Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

Some people _____________ to the party were late because of thick fog.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

She’d rather I _____________ to the party with her yesterday.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

Their trip to London didn’t _____________ expectations.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

I can’t believe that Sarah is going to _____________ on that parachute jump. Of course, she’s doing it for charity.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

It was with a _____________ heart that she said goodbye to all her classmates.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

__________ , I realized I should have applied to the university.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

I went to university with a very important person, _____________ Bill Clinton.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

If I didn’t have a mobile phone, my life        _____________ complete.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

I don’t get on well with my sister but I’m extremely _____________ of my brothers.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

Many people aren’t _____________ of the amount of waste produced by their own households.

Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that best completes each of the following exchanges.

- Nam: " _____________ " - Hoa: “Just pop in and have a look at your new car.”

Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that best completes each of the following exchanges.

- Kelly: “How lovely your dogs are!” - Tim: “ _____________ ”

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.

Although we argued with Tim for a long time, he stood his ground.

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.

In 2012, about 10% of the energy consumed in the USA came from the renewable sources. Out of this, hydro-power accounted for 16%.

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.

The Vietnamese consider it rude to interrupt a person while he is talking.

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.

The situation in that country has remained relatively stable for a few months now.

Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the other three in pronunciation in each of the following questions.

Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the other three in pronunciation in each of the following questions.

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

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

Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that best combines each pair of sentences in the following questions.

She had just finished eating her breakfast. Then she fell down.

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 sentence that best combines each pair of sentences in the following questions.

We planned to visit Ba Na Hills in the afternoon. We could not afford the fee, however.

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.

(A) The girl (B) that you (C) are looking for (D) living in this area.

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.

(A) More than people there are, especially in poor countries with (B) limited (C) amounts of land and water, the fewer resources there are (D) to meet basic needs.

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.

(A) Farther evidence is needed (B) before we can make any (C) judgments (D) about that person.

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.

There is no doubt that John is the best candidate for the job.

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.

Until he spoke I hadn’t realized he didn’t know anything about the subject.

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.

She last had her eyes tested ten months ago.

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 35 to 42.

  Long before they can actually speak, babies pay special attention to the speech they hear around them. Within the first month of their lives, babies’ responses to the sound of the human voice will be different from their responses to other sorts of auditory stimuli. They will stop crying when they hear a person talking, but not if they hear a bell or the sound of a rattle. At first, the sounds that an infant notices might be only those words that receive the heaviest emphasis and that often occur at the ends of utterances. By the time they are six or seven weeks old, babies can detect the difference between syllables pronounced with rising and falling inflections. Very soon, these differences in adult stress and intonation can influence babies’ emotional states and behavior. Long before they develop actual language comprehension, babies can sense when an adult is playful or angry, attempting to initiate or terminate new behavior, and so on, merely on the basis of cues such as the rate, volume, and melody of adult speech.

  Adults make it as easy as they can for babies to pick up a language by exaggerating such cues. One researcher observed babies and their mothers in six diverse cultures and found that, in all six languages, the mothers used simplified syntax, short utterances and nonsense sounds, and transformed certain sounds into baby talk. Other investigators have noted that when mothers talk to babies who are only a few months old, they exaggerate the pitch, loudness, and intensity of their words. They also exaggerate their facial expressions, hold vowels longer, and emphasize certain words.

  More significant for language development than their response to general intonation is observation that tiny babies can make relatively fine distinctions between speech sounds. Other words, babies enter the world with the ability to make precisely those perceptual discriminations that are necessary if they are to acquire aural language.

  Babies obviously derive pleasure from sound input, too: even as young as nine months they will listen to songs or stories, although the words themselves are beyond their understanding. For babies, language is a sensory-motor delight rather than the route to prosaic meaning that it often is for adults.

According to the author, why do babies listen to songs and stories, even though they cannot understand them?

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 35 to 42.

