Đề thi THPT Quốc gia môn Tiếng anh năm 2022 chọn lọc, có lời giải (Đề số 1)

Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions

The students are excited _______ the coming summer holiday. 

Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions

The injury _______ her compliments on her excellent knowledge of the subject

Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions

She completed the remaining work at her office in great _______ so as not to miss the last bus to her home

Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions

I can't go out this morning. I'm up to my _______ in reports. 

Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions

On April 10th, the advertisement for Vinfast VF-e36 model car on CNN instantly caught _______ of TV viewers and netizens worldwide

Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions

When I went out, the sun _______

Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions

She's beautiful, _______? 

Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions

The secretary will have finished the preparations for the meeting _______

Mark the letter A, B, C or D on your answer sheet to indicate the word whose underlined part differs from the other three in pronunciation in each of the following questions

Mark the letter A, B, C or D on your answer sheet to indicate the word whose underlined part differs from the other three in pronunciation in each of the following questions

Mark the letter A, B, C or D on your answer sheet to indicate the word that differs from the other three in the position of primary stress in each of the following questions

Mark the letter A, B, C or D on your answer sheet to indicate the word that differs from the other three in the position of primary stress in each of the following questions

Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) CLOSEST in meaning to the underlined word(s) in each of the following questions

Children brought up in a caring environment tend to grow more sympathetic towards others

Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) CLOSEST in meaning to the underlined word(s) in each of the following questions

A series of programs have been broadcast to raise public awareness of healthy living

Mark the letter A, B, C or D on your answer sheet to indicate the option that best completes each of the following exchanges

Ted and Kate are talking about the school curriculum. 

- Ted: "Swimming should be made part of the school curriculum." 

- Kate: “_________. It is an essential life skill." 

Mark the letter A, B, C or D on your answer sheet to indicate the option that best completes each of the following exchanges

Tom is talking to John, his new classmate, in the classroom. 

- Tom: "How did you get here?” 

- John: “__________________

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 26 to 30.

Imaginary friends in early childhood

     Many children have an imaginary friend – that is a friend they have invented. It was once thought that only children (26) _______ had difficulty in creating relationships with others had imaginary friends. In fact, having an imaginary friend is probably a common aspect of a normal childhood (27) _______ many children with lots of real friends also have an imaginary friend. The imaginary friend may help some children cope with emotional difficulties, but for (28) _______, having an imaginary friend is just fun.   

          There is no firm evidence to say that having an imaginary friend (29) _______ us anything about what a child will be like in the future. One (30) _______ of research, though, has suggested that adults who once had imaginary friends may be more creative than those who did not

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 26 to 30. Imaginary friends in early childhood Many children have an imaginary friend – that is a friend they have invented. It was once thought that only children (26) _______ had difficulty in creating relationships with others had imaginary friends. In fact, having an imaginary friend is probably a common aspect of a normal childhood (27) _______ many children with lots of real friends also have an imaginary friend. The imaginary friend may help some children cope with emotional difficulties, but for (28) _______, having an imaginary friend is just fun. There is no firm evidence to say that having an imaginary friend (29) _______ us anything about what a child will be like in the future. One (30) _______ of research, though, has suggested that adults who once had imaginary friends may be more creative than those who did not

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 26 to 30. Imaginary friends in early childhood Many children have an imaginary friend – that is a friend they have invented. It was once thought that only children (26) _______ had difficulty in creating relationships with others had imaginary friends. In fact, having an imaginary friend is probably a common aspect of a normal childhood (27) _______ many children with lots of real friends also have an imaginary friend. The imaginary friend may help some children cope with emotional difficulties, but for (28) _______, having an imaginary friend is just fun. There is no firm evidence to say that having an imaginary friend (29) _______ us anything about what a child will be like in the future. One (30) _______ of research, though, has suggested that adults who once had imaginary friends may be more creative than those who did not

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 26 to 30.

Imaginary friends in early childhood

     Many children have an imaginary friend – that is a friend they have invented. It was once thought that only children (26) _______ had difficulty in creating relationships with others had imaginary friends. In fact, having an imaginary friend is probably a common aspect of a normal childhood (27) _______ many children with lots of real friends also have an imaginary friend. The imaginary friend may help some children cope with emotional difficulties, but for (28) _______, having an imaginary friend is just fun.   

