Tiếng Anh - Tổng hợp bài luyện tập về đọc hiểu hay (phần 2)

any of the more important air pollutants, such as sulfur oxides, carbon monoxide, 
and nitrogen oxides, are found in nature. As the Earth developed, the concentration of these 
pollutants was altered by various chemical reactions; they became components in 
biogeochemical cycles. These serve as an air purification scheme by allowing the compounds 
to move from the air to the water or soil. On a global basis, nature's output of these 
compounds dwarfs that resulting from human activities. 
However, human production usually occurs in a localized area, such as a city. In such 
a region, human output may be dominant and may temporarily overload the natural 
purification scheme of the cycles. The result is an increased concentration of noxious 
chemicals in the air. The concentrations at which the adverse effects appear will be greater 
than the concentrations that the pollutants would have in the absence of human activities. The 
actual concentration need not be large for a substance to be a pollutant; in fact, the numerical 
value tells us little until we know how much of an increase this represents over the 
concentration that would occur naturally in the area. For example, sulfur dioxide has 
detectable health effects at 0.08 parts per million (ppm), which is about 400 times its natural 
level. Carbon monoxide, however, has a natural level of 0.1 ppm and is not usually a pollutant 
until its level reaches about 15 ppm. 
 Questions 
Question 1: What does the passage mainly discuss? 
A. The economic impact of air pollution. 
B. What constitutes an air pollutant. 
C. How much harm air pollutants can cause. 
D. The effects of compounds added to the atmosphere. 
Question 2: The word “adversely” in the first paragraph is closest in meaning to . 
A. negatively B. quickly C. admittedly D. considerably 
Question 3: It can be inferred from the first paragraph that . 
A. water vapor is an air pollutant in localized areas 
B. most air pollutants today can be seen or smelled 
C. the definition of air pollution will continue to change 
D. a substance becomes an air pollutant only in cities 
Question 4: The word “These” in the second paragraph is closest in meaning to . 
A. the various chemical reactions 
B. the pollutants from the developing Earth 
C. the compounds moved to the water or soil 
D. the components in biogeochemical cycles 
Question 5: For which of the following reasons can natural pollutants play an important role 
in controlling air pollution? 
A. They function as part of a purification process. 
B. They occur in greater quantities than other pollutants. 
C. They are less harmful to living beings than other pollutants. 
D. They have existed since the Earth developed. 
Question 6: According to the passage, human-generated air pollution in localized regions 
 . 
A. can be dwarfed by nature's output of pollutants 
B. can overwhelm the natural system that removes pollutants 
C. will damage areas outside of the localized regions 
D. will react harmfully with natural pollutants 
Question 7: The word “localized” in the third paragraph is closest in meaning to . 
A. specified B. circled C. surrounded D. encircled 
Question 8: According to the passage, the numerical value of the concentration level of a 
substance is only useful if . 
A. the other substances in the area are known B. it is in a localized area 
C. the natural level is also known D. it can be calculated quickly 
Question 9: The word “detectable” in the third paragraph is closest in meaning to . 
A. beneficial B. special C. measurable D. separable 
Question 10: Which of the following is best supported by the passage? 
A. To effectively control pollution, local government should regularly review their air 
pollution laws. 
B. One of the most important steps in preserving natural lands is to better enforce air pollution 
laws. 
C. Scientists should be consulted in order to establish uniform limits for all air pollutants. 
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D. Human activities have been effective in reducing air pollution. 
 EXERCISE 13 
he history of clinical nutrition, or the study of the relationship between health and how 
the body takes in and utilizes food substances, can be divided into four distinct eras: 
the first began in the nineteenth century and extended into the early twentieth century 
when it was recognized for the first time that food contained constituents that were essential 
for human function and that different foods provided different amounts of these essential 
agents. Near the end of this era, research studies demonstrated that rapid weight loss was 
associated with nitrogen imbalance and could only be rectified by providing adequate dietary 
protein associated with certain foods. 
