences, which depend on effort, attitudes, amount of exposure, quality of teaching and plain talent, but there seems to be a cap for the best adults in the best circumstances Many explanations have been advanced for children’s superiority; they exploit Motherese (the simplified, repetitive conversation between parents and children), make errors unself- consciously, are more motivated to communicate, like to conform, are not set in their ways, and have not first language to interfere But some of these accounts are unlikely, based on what is known about how language acquisition works Recent evidence is calling these social and motivation explanations into doubt Holding every other factor constant, a key factor stands out: sheer age Systematic evidence comes from the psychologist Elissa Newport and her colleagues They tested Korean and Chinese – born students at the University of Illinois who had spent a least ten years in the United States The immigrants were give a list of 276 simple English sentences, half of them containing some grammatical error The immigrants who came to the United States between the age of and performed identically to American – born students Those who arrived between ages and 15 did worse the latter they arrived, and those who arrived between 17 and 39 did the worst of all, and showed huge variability unrelated to their age of arrival Question 1: The passage mainly discussed A adult differences in learning a foreign language B children’s ability to learn a language C the age factor in learning languages fast D research into language acquisition Question 2: From the passage, it can be inferred that “Phonology” is the study of A he grammar of language B the rules of a language C the vocabulary of a language D the sound system of a language Question 3: The word “cap” in paragraph is closet in meaning to A prize B limit C covering D level Question 4: According to the passage, young children learn languages quickly for all of the following reasons EXCEPT A they make many mistakes B they want to talk C their approach is flexible D they frequently repeat words Question 5: The word “unrelated” in paragraph is closet in meaning to A unconnected B unfamiliar C unclassified D unidentified Question 6: In the experiment in the passage, the Psychologists discovered A most students had lived in the U.S for more that 10 years B older students were unable to learn English C young students learned English best D students who arrived late were worst of all Question 7: The word “who” in paragraph refers to A Elissa Newport B Koreans C students D colleagues Question 8: According to the passage, what was the purpose of examining a sample number of immigrants? A To compare different age groups B To detect differences in nationalities C To confirm different language characteristics D To measure the use of grammar The time when human crossed the Arctic land bridge from Siberia to Alaska seems remote to us today, but actually represents a late stage in the prehistory of humans, an era when polished stone implements and bows and arrows were already being used and dogs had already been domesticated When these early migrants arrived in North America, they found the woods and plains dominated by three types of American mammoths These elephants were distinguished from today’s elephants mainly by their thick, shaggy coats and their huge, upward-curving tusks They had arrived on the continent hundreds of thousands of years before their followers The woody mammoth in the North, the Columbian mammoth in middle North America, and the imperial mammoth of the South, together with their distant cousins the mastodons, dominated the land Here, as in the Old World, there is evidence that humans hunted these elephants, as shown by numerous spear points found with mammoth remains Then, at the end of the Ice Age, when the last glaciers had retreated, there was a relatively sudden and widespread extinction of elephants In the New World, both mammoths and mastodons disappeared In the Old World, only Indian and African elephants survived Why did the huge, seemingly successful mammoths disappear? Were humans connected with their extinction? Perhaps, but at that time, although they were cunning hunters, humans were still widely settled and not very numerous It is difficult to see how they could have prevailed over the mammoth to such an extent Question 9: With which of the following is the passage primarily concerned? A Migration from Siberia to Alaska B Techniques used to hunt mammoths C The prehistory of humans D The relationship between man and mammoth in the New World Question 10: The word “implements” in paragraph is closest in meaning to A tools B ornaments C houses D carvings Question 11: The phrase “these early migrants” in paragraph refers to _ A mammoths B humans C dogs D mastodons Question 12: Where were the imperial mammoths the dominant type of mammoth? A Alaska B the central portion of North America C the southern part of North America D South America Question 13: It can be inferred that when humans crossed into the New World, they A had previously hunted mammoths in Siberia B had never seen mammoth before C brought mammoths with them from the Old World D soon learned to use dogs to hunt mammoths Question 14: Which of the following could be best substitute for the word “remains” in paragraph 2? A bones B drawings C footprints D spear points Question 15: The passage supports which of the following conclusions about mammoth A Humans hunted them to extinction B The freezing temperatures of the Ice Age destroyed their food supply C The cause of their extinction is not definitely known D Competition with mastodons caused them to become extinct