Chinh Phục Bài Tập Đọc Hiểu Tiếng Anh

Trch on Chinh phc bi tp c hiu ting anh phin bn 1.
0 Your dreams Our mission
Anh em tham gia xy dng: Lng Vn Thy, Trn Hu c, Nguyn Lan Phng, Ngc Hn,
Trn Th Thanh Thanh, V L Ngc Hn, Don Th Thanh Thanh, L Ngc Anh Quc, Tng Hi
t v mt s cng tc vin.
Anh em tham gia chnh sa bn tho: Trn Th Nguyt
NXB: H quc gia HN
S trang: 664 trang Kh A4
Gi ba: 199.000 Vn
Ngy pht hnh ton quc: 25/09/2015
___________________________________________________
t trc sch Lovebook phin bn 2.0: https://goo.gl/XeHwk5
Gii p cc thc mc trong sch Lovebook: http://goo.gl/A7Dzl0
Ti liu Lovebook chn lc:http://goo.gl/nU0Fze
Knh bi ging Lovebook: https://goo.gl/OAo45w
ng k nhn ti liu thng xuyn Lovebook: goo.gl/ol9EmG
1
Trch on Chinh phc bi tp c hiu ting anh phin bn 1.0 Your dreams Our mission
PHN M U
Cun sch ny dnh cho ai?
Nu nh bi tp c hiu trong k thi i hc l mt cn c mng i vi bn th Chinh phc c hiu Ting
Anh chnh l v kh ti tn nht gip bn chin thng ni s ny. Cun sch c bin son dnh cho nhng th sinh
ang n tp chun b cho k thi Trung Hc Ph Thng quc gia. Ngoi ra, nhng bn ang chun b cho cc k thi
nh TOIEC, TOFLE hay IELTS cng c th s dng cun sch nh mt ngun bi tp luyn tp hu hiu vi mt
s a dng v bi tp, ch t vng cng nh mc kh ca cu hi.
Ni dung cun sch

Chinh phc c hiu Ting Anh c chia thnh 13 chng nhm trang b cho ngi hc phng php gii
quyt bi tp c hiu hiu qu nht, khi lng bi tp a dng c phn chia theo nhng ch quen thuc hay
c s dng lm thi i hc, TOFLE, IELTS
Chng 1: Trang b v kh s cung cp cho ngi hc phng php gii quyt bi c hiu mt cch nhanh v
chnh xc nht. Ngoi ra, trong chng ny, chng ti s ch ra nhng t tng sai lch cng nh li cn bn khin
cho cc th sinh phi cht vt vi dng bi tp ny.
T Chng 2 n chng 12 s l nhng ch quen thuc c th s nm trong thi THPT quc gia. Trong
cc chng ny, bi tp s c phn theo ba mc :
1. D [oo]: bi tp c bn, dnh cho nhng bn khng c nn tng Ting Anh vng chc. S lng bi tp d chim
khong mt phn nm s bi tp mi chng (khong 3 bi). L do chng ti phn chia nh vy l v vi phng
php ng n c trang b trong chng 1, cc bn s mt rt t thi gian lm quen vi dng bi tp ny. Nu
nh vn cha t tin chinh phc nt cc phn tip theo trong chng, cc bn c th lm phn d cc chng sau
xy dng nn kin thc.
2. Va [o]: bi tp c cng mc kh vi thi Khi D, A1 ca B GD&T. Phn bi tp va chin hai phn
nm ni dung chng (khong 6 bi).
3. Kh []: Bi tp nng cao, dnh cho nhng bn mun chinh phc hon ton bi tp c hiu trong cc k thi
quc gia cng nh mt s k thi quc t. Phn ny gm khong 6 bi vi kh cao, ni dung c th s khng ch
n thun l bi tp trc nghim bn p n A-B-C-D, hy cng chng ti khm ph nh, chc chn kt qu t c
s khng khin bn tht vng!!!
gip cc bn t duy lm bi chun xc nht, bi tp trong Chinh Phc c hiu Ting Anh c gii thch
k lng, phn tch t vng, a ra v d chi tit, b sung kin thc m rng c th p dng trong nhng bi tp
khc.
Chng 13 l nhng bi c hiu c b s dng lm thi trong cc nm gn y. Nhm tc gi
thng k mt bng danh sch (trang ) nhm gip ngi hc nhn bit xu hng ra n tp hiu qu hn.
S dng cun sch th no cho hiu qu?

1. i vi cc bn cn nhiu thi gian (1 2 nm)
- Chng ti khuyn khch hc ton b cun sch vi trnh t chng c th do bn t chn ty theo s thch.
- Nn c tht k chng 1, nm tht chc phng php trc khi lm bi tp.
- X l phn D v Va trc, sau khi t c tin b nht nh c th chinh phc nt phn Kh t tin 100% khi
i mt vi dng bi tp ny.
2. i vi nhng bn n thi cp tc (>1 thng):
- Hc tht k chng 1 nm r phng php
- Nghin cu chng 13 v tp trung vo nhng ch hay ra (bi tp mc va).
- Trong trng hp cn thi gian th cc bn nn nghin cu nhng chng cn li, lm lun bi tp mc Va.
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CC DNG CU HI THNG GP
Theo xu hng ra thi ca B GD&T, bi tp c hiu bao gm nhng dng bi tp sau:

1. Cu hi t vng (vocabulary questions)
2. Cu hi v ni dung chi tit trong on vn (details in the paragraph)
3. Cu hi suy lun (inference and reasoning questions)
4. Cu hi chnh ton on (main idea questions)
Bn loi cu hi trn c chng ti sp xp theo kh tng dn v cc bn nn chinh phc bi c hiu theo th

t ny. Sau y chng ta hy cng phn tch k tng dng cu hi nh!!!
Dng 1: T vng trong vn cnh.
ng t ti hay nht ch nu nh bn gp phi t vng mi, l, khng h xut hin trong tr nh ca bn. Hy bnh
tnh nh v y l bi thi c hiu m v nu xt v bn cht th mi cu hi u c thit k vi mc ch kim tra
kh nng c hiu ca bn.
Cc bc gii quyt:
1.Finding - Xc nh v tr t vng: thng th t vng trong cu hi s c in m trong bi vn cho nn bn s
khng gp kh khn g trong vic tm kim chng u.
2. Reading and Understanding c v hiu: Dng cu hi ny thc s n gin hn nhiu so vi nhng dng khc
v bn ch cn c cu vn cha t vng hoc t mt n hai cu xung quanh hiu c ngha ca t vng.
3. Eliminating or Choosing Loi b v Chn la: Sau khi hiu c ngha v sc thi ca t vng, bn c th
loi b ngay nhng t khng ph hp. V d bn suy lun c l t vng ny mang ngha tch cc th hay gch b
ngay nhng p n mang tnh tiu cc.
Hy cng chng ti xem xt mt v d sau trong thi THPT quc gia nm 2015:
Ocean ecosystem, especially ABC ones like coral reefs, will also be affected by global warming
A. pretty hard B. very large C. rather strong D. easily damaged
Chng ti c tnh che du t vng ny gii thiu phng php t duy t vng theo vn cnh.
Nhiu bn c trang b kin thc tt c th xc nh ngha ca t da vo cu trc t: tin t (prefix), gc t (root)
v hu t (suffix). Th nhng khng phi ai cng nm c nhng quy lut ny v ni i hi kinh nghim cng nh
vn t kh rng. Phng php sau y dnh cho nhng bn c vn t trung bnh vi tham vng chinh phc bi tp
dc hiu, cc bn cng dch vi mnh nh:
Mt h thng g (h sinh thi) ca i dng, v d in hnh l nhng vt g (rng san h) c c im ABC,
cng s b nh hng bi s nng ln ton cu.
Cc bn c th xc nh ngay y l mt tnh t. Nhng rng san h ny mang mt tnh cht no khin cho n s
b nh hng bi hin tng t nhin ny. L do khin cho n b nh hng, b tc ng th khng th no mang
ngha tch cc c. V d nh nu bn s hu mt c th yu ui th bnh tt rt d tc ng hay nh hng n
bn. Do vy ta suy lun c ABC mang ngha tiu cc v l im yu ca san h.
Cc p n: A (kh cng, chc), B (rt rng), v C (kh khe mnh) mang ngha tch cc nn chng ngay lp tc
b gch b. V p n ca chng ta l D (d b ph hy, hy hoi)
Cc bn thy , ch cn bit l t g, hnh dng, mt mi n trng ra sao m ta vn c th tr li chnh xc cu
hi ny. Chinh phc cu hi t vng theo vn cnh khng h kh v chng ti khuyn cc bn nn lm dng ny u
tiu khi bt tay vo lm bi c hiu.
M RNG (dnh cho nhng ai thc mc v thy hng th vi phng php xc nh cu trc t m mnh ni
trn):
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ABC = FRAGILE = easily broken or damaged or destroyed
Vi vn t kh rng, cc bn c th lin tng tin t FRA vi nhng t nh Fragment (mnh v nh), frail (yu
t), fraction (phn nh trong tng th) Nhn chung th t ny to cm gic nh b, vn vt, yu ui. V chng ta
c th on c phn no p n chnh xc ca cu hi ny vi nhng lin tng n gin nh trn.
Dng 2: Cu hi v ni dung chi tit trong on vn
Gii quyt xong cu hi t vng th vn bt u tr nn phc tp hn, nhng ch mt cht thi. Trong phn ny,
cu hi cp n mt ni dung trong bi c v c th c dn dt nh sau:
According to the passage
It is stated in the passage...
The passage indicates that
Which of the following is true/false...?
p n ca cu hi chc chn nm trong on vn, cng vic ca bn l nh v n v c tht k trc khi la chn
p n ng. Trong cu ny chng ta vn p dng ba bc c bn: Finding Reading and Understanding Eliminating
and Choosing.
Kh khn: phn loi th sinh, t kha (key words) trong bi thng c th hin di dng ng ngha vi
ni dung trong bi. Do cc bn khng nn mt thi gian tm kim mt cc my mc trong c mt bi c 400 n
500 ch. Bc 1 Finding bao gm vic hiu ni dung cu hi trc khi bt u tm kim.
V d minh ha:
Students can find out how fast they read by a simple method. First, they should count all the words on a page of a
book. Then, they read the page as they time themselves. After finishing reading, they should divide the number of
words read by the number of minutes spent reading.
According to the passage, what is the first step in determining your reading speed?
a. Timing yourself as you read the page of a book

b. Dividing the number of words read by the number of minutes used.
c. Counting the number of words on a page
d. Determining if you need to read faster
Hy nhng t c gch chn, chnh l t kha. T reading speed c th khng xut hin trong ton bi vn,
do chng ta phi hiu r ni dung cu hi. C c hai MANH MI cn lm r trc khi bc vo cng cuc tm
kim
1. Phn no nu ln cc bc? Cc bc s c th hin nh th no? S dng t ni c bn no?
2. Tc c.
Vi vic hiu r yu cu bi, bn s tit kim rt nhiu thi gian tm kim v tr li cu hi chnh xc, ng trng
tm vi tc nhanh chng.
Dng 3: Cu hi suy lun
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TOPIC 2: ENTERTAINMENT
Exercise 1: Mass media []
Most of us tend to think of production when we think of mass media industries. After all, it is the output of
this production the papers we read, the cable TV shows we watch that grab our attention, make us happy or angry,
interested or bored. Moreover, most public discussion about mass communication tends to be about production. The
latest gossip about that actor will be in what film, the angry comments a mayor makes about the violence on local TV
news, the newest CDs by an up-and-coming group these are the kinds of topics that focus our attention on the
making of content, not its distribution or exhibition.
Media executives know, however, that production is only one step in the arduous and risky process of getting
a mass media idea to an audience. Distribution is the delivery of the produced material to the point where it will be
shown to its intended audience. The activity takes place out of public view. We have already mentioned the NBC acts
as a distributor when it disseminates television programming via satellite to TV stations. When Philadelphia
Newspapers Inc. delivers its Philadelphia Inquirer to city newsstands, when Twentieth Century Fox moves its
Musicland stores, they are involved in distribution to exhibitions.
Question 1. In this passage, arduous means________.
A. difficult B. lucrative C. lengthy D. free
Question 2. The passage states that people tend to focus on production because _______.
A. it takes place out of public view
B. mass media companies do not own production divisions
C. the output of mass media is intended to grab our attention
D. companies can function as both producers and distributors
Question 3. In this passage, to disseminate means to _______.
A. create B. send out C. take in D. fertilize
Question 4. This passage states that distribution is_______.
A. the first step in mass media production
B. the most talked-about step in mass media production
C. at least as important as production
D. not as important as exhibition
Question 5. The authors purpose in writing this passage is to ________.
A. tell an interesting story B. define a concept clearly
C. describe a scene vividly D. argue with the reader
P N
1. A 2. C 3. B 4. C 5. B
GII THCH CHI TIT

Question 1: p n A.
Cu hi: Ngha ca t "arduous".
Phn tch: v khng c mt gi c th no nn ta xt tng p n xem p n no l c l nht khi ghp vo bi
c:
A. difficult (kh khn): c th ng v qu trnh lm nn cc sn phm truyn thng khng phi d dng; bi c cho
thy qu trnh phn phi c khi phi s dng n nhng phng php kh nh dng ng truyn v tinh, m ca
hang,...
B. lucrative (sinh li): c v khng lin quan n ni dung bi v bi c khng nhc g n li nhun to ra t qu
trnh lm ra sn phm truyn thng.
C. lengthy (di dng): cng tng t B v ta khng thy bi c cp r rng n s nhiu kh ca qu trnh ny.
D. free (t do): c v l p n t lin quan nht.
Nh vy nu cn nhc cn thn ta thy A s l p n an ton nht.
=> p n ng A.
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Question 2: p n C.
Cu hi: Ti sao ngi ta thng ch tp trung vo phn on sn xut?
Clue: After all, it is the output of this production the papers we read, the cable TV shows we watch that grab
our attention": Ni cho cng th sn phm ca qu trnh ny - t bo ta c, chng trnh TV ta xem - mi l nhng
th khin ta quan tm.
=> p n ng C. the output of mass media is intended to grab our attention. Cc p n khc u sai vi bi c
hoc khng tr li c cho cu hi trn.
Question 3: p n B.
Cu hi: Ngha ca t "disseminate"
Clue: NBC acts as a distributor when it disseminates television programming via satellite to TV stations": i
NBC ng vai tr l nh phn phi khi n lm g cc chng trnh truyn hnh qua v tinh ti TV.
Nh vy c th d dng on c ng t ny c lin quan ti vic phn phi.
=> p n ng B. send out (gi i).
Question 4: p n C.
Question 5: p n B.
CU TRC, T VNG IN HNH

1. Industry (n): cng nghip, ngnh cng nghip. Eg: The computer industry has been booming: Ngnh cng
nghip my tnh ang pht trin rt mnh m.
2. To grab ones attention (=to attract ones attention): thu ht s ch ca ai. Eg: You must grab your readers
attention with your first sentence: Bn phi thu ht s ch ca c gi bng cu u tin.
3. To make a comment: a ra bnh lun, nhn xt. Eg: I made a comment on her dress, then she broke up with
me. Ti bnh lun v ci vy ca c y, sau c y chia tay vi ti.
4. To focus ones attention on something (n): tp trung s ch vo ci g. Eg: He didnt focus his attention on
the safety instructions: Anh ta khng ch ti hng dn s dng an ton.
5. Distribution: s phn phi. Eg We did not consider the distribution cost; therefore, we are in trouble now:
Chng ti khng cn nhc chi ph phn phi, v th hin ti chng ti ang gp rc ri.
6. Intended audience: ngi xem nhm ti, ngi xem mc tiu (= target audience). Eg: The intended audiences
for the TV series are young people aged 13 to 18: Nhm ngi xem m seri TV nhm ti l thanh nin t 13 n 18
tui.
7. To disseminate: gieo rc, ph bin. Eg: The organization has been trying to disseminate information about the
disease: T chc v ang c gng ph bin thng tin v dch bnh.
8. Risky (adj): nhiu ri ro. Cu trc: To be at risk: gp ri ro, ri vo tnh hung ri ro Eg: Its risky to buy a
car without some good advice: Mua t m khng c t vn th rt ri ro.
9. Via something qua, theo ng g. Eg: They went to England via Gibraltar: H n Anh qua Gi bran ta.
10. Out of ones view: Khng trong tm nhn, ngoi tm nhn ca ai Eg: She turned a corner, and disappeared out
of my view: C y r vo ng v bin mt khi tm nhn ca ti.
Exercise 2: []
Curious about which digital camera is best for you? Where you can hear reggae music in Toronto? Or what
the distance is to Mars? Question-and-answer sites offer an alternative to the ubiquitous search engine: a place to
post a question and then wait for another Internet user to respond.
The idea isnt new: Usenet newsgroups have let us do this for years. But Q&A sites offer features that enhance
and simplify the process. All offer eBay-like feedback, where users rate the helpfulness of experts: over time, these
scores become a benchmark score for determining how trustworthy someones answers are. Question-and-answer
sites also e-mail you when an expert has responded, and they offer personalized page where you can see the questions
youve asked, the people who have responded, and what theyve had to say.
Question 1. In this passage, ubiquitous means________.
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A. difficult B. new C. common D. expert
Question 2. The organization pattern of the second paragraph of the passage may be best described as________.
A. cause/effect B. example/ illustrations
C. description D. classification
Question 3. The tone of this passage can best be described as ________.
A. negative B. hysterical C. opinionated D. objective
Question 4. The main idea of this passage is that________.
A. Question-and-answer sites have alternative to search engines.
B. Usenet newsgroups have been around for years.
C. The idea of question-and-answer sites is not new.
D. People have a lot of questions to be answered.
Question 5. The authors purpose is writing this passage is to ________.
A. tell a story B. give information C. persuade D. entertain
P N
1. C 2. C 3. D 4. A 5. B
GII THCH CHI TIT

Question 1: p n C.
Cu hi: Ngha ca t "ubiquitous".
Clue: "Question-and-answer sites offer an alternative to the ubiquitous search engine": Cc trang web gii p
thc mc s cung cp mt gii php thay th cho cng c tm kim lm sao .
Nh vy gii php mi ny s khc phc c mt c im g ca cng c tm kim. c im ny c miu
t bi tnh t "ubiquitous". Ta c vi d on cho ngha ca n, v d nh li thi, n thun, hoc thiu chc nng.
Da vo cc p n c cho ta thy ngha "common" (thng thng) l hp l nht so vi cc p n khc.
=> p n ng C.
Question 2: p n C.
Cu hi: on vn th 2 c vit theo dng vn no?
Cu hi ny kh d tr li bi ta thy on vn ny ch n gin miu t v cc tnh nng ca trang gii p thc
mc (nh nh gi tin cy ca cu tr li, chc nng thng bo khi c tr li) ch khng h cp n bt c
nguyn nhn kt qu (cause/effect) no, khng c v d c th (example) no v khng c phn loi (classification)
ci g c.
=> p n ng C.
Question 3: p n D.
Cu hi: Ging vn ca bi c?
Tng t cu trn, ta khng thy tc gi t ra tiu cc (negative), qu khch (hysterical) hay khng khng gi kin
(opinionated). Tc gi gi ging vn trung lp, nhn xt c i c li (the idea isnt new), v bnh tnh ging gii
v mt ng dng Internet mi.
=> p n ng D. objective
Question 4: p n A.
Question 5: p n B.
=> p n ng B. give information

