Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) OPPOSITE in meaning to the underlined word(s) in each of the following questions.
In this writing test, candidates will not be penalized for minor mechanical mistakes.
A.punished  
B.rewarded    
C.motivated   
D.discouraged

Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that best completes each of the following exchanges.
John and Mary are talking about what to do after class.
John: “______”
Mary: “Yes, I’d love to.”

A.Do you often have time for a drink after class?
B.Would you like to have a drink after class?
C.Do you often go out for a drink after class?
D.Would you like tea or coffee after class?

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

Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that is closest in meaning to each of the following questions.
“I’ll call you as soon as I arrive at the airport,” he said to me.
A.He objected to calling me as soon as he arrived at the airport.
B.He promised to call me as soon as he arrived at the airport.
C.He denied calling me as soon as he arrived at the airport.
D. He reminded me to call him as soon as he arrived at the airport

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

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)
What does the passage mainly discuss?
A.The nature of education around the world in modern times
B.Systems of higher education in France and Germany
C.The origin of higher education system in Europe
D.The influence of France and Germany on educational systems of other countries

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 4, which of the following is the most fascinating to booklovers?
A.A daily occupation   
B.An ordinary educated man   
C.The wonderland   
D.A favorite book

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 “it” in paragraph 2 refers to ______.
A.a new life     
B.our world   
C.an opportunity  
D.a thrill of pleasure