Dạng bài Đọc hiểu lớp 12
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Bài 61:
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions.
Very few people, groups, or governments oppose globalization in its entirety. Instead, critics of globalization believe aspects of the way globalization operates should be changed. The debate over globalization is about what the best rules are for governing the global economy so that its advantages can grow while its problems can be solved.
On one side of this debate are those who stress the benefits of removing barriers to international trade and investment, allowing capital to be allocated more efficiently and giving consumers greater freedom of choice. With free-market globalization, investment funds can move unimpeded from the rich countries to the developing countries. Consumers can benefit from cheaper products because reduced taxes make goods produced at low cost from faraway places cheaper to buy. Producers of goods gain by selling to a wider market. More competition keeps sellers on their toes and allows ideas and new technology to spread and benefit others.
On the other side of the debate are critics who see neo-liberal policies as producing greater poverty,inequality, social conflict, cultural destruction, and environmental damage. They say that the most developed nations - the United States, Germany, and Japan - succeeded not because of free trade but because of protectionism and subsidies. They argue that the more recently successful economies of South Korea, Taiwan, and China all had strong state-led development strategies that did not follow neo-liberalism. These critics think that government encouragement of “infant industries” - that is, industries that are just beginning to develop - enables a country to become internationally competitive.
Furthermore. those who criticize the Washington Consensus suggest that the inflow and outflow of money from speculative investors must be limited to prevent bubbles. These bubbles are characterized by the rapid inflow of foreign funds that bid up domestic stock markets and property values. When the economy cannot sustain such expectations, the bubbles burst as investors panic and pull their money out of the country.
Protests by what is called the anti-globalization movement are seldom directed against globalization itself but rather against abuses that harm the rights of workers and the environment. The question raised by nongovernmental organizations and protesters at WTO and IMF gatherings is whether globalization will result in a rise of living standards or a race to the bottom as competition takes the form of lowering living standards and undermining environmental regulations.
One of the key problems of the 21st century will be determining to what extent markets should be regulated to promote fair competition, honest dealing, and fair distribution of public goods on a global scale.
From "Globalization " by Tabb, William K., Microsoft Student 2009 [DVD]
Câu hỏi số 1:
lt is stated in the passage that_______
Câu hỏi số 2:
Supporters of free-market globalization point out that_______
Câu hỏi số 3:
The word “allocated" in the passage mostly means______
Câu hỏi số 4:
The phrase “keeps sellers on their toes ” in the passage mostly means________
Câu hỏi số 5:
According to critics of globalization, several developed countries have become rich because of______
Câu hỏi số 6:
The word “undermining ” in the passage mostly means ________
Câu hỏi số 7:
Infant industries mentioned in the passage are_______
Câu hỏi số 8:
Which of the following is NOT mentioned in the passage?
Câu hỏi số 9:
The debate over globalization is about how_______
Câu hỏi số 10:
The author seems to be____ globalization that helps promote economy and raise living standards globally.
Bài 62:
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions.
On March 25, 1911, one of the five hundred employees of the Triangle Shirtwaist factory in New York noticed that a rag bin near her eighth- floor work station was on fire. Workers immediately tried to extinguish the flames. Their efforts prove futile, as piles of fabric ignited all over the eighth floor. The manager of the factory ordered his employees to unroll the fire extinguisher hose, but they found it rotted and useless.
The shirt factory occupied the top three floors of the ten- story Asch Building. The seventy employees who worked on the tenth floor escaped the fire by way of the staircases or climbed onto the roof, where students from New York University, located across the street, stretched ladders over to the Asch Building.
The 260 workers on the ninth floor had the worst luck of all. Although the eighth- floor workers tried to warn them by telephone, the call did not reach them, and by the time they learned about the fire, their routes of escape were mostly blocked. Some managed to climb down the cables of the freight elevator. Others crammed into the narrow stairway. Still others climbed onto the single, inadequately constructed fire escape. But that spindly structure could not support the weight of hundreds of people, and it separated from the wall, falling to the ground and carrying many people with it.
To combat the disaster, the New York Fire Department sent thirty five pieces of equipment, including a hook and ladder. The young women trapped on the ninth- floor window ledge watched in horror as the ladder, fully raised, stopped far below them, reaching only as far as the sixth floor.
Within minutes, the factory- a fire trap typical of the period's working conditions- was consumed by flame, killing 146 workers, mostly immigrant women. City officials set up a temporary morgue on 26th
Street, and over the next few days streams of survivors filed through the building to identify the dead.
The Triangle Shirtwaist fire brought a public outcry for laws to regulate the safety of working conditions. The New York Factory Investigating Commission was formed to examine the working conditions in factories throughout the state. Their report introduced many new regulations. The fire had occurred during an era of progressive reform that was beginning to sweep the nation, as people decided that government had a responsibility to ensure that private industry protected the welfare of working people.
Câu hỏi số 1:
What does the passage mainly discuss?
Câu hỏi số 2:
The word "ignited" in paragraph 1 could best be replaced by____________.
Câu hỏi số 3:
According to the passage, the fire began__________.
Câu hỏi số 4:
Why does the writer mention the fire extinguisher hose in paragraph 1?
Câu hỏi số 5:
How did many workers on the top floor manage to escape?
Câu hỏi số 6:
The phrase "Still others" in paragraph 3 refers to __________.
Câu hỏi số 7:
It can be inferred from paragraph 4 that__________.
Câu hỏi số 8:
According to the passage, most of the workers who died in the fire ___________.