1. Curious (n): t m. Eg: Scientists are always curious about the animals world: Cc nh khoa hc
lun t m v th gii ng vt.
2. Alternative (n): s la chn gia hay hoc nhiu kh nng. Eg: The alternative song in the fight-off
round is Sugar: Bi ht th hai c th chn cho vng i u l Sugar.
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3. Question and answer (Q&A): mc hi p, gii p thc mc, cu hi. Eg: I always love the
Q&A sessions. Ti lun yu thch cc bui gii p thc mc.
4. To let somebody do something: ai lm g. Eg: I just needed you to let me go out for two hours:
Con ch cn b m cho con ra ngoi hai ting thi m.
5. To enhance: tng cng, nng cao. Eg Those years of trying so hard had enhanced my credibility:
Nhng nm thng c gng rt nhiu nng cao uy tn ca ti.
6. To simplify: n gin ha. Eg: Can you help me simplify these questions? Anh c th gip ti n
gin ha nhng cu hi ny c khng?
7. To give feedback: phn hi thng tin. Eg: We need customers to constantly give feedback: Chng ti
cn khc hng lin tc phn hi thng tin.
8. Benchmark (n): mc chun, chun Eg: Her outstanding performances set a new benchmark
for singers throughout the world: S trnh din tuyt vi ca c y l chun mc mi cho cc ca s trn
ton th gii.
9. Trustworthy (adj) ng tin cy, xng ng vi s tin cy. Eg: He showed us signs of a trustworthy
person: Anh ta cho chng ti thy du hiu ca mt ngi ng tin cy.
10. To personalized: c nhn ha , c bin thnh chuyn ring t Eg: I dont like to personalize
issues: Ti khng thch bin cc vn thnh chuyn c nhn.
Exercise 3: []
When we were in England last year, I went fishing with my friend, Peter. Early in the morning we were sitting
quietly by the side of the lake when we had an unpleasant surprise. We saw a duck come along with three ducklings
padding cheerfully behind her. As we watched them, there was a sudden swirl in the water. We caught a glimpse of
the vicious jaws of a pike a fish which is rather like a freshwater shark and one of the ducklings was dragged
below the surface.
This incident made Peter furious. He vowed to catch the pike. On three successive mornings we returned to
the vicinity and used several different kinds of bait. On the third day Peter was lucky. Using an artificial frog as bait,
he managed to hook the monster. There was a desperate fight but Peter was determined to capture the pike and
succeeded. When he had got it ashore and killed it, he wieghed the fish and found that it scaled nearly thirty pounds
a record for that district.
Question 1.Why do you think Peter was sitting quietly by the lake?
A. He was watching the ducks. C. He was waiting for the pike to appear.
B. He wasnt very talkative. D. He was fishing
Question 2. To what does surprise in line 3 probably refer?
A. to the duck. B. to the ducklings. C. to the action of the pike. D. to the time of the day.
Question 3. What were Peters feelings about the incident two days later?
A. He caught and killed the pike. C. He vowed that he would catch the remaining ducklings
B. He remained determined to catch the pike. D. He caught a frog and used it as bait for the pike.
Question 4. How much was the pike worth?
A. about thirty pounds. B. about two hundred and forty dollars.
C. the passage contains no information on this point. D. the passage says that the fish scaled nearly thirty pound.
Question 5. Which of the following titles best sums up the whole passage?
A. Mysterious disappearance of ducklings. C. Record pike caught by an angry fisherman.
B. Revenge on a duck. D. Huge pike caught by fisherman after desperate struggle at sea.
P N
1. D 2. C 3. B 4. C 5. C
GII THCH CHI TIT
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Question 1: p n D.
Key words: sitting quietly by the lake
Cu hi: Ti sao bn ngh Peter li ngi lng l bn h?
Clue: When we were in England last year, I went fishing with my friend, Peter. Early in the morning we were
sitting quietly by the side of the lake: Khi chng ti Anh vo nm ngoi, ti i cu c cng bn ti l Peter.
Sng sm chng ti ngi yn lng bn b h
Phn tch: Peter ngi yn lng l cu c. Vy chn p n D. He was fishing. Cc p n khc khng ph
hp:
A. He was watching the duck: Anh ta ang ngm con vt: Sai, trc khi con vt xut hin anh ta ngi im lng
cu c ri.
C. He was waiting for the pike to appear: Anh ta ch con c ch xut hin: Sai, v l ngy u tin khi cu chuyn
cha xy ra nn anh ta cha bit c s tn ti ca con c ch di h
B. He wasnt very talkative: Anh ta ni khng nhiu lm: Khng c thng tin
Question 2: p n C
Key words: surprise, line 3
Cu hi: T surprise dng 3 l nhc ti ci g??
Clue: Early in the morning we were sitting quietly by the side of the lake when we had an unpleasant surprise As
we watched them, there was a sudden swirl in the water. We caught a glimpse of the vicious jaws of a pike and one
of the ducklings was dragged below the surface: Sng sm chng ti ang ngi yn lng bn b h th chng ti
gp mt bt ng khng my d chu.. Khi chng ti ang ngm nhng con vt th c mt dng xoy bt ng di
nc. Chng ti thong thy hm ca mt con c ch v mt trong s nhng con vt b li xung di mt
nc.
Phn tch: Ta cn phi tm hiu c chui s kin theo sau cu u ca clue lm c cu hi ny. S ngc
nhin gy ra khng phi ch bi con vt, l vt m l vic chng b li xung h. Vy nn hnh ng li con vt
ca con c ch l hnh ng lm tc gi ngc nhin. Ta chn p n C. to the action of the pike. Cc p n
khc khng ph hp.
Question 3: p n B.
Key words: Peters feelings, two days later
Cu hi: Cm gic ca Peter v s c 2 ngy sau ra sao?
Clue: He vowed to catch the pike. On three successive mornings we returned to the vicinity and used several
different kinds of bait. On the third day Peter was lucky. Using an artificial frog as bait, he managed to hook the
monster: Anh ta th s bt c con c ch. Ba bui sng lin tip sau chng ti tr v ch c v s dng cc
loi mi khc nhau. Vo ngy th ba, Peter may mn. Anh ta bt c con qui th nh s dng mt con ch
nhn to lm mi.
Phn tch: Successive l lin tip, lin tc. Ba ngy lin tc sau Peter vn c bt con c. Do vy, hai ngy sau
khi s c xy ra c th thy Peter th v rt quyt tm bt c con vt ny. Vy chn p n B. He remained
determined to catch the pike: Anh ta vn rt quyt tm bt c con c ch. Cc p n khc khng ph hp:
A. He caught and killed the pike: Anh ta bt v git cht con c ch
C. He vowed that he would catch the remaining ducklings: Anh ta th s mt c s vt cn li: Sai, anh ta th s
bt c con c ch
D. He caught a frog and used it as bait for the pike: Anh ta bt c mt con cc v s dng n lm mi bt con c
ch: Sai, con ch dng lm mi l mt con ch gi.
Vy chn p n B.
9
1. By the side of the lake (n): bn h. Eg: We went out for a walk by the side of the lake: Chng ti i
do bn b h.
2. An unpleasant surprise: bt ng kh chu. Eg: I worked all day and came home to see an unpleasant
surprise: Ti lm vic c ngy v v nh vi mt bt ng kh chu.
3. To come along with: i cng vi, cng vi. Eg: His wife, coming along with their three children,
visited his office. V ng ta, i cng vi ba a con ca h, n thm vn phng ca ng y.
4. To catch/catch a glimpse of: thong thy, thy lt qua. Eg: I only caught a glimpse of her once but I
would recognize her if I saw her again: Ti mi thong thy c ta mt ln nhng ti s nhn ra c y nu
ti gp li.
5. Incident (n): s c, s vic xy ra. Eg A youth was badly injured in a shooting incident: Mt ngi tr
b thng nng trong mt s c bn sng.
6. To vow to do something: tuyn th, th lm g. Eg: After the terrible dinner, I vowed to practice
cooking much harder. Sau ba ti khng khip , ti th tp nu n chm ch hn.
7. Successive (adj): lin tc, lin tip. Eg: That cowboy won the contest for the third successive year:
Chng cao bi kia chin thng cuc thi ny ln th ba lin tip.
8. To managed to do something (n): xoay s v gii quyt c Eg: The two thieves managed to break
the lock after five minutes: Hai tn trm xoay s b c ci kha sau nm pht.
9.To be determined to do something: quyt tm lm g. Eg: The new employee is determined to finish
the work today: Ngi nhn vin mi quyt tm hon thnh cng vic trong hm nay.
10. Desperate (adj): tuyt vng, chn chng Eg: He was so desperate after finding out he had been
fired: Anh y rt tuyt vng sau khi pht hin ra mnh b ui vic.
Exercise 4: []
Animation traditionally is done by hand-drawing or painting successive frame of an object, each slightly
different than the proceeding frame. In computer animation, although the computer may be the one to draw the
different frames, in most cases the artist will draw the beginning and ending frames and the computer will produce
the drawings between the first and the last drawing. This is generally referred to as computer-assisted animation,
because the computer is more of a helper than an originator.
In full computer animation, complex mathematical formulas are used to produce the final sequences of
pictures. These formulas operate on extensive databases of numbers that defines the objects in the pictures as they
exist in mathematical space. The database consists of endpoints, and color and intensity information. Highly trained
professionals are needed to produce such effects because animation that obtains high degrees of realism involves
computer techniques from three-dimensional transformation, shading, and curvatures.
High-tech computer animation for film involves very expensive computer systems along with special color
terminals or frame buffers. The frame buffer is nothing more than a giant image memory for viewing a single frame.
It temporarily holds the image for display on the screen.
A camera can be used to film directly from the computers display screen, but for the highest quality images
possible, expensive film recorders are used. The computer computers the positions and colors for the figures in the
picture, and sends this information to the recorder, which captures it on film. Sometimes, however, the images are
stored on a large magnetic disk before being sent to the recorder. Once this process is completed, it is replaced for
the next frame. When the entire sequence has been recorded on the film, the film must be developed before the
animation can be viewed. If the entire sequence does not seem right, the motions must be corrected, recomputed,
redisplayed, and rerecorded. This approach can be very expensive and time consuming. Often, computer-animation
companies first do motion tests with simple computer-generated line drawings before selling their computers to the
task of calculating the high-resolution, realistic-looking images.
Question 1: What aspect of computer animation does the passage mainly discuss?
A. The production procession B. The equipment needed C. The high cost D. The role of the artist
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Question 2: According to the passage, in computer-assisted animation the role of the computer is to draw the
_________.
A. first frame B. middle frames C. last frame D. entire sequences of frames
Question 3: The word they in the second paragraph refers to _________.
A. formulas B. objects C. numbers D. database
Question 4: According to the passage, the frame buffers mentioned in the third paragraph are used to _________.
A. add color to the images B. expose several frames at the same time
C. store individual images D. create new frames
Question 5: According to the passage, the positions and colors of the figures in high-tech animation are determined
by _________.
A. drawing several versions B. enlarging one frame at a lime
C. analyzing the sequence from different angles D. using computer calculations
Question 6: The word captures in the fourth paragraph is closest in meaning to _________.
A. separates B. registers C. describes D. numbers
Question 7: The word Once in the fourth paragraph is closest in meaning to _________.
A. before B. since C. after D. while
Question 8: According to the passage, how do computer-animation companies often test motion?
A. They experiment with computer-generated line drawings.
B. They hand-draw successive frames.
C. They calculate high-resolutions images.
D. They develop extensive mathematical formulas.
Question 9: The word task in the fourth paragraph is closest in meaning to _________.
A. possibility B. position C. time D. job
Question 10: Which of the following statement is supported by the passage?
A. Computers have reduced the costs of animation.
B. In the future, traditional artists will no longer be needed.
C. Artists are unable to produce drawings as high in quality as computer drawings.
D. Animation involves a wide range of technical and artistic skills.
P N
1. A 2. B 3. B 4. C 5. D 6. B 7. C 8. A 9. A 10. D
GII THCH CHI TIT

Question 3: p n B.
Key words: they, second paragraph
Cu hi: T they on th hai l ch ci g?
Clue: These formulas operate on extensive databases of numbers that defines the objects in the pictures as they exist
in mathematical space: Nhng cng thc ny vn hnh trn mt c s d liu ln cc con s xc nh vt trong bc
nh khi chng tn ti trong khng gian ton hc.
Phn tch: They y chnh l vt c th tn ti c di dng ton hc hoc khng. Ch c cc vt l va tn
ti trn bc hnh, di dng ton hc v hu hnh ngoi i thc. Vy chn p n B. objects: vt. Cc p n khc
khng ph hp
A. formulas: cng thc C. numbers: cc con s D. database: c s d liu
Question 4: p n C.
Keywords: frame buffers, third paragraph, used to
Cu hi: Theo bi vn, cc khung hnh m on th ba c s dng lm g?
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Clue: The frame buffer is nothing more than a giant image memory for viewing a single frame. It temporarily holds
the image for display on the screen: Cc khung hnh m ch l mt b nh nh khng l xem tng khung hnh
mt.N tm thi cha nhng bc nh hin th trn mn hnh.
Phn tch: V c nhc ti nh mt b nh nn khung hnh m c ch nng lu tr v ch lu tr xem tng
khung hnh. Vy chn p n C store individual images: lu tr nhng bc nh ring l. Cc p n khc khng ph
hp:
A. add color to the images: thm mu vo cc tm nh: Khng c thng tin
B. expose several frames at the same time: m vi khung nh cng lc: Sai, khung hnh m ch m c mt khung
hnh mt.
D. create new frames: to ra cc khung hnh mi: Khng c thng tin
Question 5: p n D.
Key words: positions, colors, figures in high-tech animation
Cu hi: Theo bi vn, v tr v mu ca nhn vt hot hnh k thut cao c quyt nh bi ci g?
Clue: The computer computers the positions and colors for the figures in the picture, and sends this information to
the recorder, which captures it on film: My tnh tnh ton v tr v mu sc ca nhn vt trn bc tranh v gi
thng tin ny n b thu thu li trn phim.
Phn tch: V tr v mu sc ca nhn vt b iu chnh bi my tnh, ngha l do my tnh quyt nh. Vy chn
p n D using computer calculations: s dng my tnh tnh ton. Cc p n khc khng c thng tin.
A. drawing several versions: v vi phin bn
B. enlarging one frame at a lime: phng to mt khung hnh
C. analyzing the sequence from different angles: phn tch chui t nhiu gc
Question 6: p n A.
Key words: fourth paragraph, capture
Cu hi: T capture on th t gn ngha vi t no nht?
Clue: Nh clue cu 5
Phn tch: Capture y l cng vic lm g vi thng tin t my thu lm thnh phim. Chn B. registers:
ghi li. Cc p n khc khng ph hp
A. separates: phn chia C. describes: miu t D. numbers: nh s
Vy chn p n B.
Question 7: p n C.
Key words: once, fourth paragraph
Cu hi: T once trong on 4 gn ngha nht vi t no?
Clue: Once this process is completed, it is replaced for the next frame: Ngay khi qu trnh ny c hon thnh
th n s b thay th bi khung hnh tip theo.
Phn tch: Once l ngay khi chuyn g xy ra th chuyn khc s theo xy ra, chn p n C. after: sau .
Cc p n khc khng ph hp.
A. before: trc kia B. since: k t D. while: mt lc
p n C l p n ng
Question 8: p n A.
Key words: computer-animation companies, test motion
Cu hi: Theo on vn, lm th no cc cng ty hot hnh my tnh kim tra chuyn ng?
Clue: Often, computer animation companies first do motion tests with simple computer-generated line drawings
before selling their computers: Thng thng, cc cng ty hot hnh my tnh lc u lm kim tra chuyn ng
vi nhng bn v do my tnh to ra trc khi bn my tnh ca h
Ta chn p n A. They experiment with computer-generated line drawings: H th nghim vi nhng bn v do my
tnh to ra. Cc p n khc khng ph hp.
B. They hand-draw successive frames: H v tay nhng khung hnh lin tip
C. They calculate high-resolutions images: H tnh ton nhng bc nh c phn gii cao
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D. They develop extensive mathematical formulas: H pht trin cng thc ton m rng
Vy chn p n A.
Question 9: p n A.
Keywords: task, fourth paragraph
Cu hi: T task trong on 4 gn ngha nht vi t no?
Clue: the task of calculating the high-resolution, realistic-looking images: nhim v tnh ton phn gii, nhng
bc nh trng ging tht.
Phn tch: Ta thay th cc t cc p n vo ng cnh th p n A. possibility: kh nng l p n thch hp nht.
B. position: v tr C. time: thi gian D. job: cng vic
Question 10: p n D.
Keywords: supported, statement
Cu hi: Cu ni c bi vn h tr?
Phn tch: Bi vn cho thy vic lm hot hnh bng my tnh rt phc tp i hi k thut my tnh tt. Ngoi ra
chuyn mn v ngh thut cng l yu t quan trng m my tnh khng th thay th. Vy chn p n D. Animation
involves a wide range of technical and artistic skills: Hot hnh cn c mt lot cc k nng k thut v ngh thut.
A. Computers have reduced the costs of animation: My tnh lm gim chi ph hot hnh
B. In the future, traditional artists will no longer be needed: Trong tng lai, nhng ha s truyn thng s khng cn
cn thit
C. Artists are unable to produce drawings as high in quality as computer drawings: Nhng ha s khng th sn xut
ra nhng bc v cht lng cao nh my tnh
GII THCH CHI TIT
1. To proceed: tip din, tin ln, tin n. Eg: The story proceeds as follow: Cu chuyn tip din nh
sau.
2. Originator (n): ngi sng to, khi u. Eg: We would like to learn about the originators of science:
Chng ti mun tm hiu v nhng ngi sng ti khoa hc.
3. Sequence (n): chui gm nhiu s kin. Eg: The first chapter describes the strange sequence of events
that led to his death. Chng u tin miu t chui s kin k l dn n ci cht ca ng ta.
4. Intensity (n): cng , mnh, s mnh lit. Eg: The intensity of their relationship caused a
problem: S mnh lit trong mi quan h ca h gy ra vn .
5. Curvatures (n): ng cong, cong, s un vo. Eg It took him three hours to draw the curvature of
the Earths surface: Anh y mt ba ting v ng cong ca b mt tri t.
6. To display: hin th, trng by. Eg: Family photographs were displayed on the wall: Nhng bc nh
gia nh c trng by trn tng.
7. To store something: lu gi, cha ci g. Eg: I have no memory left in my computer to store his files:
Ti khng cn b nh trong my tnh cha d liu ca anh y na.
8. Magnetic (adj): thuc v nam chm, t tnh Eg: We study about magnetic force in Physics: Chng ti
hc v lc t trong mn Vt l.
9. To approach something: tip cn. Eg: The team found a new way to approach the ship: i tm
thy phng hng mi tip cn con tu.
10. Time - consuming: tn thi gian, mt thi gian Eg: Washing clothes without the help of machines is
time - consuming: Git m khng c s tr gip ca my mc th rt tn thi gian.
Exercise 5: []
Basic to any understanding of Canada in the 20 years after the Second World War is the countrys impressive
population growth. For every three Canadians in 1945, there were over five in 1966. In September 1966 Canadas
13
population passed the 20 million mark. Most of this surging growth came from natural increase. The depression of
the 1930s and the war had held back marriages, and the catching-up process began after 1945. The baby boom
continued through the decade of the 1950s, producing a population increase of nearly fifteen percent in the five years
from 1951 to 1956. This rate of increase had been exceeded only once before in Canadas history, in the decade before
1911, when the prairies were being settled. Undoubtedly, the good economic conditions of the 1950s supported a
growth in the population, but the expansion also derived from a trend toward earlier marriages and an increase in the
average size of families. In 1957 the Canadian birth rate stood at 28 per thousand, one of the highest in the world.
After the peak year of 1957, the birth rate in Canada began to decline. It continued falling until in 1966 it
stood at the lowest level in 25 years. Partly this decline reflected the low level of births during the depression and the
war, but it was also caused by changes in Canadian society. Young people were staying at school longer, more women
were working; young married couples were buying automobiles or houses before starting families; rising living
standards were cutting down the size of families. It appeared that Canada was once more falling in step with the trend
toward smaller families that had occurred all through the Western world since the time of the Industrial Revolution.
Although the growth in Canadas population had slowed down by 1966 (the increase in the first half of the
1960s was only nine percent), another large population wave was coming over the horizon. It would be composed of
the children who were born during the period of the high birth rate prior to 1957.
Question 1. What does the passage mainly discuss?
A. Educational changes in Canadian society B. Canada during the Second World War
C. Population trends in postwar Canada D. Standards of living in Canada
Question 2. The word five in bold refers to
A. Canadians B. years C. decades D. marriages
Question 3. The word surging in bold is closest in meaning to
A. new B. extra C. accelerating D. surprising
Question 4. The author suggests that in Canada during the 1950s
A. the urban population decreased rapidly B. fewer people married
C. economic conditions were poor D. the birth rate was very high
Question 5. The word trend in bold is closest in meaning to
A. tendency B. aim C. growth D. directive
Question 6. The word peak in bold is closest in meaning to
A. pointed B. dismal C. mountain D. maximum
Question 7. The author mention all of the following as causes of declines in population growth after 1957 EXCEPT
A. people being better educated B. people getting married earlier
C. better standards of living D. couples buying houses
Question 8. It can be inferred from the passage that before the Industrial Revolution
A. families were larger B. population statistics were unreliable
C. the population grew steadily D. economic conditions were bad
Question 9. The word it in bold refers to
A. horizon B. population wave C. nine percent D. first half
Question 10. The phrase prior to in bold is closest in meaning to
A. behind B. since C. during D. preceding
14
P N
1. C 2. A 3. C 4. D 5. A 6. D 7. B 8. A 9. B 10. D
GII THCH CHI TIT

