800 câu trắc nghiệm Điền từ Tiếng Anh có đáp án cực hay

Keeping your distance

Personal space is a term that refers (1)    the distance we like to keep between ourselves and other people. When (2)    we do not know well gets too close we usually begin to feel uncomfortable. If a business colleague comes closer than 1.2 meters, the most common response is to move (3) ………. Some interesting (4)    have been done in libraries. If strangers come too close, many people get up and leave the building; others use different methods such as turning their back on the intruder. Living in cities has made people develop new skills for dealing with situations where they are very close to strangers. Most people on crowded trains try not to look at strangers; they avoid skin contact, and apologize if hands touch by mistake. People use  newspapers (5)    a barrier between themselves and other people, and if they do not have one, they stare into the distance, making sure they are not looking into anyone’s eyes.

A. survey

B. questionnaires

C. research

D. studies

Keeping your distance

Personal space is a term that refers (1)    the distance we like to keep between ourselves and other people. When (2)    we do not know well gets too close we usually begin to feel uncomfortable. If a business colleague comes closer than 1.2 meters, the most common response is to move (3) ………. Some interesting (4)    have been done in libraries. If strangers come too close, many people get up and leave the building; others use different methods such as turning their back on the intruder. Living in cities has made people develop new skills for dealing with situations where they are very close to strangers. Most people on crowded trains try not to look at strangers; they avoid skin contact, and apologize if hands touch by mistake. People use  newspapers (5)    a barrier between themselves and other people, and if they do not have one, they stare into the distance, making sure they are not looking into anyone’s eyes.

A. like

B. alike

C. as

D. such as

The warming of the Earth  is  caused  by  exhaust  gas  from  automobile  engines,  fatories  and  power (1)     . Carbon dioxide goes up into the atmosphere, and it form a kind of screen that keeps or allows the sunshine in but stop the Earth heart (2)     getting out. It works like a greenhouse, that’s  why  we call (3)     the Green House effect. Because of this effect, the Earth is getting warmer all the time. This (4)         in temperature will cause big changes to the world’s climate. The sea level will increase as the ice (5)             the poles will melt.

A. companies

B. factories

C. sites

D. stations

The warming of the Earth  is  caused  by  exhaust  gas  from  automobile  engines,  fatories  and  power (1)     . Carbon dioxide goes up into the atmosphere, and it form a kind of screen that keeps or allows the sunshine in but stop the Earth heart (2)     getting out. It works like a greenhouse, that’s  why  we call (3)     the Green House effect. Because of this effect, the Earth is getting warmer all the time. This (4)         in temperature will cause big changes to the world’s climate. The sea level will increase as the ice (5)             the poles will melt.

A. from

B. up

C. against

D. away

The warming of the Earth  is  caused  by  exhaust  gas  from  automobile  engines,  fatories  and  power (1)     . Carbon dioxide goes up into the atmosphere, and it form a kind of screen that keeps or allows the sunshine in but stop the Earth heart (2)     getting out. It works like a greenhouse, that’s  why  we call (3)     the Green House effect. Because of this effect, the Earth is getting warmer all the time. This (4)         in temperature will cause big changes to the world’s climate. The sea level will increase as the ice (5)             the poles will melt.

A. is

B. be

C. it

D. them

The warming of the Earth  is  caused  by  exhaust  gas  from  automobile  engines,  fatories  and  power (1)     . Carbon dioxide goes up into the atmosphere, and it form a kind of screen that keeps or allows the sunshine in but stop the Earth heart (2)     getting out. It works like a greenhouse, that’s  why  we call (3)     the Green House effect. Because of this effect, the Earth is getting warmer all the time. This (4)         in temperature will cause big changes to the world’s climate. The sea level will increase as the ice (5)             the poles will melt.

A. raise

B. rise

C. drop

D. fall

The warming of the Earth  is  caused  by  exhaust  gas  from  automobile  engines,  fatories  and  power (1)     . Carbon dioxide goes up into the atmosphere, and it form a kind of screen that keeps or allows the sunshine in but stop the Earth heart (2)     getting out. It works like a greenhouse, that’s  why  we call (3)     the Green House effect. Because of this effect, the Earth is getting warmer all the time. This (4)         in temperature will cause big changes to the world’s climate. The sea level will increase as the ice (5)             the poles will melt.

