Mark the letter A, B, C or D on your answer sheet to indicate the word or phrase that is   CLOSEST in meaning to the underlined part in each of  the following questions

Books are primary means for dissemination of knowledge and information.

A. invention 

B. attempt

C. variety

D. distribution

Read the passage carefully and fill in each numbered blank with one suitable word or phrase.

The University of Oxford, informally called "Oxford University", or simply

"Oxford", (35) ______ in the city of Oxford, in England, is (36) ______ oldest university in the English-speaking world. It is also considered as one of the world's leading (37) ______ institutions. The university traces, its roots back to at least the end of the 11th century, (38) ______ the exact date of foundation remains unclear. Academically, Oxford is consistently ranked in the world's top ten universities. The University is also open (39) ______ overseas students, primarily from American universities, who may (40) _____ in study abroad programs during the summer months for more than a century, it has served as the home of the Rhodes Scholarship, (41) ______ brings highly accomplished students from a number of countries to study at Oxford as (42) ______. The University of Oxford is also a place where many talented leaders from all over the world used to study. Twenty-five British Prime Ministers attended Oxford, including Margaret Thatcher and Tony Blair. At (43) ______ 25 other international leaders have been educated at Oxford, and this number includes King Herald V of Norway and King Abdullah II of Jordan. Bill Clinton is the first American President to attend Oxford. Forty-seven Nobel (44) ______ winners have studied or taught at Oxford.

Điền vào ô 43

A. last                            

B. least                           

C. late                            

D. lately

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 55 to 64

The concept of urban agriculture may conjure up images of rooftop, backyard or community gardens scattered among downtown city streets and surrounding neighborhoods. But in the Seattle area, and within and beyond the Puget Sound region, it means a great deal more. “Urban agriculture doesn’t necessarily equate to
production that occurs only in a metropolitan urban area, “says Jason Niebler, who directs the Sustainable

Agriculture Education (SAgE) Initiative at Seattle Central Community College. “It means we are providing for growing population food needs from surrounding rural landscapes, as well as from the core urban landscape.”

Picture a series of concentric circles, with an urban core that produces some food at varying capacities, surrounded by a series of outlying rings of small farms that become increasingly more rural with distance. The hope is that such land use planning, from the inner core to the outer rings, will encourage local ecologically sound sustainable food production. This, in turn, will create local jobs and decrease reliance on distant food
products that originate from petroleum-intensive large scale farms.

That’s the idea behind SAgE, believed to be the nation’s first metropolitan-based community college sustainable agriculture program that emphasizes farming practices across diverse landscape types from urban centers to surrounding rural environs. “It’s small scale agriculture with an urban focus,” Niebler says. “Any urban population, large or small, can practice sustainable agriculture, improve food security and protect the
environment, which ultimately results in resilient food systems and communities.”

SAgE is a part of National Science Foundation’s Advanced Technological Education (ATE) Program, which is providing the project with $157,375 over two years. ATE’s goal is to support projects that strengthen the skills of technicians who work in industries regarded as vital to the national’s prosperity and security. The support largely goes to community colleges that work in partnership with universities, secondary schools,
businesses and industries, as well as government agencies, which design and implement model workforce initiatives.

The SAgE project focuses on the environmental, socioeconomic, political and cultural issues related to sustainable food systems, within Puget Sound watersheds through student and community education and research, and technological innovation. The curriculum offers courses that cover such issues as agricultural ecology, urban food systems, food politics and ethics, soil science, sustainable food production and technology,
the integration of food and forests, and career opportunities.

“We’ve created a curriculum that is fundamental in nature, addressing the principles of sustainable agriculture and what a food system is – how it functions both locally and globally,” Niebler says. “These courses are challenging, robust and inspirational. One of the really wonderful things about them is that we offer service learning opportunities, where students volunteer a portion of their time to working with local partner
organizations. They can do a research project, or a service learning option. The ideal would be to prompt students into careers that involve sustainable practices in an urban agriculture setting.”

Adapted from “Promoting Sustainable Agriculture” by Mariene Cimons

It is stated in the passage that Jason Niebler ________.

A. preserves the core urban landscape 

B. provides food for Seattle’s population

C. studies at Seattle Central Community College 

D. directs the SAgE Initiative

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 .

