10 Bài ôn luyện thi Tốt nghiệp THPT Quốc gia năm 2017 - Phần: Đọc hiểu 6

THI TỐT NGHIỆP THPT - 2017
PHẦN : ĐỌC HIỂU (6)
I. NOTE:
Các bài đọc hiểu được trình bày theo kiểu xuống dòng từng câu và tách dòng từng đoạn, 
khoảng cách dòng và kiểu chữ vừa phải. 
Nhờ đó các bạn học sinh đọc bài, dịch bài và hiểu nội dung một cách dễ dàng. 
Nâng cao được khả năng viết câu, phân tích câu và hiểu được nội dung của câu.
II. NGUYÊN TẮC:
- Khi gặp tiếng Anh, đầu tiên ta phải biết các từ đơn lẻ : house, go, nice, at, happily 
- Các từ đơn lẻ gồm 5 loại : danh từ, động từ, tính từ, giới từ và trạng từ
- Các từ đơn lẻ ghép lại thành câu: câu có hành động HOẶC câu không có hành động
- Nhiều câu ghép lại thành đoạn văn
- Nhiều đoạn văn ghép lại thành bài văn
III. TÌM HIỂU 5 LOẠI TỪ ĐƠN LẺ:	
Khi tra từ điển sẽ biết thuộc từ loại nào, cách đọc, dấu nhấn, ý nghĩa, cách dùng và ví dụ
(Từ điển chuẩn: Oxford Advanced Learner’s Dictionary)	
1. Danh từ	(n)	: là từ chỉ người hoặc vật (vật bao gồm động vật, thực vật, đồ vật, sự việc)	
2. Động từ 	(v)	: là từ chỉ hoạt động	
3. Tính từ 	(adj)	: là từ chỉ tính chất	
4. Giới từ	(prep)	: là từ chỉ nơi chốn hoặc thời gian	
	Giới từ hay đi kèm với 1 danh từ theo sau	
	Giới từ bao gồm khoảng 30 từ: at, on, in, about, from, to, with, without 	Ex: in the kitchen, on Monday	
5. Trạng từ	(adv)	: là từ chỉ nơi chốn hoặc thời gian nhưng không cần giới từ đứng trước	 adv = prep + n	
	Ex:	
	upstairs 	ở trên lầu	yesterday	vào hôm qua
	downstairs 	ở dưới lầu	today	vào hôm nay
	Ngoài ra, trạng từ còn chỉ cách thức, mức độ của hành động và thường	
	được tạo ra bằng cách thêm "LY" vào tính từ.	
IV. TÌM HIỂU 2 KIỂU CÂU: (lấy 5 kiểu từ đơn lẻ ghép lại thành câu)
1. Câu có hành động:
S + V + (O)
(O đóng mở ngoặc có nghĩa là có thể có hoặc không đều được)
Chủ ngữ (S)	: là người hoặc vật gây ra hành động 	à Lấy danh từ bỏ vào	
Động từ (V)	: là hành động trong câu	à Lấy động từ bỏ vào
Tân ngữ (O)	: là người hoặc vật bị tác động bởi hành động	à Lấy danh từ bỏ vào	
(Trong tiếng Anh hay chọn các S và O đơn giản và cũng chọn các V đơn giản)	
Ex:	I read books.	
 S V O
 	She sleeps.	
 S V
2. Câu không có hành động:
(Đọc lên không thấy có hành động "ăn / chơi / chạy / nhảy / nói / cười / ngủ / nhìn / hát / múa"
mà chỉ có trạng thái, cảm xúc hoặc sự tồn tại)	
	 - n
S + be +	- adj	(1 trong 3 lựa chọn này sẽ đi với be)
	 - prep + n
Chủ ngữ (S)	: là người hoặc vật mang trạng thái cảm xúc	à Lấy danh từ bỏ vào	
be 	: đại diện cho sự việc không có hành động	à am/is/are trong hiện tại
Ex:	I am a student.
 S be n	
She is beautiful.
S be adj	
They are in the room.
S be prep+n	
3. Thành phần phụ trong câu:
Ngoài ra, ta có thể thêm các thành phần phụ vào cuối câu (câu có hành động 
hoặc câu không có hành động) để làm cho câu có nhiều thông tin hơn.