  Long before they can actually speak, babies pay special attention to the speech they hear around them. Within the first month of their lives, babies’ responses to the sound of the human voice will be different from their responses to other sorts of auditory stimuli. They will stop crying when they hear a person talking, but not if they hear a bell or the sound of a rattle. At first, the sounds that an infant notices might be only those words that receive the heaviest emphasis and that often occur at the ends of utterances. By the time they are six or seven weeks old, babies can detect the difference between syllables pronounced with rising and falling inflections. Very soon, these differences in adult stress and intonation can influence babies’ emotional states and behavior. Long before they develop actual language comprehension, babies can sense when an adult is playful or angry, attempting to initiate or terminate new behavior, and so on, merely on the basis of cues such as the rate, volume, and melody of adult speech.

  Adults make it as easy as they can for babies to pick up a language by exaggerating such cues. One researcher observed babies and their mothers in six diverse cultures and found that, in all six languages, the mothers used simplified syntax, short utterances and nonsense sounds, and transformed certain sounds into baby talk. Other investigators have noted that when mothers talk to babies who are only a few months old, they exaggerate the pitch, loudness, and intensity of their words. They also exaggerate their facial expressions, hold vowels longer, and emphasize certain words.

  More significant for language development than their response to general intonation is observation that tiny babies can make relatively fine distinctions between speech sounds. Other words, babies enter the world with the ability to make precisely those perceptual discriminations that are necessary if they are to acquire aural language.

  Babies obviously derive pleasure from sound input, too: even as young as nine months they will listen to songs or stories, although the words themselves are beyond their understanding. For babies, language is a sensory-motor delight rather than the route to prosaic meaning that it often is for adults.

What point does the author make to illustrate that babies are bom with the ability to acquire language?

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 35 to 42.

  Long before they can actually speak, babies pay special attention to the speech they hear around them. Within the first month of their lives, babies’ responses to the sound of the human voice will be different from their responses to other sorts of auditory stimuli. They will stop crying when they hear a person talking, but not if they hear a bell or the sound of a rattle. At first, the sounds that an infant notices might be only those words that receive the heaviest emphasis and that often occur at the ends of utterances. By the time they are six or seven weeks old, babies can detect the difference between syllables pronounced with rising and falling inflections. Very soon, these differences in adult stress and intonation can influence babies’ emotional states and behavior. Long before they develop actual language comprehension, babies can sense when an adult is playful or angry, attempting to initiate or terminate new behavior, and so on, merely on the basis of cues such as the rate, volume, and melody of adult speech.

  Adults make it as easy as they can for babies to pick up a language by exaggerating such cues. One researcher observed babies and their mothers in six diverse cultures and found that, in all six languages, the mothers used simplified syntax, short utterances and nonsense sounds, and transformed certain sounds into baby talk. Other investigators have noted that when mothers talk to babies who are only a few months old, they exaggerate the pitch, loudness, and intensity of their words. They also exaggerate their facial expressions, hold vowels longer, and emphasize certain words.

  More significant for language development than their response to general intonation is observation that tiny babies can make relatively fine distinctions between speech sounds. Other words, babies enter the world with the ability to make precisely those perceptual discriminations that are necessary if they are to acquire aural language.

  Babies obviously derive pleasure from sound input, too: even as young as nine months they will listen to songs or stories, although the words themselves are beyond their understanding. For babies, language is a sensory-motor delight rather than the route to prosaic meaning that it often is for adults.

Which of the following can be inferred about the findings described in paragraph 2?

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 35 to 42.

  Long before they can actually speak, babies pay special attention to the speech they hear around them. Within the first month of their lives, babies’ responses to the sound of the human voice will be different from their responses to other sorts of auditory stimuli. They will stop crying when they hear a person talking, but not if they hear a bell or the sound of a rattle. At first, the sounds that an infant notices might be only those words that receive the heaviest emphasis and that often occur at the ends of utterances. By the time they are six or seven weeks old, babies can detect the difference between syllables pronounced with rising and falling inflections. Very soon, these differences in adult stress and intonation can influence babies’ emotional states and behavior. Long before they develop actual language comprehension, babies can sense when an adult is playful or angry, attempting to initiate or terminate new behavior, and so on, merely on the basis of cues such as the rate, volume, and melody of adult speech.

