When Malaysia became independent, Malay language was chosen(1)…………… the national language. The reason (2)………………………this choice is that it is the language of the Malays who are the natives of Malaysia. The government of Malaysia takes (3)…………………… in promoting this language among all the races in Malaysia. The Chinese, The Indians and other non-Malay communities have accepted the decision of the (4)…………………. It is the official language (5).........................the country. In Malaysia, the national language is (6).................. the Bahasa Malaysia. It is the language of (7)................ in schools. Since the introduction of Malay in schools, it has become the most (8)...................used language in Malaysia. And English is a compulsory second language.

1. A-as                  B-since                 C-likes                  D-such as

2. A-at                   B-in                       C-since                 D-for

3. A-pride              B-proud                 C-care                   D-comfort

4.A- governments  B- government       C. authorities         D-rulers

5.A-in                    B-to                       C-of                      D-for

6.A name               B- named              C- calling              D-called

7.A-instruction       B-instructors         C-teachers            D-compulsion

8.A-wide                B-widen                 C-widely                D-widening

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 1 to 8.

The world is losing languages at an alarming rate. Michael Krauss suggested that of the approximately 6,000 human languages alive today, only 350 to 500 are safe from extinction. Some linguists estimate that a language dies every two weeks or so. At the current rate, by 2100, about 2,500 native languages could disappear.

Languages become extinct for many reasons. Through imperialism, colonizers impose their languages on colonies. Some politicians believe multilingualism will fragment national interests. Thus they prohibit education in all but the national language. Another reason for language death is the spread of more powerful languages. In the world today, several languages, including English, are so dominant in commerce, science, and education, that languages with fewer speakers have trouble competing.

Although in the past, governments have been one of the primary causes of language death, many have now become champions of preserving endangered languages and have had some significant successes. Two outstanding examples are the revival of Hebrew and Irish. Hebrew was considered a dead language, like Latin, but is now the national language of Israel. Irish was not dead, but severely threatened by English when the government of Ireland began its rescue immediately after the establishment of the Irish Free State in 1922. All students in public schools must now take some classes in Irish and there are Irish programs in major media, such as television and radio. According to the Irish government, approximately 37% of the population of Ireland now speaks Irish.

One of the largest programs to revive languages, Documenting Endangered Languages (DEL), is being conducted by three U.S. government agencies: the National Science Foundation, the National Endowment for the Humanities, and the National Museum of Natural History. Researchers funded by these agencies are recording interviews with the mostly elderly people who still speak the languages. Analyses of these interviews will help linguists publish dictionaries and grammars of the languages. Eventually, linguists hope to establish language-training programs where younger people can learn the languages, carrying them on into the future.

The linguists participating in DEL defend spending millions of dollars to preserve dying languages. They point out that when a language dies, humanity loses all of the knowledge of the world that that culture held. Traditional healers in rural areas have given scientists important leads in finding new medicines; aspirin is an example of these. But one of the most common reasons given by these researchers is that studying languages gives us insight into the radically different way humans organize their world. David Lightfoot, an official at the National Science foundation, gives the example of Guguyimadjir, and Australian aboriginal language, in which there are no words for “right” or left,” only for “north,” “south,” “east,” and “west.”

Many researchers are optimistic that the efforts to save dying languages will succeed, at least in part. Bruce L. Cole, Chairman of the National Endowment for the Humanities, said, “Not only is this a time of great potential loss, it is also a moment for enormous potential gain. In this modern age of computers and our growing technological capabilities, we can preserve, assemble, analyze, and understand unprecedented riches of linguistic and cultural information.”
Question:According to the passage, which language is a dead language?

