VII. Choose from A, B, C, or D the one that best answers each of the questions. (10 pts)
The Stone Age was a period of history which began in approximately two million B.C and lasted until 3000
B.C. Its name was derived from the stone tools and weapons that modern scientists found. This period was
divided into the Paleolithic, Mesolithic, and Neolithic Ages. During the first period (2 million to 8000 B.C), the
first hatchet and use of fire for heating and cooking were developed. As a result of the Ice Age, which evolved
about one million years into the Paleolithic Age, people were forced to seek shelter in caves, wear clothing, and
developed new tools. During the Mesolithic Age (8000 to 6000 B.C), people made crude pottery and the first
fish hooks, took dogs hunting, and developed the bow and arrow, which was used until the fourteenth century
A.D. The Neolithic Age (6000 to 3000 B.C) saw humankind domesticating sheep, goats, pigs, and cattle, being
less nomadic than in previous eras, establishing permanent settlements, and creating governments.
61. Into how many periods was the Stone Age divided?
A. two B. three C. four D. five
62. The word “derived” is closest meaning to___________.
A. originated B. destroyed C. inferred D. discussed
63. Which of the following was developed earliest?
A. fish hook B. bow and arrow C. hatchet D. pottery
64. Which of the following developments is NOT related to the conditions of the Ice Age?
A. farming B. clothing C. living indoors D. using fire
65. The word “crude” is closest meaning to___________.
A. extravagant B. complex C. vulgar D. primitive

I.          Choose the word (a, b, c or d) that best fits each of the blank spaces.

For many years (16) _____ and quality of (17) _____ were dependent (18) _____ social status and wealth. Before medieval times (19) _____ people in Britain (20) _____ plain woolen clothes. The main garment was a long (21) _____ fastened by a belt, and covered in cold weather by a cloak. In the 11^th and 12^th centuries (22) _____ in clothing between nobles and the common people became more noticeable. Women’s dresses began to have more shape and style. They reached the ground and often had long hanging (23) _____. Rich people lined their cloaks with fur. When knights returned from the Crusades they brought new fashions and (24) _____ from the Middle East. Men began to wear (25) _____ tunics and stockings, and long pointed shoes.

- medieval times: thời trung cổ

16. a. style                          b. stylish                            c. stylist                             d. stylistic

17. a. cloths                        b. clothe                            c. clothing                         d. cloth

18. a. in                               b. on                                  c. at                                   d. to

19. a. most                          b. most of                          c. mostly                            d. almost

20. a. wear                          b. wore                              c. wears                             d. wearing

21. a. tunic                          b. tunnel                            c. unique                            d. stockings

22. a. different                    b. differing                        c. differs                            d. differences

23. a. sleeveless                  b. sleeve                            c. sleeved                          d. sleeves

24. a. material                     b. materials                        c. materialism                    d. materially

25. a. color                          b. colored                          c. colorant                         d. coloration

Question IV. Choose the underlined word or phrase (A, B, C or D) that needs correcting. (0.75 pt)

1. Would people be able to fly if they have feathers instead of hair?

A B C D

2. What about use public buses instead of motorbikes to reduce exhaust fume?

A B C D

3. We were young and inexperienced. However, we made a lot of mistakes.

A B C D

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions

During the seventeenth and eighteenth centuries, almost nothing was written about the contribution of women during the colonial period and the early history of the newly formed United States. Lacking the right to vote and absent from the seats of power, women were not considered an important force in history. Anne Bradstreet wrote some significant poetry in the seventeenth century, Mercy Otis Warren produced the best contemporary history of the American Revolution, and Abigail Adams penned important letters showing she exercised great political influence over her husband, John, the second President of the United States. But little or no notice was taken of these contributions. During these centuries, women remained invisible in history books.

Throughout the nineteenth century, this lack of visibility continued, despite the efforts of female authors writing about women. These writers, like most of their male counterparts, were amateur historians. Their writings were celebratory in nature, and they were uncritical in their selection and use of sources.