  Adults make it as easy as they can for babies to pick up a language by exaggerating such cues. One researcher observed babies and their mothers in six diverse cultures and found that, in all six languages, the mothers used simplified syntax, short utterances and nonsense sounds, and transformed certain sounds into baby talk. Other investigators have noted that when mothers talk to babies who are only a few months old, they exaggerate the pitch, loudness, and intensity of their words. They also exaggerate their facial expressions, hold vowels longer, and emphasize certain words.

  More significant for language development than their response to general intonation is observation that tiny babies can make relatively fine distinctions between speech sounds. Other words, babies enter the world with the ability to make precisely those perceptual discriminations that are necessary if they are to acquire aural language.

  Babies obviously derive pleasure from sound input, too: even as young as nine months they will listen to songs or stories, although the words themselves are beyond their understanding. For babies, language is a sensory-motor delight rather than the route to prosaic meaning that it often is for adults.

The word “emphasize” in the passage is closest in meaning to _____________.

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 35 to 42.

  Long before they can actually speak, babies pay special attention to the speech they hear around them. Within the first month of their lives, babies’ responses to the sound of the human voice will be different from their responses to other sorts of auditory stimuli. They will stop crying when they hear a person talking, but not if they hear a bell or the sound of a rattle. At first, the sounds that an infant notices might be only those words that receive the heaviest emphasis and that often occur at the ends of utterances. By the time they are six or seven weeks old, babies can detect the difference between syllables pronounced with rising and falling inflections. Very soon, these differences in adult stress and intonation can influence babies’ emotional states and behavior. Long before they develop actual language comprehension, babies can sense when an adult is playful or angry, attempting to initiate or terminate new behavior, and so on, merely on the basis of cues such as the rate, volume, and melody of adult speech.

  Adults make it as easy as they can for babies to pick up a language by exaggerating such cues. One researcher observed babies and their mothers in six diverse cultures and found that, in all six languages, the mothers used simplified syntax, short utterances and nonsense sounds, and transformed certain sounds into baby talk. Other investigators have noted that when mothers talk to babies who are only a few months old, they exaggerate the pitch, loudness, and intensity of their words. They also exaggerate their facial expressions, hold vowels longer, and emphasize certain words.

  More significant for language development than their response to general intonation is observation that tiny babies can make relatively fine distinctions between speech sounds. Other words, babies enter the world with the ability to make precisely those perceptual discriminations that are necessary if they are to acquire aural language.

  Babies obviously derive pleasure from sound input, too: even as young as nine months they will listen to songs or stories, although the words themselves are beyond their understanding. For babies, language is a sensory-motor delight rather than the route to prosaic meaning that it often is for adults.

The passage mentions all of the following as ways adults modify their speech when talking to babies EXCEPT _____________.

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 35 to 42.

  Long before they can actually speak, babies pay special attention to the speech they hear around them. Within the first month of their lives, babies’ responses to the sound of the human voice will be different from their responses to other sorts of auditory stimuli. They will stop crying when they hear a person talking, but not if they hear a bell or the sound of a rattle. At first, the sounds that an infant notices might be only those words that receive the heaviest emphasis and that often occur at the ends of utterances. By the time they are six or seven weeks old, babies can detect the difference between syllables pronounced with rising and falling inflections. Very soon, these differences in adult stress and intonation can influence babies’ emotional states and behavior. Long before they develop actual language comprehension, babies can sense when an adult is playful or angry, attempting to initiate or terminate new behavior, and so on, merely on the basis of cues such as the rate, volume, and melody of adult speech.

  Adults make it as easy as they can for babies to pick up a language by exaggerating such cues. One researcher observed babies and their mothers in six diverse cultures and found that, in all six languages, the mothers used simplified syntax, short utterances and nonsense sounds, and transformed certain sounds into baby talk. Other investigators have noted that when mothers talk to babies who are only a few months old, they exaggerate the pitch, loudness, and intensity of their words. They also exaggerate their facial expressions, hold vowels longer, and emphasize certain words.

