Which of the following statements is NOT true?
A.The writer's mother likes travelling.
B.One of the writer's grandmothers is living with her.
C.The writer’s brother has to clean his own room.
D.The writer has a cousin whose age is the same as hers.

Task 2. 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 8 – 15.
In early civilizations, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilizations 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 classes prevailed through the Reformation period. Gradually, however, education for women on 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. At 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 coeducation 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 .
A.male learners
B.both sexes
C.female learners
D.young people only

Task 2. 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 8 – 15.
In early civilizations, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilizations 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 classes prevailed through the Reformation period. Gradually, however, education for women on 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. At 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 coeducation 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 .
A.the Chinese
B.the Greek
C.Plato
D.the Jews

Task 2. 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 8 – 15.
In early civilizations, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilizations 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 classes prevailed through the Reformation period. Gradually, however, education for women on 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. At 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 coeducation 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 .
A.locked up in a place with men
B.isolated from normal life
C.deprived of opportunities
D.separated from men

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 38 to 42.
Norwich is the capital of East Anglia, an area on the east coast of England which is famous for its natural beauty and impressive architecture. Norwich is a wonderful city to explore and is popular with tourists all year round.
Norwich is not a city of luxurious hotels, but it has a good selection of reasonably priced places to stay in, both in the city centre and further out. The Beeches Hotel, for example, next to the cathedral, has a beautiful Victorian garden. Comfortable accommodations costs £65 for two nights' bed and breakfast per person. Norwich is famous for its magnificent cathedral. The cathedral has a summer programme of music and events which is open to the general public. One event, "Fire from heaven", is a drama and musical performance with fireworks, a laser light show and a carnival with local people dressed in colourful costumes.
Norwich is also home to the Sainsbury Centre for Visual Arts, a world-class collection of international art in a building at the University of East Anglia. This is well worth a visit and there is a lovely canteen with an excellent selection of hot and cold snacks. It also specializes in vegetarian food. In addition, the city has a new professional theatre, the Playhouse, on the River Wensum. The city' annual international arts festival is from 10 to 20 October.
Finally, if you fancy a complete break from the stresses of everyday life, you could hire a boat and spend a few days cruising along the river of the famous Norfolk Broads National Park. In our environmentally friendly age, the emphasis has moved forwards the quiet enjoyment of nature and wildlife. You can buy hire a boat, big or small, for an hour or two or even up to a week or two. This makes a perfect day out or holiday for people of all ages.
(Adopted from “Succeed in Cambridge English Preliminary” by Andrew Betsis and Lawrence Mamas)
The word "cruising" in paragraph 4 mostly means ________.
A.moving on land
B.travelling by boat
C.surfing
D.swimming

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.
When the light _______, we couldn’t see anything.
A.came off
B.put out
C.switched off
D.went out

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.
In the hands of a careless female driver, a LEAD motorbike may become a _____ weapon.
A.fatal
B.mortal
C.lethal
D.deathly

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.
The lecture was so boring that the students finally ______ and started daydreaming.
A.put down
B.taken off
C.turned off
D.turned down

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.
Attempts must be made to _______ the barriers of fear and hostility which divide the two communities.
A.break down
B.set up
C.get off
D.pass over

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.
Quang Hai’s _______ in the final match between Vietnam and Uzbekistan was voted the most beautiful goal on AFC’s website.
A.corner kick
B.free kick
C.penalty
D.goal kick