ĐỀ 1.

PASSAGE 1 – Questions 1-10

Today Singapore is a world centre for trade, shipping and tourism, but two hundred years
ago, Singapore was just a deserted island off the coast of Malaya with only a few fishermen
living there

Stamford Raffles was an Englishman who helped to make Singapore. Raffles, the son of an
English sea captain, was born in Jamaica in 1781. Because his parents were poor, he left
school when he was 14 and started work in a trading company in London. The trading
company was called the British East India Company. It was an important and powerful
company that sent ships all over the world. As well as trading, the company officials
sometimes became rulers of the countries they traded with. Raffles did his work well and
soon began to get higher positions in the company. He was often sent to other countries and
he became very interested in foreign places. He became the ruler of Java and in 1817 he
wrote a book called History of Java.

In 1819, Raffles went to rule the island of Singapore. At that time, Singapore was covered
with forest and there were only a few poor fishermen living there. Some of them were pirates
and when a ship came near the island, they went out to it in small boats. They attacked the
ships, stole things from them and sometimes killed the sailors. The waters around Singapore
were dangerous and ships were afraid to come near the island.

When Raffles came, he made laws and stopped the pirates. He made some the people
policemen and they made sure that the new laws were kept. Singapore became safe and
people were no longer afraid. 7AMany people came to live in Singapore and ships were no
longer afraid to visit there. The ships came to buy and sell things and the island began its
history as a trading center for the world. 7B Now people could easily go from one place to
another on the island. 7CBeside houses and roads, Raffles built schools and he brought in
teachers from Britain to work in the schools. 7DThe lessons were taught in both English and
Malay, and the teachers wrote school books to help their students. Many Europeans came to
Singapore and started companies.
In 1824, Raffles and his wife returned to England. He put all his books, plants and animals on
the ship but before it reached England, a fire began on the ship and everything was lost.
Despite this, Raffles started the London Zoo and was its first president. Raffles died at the
age of 45 in 1826.

1. While young, Raffles worked in_____

A. Singapore.

B. Malaysia.

C. Indonesia.

D. England.

2. Stamford Raffles began to work when he was young because

A. he wanted to see the world.

B. he was not clever.

C. his parents do not have much money

D. he did not like to study.

3. What does “it” in paragraph 2 refer to?

A. The captain

B. The trading

C. The British East India Company

D. The ship

4. When Raffles first came to Singapore, it was______

A. a very busy port.

B. almost deserted.

C. a big city.
D. a very old city.

5. The word “pirates” in paragraph 2 could best be replaced by

A. sailors

B. captains

C. sea robbers

D. wealthy fishermen

6. Singapore became safe because_______

A. no more ships went there.

B. the thieves were caught.

C. many pirates came there.

D. the thieves went to other islands.

7. Look at paragraph 4, where the following sentence can be added?

Raffles built many houses, buildings and roads.

A. 7A

B. 7B

C. 7C

D. 7D

8. Most of the first teachers in Singapore were_____

A. foreigners.

B. from Singapore.

C. not real teachers.

D. not good at teaching

9. When Raffles was travelling back to England,

A. his wife died.

B. he died.

C. all his books were burned.

D. the ship was lost.

10. What is the main purpose of the author when writing this passage?

A. To tell the life story of Stamford Raffles.

B. To explain why Singapore is a world centre for trade

C. To invite foreign companies to invest in Singapore.

D. To explain why Stamford Raffles left Singapore.

PASSAGE 2 – Questions 11-20

No student of a foreign language needs to be told that grammar is complex. By

changing word sequences and by adding a range of auxiliary verbs and suffixes, we
are able to communicate tiny variations in meaning. We can turn a statement into a
question, state whether an action has taken place or is soon to take place, and
perform many other word tricks to convey subtle differences in meaning. Nor is this
complexity inherent to the English language. All languages, even those of so-called
'primitive' tribes have clever grammatical components. The Cherokee pronoun
system, for example, can distinguish between 'you and I', 'several other people and I'
and 'you, another person and I'. In English, all these meanings are summed up in
the one, crude pronoun 'we'. Grammar is universal and plays a part in every
language, no matter how widespread it is. So the question which has baffled
many linguists is - who created grammar?

At first, it would appear that this question is impossible to answer. To find out how
grammar is created, someone needs to be present at the time of a language's
creation, documenting its emergence. Many historical linguists are able to trace
modern complex languages back to earlier languages, but in order to answer the
question of how complex languages are actually formed, the researcher needs to
observe how languages are started from scratch. Amazingly, however, this is
possible.

Some of the most recent languages evolved due to the Atlantic slave trade. At that
time, slaves from a number of different ethnicities were forced to work together under
colonizer's rule. Since they had no opportunity to learn each other's languages, they
developed a make-shift language called a pidgin. Pidgins are strings of words
copied from the language of the landowner. They have little in the way of grammar,
and in many cases it is difficult for a listener to deduce when an event happened,
and who did what to whom. 16A Speakers need to use circumlocution in order to
make their meaning understood. 6BInterestingly, however, all it takes for a pidgin to
become a complex language is for a group of children to be exposed to it at the time
when they learn their mother tongue. 16C Slave children did not simply copy the
strings of words uttered by their elders, they adapted their words to create a new,
expressive language. 16D Complex grammar systems which emerge from pidgins
are termed creoles, and they are invented by children.

Some linguists believe that many of the world's most established languages were
creoles at first. The English past tense –ed ending may have evolved from the verb
'do'. 'It ended' may once have been 'It end-did'. Therefore it would appear that even
the most widespread languages were partly created by children. Children appear to
have innate grammatical machinery in their brains, which springs to life when they
are first trying to make sense of the world around them. Their minds can serve to
create logical, complex structures, even when there is no grammar present for them
to copy.

11. In paragraph 1, why does the writer include information about the Cherolee
language?

A. To show how simple, tradditional cultures can have complicated grammar

structures.

B. To show how English grammar differs from Cherokee grammar

C. To prove that complex grammar structures were invented by the Cherokees.

D. To demostrate how difficult it is to learn the Cherokee language.

12. Which sentence is closest in meaning to the highlighted sentence?

Grammar is universal and plays a part in every language, no matter how
widespread it is.

A. All languages, whether they are spoken by a few people or a lot of people,
contain grammar.

B. Some languages include a lot of grammar, whereas other languages contain a

little.

