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. Question 20: Jenny: “Thank you very much for your donation, Mr. Robinson.” - Mr. Robinson: “....................................”

D. Delighted I was able to help

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. Question 21: John: “Well it was nice talking to you, but I have to dash.” Jane: “.................................... ”

B. Yes, I enjoyed talking to you, too

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. Question 22: I am glad I was able to be there for my friend when her mom died..

A. to offer support in time of need for

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. Question 25: When you consider all the advantages you've gained I think you'll admit you had a good run for your money.

A. a lot of loss from your money

B. a lot of benefits from your money

C. a lot of advantages from your money

D. a lot of failures in making your money

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. Question 26: I whispered as I didn't want anybody to hear our conversation.

D. I lowered my voice in order that our conversation couldn’t be heard.

A. So as not to hear our conversation I whispered.

B. Since nobody wanted to hear our conversation I whispered.

C. Because I whispered, nobody heard our conversation.

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. Question 27: Though he tried hard, he didn’t succeed.

B. However hard he tried, he didn’t succeed.

A. However he tried hard, he didn’t succeed.

C. However he didn’t succeed hard, he tried hard.

D. However he tried hard, but he didn’t succeed.

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. Question 28: “If you keep eating so much fat, you’ll gain weight.” said his mother.

B. His mother warned him that he would gain weight if he kept eating so much fat.

A. His mother suggested him gaining weight if he kept eating so much fat.

C. His mother threatened him to gain weight if he kept eating so much fat

D. His mother complained about his gaining weight if he kept eating so much fat.

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. Question 29: He was suspected to have stolen credit cards. The police have investigated him for days.

D. Suspected to have stolen credit cards, he has been investigated for days.

A. He has been investigated for days, suspected to have stolen credit cards.

B. Suspecting to have stolen credit cards, he has been investigated for days.

C. Having suspected to have stolen credit cards, he has been investigated for days.

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. Question 30: Crazianna is a big country. Unfortunately, it has never received respect from its neighbours.

A. Though Crazianna is a big country, it has never received respect from its neighbours.

C. Crazianna has never received respect from its neighbours because it is a big country.

B. It is Crazianna, a big country, that has never received respect from its neighbours.

D. Crazianna is such a big country that it has never received respect from its neighbours.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 36 to 42. THE DIGITAL DIVIDE Information technology is influencing the way many of us live and work today. We use the Internet to look and apply for jobs, shop, conduct research, make airline reservations, and explore areas of interest. We use e-mail and the Internet to communicate instantaneously with friends and business associates around the world. Computers are commonplace in homes and the workplace. Although the number of Internet users is growing exponentially each year, most of the world’s population does not have access to computers or the Internet. Only 6 percent of the population in developing countries are connected to telephones. Although more than 94 percent of U.S. households have a telephone, only 42 percent have personal computers at home and 26 percent have Internet access. The lack of what most of us would consider a basic communications necessity -the telephone -does not occur just in developing nations. On some Native American reservations only 60 percent of the residents have a telephone. The move to wireless connections may eliminate the need for telephone lines, but it does not remove the barrier to equipment costs. Who has Internet access? Fifty percent of the children in urban households with an income over $75,000 have Internet access, compared with 2 percent ofthe children in low-income, rural households. Nearly half of college-educated people have Internet access, compared to 6 percent of those with only some high school education. Forty percent of households with two parents have access; 15 percent of female, single-parent households do. Thirty percent of white households, 11 percent of black households, and 13 percent of Hispanic households have access. Teens and children are the two fastest-growing segments of Internet users. The digital divide between the populations who have access to the Internet and information technology tools is based on income, race, education, household type, and geographic location. Only 16 percent of the rural poor, rural and central city minorities, young householders, and single parent female households are connected. Another problem that exacerbates these disparities is that African-Americans, Hispanics, and Native Americans hold few of the jobs in information technology. Women hold about 20 percent of these jobs and are receiving fewer than 30 percent of the computer science degrees. The result is that women and members of the most oppressed ethnic groups are not eligible for the jobs with the highest salaries at graduation. Baccalaureate candidates with degrees in computer science were offered the highest salaries of all new college graduates in 1998 at $44,949. Do similar disparities exist in schools? More than 90 percent of all schools in the country are wired with at least one Internet connection. The number of classrooms with Internet connections differs by the income level of students. Using the percentage of students who are eligible for free lunches at a school to determine income level, we see that nearly twice as many of the schools with more affluent students have wired classrooms as those with high concentrations of low-income students. Access to computers and the Internet will be important in reducing disparities between groups. It will require greater equality across diverse groups whose members develop knowledge and skills in computer and information technologies. If computers and the Internet are to be used to promote equality, they will have to become accessible to populations that cannot currently afford the equipment which needs to be updated every three years or so. However, access alone is not enough. Students will have to be interacting with the technology in authentic settings. As technology becomes a tool for learning in almost all courses taken by students, it will be seen as a means to an end rather than an end in itself. If it is used in culturally relevant ways, all students can benefit from its power. Question 36: Why does the author mention the telephone in paragraph 2?

