* Read and answer:
Ho Chi Minh Communist Youth Union is an organization for Vietnamese youth from 15 to 30 years of age. The Union builds good character, love for the nation, and encourages good citizenship, soft skills and personal fitness.

The Union was founded on March 26 1931 by the beloved President Ho Chi Minh. It had different names over the years. One of its first names was ‘Vietnam Communist Youth Union’. In December 1976, it was officially named as it is called today: Ho Chi Minh Communist Youth Union. However, people normally use the name 'The Youth Union' for short.

The Youth Union, together with other vouth organizations such as the Young Pioneers Organization, the Vietnam Youth Federation, the Vietnam Students Union, often hold social activities such as Helping the Handicapped, Cleaning the Environment, Green Summer Volunteers Campaign, and other similar movements. These activities aim to help the young develop their public awareness and form their personality.

Ever since the Union was founded, its aims and principles, established by President Ho Chi Minh, have been the guidelines for the young Vietnamese people of today and tomorrow.
a, What is Ho Chi Minh Communist Youth Union?
............................................................................................
b, Who was the Union founded by?
.............................................................................................
c, What was the first name of the Union?
.................................................................................................
d, What are the social activities of the Youth Union?
.......................................................................................................

I. Read the passage, and then decide whether the statements are true (T) or false (F).

UNESCO has recognized the 82 Doctors’ stone tablets as
a Memory of the World. They are inscribed with the names of
2,313 doctorate holders who passed the royal examinations
between 1442 and 1780. The stone tablets, which bear the names
of Trang Nguyen, Bang Nhan, Tham Hoa, and Hoang Giap (the
first, second, third and fourth winning categories at the royal
examinations), sit on the backs of stone turtles.
These stone tablets are different from those in other
Asian countries, including China which had influenced

Vietnamese feudal education. The decorations on Viet Nam’s stone tablets were more diverse.
By naming Viet Nam’s stone tablets as a Memory of the World, UNESCO also acknowledges Viet Nam’s
efforts to preserve and promote heritage to international community. The recognition would also help to raise
the awareness in heritage preservation.

T F
1. UNESCO has recognized the 82 Doctors’ stone tablets as the World Heritage.  
2. The stone tablets are inscribed with the names of more than 2300 Doctors who  
passed the royal examinations throughout its history.
3. The stone tablets in the Temple of Literature in Ha Noi are unique because they  
are different from those in other Asian countries.
4. Viet Nam has made a lot of efforts to preserve and promote its heritage.  
5. The recognition of UNESCO helps to make people more aware of the need of  
heritage preservation.

II. Read the passage about the Temple of Literature, and then answer the questions.

The Temple of Literature is about 10 minutes away from Hoan
Kiem Lake. It was constructed in 1070 under Ly Thanh Tong’s dynasty,
first to honor Confucius and nowadays to celebrate the doctorates and high

rank scholars of Vietnam. In 1076, Emperor Ly Nhan Tong continued the work and built the Imperial Academy
as the first university of Vietnam.
The temple is divided into five courtyards. The first courtyard is from the main gate to Dai Trung Gate. The
second is with Khue Van Pavilion. The pavilion symbol is used on all street signs of Ha Noi. The third
courtyard is the place where doctorate names were listed on the stone tablets above tortoise backs. The fourth
courtyard is dedicated for Confucius and his 72 honoured students, as well as Chu Van An - one of the most
famous teachers at the Imperial Academy. The last is also the farthest courtyard is Thai Hoc House, which was
used as the Imperial Academy. Thai Hoc House holds a small collection of old-time costumes for students and
scholars.
1. Where is the Temple of Literature?
_______________________________________________________________________________________
2. When and by whom was it built?
_______________________________________________________________________________________
3. How many courtyards are there in the Temple of Literature?
_______________________________________________________________________________________
4. Which courtyard has Khue Van Pavilion?
_______________________________________________________________________________________
5. What is the Khue Van Pavilion symbol used for?
_______________________________________________________________________________________
6. Where can we find stone tablets above tortoise backs with the names of doctors?
_______________________________________________________________________________________
7. What is the fourth courtyard dedicated for?
_______________________________________________________________________________________
8. Where is the Thai Hoc House?
_______________________________________________________________________________________
9. What was used as the Imperial Academy?
_______________________________________________________________________________________
10. What does the Thai Hoc House hold nowadays?
_______________________________________________________________________________________