C. Languages which contain a lot of grammar are more common than languages that
contain a little.

D. The grammar of all languages is the same, no matter where the languages
evolved.

13. What can be inferred about the slaves’ pidgin language?

A. It contained complex grammar.

B. It was based on many different languages.

C. It was difficult to understand, even among slaves.

D. It was created by the land-owners.

14. “From scratch” in paragraph 2 is closest in meaning to

A. from the very beginning

B. in simple structures

C. by copying something else

D. by using written information

15. “Make-shift” in paragraph 3 is closest in meaning to

A. complicated and expensive

B. simple and temporary

C. extensive and diverse

D. private and personal

16. In paragraph 3, where can the following sentence be placed?

It included standardised word orders and grammatical markers that existed
in neither the pidgin language, not the language of the colonizers.

A. 16A

B. 16B

C. 16C

D. 16D

17. What does the word “they” in paragraph 3 refer to?

A. elders

B. slave children

C. strings

D. words

18. In which paragraph does the writer state how complex languages are
formed?

A. Paragraph 1

B. Paragraph 2

C. Paragraph 3

D. Paragraph 4

19. Which idea is presented in the final paragraph?

A. English was probably once a creole.

B. The English past tense system is inaccurate.

C. Linguists have proven that English was created by children.

D. Children say English past tenses differently from adults.

20. What is the topic of this passage?

A. The difficulty of grammar

B. The importance of grammar

C. The creators of grammar

D. The formation of grammar

PASSAGE 3 – Questions 21-30

The period following World War II was filled with a succession of crises as the United States
dealt with the difficulty of postwar reconversion to a peacetime economy. A threatened
railroad strike in 1946 was one of many crises that led to a reconsideration of the
interrelationships among government, management, and labor.

Organized labor, which had fared well during the war years of 1939-1945, faced severe
problems because of the swift demobilization of 13 million service personnel following the
war and the destabilizing results of industrial reconversions from wartime to peacetime uses.
During late 1945 and early 1946, a record wave of labor disputes and strikes hit the United
States, and even more strikes and disputes were expected. At the height of the problems,
more than 500 strikes were under way, some of them in industries that were highly critical to
the overall U.S. economy, including coal, steel, cars, and oil. When a national strike was
threatened by the railroads in the spring of 1946, the government moved into action,
believing that the U.S. economy was threatened were it to take place.

President Harry S. Truman had dealt rather patiently with the labor problems until the spring
of 1946. Throughout his political career, Truman had been a friend of organized labor and
had been strongly supported by labor in his elections, and when the railroad strike was first
threatened, he called for a 60-day mediation period while the issues, particularly the main
issue of a wage hike for railroad workers, were negotiated between management and labor.
By April, 18 of the 20 unions related to the railroads had arrived at an agreement; however,
the remaining unions which together controlled 280,000 workers and were essential to the
operation of the railroads, were dissatisfied and set a date for a strike.

The day before the strike deadline, Truman’s patience worethin, and he signed an executive
order authorizing government seizure of the railroads.Under threat of having the government
take over the operation of the railroads, the two unions in question agreed to a five-day delay
in the strike.Truman even suggested an 18.5-cent per hour day raise for railroad workers.
However, as the strike deadline approached, negotiations remained at a stalemate.The strike
began as scheduled and had an immediate impact; of the country’s 200,000 trains, only a few
hundred remained in operation. Infuriated, Truman took to the radio waves band delivered a
burning speech to the public; two days later, he delivered a speech to Congress blasting the
striking workers and urging Congress to take unprecedented steps to break the strike,
including urging approval to draft striking workers into military service. As Truman was
delivering the speech, he was handed a note stating that the strike had been settled.

Even though the strike was resolved, deep issues had been raised over what role the
government should pay in disputes between management and labor. Truman’s proposal to use
the federal government to break a strike by drafting strikers into the armed forces brought this
issue to the fore. Although management was pleased with the toughness that Truman had
shown and many citizens were pleased that disruption of the economy had been avoided,
concern was expressed about the constitutionality of having Congress take such a step. The
Labor Management Relations Act (also known as the Taft-Hartley Act), which was enacted in
the year following the strike, was an attempt to clarify some of the interrelationships among
government, management, and labor.

21. The phrase fared well in paragraph 2 is closet in meaning to

A. recovered from illness
B. won battles
C. made good wages
D. experienced good fortune

22. According to paragraph 2, in late 1945 and early 1946

A. there were labor problems because too many workers were in the military
B. there were labor problems because too many people were leaving the military
C. there were 500 strikes in the railroad industry
D. there were 500 strikes in critical industries

23. The word “it” in paragraph 2 refers to

A. a national strike
B. the government
C. action
D. the U.S. economy

24. The phrase “called for” in paragraph 3 is closest in meaning to

A. criticized
B. cheered
C. proposed
D. postponed

25. According to paragraph 3, it is NOT true that the railroad workers

A. were all in favor of the strike
B. were interested in higher pay
C. from two unions set a strike date
D. turned down Truman’s offer of a pay raise

26. Why does the author mention 280,000 workersin paragraph 3?

A. To indicate how many workers were opposed to the strike
B. To demonstrate that the railroads were not really a critical industry
C. To support management’s claim that a wage increase was not possible
D. To illustrate how serious the strike threat was

27. The phrase “wore thin” in paragraph 4 is closest in meaning to

A. was extended
B. decreased
C. lightened
D. lost weight

28. The phrase “remained at a stalemate” in paragraph 4 is closest in meaning to

A. stayed on target
B. proceeded on a friendly basis
C. suddenly started up again
D. were at a standstill

29. The word “steps” in paragraph 4 could best be replaced by

A. spaces
B. measures
C. stairs
D. suggestions

30. It can be inferred from paragraph 4 that

A. Truman actually drafted striking workers into the military
B. Congress passed a law allowing the drafting of striking workers
C. It was the threat of drafting strikers that ended the strike
D. Truman was actually opposed to drafting workers into the military

PASSAGE 4 – Questions 31-40

The earliest known American painters, who were active in the latter part of the seventeenth
century and the early part of the eighteenth century, were described in documents, journals,
and letters of the time as limners. Most of the paintings created by limners were portraits, and
they were unsigned because the finished pieces did not belong to the limners who created
them but were instead the possessions of the subjects in the portraits. The portraits today are
named after the subjects portrayed in them, and a particular artist is known only as the creator
of a particular portrait; thus a particular portrait is named Mrs. Elizabeth Freake and Baby
Mary after the people in the portrait, and the limner who created the portrait is known only as
the Freake Limner. Art historians who specialize in art from this era have been able to
identify clusters of portraits painted by each of a number of limners but, in many cases,
do not know the name of the actual limner.

As can be seen from the fact that portraits created by limners went unsigned, limners were
regarded more as artisans or skilled tradesmen than as artists. They earned their living as
many artisans and tradesmen did at the time, as itinerant workers moving from town to town
offering their services to either those who could pay or, more likely, to those who had goods
or services to offer in return. They were able to paint portraits for those desiring to have a
tangible representation of a family member for posterity; they also took on a variety of other
types of painting jobs to stay employed, such as painting the walls of buildings, painting
signs for businesses and painting furniture.

