Read the following passage and mark on your answer sheet to indicate the correct word for each of the blanks.

Feminism, collective term for systems of belief and theories that pay special (1)________to women’s rights and women’s position in culture and society. The term tends to be used for the women’s rights movement, which began in the late 18th century and continues to campaign for complete political, social, and economic equality between women and men. This article (2)________specifically with the development of the ideas behind that movement and their (3)________and impact.

Feminists are united by the idea that women’s position in society is unequal to (4)________of men, and that society is structured in such a way as to benefit men to the political, social, and economic (5)     x of women. However, feminists have used different theories to explain these (6)________and have advocated different ways of redressing inequalities, and there are marked geographic and historical variations in the nature of feminism.

Historically, feminist thought and activity can be divided into two waves. The first wave, which began in about 1800 and (7)________until the 1930s, was largely concerned with gaining equal rights between women and men. The second wave, which began in the late 1960s, has continued to fight for (8)________but has also developed a (9)________of theories and approaches that stress the difference between women and men and that draw attention to the (10)________needs of women.

Điền vào số 6

Read the following passage and mark on your answer sheet to indicate the correct word for each of the blanks.

Feminism, collective term for systems of belief and theories that pay special (1)________to women’s rights and women’s position in culture and society. The term tends to be used for the women’s rights movement, which began in the late 18th century and continues to campaign for complete political, social, and economic equality between women and men. This article (2)________specifically with the development of the ideas behind that movement and their (3)________and impact.

Feminists are united by the idea that women’s position in society is unequal to (4)________of men, and that society is structured in such a way as to benefit men to the political, social, and economic (5)     x of women. However, feminists have used different theories to explain these (6)________and have advocated different ways of redressing inequalities, and there are marked geographic and historical variations in the nature of feminism.

Historically, feminist thought and activity can be divided into two waves. The first wave, which began in about 1800 and (7)________until the 1930s, was largely concerned with gaining equal rights between women and men. The second wave, which began in the late 1960s, has continued to fight for (8)________but has also developed a (9)________of theories and approaches that stress the difference between women and men and that draw attention to the (10)________needs of women.

Điền vào số 5

Read the following passage and mark on your answer sheet to indicate the correct word for each of the blanks.

Feminism, collective term for systems of belief and theories that pay special (1)________to women’s rights and women’s position in culture and society. The term tends to be used for the women’s rights movement, which began in the late 18th century and continues to campaign for complete political, social, and economic equality between women and men. This article (2)________specifically with the development of the ideas behind that movement and their (3)________and impact.

Feminists are united by the idea that women’s position in society is unequal to (4)________of men, and that society is structured in such a way as to benefit men to the political, social, and economic (5)     x of women. However, feminists have used different theories to explain these (6)________and have advocated different ways of redressing inequalities, and there are marked geographic and historical variations in the nature of feminism.

Historically, feminist thought and activity can be divided into two waves. The first wave, which began in about 1800 and (7)________until the 1930s, was largely concerned with gaining equal rights between women and men. The second wave, which began in the late 1960s, has continued to fight for (8)________but has also developed a (9)________of theories and approaches that stress the difference between women and men and that draw attention to the (10)________needs of women.

Điền vào số 4

Read the following passage and mark on your answer sheet to indicate the correct word for each of the blanks.

Feminism, collective term for systems of belief and theories that pay special (1)________to women’s rights and women’s position in culture and society. The term tends to be used for the women’s rights movement, which began in the late 18th century and continues to campaign for complete political, social, and economic equality between women and men. This article (2)________specifically with the development of the ideas behind that movement and their (3)________and impact.

Feminists are united by the idea that women’s position in society is unequal to (4)________of men, and that society is structured in such a way as to benefit men to the political, social, and economic (5)     x of women. However, feminists have used different theories to explain these (6)________and have advocated different ways of redressing inequalities, and there are marked geographic and historical variations in the nature of feminism.

Historically, feminist thought and activity can be divided into two waves. The first wave, which began in about 1800 and (7)________until the 1930s, was largely concerned with gaining equal rights between women and men. The second wave, which began in the late 1960s, has continued to fight for (8)________but has also developed a (9)________of theories and approaches that stress the difference between women and men and that draw attention to the (10)________needs of women.

Điền vào số 3

Read the following passage and mark on your answer sheet to indicate the correct word for each of the blanks.

