ĐỀ THI THPT QUỐC GIA CHUẨN CẤU TRÚC BỘ GIÁO DỤC - ĐỀ SỐ 5

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.

Mary doesn’t like sports. Her brother doesn’t, either.

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 old man is working in this factory. I borrowed his bicycle yesterday.

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.

 Higher education is very (A) importance to national (B) economies and it is also a source of trained and (C) educated personnel for (D) the whole country.

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.

She asked (A) why (B) did Mark look (C) so embarrassed when he (D) saw Carole.

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.

The (A) basic elements of public-opinion research (B) are interviewers, questionnaires, (C) tabulating equipment, and (D) to sample population.

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

 Lisa 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

 The review overvalued his latest film.

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 35 to 42

The three phases of human memory are the sensory memory, the short-term memory, and the long- term memory. This division of the memory into phases is based on the length of time of the memory.

Sensory memory is instantaneous memory. It is an image or memory that enters your mind only for a short period of time; it comes and goes in under a second. The memory will not last longer than that unless the information enters the short-term memory.

Information can be held in the short-term memory for about twenty seconds or as long as you are actively using it. If you repeat a fact to yourself, that fact will stay in your short-term memory as long as you keep repeating it. Once you stop repeating it, either it is forgotten or it moves into long term memory.

Long-term memory is the huge memory tank that can hold ideas and images for years and years. Information can be added to your long-term memory when you actively try to put it there through memorization or when an idea or image enters your mind on its own.

 It can be inferred from the passage that if a person remembers a piece of « information for two days, this is probably _________.

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 35 to 42

The three phases of human memory are the sensory memory, the short-term memory, and the long- term memory. This division of the memory into phases is based on the length of time of the memory.

Sensory memory is instantaneous memory. It is an image or memory that enters your mind only for a short period of time; it comes and goes in under a second. The memory will not last longer than that unless the information enters the short-term memory.

Information can be held in the short-term memory for about twenty seconds or as long as you are actively using it. If you repeat a fact to yourself, that fact will stay in your short-term memory as long as you keep repeating it. Once you stop repeating it, either it is forgotten or it moves into long term memory.

Long-term memory is the huge memory tank that can hold ideas and images for years and years. Information can be added to your long-term memory when you actively try to put it there through memorization or when an idea or image enters your mind on its own.

The expression “on its own” in the last sentence can be best replaced by

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 35 to 42

The three phases of human memory are the sensory memory, the short-term memory, and the long- term memory. This division of the memory into phases is based on the length of time of the memory.

Sensory memory is instantaneous memory. It is an image or memory that enters your mind only for a short period of time; it comes and goes in under a second. The memory will not last longer than that unless the information enters the short-term memory.

Information can be held in the short-term memory for about twenty seconds or as long as you are actively using it. If you repeat a fact to yourself, that fact will stay in your short-term memory as long as you keep repeating it. Once you stop repeating it, either it is forgotten or it moves into long term memory.

Long-term memory is the huge memory tank that can hold ideas and images for years and years. Information can be added to your long-term memory when you actively try to put it there through memorization or when an idea or image enters your mind on its own.

All of the following are TRUE about long - term memory EXCEPT that __________

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 35 to 42

The three phases of human memory are the sensory memory, the short-term memory, and the long- term memory. This division of the memory into phases is based on the length of time of the memory.

Sensory memory is instantaneous memory. It is an image or memory that enters your mind only for a short period of time; it comes and goes in under a second. The memory will not last longer than that unless the information enters the short-term memory.

Information can be held in the short-term memory for about twenty seconds or as long as you are actively using it. If you repeat a fact to yourself, that fact will stay in your short-term memory as long as you keep repeating it. Once you stop repeating it, either it is forgotten or it moves into long term memory.

Long-term memory is the huge memory tank that can hold ideas and images for years and years. Information can be added to your long-term memory when you actively try to put it there through memorization or when an idea or image enters your mind on its own.

According to the passage, when will information stay in your short-term memory?

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 35 to 42

The three phases of human memory are the sensory memory, the short-term memory, and the long- term memory. This division of the memory into phases is based on the length of time of the memory.

