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

The soccer team knew they lost the match. They soon started to blame each other.

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

Lucy always reminds me of my youngest sister

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

They had such a fierce dog that nobody would visit them

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

“Why don’t you participate in the volunteer work in summer?" said Sophie.

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

They are my two sisters. They aren’t teachers like me.

Mark the letter A, B, C, or D on your answer sheet to indicate the word or phrase that is closest in meaning to the underlined part in each of the following questions

The students are advised to concentrate on their studying

Mark the letter A, B, C, or D on your answer sheet to indicate the word or phrase that is closest in meaning to the underlined part in each of the following questions

In most countries, compulsory military service does not apply to women.

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

Many people will be out of _________ if the factory is closed.

Neither Tom nor his brothers_________ willing to help their mother with the housework.

Do you know the person _________ next to you in the evening class?

I can’t _________ of a word he is saying.

Tony Blair is believed _________ for Liverpool last week.

_________ is increasing, which results from economic crisis.

Tom: “_________”          Mike: “I won’t say no!”

In the US the first stage of compulsory education _________ as elementary education.

It is vital to create a good impression _________ your interviewer.

Geometry is the branch of mathematics  _________ the  properties of time, curves, shapes, and surfaces.

We should make full use _________ the Internet as it is an endless source of information.

Cindy: "Your hairstyle is terrific, Mary!" - Mary:   - " ______________”

He didn’t know_________ or stay until the end of the festival.

If_________ the Xmas tree would look more impressive.

Read the following andmark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 22 to 29.

Harvard University, today recognized as part of the top echelon of the world's universities, came from very inauspicious and humble beginning.

This oldest of American universities was founded in 1636, just sixteen years after the Pilgrims landed at Plymouth. Included in the Puritan emigrants to the Massachusetts colony during this period were more than 100 graduates of England's prestigious Oxford and Cambridge universities, and these universities graduates in the New Word were determined that their sons would have the same educational opportunities that they themselves had had. Because of this support in the colony for an institution of higher learning, the General

Court of Massachusetts appropriated 400 pounds for a college in October of 1636 and early the following year decided on a parcel of land for the school; this land was in an area called Newetowne, which was later renamed Cambridge after its English cousin and is the site of the present-day university.

When a young minister named John Harvard, who came from the neighboring town of Charlestowne, died from tuberculosis in 1638, he willed half of his estate of 1,700 pounds to the fledgling college. In spite of the fact that only half of the bequest was actually paid, the General Court named the college after the minister in appreciation for what he had done. The amount of the bequest may not have been large, particularly by today's standard, but it was more than the General Court had found it necessary to appropriate in order to open the college.

Henry Dunster was appointed the first president of Harvard in 1640, and it should be noted that in addition to serving as president, he was also the entire faculty, with an entering freshmen class of four students. Although the staff did expand somewhat, for the first century of its existence the entire teaching staff consisted of the president and three or four tutors.

The main idea of this passage is that ______________ .

Read the following andmark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 22 to 29.

Harvard University, today recognized as part of the top echelon of the world's universities, came from very inauspicious and humble beginning.

This oldest of American universities was founded in 1636, just sixteen years after the Pilgrims landed at Plymouth. Included in the Puritan emigrants to the Massachusetts colony during this period were more than 100 graduates of England's prestigious Oxford and Cambridge universities, and these universities graduates in the New Word were determined that their sons would have the same educational opportunities that they themselves had had. Because of this support in the colony for an institution of higher learning, the General

Court of Massachusetts appropriated 400 pounds for a college in October of 1636 and early the following year decided on a parcel of land for the school; this land was in an area called Newetowne, which was later renamed Cambridge after its English cousin and is the site of the present-day university.

When a young minister named John Harvard, who came from the neighboring town of Charlestowne, died from tuberculosis in 1638, he willed half of his estate of 1,700 pounds to the fledgling college. In spite of the fact that only half of the bequest was actually paid, the General Court named the college after the minister in appreciation for what he had done. The amount of the bequest may not have been large, particularly by today's standard, but it was more than the General Court had found it necessary to appropriate in order to open the college.

Henry Dunster was appointed the first president of Harvard in 1640, and it should be noted that in addition to serving as president, he was also the entire faculty, with an entering freshmen class of four students. Although the staff did expand somewhat, for the first century of its existence the entire teaching staff consisted of the president and three or four tutors.

The passage indicates that Harvard is ______________.

Read the following andmark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 22 to 29.

Harvard University, today recognized as part of the top echelon of the world's universities, came from very inauspicious and humble beginning.