Read the passages and circle the best option A, B, C, or D to complete the following questions or statements

Alexis de Tocqueville, the French political scientist, historian, philosopher and politician, is most famous for a four-volume book he wrote called “Democracy in America”. He came to America in 1831 to study the American form of democracy and what it might mean to the rest of the world. After a visit of only nine months, he wrote a remarkable book which is regarded as a classic. De Tocqueville had unusual powers of observation. He described not only the democratic system of government and how it operated, but also its effect on how Americans think, feel, and act. Many scholars believe he had a deeper understanding of traditional American beliefs and values than anyone else who has written about the United States. What is so remarkable is that many of these traits which he observed nearly 200 years ago, are still visible and meaningful today. His observations are also important because the timing of his visit, the 1830s, was before America was industrialized. This was the era of the small farmer, the small businessman, and the settling of the western frontier. It was the period of history when the traditional values of the new country were newly established. In just a generation, some 40 years since the adoption of the U.S. Constitution, the new form of government had already produced a society of people with unique values. He was, however, a neutral observer and saw both the good and bad sides of these qualities.

The first part of “Democracy in America” was written in 1831-32 and published in 1835. A highly positive and optimistic account of American government and society, the book was very well received. He attempted to get a glimpse of the essence of American society, all the while promoting his own philosophy: the equaling of the classes and the inevitable depth of aristocratic privilege. The rest of the book he labored on for four years, and in 1840 the second part was published. This was substantially more pessimistic than the first, warning of the dangers despotism and governmental centralization, and applying his ideas and criticisms more directly to France. As a result, it was not received as well as the first part, except in England where it was acclaimed highly.

What in the passage is mentioned as being truly remarkable? 

A. the book was so detailed and thorough after only such a comparatively short visit.

B. de Tocqueville‟s powers of observation 

C. many of his observations are still visible and meaningful today. 

D. that the second volume should be so pessimistic in comparison with the first. 

The elephant is the largest animal to walk on Earth. An elephant can carry a load of 1,200 pounds. They eat 300 pounds of food a day. An elephant baby can weigh 200 pounds at birth. Elephants can live up to 70 years. Elephants can be trained to carry logs with their trunks. They also use their trunks for drinking water, bathing, eating and communicating. There are two kinds of elephants: the African elephant and the Indian elephant. African elephant can be characterized as larger ears. The African elephant grows up to 10 feet and weighs as much as 12,000 pounds. The Indian elephant grows up to 9 feet tall, and weighs up to 800 pounds. This elephant is characterized as smaller ears. Another name for the Indian elephant is the Asian elephant.

1,what is the topic of the passage?

2,How much does a baby elephant weigh at birth?

3,According to the passage, what do elephants use their trunks for?

4,Which kind of elephant is the largest?

5,What is the height and weight of an adult Indian elephant?

Read the following passage and choose the correct answer to each of the questions.

The history of clinical nutrition, or the study of the relationship between health and how the body takes in and utilizes food substances, can be divided into four distinct eras: the first began in the nineteenth century and extended into the early twentieth century when it was recognized for the first time that food contained constituents that were essential for human function and that different foods provided different amounts of these essential agents. Near the end of this era, research studies demonstrated that rapid weight loss was associated with nitrogen imbalance and could only be rectified by providing adequate dietary protein associated with certain foods.

