Đề thi thử THPT Quốc Gia môn Tiếng anh năm 2020 (Đề số 25)

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 underlined part that needs correction in each of the following questions

What I love most about the book that was the close-knit friendship of the three friends

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

However well my sister made at school, she never seems to be satisfied with the results

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

Some studies show that young babies prefer the smell of milk to those of other liquids

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

Tom was accused ____________ some top secret document

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

Sometimes ___________ wears people out and is worse than the lack of sleep it self

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

We were late because we had some car problems. By the time we ___________ to the station, Susan ____________ for us for more than two hours.

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

Preparing for a job interview can be very _______________.

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

______________ but for his help yesterday?

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

Don’t worry, we will have to wait a little longer because I’m sure he will ___________ soon

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

I tried every key in turn but not __________ fitted

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

She complains noisily about everything she doesn’t like. She is the type of person who is always _____________.

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

That cannot be a true story. He ____________ it up

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

They asked me ______      in London then

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

She blamed ___________ me ___________ not explaining the lesson __________ her carefully

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

It  _____________me more than an hour to download your photos you uploaded to your Facebook sites

Mark the letter A, B, C, or D on your answer sheet to indicate the most suitable response to complete each of the following exchanges

“________________________.”

 “ I have a terrible headache.”  

Mark the letter A, B, C, or D on your answer sheet to indicate the most suitable response to complete each of the following exchanges

Teacher: “ John, you’ve written a  much better essay this time.”

John: “_______________________.”

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

It is common practice to look at the person you are talking to

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

Our new teacher has a good sense of humor

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.

Strongly advocating health foods, Jane doesn’t eat any chocolate

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.

I’m sorry I can’t come out this weekend – I’m up to my ears in work

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

Scarcely had he got out of the house when it started raining

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

Most students are aware of the importance of English

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

The airport taxes are included in the ticket price.

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

We didn’t want to spend a lot of money. We stayed in a cheap hotel

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

Everyone expected Clement‟s party to be a disaster. It was exactly the opposite

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 31 to 35.   

Public awareness of the value of recycling materials such (31)___________ plastic, paper, and glass is increasing daily in all corners of the globe. In some countries these efforts are being (32)___________ by the local governments and in others, by individuals. Participation in these programs is at an all-time high. In the small town of Truro in eastern Massachusetts, for example, space in the local landfill has run out; therefore, residents have had to think of new ways to (33)___________ of their trash. With no room for items such as newspaper, bottles, and old lumber at the land fill, local residents have come up with many (34)___________ programs to recycle and/ or reuse what was once thought of as only trash. For instance, yard waste such as leaves and grass which used to be thrown in the landfill is now broken down and made into compost used by local people as fertilizer in their gardens. In addition, (35)___________ plastics, newspapers, bottles and cans are sold to a recycling company, thereby bringing in revenue for the town.

Điền vào ô số 31

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 31 to 35.   

Public awareness of the value of recycling materials such (31)___________ plastic, paper, and glass is increasing daily in all corners of the globe. In some countries these efforts are being (32)___________ by the local governments and in others, by individuals. Participation in these programs is at an all-time high. In the small town of Truro in eastern Massachusetts, for example, space in the local landfill has run out; therefore, residents have had to think of new ways to (33)___________ of their trash. With no room for items such as newspaper, bottles, and old lumber at the land fill, local residents have come up with many (34)___________ programs to recycle and/ or reuse what was once thought of as only trash. For instance, yard waste such as leaves and grass which used to be thrown in the landfill is now broken down and made into compost used by local people as fertilizer in their gardens. In addition, (35)___________ plastics, newspapers, bottles and cans are sold to a recycling company, thereby bringing in revenue for the town.

Điền vào ô số 32

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 31 to 35.   

Public awareness of the value of recycling materials such (31)___________ plastic, paper, and glass is increasing daily in all corners of the globe. In some countries these efforts are being (32)___________ by the local governments and in others, by individuals. Participation in these programs is at an all-time high. In the small town of Truro in eastern Massachusetts, for example, space in the local landfill has run out; therefore, residents have had to think of new ways to (33)___________ of their trash. With no room for items such as newspaper, bottles, and old lumber at the land fill, local residents have come up with many (34)___________ programs to recycle and/ or reuse what was once thought of as only trash. For instance, yard waste such as leaves and grass which used to be thrown in the landfill is now broken down and made into compost used by local people as fertilizer in their gardens. In addition, (35)___________ plastics, newspapers, bottles and cans are sold to a recycling company, thereby bringing in revenue for the town.

Điền vào ô số 33

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 31 to 35.   

Public awareness of the value of recycling materials such (31)___________ plastic, paper, and glass is increasing daily in all corners of the globe. In some countries these efforts are being (32)___________ by the local governments and in others, by individuals. Participation in these programs is at an all-time high. In the small town of Truro in eastern Massachusetts, for example, space in the local landfill has run out; therefore, residents have had to think of new ways to (33)___________ of their trash. With no room for items such as newspaper, bottles, and old lumber at the land fill, local residents have come up with many (34)___________ programs to recycle and/ or reuse what was once thought of as only trash. For instance, yard waste such as leaves and grass which used to be thrown in the landfill is now broken down and made into compost used by local people as fertilizer in their gardens. In addition, (35)___________ plastics, newspapers, bottles and cans are sold to a recycling company, thereby bringing in revenue for the town.

Điền vào ô số 34

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 31 to 35.   

Public awareness of the value of recycling materials such (31)___________ plastic, paper, and glass is increasing daily in all corners of the globe. In some countries these efforts are being (32)___________ by the local governments and in others, by individuals. Participation in these programs is at an all-time high. In the small town of Truro in eastern Massachusetts, for example, space in the local landfill has run out; therefore, residents have had to think of new ways to (33)___________ of their trash. With no room for items such as newspaper, bottles, and old lumber at the land fill, local residents have come up with many (34)___________ programs to recycle and/ or reuse what was once thought of as only trash. For instance, yard waste such as leaves and grass which used to be thrown in the landfill is now broken down and made into compost used by local people as fertilizer in their gardens. In addition, (35)___________ plastics, newspapers, bottles and cans are sold to a recycling company, thereby bringing in revenue for the town.

Điền vào ô số 35

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 36 to 42. 

Homing pigeons are placed in a training program from about the time they are twenty-eight days of age. They are taught to enter the loft through a trap and to exercise above and around the loft, and gradually they are taken away for short distances in wicker baskets and released. They are then expected to find their way home in the shortest possible time.        

 In their training flights or in actual races, the birds are taken to prearranged distant points and released to find their way back to their own lofts. Once the birds are liberated, their owners, who are standing by at the home lofts, anxiously watch the sky for the return of their entries. Since time is of the essence, the speed with which the birds can be induced to enter the loft trap may make the difference between gaining a win or a second place.         

The head of a homing pigeon is comparatively small, but its brain is one quarter larger than that of the ordinary pigeon. The homing pigeon is very intelligent and will persevere to the point of stubbornness; some have been known to fly a hundred miles off course to avoid a storm.   

Some homing pigeon experts claim that this bird is gifted with a form of built-in radar that helps it find its own loft after hours of flight, for hidden under the head feathers are two very sensitive ears, while the sharp, prominent eyes can see great distances in daytime.

Why do homing pigeons fly home? They are not unique in this inherent skill: it is found in most migratory birds, in bees, ants, toads, and even turtles, which have been known to travel hundreds of miles to return to their homes. But in the animal world, the homing pigeon alone can be trusted with its freedom and trained to carry out the missions that people demand

What is the purpose of 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 36 to 42. 

Homing pigeons are placed in a training program from about the time they are twenty-eight days of age. They are taught to enter the loft through a trap and to exercise above and around the loft, and gradually they are taken away for short distances in wicker baskets and released. They are then expected to find their way home in the shortest possible time.        

 In their training flights or in actual races, the birds are taken to prearranged distant points and released to find their way back to their own lofts. Once the birds are liberated, their owners, who are standing by at the home lofts, anxiously watch the sky for the return of their entries. Since time is of the essence, the speed with which the birds can be induced to enter the loft trap may make the difference between gaining a win or a second place.         

The head of a homing pigeon is comparatively small, but its brain is one quarter larger than that of the ordinary pigeon. The homing pigeon is very intelligent and will persevere to the point of stubbornness; some have been known to fly a hundred miles off course to avoid a storm.   

Some homing pigeon experts claim that this bird is gifted with a form of built-in radar that helps it find its own loft after hours of flight, for hidden under the head feathers are two very sensitive ears, while the sharp, prominent eyes can see great distances in daytime.

Why do homing pigeons fly home? They are not unique in this inherent skill: it is found in most migratory birds, in bees, ants, toads, and even turtles, which have been known to travel hundreds of miles to return to their homes. But in the animal world, the homing pigeon alone can be trusted with its freedom and trained to carry out the missions that people demand

According to the passage, what happens to homing pigeons when they are about a month old?

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 36 to 42. 

Homing pigeons are placed in a training program from about the time they are twenty-eight days of age. They are taught to enter the loft through a trap and to exercise above and around the loft, and gradually they are taken away for short distances in wicker baskets and released. They are then expected to find their way home in the shortest possible time.        

 In their training flights or in actual races, the birds are taken to prearranged distant points and released to find their way back to their own lofts. Once the birds are liberated, their owners, who are standing by at the home lofts, anxiously watch the sky for the return of their entries. Since time is of the essence, the speed with which the birds can be induced to enter the loft trap may make the difference between gaining a win or a second place.         

The head of a homing pigeon is comparatively small, but its brain is one quarter larger than that of the ordinary pigeon. The homing pigeon is very intelligent and will persevere to the point of stubbornness; some have been known to fly a hundred miles off course to avoid a storm.   

Some homing pigeon experts claim that this bird is gifted with a form of built-in radar that helps it find its own loft after hours of flight, for hidden under the head feathers are two very sensitive ears, while the sharp, prominent eyes can see great distances in daytime.

Why do homing pigeons fly home? They are not unique in this inherent skill: it is found in most migratory birds, in bees, ants, toads, and even turtles, which have been known to travel hundreds of miles to return to their homes. But in the animal world, the homing pigeon alone can be trusted with its freedom and trained to carry out the missions that people demand

In paragraph 2, when the author states that the owners "anxiously watch the sky" there is the implication that the owners _______________________.

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 36 to 42. 

Homing pigeons are placed in a training program from about the time they are twenty-eight days of age. They are taught to enter the loft through a trap and to exercise above and around the loft, and gradually they are taken away for short distances in wicker baskets and released. They are then expected to find their way home in the shortest possible time.        

 In their training flights or in actual races, the birds are taken to prearranged distant points and released to find their way back to their own lofts. Once the birds are liberated, their owners, who are standing by at the home lofts, anxiously watch the sky for the return of their entries. Since time is of the essence, the speed with which the birds can be induced to enter the loft trap may make the difference between gaining a win or a second place.         

The head of a homing pigeon is comparatively small, but its brain is one quarter larger than that of the ordinary pigeon. The homing pigeon is very intelligent and will persevere to the point of stubbornness; some have been known to fly a hundred miles off course to avoid a storm.   

Some homing pigeon experts claim that this bird is gifted with a form of built-in radar that helps it find its own loft after hours of flight, for hidden under the head feathers are two very sensitive ears, while the sharp, prominent eyes can see great distances in daytime.

Why do homing pigeons fly home? They are not unique in this inherent skill: it is found in most migratory birds, in bees, ants, toads, and even turtles, which have been known to travel hundreds of miles to return to their homes. But in the animal world, the homing pigeon alone can be trusted with its freedom and trained to carry out the missions that people demand

According to the passage, what is the difference between a homing pigeon and an ordinary one?

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 36 to 42. 

Homing pigeons are placed in a training program from about the time they are twenty-eight days of age. They are taught to enter the loft through a trap and to exercise above and around the loft, and gradually they are taken away for short distances in wicker baskets and released. They are then expected to find their way home in the shortest possible time.        

 In their training flights or in actual races, the birds are taken to prearranged distant points and released to find their way back to their own lofts. Once the birds are liberated, their owners, who are standing by at the home lofts, anxiously watch the sky for the return of their entries. Since time is of the essence, the speed with which the birds can be induced to enter the loft trap may make the difference between gaining a win or a second place.         

The head of a homing pigeon is comparatively small, but its brain is one quarter larger than that of the ordinary pigeon. The homing pigeon is very intelligent and will persevere to the point of stubbornness; some have been known to fly a hundred miles off course to avoid a storm.   

Some homing pigeon experts claim that this bird is gifted with a form of built-in radar that helps it find its own loft after hours of flight, for hidden under the head feathers are two very sensitive ears, while the sharp, prominent eyes can see great distances in daytime.

Why do homing pigeons fly home? They are not unique in this inherent skill: it is found in most migratory birds, in bees, ants, toads, and even turtles, which have been known to travel hundreds of miles to return to their homes. But in the animal world, the homing pigeon alone can be trusted with its freedom and trained to carry out the missions that people demand

The author mentions all of the following at tributes that enable a homing pigeon to return home EXCEPT ____________________.