Câu hỏi số 9:
The phrase "beginning to sweep the nation" in paragraph 6 means ___________.
Câu hỏi số 10:
Which of the following could NOT be inferred from the passage?
Bài 63:
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions.
In most discussions of cultural diversity, attention has focused on visible, explicit aspects of culture, such as language, dress, food, religion, music, and social rituals. Although they are important, these visible expressions of culture, which are taught deliberately and learned consciously, are only the tip of the iceberg of culture. Much of culture is taught and learned implicitly, or outside awareness. Thus, neither cultural insiders nor cultural outsiders are aware that certain "invisible" aspects of their culture exist.
Invisible elements of culture are important to us. For example, how long we can be late before being impolite, what topics we should avoid in a conversation, how we show interest or attention through listening behavior, what we consider beautiful or ugly- these are all aspects of culture that we learn and use without being aware of it. When we meet other people whose invisible cultural assumptions differ from those we have learned implicitly, we usually do not recognize their behavior as cultural in origin.
Differences in invisible culture can cause problems in cross-cultural relations. Conflicts may arise when we are unable to recognize others' behavioral differences as cultural rather than personal. We tend to misinterpret other people's behavior, blame them, or judge their intentions or competence without realizing that we are experiencing cultural rather than individual differences.
Formal organizations and institutions, such as schools, hospitals, workplaces, governments, and the legal system are collection sites for invisible cultural differences. If the differences were more visible, we might have less misunderstanding. For example, if we met a man in a courthouse who was wearing exotic clothes, speaking a language other than ours, and carrying food that looked strange, we would not assume that we understood his thoughts and feelings or that he understood ours. Yet when such a man is dressed similarly to us, speaks our language, and does not differ from us in other obvious ways, we may fail to recognize the invisible cultural differences between us. As a result, mutual misunderstanding may arise.
Câu hỏi số 1:
What is the main purpose of the passage?
Câu hỏi số 2:
The word "rituals" in paragraph 1 is closest in meaning to __________.
Câu hỏi số 3:
The phrase "the tip of the iceberg" in paragraph 1 means that ___________.
Câu hỏi số 4:
Which of the following was NOT mentioned as an example of invisible culture?
Câu hỏi số 5:
The word "those" in paragraph 2 refers to__________.
Câu hỏi số 6:
It can be inferred from paragraph 3 that conflict results when ___________.
Câu hỏi số 7:
The author implies that institutions such as schools and workplaces ____________.
Câu hỏi số 8:
Which of the following would most likely result in misunderstanding?
Câu hỏi số 9:
The word "exotic" in paragraph 4 could best be replaced by__________.
Câu hỏi số 10:
The following sentence can be added to paragraph 2 of the passage. Rather, we see them as rude or uncooperative, and we may apply labels to them, such as "passive aggressive." Where would it best fit in the paragraph? Choose A, B, C or D. A. Invisible elements of culture are important to us. B For example, how long we can be late before being impolite, what topics we should avoid in a conversation, how we show interest or attention through listening behaviour, what we consider beautiful or ugly- these are all aspects of culture that we learn and use without being aware of it. C When we meet other people whose invisible cultural assumptions differ from those we have learned implicitly, we usually do not recognize their behaviour as cultural in origin. D
Bài 64:
Read the passages and choose the best answer to each question.
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 life combined with a new emphasis upon credentials and expertise to make schooling 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 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 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 once such population. Schools tried to educate young women so they could occupy productive places in the 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 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 "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.
Câu hỏi số 1:
The paragraph preceding the passage probably discusses _____.
Câu hỏi số 2:
It can be inferred from paragraph 1 that one important factor in the increasing importance of education in the United States was _____.
Câu hỏi số 3:
The word "means" in line 5 is closest in meaning to _____.
Câu hỏi số 4:
The phrase "coincided with" in line 7 is closest in meaning to _____.
Câu hỏi số 5:
According to the passage, one important change in United States education by the 1920's was that _____.
Câu hỏi số 6:
Vacation schools and extracurricular activities are mentioned in line 9 to illustrate _____.
Câu hỏi số 7:
According to the passage, early-twentieth century education reformers believed that _____.
Câu hỏi số 8:
The word "it" in line 19 refers to _____.
Câu hỏi số 9:
Women were trained to be consumer homemakers as a result of _____.
Câu hỏi số 10:
Which paragraph mentions the importance of abilities and experience in formal schooling?
Bài 65:
Read the passages and choose the best answer to each question.
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 communication through performance. A person conveys thoughts and ideas through 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 feelings over and above the words chosen, or may belie them. Here the speaker'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 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 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 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.
Câu hỏi số 1:
What does the passage mainly discuss?
Câu hỏi số 2:
What does the author mean by staring that, "At interpersonal levels, tone may reflect ideas and feelings over and above the words chosen" (lines 7-8)?
Câu hỏi số 3:
The word "Here" in line 8 refers to _______ .
Câu hỏi số 4:
The word "derived" in line 12 is closest in meaning to _______ .
Câu hỏi số 5:
Why does the author mention "artistic, political, or pedagogic communication" in line 13?
Câu hỏi số 6:
According to the passage, an exuberant tone of voice, may be an indication of a person's _______ .
Câu hỏi số 7:
According to the passage, an overconfident front may hide _______ .
Câu hỏi số 8:
The word "drastically" in line 19 is closest in meaning to _______ .
Câu hỏi số 9:
The word "evidenced" in line 20 is closest in meaning to _______ .
Câu hỏi số 10:
According to the passage, what does a constricted and harsh voice indicate?
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