Television has changed the lifestyl

Television has changed the lifestyle of people in every industrialized country in the world. In the United States, where sociologists have studied the effects, some interesting observations have been made.
Television, although not essential, has become a(n) (35) _____ part of most people抯 lives. It has become a baby-sitter, an initiator of conversations, a major transmitter of culture, and a keeper of traditions. Yet when what can be seen on TV in one day is critically analyzed, it becomes evident that television is not a teacher but a sustainer. The poor (36) ______ of programs does not elevate people into greater (37) ______.
The (38) _______ reason for the lack of quality in American television is related to both the history of TV development and the economics of TV. Television in America began with the radio. Radio companies and their sponsors first experimented with television. Therefore, the close relationship, (39) _______ the advertisers had with radio programs, became the system for American TV. Sponsors not only paid money for time within programs, but many actually produced the programs. Thus, (40) _______ from the capitalistic, profit-oriented sector of American society, television is primarily (41) _______ with reflecting and attracting society (42) _______ than innovating and experimenting with new ideas. Advertisers want to attract the largest viewing audience possible; to do so requires that the programs be entertaining rather than challenging.
Television in America today remains, to a large (43) _______, with the same organization and standards as it had thirty years ago. The hope for some evolution and true achievement toward improving society will require a change in the (44) _______ system.
Question 35: A. integral B. mixed C. fractional D. superior
Question 36: A. quantity B. quality C. effect D. product
Question 37: A. preconception B. knowledge C. understanding D. feeling
Question 38: A. adequate B. unknown C. inexplicable D. primary
Question 39: A. which B. that C. where D. what
Question 40: A. going B. leaving C. coming D. getting
Question 41: A. concerned B. interested C.worried D. connected
Question 42: A. more B. rather C. less D. better
Question 43: A. extent B. degree C. size D. amount
Question 44: A. total B. full C. entire D. complete

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.
As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important爉eans爋f integrating immigrants into American society.
The arrival of a great wave of southern and eastern European immigrants at the turn of the century燾oincided爓ith燼nd contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens,爒acation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.
Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were once such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.
Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and爄t燾ommonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.
Question 45: 燭he paragraph preceding the passage probably discusses _____.
A. the industrialization and the bureaucratization of economic life the United States in the nineteen century.
B. the formal schooling in the United States in the nineteen century.
C. the urbanization in the United States in the nineteen century.
D. the most important means of integrating immigrants into American society in the nineteen century.
Question 46: 營t can be inferred from paragraph 1 that one important factor in the increasing importance of education in the United States was _____.
A. the expanding economic problems of schools
B. the growing number of schools in frontier communities
C. an increase in the number of trained teachers
D. the increased urbanization of the entire country
Question 47: 燭he word "means" in line 5 is closest in meaning to _____.
A. qualifications B. method C. advantages D. probability
Question 48: 燭he phrase "coincided with" in line 7 is closest in meaning to _____.
A. happened at the same time as B. ensured the success of
C. was influenced by D. began to grow rapidly
Question 49: 燗ccording to the passage, one important change in United States education by the 1920's was that _____.
A. the amount of time spent on formal education was limited
B. new regulations were imposed on nontraditional education
C. adults and children studied in the same classes
D. most places required children to attend school
Question 50: 揤acation schools and extracurricular activities? are mentioned in line 9 to illustrate _____.
A. activities that competed to attract new immigrants to their programs.
B. alternatives to formal education provided by public schools
C. the importance of educational changes
D. the increased impact of public schools on students
Question 51: 燗ccording to the passage, early-twentieth century education reformers believed that _____.
A. special programs should be set up in frontier communities to modernize them
B.燾orporations and other organizations damaged educational progress
C. different groups needed different kinds of education
D. more women should be involved in education and industry
Question 52: The word "it" in line 19 refers to _____.
A. education B. consumption C. production D. homemaking
Question 53: 燱omen were trained to be consumer homemakers as a result of _____.
A. scarcity in the highly industrialized early-twentieth-century United States
B. economic necessity in the highly industrialized early-twentieth-century United States
C. income-producing activities in the highly industrialized early-twentieth-century United States
D. overproduction in the highly industrialized early-twentieth-century United States
Question 54: 燱hich paragraph mentions the importance of abilities and experience in formal schooling?
A. Paragraph 2 B. Paragraph 4 C. Paragraph 1 D. Paragraph 3