THE DIGITAL DIVIDE Information technology is influencing the way many of us live and work today We use the Internet to look and apply for jobs, shop, conduct research, make airline reservations, and explore areas of interest We use e-mail and the Internet to communicate instantaneously with friends and business associates around the world Computers are commonplace in homes and the workplace Although the number of Internet users is growing exponentially each year, most of the world’s population does not have access to computers or the Internet Only percent of the population in developing countries are connected to telephones Although more than 94 percent of U.S households have a telephone, only 42 percent have personal computers at home and 26 percent have Internet access The lack of what most of us would consider a basic communications necessity –the telephone –does not occur just in developing nations On some Native American reservations only 60 percent of the residents have a telephone The move to wireless connections may eliminate the need for telephone lines, but it does not remove the barrier to equipment costs Who has Internet access? Fifty percent of the children in urban households with an income over $75,000 have Internet access, compared with percent of the children in low-income, rural households Nearly half of college-educated people have Internet access, compared to percent of those with only some high school education Forty percent of households with two parents have access; 15 percent of female, single-parent households Thirty percent of white households, 11 percent of black households, and 13 percent of Hispanic households have access Teens and children are the two fastestgrowing segments of Internet users The digital divide between the populations who have access to the Internet and information technology tools is based on income, race, education, household type, and geographic location Only 16 percent of the rural poor, rural and central city minorities, young householders, and single parent female households are connected Another problem that exacerbates these disparities is that African-Americans, Hispanics, and Native Americans hold few of the jobs in information technology Women hold about 20 percent of these jobs and are receiving fewer than 30 percent of the computer science degrees The result is that women and members of the most oppressed ethnic groups are not eligible for the jobs with the highest salaries at graduation Baccalaureate candidates with degrees in computer science were offered the highest salaries of all new college graduates in 1998 at $44,949 Do similar disparities exist in schools? More than 90 percent of all schools in the country are wired with at least one Internet connection The number of classrooms with Internet connections differs by the income level of students Using the percentage of students who are eligible for free lunches at a school to determine income level, we see that nearly twice as many of the schools with more affluent students have wired classrooms as those with high concentrations of low-income students Access to computers and the Internet will be important in reducing disparities between groups It will require greater equality across diverse groups whose members develop knowledge and skills in computer and information technologies If computers and the Internet are to be used to promote equality, they will have to become accessible to populations that cannot currently afford the equipment which needs to be updated every three years or so However, access alone is not enough Students will have to be interacting with the technology in authentic settings As technology becomes a tool for learning in almost all courses taken by students, it will be seen as a means to an end rather than an end in itself If it is used in culturally relevant ways, all students can benefit from its power Question 16 Why does the author mention the telephone in paragraph 2? A To contrast the absence of telephone usage with that of Internet usage B To describe the development of communications from telephone to Internet C To demonstrate that even technology like the telephone is not available to all D To argue that basic telephone service is a first step to using the Internet Question 17 Which of the sentences below best expresses the information in the statement “Although the number or the Internet.” in the paragraph 2? A The number of computers that can make the Internet available to most of the people in the world is not increasing fast enough B The Internet is available to most of the people in the world, even though they don't have their own computer terminals C Most of the people in the world use the Internet now because the number of computers has been increasing every year D The number of people who use computers and the Internet is increasing every year, but most people in the world still not have connections Question 18 Based on information in paragraph 3, which of the following best explains the term "digital divide?" A The disparity in the opportunity to use the Internet B Differences in socioeconomic levels among Internet users C The number of Internet users in developing nations D Segments of the population with Internet access Question 19 Why does the author give details about the percentages of Internet users in paragraph 3? A To argue for more Internet connections at all levels of society B To suggest that improvements in Internet access are beginning to take place C To prove that there are differences in opportunities among social groups D To explain why many people have Internet connections now Question 20 According to paragraph 4, why are fewer women and minorities