Các thành phần phụ bao gồm nơi chốn, thời gian,  (nơi chốn đứng trước thời gian)
Các thành phần phụ hầu hết được tạo ra bằng cách lấy "prep + n"
(Nếu khuyết 1 trong 2 thì gọi là trạng từ) : 
prep + n = adv
Ex:	I play football with my friends in the park at 3 p.m. today.
 S V O prep+n prep+n prep+n adv
There is a book on the table.
S be n prep+n
 (There tạm coi là 1 S và dùng rất phổ biến để chỉ vị trí hay tình trạng, dịch là “Có ”)
4. Các S và O đơn giản trong tiếng Anh
a. LƯU Ý VỀ CÁC TỪ XƯNG HÔ ĐƠN GIẢN LÀM S VÀ O TRONG TIẾNG ANH:
Tất cả các tên riêng, danh từ số ít, danh từ số nhiều thì đều thường xuyên thay thế bằng:
- Ở dạng S : I / You / We / They / He / She / It
- Ở dạng O : me / you / us / them / him / her / it 
trong các câu kế tiếp chứ ít khi dùng lặp lại chính chúng.
Ex: I know Peter. He is a good man. (He = Peter)
 Ann is pretty. I met her once. (her = Ann)
“There” tạm coi là 1 S và dùng rất phổ biến để chỉ vị trí hay tình trạng, dịch là “Có ”
(không có người hay vật đầu câu trong câu dịch)
Ex: There are 40 people. There is a computer. There is a beautiful girl.
Các từ sau cũng là DANH TỪ và làm S hoặc O thường xuyên dể mở đầu câu:
S
O 
Nghĩa
I 
me
tôi (1 người)
we 
us
chúng tôi, chúng ta (2 người trở lên)
you
you
bạn (1 người), các bạn (2 người trở lên)
they
them
họ, chúng nó (2 người / 2 vật trở lên)
he
him
anh ấy (1 người)
she 
her
cô ấy (1 người)
it
it
nó (1 vật hoặc danh từ không đếm được như : 
trời / quãng đường / thời gian / khoảng cách / 
trọng lượng / cảm xúc / 1 sự việc nói chung)
there
-
có (không có dạng O)
this
this
đây (1 người / 1 vật hoặc danh từ không đếm được)
that
that
đây (1 người / 1 vật hoặc danh từ không đếm được)
these
these
đây (2 người / 2 vật trở lên)
those
those
kia (2 người / 2 vật trở lên)
Vy
Vy
tên riêng
Jane and John
Jane and John
tên riêng
parent 
parent 
danh từ số ít (1 người / 1 vật hoặc danh từ không đếm được)
parents
parents
danh từ số nhiều (2 người / 2 vật trở lên)
b. LƯU Ý VỀ CÁC TỪ SỞ HỮU TRONG TIẾNG ANH:
adj (sở hữu)
N (sở hữu)
Nghĩa
NOTE
Đứng trước 1 N
Làm S hoặc O
my
mine
(cái / người) của tôi
(cái / người) 
our
ours
(cái / người) của chúng tôi / chúng ta
hiểu là
your
yours
(cái / người) của bạn / các bạn
"1 cái / 1 người"
their
theirs
(cái / người) của họ / chúng nó
hoặc
his
his
(cái / người) của anh ấy
"2 cái trở lên /
her
hers
(cái / người) của cô ấy
2 người trở lên"
its
its
(cái / người) của nó
hoặc
"danh từ
không đếm được"
Vy's
Vy's
(cái / người) của Vy
Jane and John's 
Jane and John's
(cái / người) của Jane và John
parent's
parent's
(cái / người) của bố hoặc mẹ
parents'
parents'
(cái / người) của cả bố và mẹ
Ex:
They meet me.
S V O
I meet them.
S V O
 My car is red. Your car is blue.
 S be adj S be adj
= My car is red. Yours is blue.