      An air pollutant is defined as a compound added directly or indirectly by humans to the atmosphere in such quantities as to affect humans, animals, vegetation, or materials adversely. Air pollution requires a very flexible definition that permits continuous change. When the first air pollution laws were established inEngland in the fourteenth century, air pollutants were limited to compounds that could be seen or smelled - a far cry from the extensive list of harmful substances known today. As technology has developed and knowledge of the health aspects of various chemicals has increased, the list of air pollutants has lengthened. In the future, even water vapor might be considered an air pollutant under certain conditions.

      Many of the more important air pollutants, such as sulfur oxides, carbon monoxide, and nitrogen oxides, are found in nature. As the Earth developed, the concentration of these pollutants was altered by various chemical reactions; they became components in biogeochemical cycles. These serve as an air purification scheme by allowing the compounds to move from the air to the water or soil. On a global basis, nature's output of these compounds dwarfs that resulting from human activities.

      However, human production usually occurs in a localized area, such as a city. In such a region, human output may be dominant and may temporarily overload the natural purification scheme of the cycles. The result is an increased concentration of noxious chemicals in the air. The concentrations at which the adverse effects appear will be greater than the concentrations that the pollutants would have in the absence of human activities. The actual concentration need not be large for a substance to be a pollutant; in fact, the numerical value tells us little until we know how much of an increase this represents over the concentration that would occur naturally in the area. For example, sulfur dioxide has detectable health effects at 0.08 parts per million (ppm), which is about 400 times its natural level. Carbon monoxide, however, has a natural level of 0.1 ppm and is not usually a pollutant until its level reaches about 15 ppm.

The word "localized" in the third paragraph is closest in meaning to _______.

A. circled

B. encircled

C. surrounded

D. specified

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 55 to 64

The concept of urban agriculture may conjure up images of rooftop, backyard or community gardens scattered among downtown city streets and surrounding neighborhoods. But in the Seattle area, and within and beyond the Puget Sound region, it means a great deal more. “Urban agriculture doesn’t necessarily equate to
production that occurs only in a metropolitan urban area, “says Jason Niebler, who directs the Sustainable

Agriculture Education (SAgE) Initiative at Seattle Central Community College. “It means we are providing for growing population food needs from surrounding rural landscapes, as well as from the core urban landscape.”

Picture a series of concentric circles, with an urban core that produces some food at varying capacities, surrounded by a series of outlying rings of small farms that become increasingly more rural with distance. The hope is that such land use planning, from the inner core to the outer rings, will encourage local ecologically sound sustainable food production. This, in turn, will create local jobs and decrease reliance on distant food
products that originate from petroleum-intensive large scale farms.

That’s the idea behind SAgE, believed to be the nation’s first metropolitan-based community college sustainable agriculture program that emphasizes farming practices across diverse landscape types from urban centers to surrounding rural environs. “It’s small scale agriculture with an urban focus,” Niebler says. “Any urban population, large or small, can practice sustainable agriculture, improve food security and protect the
environment, which ultimately results in resilient food systems and communities.”

SAgE is a part of National Science Foundation’s Advanced Technological Education (ATE) Program, which is providing the project with $157,375 over two years. ATE’s goal is to support projects that strengthen the skills of technicians who work in industries regarded as vital to the national’s prosperity and security. The support largely goes to community colleges that work in partnership with universities, secondary schools,
businesses and industries, as well as government agencies, which design and implement model workforce initiatives.

The SAgE project focuses on the environmental, socioeconomic, political and cultural issues related to sustainable food systems, within Puget Sound watersheds through student and community education and research, and technological innovation. The curriculum offers courses that cover such issues as agricultural ecology, urban food systems, food politics and ethics, soil science, sustainable food production and technology,
the integration of food and forests, and career opportunities.

“We’ve created a curriculum that is fundamental in nature, addressing the principles of sustainable agriculture and what a food system is – how it functions both locally and globally,” Niebler says. “These courses are challenging, robust and inspirational. One of the really wonderful things about them is that we offer service learning opportunities, where students volunteer a portion of their time to working with local partner
organizations. They can do a research project, or a service learning option. The ideal would be to prompt students into careers that involve sustainable practices in an urban agriculture setting.”

Adapted from “Promoting Sustainable Agriculture” by Mariene Cimons

The curriculum of SagE at Seattle Central Community College offers courses covering the following EXCEPT ______.

A. agricultural ecology 

B. career opportunities.

C. urban system development 

D. integration of food and forests

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 .