A. covering

B. covers

C. covered

D. cover

Face–to–face conversation is a two–way process. You speak to me, I reply to you and so on. Two–way (1)     depends on having a coding system that is understood by both sender  and (2)     , and an agreed convention about signaling the beginning and end of the message. In speech, the coding system is the language like English or Spanish; the convention that one person speaks at a time may seem too obvious to mention. In fact, the signals (3)     in conversation and meetings are  often (4)         . For example, lowering the pitch of the voice may mean the end of a sentence, a sharp intake of breath may signal the desire to interrupt, catching the chairman’s eye may indicate the desire to speak in a formal setting like a debate, a clenched fist may indicate anger. When (5) possible, more formal signals may be needed. 

A. Exchange

B. Interchange

C. Communication

D. Correspondence

Face–to–face conversation is a two–way process. You speak to me, I reply to you and so on. Two–way (1)     depends on having a coding system that is understood by both sender  and (2)     , and an agreed convention about signaling the beginning and end of the message. In speech, the coding system is the language like English or Spanish; the convention that one person speaks at a time may seem too obvious to mention. In fact, the signals (3)     in conversation and meetings are  often (4)         . For example, lowering the pitch of the voice may mean the end of a sentence, a sharp intake of breath may signal the desire to interrupt, catching the chairman’s eye may indicate the desire to speak in a formal setting like a debate, a clenched fist may indicate anger. When (5) possible, more formal signals may be needed. 

A. Announcer

B. Receiver

C. Messenger

D. Transmitter

Face–to–face conversation is a two–way process. You speak to me, I reply to you and so on. Two–way (1)     depends on having a coding system that is understood by both sender  and (2)     , and an agreed convention about signaling the beginning and end of the message. In speech, the coding system is the language like English or Spanish; the convention that one person speaks at a time may seem too obvious to mention. In fact, the signals (3)     in conversation and meetings are  often (4)         . For example, lowering the pitch of the voice may mean the end of a sentence, a sharp intake of breath may signal the desire to interrupt, catching the chairman’s eye may indicate the desire to speak in a formal setting like a debate, a clenched fist may indicate anger. When (5) possible, more formal signals may be needed. 

A. That people use

B. Are used

C. Using

D. Being used

Face–to–face conversation is a two–way process. You speak to me, I reply to you and so on. Two–way (1)     depends on having a coding system that is understood by both sender  and (2)     , and an agreed convention about signaling the beginning and end of the message. In speech, the coding system is the language like English or Spanish; the convention that one person speaks at a time may seem too obvious to mention. In fact, the signals (3)     in conversation and meetings are  often (4)         . For example, lowering the pitch of the voice may mean the end of a sentence, a sharp intake of breath may signal the desire to interrupt, catching the chairman’s eye may indicate the desire to speak in a formal setting like a debate, a clenched fist may indicate anger. When (5) possible, more formal signals may be needed. 

A. Informal

B. non–verbal

C. verbal

D. formal

Face–to–face conversation is a two–way process. You speak to me, I reply to you and so on. Two–way (1)     depends on having a coding system that is understood by both sender  and (2)     , and an agreed convention about signaling the beginning and end of the message. In speech, the coding system is the language like English or Spanish; the convention that one person speaks at a time may seem too obvious to mention. In fact, the signals (3)     in conversation and meetings are  often (4)         . For example, lowering the pitch of the voice may mean the end of a sentence, a sharp intake of breath may signal the desire to interrupt, catching the chairman’s eye may indicate the desire to speak in a formal setting like a debate, a clenched fist may indicate anger. When (5) possible, more formal signals may be needed. 

A. their

B. These

C. This

D. That

LETTER TO THE EDITOR

The Prime Minister's comments yesterday on education spending miss the point, as the secondary education system also needs a major overhaul. Firstly, the system only views the weakest learners as having special needs. The brightest and most conscientious students are not encouraged to develop to their full (1)  . Secondly, there's too much testing and not enough learning. My fifteen–year–old   daughter, for example, has just spent the last month or so (2)  for exams. These aren't even real,  important exams, as her GCSEs will be next year. They're just mock exams. Is the work she's been doing really going to make her more knowledgeable about her subjects, or will she forget it all tomorrow? I suspect the (3) . Thirdly, the standard (4) doesn't give students any tuition in developing practical work–related, living and social skills, or in skills necessary for higher education. How many students entering university have the first idea what the difference is between plagiarising someone else's work and (5)      good use of someone else's ideas? Shouldn't they have been taught this at school?      How many of them are really able to go about selfstudy skill that's essential at university because there are no teachers to tell you what to do – in an efficient way? Indeed, hoe many students graduate from university totally unable to spell even simple English words correctly? The system is letting our children down.