 S be adj S be adj
I like his voice. I don’t like hers. (hers = her voice)
S V O S V O
His cats are on the windows. Theirs are at the door. (theirs = their cats)
 S be prep+n S be prep+n
V. EXERCISES: Dịch các bài đọc hiểu sau và trả lời các câu hỏi bên dưới:
BÀI 51: EARTH DAY
Earth Day is the largest, most widely celebrated international environmental event. 
Celebrating Earth Day can inspire awareness of and appreciation for the earth’s environment. 
Earth Day was first celebrated in April, 1970 in (36)..
when 20 million people and thousands of local schools and communities participated. 
Earth Day’s success helped influence the government to create 
stronger laws to (37)..the environment. 
Taking care of the earth may sound (38).., but there are many simple steps 
that each of us can take to save energy and reduce our impact on the planet. 
The earths (39)..us with all good gifts: food, water, minerals, fresh air, fire, beauty. 
When we remember this, we are more careful about our attitudes and actions. 
We choose food that is healthful for us and environmentally friendly for the earth. 
We pick up (40)..to show our respect for our surroundings. 
36. A. United States B. a United States C. an United States D. the United States
37. A. impress B. protect C. worship D. distinguish
38. A. complicated B. considerate C. compulsory D. environmental
39. A. provide B. help C. gives D. supplies
40. A. evidence B. refreshment C. litter D. deforestation
BÀI 52: PLANTING TREES
The organisation City Of Trees have shown the public a plan to plant three million trees 
in Greater Manchester over the next quarter of a century, 
a plan that aims to use the power of trees to refresh and redevelop the area. 
Of course planting more trees in built up urban areas has not only beauty effects 
but also other good consequences. 
As well as reducing stress, encouraging people to spend more time in shopping areas 
and improving air quality, a lot of trees can actually reduce flooding in urban areas.
Tony Hothersall, the director of City Of Trees, 
explained that the scheme had three main aims. 
He said: "One is to plant three million trees which means a tree 
for every man, woman and child in the next quarter of a century. 
Next, we focus on managing existing woodlands because there is no point in 
planting new woodlands if you can't manage what you've got already. 
Finally, we want to interest people a lot more in their natural environment – 
in planting trees, in managing areas, in understanding more about the benefits 
that trees and woodlands bring to our society. 
They can do great things in terms of air pollution and 
can help to protect us from noise pollution. 
What is really important is that it is about the right tree in the right place." 
And the plan is off to a storming start. 
Since its launch in 2015, about one hundred thousand trees 
have been planted around Greta Manchester.
(Adapted from 
Questions 41 to 44. Match the following synonyms from the article. Example 0. G.
0. areas
41. effects
43. aims
44. woodlands
45. benefits
A. advantages B. signals C. disaters D. forests E. grasslands
F. purposes G. regions H. results I. trees J. wetlands
45. According to the passage, what is NOT the benefit of trees?
A. Lowering stress levels B. Bettering air quality 
C. Heating shopping areas D. Refreshing the area
46. What do trees help to decrease?
A. Floods B. Storms C. Beauty D. Woodlands
47. According to Tony Hothersall, what will the project attract people to?
A. City of Trees B. Their society C. Urban areas D. Natural environment
48. What does the word “they” in the last paragraph refer to?
A. trees B. benefits C. areas D. people
49. When will they complete planting 3,000,000 trees?
A. In 2015 B. 2030 C. 2040 D. In 2115
50. Which of the following can be the best title for the passage?
A. Benefits of trees and woodlands B. Scheme to grow a city of trees
C. The biggest area launch in 2015 D. Billions of trees in Manchester
BÀI 53: ADIDAS
German sportwear bans Adidas is helping to clean up the earth’s oceans 
by using the waste floating around the world to make shoes. 
The sportwear company has teamed up with Parley for the Oceans, 
an environmental group that raises awareness of pollution in the ocean, 
to produce pairs of trainers made from recycled ocean waste. 
Only 7,000 pairs of the UltraBOOST Uncaged Parley were made in 2016, 
but the company says it plans to make one million pairs of shoes 
using Parley Ocean Plastic in 2017. 
“Nobody can save the oceans alone. 
Each of us can play a role in the solution. 
