Danh sách câu hỏi
Có 1,805,772 câu hỏi trên 36,116 trang
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
Dodder is an unusual and unwanted plant that attacks other plants. Except for its flowers, the plant looks like spaghetti noodles. Its almost leafless, thread–like stems hang down atop other plants that dodder needs to stay alive. Dodder does not produce its own food. Instead, it steals it from other plants. It feeds by sucking juices from the plant it is wrapped around, often making its host very weak or even killing it. Dodder can find other plants by their smell. When a dodder seedling starts growing, it follows the scent of plants it prefers, like tomato plants, potato plants, or other farm crops. Unlike most plants that usually grow in the direction of light or warmth, a dodder plant will grow in the direction of, for example, tomato odor––if a tomato happens to be growing nearby. However, a young dodder plant must find a host plant quickly. If it cannot catch a whiff of a potential host within a few days, it will dry up and disappear—even if there is plenty of water around. Once it finds a host, the young dodder plant will attach itself to it and start growing faster. At that point, the dodder plant will drop its root. Dodder is thus a difficult weed to manage and a real headache for farmers. When it does get out of hand, dodder can greatly reduce a farmer’s harvest or even destroy crops completely. Before sowing their produce, farmers in warm parts of the world often check to make sure no unwanted dodder seeds have intermingled with their crop seeds. This is a good way to stop dodder plants from sneaking their way into a crop field.
What is the main topic of the passage?
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 15, Dunes View Middle School held a contest for school bands. Student bands tried out for the opportunity to perform at the school picnic, which will be held at the end of June. The winner of the contest was the band called Four Square. “We’re very proud that we won the contest and are excited to perform at the picnic,” says Peter Zandt, who plays the guitar in the band. “And since we hope to perform someday at other local places, like restaurants and parks, this will be a great first step.” The contest was the creation of music teacher Mr. Lopez and drama teacher Ms. Cho. The two thought of the idea while discussing recent years’ school picnics. “The picnic is one of the biggest events of the year, but it has become a bit formulaic ,” said Ms. Cho. “The activities are the same every year. We thought that a performance by a student band would make the school picnic more interesting and fun.” Mr. Lopez, Ms. Cho, and three other teachers judged the contest, which took place in the gym. Eight student bands signed up to audition. The bands varied in their musical forms: there were several rock bands, a folk band, and even a jazz band. “I’m disappointed that my band didn’t win, but I think the judges made the right choice,” says student Marisol Varga, a member of the folk trio called The Bell Girls. “Four Square is really good.” To see if the bands could present a wide range of musical skills, the teachers asked them each to prepare two songs: one song with original words, and another in which students played instrumental music only. The judges finally chose the band Four Square as the winner of the contest. Four Square is a rock band with an unusual twist: it includes a violin player! The members of Four Square write their own songs and practice three times a week after school. Students and teachers agreed that the band competition was a big success. All are looking forward to the school picnic in June.
Which would be the most appropriate headline for the article?
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
Before the mid-nineteenth century, people in the United States ate most foods only in season. Drying, smoking and salting could preserve meat for a short time, but the availability of fresh meat, like that of fresh milk, was very limited; there was no way to prevent spoilage. But in 1810, a French inventor named Nicolas Appert developed the cooking-and-sealing process of canning. And in the 1850’s an American named Gail Borden developed a means of condensing and preserving milk. Canned goods and condensed milk became more common during the 1860’s, but supplies remained low because cans had to be made by hand. By 1880, however, inventors had fashioned stamping and soldering machines that massproduced cans from tinplate. Suddenly all kinds of food could be preserved and bought at all times of the year. Other trends and inventions had also helped make it possible for Americans to vary their daily diets. Growing urban population created demand that encouraged fruit and vegetable farmers to raise more produce. Railroad refrigerator cars enabled growers and meat packers to ship perishables great distances and to preserve them for longer periods. Thus, by the 1890’s, northern city dwellers could enjoy southern and western strawberries, grapes, and tomatoes, previously available for a month at most, for up to six months of the year. In addition, increased use of iceboxes enabled families to store perishables. As easy means of producing ice commercially had been invented in the 1870’s, and by 1900 the nation had more than two thousand commercial ice plants, most of which made home deliveries. The icebox became afixture in most homes and remained so until the mechanized refrigerator replaced it in the 1920’s and 1930’s. Almost everyone now had a more diversified diet. Some people continued to eat mainly foods that were heavily in starches or carbohydrates, and not everyone could afford meat. Nevertheless, many families could take advantage of previously unavailable fruits, vegetables, and dairy products to achieve more varied fare.
What does the passage mainly discuss?
Cho bảng số liệu sau về diện tích cây công nghiệp lâu năm và cây công nghiệp hàng năm giai đoạn 1975 – 2000 (đơn vị: nghìn ha):
Năm
1975
1980
1985
1990
1995
2000
Cây công nghiệp lâu năm
172,8
256
470
657,3
902,3
1451,3
Cây công nghiệp hàng năm
210,1
371,7
600,7
542
716,7
778,1
Nếu biểu diễn bảng số liệu trên lên biểu đồ đoạn thẳng, em hãy cho biết mỗi điểm trên biểu đồ biểu diễn thông tin gì?
Cho bảng số liệu năng suất cả năm của cả nước, đồng bằng sông Hồng, đồng bằng sông Cửu Long (đơn vị: tạ/ha):
Năm
Cả nước
Đồng bằng sông Hồng
Đồng bằng sông Cửu Long
1995
36,9
44,4
40,2
2000
42,4
55,2
42,3
2005
48,9
54,3
50,4
Nếu biểu diễn bảng số liệu trên vào biểu đồ đoạn thẳng, em hãy cho biết trục ngang, trục đứng, đơn vị trục đứng lần lượt là: