Mark the letter A, B, C, or D on your answer sheet to indicate the word whose underlined part differs from the other three in pronunciation in each of the following questions.

Mark the letter A, B, C, or D on your answer sheet to indicate the word whose underlined part differs from the other three in pronunciation in each of the following questions.

Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the other three in the position of primary stress in each of the following questions.

Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the other three in the position of primary stress in each of the following questions.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

When you_____________your destination, your tour guide will meet you at the airport.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

The teacher turned up after we_____________for him for over 30 minutes.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

Mary is bound to notice that broken vase. She has eyes like a_____________!

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

It's_____________house.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

Let’s put_____________as many suggestions as possible.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

It came as no surprise to me that Mai sail_____________the final exam.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

She_____________live with her grandparents in a small house when she was a child.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

The boy and the animals_____________she drew were very beautiful.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

English and Math interests me almost_____________.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

These personal problems seem to be_____________her from her work.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

He ceiling fans were on, but unfortunately they only_____________the hot, humid air.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

There is no_____________in persuading him to go out.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

My team lost the final five years in_____________.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

I know that she has tried hard _____________that as it may, her work is just not good enough.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

No matter what happens Susan never shows her emotions. She always keeps a stiff upper_____________.

Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) CLOSEST in meaning to the underlined word(s) in each of the following questions.

The whole city was wiped out in the bombing raids

Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) CLOSEST in meaning to the underlined word(s) in each of the following questions.

Few companies are flourishing during difficult times.

Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) OPPOSITE in meaning to the underlined word(s) in each of the following questions.

It seems that the contract was made behind closed doors as no one had any information about it.

Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) OPPOSITE in meaning to the underlined word(s) in each of the following questions.

He performed all his duties conscientiously. He gave enough care to his work.

Mark the letter A, B, C, or D on your answer sheet to Indicate the option that best completes each of the following exchanges.

Nam: “I have an idea. Let's go for a swim on Saturday afternoon".

Hung: -"_____________”

Mark the letter A, B, C, or D on your answer sheet to Indicate the option that best completes each of the following exchanges.

Peter: "Why did Tom leave the party so early?" - Daisy:" _____________"

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.

Thousands of books have been written on the conflict between parents and teenagers. Psychologists and sociologists have spent years trying to understand the reasons for the tension and endless arguments between these two groups.

A close look at these arguments often reveals that the reasons are so trivial that we may wonder what the tears and shouts have all been about. Most arguments are not about major issues like the nuclear bomb or the ecological problems of the universe. The fights are usually about simple matters such as food, clothes, the weekly allowance or the telephone.

Let's take an ordinary day and examine what happens. Problems start around 7 a.m. It is then that parents expect their children to get up, get dressed, eat and go to school. Parents and alarm clocks seem like the enemies of mankind at that early hour. Some parents even expect the "poor" youngsters to tidy up their room and put everything in its place before leaving for school - a ridiculous demand - in the eyes of the "victims". In the afternoon, parents want them to do homework and study hard. They resent their children's endless conversations on the phone. In the evening, they complain about the clothes and jewelry the teenagers wear and preach for hours about the dangers on the road and the need to be home by midnight at the latest, like Cinderella.

Youngsters expect parents to be more flexible; not to preach and lecture but to advise and explain. They would like them to be tolerant of different views, listen to their problems and respect their privacy. However, even if they don't admit it, youngsters need the guidance and support of their parents, their approval or disapproval and even their firm opposition on crucial subjects such as drugs or alcohol. They need limits. They need loving but firm authority. In short, youngsters should be more patient and sensitive to their parents' feelings and parents must understand that they cannot prevent their children from making mistakes. Trial and error is, after all, a very important part of the process of growing up.

Most arguments between parents and teenagers are about_____________.

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.

Thousands of books have been written on the conflict between parents and teenagers. Psychologists and sociologists have spent years trying to understand the reasons for the tension and endless arguments between these two groups.

A close look at these arguments often reveals that the reasons are so trivial that we may wonder what the tears and shouts have all been about. Most arguments are not about major issues like the nuclear bomb or the ecological problems of the universe. The fights are usually about simple matters such as food, clothes, the weekly allowance or the telephone.

Let's take an ordinary day and examine what happens. Problems start around 7 a.m. It is then that parents expect their children to get up, get dressed, eat and go to school. Parents and alarm clocks seem like the enemies of mankind at that early hour. Some parents even expect the "poor" youngsters to tidy up their room and put everything in its place before leaving for school - a ridiculous demand - in the eyes of the "victims". In the afternoon, parents want them to do homework and study hard. They resent their children's endless conversations on the phone. In the evening, they complain about the clothes and jewelry the teenagers wear and preach for hours about the dangers on the road and the need to be home by midnight at the latest, like Cinderella.