We are extremely proud that Adidas is joining us in this mission 
to show that it is possible to turn ocean plastic into something cool,” 
said Cyrill Gutsch, the founder of Parley for the Oceans.
Priced at €2,000, the shoes contain 11 plastic bottles. 
The upper part of the shoe is made from recycled polyester 
and waste plastic taken from the waters around the Mandives, 
and most of the rest of the trainer was made from recycled material.
Plastic in the world’s odeans has become am increasing problem in recent years. 
A report in January said oceans would contain more plastic than fish by 2050 
unless the world stopped rubbish leaking into the seas. 
According to UNESCO, in 2006, there were 30,000 pieces of floating plastic 
for every squre kilometre of oceans. 
Plastic kills over a million seabirds and 100,000 marine animals evey year.
Questions 51-54. Match the following synonyms from the article.
51. awareness
52. trainer
53. role
54. rubbish
A. atmosphere B. garbage C. instructor D. kindness E. part 
F. reduction G. shoe H. understanding I. variety J. wastebasket
55. How many pairs of trainers that use Parley Ocean Plastic will be made this year?
A. 7, 000 B. 30,000 C. 100,000 D. 1,000,000
56. What is the UltraBOOST Uncaged Parley made from?
A. Adidas and Parley for the Oceans B. Recycled material and plastic
C. The waters around the Mandives D. Floating seabirds and marine animals
57. According to Cyrill Gutsch, it is possible to turn ocean plastic into..
A. Something wet B. Something cold 
C. Something calm D. Something great
58. Where is floating plastic found?
A. On the surface of waters B. In UltraBOOST Uncaged 
C. At the bottom of the ocean D. Only in Mandives’s waters
59. According to the passage, how many seabirds are killed every year?
A. About 7, 000 B. About 30,000 C. About 100,000 D. About 1,000,000
60. Why are the trainers made from floating ocean rubbish?
A. To raise pollution in the waters B. To decrease plastic in the ocean
C. To recycle rubbish in the Mandives D. To make something cool to sell
BÀI 54: A COMPUTER VIRUS
A computer virus is an illegal and potentially damaging computer program 
designed to infect other software by attaching itself to any software it contacts. 
In many cases, virus programs are designed to damage computer systems 
maliciously by destroying or corrupting data. 
If the infected software is transferred to or accessed by another computer system, 
the virus spreads to the other system. 
Viruses have become a serious problem in recent years, 
and currently, thousands of known virus programs exist.
Viruses can be categorized as boot sector viruses, file viruses, and Trojan horse viruses. 
A boot sector virus infects the boot program used to start the system. 
When the infected boot program executes, 
the virus is loaded into the computer’s memory. 
Once a virus is in the memory, 
it can spread to any floppy disk inserted into the computer. 
The second type of virus, a file virus, inserts viral code into program files. 
The virus then spreads to any program that accesses the infected file. 
A Trojan horse virus (named after a Greek myth) hides within 
or is designed to look like a legitimate program.
Some viruses interrupt processing by freezing a computer system 
temporarily and then displaying sounds or messages. 
Other viruses contain time bombs or logic bombs. 
A time bomb is a program that performs an activity on a particular date. 
A logic bomb is a program that performs an activity 
when a certain action occurs, such as an employee being terminated. 
A worm, which is similar to a virus, copies itself repeatedly 
until no memory or disc space remains. 
To detect computer viruses, anti-virus programs have been developed. 
Besides detecting viruses, anti-virus programs also have utilities 
to remove or repair infected programs and files. 
Some damaged files cannot be repaired and must be replaced 
with uninfected backup files.
Computers can best be protected by installing a virus protection software. 
In order to be effective, it is imperative to develop a regular plan for 
copying a storing important data and program files. 
Prior to running the virus protection software, 
floppy disks should be scanned using a virus scan. 
Since one of the most vulnerable points of entry for viruses is the internet, 
all programs and email messages downloaded from the Internet 
should be checked to make sure they are virus free. 
1. The passage provides support for which of the following statements? 
A. Computer owners who use virus protection applications properly 
will not suffer damages from computer viruses.
B. Computer owners who use virus protection applications properly 
are more likely to suffer damages from computer viruses.