C. To demonstrate that even technology like the telephone is not available to all

A. To contrast the absence of telephone usage with that of Internet usage

B. To describe the development of communications from telephone to Internet

D. To argue that basic telephone service is a first step to using the Internet

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 36 to 42. THE DIGITAL DIVIDE Information technology is influencing the way many of us live and work today. We use the Internet to look and apply for jobs, shop, conduct research, make airline reservations, and explore areas of interest. We use e-mail and the Internet to communicate instantaneously with friends and business associates around the world. Computers are commonplace in homes and the workplace. Although the number of Internet users is growing exponentially each year, most of the world’s population does not have access to computers or the Internet. Only 6 percent of the population in developing countries are connected to telephones. Although more than 94 percent of U.S. households have a telephone, only 42 percent have personal computers at home and 26 percent have Internet access. The lack of what most of us would consider a basic communications necessity -the telephone -does not occur just in developing nations. On some Native American reservations only 60 percent of the residents have a telephone. The move to wireless connections may eliminate the need for telephone lines, but it does not remove the barrier to equipment costs. Who has Internet access? Fifty percent of the children in urban households with an income over $75,000 have Internet access, compared with 2 percent ofthe children in low-income, rural households. Nearly half of college-educated people have Internet access, compared to 6 percent of those with only some high school education. Forty percent of households with two parents have access; 15 percent of female, single-parent households do. Thirty percent of white households, 11 percent of black households, and 13 percent of Hispanic households have access. Teens and children are the two fastest-growing segments of Internet users. The digital divide between the populations who have access to the Internet and information technology tools is based on income, race, education, household type, and geographic location. Only 16 percent of the rural poor, rural and central city minorities, young householders, and single parent female households are connected. Another problem that exacerbates these disparities is that African-Americans, Hispanics, and Native Americans hold few of the jobs in information technology. Women hold about 20 percent of these jobs and are receiving fewer than 30 percent of the computer science degrees. The result is that women and members of the most oppressed ethnic groups are not eligible for the jobs with the highest salaries at graduation. Baccalaureate candidates with degrees in computer science were offered the highest salaries of all new college graduates in 1998 at $44,949. Do similar disparities exist in schools? More than 90 percent of all schools in the country are wired with at least one Internet connection. The number of classrooms with Internet connections differs by the income level of students. Using the percentage of students who are eligible for free lunches at a school to determine income level, we see that nearly twice as many of the schools with more affluent students have wired classrooms as those with high concentrations of low-income students. Access to computers and the Internet will be important in reducing disparities between groups. It will require greater equality across diverse groups whose members develop knowledge and skills in computer and information technologies. If computers and the Internet are to be used to promote equality, they will have to become accessible to populations that cannot currently afford the equipment which needs to be updated every three years or so. However, access alone is not enough. Students will have to be interacting with the technology in authentic settings. As technology becomes a tool for learning in almost all courses taken by students, it will be seen as a means to an end rather than an end in itself. If it is used in culturally relevant ways, all students can benefit from its power. Question 37: Which of the sentences below best expresses the information in the statement “ Although the number .................. or the Internet. ” in the paragraph 2?

D. The number of people who use computers and the Internet is increasing every year, but most people in the world still do not have connections.

A. The number of computers that can make the Internet available to most of the people in the world is not increasing fast enough.

B. The Internet is available to most of the people in the world, even though they don't have their own computer terminals.