employed in the field of computer technology? A They not have an interest in technology B They prefer training for jobs with higher salaries C They are not admitted to the degree programs D They not possess the educational qualifications Question 21 The word “concentrations” in the passage is closest in meaning to A confidence B protections C numbers D support Question 22 What can be inferred from paragraph about Internet access? A The cost of replacing equipment is a problem B Technology will be more helpful in three years C Better computers need to be designed D Schools should provide newer computers for students Cooperation is the common endeavor of two or more people to perform a task or reach a jointly cherished goal Like competition and conflict, there are different forms of cooperation, based on group organization and attitudes In the first form, known as primary cooperation, group and individual fuse The group contains nearly all of each individual’s life The rewards of the group’s work are shared with each member There is an interlocking identity of individual, group and task performed Means and goals become one, for cooperation itself is valued While primary cooperation is most often characteristic of preliterature societies, secondary cooperation is characteristic of many modern societies In secondary cooperation, individuals devote only part of their lives to the group Cooperation itself is not a value Most members of the group feel loyalty, but the welfare of the group is not the first consideration Members perform tasks so that they can separately enjoy the fruits of their cooperation in the form of salary, prestige, or power Business offices and professional athletic teams are examples of secondary cooperation In the third type, called tertiary cooperation or accommodation, latent conflict underlies the shared work The attitudes of the cooperating parties are purely opportunistic: the organization is loose and fragile Accommodation involves common means to achieve antagonistic goals: it breaks down when the common means cease to aid each party in reaching its goals This is not, strictly speaking, cooperation at all, and hence the somewhat contradictory term antagonistic cooperation is sometimes used for this relationship Question 23 What is the author’s main purpose in the first paragraph of the passage? A To offer a brief definition of cooperation B To explain how cooperation differs from competition and conflict C To urge readers to cooperate more often D To show the importance of group organization and attitudes Question 24 The word cherished in paragraph is closest in meaning to _ A agreed on B prized C defined D set up Question 25 Which of the following statements about primary cooperation is supported by information in the passage? A It is an ideal that can never be achieved B It was confined to prehistoric times C It is usually the first stage of cooperation achieved by a group of individuals attempting to cooperate D It is most commonly seen among people who have not yet developed reading and writing skills Question 26 According to the passage, why people join groups that practice secondary cooperation? A To get rewards for themselves B To defeat a common enemy C To experience the satisfaction of cooperation D To associate with people who have similar backgrounds Question 27 Which of the following is an example of the third form of cooperation as it is defined in the fourth paragraph? A Members of a farming community share work and the food that they grow B Two rival political parties temporarily work together to defeat a third party C Students form a study group so that all of them can improve their grades D A new business attempts to take customers away from an established company Question 28 Which of the following is NOT given as a name for the third type of cooperation? A Accommodation B Latent conflict C Tertiary cooperation D Antagonistic cooperation Question 29 The word fragile in paragraph is closest in meaning to A poorly planned B involuntary C inefficient D easily broken Question 30 Which of the following best describes the overall organization of the passage? A The author presents the points of view of three experts on the same topic B The author compares and contrasts two types of human relations C The author describes a concept by analyzing its three forms D The author provides a number of concrete examples and then draws a conclusion Reading to oneself is a modern activity which was almost unknown to the scholars of the classical and medieval worlds, while during the fifteenth century the term “reading” undoubtedly meant reading aloud Only during the nineteenth century did silent reading become commonplace One should be wary, however, of assuming that silent reading came about simply because reading aloud was a distraction to others Examinations of factors related to the historical development of silent reading have revealed that it became the usual mode of reading for most adults mainly because the tasks themselves changed in character The last century saw a steady gradual increase in literacy and thus in the number of readers As the number of readers increases, the number of potential listeners decline and thus there was some reduction in the need to read aloud As reading for the benefit of listeners grew less common, so came the flourishing of reading as a private activity in such public places as libraries, railway carriages and offices, where reading aloud would cause distraction to other readers Towards the end of the century, there was still considerable argument over whether books should be used for information or treated respectfully and over whether the reading of materials