     There is no firm evidence to say that having an imaginary friend (29) _______ us anything about what a child will be like in the future. One (30) _______ of research, though, has suggested that adults who once had imaginary friends may be more creative than those who did not. 

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 26 to 30. Imaginary friends in early childhood Many children have an imaginary friend – that is a friend they have invented. It was once thought that only children (26) _______ had difficulty in creating relationships with others had imaginary friends. In fact, having an imaginary friend is probably a common aspect of a normal childhood (27) _______ many children with lots of real friends also have an imaginary friend. The imaginary friend may help some children cope with emotional difficulties, but for (28) _______, having an imaginary friend is just fun. There is no firm evidence to say that having an imaginary friend (29) _______ us anything about what a child will be like in the future. One (30) _______ of research, though, has suggested that adults who once had imaginary friends may be more creative than those who did not.

Mark the letter A, B, C or D on your answer sheet to indicate the sentence that best combines each pair of sentences in the following questions

Lan had some shocking words on her facebook. Then, everyone knew her

Mark the letter A, B, C or D on your answer sheet to indicate the sentence that best combines each pair of sentences in the following questions

My brother is away on business. I really need his help now. 

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 33 to 39. 

     How do children learn about wildlife? And is what they learn the sort of thing they should be learning? It is my belief that children should not just be acquiring knowledge of animals but also developing attitudes and feelings towards them based on exposure to the real lives of animals in their natural habitats. But is this happening? 

     Some research in this area indicates that it is not. Learning about animals in school is often completely disconnected from the real lives of real animals, with the result that children often end up with little or no understanding or lasting knowledge of them. They learn factual information about animals, aimed at enabling them to identify them and have various abstract ideas about them, but that is the extent of their learning. Children's storybooks tend to personify animals as characters rather than teach about them. 

     For direct contact with wild and international animals, the only opportunity most children have is visiting a zoo. The educational benefit of this for children is often given as the main reason for doing it but research has shown that zoo visits seldom add to children's knowledge of animals – the animals are simply like exhibits in a museum that the children look at without engaging with them as living creatures. Children who belong to wildlife or environmental organizations or who watch wildlife TV programmes, however, show significantly higher knowledge than any other group of children studied in research. The studies show that if children learn about animals in their natural habitats, particularly through wildlife-based activities, they know more about them than they do as a result of visiting zoos or learning about them in the classroom. 

          Research has also been done into the attitudes of children towards animals. It shows that in general terms, children form strong attachments to individual animals, usually their pets, but do not have strong feelings for animals in general. This attitude is the norm regardless of the amount or kind of learning about animals they have at school. However, those children who watch television wildlife programmes show an interest in and affection for wildlife in its natural environment, and their regard for animals in general is higher

What could be the best title for the passage?

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 33 to 39. 

     How do children learn about wildlife? And is what they learn the sort of thing they should be learning? It is my belief that children should not just be acquiring knowledge of animals but also developing attitudes and feelings towards them based on exposure to the real lives of animals in their natural habitats. But is this happening? 

     Some research in this area indicates that it is not. Learning about animals in school is often completely disconnected from the real lives of real animals, with the result that children often end up with little or no understanding or lasting knowledge of them. They learn factual information about animals, aimed at enabling them to identify them and have various abstract ideas about them, but that is the extent of their learning. Children's storybooks tend to personify animals as characters rather than teach about them. 

     For direct contact with wild and international animals, the only opportunity most children have is visiting a zoo. The educational benefit of this for children is often given as the main reason for doing it but research has shown that zoo visits seldom add to children's knowledge of animals – the animals are simply like exhibits in a museum that the children look at without engaging with them as living creatures. Children who belong to wildlife or environmental organizations or who watch wildlife TV programmes, however, show significantly higher knowledge than any other group of children studied in research. The studies show that if children learn about animals in their natural habitats, particularly through wildlife-based activities, they know more about them than they do as a result of visiting zoos or learning about them in the classroom. 

          Research has also been done into the attitudes of children towards animals. It shows that in general terms, children form strong attachments to individual animals, usually their pets, but do not have strong feelings for animals in general. This attitude is the norm regardless of the amount or kind of learning about animals they have at school. However, those children who watch television wildlife programmes show an interest in and affection for wildlife in its natural environment, and their regard for animals in general is higher

The word “disconnected” in paragraph 2 is closest in meaning to ______.