C. Most of the people in the world use the Internet now because the number of computers has been increasing every year.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 36 to 42. THE DIGITAL DIVIDE Information technology is influencing the way many of us live and work today. We use the Internet to look and apply for jobs, shop, conduct research, make airline reservations, and explore areas of interest. We use e-mail and the Internet to communicate instantaneously with friends and business associates around the world. Computers are commonplace in homes and the workplace. Although the number of Internet users is growing exponentially each year, most of the world’s population does not have access to computers or the Internet. Only 6 percent of the population in developing countries are connected to telephones. Although more than 94 percent of U.S. households have a telephone, only 42 percent have personal computers at home and 26 percent have Internet access. The lack of what most of us would consider a basic communications necessity -the telephone -does not occur just in developing nations. On some Native American reservations only 60 percent of the residents have a telephone. The move to wireless connections may eliminate the need for telephone lines, but it does not remove the barrier to equipment costs. Who has Internet access? Fifty percent of the children in urban households with an income over $75,000 have Internet access, compared with 2 percent ofthe children in low-income, rural households. Nearly half of college-educated people have Internet access, compared to 6 percent of those with only some high school education. Forty percent of households with two parents have access; 15 percent of female, single-parent households do. Thirty percent of white households, 11 percent of black households, and 13 percent of Hispanic households have access. Teens and children are the two fastest-growing segments of Internet users. The digital divide between the populations who have access to the Internet and information technology tools is based on income, race, education, household type, and geographic location. Only 16 percent of the rural poor, rural and central city minorities, young householders, and single parent female households are connected. Another problem that exacerbates these disparities is that African-Americans, Hispanics, and Native Americans hold few of the jobs in information technology. Women hold about 20 percent of these jobs and are receiving fewer than 30 percent of the computer science degrees. The result is that women and members of the most oppressed ethnic groups are not eligible for the jobs with the highest salaries at graduation. Baccalaureate candidates with degrees in computer science were offered the highest salaries of all new college graduates in 1998 at $44,949. Do similar disparities exist in schools? More than 90 percent of all schools in the country are wired with at least one Internet connection. The number of classrooms with Internet connections differs by the income level of students. Using the percentage of students who are eligible for free lunches at a school to determine income level, we see that nearly twice as many of the schools with more affluent students have wired classrooms as those with high concentrations of low-income students. Access to computers and the Internet will be important in reducing disparities between groups. It will require greater equality across diverse groups whose members develop knowledge and skills in computer and information technologies. If computers and the Internet are to be used to promote equality, they will have to become accessible to populations that cannot currently afford the equipment which needs to be updated every three years or so. However, access alone is not enough. Students will have to be interacting with the technology in authentic settings. As technology becomes a tool for learning in almost all courses taken by students, it will be seen as a means to an end rather than an end in itself. If it is used in culturally relevant ways, all students can benefit from its power. Question 38: Based on information in paragraph 3, which of the following best explains the term " digital divide ?"

