Nobody can deny the benefits of the Internet in our life. However, it is a pity for me (25) _______ for most of my friends in the countryside. The Internet is available only in cities, (26)_______I cannot easily get access to it. I sometimes visit my uncle in the city (27) weekends, and this is a good occasion for me to (28)______ the net. I spend most of the time wandering because I just don’t know(29)_______website is useful for me.
People use the Internet for many purposes: education, communication, entertainment and commerce. However, the Internet has (30)_______. It is not only time-consuming and costly but also dangerous because of viruses and bad programs. Moreover, Internet (31)______ sometimes have to suffer (32)_______ risks such as spam or electronic junk mail, and personal information leaking. So, while enjoying surfing, be alert!
25. A. as long as           B. as far as             C. as well as              D. as much as

26. A. therefore              B. however          C. because                D. although

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

28. A. communicate      B. share                 C. post                       D. explore              

29.A. which                   B. how                   C. what                   D. where

30. A. advantages          B limitations            C. disadvantages    D. A&C are correct

31. A. users                    B. watchers        C. players              D. lookers

32. variety                      B. various             C. varied             D. variously

Complete the passage:

Internet/ widely/ develop/ recently/ and/ it/ three main benefits./ Firstly/ Internet/ plentiful/ and/ reliable/ source of information/ We/ get/ information/ as/ news/ articles/ weather forecast/ fast/ and/ conveniently./ The information/ not only/ diversified/ but also/ updated./ Secondly,/ Internet/ good way/ entertain./ We/ listen/ music/ watch videos/ play games on line./ Besides,/ We/ chat/ friends/ relatives/ who/ live/ far away./ It/ cheap means of communication./ Lastly,/ Internet/ provide/ rich sourse of educational materials/ convenient way/ study on/ Internet./ We/ search/ lot/ websites/ which/ contain/ useful guidelines/ methods/ study/ In addition/ we/ do on line exercises/ take/ on line tests/ We/ not need/ go/ school/ but/ we/ still/ complete/ educational programmes./ In conclusion,/ Internet/ bring/ us/ lots/ benefits/ which/ make/ life/ more modern/ convenient.

Rewrite sentences, using the given words so that its meaning is the same as the first one 

1) I don't have a computer therefore we cannot get access to the Internet 

I wish_____________________________

2) We can do these exercises easily 

These exercises____________________________

3) They started playing tennis in 2001 

They have_________________________

4) Tuan often went fishing when he lived in the country 

Tuan used_________________ 

5) What a pity! You aren't here with us now 

I wish______________________________

6) We have learnt English for five years 

We started_______________________

7) They often went to Vung Tau at weekends 

They used__________________________

8) The storm destroyed the city completely 

The city 

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 36 to 42.

 THE DIGITAL DIVIDE

Information technology is influencing the way many of us live and work today. We use the Internet to look and apply for jobs, shop, conduct research, make airline reservations, and explore areas of interest. We use e-mail and the Internet to communicate instantaneously with friends and business associates around the world. Computers are commonplace in homes and the workplace.

Although the number of Internet users is growing exponentially each year, most of the world’s population does not have access to computers or the Internet. Only 6 percent of the population in developing countries are connected to telephones. Although more than 94 percent of U.S. households have a telephone, only 42 percent have personal computers at home and 26 percent have Internet access. The lack of what most of us would consider a basic communications necessity –the telephone –does not occur just in developing nations. On some Native American reservations only 60 percent of the residents have a telephone. The move to wireless connections may eliminate the need for telephone lines, but it does not remove the barrier to equipment costs.

Who has Internet access? Fifty percent of the children in urban households with an income over $75,000 have Internet access, compared with 2 percent of the children in low-income, rural households. Nearly half of college-educated people have Internet access, compared to 6 percent of those with only some high school education. Forty percent of households with two parents have access; 15 percent of female, single-parent households do. Thirty percent of white households, 11 percent of black households, and 13 percent of Hispanic households have access. Teens and children are the two fastest-growing segments of Internet users. The digital divide between the populations who have access to the Internet and information technology tools is based on income, race, education, household type, and geographic location. Only 16 percent of the rural poor, rural and central city minorities, young householders, and single parent female households are connected..

Another problem that exacerbates these disparities is that African-Americans, Hispanics, and Native Americans hold few of the jobs in information technology. Women hold about 20 percent of these jobs and are receiving fewer than 30 percent of the computer science degrees. The result is that women and members of the most oppressed ethnic groups are not eligible for the jobs with the highest salaries at graduation. Baccalaureate candidates with degrees in computer science were offered the highest salaries of all new college graduates in 1998 at $44,949.

Do similar disparities exist in schools? More than 90 percent of all schools in the country are wired with at least one Internet connection. The number of classrooms with Internet connections differs by the income level of students. Using the percentage of students who are eligible for free lunches at a school to determine income level, we see that nearly twice as many of the schools with more affluent students have wired classrooms as those with high concentrations of low-income students.

Access to computers and the Internet will be important in reducing disparities between groups. It will require greater equality across diverse groups whose members develop knowledge and skills in computer and information technologies. If computers and the Internet are to be used to promote equality, they will have to become accessible to populations that cannot currently afford the equipment which needs to be updated every three years or so. However, access alone is not enough. Students will have to be interacting with the technology in authentic settings. As technology becomes a tool for learning in almost all courses taken by students, it will be seen as a means to an end rather than an end in itself. If it is used in culturally relevant ways, all students can benefit from its power.

