This document appears to be a test containing multiple choice questions about grammar, vocabulary, sentence completion, and a cloze test. It includes 25 questions in the speaking section about choosing the most appropriate responses in various conversations. It also contains sections on vocabulary with 35 words, sentence completion with 45 sentences, and a cloze test with 55 blanks about Lamarck's theory of evolution. The document evaluates test-takers on their English language proficiency across different skills.
The document is a test for an English language exam with 3 parts: language use and usage, writing ability, and reading comprehension. It contains multiple choice questions testing grammar, vocabulary, dialogs, error identification, sentence completion, paragraph completion, and reading comprehension. The questions cover a range of topics including conversations, situational dialogs, grammar, vocabulary, skimming techniques, and a news article about a snow dome being opened at a zoo.
The story is about Dewi Limaran, the wife of Prince Raden Putra, who sees an ugly snail in the palace garden and throws it away. Unbeknownst to her, the snail is actually a powerful witch who transforms Dewi Limaran into a golden snail in retaliation. The golden snail ends up drifting in a river and getting caught in an old woman's fishing net. Every morning, the old woman finds her house cleaned and food prepared, puzzling her. One night she stays up late to discover the source is the golden snail, who was formerly Dewi Limaran under a spell.
This spoof text for senior high school students contains activities to build knowledge of the genre of spoof texts. It includes looking at pictures, answering questions about jokes and comics, expressing embarrassment in dialogues, analyzing grammar related to past tenses, and constructing original spoof stories. Students are guided through understanding the generic structure of spoof texts and practicing writing their own funny stories with a humorous twist at the end.
This document appears to be a transcript from an English language class for foreign students. It introduces the various students in the class, providing their names, nationalities, and occupations. There is humorous misunderstanding as some students' occupations are confused in translation (e.g. shepherd described as walking with "sheeps"). The teacher struggles to understand the students and communicate effectively as the students have varying levels of English proficiency.
This document contains exercises from a 4th year secondary school (ESO) Spanish language textbook. The exercises include:
1. Conjugating verbs into correct tenses.
2. Correcting false statements.
3. Filling in gaps of a daily routine with verbs.
4. Completing sentences using present continuous and present simple tenses.
5. Finding and correcting errors in sentences.
6. Writing questions based on statements.
The document is an English proficiency test with 6 sections containing a total of 45 multiple choice and fill-in-the-blank questions. It tests vocabulary, grammar, sentence completion, paragraph writing, and letter writing skills. The test is designed to be completed within 60 minutes and contains 3 pages.
This document contains an English proficiency test with multiple choice questions covering grammar, vocabulary, reading comprehension and sentence rewriting. The test has 7 sections with a total of 80 questions. It provides the instructions, questions and multiple choice answers for an English proficiency exam for university admission in Vietnam.
This document contains an English vocabulary exercise with multiple choice and fill-in-the-blank questions testing understanding of word meanings and parts of speech. It also includes grammar exercises on passive voice, causative forms, and identifying logical vs illogical statements. The vocabulary and grammar points covered include commonly confused words, prepositions, parts of speech, and active/passive voice constructions.
The document is a test for an English language exam with 3 parts: language use and usage, writing ability, and reading comprehension. It contains multiple choice questions testing grammar, vocabulary, dialogs, error identification, sentence completion, paragraph completion, and reading comprehension. The questions cover a range of topics including conversations, situational dialogs, grammar, vocabulary, skimming techniques, and a news article about a snow dome being opened at a zoo.
The story is about Dewi Limaran, the wife of Prince Raden Putra, who sees an ugly snail in the palace garden and throws it away. Unbeknownst to her, the snail is actually a powerful witch who transforms Dewi Limaran into a golden snail in retaliation. The golden snail ends up drifting in a river and getting caught in an old woman's fishing net. Every morning, the old woman finds her house cleaned and food prepared, puzzling her. One night she stays up late to discover the source is the golden snail, who was formerly Dewi Limaran under a spell.
This spoof text for senior high school students contains activities to build knowledge of the genre of spoof texts. It includes looking at pictures, answering questions about jokes and comics, expressing embarrassment in dialogues, analyzing grammar related to past tenses, and constructing original spoof stories. Students are guided through understanding the generic structure of spoof texts and practicing writing their own funny stories with a humorous twist at the end.
This document appears to be a transcript from an English language class for foreign students. It introduces the various students in the class, providing their names, nationalities, and occupations. There is humorous misunderstanding as some students' occupations are confused in translation (e.g. shepherd described as walking with "sheeps"). The teacher struggles to understand the students and communicate effectively as the students have varying levels of English proficiency.
This document contains exercises from a 4th year secondary school (ESO) Spanish language textbook. The exercises include:
1. Conjugating verbs into correct tenses.
2. Correcting false statements.
3. Filling in gaps of a daily routine with verbs.
4. Completing sentences using present continuous and present simple tenses.
5. Finding and correcting errors in sentences.
6. Writing questions based on statements.
The document is an English proficiency test with 6 sections containing a total of 45 multiple choice and fill-in-the-blank questions. It tests vocabulary, grammar, sentence completion, paragraph writing, and letter writing skills. The test is designed to be completed within 60 minutes and contains 3 pages.
This document contains an English proficiency test with multiple choice questions covering grammar, vocabulary, reading comprehension and sentence rewriting. The test has 7 sections with a total of 80 questions. It provides the instructions, questions and multiple choice answers for an English proficiency exam for university admission in Vietnam.
This document contains an English vocabulary exercise with multiple choice and fill-in-the-blank questions testing understanding of word meanings and parts of speech. It also includes grammar exercises on passive voice, causative forms, and identifying logical vs illogical statements. The vocabulary and grammar points covered include commonly confused words, prepositions, parts of speech, and active/passive voice constructions.
The document provides a vocabulary exercise with matching, sentence completion, and expression matching questions about a boy found in the woods, a girl's health improving, and an emergency landing on a plane. It asks students to summarize texts about mining survivors in Chile, volunteering after natural disasters, and the risks of racing cars. Students must also complete mini-dialogues about a plane crash, worrying about children, and finding a missing wallet.
1. The document provides instructions and exercises for an English language lesson on procedures, introductions, and greetings.
2. It includes tasks where students practice introducing themselves, asking and answering questions about making coffee and nasi goreng, and identifying cooking utensils.
3. The lesson also focuses on using imperative sentences to give instructions and provides examples of formal and informal ways to introduce people and greet others.
قصة ملزمة الصف الثالث الاعدادي ترم اول 2016Abdallah Omar
The document contains a conversation between a lorry driver and a woman named Nadia. The lorry driver is delivering water to a market and has parked in a way that is blocking Nadia's car from leaving. Nadia asks the driver to move, explaining that she needs to take her daughter to school. The driver apologizes for being in the way but says there is nowhere else to park. He asks Nadia to wait a minute or two while he finishes delivering. Nadia agrees to wait.
ملزمة الصف الثالث الاعدادي ترم اول 2016 الجزء الأول Abdallah Omar
The document contains a conversation between Nawal and Mai discussing Mai's visit to Cairo for a conference. Some key details include:
- Mai is visiting from Tokyo, Japan for a conference on new medicines in Egypt.
- Nawal picked Mai up by taxi to attend the conference.
- They discuss Mai's enjoyment of the conference and what she is learning.
- Nawal asks Mai about where she comes from in Japan and if this is her first visit to Cairo.
ملزمة الصف الثالث الاعدادي ترم اول 2016 الجزء الثانيAbdallah Omar
The document contains a dialogue practice activity with 6 examples of short conversations (1-6). It also includes reading comprehension questions about a passage of text regarding a pen friend visiting Egypt (A, B, C). Finally, it ends with grammar and writing exercises including rewriting sentences, correcting errors, and writing a letter (5-9).
The document appears to be a practice English test containing questions about vocabulary, grammar, and reading comprehension. There are multiple choice questions testing understanding of vocabulary in context, matching vocabulary words to sentences, completing dialogs with appropriate words, identifying reported speech and tense changes. There are also exercises involving rewriting direct speech as reported speech and identifying the correct grammar forms.
The document provides instructions and exercises for students to practice verb tenses including the present simple, present continuous, and past tenses. It includes exercises where students must fill in blanks with the correct verb form, correct statements, describe routines and photographs using verb tenses, and identify mistakes in verb usage. The document aims to help students practice and improve their understanding and use of verb tenses in English.
This document provides examination preparation materials for the 11th grade in the 2011-2012 academic year. It is divided into two parts. Part one includes 36 multiple choice grammar and vocabulary questions and 6 reading comprehension questions worth 3 marks each. Part two includes exercises matching compound nouns, filling in blanks about UK politics, and sentence completion grammar questions. The materials were approved by O.Idersaikhan and created by the teacher Narangerel Chuluunkhuu to help students prepare for their upcoming examinations.
The document provides a practice test with questions on vocabulary, grammar, and completing sentences in different contexts. The vocabulary questions test understanding of words in italics through multiple choice questions and matching exercises. The grammar questions cover conditional sentences and different verb tenses. The sentence completion questions require adding suffixes, verbs, prepositions, and other words to complete sentences. The test focuses on strengthening English language skills in various areas.
This document contains a practice test with questions on vocabulary, grammar, and language usage. The vocabulary section includes tasks like matching words to form sentences, choosing synonyms, and completing passages. The grammar portion focuses on modal verbs and includes exercises like filling in sentences, choosing the correct modal form, and rewriting sentences. The test aims to help students practice and demonstrate their understanding of essential English concepts.
This document contains an English proficiency test for admission to grade 10 with specialized English studies. It includes sections on phonetics, vocabulary, reading comprehension, grammar and writing. The reading comprehension section provides a short story about a builder named Ron who gets stuck on a roof after falling off a ladder. It then asks comprehension questions about the details and intentions in the story. The document tests a wide range of English language skills through different question types such as multiple choice, fill-in-the-blank, reordering sentences, and writing short responses.
This document contains an English language practice worksheet with various exercises on vocabulary, grammar, and writing. The exercises include matching words to form sentences, choosing the correct definition of words in context, completing sentences with given word options, adding suffixes to words to form new words, and completing sentences using different verb tenses. The document provides context for summarizing English language learning materials and assessing grammar and language skills.
This document contains an excerpt from a 2003 O-NET exam in Thailand testing language skills. The excerpt includes two sample conversations and questions about them, as well as vocabulary, error identification, sentence completion, and reading comprehension questions. The conversations discuss a power outage at a school and a job interview for a public relations position at a hotel. The questions test understanding of the conversations, vocabulary in context, grammar, and the ability to infer missing information.
This document provides a vocabulary exercise with gaps to be filled in using provided words. It also includes choosing the correct continuation of sentences, completing sentences to demonstrate understanding, writing sentences using correct forms of want/don't want, and completing passages with verbs in the correct future tense form. The exercises focus on practicing and demonstrating understanding of vocabulary and grammar related to future tenses.
This document contains an English vocabulary exercise with multiple choice and fill-in-the-blank questions testing knowledge of common adjectives and verbs. The questions cover completing sentences, matching parts of dialogues, and rewriting sentences using different verb tenses. The vocabulary words assessed include broad-shouldered, generous, injury, pretend, and share.
This document contains an English vocabulary practice test with multiple choice questions, gap fills, sentence completion exercises and matching activities related to prefixes, idioms, and grammar. The test covers topics such as word definitions, animal idioms, relative pronouns and clauses.
This document contains an English vocabulary practice test with multiple choice questions testing understanding of vocabulary words in context. It also contains exercises practicing reported speech, grammar, and phrasal verbs. The vocabulary questions cover topics like small towns, soap operas, schools, film preferences, greetings, expectations, and film enjoyment. The grammar exercises focus on reported speech, verb tenses, and phrasal verbs.
The document is a test for an English language exam with 3 parts: language use and usage, writing ability, and reading comprehension. It contains multiple choice questions testing grammar, vocabulary, dialogs, error identification, sentence completion, paragraph completion, and reading comprehension. The questions cover a range of topics including conversations, situational dialogs, grammar, vocabulary, skimming techniques, and a passage about a snow dome being opened at Chiang Mai Zoo.
The document is a test for English language proficiency. It contains questions about language use and writing ability. The language use section includes questions about oral expressions, situational dialogs, and error identification involving grammar, vocabulary and punctuation. The writing ability section focuses on writing at the sentence and paragraph level, with questions about completing sentences and paragraphs.
The document is a test for English language proficiency. It contains questions about language use and writing ability. The language use section includes questions about oral expression, situational dialogs, and error identification. The writing ability section focuses on skills at the sentence and paragraph level, including filling in blanks and choosing the best response to complete sentences and passages. The test covers a range of English language skills.
The document is a test for English language proficiency. It contains questions about language use and writing ability. The language use section includes questions about oral expression, situational dialogs, and error identification. The writing ability section focuses on writing at the sentence and paragraph level, including choosing the best words or phrases to complete sentences and passages. The document provides context and multiple choice answers for the test questions.
The document is a test for English language proficiency. It contains questions about language use and writing ability. The language use section includes questions about oral expressions, situational dialogs, and error identification involving grammar, vocabulary and punctuation. The writing ability section focuses on writing at the sentence and paragraph level, with questions about completing sentences and paragraphs.
The document provides a vocabulary exercise with matching, sentence completion, and expression matching questions about a boy found in the woods, a girl's health improving, and an emergency landing on a plane. It asks students to summarize texts about mining survivors in Chile, volunteering after natural disasters, and the risks of racing cars. Students must also complete mini-dialogues about a plane crash, worrying about children, and finding a missing wallet.
1. The document provides instructions and exercises for an English language lesson on procedures, introductions, and greetings.
