The search method is exhausting, so it is ensured that all the necessary parameters will be visited and checked for violations.

She manages to stay cheerful despite everything.

“Why don't you plant roses in the garden, John?” Mary said.

Thank you for your donation. It was very generous of you.

Jennie and Laura are talking about the skills for teenagers.

- Jennie: “I believe that interpersonal communication skills can help us to get along well with everyone”

- Laura: “_______. They can also encourage interest and interaction from others in your team.”

Read the following passage and mark the letter A, B, C or D to indicate the correct answer to each of the questions from 44 to 50.

Being bullied in school is not “part of growing up” or just a “rite of passage.” Some children who endure bullying never get over the fear and the humiliation, according to Mr. Barone. By working together, schools and parents can make going to school an experience that students will enjoy, not dread.

Students who are the victims of bullies and school officials who hold the power to stop them have very different perceptions of the problem. This difference has hindered effective prevention efforts. Bullying is a situation when a student or group of students is mean to you over a long period of time (weeks or even months). Bullying can either be physical (hitting, kicking, and so on) or it can be verbal (threats, name calling, gossiping, or ignoring). Using this definition, the school staff member were asked to estimate the percentage of the students in their schools who had been victimized by bullying. On average, the staff member believed that 16% of the students had been victims of bullies. The students in the same schools were asked whether they had ever been bothered by a bully or bullies while you were in middle school. And 58.8 % of the students surveyed said that they had. The size of the difference in perceptions between students and school staff members suggests that the staff members do not recognize the extent of the bullying that students face. Bullying just does not seem to be “that big a problem” to the staff.

The same survey uncovered some interesting facts. Contrary to what many of us believe, bullying in school does not primarily involve boys. Popular portrayals, such as The Lord of the Flies and the Lords of Discipline, which depict only boys as both the bullies and the victims, do not reflect reality. As shown in this study, only 47% of the victims of bullying in middle school are boys. Thus, according to the students’ own perceptions, the majority (53%) of the victims of bullies are girls. Not surprisingly, the bullying that takes place among boys tends to be more physical (punching, kicking, pushing, and so on) than that which takes place among girls (which is usually more verbal in nature). Among the students who said that the bullying they had experienced was mostly physical, 89.3% were boys. Among those students who said that the bullying they experienced was mostly verbal, 67.1% were girls).

Among all students surveyed, 10% indicated that they had been physically injured by a bullying in school. Furthermore, the nature of the injuries ranged from minor bumps and bruises to some injuries that required hospitalization. Of those students who said they had been injured by a bully, 76.5% were boys.

(Adapted from Reading Academic English)

Anna last visited her hometown ten years ago.

According to the report in 2012, China overtakes the US as the richest country in the world with an estimated network of US$ 120 trillion.

Her pupils may be gifted. They will not get used to coping with practical situations.

_______, they will have a game of tennis.

Mark the letter A, B, C, or D to indicate the sentence that is closest in meaning to each of the following questions.

Read the following passage and mark the letter A, B, Cor D to indicate the correct answer to each of the questions from 39 to 43.

It is hard to argue that the actual contribution to development amounts to a great deal directly. Whilst volunteer tourists can get involved in building homes or schools, they have usually paid a significant fee for the opportunity to be involved in this work: money that, if donated to a local community directly, could potentially pay for a greater amount of labor than the individual volunteer could ever hope to provide. This is especially so in the case of gap years, in which the level of technical skill or professional experience required of volunteers is negligible. Hence, it is unsurprising that many academic studies allude to the moral issue of whether gap year volunteering is principally motivated by altruism - a desire to benefit the society visited - or whether young people aim to generate “cultural capital” which benefits them in their careers. However, the projects may play a role in developing people who will, in the course of their careers and lives, act ethically in favor of those less well-off.

Volunteering may lead to greater international understanding; enhanced ability to solve conflicts; widespread and democratic participation in global affairs through global civic society organizations; and growth of international social networks among ordinary people. In this scenario, the whole is greater than the sum of its parts, an outcome where benefits accrue to volunteers and host communities, and contribute to the global greater good. However, if volunteering is largely limited to individuals of means from wealthier areas of the world, it may give these privileged volunteers an international perspective, and a career boost, but it will do little for people and communities who currently lack access to international voluntary work. Those who volunteer will continue to reap its benefits, using host organizations and host communities as a rung on the ladder of personal advancement.

(Adapted from Compact Advanced)