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 36 to 42. 

Homing pigeons are placed in a training program from about the time they are twenty-eight days of age. They are taught to enter the loft through a trap and to exercise above and around the loft, and gradually they are taken away for short distances in wicker baskets and released. They are then expected to find their way home in the shortest possible time.        

 In their training flights or in actual races, the birds are taken to prearranged distant points and released to find their way back to their own lofts. Once the birds are liberated, their owners, who are standing by at the home lofts, anxiously watch the sky for the return of their entries. Since time is of the essence, the speed with which the birds can be induced to enter the loft trap may make the difference between gaining a win or a second place.         

The head of a homing pigeon is comparatively small, but its brain is one quarter larger than that of the ordinary pigeon. The homing pigeon is very intelligent and will persevere to the point of stubbornness; some have been known to fly a hundred miles off course to avoid a storm.   

Some homing pigeon experts claim that this bird is gifted with a form of built-in radar that helps it find its own loft after hours of flight, for hidden under the head feathers are two very sensitive ears, while the sharp, prominent eyes can see great distances in daytime.

Why do homing pigeons fly home? They are not unique in this inherent skill: it is found in most migratory birds, in bees, ants, toads, and even turtles, which have been known to travel hundreds of miles to return to their homes. But in the animal world, the homing pigeon alone can be trusted with its freedom and trained to carry out the missions that people demand

In the fourth paragraph, the pronoun "it" refers to which of the following?

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 36 to 42. 

Homing pigeons are placed in a training program from about the time they are twenty-eight days of age. They are taught to enter the loft through a trap and to exercise above and around the loft, and gradually they are taken away for short distances in wicker baskets and released. They are then expected to find their way home in the shortest possible time.        

 In their training flights or in actual races, the birds are taken to prearranged distant points and released to find their way back to their own lofts. Once the birds are liberated, their owners, who are standing by at the home lofts, anxiously watch the sky for the return of their entries. Since time is of the essence, the speed with which the birds can be induced to enter the loft trap may make the difference between gaining a win or a second place.         

The head of a homing pigeon is comparatively small, but its brain is one quarter larger than that of the ordinary pigeon. The homing pigeon is very intelligent and will persevere to the point of stubbornness; some have been known to fly a hundred miles off course to avoid a storm.   

Some homing pigeon experts claim that this bird is gifted with a form of built-in radar that helps it find its own loft after hours of flight, for hidden under the head feathers are two very sensitive ears, while the sharp, prominent eyes can see great distances in daytime.

Why do homing pigeons fly home? They are not unique in this inherent skill: it is found in most migratory birds, in bees, ants, toads, and even turtles, which have been known to travel hundreds of miles to return to their homes. But in the animal world, the homing pigeon alone can be trusted with its freedom and trained to carry out the missions that people demand

Why does the author mention bees, ants, toads, and turtles in the last 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 43 to 50.

ACADEMICS AREN’T THE PROBLEM

Studies about how students use their time might shed light on whether they face increased academic and financial pressures compared with earlier eras. 

The data show that full-time students in all types of colleges study much less now than they did a generation ago - a full 10 hours a week less. Students are also receiving significantly higher grades. So it appears that academic pressures are, in fact, considerably lower than they used to be. The time-use data don‟t suggest that students feel greater financial pressures, either. When the time savings and lower opportunity costs are factored in, college appears less expensive for most students than it was in the 1960s. And though there are now more full-time students working for pay while in college, they study less even when paid work choices are held constant. 

In other words, full-time students do not appear to be studying less in order to work more. They appear to be studying less and spending the extra time on leisure activities or fun. It seems hard to imagine that students feeling increased financial pressures would respond by taking more leisure. 

Based on how students are spending their time then, it doesn‟t look as though academic or financial pressures are greater now than a generation ago. The time-use data don‟t speak directly to social pressures, and it may well be that these have become more intense lately. 

In one recent set of data, students reported spending more than 23 hours per week either socializing with friends or playing on the computer for fun. Social activities, in person or on computer, would seem to have become the major focus of campus life. It is hard to tell what kinds of pressures would be associated with this change.

Research studies have shown that pressures put on students nowadays are __________.

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 50.

ACADEMICS AREN’T THE PROBLEM

Studies about how students use their time might shed light on whether they face increased academic and financial pressures compared with earlier eras. 

