Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer for each of the questions
Humans have struggled against weeds since the beginnings of agriculture. Marring our gardens is one of the milder effects of weeds – any plants that thrive where they are unwanted. They clog waterways, destroy wildlife habitats, and impede farming. Their spread eliminates grazing areas and accounts for one-third of all crop loss. They compete for sunlight, nutrients, and water with useful plants.
The global need for weed control had been answered mainly by the chemical industry. Its herbicides are effective and sometimes necessary, but some pose serious problems, particularly if misused. Toxic compounds threaten animal and public health when they accumulate in food plants, groundwater, and drinking water. They also harm workers who apply them.
In recent years, the chemical industry has introduced several herbicides that are more ecologically sound. Yet new chemicals alone cannot solve the world’s weed problems. Hence, scientists are exploring the innate weed-killing powers of living organisms, primarily insects and microorganisms.
The biological agents now in use are environmentally benign and are harmless to humans. They can be chosen for their ability to attack selected targets and leave crops and other plants untouched. In contrast, some of the most effective chemicals kill virtually all the plants they come in contact with, sparing only those that are naturally resistant or have been genetically modified for resistance. Furthermore, a number of biological agents can be administered only once, after which no added applications are needed. Chemicals typically must be used several times per growing season.
The word ‘clog’ in bold is closest in meaning to
A.drain   
B.grow along  
C.obstruct     
D.float on

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Read the following passage  and mark the letter (A, B, C or D) on your answer sheet to indicate the correct answer to each for  the question  from 41 to 50.
 
ACID DUST
 
“ Calcite- containing dust particles blow into the air and combine with nitric acid in polluted air from factories to form an entirely new particle – calcium nitrate,” said Alexander Laskin,  a senior  research scientist at the Department of  Energy’s Pacific Northwest National Laboratory in Richland, Washington. These nitrates have optical and chemical properties that are completely different from those of the originally dry dust particles . Due to this , climate models need to be updated to reflect this chemistry . Calcite dust is common in arid areas such as Israel , where scientists collected particles for analysis.
     Working from a mountaintop, the team collected dust that had blown in from the northern shores of Egypt, Sinai, and southern Israel. The particles had combined with air containing pollutants that came from Cairo. They analyzed nearly 2,00 individual particles and observed the physical and chemical changes at the W.R Wiley Environmental Sciences Laboratory.
     A key change in the properties of the newly formed nitrate particles is that they begin to absorb water and  retain the moisture. These wet particles can scatter and absorb sunlight-presenting climate modelers, who need to know where the energy is going, a new wild card to deal with . Companion studies of dust samples from the Sahara and the Saudi coast and loess from China  show that the higher the calcium in the mineral , the more reactive they are in with nitric acid .And once the particle is changed, it stays that way.
         “When dust storms kick up these particles and they enter polluted areas, the particles change,” Laskin said. “ To what extent this is happening globally, as more of the world  becomes industrialized, we don’t know. But now e have the laboratory and field evidence that shows it is definitely  happening. The story is much more complicated than anybody thought .”
Why do climate models need to be updated to reflect the chemistry of calcium nitrate ?
A.The new particles can absorb water and retain moisture.
B.The new particles can scatter and absorb sunlight.
C.To stop acid dust.
D.Both A and B.

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 from 1 to 8.
The world is losing languages at an alarming rate.  Michael Krauss suggested that of the approximately 6,000 human languages alive today, only 350 to 500 are safe from extinction.  Some linguists estimate that a language dies every two weeks or so.  At the current rate, by 2100, about 2,500 native languages could disappear.
Languages become extinct for many reasons.  Through imperialism, colonizers impose their languages on colonies.  Some politicians believe multilingualism will fragment national interests.  Thus they prohibit education in all but the national language.  Another reason for language death is the spread of more powerful languages.  In the world today, several languages, including English, are so dominant in commerce, science, and education, that languages with fewer speakers have trouble competing.
Although in the past, governments have been one of the primary causes of language death, many have now become champions of preserving endangered languages and have had some significant successes.  Two outstanding examples are the revival of Hebrew and Irish.  Hebrew was considered a dead language, like Latin, but is now the national language of Israel.  Irish was not dead, but severely threatened by English when the government of Ireland began its rescue immediately after the establishment of the Irish Free State in 1922.  All students in public schools must now take some classes in Irish and there are Irish programs in major media, such as television and radio. According to the Irish government, approximately 37% of the population of Ireland now speaks Irish.
One of the largest programs to revive languages, Documenting Endangered Languages (DEL), is being conducted by three U.S. government agencies: the National Science Foundation, the National Endowment for the Humanities, and the National Museum of Natural History.  Researchers funded by these agencies are recording interviews with the mostly elderly people who still speak the languages.  Analyses of these interviews will help linguists publish dictionaries and grammars of the languages.  Eventually, linguists hope to establish language-training programs where younger people can learn the languages, carrying them on into the future.
The linguists participating in DEL defend spending millions of dollars to preserve dying languages.  They point out that when a language dies, humanity loses all of the knowledge of the world that that culture held.  Traditional healers in rural areas have given scientists important leads in finding new medicines; aspirin is an example of these.  But one of the most common reasons given by these researchers is that studying languages gives us insight into the radically different way humans organize their world.  David Lightfoot, an official at the National Science foundation, gives the example of Guguyimadjir, and Australian aboriginal language, in which there are no words for “right” or left,” only for “north,” “south,” “east,” and “west.”
Many researchers are optimistic that the efforts to save dying languages will succeed, at least in part.  Bruce L. Cole, Chairman of the National Endowment for the Humanities, said, “Not only is this a time of great potential loss, it is also a moment for enormous potential gain.  In this modern age of computers and our growing technological capabilities, we can preserve, assemble, analyze, and understand unprecedented riches of linguistic and cultural information.”
According to the passage, what would linguists in the DEL project like to do someday?
A.Record interviews with elderly people
B.Get funding from the government
C.Teach endangered languages to young people
D.Write a dictionary and grammar for Irish

Exercise 6. Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer that best fits the blank space in the following passage.
21st CENTURY TEACHERS: INEVITABLE CHANGES
21st century teachers need to serve as a guide or mentor for their students, not as the all- knowing sage providing them with everything they need. Nowadays, with so much access (26) ______ resources of all kinds, children invariably know more than teachers on different topics, step ahead of the technology. Teachers need to be empowered as facilitators for learning, so that they can empower their students in (27) ______.
This shift is great news for teachers. Instead of struggling to give kids all the information in areas (28) ______ they know little about, teachers can support students as they make their own steps into different fields. It’s about preparing them to go beyond their seniors, ensuring they have the skills to do it, and assisting them along the way.
(29) ______, teachers need to be forward-thinking, curious and flexible. They must be learners: learning new teaching methods, and learning alongside their students. Simply asking questions like “What will my students need dozens of years from now?” or “How can I help give them those skills?” can change teachers' (30) ______, make them a leader, and bring about changes in the classroom, school and community.
(28) 
A.what                                   
B.that                          
C.where                     
D.whom