Đề thi thử thpt quốc gia 2019 môn tiếng anh (Đề số 15)

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 word that differs from the other three in the position of primary stress 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 the position of primary stress in each of the following questions

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.

There has been no discernible improvement in the noise levels since lorries were banned.

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.

Vietnam’s admission to the World Trade Organization (WTO) has promoted its trade relations with other countries.

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.

At times. I look at him and wonder what is going on his mind.

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.

We went away on holiday last week, but it rained day in day out.

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: “Do you think you will get the job?”

- Hoa: “ _____________ 

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

- Mai: “ _____________ ” - Hung: “She must be vexed and forlorn, I’m sure.”

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

The old woman accused the boy _____________ window

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

Neither the students nor their lecturer _____________ English in the classroom

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

In order to make the house more beautiful and newer, the Browns had it _____________  yesterday.

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

Last summer he _____________  to Ha Long Bay.

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 lost their homes in the earthquake. The government needs to establish more shelters to care for those _____________ have homes.

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

I love _____________ films but I seldom find time to go to the cinema.

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

We’re going to freeze out here if you don’t let us _____________ the bus.

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

I saw him hiding something in a _____________ bag.

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

She spent _____________ her free time watching TV.

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

Water pollution occurs when chemicals or substances that make water contaminated are discharged directly or indirectly into water bodies without enough _____________ to get rid of harmful compounds

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

Violence on TV can have a negative _____________ on children.

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

_____________ people in cities now choose to get married later than previous generations.

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 23 to 27.

   Teaching English as a foreign language can be a great way to travel around the world and earn money at the same time. However, some graduates actually like the idea of (23) _____________ a career in teaching English long-term, and there are numerous courses at various (24) _____________ of teaching,

from the fast-track TEFL to a diploma or masters.

   To find the right course a good place to start is TEFL.com - a website with lots of relevant information and helpful advice, including a comprehensive list of institutions in the UK offering TEFL courses. The site also offers a job search facility to assist qualified students (25) _____________ finding work.

   When deciding which course to take, the best bet is to look at what your needs are. If you want a career in teaching English then definitely find one designed for that (26) _____________like an MA or diploma; but if you want to travel around the world, then do a shorter course which will supply you with teaching skills.

   Some countries, like Japan, will employ people without a teaching qualification as (27) _____________ as the teacher is a native speaker of English. However, most countries do now expect a qualification.

(Adapted from ‘‘Earn after you learn" by Kate Harvey)

Điền vào ô 23

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 23 to 27.

   Teaching English as a foreign language can be a great way to travel around the world and earn money at the same time. However, some graduates actually like the idea of (23) _____________ a career in teaching English long-term, and there are numerous courses at various (24) _____________ of teaching,

from the fast-track TEFL to a diploma or masters.

   To find the right course a good place to start is TEFL.com - a website with lots of relevant information and helpful advice, including a comprehensive list of institutions in the UK offering TEFL courses. The site also offers a job search facility to assist qualified students (25) _____________ finding work.

   When deciding which course to take, the best bet is to look at what your needs are. If you want a career in teaching English then definitely find one designed for that (26) _____________like an MA or diploma; but if you want to travel around the world, then do a shorter course which will supply you with teaching skills.

   Some countries, like Japan, will employ people without a teaching qualification as (27) _____________ as the teacher is a native speaker of English. However, most countries do now expect a qualification.

(Adapted from ‘‘Earn after you learn" by Kate Harvey)

Điền vào ô 24

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 23 to 27.

   Teaching English as a foreign language can be a great way to travel around the world and earn money at the same time. However, some graduates actually like the idea of (23) _____________ a career in teaching English long-term, and there are numerous courses at various (24) _____________ of teaching,

from the fast-track TEFL to a diploma or masters.

   To find the right course a good place to start is TEFL.com - a website with lots of relevant information and helpful advice, including a comprehensive list of institutions in the UK offering TEFL courses. The site also offers a job search facility to assist qualified students (25) _____________ finding work.

   When deciding which course to take, the best bet is to look at what your needs are. If you want a career in teaching English then definitely find one designed for that (26) _____________like an MA or diploma; but if you want to travel around the world, then do a shorter course which will supply you with teaching skills.

   Some countries, like Japan, will employ people without a teaching qualification as (27) _____________ as the teacher is a native speaker of English. However, most countries do now expect a qualification.

(Adapted from ‘‘Earn after you learn" by Kate Harvey)

Điền vào ô 25

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 23 to 27.

   Teaching English as a foreign language can be a great way to travel around the world and earn money at the same time. However, some graduates actually like the idea of (23) _____________ a career in teaching English long-term, and there are numerous courses at various (24) _____________ of teaching,

from the fast-track TEFL to a diploma or masters.

   To find the right course a good place to start is TEFL.com - a website with lots of relevant information and helpful advice, including a comprehensive list of institutions in the UK offering TEFL courses. The site also offers a job search facility to assist qualified students (25) _____________ finding work.

