What use was made of the nineteenth-century women’s history materials in the Schlesinger Library and the Sophia Smith Collection?
 
 
A.They were combined and published in a multivolume encyclopedia.
B. They were shared among women’s colleges throughout the United States. 
C.They formed the basis of college courses in the nineteenth century. 
D.They provided valuable information for twentieth-century historical researchers.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. 
Students are encouraged to develop critical thinking ______ accepting opinions without  questioning them. 
A.in addition  
B.for instance  
C.instead of  
D.because of

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.
 
Switch off all the lights _____
A.after you will leave the room   
B.until you enter the room
C.before you leave the room
D.by the time you enter the room

A.twenty 
B. hundred 
C.thirteen     
D.fifty

Mark the letter A, B, C or D on your answer sheet to indicate the most suitable respond to complete each of the following exchanges.
- Diana: “Do you like the advanced training course you are taking, Anne?” - Anne: “                           ”
A.No, thanks.  
B.No, not everyone.
C.By and large, yes. 
D.Not me, I’m still waiting.

_______(40)
A.increasing 
B.ascending  
C.climbing    
D.growing

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.
The number of working women in China __________ from 49% in 1980 to nearly 65% today.
A.has been increasing      
B.has increased                     
C.is increasing            
D.have increased

Choose the best answer (A, B, C or D) that best completes each sentence.
We’ll be late unless we …………. now.
A.leave     
B.don’t leave      
C.left    
D.had left

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 43 to 50.
            Henry is the undisputed star of Dronfield School near Sheffield. Whatever the achievements of other members of the comprehensive school, it is Henry, with his soulful eyes and glossy hair, who has hogged the limelight, appearing on television in Britain and abroad. Yet despite all the public adulation, Henry stirs up no envy or resentment among the 2000 students – in fact, they all adore him. The dog, who first arrived six months ago, is a super dog, who has improved students' behaviour and encouraged more students to focus on their academic achievement.
            Andrew Wainwright, a student at Dronfield School, says there is something magical and calming about being able to interact with Henry during his time at the school's catch-up classes, and that if he falls behind, that opportunity will be denied. Even doubting staff have finally been won round. Perhaps that is because Henry, who lies on the floor during staff meetings, has also had a calming effect on them.
           It was Andrew's teacher, Wendy Brown and the school counsellor, Julie Smart, who first proposed buying a school dog. "Julie and I were talking one day about how looking after dogs can positively affect children's conduct," says Brown. "We did some research and discovered that the presence of pets has been shown to be therapeutic. A number of studies have shown that animals improve recovery after surgery or illness and have a calming influence on people in a lot of settings. Some of my kids can be a handful and some of the children Julie counsels have terrible problems."
            Could the school dog become a craze? Other schools such as the Mulberry Bush, a primary school or children with behavioural problems, have stepped forward to point out they already have one. Rosie Johnston, a Mulberry staff member has been bringing her golden retriever, Muskoka, into school for three years. Apart from being a calming influence, Muskoka even plays his part in literacy lessons. Children at the school can be too shy to read to adults so they read to Muskoka. "Their anxiety about mispronouncing something or getting the words in the wrong order is reduced when they read to him," says Johnston.
            Psychologist Dr Deborah Wells from Queen's University Belfast specialises in animal-human interaction. She believes that the underlying key to the Henry effect is that dogs offer unconditional love and that cheers up adults and children and helps with self-esteem. But traditionalist Chris Woodhead, the former chief inspector of schools says, "I don't see why a teacher cannot create a positive learning environment through the subject they teach and their personality. Dogs strike me as a bit of a publicity stunt. It's the kind of sentimental story journalists love." Despite this sentiment, Henry remains as popular as ever.
(Adapted from "Ready for Advanced" by Roy Norris and Amanda French with Miles Hordern)
Which of the following is implied in the passage?
A.Rosie Johnston is more experienced than Wendy Brown in working with animals.
B.Interaction with Henry is used to boost students' learning motivation at Dronfield School.
C.Administrators at Dronfield School are sceptical as to whether Henry's companion will benefit their students.
D.Wendy Brown and Julie Smart are dedicated animal rights activists who wish to get their message across to young people.

Rewrite each sentence, beginning as shown, so that the meaning stays the same.
There aren't many people who have read this novel to the end but John is one of them.
A.John is one of people who haven't read this novel  to the end.
B.John is one of people who have read this novel.
C.John isn't one of people who have read this novel  to the end.
D.John is one of people who have read this novel  to the end.