Feminism, collective term for systems of belief and theories that pay special (1)________to women’s rights and women’s position in culture and society. The term tends to be used for the women’s rights movement, which began in the late 18th century and continues to campaign for complete political, social, and economic equality between women and men. This article (2)________specifically with the development of the ideas behind that movement and their (3)________and impact.

Feminists are united by the idea that women’s position in society is unequal to (4)________of men, and that society is structured in such a way as to benefit men to the political, social, and economic (5)     x of women. However, feminists have used different theories to explain these (6)________and have advocated different ways of redressing inequalities, and there are marked geographic and historical variations in the nature of feminism.

Historically, feminist thought and activity can be divided into two waves. The first wave, which began in about 1800 and (7)________until the 1930s, was largely concerned with gaining equal rights between women and men. The second wave, which began in the late 1960s, has continued to fight for (8)________but has also developed a (9)________of theories and approaches that stress the difference between women and men and that draw attention to the (10)________needs of women.

Điền vào số 2

Read the following passage and mark on your answer sheet to indicate the correct word for each of the blanks.

Feminism, collective term for systems of belief and theories that pay special (1)________to women’s rights and women’s position in culture and society. The term tends to be used for the women’s rights movement, which began in the late 18th century and continues to campaign for complete political, social, and economic equality between women and men. This article (2)________specifically with the development of the ideas behind that movement and their (3)________and impact.

Feminists are united by the idea that women’s position in society is unequal to (4)________of men, and that society is structured in such a way as to benefit men to the political, social, and economic (5)     x of women. However, feminists have used different theories to explain these (6)________and have advocated different ways of redressing inequalities, and there are marked geographic and historical variations in the nature of feminism.

Historically, feminist thought and activity can be divided into two waves. The first wave, which began in about 1800 and (7)________until the 1930s, was largely concerned with gaining equal rights between women and men. The second wave, which began in the late 1960s, has continued to fight for (8)________but has also developed a (9)________of theories and approaches that stress the difference between women and men and that draw attention to the (10)________needs of women.

Điền vào số  1

When reaching the top of the hill, x .

Mary encouraged me x .

x but he also proved himself a good athlete.

x , he gained lots of group-work skills.

Although it was raining heavily, x .

I have not experienced such a hurricane as Chanchu since I was a child.

The older he grew the more forgetful he became.

I’d prefer him not to have said all those embarrassing things about me.

My father’s going to go up the wall when he finds out that I’ve lost the car keys.

"I will let you know the answer by the end of this week,” Tom said to Janet.

After writing it , the essay must be duplicated by the student  and handed into the

If either of you take a vacation now, we won’t be able to finish this work.

It is difficult to get used to sleep in a tent after having a soft comfortable bed to lie on.

Have you learnt the reason why does the water of the ocean becomes blue?

Before she moved here, Arlene had been president of the organization since four years.

VIII/ 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 following questions from 56 to 65.

Psychologists have debated a long time about whether a child’s upbringing can give it the ability to do outstandingly well. Some think that it is impossible to develop genius and say that it is simply something a person is born with. Others, however, argue that the potential for great achievement can be develop. The truth lies somewhere between these two extremes.

It seems very obvious that being born with the right qualities from gifted parents will increase a child’s ability to do well. However, this ability will be fully realized only with the right upbringing and opportunities. As one psychologist says, “To have a fast car, you need both a good engine and fuel.”

Scientists have recently assessed intelligence, achievement, and ability in 50 sets of identical twins that were separated shortly birth and brought up by different parents. They found that achievement was based on intelligence, and later influenced by the child’s environment.

One case involving very intelligent twins was quoted. One of the twins received a normal upbringing, and performed well. The other twin, however, was brought up by extremely supportive parents and given every possible opportunity to develop its abilities. That twin, though starting out with the same degree of intelligence as the other, performed even better.

This case reflects the general principle of intelligence and ability. The more favorable the environment, the more a child’s intelligence and ability are developed. However, there is no link between intelligence and socioeconomic level of a child’s family. In other words, it does not matter how poor or how rich a family is, as this does not affect the intelligence.

Gifted people can not be created by supportive parents, but they can be developed by them. One professor of music said that outstanding musicians usually started two or three years earlier than ordinary performers, often because their parents had recognized their ability. These musicians then needed at least ten years’ hard work and training in order to reach the level they were capable of attaining.