Question 2: p n A.
Key words: five, refer to
Cu hi: T five in m trong on vn cp n g?
Clue: Basic to any understanding of Canada in the 20 years after the Second World War is the countrys impressive
population growth. For every three Canadians in 1945, there were over five in 1966: L c bn v Canada 20 nm
sau Th chin th hai l s gia tng dn s n tng ca t nc ny. C mi ba ngi Canada vo nm 1945 th
c nm ngi vo nm 1966.
Do , chn p n A. Canadians: ngi Canada.Cc p n khc khng ph hp:
B. years: cc nm C. decades: cc thp k D. marriages: cc cuc hn nhn
p n B l p n ng.
Question 3: p n C.
Key words: surging, meaning
Cu hi: T surging in m gn ngha nht vi t no?
Clue: In September 1966 Canadas population passed the 20 million mark. Most of this surging growth came from
natural increase: Vo nm 1966, dn s ca Canada vt mc 20 triu ngi. Phn ln ca ln sng gia tng
ny l gia tng t nhin.
Phn tch: Surging l tro ln, dng ln nh mt ln sng, m ch s gia tng rt nhanh. Vy chn p n C.
accelerating: nhanh chng. Cc p n khc khng ph hp
surging in bold is closest in meaning to
A. new: mi B. extra: thm mi D. surprising: ng ngc nhin
Question 4: p n D.
Keywords: Canada, 1950s
Cu hi: Tc gi cho rng Canada trong nhng nm 1950 nh th no?
Clue: The baby boom continued through the decade of the 1950s, producing a population increase of nearly fifteen
percent in the five years from 1951 to 1956... Undoubtedly, the good economic conditions of the 1950s supported a
growth in the population: Th h sinh ra sau Th chin th hai tip tc tng sut nhng thp k ca nhng nm
1950, sn sinh ra lng dn s tng gn 15% trong vng 5 nm t 1951 n 1956 Khng nghi ng rng, iu kin
kinh t thun li ca nhng nm 1950 h tr cho s gia tng trong dn s.
Phn tch: Cc con s l keywords thuc v nhng nm 1950 u c gn lin vi chi tit gia tng dn s. Vy
chn p n D. the birth rate was very high: t l sinh rt cao. Cc p n khc khng ph hp:
A. the urban population decreased rapidly: dn s thnh th gim nhanh chng: Khng c thng tin
B. fewer people married: t ngi kt hn hn: y l chi tit thuc v nm 1930 khi The depression of the 1930s
and the war had held back marriages: Cuc khng hong nhng nm 1930 v cuc chin tranh ngn cn hn
nhn
C. economic conditions were poor: cc iu kin kinh t ngho nn: Sai, nhng nm 1950 c iu kin kinh t tt
p n D l p n ng.
Question 5: p n A.
Key words: trend, meaning
Cu hi: T trend in m gn ngha nht vi t no?
Clue: the expansion also derived from a trend toward earlier marriages and an increase in the average size of
families: nhng s pht trin ny cng bt ngun t mt xu hng kt hn sm v s tng quy m cc gia nh.
Phn tch: Kt hn sm hay c nhiu thnh vin trong gia nh hn c xem l cc xu hng. Trend v th gn
ngha nht vi tendency. Vy chn p n A. tendency: xu hng. Cc p n khc khng ph hp:
B. aim: mc tiu C. growth: s tng trng D. directive: hng dn
15
Question 6: p n D.
Key words: peak, meaning
Cu hi: T peak in m gn ngha vi t no nht?
Clue: In 1957 the Canadian birth rate stood at 28 per thousand, one of the highest in the world. After the peak year
of 1957, the birth rate in Canada began to decline.: Vo nm 1957, t l sinh ca Canada t 28 phn nghn, mt
trong nhng t l cao nht th gii. Sau nh im vo nm 1957, t l sinh Canada bt u gim.
Phn tch: Nm 1957 cu cui cng ca on 1 mang thng tin l nm c t l sinh cao nht. Ngay sau cu u
tin ca on 2 li nhc n thng tin ny lin kt gia hai on. Vy peak ngh l cao nht. Chn p n D.
maximum: cao nht. Cc p n khc khng ph hp
A. pointed: c ch ra B. dismal: m m C. mountain: ni
Vy chn p n D.
Question 7: p n B.
Key words: causes of declines in population growth, after 1957, EXCEPT
Cu hi: Tc gi cp ti tt c nhng iu sau u l nguyn nhn ca s gim gia tng dn s sau nm 1957
NGOI TR?
Clue: this decline was also caused by changes in Canadian society. Young people were staying at school
longer, more women were working; young married couples were buying automobiles or houses before star ting
families; rising living standards were cutting down the size of families: Nhng ngi tr tui hc cao hn, nhiu
ph n i lm hn; cc cp i kt hn ang tit kim mua xe v nh trc khi sinh con; mc sng tng cao
ang ct gim quy m cc gia nh.
Phn tch: Tt c cc p n A, C, D u xut hin trong clue. p n B. people getting married earlier: con ngi
kt hn sm hn Khng c thng tin.
A. people being better educated: con ngi c gio dc tt hn
B. people getting married earlier: con ngi kt hn sm hn
C. better standards of living: mc sng tt hn
D. couples buying houses: cc cp i mua nh
Vy chn p n B.
Question 8: p n A.
Key words: inferred, before the Industrial Revolution
Cu hi: C th suy on iu g t on vn v thi im trc khi xy ra Cch mng Cng ngh?
Clue: It appeared that Canada was once more falling in step with the trend toward smaller families that had occurred
all through the Western world since the time of the Industrial Revolution: C v nh Canada li mt ln na ri vo
xu hng gia nh nh hn, xu hng tng xy ra khp phng Ty t cuc Cch mng Cng nghip.
Phn tch: Sau cuc Cch mng Cng nghip gia nh c xu hng nh i. Vy trc cc gia nh c quy m ln
hn. Vy c th suy lun v thi im trc cuc Cch mng Cng nghip l cc gia nh khi ln hn. Ta chn
p n A. families were larger: nhng gia nh ng hn. Cc p n khc khng c thng tin.
B. population statistics were unreliable: thng k dn s khng ng tin cy
C. the population grew steadily: dn s tng u n
D. economic conditions were bad: iu kin kinh t ti t
Vy chn p n A.
Question 9: p n B.
Keywords: it, refer to
Cu hi: T it in m trong on vn cp n g?
Clue: Although the growth in Canadas population had slowed down by 1966 another large population wave was
coming over the horizon. It would be composed of the children: Mc d gia tng dn s ti Canada gim
xung vo nm 1966... mt ln sng dn s khc d tnh sp xut hin. N c thnh phn l cc tr em...
Phn tch: Ta phi xt xem t no c th ng lm ch ng v i c vi be composed of. Xt cc p n:
A. horizon: ng chn tri: ng chn tri c thnh phn l cc tr em: Khng hp l. Loi
16
B. population wave: ln sng dn s: ln sng dn s c thnh phn l tr em: Hp l. Chn
C. nine percent: chn phn trm: Chn phn trm c thnh phn l tr em: Khng hp l. Loi
D. first half: na u: na u c thnh phn l tr em: Khng hp l. Loi
Question 10: p n D.
Keywords: prior to, meaning
Cu hi: T prior to gn ngha nht vi t no?
Clue: It would be composed of the children who were born during the period of the high birth rate prior to 1957:
Ln sng dn s c thnh phn l cc tr em sinh ra trong giai on t l sinh cao trc nm 1957.
Phn tch: Prior to ngha l trc khi. Vy chn p n D. preceding: c trc. Cc p n khc khng ph hp.
A. behind: pha sau B. since: k t khi C. during: trong sut

1. Mark (n): mc, mc. Eg: They had already passed the a million mark: H vt mc mt triu ri.
2. Catching up (n): s theo kp, bt kp. Eg: He had been away for a year, he had a lot of catching ups to
do with his family: Anh y xa nh mt nm, anh y c rt nhiu iu cn bit nm c thng tin
v gia nh.
3. Expansion (n): s m rng, bnh trng. Eg: We are impressed by the restaurants expansion in
series. Chng ti rt n tng vi chui m rng ca nh hng.
4. Undoubtedly (adv): khng c nghi ng g. Eg: She is, undoubtedly, the greatest star of British ballet:
C y khng cn nghi ng g na chnh l ngi sao thnh cng nht ca ba l nc Anh.
5. A growth in something: tng trng, s gia tng . Eg There has been a recent growth in the the rate
of criminals: T l ti phm gn y c s gia tng.
6. To derive from: bt ngun t, xut pht t, chuyn ha t. Eg: Many English words derive from
Latin: Nhiu t Ting Anh bt ngun t ting La - tinh.
7. To reflect: phn nh, cho thy. Eg: Our actions reflect our thoughts: Hnh ng ca chng ta phn
nh suy ngh ca chng ta.
8. Society (n): x hi Eg: We are all members of a society: Chng ta u l thnh vin ca mt x hi.
9. Automobile: (cch ni khc ca car) xe t, xe hi (Anh M). Eg: It is not difficult to find a job in the
automobile industry: Khng kh c th tm c cng vic trong ngnh cng nghip xe hi.
10. To cut down on something: ct gim s dng ci g Eg: Our sister tries to cut down on caffeine: Con
gi chng ti c gng ct gim lng caffeine
Exercise 6: []
For more than six million American children, coming home after school means coming back to an empty
house. Some deal with the situation by watching TV. Some may hide. But all of them have something in common.
They spend part of each day alone. They are called latchkey children. They are children who look after themselves
while their parents work. And their bad condition has become a subject of concern.
Lynette Long was once the principal of an elementary school. She said, We had a school rule against wearing jewelry.
A lot of kids had chains around their necks with keys attached. I was constantly telling them to put the keys inside
shirts. There were so many keys; it never came to my mind what they meant. Slowly, she learned that they were
house keys.
She and her husband began talking to the children who had keys. They learned of the effect working couples
and single parents were having on their children. Fear was the biggest problem faced by children at home alone. One
in three latchkey children the Longs talked to reported being frightened. Many had nightmares and were worried
about their own safety.
The most common way latchkey children deal with their fears is by hiding. They may hide in a shower stall,
under a bed or in a closet. The second is TV. They often turn the volume up. Its hard to get statistics on latchkey
children, the Longs have learned. Most parents are slow to admit that they leave their children alone.
17
Question 1: The phrase an empty house in the passage mostly means ______.
A. a house with no people inside B. a house with no furniture
C. a house with nothing inside D. a house with too much space
Question 2: One thing that the children in the passage share is that ______.
A. they all watch TV B. they spend part of each day alone
C. they are from single-parent families D. they all wear jewelry
Question 3: The phrase latchkey children in the passage means children who ______.
A. close doors with keys and watch TV by themselves B. like to carry latches and keys with them everywhere
C. are locked inside houses with latches and keys D. look after themselves while their parents are not at home
Question 4: The main problem of latchkey children is that they ______.
A. are also found in middle-class families B. watch too much television during the day
C. suffer a lot from being left alone D. are growing in numbers
Question 5: What is the main idea of the first paragraph?
A. How kids spend free time. B. Why kids hate going home.
C. Bad condition of latchkey children. D. Childrens activities at home.
Question 6: Why did a lot of kids have chains around their necks with keys attached?
A. They had to use the keys to open school doors.
B. Schools didnt allow them to wear jewelry, so they wore keys instead.
C. They were fully grown and had become independent.
D. They would use the keys to enter their houses when they came home.
Question 7: What do latchkey children suffer most from when they are at home alone?
A. Fear. B. Tiredness. C. Boredom. D. Loneliness.
Question 8: Lynette Long learned of latchkey childrens problems by ______.
A. visiting their homes B. delivering questionnaires C. interviewing their parents D. talking to them
Question 9: What is the most common way for latchkey children to deal with fears?
A. Hiding somewhere. B. Talking to the Longs. C. Having a shower. D. Lying under a TV.
Question 10: What might be the purpose of this passage?
A. To encourage children to stay home alone because more than six million children have the same situation.
B. To show parents that they need to pay more attention to their children.
C. To suggest TV station having better shows for children staying at home alone.
D. To persuade teachers to allow children to wear jewelry.
P N
1. A 2. B 3. D 4. C 5. C 6. D 7. A 8. D 9. A 10. B
GII THCH CHI TIT

Question 2: p n C
Key words: children, share
Cu hi: Mt im chung ca nhng a tr l g?
Clue: Some deal with the situation by watching TV. Some may hide. But all of them have something in common.
They spend part of each day alone: C a i mt vi hon cnh ( nh mt mnh) bng cch xem TV. C a
th trn. Nhng tt c u c mt im chung. Chng dnh mt phn mi ngy ch c mt mnh.
Phn tch: To have in common: ging nhau, c im chung ng ngha vi to share something: cng
chung im g. Do , chn p n B. they spend part of each day alone. Cc p n khc khng ph hp.
A. they all watch TV: Chng u xem TV: C nhng a tr th trn, khng ging nhau im ny
C. they are from single-parent families: Chng u t gia nh c b hoc m n thn: Sai, c nhng em vn c
b m
D. they all wear jewelry: Chng u eo trang sc: Ch c mt s hc sinh ti mt trng tiu hc.
18
Question 3: p n B.
Key words: latchkey children
Cu hi: Cm latchkey children c ngha ch nhng a tr th no?
Clue: They are called latchkey children. They are children who look after themselves while their parents work:
Chng c gi l nhng a tr eo kha. Chng l nhng tr em t chm sc bn thn khi b m chng lm
vic.
Phn tch: Ta chn p n trng vi clue tm c:
A. close doors with keys and watch TV by themselves: ng ca bng cha kha v t xem TV mt mnh B. like to
carry latches and keys with them everywhere : thch eo kha i khp ni
C. are locked inside houses with latches and keys: b nht trong nh bng kha
D. look after themselves while their parents are not at home: t chm sc bn thn khi b m vng nh
Vy chn p n D.
Question 5: p n C.
Key words: main idea, first paragraph
Cu hi: chnh ca on 1 l g?
Clue: And their bad condition has become a subject of concern: V tnh trng ti t ca chng tr thnh ch
cn quan tm.
Phn tch: Cu cui ca on 1 l cu cht ca c on. Xt cc p n:
A. How kids spend free time: Tr em s dng thi gian th no
B. Why kids hate going home: Ti sao tr em ght v nh
C. Bad condition of latchkey children: Tnh trng ti t ca tr eo kha
D. Childrens activities at home: Cc hot ng ca tr em ti nh
Ch c p n C. l phn nh c chnh ca on 1, gi ln c tnh hnh tiu cc ca vn . Cc p n
khc c v chung chung, i thng, khng gi ln mt ni bn tm no.
Vy chn p n C. Bad condition of latchkey children
Question 10: p n B.
Keywords: purpose
Phn tch: Bi vn ch ra s thiu quan tm ln t cha m cc tr eo kha dn n cc em cn nh phi i mt
vi nhiu vn tm l nh ni s hi, c mng. Tc gi nu ra vn , d khng a ra gii php nhng cng
ngm hi thc cc v ph huynh phi quan tm n con em mnh hn. Chn p n B. To show parents that they
need to pay more attention to their children: cho b m thy h cn phi ch n con mnh nhiu hn. Cc p n
khc khng ng:
A. To encourage children to stay home alone because more than six million children have the same situation:
Khuyn khch tr nh mt mnh v c hn 600 a tr khc cng ging nh chng
C. To suggest TV station having better shows for children staying at home alone: Gi cho cc i truyn hnh
pht sng cc chng trnh hay hn cho tr nh mt mnh.
D. To persuade teachers to allow children to wear jewelry: Khuyn khch gio vin cho php hc sinh eo trang sc
n trng

1. To deal with: gii quyt, x l. Eg: Little do I have time to deal with your problems: Ti khng c thi
gian gii quyt chuyn ca cu u.
2. To have something in common: c im g chung. Eg: We have nothing in common because we
come from different cultures: Chng ti khng c im g chung v chng ti n t cc nn vn ha khc
nhau.
3. Elementary school (n): trng tiu hc. M trng tiu hc c bit n l elementary school.
19
4. Rule against something: lut chng li ci g. Eg: Rules against monopoly were established many
years ago: Lut chng c quyn c ban hnh nhiu nm trc y ri.
5. Nightmare (n): cn c mng. Eg Walking home alone at night is a nightmare to me: i b v nh bui
m l cn c mng vi ti.
6. Safety (n): s an ton. Eg: Safety comes first: An ton l hng u.
7. Statistics (n): thng k, con s thng k. Eg: According to official statistics, the Japanese work longer
hours than workers in any industrialized country: Theo s liu thng k chnh thc, ngi Nht Bn lm
vic nhiu gi hn cc cng nhn bt k cc nc cng nghip no.
8. To admit: Cu trc: (1) To admit something: chp nhn iu g Eg: She admitted the child after years
of denying it: C ta chp nhn a tr sau hng nm ph nhn n (2) To admit somebody: cho ai vo
nh. Eg: The maid admitted two strange men: Ngi gip vic cho hai ngi n ng l vo nh (3)
To admit doing something: tha nhn lm iu g Eg: I admitted not confirming on time: Ti tha nhn
khng xc nhn ng gi.
9. A subject of concern: mt vn ng lo ngi.
10. To come in mind: ny ra trong u, ngh ra Eg: An idea came in mind when I was taking a shower:
Mt tng ny ra khi ti ang tm.
Exercise 7: Video games []