The second era was initiated in the early decades of the twentieth century and might be called "the vitamin period. " Vitamins came to be recognized in foods, and deficiency syndromes were described. As vitamins became recognized as essential food constituents necessary for health, it became tempting to suggest that every disease and condition for which there had been no previous effective treatment might be responsive to vitamin therapy. At that point in time, medical schools started to become more interested in having their curricula integrate nutritional concepts into the basic sciences. Much of the focus of this education was on the recognition of deficiency symptoms. Herein lay the beginning of what ultimately turned from ignorance to denial of the value of nutritional therapies in medicine. Reckless claims were made for effects of vitamins that went far beyond what could actually be achieved from the use of them.

In the third era of nutritional history in the early 1950's to mid-1960's, vitamin therapy began to fall into disrepute. Concomitant with this, nutrition education in medical schools also became less popular. It was just a decade before this that many drug companies had found their vitamin sales skyrocketing and were quick to supply practicing physicians with generous samples of vitamins and literature extolling the virtue of supplementation for a variety of health-related conditions. Expectations as to the success of vitamins in disease control were exaggerated. As is known in retrospect, vitamin and mineral therapies are much less effective when applied to health-crisis conditions than when applied to long-term problems of under nutrition that lead to chronic health problems.

The word “reckless” is closest in meaning to _______.

A. informative

B. recorded

C. irresponsible

D. urgent

Read the following passage and choose the correct answer to each of the questions.

The history of clinical nutrition, or the study of the relationship between health and how the body takes in and utilizes food substances, can be divided into four distinct eras: the first began in the nineteenth century and extended into the early twentieth century when it was recognized for the first time that food contained constituents that were essential for human function and that different foods provided different amounts of these essential agents. Near the end of this era, research studies demonstrated that rapid weight loss was associated with nitrogen imbalance and could only be rectified by providing adequate dietary protein associated with certain foods.

The second era was initiated in the early decades of the twentieth century and might be called "the vitamin period. " Vitamins came to be recognized in foods, and deficiency syndromes were described. As vitamins became recognized as essential food constituents necessary for health, it became tempting to suggest that every disease and condition for which there had been no previous effective treatment might be responsive to vitamin therapy. At that point in time, medical schools started to become more interested in having their curricula integrate nutritional concepts into the basic sciences. Much of the focus of this education was on the recognition of deficiency symptoms. Herein lay the beginning of what ultimately turned from ignorance to denial of the value of nutritional therapies in medicine. Reckless claims were made for effects of vitamins that went far beyond what could actually be achieved from the use of them.

In the third era of nutritional history in the early 1950's to mid-1960's, vitamin therapy began to fall into disrepute. Concomitant with this, nutrition education in medical schools also became less popular. It was just a decade before this that many drug companies had found their vitamin sales skyrocketing and were quick to supply practicing physicians with generous samples of vitamins and literature extolling the virtue of supplementation for a variety of health-related conditions. Expectations as to the success of vitamins in disease control were exaggerated. As is known in retrospect, vitamin and mineral therapies are much less effective when applied to health-crisis conditions than when applied to long-term problems of under nutrition that lead to chronic health problems.

The word “tempting” is closet in meaning to _____.

A. realistic

B. attractive

C. correct

D. necessary

 Read the following passage and choose the correct answer to each of the questions.

The history of clinical nutrition, or the study of the relationship between health and how the body takes in and utilizes food substances, can be divided into four distinct eras: the first began in the nineteenth century and extended into the early twentieth century when it was recognized for the first time that food contained constituents that were essential for human function and that different foods provided different amounts of these essential agents. Near the end of this era, research studies demonstrated that rapid weight loss was associated with nitrogen imbalance and could only be rectified by providing adequate dietary protein associated with certain foods.

The second era was initiated in the early decades of the twentieth century and might be called "the vitamin period. " Vitamins came to be recognized in foods, and deficiency syndromes were described. As vitamins became recognized as essential food constituents necessary for health, it became tempting to suggest that every disease and condition for which there had been no previous effective treatment might be responsive to vitamin therapy. At that point in time, medical schools started to become more interested in having their curricula integrate nutritional concepts into the basic sciences. Much of the focus of this education was on the recognition of deficiency symptoms. Herein lay the beginning of what ultimately turned from ignorance to denial of the value of nutritional therapies in medicine. Reckless claims were made for effects of vitamins that went far beyond what could actually be achieved from the use of them.