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 33 to 39. 

     How do children learn about wildlife? And is what they learn the sort of thing they should be learning? It is my belief that children should not just be acquiring knowledge of animals but also developing attitudes and feelings towards them based on exposure to the real lives of animals in their natural habitats. But is this happening? 

     Some research in this area indicates that it is not. Learning about animals in school is often completely disconnected from the real lives of real animals, with the result that children often end up with little or no understanding or lasting knowledge of them. They learn factual information about animals, aimed at enabling them to identify them and have various abstract ideas about them, but that is the extent of their learning. Children's storybooks tend to personify animals as characters rather than teach about them. 

     For direct contact with wild and international animals, the only opportunity most children have is visiting a zoo. The educational benefit of this for children is often given as the main reason for doing it but research has shown that zoo visits seldom add to children's knowledge of animals – the animals are simply like exhibits in a museum that the children look at without engaging with them as living creatures. Children who belong to wildlife or environmental organizations or who watch wildlife TV programmes, however, show significantly higher knowledge than any other group of children studied in research. The studies show that if children learn about animals in their natural habitats, particularly through wildlife-based activities, they know more about them than they do as a result of visiting zoos or learning about them in the classroom. 

          Research has also been done into the attitudes of children towards animals. It shows that in general terms, children form strong attachments to individual animals, usually their pets, but do not have strong feelings for animals in general. This attitude is the norm regardless of the amount or kind of learning about animals they have at school. However, those children who watch television wildlife programmes show an interest in and affection for wildlife in its natural environment, and their regard for animals in general is higher

What opinion does the writer express in the second paragraph? 

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 33 to 39. 

     How do children learn about wildlife? And is what they learn the sort of thing they should be learning? It is my belief that children should not just be acquiring knowledge of animals but also developing attitudes and feelings towards them based on exposure to the real lives of animals in their natural habitats. But is this happening? 

     Some research in this area indicates that it is not. Learning about animals in school is often completely disconnected from the real lives of real animals, with the result that children often end up with little or no understanding or lasting knowledge of them. They learn factual information about animals, aimed at enabling them to identify them and have various abstract ideas about them, but that is the extent of their learning. Children's storybooks tend to personify animals as characters rather than teach about them. 

     For direct contact with wild and international animals, the only opportunity most children have is visiting a zoo. The educational benefit of this for children is often given as the main reason for doing it but research has shown that zoo visits seldom add to children's knowledge of animals – the animals are simply like exhibits in a museum that the children look at without engaging with them as living creatures. Children who belong to wildlife or environmental organizations or who watch wildlife TV programmes, however, show significantly higher knowledge than any other group of children studied in research. The studies show that if children learn about animals in their natural habitats, particularly through wildlife-based activities, they know more about them than they do as a result of visiting zoos or learning about them in the classroom. 

          Research has also been done into the attitudes of children towards animals. It shows that in general terms, children form strong attachments to individual animals, usually their pets, but do not have strong feelings for animals in general. This attitude is the norm regardless of the amount or kind of learning about animals they have at school. However, those children who watch television wildlife programmes show an interest in and affection for wildlife in its natural environment, and their regard for animals in general is higher

The word “them” in paragraph 2 refers to ______

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 33 to 39. 

     How do children learn about wildlife? And is what they learn the sort of thing they should be learning? It is my belief that children should not just be acquiring knowledge of animals but also developing attitudes and feelings towards them based on exposure to the real lives of animals in their natural habitats. But is this happening? 

     Some research in this area indicates that it is not. Learning about animals in school is often completely disconnected from the real lives of real animals, with the result that children often end up with little or no understanding or lasting knowledge of them. They learn factual information about animals, aimed at enabling them to identify them and have various abstract ideas about them, but that is the extent of their learning. Children's storybooks tend to personify animals as characters rather than teach about them. 

     For direct contact with wild and international animals, the only opportunity most children have is visiting a zoo. The educational benefit of this for children is often given as the main reason for doing it but research has shown that zoo visits seldom add to children's knowledge of animals – the animals are simply like exhibits in a museum that the children look at without engaging with them as living creatures. Children who belong to wildlife or environmental organizations or who watch wildlife TV programmes, however, show significantly higher knowledge than any other group of children studied in research. The studies show that if children learn about animals in their natural habitats, particularly through wildlife-based activities, they know more about them than they do as a result of visiting zoos or learning about them in the classroom. 