  More significant for language development than their response to general intonation is observation that tiny babies can make relatively fine distinctions between speech sounds. Other words, babies enter the world with the ability to make precisely those perceptual discriminations that are necessary if they are to acquire aural language.

  Babies obviously derive pleasure from sound input, too: even as young as nine months they will listen to songs or stories, although the words themselves are beyond their understanding. For babies, language is a sensory-motor delight rather than the route to prosaic meaning that it often is for adults.

The word “they” in the passage refer to _____________.

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 35 to 42.

  Long before they can actually speak, babies pay special attention to the speech they hear around them. Within the first month of their lives, babies’ responses to the sound of the human voice will be different from their responses to other sorts of auditory stimuli. They will stop crying when they hear a person talking, but not if they hear a bell or the sound of a rattle. At first, the sounds that an infant notices might be only those words that receive the heaviest emphasis and that often occur at the ends of utterances. By the time they are six or seven weeks old, babies can detect the difference between syllables pronounced with rising and falling inflections. Very soon, these differences in adult stress and intonation can influence babies’ emotional states and behavior. Long before they develop actual language comprehension, babies can sense when an adult is playful or angry, attempting to initiate or terminate new behavior, and so on, merely on the basis of cues such as the rate, volume, and melody of adult speech.

  Adults make it as easy as they can for babies to pick up a language by exaggerating such cues. One researcher observed babies and their mothers in six diverse cultures and found that, in all six languages, the mothers used simplified syntax, short utterances and nonsense sounds, and transformed certain sounds into baby talk. Other investigators have noted that when mothers talk to babies who are only a few months old, they exaggerate the pitch, loudness, and intensity of their words. They also exaggerate their facial expressions, hold vowels longer, and emphasize certain words.

  More significant for language development than their response to general intonation is observation that tiny babies can make relatively fine distinctions between speech sounds. Other words, babies enter the world with the ability to make precisely those perceptual discriminations that are necessary if they are to acquire aural language.

  Babies obviously derive pleasure from sound input, too: even as young as nine months they will listen to songs or stories, although the words themselves are beyond their understanding. For babies, language is a sensory-motor delight rather than the route to prosaic meaning that it often is for adults.

Why does the author mention a bell and a rattle in paragraph 1?

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 35 to 42.

  Long before they can actually speak, babies pay special attention to the speech they hear around them. Within the first month of their lives, babies’ responses to the sound of the human voice will be different from their responses to other sorts of auditory stimuli. They will stop crying when they hear a person talking, but not if they hear a bell or the sound of a rattle. At first, the sounds that an infant notices might be only those words that receive the heaviest emphasis and that often occur at the ends of utterances. By the time they are six or seven weeks old, babies can detect the difference between syllables pronounced with rising and falling inflections. Very soon, these differences in adult stress and intonation can influence babies’ emotional states and behavior. Long before they develop actual language comprehension, babies can sense when an adult is playful or angry, attempting to initiate or terminate new behavior, and so on, merely on the basis of cues such as the rate, volume, and melody of adult speech.

  Adults make it as easy as they can for babies to pick up a language by exaggerating such cues. One researcher observed babies and their mothers in six diverse cultures and found that, in all six languages, the mothers used simplified syntax, short utterances and nonsense sounds, and transformed certain sounds into baby talk. Other investigators have noted that when mothers talk to babies who are only a few months old, they exaggerate the pitch, loudness, and intensity of their words. They also exaggerate their facial expressions, hold vowels longer, and emphasize certain words.

  More significant for language development than their response to general intonation is observation that tiny babies can make relatively fine distinctions between speech sounds. Other words, babies enter the world with the ability to make precisely those perceptual discriminations that are necessary if they are to acquire aural language.

  Babies obviously derive pleasure from sound input, too: even as young as nine months they will listen to songs or stories, although the words themselves are beyond their understanding. For babies, language is a sensory-motor delight rather than the route to prosaic meaning that it often is for adults.

What does the passage mainly discuss?

Read the following passage and mark the letter A, 8, C, or D on your answer sheet to indicate the correct answer to each of the questions from 28 to 34.