A. The disparity in the opportunity to use the Internet

B. Differences in socioeconomic levels among Internet users

C. The number of Internet users in developing nations

D. Segments of the population with Internet access

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 36 to 42. THE DIGITAL DIVIDE Information technology is influencing the way many of us live and work today. We use the Internet to look and apply for jobs, shop, conduct research, make airline reservations, and explore areas of interest. We use e-mail and the Internet to communicate instantaneously with friends and business associates around the world. Computers are commonplace in homes and the workplace. Although the number of Internet users is growing exponentially each year, most of the world’s population does not have access to computers or the Internet. Only 6 percent of the population in developing countries are connected to telephones. Although more than 94 percent of U.S. households have a telephone, only 42 percent have personal computers at home and 26 percent have Internet access. The lack of what most of us would consider a basic communications necessity -the telephone -does not occur just in developing nations. On some Native American reservations only 60 percent of the residents have a telephone. The move to wireless connections may eliminate the need for telephone lines, but it does not remove the barrier to equipment costs. Who has Internet access? Fifty percent of the children in urban households with an income over $75,000 have Internet access, compared with 2 percent ofthe children in low-income, rural households. Nearly half of college-educated people have Internet access, compared to 6 percent of those with only some high school education. Forty percent of households with two parents have access; 15 percent of female, single-parent households do. Thirty percent of white households, 11 percent of black households, and 13 percent of Hispanic households have access. Teens and children are the two fastest-growing segments of Internet users. The digital divide between the populations who have access to the Internet and information technology tools is based on income, race, education, household type, and geographic location. Only 16 percent of the rural poor, rural and central city minorities, young householders, and single parent female households are connected. Another problem that exacerbates these disparities is that African-Americans, Hispanics, and Native Americans hold few of the jobs in information technology. Women hold about 20 percent of these jobs and are receiving fewer than 30 percent of the computer science degrees. The result is that women and members of the most oppressed ethnic groups are not eligible for the jobs with the highest salaries at graduation. Baccalaureate candidates with degrees in computer science were offered the highest salaries of all new college graduates in 1998 at $44,949. Do similar disparities exist in schools? More than 90 percent of all schools in the country are wired with at least one Internet connection. The number of classrooms with Internet connections differs by the income level of students. Using the percentage of students who are eligible for free lunches at a school to determine income level, we see that nearly twice as many of the schools with more affluent students have wired classrooms as those with high concentrations of low-income students. Access to computers and the Internet will be important in reducing disparities between groups. It will require greater equality across diverse groups whose members develop knowledge and skills in computer and information technologies. If computers and the Internet are to be used to promote equality, they will have to become accessible to populations that cannot currently afford the equipment which needs to be updated every three years or so. However, access alone is not enough. Students will have to be interacting with the technology in authentic settings. As technology becomes a tool for learning in almost all courses taken by students, it will be seen as a means to an end rather than an end in itself. If it is used in culturally relevant ways, all students can benefit from its power. Question 39: Why does the author give details about the percentages of Internet users in paragraph 3?

C. To prove that there are differences in opportunities among social groups

A. To argue for more Internet connections at all levels of society

D. To suggest that improvements in Internet access are beginning to take place

D. To explain why many people have Internet connections now

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 36 to 42. THE DIGITAL DIVIDE Information technology is influencing the way many of us live and work today. We use the Internet to look and apply for jobs, shop, conduct research, make airline reservations, and explore areas of interest. We use e-mail and the Internet to communicate instantaneously with friends and business associates around the world. Computers are commonplace in homes and the workplace. Although the number of Internet users is growing exponentially each year, most of the world’s population does not have access to computers or the Internet. Only 6 percent of the population in developing countries are connected to telephones. Although more than 94 percent of U.S. households have a telephone, only 42 percent have personal computers at home and 26 percent have Internet access. The lack of what most of us would consider a basic communications necessity -the telephone -does not occur just in developing nations. On some Native American reservations only 60 percent of the residents have a telephone. The move to wireless connections may eliminate the need for telephone lines, but it does not remove the barrier to equipment costs. Who has Internet access? Fifty percent of the children in urban households with an income over $75,000 have Internet access, compared with 2 percent ofthe children in low-income, rural households. Nearly half of college-educated people have Internet access, compared to 6 percent of those with only some high school education. Forty percent of households with two parents have access; 15 percent of female, single-parent households do. Thirty percent of white households, 11 percent of black households, and 13 percent of Hispanic households have access. Teens and children are the two fastest-growing segments of Internet users. The digital divide between the populations who have access to the Internet and information technology tools is based on income, race, education, household type, and geographic location. Only 16 percent of the rural poor, rural and central city minorities, young householders, and single parent female households are connected. Another problem that exacerbates these disparities is that African-Americans, Hispanics, and Native Americans hold few of the jobs in information technology. Women hold about 20 percent of these jobs and are receiving fewer than 30 percent of the computer science degrees. The result is that women and members of the most oppressed ethnic groups are not eligible for the jobs with the highest salaries at graduation. Baccalaureate candidates with degrees in computer science were offered the highest salaries of all new college graduates in 1998 at $44,949. Do similar disparities exist in schools? More than 90 percent of all schools in the country are wired with at least one Internet connection. The number of classrooms with Internet connections differs by the income level of students. Using the percentage of students who are eligible for free lunches at a school to determine income level, we see that nearly twice as many of the schools with more affluent students have wired classrooms as those with high concentrations of low-income students. Access to computers and the Internet will be important in reducing disparities between groups. It will require greater equality across diverse groups whose members develop knowledge and skills in computer and information technologies. If computers and the Internet are to be used to promote equality, they will have to become accessible to populations that cannot currently afford the equipment which needs to be updated every three years or so. However, access alone is not enough. Students will have to be interacting with the technology in authentic settings. As technology becomes a tool for learning in almost all courses taken by students, it will be seen as a means to an end rather than an end in itself. If it is used in culturally relevant ways, all students can benefit from its power. Question 40: According to paragraph 4, why are fewer women and minorities employed in the field of computer technology?

