A. PHONETICS
I. Find the word which has a different sound in the part underlined.
1. A. ago B. across C. about D. adult
2. A. language B. article C. partly D. hardly
3. A. but B. cut C. sun D. put
4. A. lake B. plane C. plan D. state
5. A. lecture B. medium C. inventor D. president
II. Choose the word which has a different stress pattern from the others.
6 A. definition B. politician C. situation D. production
7. A. image B. purchase C. mislead D. deadline
8. A. extinction B. endangered C. business D. intention
9. A. cattle B. country C. canal D. cover
10. A. copy B. remove C. notice D. cancel
B. VOCABUALRY AND GRAMMAR
11. We ____ him since he ____ married.
A. didn't see/got B. haven't seen/got C. don't/get D. hadn't seen/got
12. I ____ the money yet.
A. not received B. didn't receive C. haven't received D. hadn't received
13. Today is Thursday and she ____ late twice this week. She ____ late yesterday and on Monday.
A. is/was B. has been/is C. has been/was D. has been/had been
14. We ____ what to do with the money yet.
A. not decide B. didn't decide C. haven't decided D. hadn't decided
15. My father ____ as a teacher for almost thirty years.
A. works B. is working C. worked D. ha

16. He ____ to New York at least three times this year.
A. had been going B. was going C. has been going D. is going
17. They ____ to know each other for more than ten years.
A. get B. got C. have got D. had got
18. She ____ dishes already. A. was washing B. washed C. has washed D. has been washing
19. I ____ you for ages. A. haven't been meeting B. didn't meet C. wasn't meeting D. haven't met
20. Tom is still watching television. He ____ television all day.
A. has been watching B. was watching C. has watched D. watched
21. A Bachelor's degree is a three-year or four-year course you take in undergraduate higher education after you ____ further education.
A. has finished B. had been finishing C. have finished D. have been finishing

22. At most institutions in the UK, the ____ starts in September or October and runs until June or July.
A. leap year B. gap year C. new year D. academic year
23. That university ____ the Advanced Programme with the aim to enrol around 500 international students for a decade.
A. has been implementing B. will be implementing C. have implemented D. will implement
24. Further and higher education colleges offer courses and qualification wide range of vocational and academic subjects at many ____. A. levels B. positions C. standards D. qualities
25. Depending on your nationality, you may be ____ for a loan or financial support from the UK government. A. keen B. eligible C. legal D. capable
26. The UK offers a wide range of work-based ____ for students seeking to build careers in specific industries. A. exercising B. practicing C. learning D. training
27. University ____ in Vietnam can decide their own criteria for enrolling international students.
A. bosses B. leaders C. principals D. rectors
28. A Bachelor's degree is also known as the ____ university degree or an undergraduate degree.
A. main B. ordinary C. first D. major
29. The teachers at Edinburgh College encourage students to ____ with others, experiment with arts and find their own ideas. A. solve B. collaborate C. support D. improve
30. With thousands of UK further education courses on offer, you can choose a course that ____ your goals and interests. A. watches B. appoints C. fixes D. matches
III. Choose the best answer A, B, C or D to complete the sentences.
31. I'm very hungry. I ____ all day. A. didn't eat B. haven't ate C. haven't eaten D. have been eating
32. Their new kitchen looks fantastic. They ____ completely ____ it.
A. have /been redecorating B. have/redecorated C. already /redecorated D. didn't/redecorated
33. Our kitchen's a mess. We ____ any cleaning for weeks.
A. didn't do B. haven't been doing C. have done D. haven't done

34. I think they are dating. They ____ each other a lot recently.
A. had seen B. haven't been seeing C. have been seeing D. have seen
35. We've discovered in this great café and we ____ there a lot.
A. have been going B. have gone C. are going D. have went
36. How's your Mum? I ____ her for ages.
A. had seen B. haven't seen C. haven't been seeing D. didn't see
37. You're covered in paint! What ____ you ____?
A. have / done B. were / doing C. did / do D. have / been doing
38. She's gone to the doctor's. She ____ well lately.
A. hasn't felt B. hasn't been feeling C. has felt D. doesn't feel
39. I ____ for ages now. A. have waited B. waited C. was waiting D. have been waiting
40. I have to write an essay. I ____ about half of it so far.
A. have written B. have been writing C. wrote D. have to write
41. As well as studying on ____ in the UK, you can also choose to study outside the UK - for example by distance learning. A. department B. dormitory C. campus D. accommodatio
42. You can choose to study online or on ____, in the UK or even at an overseas site.
A. the move B. campus C. the ground D. board

Read the following andmark the letter A, B, C, or D on your answer sheet to indicate  the correct answer to each of the questions from 37 to 43.