Youngsters expect parents to be more flexible; not to preach and lecture but to advise and explain. They would like them to be tolerant of different views, listen to their problems and respect their privacy. However, even if they don't admit it, youngsters need the guidance and support of their parents, their approval or disapproval and even their firm opposition on crucial subjects such as drugs or alcohol. They need limits. They need loving but firm authority. In short, youngsters should be more patient and sensitive to their parents' feelings and parents must understand that they cannot prevent their children from making mistakes. Trial and error is, after all, a very important part of the process of growing up.

The word "trivial" is closest in meaning to_____________.

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.

Thousands of books have been written on the conflict between parents and teenagers. Psychologists and sociologists have spent years trying to understand the reasons for the tension and endless arguments between these two groups.

A close look at these arguments often reveals that the reasons are so trivial that we may wonder what the tears and shouts have all been about. Most arguments are not about major issues like the nuclear bomb or the ecological problems of the universe. The fights are usually about simple matters such as food, clothes, the weekly allowance or the telephone.

Let's take an ordinary day and examine what happens. Problems start around 7 a.m. It is then that parents expect their children to get up, get dressed, eat and go to school. Parents and alarm clocks seem like the enemies of mankind at that early hour. Some parents even expect the "poor" youngsters to tidy up their room and put everything in its place before leaving for school - a ridiculous demand - in the eyes of the "victims". In the afternoon, parents want them to do homework and study hard. They resent their children's endless conversations on the phone. In the evening, they complain about the clothes and jewelry the teenagers wear and preach for hours about the dangers on the road and the need to be home by midnight at the latest, like Cinderella.

Youngsters expect parents to be more flexible; not to preach and lecture but to advise and explain. They would like them to be tolerant of different views, listen to their problems and respect their privacy. However, even if they don't admit it, youngsters need the guidance and support of their parents, their approval or disapproval and even their firm opposition on crucial subjects such as drugs or alcohol. They need limits. They need loving but firm authority. In short, youngsters should be more patient and sensitive to their parents' feelings and parents must understand that they cannot prevent their children from making mistakes. Trial and error is, after all, a very important part of the process of growing up.

Parents don’t want youngsters_____________.

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.

Thousands of books have been written on the conflict between parents and teenagers. Psychologists and sociologists have spent years trying to understand the reasons for the tension and endless arguments between these two groups.

A close look at these arguments often reveals that the reasons are so trivial that we may wonder what the tears and shouts have all been about. Most arguments are not about major issues like the nuclear bomb or the ecological problems of the universe. The fights are usually about simple matters such as food, clothes, the weekly allowance or the telephone.

Let's take an ordinary day and examine what happens. Problems start around 7 a.m. It is then that parents expect their children to get up, get dressed, eat and go to school. Parents and alarm clocks seem like the enemies of mankind at that early hour. Some parents even expect the "poor" youngsters to tidy up their room and put everything in its place before leaving for school - a ridiculous demand - in the eyes of the "victims". In the afternoon, parents want them to do homework and study hard. They resent their children's endless conversations on the phone. In the evening, they complain about the clothes and jewelry the teenagers wear and preach for hours about the dangers on the road and the need to be home by midnight at the latest, like Cinderella.

Youngsters expect parents to be more flexible; not to preach and lecture but to advise and explain. They would like them to be tolerant of different views, listen to their problems and respect their privacy. However, even if they don't admit it, youngsters need the guidance and support of their parents, their approval or disapproval and even their firm opposition on crucial subjects such as drugs or alcohol. They need limits. They need loving but firm authority. In short, youngsters should be more patient and sensitive to their parents' feelings and parents must understand that they cannot prevent their children from making mistakes. Trial and error is, after all, a very important part of the process of growing up.

The word "victims" in paragraph 3 refers to _____________.

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.

Thousands of books have been written on the conflict between parents and teenagers. Psychologists and sociologists have spent years trying to understand the reasons for the tension and endless arguments between these two groups.

A close look at these arguments often reveals that the reasons are so trivial that we may wonder what the tears and shouts have all been about. Most arguments are not about major issues like the nuclear bomb or the ecological problems of the universe. The fights are usually about simple matters such as food, clothes, the weekly allowance or the telephone.