The habits of those who constantly play video games are very important to people working in video-
game industry. If video games are going to be one of the most attractive features of future interactive systems, it is
essential for producers to know what types of games to make, how best to present such games on interactive
video and how to ensure that such games maintain their fascination for people. Above all, it is vital to build up
detailed profiles of people who are addicted to video
games.
Until recently, the chief market for video games has been boys aged eight to fifteen. The fascination for
interactive video games is seen in its purest form in this group. Video games appeal to some deep instinct in boys
who find it impossible to tear themselves away from them. Schoolwork is ignored, health is damaged and even
eating habits are affected. Girls of the same age, however, are entirely different, demonstrating far greater
freedom from the hold of video games. Quite simply, they can take video games in their stride, being able to play
them when they want and then leave them alone.
Question 1. Producers of video games are keen on _____ .
A. developing computer techniques in making such games
B. learning about drug to which people are addicted
C. designing ways to change their video games into television programs
D. finding the best ways of continuing to attract people
Question 2. The people who are most attracted to video games are______.
A. young adult women B. girls between eight and fifteen
C. boys from eight to fifteen years old D. both boys and girls between eight and fifteen.
Question 3._____have different attitude towards playing video games.
A. Adult men and women B. Girls and boys below eight
C. Girls and boys above fifteen D. Boys and girls from eight to fifteen
Question 4.The addiction to video games can be so powerful that it can _____ .
A. make people relaxing B. destroy people's instincts
C. separate boys from girls D. make people physically ill
Question 5. Compared with boys of the same age, girls are_______ .
A. more addicted to video games B. more intelligent than boy
C. more concentrated on video games D. less influenced by video games
P N
20
1. D 2. C 3. A 4. D 5. C
GII THCH CHI TIT

Question 1: p n D.
Key words: Producers, keen on
Clue: it is essential for producers to know what types of games to make, how best to present such games on
interactive video and how to ensure that such games maintain their fascination for people: Nhng nh sn xut
tr chi in t phi bit c loi tr chi no nn lm, lm sao trnh din tt nht tr chi in t tng
tc v lm sao m bo rng nhng tr chi ny duy tr c hng th ca ngi chi.
Phn tch: C th tm tt t clue, mt trong nhng mi quan tm ca cc nh sn xut tr chi in t l tm
cch thu ht ngi chi. Vy chn p n D. finding the best ways of continuing to attract people. Cc p n khc
khng ph hp
A. developing computer techniques in making such games: pht trin k thut my tnh khi lm ra nhng tr chi
ny: Khng c thng tin
B. learning about drug to which people are addicted: hiu thm v thuc khin mi ngi b nghin: Khng c
thng tin
C. designing ways to change their video games into television programs: thit k cc cch thay i tr chi in
t ca h thnh chng trnh v tuyn: Khng c thng tin
Question 2: p n C
Key words: people, attracted to video games
Cu hi: Nhng ngi no thch chi in t nht?
Clue: the chief market for video games has been boys aged eight to fifteen: Th trng chnh ca tr chi in t
l nhm cc b trai t 8 n 15 tui
Phn tch: Th trng chnh chief market chnh l th trng tiu th c nhiu tr chi in t nht.
Nhm khch hng ca th trng ny cng chnh l nhng ngi quan tm nht n sn phm tr chi in
t. ta chn p n C. boys from eight to fifteen years old. Cc p n khc khng ph hp.
A. young adult women : ph n tr trng thnh: Khng c thng tin
B. girls between eight and fifteen: cc b gi t 8 n 15 tui: Khng c thng tin
D. both boys and girls between eight and fifteen: c cc b trai v b gi t 8 n 15 tui: Sai theo bi th cc b gi
c th kim sot c thi gian chi in t: Girls of the same age, however, are entirely different,
demonstrating far greater freedom from the hold of video games: Cc b gi cng tui th khc hon ton
(vi cc b trai), th hin s khng rng buc tr chi in t hay khng.
Vy chn p n C.
Question 3: p n A.
Key words: different attitude
Phn tch: Trong bi vn cp n cc thi thch th khi chi in t, trong c ni n hai nhm i tng
l cc b trai tui t 8 n 15 v cc b gi cng tui. n ng v ph n trng thnh khng c cp.
Vy chn p n A. Adult men and women
Question 4: p n D.
Key words: addiction to video games, powerful
Cu hi: Vic nghin tr chi in t c th rt nng n mc n c th?
Clue: Schoolwork is ignored, health is damaged and even eating habits are affected. Vic hc b l l, sc
khe b tn hi v thm ch thi quen n ung c th b nh hng.
Phn tch: Xt cc p n:
The addiction to video games can be so powerful that it can _____.
A. make people relaxing: gip mi ngi th gin: Sai, Khng c thng tin v on vn ang cp n tc ng
tiu cc ca tr chi in t
B. destroy people's instincts: ph hy bn nng con ngi: Khng c thng tin
21
C. separate boys from girls: chia r con trai v con gi: Khng c thng tin
D. make people physically ill: khin mi ngi b bnh tt v th xc: ng, y l iu c cp trong on
vn, cc bnh lin quan n sc khe v thi quen n ung.
Vy chn p n D.
Question 5: p n C.
Key words: Compared with boys, girls
Cu hi: So snh vi cc b trai cng tui th cc b n nh th no?
Clue: Girls of the same age Quite simply, they can take video games in their stride, being able to play them
when they want and then leave them alone: Cc bn n cng tui kh n gin, cc em c th chi in t rt
bnh thn, chi khi no mun v sau khng chi na.
Phn tch: Xt cc p n:
A. more addicted to video games: nghin in t hn: Sai, cc em n khng nghin in t nh cc em nam
B. more intelligent than boy: thng minh hn cc em nam: Sai. Khng c thng tin
C. more concentrated on video games: tp trung vo in t hn: Sai
D. less influenced by video games: t b nh hng bi in t: ng.
Do , chn p n D. Cc p n khc khng ph hp.
1. Interactive (adj): c tnh tng tc. Eg: The English center provides interactive teaching methods; as
a result, it has good reputation: Trung tm Ting Anh cung cp phng php ging dy tng tc, v vy,
trung tm thu c danh ting tt.
2. To present: gii thiu, cho ra mt. Eg: May I present Professor James? Ti xin php c gii thiu
gio s James.
3. To ensure: m bo. Eg: The role of the police is to make sure that the law is obeyed: Vai tr ca
cnh st l m bo lut c tun th.
4. Vital (adj): ct yu, ch cht. Eg: Its absolutely vital that he do exactly what I say (imperative mood):
iu v cng quan trng l anh ta phi lm chnh xc nhng g ti ni.
5. To maintain: duy tr. Eg We have standards to maintain: Chng ta c nhng tiu chun phi duy tr.
6. To be addicted to something: nghin ci g. Eg: She is addicted shopping; she goes shopping
whenever she feels sad or happy: C ta nghin i mua sm, bt c khi no vui hay bun l c ta li i
mua sm.
7. Pure (adj): thanh khit, trong tro, sch. Eg: The mountain air was wonderfully pure: Khng kh trn
ni trong lnh mt cch tuyt diu.
8. Tear somebody away from something: Tch ai khi ci g Eg: Ill bring Tim, if I can tear him away
from the TV: Ti s dn Tim n, nu ti tch c thng b khi ci tivi.
9. To ignore somebody/something: tng l, khng , khng quan tm ti. Eg: I smiled at her and she
just ignored me: Ti mm ci vi b y v b y ch l ti i.
10. Entirely (adv): ton b, hon ton Eg: The company is run almost entirely by middle-aged men:
Cng ty c iu hnh hu nh hon ton bi n ng tui trung nin.
Exercise 8: Women in the written history of America[]

During the seventeenth and eighteenth centuries, almost nothing was written about the contributions of
women during the colonial period and the early history of the newly formed United States. Lacking the right to vote
and absent from the seats of power, women were not considered an important force in history. Anne Bradstreet wrote
some significant poetry in the seventeenth century, Mercy Otis Warren produced the best contemporary history of the
American Revolution, and Abigail Adams penned (vit, sng tc) important letters showing she exercised great
political influence over her husband, John, the second President of the United States. But little or no notice was taken
of these contributions. During these centuries, women remained invisible in history books.
22
Throughout the nineteenth century, this lack of visibility continued, despite the efforts of female authors
writing about women. These writers, like most of their male counterparts, were amateur historians. Their writings
were celebratory in nature, and they were uncritical in their selection and use of sources.
During the nineteenth century, however, certain feminists showed a keen sense of history by keeping records
of activities in which women were engaged. National, regional, and local womens organizations compiled accounts
of their doings. Personal correspondence, newspaper clippings, and souvenirs were saved and stored. These sources
from the core of the two greatest collections of womens history in the United States one at the Elizabeth and Arthur
Schlesinger Library at Radcliffe College, and the other the Sophia Smith Collection at Smith College. Such sources
have provided valuable materials for later Generations of historians.
Despite the gathering of more information about ordinary women during the nineteenth Century, most of the
writing about women conformed to the great women theory of History, just as much of mainstream American
history concentrated on great men. To demonstrate that women were making significant contributions to American
life, female authors singled out women leaders and wrote biographies, or else important women produced their
autobiographies. Most of these leaders were involved in public life as reformers, activists working for womens right
to vote, or authors, and were not representative at all of the great of ordinary woman. The lives of ordinary people
continued, generally, to be untold in the American histories being published.
P N
1. B 2. C 3. B 4. D 5. D 6. C 7. C 8. C 9. D 10. A
GII THCH CHI TIT

Question 1: p n B.
Ta lm cu hi sau khi hon thnh cc cu hi khc.
Key words: mainly discuss
Cu hi: Ch chnh ca bi vn l g?
Phn tch: on u ca bi vn ch ra v tr ca ngi ph n th k 17 v 18. on th hai tip tc ni v
s v hnh ca h th k 19. on th ba ni ti nhng ng gp ca h cho lch s nc nh. V on
cui cng nhc n h trong t cch l nhng ngi ph n v i. Vy chn p n B. The place of American
women in written histories: V tr ca ph n M trong lch s thnh vn. Cc p n khc khng ph hp:
A. The role of literature in early American histories: Vai tr ca vn hc trong nhng nm u lch s M C. The
keen sense of history shown by American women: S thch th v lch s ca ph n M
D. The great women approach to history used by American historians: Ngi ph n v i tip cn s dng lch
s bi cc nh s hc M
Question 2: p n C.
Key words: Abigail Adams, write
Cu hi: Abigail Adams vit v ci g?
Clue: Anne Bradstreet wrote some significant poetry in the seventeenth century, Mercy Otis Warren produced the
best contemporary history of the American Revolution, and Abigail Adams penned (vit, sng tc) important letters
showing she exercised great political influence over her husband, John, the second President of the United States:
Anne Bradstreet vit nhng bi th tuyt tc vo th k 17, Mercy Otis Warren cho ra nhng lch s ng i
hay nht ca cuc Cch mng M, v Abigail Adams vit nhng l th quan trng cho thy b s dng nhng
nh hng chnh tr ln t ngi chng ca mnh, John, l v tng thng th hai ca nc M.
Phn tch: to pen l vit, sng tc. Do , chn p n C. important letters showing she exercised great
political influence over her husband. Cc p n khc khng ph hp:
A. the best contemporary history of the American Revolution: lch s ng i ca Cch mng M: Sai,
Mercy Otis Warren mi l ngi vit ni dung ny
B. her husband, John, the second President of the United States: chng ca b, John, v tng thng th hai ca
nc M: Sai, ng ch l ngi cho b nh hng chnh tr. B ta khng vit v ng.
D. significant poetry in the seventeenth century: lch s nc M: Sai, y l ni dung m Anne Bradstreet .
23
Question 3: p n B.
Key words: first paragraph, Bradstreet, Warren, and Adams
Cu hi: Trong on vn u tin, Bradstreet, Warren, and Adams c cp ti lm g?
Clue:
(1) Nh Clue cu 2
(2) But little or no notice was taken of these contributions. During these centuries, women remained invisible in
history books: Nhng nhng ng gp ny t hoc khng c bit ti. Trong sut nhng th k ny, ngi ph n
vn v hnh trong nhng cun lch s.
Phn tch: Ta chn p n trng vi clue tm c:
A. a womans status was changed by marriage: a v ca ngi ph n c thay i bi hn nhn: Sai, cho d
c kt hn vi ai, ph n th k ny vn v hnh. V d nh Abigail Adams l phu nhn tng thng nhng
nhng l th ca b vn khng c ch .
B. even the contributions of outstanding women were ignored: k c nhng ng gp ni tri ca ph n cng
b l i
C. only three women were able to get their writing published: ch c ba ngi ph n l c kh nng xut bn
nhng bi vit ca mnh: Sai, ba ngi ph n l v d cho vic cng sc ng gp khng c coi trng.
D. poetry produced by women was more readily accepted than other writing by women: nhng bi th lm ra
bi ph n c chp nhn nhiu hn nhng sn phm vit khc ca h: Sai, khng c sn phm no c
chp nhn
Vy chn p n B.
Question 4: p n D.
Keywords: celebratory, second paragraph
Cu hi: T celebratory trong on hai c cho thy nhng bi vn nh th no?
Clue: Their writings were celebratory in nature, and they were uncritical in their selection and use of sources:
Nhng sng tc ca h ca ngi thin nhin, v h khng b ch trch trong chn la cng nh vic s dng cc ngun.
Phn tch: celebratory l li ca ngi, khen ngi. Vy chn p n D. full of praise: ton li khen ngi. Cc p n
khc khng ph hp:
A. related to parties: lin quan n cc ng
B. religious: thuc v tn gio
C. serious: nghim trng
Question 5: p n B.
Key words: they, second paragraph
Cu hi: T they trong on hai l cp ti?
Clue: These writers, like most of their male counterparts, were amateur historians. Their writings were celebratory
in nature, and they were uncritical in their selection and use of sources: Nhng ngi vit ny, cng ging vi phe
n ng kia, u l nhng s hc nghip d. Nhng sng tc ca h ca ngi thin nhin, v h khng b ch trch
trong chn la cng nh vic s dng cc ngun.
Phn tch: They y phi l ch ng c kh nng khng b ch trch v c kh nng s dng cc ngun. Thm
vo , phi xt c cu trc, their writings c cp n l these writers. Vy they cn tm chnh l cc
tc gi. Vy chn p n B. authors. Cc p n khc khng ph hp:
A. efforts: n lc C. counterparts: phe n ng D. sources: cc ngun
Question 6: p n C.
Key words: second paragraph, weakness, nineteenth-century histories
Cu hi: on 2, tc gi ch ra im yu g ca lch s th k 19?
Clue: Nh clue cu 5
Phn tch: V cc tc gi s hc d l nam hay n u l nhng nh s hc nghip d, ngun ca h, nhng g h
vit khng b nh gi. Do vy, lch s th k ny c th b sai lch, thiu chnh xc. Vy chn p n C. The
24
sources of the information they were based on were not necessarily accurate: Ngun ca nhng thng tin khng
thc s chnh xc. Cc p n khc khng xut hin trong on 2.
A. They put too much emphasis on daily activities: Nhn mnh vo hot ng thng ngy
B. They left out discussion of the influence of money on politics: B st nhng ch v nh hng ca ng tin
ln chnh tr
D. They were printed on poor-quality paper: B in trn giy xu
p n C l p n ng. Cc p n khc khng ph hp
Question 7: p n C.
Key words: Paragraph 3, most likely, collected, feminist organizations
Cu hi: V c c thng tin on 3, iu no sau y c kh nng nht c thu thp t t chc n quyn th
k 19?
Clue: During the nineteenth century, however, certain feminists showed a keen sense of history by keeping records
of activities in which women were engaged. National, regional, and local womens organizations compiled accounts
of their doings: Trong sut th k 19, tuy nhin, c nhng ngi theo n quyn th hin yu thch lch s bng
cch ghi chp li nhng hot ng m ph n tham gia. Cc t chc ph n quc gia, khu vc v a phng thng
k nhng hot ng ca ph n.
Phn tch: Nhng ti liu m t chc n quyn thu thp ghi li nhng hot ng ch ca ph n. Do , ta chn
p n C. Letters from a mother to a daughter advising her how to handle a family problem: Th mt b m gi cho
con gi ch dn c ta cch gii quyt mt vn gia nh. Cc p n khc l ti liu v n ng hoc ni chung,
ring p n C c th hn c l v ph n.
A. Newspaper accounts of presidential election results: Bo k khai kt qu bnh chn tng thng
B. Biographies of John Adams: L lch ca John Adams
D. Books about famous graduates of the countrys first college: Nhng cun sch v nhng ngi tt nghip ni
danh ca trng i hc u tin ca t nc
p n C l p n ng
Question 8: p n C.
Key words: Lynette Long learned, problems
Cu hi: Nhng ti liu lch s ca ph n th k 19 c s dng lm g ti th vin Schlesinger v b su
tp Sophia Smith?
Clue: These sources from the core of the two greatest collections of womens history in the United States one at the
Elizabeth and Arthur Schlesinger Library at Radcliffe College, and the other the Sophia Smith Collection at Smith
College. Such sources have provided valuable materials for later Generations of historians: Nhng ti liu ny c
tm thy hai b su tp ln nht ca lch s ph n M, mt l th vin Elizabeth and Arthur Schlesinger v ci
cn li l b su tp Sophia Smith ti i hc Smith. Nhng ngun ny cung cp nhng ti liu c gi tr cho th h
s gia sau ny.
Phn tch: Xt cc p n:. Vy chn p n C. talking to them. Cc p n khc khng tht chnh xc
A. They were combined and published in a multivolume encyclopedia: Chng c tng hp v xut bn thnh mt
b bch khoa ton th nhiu cun: Khng c thng tin
B. They formed the basis of college courses in the nineteenth century: Chng hnh thnh ngun ti liu trng hc
vo th k 19: Khng c thng tin
C. They provided valuable information for twentieth- century historical researchers: Chng cung cp thng tin gi
tr cho nhng nh nghin cu lch s vo th k 20: ng, p n C ch l cch vit khc i ca Clue. Th k 20
tng ng vi sau ny, nhng nh nghin cu lch s chnh l cc s gia.
D. They were shared among womens colleges throughout the United States: Chng c chia s vi cc trng
hc ca ph n trn khp nc M: Khng c thng tin
Vy chn p n C. Cc p n khc khng ng.
Question 9: p n D.
Keywords: last paragraph, possible roles, nineteenth-century great women, EXCEPT
25
Cu hi: Trong on cui bi vn, tc gi cp n tt c cc iu sau ni v vai tr ca nhng ngi ph n v
i th k 19, ngoi tr iu no?
Clue: female authors singled out women leaders and wrote biographies Most of these leaders were involved
in public life as reformers, activists working for womens right: Nhng tc gi vn hc n chn ra nhng ngi
ph n i u v vit l lch Hu ht nhng ngi i u ny (nhng ngi ph n i u) tham gia cuc sng
cng ng vi t cch l ngi ci cch, nhng ngi hot ng v quyn ph n...
Phn tch: Cc p n A, B v C u xut hin trong Clue. Ring p n D khng xut hin
A. authors: Cc tc gi B. reformers: Nhng ngi ci cch
C. activists for womens rights: nhng ngi hot ng v quyn ph n
D. politicians: cc chnh tr gia
Vy chn p n D.
Question 10: p n A.
Keywords: representative, last paragraph
Clue: Most of these leaders were involved in public life as reformers, activists working for womens right to vote,
or authors, and were not representative at all of the great of ordinary woman: Hu ht nhng ngi i u ny c
tham gia cuc sng cng ng vi t cch l ngi ci cch, nhng ngi hot ng v quyn ph n v hon ton
khng phi l tiu biu cho ngi ph n v i thng ngy.
Phn tch: Representative ngoi ngha l i din, cn mt ngha na l tiu biu, in hnh. Chn p n A.
typical. Cc p n khc khng ng:
B. satisfied: tha mn C. supportive: em li h tr D. distinctive: khc bit
Exercise 9: American Music 1800s []