A. Irish

B. English

C. Hebrew

D. Latin

1.      The national language in Malaysia is ……………….

A.     Chinese                 B.  English                    C.  Tamil                      D.  Bahasa Malaysia

2.     The official religion in Malaysia is ……………….

A.     Hinduism               B.  Buddhism                C.  Islam                      D.  Chritianity

3.     Lan and Maryam ……………….. at least once every two weeks.

A.     Write                     B.  talk                         C.  correspond             D.  speak

4.     I felt very interested when watching the …………….of the sunset.

A.     Beautify                B.  beautiful                  C.  beautifully               D.  beauty

5.     English is a ……………. Second language in Malaysia.

A.     Official                  B.  optional                   C.  primary                   D.  compulsory

6.     Malaysia consists ……………….two regions : West Malaysia and East Malaysia.

A.     Of                         B.  on                           C.  in                            D.  by

7.     Minh’s father often takes him …………….the park every summer.

A.     Of                         B.  to                            C.  in                            D.  after

8.     It’s very kind …………….you to say so.

A.    Of                          B.  on                           C.  in                            D.  by

9.      The Malaysia unit …………….currency is the ringgit.

A.     to                          B.  on                           C.  in                            D.  of

10.  When you first meet her, she gives a strong impression of ……………and warmth.

A.     friend                    B.  friendly                   C.  friendliness  D.  friendship

11.  We are really ………………..by the beauty of Ha Long Bay.

A.     impress                  B.  to impress                C.  impressed                D.  impressing

12.  He made a deep ……………….on all of us.

A.     impress                  B.  impression               C.  impressed                D.  impressing

13.  Ha noi is not ……………..from Kuala Lumpur.

A.     difference  B.  different                  C.  differ                       D.  differently

14.  The ……………….language in Malaysia is Bahasa Malaysia.

A.     nation                    B.  national                   C.  nationally                D.  nationality

15.  Although we are far away  from each other, we still ……………….

A.     say hello                B.  keep together           C.  keep on                   D.  keep in touch

16.  It seems difficult for me to have a trip ……………. At present.

A.     abroad                   B.  outside                    C.  above                      D.  inside

17.  Music and painting are ………………..subjects.

A.     option                    B.  optional                   C.  optionally                D.  optioning

18.  Maryam often goes to the …………..to pray because her religion is Islam.

A.     church                   B.  pagoda                    C.  temple                     D.  mosque

19.  The United States has a ……………..of around 250 million.

A.     population             B.  separation                C.  addition                   D.  introduction

20.  Buddhism is the official ………………. Of Thailand.

A.     region                    B.  religion                   C.  language                  D.  capital

21.  I rarely eat ice cream now but I ……………..it when I was a child.

A.     eat             B.  used to eat               C.  am eating                D.  get used to eating

22.  …………Kuala Lumpur, Hanoi is a busy modern city.

