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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       A recent study suggests that teens' relationship with parents, friends and teachers may have a lot to do with why they don't get a good night's sleep.       David Maume, a sociologist and sleep researcher, analyzed federal health data, which interviewed 974 teenagers when they were 12, and then again at 15. He found that family dynamics have much to do with how well kids sleep. Teens, who had warm relations with their parents and felt like they could talk to them or their parents were supportive of them, tended to sleep better. However, families that were going through a divorce or a remarriage tended to affect teens' sleep.       And problems at school also affected teens' sleep. Feeling safe at school and having good relations with teachers tended to promote better sleep. As did good relationships with friends. Kids who took part in sports or other positive social activities or shared similar academic goals with their friends were also more likely to get a good night's sleep.       These add up to what makes lots of sense: a general feeling of well-being helps teens sleep. If we're happy and contented, we're much more likely to sleep better than if we're sad and anxious. Now, of course, teens can hardly resist being drawn to their computers and social networking. Maume also found that when parents were strict not only about bedtime, but also about limiting technology, kids slept better. It's a finding that seems obvious, but parents really do matter when it comes to health habits of their teenagers. Clearly, teenagers aren't getting 9 to 10 hours a night, which puts them at risk for all the consequences of lack of sleep, including poor academic performance, colds and stress. What is the passage mainly about? 

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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 from 31to 35.             A report from the United Nations given at the conference unveils how worrying the pollution caused by plastic utensils, especially plastic bags, is becoming. In a single minute, the world consumes one million plastic bottles; in a year, the world consumes five billion single-use plastic bags, according to Vietnamplus. The scary fact is that such plastic bottles and bags are not properly treated, as each year, the world discharges 300 million tons of plastic waste, accounting for some 10% of all solid waste, putting the environment and human health under tenterhooks, according to the news site. The conference also drew attention to another fact: “For a plastic bag that can be used for five minutes, it takes five seconds to produce, one second to discard, but 500 to 1,000 years to become totally decomposed,” says Vietnamplus. In another message given by the UN General Secretary and delivered at the conference, it is reported that since more than eight million tons of plastic bags end up in the oceans each year, “microplastics in the seas now outnumber stars in our galaxy.” “If present trends continue, by 2050 our oceans will have more plastic than fish,” Dan Tri reports, quoting Caitlin Wiesen, country director of the UN Development Programme in Vietnam. These above-mentioned fearful facts, however, are not merely global issues, but domestic problems as well, according to local media. Many local news outlets, when relating data from the conference, point out that white pollution – a term used to indicate the overwhelming discharge of plastic bags into the environment – is even getting worse in Vietnam than elsewhere. (Source: https://english.thesaigontimes.vn) Which of the following could be 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 word or phrase that best fits each of the numbered blanks.         The "greenhouse effect" is the warming that happens when certain gases in Earth's atmosphere (26) ________ heat. These gases let in light but keep heat from escaping, like the glass walls of a greenhouse. First, sunlight shines onto the Earth's surface, (27) ______ it is absorbed and then radiates back into the atmosphere as heat. In the atmosphere, “greenhouse gases trap some of this heat, and the the rest escapes into space. The more greenhouse gases are in the atmosphere, the more heat gets trapped.         Scientists have known about the greenhouse effect since 1824, when Joseph Fourier calculated that the Earth would be much colder if it had no atmosphere. This greenhouse effect is what keeps the Earth's climate (28) _________. Without it, the Earth's surface would be an average of about 60 degrees Fahrenheit cooler. Scientists often use the term "climate change" instead of global warming. This is because as the Earth's average temperature climbs, winds and ocean currents move heat around the globe in ways that can cool some areas, warm (29) ___________, and change the amount of rain and snow falling. (30)_________, the climate changes differently in different areas.                                    (Source: https://www.open.edu/openlearncreate/mod/oucontent)

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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       I left school and university with my head packed full of knowledge; enough of it, anyway, to pass all the examinations that were put in my path. As a well-educated man I rather expected my work to be a piece of cake, something at which my intellect would allow me to excel without undue effort. It came as something of a shock, therefore, encounter the world outside for the first time, and to realize that I was ill-equipped, not only for the necessary business of earning a living, but more importantly, for coping with all the new decisions which came my way, in both life and work.       I was soon to discover that my mind had been trained to deal with closed problems, whereas most of what I now had to deal with were open-ended problems. 'What is the cost of sales?' is a closed problem, one with a right or a wrong answer. 'What should we do about it?' is an open problem, one with any number of possible answers, and I had no experience of taking this type of decision.       I had been educated in an individualist culture. My scores were mine. No one else into it, except as competitors in some imagined race. I was on my own in the learning game at school and university. Not so in my work, I soon realized. Being an individual star would not help me there if it was in a failing group. I had discovered, rather later than most, the necessity of others.       So much of the content of what I had learned was irrelevant, while the process of learning it had cultivated a set of attitudes and behaviors which were directly opposed to what seemed to be needed in real life. Although I had studied philosophy, I hadn't applied it to myself. It would be nice to think that our schools today prepare people better for life and for work. The subjects may appear to be a little more relevant, but we are still left to learn about work at work, and about life by living it. I believe we could do more to make sure that the process of education had more in common with the processes of living and working as they are today, so that the shock of reality is less cruel.  What does the passage mainly discuss? 

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