Tổng hợp đề luyện thi Đại Học môn Tiếng Anh có lời giải(Đề số 16)

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 correct answer to each of the following questions.

In most _______ developed countries, up to 50% of ______ population enters higher education at some time in their lives.

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

We _____ won the game if we’d had a few more minutes.

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

They were discussing enthusiastically when their teacher _____ in.

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

____ my personal qualities, I have experience of working in a multi-national company for three years.

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

The meeting has been put _____ to Saturday as so many people have got the flu.

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

In our shop, there are different styles in classical music, _____ on when the music was composed.

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

The progress _____ in space travel in the early 1960s is remarkable.

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

We are not allowed _____ jeans at school.

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

Facial _____ show one’s feelings when he is communicating.

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

The unemployment rate of the area ______ every month until August and then started to fall.

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

Before you sign a contract, ________ in mind that you won’t be able to change anything later.

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

The brochure says that the hotel has a great _________of the sea.

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

As John _____ enjoyed doing research, he never could imagine himself pursuing other careers.

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

I went to a restaurant last night. Lucklily, I was the ten thousandth customer, so my dinner was on the _______.

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.

Efforts by the company to improve its productivity were hampered by lack of funds.

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.

Don’t be chicken-hearted; ask her to the party.

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 know it sounds trivial, but I’m worried about it.

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.

My brother has become a bit of a couch potato since he stopped playing football.

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

Tom is asking Daisy to have dinner with him tonight.

Tom: “Would you like to come to my house for dinner tonight, Daisy?”

Daisy: “______”

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

- “I’m sorry for being late.”

          - “______________”

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 25 to 29. Fill in the appropriate word in question 25

How the Internet Is Changing Our Language

There are words that we say today that 70 years ago weren’t even in (25) ____. If a person were to remark to a 1950s businessman, “Go and check this website out on the Internet and get back to me via Facebook,” the businessman would have no clue as to what had just been said. We know exactly what the words mean, though, so they (26) _____ perfect sense to us.

The problem that people are encountering today is the same as the 1950s businessman would have encountered - he would have come (27)____a word that would mean nothing because he lived in a world where Internet technology is changing and progressing today at an even faster (28)_____, and this is creating changes in the way we communicate. Our words are different, and even our means of (29) _______ those words across are different as well. Forget about a 60-plus year difference; we speak much differently than we did even 10 or 20 years ago.

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 25 to 29. Fill in the appropriate word in question 26

How the Internet Is Changing Our Language

There are words that we say today that 70 years ago weren’t even in (25) ____. If a person were to remark to a 1950s businessman, “Go and check this website out on the Internet and get back to me via Facebook,” the businessman would have no clue as to what had just been said. We know exactly what the words mean, though, so they (26) _____ perfect sense to us.

The problem that people are encountering today is the same as the 1950s businessman would have encountered - he would have come (27)____a word that would mean nothing because he lived in a world where Internet technology is changing and progressing today at an even faster (28)_____, and this is creating changes in the way we communicate. Our words are different, and even our means of (29) _______ those words across are different as well. Forget about a 60-plus year difference; we speak much differently than we did even 10 or 20 years ago.

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 25 to 29. Fill in the appropriate word in question 28

How the Internet Is Changing Our Language

There are words that we say today that 70 years ago weren’t even in (25) ____. If a person were to remark to a 1950s businessman, “Go and check this website out on the Internet and get back to me via Facebook,” the businessman would have no clue as to what had just been said. We know exactly what the words mean, though, so they (26) _____ perfect sense to us.

The problem that people are encountering today is the same as the 1950s businessman would have encountered - he would have come (27)____a word that would mean nothing because he lived in a world where Internet technology is changing and progressing today at an even faster (28)_____, and this is creating changes in the way we communicate. Our words are different, and even our means of (29) _______ those words across are different as well. Forget about a 60-plus year difference; we speak much differently than we did even 10 or 20 years ago.

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 25 to 29. Fill in the appropriate word in question 29

How the Internet Is Changing Our Language

There are words that we say today that 70 years ago weren’t even in (25) ____. If a person were to remark to a 1950s businessman, “Go and check this website out on the Internet and get back to me via Facebook,” the businessman would have no clue as to what had just been said. We know exactly what the words mean, though, so they (26) _____ perfect sense to us.