American music, in most of its various forms, can be traced back to the music of the earliest African-
Americans. Even though these Americans came here under the worst of circumstances, they still brought with them
traditions, and developed new traditions of their own, that have grown into what is recognized around the world today
as American music.
Musicians, like other artists, are usually quick to give credit where credit is due. Just as a writer quotes his
sources, a musician credits those musicians who inspired him. In the case of the early African-Americans, that is not
always easy. Many of the slaves who brought musical traditions from Africa will never be known by name. No one
wrote their history. Many of the slaves who sang work songs in the fields will never be known by name. No one wrote
their history either.
However, there is a lot that we do know.
The first well-recognized form of African-American music was spirituals. Spirituals are religious songs. They
are songs that tell a story or express emotions. Spirituals have a strong rhythm. They are often sung by a group,
sometimes with a leader who sings a line or two alone and a chorus that sings the refrain. Spirituals originated in the
Southern United States. Spirituals sung by slaves often expressed the hope for freedom that was so important in their
lives. Well know spirituals include "Go Down Moses," "Deep River," and "Swing Low Sweet Chariot."
After slavery ended, spirituals began to spread to other parts of the United States. Harry Thacker Burleigh
was one of the first singers to perform spirituals on stage in a concert. Marian Anderson, well known for her classical
singing, helped spirituals to gain a wider audience too. Spirituals influenced the development of another well-known
form of American music - the blues.
The blues were a more individual style of music than spirituals. Blues were often sung solo, and sometimes
they were accompanied by guitar music. As the name suggests, the blues were often about sadness and facing troubles.
However, the blues could also be funny, positive, and even defiant. One blues singer, loved for her strong, beautiful
voice, was Bessie Smith. Another early blues musician was W. C. Handy. Handy was not only a musician, he also
wrote music, promoted concerts, and published blues songs.
During the time that the blues were spreading across the country, another style of music was also quickly
gaining in popularity. Ragtime was energetic music with a complicated, syncopated beat. Often played on the piano,
26
ragtime was the latest and most sophisticated in American popular music. The best-known ragtime musician was
probably Scott Joplin, who wrote many hit ragtime pieces for the piano including "Maple Leaf Rag."
Eventually, elements from all of these forms of music and more came back together. In their own kind of
melting pot, African rhythms, slave work songs, spirituals, blues, ragtime, and other influences recombined to form
the beginnings of that truly American art form - jazz. In the late 1800s jazz was just beginning, but not long after the
turn of the century, it would be the most popular American music. It would go on from there to worldwide popularity.
Jazz would branch out into many forms, and it would influence future styles of American music.
Many musicians today credit earlier musicians such as Scott Joplin or Bessie Smith with inspiring their music.
Its a shame that they cant also name the earliest African-Americans who really began the traditions that led to the
American music of today.
Question 1: According to the passage, who introduced the early form of American music?
A. American natives
B. Harry Thacker Burleigh
C. slaves from Africa
D. people from the South of the United States
Question 2: According to the passage, why is it easy to forget the people who first brought musical tradition to
America?
A. because slaves were not considered as proper persons thus nobody cared to record their lives
B. because singers like Anderson and Burleigh were more famous than earlier artists
C. because new traditions brought by foreigners were not welcomed in the United States during that time
D. because their history was so long that few people can remember about them
Question 3: Which has the closest in meaning to the phrase give credit where credit is due?
A. pay off the debt before it is out of date
B. believe in someone because of his reputation
C. give money to people who deserve the money
D. acknowledge someones contribution because he deserves it
Question 4: Which type of music is often involved with piano accompaniment?
A. spirituals B. ragtime
C. blues D. jazz
Question 5: What is NOT true when talking about blues?
A. they could be amusing and optimistic
B. a well-known blues musician was Scott Joplin
C. they gained popularity near the time ragtime became popular
D. they were a more individual style of music than spirituals
Question 6: When did jazz become the most popular American music?
A. sometime in the early 20th century
B. when elements from other American music combined
C. after the hit Maple Leaf Rag was written
D. in the late 1800s
Question 7: Scott Joplin and Bessie Smith were _____.
A. famous ragtime musicians
B. people who really began the American musical traditions
C. artists who inspired many musicians today
D. songwriters who wrote blues songs
Question 8: What is the closest meaning to the word chorus used in the passage?
A. a group of singers that sing together
B. the main part of a song
C. an accompanying singer
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D. none of the above
Question 9: The word they in the last paragraph refers to _____.
A. todays musicians
B. Scott Joplin and Bessie Smith
C. the musicians music
D. the names of the earliest African-American singers
Question 10: What is the main idea of the passage?
A. todays style of American music is mostly influenced by African-rooted songs
B. it is hard to exactly recognize the people who started the American musical tradition
C. spirituals, blues and ragtime are the major components that formed jazz
D. Americans musical history was built by several famous musicians
P N
1. C 2. A 3. D 4. B 5. B 6. A 7. C 8. A 9. A 10. B
GII THCH CHI TIT

Cu 1: p n C
Cu hi: Theo bi c ni th ai l ngi khi xng loi hnh c xa ca m nhc M?
Clue: Many of the slaves who brought musical traditions from Africa: Rt nhiu nhng n l mang truyn thng
m nhc t Chu Phi ti v American music, in most of its various forms, can be traced back to the music of
the earliest African-Americans": Hu ht cc th loi m nhc M u c ngun gc t m nhc ca nhng ngi
M gc Phi xa xa.
=> p n ng C. slaves from Africa. Nhng ngi n l da en b mang t chu Phi ti M, nhng ng thi h
cng mang theo truyn thng m nhc ca qu hng h. Sau nhiu nm truyn thng ha nhp vi truyn thng
bn a, to nn nn m nhc M hin ti.
Cu 2: p n A
Cu hi: Bi c gii thch nh th no v vic ngi ta d qun i nhng ngi u tin mang truyn thng m
nhc ti M?
Clue: Many of the slaves who brought musical traditions from Africa will never be known by name. No one wrote
their history. Many of the slaves who sang work songs in the fields will never be known by name. No one wrote
their history either: Rt nhiu n l - nhng ngi thc s mang truyn thng m nhc t Chu Phi ti, nhng
ngi ct ln bi ca lao ng trn nhng cnh ng - s chng bao gi c im mt ch tn, v chng ai bun
ghi chp li lch s v h c.
=> p n ng A. because slaves were not considered as proper persons thus nobody cared to record their lives.
Bi v n l thi b coi l ti sn phc dch ngi da trng. H b coi r v ngay c nhng quyn con ngi
chnh ng cng khng c, nn him c ai quan tm hay ca ngi h ghi chp hay vit sch v h c. V vy rt
kh bit chnh xc nhng ngi khi u truyn thng m nhc M.
Cu 3: p n D
Cu hi: Ngha ca cm t give credit where credit is due?
Clue: Sau cm t ny ta c mt cu Just as a writer quotes his sources, a musician credits those musicians who
inspired him: Ging nh khi cc nh vn trch dn cu ni ca mt tc gi khc, cc nhc s cng ghi nhn tn
tui ca nhng nhc s truyn cm hng cho h. Nh vy ta c th on c rng m nhc cng ging nh cc
loi hnh ngh thut khc, ngi ta thng nhanh chng ghi nhn cng lao ca nhng ngi xng ng (give credit
where credit is due)
=> p n ng D.
Cu 4: p n B
Cu hi: Th loi nhc no thng c m bng piano?
Clue: Often played on the piano, ragtime was the latest and most sophisticated : ragtime thng c chi trn
piano v n l th loi nhc tn thi v phc tp nht
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=> p n ng B. ragtime
Cu 5: p n B
Cu hi: iu g khng ng vi nhc blues?
Clue: The best-known ragtime musician was probably Scott Joplin: Ngh s ragtime ni ting nht c l l Scott
Joplin.
=> p n ng B. a well-known blues musician was Scott Joplin (v Joplin khng phi l ngh s nhc blues).
Cu 6: p n A
Cu hi: Jazz tr thnh th loi m nhc M ni ting nht vo thi gian no?
Clue: In the late 1800s jazz was just beginning, but not long after the turn of the century, it would be the most
popular American music: Jazz mi ch ra i cui nhng nm 1800, nhng khng lu sau thi im chuyn giao
th k, n tr thnh th m nhc M ph bin nht. The turn of the century l cch ni ch nhng nm cui
th k c hoc u th k mi. Bi v nhng nm 1800 va c nhc ti cu trc nn c th ta s phn vn
khng bit thi im chuyn giao ny l ca th k no, 19 hay 20. Bi cui th k 19 l thi im khai sinh
nhc Jazz, nn cm t ny ch c th ni n th k 20, c th l u th k 20 (tc u nhng nm 1900)
=> p n ng A. sometime in the early 20th century
Cu 7: p n C
Cu hi: Scott Joplin v Bessie Smith l?
Clue: Many musicians today credit earlier musicians such as Scott Joplin or Bessie Smith with inspiring their
music: Nhiu nhc s ngy nay ghi nhn nhng ci tn i trc nh Scott Joplin hay Bessie Smith v nhng ngh s
ny truyn cm hng sng tc cho h.
=> p n ng C. artists who inspired many musicians today.
Cu 8: p n A
Cu hi: T chorus gn ngha nht vi t no?
Clue: often sung by a group, sometimes with a leader who sings a line or two alone and a chorus that sings the
refrain: thng c ht theo nhm, i khi mt nhc trng s ht mt hai cu v mt ci g ht on ip
khc. Ht theo nhm, c mt nhc trng ht mt mnh (alone) ri th chorus phi l nhng ngi cn li ht
cng vi nhc trng, tc l mt nhm ng ca.
=> p n ng A. a group of singers that sing together. p n B cng l mt ngha ca chorus nhng khng
dng trong trng hp ny.
Cu 9: p n A
Cu hi: T they trong on vn cui ch g?
Clue: Many musicians today credit earlier musicians such as Scott Joplin or Bessie Smith with inspiring their
music. Its a shame that they cant also name the earliest African-Americans who really began the traditions that led
to the American music of today: Nhiu nhc s ngy nay ghi nhn nhng ci tn i trc nh Scott Joplin hay
Bessie Smith v nhng ngh s ny truyn cm hng sng tc cho h. ng tic l h khng th bit c tn
tui ca nhng ngi M gc Phi xa xa - nhng ngi tht s to ra nhng truyn thng bt ngun cho nn m
nhc nc M ngy nay.
=> p n ng A. todays musicians. H y l nhng nhc s ngy nay.
Cu 10: p n B
Cu hi: chnh ca bi c?
Tuy bi c dnh phn ln thi gian miu t cc th loi nhc khc nhau ca m nhc M, nhng chnh ca bi
c li khng phi l gii thiu nhng th loi nhc ny. Hy nhn li nhng g bi c ni ti:
- Ngay t u bi, vn c nu ra rng m nhc M khi ngun t nhng ngi M gc Phi; rng khng ai bn
tm ghi chp v nhng ngi mang m nhc t qu hng h ti M.
- Thn bi ni n nhc spirituals l th loi nhc tm linh do nhng ngi n l da en ht v t do v hi vng;
nhc blues m bun v nhc ragtime cng l 2 th loi ni ting mt thi. Gia chng c im g chung? iu
ny i hi vn hiu bit x hi ca ngi c. Nu ngi c bit c Harry Thacker Burleigh, Marian
Anderson, Bessie Smith, W.C.Handy, Scott Joplin u l nhng ngh s da mu rt ni ting M, th ngi c s
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d dng nhn ra im chung: tt c cc th loi nhc ny u c khi xng v pht trin bi ngi M gc
Phi. Cc c im ca chng sau ny ha quyn li v to nn nhc jazz.
- Kt bi li nhc n vn rng ngi ta tht kh bit tn ca nhng ngi khi ngun cho truyn thng m
nhc ny M. Nh vy p n ph hp nht l B. Tc gi mun ni rng tht kh c th xc nh r nhng con
ngi thc s xy dng truyn thng m nhc M.
=> p n ng B. it is hard to exactly recognize the people who started the American musical tradition
1. To be traced back to: c ngun gc t. Eg: The practice of giving eggs at Easter can be traced back
to festivals in ancient China. a trng vo l Phc sinh c ngun gc t nhng l hi ca Trung QUc
c xa.
2. Under circumstances: trong trng hp. Eg: I think she coped very well under the circumstances: Ti
ngh c y c th i mt tt trong cc trng hp.
Cu trc: Under no circumstacnes + o ng: khng nn lm g trong mi trng hp. Eg: Under
no circumstances should you (= you should not) approach the man.: Cu khng c tip cn ngi n
ng ny trong mi trng hp.
3. To grow into something/somebody: pht trin thnh ci g, thnh ngi th no. Eg He's grown into
a fine, responsible young man: Cu ta ln ln thnh mt chng trai tr tt tnh v c trch nhim.
4. To inspire somebody: truyn cm hng. Eg: His confident leadership inspired his followers: S lnh
o t tin ca anh y truyn cm hng cho nhng ngi i sau.
5. To be well - recognized: c cng nhn tt, ni danh v vang. Eg Professor Jones is well
recognized among his colleges: Gio s Jones c cc ng nghip cng nhn.
6. Slavery (n): ch n l. Eg: Millions of Africans were sold into slavery: Hng triu ngi chu Phi
b bn cho ch n l.
7. To be accompanied by: ng hnh, i cng, kt hp. Eg: Depression is almost always
accompanied by insomnia: Ni tuyt vng chn nn hu nh lun ng hnh vi mt ng.
8. To give credit to where credit is due: s tha nhn/cng nhn phi c trao cho ngi xng ng.
9. To go on: tip tc. Eg: Please go on with what you're doing and don't let us interrupt you: Anh c tip
tc nhng g ang lm, ng chng ti lm anh gin on.
10. To promote: qung b, qung co Eg: Advertising companies are always having to think up
new ways to promote products: Cc cng ty qung co lun phi ngh ra cc phng thc mi qung
b sn phm.
Exercise 10: The Allied Power []

Almost as soon as World War II ended, the debate began over who had actually done the most on the Allied
side to ensure the defeat of the Axis powers. The Russians only needed to point to their twenty million plus war dead
to justify their rights in Eastern Europe and their new position as a great power on the world stage. Yet, Americans
could also claim that they had done as much, if not more, as the Russians to defeat the Axis enemy. In hindsight, it is
obvious that despite its greater number of dead, the Russian effort ranks second place to the American. In particular,
the American effort seems greater in light of three crucial points: it was fighting at extreme distances from its home
territory; it simultaneously fought three different enemies on a multitude of complex fronts with air, naval, land forces;
and finally, it supplied many other fighting forces, including the Russians, with massive amounts of material.
The main fronts of World War II were in North Africa, Italy, Western and Eastern Europe, the Pacific Ocean,
China, and India. The United States military forces fought on or supported every front, all of which were at extreme
distances from the continental United States. A great logistical effort required to support both its own forces and those
of many other nations. Above all, supply ships were essential because without the supply ships, all would have been
in vain. Keeping the world's sea lanes free was one of the great accomplishments of the United States Navy and her
allies, especially the British and Canadians. This allowed ships to traverse great distances and bring American and
30
other Allied fighting forces to face the Axis powers. The Russians, on the other hand, were fighting in their own
country for much of the war and were close to their supply lines. They fought on one continuous font and did not
have to travel far to meet the enemy.
The United States fought all three great Axis powers during the war: Germany, Japan, and Italy. While it
cannot be denied that the Russian did the lion's share of the fighting against Germany and the lesser Axis powers of
Finland, Hungary, Romania, and Bulgaria for a longer time, it was not until the last days of the war that Russia
attacked Japan. As for the Italians, the Russians only met the reluctant few whom Hitler managed to coerce for his
Russian campaign. Another area to take into consideration is the strategic bombing campaign that the Americans and
British waged against German industry, something that the Russians did not take part in at all. Finally, with the
exception of the Baltic Sea, the Russian navy played a very minor role in the war compared to American's navy.
Despite significant aid from the British, Australians, and New Zealanders, the Americans bore the brute of the Pacific
fighting.
The Chinese tied down a massive number of Japanese troops on the Asian mainland, but they were supplied
almost exclusively by the United States. American arms, support equipment, food, and clothing went to the four
corners of the world during the war even before American officially entered it in 1941. Indeed, the Russian Red Army
rode into Eastern Europe on the wheels of over 300,000 American trucks, fed itself on a diet of American canned
ham, and wore American boots. Coupled with all this were billion-dollar loans with generous terms of interest, which
America gave to its allies. American was the only Allied nation that did not need to borrow any money during the
war.
Russia's combat dead were approximately eight million. American's number of combat deal was nowhere
near the equal of the Russia's comprising less than five percent of the number of Russian combat deaths. This is not
only a reflection of the intensity of the fighting in Eastern Europe, but it is also a reflection of the American and
Russia commanders' battle tactics, with the former being more with saving lives. If the dead alone counted for effort,
then Russia surely would be considered the greatest Allied power of the World War II. Yet, one only has to consider
if Russia would have even able to achieve its victory over Germany without America as a supplier and fighting friend.
Question 1. According to paragraph 1, all of the following were a result of World War II for Russia Except:
A. The country incurred a great number of the dead during the war.
B. The country assumed a greater influence in world affairs.
C. The country began a simmering conflict with America.
D. The country began expanding into Eastern Europe.
Question 2. The word crucial in the passage is closest in meaning to

A. special B. important C. diverse D. complex
Question 3. According to paragraph 2, all of the fronts American forces fought on were
A. located at far distances from the American mainland
B. only local in the countries of Europe and Asia
C. in country belonging to nearby American allies
D. located at various sites near the American homeland
Question 4. The world traverse in the passage is closest in meaning to

A. cross B. bypass C. carry D. sail
Question 5. The word they in the passage refers to
A. American and other allied fighting forces B. Axis powers
C. Russians D. supply lines
Question 6. The word reluctant in the passage is closest in meaning to
A. enthusiastic B. fearful` C. unwilling D. brave
Question 7. According to paragraph 3, most of Russia's fighting was done with
A. its navy in the Baltic Sea against shipping
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B. its army against the European Axis powers
C. its air force against German industries
D. its army against the Japanese forces
Question 8. According to paragraph 4, America's greatest support for the Russians was in providing
A. different types of clothing
B. a variety of the weapons and ammunition
C. a great number of supply ships
D. means of land transportation
Question 9. It can be inferred from paragraph 5 that Russian battle tactics
A. included civilians in the fighting
B. took advantage of greater numbers
C. were wasteful of human lives
D. were similar to tactics
Question 10. According to paragraph 5, the number of American combat dead was
A. the greatest of all the Allied countries
B. much less than the number of dead Russians
C. equal to the number that the Russians lost
D. slightly less than the number of dead Russians.
P N
1. C 2. B 3. A 4. A 5. C 6. C 7. B 8. D 9. C 10. B
GII THCH CHI TIT