The data show that full-time students in all types of colleges study much less now than they did a generation ago - a full 10 hours a week less. Students are also receiving significantly higher grades. So it appears that academic pressures are, in fact, considerably lower than they used to be. The time-use data don‟t suggest that students feel greater financial pressures, either. When the time savings and lower opportunity costs are factored in, college appears less expensive for most students than it was in the 1960s. And though there are now more full-time students working for pay while in college, they study less even when paid work choices are held constant. 

In other words, full-time students do not appear to be studying less in order to work more. They appear to be studying less and spending the extra time on leisure activities or fun. It seems hard to imagine that students feeling increased financial pressures would respond by taking more leisure. 

Based on how students are spending their time then, it doesn‟t look as though academic or financial pressures are greater now than a generation ago. The time-use data don‟t speak directly to social pressures, and it may well be that these have become more intense lately. 

In one recent set of data, students reported spending more than 23 hours per week either socializing with friends or playing on the computer for fun. Social activities, in person or on computer, would seem to have become the major focus of campus life. It is hard to tell what kinds of pressures would be associated with this change.

Which of the following is used by the author as the proof of academic pressures being lower than before?

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 50.

ACADEMICS AREN’T THE PROBLEM

Studies about how students use their time might shed light on whether they face increased academic and financial pressures compared with earlier eras. 

The data show that full-time students in all types of colleges study much less now than they did a generation ago - a full 10 hours a week less. Students are also receiving significantly higher grades. So it appears that academic pressures are, in fact, considerably lower than they used to be. The time-use data don‟t suggest that students feel greater financial pressures, either. When the time savings and lower opportunity costs are factored in, college appears less expensive for most students than it was in the 1960s. And though there are now more full-time students working for pay while in college, they study less even when paid work choices are held constant. 

In other words, full-time students do not appear to be studying less in order to work more. They appear to be studying less and spending the extra time on leisure activities or fun. It seems hard to imagine that students feeling increased financial pressures would respond by taking more leisure. 

Based on how students are spending their time then, it doesn‟t look as though academic or financial pressures are greater now than a generation ago. The time-use data don‟t speak directly to social pressures, and it may well be that these have become more intense lately. 

In one recent set of data, students reported spending more than 23 hours per week either socializing with friends or playing on the computer for fun. Social activities, in person or on computer, would seem to have become the major focus of campus life. It is hard to tell what kinds of pressures would be associated with this change.

All factors considered, college now seems___________ 

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 50.

ACADEMICS AREN’T THE PROBLEM

Studies about how students use their time might shed light on whether they face increased academic and financial pressures compared with earlier eras. 

The data show that full-time students in all types of colleges study much less now than they did a generation ago - a full 10 hours a week less. Students are also receiving significantly higher grades. So it appears that academic pressures are, in fact, considerably lower than they used to be. The time-use data don‟t suggest that students feel greater financial pressures, either. When the time savings and lower opportunity costs are factored in, college appears less expensive for most students than it was in the 1960s. And though there are now more full-time students working for pay while in college, they study less even when paid work choices are held constant. 

In other words, full-time students do not appear to be studying less in order to work more. They appear to be studying less and spending the extra time on leisure activities or fun. It seems hard to imagine that students feeling increased financial pressures would respond by taking more leisure. 

Based on how students are spending their time then, it doesn‟t look as though academic or financial pressures are greater now than a generation ago. The time-use data don‟t speak directly to social pressures, and it may well be that these have become more intense lately. 

In one recent set of data, students reported spending more than 23 hours per week either socializing with friends or playing on the computer for fun. Social activities, in person or on computer, would seem to have become the major focus of campus life. It is hard to tell what kinds of pressures would be associated with this change.

According to the author, the fact that more full-time students are working for pay________.

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 50.

ACADEMICS AREN’T THE PROBLEM

Studies about how students use their time might shed light on whether they face increased academic and financial pressures compared with earlier eras. 

The data show that full-time students in all types of colleges study much less now than they did a generation ago - a full 10 hours a week less. Students are also receiving significantly higher grades. So it appears that academic pressures are, in fact, considerably lower than they used to be. The time-use data don‟t suggest that students feel greater financial pressures, either. When the time savings and lower opportunity costs are factored in, college appears less expensive for most students than it was in the 1960s. And though there are now more full-time students working for pay while in college, they study less even when paid work choices are held constant. 

In other words, full-time students do not appear to be studying less in order to work more. They appear to be studying less and spending the extra time on leisure activities or fun. It seems hard to imagine that students feeling increased financial pressures would respond by taking more leisure. 