2. It includes tasks where students practice introducing themselves, asking and answering questions about making coffee and nasi goreng, and identifying cooking utensils.
3. The lesson also focuses on using imperative sentences to give instructions and provides examples of formal and informal ways to introduce people and greet others.
قصة ملزمة الصف الثالث الاعدادي ترم اول 2016Abdallah Omar
The document contains a conversation between a lorry driver and a woman named Nadia. The lorry driver is delivering water to a market and has parked in a way that is blocking Nadia's car from leaving. Nadia asks the driver to move, explaining that she needs to take her daughter to school. The driver apologizes for being in the way but says there is nowhere else to park. He asks Nadia to wait a minute or two while he finishes delivering. Nadia agrees to wait.
ملزمة الصف الثالث الاعدادي ترم اول 2016 الجزء الأول Abdallah Omar
The document contains a conversation between Nawal and Mai discussing Mai's visit to Cairo for a conference. Some key details include:
- Mai is visiting from Tokyo, Japan for a conference on new medicines in Egypt.
- Nawal picked Mai up by taxi to attend the conference.
- They discuss Mai's enjoyment of the conference and what she is learning.
- Nawal asks Mai about where she comes from in Japan and if this is her first visit to Cairo.
ملزمة الصف الثالث الاعدادي ترم اول 2016 الجزء الثانيAbdallah Omar
The document contains a dialogue practice activity with 6 examples of short conversations (1-6). It also includes reading comprehension questions about a passage of text regarding a pen friend visiting Egypt (A, B, C). Finally, it ends with grammar and writing exercises including rewriting sentences, correcting errors, and writing a letter (5-9).
The document appears to be a practice English test containing questions about vocabulary, grammar, and reading comprehension. There are multiple choice questions testing understanding of vocabulary in context, matching vocabulary words to sentences, completing dialogs with appropriate words, identifying reported speech and tense changes. There are also exercises involving rewriting direct speech as reported speech and identifying the correct grammar forms.
The document provides instructions and exercises for students to practice verb tenses including the present simple, present continuous, and past tenses. It includes exercises where students must fill in blanks with the correct verb form, correct statements, describe routines and photographs using verb tenses, and identify mistakes in verb usage. The document aims to help students practice and improve their understanding and use of verb tenses in English.
This document provides examination preparation materials for the 11th grade in the 2011-2012 academic year. It is divided into two parts. Part one includes 36 multiple choice grammar and vocabulary questions and 6 reading comprehension questions worth 3 marks each. Part two includes exercises matching compound nouns, filling in blanks about UK politics, and sentence completion grammar questions. The materials were approved by O.Idersaikhan and created by the teacher Narangerel Chuluunkhuu to help students prepare for their upcoming examinations.
The document provides a practice test with questions on vocabulary, grammar, and completing sentences in different contexts. The vocabulary questions test understanding of words in italics through multiple choice questions and matching exercises. The grammar questions cover conditional sentences and different verb tenses. The sentence completion questions require adding suffixes, verbs, prepositions, and other words to complete sentences. The test focuses on strengthening English language skills in various areas.
This document contains a practice test with questions on vocabulary, grammar, and language usage. The vocabulary section includes tasks like matching words to form sentences, choosing synonyms, and completing passages. The grammar portion focuses on modal verbs and includes exercises like filling in sentences, choosing the correct modal form, and rewriting sentences. The test aims to help students practice and demonstrate their understanding of essential English concepts.
This document contains an English proficiency test for admission to grade 10 with specialized English studies. It includes sections on phonetics, vocabulary, reading comprehension, grammar and writing. The reading comprehension section provides a short story about a builder named Ron who gets stuck on a roof after falling off a ladder. It then asks comprehension questions about the details and intentions in the story. The document tests a wide range of English language skills through different question types such as multiple choice, fill-in-the-blank, reordering sentences, and writing short responses.
This document contains an English language practice worksheet with various exercises on vocabulary, grammar, and writing. The exercises include matching words to form sentences, choosing the correct definition of words in context, completing sentences with given word options, adding suffixes to words to form new words, and completing sentences using different verb tenses. The document provides context for summarizing English language learning materials and assessing grammar and language skills.
This document contains an excerpt from a 2003 O-NET exam in Thailand testing language skills. The excerpt includes two sample conversations and questions about them, as well as vocabulary, error identification, sentence completion, and reading comprehension questions. The conversations discuss a power outage at a school and a job interview for a public relations position at a hotel. The questions test understanding of the conversations, vocabulary in context, grammar, and the ability to infer missing information.
This document provides a vocabulary exercise with gaps to be filled in using provided words. It also includes choosing the correct continuation of sentences, completing sentences to demonstrate understanding, writing sentences using correct forms of want/don't want, and completing passages with verbs in the correct future tense form. The exercises focus on practicing and demonstrating understanding of vocabulary and grammar related to future tenses.
This document contains an English vocabulary exercise with multiple choice and fill-in-the-blank questions testing knowledge of common adjectives and verbs. The questions cover completing sentences, matching parts of dialogues, and rewriting sentences using different verb tenses. The vocabulary words assessed include broad-shouldered, generous, injury, pretend, and share.
This document contains an English vocabulary practice test with multiple choice questions, gap fills, sentence completion exercises and matching activities related to prefixes, idioms, and grammar. The test covers topics such as word definitions, animal idioms, relative pronouns and clauses.
This document contains an English vocabulary practice test with multiple choice questions testing understanding of vocabulary words in context. It also contains exercises practicing reported speech, grammar, and phrasal verbs. The vocabulary questions cover topics like small towns, soap operas, schools, film preferences, greetings, expectations, and film enjoyment. The grammar exercises focus on reported speech, verb tenses, and phrasal verbs.
The document is a test for an English language exam with 3 parts: language use and usage, writing ability, and reading comprehension. It contains multiple choice questions testing grammar, vocabulary, dialogs, error identification, sentence completion, paragraph completion, and reading comprehension. The questions cover a range of topics including conversations, situational dialogs, grammar, vocabulary, skimming techniques, and a passage about a snow dome being opened at Chiang Mai Zoo.
The document is a test for English language proficiency. It contains questions about language use and writing ability. The language use section includes questions about oral expressions, situational dialogs, and error identification involving grammar, vocabulary and punctuation. The writing ability section focuses on writing at the sentence and paragraph level, with questions about completing sentences and paragraphs.
The document is a test for English language proficiency. It contains questions about language use and writing ability. The language use section includes questions about oral expression, situational dialogs, and error identification. The writing ability section focuses on skills at the sentence and paragraph level, including filling in blanks and choosing the best response to complete sentences and passages. The test covers a range of English language skills.
The document is a test for English language proficiency. It contains questions about language use and writing ability. The language use section includes questions about oral expression, situational dialogs, and error identification. The writing ability section focuses on writing at the sentence and paragraph level, including choosing the best words or phrases to complete sentences and passages. The document provides context and multiple choice answers for the test questions.