This oldest of American universities was founded in 1636, just sixteen years after the Pilgrims landed at Plymouth. Included in the Puritan emigrants to the Massachusetts colony during this period were more than 100 graduates of England's prestigious Oxford and Cambridge universities, and these universities graduates in the New Word were determined that their sons would have the same educational opportunities that they themselves had had. Because of this support in the colony for an institution of higher learning, the General

Court of Massachusetts appropriated 400 pounds for a college in October of 1636 and early the following year decided on a parcel of land for the school; this land was in an area called Newetowne, which was later renamed Cambridge after its English cousin and is the site of the present-day university.

When a young minister named John Harvard, who came from the neighboring town of Charlestowne, died from tuberculosis in 1638, he willed half of his estate of 1,700 pounds to the fledgling college. In spite of the fact that only half of the bequest was actually paid, the General Court named the college after the minister in appreciation for what he had done. The amount of the bequest may not have been large, particularly by today's standard, but it was more than the General Court had found it necessary to appropriate in order to open the college.

Henry Dunster was appointed the first president of Harvard in 1640, and it should be noted that in addition to serving as president, he was also the entire faculty, with an entering freshmen class of four students. Although the staff did expand somewhat, for the first century of its existence the entire teaching staff consisted of the president and three or four tutors.

It can be inferred from the passage that the Puritans who traveled to the Massachusetts colony were ______________.

Read the following andmark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 22 to 29.

Harvard University, today recognized as part of the top echelon of the world's universities, came from very inauspicious and humble beginning.

This oldest of American universities was founded in 1636, just sixteen years after the Pilgrims landed at Plymouth. Included in the Puritan emigrants to the Massachusetts colony during this period were more than 100 graduates of England's prestigious Oxford and Cambridge universities, and these universities graduates in the New Word were determined that their sons would have the same educational opportunities that they themselves had had. Because of this support in the colony for an institution of higher learning, the General

Court of Massachusetts appropriated 400 pounds for a college in October of 1636 and early the following year decided on a parcel of land for the school; this land was in an area called Newetowne, which was later renamed Cambridge after its English cousin and is the site of the present-day university.

When a young minister named John Harvard, who came from the neighboring town of Charlestowne, died from tuberculosis in 1638, he willed half of his estate of 1,700 pounds to the fledgling college. In spite of the fact that only half of the bequest was actually paid, the General Court named the college after the minister in appreciation for what he had done. The amount of the bequest may not have been large, particularly by today's standard, but it was more than the General Court had found it necessary to appropriate in order to open the college.

Henry Dunster was appointed the first president of Harvard in 1640, and it should be noted that in addition to serving as president, he was also the entire faculty, with an entering freshmen class of four students. Although the staff did expand somewhat, for the first century of its existence the entire teaching staff consisted of the president and three or four tutors.

The pronoun "they" in the second paragraph refers to ______________.

Read the following andmark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 22 to 29.

Harvard University, today recognized as part of the top echelon of the world's universities, came from very inauspicious and humble beginning.

This oldest of American universities was founded in 1636, just sixteen years after the Pilgrims landed at Plymouth. Included in the Puritan emigrants to the Massachusetts colony during this period were more than 100 graduates of England's prestigious Oxford and Cambridge universities, and these universities graduates in the New Word were determined that their sons would have the same educational opportunities that they themselves had had. Because of this support in the colony for an institution of higher learning, the General

Court of Massachusetts appropriated 400 pounds for a college in October of 1636 and early the following year decided on a parcel of land for the school; this land was in an area called Newetowne, which was later renamed Cambridge after its English cousin and is the site of the present-day university.

When a young minister named John Harvard, who came from the neighboring town of Charlestowne, died from tuberculosis in 1638, he willed half of his estate of 1,700 pounds to the fledgling college. In spite of the fact that only half of the bequest was actually paid, the General Court named the college after the minister in appreciation for what he had done. The amount of the bequest may not have been large, particularly by today's standard, but it was more than the General Court had found it necessary to appropriate in order to open the college.

Henry Dunster was appointed the first president of Harvard in 1640, and it should be noted that in addition to serving as president, he was also the entire faculty, with an entering freshmen class of four students. Although the staff did expand somewhat, for the first century of its existence the entire teaching staff consisted of the president and three or four tutors

The "pounds" in the second paragraph are probably ______________.

Read the following andmark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 22 to 29.

Harvard University, today recognized as part of the top echelon of the world's universities, came from very inauspicious and humble beginning.