The second era was initiated in the early decades of the twentieth century and might be 
called "the vitamin period. "Vitamins came to be recognized in foods, and deficiency 
syndromes were described. As vitamins became recognized as essential food constituents 
necessary for health, it became tempting to suggest that every disease and condition for 
which there had been no previous effective treatment might be responsive to vitamin therapy. 
At that point in time, medical schools started to become more interested in having their 
curricula integrate nutritional concepts into the basic sciences. Much of the focus of this 
education was on the recognition of deficiency symptoms. Herein lay the beginning of what 
ultimately turned from ignorance to denial of the value of nutritional therapies in medicine. 
Reckless claims were made for effects of vitamins that went far beyond what could actually 
be achieved from the use of them. 
In the third era of nutritional history in the early 1950's to mid-1960's, vitamin therapy 
began to fall into disrepute. Concomitant with this, nutrition education in medical schools 
also became less popular. It was just a decade before this that many drug companies had 
found their vitamin sales skyrocketing and were quick to supply practicing physicians with 
generous samples of vitamins and literature extolling the virtue of supplementation for a 
variety of health-related conditions. Expectations as to the success of vitamins in disease 
control were exaggerated. As is known in retrospect, vitamin and mineral therapies are much 
less effective when applied to health-crisis conditions than when applied to long-term 
problems of under nutrition that lead to chronic health problems. 
 Questions 
Question 1: What does the passage mainly discuss? 
A. The stages of development of clinical nutrition as a field of study 
B. The effects of vitamins on the human body 
C. Nutritional practices of the nineteenth century 
D. The history of food preferences from the nineteenth century to the present 
Question 2: It can be inferred from the passage that which of the following discoveries was 
made during the first era in the history of nutrition? 
A. Effective techniques of weight loss were determined. 
B. Vitamins were synthesized from foods. 
C. Certain foods were found to be harmful to good health. 
D. Protein was recognized as an essential component of diet. 
Question 3: The word “tempting” is closest in meaning to . 
A. realistic B. attractive C. correct D. necessary 
Question 4: It can be inferred from the passage that medical schools began to teach concepts 
of nutrition in order to . 
A. encourage medical doctors to apply concepts of nutrition in the treatment of disease 
B. convince medical doctors to participate in research studies on nutrition 
C. convince doctors to conduct experimental vitamin therapies on their patients 
D. support the creation of artificial vitamins 
Question 5: The word “Reckless” is closest in meaning to . 
A. informative B. recorded C. irresponsible D. urgent 
C 
Question 6: The word “them” refers to . 
A. therapies B. vitamins C. effects D. claims 
Question 1: Why did vitamin therapy begin losing favor in the 1950's? 
A. The public lost interest in vitamins 
B. Nutritional research was of poor quality 
C. Claims for the effectiveness of vitamin therapy were seen to be exaggerated. 
D. Medical schools stopped teaching nutritional concepts 
Question 1: The phrase “concomitant with” is closest in meaning to . 
A. in regard to B. in dispute with 
C. prior to D. in conjunction with 
Question 1: The word "skyrocketing" is closest in meaning to . 
A. surprising B. increasing rapidly 
C. acceptable D. internationally popular 
Question 1: The paragraph following the passage most probably discusses . 
A. problems associated with undernutrition 
B. why nutrition education lost its appeal 
C. the fourth era of nutrition history 
D. how drug companies became successful 
 EXERCISE 14 
olors are one of the most exciting experiences in life. I love them, and they are just as 
important to me as emotions are. Have you ever wondered how the two are so 
intimately related? 
Color directly affects your emotions. Color both reflects the current state of your 
emotions, and is something that you can use to improve or change your emotions. The color 
that you choose to wear either reflects your current state of being, or reflects the color or 
emotion that you need. 
The colors that you wear affect you much more than they affect the people around 
you. Of course they also affect anyone who comes in contract with you, but you are the one 
saturated with the color all day! I even choose items around me based on their color. In the 
morning, I choose my clothes based on the color or emotion that I need for the day. So you 
can consciously use color to control the emotions that you are exposed to, which can help you 
to feel better. 