38A Some of the early portraits most likely received their education in art or trained others in
America in their craft; because they were working in undeveloped or minimally developed
colonial areas, their lives were quite difficult. 38B They had little access to information about
the world of art and little access to art supplies, so they needed to mix their own paints and
make their own brushes and stretched canvasses. 38C They also needed to be prepared to
takeon whatever painting jobs were needed to survive. 38D

There seem to be two broad categories of painting styles used by the portraitists, the style of
the New English limners and the style of the New York limners. The style of the New
England limners was a decorative style with flat characters, characters that seem to lack mass
and volume. This is not because the New England limners had no knowledge of painting
techniques but was instead because the New England limners were using the style of Tudor
painting that became popular during the reign of Queen Elizabeth I, a style that included
characters with a flat woodenness yet with the numerous highly decorative touches and frills
popular in the English court.

The New York limners had a rather different style from the New England limners, and this
was because New York had a different background from the rest of New England. Much of
New England had been colonized by the English, and thus the basis for the style of the New
England limners was the Tudo style that had been popularized during the Tudor queen
Elizabeth I. However, the Dutch had settled the colony of New Amsterdam, and though
New Amsterdam became an English colony in 1664 and was renamed New York, the Dutch
character and influence was strongly in place during the era of the limners. The New York
limners, as a result, were influenced by the Dutch artists of the time rather than the Tudor
artists. Dutch art, unlike the more flowery Tudor art, was considerably more sober and
prosaic. In addition, the New York limners lacked the flat portrayals of characters of the New
England limners and instead made use of light and shade to create more lifelike portraits.

31. The word “pieces” in paragraph 1 could be best replaced by

A. parts

B. works
C. ideas

D. fragments

32. The word “them” in paragraph 1 refers to

A. limners

B. portraits

C. possessions

D. subjects

33. Which of the sentences below expresses the essential information in the highlighted
sentence in paragraph 1? Incorrect choices change the meaning in important ways or
leave out essential information.

A. Art historians have been able to identify characteristics in paintings indicating that the
paintings were created by limners.

B. Artists from the era of limners painted clusters of portraits without knowing whom they
were painting.

C. People studying art have been able to identify clusters of artists who had painted portraits
of the same subjects.

D. Certain groups of portraits are known to have been painted by the same limner, though
the limner’s name is often not known.

34. The word “itinerant” in paragraph 2 is closest in meaning to

A. successful
B. uneducated
C. wandering
D. professional

35. It is NOT mentioned in paragraph 2 that a limner might

A. work as a carpenter
B. receive pay for a painting
 C. offer his services in return for other services
D. paint a house

36. The word “posterity” in paragraph 2 is closest in meaning to

A. prominent display
B. future generations
C. social acceptance
D. delayed gratification

37. It can be inferred from paragraph 3 that limners

A. would not possibly have had any formal training
B. were quite knowledgeable about the world of art
C. were held in high esteem by the population
D. were not all formally trained artists

38. Look at the four spaces that indicate where the following sentence can be added to
paragraph 3

Few limners were formally trained artists

A. 38A
B. 38B
C. 38C
D. 38D

39. Why does the author state that the Dutch had settled the colony of New Amsterdam
in a passage about limners?

A. To provide background information about the New England limners

B. To indicate why the Tudor style of painting was possible

C. To give a reason for the highly flowery Dutch paintings

D. To explain why the style of the New York limners differed from that of the New England
limners

40. It is stated in the passage that New Amsterdam

 A. was settled by the English
B. was a Dutch colony after 1664
C. moved from English control to Dutch control
D. later became New York

ĐỀ 2:

PASSAGE 1 – Questions 1-10

Hong Kong is the name of an island off the coast of mainland China. The biggest and most
important city on Hong Kong is Vitoria, but not many people use this name. People usually
call the city Hong Kong too. Even though Hong Kong is small, only about 1000 square
kilometers, around seven million people live there today. Hong Kong has a very interesting
history. Many years ago the island of Hong Kong belonged to China and now it belongs to
China again. However, for more than 150 years, Hong Kong was ruled by the British.

Hong Kong has a very good port and in the middle of the 19th century, British ships often
stopped there. They came to China to trade. However, in 1839 a war began between China
and Britain which continued for three years. In 1842 the Chinese and the British held a
meeting which ended the war. At the meeting, the island of Hong Kong was given to Britain.
Fifty years later, 1898, China gave the area around Hong Kong to the British for 99 years. In
1997 the British returned Hong Kong to China but it was a very different place from the
deserted island of 150 years ago.

Not many people lived in Hong Kong when it was first given to Britain. Most of the people
were Chinese farmers and fishermen and soon more Chinese arrived. Some of them left
China because they could not find work there and others came to Hong Kong when there was
a war in China. All of these people came to find a better life for themselves and their
children. Beside the Chinese, many other people came. They came from India, Britain,
Holland and many other countries. After some years they began to think of Hong Kong as
their home and they began to work hard for their new home. They too wanted to make a
better life for their families.

People began to build factories and many kinds of things were produced such as clothes,
medicines, machines and radios. These things were not only sold in Hong Kong but also to
many other countries. Hong Kong soon became famous as a world centre for buying and
selling, and it has continued to get stronger and stronger.

7A In 1997, When Britain returned Hong Kong to China, there were many differences
between the Hong Kong way of life and the Chinese way of life and people thought there
might be some problems. 7B Many people from Hong Kong didn’t want to live by the
Chinese rules. 7CMeetings between the leaders of both countries were held and it was
decided that Hong Kong would be ruled by “One country, two systems”. 7D

Today, Hong Kong is a world centre for trade and banking. There are world famous
universities teaching in both English and in the Chinese language of Cantonese. The port is
one the the finest in the world and the beautiful city of Victoria is built surrounding hills. For
the visistor Hong Kong offers both East and West. You can go shopping, try food from many
different countries, visit interesting places, and have a great time.

1. What does “this” in paragraph 1 refers to

A. Hong Kong

B. Victoria

C. city

D. the coast

2. There was a meeting between Britain and China because

A. They were fighting each other.

B. Britain wanted to buy Hong Kong.

C. China and Britain were friends.

D. China and Britain wanted to attack Hong Kong.

3. The word “deserted” in paragraph 2 could best be replaced by

A. crowded

B. rich
C. poor

D. abandoned

4. The main idea of the third paragraph is

A. How Hong Kong became a colony of Britain

B. Why Britain wanted Hong Kong

C. When China gave Hong Kong to Britain

D. Why Britain returned Hong Kong to China.

5. Before the British came to Hong Kong,

A. there were many Chinese universities.

B. there were only a few English schools.

C. there were many English schools.

D.There were a few people living on the island.