   When deciding which course to take, the best bet is to look at what your needs are. If you want a career in teaching English then definitely find one designed for that (26) _____________like an MA or diploma; but if you want to travel around the world, then do a shorter course which will supply you with teaching skills.

   Some countries, like Japan, will employ people without a teaching qualification as (27) _____________ as the teacher is a native speaker of English. However, most countries do now expect a qualification.

(Adapted from ‘‘Earn after you learn" by Kate Harvey)

Điền vào ô 26

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 23 to 27.

   Teaching English as a foreign language can be a great way to travel around the world and earn money at the same time. However, some graduates actually like the idea of (23) _____________ a career in teaching English long-term, and there are numerous courses at various (24) _____________ of teaching,

from the fast-track TEFL to a diploma or masters.

   To find the right course a good place to start is TEFL.com - a website with lots of relevant information and helpful advice, including a comprehensive list of institutions in the UK offering TEFL courses. The site also offers a job search facility to assist qualified students (25) _____________ finding work.

   When deciding which course to take, the best bet is to look at what your needs are. If you want a career in teaching English then definitely find one designed for that (26) _____________like an MA or diploma; but if you want to travel around the world, then do a shorter course which will supply you with teaching skills.

   Some countries, like Japan, will employ people without a teaching qualification as (27) _____________ as the teacher is a native speaker of English. However, most countries do now expect a qualification.

(Adapted from ‘‘Earn after you learn" by Kate Harvey)

Điền vào ô 27

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 28 to 34.

   In the last few decades, the world of work has dramatically changed how people earn their living and plan their work lives. This new labour market is evolving at accelerating speed as old industrial-age jobs are replaced by knowledge-based work and information technology continues to alter how we work, play and learn. This dramatic change in how goods and services are produced and distributed has been labelled the “New Economy.” The old economy was based on resources; the New Economy is based on knowledge and is driven by technology and information.

   Working in new ways: In this New Economy, new forms of work are being created, as employment in a “job-for-life” is replaced by a variety of “work alternatives.” These work alternatives can include working part time, contracting, consulting or owning a business where you hire your own employees.

   In British Columbia, more and more people are working in this way, and economists are predicting that this trend will continue in the future. Career counsellors are encouraging people to prepare for these work alternatives rather than for just a full-time job.

   New thinking for a new millennium: The New Economy demands that we change our thinking about the labour market. Traditional job patterns that we took for granted for most of the last century have disappeared. Letting go of the way things used to be in the world of work is one of the hardest challenges that career planners face today. Here are some trends that all workers will have to adapt to:

   Change: Rapid change will be constant in the workplace of the new millennium. Those who understand change and can manage it effectively will be more successful.

   Just-in-time training: In the information economy, it is impossible to leam everything you need to know ahead of time to do a job. Rapid learning will be commonplace. The advantage will go to those who can leam - and instruct - the fastest. Workers must commit to continuous learning throughout their life or work.

   Fusion: Job classifications and occupational titles will become less important. The jobs of the future will be hyphenated; in other words, there will be a fusion of titles like carpenter-architect, accountant-sales rep, or graphic designer-webmaster. Being able to combine a variety of skills to apply to a particular task will be increasingly important.

   Self-reliance: Work is becoming more “entrepreneurial” in the sense that workers have to be prepared for a variety of work alternatives and take the initiative to market their skills more creatively. As a result, people will need to be more responsible for their own career development. The notion of “career self-management” is emerging as a means not only of surviving in the New Economy, but also of thriving and making the best of its new opportunities.

   Emphasis on skills: Workers can no longer expect long-term job security, but they can rely on “skills security”. If workers keep their skills up-to-date and market them effectively in areas of the economy that are growing, they will be able to find work. An essential ingredient of career self-management is knowing and developing skill sets and then finding areas of work where they can be applied.

   Balance in life/work: Information technology is fuelling the accelerating pace of change. We are “plugged in” to work more than ever before through communications (e-mail, phone, fax, pagers, the Internet). To maintain their health and well-being, workers will have to rethink how and where they work and find balance between earning a living and living their lives.

   Finding opportunity. In this New Economy, it is beneficial for people to use their creativity to find new opportunities where they can apply their skills and abilities. This means keeping an open mind about where and how you work.

   The New Economy is very different from the old. It offers even more opportunities to find challenging, rewarding and satisfying work. If you spend time and energy planning for this new reality, you will be able to create a career plan that offers excitement, anticipation and hope for the future.

What is TRUE about the New Economy according to the passage?

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 28 to 34.

   In the last few decades, the world of work has dramatically changed how people earn their living and plan their work lives. This new labour market is evolving at accelerating speed as old industrial-age jobs are replaced by knowledge-based work and information technology continues to alter how we work, play and learn. This dramatic change in how goods and services are produced and distributed has been labelled the “New Economy.” The old economy was based on resources; the New Economy is based on knowledge and is driven by technology and information.

   Working in new ways: In this New Economy, new forms of work are being created, as employment in a “job-for-life” is replaced by a variety of “work alternatives.” These work alternatives can include working part time, contracting, consulting or owning a business where you hire your own employees.