D. They do not possess the educational qualifications.

A. They do not have an interest in technology.

B. They prefer training for jobs with higher salaries.

C. They are not admitted to the degree programs.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 36 to 42. THE DIGITAL DIVIDE Information technology is influencing the way many of us live and work today. We use the Internet to look and apply for jobs, shop, conduct research, make airline reservations, and explore areas of interest. We use e-mail and the Internet to communicate instantaneously with friends and business associates around the world. Computers are commonplace in homes and the workplace. Although the number of Internet users is growing exponentially each year, most of the world’s population does not have access to computers or the Internet. Only 6 percent of the population in developing countries are connected to telephones. Although more than 94 percent of U.S. households have a telephone, only 42 percent have personal computers at home and 26 percent have Internet access. The lack of what most of us would consider a basic communications necessity -the telephone -does not occur just in developing nations. On some Native American reservations only 60 percent of the residents have a telephone. The move to wireless connections may eliminate the need for telephone lines, but it does not remove the barrier to equipment costs. Who has Internet access? Fifty percent of the children in urban households with an income over $75,000 have Internet access, compared with 2 percent ofthe children in low-income, rural households. Nearly half of college-educated people have Internet access, compared to 6 percent of those with only some high school education. Forty percent of households with two parents have access; 15 percent of female, single-parent households do. Thirty percent of white households, 11 percent of black households, and 13 percent of Hispanic households have access. Teens and children are the two fastest-growing segments of Internet users. The digital divide between the populations who have access to the Internet and information technology tools is based on income, race, education, household type, and geographic location. Only 16 percent of the rural poor, rural and central city minorities, young householders, and single parent female households are connected. Another problem that exacerbates these disparities is that African-Americans, Hispanics, and Native Americans hold few of the jobs in information technology. Women hold about 20 percent of these jobs and are receiving fewer than 30 percent of the computer science degrees. The result is that women and members of the most oppressed ethnic groups are not eligible for the jobs with the highest salaries at graduation. Baccalaureate candidates with degrees in computer science were offered the highest salaries of all new college graduates in 1998 at $44,949. Do similar disparities exist in schools? More than 90 percent of all schools in the country are wired with at least one Internet connection. The number of classrooms with Internet connections differs by the income level of students. Using the percentage of students who are eligible for free lunches at a school to determine income level, we see that nearly twice as many of the schools with more affluent students have wired classrooms as those with high concentrations of low-income students. Access to computers and the Internet will be important in reducing disparities between groups. It will require greater equality across diverse groups whose members develop knowledge and skills in computer and information technologies. If computers and the Internet are to be used to promote equality, they will have to become accessible to populations that cannot currently afford the equipment which needs to be updated every three years or so. However, access alone is not enough. Students will have to be interacting with the technology in authentic settings. As technology becomes a tool for learning in almost all courses taken by students, it will be seen as a means to an end rather than an end in itself. If it is used in culturally relevant ways, all students can benefit from its power. Question 42: What can be inferred from paragraph 6 about Internet access?

A. The cost of replacing equipment is a problem.

B. Technology will be more helpful in three years.

C. Better computers need to be designed.

D. Schools should provide newer computers for students.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50. Cooperation is the common endeavor of two or more people to perform a task or reach a jointly cherished goal. Like competition and conflict, there are different forms of cooperation, based on group organization and attitudes. In the first form, known as primary cooperation, group and individual fuse. The group contains nearly all of each individual’s life. The rewards of the group’s work are shared with each member. There is an interlocking identity of individual, group and task performed. Means and goals become one, for cooperation itself is valued. While primary cooperation is most often characteristic of preliterature societies, secondary cooperation is characteristic of many modem societies. In secondary cooperation, individuals devote only part of their lives to the group. Cooperation itself is not a value. Most members of the group feel loyalty, but the welfare of the group is not the first consideration. Members perform tasks so that they can separately enjoy the fruits of their cooperation in the form of salary, prestige, or power. Business offices and professional athletic teams are examples of secondary cooperation. In the third type, called tertiary cooperation or accommodation, latent conflict underlies the shared work. The attitudes of the cooperating parties are purely opportunistic: the organization is loose and fragile . Accommodation involves common means to achieve antagonistic goals: it breaks down when the common means cease to aid each party in reaching its goals. This is not, strictly speaking, cooperation at all, and hence the somewhat contradictory term antagonistic cooperation is sometimes used for this relationship. Question 43: What is the author’s main purpose in the first paragraph of the passage?