The document is a test for English language proficiency. It contains questions about language use and writing ability. The language use section includes questions about oral expressions, situational dialogs, and error identification involving grammar, vocabulary and punctuation. The writing ability section focuses on writing at the sentence and paragraph level, with questions about completing sentences and paragraphs.
The document is a test for English language proficiency. It contains questions about language use and writing ability. The language use section includes questions about oral expression, situational dialogs, and error identification. The writing ability section focuses on skills at the sentence and paragraph level, including completing sentences and passages. The test covers a range of English language skills.
This document appears to be an English language exam containing multiple choice questions testing language use and writing ability. It includes sections on oral expression with sample dialogues, error identification with underlined parts of sentences, and sentence completion. The document is in Thai but assesses English language skills through various question types across several pages. It provides a test for students to demonstrate their understanding of English language usage, writing, and situational dialogs.
This document appears to be an English language exam containing multiple choice questions testing language use and writing ability. It includes sections on oral expression with sample dialog situations, error identification exercises, and sentence completion questions. The document is in Thai but assesses English language skills through various question types across several pages. It provides a test for students to demonstrate their understanding of English language usage, writing, and comprehension.
Here’s your 8..........................and 9..........................
Thank you for shopping with us. Please come again!
Zack: Thanks!
1. size
2. one
3. it on
4. is over there
5. a large
6. credit card
7. pin number
8. receipt
9. change
ตอนที่ 5 Complete the conversations with these words. (Listening)
1. excuse 2. sorry 3. thanks 4. please
A
Woman: Oh dear, I'm so clumsy. I've spilt coffee all down your shirt!
Man: That's 1. ..............., no problem
This document appears to be an English language exam containing reading comprehension and language usage questions. It includes two passages and questions about situational dialogs, error identification, and completing sentences at both the sentence and paragraph level. The document tests examinees' understanding of grammar, vocabulary, and ability to analyze conversations and written texts in English.
This document appears to be an English language exam containing reading comprehension and language usage questions. It includes two passages and questions about situational dialogs, error identification, and completing sentences at both the sentence and paragraph level. The document tests examinees' understanding of grammar, vocabulary, and ability to infer missing information in short texts.
This document appears to be an English language exam containing reading comprehension and language usage questions. It includes two passages and questions about situational dialogs, error identification, and sentence and paragraph completion. The document tests examinees' understanding of grammar, vocabulary, and ability to infer meaning in various contexts. It aims to evaluate English proficiency at an advanced level.
This document appears to be an English language exam containing reading comprehension and language usage questions. It includes two passages and questions about situational dialogs, error identification, and sentence and paragraph completion. The document tests examinees' understanding of grammar, vocabulary, and ability to infer meaning in various contexts. It aims to evaluate English proficiency at an advanced level.
This document appears to be an English proficiency exam containing reading comprehension and language use questions. It begins with a conversation between a student named Ladda and her teacher Mrs. Carson about joining a speech competition. It then provides two additional dialog situations and questions to test oral expression skills. The rest of the document contains questions to test error identification, sentence completion, and paragraph writing abilities.
This document appears to be an English proficiency exam containing reading comprehension and language use questions. It begins with a conversation between a student named Ladda and her teacher Mrs. Carson about joining a speech competition. It then provides two additional dialog situations and questions to test oral expression skills. The rest of the document contains questions to test error identification, sentence completion, and paragraph writing abilities.
This document appears to be an English language exam containing reading comprehension and language usage questions. It includes two passages and questions about situational dialogs, error identification, and sentence and paragraph completion. The document tests examinees' understanding of grammar, vocabulary, and ability to infer meaning in various contexts. It aims to evaluate English proficiency at an advanced level.
This document appears to be an English language exam containing reading comprehension and language usage questions. It includes two passages and questions about situational dialogs, error identification, and completing sentences at both the sentence and paragraph level. The document tests examinees' understanding of grammar, vocabulary, and ability to infer missing information in short texts. It aims to evaluate English proficiency across multiple domains.
This document appears to be an English proficiency exam containing reading comprehension and language use questions. It begins with a conversation between a student named Ladda and her teacher Mrs. Carson about joining a speech competition. It then provides two additional dialog situations and questions to test oral expression skills. The rest of the document contains questions to test error identification, sentence completion, and paragraph writing abilities.
This document appears to be an English proficiency exam containing reading comprehension and language use questions. It begins with a conversation between a student named Ladda and her teacher Mrs. Carson about joining a speech competition. It then provides two additional dialog situations and questions to test oral expression skills. The rest of the document contains questions to test error identification, sentence completion, and paragraph writing abilities.
This document appears to be an English proficiency exam containing reading comprehension and language use questions. It begins with a conversation between a student named Ladda and her teacher Mrs. Carson about joining a speech competition. It then provides two additional dialog situations and questions to test oral expression skills. The rest of the document contains questions to test error identification, sentence completion, and paragraph writing abilities.
The Unbelievable Tale of Dwayne Johnson Kidnapping: A Riveting Sagagreendigital
Introduction
The notion of Dwayne Johnson kidnapping seems straight out of a Hollywood thriller. Dwayne "The Rock" Johnson, known for his larger-than-life persona, immense popularity. and action-packed filmography, is the last person anyone would envision being a victim of kidnapping. Yet, the bizarre and riveting tale of such an incident, filled with twists and turns. has captured the imagination of many. In this article, we delve into the intricate details of this astonishing event. exploring every aspect, from the dramatic rescue operation to the aftermath and the lessons learned.
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The Origins of the Dwayne Johnson Kidnapping Saga
Dwayne Johnson: A Brief Background
Before discussing the specifics of the kidnapping. it is crucial to understand who Dwayne Johnson is and why his kidnapping would be so significant. Born May 2, 1972, Dwayne Douglas Johnson is an American actor, producer, businessman. and former professional wrestler. Known by his ring name, "The Rock," he gained fame in the World Wrestling Federation (WWF, now WWE) before transitioning to a successful career in Hollywood.
Johnson's filmography includes blockbuster hits such as "The Fast and the Furious" series, "Jumanji," "Moana," and "San Andreas." His charismatic personality, impressive physique. and action-star status have made him a beloved figure worldwide. Thus, the news of his kidnapping would send shockwaves across the globe.
Setting the Scene: The Day of the Kidnapping
The incident of Dwayne Johnson's kidnapping began on an ordinary day. Johnson was filming his latest high-octane action film set to break box office records. The location was a remote yet scenic area. chosen for its rugged terrain and breathtaking vistas. perfect for the film's climactic scenes.
But, beneath the veneer of normalcy, a sinister plot was unfolding. Unbeknownst to Johnson and his team, a group of criminals had planned his abduction. hoping to leverage his celebrity status for a hefty ransom. The stage was set for an event that would soon dominate worldwide headlines and social media feeds.