People who want to have very gifted children are given the following advice:

-     Marry an intelligent person.

-     Allow children to follow their own interests rather than the interests of the parents.

-     Start a child’s education early but avoid pushing the child too hard.

-      Encourage children to play; for example, playing with musical instrument is essential for a child who wants to become an outstanding musician.

 The word “others” used in the first paragraph refers to x .

VIII/ 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 following questions from 56 to 65.

Psychologists have debated a long time about whether a child’s upbringing can give it the ability to do outstandingly well. Some think that it is impossible to develop genius and say that it is simply something a person is born with. Others, however, argue that the potential for great achievement can be develop. The truth lies somewhere between these two extremes.

It seems very obvious that being born with the right qualities from gifted parents will increase a child’s ability to do well. However, this ability will be fully realized only with the right upbringing and opportunities. As one psychologist says, “To have a fast car, you need both a good engine and fuel.”

Scientists have recently assessed intelligence, achievement, and ability in 50 sets of identical twins that were separated shortly birth and brought up by different parents. They found that achievement was based on intelligence, and later influenced by the child’s environment.

One case involving very intelligent twins was quoted. One of the twins received a normal upbringing, and performed well. The other twin, however, was brought up by extremely supportive parents and given every possible opportunity to develop its abilities. That twin, though starting out with the same degree of intelligence as the other, performed even better.

This case reflects the general principle of intelligence and ability. The more favorable the environment, the more a child’s intelligence and ability are developed. However, there is no link between intelligence and socioeconomic level of a child’s family. In other words, it does not matter how poor or how rich a family is, as this does not affect the intelligence.

Gifted people can not be created by supportive parents, but they can be developed by them. One professor of music said that outstanding musicians usually started two or three years earlier than ordinary performers, often because their parents had recognized their ability. These musicians then needed at least ten years’ hard work and training in order to reach the level they were capable of attaining.

People who want to have very gifted children are given the following advice:

-     Marry an intelligent person.

-     Allow children to follow their own interests rather than the interests of the parents.

-     Start a child’s education early but avoid pushing the child too hard.

-      Encourage children to play; for example, playing with musical instrument is essential for a child who wants to become an outstanding musician.

 The upbringing of highly intelligent children requires x .

VIII/ 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 following questions from 56 to 65.

Psychologists have debated a long time about whether a child’s upbringing can give it the ability to do outstandingly well. Some think that it is impossible to develop genius and say that it is simply something a person is born with. Others, however, argue that the potential for great achievement can be develop. The truth lies somewhere between these two extremes.

It seems very obvious that being born with the right qualities from gifted parents will increase a child’s ability to do well. However, this ability will be fully realized only with the right upbringing and opportunities. As one psychologist says, “To have a fast car, you need both a good engine and fuel.”

Scientists have recently assessed intelligence, achievement, and ability in 50 sets of identical twins that were separated shortly birth and brought up by different parents. They found that achievement was based on intelligence, and later influenced by the child’s environment.

One case involving very intelligent twins was quoted. One of the twins received a normal upbringing, and performed well. The other twin, however, was brought up by extremely supportive parents and given every possible opportunity to develop its abilities. That twin, though starting out with the same degree of intelligence as the other, performed even better.

This case reflects the general principle of intelligence and ability. The more favorable the environment, the more a child’s intelligence and ability are developed. However, there is no link between intelligence and socioeconomic level of a child’s family. In other words, it does not matter how poor or how rich a family is, as this does not affect the intelligence.

Gifted people can not be created by supportive parents, but they can be developed by them. One professor of music said that outstanding musicians usually started two or three years earlier than ordinary performers, often because their parents had recognized their ability. These musicians then needed at least ten years’ hard work and training in order to reach the level they were capable of attaining.

People who want to have very gifted children are given the following advice:

-     Marry an intelligent person.

-     Allow children to follow their own interests rather than the interests of the parents.

-     Start a child’s education early but avoid pushing the child too hard.

-      Encourage children to play; for example, playing with musical instrument is essential for a child who wants to become an outstanding musician.

All of the following statements are true EXCEPT x .

VIII/ 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 following questions from 56 to 65.

Psychologists have debated a long time about whether a child’s upbringing can give it the ability to do outstandingly well. Some think that it is impossible to develop genius and say that it is simply something a person is born with. Others, however, argue that the potential for great achievement can be develop. The truth lies somewhere between these two extremes.