During the nineteenth century, however, certain feminists showed a keen sense of history by keeping records of activities in which women were engaged. National, regional, and local women‟s organizations compiled accounts of their doings. Personal correspondence, newspaper clippings, and souvenirs were saved and stored. These sources form the core of the two greatest collections of women‟s history in the United States – one at the Elizabeth and Arthur Schlesinger Library at Radcliffe College, and the other the Sophia Smith Collection at Smith College. Such sources have provided valuable materials for later generations of historians.

Despite the gathering of more information about ordinary women during the nineteenth century, most of the writing about women conformed to the “great women” theory of history, just as much of mainstream American history concentrated on “great men”. To demonstrate that women were making significant contributions to American life, female authors singled out women leaders and wrote biographies, or else important women produced their autobiographies. Most of these leaders were involved in public life as reformers, activists working for women‟s right to vote, or authors, and were not representative at all of the great mass of ordinary women. The lives of ordinary people continued, generally, to be untold in the American histories being published.

What use was made of the nineteenth-century women‟s history materials in the Schlesinger Library and the Sophia Smith Collection? 

A. They were combined and published in a multivolume encyclopedia about women.

B. They were shared among women‟s colleges throughout the United States. 

C. They formed the basis of college courses in the nineteenth-century. 

D. They provided valuable information for twentieth century historical researchers. 

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

During the seventeenth and eighteenth centuries, almost nothing was written about the contributions of women during the colonial period and the early history of the newly formed United States. Lacking the right to vote and absence from the seats of power, women were not considered an important force in history. Anne Bradstreet wrote some significant poetry in the seventeenth century, Mercy Otis Warren produced the best contemporary history of the American Revolution, and Abigail Adams penned important letters showing she exercised great political influence over her husband, John, the second President of the United States. But little or no notice was taken of these contributions. During these centuries, women remained invisible in history books.

Throughout the nineteenth century, this lack of visibility continued, despite the efforts of female authors writing about women. These writers, like most of their male counterparts, were amateur historians. Their writings were celebratory in nature, and they were uncritical in their selection and use of sources.

During the nineteenth century, however, certain feminists showed a keen sense of history by keeping records of activities in which women were engaged. National, regional, and local women’s organizations compiled accounts of their doings. Personal correspondence, newspaper clippings, and souvenirs were saved and stored. These sources came from the core of the two greatest collections of women’s history in the United

States - one at the Elizabeth and Arthur Schlesinger Library at Radcliffe College, and the other the Sophia Smith Collection at Smith College. Such sources have provided valuable materials for later Generations of historians.

Despite the gathering of more information about ordinary women during the nineteenth century, most of the writing about women conformed to the “great women” theory of history, just as much of mainstream American history concentrated on “great men.” To demonstrate that women were making significant contributions to American life, female authors singled out women leaders and wrote biographies, or else important women produced their autobiographies. Most of these leaders were involved in public life as reformers, activists working for women’s right to vote, or authors, and were not representative at all of the great of ordinary woman. The lives of ordinary people continued, generally, to be untold in the American histories being published.

What use was made of the nineteenth-century women’s history materials in the Schlesinger Library and the Sophia Smith Collection?

A. They were combined and published in a multivolume encyclopedia

B. They were shared among women’s colleges throughout the United States.

C. They formed the basis of college courses in the nineteenth century.

D. They provided valuable information for twentieth-century historical researchers.

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 4 to 10.

During the seventeenth and eighteenth centuries, almost nothing was written about the contributions of women during the colonial period and the early history of the newly formed United States. Lacking the right to vote and absent from the seats of power, women were not considered an important force in history. Anne Bradstreet wrote some significant poetry in the seventeenth century, Mercy Otis Warren produced the best contemporary history of the American Revolution, and Abigail Adams penned important letters showing she exercised great political influence over her husband, John, the second President of the United States. But little or no notice was taken of these contributions. During these centuries, women remained invisible in history books.

Throughout the nineteenth century, this lack of visibility continued, despite the efforts of female authors writing about women. These writers, like most of their male counterparts, were amateur historians. Their writings were celebratory in nature, and they were uncritical in their selection and use of sources.

During the nineteenth century, however, certain feminists showed a keen sense of history by keeping records of activities in which women were engaged. National, regional, and local women's organizations compiled accounts of their doings. Personal correspondence, newspaper clippings, and souvenirs were saved and stored. These sources from the core of the two greatest collections of women's history in the United States one at the Elizabeth and Arthur Schlesinger Library at Radcliffe College, and the other the Sophia Smith Collection at Smith College. Such sources have provided valuable materials for later Generations of historians.