This oldest of American universities was founded in 1636, just sixteen years after the Pilgrims landed at Plymouth. Included in the Puritan emigrants to the Massachusetts colony during this period were more than 100 graduates of England's prestigious Oxford and Cambridge universities, and these universities graduates in the New Word were determined that their sons would have the same educational opportunities that they themselves had had. Because of this support in the colony for an institution of higher learning, the General

Court of Massachusetts appropriated 400 pounds for a college in October of 1636 and early the following year decided on a parcel of land for the school; this land was in an area called Newetowne, which was later renamed Cambridge after its English cousin and is the site of the present-day university.

When a young minister named John Harvard, who came from the neighboring town of Charlestowne, died from tuberculosis in 1638, he willed half of his estate of 1,700 pounds to the fledgling college. In spite of the fact that only half of the bequest was actually paid, the General Court named the college after the minister in appreciation for what he had done. The amount of the bequest may not have been large, particularly by today's standard, but it was more than the General Court had found it necessary to appropriate in order to open the college.

Henry Dunster was appointed the first president of Harvard in 1640, and it should be noted that in addition to serving as president, he was also the entire faculty, with an entering freshmen class of four students. Although the staff did expand somewhat, for the first century of its existence the entire teaching staff consisted of the president and three or four tutors.

Which of the following is NOT mentioned about John Harvard?

Read the following andmark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 22 to 29.

Harvard University, today recognized as part of the top echelon of the world's universities, came from very inauspicious and humble beginning.

This oldest of American universities was founded in 1636, just sixteen years after the Pilgrims landed at Plymouth. Included in the Puritan emigrants to the Massachusetts colony during this period were more than 100 graduates of England's prestigious Oxford and Cambridge universities, and these universities graduates in the New Word were determined that their sons would have the same educational opportunities that they themselves had had. Because of this support in the colony for an institution of higher learning, the General

Court of Massachusetts appropriated 400 pounds for a college in October of 1636 and early the following year decided on a parcel of land for the school; this land was in an area called Newetowne, which was later renamed Cambridge after its English cousin and is the site of the present-day university.

When a young minister named John Harvard, who came from the neighboring town of Charlestowne, died from tuberculosis in 1638, he willed half of his estate of 1,700 pounds to the fledgling college. In spite of the fact that only half of the bequest was actually paid, the General Court named the college after the minister in appreciation for what he had done. The amount of the bequest may not have been large, particularly by today's standard, but it was more than the General Court had found it necessary to appropriate in order to open the college.

Henry Dunster was appointed the first president of Harvard in 1640, and it should be noted that in addition to serving as president, he was also the entire faculty, with an entering freshmen class of four students. Although the staff did expand somewhat, for the first century of its existence the entire teaching staff consisted of the president and three or four tutors.

The passage implies that ______________.

Read the following andmark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 22 to 29.

Harvard University, today recognized as part of the top echelon of the world's universities, came from very inauspicious and humble beginning.

This oldest of American universities was founded in 1636, just sixteen years after the Pilgrims landed at Plymouth. Included in the Puritan emigrants to the Massachusetts colony during this period were more than 100 graduates of England's prestigious Oxford and Cambridge universities, and these universities graduates in the New Word were determined that their sons would have the same educational opportunities that they themselves had had. Because of this support in the colony for an institution of higher learning, the General

Court of Massachusetts appropriated 400 pounds for a college in October of 1636 and early the following year decided on a parcel of land for the school; this land was in an area called Newetowne, which was later renamed Cambridge after its English cousin and is the site of the present-day university.

When a young minister named John Harvard, who came from the neighboring town of Charlestowne, died from tuberculosis in 1638, he willed half of his estate of 1,700 pounds to the fledgling college. In spite of the fact that only half of the bequest was actually paid, the General Court named the college after the minister in appreciation for what he had done. The amount of the bequest may not have been large, particularly by today's standard, but it was more than the General Court had found it necessary to appropriate in order to open the college.

Henry Dunster was appointed the first president of Harvard in 1640, and it should be noted that in addition to serving as president, he was also the entire faculty, with an entering freshmen class of four students. Although the staff did expand somewhat, for the first century of its existence the entire teaching staff consisted of the president and three or four tutors.

The word "somewhat" in the last paragraph could best be replaced by ______________.

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

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

My mother told me to watch the milk and don’t let it boil over.

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

Fertilizer, which is added to the soil to replace or increase plant nutrients, include animal and green manure, fish and bone meal and compost.

