Bộ đề luyện thi tiếng anh

n line 5 is closest in
meaning to
(A) mixed
(B) replaced
(C) carried
(D) separated
26. It can be inferred mat the names of the three
basic shapes mentioned in paragraph 2 reflect
(A) the way the soil is extracted
(B) the results of squeezing the soil
(C) the need to check more than one
handful
(D) the difficulty of forming different
shapes
27. The word "dampened" in line 15 is closest in
meaning to
(A) damaged
(B) stretched
(C) moistened
(D) examined
28. Which of the following can be inferred from
the passage about a soil sample with little or
no clay in it?
(A) It is not very heavy.
(B) It may not hold its shape when molded.
(C) Its shape is durable
(D) Its texture cannot be classified
29. The word "they" in line 23 refers to
(A) categories
(B) sieves
(C) larger particles
(D) clay particles
30. It can be inferred from the passage that the
sediment sieve has an advantage over the hand
test in determining soil texture because
(A) using the sieve takes less time
(B) the sieve can measure clay
(C) less training is required to use the sieve
(D) the sieve allows for a more exact
measure
31. During the procedure described in paragraph
3, when clay particles are placed into water
they
(A) stick to the sides of the water container
(B) take some time to sink to the bottom
(C) separate into different sizes
(D) dissolve quickly
32. The word "fine" in line 24 is closest in
meaning to
(A) tiny
(B) many
(C) excellent
(D) various
33. All of the following words are defined in the
passage EXCEPT
(A) texture (line 3)
(B) ribbon (line 11) 
(C) sediment sieves (line 19)
(D) evaporated (line 27)
Questions 34-43
A number of factors related to the voice reveal the personality of the speaker.
The first is the broad area of communication, which includes imparting information
by use of language, communicating with a group or an individual, and specialized
line communication through performance. A person conveys thoughts and ideas through
(5) choice of words, by a tone of voice that is pleasant or unpleasant, gentle or harsh, by
the rhythm that is inherent within the language itself, and by speech rhythms that are
flowing and regular or uneven and hesitant, and finally, by the pitch and melody of the
utterance. When speaking before a group, a person's tone may indicate unsureness or
fright, confidence or calm. At interpersonal levels, the tone may reflect ideas and
(10) feelings over and above the words chosen, or may belie them. Here the conversant's
tone can consciously or unconsciously reflect intuitive sympathy or antipathy, lack of
concern or interest, fatigue, anxiety, enthusiasm or excitement, all of which are .usually
discernible by the acute listener. Public performance is a manner of communication
that is highly specialized with its own techniques for obtaining effects by voice and /or
(15) gesture. The motivation derived from the text, and in the case of singing, the music, in
combination with the performer's skills, personality, and ability to create empathy will
determine the success of artistic, political, or pedagogic communication.
Second, the voice gives psychological clues to a person's self-image, perception of
others, and emotional health. Self-image can be indicated by a tone of voice that is
(20) confident, pretentious, shy, aggressive, outgoing, or exuberant, to name only a few
personality traits. Also the sound may give a clue to the facade or mask of that person,
for example, a shy person hiding behind an overconfident front. How a speaker
perceives the listener's receptiveness, interest, or sympathy in any given conversation
can drastically alter the tone of presentation, by encouraging or discouraging the
(25) speaker. Emotional health is evidenced in the voice by free and melodic sounds of the
happy, by constricted and harsh sound of the angry, and by dull and lethargic qualities
of the depressed
34. What does the passage mainly discuss?
(A) The function of the voice in performance
(B) The connection between voice and
personality
(C) Communication styles
(D) The production of speech
35. What does the author mean by staring that, "At interpersonal levels, tone may reflect ideas and feelings over and above the words chosen"
(lines 9-10)?
(A) Feelings are expressed with different words
than ideas are.
(B) The tone of voice can cany information
beyond the meaning of words.
(C) A high tone of voice reflects an emotional
communication.
(D) Feelings are more difficult to express than
ideas.
36. The word "Here" in line 10 refers to
(A) interpersonal interactions
(B) the tone
(C) ideas and feelings
(D) words chosen
37. The word "derived" in line 15 is closest in
meaning to
(A) discussed
(B) prepared
(C) registered
(D) obtained
38. Why does the author mention "artistic,
political, or pedagogic communication" in line
17?