Question 4: p n A.
Key words: traverse
Clue: This allowed ships to traverse great distances and bring American and other Allied fighting forces to face
the Axis powers iu ny cho php cc con tu i qua mt khong cch ln v a lc lng chin u ca M
v qun ng minh gip mt qun pht xt.
Phn tch: Xt cc p n trong ng cnh:
A. cross: vt qua mt khong cch ln: Hp l
B. bypass: b qua, trnh mt khong cch: Khng hp l, tu khng th nhy qua mt khong cch hay i tt trn
bin.
C. carry: mang vc khong cch: V l
D. sail: vt bin (bng bum): Khng hp l vi tu chin
Vy chn p n A. cross
Question 5: p n C.
Key words: they
Clue: The Russians, on the other hand, were fighting in their own country for much of the war and were close to
their supply lines. They fought on one continuous font and did not have to travel far to meet the enemy: Ngi Nga,
mt khc, ang chin u chnh qu nh ca h hu ht thi gian chin tranh v rt gn vi ngun cung cp.
H chin u ti mt mt trn lin tc v khng cn phi i xa i mt k th.
Phn tch: T cu c cha they chiu ln cu trc , tm danh t ch ngi phi chin u ti mt mt trn, tm
c The Russians: ngi Nga. Do , chn p n C. Russians. Cc p n khc khng ph hp:
A. American and other allied fighting forces: Ngi M v cc lc lng ng minh khc
B. Axis powers: lc lng pht xt
D. supply lines: ngun cung cp
Question 6: p n C.
32
Key words: reluctant
Clue: As for the Italians, the Russians only met the reluctant few whom Hitler managed to coerce for his Russian
campaign: V pha , Nga ch i mt vi vi k min cng b Ht le p chin u trong chin dch Nga ca ng
ta.
Phn tch: ca on cha cu clue tc gi mun ni n trong Th Chin th II nhim v ca Nga c phn n
gin hn. Mt chi tit h tr lun im ny l vic phi i mt vi k th nhng k th ny khng c lit, khng
quyt tm m min cng chin u. Chn p n C. reluctant \ Cc p n khc khng ph hp:
A. enthusiastic: phn khch: Khng chnh xc v b Ht le p
B. fearful: ng s: Khng chnh xc
D. brave: can m: Khng c thng tin
p n C l p n ng
Question 7: p n B.
Key words: paragraph 3, Russia's fighting
Cu hi: Theo on 3, hu ht chin u ca ngi Nga c thc hin bi ai?
Clue: While it cannot be denied that the Russian did the lion's share of the fighting against Germany and the lesser
Axis powers of Finland, Hungary, Romania, and Bulgaria for a longer time , it was not until the last days of the war
that Russia attacked Japan: Mc d khng th ph nhn Nga chin u phn ln chng li c v cc pht xt
yu hn Phn Lan, Hung-ga-ry, Romania v Bun-ga-ri trong thi gian di v ch vo nhng ngy cui cng mi
tn cng Nht Bn.
Phn tch: Nc Nga chin u chnh v nhiu nht vi cc pht xt lit k trn thuc ng u. Do , ta chn
p n B. its army against the European Axis powers: bi qun i chng li lc lng pht xt ng u. Cc p n
khc khng ph hp:
A. its navy in the Baltic Sea against shipping: lc lng hi qun bin Baltic chng li cc hm i: Khng chnh
xc, Nga ch gp phn nh khi chin u bng hi qun
C. its air force against German industries: lc lng ca nc ny chng li cng nghip ca c: Khng c thng
tin
D. its army against the Japanese forces: qun i ca nc ny chng li qun Nht: Khng chnh xc, Nga tham gia
tn cng Nht ch vo nhng ngy cui, khng phi phn ln thi gian chin tranh.
p n B l p n ng
Question 8: p n B.
Key words: paragraph 4, America's greatest support for the Russians
Clue: American arms, support equipment, food, and clothing went to the four corners of the world during the war
even before American officially entered it in 1941. Indeed, the Russian Red Army rode into Eastern Europe on the
wheels of over 300,000 American trucks: V kh ca M, cc thit b tr gip, thc phm v t trang phn b
n bn gc th gii trong qu trnh chin tranh ngay c trc khi M bt u chnh thc tham gia vo nm 1941.
Thc t, Hng qun ca Nga i sang ng u trong hn 300,000 chic xe ti ca M
Phn tch: M tr gip rt nhiu cho qun ng minh, c bit l Nga. Sau khi lit k cc vt dng m M h tr,
tc gi nhn mnh vo t indeed v nu ra con s 300,000 th hin mt s tht bt ng. V vy c th suy ra
300,000 chic xe ti l h tr ln nht m Nga nhn ca M. Vy chn p n D. means of land transportation:
phng tin giao thng trn t lin
Cc p n khc khng tht chnh xc
A. different types of clothing: cc loi qun o khc nhau
B. a variety of the weapons and ammunition: rt nhiu v kh v n dc
C. a great number of supply ships: mt lng ln tu cung cp
Question 9: p n C.
Keywords: paragraph 5, Russian battle tactics
Cu hi: C th suy ra iu g t on 5 v chin thut nh trn ca Nga?
33
Clue: Russia's combat dead were approximately eight million. American's number of combat deal was nowhere near
the equal of the Russia's comprising less than five percent of the number of Russian combat deaths. it is also a
reflection of the American and Russia commanders' battle tactics, with the former being more with saving lives:
Nhng nhn mng v nh trn ca Nga khong 8 triu ngi. S lng cht khi chin u ca M khng nhiu bng
ca Nga, t hn 5% s lng ngi cht trn chin trng ca Nga phn nh chin thut nh trn khi M gii gi
mng sng hn.
Phn tch: C th thy tc gi so snh s lng thng vong v chin tranh ca Nga v M thy rng chin thut
nh trn ca ngi Nga c vn mi khin nhiu ngi hi sinh n vy. The former trong clue ch bn c lit
k trc trong cu lin k, y l M. Vy chn p n C. were wasteful of human lives: lng ph mng sng con
ngi. Cc p n khc khng ph hp.
Question 10: p n A.
Keywords: paragraph 5, the number of American combat dead
Clue: Nh cu 9
Phn tch: Chn p n B. much less than the number of dead Russians: t hn nhiu so vi s ngi cht Nga.
Cc p n khc khng ng:
A. the greatest of all the Allied countries: l ln nht trong cc nc ng minh
C. equal to the number that the Russians lost: tng ng vi s ngi cht ca Nga
D. slightly less than the number of dead Russians: nh hn mt cht so vi s ngi cht ca Nga

1. In light of: bi v, bi. Eg: In the light of recent incidents, we are asking our customers to take
particular care of their personal belongings: Bi s c gn y, chng ti ang ngh khch hng t bo
qun c t trang ca h.
2. Front (n): mt trn. Eg: How are things on the economic front? Mi th trn mt trn kinh t gi ra
sao?
3. To be in vain: trong tuyt vng. Eg: She cried in vain as nobody helped her: C y khc trong tuyt
vng bi khng ai chu gip c y.
4. To be close to somebody/something: gn, cn k vi ai/ci g. Eg: We are close to the city center:
Chng ti gn trung tm thnh ph.
5. The lions share: phn ln. Eg The organization spent the lions share of donations on aid. T chc
dnh phn ln s quyn gp tr gip.
6. To coerce: p buc, cng bc. Eg: The court heard that the six defendants had been
coerced into making a confession: Quan ta nghe tin rng su b n b p buc nhn ti.
7. To take into consideration: a mt vn ra xem xt v cn nhc. Eg:
I always take fuel consumption into consideration when buying a car: Ti lun lun cn nhc mc tiu
th xng khi mua xe t.
8. To bear the brunt: gnh phn nng nht Eg: The infantry bore the brunt of the missile attacks: B
binh chu phn ln cuc tn cng bng tn la.
9. To tie something down: rng buc ci g. Eg: They tied the man down to the contract: H rng buc
ngi n ng vo hp ng.
10. To count for: c gi tr; ng quan tm. Eg: Knowledge without common sense counts for little: c
kin thc m thiu lng tri th cng khng c gi tr bao nhiu
Exercise 11: The Soloist []

An idea came to me, and I turned off the lights in the studio. In the dark ness, I put the cello's spike into a
loose spot on the carpet, tightened the bow and drew it across the open strings. I took off my shirt and tried it again;
it was the first time in my life I'd felt the instrument against my bare chest. I could fell the vibration of the strings
travel through the body of the instrument to my own body. I'd never thought about that; music scholars always talk
34
about the resonating properties of various instruments, but surely the performer's own body must have some effect on
the sound. As I dug into the notes I imagined that my own chest and lung were extensions of the sound box; I seemed
to be able to alter the sound by the way I sat, and by varying the muscular tension in my upper body.
After improvising for a while, I started playing the D minor Bach suite, still in the darkness. Strangely freed
of the task of finding the right phrasing, the right intonation, the right bowing, I heard the music through my skin. For
the first time I didn't think about how it would sound to anyone else, and slowly, joyfully, gratefully, I started to hear
again. The note sang out, first like a trickle, then like a fountain of cool water bubbling up from a hole in the middle
of the desert. After an hour or so I looked up, and in the darkness saw the outline of the cat sitting on the floor in front
of me, cleaning her paws and purring loudly. I had an audience again, humble as it was.
So that's what I do now with the cello. At least once a day I find time to tune it, close my eyes, and listen. Its
probably not going to lead to the kind of come back I'd fantasized about for so long years of playing badly have left
scars on my technique, and, practically speaking, classical musicians returning from obscurity are almost impossible
to promote but might eventually try giving a recital if I feel up to it. Or better yet, I may pay for Dr. Polk if our date
at the concert goes well. Occasionally I fell a stab of longing, and I wish I could give just one more concert on the
great stage before my lights blink off, but that longing passes more quickly now. I take solace on the fact that, unlike
the way I felt before, I can enjoy playing for myself now. I fell relaxed and expansive when I play, as if I could stretch
out my arms and reach from one end of the apartment to the other. A feeling of the completeness and dignity surrounds
me and lifts me up.
Question 1. What is the passage mainly about?
A. A musician's feelings when he plays the cello
B. A musician's desire to return to his former profession
C. A musician finding joy in playing music again
D. A musician playing the cello for his cat
Question 2. According to paragraph 1, what relationship does the cellist experience between his body and the music?
A. His body affects the sound.
B. His body improves the sounds.
C. His body becomes tense as he plays.
D. His body stops the vibrations as he plays.
Question 3. Based on the information in paragraph 1, what can be inferred about the effect of a performer's body on
musical sound?
A. The cellist had not read about it before.
B. The cellist thought scholars had talked about it.
C. The cellist had previously written about it.
D. The cellist had experienced it before.
Question 4. In paragraph 1, what does the world it refer to in the sentence, "I took off my shirt and tried it again."?
A. Drawing the bow across the strings
B. Turing off the lights in the studio
C. Talking of the shirt
D. Tightening the bow
Question 5. In paragraph 2 the author's primary purpose is
A. to explain the cellist's feelings of playing before an audience
B. to describe the sound when the cellist plays next to his skin
C. to identify specific pieces of music that the cellist plays
D. to describe the cellist's experience of playing next to his skin
Question 6. All of following are mentioned in paragraph 2 as part of the cellist's new way of playing EXCEPT
A. playing the instrument in the dark
B. thinking of how the music sounded to others
C. "hearing" music through his bare skin
D. not worrying about finding the right phrasing
Question 7 What can be inferred from paragraph 3 about the cellist?
35
A. He had away enjoyed playing for himself
B. He had continually performed over the years
C. Previously, he had never played before an audience
D. Previously, he only wanted to play for an audience
Question 8. Based on the information in paragraph 3, what can be inferred about the cellist's attitude toward playing?
A. He feels optimistic.
B. He is discouraged.
C. He feels nervous.
D. He is reluctant.
Question 9. The word blink off in paragraph 3 in closest in meaning to
A. wink
B. flicker
C. twinkle
D. turn off
Question 10. How long did it take the author to play music with his shirt off in the darkness for the first time?
A. Once a day
B. A night
C. Exactly one hour
D. About an hour
P N
1. C 2. A 3. A 4. A 5. B 6. B 7. B 8. A 9. D 10. D
GII THCH CHI TIT

Question 1: p n C.
Ta lm cu hi sau khi hon thnh cc cu hi khc.
Key words: mainly discuss
Question 4: p n A.
Keywords: paragraph 1, it, "I took off my shirt and tried it again."
Cu hi: on 1, t it trong cu "I took off my shirt and tried it again" ni n ci g ?
Clue: In the dark ness, I put the cello's spike into a loose spot on the carpet, tightened the bow and drew it across
the open strings. I took off my shirt and tried it again: Trong bng ti, ti t chn n xen-l ln mt l hng ca
thm, cng cy v v ko qua cc dy n. Ti ci o ra v th li.
Phn tch: Th li y l th li vic chi n khi khng mc o, ngha l ko cy v qua cc dy. Vy chn p
n A. Drawing the bow across the strings. Cc p n khc khng ph hp:
B. Turing off the lights in the studio: Tt cc n studio i: Khng hp l.
C. Talking of the shirt: Ni chuyn vi chic o: Khng c thng tin
D. Tightening the bow: Cng cy v: Cy v c cng trc v cng khng cn phi ci o mi cng c.
Question 5: p n B.
Key words: paragraph 2 , author's primary purpose
Cu hi: Mc ch chnh ca tc gi on 2 l g?
Clue: I started playing the D minor Bach suite, still in the darkness For the first timeThe note sang out, first
like a trickle, then like a fountain of cool water bubbling up from a hole in the middle of the desert: Ti bt u
chi t khc ca Bach m r th, vn trong bng ti Ln u tin Cc nt vang ln, u tin nh mt git
nc, sau ging nh mt thc nc mt lnh a ln t mt ci h gia sa mc.
Phn tch: on vn l miu t m thanh ca bn nhc m tc gi ln u tin ci o chi trong bng ti. Vy chn
p n B. to describe the sound when the cellist plays next to his skin: miu t m thanh khi nhc s chi n st
c th mnh. Cc p n khc khng ph hp:
A. to explain the cellist's feelings of playing before an audience: gii thch cm xc ca nhc s xen-l khi chi
trc mt thnh gi: Sai, nhng cm xc ng c l trc khi pht hin ra mt thnh gi ang lng nghe.
36
C. to identify specific pieces of music that the cellist plays: xc nh c th nhng bn nhc c th m tc gi chi:
Sai, tc gi ch chi mt t khc ca Bach hp m r th
D. to describe the cellist's experience of playing next to his skin: miu t kinh nghim chi n st da tht ca
nhc s xen-l: Sai, y l ln u tin ng ta chi theo cch thc nh vy.
Question 6: p n B.
Key words: paragraph 2, part of the cellist's new way of playing, EXCEPT
Cu hi: Tt c nhng iu sau c nhc ti on 2 nh mt phn ca cch chi nhc mi ca ngh s v cm
NGOI TR iu g?
Clue: I started playing the D minor Bach suite, still in the darkness. Strangely freed of the task of finding the right
phrasing, the right intonation, the right bowing, I heard the music through my skin. For the first time I didn't think
about how it would sound to anyone else Ti bt u chi t khc ca Bach m r th, vn trong bng ti. L
lm thay khng cn rng buc nhim v tm qung ng, nhc iu ng, cch ko n cho ng, ti lng nghe
m nhc qua ln da.
Phn tch: Nhng chi tit c cp n l: chi nhc trong bng ti, nghe nhc qua ln da trn, khng quan tm
n vic tm qung ng. Ring p n B. thinking of how the music sounded to others: bn tm ngi khc nghe
nhc mnh th no l khng c thng tin.
Vy chn p n B.
Question 7: p n B.
Key words: inferred, paragraph 3, the cellist
Cu hi: C th suy ra c iu g v ngi chi xen-l on 3?
Clue: Its probably not going to lead to the kind of come back I'd fantasized about for so long years of playing
badly have left scars on my technique, and, practically speaking, classical musicians returning from obscurity are
almost impossible to promote : C l iu ny khng s khng dn ti n mn quay tr li m ti hng m
tng hng nm chi t li vt so trong k thut ca ti v thc lng m ni, nhng ngi nhc s c in
quay tr li t s tm ti kh hiu th gn nh khng th no qung b hnh nh c
Phn tch: Xt cc p n?
A. He had away enjoyed playing for himself: ng y lun thch th chi nhc cho chnh mnh: Sai, trc y ng
khng chi nhc cho chnh mnh. unlike the way I felt before, I can enjoy playing for myself now: Khng nh
cm gic ti thy trc y, gi ti c th chi nhc cho chnh mnh.
B. He had continually performed over the years: ng y lin tc biu din qua cc nm: ng. Tham kho clue.
C. Previously, he had never played before an audience: Trc y, ng cha tng chi trc mt thnh gi no: C
phn v l v theo thng tin cu cui on 2 ng ni I had an audience again: Ti li c thnh gi. p n sai.
D. Previously, he only wanted to play for an audience: Trc y, ng ch mun chi cho thnh gi: Sai. Khng c
thng tin
p n B l p n ng
Question 8: p n A.
Key words: paragraph 3, inferred, the cellist's attitude
Cu hi: C th suy ra c iu g on 3 v thi chi nhc ca tc gi?
Clue: I fell relaxed and expansive when I play... A feeling of the completeness and dignity surrounds me and lifts
me up: Ti cm thy th thi v chan ha Mt cm xc v s hon thin v t trng vy ly ti v nng ti ln.
Phn tch: C th thy on cui bi ny, cm xc ca tc gi rt tt, ng nh tm thy iu g t cch chi mi
m kia. Ta chn p n A. He feels optimistic: ng cm thy rt tch cc. Cc p n khc khng ph hp:
B. He is discouraged: ng cm thy nht ch
C. He feels nervous: ng thy lo lng
D. He is reluctant: ng thy min cng
Vy chn p n A.
Question 9: p n D.
Keywords: blink off, paragraph 3
37
Cu hi: T blink off trong on 3 gn ngha nht vi t no?
Clue: Occasionally I fell a stab of longing, and I wish I could give just one more concert on the great stage before
my lights blink off, but that longing passes more quickly now: Thnh thong ti cm thy mt ni mong ch nhi
ln, v ti c ti c th biu din ch mt bui ha nhc na trn sn khu ln trc khi nhng chic n biu din
tt i, nhng gi ni mong ch qua nhanh hn ri.
Phn tch: Ta t cc p n vo trong cu xt ph hp:
A. wink: nhy mt: Sai, y l hnh ng ca con ngi.
B. flicker: nhp nhy: Khng hp l
C. twinkle: lp lnh: Khng hp l
D. turn off: tt i: ng
Vy chn p n D.
Question 10: p n D.
Keywords: representative, last paragraph
Cu hi: Tc gi mt bao lu chi nhc ln u tin khng mc o trong bng ti?
Clue: After an hour or so I looked up, and in the darkness saw the outline of the cat sitting on the floor in front of
me: Sau mt ting hoc tm ti nhn ln v trong bng ti nhn thy bng mt con mo ngi trn sn trc
mt ti
Phn tch: Cu tr li l mt ting hoc tm . Chn p n D. about an hour: khong mt ting. Cc p n
khc khng ng:
A. Once a day: mi ln mt ngy: Khng hp l, y l cu tr li cho mt cu hi tn sut How often. Cu hi
bi ra l How long: bao lu
B. A night: mt m: Khng c thng tin
C. Exactly one hour: chnh xc mt ting: tc gi ni or so tc l ng cng khng chc chn v s thi gian mnh
chi v ch c lng ri vo 1 ting.
Vy chn p n D.
38
1. Loose (adj): lng. Eg: My watch was a little bit loose so I dropped it on my way home: ng h ca
ti hi lng nn ti nh ri n trn ng v nh.
2. To travel through: truyn qua, i qua. Eg: A strange train of thoughts traveled through my mind: Mt
dng suy ngh l i qua tm tr ti.
3. Scholar (n) hc gi, nh nghin cu. Eg: Dr. Miles was a distinguished scholar of Russian history:
Tin s Miles l mt nh hc gi xut chng trong lch s Nga.
4. To dig into something: nghin cu, tm ti. Eg: I dug into the books all night, and I passed the test:
Ti nghin cu my cun sch c m v qua c k thi.
5. To be free of something (n): khng b rng buc bi ci g. Eg I'd like to free myself of some of
the responsibilities of this job: Ti rt mun khng b rng buc bn thn bi mt s trch nhim ca
cng vic ny.
6. To leave scar on: li ni au tinh thn, tm tr, gy khim khuyt. Eg: His childhood years left a
deep psychological scar: Tui th u li chn thng tm l su sc cho anh y.
7. Practically speaking: thc t m ni, thc ra. Eg: Practically speaking, hes not that funny: Tht ra
anh ta khng hi hc th u.
8. To feel up to something: cm thy sc hoc sn sng lm g Eg: I dont feel up to jogging
today : Ti thy khng khe i b hm nay.
9. As if/as though + mnh vi ng t li mt th: c nh th. Eg: He behaved as if nothing had
happened: Anh ta c x nh th cha c chuyn g xy ra.
10. To fantasize about something: m mng, mng tng v Eg: He fantasized about winning the
Nobel Prize: Anh y m mng chin thng gii No-ben.
Exercise 12: The Opening of Japan []