   In British Columbia, more and more people are working in this way, and economists are predicting that this trend will continue in the future. Career counsellors are encouraging people to prepare for these work alternatives rather than for just a full-time job.

   New thinking for a new millennium: The New Economy demands that we change our thinking about the labour market. Traditional job patterns that we took for granted for most of the last century have disappeared. Letting go of the way things used to be in the world of work is one of the hardest challenges that career planners face today. Here are some trends that all workers will have to adapt to:

   Change: Rapid change will be constant in the workplace of the new millennium. Those who understand change and can manage it effectively will be more successful.

   Just-in-time training: In the information economy, it is impossible to leam everything you need to know ahead of time to do a job. Rapid learning will be commonplace. The advantage will go to those who can leam - and instruct - the fastest. Workers must commit to continuous learning throughout their life or work.

   Fusion: Job classifications and occupational titles will become less important. The jobs of the future will be hyphenated; in other words, there will be a fusion of titles like carpenter-architect, accountant-sales rep, or graphic designer-webmaster. Being able to combine a variety of skills to apply to a particular task will be increasingly important.

   Self-reliance: Work is becoming more “entrepreneurial” in the sense that workers have to be prepared for a variety of work alternatives and take the initiative to market their skills more creatively. As a result, people will need to be more responsible for their own career development. The notion of “career self-management” is emerging as a means not only of surviving in the New Economy, but also of thriving and making the best of its new opportunities.

   Emphasis on skills: Workers can no longer expect long-term job security, but they can rely on “skills security”. If workers keep their skills up-to-date and market them effectively in areas of the economy that are growing, they will be able to find work. An essential ingredient of career self-management is knowing and developing skill sets and then finding areas of work where they can be applied.

   Balance in life/work: Information technology is fuelling the accelerating pace of change. We are “plugged in” to work more than ever before through communications (e-mail, phone, fax, pagers, the Internet). To maintain their health and well-being, workers will have to rethink how and where they work and find balance between earning a living and living their lives.

   Finding opportunity. In this New Economy, it is beneficial for people to use their creativity to find new opportunities where they can apply their skills and abilities. This means keeping an open mind about where and how you work.

   The New Economy is very different from the old. It offers even more opportunities to find challenging, rewarding and satisfying work. If you spend time and energy planning for this new reality, you will be able to create a career plan that offers excitement, anticipation and hope for the future.

What can be inferred from the passage about the future workers?

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 28 to 34.

   In the last few decades, the world of work has dramatically changed how people earn their living and plan their work lives. This new labour market is evolving at accelerating speed as old industrial-age jobs are replaced by knowledge-based work and information technology continues to alter how we work, play and learn. This dramatic change in how goods and services are produced and distributed has been labelled the “New Economy.” The old economy was based on resources; the New Economy is based on knowledge and is driven by technology and information.

   Working in new ways: In this New Economy, new forms of work are being created, as employment in a “job-for-life” is replaced by a variety of “work alternatives.” These work alternatives can include working part time, contracting, consulting or owning a business where you hire your own employees.

   In British Columbia, more and more people are working in this way, and economists are predicting that this trend will continue in the future. Career counsellors are encouraging people to prepare for these work alternatives rather than for just a full-time job.

   New thinking for a new millennium: The New Economy demands that we change our thinking about the labour market. Traditional job patterns that we took for granted for most of the last century have disappeared. Letting go of the way things used to be in the world of work is one of the hardest challenges that career planners face today. Here are some trends that all workers will have to adapt to:

   Change: Rapid change will be constant in the workplace of the new millennium. Those who understand change and can manage it effectively will be more successful.

   Just-in-time training: In the information economy, it is impossible to leam everything you need to know ahead of time to do a job. Rapid learning will be commonplace. The advantage will go to those who can leam - and instruct - the fastest. Workers must commit to continuous learning throughout their life or work.

   Fusion: Job classifications and occupational titles will become less important. The jobs of the future will be hyphenated; in other words, there will be a fusion of titles like carpenter-architect, accountant-sales rep, or graphic designer-webmaster. Being able to combine a variety of skills to apply to a particular task will be increasingly important.

   Self-reliance: Work is becoming more “entrepreneurial” in the sense that workers have to be prepared for a variety of work alternatives and take the initiative to market their skills more creatively. As a result, people will need to be more responsible for their own career development. The notion of “career self-management” is emerging as a means not only of surviving in the New Economy, but also of thriving and making the best of its new opportunities.

   Emphasis on skills: Workers can no longer expect long-term job security, but they can rely on “skills security”. If workers keep their skills up-to-date and market them effectively in areas of the economy that are growing, they will be able to find work. An essential ingredient of career self-management is knowing and developing skill sets and then finding areas of work where they can be applied.

   Balance in life/work: Information technology is fuelling the accelerating pace of change. We are “plugged in” to work more than ever before through communications (e-mail, phone, fax, pagers, the Internet). To maintain their health and well-being, workers will have to rethink how and where they work and find balance between earning a living and living their lives.

   Finding opportunity. In this New Economy, it is beneficial for people to use their creativity to find new opportunities where they can apply their skills and abilities. This means keeping an open mind about where and how you work.