      An air pollutant is defined as a compound added directly or indirectly by humans to the atmosphere in such quantities as to affect humans, animals, vegetation, or materials adversely. Air pollution requires a very flexible definition that permits continuous change. When the first air pollution laws were established inEngland in the fourteenth century, air pollutants were limited to compounds that could be seen or smelled - a far cry from the extensive list of harmful substances known today. As technology has developed and knowledge of the health aspects of various chemicals has increased, the list of air pollutants has lengthened. In the future, even water vapor might be considered an air pollutant under certain conditions.

      Many of the more important air pollutants, such as sulfur oxides, carbon monoxide, and nitrogen oxides, are found in nature. As the Earth developed, the concentration of these pollutants was altered by various chemical reactions; they became components in biogeochemical cycles. These serve as an air purification scheme by allowing the compounds to move from the air to the water or soil. On a global basis, nature's output of these compounds dwarfs that resulting from human activities.

      However, human production usually occurs in a localized area, such as a city. In such a region, human output may be dominant and may temporarily overload the natural purification scheme of the cycles. The result is an increased concentration of noxious chemicals in the air. The concentrations at which the adverse effects appear will be greater than the concentrations that the pollutants would have in the absence of human activities. The actual concentration need not be large for a substance to be a pollutant; in fact, the numerical value tells us little until we know how much of an increase this represents over the concentration that would occur naturally in the area. For example, sulfur dioxide has detectable health effects at 0.08 parts per million (ppm), which is about 400 times its natural level. Carbon monoxide, however, has a natural level of 0.1 ppm and is not usually a pollutant until its level reaches about 15 ppm.

The word "These" in the second paragraph is closest in meaning to_.

A. the components in biogeochemical cycles

B. the various chemical reactions

C.  the pollutants from the developing Earth

D. the compounds moved to the water

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.(D)

A basic (A)knowledge of social studies,  such as history(B) and geography, are (C)considered a basic part of the education of every child(D). 

A. basic

B. history

C. are 

D. child

Read the passage carefully and choose correct answer for each question below.

Education is another area of social life in which information technology is changing the way we communicate. Today's college students may not simple sit in a lecture or a library to learn about their field. Through their computers and the wonders of virtual reality they can participate in lifelike stimulated experiences. Consider the following scenario of the future of education made possible through developments in information technology.

For children over the age of 10, daily attendance at schools is not compulsory. Some of the older children attend school only once or twice a week to get tutorial support or instruction from a teacher. For the most part, pupils are encouraged to work online from home. Students should complete a minimum number of study hour per year; however, they may make up these hours by studying at home at times that suit their family schedule. They can log on early or late in the day and even join live classes in other countries. In order to ensure that each student is learning adequately, computer software will automatically monitor the number hours a week each student studies online as well as student's learning materials and assessment activities. Reports will be available for parents and teachers. The software can then identify the best learning activities and conditions for each individual student and generate similar activities. It can be also identify areas of weak achievement and produce special programs adjusted to the students' needs.

What is the topic of the passage?

A. Students don't have to go to school any more

B. Computer software will make sure students learn at home

C. Students can know about their weak aspects to focus

D. The effect of information technology on education

Read the passage carefully and fill in each numbered blank with one suitable word or phrase.

The University of Oxford, informally called "Oxford University", or simply

"Oxford", (35) ______ in the city of Oxford, in England, is (36) ______ oldest university in the English-speaking world. It is also considered as one of the world's leading (37) ______ institutions. The university traces, its roots back to at least the end of the 11th century, (38) ______ the exact date of foundation remains unclear. Academically, Oxford is consistently ranked in the world's top ten universities. The University is also open (39) ______ overseas students, primarily from American universities, who may (40) _____ in study abroad programs during the summer months for more than a century, it has served as the home of the Rhodes Scholarship, (41) ______ brings highly accomplished students from a number of countries to study at Oxford as (42) ______. The University of Oxford is also a place where many talented leaders from all over the world used to study. Twenty-five British Prime Ministers attended Oxford, including Margaret Thatcher and Tony Blair. At (43) ______ 25 other international leaders have been educated at Oxford, and this number includes King Herald V of Norway and King Abdullah II of Jordan. Bill Clinton is the first American President to attend Oxford. Forty-seven Nobel (44) ______ winners have studied or taught at Oxford.

Điền vào ô 37

A. learning           

B. academic                   

C. graduating                 

D. scholar