The problem that people are encountering today is the same as the 1950s businessman would have encountered - he would have come (27)____a word that would mean nothing because he lived in a world where Internet technology is changing and progressing today at an even faster (28)_____, and this is creating changes in the way we communicate. Our words are different, and even our means of (29) _______ those words across are different as well. Forget about a 60-plus year difference; we speak much differently than we did even 10 or 20 years ago.

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 28 to 34.

The rules of etiquette of American restaurants depend upon a number of factors: the physical location of the restaurant, e.g. rural or urban, the type of restaurant, e.g. informal or formal, and certain standards that are more universal. In other words, some standards of etiquette vary significantly while other standards apply almost anywhere. Learning the proper etiquette in a particular type of restaurant in a particular area may sometimes require instruction, but more commonly, it simply requires sensitivity and experience. For example, while it is acceptable to read a magazine in a coffee shop, it is inappropriate to do the same in a more luxurious setting.

And, if you are eating in a very simple setting, it may be fine to put your napkin into your shirt, but if you are in a sophisticated urban restaurant this behaviour would demonstrate a lack of manners. It is safe to say, however, that in virtually every restaurant it is unacceptable to indiscriminately throw your food on the floor. The conclusion we can most likely draw from the above is that while the types and locations of restaurants determine etiquette appropriate to them, some rules apply to all restaurants.

What does the passage mainly discuss?

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 28 to 34.

The rules of etiquette of American restaurants depend upon a number of factors: the physical location of the restaurant, e.g. rural or urban, the type of restaurant, e.g. informal or formal, and certain standards that are more universal. In other words, some standards of etiquette vary significantly while other standards apply almost anywhere. Learning the proper etiquette in a particular type of restaurant in a particular area may sometimes require instruction, but more commonly, it simply requires sensitivity and experience. For example, while it is acceptable to read a magazine in a coffee shop, it is inappropriate to do the same in a more luxurious setting.

And, if you are eating in a very simple setting, it may be fine to put your napkin into your shirt, but if you are in a sophisticated urban restaurant this behaviour would demonstrate a lack of manners. It is safe to say, however, that in virtually every restaurant it is unacceptable to indiscriminately throw your food on the floor. The conclusion we can most likely draw from the above is that while the types and locations of restaurants determine etiquette appropriate to them, some rules apply to all restaurants.

According to paragraph 1, which of the following statement is NOT true?

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 28 to 34.

The rules of etiquette of American restaurants depend upon a number of factors: the physical location of the restaurant, e.g. rural or urban, the type of restaurant, e.g. informal or formal, and certain standards that are more universal. In other words, some standards of etiquette vary significantly while other standards apply almost anywhere. Learning the proper etiquette in a particular type of restaurant in a particular area may sometimes require instruction, but more commonly, it simply requires sensitivity and experience. For example, while it is acceptable to read a magazine in a coffee shop, it is inappropriate to do the same in a more luxurious setting.

And, if you are eating in a very simple setting, it may be fine to put your napkin into your shirt, but if you are in a sophisticated urban restaurant this behaviour would demonstrate a lack of manners. It is safe to say, however, that in virtually every restaurant it is unacceptable to indiscriminately throw your food on the floor. The conclusion we can most likely draw from the above is that while the types and locations of restaurants determine etiquette appropriate to them, some rules apply to all restaurants.

According to the passage, which of the following is a universal rule of etiquette?

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 28 to 34.

The rules of etiquette of American restaurants depend upon a number of factors: the physical location of the restaurant, e.g. rural or urban, the type of restaurant, e.g. informal or formal, and certain standards that are more universal. In other words, some standards of etiquette vary significantly while other standards apply almost anywhere. Learning the proper etiquette in a particular type of restaurant in a particular area may sometimes require instruction, but more commonly, it simply requires sensitivity and experience. For example, while it is acceptable to read a magazine in a coffee shop, it is inappropriate to do the same in a more luxurious setting.

And, if you are eating in a very simple setting, it may be fine to put your napkin into your shirt, but if you are in a sophisticated urban restaurant this behaviour would demonstrate a lack of manners. It is safe to say, however, that in virtually every restaurant it is unacceptable to indiscriminately throw your food on the floor. The conclusion we can most likely draw from the above is that while the types and locations of restaurants determine etiquette appropriate to them, some rules apply to all restaurants.

What does the word “it” in the first paragraph refer 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 28 to 34.