such as newspapers was in some mentally weakening Indeed, this argument remains with us still in education However, whatever its virtues, the old shared literacy culture had gone and was replaced by the printed mass media on the one hand and by books and periodicals for a specialized readership on the other By the end of the twentieth century, students were being recommended to adopt attitudes to books and to use reading skills which were inappropriate, if not impossible, for the oral reader The social, cultural and technological changes in the century had greatly altered what the term “reading” implied Question 31 Reading aloud was more common in the medieval world because A few people could read to themselves B people relied on reading for entertainment C there were few places available for private reading D silent reading had not been discovered Question 32 The word “commonplace” in the first paragraph mostly means “ A attracting attention C most preferable B for everybody’s use D widely used Question 33 The development of silent reading during the last century indicated ” A an increase in the number of books C a change in the nature of reading B an increase in the average age of readers D a change in the status of literate people Question 34 Silent reading, especially in public places, flourished mainly because of A the increase in literacy C the decreasing need to read aloud B the decreasing number of listeners D the development of libraries Question 35 The phrase “a specialized readership” in paragraph mostly means “ ” A a reading volume for particular professionals B a status for reader specialized in mass media C a requirement for readers in a particular area of knowledge D a limited number of readers in a particular area of knowledge Question 36 All of the following might be the factors that effected the continuation of the old shard literacy culture EXCEPT A the specialized readership B the inappropriate reading skills C the diversity of reading materials D the print mass media Question 37 Which of the following statements is NOT TRUE according to the passage? A The decline of reading aloud was wholly due to its distracting effect B Reading aloud was more common in the past than it is today C Not all printed mass media was appropriate for reading aloud D The change in reading habits was partly due to the social, cultural and technological changes Question 38 The writer of this passage is attempting to A show how reading methods have improved B encourage the growth of reading C explain how reading habits have developed D change people’s attitudes to reading For many people who live in cities, parks are an important part of the landscape They provide a place for people to relax and play sports, as well as a refuge from the often harsh environment of a city What people often overlook is that parks also provide considerable environmental benefits One benefit of parks is that plants absorb carbon dioxide—a key pollutant—and emit oxygen, which humans need to breathe According to one study, an acre of trees can absorb the same amount of carbon dioxide that a typical car emits in 11,000 miles of driving Parks also make cities cooler Scientists have long noted what is called the Urban Heat Island Effect: building materials such as metal, concrete, and asphalt absorb much more of the sun’s heat and release it much more quickly than organic surfaces like trees and grass Because city landscapes contain so much of these building materials, cities are usually warmer than surrounding rural areas Parks and other green spaces help to mitigate the Urban Heat Island Effect Unfortunately, many cities cannot easily create more parks because most land is already being used for buildings, roads, parking lots, and other essential parts of the urban environment However, cities could benefit from many of the positive effects of parks by encouraging citizens to create another type of green space: rooftop gardens While most people would not think of starting a garden on their roof, human beings have been planting gardens on rooftops for thousands of years Some rooftop gardens are very complex and require complicated engineering, but others are simple container gardens that anyone can create with the investment of a few hundred dollars and a few hours of work Rooftop gardens provide many of the same benefits as other urban park and garden spaces, but without taking up the much-needed land Like parks, rooftop gardens help to replace carbon dioxide in the air with nourishing oxygen They also help to lessen the Urban Heat Island Effect, which can save people money In the summer, rooftop gardens prevent buildings from absorbing heat from the sun, which can significantly reduce cooling bills In the winter, gardens help hold in the heat that materials like brick and concrete radiate so quickly, leading to savings on heating bills Rooftop vegetable and herb gardens can also provide fresh food for city dwellers, saving them money and making their diets healthier Rooftop gardens are not only something everyone can enjoy, they are also a smart environmental investment Question 39 Based on its use in paragraph 2, it can be inferred that mitigate belongs to which of the following word groups? A allay, alleviate, reduce C exacerbate, aggravate, intensify B absorb, intake, consume D obliterate, destroy, annihilate Question 40 Using the information in paragraph as a guide, it can be inferred that A most people prefer parks to rooftop gardens B most people prefer life in the country over life in the city C cities with rooftop gardens are cooler than those without rooftop gardens D some plants are not suitable for growth in rooftop gardens Question 41 