          Research has also been done into the attitudes of children towards animals. It shows that in general terms, children form strong attachments to individual animals, usually their pets, but do not have strong feelings for animals in general. This attitude is the norm regardless of the amount or kind of learning about animals they have at school. However, those children who watch television wildlife programmes show an interest in and affection for wildlife in its natural environment, and their regard for animals in general is higher

Which of the following is NOT true according to the passage? 

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 33 to 39. 

     How do children learn about wildlife? And is what they learn the sort of thing they should be learning? It is my belief that children should not just be acquiring knowledge of animals but also developing attitudes and feelings towards them based on exposure to the real lives of animals in their natural habitats. But is this happening? 

     Some research in this area indicates that it is not. Learning about animals in school is often completely disconnected from the real lives of real animals, with the result that children often end up with little or no understanding or lasting knowledge of them. They learn factual information about animals, aimed at enabling them to identify them and have various abstract ideas about them, but that is the extent of their learning. Children's storybooks tend to personify animals as characters rather than teach about them. 

     For direct contact with wild and international animals, the only opportunity most children have is visiting a zoo. The educational benefit of this for children is often given as the main reason for doing it but research has shown that zoo visits seldom add to children's knowledge of animals – the animals are simply like exhibits in a museum that the children look at without engaging with them as living creatures. Children who belong to wildlife or environmental organizations or who watch wildlife TV programmes, however, show significantly higher knowledge than any other group of children studied in research. The studies show that if children learn about animals in their natural habitats, particularly through wildlife-based activities, they know more about them than they do as a result of visiting zoos or learning about them in the classroom. 

          Research has also been done into the attitudes of children towards animals. It shows that in general terms, children form strong attachments to individual animals, usually their pets, but do not have strong feelings for animals in general. This attitude is the norm regardless of the amount or kind of learning about animals they have at school. However, those children who watch television wildlife programmes show an interest in and affection for wildlife in its natural environment, and their regard for animals in general is higher

It can be inferred from paragraph 4 that children's attitudes to animals ______

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 33 to 39. 

     How do children learn about wildlife? And is what they learn the sort of thing they should be learning? It is my belief that children should not just be acquiring knowledge of animals but also developing attitudes and feelings towards them based on exposure to the real lives of animals in their natural habitats. But is this happening? 

     Some research in this area indicates that it is not. Learning about animals in school is often completely disconnected from the real lives of real animals, with the result that children often end up with little or no understanding or lasting knowledge of them. They learn factual information about animals, aimed at enabling them to identify them and have various abstract ideas about them, but that is the extent of their learning. Children's storybooks tend to personify animals as characters rather than teach about them. 

     For direct contact with wild and international animals, the only opportunity most children have is visiting a zoo. The educational benefit of this for children is often given as the main reason for doing it but research has shown that zoo visits seldom add to children's knowledge of animals – the animals are simply like exhibits in a museum that the children look at without engaging with them as living creatures. Children who belong to wildlife or environmental organizations or who watch wildlife TV programmes, however, show significantly higher knowledge than any other group of children studied in research. The studies show that if children learn about animals in their natural habitats, particularly through wildlife-based activities, they know more about them than they do as a result of visiting zoos or learning about them in the classroom. 

          Research has also been done into the attitudes of children towards animals. It shows that in general terms, children form strong attachments to individual animals, usually their pets, but do not have strong feelings for animals in general. This attitude is the norm regardless of the amount or kind of learning about animals they have at school. However, those children who watch television wildlife programmes show an interest in and affection for wildlife in its natural environment, and their regard for animals in general is higher

The word “regard” in paragraph 4 is closest in meaning to______. 

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

A Tokyo newspaper - television company has organized the climb in 1975

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

I felt annoyed by his continuous interruptions at the meeting this morning

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

Ordinary Americans are friendly and not afraid to show its feelings

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 43 to 47. 

     Charles Lutwidge Dodgson is perhaps not a name that is universally recognized, but Dodgson did achieve enormous success under the pseudonym Lewis Carroll. He created this pseudonym from the Latinization, Carolus Ludovicus, of his real given name. It was under the name Lewis Carroll that Dodgson published the children's books Alice's Adventures in Wonderland (1865) and its sequel Through the Looking Glass (1872). Though Dodgson achieved this success in children's literature, he was not an author of children's books by training or profession. His education and chosen field of pursuit were far removed from the field of children's literature and were instead focused on theoretical mathematics. 

