Bài Tập Trắc Nghiệm Chuyên Đề: Đọc hiểu: nghĩa của từ trong bài (Tiếng Anh Lớp 10, 11, 12)

Machines already perform a lot of tasks that were usually done by humans, such as building cars, doing complex calculations, and even marking exam papers. But now it seems that ever more intelligent machines are straying into areas where we never envisaged they would go. We have always taken pride in having a unique kind of intelligence that machines could never match, one which allows us to think of new ideas and produce creative and artistic works. But it seems that even here, computers are lining up to compete with us. Machines can easily be trained to do the physical work of producing art. About ten years ago, a painting robot known as e-David was created at a university in Germany. And recently in New York, the painting ‘Portrait of Edmond de Belamy’ has been auctioned for nearly half a million dollars. What made it a bit unusual was that the idea, and the image itself, was produced entirely by a computer. A group of young French artists gave instructions to the computer, aiming simply to show that computers can be creative. Some artists are now working with computers to produce a new kind of art. Computer-generated works of art are certainly interesting, and make us think about the limits of what machines can and cannot do. But not everyone would accept that they qualify as art. Some enthusiasts would argue they do, and the collectors willing to pay high prices for these works would suggest there is definitely a market for computer art. Others, however, would disagree. Many ‘real’ artists would claim that art is an expression of human intelligence and human emotions. More importantly, it is about a desire to communicate with other people. These things, they argue, are part of being human and can never be produced by a machine.

Machines already perform a lot of tasks that were usually done by humans, such as building cars, doing complex calculations, and even marking exam papers. But now it seems that ever more intelligent machines are straying into areas where we never envisaged they would go. We have always taken pride in having a unique kind of intelligence that machines could never match, one which allows us to think of new ideas and produce creative and artistic works. But it seems that even here, computers are lining up to compete with us. Machines can easily be trained to do the physical work of producing art. About ten years ago, a painting robot known as e-David was created at a university in Germany. And recently in New York, the painting ‘Portrait of Edmond de Belamy’ has been auctioned for nearly half a million dollars. What made it a bit unusual was that the idea, and the image itself, was produced entirely by a computer. A group of young French artists gave instructions to the computer, aiming simply to show that computers can be creative. Some artists are now working with computers to produce a new kind of art. Computer-generated works of art are certainly interesting, and make us think about the limits of what machines can and cannot do. But not everyone would accept that they qualify as art. Some enthusiasts would argue they do, and the collectors willing to pay high prices for these works would suggest there is definitely a market for computer art. Others, however, would disagree. Many ‘real’ artists would claim that art is an expression of human intelligence and human emotions. More importantly, it is about a desire to communicate with other people. These things, they argue, are part of being human and can never be produced by a machine.

Teenagers having exams may feel stressed for different reasons. Their future may depend on their exam results. And many of them will probably be afraid that their performances will not be as good as their friends’ and may feel worried about being compared negatively to them. They may feel so exhausted by the amount of studying which they need to do. To obtain a good result, they may have to give up many leisure activities such as doing sports and listening to music. Teenagers who suffer from exam stress may show a variety of symptoms including loss of appetite, being unable to sleep and a lack of motivation to study. Therefore, it is important for teachers and parents to watch out for these signs and to be as supportive and encouraging as possible.

Many children have music classes when they attend school. And it is thought that music can help them learn other subjects better. Research has shown that it can improve children’s performances in certain subjects. Some studies have shown that music training can help you understand your own language better. It could also help you with learning a second one. Moreover, young people who have studied music also seem to get higher scores in other subjects like maths. So it could be that these school subjects are connected in some way. Music also helps you think of new ideas, and believe more in yourself. If you are learning the guitar, for example, it can be really exciting when you are able to start composing your own pieces of music. One of the biggest benefits, of course, is that listening to music can reduce your stress. And composing music can make you feel the same way. Maybe your musical knowledge will even open up a great career path for you in the future!