   The New Economy is very different from the old. It offers even more opportunities to find challenging, rewarding and satisfying work. If you spend time and energy planning for this new reality, you will be able to create a career plan that offers excitement, anticipation and hope for the future.

The main difference between the New Economy and the old one is _____________ .

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 28 to 34.

   In the last few decades, the world of work has dramatically changed how people earn their living and plan their work lives. This new labour market is evolving at accelerating speed as old industrial-age jobs are replaced by knowledge-based work and information technology continues to alter how we work, play and learn. This dramatic change in how goods and services are produced and distributed has been labelled the “New Economy.” The old economy was based on resources; the New Economy is based on knowledge and is driven by technology and information.

   Working in new ways: In this New Economy, new forms of work are being created, as employment in a “job-for-life” is replaced by a variety of “work alternatives.” These work alternatives can include working part time, contracting, consulting or owning a business where you hire your own employees.

   In British Columbia, more and more people are working in this way, and economists are predicting that this trend will continue in the future. Career counsellors are encouraging people to prepare for these work alternatives rather than for just a full-time job.

   New thinking for a new millennium: The New Economy demands that we change our thinking about the labour market. Traditional job patterns that we took for granted for most of the last century have disappeared. Letting go of the way things used to be in the world of work is one of the hardest challenges that career planners face today. Here are some trends that all workers will have to adapt to:

   Change: Rapid change will be constant in the workplace of the new millennium. Those who understand change and can manage it effectively will be more successful.

   Just-in-time training: In the information economy, it is impossible to leam everything you need to know ahead of time to do a job. Rapid learning will be commonplace. The advantage will go to those who can leam - and instruct - the fastest. Workers must commit to continuous learning throughout their life or work.

   Fusion: Job classifications and occupational titles will become less important. The jobs of the future will be hyphenated; in other words, there will be a fusion of titles like carpenter-architect, accountant-sales rep, or graphic designer-webmaster. Being able to combine a variety of skills to apply to a particular task will be increasingly important.

   Self-reliance: Work is becoming more “entrepreneurial” in the sense that workers have to be prepared for a variety of work alternatives and take the initiative to market their skills more creatively. As a result, people will need to be more responsible for their own career development. The notion of “career self-management” is emerging as a means not only of surviving in the New Economy, but also of thriving and making the best of its new opportunities.

   Emphasis on skills: Workers can no longer expect long-term job security, but they can rely on “skills security”. If workers keep their skills up-to-date and market them effectively in areas of the economy that are growing, they will be able to find work. An essential ingredient of career self-management is knowing and developing skill sets and then finding areas of work where they can be applied.

   Balance in life/work: Information technology is fuelling the accelerating pace of change. We are “plugged in” to work more than ever before through communications (e-mail, phone, fax, pagers, the Internet). To maintain their health and well-being, workers will have to rethink how and where they work and find balance between earning a living and living their lives.

   Finding opportunity. In this New Economy, it is beneficial for people to use their creativity to find new opportunities where they can apply their skills and abilities. This means keeping an open mind about where and how you work.

   The New Economy is very different from the old. It offers even more opportunities to find challenging, rewarding and satisfying work. If you spend time and energy planning for this new reality, you will be able to create a career plan that offers excitement, anticipation and hope for the future.

Which of the following best describes the organization of the passage?

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 28 to 34.

   In the last few decades, the world of work has dramatically changed how people earn their living and plan their work lives. This new labour market is evolving at accelerating speed as old industrial-age jobs are replaced by knowledge-based work and information technology continues to alter how we work, play and learn. This dramatic change in how goods and services are produced and distributed has been labelled the “New Economy.” The old economy was based on resources; the New Economy is based on knowledge and is driven by technology and information.

   Working in new ways: In this New Economy, new forms of work are being created, as employment in a “job-for-life” is replaced by a variety of “work alternatives.” These work alternatives can include working part time, contracting, consulting or owning a business where you hire your own employees.

   In British Columbia, more and more people are working in this way, and economists are predicting that this trend will continue in the future. Career counsellors are encouraging people to prepare for these work alternatives rather than for just a full-time job.

   New thinking for a new millennium: The New Economy demands that we change our thinking about the labour market. Traditional job patterns that we took for granted for most of the last century have disappeared. Letting go of the way things used to be in the world of work is one of the hardest challenges that career planners face today. Here are some trends that all workers will have to adapt to:

   Change: Rapid change will be constant in the workplace of the new millennium. Those who understand change and can manage it effectively will be more successful.

   Just-in-time training: In the information economy, it is impossible to leam everything you need to know ahead of time to do a job. Rapid learning will be commonplace. The advantage will go to those who can leam - and instruct - the fastest. Workers must commit to continuous learning throughout their life or work.

   Fusion: Job classifications and occupational titles will become less important. The jobs of the future will be hyphenated; in other words, there will be a fusion of titles like carpenter-architect, accountant-sales rep, or graphic designer-webmaster. Being able to combine a variety of skills to apply to a particular task will be increasingly important.