          Dodgson graduated with honors from Christ Church, Oxford, in 1854 and then embarked on a career in the world of academia. He worked as a lecturer in mathematics at Oxford and, later in his career, published a number of theoretical works on mathematics under his own name rather than under the pseudonym that he used for his children's stories. He produced a number of texts for students, such as A Syllabus of Plane Algebraical Geometry (1860), Formulae of Plane Trigonometry (1861), which was notable for the creativity of the symbols that he used to express trigonometric functions such as sine and cosine, and A Guide for the Mathematical Student (1866). In a number of more esoteric works, he championed the principles of Euclid; in Euclid and his Modern Rivals (1879), he presented his ideas on the superiority of Euclid over rival mathematicians in a highly imaginative fashion, by devising, a courtroom trial of anti-Euclid mathematicians that he named "Euclid-wreakers" and ultimately finding the defendants guilty as charged.  Curiosa Mathematica (1888-1893) made a further defense of Euclid's work, focusing on Euclid's definition of parallel lines. These academic works never had the universal impact of Dodgson's works for children using the name Lewis Carroll, but they demonstrate a solid body of well-regarded academic material

The word "pseudonym" in paragraph 1 is closest in meaning to ______

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 43 to 47. 

     Charles Lutwidge Dodgson is perhaps not a name that is universally recognized, but Dodgson did achieve enormous success under the pseudonym Lewis Carroll. He created this pseudonym from the Latinization, Carolus Ludovicus, of his real given name. It was under the name Lewis Carroll that Dodgson published the children's books Alice's Adventures in Wonderland (1865) and its sequel Through the Looking Glass (1872). Though Dodgson achieved this success in children's literature, he was not an author of children's books by training or profession. His education and chosen field of pursuit were far removed from the field of children's literature and were instead focused on theoretical mathematics. 

          Dodgson graduated with honors from Christ Church, Oxford, in 1854 and then embarked on a career in the world of academia. He worked as a lecturer in mathematics at Oxford and, later in his career, published a number of theoretical works on mathematics under his own name rather than under the pseudonym that he used for his children's stories. He produced a number of texts for students, such as A Syllabus of Plane Algebraical Geometry (1860), Formulae of Plane Trigonometry (1861), which was notable for the creativity of the symbols that he used to express trigonometric functions such as sine and cosine, and A Guide for the Mathematical Student (1866). In a number of more esoteric works, he championed the principles of Euclid; in Euclid and his Modern Rivals (1879), he presented his ideas on the superiority of Euclid over rival mathematicians in a highly imaginative fashion, by devising, a courtroom trial of anti-Euclid mathematicians that he named "Euclid-wreakers" and ultimately finding the defendants guilty as charged.  Curiosa Mathematica (1888-1893) made a further defense of Euclid's work, focusing on Euclid's definition of parallel lines. These academic works never had the universal impact of Dodgson's works for children using the name Lewis Carroll, but they demonstrate a solid body of well-regarded academic material

The word "they" in paragraph 2 refers to ______. 

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 43 to 47. 

     Charles Lutwidge Dodgson is perhaps not a name that is universally recognized, but Dodgson did achieve enormous success under the pseudonym Lewis Carroll. He created this pseudonym from the Latinization, Carolus Ludovicus, of his real given name. It was under the name Lewis Carroll that Dodgson published the children's books Alice's Adventures in Wonderland (1865) and its sequel Through the Looking Glass (1872). Though Dodgson achieved this success in children's literature, he was not an author of children's books by training or profession. His education and chosen field of pursuit were far removed from the field of children's literature and were instead focused on theoretical mathematics. 