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

Foreign students who are doing a decision about which school to attend may not know exactly where the choices are located.

Mark the letter A, B, C, or D on your answer sheet to indicate the word or phrase that  is OPPOSITE in meaning to the underlined part in each of the following questions.

A chronic lack of sleep may make us irritable and reduces our motivation to work

Mark the letter A, B, C, or D on your answer sheet to indicate the word or phrase that  is OPPOSITE in meaning to the underlined part in each of the following questions.

I must have a watch since punctuality is imperative in my new job.

Read the following andmark the letter A, B, C, or D on your answer sheet to indicate  the correct answer to each of the questions from 37 to 43.

In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education  became  more  formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.

In ancient Rome, the availability of an education was  radually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil support of schools for all children. Al the Council of Trent in the 16^th century, the Roman Catholic Church encouraged the establishment of free primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.

In the late 19^th and early 20^th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the  education of boys and girls in the same classes became an accepted practice. Since World War II, Japan and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.

A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest segregation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.

Ancient education generally focused its efforts on __________.

Read the following andmark the letter A, B, C, or D on your answer sheet to indicate  the correct answer to each of the questions from 37 to 43.

In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education  became  more  formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.

In ancient Rome, the availability of an education was  radually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil support of schools for all children. Al the Council of Trent in the 16^th century, the Roman Catholic Church encouraged the establishment of free primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.

In the late 19^th and early 20^th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the  education of boys and girls in the same classes became an accepted practice. Since World War II, Japan and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.

A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest segregation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.

Education in early times was mostly aimed at __________.

Read the following andmark the letter A, B, C, or D on your answer sheet to indicate  the correct answer to each of the questions from 37 to 43.

In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education  became  more  formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.

In ancient Rome, the availability of an education was  radually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil support of schools for all children. Al the Council of Trent in the 16^th century, the Roman Catholic Church encouraged the establishment of free primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.

In the late 19^th and early 20^th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the  education of boys and girls in the same classes became an accepted practice. Since World War II, Japan and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.

A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest segregation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.

The first to support the equality of the sexes was __________.

Read the following andmark the letter A, B, C, or D on your answer sheet to indicate  the correct answer to each of the questions from 37 to 43.

In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education  became  more  formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.

In ancient Rome, the availability of an education was  radually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil support of schools for all children. Al the Council of Trent in the 16^th century, the Roman Catholic Church encouraged the establishment of free primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.

In the late 19^th and early 20^th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the  education of boys and girls in the same classes became an accepted practice. Since World War II, Japan and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.

A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest segregation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.

The word “informally” in this context mostly refers to an education occurring __________.

Read the following andmark the letter A, B, C, or D on your answer sheet to indicate  the correct answer to each of the questions from 37 to 43.

In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education  became  more  formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.

In ancient Rome, the availability of an education was  radually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil support of schools for all children. Al the Council of Trent in the 16^th century, the Roman Catholic Church encouraged the establishment of free primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.

In the late 19^th and early 20^th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the  education of boys and girls in the same classes became an accepted practice. Since World War II, Japan and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.

A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest segregation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.

When education first reached women, they were __________.

Read the following andmark the letter A, B, C, or D on your answer sheet to indicate  the correct answer to each of the questions from 37 to 43.

In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education  became  more  formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.

In ancient Rome, the availability of an education was  radually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil support of schools for all children. Al the Council of Trent in the 16^th century, the Roman Catholic Church encouraged the establishment of free primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.

In the late 19^th and early 20^th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the  education of boys and girls in the same classes became an accepted practice. Since World War II, Japan and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.

A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest segregation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.

When the concept of universal primary education was introduced, education __________.

Read the following andmark the letter A, B, C, or D on your answer sheet to indicate  the correct answer to each of the questions from 37 to 43.

In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education  became  more  formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.

In ancient Rome, the availability of an education was  radually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil support of schools for all children. Al the Council of Trent in the 16^th century, the Roman Catholic Church encouraged the establishment of free primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.

In the late 19^th and early 20^th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the  education of boys and girls in the same classes became an accepted practice. Since World War II, Japan and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.

A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest segregation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.

Co-education was negatively responded to in __________.

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.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word for each of the blanks from 46 to 50.

Here are tips that help succeed in your job interview:

Always arrive early. If you do not know (46) ____________ the  organization is located, call  for  exact directions (47) ____________ advance. Leave some extra time for any traffic, parking, or unexpected events. If you are running late, call right away and let someone know. The best time to arrive is approximately 5 - 10 minutes early. Give yourself the time to read your resume one more time, to catch your breath, and to be ready for the interview. Once you are at the office, treat everyone you encounter with respect. Be (48) ____________ to everyone as soon as you walk in the door.