Based on the information in paragraph 3, which of the following best describes the main difference between parks and rooftop gardens? A Parks absorb heat while rooftop gardens not B Parks require much space while rooftop gardens not Dịch nghĩa: 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 = Nó q trình suốt đời, q trình lâu trước bắt đầu học, nên phần khơng thể thiếu toàn sống người Như phương án D essential phương án có nghĩa sát A equitable (adj) = công B profitable (adj) = mang lại lợi nhuận, sinh lời C pleasant (adj) = thoải mái, dễ chịu 259 A Thông tin: The slices of reality that are to be learned, 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 Dịch nghĩa: Các lát cắt thực mà để học, cho dù chúng bảng chữ hiểu biết hoạt động phủ, thường giới hạn ranh giới đối tượng giảng dạy Như từ “they” đại từ thay cho danh từ phía trước Phương án A slices of reality phương án xác B similar textbooks = sách giáo khoa khác C boundaries = ranh giới D seats = ghế, chỗ ngồi 260 D Thông tin: The slices of reality that are to be learned, 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 classes the truth about political problems in their communities or what the newest filmmakers are experimenting with Dịch nghĩa: Các lát cắt thực mà để học, cho dù chúng bảng chữ hiểu biết hoạt động phủ, thường giới hạn ranh giới đối tượng giảng dạy Ví dụ, học sinh trung học biết họ khơng có khả tìm lớp học họ thật vấn đề trị cộng đồng họ nhà làm phim thử nghiệm Cụm từ “For example” để nêu ví dụ cho ý triển khai trước Ý câu trước giải thích kiến thức thực tế thường bị hạn chế mơn học quy, giới hạn các môn học Phương án D the boundaries of classroom subjects = giới hạn các môn học lớp; phương án xác A similar textbooks = sách giáo khoa khác B the results of schooling = kết việc học C the workings of a government = hoạt động phủ 261 A Giải thích: Bài đọc nói giáo dục hai khía cạnh: học trường học sống Do đó, hiểu việc học trường phần giáo dục Phương án A Going to school is only part of how people become educated = Đi học phần cách người giáo dục, phương án xác B Without formal education, people would remain ignorant = Khơng có giáo dục thức, người ta khơng biết C Education systems need to be radically reformed = hệ thống giáo dục cần phải cải cách triệt để D Education involves many years of professional training = Giáo dục liên quan đến nhiều năm đào tạo chuyên nghiệp 262 B Giải thích: Bài đọc xếp ý cách đưa khác ý nghĩa hai khái niệm "education" "schooling" Phương án B contrasting the meanings of two related words = tương phản ý nghĩa hai từ có liên quan, phương án xác A listing and discussing several educational problems = liệt kê thảo luận số vấn đề giáo dục C narrating a story about excellent teachers = kể lại câu chuyện giáo viên xuất sắc D giving examples of different kinds of schools = ví dụ loại trường học khác 263 B Giải thích: Drastic (adj) = mạnh mẽ, liệt Radical (adj) = bản, triệt để Dịch nghĩa: What forms of life were able to make such a drastic change in lifestyle? = Những hình thức sống tạo thay đổi mạnh mẽ phong cách sống? Như phương án B radical phương án có nghĩa sát A widespread (adj) = lan rộng C progressive (adj) = tiến D risky (adj) = rủi ro 264 D Thông tin: The traditional view of the first terrestrial organisms is based on mega fossils — relatively large specimens of essentially whole plants and animals Vascular plants, related to modern seed plants and ferns, left the first comprehensive mega fossil record Dịch nghĩa: Quan niệm truyền thống sinh vật cạn dựa hóa thạch lớn - mẫu vật tương đối lớn toàn động vật Thực vật có mạch, liên quan đến có hạt đại dương xỉ, để lại mẫu hóa thạch khổng lồ tồn diện Như hiểu thực vật có mạch sinh vật cạn Phương án D Vascular plants = thực vật có mạch; phương án xác A Bacteria = vi khuẩn B Meat-eating animals = động vật ăn thịt C Plant-eating animals = động vật ăn cỏ 265 B Thông tin: Moreover, the mega fossils suggest that terrestrial life appeared and diversified explosively near the boundary between the Silurian and the Devonian periods, a little more than 400 million years ago Dịch nghĩa: Hơn nữa, hóa thạch khổng lồ cho thấy sống mặt đất xuất đa dạng hóa cách bùng nổ gần ranh giới giai đoạn Silur Devon, 400 triệu năm trước Như phương án B New life-forms on land developed at a rapid rate = Các hình thức sống mặt đất phát triển với tốc độ nhanh chóng; phương án xác A Many terrestrial life-forms died out = Nhiều hình thái sống mặt đất chết C The mega fossils were destroyed by floods = Hóa thạch khổng lồ bị phá hủy lũ lụt D Life began to develop in the ancient seas = Cuộc sống bắt đầu phát triển vùng biển cổ đại 266 C Giải thích: The technique has uncovered new evidence from sediments that were deposited near the shores of the ancient oceans — plant microfossils and microscopic pieces of small animals … These newly discovered fossils have not only revealed the existence of previously unknown organisms, but have also pushed back these dates for the invasion of land by multicellular organisms Dịch nghĩa: Kỹ thuật phát chứng từ trầm tích lắng đọng gần bờ biển đại dương cổ đại - vi cổ thực vật mảnh hiển vi động vật nhỏ Những hóa thạch phát không cho thấy tồn sinh vật chưa biết, mà đẩy lùi ngày tháng cho xâm chiếm đất đai sinh vật đa bào Như suy hóa thạch phát cổ đại hóa thạch khổng lồ nhiều Phương án C They are older than the mega fossils = Chúng lâu đời hóa thạch khổng lồ A They have not been helpful in understanding the evolution of terrestrial life = Chúng không hữu ích việc tìm hiểu tiến hóa sống cạn B They were found in approximately the same numbers as vascular plant fossils = Chúng tìm thấy số lượng xấp xỉ hóa thạch thực vật có mạch D They consist of modern life-forms = Chúng bao gồm hình thái sống đại 267 D Thông tin: In many instances the specimens are less than one-tenth of a millimeter in diameter Although they were entombed in the rocks for hundreds of millions of years, many of the fossils consist of the organic remains of the organism Dịch nghĩa: Trong nhiều trường hợp, mẫu vật phần mười milimet đường kính Mặc dù chúng chơn vùi đá hàng trăm triệu năm, nhiều hóa thạch bao gồm hài cốt hữu sinh vật Như từ “they” đại từ thay cho danh từ phía trước Phương án D specimens phương án xác A rocks (n) = đá B shores (n) = bờ biển C oceans (n) = đại dương 268 B Giải thích: Entombed (v) = bị chơn vùi Trapped (v) = mắc kẹt, nhốt Dịch nghĩa: Although they were entombed in the rocks for hundreds of millions of years, many of the fossils consist of the organic remains of the organism = Mặc dù chúng chôn vùi đá hàng trăm triệu năm, nhiều hóa thạch bao gồm hài cốt hữu sinh vật Như phương án B trapped phương án có nghĩa sát A crushed (v) = bị nghiền nát C produced (v) = sản xuất D excavated (v) = khai quật 269 A Thông tin: These newly discovered fossils have not only revealed the existence of previously unknown organisms, but have also pushed back these dates for the invasion of land by multicellular organisms Dịch nghĩa: Những hóa thạch phát không cho thấy tồn sinh vật chưa biết, mà đẩy lùi ngày tháng cho xâm chiếm đất đai sinh vật đa bào Phương án A The time estimate for the first appearance of terrestrial lifeforms was revised = Ước tính thời gian cho xuất hình thái sống mặt đất sửa đổi, phương án xác B Old techniques for analyzing fossils were found to have new uses = Các phương pháp phân tích hóa thạch cũ tìm có ứng dụng Khơng có thơng tin C The origins of primitive sea life were explained = Nguồn gốc sống biển nguyên thủy giải thích Khơng có thơng tin D Assumptions about the locations of ancient seas were changed = Giả định vị trí vùng biển cổ đại thay đổi Khơng có thơng tin 270 A Thông tin: Life's transition from the sea to the land was perhaps as much of an evolutionary challenge as was the genesis of life Dịch nghĩa: Quá trình chuyển đổi sống từ biển vào đất có lẽ thách thức tiến hóa nguồn gốc sống Phương án A The evolution of terrestrial life was as complicated as the origin of life itself = Sự tiến hóa sống cạn phức tạp nguồn gốc sống, lợi nhuận; phương án xác B The discovery of microfossils supports the traditional view of how terrestrial life evolved = Việc phát vi cổ ủng hộ quan điểm truyền thống sống việc sống mặt đất phát triển Việc phát vi cổ không ủng hộ quan điểm truyền thống mà phản bác C New species have appeared at the same rate over the course of the last 400 million years = Nhiều loài xuất tốc độ tương tự q trình 400 triệu năm trước Khơng có thông tin D The technology used by paleontologists is too primitive to make accurate determinations about ages of fossils = Công nghệ sử dụng nhà khảo cổ thô sơ để đưa định xác tuổi hóa thạch Khơng có thơng tin 271 B Giải thích: Đoạn đọc giới thiệu lịch sử người sinh sống khu vực phía Bắc Trái Đất từ kỷ XVI Từ đoạn đến cuối đọc thông tin mơi trường khu vực quanh cực Do đó, nội dung đọc mơi trường quanh vùng vực kỷ XVI Phương án B The circumpolar environment of the sixteenth century = Môi trường quanh cực kỷ XVI A The hunting people of North America = Những người thợ săn Bắc Mỹ Around the year 1500, hunting people occupied the entire northern third of North America = Khoảng năm 1500, người thợ săn chiếm đóng tồn phần ba phía bắc Bắc Mỹ Đây thông tin đưa đề dẫn dắt vào nội dung C Animals that inhabit the Arctic coast = Động vật cư trú vùng bờ biển Bắc Cực Khơng có thông tin D The geography of Canada and Greenland = Các điều kiện địa lý Canada Greenland Bài đọc không đưa điều kiện địa lý Canada Greenland mà tồn khu vực quanh cực nói chung 272 C Giải thích: Domain (n) = miền, lãnh địa, lãnh thổ Region (n) = khu vực, miền, vùng Dịch nghĩa: Northern North America is part of a larger circumpolar ecological domain that continues across the narrow Bering Strait into Siberia and northern Europe = Bắc Bắc Mỹ phần miền sinh thái quanh cực lớn mà tiếp tục qua eo biển Bering hẹp vào Siberia Bắc Âu Như phương án C region phương án có nghĩa sát A temperature (n) = nhiệt độ B period (n) = quãng thời gian, giai đoạn D process (n) = trình, tiền trình 273 C Thông tin: Geographers divide the overall circumpolar domain into two zones, the Arctic and, below it, the Subarctic They refer to the landforms of these areas as tundra and taiga, respectively Dịch nghĩa: Các nhà địa lý chia miền quanh cực tổng thể thành hai khu, Bắc Cực, bên nó, cận Bắc Cực Họ đề cập đến địa hình khu vực lãnh nguyên rừng kim, cách tương ứng Như địa hình khu vực Bắc Cực lãnh nguyên Phương án C Tundra phương án xác A Subarctic = cận Bắc Cực B Taiga = rừng kim D Muskeg = vũng lầy, bãi lầy 274 C Thông tin: Temperatures in the northern lands were below freezing for eight or nine months of the year Dịch nghĩa: Nhiệt độ vùng đất phía Bắc nhiệt độ đóng bang tám chín tháng năm Phương án C 8-9 months = 8-9 tháng phương án xác A 4-5 months = 4-5 tháng B months = tháng D 12 months = 12 tháng 275 A Giải thích: Standing (adj) = đứng lại, lặng Not Flowing (adj) = không chảy Dịch nghĩa: In both tundra and taiga, hordes of mosquitoes and biting flies bred in the standing pools of water = Trong hai vùng lãnh nguyên rừng taiga, lũ muỗi ruồi cắn sinh sản vũng nước lặng B very deep (adj) = sâu C numerous (adj) = nhiều D contaminated (adj) = bị nhiễm độc, bị ô nhiễm 276 D Giải thích: Chỉ có phương án D lack of supplies = thiếu nguồn cung cấp phương án không nhắc đến khó khăn di chuyển mùa hè, cịn phương án khác có thơng tin A insects = côn trùng In both tundra and taiga, hordes of mosquitoes and biting flies bred in the