Let's take an ordinary day and examine what happens. Problems start around 7 a.m. It is then that parents expect their children to get up, get dressed, eat and go to school. Parents and alarm clocks seem like the enemies of mankind at that early hour. Some parents even expect the "poor" youngsters to tidy up their room and put everything in its place before leaving for school - a ridiculous demand - in the eyes of the "victims". In the afternoon, parents want them to do homework and study hard. They resent their children's endless conversations on the phone. In the evening, they complain about the clothes and jewelry the teenagers wear and preach for hours about the dangers on the road and the need to be home by midnight at the latest, like Cinderella.

Youngsters expect parents to be more flexible; not to preach and lecture but to advise and explain. They would like them to be tolerant of different views, listen to their problems and respect their privacy. However, even if they don't admit it, youngsters need the guidance and support of their parents, their approval or disapproval and even their firm opposition on crucial subjects such as drugs or alcohol. They need limits. They need loving but firm authority. In short, youngsters should be more patient and sensitive to their parents' feelings and parents must understand that they cannot prevent their children from making mistakes. Trial and error is, after all, a very important part of the process of growing up.

Which of the following is TRUE according to paragraph 4?

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.

By the turn of the century, the middle-class home in North American had been transformed. "The flow of industry has passed and left idle the loom in the attic, the soap kettle in the shed". Ellen Richards wrote in 1908. The urban middle class was now able to buy a wide array of food products and clothing - baked goods, canned goods, suits, shirts, shoes, and dresses. Not only had household production waned, but technological improvements were rapidly changing the rest of domestic work. Middle-class homes had indoor running water and furnaces, run on oil, coal, or gas, that produced hot water. Stoves were fueled by gas, and delivery services provided ice for refrigerators. Electric power was available for lamps, sewing machines, irons, and even vacuum cleaners. No domestic task was unaffected. Commercial laundries, for instance, had been doing the wash for urban families for decades; by the early 1900's the first electric washing machines were on the market.

One impact of the new household technology was to draw sharp dividing lines between women of different classes and regions. Technological advances always affected the homes of the wealthy first, filtering downward into the urban middle class. But women who lived on farms were not yet affected by household improvements. Throughout the nineteenth century and well into the twentieth, rural homes lacked running water and electric power. Farm women had to haul large quantities of water into the house from wells or pumps for every purpose. Doing the family laundry, in large vats heated over stoves, continued to be a full day’s work, just as canning and preserving continued to be seasonal necessities. Heat was provided by wood or coal stoves. In addition, rural women continued to produce most of their families' clothing. The urban poor, similarly, reaped few benefits from household improvements. Urban slums such as Chicago's nineteenth ward often had no sewers, garbage collection, or gas or electric lines; and tenements lacked both running water and central heating. At the turn of the century, variations in the nature of women's domestic work were probably more marked than at anytime before

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.

By the turn of the century, the middle-class home in North American had been transformed. "The flow of industry has passed and left idle the loom in the attic, the soap kettle in the shed". Ellen Richards wrote in 1908. The urban middle class was now able to buy a wide array of food products and clothing - baked goods, canned goods, suits, shirts, shoes, and dresses. Not only had household production waned, but technological improvements were rapidly changing the rest of domestic work. Middle-class homes had indoor running water and furnaces, run on oil, coal, or gas, that produced hot water. Stoves were fueled by gas, and delivery services provided ice for refrigerators. Electric power was available for lamps, sewing machines, irons, and even vacuum cleaners. No domestic task was unaffected. Commercial laundries, for instance, had been doing the wash for urban families for decades; by the early 1900's the first electric washing machines were on the market.

One impact of the new household technology was to draw sharp dividing lines between women of different classes and regions. Technological advances always affected the homes of the wealthy first, filtering downward into the urban middle class. But women who lived on farms were not yet affected by household improvements. Throughout the nineteenth century and well into the twentieth, rural homes lacked running water and electric power. Farm women had to haul large quantities of water into the house from wells or pumps for every purpose. Doing the family laundry, in large vats heated over stoves, continued to be a full day’s work, just as canning and preserving continued to be seasonal necessities. Heat was provided by wood or coal stoves. In addition, rural women continued to produce most of their families' clothing. The urban poor, similarly, reaped few benefits from household improvements. Urban slums such as Chicago's nineteenth ward often had no sewers, garbage collection, or gas or electric lines; and tenements lacked both running water and central heating. At the turn of the century, variations in the nature of women's domestic work were probably more marked than at anytime before

According to the passage, what kind of fuel was used in a stove in a typical middle-class household?

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.