A. plan

B. fame

C. potential

D. achievement

LETTER TO THE EDITOR

The Prime Minister's comments yesterday on education spending miss the point, as the secondary education system also needs a major overhaul. Firstly, the system only views the weakest learners as having special needs. The brightest and most conscientious students are not encouraged to develop to their full (1)  . Secondly, there's too much testing and not enough learning. My fifteen–year–old   daughter, for example, has just spent the last month or so (2)  for exams. These aren't even real,  important exams, as her GCSEs will be next year. They're just mock exams. Is the work she's been doing really going to make her more knowledgeable about her subjects, or will she forget it all tomorrow? I suspect the (3) . Thirdly, the standard (4) doesn't give students any tuition in developing practical work–related, living and social skills, or in skills necessary for higher education. How many students entering university have the first idea what the difference is between plagiarising someone else's work and (5)      good use of someone else's ideas? Shouldn't they have been taught this at school?      How many of them are really able to go about selfstudy skill that's essential at university because there are no teachers to tell you what to do – in an efficient way? Indeed, hoe many students graduate from university totally unable to spell even simple English words correctly? The system is letting our children down.

A. reading

B. lecturing

C. cheating

D. cramming

LETTER TO THE EDITOR

The Prime Minister's comments yesterday on education spending miss the point, as the secondary education system also needs a major overhaul. Firstly, the system only views the weakest learners as having special needs. The brightest and most conscientious students are not encouraged to develop to their full (1)  . Secondly, there's too much testing and not enough learning. My fifteen–year–old   daughter, for example, has just spent the last month or so (2)  for exams. These aren't even real,  important exams, as her GCSEs will be next year. They're just mock exams. Is the work she's been doing really going to make her more knowledgeable about her subjects, or will she forget it all tomorrow? I suspect the (3) . Thirdly, the standard (4) doesn't give students any tuition in developing practical work–related, living and social skills, or in skills necessary for higher education. How many students entering university have the first idea what the difference is between plagiarising someone else's work and (5)      good use of someone else's ideas? Shouldn't they have been taught this at school?      How many of them are really able to go about selfstudy skill that's essential at university because there are no teachers to tell you what to do – in an efficient way? Indeed, hoe many students graduate from university totally unable to spell even simple English words correctly? The system is letting our children down.

A. latter

B. frontier

C. later

D. latest

LETTER TO THE EDITOR

The Prime Minister's comments yesterday on education spending miss the point, as the secondary education system also needs a major overhaul. Firstly, the system only views the weakest learners as having special needs. The brightest and most conscientious students are not encouraged to develop to their full (1)  . Secondly, there's too much testing and not enough learning. My fifteen–year–old   daughter, for example, has just spent the last month or so (2)  for exams. These aren't even real,  important exams, as her GCSEs will be next year. They're just mock exams. Is the work she's been doing really going to make her more knowledgeable about her subjects, or will she forget it all tomorrow? I suspect the (3) . Thirdly, the standard (4) doesn't give students any tuition in developing practical work–related, living and social skills, or in skills necessary for higher education. How many students entering university have the first idea what the difference is between plagiarising someone else's work and (5)      good use of someone else's ideas? Shouldn't they have been taught this at school?      How many of them are really able to go about selfstudy skill that's essential at university because there are no teachers to tell you what to do – in an efficient way? Indeed, hoe many students graduate from university totally unable to spell even simple English words correctly? The system is letting our children down.