standing pools of water = Trong hai vùng lãnh nguyên rừng taiga, lũ muỗi ruồi cắn sinh sản vũng nước lặng B wet clothing = quần áo ướt Clothing lost its thermal efficiency when it became damp = Quần áo bị hiệu suất giữ nhiệt nó trở nên ẩm ướt C swampy lands = vùng đất đầm lầy Tracking animals was more difficult than it was during the winter when the swampy ground was frozen solid and covered with snow = Theo dõi động vật khó khăn mùa đông mặt đất đầm lầy bị đóng băng vững bao phủ tuyết 277 A Thông tin: Subsurface soil in the Arctic's tundra remained permanently frozen Dịch nghĩa: Đất bề mặt vùng lãnh nguyên Bắc Cực đóng băng vĩnh viễn Như vây nghĩa vùng đất bề mặt rắn chắc, so sánh với xi măng Phương án A Cement phương án xác B A bog (n) = cầu tiêu C A pond (n) = ao D Sand (n) = cát 278 C Giải thích: Đoạn đầu đọc nói mối quan hệ cộng sinh giới tự nhiên để dẫn dắt vào lồi kiến cộng sinh Sau tác giả làm rõ loài kiến thuộc chi Polyergus cộng sinh với loài kiến thuộc chi Formica Như phương án C Ants belonging to the genus Polyergus have an unusual relationship with ants belonging to the genus Formica = Kiến thuộc chi Polyergus có mối quan hệ khơng bình thường với kiến thuộc chi Formica; phương án có nghĩa sát A Ants belonging to the genus Formica are incapable of performing certain tasks = Kiến thuộc chi Formica khơng có khả thực số nhiệm vụ định Kiến thuộc chi Polyergus chi Formica khơng có khả thực số nhiệm vụ định B The genus Polyergus is quite similar to the genus Formica = Các chi Polyergus giống với chi Formica Khơng có thơng tin D Poltergus ants frequently leave their nests to build new colonies = Loài kiến Poltergus thường xuyên rời khỏi tổ chúng để xây dựng thuộc địa Khơng có thơng tin 279 A Giải thích: Raise (v) = ni dưỡng, nuôi lớn Rear (v) = nuôi nấng Dịch nghĩa: Social parasitism involves one species relying on another to raise its young = Sự ký sinh xã hội liên quan đến lồi dựa vào lồi khác để ni B lift (v) = nâng lên / tăng lên / cất cánh / ngẩng đầu C collect (v) = thu thập, sưu tầm D increase (v) = tăng lên 280 D Thông tin: Among vertebrates, the best known social parasites are such birds as cuckoos and cowbirds; the female lays egg in a nest belonging to another species and leaves it for the host to rear Dịch nghĩa: Trong số lồi có xương sống, ký sinh trùng xã hội tiếng loài chim chim cu cu chìa vơi con; đẻ trứng tổ thuộc loài khác để lại cho chủ tổ để ni dưỡng Như chim cu cu chìa vơi nhắc đến ví dụ điển hình cho lồi kí sinh Phương án D are social parasites = ký sinh trùng xã hội; phương án xác A share their nests with each other = chia sẻ tổ chúng với B are closely related species = lồi có liên quan chặt chẽ C raise the young of their birds = nuôi loài chim chúng 281 C Giải thích: The dulotic species of ants, however, are the supreme social parasites … To compensate for these deficits, Polyergus has become specialized at obtaining workers from the related genus Formica to these chores Dịch nghĩa: Các loài kiến, nhiên, ký sinh trùng xã hội tối cao Để bù đắp cho thiếu hụt, Polyergus trở nên chuyên lấy công nhân từ chi liên quan Formica để làm công việc nhà Như suy tác giả nói kiến lồi kí sinh tối cao lồi Polyergus phụ thuộc nề vào loài Formica Phương án C The Polyergus are heavily dependent on the Formica = Polyergus phụ thuộc nhiều vào Formica; phương án xác A The Polyergus are more highly developed than the Formica = Chi Polyergus phát triển cao chi Formica B The Formica have developed specialized roles = Chi Formica phát triển vai trò đặc biệt D The Formica not reproduce rapidly enough to care for themselves = Chi Formica khơng sinh sản nhanh chóng đủ để chăm sóc thân 282 B Thơng tin: In a raid, several thousand Polyergus workers will travel up to 500 feet in search of a Formica nest, penetrate it, drive off the queen and her workers, capture the pupal brood, and transport it back to their nest Dịch nghĩa: Trong đột kích, hàng ngàn kiến thợ Polyergus di chuyển lên đến 500 feet để tìm kiếm tổ Formica, thâm nhập nó, bắt hồng hậu công nhân cô, bắt nhộng, vận chuyển trở lại tổ chúng Như phương án B Raid another nest = đột kích tổ kiến khác phương án xác A Look for food = tìm thức ăn C Care for the young = chăm sóc trẻ D Clean its own nest = làm tổ chúng 283 B Giải thích: Recruit (v) = tuyển dụng, chiêu mộ Enlist (v) = chieu mộ, đầu quân Dịch nghĩa: Formica scouts locate a new nesting site, return to the mixedspecies colony, and recruit additional Formica nest mates = Kiến thám Formica xác định vị trí làm tổ mới, trở lãnh địa hỗn hợp loài, tuyển dụng thêm bạn tổ Formica A create (v) = sáng tạo C endure (v) = chịu đựng, kiên nhẫn D capture (v) = bắt, chiếm 284 D Thông tin: The true extent of the Polyergus ants' dependence on the Formica becomes apparent when the worker population grows too large for existing nest Formica scouts locate a new nesting site, return to the mixed- species colony, and recruit additional Formica nest mates During a period that may last seven days, the Formica workers carry to the new nest all the Polyergus eggs, larvae, and pupae, every Polyergus adult, and even the Polyergus queen Dịch nghĩa: Mức độ thực sự phụ thuộc kiến Polyergus kiến Formica trở nên rõ ràng dân số lao động trở nên lớn cho tổ có Kiến thám Formica xác định vị trí làm tổ mới, trở lãnh địa hỗn hợp loài, tuyển dụng thêm bạn tổ Formica Trong thời gian kéo dài bảy ngày, công nhân Formica mang tổ tất trứng Polyergus, ấu trùng nhộng, kiến trưởng thành Polyergus, chí nữ hồng Polyergus Phương án D The Polyergus and the Formica move to a new nest = Kiến Polyergus Formica di chuyển đến tổ mới, phương án xác A The Polyergus workers enlarge the existing nest = Kiến thợ Polyergus nới rộng tổ có Khơng có thơng tin B The captured