By the turn of the century, the middle-class home in North American had been transformed. "The flow of industry has passed and left idle the loom in the attic, the soap kettle in the shed". Ellen Richards wrote in 1908. The urban middle class was now able to buy a wide array of food products and clothing - baked goods, canned goods, suits, shirts, shoes, and dresses. Not only had household production waned, but technological improvements were rapidly changing the rest of domestic work. Middle-class homes had indoor running water and furnaces, run on oil, coal, or gas, that produced hot water. Stoves were fueled by gas, and delivery services provided ice for refrigerators. Electric power was available for lamps, sewing machines, irons, and even vacuum cleaners. No domestic task was unaffected. Commercial laundries, for instance, had been doing the wash for urban families for decades; by the early 1900's the first electric washing machines were on the market.

One impact of the new household technology was to draw sharp dividing lines between women of different classes and regions. Technological advances always affected the homes of the wealthy first, filtering downward into the urban middle class. But women who lived on farms were not yet affected by household improvements. Throughout the nineteenth century and well into the twentieth, rural homes lacked running water and electric power. Farm women had to haul large quantities of water into the house from wells or pumps for every purpose. Doing the family laundry, in large vats heated over stoves, continued to be a full day’s work, just as canning and preserving continued to be seasonal necessities. Heat was provided by wood or coal stoves. In addition, rural women continued to produce most of their families' clothing. The urban poor, similarly, reaped few benefits from household improvements. Urban slums such as Chicago's nineteenth ward often had no sewers, garbage collection, or gas or electric lines; and tenements lacked both running water and central heating. At the turn of the century, variations in the nature of women's domestic work were probably more marked than at anytime before

Which of the following is NOT mentioned as a household convenience in 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.

By the turn of the century, the middle-class home in North American had been transformed. "The flow of industry has passed and left idle the loom in the attic, the soap kettle in the shed". Ellen Richards wrote in 1908. The urban middle class was now able to buy a wide array of food products and clothing - baked goods, canned goods, suits, shirts, shoes, and dresses. Not only had household production waned, but technological improvements were rapidly changing the rest of domestic work. Middle-class homes had indoor running water and furnaces, run on oil, coal, or gas, that produced hot water. Stoves were fueled by gas, and delivery services provided ice for refrigerators. Electric power was available for lamps, sewing machines, irons, and even vacuum cleaners. No domestic task was unaffected. Commercial laundries, for instance, had been doing the wash for urban families for decades; by the early 1900's the first electric washing machines were on the market.

One impact of the new household technology was to draw sharp dividing lines between women of different classes and regions. Technological advances always affected the homes of the wealthy first, filtering downward into the urban middle class. But women who lived on farms were not yet affected by household improvements. Throughout the nineteenth century and well into the twentieth, rural homes lacked running water and electric power. Farm women had to haul large quantities of water into the house from wells or pumps for every purpose. Doing the family laundry, in large vats heated over stoves, continued to be a full day’s work, just as canning and preserving continued to be seasonal necessities. Heat was provided by wood or coal stoves. In addition, rural women continued to produce most of their families' clothing. The urban poor, similarly, reaped few benefits from household improvements. Urban slums such as Chicago's nineteenth ward often had no sewers, garbage collection, or gas or electric lines; and tenements lacked both running water and central heating. At the turn of the century, variations in the nature of women's domestic work were probably more marked than at anytime before

According to the passage, who were the first beneficiaries of technological advances?

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.

By the turn of the century, the middle-class home in North American had been transformed. "The flow of industry has passed and left idle the loom in the attic, the soap kettle in the shed". Ellen Richards wrote in 1908. The urban middle class was now able to buy a wide array of food products and clothing - baked goods, canned goods, suits, shirts, shoes, and dresses. Not only had household production waned, but technological improvements were rapidly changing the rest of domestic work. Middle-class homes had indoor running water and furnaces, run on oil, coal, or gas, that produced hot water. Stoves were fueled by gas, and delivery services provided ice for refrigerators. Electric power was available for lamps, sewing machines, irons, and even vacuum cleaners. No domestic task was unaffected. Commercial laundries, for instance, had been doing the wash for urban families for decades; by the early 1900's the first electric washing machines were on the market.

One impact of the new household technology was to draw sharp dividing lines between women of different classes and regions. Technological advances always affected the homes of the wealthy first, filtering downward into the urban middle class. But women who lived on farms were not yet affected by household improvements. Throughout the nineteenth century and well into the twentieth, rural homes lacked running water and electric power. Farm women had to haul large quantities of water into the house from wells or pumps for every purpose. Doing the family laundry, in large vats heated over stoves, continued to be a full day’s work, just as canning and preserving continued to be seasonal necessities. Heat was provided by wood or coal stoves. In addition, rural women continued to produce most of their families' clothing. The urban poor, similarly, reaped few benefits from household improvements. Urban slums such as Chicago's nineteenth ward often had no sewers, garbage collection, or gas or electric lines; and tenements lacked both running water and central heating. At the turn of the century, variations in the nature of women's domestic work were probably more marked than at anytime before

The word "reaped" in the passage is closest in meaning to_____________.