Sensory memory is instantaneous memory. It is an image or memory that enters your mind only for a short period of time; it comes and goes in under a second. The memory will not last longer than that unless the information enters the short-term memory.

Information can be held in the short-term memory for about twenty seconds or as long as you are actively using it. If you repeat a fact to yourself, that fact will stay in your short-term memory as long as you keep repeating it. Once you stop repeating it, either it is forgotten or it moves into long term memory.

Long-term memory is the huge memory tank that can hold ideas and images for years and years. Information can be added to your long-term memory when you actively try to put it there through memorization or when an idea or image enters your mind on its own.

According to the passage, which type of memory is the shortest?

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 35 to 42

The three phases of human memory are the sensory memory, the short-term memory, and the long- term memory. This division of the memory into phases is based on the length of time of the memory.

Sensory memory is instantaneous memory. It is an image or memory that enters your mind only for a short period of time; it comes and goes in under a second. The memory will not last longer than that unless the information enters the short-term memory.

Information can be held in the short-term memory for about twenty seconds or as long as you are actively using it. If you repeat a fact to yourself, that fact will stay in your short-term memory as long as you keep repeating it. Once you stop repeating it, either it is forgotten or it moves into long term memory.

Long-term memory is the huge memory tank that can hold ideas and images for years and years. Information can be added to your long-term memory when you actively try to put it there through memorization or when an idea or image enters your mind on its own.

The expression “is based on” in the first paragraph could be best replaced by __________.

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 35 to 42

The three phases of human memory are the sensory memory, the short-term memory, and the long- term memory. This division of the memory into phases is based on the length of time of the memory.

Sensory memory is instantaneous memory. It is an image or memory that enters your mind only for a short period of time; it comes and goes in under a second. The memory will not last longer than that unless the information enters the short-term memory.

Information can be held in the short-term memory for about twenty seconds or as long as you are actively using it. If you repeat a fact to yourself, that fact will stay in your short-term memory as long as you keep repeating it. Once you stop repeating it, either it is forgotten or it moves into long term memory.

Long-term memory is the huge memory tank that can hold ideas and images for years and years. Information can be added to your long-term memory when you actively try to put it there through memorization or when an idea or image enters your mind on its own.

The three phases of memory discussed in the passage are differentiated according 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 from 35 to 42

The three phases of human memory are the sensory memory, the short-term memory, and the long- term memory. This division of the memory into phases is based on the length of time of the memory.

Sensory memory is instantaneous memory. It is an image or memory that enters your mind only for a short period of time; it comes and goes in under a second. The memory will not last longer than that unless the information enters the short-term memory.

Information can be held in the short-term memory for about twenty seconds or as long as you are actively using it. If you repeat a fact to yourself, that fact will stay in your short-term memory as long as you keep repeating it. Once you stop repeating it, either it is forgotten or it moves into long term memory.

Long-term memory is the huge memory tank that can hold ideas and images for years and years. Information can be added to your long-term memory when you actively try to put it there through memorization or when an idea or image enters your mind on its own.

The best title for this passage would be __________.

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 28 to 34

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 gradually 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 16th 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 19th and early 20th 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 ___________.

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 28 to 34

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 gradually 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 16th 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 19th and early 20th 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 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 28 to 34

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 gradually 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 16th 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 19th and early 20th 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 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 28 to 34

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 gradually 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 16th 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 19th and early 20th 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 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 28 to 34

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 gradually 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 16th 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 19th and early 20th 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 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 28 to 34

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 gradually 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 16th 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 19th and early 20th 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 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 28 to 34

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 gradually 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 16th 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 19th and early 20th 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 passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 1 to 5

In Germany, it’s important to be serious in a work situation. They don’t mix work and play so you shouldn’t make jokes (1) __________ you do in the UK and USA when you first meet people. They work in a very organized way and prefer to do one thing at a time. They don’t like- interruptions or (2) __________ changes of schedule. Punctuality is very important so you should arrive on time for appointments. At meeting, it’s important to follow the agenda and not interrupt (3) _________ speaker. If you give a presentation, you should focus (4) ________ facts and technical information and the quality of your company’s products. You should also prepare well, as they may ask a lot of questions. Colleagues normally use the family names, and title - for example ‘Doctor’ or “Professor”, so you shouldn’t use first names (5) _________ a person asks you to.

