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 which differs from the other three in the position of the main stress in each of the following questions.
Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) CLOSEST in meaning to the underlined word(s) in each of the following questions.
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.
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.
Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions.
Mark the letter A, B, C, or D on your answer sheet to indicate the underlined part that needs to correction on each of the following questions.
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.
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.
Read the following passage and mark the letter A, B, C, or D to indicate the correct word or phrase that best fits each of the numbered blanks from 34 to 38.
There have never been so (34)___________ people living in cities in quake zones because the worse the damage can be from a big quake, bringing fires, tsunamis, and the loss of life, property, and maybe an entire city. We understand how earthquakes happen but not exactly where or when they will occur. Until recently, quakes seemed to occur at random. In Japan, government research is now showing that quakes can be predicted. At the Earthquake Research Institute, University of Tokyo, Koshun Yamaoka says earthquakes do follow a (35)__________ - pressure builds in a zone and must be released. But a colleague, Naoyuki Kato, adds that laboratory experiments indicate that a fault slips a little before it breaks. If this is true, predictions can be made based on the detection of slips. Research in the U.S. may support Kato’s theory. In Parkfield, California earthquakes occur about every 22 years on the San Andreas Fault. In the 1980s, scientists drilled into the fault and set up equipment to record activity to look for warning signs. (36)________ an earthquake hit again, it was years of schedule. At first the event seemed random but scientists drilled deeper. By 2005 they reached the bottom of the fault, two miles down, and found something. Data from two quakes reported in 2008 show there were two “slips’ - places (37)_____ the plates widened—before the fault line broke and the quakes occurred. We are learning more about these destructive events every day. In the future we may be able to track earthquakes and design an early-warning system. So if the next great earthquake does (38)_______ in Tokai, about 100 miles southwest of Tokyo, as some scientists think, the citizens of Tokai may have advance warning.
Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions from 39 to 43.
What is the difference between friendship and love? This question has always been in the minds of people for centuries. Though a definite answer cannot be given for this question, one can come across some differences between the two.
When love can be termed as a sacrifice, friendship can be termed as a trust. Love is a feeling that is uncontrollable, and a feeling which one has for another individual. On the other hand, friendship is quite different from love in this aspect.
Love is a feeling between two individuals, and most of the time when they say “She/ he is my one and only” and in this case only two individuals are involved. But there are times people may fall in love with more than one individual, but it is considered morally wrong when you already have a partner or a boy/girlfriend. On the contrary, friendship involves more individuals without any guilty feelings involved. One can have many friends, but most of the time an individual can only have one person to love. You can love your family and that’s another topic for discussion.
In love, there is great attachment for the other. Most of the time an individual gets strong feeling of hurt if his loved one is in pain or hurt. This attachment may not be strong in friendship. Regarding the emotions, individuals in love will experience a faster heartbeat when they meet their loved one. This is not so when friends meet. There is no way that one will lie awake and think of his friends for a whole night, but lovers will have sleepless nights, and dream about their lovers. The lovers even sleep and wake up with the thoughts of his or her lover.
Another difference that can be seen is that in love, some physical element is also involved between individuals. On the other hand, there is no such physical element involved in friendship.
(Adapted from http://www.differencebetween.net/)
Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions from 44 to 50.
There has always been a problem with teachers being from a different generation to their pupils, particularly older educators. But the dominance of digital technology has spread that generation gap even wider, as young people become conversant with mobile digital devices, games and social media that didn’t exist when their teachers were growing up. Teachers now face pupils using devices and online systems that they don’t use themselves, and don’t really understand either. The generation gap is more prevalent than ever, but teachers can bridge that gap if they receive the right guidance with appropriate technology.
Some schools and teachers have particular trouble grasping the role of social media and mobile devices in teenage life. They consider Facebook a threat and warn parents against it at parent-teacher evenings, without realizing that preventing teenagers from using social media like this, or messaging apps such as Snapchat and Instagram, is nearly impossible. Online social media and network gaming are now such an integral part of teenage behavior that any attempt to prize the mobile devices out of the hands of young people is likely to widen the generation gap rather than narrow it.
The generation gap in education isn’t just between pupils and teachers – it exists within the staffroom, too. A teaching career can span more than 40 years, and those towards the end of their working life will not have grown up with digital technology, whereas teaching staff in their 20s and 30s could well be “digital natives”.
Keeping up with the latest online trend is like a dog chasing its tail; every time you think you’ve caught up, kids move on. However, it’s not beneficial to get fixated on how young people are using social networks that are, in the case of Snapchat, hard for the older generation to understand. The key factor to consider is that today’s school students now take for granted that a lot of their communication with their peers will be online, and predominantly using smartphones and other mobile devices. Young people expect their educational experience to be similarly interactive, and partially delivered via these kinds of devices.
(Adapted from https://www.alphr.com/)