The Abduction: Unfolding the Dwayne Johnson Kidnapping
The Moment of Capture
On the day of the kidnapping, everything seemed to be proceeding as usual on set. Johnson and his co-stars and crew were engrossed in shooting a particularly demanding scene. As the day wore on, the production team took a short break. providing the kidnappers with the perfect opportunity to strike.
The abduction was executed with military precision. A group of masked men, armed and organized, infiltrated the set. They created chaos, taking advantage of the confusion to isolate Johnson. Johnson was outnumbered and caught off guard despite his formidable strength and fighting skills. The kidnappers overpowered him, bundled him into a waiting vehicle. and sped away, leaving everyone on set in a state of shock and disbelief.
The Immediate Aftermath
The immediate aftermath of the Dwayne Johnson kidnappin
The Future of Independent Filmmaking Trends and Job OpportunitiesLetsFAME
The landscape of independent filmmaking is evolving at an unprecedented pace. Technological advancements, changing consumer preferences, and new distribution models are reshaping the industry, creating new opportunities and challenges for filmmakers and film industry jobs. This article explores the future of independent filmmaking, highlighting key trends and emerging job opportunities.
Sara Saffari: Turning Underweight into Fitness Success at 23get joys
Uncover the remarkable journey of Sara Saffari, whose transformation from underweight struggles to being recognized as a fitness icon at 23 underscores the importance of perseverance, discipline, and embracing a healthy lifestyle.
The Evolution of the Leonardo DiCaprio Haircut: A Journey Through Style and C...greendigital
Leonardo DiCaprio, a name synonymous with Hollywood stardom and acting excellence. has captivated audiences for decades with his talent and charisma. But, the Leonardo DiCaprio haircut is one aspect of his public persona that has garnered attention. From his early days as a teenage heartthrob to his current status as a seasoned actor and environmental activist. DiCaprio's hairstyles have evolved. reflecting both his personal growth and the changing trends in fashion. This article delves into the many phases of the Leonardo DiCaprio haircut. exploring its significance and impact on pop culture.
Leonardo DiCaprio House: A Journey Through His Extravagant Real Estate Portfoliogreendigital
Introduction
Leonardo DiCaprio, A name synonymous with Hollywood excellence. is not only known for his stellar acting career but also for his impressive real estate investments. The "Leonardo DiCaprio house" is a topic that piques the interest of many. as the Oscar-winning actor has amassed a diverse portfolio of luxurious properties. DiCaprio's homes reflect his varied tastes and commitment to sustainability. from retreats to historic mansions. This article will delve into the fascinating world of Leonardo DiCaprio's real estate. Exploring the details of his most notable residences. and the unique aspects that make them stand out.
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Leonardo DiCaprio House: Malibu Beachfront Retreat
A Prime Location
His Malibu beachfront house is one of the most famous properties in Leonardo DiCaprio's real estate portfolio. Situated in the exclusive Carbon Beach. also known as "Billionaire's Beach," this property boasts stunning ocean views and private beach access. The "Leonardo DiCaprio house" in Malibu is a testament to the actor's love for the sea and his penchant for luxurious living.
Architectural Highlights
The Malibu house features a modern design with clean lines, large windows. and open spaces blending indoor and outdoor living. The expansive deck and patio areas provide ample space for entertaining guests or enjoying a quiet sunset. The house has state-of-the-art amenities. including a gourmet kitchen, a home theatre, and many guest suites.
Sustainable Features
Leonardo DiCaprio is a well-known environmental activist. whose Malibu house reflects his commitment to sustainability. The property incorporates solar panels, energy-efficient appliances, and sustainable building materials. The landscaping around the house is also designed to be water-efficient. featuring drought-resistant plants and intelligent irrigation systems.
Leonardo DiCaprio House: Hollywood Hills Hideaway
Privacy and Seclusion
Another remarkable property in Leonardo DiCaprio's collection is his Hollywood Hills house. This secluded retreat offers privacy and tranquility. making it an ideal escape from the hustle and bustle of Los Angeles. The "Leonardo DiCaprio house" in Hollywood Hills nestled among lush greenery. and offers panoramic views of the city and surrounding landscapes.
Design and Amenities
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1. 26
Part 1 : Speaking (25 points)
Directions: Choose the most appropriate answer.
1. Film goes to see a policeman. The first thing the policeman says to
him is: “…………”
1. Can you tell me everything that’s wrong?
2. What seems to be the problem?
3. May I help you?
4. So what have you been doing?
2. Your relative is short of money and asks you: “………………”
1. How is five hundred baht?
2. Let’s call it five hundred baht.
3. Can I borrow five hundred baht?
4. Could I loan you five hundred baht?
3. Dan and Beam have just seen a very amazing soccer match. Dan
comments on how amazing it was. Beam agrees and says:
“…………………..”
1. So do I. 2. It certainly was.
3. I did too. 4. It seems you’re right.
4. As you are leaving a party, you say to the host: “…………………”
1. I am very happy about it. 2. Pleased to meet you.
3. I had a great time. 4. It’s your hospitality.
5. Tata is in a restaurant and the waitress who is taking her order asks:
“……………….”
1. What would you want to eat?
2. What would you like to eat?
3. What do you have to eat?
4. What do you think to eat?
6. Toon disagrees with his teacher but does not want to exasperate him
so he says: “…………………..”
1. May I suggest another idea? 2. How could you say that?
3. You’ve got to be reasonable. 4. I couldn’t agree with you.
7. You are standing in line to buy some food coupons when someone
cuts in front of you.
You say: “………………..”
1. Hold on. I’ll put you through. 2. Wait for me.
3. Go to the back of the line. 4. I’ll save you a place.
8. Cheer spends the weekend with her company at the house in the
country. When she leaves, she says to her host, “………………”
1. Thank you for having me. 2. I admire your hostess.
3. You are too kind to take me. 4. You make me feel so good.
9. At a wedding reception, the uncle of the bride stands up and says,
“………………”
1. I’d like to give a talk to the bride and groom.
2. Please join me in wishing the newlyweds a happy life together.
3. Let’s join the bride and groom while they are having a drink.
4. Please stand and have some toast with them.
10. You can’t hear the news on the radio so you say to your American
friend “………………”
1. How about switching it on? 2. Could you pick it up, please?
3. Would you mind turning it up? 4. Can you please put it on?
11. May is always complaining because her boyfriend doesn’t have
enough money to buy a car. One day he says to her angrily, “……….”
1. How am I supposed to think? 2. You’re driving me crazy.
3. Don’t be so serious. 4. How can I do that to you?
12. You are in Bangkok, talking to your friend in Singapore. You mention
that you are flying down next weekend. Your friend says, “………..
at the airport.”
