John: That sounds great! Who __________ there?
- A. will perform
- B. is performing
- C. performed
- D. has performed
- A. interacts
- B. interactive
- C. interactional
- D. interactions
- A. divide into
- B. break into
- C. dip into
- D. burst into
- A. bigger than
- B. the biggest
- C. so big as
- D. too big to
- A. large number
- B. great deal
- C. far more
- D. a few
Each of the following sentences has one error (A, B, C or D). Find it and blacken your choice on your answer sheet.
Handcrafted pottery from Mexico, paired with vintage lamps, have made Jason’s apartment the center of attention at the party.
- A. paired with
- B. vintage lamps
- C. have made
- D. the center of attention
Each of the following sentences has one error (A, B, C or D). Find it and blacken your choice on your answer sheet.
The students in the class were excited about the project, but she didn’t know how to start it.
- A. were
- B. in the class
- C. she
- D. how to start
Each of the following sentences has one error (A, B, C or D). Find it and blacken your choice on your answer sheet.
The key to the success of the project is the dedication of the team, all of which worked tirelessly to meet the deadline.
- A. The key
- B. is
- C. all of which
- D. meet the deadline
Each of the following sentences has one error (A, B, C or D). Find it and blacken your choice on your answer sheet.
The student’s efforts were commendable, but they still struggled with the final exam.
- A. The student’s
- B. commendable
- C. were
- D. the final exam
Each of the following sentences has one error (A, B, C or D). Find it and blacken your choice on your answer sheet.
She considered the hour as an important milestone in her journey, marking a moment of reflection and growth.
- A. the hour
- B. an important
- C. marking
- D. reflection
Which of the following best restates each of the given sentences?
John didn't study for the exam, so he failed.
- A. John should have studied for the exam so that he wouldn’t fail.
- B. Failing made John unable to study for the exam.
- C. John wished he hadn’t failed, so he could study for the exam.
- D. If John had studied for the exam, he would have failed.
Which of the following best restates each of the given sentences?
Anna: "I’m sorry, but I can’t join you for lunch because I have an important meeting."
- A. Anna said that I was sorry, but I couldn’t join her for lunch because I had an important meeting.
- B. Anna apologized for not joining me for lunch because she had an important meeting.
- C. Anna said that she is sorry, but she can’t join me for lunch because she has an important meeting.
- D. Anna gave an apology for not joining her for lunch because I had an important meeting.
Which of the following best restates each of the given sentences?
Among all the competitors in the marathon, Emma holds the record for being the fastest.
- A. No other competitor in the marathon matches Emma's speed or exceeds it.
- B. Many competitors in the marathon are fast, but only some are faster than Emma.
- C. All other competitors in the marathon have tried but hardly beat Emma’s time.
- D. Most competitors in the marathon are slower than Emma, though a few come close.
Which of the following best restates each of the given sentences?
The researchers are conclusively confident that their findings will revolutionize the field.
- A. The researchers have some doubts about whether their findings will change the field.
- B. The researchers are absolutely certain that their findings will significantly impact the field.
- C. The researchers are somewhat uncertain about the implications of their findings for the field.
- D. The researchers are likely to be mistaken about their findings' effect on the field.
Which of the following best restates each of the given sentences?
Despite his initial reluctance, John eventually embraced the new project.
- A. John was initially enthusiastic about the new project.
- B. John was first hesitant about the new project, but later accepted it.
- C. John refused to participate in the new project despite his first reaction to it.
- D. John was eager to start the new project which he was reluctant about.
Read the passage carefully
1. Like many emergency responders, Nicholas Groom is used to stress at work. On the one hand, the stress can be helpful. “I find that when attending a serious incident, it helps me to maintain focus on the situation,” Nicholas Groom said. On the other hand, the work can be highly pressurized. “Too much stress can impair your ability to make decisions,” he adds. And Groom is not alone in his complicated relationship with stress.
2. Many people believe that there should be a balanced amount of stress. In other words, not too much stress so you’re not overwhelmed but not too little stress so you don’t feel unmotivated. After all, some anxiety is motivating; think of the adrenaline before a deadline or the excitement before a competition. Sports fans sometimes even talk about a “gene” in some athletes who seem to play best in the decisive final moments of a match. Furthermore, many psychologists claim that performance in many situations increases with stress up to a point. Of course, any stress can cause harm when it’s prolonged. To take just one example, a long-term high heart rate is linked to cardiovascular diseases. And additional stressors, such as financial pressures or psychiatric issues, clearly affect how beneficially someone can respond to stress.