Color, sound, and emotions are all vibrations. Emotions are literally energy in motion; 
they are meant to move and flow. This is the reason that real feelings are the fastest way to get 
your energy in motion. Also, flowing energy is exactly what creates healthy cells in your 
body. So, the fastest way to be healthy is to be open to your real feelings. Alternately, the 
fastest way to create disease is to inhibit your emotions. 
 Questions 
Question 1: What is the main idea of the passage? 
A. Colors are one of the most exciting. 
B. Colorful clothes can change your mood 
C. Emotions and colors are closely related to each other 
D. Colors can help you become healthy. 
Question 2: Which of the following can be affected by color? 
A. Your need for thrills B. Your friend's feelings 
C. Your mood D. Your appetite 
Question 3: Who is more influenced by colors you wear? 
A. You are more influenced B. Your family 
C. The people around you are more influenced D. Anyone 
Question 4: According to the passage, what do color, sound, and emotion all have in 
common? 
A. They are all related to health B. They are all forms of motion 
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C. They all affect the cells of the body D. None is correct 
Question 5: According to this passage, what creates disease? 
A. Wearing the color black B. Ignoring your emotions 
C. Being open to your emotions D. Exposing yourself to bright colors 
Question 6: The term “intimately” in paragraph 1 is closest in meaning to . 
A. clearly B. closely C. simply D. obviously 
Question 7: The term “they” in paragraph 3 refers to . 
A. emotions B. colors C. people D. none of these 
Question 8: Why does the author mention that color and emotions are both vibrations? 
A. Because vibrations make you healthy 
B. Because they both affect how we feel. 
C. To prove the relationship between emotions and color. 
D. To show how color can affect energy levels in the body. 
Question 9: The phrase “saturated with” in paragraph 3 is closest in meaning to 
A. covered with B. bored with C. in need of D. lacking in 
Question 10: What is the purpose of the passage? 
A. to give an objective account of how colors affect emotions 
B. to prove the relationship between color and emotion 
C. to persuade the reader that colors can influence emotions and give a person more energy 
D. to show that colors are important for a healthy life 
 EXERCISE 15 
earning means acquiring knowledge of developing the ability to perform new 
behaviors. It is common to think of learning as something that takes place in school, 
but much of human learning occurs outside the classroom, and people continue to learn 
throughout their lives. 
Even before they enter school, young children learn to walk, to talk, and to use their 
hands to manipulate toys, food, and other objects. They use all of their senses to learn about 
the sights, sounds, tastes, and smells in their environments. They learn how to interact with 
their parents, siblings, friends, and other people important to their world. When they enter 
school, children learn basic academic subjects such as reading, writing, and mathematics. 
They also continue to learn a great deal outside the classroom. They learn which behaviors are 
likely to be rewarded and which are likely to be punished. They learn social skills for 
interacting with other children. After they finish school, people must learn to adapt to the 
many major changes that affect their lives, such as getting married, raising children, and 
finding and keeping a job. 
Because learning continues throughout our lives and affects almost everything we do, 
the study of learning is important in many different fields. Teachers need to understand the 
best ways to educate children. Psychologists, social workers, criminologists, and other 
human-service workers need to understand how certain experiences change people‟s 
behaviors. Employers, politicians, and advertisers make use of the principles of learning to 
influence the behavior of workers, voters, and consumers. 
Learning is closely related to memory, which is the storage of information in the brain. 
Psychologists who study memory are interested in how the brain stores knowledge, where this 
storage takes place, and how the brain later retrieves knowledge when we need it. In contrast, 
psychologists who study learning are more interested in behavior and how behavior changes 
as a result of a person‟s experiences. 
There are many forms of learning, ranging from simple to complex. Simple forms of 
learning involve a single stimulus. A stimulus is anything perceptible to the senses, such as a 
sight, sound, smell, touch, or taste. In a form of learning known as classical conditioning, 
people learn to associate two stimuli that occur in sequence, such as lightning followed by 
thunder. In operant conditioning, people learn by forming an association between a behavior 
and its consequences (reward or punishment). People and animals can also learn by 
observation – that is, by watching others perform behaviors. More complex forms of learning 
in clued learning languages, concepts, and motor skills. 