(A) As examples of public performance
(B) As examples of basic styles of
communication
(C) To contrast them to singing
(D) To introduce the idea of self-image
39. According to the passage, an exuberant tone of voice, may be an indication of a person's
(A) general physical health
(B) personality
(C) ability to communicate
(D) vocal quality
40. According to the passage, an overconfident
front may hide
(A) hostility
(B) shyness
(C) friendliness
(D) strength
41. The word "drastically" in line 24 is closest in
meaning to
(A) frequently
(B) exactly
(C) severely
(D) easily
42. The word "evidenced" in line 25 is closest in
meaning to
(A) questioned
(B) repeated
(C) indicated
(D) exaggerated
43. According to the passage, what does a
constricted and harsh voice indicate?
(A) Lethargy
(B) Depression
(C) Boredom
(D) Anger
Questions 44-50
As the twentieth century began, the importance of formal education in the United
States increased The frontier had mostly disappeared and by 1910 most Americans
lived in towns and cities. Industrialization and the bureaucratization of economic
line life combined with a new emphasis upon credentials and expertise to make schooling
(5) increasingly important for economic and social mobility. Increasingly, too, schools
were viewed as the most important means of integrating immigrants into American
society.
The arrival of a great wave of southern and eastern European immigrants at the turn
of the century coincided with and contributed to an enormous expansion of formal
(10) schooling. By 1920 schooling to age fourteen or beyond was compulsory in most
states, and the school year was greatly lengthened. Kindergartens, vacation schools,
extracurricular activities, and vocational education and counseling extended the
influence of public schools over the lives of students, many of whom in the larger
industrial cities were the children of immigrants. Classes for adult immigrants were
(15) sponsored by public schools, corporations, unions, churches, settlement houses, and
other agencies.
Reformers early in the twentieth century suggested that education programs should
suit the needs of specific populations. Immigrant women were one such population.
Schools tried to educate young women so they could occupy productive places in the
(20) urban industrial economy, and one place many educators considered appropriate for
women was the home.
Although looking after the house and family was familiar to immigrant women,
American education gave homemaking a new definition. In preindustrial economies,
homemaking had meant the production as well as the consumption of goods, and it
(25) commonly included income-producing activities both inside and outside the home,
in the highly industrialized early-twentieth-century United States, however,
overproduction rather than scarcity was becoming a problem. Thus, the ideal American
homemaker was viewed as a consumer rather than a producer. Schools trained women
to be consumer homemakers cooking, shopping, decorating, and caring for children
(30) "efficiently" in their own homes, or if economic necessity demanded, as employees
in the homes of others. Subsequent reforms have made these notions seem quite
out-of-date.
44. It can be inferred from paragraph 1 that one
important factor in the increasing importance
of education in the United States was
(A) the growing number of schools in frontier
communities
(B) an increase in the number of trained
teachers
(C) the expanding economic problems of
schools
(D) the increased urbanization of the entire
country
45. The word "means" in line 6 is closest in
meaning to
(A) advantages
(B) probability
(C) method
(D) qualifications
46. The phrase "coincided with" in line 9 is
closest in meaning to
(A) was influenced by
(B) happened at the same time as
(C) began to grow rapidly
(D) ensured the success of
47. According to the passage, one important
change in United States education by the
1920's was that
(A) most places required children to attend
school
(B) the amount of time spent on formal
education was limited
(C) new regulations were imposed on
nontraditional education
(D) adults and children studied in the same
classes
48. Vacation schools and extracurricular activities
are mentioned in lines 11-12 to illustrate
(A) alternatives to formal education
provided by public schools
(B) the importance of educational changes
(C) activities that competed to attract new
immigrants to their programs.
(D) the increased impact of public schools on
students.
49. According to the passage, early-twentieth century
education reformers believed that
(A) different groups needed different kinds of
education
(B) special programs should be set up in
frontier communities to modernize them
(C) corporations and other organizations
damaged educational progress
(D) more women should be involved in
education and industry
50. The word "it" in line 24 refers to
(A) consumption
(B) production
(C) homemaking
(D) education