Based on how students are spending their time then, it doesn‟t look as though academic or financial pressures are greater now than a generation ago. The time-use data don‟t speak directly to social pressures, and it may well be that these have become more intense lately. 

In one recent set of data, students reported spending more than 23 hours per week either socializing with friends or playing on the computer for fun. Social activities, in person or on computer, would seem to have become the major focus of campus life. It is hard to tell what kinds of pressures would be associated with this change.

The author finds it hard to point out___________.

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 50.

ACADEMICS AREN’T THE PROBLEM

Studies about how students use their time might shed light on whether they face increased academic and financial pressures compared with earlier eras. 

The data show that full-time students in all types of colleges study much less now than they did a generation ago - a full 10 hours a week less. Students are also receiving significantly higher grades. So it appears that academic pressures are, in fact, considerably lower than they used to be. The time-use data don‟t suggest that students feel greater financial pressures, either. When the time savings and lower opportunity costs are factored in, college appears less expensive for most students than it was in the 1960s. And though there are now more full-time students working for pay while in college, they study less even when paid work choices are held constant. 

In other words, full-time students do not appear to be studying less in order to work more. They appear to be studying less and spending the extra time on leisure activities or fun. It seems hard to imagine that students feeling increased financial pressures would respond by taking more leisure. 

Based on how students are spending their time then, it doesn‟t look as though academic or financial pressures are greater now than a generation ago. The time-use data don‟t speak directly to social pressures, and it may well be that these have become more intense lately. 

In one recent set of data, students reported spending more than 23 hours per week either socializing with friends or playing on the computer for fun. Social activities, in person or on computer, would seem to have become the major focus of campus life. It is hard to tell what kinds of pressures would be associated with this change.

The word “focus” in the last paragraph can be replaced with__________.

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 50.

ACADEMICS AREN’T THE PROBLEM

Studies about how students use their time might shed light on whether they face increased academic and financial pressures compared with earlier eras. 

The data show that full-time students in all types of colleges study much less now than they did a generation ago - a full 10 hours a week less. Students are also receiving significantly higher grades. So it appears that academic pressures are, in fact, considerably lower than they used to be. The time-use data don‟t suggest that students feel greater financial pressures, either. When the time savings and lower opportunity costs are factored in, college appears less expensive for most students than it was in the 1960s. And though there are now more full-time students working for pay while in college, they study less even when paid work choices are held constant. 

In other words, full-time students do not appear to be studying less in order to work more. They appear to be studying less and spending the extra time on leisure activities or fun. It seems hard to imagine that students feeling increased financial pressures would respond by taking more leisure. 

Based on how students are spending their time then, it doesn‟t look as though academic or financial pressures are greater now than a generation ago. The time-use data don‟t speak directly to social pressures, and it may well be that these have become more intense lately. 

In one recent set of data, students reported spending more than 23 hours per week either socializing with friends or playing on the computer for fun. Social activities, in person or on computer, would seem to have become the major focus of campus life. It is hard to tell what kinds of pressures would be associated with this change.

According to the author, the fact that students have more time for leisure is a proof that ______.

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 50.

ACADEMICS AREN’T THE PROBLEM

Studies about how students use their time might shed light on whether they face increased academic and financial pressures compared with earlier eras. 

The data show that full-time students in all types of colleges study much less now than they did a generation ago - a full 10 hours a week less. Students are also receiving significantly higher grades. So it appears that academic pressures are, in fact, considerably lower than they used to be. The time-use data don‟t suggest that students feel greater financial pressures, either. When the time savings and lower opportunity costs are factored in, college appears less expensive for most students than it was in the 1960s. And though there are now more full-time students working for pay while in college, they study less even when paid work choices are held constant. 

In other words, full-time students do not appear to be studying less in order to work more. They appear to be studying less and spending the extra time on leisure activities or fun. It seems hard to imagine that students feeling increased financial pressures would respond by taking more leisure. 

Based on how students are spending their time then, it doesn‟t look as though academic or financial pressures are greater now than a generation ago. The time-use data don‟t speak directly to social pressures, and it may well be that these have become more intense lately. 

In one recent set of data, students reported spending more than 23 hours per week either socializing with friends or playing on the computer for fun. Social activities, in person or on computer, would seem to have become the major focus of campus life. It is hard to tell what kinds of pressures would be associated with this change.

The word “Academics” in the title mostly means___________