6. What does the author imply when stating “one country, two systems”?

A. Hong Kong is not ruled by China because it has different way of life.

B. Hong Kong still belongs to Britain, but follows Chinese way of life.

C. Hong Kong is a part of China, but has its own way of life.

D. Hong Kong does not want to be a part of China.

7. Look at paragraph 5, where the following sentence can be added?

This meant that Hong Kong people could continue to live in the way that they had,
while being a part of of China.

A. 7A

B. 7B
C. 7C

D. 7D

8. How is the information in the passage organized?

A. in order of importance

B. in order of space

C. in chronological order

D. causes and effects

9. In what paragaph does the author mention the jobs people in Hong Kong were
mainly doing when it started to be an official colony of Britain?

A. Paragraph 1

B. Paragaph 2

C. Paragraph 3

D. Paragraph 4

10. What is the main purpose of the author when writing this passage?

A. To explain why Hong Kong didn’t want to become a part of China

B. To help the readers understand more about the history of Hong Kong

C. To persuade foreigners to visit Hong Kong

D. To explain why Hong Kong is a powerful island

PASSAGE 2 - Questions 11 –20

Constellations are patterns of stars in the sky. Over many thousands of years, human beings
living on the Earth have looked up and seen the shapes of people, animals and everyday
objects - they 'joined the dots' of the stars to form patterns in the sky. They gave these shapes
names, some of which we still use today. But why did they bother with constellations at all?
One reason is that having constellations makes it easier to find your way around the sky. This
is useful for finding north, or working out the date or the time. When there were no
compasses, clocks or watches, this was all very important.

There is another reason why constellations were so important. Imagine going back to a time
before paper and pencil had been invented. Life was sparse. If you wanted to draw a picture,
you had to scratch it out on a dark cave wall or write it in sand that could blow away. But at
night an amazing pattern of bright specks of light would appear above your head. By joining
the dots you could see almost any picture you wanted. You could imagine seeing your
favourite shapes in the sky. You might tell others about the constellations you have made up.
They might tell others, and your constellation could be passed down from generation to
generation for hundreds or even thousands of years. This is how many of the constellations
got the names we use.

You don't see exactly the same part of the sky every night, though between one night and the
next you won't see much of a difference. Over a few weeks you'll definitely notice that you
can see some constellations that you couldn't see before and some constellations that you
could see aren't there any more. This is because the Earth is moving around the Sun. As the
Earth moves round in its orbit, the night side of the Earth (the side facing away from the Sun)
faces out to different parts of space, where there are different constellations.

This means that you see different constellations in different seasons. Orion and Taurus are
(Northern Hemisphere) winter constellations, because you can see them on winter evenings.
Cygnus and Scorpius are (Northern Hemisphere) summer constellations, because you can see
them on summer evenings.

So who made up the constellations and their names? The earliest people on the Earth were
hunters and gatherers. They looked up into the sky and saw shapes that were important to
them - like Orion the

Hunter. Much later in human history, English farmers looked up into the sky and saw the
shape of a Plough. Russian peasants, looking at the same group of stars, called it Ursa Major
or The Great Bear. People in France called it Le Casserole meaning the Saucepan. People in
the USA called it The Big Dipper meaning a soup ladle. All of these different names are used
today. The only people who have decided on one set of names for the constellations are the
astronomers. For example, they always call the Plough 'Ursa Major', and never any of the
other names. They had to do this so that they all knew what other astronomers across the
world were talking about.

The stars in a constellation have nothing to do with each other; they can be very, very far
apart, even if they appear to be right next to each other in the sky. Imagine looking up while
standing in a street. You might see your hand next to a street light, which is next to the Moon,
which is next to a planet, which is next to a star. All of these things are far away from each
other, yet they can be next to each other when you look at them.

If you like, you can look up into the sky, join the dots and make up your own constellations.
Tell other people about your constellations. Maybe one day people all around the world will
be using one of your constellation names!