Wear a professional business suit. This point should be emphasized enough. First (49) ____________ are extremely important in the  interview process. Women should (50)____________ wearing too much jewelry or make up. Men should avoid flashy suits or wearing too much perfume. It is also important that you feel comfortable. While a suit is the standard interview attire in a business environment, if you think it is an informal environment, call before and ask. Regardless, you can never be overdressed if you are wearing a tailored suit.

Điền ô số 46

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word for each of the blanks from 46 to 50.

Here are tips that help succeed in your job interview:

Always arrive early. If you do not know (46) ____________ the  organization is located, call  for  exact directions (47) ____________ advance. Leave some extra time for any traffic, parking, or unexpected events. If you are running late, call right away and let someone know. The best time to arrive is approximately 5 - 10 minutes early. Give yourself the time to read your resume one more time, to catch your breath, and to be ready for the interview. Once you are at the office, treat everyone you encounter with respect. Be (48) ____________ to everyone as soon as you walk in the door.

Wear a professional business suit. This point should be emphasized enough. First (49) ____________ are extremely important in the  interview process. Women should (50)____________ wearing too much jewelry or make up. Men should avoid flashy suits or wearing too much perfume. It is also important that you feel comfortable. While a suit is the standard interview attire in a business environment, if you think it is an informal environment, call before and ask. Regardless, you can never be overdressed if you are wearing a tailored suit.

Điền ô số 47

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word for each of the blanks from 46 to 50.

Here are tips that help succeed in your job interview:

Always arrive early. If you do not know (46) ____________ the  organization is located, call  for  exact directions (47) ____________ advance. Leave some extra time for any traffic, parking, or unexpected events. If you are running late, call right away and let someone know. The best time to arrive is approximately 5 - 10 minutes early. Give yourself the time to read your resume one more time, to catch your breath, and to be ready for the interview. Once you are at the office, treat everyone you encounter with respect. Be (48) ____________ to everyone as soon as you walk in the door.

Wear a professional business suit. This point should be emphasized enough. First (49) ____________ are extremely important in the  interview process. Women should (50)____________ wearing too much jewelry or make up. Men should avoid flashy suits or wearing too much perfume. It is also important that you feel comfortable. While a suit is the standard interview attire in a business environment, if you think it is an informal environment, call before and ask. Regardless, you can never be overdressed if you are wearing a tailored suit.

Điền ô số 48

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word for each of the blanks from 46 to 50.

Here are tips that help succeed in your job interview:

Always arrive early. If you do not know (46) ____________ the  organization is located, call  for  exact directions (47) ____________ advance. Leave some extra time for any traffic, parking, or unexpected events. If you are running late, call right away and let someone know. The best time to arrive is approximately 5 - 10 minutes early. Give yourself the time to read your resume one more time, to catch your breath, and to be ready for the interview. Once you are at the office, treat everyone you encounter with respect. Be (48) ____________ to everyone as soon as you walk in the door.

Wear a professional business suit. This point should be emphasized enough. First (49) ____________ are extremely important in the  interview process. Women should (50)____________ wearing too much jewelry or make up. Men should avoid flashy suits or wearing too much perfume. It is also important that you feel comfortable. While a suit is the standard interview attire in a business environment, if you think it is an informal environment, call before and ask. Regardless, you can never be overdressed if you are wearing a tailored suit.

Điền ô số 49

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word for each of the blanks from 46 to 50.

Here are tips that help succeed in your job interview:

Always arrive early. If you do not know (46) ____________ the  organization is located, call  for  exact directions (47) ____________ advance. Leave some extra time for any traffic, parking, or unexpected events. If you are running late, call right away and let someone know. The best time to arrive is approximately 5 - 10 minutes early. Give yourself the time to read your resume one more time, to catch your breath, and to be ready for the interview. Once you are at the office, treat everyone you encounter with respect. Be (48) ____________ to everyone as soon as you walk in the door.

Wear a professional business suit. This point should be emphasized enough. First (49) ____________ are extremely important in the  interview process. Women should (50)____________ wearing too much jewelry or make up. Men should avoid flashy suits or wearing too much perfume. It is also important that you feel comfortable. While a suit is the standard interview attire in a business environment, if you think it is an informal environment, call before and ask. Regardless, you can never be overdressed if you are wearing a tailored suit.

Điền ô số 50