The rules of etiquette of American restaurants depend upon a number of factors: the physical location of the restaurant, e.g. rural or urban, the type of restaurant, e.g. informal or formal, and certain standards that are more universal. In other words, some standards of etiquette vary significantly while other standards apply almost anywhere. Learning the proper etiquette in a particular type of restaurant in a particular area may sometimes require instruction, but more commonly, it simply requires sensitivity and experience. For example, while it is acceptable to read a magazine in a coffee shop, it is inappropriate to do the same in a more luxurious setting.

And, if you are eating in a very simple setting, it may be fine to put your napkin into your shirt, but if you are in a sophisticated urban restaurant this behaviour would demonstrate a lack of manners. It is safe to say, however, that in virtually every restaurant it is unacceptable to indiscriminately throw your food on the floor. The conclusion we can most likely draw from the above is that while the types and locations of restaurants determine etiquette appropriate to them, some rules apply to all restaurants.

The word “indiscriminately” in the second paragraph could best be replaced by 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 35 to 42.

In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education became more formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.

In ancient Rome, the availability of an education was gradually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil support of schools for all children. At the Council of Trent in the 16th century, the Roman Catholic Church encouraged the establishment of free primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.

In the late 19th and early 20th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the education of boys and girls in the same classes became an accepted practice. Since World War II, Japan and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.

A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest separation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.

What does the passage mainly discuss?

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.

In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education became more formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.

In ancient Rome, the availability of an education was gradually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil support of schools for all children. At the Council of Trent in the 16th century, the Roman Catholic Church encouraged the establishment of free primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.

In the late 19th and early 20th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the education of boys and girls in the same classes became an accepted practice. Since World War II, Japan and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.

A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest separation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.

Ancient education generally focused its efforts on _________.

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.

In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education became more formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.

In ancient Rome, the availability of an education was gradually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil support of schools for all children. At the Council of Trent in the 16th century, the Roman Catholic Church encouraged the establishment of free primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.

In the late 19th and early 20th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the education of boys and girls in the same classes became an accepted practice. Since World War II, Japan and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.

A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest separation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.

The first to support the equality of the sexes was _________.

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.

In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education became more formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.

In ancient Rome, the availability of an education was gradually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil support of schools for all children. At the Council of Trent in the 16th century, the Roman Catholic Church encouraged the establishment of free primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.

In the late 19th and early 20th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the education of boys and girls in the same classes became an accepted practice. Since World War II, Japan and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.

A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest separation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.

When the concept of universal primary education was introduced, education __________.

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.

In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education became more formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.

In ancient Rome, the availability of an education was gradually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil support of schools for all children. At the Council of Trent in the 16th century, the Roman Catholic Church encouraged the establishment of free primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.

In the late 19th and early 20th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the education of boys and girls in the same classes became an accepted practice. Since World War II, Japan and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.

A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest separation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.

The word “espoused” is contextually 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 35 to 42.

In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education became more formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.

In ancient Rome, the availability of an education was gradually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil support of schools for all children. At the Council of Trent in the 16th century, the Roman Catholic Church encouraged the establishment of free primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.

In the late 19th and early 20th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the education of boys and girls in the same classes became an accepted practice. Since World War II, Japan and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.

A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest separation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.

Which of the following is NOT stated in paragraph 3?

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 35 to 42.

In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education became more formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.

In ancient Rome, the availability of an education was gradually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil support of schools for all children. At the Council of Trent in the 16th century, the Roman Catholic Church encouraged the establishment of free primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.

In the late 19th and early 20th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the education of boys and girls in the same classes became an accepted practice. Since World War II, Japan and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.

A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest separation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.

The word “them” in paragraph 4 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 35 to 42.

In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education became more formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.

In ancient Rome, the availability of an education was gradually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil support of schools for all children. At the Council of Trent in the 16th century, the Roman Catholic Church encouraged the establishment of free primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.

In the late 19th and early 20th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the education of boys and girls in the same classes became an accepted practice. Since World War II, Japan and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.

A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest separation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.

The word “tables” 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.

After travelling (A) for ten hours, I’m not enough strong (B) to do (C) the housework, cook (D) the meal and so on.

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.

Despite (A) the recent industrial revolution, all the forms of traditional (B) craft has been (C) preserved in that (D) museum.

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 novel is too thick for me to finish reading in a night.

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.

“Shall I carry the bag for you, Linda?” said John.

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.

He found it extremely difficult to learn this subject.

Question 48: He found it extremely difficult to learn this subject.

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.

It was an interesting novel. I stayed up all night to finish it.

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.

They improve the quality of their products. We will order more handbags from them.