In the third era of nutritional history in the early 1950's to mid-1960's, vitamin therapy began to fall into disrepute. Concomitant with this, nutrition education in medical schools also became less popular. It was just a decade before this that many drug companies had found their vitamin sales skyrocketing and were quick to supply practicing physicians with generous samples of vitamins and literature extolling the virtue of supplementation for a variety of health-related conditions. Expectations as to the success of vitamins in disease control were exaggerated. As is known in retrospect, vitamin and mineral therapies are much less effective when applied to health-crisis conditions than when applied to long-term problems of under nutrition that lead to chronic health problems.

What does the passage mainly discuss?

A. The stages of development of clinical nutrition as a field of study

B. The effects of vitamins on the human body

C. Nutritional practices of the nineteenth century

D. The history of food preferences from the nineteenth century to the present

Read the passages and circle the best option A, B, C, or D to complete the following questions or statements

Alexis de Tocqueville, the French political scientist, historian, philosopher and politician, is most famous for a four-volume book he wrote called “Democracy in America”. He came to America in 1831 to study the American form of democracy and what it might mean to the rest of the world. After a visit of only nine months, he wrote a remarkable book which is regarded as a classic. De Tocqueville had unusual powers of observation. He described not only the democratic system of government and how it operated, but also its effect on how Americans think, feel, and act. Many scholars believe he had a deeper understanding of traditional American beliefs and values than anyone else who has written about the United States. What is so remarkable is that many of these traits which he observed nearly 200 years ago, are still visible and meaningful today. His observations are also important because the timing of his visit, the 1830s, was before America was industrialized. This was the era of the small farmer, the small businessman, and the settling of the western frontier. It was the period of history when the traditional values of the new country were newly established. In just a generation, some 40 years since the adoption of the U.S. Constitution, the new form of government had already produced a society of people with unique values. He was, however, a neutral observer and saw both the good and bad sides of these qualities.

The first part of “Democracy in America” was written in 1831-32 and published in 1835. A highly positive and optimistic account of American government and society, the book was very well received. He attempted to get a glimpse of the essence of American society, all the while promoting his own philosophy: the equaling of the classes and the inevitable depth of aristocratic privilege. The rest of the book he labored on for four years, and in 1840 the second part was published. This was substantially more pessimistic than the first, warning of the dangers despotism and governmental centralization, and applying his ideas and criticisms more directly to France. As a result, it was not received as well as the first part, except in England where it was acclaimed highly.

What is the passage primarily about? 

A. the progress achieved in America within about 40 years after adoption of the U.S. Constitution

B. “Democracy in America” 

C. Alexis de Tocqueville

D. the impact of the book “Democracy in America” 

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The Temple of Literature is about 10 minutes away from Hoan Kiem Lake. It was constructed in 1070 under Ly Thanh Tong’s dynasty, first to honor Confucius and nowadays to celebrate the doctorate and high rank scholar of Vietnam. In 1076, Emperor Ly Nhan Tong continued the work and built the Imperial Academy as the first university of Vietnam.

The Temple is divided into five courtyards. The first courtyard is from the main gate to Dai Trung Gate. The second is with Khue Van Pavilion. The pavilion symbol is used on the street signs of Ha Noi. The third courtyard is the place where the doctorate names were listed on the stone tablets above tortoise backs. The fourth courtyard is dedicated for Confucius and his 72 honored students, as well as Chu Van An - one of the most famous teachers at the Imperial Academy. The last is also the farthest courtyard is Thai Hoc House, which was used as the Imperial Academy. Thai Hoc House holds a small collection of old-time costumes for students and scholars.