1. I’ll go and receive you 2. I’ll pick you up
3. I’ll come after you 4. I’ll be there for you
13. You are short of sugar so you ring your neighbor’s bell and say, “..…”
1. Can I use your sugar? 2. Give me some sugar.
3. May I borrow some sugar? 4. I would like to take your sugar.
14. You are in the dentist’s chair and the dentist says to you, “…………”
1. Go ahead. 2. Let’s have a look.
3. Make yourself at home. 4. Wait and see.
15. Your friend is about to cross the street and he doesn’t see a fast-
approaching car. You shout, “…………………”
1. Hurry up! 2. Run fast!
3. Watch out! 4. Look up!
This is a conversation between an old lady and a clerk at the
information office in a railway station.
Directions : Choose the most appropriate alternatives to complete this
conversation.
Clerk : Good afternoon, ma’am. Can I help you?
Old lady : Yes, good afternoon. ………16………
Clerk : Yes, ma’am. Which train? Where are you going?
Old lady : To Chiangmai. You see, I have never....
Clerk : So your question is “……17…. Chiangmai?” Is that correct?
Old lady : Yes.
Clerk : At 6 p.m. That’s in a couple of minutes.
2. 27
Old lady : …….18…….?
Clerk : A first-class, air-conditioned sleeper one way is eight
hundred baht, ma’am.
Old lady : Can I get something to eat on the train? I always like to eat
when I travel.
Clerk : Yes, ma’am. …….19…….
Old lady : Oh, good! Er ..... Can you please tell me how much I’ll have
to pay for a plate of fried rice?
Clerk : I think it’s about 60 baht, ma’am.
Old lady : Sixty baht! Oh dear! …….20…. . Anyway, I suppose
you have been to Chiangmai many times.
…….21…….?
Clerk : It’s a very nice place. I hope you’ll enjoy your trip. Your
train’s leaving in a minute.
Old lady : Oh! ……22….?
Clerk : Platform 11 That was your train, ma’am. ……….23…….
Old lady : Oh, no! I didn’t know the train would leave early.
Clerk : The train ….24…., but you’ve asked so many questions!
Old lady : What a pity! Ah, would you please tell me again when the
next train to Chiangmai leaves?
Clerk : At 10 p.m.
Old lady : In that case, ……….25………. Thank you very much.
16. 1. Who can I talk to, please?
2. Are there many trains here?
3. I’m looking for someone to help me.
4. I’d like some information about the train, please.
17. 1. Which train goes to 2. When’s the next train to
3. Where’s the best train to 4. How many trains leave for
18. 1. How much is a ticket 2. Where are the sleepers
3. Which is the return fare 4. What condition is it in
19. 1. There’s a restaurant at this station
2 There’s a dining car on the train
3 You can eat where you like
4. you are allowed to eat
20. 1. Good price 2. That’s a lot
3. How high it is 4. Believe it or not
21. 1. What is it 2. What’s it like
3. How do you feel 4. How about it
22. 1. How far 2. What for
3. Which one 4. Where from
23. 1. Get on 2. Hurry up
3. It’s coming 4. You’ve missed it
24. 1. left on schedule 2. is going that way
3. can’t wait for you 4. doesn’t follow you
25. 1. we must hurry 2. you are quite right
3. I’ll wait around here 4. it’s going to be late
Part 2 : Vocabulary (10 points)
26. She’s young and dynamic, and will be a great head of the department.
1. active 2. successive
3. faulty 4. imminent
27. An incurable skin disease has damaged his once-handsome face.
1. hindered 2. revenged
3. ruined 4. craved
28. Their nuptials will take place in France.
1. indigence 2. bless
3. ceremony 4. matrimony
29. It’s quite feasible that we’ll get the money.
1. itinerant 2. credulous
3. workable 4. possible
30. She went to the doctor because she was suffering from insomnia.
1. sleeplessness 2. ultimatum
3. gist 4. impunity
31. Her job as a lawyer for a big corporation has a lot of …………. .
1. charm 2. hazard
3. extortion 4. prestige
32. They were in ………….. mood for days after they won the prize.
1. awkward 2. euphoric
3. curious 4. nervous
33. The judge gave an …………… verdict that did not favor either side.
1. biased 2. exasperated
3. impartial 4. obstinate
3. 28
34. It took a lot of …………… to stand up and criticize the chairman.
1. audacity 2. extinction
3. plentitude 4. intimacy
35. Like any political system, it has its ………………. .
1. shortening 2. shortcut
3. shortfall 4. shortcoming
Part 3 : Sentence Completion (10 points)
36. Divorce rates in urban areas are higher than in …………….
1. the future 2. the summer
2. metropolitan areas 4. rural areas
37. For at least 10,000 years, humans have sought to improve the quality
of their crops -- by saving the seeds of the best plants, …….…, or by
cross breeding to develop new varieties.
1. therefore 2. however
3. for instance 4. such as
38. Carbondioxide and other gases from the burning of fossil fuels collect
in the atmosphere and act like the glass walls of a greenhouse, …… .
1. trapping heat on the earth’s surface
2. so that the planet’s temperature could rise
3. we are already seeing melting polar ice
4. some areas could suffer stronger storms
39. Although your article was well written and informative, …………… .
1. it happens all the time 2. it was full of facts
3. I like it a lot 4. there were several errors
40. Should you find yourself wandering around Singapore this fall
………., you’re not looking hard enough.
1. lost in a maze of shops
2. exhausted from sightseeing
3. complaining that there’s nothing to do
4. wanting to stay a little longe
41. Note sees every day as a challenge ……………. .
1. and as an education 2. but things happen today
3. that’s the danger facing us 4. before we know anything
42. Globalization is now ……….. to bring as many disadvantages as
advantages.
1. often saw 2. usually see
3. always thinking 4. generally thought
43. Although she has an English name, she is, …….., Thai.
1. moreover 2. in fact
3. at least 4. somehow
44. Thousands of tourists traveled to Africa to watch the first solar eclipse
of the new millennium. But many African traditionalists ………….,
believing the darkening of the sun to be a sign of bad luck.
1. refused to use special glasses
2. welcomed them with open arms
3. remained firmly indoors
4. outnumbered them
45. Chlorine is still the most popular weapon against contaminated pool
water. Home pools should be tested at least once a day; ………….,
depending on the number of swimmers.
1. many public pools are checked every one to three hours
2. opening hours may be extended in the summertime
3. swimming classes can be arranged
4. pools can be found all over the world
Part 4 : Cloze Test (10 points)
Lamarck’s theory of evolution, although at one time pretty generally
discredited, has now been …..46….. by a number of prominent biologists.
According to Lamarck, changes in an animal occur through use and
…..47….. Organs which are specially exercised become specially
…..48….. . The need for this special exercise arises from the conditions
…..49….. the animal lives; thus a changing environment, by …..50…..
different demands on an animal, changes the animal. The giraffe, for
instance, has developed its long neck in periods of …..51….. scarcity by
endeavoring to browse on higher and …..52….. branches of trees. On
…..53….. hand, organs that are never exercised tend …..54….. disappear
altogether. The eyes of animals that have taken to living in …..55….. grow
smaller and smaller, generation after generation, until the late descendants
are born eyeless.