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.

By the turn of the century, the middle-class home in North American had been transformed. "The flow of industry has passed and left idle the loom in the attic, the soap kettle in the shed". Ellen Richards wrote in 1908. The urban middle class was now able to buy a wide array of food products and clothing - baked goods, canned goods, suits, shirts, shoes, and dresses. Not only had household production waned, but technological improvements were rapidly changing the rest of domestic work. Middle-class homes had indoor running water and furnaces, run on oil, coal, or gas, that produced hot water. Stoves were fueled by gas, and delivery services provided ice for refrigerators. Electric power was available for lamps, sewing machines, irons, and even vacuum cleaners. No domestic task was unaffected. Commercial laundries, for instance, had been doing the wash for urban families for decades; by the early 1900's the first electric washing machines were on the market.

One impact of the new household technology was to draw sharp dividing lines between women of different classes and regions. Technological advances always affected the homes of the wealthy first, filtering downward into the urban middle class. But women who lived on farms were not yet affected by household improvements. Throughout the nineteenth century and well into the twentieth, rural homes lacked running water and electric power. Farm women had to haul large quantities of water into the house from wells or pumps for every purpose. Doing the family laundry, in large vats heated over stoves, continued to be a full day’s work, just as canning and preserving continued to be seasonal necessities. Heat was provided by wood or coal stoves. In addition, rural women continued to produce most of their families' clothing. The urban poor, similarly, reaped few benefits from household improvements. Urban slums such as Chicago's nineteenth ward often had no sewers, garbage collection, or gas or electric lines; and tenements lacked both running water and central heating. At the turn of the century, variations in the nature of women's domestic work were probably more marked than at anytime before

Which of the following best characterizes the passage's organization_____________.

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.

By the turn of the century, the middle-class home in North American had been transformed. "The flow of industry has passed and left idle the loom in the attic, the soap kettle in the shed". Ellen Richards wrote in 1908. The urban middle class was now able to buy a wide array of food products and clothing - baked goods, canned goods, suits, shirts, shoes, and dresses. Not only had household production waned, but technological improvements were rapidly changing the rest of domestic work. Middle-class homes had indoor running water and furnaces, run on oil, coal, or gas, that produced hot water. Stoves were fueled by gas, and delivery services provided ice for refrigerators. Electric power was available for lamps, sewing machines, irons, and even vacuum cleaners. No domestic task was unaffected. Commercial laundries, for instance, had been doing the wash for urban families for decades; by the early 1900's the first electric washing machines were on the market.

One impact of the new household technology was to draw sharp dividing lines between women of different classes and regions. Technological advances always affected the homes of the wealthy first, filtering downward into the urban middle class. But women who lived on farms were not yet affected by household improvements. Throughout the nineteenth century and well into the twentieth, rural homes lacked running water and electric power. Farm women had to haul large quantities of water into the house from wells or pumps for every purpose. Doing the family laundry, in large vats heated over stoves, continued to be a full day’s work, just as canning and preserving continued to be seasonal necessities. Heat was provided by wood or coal stoves. In addition, rural women continued to produce most of their families' clothing. The urban poor, similarly, reaped few benefits from household improvements. Urban slums such as Chicago's nineteenth ward often had no sewers, garbage collection, or gas or electric lines; and tenements lacked both running water and central heating. At the turn of the century, variations in the nature of women's domestic work were probably more marked than at anytime before

Where in the passage does the author discuss conditions in poor urban neighborhoods?

Mark the letter A, B, C, or D on your answer sheet to indicate the underlined part that needs correction in each of the following questions.

(A) There are few areas (B) of human experience that (C) have not been (D) writing about.

Mark the letter A, B, C, or D on your answer sheet to indicate the underlined part that needs correction in each of the following questions.

David (A) was a (B) bravery man to go (C) on this adventure by (D) himself.

Mark the letter A, B, C, or D on your answer sheet to indicate the underlined part that needs correction in each of the following questions.

(A) Found in 1209, the University of Cambridge (B) ranks (C) among the world’s (D) oldest universities.

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

David broke his leg and couldn't play in the final.

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

It doesn't make any difference if it rain because they will still go to the cinema.

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

I had only just put the phone down when the boss rang back.

Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that best combines each pair of sentences in the following questions.

The test we did yesterday was very long. It was difficult, too.

Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that best combines each pair of sentences in the following questions.

He was suspected to have stolen two cars. The police have investigated him for days.