50 CÂU HỎI
Before the 1500’s, the western plains of North America were dominated by farmers. One group, the Mandans, lived in the upper Missouri River country, primarily in present – day North Dakota.They had large villages of houses built close together. The tight arrangement enabled the Mandans to protect themselves more easily from the attacks of others who might seek to obtain some of the food these highly capable farmers stored from one year to the next. The women had primary responsibility for the fields. They had to exercise considerable skill to produce the desired results, for their northern location meant fleeting growing seasons. Winter often lingered; autumn could be ushered in by severe frost. For good measure, during the spring and summer, drought, heat, hail, grasshoppers, and other frustrations might await the wary grower. Under such conditions, Mandan women had to grow maize capable of weathering adversity. They began as early as it appeared feasible to do so in the spring, clearing the land, using fire to clear stubble from the fields and then planting. From this point until the first green corn could be harvested, the crop required labor and vigilance. Harvesting proceeded in two stages. In August the Mandans picked a smaller amount of the crop before it had matured fully. This green corn was boiled, dried and shelled, with some of the maize slated for immediate consumption and the rest stored in animal – skin bags. Later in the fall, the people picked the rest of the corn. They saved the best of the harvest for seeds or for trade, with the remainder eaten right away or stored for alter use in underground reserves. With appropriate banking of the extra food, the Mandans protected themselves against the disaster of crop failure and accompany hunger. The woman planted another staple, squash, about the first of June, and harvested it near the time of the green corn harvest. After they picked it, they sliced it, dried it, and strung the slices before they stored them. Once again, they saved the seeds from the best of the year’s crop. The Mandans also grew sunflowers and tobacco; the latter was the particular task of the older men. Which of the following processes does the author imply was done by both men and women?
A. clearing fields
B. Harvesting squash
C. Harvesting corn
D. Planting corn
The word “disaster” in paragraph 4 is closest in meaning to _____.
A. control
B. history
C. catastrophe
D. avoidance
The word “them” in the last paragraph refers to _____.
A. women
B. seeds
C. slices
D. the Mandans
Which of the following crops was cultivated primarily by men?
A. Sunflower
B. Corn
C. Squash
D. Tobacco
Throughout the passage, the author implies that the Mandans _____
A. valued individuality
B. were very adventurous
C. were open to strangers
D. planned for the future
The topic of the passage is ________.
A. the development of thunderstorms and squall lines
B. the devastating effects of tornadoes
C. cumulus and cumulonimbus clouds
D. the power of tornadoes
The word “mechanisms” in paragraph 1 is most likely ________.
A. machines
B. motions
C. methods
D. materials
It can be inferred from the passage that, in summer, ________.
A. there is not a great temperature differential between higher and lower altitudes
B. the greater temperature differential between higher and lower altitudes makes thunderstorms more likely to occur
C. there is not much cold air higher up in the atmosphere
D. the temperature of rising air drops more slowly than it does in winter
The word “benign” in paragraph 3 is closest in meaning to ________.
A. harmless
B. beneficial
C. ferocious
D. spectacular
The expression “in concert” in paragraph 3 could best be replaced by ________.
A. as a chorus
B. with other musicians
C. as a cluster
D. in a performance
The word “itself” in paragraph 3 refers to ________.
A. a large-scale collision
B. a squall line
C. an advancing cold front
D. a layer of warm and moist air
All of the following are mentioned in the passage about supercells EXCEPT that they ________.
A. are of short duration
B. have circling winds
C. have extraordinary power
D. can give birth to tornadoes
This reading would most probably be assigned in which of the following courses?