A. To offer a brief definition of cooperation

B. To explain how cooperation differs from competition and conflict

C. To urge readers to cooperate more often

D. To show the importance of group organization and attitudes

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50. Cooperation is the common endeavor of two or more people to perform a task or reach a jointly cherished goal. Like competition and conflict, there are different forms of cooperation, based on group organization and attitudes. In the first form, known as primary cooperation, group and individual fuse. The group contains nearly all of each individual’s life. The rewards of the group’s work are shared with each member. There is an interlocking identity of individual, group and task performed. Means and goals become one, for cooperation itself is valued. While primary cooperation is most often characteristic of preliterature societies, secondary cooperation is characteristic of many modem societies. In secondary cooperation, individuals devote only part of their lives to the group. Cooperation itself is not a value. Most members of the group feel loyalty, but the welfare of the group is not the first consideration. Members perform tasks so that they can separately enjoy the fruits of their cooperation in the form of salary, prestige, or power. Business offices and professional athletic teams are examples of secondary cooperation. In the third type, called tertiary cooperation or accommodation, latent conflict underlies the shared work. The attitudes of the cooperating parties are purely opportunistic: the organization is loose and fragile . Accommodation involves common means to achieve antagonistic goals: it breaks down when the common means cease to aid each party in reaching its goals. This is not, strictly speaking, cooperation at all, and hence the somewhat contradictory term antagonistic cooperation is sometimes used for this relationship. Question 45: Which of the following statements about primary cooperation is supported by information in the passage?

D. It is most commonly seen among people who have not yet developed reading and writing skills

A. It is an ideal that can never be achieved

B. It was confined to prehistoric times

C. It is usually the first stage of cooperation achieved by a group of individuals attempting to cooperate

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50. Cooperation is the common endeavor of two or more people to perform a task or reach a jointly cherished goal. Like competition and conflict, there are different forms of cooperation, based on group organization and attitudes. In the first form, known as primary cooperation, group and individual fuse. The group contains nearly all of each individual’s life. The rewards of the group’s work are shared with each member. There is an interlocking identity of individual, group and task performed. Means and goals become one, for cooperation itself is valued. While primary cooperation is most often characteristic of preliterature societies, secondary cooperation is characteristic of many modem societies. In secondary cooperation, individuals devote only part of their lives to the group. Cooperation itself is not a value. Most members of the group feel loyalty, but the welfare of the group is not the first consideration. Members perform tasks so that they can separately enjoy the fruits of their cooperation in the form of salary, prestige, or power. Business offices and professional athletic teams are examples of secondary cooperation. In the third type, called tertiary cooperation or accommodation, latent conflict underlies the shared work. The attitudes of the cooperating parties are purely opportunistic: the organization is loose and fragile . Accommodation involves common means to achieve antagonistic goals: it breaks down when the common means cease to aid each party in reaching its goals. This is not, strictly speaking, cooperation at all, and hence the somewhat contradictory term antagonistic cooperation is sometimes used for this relationship. Question 46: According to the passage, why do people join groups that practice secondary cooperation?