A.     As                         B.  Such as                   C.  Like            D.  Similar

23.  We can tell you that we often have a friendly ………………in our class.

A.     atmosphere             B.  air                           C.  matter                     D.  impression

24.   I wish today ………………….a holiday.

A.     is                           B.  were                        C.  are                          D.  be

25.   Vietnam is a ………………. Country. The weather is usually hot there.

A.     tropical                  B.  cold            C.  warm                      D.  heat

26.  The children were ……………………. Into three groups.

A.     separated               B.  divided                    C.  depended                 D.  added

27.  Lan enjoyed the peaceful atmosphere while Maryam ……………

A.     pray                       B.  was praying C.  were praying            D.  has prayed

28.  They haven’t seen each other , but they write to each other frequently. They are…….

A.     writers                   B.  co-writers                C.  paper pals                D.  pen pals

29.  Churches, temples and pagodas are places of ………………….

A.     gossip                    B.  warship                   C.  worship                   D.  friendship

30.  English ……………..widely ………….in this country nowadays.

A.     is / speaking           B.  is / spoken               C.  was / spoken            D.  is / spoke

31.  You can’t be dependent ……………your parents all your life.

A.     in                          B.  on                           C.  at                            D.  from

32.  People speak Malay, English, Chinese and Tamil …………Malaysia.

A.     in                          B.  on                           C.  at                            D.  from

33.  West and East Malaysia ………………..comprise an area of 329,758sq Km.

A.     each other              B.  together                   C.  one another              D.  both

34.  A :  “ Pleased to meet you. Let me introduce myself. I’m Linda.”  B.  “…………..”

A.  How are you , Linda                        B.  I see. Thanks , Linda           

C.  Pleased to meet you, Linda.              D.  Goodbye, Linda

35.  A :  “ Do you live in a city ?”                       B :  “ ……………………….”

A.     Yes, I live in Manila                             B.  Oh, yes, very much             

C.  Yes, I do. I like it very much.                  D.  No, I don’t like it.

1.      The national language in Malaysia is ……………….

A.     Chinese                 B.  English                    C.  Tamil                      D.  Bahasa Malaysia

2.     The official religion in Malaysia is ……………….

A.     Hinduism               B.  Buddhism                C.  Islam                      D.  Chritianity

3.     Lan and Maryam ……………….. at least once every two weeks.

A.     Write                     B.  talk                         C.  correspond             D.  speak

4.     I felt very interested when watching the …………….of the sunset.

A.     Beautify                B.  beautiful                  C.  beautifully               D.  beauty

5.     English is a ……………. Second language in Malaysia.

A.     Official                  B.  optional                   C.  primary                   D.  compulsory

6.     Malaysia consists ……………….two regions : West Malaysia and East Malaysia.

A.     Of                         B.  on                           C.  in                            D.  by

7.     Minh’s father often takes him …………….the park every summer.

A.     Of                         B.  to                            C.  in                            D.  after

8.     It’s very kind …………….you to say so.

A.    Of                          B.  on                           C.  in                            D.  by

9.      The Malaysia unit …………….currency is the ringgit.

A.     to                          B.  on                           C.  in                            D.  of

10.  When you first meet her, she gives a strong impression of ……………and warmth.

A.     friend                    B.  friendly                   C.  friendliness  D.  friendship

11.  We are really ………………..by the beauty of Ha Long Bay.

A.     impress                  B.  to impress                C.  impressed                D.  impressing

12.  He made a deep ……………….on all of us.

A.     impress                  B.  impression               C.  impressed                D.  impressing

13.  Ha noi is not ……………..from Kuala Lumpur.

A.     difference  B.  different                  C.  differ                       D.  differently

14.  The ……………….language in Malaysia is Bahasa Malaysia.

A.     nation                    B.  national                   C.  nationally                D.  nationality

15.  Although we are far away  from each other, we still ……………….

A.     say hello                B.  keep together           C.  keep on                   D.  keep in touch

16.  It seems difficult for me to have a trip ……………. At present.

A.     abroad                   B.  outside                    C.  above                      D.  inside

17.  Music and painting are ………………..subjects.

A.     option                    B.  optional                   C.  optionally                D.  optioning

18.  Maryam often goes to the …………..to pray because her religion is Islam.

A.     church                   B.  pagoda                    C.  temple                     D.  mosque

19.  The United States has a ……………..of around 250 million.

A.     population             B.  separation                C.  addition                   D.  introduction

20.  Buddhism is the official ………………. Of Thailand.

A.     region                    B.  religion                   C.  language                  D.  capital

21.  I rarely eat ice cream now but I ……………..it when I was a child.

A.     eat             B.  used to eat               C.  am eating                D.  get used to eating

22.  …………Kuala Lumpur, Hanoi is a busy modern city.