          Dodgson graduated with honors from Christ Church, Oxford, in 1854 and then embarked on a career in the world of academia. He worked as a lecturer in mathematics at Oxford and, later in his career, published a number of theoretical works on mathematics under his own name rather than under the pseudonym that he used for his children's stories. He produced a number of texts for students, such as A Syllabus of Plane Algebraical Geometry (1860), Formulae of Plane Trigonometry (1861), which was notable for the creativity of the symbols that he used to express trigonometric functions such as sine and cosine, and A Guide for the Mathematical Student (1866). In a number of more esoteric works, he championed the principles of Euclid; in Euclid and his Modern Rivals (1879), he presented his ideas on the superiority of Euclid over rival mathematicians in a highly imaginative fashion, by devising, a courtroom trial of anti-Euclid mathematicians that he named "Euclid-wreakers" and ultimately finding the defendants guilty as charged.  Curiosa Mathematica (1888-1893) made a further defense of Euclid's work, focusing on Euclid's definition of parallel lines. These academic works never had the universal impact of Dodgson's works for children using the name Lewis Carroll, but they demonstrate a solid body of well-regarded academic material

What could be the best title for the passage? 

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 43 to 47. 

     Charles Lutwidge Dodgson is perhaps not a name that is universally recognized, but Dodgson did achieve enormous success under the pseudonym Lewis Carroll. He created this pseudonym from the Latinization, Carolus Ludovicus, of his real given name. It was under the name Lewis Carroll that Dodgson published the children's books Alice's Adventures in Wonderland (1865) and its sequel Through the Looking Glass (1872). Though Dodgson achieved this success in children's literature, he was not an author of children's books by training or profession. His education and chosen field of pursuit were far removed from the field of children's literature and were instead focused on theoretical mathematics. 

          Dodgson graduated with honors from Christ Church, Oxford, in 1854 and then embarked on a career in the world of academia. He worked as a lecturer in mathematics at Oxford and, later in his career, published a number of theoretical works on mathematics under his own name rather than under the pseudonym that he used for his children's stories. He produced a number of texts for students, such as A Syllabus of Plane Algebraical Geometry (1860), Formulae of Plane Trigonometry (1861), which was notable for the creativity of the symbols that he used to express trigonometric functions such as sine and cosine, and A Guide for the Mathematical Student (1866). In a number of more esoteric works, he championed the principles of Euclid; in Euclid and his Modern Rivals (1879), he presented his ideas on the superiority of Euclid over rival mathematicians in a highly imaginative fashion, by devising, a courtroom trial of anti-Euclid mathematicians that he named "Euclid-wreakers" and ultimately finding the defendants guilty as charged.  Curiosa Mathematica (1888-1893) made a further defense of Euclid's work, focusing on Euclid's definition of parallel lines. These academic works never had the universal impact of Dodgson's works for children using the name Lewis Carroll, but they demonstrate a solid body of well-regarded academic material

According to the passage, Dodgson ______

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 43 to 47. 

     Charles Lutwidge Dodgson is perhaps not a name that is universally recognized, but Dodgson did achieve enormous success under the pseudonym Lewis Carroll. He created this pseudonym from the Latinization, Carolus Ludovicus, of his real given name. It was under the name Lewis Carroll that Dodgson published the children's books Alice's Adventures in Wonderland (1865) and its sequel Through the Looking Glass (1872). Though Dodgson achieved this success in children's literature, he was not an author of children's books by training or profession. His education and chosen field of pursuit were far removed from the field of children's literature and were instead focused on theoretical mathematics. 

          Dodgson graduated with honors from Christ Church, Oxford, in 1854 and then embarked on a career in the world of academia. He worked as a lecturer in mathematics at Oxford and, later in his career, published a number of theoretical works on mathematics under his own name rather than under the pseudonym that he used for his children's stories. He produced a number of texts for students, such as A Syllabus of Plane Algebraical Geometry (1860), Formulae of Plane Trigonometry (1861), which was notable for the creativity of the symbols that he used to express trigonometric functions such as sine and cosine, and A Guide for the Mathematical Student (1866). In a number of more esoteric works, he championed the principles of Euclid; in Euclid and his Modern Rivals (1879), he presented his ideas on the superiority of Euclid over rival mathematicians in a highly imaginative fashion, by devising, a courtroom trial of anti-Euclid mathematicians that he named "Euclid-wreakers" and ultimately finding the defendants guilty as charged.  Curiosa Mathematica (1888-1893) made a further defense of Euclid's work, focusing on Euclid's definition of parallel lines. These academic works never had the universal impact of Dodgson's works for children using the name Lewis Carroll, but they demonstrate a solid body of well-regarded academic material

Which of the following is NOT TRUE, according to the passage? 

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

“Would you like to go to the cinema with me?” Jane said to Mary. 

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

They last saw each other six months ago

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'm sure Luisa was very disappointed when she failed the exam.