11. What use for constellations is NOT mentioned in the opening paragraphs?

A. To help people find their way

B. To understand the origins of life in the universe

C. To provide entertainment

D. To allow people to orientate themselves

12. What is the best meaning of the word "sparse" in the second paragraph?

A. rare

B. boring

C. difficult

D. tough

13. Why do constellations change in the sky from month to month?

A. Because of passing fashions

B. Because of the weather

C. Because of the Earth's movements

D. Because stars are always moving

14. What is the best meaning of the phrase "made up" in the fourth paragraph?

A. decided

B. looked into

C. worked out

D. discovered

15. What is the best meaning of the phrase "peasants" in paragraph 5?

A. workers

B. hunters

C. gatherers

D. farmers

16. Why do astronomers call the constellation 'Ursa Major' by this name?

A. To ease international communication

B. Because the Russians insisted

C. Because Russia provides much of the finance for these organisations

D. They decided that's what it most looks like

17. What point is being made in the penultimate paragraph?

A. Stars used to be closer together

B. The stars look different depending on where you are standing

C. You won't see stars well under street lights

D. Perspective makes stars seem closer

18. In which paragraph does the writer state examples of differentconstellations in
different seasons?

A. Paragraph 2

B. Paragraph 3

C. Paragraph 4

D. Paragraph 5

19. Where would you most likely find this text?

A. A scholarly publication

B. A newspaper

C. A children's encyclopedia

D. A political leaflet

20. What is the purpose of the writer when writing this text?

A. To explain why people can see different constellations in different seasons

B. To explain why constellations are so important to people

C. To help readers know more about patterns of stars on the sky

D. To describe a phenomenon on the sky

PASSAGE 3 - Questions 21–30

The discoveries of the white dwarf, the neutron star, and the black hole, coming well after the
discovery of the red giant are among the most exciting developments in decades because they
may be well present physicists with their greatest challenge since thefailure of classical
mechanics. In the life cycle of the star, after all of the hydrogen and helium fuel has been
burned, the delicate balance between the outer nuclear radiation, pressure and the stable
gravitational force becomes disturbed and slow contraction begins. As compression increases,
a very dense plasma forms. If the initial star had mass of less than 1.4 solar masses (1.4 times
the mass of our sun), the process ceases at the density of 1,000 tons per cubic inch, and the
star becomes the white dwarf. However, if the star was originally more massive, the white
dwarf plasma can’t resist the gravitations pressures, and in rapid collapse, all nuclear of the
star are converted to a gas of free neutrons. Gravitational attraction compresses this neutron
gas rapidly until a density of 10 tons per cubic inch is reached; at this point the strong
nuclear force resists further contraction. If the mass of the star was between 1.4 and a few
solar masses, the process stops here, and we have a neutron star. But if the original star was
more massive than a few solar masses, even the strong nuclear forces cannot resist the
gravitational crunch. The neutrons are forced into one another to form heavier hadrons and
these in turn coalesce to form heavier entities, of which we as yet know nothing. At this
point, a complete collapse of the stellar mass occurs; existing theories predict a collapse to
infinite density and infinitely small dimensions Well before this, however, the surface
gravitational force would become so strong that no signal could ever leave the star - any
photon emitted would fall back under gravitational attraction – and the star would become
black hole in space. This gravitational collapse poses a fundamental challenge to physics.
When the most widely accepted theories predict such improbable things as infinite density
and infinitely small dimensions, it simply means that we are missing some vital insight. This
last happened in physics in the 1930’s, when we faced the fundamental paradox concerning
atomic structure. At that time, it was recognized that electrons moved in table orbits about
nuclei in atoms. However, it was also recognized that if charge is accelerated, as it must be to
remain in orbit, it radiates energy; so, theoretically, the electron would be expected eventually
to spiral into the nucleus and destroy the atom. Studies centered around this paradox led to
the development of quantum mechanics. It may well be that an equivalent advance awaits us
in investigating the theoretical problems presented by the phenomenon of gravitational
collapse.

21. Which of the following things was first discovered?

A. The white dwarf

B. The neutron star

C. The black hole

D. The red giant

22. What does the word “they” in line 3 refer to?

A. The white dwarf

B. The white dwarf and the neutron star

C. The white dwarf, the neutron star and the black hole

D. The white dwarf, the neutron star, the black hole and the red giant

23. The author asserts that the discoveries of the white dwarf, the neutron star, and the
black hole are significant because these discoveries
A. demonstrate the probability of infinite density and infinitely small dimensions
B. pose the most comprehensive and fundamental problem faced by physicists in
decades
C. clarify the paradox suggested by the collapse of electrons into atomic nuclei.
D. establish the relationship between the mass and gravitational pressure.
24. What happens when compression increases?
A. The hydrogen and helium fuel has been burned
B. The stable gravitational force becomes disturbed
C. very dense plasma forms
D. The process ceases at the density of 1,000 tons per cubic inch
25. According to the passage, an imbalance arises between nuclear radiation pressure
and gravitational force in stars because
A. the density of a star increases as it ages
B. radiation pressure increases as a star increases in mass
C. radiation pressure decreases when a star’s fuel has been consumed
D. the collapse of a star increases its gravitational force.
26. According to the passage, in the final stages of its development, our own sun is likely
to take the form of a
A. white dwarf
B. neutron star
C. red giant
D. black hole
27. The phrase “at this point” in the passage refers to
A. the white dwarf plasma can’t resist the gravitations pressures.
B. all nuclear of the star are converted to a gas of free neutrons.
C. a density of 10 tons per cubic inch is reached.
D. the strong nuclear force resists further contraction.
28. The word “massive” in the passage is closest in meaning to
A. Concrete
B. Enormous
C. Limited
D. Popular
29. The author introduces the discussion of the paradox concerning atomic structures in
order to
A. show why it was necessary to develop quantum mechanics.
B. compare the structure of an atom with the structure of star.
C. demonstrate by analogy that a vital insight in astrophysics is missing.
D. illustrate the contention that improbable things do happen in astrophysics.
30. The primary purpose of the passage is toC
A. offer new explanations for the collapse of stars.
B. explain the origins of black holes, neutron stars, and white dwarfs.
C. compare the structure of atoms with the structure of the solar system.
D. explain how the collapse of stars challenges accepted theories of physics.

PASSAGE 4 – Questions 31-40

Minerals are naturally occuring solid substances formed by geologic movements in the Earth.
Their main defining characteristics are that 1) they are inorganic (composed of non-living
matter); 2) they have a crystal structure; and 3) they have a unique chemical composition.
The type of mineral is determined both by its crystal structure and its chemical composition.
A crystal structure occurs when the atoms inside the mineral are ordered in a geometric
pattern that repeats itself throughout the mineral. All crystal structures fit into one of 14
possible “lattice” – regular pattern – arrangements of atoms, which lattices can be detected by
X-rays.

A mineral’s physical traits are influenced by its crystal form. For example, both diamond and
graphite are composed of the same element (carbon), but the former is the hardest mineral
while the latter is soft. This is because graphite’s crystal structure arranges the carbon atoms
in sheets that can slide past each other, while diamond’s carbon atoms are arrayed in a strong,
interlocking network.
Two minerals with identical crystal structures can have different chemical compositions.
Thus, halite and gelena share the same crystal structure but are composed of different
chemicals. Conversely, two minerals with the same chemical ingredients can differ in their
crystal structure. For example, pyrite and marcasite both are made of iron sufide, but the
arrangement of their atoms differs.

According to the International Mineralogical Association, 4,000 minerals have been

identified to date. Only about 150 of them are plentiful, and about 50 are classified as
“occasional”. The remainder are rarely found, some consisting of only small grains of
rock.Minerals are often found as components of rocks, which may contain organic matter as
well. Some rocks, which consist wholly of one mineral, such as calcite in limestone rock.
Other rocks may host many minerals. Almost all of the rocks visible today contain one or
more of a group of about 15 minerals, including quartz, mica, and felspa.

The kinds of minerals found in any given rock are determined by these factors. First, the
rock’s chemical composition must be hospitable to particular mineral. For example, rocks
containing silicon will likely contain quartz. Second, the conditions under which the rock was
formed will influence the kinds of minerals found in the rock. Thus, rock born from volcanic
movements at high temperatures and pressures may contain granite. Third, mineral
distribution is affected by the geological stages through which the rock passed before
reaching its present state. For example, exposure to moisture and acids may decay some
minerals and cause others to take their place. During the changes from one ecological stage to
another, the rock may disintergrate into sand or soil.

Mineralogists classify minerals according to either physical properties or chemical

composition. Minerals have numerous measurable physical properties. Hardness is measured
on the “Mohs scale”, which ranks hardness from one to 10. Any mineral can be cut or marked
by a mineral with a higher ranking on the Mohs scale. Thus a diamond, with a rank of 10, can
cut into quartz, with a rank of 7. Luster measures the reflection of light by the surface of the
mineral. Metals have a higher luster than gypsum, which has a porous surface. Cleavage
refers to the way a mineral splits apart along its natural grain, and fracture refers to its
breakage against its natural cleavage planes. Streak is the color of the residue left by a
mineral as it is rubbed across a special plate. Specific gravity measures the density of the
mineral; it is computed by comparing the mass of the mineral to the mass of an equal volumn
of water.
Minerals can also be classified by their chemical characteristics. The most frequently
occuring minerals are called silicates because of their large shares of silicon and oxygen.
Almost all rocks fit this category. The second most common minerals are carbonates, which
contain carbon and oxygen. Carbornates are found on the ocean floor as the deposits of
decayed plankton. Aother grouping, halides, are found where water has evaporated, as in
dried lake beds and landlocked seas such as the Great Salt Lake in Utah. Other common
classes include sulfates, oxides, sulfides, and phosphates.

