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 It is vital that we _______a change in people’s attitude.
A.bring down
B.bring back
C.bring about
D.bring away
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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 following questions
Fish that live on the sea bottom benefit by being flat and hugging the contours. There are two very different types of flatfish and they have evolved in very separate ways. The skates and rays, relatives of the sharks have become flat in what might be called the obvious way. Their bodies have grown out sideways to form great “wings” They look as though they have been flattened but have remained symmetrical and “the right way up”. Conversely fish such as plaice, sole, and halibut have become flat in a different way. There are bony fish which have a marked tendency to be flattened in a vertical direction; they are much “taller” than they are wide. They use their whole vertically flattened bodies as swimming surfaces, which undulate through the water as they move. Therefore when their ancestors migrated to the seabed, they lay on one side than on their bellies. However, this raises the problem that one eye was always looking down into the sand and was effectively useless - In evolution this problem was solved by the lower eye “moving” around the other side. We see this process of moving around enacted in the development of every young bony flatfish. It starts life swimming near the surface, and is symmetrical and vertically flattened, but then the skull starts to grow in a strange asymmetrical twisted fashion, so that one eye for instance the left, moves over the top of the head upwards, an old Picasso - like vision. Incidentally, some species of 20 flatfish settle on the right side, others on the left, and others on either side.
 It can be inferred from the passage that the early life of a flatfish is_____
A. often confusing      
B.pretty normal 
C.very difficult 
D.full of danger

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.
Rock carvings suggest that Stone Age people were hunting whales for food as early as 2,200 B.C. Such _____(41) hunting is still practised today in a number of ______(42) including the Inuit people of Greenland and North America.
Whaling became big______ (43) from the seventeenth century as the _______(44) for whale bone and whale oil rose, and the humpback and sperm whales were hunted in increasingly large numbers. ________(45) just as stocks of these species began to fall, the explosive harpoon gun was ______(46) . This weapon, together with the development of steam-powered ships, enabled the whalers to hunt the fast moving fin and blue whales.
In 1905, the whaling ______(47) moved to the waters of Antarctica. The introduction of massive factory ships enabled the whales to be processed at sea. As a result. the blue whale had ________(48) disappeared by the I95os. In 1946, the International Whaling Commission was established to maintain the declining whale populations. Quotas were set but ____(49) were often ignored and the numbers continued to fall. Hunting of many species continued until 1986 when the IWC finally responded to international________(50) and a ban on commercial whaling was introduced.
_______(45)
A.though
B.because
C.but
D.therefore

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 system of higher education had its origin in Europe in the Middle Ages, when the first universities were established. In modern times, the nature of higher education around the world, to some extent, has been determined by the models of influential countries such as France and Germany.
            Both France and Germany have systems of higher education that are basically administered by state agencies. Entrance requirements for students are also similar in both countries. In France, an examination called the baccalauréat is given at the end of secondary education. Higher education in France is free and open to all students who have passed this baccalauréat. Success in this examination allows students to continue their higher education for another three or four years until they have attained the first university degree called a licence in France.
Basic differences, however, distinguish these two countries’ systems. French educational districts, called académies, are under the direction of a rector, an appointee of the national government who is also in charge of universities in each district. The uniformity in curriculum throughout the country leaves each university with little to distinguish itself. Hence, many students prefer to go to Paris, where there are better accommodations and more cultural amenities for them. Another difference is the existence in France of prestigious higher educational institutions known as grandes écoles, which provide advanced professional and technical training. Most of these schools are not affiliated with the universities, although they too recruit their students by giving competitive examinations to candidates. The grandes écoles provide rigorous training in all branches of applied science and technology, and their diplomas have a somewhat higher standing than the ordinary licence.
In Germany, the regional universities have autonomy in determining their curriculum under the direction of rectors elected from within. Students in Germany change universities according to their interests and the strengths of each university. In fact, it is a custom for students to attend two, three, or even four different universities in the course of their undergraduate studies, and the majority of professors at a particular university may have taught in four or five others. This high degree of mobility means that schemes of study and examination are marked by a freedom and individuality unknown in France.
France and Germany have greatly influenced higher education systems around the world. The French, either through colonial influence or the work of missionaries, introduced many aspects of their system in other countries. The German were the first to stress the importance of universities as research facilities, and they also created a sense of them as emblems of a national mind.
(Source: https://britannicalearn.com)
Which of the following can be inferred from the passage?
A.Studying in France and Germany is a good choice for people of all ages and nationalities.
B.It normally takes longer to complete a university course in France than in Germany.
C.Universities in Germany can govern themselves more effectively than those in France.
D.The level of decentralization of higher education is greater in Germany than in France.

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 system of higher education had its origin in Europe in the Middle Ages, when the first universities were established. In modern times, the nature of higher education around the world, to some extent, has been determined by the models of influential countries such as France and Germany.
            Both France and Germany have systems of higher education that are basically administered by state agencies. Entrance requirements for students are also similar in both countries. In France, an examination called the baccalauréat is given at the end of secondary education. Higher education in France is free and open to all students who have passed this baccalauréat. Success in this examination allows students to continue their higher education for another three or four years until they have attained the first university degree called a licence in France.
Basic differences, however, distinguish these two countries’ systems. French educational districts, called académies, are under the direction of a rector, an appointee of the national government who is also in charge of universities in each district. The uniformity in curriculum throughout the country leaves each university with little to distinguish itself. Hence, many students prefer to go to Paris, where there are better accommodations and more cultural amenities for them. Another difference is the existence in France of prestigious higher educational institutions known as grandes écoles, which provide advanced professional and technical training. Most of these schools are not affiliated with the universities, although they too recruit their students by giving competitive examinations to candidates. The grandes écoles provide rigorous training in all branches of applied science and technology, and their diplomas have a somewhat higher standing than the ordinary licence.
In Germany, the regional universities have autonomy in determining their curriculum under the direction of rectors elected from within. Students in Germany change universities according to their interests and the strengths of each university. In fact, it is a custom for students to attend two, three, or even four different universities in the course of their undergraduate studies, and the majority of professors at a particular university may have taught in four or five others. This high degree of mobility means that schemes of study and examination are marked by a freedom and individuality unknown in France.
France and Germany have greatly influenced higher education systems around the world. The French, either through colonial influence or the work of missionaries, introduced many aspects of their system in other countries. The German were the first to stress the importance of universities as research facilities, and they also created a sense of them as emblems of a national mind.
(Source: https://britannicalearn.com)
The word “their” in paragraph 3 refers to ______.
A.schools     
B.universities  
C.examinations   
D. branches

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