It seems very obvious that being born with the right qualities from gifted parents will increase a child’s ability to do well. However, this ability will be fully realized only with the right upbringing and opportunities. As one psychologist says, “To have a fast car, you need both a good engine and fuel.”

Scientists have recently assessed intelligence, achievement, and ability in 50 sets of identical twins that were separated shortly birth and brought up by different parents. They found that achievement was based on intelligence, and later influenced by the child’s environment.

One case involving very intelligent twins was quoted. One of the twins received a normal upbringing, and performed well. The other twin, however, was brought up by extremely supportive parents and given every possible opportunity to develop its abilities. That twin, though starting out with the same degree of intelligence as the other, performed even better.

This case reflects the general principle of intelligence and ability. The more favorable the environment, the more a child’s intelligence and ability are developed. However, there is no link between intelligence and socioeconomic level of a child’s family. In other words, it does not matter how poor or how rich a family is, as this does not affect the intelligence.

Gifted people can not be created by supportive parents, but they can be developed by them. One professor of music said that outstanding musicians usually started two or three years earlier than ordinary performers, often because their parents had recognized their ability. These musicians then needed at least ten years’ hard work and training in order to reach the level they were capable of attaining.

People who want to have very gifted children are given the following advice:

-     Marry an intelligent person.

-     Allow children to follow their own interests rather than the interests of the parents.

-     Start a child’s education early but avoid pushing the child too hard.

-      Encourage children to play; for example, playing with musical instrument is essential for a child who wants to become an outstanding musician.

 The word “favorable” in the passage mostly mean x .

VIII/ 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 following questions from 56 to 65.

Psychologists have debated a long time about whether a child’s upbringing can give it the ability to do outstandingly well. Some think that it is impossible to develop genius and say that it is simply something a person is born with. Others, however, argue that the potential for great achievement can be develop. The truth lies somewhere between these two extremes.

It seems very obvious that being born with the right qualities from gifted parents will increase a child’s ability to do well. However, this ability will be fully realized only with the right upbringing and opportunities. As one psychologist says, “To have a fast car, you need both a good engine and fuel.”

Scientists have recently assessed intelligence, achievement, and ability in 50 sets of identical twins that were separated shortly birth and brought up by different parents. They found that achievement was based on intelligence, and later influenced by the child’s environment.

One case involving very intelligent twins was quoted. One of the twins received a normal upbringing, and performed well. The other twin, however, was brought up by extremely supportive parents and given every possible opportunity to develop its abilities. That twin, though starting out with the same degree of intelligence as the other, performed even better.

This case reflects the general principle of intelligence and ability. The more favorable the environment, the more a child’s intelligence and ability are developed. However, there is no link between intelligence and socioeconomic level of a child’s family. In other words, it does not matter how poor or how rich a family is, as this does not affect the intelligence.

Gifted people can not be created by supportive parents, but they can be developed by them. One professor of music said that outstanding musicians usually started two or three years earlier than ordinary performers, often because their parents had recognized their ability. These musicians then needed at least ten years’ hard work and training in order to reach the level they were capable of attaining.

People who want to have very gifted children are given the following advice:

-     Marry an intelligent person.

-     Allow children to follow their own interests rather than the interests of the parents.

-     Start a child’s education early but avoid pushing the child too hard.

-      Encourage children to play; for example, playing with musical instrument is essential for a child who wants to become an outstanding musician.

 The remark: “To have a fast car, you need both a good engine and fuel.” in the passage means that in order to become a genius, x

VIII/ 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 following questions from 56 to 65.

Psychologists have debated a long time about whether a child’s upbringing can give it the ability to do outstandingly well. Some think that it is impossible to develop genius and say that it is simply something a person is born with. Others, however, argue that the potential for great achievement can be develop. The truth lies somewhere between these two extremes.

It seems very obvious that being born with the right qualities from gifted parents will increase a child’s ability to do well. However, this ability will be fully realized only with the right upbringing and opportunities. As one psychologist says, “To have a fast car, you need both a good engine and fuel.”

Scientists have recently assessed intelligence, achievement, and ability in 50 sets of identical twins that were separated shortly birth and brought up by different parents. They found that achievement was based on intelligence, and later influenced by the child’s environment.