A.     As                         B.  Such as                   C.  Like            D.  Similar

23.  We can tell you that we often have a friendly ………………in our class.

A.     atmosphere             B.  air                           C.  matter                     D.  impression

24.   I wish today ………………….a holiday.

A.     is                           B.  were                        C.  are                          D.  be

25.   Vietnam is a ………………. Country. The weather is usually hot there.

A.     tropical                  B.  cold            C.  warm                      D.  heat

26.  The children were ……………………. Into three groups.

A.     separated               B.  divided                    C.  depended                 D.  added

27.  Lan enjoyed the peaceful atmosphere while Maryam ……………

A.     pray                       B.  was praying C.  were praying            D.  has prayed

28.  They haven’t seen each other , but they write to each other frequently. They are…….

A.     writers                   B.  co-writers                C.  paper pals                D.  pen pals

29.  Churches, temples and pagodas are places of ………………….

A.     gossip                    B.  warship                   C.  worship                   D.  friendship

30.  English ……………..widely ………….in this country nowadays.

A.     is / speaking           B.  is / spoken               C.  was / spoken            D.  is / spoke

31.  You can’t be dependent ……………your parents all your life.

A.     in                          B.  on                           C.  at                            D.  from

32.  People speak Malay, English, Chinese and Tamil …………Malaysia.

A.     in                          B.  on                           C.  at                            D.  from

33.  West and East Malaysia ………………..comprise an area of 329,758sq Km.

A.     each other              B.  together                   C.  one another              D.  both

34.  A :  “ Pleased to meet you. Let me introduce myself. I’m Linda.”  B.  “…………..”

A.  How are you , Linda                        B.  I see. Thanks , Linda           

C.  Pleased to meet you, Linda.              D.  Goodbye, Linda

35.  A :  “ Do you live in a city ?”                       B :  “ ……………………….”

A.     Yes, I live in Manila                             B.  Oh, yes, very much             

C.  Yes, I do. I like it very much.                  D.  No, I don’t like it.

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 1 to 8.

The world is losing languages at an alarming rate. Michael Krauss suggested that of the approximately 6,000 human languages alive today, only 350 to 500 are safe from extinction. Some linguists estimate that a language dies every two weeks or so. At the current rate, by 2100, about 2,500 native languages could disappear.

Languages become extinct for many reasons. Through imperialism, colonizers impose their languages on colonies. Some politicians believe multilingualism will fragment national interests. Thus they prohibit education in all but the national language. Another reason for language death is the spread of more powerful languages. In the world today, several languages, including English, are so dominant in commerce, science, and education, that languages with fewer speakers have trouble competing.

Although in the past, governments have been one of the primary causes of language death, many have now become champions of preserving endangered languages and have had some significant successes. Two outstanding examples are the revival of Hebrew and Irish. Hebrew was considered a dead language, like Latin, but is now the national language of Israel. Irish was not dead, but severely threatened by English when the government of Ireland began its rescue immediately after the establishment of the Irish Free State in 1922. All students in public schools must now take some classes in Irish and there are Irish programs in major media, such as television and radio. According to the Irish government, approximately 37% of the population of Ireland now speaks Irish.

One of the largest programs to revive languages, Documenting Endangered Languages (DEL), is being conducted by three U.S. government agencies: the National Science Foundation, the National Endowment for the Humanities, and the National Museum of Natural History. Researchers funded by these agencies are recording interviews with the mostly elderly people who still speak the languages. Analyses of these interviews will help linguists publish dictionaries and grammars of the languages. Eventually, linguists hope to establish language-training programs where younger people can learn the languages, carrying them on into the future.

The linguists participating in DEL defend spending millions of dollars to preserve dying languages. They point out that when a language dies, humanity loses all of the knowledge of the world that that culture held. Traditional healers in rural areas have given scientists important leads in finding new medicines; aspirin is an example of these. But one of the most common reasons given by these researchers is that studying languages gives us insight into the radically different way humans organize their world. David Lightfoot, an official at the National Science foundation, gives the example of Guguyimadjir, and Australian aboriginal language, in which there are no words for “right” or left,” only for “north,” “south,” “east,” and “west.”

Many researchers are optimistic that the efforts to save dying languages will succeed, at least in part. Bruce L. Cole, Chairman of the National Endowment for the Humanities, said, “Not only is this a time of great potential loss, it is also a moment for enormous potential gain. In this modern age of computers and our growing technological capabilities, we can preserve, assemble, analyze, and understand unprecedented riches of linguistic and cultural information.”
Question:What is the best title for this passage?

A. Similarities between Engendered Species

B. Preserving Endangered Languages

C. Linguistic Globalization

D. How Languages Die and Efforts to Revive Them

I. Rearrange the given words to make meaningful sentences (0.5pt )

1.      Bahasa Malaysia / The language / for primary school / is / of instruction /.

à....……………………………………………………………………………………………………….………….

2.      dress / can continue / Vietnamese women / the traditional and fashionable / to wear /.

 à……………………………………………………………………………………………………………...………

II. Rewrite the second sentence so that it has a similar meaning to the first one (2pts )

3.      He is no longer late for class.

àHe used ………………..………………………..………………….………………………………..……………

4.      They have to work in a noisy office.
à They wish………………………………….……………………………………………………………………...

5.      They finished their exercises on time yesterday.
à Their exercises.……………………….………………………………………………………………………….

6.      I last wrote to him five months ago.

à I have.…………………………………………………………………………………………………………….

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 1 to 8.

The world is losing languages at an alarming rate. Michael Krauss suggested that of the approximately 6,000 human languages alive today, only 350 to 500 are safe from extinction. Some linguists estimate that a language dies every two weeks or so. At the current rate, by 2100, about 2,500 native languages could disappear.

Languages become extinct for many reasons. Through imperialism, colonizers impose their languages on colonies. Some politicians believe multilingualism will fragment national interests. Thus they prohibit education in all but the national language. Another reason for language death is the spread of more powerful languages. In the world today, several languages, including English, are so dominant in commerce, science, and education, that languages with fewer speakers have trouble competing.

Although in the past, governments have been one of the primary causes of language death, many have now become champions of preserving endangered languages and have had some significant successes. Two outstanding examples are the revival of Hebrew and Irish. Hebrew was considered a dead language, like Latin, but is now the national language of Israel. Irish was not dead, but severely threatened by English when the government of Ireland began its rescue immediately after the establishment of the Irish Free State in 1922. All students in public schools must now take some classes in Irish and there are Irish programs in major media, such as television and radio. According to the Irish government, approximately 37% of the population of Ireland now speaks Irish.

One of the largest programs to revive languages, Documenting Endangered Languages (DEL), is being conducted by three U.S. government agencies: the National Science Foundation, the National Endowment for the Humanities, and the National Museum of Natural History. Researchers funded by these agencies are recording interviews with the mostly elderly people who still speak the languages. Analyses of these interviews will help linguists publish dictionaries and grammars of the languages. Eventually, linguists hope to establish language-training programs where younger people can learn the languages, carrying them on into the future.

The linguists participating in DEL defend spending millions of dollars to preserve dying languages. They point out that when a language dies, humanity loses all of the knowledge of the world that that culture held. Traditional healers in rural areas have given scientists important leads in finding new medicines; aspirin is an example of these. But one of the most common reasons given by these researchers is that studying languages gives us insight into the radically different way humans organize their world. David Lightfoot, an official at the National Science foundation, gives the example of Guguyimadjir, and Australian aboriginal language, in which there are no words for “right” or left,” only for “north,” “south,” “east,” and “west.”

Many researchers are optimistic that the efforts to save dying languages will succeed, at least in part. Bruce L. Cole, Chairman of the National Endowment for the Humanities, said, “Not only is this a time of great potential loss, it is also a moment for enormous potential gain. In this modern age of computers and our growing technological capabilities, we can preserve, assemble, analyze, and understand unprecedented riches of linguistic and cultural information.”
Question:How would you describe Bruce Cole’s opinion of the DEL project?

A. He thinks that we will lose the fight to save endangered languages.

B. He believes that it isn’t worth the time and energy required to save languages.

C. He believes we can save significant amounts of information about languages.

D. He thinks that we will be able to save Guguyimadjir, the aboriginal language.

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 1 to 8.

The world is losing languages at an alarming rate. Michael Krauss suggested that of the approximately 6,000 human languages alive today, only 350 to 500 are safe from extinction. Some linguists estimate that a language dies every two weeks or so. At the current rate, by 2100, about 2,500 native languages could disappear.

Languages become extinct for many reasons. Through imperialism, colonizers impose their languages on colonies. Some politicians believe multilingualism will fragment national interests. Thus they prohibit education in all but the national language. Another reason for language death is the spread of more powerful languages. In the world today, several languages, including English, are so dominant in commerce, science, and education, that languages with fewer speakers have trouble competing.

Although in the past, governments have been one of the primary causes of language death, many have now become champions of preserving endangered languages and have had some significant successes. Two outstanding examples are the revival of Hebrew and Irish. Hebrew was considered a dead language, like Latin, but is now the national language of Israel. Irish was not dead, but severely threatened by English when the government of Ireland began its rescue immediately after the establishment of the Irish Free State in 1922. All students in public schools must now take some classes in Irish and there are Irish programs in major media, such as television and radio. According to the Irish government, approximately 37% of the population of Ireland now speaks Irish.