   Self-reliance: Work is becoming more “entrepreneurial” in the sense that workers have to be prepared for a variety of work alternatives and take the initiative to market their skills more creatively. As a result, people will need to be more responsible for their own career development. The notion of “career self-management” is emerging as a means not only of surviving in the New Economy, but also of thriving and making the best of its new opportunities.

   Emphasis on skills: Workers can no longer expect long-term job security, but they can rely on “skills security”. If workers keep their skills up-to-date and market them effectively in areas of the economy that are growing, they will be able to find work. An essential ingredient of career self-management is knowing and developing skill sets and then finding areas of work where they can be applied.

   Balance in life/work: Information technology is fuelling the accelerating pace of change. We are “plugged in” to work more than ever before through communications (e-mail, phone, fax, pagers, the Internet). To maintain their health and well-being, workers will have to rethink how and where they work and find balance between earning a living and living their lives.

   Finding opportunity. In this New Economy, it is beneficial for people to use their creativity to find new opportunities where they can apply their skills and abilities. This means keeping an open mind about where and how you work.

   The New Economy is very different from the old. It offers even more opportunities to find challenging, rewarding and satisfying work. If you spend time and energy planning for this new reality, you will be able to create a career plan that offers excitement, anticipation and hope for the future.

What can be inferred from the Old Economy according to the passage?

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 28 to 34.

   In the last few decades, the world of work has dramatically changed how people earn their living and plan their work lives. This new labour market is evolving at accelerating speed as old industrial-age jobs are replaced by knowledge-based work and information technology continues to alter how we work, play and learn. This dramatic change in how goods and services are produced and distributed has been labelled the “New Economy.” The old economy was based on resources; the New Economy is based on knowledge and is driven by technology and information.

   Working in new ways: In this New Economy, new forms of work are being created, as employment in a “job-for-life” is replaced by a variety of “work alternatives.” These work alternatives can include working part time, contracting, consulting or owning a business where you hire your own employees.

   In British Columbia, more and more people are working in this way, and economists are predicting that this trend will continue in the future. Career counsellors are encouraging people to prepare for these work alternatives rather than for just a full-time job.

   New thinking for a new millennium: The New Economy demands that we change our thinking about the labour market. Traditional job patterns that we took for granted for most of the last century have disappeared. Letting go of the way things used to be in the world of work is one of the hardest challenges that career planners face today. Here are some trends that all workers will have to adapt to:

   Change: Rapid change will be constant in the workplace of the new millennium. Those who understand change and can manage it effectively will be more successful.

   Just-in-time training: In the information economy, it is impossible to leam everything you need to know ahead of time to do a job. Rapid learning will be commonplace. The advantage will go to those who can leam - and instruct - the fastest. Workers must commit to continuous learning throughout their life or work.

   Fusion: Job classifications and occupational titles will become less important. The jobs of the future will be hyphenated; in other words, there will be a fusion of titles like carpenter-architect, accountant-sales rep, or graphic designer-webmaster. Being able to combine a variety of skills to apply to a particular task will be increasingly important.

   Self-reliance: Work is becoming more “entrepreneurial” in the sense that workers have to be prepared for a variety of work alternatives and take the initiative to market their skills more creatively. As a result, people will need to be more responsible for their own career development. The notion of “career self-management” is emerging as a means not only of surviving in the New Economy, but also of thriving and making the best of its new opportunities.

   Emphasis on skills: Workers can no longer expect long-term job security, but they can rely on “skills security”. If workers keep their skills up-to-date and market them effectively in areas of the economy that are growing, they will be able to find work. An essential ingredient of career self-management is knowing and developing skill sets and then finding areas of work where they can be applied.

   Balance in life/work: Information technology is fuelling the accelerating pace of change. We are “plugged in” to work more than ever before through communications (e-mail, phone, fax, pagers, the Internet). To maintain their health and well-being, workers will have to rethink how and where they work and find balance between earning a living and living their lives.

   Finding opportunity. In this New Economy, it is beneficial for people to use their creativity to find new opportunities where they can apply their skills and abilities. This means keeping an open mind about where and how you work.

   The New Economy is very different from the old. It offers even more opportunities to find challenging, rewarding and satisfying work. If you spend time and energy planning for this new reality, you will be able to create a career plan that offers excitement, anticipation and hope for the future.

What is the author’s attitude in the passage?

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 28 to 34.

   In the last few decades, the world of work has dramatically changed how people earn their living and plan their work lives. This new labour market is evolving at accelerating speed as old industrial-age jobs are replaced by knowledge-based work and information technology continues to alter how we work, play and learn. This dramatic change in how goods and services are produced and distributed has been labelled the “New Economy.” The old economy was based on resources; the New Economy is based on knowledge and is driven by technology and information.

   Working in new ways: In this New Economy, new forms of work are being created, as employment in a “job-for-life” is replaced by a variety of “work alternatives.” These work alternatives can include working part time, contracting, consulting or owning a business where you hire your own employees.

   In British Columbia, more and more people are working in this way, and economists are predicting that this trend will continue in the future. Career counsellors are encouraging people to prepare for these work alternatives rather than for just a full-time job.