One case involving very intelligent twins was quoted. One of the twins received a normal upbringing, and performed well. The other twin, however, was brought up by extremely supportive parents and given every possible opportunity to develop its abilities. That twin, though starting out with the same degree of intelligence as the other, performed even better.

This case reflects the general principle of intelligence and ability. The more favorable the environment, the more a child’s intelligence and ability are developed. However, there is no link between intelligence and socioeconomic level of a child’s family. In other words, it does not matter how poor or how rich a family is, as this does not affect the intelligence.

Gifted people can not be created by supportive parents, but they can be developed by them. One professor of music said that outstanding musicians usually started two or three years earlier than ordinary performers, often because their parents had recognized their ability. These musicians then needed at least ten years’ hard work and training in order to reach the level they were capable of attaining.

People who want to have very gifted children are given the following advice:

-     Marry an intelligent person.

-     Allow children to follow their own interests rather than the interests of the parents.

-     Start a child’s education early but avoid pushing the child too hard.

-      Encourage children to play; for example, playing with musical instrument is essential for a child who wants to become an outstanding musician.

When encouraging their gifted children, parents should avoid x

VIII/ 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 following questions from 56 to 65.

Psychologists have debated a long time about whether a child’s upbringing can give it the ability to do outstandingly well. Some think that it is impossible to develop genius and say that it is simply something a person is born with. Others, however, argue that the potential for great achievement can be develop. The truth lies somewhere between these two extremes.

It seems very obvious that being born with the right qualities from gifted parents will increase a child’s ability to do well. However, this ability will be fully realized only with the right upbringing and opportunities. As one psychologist says, “To have a fast car, you need both a good engine and fuel.”

Scientists have recently assessed intelligence, achievement, and ability in 50 sets of identical twins that were separated shortly birth and brought up by different parents. They found that achievement was based on intelligence, and later influenced by the child’s environment.

One case involving very intelligent twins was quoted. One of the twins received a normal upbringing, and performed well. The other twin, however, was brought up by extremely supportive parents and given every possible opportunity to develop its abilities. That twin, though starting out with the same degree of intelligence as the other, performed even better.

This case reflects the general principle of intelligence and ability. The more favorable the environment, the more a child’s intelligence and ability are developed. However, there is no link between intelligence and socioeconomic level of a child’s family. In other words, it does not matter how poor or how rich a family is, as this does not affect the intelligence.

Gifted people can not be created by supportive parents, but they can be developed by them. One professor of music said that outstanding musicians usually started two or three years earlier than ordinary performers, often because their parents had recognized their ability. These musicians then needed at least ten years’ hard work and training in order to reach the level they were capable of attaining.

People who want to have very gifted children are given the following advice:

-     Marry an intelligent person.

-     Allow children to follow their own interests rather than the interests of the parents.

-     Start a child’s education early but avoid pushing the child too hard.

-      Encourage children to play; for example, playing with musical instrument is essential for a child who wants to become an outstanding musician.

The writer advises that gifted children should be allowed to follow x . 

VIII/ 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 following questions from 56 to 65.

Psychologists have debated a long time about whether a child’s upbringing can give it the ability to do outstandingly well. Some think that it is impossible to develop genius and say that it is simply something a person is born with. Others, however, argue that the potential for great achievement can be develop. The truth lies somewhere between these two extremes.

It seems very obvious that being born with the right qualities from gifted parents will increase a child’s ability to do well. However, this ability will be fully realized only with the right upbringing and opportunities. As one psychologist says, “To have a fast car, you need both a good engine and fuel.”

Scientists have recently assessed intelligence, achievement, and ability in 50 sets of identical twins that were separated shortly birth and brought up by different parents. They found that achievement was based on intelligence, and later influenced by the child’s environment.

One case involving very intelligent twins was quoted. One of the twins received a normal upbringing, and performed well. The other twin, however, was brought up by extremely supportive parents and given every possible opportunity to develop its abilities. That twin, though starting out with the same degree of intelligence as the other, performed even better.

This case reflects the general principle of intelligence and ability. The more favorable the environment, the more a child’s intelligence and ability are developed. However, there is no link between intelligence and socioeconomic level of a child’s family. In other words, it does not matter how poor or how rich a family is, as this does not affect the intelligence.

Gifted people can not be created by supportive parents, but they can be developed by them. One professor of music said that outstanding musicians usually started two or three years earlier than ordinary performers, often because their parents had recognized their ability. These musicians then needed at least ten years’ hard work and training in order to reach the level they were capable of attaining.