C. Computer owners who use virus protection applications properly 
are more likely not to suffer damages from computer viruses.
D. Some damaged files can be repaired so must not be replaced 
with uninfected backup files.
2. According to the passage, a worm is _____. 
A. something similar to a virus that works by copying itself repeatedly 
until no memory or disc space remains
B. a virus that copies itself repeatedly until no memory or disc space remains
C. a virus that cannot be detected by an anti-virus program
D. something similar to a virus that uses a logic bomb to performs an activity 
when a certain action occurs
3. According to the passage, computer viruses can spread by which of the following means?
I. Through boot programs 
II. Through floppy disks 
III. Through programs downloaded from the Internet 
A. I only B. II only C. I and II only D. II and III only
4. According to the passage, a virus that inserts viral code into program files is a _____. 
A. Trojan horse virus B. file virus C. time bomb D. boot sector virus
BÀI 55: COMPUTERS AND GIRLS
The girls in this sixth grade class in East Palo Alto, California, 
all have the same access to computers as boys. 
But researchers say, by the time they get to high school, they are victims of 
what the researchers call a major new gender gap in technology. 
Janice Weinman of the American Association of University Woman says, 
“Girls tend to be less comfortable than boys with the computer. 
They use it more for word processing rather than for problem solving, 
rather than to discover new ways in which to understand information.” 
After re-examining a thousand studies, 
the American Association of University women researchers found that 
girls make up only a small percentage of students in computer science classes. 
Girls consistently rate themselves significantly lower than boys 
in their ability and confidence in using computers. 
And they use computers less often than boys outside the classroom. 
The instructor of this computer lab says he’s already noticed some differences. 
Charles Cheadle of Cesar Chavez School says, 
“Boys are not so afraid they might do something that will harm the computer, 
whereas girls are afraid they might break it somehow.” 
Six years ago, the software company Purple Moon noticed that 
girls’ computer usage was falling behind boys. 
Karen Gould says, “The number one reason girls told us 
they don’t like computer games is not because 
they’re too violent, or too competitive. 
Girls just said they’re incredibly boring.” 
Purple Moon says it found what girls want, characters they can relate to 
and story lines relative to what’s going on in their own lives. 
Karen Gould of Purple Moon Software says, 
“What we definitely found from girls is there is no intrinsic reason 
why they wouldn’t want to play on a computer; it was just a content thing.”
The sponsor of the study says it all boils down to this, 
the technology gender gap that separates the girls from the boys 
must be closed if women are to compete effectively with men in the 21st century.
1. In this sixth grade classroom, you would find _____ 
A. only boys allowed to use the computers
B. both boys and girls allowed to use the computers
C. only girls allowed to use the computers
D. no computers in the classroom
2. Girls usually rate themselves _____. 
A. as being uncomfortable using computers B. as comfortable using computers
C. as experts with computers D. as very good with using computers
3. Girls seem to find most of the software _____. 
A. as too violent B. as too competitive C. boring D. exciting
4. By the time students are in high school, _____ 
A. many girls have lost interest in computers 
B. many boys have lost interest in computers
C. both boys and girls are very interested in computers
D. computer science classes are filled with girls
5. The research on girls and computers _____. 
A. is based on a few articles B. presented by one person
C. has no facts to support it D. is based on thousands of studies
6. Computer software seems to be made to be _____. 
A. more interesting to girls B. more interesting to boys
C. equally interesting to girls and boys D. interesting only to adults
7. The software company seems to think _____. 
A. if girls had an equal chance at playing games, they would like computers.
B. if the software was more violent, girls would like it better.
C. if the characters were funny, girls would like them better.
D. if the software content was changed, girls would be more interested in computers.
8. The gender gap needs to be closed because _____. 
A. it isn’t fair that boys use the computers all the time
B. there isn’t enough money for computers
C. the ability to use the computer is important in today’s world
D. the pot is boiling
BÀI 56: TRAFFIC LIGHTS
The first traffic signal was invented by a railway signaling engineer. 
It was installed (1) _____ the Houses of Parliament in 1868. 
It (2)_____ like any railway signal of the time, and was operated by gas. 
(3) _____, it exploded and killed a policeman, and the accident 
discouraged further development until cars became common. 