   New thinking for a new millennium: The New Economy demands that we change our thinking about the labour market. Traditional job patterns that we took for granted for most of the last century have disappeared. Letting go of the way things used to be in the world of work is one of the hardest challenges that career planners face today. Here are some trends that all workers will have to adapt to:

   Change: Rapid change will be constant in the workplace of the new millennium. Those who understand change and can manage it effectively will be more successful.

   Just-in-time training: In the information economy, it is impossible to leam everything you need to know ahead of time to do a job. Rapid learning will be commonplace. The advantage will go to those who can leam - and instruct - the fastest. Workers must commit to continuous learning throughout their life or work.

   Fusion: Job classifications and occupational titles will become less important. The jobs of the future will be hyphenated; in other words, there will be a fusion of titles like carpenter-architect, accountant-sales rep, or graphic designer-webmaster. Being able to combine a variety of skills to apply to a particular task will be increasingly important.

   Self-reliance: Work is becoming more “entrepreneurial” in the sense that workers have to be prepared for a variety of work alternatives and take the initiative to market their skills more creatively. As a result, people will need to be more responsible for their own career development. The notion of “career self-management” is emerging as a means not only of surviving in the New Economy, but also of thriving and making the best of its new opportunities.

   Emphasis on skills: Workers can no longer expect long-term job security, but they can rely on “skills security”. If workers keep their skills up-to-date and market them effectively in areas of the economy that are growing, they will be able to find work. An essential ingredient of career self-management is knowing and developing skill sets and then finding areas of work where they can be applied.

   Balance in life/work: Information technology is fuelling the accelerating pace of change. We are “plugged in” to work more than ever before through communications (e-mail, phone, fax, pagers, the Internet). To maintain their health and well-being, workers will have to rethink how and where they work and find balance between earning a living and living their lives.

   Finding opportunity. In this New Economy, it is beneficial for people to use their creativity to find new opportunities where they can apply their skills and abilities. This means keeping an open mind about where and how you work.

   The New Economy is very different from the old. It offers even more opportunities to find challenging, rewarding and satisfying work. If you spend time and energy planning for this new reality, you will be able to create a career plan that offers excitement, anticipation and hope for the future.

Who should read this passage?

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.

   It is hard to think of a world without gas or electricity. Both are commonly used for lighting and heating today. We now can instantly flick a lighter or strike a match to make a flame. But it was not long ago that there were no such things as matches or lighters. To make fire, it was necessary to strike a piece of iron on flint for sparks to ignite some tinder. If the tinder was damp, or the flint old, you had to borrow some fire from a neighbor.

   We do not know exactly when or how people first used fire. Perhaps, many ages ago, they found that sticks would bum if they were dropped into some hole where melted lava from a volcano lay boiling. They brought the lighted sticks back to make their fire in a cave. Or, they may have seen trees catch fire through being struck by lightning, and used the trees to start their own fires.

   Gradually people learned they could start a fire without traveling far to find flames. They rubbed two pieces of wood together. This method was used for thousands of years.

   When people became used to making fires with which to cook food and stay warm at night, they found that certain resins or gums from trees burnt longer and brighter. They melted resins and dipped branches in the liquid to make torches that lit their homes at night. Iron stands in which torches used to be fixed can still be seen in old buildings of Europe.

   There was no lighting in city streets until gas lamps, and then electric lamps were installed. Boys ran about London at night carrying torches of burning material. They were called torch boys, or link boys, and earned a living by guiding visitors to friends’ houses at night.

   For centuries homes were lit by candles until oil was found. Even then, oil lamps were no more effective than a cluster of candles. We read about the splendors and marvels of ancient palaces and castles, but we forget that they must have been gloomy and murky places at night.

What does “they” 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.

   It is hard to think of a world without gas or electricity. Both are commonly used for lighting and heating today. We now can instantly flick a lighter or strike a match to make a flame. But it was not long ago that there were no such things as matches or lighters. To make fire, it was necessary to strike a piece of iron on flint for sparks to ignite some tinder. If the tinder was damp, or the flint old, you had to borrow some fire from a neighbor.

   We do not know exactly when or how people first used fire. Perhaps, many ages ago, they found that sticks would bum if they were dropped into some hole where melted lava from a volcano lay boiling. They brought the lighted sticks back to make their fire in a cave. Or, they may have seen trees catch fire through being struck by lightning, and used the trees to start their own fires.

   Gradually people learned they could start a fire without traveling far to find flames. They rubbed two pieces of wood together. This method was used for thousands of years.

   When people became used to making fires with which to cook food and stay warm at night, they found that certain resins or gums from trees burnt longer and brighter. They melted resins and dipped branches in the liquid to make torches that lit their homes at night. Iron stands in which torches used to be fixed can still be seen in old buildings of Europe.

   There was no lighting in city streets until gas lamps, and then electric lamps were installed. Boys ran about London at night carrying torches of burning material. They were called torch boys, or link boys, and earned a living by guiding visitors to friends’ houses at night.

