Tiêu đề (Xem thử) 40 bài đọc hiểu - Bùi Văn Vinh - [File Word].pdf ✅

Đọc hiểu In the explosion of the linguistic life cycle, it is apparent that it is much more difficult to learn a second language in adulthood than a first language in childhood. Most adults never completely master a foreign language, especially in Phonology – hence the ubiquitous foreign accent. Their development often “fossilizes” into permanent error patterns that no teaching or correction can undo. Of course, there are great individual differences, which depend on effort, attitudes, amount of exposure, quality of teaching and plain talent, but there seems to be a cap for the best adults in the best circumstances Many explanations have been advanced for children’s superiority; they exploit Motherese (the simplified, repetitive conversation between parents and children), make errors unself- consciously, are more motivated to communicate, like to conform, are not set in their ways, and have not first language to interfere. But some of these accounts are unlikely, based on what is known about how language acquisition works. Recent evidence is calling these social and motivation explanations into doubt. Holding every other factor constant, a key factor stands out: sheer age Systematic evidence comes from the psychologist Elissa Newport and her colleagues. They tested Korean and Chinese – born students at the University of Illinois who had spent a least ten years in the United States. The immigrants were give a list of 276 simple English sentences, half of them containing some grammatical error. The immigrants who came to the United States between the age of 3 and 7 performed identically to American – born students. Those who arrived between ages 8 and 15 did worse the latter they arrived, and those who arrived between 17 and 39 did the worst of all, and showed huge variability unrelated to their age of arrival Question 1: The passage mainly discussed A. adult differences in learning a foreign language B. children’s ability to learn a language C. the age factor in learning languages fast D. research into language acquisition Question 2: From the passage, it can be inferred that “Phonology” is the study of A. he grammar of language B. the rules of a language C the vocabulary of a language D. the sound system of a language Question 3: The word “cap” in paragraph 1 is closet in meaning to A. prize B. limit C. covering D. level Question 4: According to the passage, young children learn languages quickly for all of the following reasons EXCEPT A. they make many mistakes B. they want to talk
C. their approach is flexible D. they frequently repeat words Question 5: The word “unrelated” in paragraph 3 is closet in meaning to A. unconnected B. unfamiliar C. unclassified D. unidentified Question 6: In the experiment in the passage, the Psychologists discovered A. most students had lived in the U.S for more that 10 years B. older students were unable to learn English C. young students learned English best D. students who arrived late were worst of all Question 7: The word “who” in paragraph 3 refers to A. Elissa Newport B. Koreans C. students D. colleagues Question 8: According to the passage, what was the purpose of examining a sample number of immigrants? A. To compare different age groups B. To detect differences in nationalities C. To confirm different language characteristics D. To measure the use of grammar The time when human crossed the Arctic land bridge from Siberia to Alaska seems remote to us today, but actually represents a late stage in the prehistory of humans, an era when polished stone implements and bows and arrows were already being used and dogs had already been domesticated When these early migrants arrived in North America, they found the woods and plains dominated by three types of American mammoths. These elephants were distinguished from today’s elephants mainly by their thick, shaggy coats and their huge, upward-curving tusks. They had arrived on the continent hundreds of thousands of years before their followers. The woody mammoth in the North, the Columbian mammoth in middle North America, and the imperial mammoth of the South, together with their distant cousins the mastodons, dominated the land. Here, as in the Old World, there is evidence that humans hunted these elephants, as shown by numerous spear points found with mammoth remains Then, at the end of the Ice Age, when the last glaciers had retreated, there was a relatively sudden and widespread extinction of elephants. In the New World, both mammoths and mastodons disappeared. In the Old World, only Indian and African elephants survived. Why did the huge, seemingly successful mammoths disappear? Were humans connected with their extinction? Perhaps, but at that time, although they were cunning hunters, humans were still widely settled and not very numerous. It is difficult to see how they could have prevailed over the mammoth to such an extent Question 9: With which of the following is the passage primarily concerned?
