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
Though formally (A) close friends, they have now been estranged (B) from each other (C) due to some regrettable misunderstandings (D).
A.formally
B.have now been estranged
C.each other
D.regrettable misunderstandings

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
Historically (A), it was the 3rd Asian Games (B) in Japan that (C) tennis, volleyball, table tennis and hockey were (D) added.
A.Historically
B.was the 3rd Asian Games
C.that
D.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 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 “emblems” in the final paragraph is closest in meaning to ______.
A.representatives
B.directions
C.structures
D.delegates

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)
According to paragraph 4, what makes it possible for students in Germany to attend different universities during their undergraduate
A.The university staff have become far more mobile and occupied.
B.The university’s training programs offer greater flexibility and freedom of choice.
C.University tuition fees are kept at an affordable level for all students.
D.Entry requirements to universities in Germany are made less demanding.

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 “uniformity” in paragraph 3 is closest in meaning to ______.
A.proximity
B.discrepancy
C.similarity
D.uniqueness

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 about grandes écoles in France is NOT stated in paragraph 3?
A.Most of them have no connection with universities.
B.They have a reputation for advanced professional and technical training.
C.Their degrees are better recognized than those provided by universities.
D.They offer better accommodations and facilities than universities.

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.
We get great pleasure from reading. The more advanced a man is, the greater delight he will find in reading. The ordinary man may think that subjects like philosophy or science are very difficult and that if philosophers and scientists read these subjects, it is not for pleasure. But this is not true. The mathematician finds the same pleasure in his mathematics as the school boy in an adventure story. For both, it is a play of the imagination, a mental recreation and exercise. The pleasure derived from this activity is common to all kinds of reading. But different types of books give us different types of pleasure. First in order of popularity is novel-reading. Novels contain pictures of imaginary people in imaginary situations, and give us an opportunity of escaping into a new world very much like our world and yet different from it. Here we seem to live a new life, and the experience of this new life gives us a thrill of pleasure. Next in order of popularity are travel books, biographies and memoirs. These tell us tales of places we have not seen and of great men in whom we are interested. Some of these books are as wonderful as novels, and they have an added value that they are true. Such books give us knowledge, and we also find immense pleasure in knowing details of lands we have not seen and of great men we have only heard of. Reading is one of the greatest enjoyments of life. To book-lovers, nothing is more fascinating than a favorite book. And, the ordinary educated man who is interested and absorbed in his daily occupation wants to occasionally escape from his drudgery into the wonderland of books for recreation and refreshment.
(Source: http://www.importantindia.com)
The word “immense” in paragraph 3 is closest in meaning to ______.
A.great
B.limited
C.personal
D.controlled

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.
We get great pleasure from reading. The more advanced a man is, the greater delight he will find in reading. The ordinary man may think that subjects like philosophy or science are very difficult and that if philosophers and scientists read these subjects, it is not for pleasure. But this is not true. The mathematician finds the same pleasure in his mathematics as the school boy in an adventure story. For both, it is a play of the imagination, a mental recreation and exercise. The pleasure derived from this activity is common to all kinds of reading. But different types of books give us different types of pleasure. First in order of popularity is novel-reading. Novels contain pictures of imaginary people in imaginary situations, and give us an opportunity of escaping into a new world very much like our world and yet different from it. Here we seem to live a new life, and the experience of this new life gives us a thrill of pleasure. Next in order of popularity are travel books, biographies and memoirs. These tell us tales of places we have not seen and of great men in whom we are interested. Some of these books are as wonderful as novels, and they have an added value that they are true. Such books give us knowledge, and we also find immense pleasure in knowing details of lands we have not seen and of great men we have only heard of. Reading is one of the greatest enjoyments of life. To book-lovers, nothing is more fascinating than a favorite book. And, the ordinary educated man who is interested and absorbed in his daily occupation wants to occasionally escape from his drudgery into the wonderland of books for recreation and refreshment.
(Source: http://www.importantindia.com)
The word “derived” in paragraph 2 is closest in meaning to ______.
A.differed
B.established
C.bought
D.obtained

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.
We get great pleasure from reading. The more advanced a man is, the greater delight he will find in reading. The ordinary man may think that subjects like philosophy or science are very difficult and that if philosophers and scientists read these subjects, it is not for pleasure. But this is not true. The mathematician finds the same pleasure in his mathematics as the school boy in an adventure story. For both, it is a play of the imagination, a mental recreation and exercise. The pleasure derived from this activity is common to all kinds of reading. But different types of books give us different types of pleasure. First in order of popularity is novel-reading. Novels contain pictures of imaginary people in imaginary situations, and give us an opportunity of escaping into a new world very much like our world and yet different from it. Here we seem to live a new life, and the experience of this new life gives us a thrill of pleasure. Next in order of popularity are travel books, biographies and memoirs. These tell us tales of places we have not seen and of great men in whom we are interested. Some of these books are as wonderful as novels, and they have an added value that they are true. Such books give us knowledge, and we also find immense pleasure in knowing details of lands we have not seen and of great men we have only heard of. Reading is one of the greatest enjoyments of life. To book-lovers, nothing is more fascinating than a favorite book. And, the ordinary educated man who is interested and absorbed in his daily occupation wants to occasionally escape from his drudgery into the wonderland of books for recreation and refreshment.
(Source: http://www.importantindia.com)
According to paragraph 1, which of the following is NOT true?
A.Ordinary people may think that philosophy and science are difficult.
B.Reading about mathematics is mentally entertaining for a mathematician.
C.Philosophers and scientists do not read for pleasure.
D.A more advanced person takes greater pleasure in reading.

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 23 to 27.
GOOD FRIENDS
Psychologists have long known that having a set of cherished companions is crucial to mental well-being. A recent study by Australian investigators concluded that our friends even help to (23) ______ our lives. The study concentrated (24) ______ the social environment, general health, and lifestyle of 1,477 persons older than 70 years. The participants were asked how much contact they had with friends, children, relatives and acquaintances. Researchers were surprised to learn that friendships increased life (25) ______ to a far greater extent than frequent contact with children and other relatives. This benefit held true even after these friends had moved away to another city and was independent of factors such as socioeconomic status, health, and way of life. According to scientists, the ability to have relationships with people to (26) ______ one is important has a positive effect on physical and mental health. Stress and tendency towards depression are reduced, and behaviours that are damaging to health, such as smoking and drinking, occur less frequently. (27) _______, our support networks, in times Trang 3/6 - Mã đề thi 001 of calamity in particular, can raise our moods and feelings of self-worth and offer helpful strategies for dealing with difficult personal challenges.
(Source: Academic Vocabulary in Use by Michael McCarthy and Felicity O’Dell)
(26)
A.who
B.whom
C.what
D.that