  In 1826, a Frenchman named Niepce needed pictures for his business. He was not a good artist, so he invented a very simple camera. He put it in a window of his house and took a picture of his yard. That was the first photograph.

  The next important date in the history of photography was 1837. That year, Daguerre, another Frenchman, took a picture of his studio. He used a new kind of camera and a different process. In his pictures, you could see everything clearly, even the smallest details. This kind of photograph was called a daguerreotype.

  Soon, other people began to use Daguerre’s process. Travelers brought back daguerreotypes from all around the world. People photographed famous buildings, cities, and mountains.

  In about 1840, the process was improved. Then photographers could take pictures of people and moving things. The process was not simple and photographers had to carry lots of film and processing equipment. However, this did not stop photographers, especially in the United States. After 1840, daguerreotype artists were popular in most cities.

  Matthew Brady was one well-known American photographer. He took many portraits of famous people. The portraits were unusual because they were lifelike and full of personality. Brady was also the first person to take pictures of a war. His 1862 Civil War pictures showed dead soldiers and ruined cities. They made the war seem more real and more terrible.

  In the 1880s, new inventions began to change photography. Photographers could buy film ready-made in rolls, instead of having to make the film themselves. Also, they did not have to process the film immediately. They could bring it back to their studios and develop it later. They did not have to carry lots of equipment. And finally, the invention of the small handheld camera made photography less expensive.

  With a small camera, anyone could be a photographer. People began to use cameras just for fun. They took pictures of their families, friends, and favorite places. They called these pictures “snapshots”.

  Documentary photographs became popular in newspapers in the 1890s. Soon magazines and books also used them. These pictures showed true events and people. They were much more real than drawings.

  Some people began to think of photography as a form of art. They thought that photography could do more than show the real world. It could also show ideas and feelings, like other art forms.

(From "Reading Power” by Beatrice S. Mikulecky and Linda Jeffries)

The word “lifeliky” in the passage is closest in meaning to “_____________”

Read the following passage and mark the letter A, 8, C, or D on your answer sheet to indicate the correct answer to each of the questions from 28 to 34.

  In 1826, a Frenchman named Niepce needed pictures for his business. He was not a good artist, so he invented a very simple camera. He put it in a window of his house and took a picture of his yard. That was the first photograph.

  The next important date in the history of photography was 1837. That year, Daguerre, another Frenchman, took a picture of his studio. He used a new kind of camera and a different process. In his pictures, you could see everything clearly, even the smallest details. This kind of photograph was called a daguerreotype.

  Soon, other people began to use Daguerre’s process. Travelers brought back daguerreotypes from all around the world. People photographed famous buildings, cities, and mountains.

  In about 1840, the process was improved. Then photographers could take pictures of people and moving things. The process was not simple and photographers had to carry lots of film and processing equipment. However, this did not stop photographers, especially in the United States. After 1840, daguerreotype artists were popular in most cities.

  Matthew Brady was one well-known American photographer. He took many portraits of famous people. The portraits were unusual because they were lifelike and full of personality. Brady was also the first person to take pictures of a war. His 1862 Civil War pictures showed dead soldiers and ruined cities. They made the war seem more real and more terrible.

  In the 1880s, new inventions began to change photography. Photographers could buy film ready-made in rolls, instead of having to make the film themselves. Also, they did not have to process the film immediately. They could bring it back to their studios and develop it later. They did not have to carry lots of equipment. And finally, the invention of the small handheld camera made photography less expensive.

  With a small camera, anyone could be a photographer. People began to use cameras just for fun. They took pictures of their families, friends, and favorite places. They called these pictures “snapshots”.

  Documentary photographs became popular in newspapers in the 1890s. Soon magazines and books also used them. These pictures showed true events and people. They were much more real than drawings.

  Some people began to think of photography as a form of art. They thought that photography could do more than show the real world. It could also show ideas and feelings, like other art forms.

(From "Reading Power” by Beatrice S. Mikulecky and Linda Jeffries)

Matthew Brady was well-known for _____________

Read the following passage and mark the letter A, 8, C, or D on your answer sheet to indicate the correct answer to each of the questions from 28 to 34.