When it comes to ambition, no two people are alike. Every class has its outstanding students, every company has its wonderful employees, and every family has its successful members. Then there is someone who is happy with whatever life brings. So what makes us different? A person’s desire to succeed depends on so many factors. He or she may have goals, but without the ambition to get started, they never take the first steps to achieve them. Similarly, those with an ambition but no clear goals tend to begin many projects, but do not ever follow them till the end. Although there are not any strict rules about how to ‘teach’ ambition or what decides it, many successful people do share some things. Most scientists agree that it helps to have parents who encourage their children to try new experiences, praise their successes, and accept their failures. In those families, kids often have much higher confidence levels. They know how to set goals and keep trying until they achieve them. Money also plays an important role. Those who are not very rich often want to earn money. It forces them to work hard all the time to improve their life. However, the desire for success can create its own stress. Working too hard to achieve success can lead to illnesses. These days, even teens and young adults are feeling the stress. Trying to get into good colleges and find good jobs has forced high school students to study harder than ever. For many, it is difficult to find the balance. One solution may be to get together with family and friends, and do the things we enjoy. Most would agree that those values are far more important than any wealth or success.

When it comes to ambition, no two people are alike. Every class has its outstanding students, every company has its wonderful employees, and every family has its successful members. Then there is someone who is happy with whatever life brings. So what makes us different? A person’s desire to succeed depends on so many factors. He or she may have goals, but without the ambition to get started, they never take the first steps to achieve them. Similarly, those with an ambition but no clear goals tend to begin many projects, but do not ever follow them till the end. Although there are not any strict rules about how to ‘teach’ ambition or what decides it, many successful people do share some things. Most scientists agree that it helps to have parents who encourage their children to try new experiences, praise their successes, and accept their failures. In those families, kids often have much higher confidence levels. They know how to set goals and keep trying until they achieve them. Money also plays an important role. Those who are not very rich often want to earn money. It forces them to work hard all the time to improve their life. However, the desire for success can create its own stress. Working too hard to achieve success can lead to illnesses. These days, even teens and young adults are feeling the stress. Trying to get into good colleges and find good jobs has forced high school students to study harder than ever. For many, it is difficult to find the balance. One solution may be to get together with family and friends, and do the things we enjoy. Most would agree that those values are far more important than any wealth or success.

Many children have music classes when they attend school. And it is thought that music can help them learn other subjects better. Research has shown that it can improve children's performances in certain subjects. Some studies have shown that music training can help you understand your own language better. It could also help you with learning a second one. Moreover, young people who have studied music also seem to get higher scores in other subjects like maths. So it could be that these school subjects are connected in some way. Music also helps you think of new ideas and believe more in yourself. If you are learning the guitar, for example, it can be really exciting when you are able to start composing your own pieces of music. One of the biggest benefits, of course, is that listening to music can reduce your stress. And composing music can make you feel the same way. Maybe your musical knowledge will even open up a great career path for you in the future!

When it comes to ambition, no two people are alike. Every class has its outstanding students, every company has its wonderful employees, and every family has its successful members. Then there is someone who is happy with whatever life brings. So what makes us different? A person's desire to succeed depends on so many factors. He or she may have goals, but without the ambition to get started, they never take the first steps to achieve them. Similarly, those with an ambition but no clear goals tend to begin many projects, but do not ever follow them till the end. Although there are not any strict rules about how to teach 'ambition' or what decides it, many successful people do share some things. Most scientists agree that it helps to have parents who encourage the children to try new experiences, praise their successes, and accept their failures. In those families, kids often have much higher confidence levels. They know how to set goals and keep trying until they achieve them. Money also plays an important role. Those who are not very rich often want to earn money. It forces them to work hard all the time and improve their life. However, the desire for success can create its own stress. Working too hard to achieve success can lead to illnesses. These days, even teens and young adults are feeling the stress. Trying to get into good colleges and find good jobs have forced high school students to study harder than ever. For many, it is difficult to find the balance. One solution may be to get together with family and friends, and do the things we enjoy. Most would agree that those values are far more important than any wealth or success.

When it comes to ambition, no two people are alike. Every class has its outstanding students, every company has its wonderful employees, and every family has its successful members. Then there is someone who is happy with whatever life brings. So what makes us different? A person's desire to succeed depends on so many factors. He or she may have goals, but without the ambition to get started, they never take the first steps to achieve them. Similarly, those with an ambition but no clear goals tend to begin many projects, but do not ever follow them till the end. Although there are not any strict rules about how to teach 'ambition' or what decides it, many successful people do share some things. Most scientists agree that it helps to have parents who encourage the children to try new experiences, praise their successes, and accept their failures. In those families, kids often have much higher confidence levels. They know how to set goals and keep trying until they achieve them. Money also plays an important role. Those who are not very rich often want to earn money. It forces them to work hard all the time and improve their life. However, the desire for success can create its own stress. Working too hard to achieve success can lead to illnesses. These days, even teens and young adults are feeling the stress. Trying to get into good colleges and find good jobs have forced high school students to study harder than ever. For many, it is difficult to find the balance. One solution may be to get together with family and friends, and do the things we enjoy. Most would agree that those values are far more important than any wealth or success.