A. To get rewards for themselves

C. To experience the satisfaction of cooperation

D. To associate with people who have similar backgrounds

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50. Cooperation is the common endeavor of two or more people to perform a task or reach a jointly cherished goal. Like competition and conflict, there are different forms of cooperation, based on group organization and attitudes. In the first form, known as primary cooperation, group and individual fuse. The group contains nearly all of each individual’s life. The rewards of the group’s work are shared with each member. There is an interlocking identity of individual, group and task performed. Means and goals become one, for cooperation itself is valued. While primary cooperation is most often characteristic of preliterature societies, secondary cooperation is characteristic of many modem societies. In secondary cooperation, individuals devote only part of their lives to the group. Cooperation itself is not a value. Most members of the group feel loyalty, but the welfare of the group is not the first consideration. Members perform tasks so that they can separately enjoy the fruits of their cooperation in the form of salary, prestige, or power. Business offices and professional athletic teams are examples of secondary cooperation. In the third type, called tertiary cooperation or accommodation, latent conflict underlies the shared work. The attitudes of the cooperating parties are purely opportunistic: the organization is loose and fragile . Accommodation involves common means to achieve antagonistic goals: it breaks down when the common means cease to aid each party in reaching its goals. This is not, strictly speaking, cooperation at all, and hence the somewhat contradictory term antagonistic cooperation is sometimes used for this relationship. Question 47: Which of the following is an example of the third form of cooperation as it is defined in the fourth paragraph?

B. Two rival political parties temporarily work together to defeat a third party

A. Members of a farming community share work and the food that they grow

C. Students form a study group so that all of them can improve their grades

D. Students form a study group so that all of them can improve their grades

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50. Cooperation is the common endeavor of two or more people to perform a task or reach a jointly cherished goal. Like competition and conflict, there are different forms of cooperation, based on group organization and attitudes. In the first form, known as primary cooperation, group and individual fuse. The group contains nearly all of each individual’s life. The rewards of the group’s work are shared with each member. There is an interlocking identity of individual, group and task performed. Means and goals become one, for cooperation itself is valued. While primary cooperation is most often characteristic of preliterature societies, secondary cooperation is characteristic of many modem societies. In secondary cooperation, individuals devote only part of their lives to the group. Cooperation itself is not a value. Most members of the group feel loyalty, but the welfare of the group is not the first consideration. Members perform tasks so that they can separately enjoy the fruits of their cooperation in the form of salary, prestige, or power. Business offices and professional athletic teams are examples of secondary cooperation. In the third type, called tertiary cooperation or accommodation, latent conflict underlies the shared work. The attitudes of the cooperating parties are purely opportunistic: the organization is loose and fragile . Accommodation involves common means to achieve antagonistic goals: it breaks down when the common means cease to aid each party in reaching its goals. This is not, strictly speaking, cooperation at all, and hence the somewhat contradictory term antagonistic cooperation is sometimes used for this relationship. Question 50 : Which of the following best describes the overall organization of the passage?

C. The author compares and contrasts two types of human relations

A. The author presents the points of view of three experts on the same topic

B. The author compares and contrasts two types of human relations

D. The author provides a number of concrete examples and then draws a conclusion

TIẾNG ANH 12 - ĐỀ 16

Authored by Nguyễn Lương Hùng

Education

12th Grade

50 Questions

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MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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.
Question 1:

A. easy

B. sea

C. learn

D. eat

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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.
Question 2:

A. park

B. yard

C. card

D. carry

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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.
Question 3:

A. community

B. particular

C. mathematics

D. authority

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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.
Question 4:

A. explanation

B. experiment

C. accomplishment

D. discovery

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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.

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TIẾNG ANH 12 - ĐỀ 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.
Question 1:

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.
Question 2:

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.
Question 3:

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.
Question 4:

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.

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.

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.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.
Question 8: I don’t agree with.................. very young and pretty criminals

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.
Question 9: What beautiful eyes..................!

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.
Question 10: .................. long, I’m sure you will be speaking English.................. a native speaker.

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TIẾNG ANH 12 - ĐỀ 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.Question 1:

Mark the letter A, B, C, or D on your answer sheet to indicate the word whose underlined part differs from theother three in pronunciation in each of the following questions.Question 2:

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.Question 3:

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.Question 4:

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.

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.

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.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.Question 8: I don’t agree with.................. very young and pretty criminals

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.Question 9: What beautiful eyes..................!

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.Question 10: .................. long, I’m sure you will be speaking English.................. a native speaker.

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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.
Question 1:

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.
Question 2:

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.
Question 3:

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.
Question 4:

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.
Question 8: I don’t agree with.................. very young and pretty criminals

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.
Question 9: What beautiful eyes..................!

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.
Question 10: .................. long, I’m sure you will be speaking English.................. a native speaker.