In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education  became  more  formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.

In ancient Rome, the availability of an education was  radually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil support of schools for all children. Al the Council of Trent in the 16^th century, the Roman Catholic Church encouraged the establishment of free primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.

In the late 19^th and early 20^th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the  education of boys and girls in the same classes became an accepted practice. Since World War II, Japan and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.

A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest segregation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.

Co-education was negatively responded to in __________.

A. conservative countries

B. Japan

C. South American countries

D. the Scandinavian countries

Read the following andmark the letter A, B, C, or D on your answer sheet to indicate  the correct answer to each of the questions from 37 to 43.

In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education  became  more  formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.

In ancient Rome, the availability of an education was  radually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil support of schools for all children. Al the Council of Trent in the 16^th century, the Roman Catholic Church encouraged the establishment of free primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.

In the late 19^th and early 20^th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the  education of boys and girls in the same classes became an accepted practice. Since World War II, Japan and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.

A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest segregation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.

Education in early times was mostly aimed at __________.

A. teaching skills

B. learning new lifestyles

C. learning to live

D. imparting survival skills

Read the following andmark the letter A, B, C, or D on your answer sheet to indicate  the correct answer to each of the questions from 37 to 43.

In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education  became  more  formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.

In ancient Rome, the availability of an education was  radually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil support of schools for all children. Al the Council of Trent in the 16^th century, the Roman Catholic Church encouraged the establishment of free primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.

In the late 19^th and early 20^th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the  education of boys and girls in the same classes became an accepted practice. Since World War II, Japan and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.

A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest segregation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.

Ancient education generally focused its efforts on __________.

A. young people only

B. on male learners

C. both sexes

D. female learners

Read the following andmark the letter A, B, C, or D on your answer sheet to indicate  the correct answer to each of the questions from 37 to 43.

In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education  became  more  formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.

In ancient Rome, the availability of an education was  radually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil support of schools for all children. Al the Council of Trent in the 16^th century, the Roman Catholic Church encouraged the establishment of free primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.

In the late 19^th and early 20^th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the  education of boys and girls in the same classes became an accepted practice. Since World War II, Japan and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.

A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest segregation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.

When education first reached women, they were __________.

A. separated from men

B. locked up in a place with men

C. deprived of opportunities

D. isolated from a normal life

Read the following andmark the letter A, B, C, or D on your answer sheet to indicate  the correct answer to each of the questions from 37 to 43.

In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education  became  more  formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.

In ancient Rome, the availability of an education was  radually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil support of schools for all children. Al the Council of Trent in the 16^th century, the Roman Catholic Church encouraged the establishment of free primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.

In the late 19^th and early 20^th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the  education of boys and girls in the same classes became an accepted practice. Since World War II, Japan and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.

A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest segregation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.

Co-education was negatively responded to in __________.

A. conservative countries

B. Japan

C. South American countries

D. the Scandinavian countries

Read the following andmark the letter A, B, C, or D on your answer sheet to indicate  the correct answer to each of the questions from 37 to 43.

In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education  became  more  formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.

In ancient Rome, the availability of an education was  radually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil support of schools for all children. Al the Council of Trent in the 16^th century, the Roman Catholic Church encouraged the establishment of free primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.

In the late 19^th and early 20^th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the  education of boys and girls in the same classes became an accepted practice. Since World War II, Japan and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.

A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest segregation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.

Education in early times was mostly aimed at __________.

A. teaching skills

B. learning new lifestyles

C. learning to live

D. imparting survival skills

Read the following andmark the letter A, B, C, or D on your answer sheet to indicate  the correct answer to each of the questions from 37 to 43.

In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education  became  more  formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.

In ancient Rome, the availability of an education was  radually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil support of schools for all children. Al the Council of Trent in the 16^th century, the Roman Catholic Church encouraged the establishment of free primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.

In the late 19^th and early 20^th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the  education of boys and girls in the same classes became an accepted practice. Since World War II, Japan and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.

A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest segregation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.

When education first reached women, they were __________

A. separated from men

B. locked up in a place with men

C. deprived of opportunities

D. isolated from a normal life