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Mark the letter (A,B,C, or D) on your answer sheet to indicate the sentence that is closest in meaning to the sentence printed before.
My mother goes to the supermarket once in a blue moon.




A.My mother goes to the supermarket only once a month.
B.My mother goes to the supermarket when the moon is full.
C.My mother occasionally goes to the supermarket.
D.My mother goes to the supermarket when the blue moon is on.
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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 question.
The history of clinical nutrition, or the study of the relationship between health and how the body takes in and utilizes food substances, can be divided into four distinct eras: the first began in the nineteenth century and extended into the early twentieth century when it was recognized for the first time that food contained constituents that were essential for human function and that different foods provided different amounts of these essential agents. Near the end of this era, research studies demonstrated that rapid weight loss was associated with nitrogen imbalance and could only be rectified by providing adequate dietary protein associated with certain foods.
The second era was initiated in the early decades of the twentieth century and might be called "the vitamin period." Vitamins came to be recognized in foods, and deficiency syndromes were described. As vitamins became recognized as essential food constituents necessary for health, it became tempting to suggest that every disease and condition for which there had been no previous effective treatment might be responsive to vitamin therapy. At that point in time, medical schools started to become more interested in having their curricula integrate nutritional concepts into the basic sciences. Much of the focus of this education was on the recognition of deficiency symptoms. Herein lay the beginning of what ultimately turned from ignorance to denial of the value of nutritional therapies in medicine. Reckless claims were made for effects of vitamins that went far beyond what could actually be achieved from the use of them.
In the third era of nutritional history in the early 1950's to mid-1960's, vitamin therapy began to fall into disrepute. Concomitant with this, nutrition education in medical schools also became less popular. It was just a decade before this that many drug companies had found their vitamin sales skyrocketing and were quick to supply practicing physicians with generous samples of vitamins and literature extolling the virtue of supplementation for a variety of health-related conditions. Expectations as to the success of vitamins in disease control were exaggerated. As is known in retrospect, vitamin and mineral therapies are much less effective when applied to health-crisis conditions than when applied to long-term problems of under nutrition that lead to chronic health problems.
What does the passage mainly discuss?




A.The effects of vitamins on the human body
B.The history of food preferences from the nineteenth century to the present
C.The stages of development of clinical nutrition as a field of study
D.Nutritional practices of the nineteenth century

Read the following passage, and mark the letter (A, B, C or D) on your answer sheet to indicate the correct answer for each of the blanks.
Earthquakes are amongst the most destructive natural disasters. They usually (51) …………….... without any warning and result in a great (52) ……………....of life and an enormous demolition of buildings. Additionally, they may cause devastating landslides or create gigantic tidal waves which, in fact, are colossal walls of water smashing into seashores with such force that they are (53) …………….... of destroying coastal cities. However, the (54) …………….... majority of fatalities and serious injuries come (55) ……………....when buildings (56) …………….....
Most frequently, the earthquake lasts 30 to 60 seconds, so usually there is no time to
(57) ……………....the mortal upshot once the shaking starts. The savage forces of an earthquake trigger off a complex chain (58)……………....in the building's structure when it is shaken, lifted, pushed or pulled. A building's height, its shape and construction materials are the most significant (59) ……………....deciding about the survival or collapse of the structure and, consequently, about the life or death of its (60)……………....




A.settlers
B.citizens
C.inhabitants
D.burghers

Read the following passage, and mark the letter (A, B, C or D) on your answer sheet to indicate the correct answer to each question.
Where one stage of child development has been left out, or not sufficiently experienced, the child may have to go back and capture the experience of it. A good home makes this possible - for example, by providing the opportunity for the child to play with a clockwork car or toy railway train up to any age if he still needs to do so. This principle, in fact, underlies all psychological treatment of children in difficulties with their development, and is the basic of work in child clinics.
The beginnings of discipline are in the nursery. Even the youngest baby is taught by gradual stages to wait for food, to sleep and wake at regular intervals and so on. If the child feels the world around him is a warm and friendly one, he slowly accepts its rhythm and accustoms himself to conforming to its demands. Learning to wait for things, particularly for food, is a very important element in upbringing, and is achieved successfully only if too great demands are not made before the child can understand them. Every parent watches eagerly the child's acquisition of each new skill: the first spoken words, the first independent steps, or the beginning of reading and writing. It is often tempting to hurry the child beyond his natural learning rate, but this can set up dangerous feelings of failure and states of anxiety in the child. This might happen at any stage. A baby might be forced to use a toilet too early, a young child might be encouraged to learn to read before he knows the meaning of the words he reads. On the other hand, though, if a child is left alone too much, or without any learning opportunities, he loses his natural zest for life and his desire to find out new things for himself.
Learning together is a fruitful source of relationship between children and parents. By playing together, parents learn more about their children and children learn more from their parents. Toys and games which both parents and children can share are an important means of achieving this co-operation. Building-block toys, jigsaw puzzles and crosswords are good examples.
Parents vary greatly in their degree of strictness or indulgence towards their children. Some may be especially strict in money matters; others are severe over times of coming home at night, punctuality for meals or personal cleanliness. In general, the controls imposed represent the needs of the parents and the values of the community as much as the child's own happiness and well-being.
With regard to the development of moral standards in the growing child, consistency is very important in parental teaching. To forbid a thing one day and excuse it the next is no foundation for morality. Also, parents should realize that "Example is better than precept". If they are hypocritical and do not practise what they preach, their children may grow confused and emotionally insecure when they grow old enough to think for themselves, and realize they have been, to some extent, deceived. A sudden awareness of a marked difference between their parents' ethics and their morals can be a dangerous disillusion.
The word 'imposed' in the 4th paragraph is closest in meaning to ………………




A.excepted
B.introduced
C.made
D.constrained

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