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.
In the American colonies there was little money. England did not supply the colonies with coins and did not allow the colonies to make their own coins, except for the Massachusetts Bay Colony, which received permission for a short period in 1652 to make several kinds of silver coins. England wanted to keep money out of America as a means of controlling trade: America was forced to trade only with England if it did not have the money to buy products from other countries. The result during this pre-revolutionary period was that the colonists used various goods in place of money: beaver pelts, Indian wampum, and tobacco leaves were all commonly used substitutes for money. The colonists also made use of any foreign coins they could obtain. Dutch, Spanish, French, and English coins were all in use in the American colonies.
During the Revolutionary War, funds were needed to finance the world, so each of the individual states and the Continental Congress issued paper money. So much of this paper money was printed that by the end of the war, almost no one would accept it. As a result, trade in goods and the use of foreign coins still flourished during this period.
By the time the Revolutionary War had been won by the American colonists, the monetary system was in a state of total disarray. To remedy this situation, the new Constitution of the United States, approved in 1789, allowed Congress to issue money. The individual states could no longer have their own money supply. A few years later, the Coinage Act of 1792 made the dollar the official currency of the United States and put the country on a bimetallic standard. In this bimetallic system, both gold and silver were legal money, and the rate of exchange of silver to gold was fixed by the government at sixteen to one.
Question 55: The passage mainly discusses
A. American money from past to present.
B.the English monetary policies in colonial America.
C.the effect of the Revolution on American mone

Kết quả (Việt) 1:

Truyền hình đã thay đổi lối sống của người dân ở mỗi quốc gia công nghiệp trên thế giới. Tại Hoa Kỳ, nơi xã hội học đã nghiên cứu các hiệu ứng, một số quan sát thú vị đã được thực hiện.Truyền hình, mặc dù không cần thiết, đã trở thành a(n) (35) ___ phần của hầu hết people抯 cuộc sống. Nó đã trở thành một baby-sitter, khởi sự một cuộc hội thoại, một bộ truyền chính của văn hóa, và một thủ môn của truyền thống. Được, khi giới phê bình phân tích những gì có thể được nhìn thấy trên truyền hình trong một ngày, nó sẽ trở thành hiển nhiên rằng truyền hình không phải là một giáo viên nhưng một lõm. ___ Nghèo (36) của chương trình không nâng cao người vào lớn hơn ___ (37).Lý do ___ (38) cho việc thiếu chất lượng trong truyền hình Mỹ có liên quan đến cả lịch sử phát triển TV và kinh tế của TV. Truyền hình ở Mỹ bắt đầu với các đài phát thanh. Đài phát thanh công ty và các nhà tài trợ của họ lần đầu tiên thử nghiệm với truyền hình. Vì vậy, mối quan hệ gần gũi, ___ (39) các nhà quảng cáo có chương trình phát thanh, trở thành hệ thống truyền hình Mỹ. Nhà tài trợ không chỉ trả tiền cho thời gian trong chương trình, nhưng nhiều người thực sự sản xuất các chương trình. Vì vậy, ___ (40) từ khu vực kinh tế tư bản, lợi nhuận theo định hướng của xã hội Mỹ, truyền hình là chủ yếu là ___ (41) với phản ánh và thu hút xã hội (42) ___ hơn đổi mới và thử nghiệm với những ý tưởng mới. Nhà quảng cáo muốn thu hút khán giả xem lớn nhất có thể; để làm như vậy đòi hỏi rằng các chương trình là giải trí chứ không phải là khó khăn.Truyền hình tại Mỹ vào ngày hôm nay vẫn còn, để một ___ lớn (43), với các tổ chức tương tự và tiêu chuẩn như nó đã có ba mươi năm trước đây. Hy vọng cho một số thành tựu tiến hóa và sự thật về hướng cải thiện xã hội sẽ yêu cầu một sự thay đổi trong hệ thống ___ (44).Câu hỏi 35: A. B. tích phân hỗn hợp C. cấp trên phân đoạn D.Câu hỏi 36: A. số lượng sinh chất lượng sản phẩm C. có hiệu lực mấtCâu hỏi 37: Kiến thức C. A. preconception sinh sự hiểu biết cảm giác D.Câu hỏi 38: A. đầy đủ B. không rõ C. không thể bào chữa D. tiểuCâu hỏi 39: A. mà B. C. đó nơi D. gìCâu hỏi 40: A. sẽ sinh để lại C. tới D. bắtCâu hỏi 41: A. B. quan tâm quan tâm đến C.worried mất kết nối Câu hỏi 42: A. Thêm B. C. khá ít mất tốt hơnCâu hỏi 43: Mức độ C. A. mức sinh kích thước D. số tiềnCâu hỏi 44: A. tất cả B. C. đầy đủ toàn bộ mất hoàn toànĐọc các đoạn văn sau đây và đánh dấu thư A, B, C hoặc D trên bảng câu trả lời của bạn để cho biết câu trả lời đúng cho mỗi câu hỏi.Khi bắt đầu thế kỷ 20, tầm quan trọng của giáo dục chính quy tại Hoa Kỳ tăng lên. Biên giới đã chủ yếu là biến mất và bởi năm 1910 hầu hết người Mỹ sống tại thị xã, thành phố. Công nghiệp hóa và quan liêu của đời sống kinh tế kết hợp với một sự nhấn mạnh mới trên thông tin đăng nhập và chuyên môn để làm cho trường học ngày càng quan trọng cho di động kinh tế và xã hội. Ngày càng nhiều, quá, trường được xem như là hầu hết important爉eans爋f tích hợp người nhập cư vào xã hội Mỹ.Sự xuất hiện của một làn sóng lớn của phía Nam và đông người nhập cư châu Âu ở bật của century燾oincided爓ith燼nd đóng góp vào sự mở rộng lớn của học chính thức. Năm 1920 học để lên 14 tuổi hoặc xa hơn nữa là bắt buộc trong hầu hết các nước, và học được rất nhiều kéo dài. Trường mẫu giáo, trường học 爒acation, hoạt động ngoại khóa, và giáo dục dạy nghề và tư vấn mở rộng ảnh hưởng của các trường công lập trong cuộc sống của sinh viên, đa số trong các thành phố công nghiệp lớn hơn đã là trẻ em của người nhập cư. Các lớp học cho người nhập cư dành cho người lớn đã được tài trợ bởi trường công, Tổng công ty, công đoàn, nhà thờ, khu dân cư nhà, và các cơ quan khác.Nhà cải cách vào đầu thế kỷ XX gợi ý rằng chương trình giáo dục nên phù hợp với nhu cầu của quần thể cụ thể. Phụ nữ nhập cư đã từng như vậy dân. Trường học đã cố gắng để giáo dục phụ nữ trẻ để họ có thể chiếm các vị trí sản xuất trong nền kinh tế công nghiệp đô thị, và một nơi nhiều nhà giáo dục được coi là thích hợp cho phụ nữ là nhà.Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and爄t燾ommonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.Question 45: 燭he paragraph preceding the passage probably discusses _____.A. the industrialization and the bureaucratization of economic life the United States in the nineteen century.B. the formal schooling in the United States in the nineteen century.C. the urbanization in the United States in the nineteen century.D. the most important means of integrating immigrants into American society in the nineteen century.Question 46: 營t can be inferred from paragraph 1 that one important factor in the increasing importance of education in the United States was _____.A. the expanding economic problems of schoolsB. the growing number of schools in frontier communitiesC. an increase in the number of trained teachersD. the increased urbanization of the entire countryQuestion 47: 燭he word "means" in line 5 is closest in meaning to _____.A. qualifications B. method C. advantages D. probabilityQuestion 48: 燭he phrase "coincided with" in line 7 is closest in meaning to _____.A. happened at the same time as B. ensured the success ofC. was influenced by D. began to grow rapidlyQuestion 49: 燗ccording to the passage, one important change in United States education by the 1920's was that _____.A. the amount of time spent on formal education was limitedB. new regulations were imposed on nontraditional educationC. adults and children studied in the same classesD. most places required children to attend schoolQuestion 50: 揤acation schools and extracurricular activities? are mentioned in line 9 to illustrate _____.A. activities that competed to attract new immigrants to their programs.B. alternatives to formal education provided by public schoolsC. the importance of educational changesD. the increased impact of public schools on studentsQuestion 51: 燗ccording to the passage, early-twentieth century education reformers believed that _____.A. special programs should be set up in frontier communities to modernize themB.燾orporations and other organizations damaged educational progressC. different groups needed different kinds of educationD. more women should be involved in education and industryQuestion 52: The word "it" in line 19 refers to _____.A. education B. consumption C. production D. homemakingQuestion 53: 燱omen were trained to be consumer homemakers as a result of _____.A. scarcity in the highly industrialized early-twentieth-century United StatesB. economic necessity in the highly industrialized early-twentieth-century United StatesC. income-producing activities in the highly industrialized early-twentieth-century United StatesD. overproduction in the highly industrialized early-twentieth-century United StatesQuestion 54: 燱hich paragraph mentions the importance of abilities and experience in formal schooling?A. Paragraph 2 B. Paragraph 4 C. Paragraph 1 D. Paragraph 3Read 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.In the American colonies there was little money. England did not supply the colonies with coins and did not allow the colonies to make their own coins, except for the Massachusetts Bay Colony, which received permission for a short period in 1652 to make several kinds of silver coins. England wanted to keep money out of America as a means of controlling trade: America was forced to trade only with England if it did not have the money to buy products from other countries. The result during this pre-revolutionary period was that the colonists used various goods in place of money: beaver pelts, Indian wampum, and tobacco leaves were all commonly used substitutes for money. The colonists also made use of any foreign coins they could obtain. Dutch, Spanish, French, and English coins were all in use in the American colonies.During the Revolutionary War, funds were needed to finance the world, so each of the individual states and the Continental Congress issued paper money. So much of this paper money was printed that by the end of the war, almost no one would accept it. As a result, trade in goods and the use of foreign coins still flourished during this period.
By the time the Revolutionary War had been won by the American colonists, the monetary system was in a state of total disarray. To remedy this situation, the new Constitution of the United States, approved in 1789, allowed Congress to issue money. The individual states could no longer have their own money supply. A few years later, the Coinage Act of 1792 made the dollar the official currency of the United States and put the country on a bimetallic standard. In this bimetallic system, both gold and silver were legal money, and the rate of exchange of silver to gold was fixed by the government at sixteen to one.
Question 55: The passage mainly discusses
A. American money from past to present.
B.the English monetary policies in colonial America.
C.the effect of the Revolution on American mone