A. Geography
B. Meteorology
C. Marine Biology
D. Chemistry
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions A considerable body of research has demonstrated a correlation between birth order and aspects such as temperament and behavior , and some psychologists believe that birth order significantly affects the development of personality. Psychologist Alfred Adler was a pioneer in the study of the relationship between birth order and personality. A key point in his research and in the hypothesis that he developed based on it was that it was not the actual numerical birth position that affected personality; instead, it was the similar response s in large numbers of families to children in specific birth order positions that had an effect. For example, first-borns, who have their parents to themselves initially and do not have to deal with siblings in the first part of their lives, tend to have their first socialization experiences with adults and therefore tend to find the process of peer socialization more difficult. In contrast, later-born children have to deal with siblings from the first moment of their lives and therefore tend to have stronger socialization skills. Numerous studies since Adler’s have been conducted on the effect of birth order and personality. These studies have tended to classify birth order types into four different categories: first-born, second-born and/or middle, last, and only child. Studies have consistently shown that first-born children tend to exhibit similar, positive and negative personality traits. First-borns have consistently been linked with academic achievement in various studies; in one study, the number of National Merit scholarship winners who are first-borns was found to be equal to the number of second-and third-borns combined. First-borns have been found to be more responsible and assertive than those born in other birth-order positions and tend to rise to positions of leadership more often than others; more first-borns have served in the U.S. Congress and as U.S. presidents than have those born in other birth-orderpositions. However, studies have shown that first-borns tend to be more subject to stress and were considered problem children more often than later- borns. Second-born and/or middle children demonstrate markedly different tendencies from first-borns. They tend to feel inferior to the older child or children because it is difficult for them to comprehend that their lower level of achievement is a function of age rather than ability, and they often try to succeed in areas other than those in which their older sibling or siblings excel. They tend to be more trusting, accepting, and focused on others than the more self-centered first-borns, and they tend to have a comparatively higher level of success in team sports than do first-borns or only children, who more often excel in individual sports. The last-born child is the one who tends to be the eternal baby of the family and thus often exhibits a strong sense of security. Last- borns collectively achieve the highest degree of social success and demonstrate the highest levels of self-esteem of all the birth-order positions.They often exhibit less competitiveness than older brothers and likely to take part in less competitive group games or in social organizations such as sororities and fraternities. Only children tend to exhibit some of the main characteristics of first - borns and some of the characteristics of last - borns. Only children tend to exhibit the strong sense of security and self - esteem exhibited by lastborns while, like first - borns, they are more achievement oriented and more likely than middle - or last - borns to achieve academic success. However, only children tend to have the most problems establishing close relationships and exhibit a lower need for affiliation than other children. The word body " in paragraph 1 could best be replaced by______
A. amout
B. organization
C. corpse
D. skelrton
The word “key” in paragraph 1 could best be replaced by________.
A. secret
B. studied
C. significant
D. locked
The word “it” in paragraph 1 refers to________.
A. component
B. research
C. hypothesis
D. personality
What is stated in paragraph 1 about Adler?
A. He had found that the responses by family members had little to do with personality.
B. He believed that it was the actual birth order that affected personality.
C. He was one of the first to study the effect of birth order on personality.
D. He was the only one to study birth order.
Which of the sentences below expresses the essential information in the italic sentence in paragraph 3 ? Incorrect choices change the meaning in important ways or leave out essential information.
A. Because first - borns tend to be very assertive , they are uncomfortable serving in government positions
B. Several examples support the idea that first - borns have characteristics that make them leaders
C. An interesting fact that is difficult to explain is that many first - borns have served in high government positions
D. In spite of certain characteristics that first - borns possess , many of them become leaders
The word “accepting” in paragraph 4 is closest in meaning to________
A. respectable
B. affectionate
C. admissible
D. torelant
Which of the following is NOT true ?
A. Middle children tend to have a preference for team sports
B. First - borns tend to do well in individual sports
C. Only children tend to prefer individual over team sports
D. Last - borns tend to prefer games with fierce competition
The phrase " more achievement oriented " in the paragraph 6 is closest in meaning to______
A. more skilled as leaders
B. more aware of surroundings
C. more directly involved
D. more focused on accomplishments
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions Certainly no creature in the sea is odder than the common sea cucumber. All living creature, especially human beings, have their peculiarities, but everything about the little sea cucumber seems unusual. What else can be said about a bizarre animal that, among other eccentricities, eats mud, feeds almost continuously day and night but can live without eating for long periods, and can be poisonous but is considered supremely edible by gourmets? For some fifty million years, despite all its eccentricities, the sea cucumber has subsisted on its diet of mud. It is adaptable enough to live attached to rocks by its tube feet, under rocks in shallow water, or on the surface of mud flats. Common in cool water on both Atlantic and Pacific shores, it has the ability to such up mud or sand and digest whatever nutrients are present. Sea cucumbers come in a variety of colors, ranging from black to reddish-brown to sand-color and nearly white. One form even has vivid purple tentacle. Usually the creatures are cucumber-shapedhence their name-and because they are typically rock inhabitants, this shape, combine with flexibility, enables them to squeeze into crevices where they are safe from predators and ocean currents. Although they have voracious appetites, eating day and night, sea cucumbers have the capacity to become quiescent and live at a low metabolic rate-feeding sparingly or not at all for long periods, so that the marine organisms that provide their food have a chance to multiply. If it were not for this faculty, they would devour all the food available in a short time and would probably starve themselves out of existence. But the most spectacular thing about the sea cucumber is the way it defends itself. Its major enemies are fish and crabs, when attacked, it squirts all its internal organs into the water. It also casts off attached structures such as tentacles. The sea cucumber will eviscerate and regenerate itself if it is attached or even touched; it will do the same if the surrounding water temperature is too high or if the water becomes too polluted. What does the passage mainly discuss?