Teenagers having exams may feel stressed for different reasons. Their future may depend on their exam results. And many of them will probably be afraid that their performances will not be as good as their friends’ and may feel worried about being compared negatively to them. They may feel so exhausted by the amount of studying which they need to do. To obtain a good result, they may have to give up many leisure activities such as doing sports and listening to music. Teenagers who suffer from exam stress may show a variety of symptoms including loss of appetite, being unable to sleep and a lack of motivation to study. Therefore, it is important for teachers and parents to watch out for these signs and to be as supportive and encouraging as possible.

Since the 19th century, companies have looked for better and cleaner ways of creating electricity. One UK company has created a special type of floor made of square tiles. Under each square, there is a system that can create electricity very cheaply when someone steps on it! The design of the floor works very well when it is used in very busy areas. And the reason is that a lot of energy is created simply because of the large numbers of people walking across the floor. The floor can have other uses too; one of them is to record how many people visit a shopping centre. This kind of information is very useful for shop owners because very often they want to know at which times of days they have the highest numbers of customers. So the next time you visit a big shopping centre, have a careful look at the floor that you are walking across!

Today, text-messaging has probably become young people’s most common form of communication. Some teachers think that because of this, young people are not writing correctly at school. They fear that once students get used to it, they will find it hard to switch back to using correct grammar and spelling. How did things begin this way? It all began with e-mail, online chat-rooms, and games. Then step by step young people made sentences, phrases and words shorter. As text-messaging continued to become popular, people invented more and more words. Today, it is like a real language with its own grammar and vocabulary. The growth of text-messaging has raised an important question: As students become fluent in text-messaging, do their writing skills suffer? People have different ideas about the effects of text-messaging on students’ writing skills. Some say that students are losing the ability to write long, correct sentences. Others say that text-messaging is having a good effect on the language students use in their schoolwork. It shows that they are creative and good at expressing themselves. And if students can keep the two systems separate - one for text-messaging and one for school - this will help students appreciate reading and writing more. Some people suggest that one way to reduce the bad effects of text-messaging is to find ways to use technology as a positive learning tool. For example, students can be allowed to type their assignments in a cell phone message and send them to their teachers, but they must type correctly. In this way, students are using the technology that they are familiar with to communicate in a form of language suitable for schoolwork. It shows students that text-messaging is fine for social communication, but correct grammar and spelling are necessary for communication in school.

Today, text-messaging has probably become young people’s most common form of communication. Some teachers think that because of this, young people are not writing correctly at school. They fear that once students get used to it, they will find it hard to switch back to using correct grammar and spelling. How did things begin this way? It all began with e-mail, online chat-rooms, and games. Then step by step young people made sentences, phrases and words shorter. As text-messaging continued to become popular, people invented more and more words. Today, it is like a real language with its own grammar and vocabulary. The growth of text-messaging has raised an important question: As students become fluent in text-messaging, do their writing skills suffer? People have different ideas about the effects of text-messaging on students’ writing skills. Some say that students are losing the ability to write long, correct sentences. Others say that text-messaging is having a good effect on the language students use in their schoolwork. It shows that they are creative and good at expressing themselves. And if students can keep the two systems separate - one for text-messaging and one for school - this will help students appreciate reading and writing more. Some people suggest that one way to reduce the bad effects of text-messaging is to find ways to use technology as a positive learning tool. For example, students can be allowed to type their assignments in a cell phone message and send them to their teachers, but they must type correctly. In this way, students are using the technology that they are familiar with to communicate in a form of language suitable for schoolwork. It shows students that text-messaging is fine for social communication, but correct grammar and spelling are necessary for communication in school.

Since the 19th century, companies have looked for better and cleaner ways of creating electricity. One UK company has created a special type of floor made of square tiles. Under each square, there is a system that can create electricity very cheaply when someone steps on it!