People who want to have very gifted children are given the following advice:

-     Marry an intelligent person.

-     Allow children to follow their own interests rather than the interests of the parents.

-     Start a child’s education early but avoid pushing the child too hard.

-      Encourage children to play; for example, playing with musical instrument is essential for a child who wants to become an outstanding musician.

How were great musicians different from ordinary musicians in their development? 

VIII/ 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 following questions from 56 to 65.

Psychologists have debated a long time about whether a child’s upbringing can give it the ability to do outstandingly well. Some think that it is impossible to develop genius and say that it is simply something a person is born with. Others, however, argue that the potential for great achievement can be develop. The truth lies somewhere between these two extremes.

It seems very obvious that being born with the right qualities from gifted parents will increase a child’s ability to do well. However, this ability will be fully realized only with the right upbringing and opportunities. As one psychologist says, “To have a fast car, you need both a good engine and fuel.”

Scientists have recently assessed intelligence, achievement, and ability in 50 sets of identical twins that were separated shortly birth and brought up by different parents. They found that achievement was based on intelligence, and later influenced by the child’s environment.

One case involving very intelligent twins was quoted. One of the twins received a normal upbringing, and performed well. The other twin, however, was brought up by extremely supportive parents and given every possible opportunity to develop its abilities. That twin, though starting out with the same degree of intelligence as the other, performed even better.

This case reflects the general principle of intelligence and ability. The more favorable the environment, the more a child’s intelligence and ability are developed. However, there is no link between intelligence and socioeconomic level of a child’s family. In other words, it does not matter how poor or how rich a family is, as this does not affect the intelligence.

Gifted people can not be created by supportive parents, but they can be developed by them. One professor of music said that outstanding musicians usually started two or three years earlier than ordinary performers, often because their parents had recognized their ability. These musicians then needed at least ten years’ hard work and training in order to reach the level they were capable of attaining.

People who want to have very gifted children are given the following advice:

-     Marry an intelligent person.

-     Allow children to follow their own interests rather than the interests of the parents.

-     Start a child’s education early but avoid pushing the child too hard.

-      Encourage children to play; for example, playing with musical instrument is essential for a child who wants to become an outstanding musician.

Scientists chose twins for their study because x . 

VIII/ 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 following questions from 56 to 65.

Psychologists have debated a long time about whether a child’s upbringing can give it the ability to do outstandingly well. Some think that it is impossible to develop genius and say that it is simply something a person is born with. Others, however, argue that the potential for great achievement can be develop. The truth lies somewhere between these two extremes.

It seems very obvious that being born with the right qualities from gifted parents will increase a child’s ability to do well. However, this ability will be fully realized only with the right upbringing and opportunities. As one psychologist says, “To have a fast car, you need both a good engine and fuel.”

Scientists have recently assessed intelligence, achievement, and ability in 50 sets of identical twins that were separated shortly birth and brought up by different parents. They found that achievement was based on intelligence, and later influenced by the child’s environment.

One case involving very intelligent twins was quoted. One of the twins received a normal upbringing, and performed well. The other twin, however, was brought up by extremely supportive parents and given every possible opportunity to develop its abilities. That twin, though starting out with the same degree of intelligence as the other, performed even better.

This case reflects the general principle of intelligence and ability. The more favorable the environment, the more a child’s intelligence and ability are developed. However, there is no link between intelligence and socioeconomic level of a child’s family. In other words, it does not matter how poor or how rich a family is, as this does not affect the intelligence.

Gifted people can not be created by supportive parents, but they can be developed by them. One professor of music said that outstanding musicians usually started two or three years earlier than ordinary performers, often because their parents had recognized their ability. These musicians then needed at least ten years’ hard work and training in order to reach the level they were capable of attaining.

People who want to have very gifted children are given the following advice:

-     Marry an intelligent person.

-     Allow children to follow their own interests rather than the interests of the parents.

-     Start a child’s education early but avoid pushing the child too hard.

-      Encourage children to play; for example, playing with musical instrument is essential for a child who wants to become an outstanding musician.

 When scientists studied intelligence and ability in twins, they found that x .

VII/ 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 following questions from 46 to 55.