   For centuries homes were lit by candles until oil was found. Even then, oil lamps were no more effective than a cluster of candles. We read about the splendors and marvels of ancient palaces and castles, but we forget that they must have been gloomy and murky places at night.

According to the passage the first fire used by people was probably obtained ________ 

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.

   It is hard to think of a world without gas or electricity. Both are commonly used for lighting and heating today. We now can instantly flick a lighter or strike a match to make a flame. But it was not long ago that there were no such things as matches or lighters. To make fire, it was necessary to strike a piece of iron on flint for sparks to ignite some tinder. If the tinder was damp, or the flint old, you had to borrow some fire from a neighbor.

   We do not know exactly when or how people first used fire. Perhaps, many ages ago, they found that sticks would bum if they were dropped into some hole where melted lava from a volcano lay boiling. They brought the lighted sticks back to make their fire in a cave. Or, they may have seen trees catch fire through being struck by lightning, and used the trees to start their own fires.

   Gradually people learned they could start a fire without traveling far to find flames. They rubbed two pieces of wood together. This method was used for thousands of years.

   When people became used to making fires with which to cook food and stay warm at night, they found that certain resins or gums from trees burnt longer and brighter. They melted resins and dipped branches in the liquid to make torches that lit their homes at night. Iron stands in which torches used to be fixed can still be seen in old buildings of Europe.

   There was no lighting in city streets until gas lamps, and then electric lamps were installed. Boys ran about London at night carrying torches of burning material. They were called torch boys, or link boys, and earned a living by guiding visitors to friends’ houses at night.

   For centuries homes were lit by candles until oil was found. Even then, oil lamps were no more effective than a cluster of candles. We read about the splendors and marvels of ancient palaces and castles, but we forget that they must have been gloomy and murky places at night.

It is stated in the passage that torches for lighting were made from                               _____________.

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.

   It is hard to think of a world without gas or electricity. Both are commonly used for lighting and heating today. We now can instantly flick a lighter or strike a match to make a flame. But it was not long ago that there were no such things as matches or lighters. To make fire, it was necessary to strike a piece of iron on flint for sparks to ignite some tinder. If the tinder was damp, or the flint old, you had to borrow some fire from a neighbor.

   We do not know exactly when or how people first used fire. Perhaps, many ages ago, they found that sticks would bum if they were dropped into some hole where melted lava from a volcano lay boiling. They brought the lighted sticks back to make their fire in a cave. Or, they may have seen trees catch fire through being struck by lightning, and used the trees to start their own fires.

   Gradually people learned they could start a fire without traveling far to find flames. They rubbed two pieces of wood together. This method was used for thousands of years.

   When people became used to making fires with which to cook food and stay warm at night, they found that certain resins or gums from trees burnt longer and brighter. They melted resins and dipped branches in the liquid to make torches that lit their homes at night. Iron stands in which torches used to be fixed can still be seen in old buildings of Europe.

   There was no lighting in city streets until gas lamps, and then electric lamps were installed. Boys ran about London at night carrying torches of burning material. They were called torch boys, or link boys, and earned a living by guiding visitors to friends’ houses at night.

   For centuries homes were lit by candles until oil was found. Even then, oil lamps were no more effective than a cluster of candles. We read about the splendors and marvels of ancient palaces and castles, but we forget that they must have been gloomy and murky places at night.

It is mentioned in the passage that before the electric lamp was invented, _____________.

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.

   It is hard to think of a world without gas or electricity. Both are commonly used for lighting and heating today. We now can instantly flick a lighter or strike a match to make a flame. But it was not long ago that there were no such things as matches or lighters. To make fire, it was necessary to strike a piece of iron on flint for sparks to ignite some tinder. If the tinder was damp, or the flint old, you had to borrow some fire from a neighbor.

   We do not know exactly when or how people first used fire. Perhaps, many ages ago, they found that sticks would bum if they were dropped into some hole where melted lava from a volcano lay boiling. They brought the lighted sticks back to make their fire in a cave. Or, they may have seen trees catch fire through being struck by lightning, and used the trees to start their own fires.

   Gradually people learned they could start a fire without traveling far to find flames. They rubbed two pieces of wood together. This method was used for thousands of years.

   When people became used to making fires with which to cook food and stay warm at night, they found that certain resins or gums from trees burnt longer and brighter. They melted resins and dipped branches in the liquid to make torches that lit their homes at night. Iron stands in which torches used to be fixed can still be seen in old buildings of Europe.

   There was no lighting in city streets until gas lamps, and then electric lamps were installed. Boys ran about London at night carrying torches of burning material. They were called torch boys, or link boys, and earned a living by guiding visitors to friends’ houses at night.

   For centuries homes were lit by candles until oil was found. Even then, oil lamps were no more effective than a cluster of candles. We read about the splendors and marvels of ancient palaces and castles, but we forget that they must have been gloomy and murky places at night.

The word “splendors” in the passage could be best replaced by which of the following?

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.