The design of the floor works very well when it is used in very busy areas. And the reason is that a lot of energy is created simply because of the large numbers of people walking across the floor.

The floor can have other uses too; one of them is to record how many people visit a shopping centre. This kind of information is very useful for shop owners because very often they want to know at which times of days they have the highest numbers of customers. So the next time you visit shopping centre, have a careful look at the floor that you are walking across!

Today, text-messaging has probably become young people’s most common form of communication. Some teachers think that because of this, young people are not writing correctly at school. They fear that once students get used to it, they will find it hard to switch back to using correct grammar and spelling. How did things begin this way?

It all began with e-mail, online chat rooms, and games. Then step by step young people made sentences, phrases and words shorter. As text-messaging continued to become popular, people invented more and more words. Today, it is like a real language with its own grammar and vocabulary. The growth of text-messaging has raised an important question: As students become fluent in text-messaging, do their writing skills suffer?

People have different ideas about the effects of text-messaging on students’ writing skills. Some say that students are losing the ability to write long, correct sentences. Others say that text-messaging is having a good effect on the language students use in their schoolwork. It shows that they are creative and good at expressing themselves. And if students can keep the two systems separate - one for text-messaging and one for school - this will help students appreciate reading and writing more.

Some people suggest that one way to reduce the bad effects of text-messaging is to find ways to use technology as a positive learning tool. For example, students can be allowed to type their assignments in a cell phone message and send them to their teachers, but they must type correctly. In this way, students are using the technology that they are familiar with to communicate in a form of language suitable for schoolwork. It shows students that text-messaging is fine for social communication, but correct grammar and spelling are necessary for communication in school.

Today, text-messaging has probably become young people’s most common form of communication. Some teachers think that because of this, young people are not writing correctly at school. They fear that once students get used to it, they will find it hard to switch back to using correct grammar and spelling. How did things begin this way?

It all began with e-mail, online chat rooms, and games. Then step by step young people made sentences, phrases and words shorter. As text-messaging continued to become popular, people invented more and more words. Today, it is like a real language with its own grammar and vocabulary. The growth of text-messaging has raised an important question: As students become fluent in text-messaging, do their writing skills suffer?

People have different ideas about the effects of text-messaging on students’ writing skills. Some say that students are losing the ability to write long, correct sentences. Others say that text-messaging is having a good effect on the language students use in their schoolwork. It shows that they are creative and good at expressing themselves. And if students can keep the two systems separate - one for text-messaging and one for school - this will help students appreciate reading and writing more.

Some people suggest that one way to reduce the bad effects of text-messaging is to find ways to use technology as a positive learning tool. For example, students can be allowed to type their assignments in a cell phone message and send them to their teachers, but they must type correctly. In this way, students are using the technology that they are familiar with to communicate in a form of language suitable for schoolwork. It shows students that text-messaging is fine for social communication, but correct grammar and spelling are necessary for communication in school.

More and more young people are choosing to take a gap year between finishing school and starting university. Alternatively, they may decide to take a gap year between graduating from university and starting a career feeling the need for some time out before joining the rat race. Most students see the time as an opportunity to travel. The idea of travelling to as many foreign places as possible appeals greatly. A large percentage of gap-year students have wealthy parents who can easily subsidize their travel. Others have to save up before they go, or look for some form of employment while travelling For example, they may work on local farms or in local hotels. By doing so, they not only earn some money, but they are likely to meet local people and acquire some understanding of their culture. There are some students who choose to work for the whole of their gap year. A number may decide to get work experience, either at home or abroad, in an area which they hope to make their career, such as medicine or computers. A large proportion of students are now choosing to work with a charity which arranges voluntary work in various parts of the world. The projects provide hands-on experience of a very varied nature, from teaching to helping build roads or dams. The gap year is not just an adventure. Young people can benefit greatly from encountering new and varied experiences and from communication with a wide range of people. Perhaps most importantly, gap-year students have to learn to stand on their own two feet.