One of the largest programs to revive languages, Documenting Endangered Languages (DEL), is being conducted by three U.S. government agencies: the National Science Foundation, the National Endowment for the Humanities, and the National Museum of Natural History. Researchers funded by these agencies are recording interviews with the mostly elderly people who still speak the languages. Analyses of these interviews will help linguists publish dictionaries and grammars of the languages. Eventually, linguists hope to establish language-training programs where younger people can learn the languages, carrying them on into the future.

The linguists participating in DEL defend spending millions of dollars to preserve dying languages. They point out that when a language dies, humanity loses all of the knowledge of the world that that culture held. Traditional healers in rural areas have given scientists important leads in finding new medicines; aspirin is an example of these. But one of the most common reasons given by these researchers is that studying languages gives us insight into the radically different way humans organize their world. David Lightfoot, an official at the National Science foundation, gives the example of Guguyimadjir, and Australian aboriginal language, in which there are no words for “right” or left,” only for “north,” “south,” “east,” and “west.”

Many researchers are optimistic that the efforts to save dying languages will succeed, at least in part. Bruce L. Cole, Chairman of the National Endowment for the Humanities, said, “Not only is this a time of great potential loss, it is also a moment for enormous potential gain. In this modern age of computers and our growing technological capabilities, we can preserve, assemble, analyze, and understand unprecedented riches of linguistic and cultural information.”
Question:David Lightfoot gives the example of Guguyimadjir in order to ______.

A. protest against spending millions of dollars to preserve dying languages

B. describe how humanity loses all of the knowledge of the world through dead languages

C. prove that languages give us insight into different ways humans organize their world

D. show how language preservation helps traditional healers in rural areas find new medicines

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 1 to 8.

The world is losing languages at an alarming rate. Michael Krauss suggested that of the approximately 6,000 human languages alive today, only 350 to 500 are safe from extinction. Some linguists estimate that a language dies every two weeks or so. At the current rate, by 2100, about 2,500 native languages could disappear.

Languages become extinct for many reasons. Through imperialism, colonizers impose their languages on colonies. Some politicians believe multilingualism will fragment national interests. Thus they prohibit education in all but the national language. Another reason for language death is the spread of more powerful languages. In the world today, several languages, including English, are so dominant in commerce, science, and education, that languages with fewer speakers have trouble competing.

Although in the past, governments have been one of the primary causes of language death, many have now become champions of preserving endangered languages and have had some significant successes. Two outstanding examples are the revival of Hebrew and Irish. Hebrew was considered a dead language, like Latin, but is now the national language of Israel. Irish was not dead, but severely threatened by English when the government of Ireland began its rescue immediately after the establishment of the Irish Free State in 1922. All students in public schools must now take some classes in Irish and there are Irish programs in major media, such as television and radio. According to the Irish government, approximately 37% of the population of Ireland now speaks Irish.

One of the largest programs to revive languages, Documenting Endangered Languages (DEL), is being conducted by three U.S. government agencies: the National Science Foundation, the National Endowment for the Humanities, and the National Museum of Natural History. Researchers funded by these agencies are recording interviews with the mostly elderly people who still speak the languages. Analyses of these interviews will help linguists publish dictionaries and grammars of the languages. Eventually, linguists hope to establish language-training programs where younger people can learn the languages, carrying them on into the future.

The linguists participating in DEL defend spending millions of dollars to preserve dying languages. They point out that when a language dies, humanity loses all of the knowledge of the world that that culture held. Traditional healers in rural areas have given scientists important leads in finding new medicines; aspirin is an example of these. But one of the most common reasons given by these researchers is that studying languages gives us insight into the radically different way humans organize their world. David Lightfoot, an official at the National Science foundation, gives the example of Guguyimadjir, and Australian aboriginal language, in which there are no words for “right” or left,” only for “north,” “south,” “east,” and “west.”

Many researchers are optimistic that the efforts to save dying languages will succeed, at least in part. Bruce L. Cole, Chairman of the National Endowment for the Humanities, said, “Not only is this a time of great potential loss, it is also a moment for enormous potential gain. In this modern age of computers and our growing technological capabilities, we can preserve, assemble, analyze, and understand unprecedented riches of linguistic and cultural information.”
Question:According to the passage, what would linguists in the DEL project like to do someday?

A. Record interviews with elderly people

B. Get funding from the government

C. Teach endangered languages to young people

D. Write a dictionary and grammar for Irish