31. According to paragraph 1, which of the following is a characteristic of mineral?

A. Crystal structure
B. Organic matter
C. Hardness
D. Smooth surface

32. The word “the latter” in the passage refers to

A. Mineral
B. Diamond
C. Graphite
D. Carbon

33. The word “identical” in the passage is closest in meaning to

A. Similar
B. Complex
C. Same
D. Contrasting

34. According to the passage, two minerals with the same crystal structure can be
different because____
A. They have different specific gravities
B. They are found in different locations
C. They were formed by different geologic processes
D. They have different chemical compositions

35. According to paragraph 3, halite and galena are different elements because
A. They have the same crystal sructure
B. They have different chemical compositions
 C. They were formed by different geologic processes
D. They have different rankings on the Mohs scale

36. The word “hospitable” in the passage is closest in meaning to

A. Welcoming
B. Hostile
C. Comparable
D. Reactive

37. Why does the author discuss the role of volcanic movements in creating rocks?
A. To give an example of one of the Earth’s geologic forces
B. To identify a factor that determines what kinds of minerals are found in rocks
C. To explain why some rocks contain silicon
D. To criticize the theory that minerals are created only by chemical reactions

38. The word “disintergrate” in the passage is closest in meaning to

A. Decompose
B. Imbed
C. Pressurize
D. Decline

39. Which of the following can be inferred about minerals on the Mohs scale?
A. Graphite is softer then gypsum.
B. Quartz can cut a mineral with a rank of 8.
C. Diamond can cut a mineral with a rank of 9.
D. The hardest minerals are metals.

40. According to the passage, all of the following are properties of minerals except:
A. Claeavage
B. Luster
C. Streak
D. Weigh

ĐỀ 3:

PASSAGE 1 – Questions 1-10

Buddhism comes from the word Buddha. Buddha was a person who lived more than
two thousand five hundred years ago in India. His family was rich and he lived in a beautiful
house with many servants. One day when he went out of his house, he looked at the people
and asked himself these questions, “Why are people so unhappy? How can people be
happy?”

When he was twenty nine years old, he left his family and his beautiful home and
went out into the world to find the answers to his questions. First, he studied with teachers
but they did not answer his questions. After this, he lived by himself in the forest and he did
not eat for many days. He tried to get away from his body and the world but this did not give
him the answers to his questions. Then he sat down under a tree and he thought. He sat and
thought for forty-nine days and after this time he learned something from himself. He became
the Buddha. His questions were answered.

People are unhappy because they want things. They are always looking for food,
money and other things. When people do not want things, then they will be happy. When
people do not want things, they are free. They stop thinking about themselves. They stop
thinking about tomorrow and they are kind to others. These are the teachings of Buddha.
Buddha’s teachings were not written down until two or three hundred years after his death.
Before this, people just remembered and told them to others.

Buddha died when he was eighty years old. During his long life, he travelled to
many places and had many followers. A follower of Buddha is called a Buddhist and some
Buddhist men become monks. Monks do not work and they do not have money. They cut off
all their hair and they wear only a long piece of yellow cloth. They usually do not wear
anything on their feet. Early in the morning, monks walk along the street carrying a bowl.
They cannot ask for food but people stop them and give them food. The life of a monk is not
easy. They spend their time spraying and thinking and trying to get away from the world.
They try to follow the teachings of Buddha.

8AIn Thailand, any man can be a monk and many become monks for a short time,
usually the three months of the wet season. 8B They leave their families and go to live and
study in a temple. 8CAfter three months they go back to their own lives, although some
remain monks and study the teachings of Buddha their whole lives.8D

Since the time of the Buddha, women have also given their lives to Buddhism.
These women are called nuns. Some of them pray and study Buddhism, some study the great
Buddhist writings and others help the poor.
 There is more than one kind of Buddhism. While all Buddhists follow the Buddha’s
teachings, Buddhism developed differently in each of the many countries it spread to.
Buddhism started in Asia but today it has spread to Western countries.

1. What is the word “servant” best replaced by

A. flatmate

B. worker

C. supporter

D. footman

2. Buddha left his house because

A. he did not like his parents.

B. he wanted to find out why people were not happy.

C. he wanted to travel.

D. he wanted to meet more unhappy people.

3. Why did Buddha decide not to eat for many days?

A. He wanted to persuade other people not to eat.

B. He did not want to spend money on food.

C. He wanted his soul to escape from his body.

D. He wanted to focus his thought on the world.

4. In which paragraph does the author present the answer to the happiness?

A. Paragraph 1

B. Paragraph 2

C. Paragraph 3
D. Paragraph 4

5. Which sentence is not TRUE about Buddha?

A. He died at the age of 80.

B. He found the answers to his questions while being under a tree.

C. He came from a rich family.

D. All his teachings were written down right after his death.

6. Which sentence is not true about monks?

A. They do not have to work to earn money.

B. They spend most of the time spraying.

C. When they are monks, they have to be monks for all their life.

D. The most common time to be a monk is in the rainy season.

7. What is the main idea of paragraph 4?

A. The reasons why monks do not need to work for money

B. The reasons why monks have to spray for most of their time

C. Characteristics of a monk’s life

D. The reasons why life of a monk is not easy.

8. Look at paragraph 5, where the following sentence can be added?

Their time spent being a monk is very important for Thai men.

A. 8A

B. 8B

C. 8C
D. 8D

9. What does “them” in paragraph 5 refer to?

A. monks

B. buddhists

C. women

D. nuns

10. What is the topic of the passage?

A. The life story of Buddha

B. The life story of monks

C. The importance of Buddhism

D. The origin of Buddhism

PASSAGE 2 – Questions 11-20

If you can read a clock, you can know the time of day. But no one knows what time
itself is. We cannot see it. We cannot touch it. We cannot hear it. We know it only by the way
we mark its passing. For all our success in measuring the smallest parts of time, time remains
one of the great mysteries of the universe. One way to think about time is to imagine a world
without time. There could be no movement, because time and movement cannot be separated.
A world without time could exist only as long as there were no changes. For time and change
are linked. We know that time has passed when something changes.

only once in a while, like an eclipse of the moon. Others happen repeatedly, like the
rising and setting of the sun. Humans always have noted natural events that repeat
themselves. When people began to count such events, they began to measure time. In early
human history, the only changes that seemed to repeat themselves evenly were the
movements of objects in the sky. The most easily seen result of these movements was the
difference between light and darkness.
 The sun rises in the eastern sky, producing light. It moves across the sky and sinks in
the west, causing darkness. The appearance and disappearance of the sun was even and
unfailing. The periods of light and darkness it created were the first accepted periods of time.
We have named each period of light and darkness: one day.