“I have not paid a single electricity bill since the year 1970,” says Richard Perez with noticeable glee. He can afford to be smug. He lives “off-grid” – unconnected to the power grid and the water, gas and sewerage supplies that most people in the world rely on. He generates his own electricity, sources his own water and deals with his own waste disposal - and he prefers it that way. “There are times when the grid blacks out,” he says. “I really like the security of having my own electricity company.” Perez is not alone. Once the preserve of mavericks, hippies and survivalists, there are now approximately 200,000 off-grid households in the United States of America, a figure that Perez says has been increasing by a third every year for the past decade. For all of the people who live off-grid, self-sufficiency means guilt-free energy consumption and peace of mind. “It feels brilliant to make use of clean, free energy that is not from fossil fuels,” says Suzanne Galant, a writer who lives off-grid in a rural area in Wales. “And if something goes wrong, we can fix it ourselves.” Now even urbanites are seeing the appeal of generating some if not all of their own power needs. So is energy freedom an eco pipe-dream or the ultimate good life? Well, there is only one way to find out: begin to explore the possibilities of solar, wind or hydropower. But unless you live on a sunny, south-facing hillside with access to a nearby river or stream, that might prove prohibitively expensive! There is no doubt that being off-grid has its problems, and it is not always the cheapest way to get the energy you need. Even so, pioneers like Perez have proved that it can be done, and without giving up a 21st century lifestyle: “I have got five personal computers, two laser scanners, two fridge-freezers, a microwave, a convection oven, vacuum cleaners - you name it,” says Perez. “There is an external beam antenna on the roof for the phone and a satellite dish for an Internet connection. I have got 70 kWh in batteries that could last me five days. I have too much electricity.” Too much electricity and no more bills. That has got to be worth aiming for.

“I have not paid a single electricity bill since the year 1970,” says Richard Perez with noticeable glee. He can afford to be smug. He lives “off-grid” – unconnected to the power grid and the water, gas and sewerage supplies that most people in the world rely on. He generates his own electricity, sources his own water and deals with his own waste disposal - and he prefers it that way. “There are times when the grid blacks out,” he says. “I really like the security of having my own electricity company.” Perez is not alone. Once the preserve of mavericks, hippies and survivalists, there are now approximately 200,000 off-grid households in the United States of America, a figure that Perez says has been increasing by a third every year for the past decade. For all of the people who live off-grid, self-sufficiency means guilt-free energy consumption and peace of mind. “It feels brilliant to make use of clean, free energy that is not from fossil fuels,” says Suzanne Galant, a writer who lives off-grid in a rural area in Wales. “And if something goes wrong, we can fix it ourselves.” Now even urbanites are seeing the appeal of generating some if not all of their own power needs. So is energy freedom an eco pipe-dream or the ultimate good life? Well, there is only one way to find out: begin to explore the possibilities of solar, wind or hydropower. But unless you live on a sunny, south-facing hillside with access to a nearby river or stream, that might prove prohibitively expensive! There is no doubt that being off-grid has its problems, and it is not always the cheapest way to get the energy you need. Even so, pioneers like Perez have proved that it can be done, and without giving up a 21st century lifestyle: “I have got five personal computers, two laser scanners, two fridge-freezers, a microwave, a convection oven, vacuum cleaners - you name it,” says Perez. “There is an external beam antenna on the roof for the phone and a satellite dish for an Internet connection. I have got 70 kWh in batteries that could last me five days. I have too much electricity.” Too much electricity and no more bills. That has got to be worth aiming for.

For many years, schoolchildren in the US have been taken on 'field trips’ to cultural institutions and historical sites. Despite these trips involving some expense and disruption to class timetables, educators arrange them in the belief that schools exist not only to teach economically useful skills, but also to produce civilised young people who appreciate the arts and culture. However, there have been increasing signs in recent years that the attitude towards field trips is changing, with a significant decrease in the number of tours organised for school groups. A survey carried out by a group of school administrators found that over half the schools they asked had decided to cancel trips planned for the next academic year. So what are the reasons for this change? The most obvious one is the issue of finance. Because there are increasing demands on their funds, schools are forced to make a difficult choice about how to spend the limited money they have. Field trips are an obvious thing to cut since they are seen by many as a luxury. A large number of school heads also consider days spent away from school a waste of time, believing that the only worthwhile use of students' time is spent preparing for exams in the classroom. But why should anybody worry if schoolchildren go on fewer trips? Those that believe this is a negative development in education would say that cultural field trips contribute to the development of students into well-educated adults who have a healthy interest in history and the arts. Researchers warn that if schools cut field trips, then valuable opportunities to broaden and enrich children's learning experiences are lost.