A. timetable

B. curriculum

C. lecture

D. seminar

LETTER TO THE EDITOR

The Prime Minister's comments yesterday on education spending miss the point, as the secondary education system also needs a major overhaul. Firstly, the system only views the weakest learners as having special needs. The brightest and most conscientious students are not encouraged to develop to their full (1)  . Secondly, there's too much testing and not enough learning. My fifteen–year–old   daughter, for example, has just spent the last month or so (2)  for exams. These aren't even real,  important exams, as her GCSEs will be next year. They're just mock exams. Is the work she's been doing really going to make her more knowledgeable about her subjects, or will she forget it all tomorrow? I suspect the (3) . Thirdly, the standard (4) doesn't give students any tuition in developing practical work–related, living and social skills, or in skills necessary for higher education. How many students entering university have the first idea what the difference is between plagiarising someone else's work and (5)      good use of someone else's ideas? Shouldn't they have been taught this at school?      How many of them are really able to go about selfstudy skill that's essential at university because there are no teachers to tell you what to do – in an efficient way? Indeed, hoe many students graduate from university totally unable to spell even simple English words correctly? The system is letting our children down.

A. having

B. taking

C. making

D. creating

Back in the 1960s and 1970s, the world was becoming more aware of the destructive effects of industry (1)     the environment and people were starting to think seriously about ways of protecting the environment. One man who was particularly affected by this subject was Gerard Morgan-Grenville. As Morgan- Grenville travelled round earning his living as a gardener, he noticed signs of the damage that was being done to the countryside around him. It wasn't long before Morgan-Grenville decided that he had to do something about this situation. He felt that if people could be shown a better way of living then maybe they would be interested enough to try to protect their (2)     environment.

Mr. Morgan-Grenville decided to set up a project (3)     would prove what was happening to our surroundings and what could be done about it. So, in 1975, Morgan-Grenville created the Centre for Alternative Technology (CAT) in a village in Wales.

The main aim of CAT is to search for an ecologically better way of living by using technology which    (4)     no harm to the environment. One of the most important things CAT did initially was to explore and demonstrate a wide range of techniques and to point out which ones had the least destructive results on the world around  us. (5)     CAT provides information and advice to people all over Britain and all over the world. If more and more individuals are informed about how much damage our modern lifestyle is causing to the planet, maybe more of them would be prepared to look for practical solutions to environmental problems.

A. for

B. to

C. with

D. on

Back in the 1960s and 1970s, the world was becoming more aware of the destructive effects of industry (1)     the environment and people were starting to think seriously about ways of protecting the environment. One man who was particularly affected by this subject was Gerard Morgan-Grenville. As Morgan- Grenville travelled round earning his living as a gardener, he noticed signs of the damage that was being done to the countryside around him. It wasn't long before Morgan-Grenville decided that he had to do something about this situation. He felt that if people could be shown a better way of living then maybe they would be interested enough to try to protect their (2)     environment.

Mr. Morgan-Grenville decided to set up a project (3)     would prove what was happening to our surroundings and what could be done about it. So, in 1975, Morgan-Grenville created the Centre for Alternative Technology (CAT) in a village in Wales.

The main aim of CAT is to search for an ecologically better way of living by using technology which    (4)     no harm to the environment. One of the most important things CAT did initially was to explore and demonstrate a wide range of techniques and to point out which ones had the least destructive results on the world around  us. (5)     CAT provides information and advice to people all over Britain and all over the world. If more and more individuals are informed about how much damage our modern lifestyle is causing to the planet, maybe more of them would be prepared to look for practical solutions to environmental problems.

A. worthless

B. valueless

C. precious

D. priceless

Back in the 1960s and 1970s, the world was becoming more aware of the destructive effects of industry (1)     the environment and people were starting to think seriously about ways of protecting the environment. One man who was particularly affected by this subject was Gerard Morgan-Grenville. As Morgan- Grenville travelled round earning his living as a gardener, he noticed signs of the damage that was being done to the countryside around him. It wasn't long before Morgan-Grenville decided that he had to do something about this situation. He felt that if people could be shown a better way of living then maybe they would be interested enough to try to protect their (2)     environment.

Mr. Morgan-Grenville decided to set up a project (3)     would prove what was happening to our surroundings and what could be done about it. So, in 1975, Morgan-Grenville created the Centre for Alternative Technology (CAT) in a village in Wales.

The main aim of CAT is to search for an ecologically better way of living by using technology which    (4)     no harm to the environment. One of the most important things CAT did initially was to explore and demonstrate a wide range of techniques and to point out which ones had the least destructive results on the world around  us. (5)     CAT provides information and advice to people all over Britain and all over the world. If more and more individuals are informed about how much damage our modern lifestyle is causing to the planet, maybe more of them would be prepared to look for practical solutions to environmental problems.

A. that

B. he

C. it

D. this