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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 34 to 38. Mother Teresa was one of the most influential personalities of the twentieth century. However, her life was neither easy nor glamorous. She was born in Skopje, Macedonia in 1910. When she was 8 years old, her father died unexpectedly, and the family became devastated after a(an) (34) ______ of intense grief. At the age of 18, she left her home in Skopje and joined the Sisters of Loreto, an Irish community of nuns with missions in India. She went to India as a (35) ______. She became a teacher of English in a secondary school. The school was in a nice area but there were slums nearby. Conditions there were absolutely terrible. She was horrified by (36) ______ she saw. She insisted on leaving her comfortable convent and going to live among the poor. At first her superiors tried to discourage her from leaving the convent, but in the end they agreed to (37) ______ her go. Soon other people heard about her work and came to help her. (38) ______ she had no money herself, she succeeded in building shelters for the dying and schools for the poor. By the 1990s, she had become famous and she was eventually given the Nobel Prize for her service to the poor. Mother Teresa died on September 5th, 1997. 

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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. Volunteering has been acknowledged as part of the wider health policy, with the NHS five-year plan identifying a need to encourage community volunteering. It also has an important role to play in tackling social exclusion, through projects such as lunch clubs for older people, assisted gardening schemes, or young play leaders. Volunteering can help to provide people with ways out of poverty, by giving them new skills, confidence and aid social integration. This is of particular value to those who are most excluded from the labour market, such as recent migrants or people with disabilities. But while the benefits of volunteering are clear, there is worrying evidence that the people who could benefit most from giving their time are precisely those least likely to be involved. There are many reasons for people not to volunteer. For older people, the barriers can include poor health, poverty, lack of skills, poor transport links, or having caring responsibilities, such as looking after grandchildren. Younger people can be deterred by feeling they don’t have the time to volunteer, or not knowing anyone else who volunteers. Many of them also think volunteering is just for older people with time on their hands. Volunteering has an image problem – particularly with men and younger people. More should be done to promote the value of volunteering to the particular needs of different groups. There is evidence on why people choose to volunteer, and we need to make better use of that information. For instance, a recent survey showed that 95% of young people, aged 13-24, hoped to develop new skills through volunteering, compared to just 32% of volunteers aged over 55. Almost three quarters of young people were keen to gain qualifications through volunteering compared to just 13% of those over 55. Over three quarters of disabled volunteers were keen to develop new skills and nearly two thirds hoped to improve their health and wellbeing through volunteering. (Adapted from https://www.theguardian.com) Câu 31. What is the main idea of the passage?

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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.  High maths abilities, bad school lives Teachers first noticed Cameron Thompson's talent for numbers when he was four years old and at pre- school. Throughout primary school, Cameron Thompson's best subject was maths. Then, when he was eleven, he took a maths test prior to entering secondary school. The test was out of 140; Cameron scored 141. 'I broke the system,' he recalls.  Since then, he has continued to progress quickly. He passed two GCSEs (maths and further maths) at the age of eleven, and then got the highest grade in his maths A-level before the end of that same academic year.  He is now fourteen years old and studying for a degree in maths; a remarkable achievement bearing in mind his age.  But his academic achievements have not always been matched by social success. ‘I have the social ability of a talking potato,’ he admits. In other words, he feels more at ease with numbers than among other teenagers. 'Most people my age do despise me. I've been like this for years.'  Communication is not one of Cameron's strong points and, aside from the problems this causes socially, it is now beginning to affect his marks in mathematics. This is because at undergraduate level, he is expected to give reasons for his answers alongside the answers themselves. Cameron's difficulty is that he often doesn't know how he has arrived at the answers, even though the answers are usually correct. Cameron and his family have recently moved house and Cameron is due to start at a new school. He regards it as a chance to make a fresh start and make some friends. But his mother, Alison, has a few worries concerning his lack of social skills. While she describes Cameron as 'very sensitive', she also acknowledges that he is socially naive and often oblivious to signals from other people.  The new school specialises in dealing with students who, like Cameron, excel academically but find it difficult to relate to other students. And indeed, on his first day, Cameron did make a new friend – a boy called Tim - mainly owing to a shared dislike of Justin Bieber's music.  Recently, a maths professor from Cambridge University has been looking at Cameron's work. His advice to Cameron is perhaps surprising. Professor Imre Leader thinks Cameron should slow down, stop taking maths exams, and wait until he is eighteen before doing a degree. "There's quite an important distinction” he explains, “between taking lots of exams as fast as you can, and relaxing and enjoying the level that you are at- what we call enrichment”, Professor Leader believes Cameron will do better in the long run if he stops trying to progress so quickly. And although Cameron does not want to finish his current degree, he isn't making any academic plans beyond that. He goes to a weekly karate class after school. And recently, he went to a computer games convention with some friends from karate.  Since turning fourteen, Cameron's feelings towards girls have changed. As he puts it, “I started to like them instead of being disgusted by them.' He's even been on a first date - without his parents. And in general, he feels less isolated and unusual than he did before. 'There are other people like me - high maths abilities, bad school lives - I am not alone - Spooky.'  Recently, Cameron has noticed _______ 

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