The Japan of the mid-nineteenth century was a shadow of the modern economic juggernaut that is now one
of the world's leading traders. For hundreds of years, Japan had been secluded from the outside world by the strict
policies of the rulers of Japan, the Tokugawa shoguns. With the exception of one Dutch ship per year at the port of
the Nagasaki, the Japanese refused to deal with foreign ships or nations. Sailors shipwrecked on the Japanese islands
were treated harshly and often imprisoned. Passing vessels were refused food, water, and other provisions. With a
goal to right these wrongs and to open Japan to trade, in 1853, the United States sent its most capable man, Admiral
Matthew Perry, and four warships to open Japan to the rest of the world. The consequences of those actions are still
being felt today.
In the seventeenth century, the Japanese had opened their doors briefly to the Dutch and allowed a trading
station and Christian enclave in Nagasaki. Guns were imported as part of this trade, and they were one of the reasons
for a great upheaval that engulfed Japan for many decades, as a civil war raged between powerful shoguns, or
warlords. Finally, Tokugawa emerged as the victor and claimed the lordship of Japan. During these upheavals, the
emperor and his family had stood by wielding no power and existed merely as a figurehead. Soon after the civil war,
the Japanese abandoned the use of guns and the art of the gun making. When Admiral Perry and his fleet arrived in
1853, they were defenseless against his awesome firepower.
Perry had three main purposes when he arrived in Japan: open the country to American trade, get an agreement
to use Japan as a coaling and provisioning station for American vessels, and provide guarantees that Japan would aid
shipwrecked American sailors. He wished to deal only with the highest officials and rebuffed Japanese attempts to
foster lower-level emissaries on him. He sailed away to examine further the coast of Taiwan as a possible coaling
station but returned to Japan the following spring in March 1854. This time, under threat of naval bombardment, the
Japanese relented and finally signed the Treaty of Kanagawa on March 31, 1854. In addition to the three main items,
the Japanese agreed to allow an American consulate to be established. At first, only Nagasaki was open to American
trade, but the treaty stipulated that, after five years, other ports would be opened.
39
The consequences of these events were far reaching for Japan and the world. Within a few years, foreign
currency began to flow to Japan, which upset its economy and caused rising inflation. This was a precursor to the fall
of the Tokugawa shoguns and the return of the emperor as the leader of Japanese affairs in 1868. The Emperor Meiji
then set a clear path for his nation, not wanting Japan to be under the heel of the foreigners who now clamored at the
heel of the foreigners of his land. Meiji sent sailors to England to learn how to build ships and fight a modern naval
war, invited German army officers to train his soldiers, and made deals with many companies to modernize Japan's
industry, transportation, and communications. In fact, the efforts were so successful that, by the 1980s, the world
began to view Japan as one of the great powers, more so after it defeated both China and Russia on land and at sea in
two local wars. The Russian defeat was even more astonishing since the Europeans were unused to losing to those
they considered their inferiors.
Japan's rapid industrialized and militarization had dreadful consequences for Asia, as Meiji's grandson
Hirohito led the nation down the path to world war, which ultimately saw the destruction of much of Japan. The shock
of this defeat still echoes through Japanese history, as does the arrival of Perry and his warships so long ago. His
efforts opened Japan to the world. Unknowingly, he unleashed a powerful force, with the Japanese not willing to be
subjugated to foreign domination. In the long run, Japan has become part of the global culture and has offered more
to the world than could have ever been imagined when Perry's ships first dropped anchor on that fateful day in the
pest.
Question 1. The world secluded in the passage is closest in meaning to
A. removed
B. hidden
C. isolated
D. reserved
Question 2. According to paragraph 1, all of the following are correct about Japan's dealings with foreigners in the
mid-nineteenth century EXCEPT:
A. No ships were allowed to visit Japan.
B. Shipwrecked sailors were badly treateD.
C. Ships in need were not helped by Japan.
D. They had a very limited foreign trade.
Question 3. According to paragraph 2, during the Tokugawa shogun period, the Japanese emperor
A. was a symbol and not the real ruler of Japan
B. shared power with the shoguns but was secondary
C. did not challenge the power of the shoguns
D. was quite unknown to the Japanese people
Question 4. It can be inferred from paragraph 2 that the Japanese abandoned gun making because guns
A. were the products of foreigners and thus forbidden
B. were blamed for helping cause the long civil war
C. went against the Japanese idea of a warrior
D. were difficult and expensive to make in Japan
Question 5. The word they in the passage refers to
A. powerful shoguns
B. the emperor and his family
C. the Japanese
D. Admiral Perry and his fleet
Question 6. According to paragraph 3, Admiral Perry's mission to Japan eventually
A. achieved exactly what he wanted
B. failed to achieve any concrete objectives
C. achieved some but not all of his objectives
D. achieved more than he had expected
Question 7. According to paragraph 3, the Treaty of Kanagawa was agreed to by the Japanese
A. because they wanted to have relations with American
40
B. against wishes under the threat of force of arms
C. in order to gain an advantage over the Americans
D. because the realized they could not be secluded forever
Question 8. The word relented in the passage is closest in meaning to
A. resisted
B. yielded
C. improved
D. decided
Question 9. According to paragraph 4, in order to modernize Japan, Emperor Meiji relied on
A. the expertise of his own people
B. educating his people in new skills
C. experts from outside of Japan
D. the capital from trade links
Question 10. The word domination in the passage is closest in meaning to
A. control
B. law
C. dogma
D. monopoly
P N
1. C 2. A 3. A 4. B 5. C 6. D 7. B 8. B 9. C 10. A
GII THCH CHI TIT

Question 5: p n D.
Key words: they
Clue: Soon after the civil war, the Japanese abandoned the use of guns and the art of the gun making. When Admiral
Perry and his fleet arrived in 1853, they were defenseless against his awesome firepower: Sm sau khi ni chin kt
thc, ngi Nht t b s dng sng v ngh thut ch to sng. Khi c Perry v hm i ca ng ta n Nht
vo nm 1853, h khng th t v chng li ha lc khip s ca ng ta
Phn tch: T cu c cha they chiu ln cu trc , tm danh t ch ngi c kh nng s hi trc uy lc ca
hm i M. Ta tm c t the Japanses: ngi Nht Bn. Do , chn p n C. the Japanese. Cc p n
khc khng ph hp.
Question 6: p n D.
Key words: Admiral Perry's mission, paragraph 3, eventually
Clue: Perry had three main purposes when he arrived in Japan In addition to the three main items, the Japanese
agreed to allow an American consulate to be established: Perry c ba mc tiu khi ng ta n Nht Bn Ngoi
ba mc chnh, Nht Bn ng cho php mt ta lnh s M c thnh lp.
Phn tch: Da vo Clue thy rng Perry t c thm ngoi nhng mc tiu ng ta mong ch. Chn p n D.
achieved more than he had expected: t c nhiu hn k vng. Cc p n khc khng ph hp:
A. achieved exactly what he wanted: t c chnh xc nhng g ng ta mun
B. failed to achieve any concrete objectives: khng t c bt c mc tiu c th no
C. achieved some but not all of his objectives: t c mt vi mc tiu nhng khng phi tt c
p n D l p n ng
Question 7: p n B.
Key words: paragraph 3, Treaty of Kanagawa
Cu hi: on 3 ni g v vic ngi Nht Bn ng k Hip c Kanagawa
Clue: This time, under threat of naval bombardment, the Japanese relented and finally signed the Treaty of
Kanagawa on March 31, 1854: Ln ny, di e da bn ph hi qun, ngi Nht du li v cui cng k
hip c Kanagawa vo 31 thng 3 nm 1854.
41
Phn tch: Do b e da v lc m ngi Nht mi ng tha hip. Do vy hip c ny tri vi mun ca h.
Ta chn p n B. against wishes under the threat of force of arms: i ngc li mun di s e da ca lc lng
v trang. Cc p n khc khng ph hp
A. because they wanted to have relations with American: v h mun to quan h vi M: Khng c thng tin
C. in order to gain an advantage over the Americans: nhm trc li t ngi M: Khng c thng tin
D. because the realized they could not be secluded forever: bi h nhn ra h khng th b cch ly mi mi: Khng
c thng tin
p n B l p n ng
Question 8: p n B.
Key words: relented
Clue: Nh cu 7
Phn tch: V Nht Bn cui cng cng k nn ta thy relented mang ngha khut phc, rt lui. Vy chn p n B.
yielded: t b, b cuc. Cc p n khc khng ph hp
A. resisted: chng c C. improved: ci tin, tin b D. decided: quyt nh
Question 9: p n C.
Keywords: paragraph 4, modernize Japan, Emperor Meiji
Clue: The Emperor Meiji then set a clear path for his nation, not wanting Japan to be under the heel of the
foreigners who now clamored at the heel of the foreigners of his land. Meiji sent sailors to England to learn how to
build ships and fight a modern naval war, invited German army officers to train his soldiers, and made deals with
many companies to modernize Japan's industry, transportation, and communications Nht Hong Minh Tr sau
vch ra con ng r rng cho Nht Bn, khng mun t nc b thng tr bi ngi nc ngoi. Minh Tr a
thy th sang Anh hc cch xy dng tu v chin u vi trong cuc chin tranh hi qun hin i, mi cc s
quan qun i ngi c sang hun luyn binh lnh ca ng ta v giao dch vi nhiu cng ty nhm hin i ha
nn cng nghip, giao thng v thng tin ca Nht Bn.
Phn tch: Minh Tr n lc nhm hin i ha Nht Bn, trong c vic ng mi chuyn gia nc ngoi sang
o to ngi ca mnh. Vy chn p n C. experts from outside of Japan. Cc p n khc khng ph hp.
A. the expertise of his own people: nng lc chuyn ca chnh ngi ca ng ta
B. educating his people in new skills: dy ngi ca ng nhng k nng mi
D. the capital from trade links: ngun vn t cc mi thng mi
Question 10: p n A.
Keywords: domination
Clue: Unknowingly, he unleashed a powerful force, with the Japanese not willing to be subjugated to foreign
domination: Khng h bit trc, ng ta gii phng mt lc lng mnh m, ngi Nht cng khng sn sng
khut phc trc thng tr ca ngi nc ngoi.
Phn tch: domination : thng tr gn ngha vi control: kim sot. Vy chn p n A. control. `Cc p n
khc khng ph hp:
B. law: lut C. dogma: gio l D. monopoly: c quyn

1. To refuse to do something (n): t chi Eg: She refused to do yoga with me: C y t chi tp yoga
vi ti
2. To rage: ni ln, ni cn thnh n Eg: The storm raged outside: Cn bo ni ln ngoi kia.
3. Coaling station: Trm cung cp than. Provisioning station: Trm cung cp lng thc
4. To rebuff t chi dt khot Eg: She rebuffed all suggestions that she should resign: C y t chi dt
khot nhng kin cho rng c y nn t chc.
5. Far reaching (adj): su rng Eg: The new project will have far reaching benefits. D n mi s c
li ch su rng.
42
6. To be under the heel of: b kim sot hon ton Eg: This country will never accept to be under the heel
of a foreign power: t nc ny s khng bao gi chp nhn b thng tr bi lc lng nc ngoi.
7. To make deal with: tha thun. Eg: We made a deal to share our lunches everyday: Chng ti tha
thun chia s ba tra cho nhau mi ngy.
8. To echo through: li ting vang, di li Eg: The ideas of Plato have echoed through the ages: Nhng
tng ca Plato li ting vang qua nhiu th k.
9. Unknowing: khng bit. Eg: He took pictures of his unknowing victims: Anh ta chp nh nhng nn
nhn khng bit thng tin
10. Fateful (adj): nh mnh. Eg: He made a fateful decision to leave for Japan: Anh ta ra mt quyt
nh nh mnh ri n Nht Bn.
Exercise 13: The Illusion of Film []

THE ILLUSION OF FILM
1 Film is an illusion because the moving pictures seen on the screen are not moving at all. A film is actually a
series of tiny still pictures, or flames. They appear to be moving because the retina of the human eye retains the
impression of an object for a split second after that object has actually disappeared. This principle is known as
the persistence of vision. When we look at a single frame of film, the image persists in the brain's visual center for
a fraction of a second. Then, the next frame comes along and the brain has to catch up with the new image. Thus,
our eyes and brain trick us into thinking that we see a smoothly moving image rather than a series of still ones.
2 Another illusion of film is known collectively as special effects, the tricks and techniques that filmmakers use
when makeup, costume, and stunts are still not enough to make a scene convincing. Special effects artists apply
science to filmmaking, showing us things that no plain camera could ever photograph. Even since the introduction
of computer graphics in recent decades, the films of today still rely on some special effects that have existed since
the early years of cinema.
3 One category of special effects is called optical or visual effects, tricks made with the camera. One of the
pioneers of optical effects was the French filmmaker Georges Mlis, who invented a technique called stop-motion
photography. With this technique, a scene is filmed, the camera is stopped, the scene is changed in some way, and
then the camera rolls again. Stop motion photography can create th.e illusion of an actor disappearing on screen. In
one short film, an actor's clothes keep returning to his body as he tries to get undressed. Mlis also invented a
technique known as split screen. By putting a card over the camera lens, he prevented half of the frame of film from
being exposed. He filmed a scene on the uncovered half of the frame and then backed up the same strip of film in
his camera. For the second shot, he covered the exposed half and took another series of pictures on the half that had
been covered the first time. With the technique of split screen, it is possible to achieve illusions such as having the
same actor play twins.
4 Mechanical effects are another category of special effects. Mechanical effects are objects or devices used during
the filming to create an illusion, such as feathers or plastic chips to simulate snow, and wires to create the illusion
that people are flying. Many sound effects are mechanical effects. Wood blocks create a horse's hoofbeats, and a
vibrating sheet of metal sounds like thunder. During the silent film era, the music machine called the
Kinematophone was popular because it could produce the sounds of sirens, sleigh bells, gunfire, baby cries, and
kisses-all at the press of a key.
5 Other mechanical effects are puppets, robots of all sizes, and tiny copies of buildings or cities. To reduce the
cost of studio sets or location photography, special-effects technicians create painted or projected
backgrounds, which replace the set or add to it. For example, in a long shot of a town, the set might be only a
few feet high, and the remainder of the town is painted onto a sheet of glass positioned in fiont of the camera during
filming. In a 1916 silent film called The Flying Torpedo, mechanical effects created the appearance of an enemy
invasion of the California seacoast. Technicians threw small contact-rigged explosives into toy cities, scattering the
tiny buildings into the air. An artist painted a row of battleships on a board that was only six feet long. Carpenters
43
drilled small holes in the ships, which were filled with small charges of flash powder to simulate guns. An
electrician wired the charges so they could be fired on cue from a small battery. For audiences of the time, the effect
was of a real fleet of ships firing on the California coast.
6 Sometimes optical and mechanical effects are used together. For the original 1933 version of King Kong, the
filmmakers wanted to show the giant ape climbing the Empire State Building in New York City. To show Kong's
climb, the special-effects technicians built a tiny movable model of the ape and a proportionately small model of the
Empire State Building. Then, stop-motion photography was used to create the illusion that Kong was moving up the
building.
Question 1. Why does the author discuss the principle of persistence of vision in paragraph 1?
A. To introduce a discussion of human vision
B. To explain how we remember images
C. To support the idea that film is an illusion
D. To compare two types of special effects
Question 2. The phrase catch up with in paragraph 1 is closest in meaning to
A. hurry to process
B. put aside
C. search for
D. obtain from memory
Question 3. The author primarily defines special effects as
A. phenomena that cannot be explained logically
B.techniques and devices to create illusions in film
C.sounds and images that cause an emotional response
D.methods used by filmmakers of the silent film era
Question 4. The word rolls in paragraph 3 is closest in meaning to
A. changes
B. operates
C. breaks
D. reverses
Question 5. The word simulate in paragraph 4 is closest in meaning to
A. make it easier to film
B. put on top of
C. improve the texture of
D. create the appearance of
Question 6. It can be inferred from paragraph 4 that silent films
A. were projected by a machine called the Kinematophone
B. relied more on special effects than on acting ability
C. used sound effects to make scenes more convincing
D. are still very popular with movie audiences today
Question 7. All of the following would necessarily involve mechanical effects EXCEPT
A. using wires to make objects fly
B. filming each half of a frame separately
C. hitting a sheet of metal to create thunder
D. building a small model of a town
Question 8. Which sentence below best expresses the essential information in the highlighted sentence in paragraph
5?
A. The most effective way to lower the cost of a film is to replace location photograph3 with studio sets or
backgrounds.
B. Special effects technicians build painted or projected backgrounds that appear more realistic than location
44
photography.
C. One way to reduce costs is to repaint old studio sets and use them again; this also adds to the number of
available sets.
D. Painted and projected backgrounds are special effects that improve or replace sets, thus making filming less
expensive.
Question 9. The word which in paragraph 5 refers to
A. carpenters
B. holes
C. ships
D. guns
Question 10. What point does the author make in paragraph 6 about the 1933 film King Kong?
A. The film combined two different types of special effects.
B. The filmmakers trained a giant ape to climb up a building.
C. Stop-motion photography was invented during the filming.
D. King Kong remains very popular with audiences today.
P N
1. C 2. A 3. B 4. B 5. D 6. C 7. B 8. D 9. B 10. A
GII THCH CHI TIT