People saw the sun rise higher in the sky during the summer than in winter. They
counted the days that passed from the sun's highest position until it returned to that position.
They counted three hundred and sixty-five days. We now know that is the time Earth takes to
move once around the sun. We call this period of time a year.

Early humans also noted changes in the moon. As it moved across the night sky,
they must have wondered: Why did it look different every night? Why did it disappear?
Where did it go? Even before they learned the answers to these questions, they developed a
way to use the changing faces of the moon to tell time. The moon was "full" when its face
was bright and round and "new" when it was almost entirely dark. The early humans counted
the number of times the sun appeared between full moons. They learned that this number
always remained the same, about twenty-nine suns. Twenty-nine suns equalled one moon. We
now know this period of time as one month.

Early humans hunted animals and gathered wild plants. They moved in groups or
tribes from place to place in search of food. Then, people learned to plant seeds and grow
crops. They learned to use animals to help them work, and for food. They found they no
longer needed to move from one place to another to survive. As hunters, people did not need
a way to measure time. As farmers, however, they had to plant crops in time to harvest them
before winter. They had to know when the seasons would change. So, they were forced to
developed calendars. No one knows when the first calendar was developed. But it seems
possible that it was based on moons, or lunar months.

When people started farming, the wise men of the tribes became very important.
They studied the sky. They gathered enough information so they could know when the
seasons would change. They announced when it was time to plant crops.

11. Why is time such a difficult concept to understand?

A. it's always changing

B. it's always moving

C. it's been misunderstood since pre-history

D. it's not tangible

12. How were early humans able to begin measuring time?

A. by counting the objects in the sky

B. by working both at night and during the day

C. the movements of objects they saw every day

D. by following the sun to the west

13. The word “it” in paragraph 3 refers to

A. The sun

B. The eastern sky

C. light

D. darkness

14. How did the concept of seasons become understood?

A. by tracking the sun's movements through the months

B. by noting the differences in temperature

C. by measuring the length of the days

D. with the introduction of early calendars

15. In which paragraph does the writer state the methods of numbering the days?

A. Paragraph 2
B. Paragraph 3

C. Paragraph 4

D. Paragraph 5

16. How would an early human have defined a 'month'?

A. the number of days between a full moon and a new moon

B. the number of days from one phase of the moon's cycle and then back to the same point
again

C. the number of days for the sun and moon to be seen together

D. the number of days between eclipses of the moon

17. Why did the move towards farming require a better understanding of time?

A. so that crops were grown at the right time of the year

B. because looking after animals required it

C. because they needed to have traditional celebrations at the same time every year

D. because they wanted to know when animals would give birth

18. What is the meaning of the word 'forced' in the penultimate paragraph?

A. the wise men were given no choice

B. the crops wouldn't grow without the calendars

C. time became a lot more important

D. it was critical for survival

19. Why were wise men in the tribes were vital in farming?

A. Because they could search for food

B. Because they could foretell the weather changes

C. Because they could announce the time to havest the crops

D. Because they could state the beginning of the crops

20. What is the main idea of the reading text?

A. How early humans caculated the time

B. How early humans counted the days

C. How important seasons were for early humans

D. How difficult it was to caculate the time

PASSAGE 3 – Questions 21-30

Relatively recent archeological finds have brought about a consisderable change in
perception about the Neanderthals. Neanderthals had previously been characterized more as
primitive grunting beasts than as intelligent and compassionate human ancestors. However,
evidence suggests that they may have exhibited more learnted skills and social compassion
than had previously been thought.
23AThe Neanderthals lived during a period that extended from at least 40,000 to
100,000 years ago in a variety of environments ranging from relatively warm and dry to
extremely cold areas.23BThe Neanderthals differed from modern man in that they had a
stronger and heavier skeleton and facial structure with a more projecting brow, a broader nose
and larger teeth. 23CCasts made of Neanderthal brains by archeologists show little difference
in size from those of modern man.23D
It has been known for some time that Neanderthals were rather skilled stone artisans.
They are best known for their production of stone tools, which included a large number of
scrapers and pointed inplements. The techniques that the Neanderthals used to prepare these
tools demonstrated a clear and important technological advance over their predecessors.
Edges of their stone tools have been studied under microscopes for evidence of how the tools
may have been used to prepare food, both meat and vegetable; still others, which ressemble
many of today’s suede and leather tools, were used to work with animal skins.
A clearer picture of Neaderthals has come about recently as archeologists have
determined that, in addition to the known ability to develop and employ tools in a rather
skilled way, Neanderthals also exhibited evidence of beliefs and social rituals, aspects of life
that were newly introduced by Neanderthals and provide evidence of humanlide thoughts and
feelings. Neanderthals cemeteries have been discovered in places like La Ferrassie in France
and Shanidar in Irap; Neanderthal remains in these cemeteries have provided proof of social
organization and ritual in the Neanderthals. One skeleton of a Neanderthal was found with a
crushed skull; the blow on the top of the head, perhaps from a falling boulder, had quite
obviously been the cause of death. What was interesting was that study of the skeleton
showed that while he had been alive this man had been seriously handicaped with a defect
that had blind in one eye. The fact that he had survived well into old age was a strong
indication that others had been helping to care for him and to provide him with food rather
than allowing him to die because he was no longer fit. Other skeletal remains of Neanderthals
show clear examples of burial rituals. Another skeleton of a grown male was found
surrounded by pollen from eight different flowers, including ancestors of today’s
hyacinth, bachelor’s button, and hollyhock; experts are convinced that the flowers could
not have been growing in the cave where they were found and that they had been
arranged around the body in a burial ritual. In a different Neanderthal cemetery, a young
child was fould buried with a deposit of ibex horns laid out with the body. These discoveries
about Neanderthals help to create a picture of Neanderthals as beings with the feelings and
emotions that go along with developed social customs and rituals.

21. The phrase “brought about” in paragraph 1 is closest in meanig to

A. Carried
B. Raised
C. Led
D. Caused

22. The word “those” in paragraph 2 refers to

A. Teeth
B. Casts
C. Brains
D. Archeologists

23. Look at the four spaces that indicate where the following sentence can be added to
paragraph 2. (B)
Neanderthals have been found in areas as diverse as desertlike regions of the Middle
East and Glacial areas of northern Europe.