The White House, the official home of the United States president, was not built in time for George Washington to live in it. It was begun in 1792 and was ready for its first inhabitants. President and Mrs. John Adams, who moved in on November 1, 1800. When the Adams moved in, the White House was not yet complete, and the Adams suffered many inconveniences; for example, the main staircase was incomplete, which hindered movement from floor to floor, and the future laundry yard was merely a pool of mud, so wet laundry was hung in the unfinished East Room to dry. Thomas Jefferson, the third president, improved the comfort of the White House in many respects and added new architectural features such as the terraces on the east and west ends.

When the British forces burned the White House on August 24, 1814, President Madison was forced to leave. All the remained after the fire was the exterior walls, the interior was completely destroyed. It was not until December of that the following president, James Monroe, was able to move into a rebuilt residence. Since then, the White House has continued to be modified but has been continuously occupied by each succeeding U.S president.

The paragraph following the passage most likely discusses x  

VII/ 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 following questions from 46 to 55.

The White House, the official home of the United States president, was not built in time for George Washington to live in it. It was begun in 1792 and was ready for its first inhabitants. President and Mrs. John Adams, who moved in on November 1, 1800. When the Adams moved in, the White House was not yet complete, and the Adams suffered many inconveniences; for example, the main staircase was incomplete, which hindered movement from floor to floor, and the future laundry yard was merely a pool of mud, so wet laundry was hung in the unfinished East Room to dry. Thomas Jefferson, the third president, improved the comfort of the White House in many respects and added new architectural features such as the terraces on the east and west ends.

When the British forces burned the White House on August 24, 1814, President Madison was forced to leave. All the remained after the fire was the exterior walls, the interior was completely destroyed. It was not until December of that the following president, James Monroe, was able to move into a rebuilt residence. Since then, the White House has continued to be modified but has been continuously occupied by each succeeding U.S president.

According to the passage, when James Monroe came to the White House, it had been x . 

VII/ 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 following questions from 46 to 55.

The White House, the official home of the United States president, was not built in time for George Washington to live in it. It was begun in 1792 and was ready for its first inhabitants. President and Mrs. John Adams, who moved in on November 1, 1800. When the Adams moved in, the White House was not yet complete, and the Adams suffered many inconveniences; for example, the main staircase was incomplete, which hindered movement from floor to floor, and the future laundry yard was merely a pool of mud, so wet laundry was hung in the unfinished East Room to dry. Thomas Jefferson, the third president, improved the comfort of the White House in many respects and added new architectural features such as the terraces on the east and west ends.

When the British forces burned the White House on August 24, 1814, President Madison was forced to leave. All the remained after the fire was the exterior walls, the interior was completely destroyed. It was not until December of that the following president, James Monroe, was able to move into a rebuilt residence. Since then, the White House has continued to be modified but has been continuously occupied by each succeeding U.S president.

According to the passage, which of the following best describes Thomas Jefferson’s tenure in the White House? 

VII/ 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 following questions from 46 to 55.

The White House, the official home of the United States president, was not built in time for George Washington to live in it. It was begun in 1792 and was ready for its first inhabitants. President and Mrs. John Adams, who moved in on November 1, 1800. When the Adams moved in, the White House was not yet complete, and the Adams suffered many inconveniences; for example, the main staircase was incomplete, which hindered movement from floor to floor, and the future laundry yard was merely a pool of mud, so wet laundry was hung in the unfinished East Room to dry. Thomas Jefferson, the third president, improved the comfort of the White House in many respects and added new architectural features such as the terraces on the east and west ends.

When the British forces burned the White House on August 24, 1814, President Madison was forced to leave. All the remained after the fire was the exterior walls, the interior was completely destroyed. It was not until December of that the following president, James Monroe, was able to move into a rebuilt residence. Since then, the White House has continued to be modified but has been continuously occupied by each succeeding U.S president.

The word “forces” in line 9 could best be replaced by x                

VII/ 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 following questions from 46 to 55.

The White House, the official home of the United States president, was not built in time for George Washington to live in it. It was begun in 1792 and was ready for its first inhabitants. President and Mrs. John Adams, who moved in on November 1, 1800. When the Adams moved in, the White House was not yet complete, and the Adams suffered many inconveniences; for example, the main staircase was incomplete, which hindered movement from floor to floor, and the future laundry yard was merely a pool of mud, so wet laundry was hung in the unfinished East Room to dry. Thomas Jefferson, the third president, improved the comfort of the White House in many respects and added new architectural features such as the terraces on the east and west ends.