 (5) A. if only          B. as                C. unless         D. since

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 1 to 5

In Germany, it’s important to be serious in a work situation. They don’t mix work and play so you shouldn’t make jokes (1) __________ you do in the UK and USA when you first meet people. They work in a very organized way and prefer to do one thing at a time. They don’t like- interruptions or (2) __________ changes of schedule. Punctuality is very important so you should arrive on time for appointments. At meeting, it’s important to follow the agenda and not interrupt (3) _________ speaker. If you give a presentation, you should focus (4) ________ facts and technical information and the quality of your company’s products. You should also prepare well, as they may ask a lot of questions. Colleagues normally use the family names, and title - for example ‘Doctor’ or “Professor”, so you shouldn’t use first names (5) _________ a person asks you to.

 (4) A. on                 B. to                C. at                D. in

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 1 to 5

In Germany, it’s important to be serious in a work situation. They don’t mix work and play so you shouldn’t make jokes (1) __________ you do in the UK and USA when you first meet people. They work in a very organized way and prefer to do one thing at a time. They don’t like- interruptions or (2) __________ changes of schedule. Punctuality is very important so you should arrive on time for appointments. At meeting, it’s important to follow the agenda and not interrupt (3) _________ speaker. If you give a presentation, you should focus (4) ________ facts and technical information and the quality of your company’s products. You should also prepare well, as they may ask a lot of questions. Colleagues normally use the family names, and title - for example ‘Doctor’ or “Professor”, so you shouldn’t use first names (5) _________ a person asks you to.

 (3) A. other             B. others          C. another       D. the other

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 1 to 5

In Germany, it’s important to be serious in a work situation. They don’t mix work and play so you shouldn’t make jokes (1) __________ you do in the UK and USA when you first meet people. They work in a very organized way and prefer to do one thing at a time. They don’t like- interruptions or (2) __________ changes of schedule. Punctuality is very important so you should arrive on time for appointments. At meeting, it’s important to follow the agenda and not interrupt (3) _________ speaker. If you give a presentation, you should focus (4) ________ facts and technical information and the quality of your company’s products. You should also prepare well, as they may ask a lot of questions. Colleagues normally use the family names, and title - for example ‘Doctor’ or “Professor”, so you shouldn’t use first names (5) _________ a person asks you to.

 (2) A. suddsen        B. suddenly     C. abruptly      D. promptly

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 1 to 5

In Germany, it’s important to be serious in a work situation. They don’t mix work and play so you shouldn’t make jokes (1) __________ you do in the UK and USA when you first meet people. They work in a very organized way and prefer to do one thing at a time. They don’t like- interruptions or (2) __________ changes of schedule. Punctuality is very important so you should arrive on time for appointments. At meeting, it’s important to follow the agenda and not interrupt (3) _________ speaker. If you give a presentation, you should focus (4) ________ facts and technical information and the quality of your company’s products. You should also prepare well, as they may ask a lot of questions. Colleagues normally use the family names, and title - for example ‘Doctor’ or “Professor”, so you shouldn’t use first names (5) _________ a person asks you to.

 (1) A. while            B. as if             C. such as        D. as

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

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

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

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

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In the US, the first stage of compulsory education __________as elementary education.

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________ is increasing, which results from economic crisis.

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Tony Blair is believed ________ for Liverpool last week

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 I can’t ________ of a word he is saying

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

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 Neither Bill nor his brothers _______ willing to help their mother with the housework

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

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The number of unemployed people ________ recently.

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Football is thought ________ in the world.

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The marathon, first staged on 1896, _______ the legendary feat of a Greek soldier who carried news of victory from the battle at Marathon to Athens.

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

Sports and festivals form an integral part of every human society.

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I’m becoming increasingly absent-minded. Last week, I locked myself out of my house twice.

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.

The most important thing is to keep yourself occupied.

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I can’t stand people who treat animals cruelly.

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Sarah: “Your hairstyle is terrific, Mary!” - Mary: - “_____________”

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Kate: “Thank you for the lovely present”. - Peter: “____________”

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