46. 1. reviving 2. revive
3. revived 4. revives
47. 1. unuse 2. disuse
3. inuse 4. misuse
48. 1. developed 2. development
3. developing 4. develop
49. 1. which 2. what
3. in what 4. in which
4. 29
50. 1. make 2. made
3. making 4. being made
51. 1. relation 2. relative
3. relate 4. relationship
52. 1. higher 2. highest
3. height 4. high
53. 1. other 2. another
3. others 4. the other
54. 1. on 2. to
3. at 4. in
55. 1. dark 2. darken
3. the dark 4. the darken
Part 5 : Practical Reading (5 points)
56. Which city has the most AIDS cases?
1. New York 2. California
3. New Jersey 4. Washington
57. How many of the New York cases are outside New York City?
1. 36,459 2. 4,824
3. 4,886 4. 5,284
58. The number of AIDS cases in Florida…
1. is greater than the number in New York City.
2. is the most of any state.
3. is fewer than the combined total of Texas and Washington D.C.
4. is fewer than that of Los Angeles.
59. New Jersey…
1. has the least number of cases than any other city/state.
2. has the best number of AIDS cases in any state in the USA.
3. has more AIDS cases than San Francisco but fewer than Los Angeles.
4. is the AIDS capital of the USA.
60. Which of the following statements is not supported by the data?
1. The state with the highest rate of AIDS cases is New York.
2. The city with the second highest rate of AIDS cases is Los Angeles.
3. More gays and drug addicts live in New York than in any other
part of the USA.
4. San Francisco is not the AIDS capital of the USA.
Part 6 : Speed Reading (5 points)
Doctor of Business Administration
D.B.A.
The Joint Doctoral Program in Business Administration (JDBA)
was established in 1992 by the three leading institutions in Thailand;
Thammasat University, Chulalongkorn University and National Institute of
Development Administration (NIDA), This program will provide the
opportunity for academic excellence in doctoral-level education.
Objectives
The JDBA program should meet the diverse needs of Thailand and
the Southeast Asian region as follows:
1.) To accelerate the formation of faculty and research resources at
the doctoral level.
2.) To accelerate the development of teaching, research and other
program materials relevant to the SEA countries through the
support of institution-based research and doctoral dissertations.
3.) To optimize the use of available resources through the effective
networking and collaborating among local and regional institutions.
4.) To strengthen the existing institutional capacities for concrete
contributions to national and regional economic development
through advanced business education.
5.) To promote better understanding of economic, management and
business issues among universities in Thailand by working with
Canadian and regional universities.
AIDSSTATISTICS
State Number of Cases
NewYork 36,459
California 32,547
Florida 15,277
Texas 12,947
New Jersey 10,955
City Number of Cases
New York 31,635
Los Angeles 11,409
San Francisco 9,943
Houston 5,086
Washington, D.C. 4,886
Data: Centers for Disease Control
5. 30
Admissions
Admissions to the program will be based on the Admissions
Committee’s careful evaluation of applicant’s qualifications. The following
criteria must be satisfied:
1.1)Master’s degree requirement.
The applicant must earn a master’s degree; preferably a Master
of Business Administration (MBA), with an average GPA of
3.30 or above
1.2)Remedial courses.
Applicants who hold master’s degrees other than the MBA,
remedial courses must be satisfied before admission to the
program. Remedial courses consist of accounting, finance,
marketing, production and operations management, and
organizational behavior.
1.3)Interview
Applicants must show high motivation, a strong sense of
leadership, and the ability to communicate in English.
61. What does JDBA stands for?
1. The Joint Development Business Academy
2. The Joint Doctoral Program in Business Academy
3. The Joint Doctoral Production in Business Academy
4. The Joint Development Program in Business Academy
62. The JDBA program aims at …………… region
1. Asian 2. Southeast Asian
3. East Asian 4. Thailand
63. The candidate who needs to apply for the program must at least.
1. hold a Bachelor’s degree 2. hold a Master’s degree
3. hold a Doctoral degree 4.. hold a diploma
64. Who are required to take some remedial courses?
1. a MBA graduate
2. a graduate earning some management courses
3. a graduate lacking in some basic business knowledge
4. a Marketing Major Student
65. What are the requirements for graduation of this program?
1. Doctoral dissertations and English competence
2. Marketing knowledge only
3. GPA of 3.30 or above and MBA degree only
4. Remedial courses and high motivation
Part 7 : Reading Comprehension (25 points)
The “balance of nature” is not an empty phrase. Nature provides
a population to occupy a suitable environment and cuts down surplus
population to fit the available food supply. One means of reducing surplus
population is predators; others are parasites and diseases. Also, population
density produces nervous disorders and even drives animals to mass
migrations, like the lemmings of Norway which plunge into the sea.
That predator populations mount to control other animals has
long been known. Many years ago, the Hudson’s Bay Company records
revealed that the fox population went up and down about a year after the
rabbit population had gone up and down.
Sometimes a situation occurs in which the predator population
is reduced to a level below that which nature can readily replace. On
Valcour Island in Lake Champlain (New York), a costly campaign resulted
in the elimination of predatory animals only to have birds and small animals
(including grouse and hares, popular game) increase for four years
afterward. Then, lacking predator control, nature resorted to disease to cut
down these populations.
Jamaica had an example of nature’s persistence in providing
animals for existing habitat. Sugar planters, about 75 years ago, imported
mongooses to control rats. The mongooses killed off the rats and, with
plentiful food, multiplied. Rats became scarce and the mongooses ate
poultry, lambs, kids, kittens, puppies, and wildlife. Eventually, food
became scarce and the mongoose population declined.
66. According to this article, the phrase “balance of nature” means the_____ .
1. relationship of wildlife to man.
2. adequacy of the food supply to support its animal population
3. ratio of small game to predators.
4. destruction of predators.
67. Nature brings itself into balance by _________
1. decreasing the animal population. 2. decreasing the food supply.
3. increasing the animal population. 4. increasing the food supply
68. The phrase “resulted in” (line 13) can be replaced by _________
1. caused 2. considered
3. occurred 4. comprised
69. Population density among some animals
1. does not affect them.
2. automatically guides their rate of reproduction.
3. never occurs.
4. produces nervous disorders.
6. 31
70. The effect of predator control over other animal populations _____ .
1. has just been learned. 2. is not recent knowledge.
3. is not important to know. 4. was learned in Norway.
71. The records of the Hudson’s Bay Company show that the fox
population _________
1. has no relation to the rabbit population.
2. increased after the rabbit population increased.
3. decreased after the rabbit population increased.
4. increased after the rabbit population decreased.
72. When predator control is not available, nature brings animal
population into balance by resorting to _________
1. hunters. 2. storms and floods.
3. disease. 4. forest fires.
73. Killing predators on Valcour Island resulted in _________
1. an increase in predators. 2. a decrease in small game.