A. Places where the sea cucumber can be found
B. The reason for the sea cucumber’s name
C. How to identify the sea cucumber
D. What makes the sea cucumber unusual
The word “bizarre” is closest meaning to ..........
A. rare
B. simple
C. marine
D. odd
The fourth paragraph of the passage primarily discusses ....
A. the eating habits of sea cucumbers
B. the food sources of sea cucumbers
C. the reproduction of sea cucumbers
D. threats to sea cucumbers’ existence
According to the passage, why is the shape of sea cucumbers important?
A. It makes them attractive to fish.
B. It helps them to protect themselves from danger.
C. It helps them to digest their food.
D. It makes it easier for them to move through the mud.
The phrase “casts off” is closest in meaning to ..........
A. gets rid of
B. grows again
C. grabs
D. uses as a weapon
The words “this faculty” refers to the sea cucumber’s ability to ....
A. live at a low metabolic rate
B. squeeze into crevices
C. devour all available food in a short time
D. suck up mud or sand
What can be inferred about the defense mechanisms of the sea cucumber?
A. They are very sensitive to surrounding stimuli.
B. They are almost useless.
C. They are similar to those of most sea creatures.
D. They require group cooperation.
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions Scientists do not yet thoroughly understand just how the body of an individual becomes sensitive to a substance that is harmless or even wholesome for the average person. Milk, wheat, and egg, for example, rank among the most healthful and widely used foods. Yet these foods can cause persons sensitive to them to suffer greatly. At first, the body of the individual is not harmed by coming into contact with the substance. After a varying interval of time, usually longer than a few weeks, the body becomes sensitive to it, and an allergy has begun to develop. Sometimes it's hard to figure out if you have a food allergy, since it can show up so many different ways. Your symptoms could be caused by many other problems. You may have rashes, hives, joint pains mimicking arthritis, headaches, irritability, or depression. The most common food allergies are to milk, eggs, seafood, wheat, nuts, seeds, chocolate, oranges, and tomatoes. Many of these allergies will not develop if these foods are not fed to an infant until her or his intestines mature at around seven months. Breast milk also tends to be protective. Migraines can be set off by foods containing tyramine, phenathylamine, monosodium glutamate, or sodium nitrate. Common foods which contain these are chocolate, aged cheeses, sour cream, red wine, pickled herring, chicken livers, avocados, ripe bananas, cured meats, many Oriental and prepared foods (read the labels!). Some people have been successful in treating their migraines with supplements of B-vitamins, particularly B6 and niacin. Children who are hyperactive may benefit from eliminating food additives, especially colorings, and foods high in salicylates from their diets. The topic of this passage is______________.
A. reactions to foods
B. food and nutrition
C. infants and allergies
D. a good diet
According to the passage, the difficulty in diagnosing allergies to foods is due to ______________.
A. the vast number of different foods we eat
B. lack of a proper treatment plan
C. the similarity of symptoms of the allergy to other problems
D. the use of prepared formula to feed babies
The word "symptoms" is closest in meaning to______________.
A. indications
B. diet
C. diagnosis
D. prescriptions
The phrase "set off" is closest in meaning to______________.
A. relieved
B. identified
C. avoided
D. triggered
What can be inferred about babies from this passage?
A. They can eat almost anything.
B. They should have a carefully restricted diet as infants.
C. They gain little benefit from being breast fed.
D. They may become hyperactive if fed solid food too early.
The word "hyperactive" is closest in meaning to _____.
A. overly active
B. unusually low activity
C. excited
D. inquisitive
The author states that the reason that infants need to avoid certain foods related to allergies has to do with the infant's ________.
A. lack of teeth
B. poor metabolism
C. underdeveloped intestinal tract
D. inability to swallow solid foods
Read the following passage and mark the letters A, B, C or D on your answer sheet to indicate the correct answer to each of the questions The rapid transcontinentat settlement and these new urban industrial circumstances of the last half of the 19th century were accompanied by the development of national literature of great abundance and variety. New themes, new forms, new subjects, new regions, new authors, new audiences all emerged in the literature of this half century. As a result, at the onset of World War I, the spirit and substance of American literature had evolved remarkably, just as its center of production had shifted from Boston to New York in the late 1880s and the sources of its energy to Chicago and the Midwest. No longer was it produced, at least in its popular forms, in the main by solemn, typically moralistic men from New England and the Old South; no longer were polite, well-dressed, grammatically correct, middle-class young people the only central characters in its narratives; no longer were these narratives to be set in exotic places and remote times; no longer, indeed, were fiction, poetry, drama, and formal history the chief acceptable forms of literary expression; no longer, finally, was literature read primarily by young, middle class women. In sum, American literature in these years fulfilled in considerable measure the condition Walt Whitman called for in 1867 in describing Leaves of Grass: it treats, he said of his own major work, each state and region as peers "and expands from them, and includes the world ... connecting an American citizen with the citizens of all nations." The main idea of this passage is________.