Question 1: p n B.
Key words: paragraph 1, persistence of vision
Clue: Topic sentence ca on: Film is an illusion because the moving pictures seen on the screen are not moving
at all They appear to be moving because : Phim l mt o nh bi nhng hnh nh chuyn ng trong
phim trn mn hnh khng h chuyn ng cht no... Nhng bc hnh trng c v nh ang chuyn ng
bi
Phn tch: Da vo cu ch , ta thy mc ch ca tc gi l h tr tng phim l mt o nh. Nhng
cu trong on cng phi h tr lm r cu ch . Vy chn p n C To support the idea that film is an
illusion: h tr tng phim l mt o nh. Cc p n cn li khng ph hp:
A To introduce a discussion of human vision: gii thiu mt bi vit v th lc ca ngi
B To explain how we remember images: gii thch cch thc chng ta ghi nh hnh nh
D To compare two types of special effects: so snh hai loi hiu ng c bit
Question 2: p n D.
Key words: catch up with, paragraph 1
Clue: : ... the image persists in the brain's visual center for a fraction of a second. Then, the next frame comes
along and the brain has to catch up with the new image: Hnh nh tn ng li trong trung tm th lc ca no b
trong tch tc. Sau , khung hnh tip theo xut hin v no phi bt theo hnh nh mi.
Xt cc p n khi ng trong cu:
Ahurry to process: nhanh chng x l: Cu tr li hp l
Bput aside: sang bn: Hnh nh mi va xut hin cha th sang bn trong tch tc
Csearch for: tm kim: Hnh nh trn phim xut hin trn mn nh, ta khng cn tm kim chng
Dobtain from memory: ly t tr nh: Hnh nh mi cha c trong tr nh
Vy chn p n A. hurry to process
Question 3: p n B.
Key words: special effects, define
Clue: Cu ny hi v nh ngha ca hiu ng c bit: Another illusion of film is known collectively as special
45
effects, the tricks and techniques that filmmakers use : Mt o nh khc ca phim c bit n l hiu ng c bit,
mt mo v k thut m cc nh lm phim s dng
Chn p n Btechniques and devices to create illusions in film: k thut v thit b to ra o nh phim. Cc p
n khc khng c thng tin.
Aphenomena that cannot be explained logically: hin tng khng th gii thch mt cch logic
Csounds and images that cause an emotional response: m thanh v hnh nh gy ra phn ng cm xc
Dmethods used by filmmakers of the silent film era:
Question 4: p n B.
Key words: paragraph 3, roll
Clue: ...a scene is filmed, the camera is stopped...and then the camera rolls again: mt cnh c quay, my
quay dng li v ri my quay li chy.
Phn tch: Roll trong bi cnh ny mang ngha operate: chy, vn hnh. Chn p n B. Cc p n khc
khng ph hp.
Achanges: thay i Cbreaks: ngt Dreverses: o ngc
Question 5: p n D.
Key words: simulate, paragraph 4
Clue: ... create an illusion...; ...feathers or plastic chips to simulate snow, and wires to create the illusion that
people are flying: to ra mt o nh; nhng chic long v hoc nhng mnh nha, m phng tuyt, v
dy to ra o nh ngi ang bay.
Simulate c ngha l m phng, trong bi cnh ny mang ngha create the appearance of: to ra hnh nh Cc p n
khc khng ph hp.
Amake it easier to film: gip quay phim d hn
Bput on top of: t ln trn
Cimprove the texture of: ci thin bi cnh
Vy chn p n D. create the appearance of
Question 6: p n C.
Key words: inferred, paragraph 4, silent films
Clue: During the silent film era, the music machine called the Kinematophone was popular because it could
produce the sounds: Trong k nguyn phim cm, chic my to nhc vi ci tn Kinematophone rt ph bin bi
n c th to ra cc m thanh
Phn tch: Xt cc p n:
Awere projected by a machine called the Kinematophone: c chiu bi mt chic my gi l
Kinematophone: Sai v chic my ny x l m nhc, khng x l hnh nh
Exercise 15: Children and advertising []

Young children are trusting of commercial advertisements in the media, and advertisers have sometimes been
accused of taking advantage of this trusting outlook. The Independent Television Commission, regulator of television
advertising in the United Kingdom, has criticized advertisers for "misleadingness' creating a wrong impression
either intentionally or unintentionally in an effort to control advertisers' use of techniques that make it difficult for
children to judge the true size, action, performance, or construction of a toy.
General concern about misleading tactics that advertisers employ is centered on the use of exaggeration.
Consumer protection groups and parents believe that children are largely ill-equipped to recognize such techniques
and that often exaggeration is used at the expense of product information. Claims such as "the best or "better than"
can be subjective and misleading; even adults may be unsure as to their meaning. They represent the advertiser's
opinions about the qualities of their products or brand and, as a consequence, are difficult to verify. Advertisers
sometimes offset or counterbalance an exaggerated claim with a disclaimer-a qualification or condition on the claim.
For example, the claim that breakfast cereal has a health benefit may be accompanied by the disclaimer when part
46
of a nutritionally balanced breakfast. However, research has shown that children often have difficulty
understanding disclaimers: children may interpret the phrase 'when part of a nutritionally balanced breakfast" to mean
that the cereal is required as a necessary part of a balanced breakfast. The author George Comstock suggested that
less than a quarter of children between the ages of six and eight years old understood standard disclaimers used in
many toy advertisements and that disclaimers are more readily comprehended when presented in both audio and
visual formats. Nevertheless, disclaimers are mainly presented in audio format only.
Fantasy is one of the more common techniques in advertising that could possibly mislead a young
audience. Child-oriented advertisements are more likely to include magic and fantasy than advertisements aimed at
adults. In a content analysis of Canadian television, the author Stephen Kline observed that nearly all commercials
for character toys featured fantasy play. Children have strong imaginations and the use of fantasy brings their ideas
to life, but children may not be adept enough to realize that what they are viewing is unreal. Fantasy situations and
settings are frequently used to attract children's attention, particularly in food advertising. Advertisements for
breakfast cereals have, for many years, been found to be especially fond of fantasy techniques, with almost nine out
of ten including such content. Generally, there is uncertainty as to whether very young children can distinguish
between fantasy and reality in advertising. Certainly, rational appeals in advertising aimed at children are limited, as
most advertisements use emotional and indirect appeals to psychological states or associations.
The use of celebrities such as singers and movie stars is common in advertising. The intention is for the
positively perceived attributes of the celebrity to be transferred to the advertised product and for the two to become
automatically linked in the audience's mind. In children's advertising, the celebrities are often animated figures from
popular cartoons. In the recent past, the role of celebrities in advertising to children has often been conflated with the
concept of host selling. Host selling involves blending advertisements with regular programming in a way that makes
it difficult to distinguish one from the other. Host selling occurs, for example, when a children's show about a cartoon
lion contains an ad in which the same lion promotes a breakfast cereal. The psychologist Dale Kunkel showed that
the practice of host selling reduced children's ability to distinguish between advertising and program material. It was
also found that older children responded more positively to products in host selling advertisements.
Regarding the appearance of celebrities in advertisements that do not involve host selling, the evidence is
mixed. Researcher Charles Atkin found that children believe that the characters used to advertise breakfast cereals
are knowledgeable about cereals, and children accept such characters as credible sources of nutritional information.
This finding was even more marked for heavy viewers of television. In addition, children feel validated in their choice
of a product when a celebrity endorses that product. A study of children in Hong Kong, however, found that the
presence of celebrities in advertisements could negatively affect the children's perceptions of a product if the children
did not like the celebrity in question.
Question 1 Which of the following is NOT mentioned in paragraph 1 as being a difficult judgment for children to
make about advertised toys?
A. How big the toys are
B. How much the toys cost
C. What the toys can do
D. How the toys are made
Question 2. The word "Verify" in the passage is closest in meaning to?
A. establish the truth of
B. approve of
C. understand
D. criticize
Question 3. In paragraph 2, what is one reason that claims such as "the best" or "better than" can be misleading?
A. They represent the opinions of adults, which are often different from those of children.
B. They generally involve comparisons among only a small group of products.
C. They reflect the attitudes of consumer protection groups rather than those of actual consumers
D. They reflect the advertiser's viewpoint about the product.
47
Question 4. Cereal advertisements that include the statement "when part of a nutritionally balanced breakfast" are
trying to suggest that
A. the cereal is a desirable part of a healthful, balanced breakfast
B. the cereal contains equal amounts of all nutrients
C. cereal is a healthier breakfast than other foods are
D. the cereal is the most nutritious part of the breakfast meal
Question 5. According to paragraph 2, all of the following are true of disclaimers made in advertisements EXCEPT
A. They are qualifications or conditions put on a claim.
B. They may be used to balance exaggerations.
C. They are usually presented in both audio and visual formats.
D. They are often difficult for children to understand.
Question 6. The word "adept" in the passage is closest in meaning to
A. responsible
B. skillful
C. patient
D. curious
Question 7. Paragraph 3 indicates that there is uncertainty about which of the following issues involving children
and fantasy in advertising?
A. Whether children can tell if what they are seeing in an advertisement is real or fantasy
B. Whether children can differentiate fantasy techniques from other techniques used in advertising
C. Whether children realize how commonly fantasy techniques are used in advertising aimed at them
D. Whether children are attracted to advertisements that lack fantasy
Question 8. The word "attributes" in the passage is closest in meaning to
A. Evaluations
B. Attitudes
C. Action
D. Characteristics
Question 9. In paragraph 4, why does the author mention a show about a cartoon lion in which an advertisement
appears featuring the same lion character?
A. To help explain what is meant by the term "host selling" and why it can be misleading to children
B. To explain why the role of celebrities in advertising aimed at children has often been confused with host selling
C. To compare the effectiveness of using animated figures with the effectiveness of using celebrities in
advertisements aimed at children
D. To indicate how Kunkel first became interested in studying the effects of host selling on children
Question 10. The word "credible" in the passage is closest in meaning to
A. helpful B. believable C. valuable D. familiar
GII THCH CHI TIT
Question 1: p n B.
Key words: NOT, paragraph 1, difficult judgment
Cu hi: Trong nhng iu sau, iu no khng c cp trong on 1 l mt im tr em kh nh gi v
qung co chi?
Clue: "Television Commission, regulator of television advertising in the United Kingdom, has criticized advertisers
for "misleadingness' creating a wrong impression either intentionally or unintentionally in an effort to control
advertisers' use of techniques that make it difficult for children to judge the true size, action, performance, or
construction of a toy.: y ban Truyn hnh, ban iu hnh qung co truyn hnh Anh, ch trch cc nh
qung co v "tr hnh" (to ra mt n tng sai lm d c hay khng c ) vi n lc kim sot vic s dng k
48
thut ca cc nh qung co khin tr em rt kh nh gi c kch thc, tc dng, hiu qu hay cu trc tht
ca chi.
Phn tch: Cc nh qung co ang b ch trch l la lc v gy kh hiu khi qung co sn phm. Tr em, nhng
ngi tiu dng thiu kinh nghim rt kh nh gi mn chi c qung co trn tivi. Cc p n A, C, D
u xut hin trong on 1. Ring p n B. How much the toys cost: S tin ca chi khng c thng tin.
A. How big the toys are: ln ca chi: Tng ng vi "size"
C. What the toys can do: chi c th lm g: Tng ng vi "action"
D. How the toys are made: chi c lm nh th no: Tng ng vi "construction"
Vy chn p n B.
Question 2: p n A.
Key words: verify, closest meaning
Cu hi: T verify trong on vn gn ngha nht vi t g?
Clue: They represent the advertiser's opinions about the qualities of their products or brand and, as a consequence,
are difficult to verify: Chng th hin quan im ca cc nh qung co v cht lng ca sn phm v v th rt
kh xc minh.
Phn tch: V cc li l dng trong qung co chnh l t ci nhn ca cc nh qung co nn kh ngi
tiu dng bit c c phi l s tht hay khng. Do , chn p n A. establish the truth of: bit c s
tht. Cc p n khc khng ph hp:
B. approve of: ng thun
C. understand: hiu
D. criticize: ch trch
p n A l p n ng.
Question 3: p n D.
Key words: paragraph 2, the best, better than, misleading?
Cu hi: Trong on 2, u l mt l do ni rng cc cm "tt nht" hay "tt hn" l gy hiu lm?
Clue: Claims such as "the best" or "better than" can be subjective and misleading; even adults may be unsure as
to their meaning. They represent the advertiser's opinions about the qualities of their products or brand and, as a
consequence, are difficult to verify: Nhng cm nh l "tt nht" hay "tt hn" c th l ch quan v gy hiu
lm; thm ch ngi ln c th khng chc v ngha ca nhng cm t ny. Chng th hin quan im ca cc
nh qung co v cht lng ca sn phm v v th rt kh xc minh.
Phn tch: Nhng cm t bi a u l t quan im ch quan ca tc gi, y l mt trong nhng l do khin
cc cm t ny gy hiu lm. Vy chn p n D.They reflect the advertiser's viewpoint about the product: Chng
phn nh quan im ca cc nh qung co v sn phm. Cc p n khc khng ph hp:
In paragraph 2, what is one reason that claims such as "the best" or "better than" can be misleading?
A. They represent the opinions of adults, which are often different from those of children: Chng th hin quan
im ca ngi ln thng rt khc vi quan im ca tr: Sai, chnh xc hn l quan im ca cc nh qung co.
B. They generally involve comparisons among only a small group of products: Chng a ra cc so snh gia mt
nhm nh cc sn phm mt cch chung chung: Khng c thng tin.
C. They reflect the attitudes of consumer protection groups rather than those of actual consumers: Chng phn nh
thi ca cc nhm bo v ngi tiu dng hn l ngi tiu dng thc s: Khng c thng tin.
Question 4: p n A.
Keywords: Cereal advertisements, "when part of a nutritionally balanced breakfast"
Cu hi: Cc qung co ng cc c xut hin cu "khi mt phn?
Clue: Advertisers sometimes offset or counterbalance an exaggerated claim with a disclaimer-a qualification or
condition on the claim. For example, the claim that breakfast cereal has a health benefit may be accompanied by the
disclaimer "when part of a nutritionally balanced breakfast: Cc nh qung co thng chnh hoc phn bin li
mt li l b phng i bng mt li i trng - hn ch hoc iu kin ca li l . V d, li l qung co rng
49
ng cc n sng mang li li ch sc khe c th s c h tr bng mt i trng l "khi mt phn ca ba n
sng cn bng dinh dng"
Phn tch: iu ny c ngha l loi ng cc n sng theo li cc nh qung co ch l mt phn ca ba n dinh
dng m thi. Vy chn p n A. the cereal is a desirable part of a healthful, balanced breakfast: ng cc l
mt phn tuyt vi ca mt ba sng khe mnh v cn bng. Cc p n khc khng ph hp:
B. the cereal contains equal amounts of all nutrients: ng cc cha tt c lng dinh dng u bng nhau:
Khng hp l
C. cereal is a healthier breakfast than other foods are: ng cc l ba sng khe mnh hn cc b sng khc: tc gi
khng a ra so snh trong on
D. the cereal is the most nutritious part of the breakfast meal: ng cc l phn dinh dng nht trong ba n
sng: Sai. Theo clue th c ba sng l ng cc v ng cc ch phn no c li cho sc khe.
p n A l p n ng.
Question 5: p n C.
Key words: paragraph 2, disclaimers in advertisements, EXCEPT
Cu hi: Theo on 2, tt c nhng iu sau u ng v i trng trong qung co NGOI TR?
Clue: "Advertisers sometimes offset or counterbalance an exaggerated claim with a disclaimer-a qualification or
condition on the claim However, research has shown that children often have difficulty understanding
disclaimers: Cc nh qung co thng chnh hoc phn bin li mt li l b phng i bng mt li i trng -
hn ch hoc iu kin ca li l Tuy nhin, nghin cu ch ra rng tr em thng gp kh khn hiu
nhng li i trng.
Phn tch: p n A, B v D u xut hin trong bi. Ring p n C. They are usually presented in both audio and
visual formats: Chng thng xuyn c pht c di dng hnh nh v m thanh l khng c thng tin.
A. They are qualifications or conditions put on a claim: Chng l nhng hn ch hoc iu kin t cho mt li l:
ng
B. They may be used to balance exaggerations: Chng c th s dng cn i s phng i: ng v sau khi
phng i v b truy hi th nhng li i trng gip cc nh qung co gii thch v khin li phng i c hiu
theo cch bt phng i hn.
D. They are often difficult for children to understand: Chng thng rt kh hiu: ng. Khng ch tr em m c
ngi ln cng b hiu nhm.
Vy chn p n C.
Question 6: p n B.
Key words: adep, meaning
Cu hi: T adept tron on gn ngha vi t no nht?
Clue: Children have strong imaginations and the use of fantasy brings their ideas to life, but children may not
be adept enough to realize that what they are viewing is unreal: Tr em c tr tng tng rt phong ph v vic
s dng tr tng tng ny khin cc em ny ra nhng tng, nhng tr em khng tinh thng n mc c th
nhn ra nhng g chng ang xem l khng ng s tht.
Phn tch: "adept": tinh thng, gii, gn ngha vi "skillful": ti gii. Chn p n B. skillful. Cc p n khc
khng ph hp:
A. responsible: chu trch nhim C. patient: kin nhn D. curious: t m
Vy chn p n B.
Question 7: p n A.
Key words: Paragraph 3, uncertainty, children and fantasy
Cu hi: on 3 ch ra rng c nhng iu khng chc chn v u trong nhng vn sau lin quan n tr em v
tr tng tng vi qung co?
Clue: "Generally, there is uncertainty as to whether very young children can distinguish between fantasy and
reality in advertising: Nhn chung th chng ta khng bit chc chn rng tr em c th phn bit c gia tr
tng tng v s tht khi xem qung co hay khng.
50
Phn tch: Phn bit c hay khng gia tr tng tng v hin thc ngha l chng c th bit c nhng g
chng ang xem l tht hay tng tng khng. p n A. Whether children can tell if what they are seeing in an
advertisement is real or fantasy: Tr em c th bit c nu nhng g chng ang xem trn qung co l tht hay
tng tng hay khng l p n ng.
B. Whether children can differentiate fantasy techniques from other techniques used in advertising: Tr em c th
phn bit c k thut s dng tr tng tng vi cc k thut khc dng trong qung co hay khng: V l.
C. Whether children realize how commonly fantasy techniques are used in advertising aimed at them: Tr em c th
nhn ra mc ph bin ca k thut dng tr tng tng s dng trong qung co nhm vo chng hay khng:
Sai, tr em khng c kh nng lm iu ny.
D. Whether children are attracted to advertisements that lack fantasy: Tr em c th b thu ht bi nhng qung co
thiu tr tng tng hay khng: Khng c thng tin
Vy chn p n A.
51

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Trch on Chinh phc bi tp c hiu ting anh phin bn 1.

0 Your dreams Our mission

Ni dung cun sch

S dng cun sch th no cho hiu qu?

Theo xu hng ra thi ca B GD&T, bi tp c hiu bao gm nhng dng bi tp sau:

Bn loi cu hi trn c chng ti sp xp theo kh tng dn v cc bn nn chinh phc bi c hiu theo th

Dng 1: T vng trong vn cnh.

Dng 2: Cu hi v ni dung chi tit trong on vn

a. Timing yourself as you read the page of a book

GII THCH CHI TIT

CU TRC, T VNG IN HNH

GII THCH CHI TIT

CU TRC, T VNG IN HNH

GII THCH CHI TIT

GII THCH CHI TIT

GII THCH CHI TIT

CU TRC, T VNG IN HNH

GII THCH CHI TIT

CU TRC, T VNG IN HNH

Exercise 7: Video games []

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Exercise 8: Women in the written history of America[]

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Exercise 9: American Music 1800s []

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Exercise 10: The Allied Power []

Question 2. The word crucial in the passage is closest in meaning to

Question 4. The world traverse in the passage is closest in meaning to

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CU TRC, T VNG IN HNH

Exercise 11: The Soloist []

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Exercise 12: The Opening of Japan []

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CU TRC, T VNG IN HNH

Exercise 13: The Illusion of Film []

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Exercise 15: Children and advertising []

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