  In 1826, a Frenchman named Niepce needed pictures for his business. He was not a good artist, so he invented a very simple camera. He put it in a window of his house and took a picture of his yard. That was the first photograph.

  The next important date in the history of photography was 1837. That year, Daguerre, another Frenchman, took a picture of his studio. He used a new kind of camera and a different process. In his pictures, you could see everything clearly, even the smallest details. This kind of photograph was called a daguerreotype.

  Soon, other people began to use Daguerre’s process. Travelers brought back daguerreotypes from all around the world. People photographed famous buildings, cities, and mountains.

  In about 1840, the process was improved. Then photographers could take pictures of people and moving things. The process was not simple and photographers had to carry lots of film and processing equipment. However, this did not stop photographers, especially in the United States. After 1840, daguerreotype artists were popular in most cities.

  Matthew Brady was one well-known American photographer. He took many portraits of famous people. The portraits were unusual because they were lifelike and full of personality. Brady was also the first person to take pictures of a war. His 1862 Civil War pictures showed dead soldiers and ruined cities. They made the war seem more real and more terrible.

  In the 1880s, new inventions began to change photography. Photographers could buy film ready-made in rolls, instead of having to make the film themselves. Also, they did not have to process the film immediately. They could bring it back to their studios and develop it later. They did not have to carry lots of equipment. And finally, the invention of the small handheld camera made photography less expensive.

  With a small camera, anyone could be a photographer. People began to use cameras just for fun. They took pictures of their families, friends, and favorite places. They called these pictures “snapshots”.

  Documentary photographs became popular in newspapers in the 1890s. Soon magazines and books also used them. These pictures showed true events and people. They were much more real than drawings.

  Some people began to think of photography as a form of art. They thought that photography could do more than show the real world. It could also show ideas and feelings, like other art forms.

(From "Reading Power” by Beatrice S. Mikulecky and Linda Jeffries)

As mentioned in the passage, photography can _____________

Read the following passage and mark the letter A, 8, C, or D on your answer sheet to indicate the correct answer to each of the questions from 28 to 34.

  In 1826, a Frenchman named Niepce needed pictures for his business. He was not a good artist, so he invented a very simple camera. He put it in a window of his house and took a picture of his yard. That was the first photograph.

  The next important date in the history of photography was 1837. That year, Daguerre, another Frenchman, took a picture of his studio. He used a new kind of camera and a different process. In his pictures, you could see everything clearly, even the smallest details. This kind of photograph was called a daguerreotype.

  Soon, other people began to use Daguerre’s process. Travelers brought back daguerreotypes from all around the world. People photographed famous buildings, cities, and mountains.

  In about 1840, the process was improved. Then photographers could take pictures of people and moving things. The process was not simple and photographers had to carry lots of film and processing equipment. However, this did not stop photographers, especially in the United States. After 1840, daguerreotype artists were popular in most cities.

  Matthew Brady was one well-known American photographer. He took many portraits of famous people. The portraits were unusual because they were lifelike and full of personality. Brady was also the first person to take pictures of a war. His 1862 Civil War pictures showed dead soldiers and ruined cities. They made the war seem more real and more terrible.

  In the 1880s, new inventions began to change photography. Photographers could buy film ready-made in rolls, instead of having to make the film themselves. Also, they did not have to process the film immediately. They could bring it back to their studios and develop it later. They did not have to carry lots of equipment. And finally, the invention of the small handheld camera made photography less expensive.

  With a small camera, anyone could be a photographer. People began to use cameras just for fun. They took pictures of their families, friends, and favorite places. They called these pictures “snapshots”.

  Documentary photographs became popular in newspapers in the 1890s. Soon magazines and books also used them. These pictures showed true events and people. They were much more real than drawings.

  Some people began to think of photography as a form of art. They thought that photography could do more than show the real world. It could also show ideas and feelings, like other art forms.

(From "Reading Power” by Beatrice S. Mikulecky and Linda Jeffries)

The first photograph was taken with _____________