 Questions 
Question 1: According to the passage, which of the following is learning in broad view 
comprised of? 
A. Knowledge acquisition and ability development 
B. Acquisition of academic knowledge 
C. Acquisition of social and behavioural skills 
D. Knowledge acquisition outside the classroom 
Question 2: According to the passage, what are children NOT usually taught outside the 
classroom? 
A. Interpersonal communication B. Life skills 
C. Literacy and calculation D. Right from wrong 
Question 3: Getting married, raising children, and finding and keeping a job are mentioned in 
paragraph 2 as examples of . 
A. The changes to which people have to orient themselves 
B. The situations in which people cannot teach themselves 
C. The areas of learning which affect people‟s lives 
D. The ways people‟s lives are influenced by education 
Question 4: Which of the following can be inferred about the learning process from the 
passage? 
A. It becomes less challenging and complicated when people grow older. 
B. It plays a crucial part in improving the learner‟s motivation in school. 
C. It takes place more frequently in real life than in academic institutions. 
D. It is more interesting and effective in school than that in life. 
Question 5: According to the passage, the study of learning is important in many fields due to 
 . 
A. The influence of various behaviours in the learning process 
B. The great influence of the on-going learning process 
C. The exploration of the best teaching methods 
D. The need for certain experiences in various areas 
Question 6: It can be inferred from the passage that social workers, employers, and 
politicians concern themselves with the study of learning because they need to . 
A. Thoroughly understand the behaviours of the objects of their interest 
B. Understand how a stimulus relates to the senses of the objects of their interest 
C. Change the behaviours of the objects of their interest towards learning 
D. Make the objects of their interest more aware of the importance of learning 
Question 7: The word “retrieves” in paragraph 4 is closest in meaning to . 
A. Generates B. creates C. gains D. recovers 
Question 8: Which of the following statements is NOT true according to the passage? 
A. Psychologists studying memory are concerned with the brain‟s storage of knowledge. 
B. Psychologists are all interested in memory as much as behaviours. 
C. Psychologists studying learning are interested in human behaviours. 
D. Psychologists studying memory are concerned with how the stored knowledge is used. 
Question 9: According to the passage, the stimulus in simple forms of learning . 
A. is created by the senses B. is associated with natural phenomena 
C. makes associations between behaviours D. bears relation to perception 
Question 10: The passage mainly discusses . 
A. General principles of learning 
B. Application of learning principles to formal education 
C. Simple forms of learning 
D. Practical examples of learning inside the classroom 
C 
 EXERCISE 16 
ommuting is the practice of travelling a long distance to a town or city to work each 
day, and then travelling home again in the evening. The word commuting comes from 
commutation ticket, a US rail ticket for repeated journeys, called a season ticket in 
Britain. Regular travellers are called commuters. 
The US has many commuters. A few, mostly on the East Coast, commute by train or 
subway, but most depend on the car. Some leave home very early to avoid the traffic jams, 
and sleep in their cars until their office opens. Many people accept a long trip to work so that 
they can live in quiet bedroom communities away from the city, but another reason is „white 
flight‟. In the 1960s most cities began to desegregate their schools, so that there were no 
longer separate schools for white and black children. Many white families did not want to 
send their children to desegregated schools, so they moved to the suburbs, which have their 
own schools, and where, for various reasons, few black people live. 
Millions of people in Britain commute by car or train. Some spend two or three hours 
a day travelling, so that they and their families can live in suburbia or in the countryside. 
Cities are surrounded by commuter belts. Part of the commuter belt around London is called 
the stockbroker belt because it contains houses where rich business people live. Some places 
are becoming dormitory towns, because people sleep there but take little part in local 
activities. 
Most commuters travel to and from work at the same time, causing the morning and 
evening rush hours, when buses and trains are crowded and there are traffic jams on the roads. 
Commuters on trains rarely talk to each other and spend their journey reading, sleeping or 
using their mobile phones, though this is not popular with other passengers. Increasing 
numbers of people now work at home