When the British forces burned the White House on August 24, 1814, President Madison was forced to leave. All the remained after the fire was the exterior walls, the interior was completely destroyed. It was not until December of that the following president, James Monroe, was able to move into a rebuilt residence. Since then, the White House has continued to be modified but has been continuously occupied by each succeeding U.S president.

The author most likely discusses the “staircase” in line 5 in order to x . 

VII/ 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 following questions from 46 to 55.

The White House, the official home of the United States president, was not built in time for George Washington to live in it. It was begun in 1792 and was ready for its first inhabitants. President and Mrs. John Adams, who moved in on November 1, 1800. When the Adams moved in, the White House was not yet complete, and the Adams suffered many inconveniences; for example, the main staircase was incomplete, which hindered movement from floor to floor, and the future laundry yard was merely a pool of mud, so wet laundry was hung in the unfinished East Room to dry. Thomas Jefferson, the third president, improved the comfort of the White House in many respects and added new architectural features such as the terraces on the east and west ends.

When the British forces burned the White House on August 24, 1814, President Madison was forced to leave. All the remained after the fire was the exterior walls, the interior was completely destroyed. It was not until December of that the following president, James Monroe, was able to move into a rebuilt residence. Since then, the White House has continued to be modified but has been continuously occupied by each succeeding U.S president.

What of the White House was not yet complete when the Adamses moved in? 

VII/ 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 following questions from 46 to 55.

The White House, the official home of the United States president, was not built in time for George Washington to live in it. It was begun in 1792 and was ready for its first inhabitants. President and Mrs. John Adams, who moved in on November 1, 1800. When the Adams moved in, the White House was not yet complete, and the Adams suffered many inconveniences; for example, the main staircase was incomplete, which hindered movement from floor to floor, and the future laundry yard was merely a pool of mud, so wet laundry was hung in the unfinished East Room to dry. Thomas Jefferson, the third president, improved the comfort of the White House in many respects and added new architectural features such as the terraces on the east and west ends.

When the British forces burned the White House on August 24, 1814, President Madison was forced to leave. All the remained after the fire was the exterior walls, the interior was completely destroyed. It was not until December of that the following president, James Monroe, was able to move into a rebuilt residence. Since then, the White House has continued to be modified but has been continuously occupied by each succeeding U.S president.

It can be inferred from the passage that John Adams was x . 

VII/ 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 following questions from 46 to 55.

The White House, the official home of the United States president, was not built in time for George Washington to live in it. It was begun in 1792 and was ready for its first inhabitants. President and Mrs. John Adams, who moved in on November 1, 1800. When the Adams moved in, the White House was not yet complete, and the Adams suffered many inconveniences; for example, the main staircase was incomplete, which hindered movement from floor to floor, and the future laundry yard was merely a pool of mud, so wet laundry was hung in the unfinished East Room to dry. Thomas Jefferson, the third president, improved the comfort of the White House in many respects and added new architectural features such as the terraces on the east and west ends.

When the British forces burned the White House on August 24, 1814, President Madison was forced to leave. All the remained after the fire was the exterior walls, the interior was completely destroyed. It was not until December of that the following president, James Monroe, was able to move into a rebuilt residence. Since then, the White House has continued to be modified but has been continuously occupied by each succeeding U.S president.

 The word “inhabitants” in line 2 is closest meaning to x .

VII/ 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 following questions from 46 to 55.

The White House, the official home of the United States president, was not built in time for George Washington to live in it. It was begun in 1792 and was ready for its first inhabitants. President and Mrs. John Adams, who moved in on November 1, 1800. When the Adams moved in, the White House was not yet complete, and the Adams suffered many inconveniences; for example, the main staircase was incomplete, which hindered movement from floor to floor, and the future laundry yard was merely a pool of mud, so wet laundry was hung in the unfinished East Room to dry. Thomas Jefferson, the third president, improved the comfort of the White House in many respects and added new architectural features such as the terraces on the east and west ends.

When the British forces burned the White House on August 24, 1814, President Madison was forced to leave. All the remained after the fire was the exterior walls, the interior was completely destroyed. It was not until December of that the following president, James Monroe, was able to move into a rebuilt residence. Since then, the White House has continued to be modified but has been continuously occupied by each succeeding U.S president.

Why did George Washington not live in the White House?