Despite the gathering of more information about ordinary women during the nineteenth Century, most of the writing about women conformed to the "great women" theory of History, just as much of mainstream American history concentrated on "great men." To demonstrate that women were making significant contributions to American life, female authors singled out women leaders and wrote biographies, or else important women produced their autobiographies. Most of these leaders were involved in public life as reformers, activists working for women's right to vote, or authors, and were not representative at all of the great of ordinary woman. The lives of ordinary people continued, generally, to be untold in the American histories being published.

What use was made of the nineteenth-century women's history materials in the Schlesinger Library and the Sophia Smith Collection?

A. They provided valuable information for twentieth- century historical researchers.

B. They formed the basis of college courses in the nineteenth century.

C. They were shared among women's colleges throughout the United States.

D. They were combined and published in a multi volume encyclopedia.

Read the following passage and blacken the letter A, B, C, or D on your answer sheet to indicate the correct answer to the following questions.

In the American colonies there was little money. England did not supply the colonies with coins and did not allow the colonies to make their own coins, except for the Massachusetts Bay Colony, which received permission for a short period in 1652 to make several kinds of silver coins. England wanted to keep money out of America as a means of controlling trade: America was forced to trade only with England if it did not have the money to buy products from other countries. The result during this pre-revolutionary period was that the colonists used various goods in place of money: beaver pelts, Indian wampum, and tobacco leaves were all commonly used substitutes for money. The colonists also made use of any foreign coins they could obtain. Dutch, Spanish, French, and English coins were all in use in the American colonies.

During the Revolutionary War, funds were needed to finance the world, so each of the individual states and the Continental Congress issued paper money. So much of this paper money was printed that by the end of the war, almost no one would accept it. As a result, trade in goods and the use of foreign coins still flourished during this period.

By the time the Revolutionary War had been won by the American colonists, the monetary system was in a state of total disarray. To remedy this situation, the new Constitution of the United States, approved in 1789, allowed Congress to issue money. The individual States could no longer have their own money supply. A few years later, the Coinage Act of 1792 made the dollar the official currency of the United States and put the country on a bimetallic standard. In this bimetallic system, both gold and silver were legal money, and the rate of exchange of silver to gold was fixed by the government at sixteen to one.

Question: Which of the following is NOT mentioned in the passage as a substitute for money during the colonial period?

A.  Wampum

B.  Cotton

C.  Beaver furs

D.  Tobacco

Read the following passage and blacken the letter A, B, C, or D on your answer sheet to indicate the correct answer to the following questions.

In the American colonies there was little money. England did not supply the colonies with coins and did not allow the colonies to make their own coins, except for the Massachusetts Bay Colony, which received permission for a short period in 1652 to make several kinds of silver coins. England wanted to keep money out of America as a means of controlling trade: America was forced to trade only with England if it did not have the money to buy products from other countries. The result during this pre-revolutionary period was that the colonists used various goods in place of money: beaver pelts, Indian wampum, and tobacco leaves were all commonly used substitutes for money. The colonists also made use of any foreign coins they could obtain. Dutch, Spanish, French, and English coins were all in use in the American colonies.

During the Revolutionary War, funds were needed to finance the world, so each of the individual states and the Continental Congress issued paper money. So much of this paper money was printed that by the end of the war, almost no one would accept it. As a result, trade in goods and the use of foreign coins still flourished during this period.

By the time the Revolutionary War had been won by the American colonists, the monetary system was in a state of total disarray. To remedy this situation, the new Constitution of the United States, approved in 1789, allowed Congress to issue money. The individual States could no longer have their own money supply. A few years later, the Coinage Act of 1792 made the dollar the official currency of the United States and put the country on a bimetallic standard. In this bimetallic system, both gold and silver were legal money, and the rate of exchange of silver to gold was fixed by the government at sixteen to one

Which of the following is NOT mentioned in the passage as a substitute for money during the colonial period?

A. Wampum

B. Cotton

C. Beaver furs

D. Tobacco