   It is hard to think of a world without gas or electricity. Both are commonly used for lighting and heating today. We now can instantly flick a lighter or strike a match to make a flame. But it was not long ago that there were no such things as matches or lighters. To make fire, it was necessary to strike a piece of iron on flint for sparks to ignite some tinder. If the tinder was damp, or the flint old, you had to borrow some fire from a neighbor.

   We do not know exactly when or how people first used fire. Perhaps, many ages ago, they found that sticks would bum if they were dropped into some hole where melted lava from a volcano lay boiling. They brought the lighted sticks back to make their fire in a cave. Or, they may have seen trees catch fire through being struck by lightning, and used the trees to start their own fires.

   Gradually people learned they could start a fire without traveling far to find flames. They rubbed two pieces of wood together. This method was used for thousands of years.

   When people became used to making fires with which to cook food and stay warm at night, they found that certain resins or gums from trees burnt longer and brighter. They melted resins and dipped branches in the liquid to make torches that lit their homes at night. Iron stands in which torches used to be fixed can still be seen in old buildings of Europe.

   There was no lighting in city streets until gas lamps, and then electric lamps were installed. Boys ran about London at night carrying torches of burning material. They were called torch boys, or link boys, and earned a living by guiding visitors to friends’ houses at night.

   For centuries homes were lit by candles until oil was found. Even then, oil lamps were no more effective than a cluster of candles. We read about the splendors and marvels of ancient palaces and castles, but we forget that they must have been gloomy and murky places at night.

According to the passage, which of the following sentence is NOT true?

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.

   It is hard to think of a world without gas or electricity. Both are commonly used for lighting and heating today. We now can instantly flick a lighter or strike a match to make a flame. But it was not long ago that there were no such things as matches or lighters. To make fire, it was necessary to strike a piece of iron on flint for sparks to ignite some tinder. If the tinder was damp, or the flint old, you had to borrow some fire from a neighbor.

   We do not know exactly when or how people first used fire. Perhaps, many ages ago, they found that sticks would bum if they were dropped into some hole where melted lava from a volcano lay boiling. They brought the lighted sticks back to make their fire in a cave. Or, they may have seen trees catch fire through being struck by lightning, and used the trees to start their own fires.

   Gradually people learned they could start a fire without traveling far to find flames. They rubbed two pieces of wood together. This method was used for thousands of years.

   When people became used to making fires with which to cook food and stay warm at night, they found that certain resins or gums from trees burnt longer and brighter. They melted resins and dipped branches in the liquid to make torches that lit their homes at night. Iron stands in which torches used to be fixed can still be seen in old buildings of Europe.

   There was no lighting in city streets until gas lamps, and then electric lamps were installed. Boys ran about London at night carrying torches of burning material. They were called torch boys, or link boys, and earned a living by guiding visitors to friends’ houses at night.

   For centuries homes were lit by candles until oil was found. Even then, oil lamps were no more effective than a cluster of candles. We read about the splendors and marvels of ancient palaces and castles, but we forget that they must have been gloomy and murky places at night.

The word “gloomy” 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.

   It is hard to think of a world without gas or electricity. Both are commonly used for lighting and heating today. We now can instantly flick a lighter or strike a match to make a flame. But it was not long ago that there were no such things as matches or lighters. To make fire, it was necessary to strike a piece of iron on flint for sparks to ignite some tinder. If the tinder was damp, or the flint old, you had to borrow some fire from a neighbor.

   We do not know exactly when or how people first used fire. Perhaps, many ages ago, they found that sticks would bum if they were dropped into some hole where melted lava from a volcano lay boiling. They brought the lighted sticks back to make their fire in a cave. Or, they may have seen trees catch fire through being struck by lightning, and used the trees to start their own fires.

   Gradually people learned they could start a fire without traveling far to find flames. They rubbed two pieces of wood together. This method was used for thousands of years.

   When people became used to making fires with which to cook food and stay warm at night, they found that certain resins or gums from trees burnt longer and brighter. They melted resins and dipped branches in the liquid to make torches that lit their homes at night. Iron stands in which torches used to be fixed can still be seen in old buildings of Europe.

   There was no lighting in city streets until gas lamps, and then electric lamps were installed. Boys ran about London at night carrying torches of burning material. They were called torch boys, or link boys, and earned a living by guiding visitors to friends’ houses at night.

   For centuries homes were lit by candles until oil was found. Even then, oil lamps were no more effective than a cluster of candles. We read about the splendors and marvels of ancient palaces and castles, but we forget that they must have been gloomy and murky places at night.

What form of street lighting was used in London when link boys used to work there?

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.

However old and worn his clothes were, they look clean and of good quality.

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.

Calling Jim is pointless because his phone is out of order.

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.

I thought I should not stay at home yesterday.

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) Ocean currents (B) have an (C) enormous affect (D) on life on this planet.

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) vast quantity of radioactive (B) material (C) is made when a hydrogen bomb (D) explode.

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 Oxford Dictionary is (B) well known for including many different (C) meanings of words and (D) to give real examples.

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.

David said to Mike, “Don’t touch the electric wires. It might be deadly.”

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.

The teacher has done his best to help all students. However, none of them made any effort on their part.