Formica workers return to their original nest = Những kiến thợ Formica bị bắt trở tổ ban đầu chúng Khơng có thơng tin C The Polyergus and the Formica build separate nests = Polyergus Formica làm tổ riêng Khơng có thơng tin 285 A Thông tin: The dulotic species of ants, however, are the supreme social parasites Consider, for example, the unusual behavior of ants belonging to the genus Polyergus = Các loài kiến xâm lược, nhiên, ký sinh trùng xã hội cao Xem xét, ví dụ, hành vi bất thường loài kiến thuộc chi Polyergus Như thuật ngữ “dulotic species of ants” lồi Polyergus khơng phải lồi Formica B captured brood = nhộng bị bắt In a raid, several thousand Polyergus workers will travel up to 500 feet in search of a Formica nest, penetrate it, drive off the queen and her workers, capture the pupal brood, and transport it back to their nest The captured brood is then reared by the resident Formica workers … = Trong đột kích, hàng ngàn kiến thợ Polyergus di chuyển lên đến 500 feet để tìm kiếm tổ Formica, thâm nhập nó, bắt hồng hậu cơng nhân cơ, bắt nhộng, vận chuyển trở lại tổ chúng Những nhộng bị bắt nuôi dưỡng cư dân kiến thợ Formica … C developing pupae = nhộng phát triển The captured brood is then reared by the resident Formica workers until the developing pupae emerge to add to the Formica population, which maintains the mixed-species nest = Những nhộng bị bắt nuôi dưỡng cư dân kiến thợ Formica nhộng phát triển trưởng thành để thêm vào dân số Formica, trì tổ hỗn hợp lồi D worker population = dân số kiến thợ The true extent of the Polyergus ants' dependence on the Formica becomes apparent when the worker population grows too large for existing nest = Mức độ thực sự phụ thuộc kiến Polyergus kiến Formica trở nên rõ ràng dân số lao động trở nên lớn cho tổ có 286 B It receives an upward force, equal to the weight of the fluid displaced: “Nó nhận lực đẩy lên tương đương với trọng lượng chất lỏng bị chiếm chỗ” Câu thích hợp với câu hỏi: “Điều xảy vật lên chất lỏng?” Chúng ta tìm thấy ý câu đầu đoạn một: “Archimedes’s Principle is a law of physics that states that when an object is totally or partially immersed in a fluid, it experiences an upthrust equal to the weight of the fluid displaced.” 287 B B quantity: từ “quantity” có nghĩa “số lượng” Cụm từ “a volume of water” đoạn hai có nghĩa “một lượng nước” Câu A “loudness” có nghĩa “độ lớn âm thanh” Câu C “frequency” có nghĩa “tần suất” Câu D “length” có nghĩa “độ dài” 288 A A takes the place of: động từ “displaces” đoạn ba có nghĩa “chiếm chỗ của” Còn đáp Câu B “takes places” có nghĩa “xảy ra” Câu C “replaces with a new one = thay mới”, không với ý nghĩa câu Câu D “puts in position” có nghĩa “đặt vào vị trí” 289 C C float with an equal volume of its volume under water Ý nghĩa câu: “Một khối gỗ có tỉ trọng bảy phần mười tỉ trọng nước lên với thể tích tương đương với thể tích chìm nước” Chúng ta tìm thấy ý câu ba đoạn 3: “Thus a block of wood with a density six tenths that of water will float with six tenths of its volume under water, since at that point the weight of fluid displaces is the same as the block’s own weight” 290 D D has a special shape: ý nghĩa câu này: “Một tàu bềnh bồng khối sắt có trọng lượng giống chìm tàu có hình dáng đặc biệt” Chúng ta tìm thấy ý hai câu cuối đoạn 3: “If a dense material is made into a suitable shape, it will float because of Archimedes’ principle A ship floats, whereas a block of iron of the same mass sinks” 291 A A upward push: từ “upthrust” đoạn bốn đề cập đến “lực đẩy từ lên = upward push” Còn đáp án khác Câu B “upperside of an object”: phía bên vật Câu C “upward force”: lực làm lật tàu, thuyền Câu D “upside-down turn”: việc lật lại từ xuống 292 A A fresh water is ‘lighter’ than sea water: ý nghĩa câu “Tàu thuyền chất nặng chúng sơng chúng biển, nước sơng nhẹ nước biển” Chúng ta tìm thấy ý câu hai đoạn bốn: “In addition, they cannot be so heavily loaded….to give the necesssary upthrust” 293 C C objects seem lighter in water: Định lí Archimedes giải thích sao: vật thể nhẹ nước Chúng ta tìm thấy ý câu hai đoạn : “The principle is most frequently applied….and why objects seem lighter in water” 294 B B “Humour, unexpectedness, and criticism”: đặc tính phim hoạt hình phương Tây “hài hước, bất ngờ phê phán” Chúng ta thấy chi tiết đoạn 1, câu: “The important feature … serious purpose”, đoạn 2, câu: “Nowadays cartoons are often … of social matters” 295 A A “educating ordinary people”: phim hoạt hình Trung Quốc có tác dụng phương tiện “giáo dục giới tính bình dân” Chúng ta thấy chi tiết đoạn 3, câu: “Unlike most Ảmerican … who could not read and write” 296 A A purposes: khác biệt chủ yếu phim hoạt hình Trung Quốc phim hoạt hình phương Tây “mục đích” làm phim Chúng ta thấy chi tiết đọc ý đoạn nói mục đích làm phim hoạt hình Trung Quốc ý đoạn nói mục đích phim hoạt hình phương Tây 297 A A a contrast between Western cartoons and Chinese cartoons: đọc có ý định trình bày “sự tương phản phim hoạt hình phương Tây phim hoạt hình Trung Quốc” 298 C C Chinese Cartoons nd Western Cartoons: tựa đề thích hợp cho đọc “Phim hoạt hình Trung Quốc phim hoạt hình phương Tây 299 C C spreading the Chinese ideas and cultural values throughout the world: nhìn chung phim hoạt hình Trung Quốc ngày nhắm đến việc “phổ biến tư tưởng giá trị Trung Quốc khắp giới” Chúng ta tìm thấy chi tiết đoạn 5, câu: “Today, however, Chinese cartoons ….in spreading knowledge” Và câu: “Thus, through cartoons, the thoughts and teachings….the Chinese culture” 300 C C the dominant culture influence of the West over the East: từ “imbalance” đoạn nói đến “ảnh hưởng văn hóa thống trị phương Tây phương Đông” Nghĩa đen từ “imbalance” “sự cân đối” Chúng ta thấy chi tiết câu: “Until recently,….and not vice versa”