3. an increase in small game. 4. no change
74. When the mongooses in Jamaica killed off the rats, they
1. quickly died for lack of food. 2. attacked humans.
3. became problems themselves. 4. ate the sugar crop.
75. Implied but not stated:
1. Sugar planters imported mongooses to control rats.
2. Man should never tamper with nature.
3. To upset the balance of nature can be troublesome.
4. Man has complete control over nature.
Having no language, infants cannot be told what they need to
learn. Yet by the age of three they will have mastered the basic structure of
their native language and will be on their way to communicative
competence. Acquiring their language is a most impressive intellectual
feat. Students of how children learn language generally agree that the most
remarkable aspect of this feat is the rapid acquisition of grammar.
Nevertheless, the ability of children to conform to grammatical rules is only
slightly more wonderful than their ability to learn words. It had been
reckoned that the average high school graduate in the United States has a
reading vocabulary of 80,000 words, which includes idiomatic expressions
and proper names of people and places. This vocabulary must have been
learned over a period of 16 years. From the figures, it can be calculated that
the average child learns at a rate of about 13 new words per day. Clearly a
learning process of great complexity goes on at a rapid rate in children.
76. What is the main subject of the passage?
1. Language acquisition in children
2. Teaching languages to children
3. How to memorize words
4. Communicating with infants
77. The word “feat” in the sentence 3 is closest in meaning to which of
the following?
1. Experiment 2. Idea
3. Activity 4. Accomplishment
78. The word “reckoned” in the sentence 6 is closest in meaning to which
of the following?
1. Suspected 2. Estimated
3. Proved 4. Said
79. In the sentence 6 the word “which” refers to …………….
1. their ability 2. reading vocabulary
3. idiomatic expression 4. learning process
80. According to the passage, what is impressive about the way children
learn vocabulary?
1. They learn words before they learn grammar.
2. They learn even very long words.
3. They learn words very quickly.
4. They learn the most words in high school.
I sometimes wonder whether flying is as much fun as it used to
be. The pilot of a modern airliner is like the driver of a very complicated
bus, following set routes and keeping to a rigid schedule. Everything he
does is governed by instruments and regulations. With several million
pounds’ worth of aero plane and several hundred passengers in his care, he
has to obey the rules.
Fifty years ago flying was very different. A pilot was free to go
where he liked, when he liked. With few instruments he had to rely on his
own ability and experience. If he got lost, he could follow a railway line
until he came to a station, which often had its name written on the roof, or
even land in a convenient field to ask the way.
It’s not surprising that some modern pilots feel nostalgic about
the good old days, and spend much of their spare time reading about old
aircraft or even rebuilding and flying them.
7. 32
81. Why is a modern airline pilot like a bus driver?
1. Both must have the same quality.
2. Both of them should be punctual.
3. Both pilots and drivers follow fixed routes and keep to a schedule.
4. Both must pay respect to the passengers.
82. What responsibilities has the airline pilot got?
1. He is aware of the danger that may happen at anytime.
2. He is responsible for the safety of his plane and passengers.
3. He is responsible for the manner of the air hostesses.
4. He is responsible for his own ability.
83. Why was it more enjoyable to be a pilot in the old days?
1. Unlike a modern pilot, he was free to go where he liked, when he
liked.
2. Because a modern pilot has to be under control.
3. To be a modern pilot is as difficult as to be the Prime Minister.
4. A modern pilot has more responsibility.
84. How could a pilot find his way fifty years ago?
1. By using radar.
2. By using maps.
3. By following a railway line or by landing in a field to ask the way.
4. By using both radar and maps.
85. What shows that some modern pilots miss the freedom of early flying?
1. They spend their leisure time reading about old aircraft.
2. They don’t like modern jet planes.
3. They are not interested in modern technical aircraft.
4. Wind is necessary factor.
British tourists going abroad are often advised to drink only
boiled or bottled water. The few occasions when I have ignored this have
been followed by expensive visits to the doctor’s.
Now it seems visitors to Britain may soon be given a similar
warning. At present, we take for granted our endless supply of fresh, clean
tap-water, but this may alter unless farmers can be persuaded to change the
fertilizers they use.
These fertilizers contain nitrates, which also occur naturally and
are essential to life, but are poisonous in excess. It is the farmers who are
responsible for the dangerous increase in the amount of nitrates absorbed
into our water supply.
As it is very difficult and expensive to remove nitrates from our
drinking water, the authorities believe that the nitrates should be prevented
from getting into our water in the first place. This, they say, is the farmers’
responsibility. While changing farming methods may well reduce the
amount of crops we grow, the expense of importing food will probably be
less than that of purifying the water.
86. What warning may visitors to Britain soon be given?
1. They may be warned to stay only inside the hotels.
2. They may be warned to drink only boiled or bottled water.
3. They must be careful of weather which is always changeable.
4. They must be careful of poisonous food.
87. What does the writer mean by “we take for granted”?
1. This means to refuse anything you don’t want.
2. Don’t take anything without permission.
3. This means to greet anyone coming to your town.
4. This means to accept something without question.
88. When are nitrates dangerous?
1. When there are too many of them in either food or water.
2. When we use them uncooked.
3. When they are kept for a long time.
4. When they are miscooked.
89. What do the authorities claim is the farmers responsibility?
1. To use only pure water.
2. To prohibit them to use fertilizers.
3. To force them to use only special fertilizers.
4. To change or control the fertilizers they use.
90. Give “the adjective” of fertilizers.
1. fertility 2. fertile
3. fertilize 4. further
Part 8 : Error Identification Test (10 points)
91. With more parents in the work force, a great number of children is
1 2 3
being left alone at home at a young age.
4
92. It is estimated that in the world as a whole, more than 2.5 million
1 2
premature deaths each year can be attributed to smoking cigarette.
3 4
93. Consumers have no way of knowing that a particular food contain
1 2
biotech ingredients as disclosure on food labels is not mandatory by law.
3 4
8. 33
94. Usually, corporate crimes, such as the manufacturing and marketing of
1 2
unsafe products, tax evasion and money laundering are handled not by
3
the police but by regulatory agencies with a few power.
4
95. Criminals find it difficult to get jobs when they leave prison. Alike,
1 2 3
patients from mental institutions may have problems finding employment.
4
96. Caffeine is one of the most commonly consumed substance, found -
1 2 3
naturally in coffee and tea, added to soft drinks, and compounded into
more than 1,000 drugs.
4
97. The warming of the earth’s climate, known as the greenhouse effect,
1
could altering the landscape of Canada, flooding some areas and turning
2 3
others into dustbowls.
4
98. The destruction of the rain forests partly result from slash-and-burn
1 2
agriculture, where poor people use the land for a while and then move
3
on when it is depleted.
4
99. The measures proposed by the authorities to relieve the water shortage
1 2
ranging from the construction of reservoirs to economical water
3 4
consumption.
100. Soot is made up tiny particles, such as coal, wood, and oil that have -
1 2 3
not been burned.
4