3. So is there a way to harness stress to your advantage while being mindful of its detrimental long-term effects? One key factor is to avoid, whenever possible, the point when stress leads to mental and physical collapse. Crystal Wernicke, 30, has always used stress as a motivator. But juggling between parenting, a full-time job, a voluntary role and financial troubles at the same time became too much and eventually led to a two-month period of illness. Another factor is the presence of control. For those who feel powerless over their situation, stress is unlikely to be beneficial. But with some autonomy over stressful tasks, we are better able to convert that pressure into higher performance.
4. When it comes to stress and how it affects your performance, it’s helpful to recognize the variations in personality, type of stress and task that affect the level of pressure you are under, as well as understanding tools you can use to control and harness that stress. Ultimately, it’s not helpful to take a one-sided view, either demonizing or glorifying stress. As James C Quick, a management professor at the University of Texas, sums up: “Stress can be the kiss of death as well as the spice of life.”
Choose an option (A, B, C or D) that best answers each question from 16 to 22.
Câu 16: Which of the following best serves as a title for the passage?
- A. Maintaining A Balanced Level Of Stress Can Be Helpful
- B. Getting Rid Of Stress Completely Is The Key To Success
- C. The Different Types Of Stress-Related Diseases
- D. How Prolonged Stress Affects Your Mental Health
- A. stress
- B. incident
- C. focus
- D. situation
- A. Financial pressures can encourage us to work harder in life.
- B. A stressor can have negative impacts if it exists for too long.
- C. Excitement before a competition can motivate people.
- D. It is widely believed that a moderate level of stress is the best.
- A. positive
- B. unfortunate
- C. damaging
- D. inconvenient
- A. She didn’t have the money to take care of her health.
- B. She was stressed out about too many responsibilities.
- C. She worked too hard for a very long period of time.
- D. She spent time and effort on parenting instead of healthcare.
- A. By controlling stressful tasks to convert stress into motivation.
- B. By avoiding the point where stress leads to mental and physical collapse.
- C. By taking on as many responsibilities as possible to increase motivation.
- D. By removing all control over your tasks to feel less pressure.
- A. Stress can lead to declined performance when people have control over their circumstances.
- B. Stress can be both harmful and beneficial, depending on how it's managed.
- C. There is a limit beyond which stress is both harmful and useful for one’s mental health.
- D. The more stressful the situation, the more powerless people feel when facing it.
Read the passage carefully
1. 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?
2. 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.
3. 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.
4. 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 programs show an interest in and affection for wildlife in its natural environment, and their regard for animals in general is higher.
(Adapted from New English File, by Christina Latham-Koenig, Oxford University Press)
Choose an option (A, B, C or D) that best answers each question from 23 to 30.
Câu 23: What could be the best title for the passage?
- A. Zoos: The Best Opportunity to Learn About Animals
- B. Methods of Learning About Animals at School
- C. Learning About Animals at School
- D. Research on Learning About Animals
- A. Only factual knowledge about different animal species.
- B. How to study animals in a laboratory environment.
- C. Attitudes and feelings towards animals through real-life exposure.
- D. That animals should always be kept in zoos for observation.
- A. removed
- B. separated
- C. disagreed
- D. divided
- A. The amount of acquired knowledge about animals at school is adequate.
- B. Children's storybooks are an effective way of teaching them about animals.
- C. Children's learning about animals at school has the wrong emphasis.
- D. What children learn about animals at school is often inaccurate.
- A. children
- B. animals
- C. zoos
- D. activities
- A. Visiting a zoo to see animals in enclosures.
- B. Watching wildlife TV programs or joining environmental organizations.
- C. Learning about animals in a traditional classroom setting.
- D. Observing animal exhibits in museums.
- A. Learning about animals in their natural habitats teaches children more about animals than other methods.
- B. Children's storybooks give factual information about animals.
- C. Zoo visits have less educational benefit than they are believed to have.
- D. The writer raises the issue of the outcome of what children learn about animals.
- A. They depend on whether or not they have pets.
- B. They differ from what adults might expect them to be.
- C. They are based on how much they know about the animals.
- D. They are not affected by what they learn about them at school.