A. that the new American literature was less provincial than the old
B. that World War I caused a dramatic change in America
C. that centers of culture shifted from East to West
D. that most people were wary of the new literature
It can be inferred from the passage that the previous passage probably discussed ________.
A. the importance of tradition to writers
B. new developments in industrialization and population shifts
C. the fashions and values of 19th century America
D. the limitations of American literature to this time
The word “evolved” in paragraph two is closest in meaning to ________.
A. became famous
B. turned back
C. diminished
D. changed
The word “it” in the second paragraph refers to ________.
A. the population
B. the energy
C. American literature
D. the manufacturing
The word “exotic" in paragraph two is closest in meaning to ________.
A. urban
B. unusual
C. well-known
D. old-fashioned
The author uses the word “indeed” in the second paragraph for what purpose?
A. To emphasize the contrast he is making.
B. For variety in a lengthy paragraph.
C. To wind down his argument.
D. To show a favorable attitude to these forms of literature.
The phrase “these years” in the third paragraph refers to ________.
A. 1850-1900
B. the 1900s
C. the early 1800s
D. the present
It can be inferred from the passage that Walt Whitman________.
A. disliked urban life
B. was disapproving of the new literature
C. wrote Leaves of Grass
D. was an international diplomat
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions There are a number of natural disasters that can strike across the globe. Two that are frequently linked to one another are earthquakes and tsunamis. Both of them can cause a great amount of devastation when they hit. However, tsunamis are the direct result of earthquakes and cannot happen without them. The Earth has three main parts. They are the crust, the mantle, and the core. The crust is the outer layer of the Earth. It is not a single piece of land. Instead, it is comprised of a number of plates. There are a few enormous plates and many smaller ones. These plates essentially rest upon the mantle, which is fluid. As a result, the plates are in constant - yet slow - motion. The plates may move away from or towards other plates. In some cases, they collide violently with the plates adjoining them. The movement of the plates causes tension in the rock. Over a long time, this tension may build up. When it is released, an earthquake happens. Tens of thousands of earthquakes happen every year. The vast majority are so small that only scientific instruments can perceive them. Others are powerful enough that people can feel them, yet they cause little harm or damage. More powerful earthquakes, however, can cause buildings, bridges, and other structures to collapse. They may additionally injure and skill thousands of people and might even cause the land to change it appearance. Since most of the Earth's surface is water, numerous earthquakes happen beneath the planet's oceans. Underwater earthquakes cause the seafloor to move. This results in the displacement of water in the ocean. When this occurs, a tsunami may form. This is a wave that forms on the surface and moves in all directions from the place where the earthquake happened. A tsunami moves extremely quickly and can travel thousands of kilometres. As it approaches land, the water near the coast gets sucked out to sea. This causes the tsunamis to increase in height. Minutes later, the tsunami arrives. A large tsunami - one more than ten meters in height - can travel far inland. As it does that, it can flood the land, destroy human settlements, and kill large numbers of people. Which of the following statements does paragraph 1 support?
A. Earthquakes cause more destruction than tsunamis.
B. A tsunami happens in tandem with an earthquake.
C. The most severe type of natural disaster is an earthquake.
D. Earthquakes frequently take place after tsunamis do.
The word "it" in bold in paragraph 2 refers to ............
A. the Earth
B. the core
C. the crust
D. the mantle
What is the passage mainly about?
A. How earthquakes and tsunamis occur.
B. What kind of damage natural disasters can cause.
C. Why tsunamis are deadlier than earthquakes.
D. When earthquakes are the most likely to happen.
The word "adjoining" in bold in paragraph 2 is closest in meaning to ...........
A. bordering
B. residing
C. approaching
D. appearing
The word "perceive" in bold in paragraph 3 is closest in meaning to ..............
A. comprehend
B. detect
C. prevent
D. locate
Which of the following is true regarding the crust?
A. There many separate pieces that make it up.
B. It is the smallest of the Earth's three layers.
C. It is thicker on land than it is under the water.
D. The mantle beneath it keeps it from moving too much.
Based on the passage, what is probably true about tsunamis?
A. They kill more people each year than earthquakes.
B. They are able to move as fast as the speed of sound.
C. They cannot damage ships sailing on the ocean.
D. They can be deadly to people standing near shore.