(4) _____ traffic lights are an American invention. 
Red - green systems were installed in Cleveland in 1914. 
Three - color signals, operated (5) _____ hand from a tower 
in the (6) _____ of the street, were installed in New York in 1918. 
The first lights of this type to (7) _____ in Britain were in London, 
on the junction between St. James’s Street and Piccadilly, in 1925. 
Automatic signals were installed (8) _____ year later. 
In the past, traffic lights were special. 
In New York, some lights had a statue on top. 
In Los Angeles the lights did not just change silently, 
but would ring bells to (9) _____ the sleeping motorists of the 1930s. 
These are gone and have been (10) _____ by standard models 
which are universally adopted. 
1. A. outside B. out C. out of D. outdoors
2. A. resembled B. looked C. showed D. seemed
3. A. However B. Therefore C. Although D. Despite
4. A. New B. Recent C. Modern D. Late
5. A. by B. with C. through D. in
6. A. middle B. heart C. focus D. halfway
7. A. show B. appear C. happen D. become
8. A. a B. in the C. in a D. the
9. A. rise B. raise C. wake D. get up
10. A. reproduced B. replaced C. removed D. remained
BÀI 57: TEN EVENTS, ONE CHAMPION: THE DECATHLON
Fay Webster takes a look at the world of athletics and finds out 
what it takes to be a true champion.
The Olympic Games have changed a lot since their origins in Ancient Greece. 
Today, athletes from countries all over the world take part 
and the Olympics are a big business, watched by millions on television. 
Some things, though, have stayed the same. 
The athletes then could make a lot of money from winning, just like today’s competitors. 
In the ancient Games, a great champion might have received 
as much as a year’s pay for winning a race.
Another thing that hasn’t changed is the search for an all-round champion, 
somebody who can defeat their opponents at a number of different sporting events. 
In the ancient Olympics, athletes competed in the pentathlon. 
This consisted of the long jump, the discus, the javelin, a running race and wrestling. 
The first winner, in 708 BC, was Lampis of Sparta, who must have been 
a great athlete to beat so many others from all over the Hellenic world. 
The pentathlon was an important part of the Olympics 
until Emperor Theodosius of Rome banned the Games in 393 AD.
The Stockholm Olympics of 1912 brought back 
this tradition of the search for all-round greatness. 
The modern pentathlon was included 
(shooting, swimming, fencing, riding and running) and so 
was the modern decathlon (ten events), with the heptathlon (seven events) 
for women being introduced later. 
So what drives someone to take on this running, throwing, 
jumping challenge and push their body to its limits? 
I met American decathlete Bruce Thorpe in New York 
and told him he must have been crazy to take up the decathlon. 
He laughed: “Yes, I think I probably was. 
I could have done lots of different sports, but I chose the decathlon. 
It’s very tough and it demands a lot of different skills. 
You have to train just as hard as other athletes, 
only you have to do it in ten different events! 
I think we’re probably all a little crazy, but it’s very satisfying in the end,” he said. 
I asked him to explain what happens in the decathlon.
“The way it works is you complete each event and you get points, 
depending on how well you do in that event. 
At the end of two days, the person with the most points is the champion 
and takes the gold medal, the second person gets the silver 
and the third the bronze medal. 
We start with the 100 metres, the long jump, the short put, 
the high jump and the 400 metres. 
The second day, it’s the 110-metre hurdles, the discus, the javelin, 
the pole vault and the one that we all dread, the 1500 metres.” 
I asked him what made the 1500 such a struggle. 
“All the other events demand speed or strength. 
With the long race, it’s stamina. 
Really, decathletes aren’t built for that event.” 
So what tips does Bruce have for those of you thinking of taking up the decathlon? 
“Start as early as you can and join a good club,” he said. 
“It takes a long time to master ten different events, 
or seven for the heptathlon, and you need expert help. 
And don’t expect to have much free time!”
Ten events, one champion. Think you might be the one? 
If you’re interested in finding more about the decathlon, 
contact your local athletics club. 
1. The writer says that athletes today_____. 
A. can become wealthy through sport B. are more popular than in ancient times
C. are much be