24. The word “predecessors” in paragraph 3 is closest in meaning to

A. Ancestors
B. Precedents
C. Survivors
D. Sussessors

25. It is NOT stated in the passage that Neanderthal tools were used to
A. Chop wood
B. Make woven clothing
C. Prepare things to eat
D. Prepare animal skins for use

26. The word “picture” in paragraph 4 could best replaced by

A. Fantasy
B. Photograph
C. Conception
D. Sight

27. The author refers to “cemeteries” in paragraph 4 in order to

A. Indicate that Neanderthals buried their dead as their predecessors had
B. Make a point about the use of Neanderthal tools in the construction of cemeteries
C. Demonstrate that Neanderthals were unsuccesful in their attempts to initiate social rituals
D. Provide an example of a Neanderthal social ritual

28. Which of the following is stated in the passage about Neanderthal burial sites?
A. They have all been found in only one place.
B. They all seem to demonstrate the existence of Neanderthal social structure.
C. They have all held the remains of old people.
D. They have all been surrounded by flowers.

29. The word “fit” in paragraph 4 could be best replaced by

A. Healthy
B. Appropriate
 C. Necessary
D. Old

30. Which of the following best expresses the essential information in the highlighted
sentence? Incorrect answer choices change the meaning in important ways or leave out
essential information.
A. The large number of flowers found in particular cave proves that the skeleton was a
Neanderthal.
B. The fact that the flowers could not have grown there indicates that the burial site must
have been moved.
C. Because only pollen and not actual flowers was found, experts believe that there had
originally been more than eight types of flowers.
D. Because of the pollen around one grave, experts believe that the body was buried during
a ceremony.

PASSAGE 4 – Questions 31-40

Schizophrenia is in reality a cluster of psychological disorders in which a variety of behaviors

are exhibited and which are classified in various ways. Though there are numerous behaviors
that might be considered schizophrenic, common behaviors that manifest themselves in
severe schizophrenic disturbances are thought disorders, delusions, and emotional disorders.

Because schizophrenia is not a single disease but is in reality a luster of related

disorders, schizophrenics tend to be classified into various subcategories. The various
subcategories of schizophrenia are based on the degree to which the various common
behaviors are manifested in the patient as well as other factors such as the age of
schizophrenic patient at the onset of symptoms and the duration of the symptoms. Five of the
more common subcategories of schizophrenia are simple, hebephrenic, paranoid, catatonic,
and acute.

The main characteristic of simple schizophrenia is that it begins at a relatively early

age and manifests itself in a slow withdrawal from family and social relationships with a
gradual progression toward more severe symptoms over a period of years. Someone suffering
from simple schizophrenia may early on simply be apathetic toward life, may maintain
contact with reality a great deal of the time, and may be out in the world rather than
hospitalized. Over time, however, the symptoms, particularly thought and emotional
disorders, increase in severity.

Hebephrenic schizophrenia is a relatively severe form of the disease that is

characterized by severely disturbed thought processes as well as highly emotional and bizarre
behavior. Those suffering from hebephrenic schizophrenia have hallucinations and delusions
and appear quite incoherent; their behavior is often extreme and quite inappropriate to the
situation, perhaps full of unwarranted laughter, or tears, or obscenities that seem unrelated to
the moment. This type of schizophrenia represents a rather severe and ongoing disintegration
of personality that makes this type of schizophrenic unable to play a role in society.

Paranoid schizophrenia is a different type of schizophrenia in which the outward

behavior of the schizophrenic often seems quite appropriate; this type of schizophrenic is
often able to get along in society for long periods of time. However, a paranoid schizophrenic
suffers from extreme delusions of persecution, often accompanied by delusions of grandeur.
While this type of schizophrenic has strange delusions and unusual thought processes, his or
her outward behavior is not as incoherent or unusual as hebephrenic’s behavior. A paranoid
schizophrenic can appear alert and intelligent much of the time but can also turn suddenly
hostile and violent in response to imagined threats.

Another type of schizophrenia is the catatonic variety, which is characterized by

alternating periods of extreme excitement and stupor. There are abrupt changes in behavior,
from frenzied periods of excitement, the catatonic schizophrenic may exhibit excessive and
sometimes violent behavior; during the periods of stupor, the catatonic schizophrenic may
remain mute and unresponsive to the environment.

A final type of schizophrenia is acute schizophrenia, which is characterized by a

sudden onset of schizophrenic symptoms such as confusion, excitement, emotionality,
depression, and irrational fear. The acute schizophrenic, unlike the simple schizophrenic,
shows a sudden onset of the disease rather than a slow progression from one stage of it to the
other. Additionally, the acute schizophrenic exhibits various types of schizophrenic behaviors
during different episodes, sometimes exhibiting the characteristics of hebephrenic, catatonic,
or even paranoid schizophrenia. In this type of schizophrenia, the patient’s personality seems
to have completely disintegrated.

31. The passage states that schizophrenia

A. is a single psychological disorder

B. always involves delusions

C. is a group of various psychological disorders

D. always develops early in life

32. The phrase “manifested in” in paragraph 2 is closest in meaning to

A. internalized within

B. demonstrated by

C. created in

D. maintained by

33. The word apathetic in paragraph 3 is closest in meaning to

A. sentimental

B. logical

C. realistic

D. emotionless

34. The phrase “get along” in paragraph 5 could be best replaced by

A. mobilize

B. negotiate

C. manage

D. travel

35. The word “unwarranted” in paragraph 4 is closest in meaning to

A. inappropriate

B. uncontrolled
C. insensitive

D. underestimated

36. The author uses the word “While” in paragraph 5 in order to show that paranoid
schizophrenics

A. think in a way that id materially different from the way that they act

B. have strange delusions at the same time that they have unusual thought patterns

C. can think clearly in spite of their strange behavior

D. exhibit strange behaviors as they think unusual thoughts

37. It is implied in paragraph 5 that a paranoid schizophrenic would be most likely to

A. break into unexplained laughter

B. believe that he is a great leader

C. withdraw into a stuporous state

D. improve over time

38. The word “mute” in paragraph 6 is closest in meaning to

A. asleep

B. quiet

C. deaf

D. frightened

39. The word “it” in paragraph 7 refers to

A. the disease

B. a slow progression

C. one stage
D. the other

40. It is NOT indicated in the passage that which of the following suffers from
delusions?

A. a hebephrenic schizophrenic

B. a paranoid schizophrenic

C. a catatonic schizophrenic

D. an acute schizophrenic