A. Migration from Siberia to Alaska B. Techniques used to hunt mammoths C. The prehistory of humans D. The relationship between man and mammoth in the New World Question 10: The word “implements” in paragraph 1 is closest in meaning to A. tools B. ornaments C. houses D. carvings Question 11: The phrase “these early migrants” in paragraph 2 refers to _ A. mammoths B. humans C. dogs D. mastodons Question 12: Where were the imperial mammoths the dominant type of mammoth? A. Alaska B. the central portion of North America C. the southern part of North America D. South America Question 13: It can be inferred that when humans crossed into the New World, they A. had previously hunted mammoths in Siberia B. had never seen mammoth before C. brought mammoths with them from the Old World D. soon learned to use dogs to hunt mammoths Question 14: Which of the following could be best substitute for the word “remains” in paragraph 2? A. bones B. drawings C. footprints D. spear points Question 15: The passage supports which of the following conclusions about mammoth A. Humans hunted them to extinction B. The freezing temperatures of the Ice Age destroyed their food supply C. The cause of their extinction is not definitely known D. Competition with mastodons caused them to become extinct THE DIGITAL DIVIDE Information technology is influencing the way many of us live and work today. We use the Internet to look and apply for jobs, shop, conduct research, make airline reservations, and explore areas of interest. We use e-mail and the Internet to communicate instantaneously with friends and business associates around the world. Computers are commonplace in homes and the workplace. Although the number of Internet users is growing exponentially each year, most of the world’s population does not have access to computers or the Internet. Only 6 percent of the population in developing countries are connected to telephones. Although more than 94 percent of U.S. households have a telephone, only 42 percent have personal computers at home and 26 percent have Internet access. The lack of what most of us would consider a basic communications necessity –the telephone –does not occur just in developing nations. On some Native American
reservations only 60 percent of the residents have a telephone. The move to wireless connections may eliminate the need for telephone lines, but it does not remove the barrier to equipment costs. Who has Internet access? Fifty percent of the children in urban households with an income over $75,000 have Internet access, compared with 2 percent of the children in low-income, rural households. Nearly half of college-educated people have Internet access, compared to 6 percent of those with only some high school education. Forty percent of households with two parents have access; 15 percent of female, single-parent households do. Thirty percent of white households, 11 percent of black households, and 13 percent of Hispanic households have access. Teens and children are the two fastest-growing segments of Internet users. The digital divide between the populations who have access to the Internet and information technology tools is based on income, race, education, household type, and geographic location. Only 16 percent of the rural poor, rural and central city minorities, young householders, and single parent female households are connected.. Another problem that exacerbates these disparities is that African-Americans, Hispanics, and Native Americans hold few of the jobs in information technology. Women hold about 20 percent of these jobs and are receiving fewer than 30 percent of the computer science degrees. The result is that women and members of the most oppressed ethnic groups are not eligible for the jobs with the highest salaries at graduation. Baccalaureate candidates with degrees in computer science were offered the highest salaries of all new college graduates in 1998 at $44,949. Do similar disparities exist in schools? More than 90 percent of all schools in the country are wired with at least one Internet connection. The number of classrooms with Internet connections differs by the income level of students. Using the percentage of students who are eligible for free lunches at a school to determine income level, we see that nearly twice as many of the schools with more affluent students have wired classrooms as those with high concentrations of low-income students. Access to computers and the Internet will be important in reducing disparities between groups. It will require greater equality across diverse groups whose members develop knowledge and skills in computer and information technologies. If computers and the Internet are to be used to promote equality, they will have to become accessible to populations that cannot currently afford the equipment which needs to be updated every three years or so. However, access alone is not enough. Students will have to be interacting with the technology in authentic settings. As technology becomes a tool for learning in almost all courses taken by students, it will be seen as a means to an end rather than an end in itself. If it is used in culturally relevant ways, all students can benefit from its power. Question 16. Why does the author mention the telephone in paragraph 2? A. To contrast the absence of telephone usage with that of Internet usage B. To describe the development of communications from telephone to Internet