Which of the sentences below best expresses the information in the statement “Although the number ............. or the Internet.” in the paragraph 2?

A. The number of computers that can make the Internet available to most of the people in the world is not increasing fast enough

B. The Internet is available to most of the people in the world, even though they don't have their own computer terminals

C. Most of the people in the world use the Internet now because the number of computers has been increasing every year

D. The number of people who use computers and the Internet is increasing every year, but most people in the world still do not have connections

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 36 to 42.

 THE DIGITAL DIVIDE

Information technology is influencing the way many of us live and work today. We use the Internet to look and apply for jobs, shop, conduct research, make airline reservations, and explore areas of interest. We use e-mail and the Internet to communicate instantaneously with friends and business associates around the world. Computers are commonplace in homes and the workplace.

Although the number of Internet users is growing exponentially each year, most of the world’s population does not have access to computers or the Internet. Only 6 percent of the population in developing countries are connected to telephones. Although more than 94 percent of U.S. households have a telephone, only 42 percent have personal computers at home and 26 percent have Internet access. The lack of what most of us would consider a basic communications necessity –the telephone –does not occur just in developing nations. On some Native American reservations only 60 percent of the residents have a telephone. The move to wireless connections may eliminate the need for telephone lines, but it does not remove the barrier to equipment costs.

Who has Internet access? Fifty percent of the children in urban households with an income over $75,000 have Internet access, compared with 2 percent of the children in low-income, rural households. Nearly half of college-educated people have Internet access, compared to 6 percent of those with only some high school education. Forty percent of households with two parents have access; 15 percent of female, single-parent households do. Thirty percent of white households, 11 percent of black households, and 13 percent of Hispanic households have access. Teens and children are the two fastest-growing segments of Internet users. The digital divide between the populations who have access to the Internet and information technology tools is based on income, race, education, household type, and geographic location. Only 16 percent of the rural poor, rural and central city minorities, young householders, and single parent female households are connected..

Another problem that exacerbates these disparities is that African-Americans, Hispanics, and Native Americans hold few of the jobs in information technology. Women hold about 20 percent of these jobs and are receiving fewer than 30 percent of the computer science degrees. The result is that women and members of the most oppressed ethnic groups are not eligible for the jobs with the highest salaries at graduation. Baccalaureate candidates with degrees in computer science were offered the highest salaries of all new college graduates in 1998 at $44,949.

Do similar disparities exist in schools? More than 90 percent of all schools in the country are wired with at least one Internet connection. The number of classrooms with Internet connections differs by the income level of students. Using the percentage of students who are eligible for free lunches at a school to determine income level, we see that nearly twice as many of the schools with more affluent students have wired classrooms as those with high concentrations of low-income students.

Access to computers and the Internet will be important in reducing disparities between groups. It will require greater equality across diverse groups whose members develop knowledge and skills in computer and information technologies. If computers and the Internet are to be used to promote equality, they will have to become accessible to populations that cannot currently afford the equipment which needs to be updated every three years or so. However, access alone is not enough. Students will have to be interacting with the technology in authentic settings. As technology becomes a tool for learning in almost all courses taken by students, it will be seen as a means to an end rather than an end in itself. If it is used in culturally relevant ways, all students can benefit from its power.

What can be inferred from paragraph 6 about Internet access?

A. The cost of replacing equipment is a problem

B. Technology will be more helpful in three years

C. Better computers need to be designed

D. Schools should provide newer computers for students

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 36 to 42.

THE DIGITAL DIVIDE

  Information technology is influencing the way many of us live and work today. We use the Internet to look and apply for jobs, shop, conduct research, make airline reservations, and explore areas of interest. We use e-mail and the Internet to communicate instantaneously with friends and business associates around the world. Computers are commonplace in homes and the workplace.

  Although the number of Internet users is growing exponentially each year, most of the world’s population does not have access to computers or the Internet. Only 6 percent of the population in developing countries are connected to telephones. Although more than 94 percent of U.S. households have a telephone, only 42 percent have personal computers at home and 26 percent have Internet access. The lack of what most of us would consider a basic communications necessity -the telephone -does not occur just in developing nations. On some Native American reservations only 60 percent of the residents have a telephone. The move to wireless connections may eliminate the need for telephone lines, but it does not remove the barrier to equipment costs.

  Who has Internet access? Fifty percent of the children in urban households with an income over $75,000 have Internet access, compared with 2 percent ofthe children in low-income, rural households. Nearly half of college-educated people have Internet access, compared to 6 percent of those with only some high school education. Forty percent of households with two parents have access; 15 percent of female, single-parent households do. Thirty percent of white households, 11 percent of black households, and 13 percent of Hispanic households have access. Teens and children are the two fastest-growing segments of Internet users. The digital divide between the populations who have access to the Internet and information technology tools is based on income, race, education, household type, and geographic location. Only 16 percent of the rural poor, rural and central city minorities, young householders, and single parent female households are connected.

  Another problem that exacerbates these disparities is that African-Americans, Hispanics, and Native Americans hold few of the jobs in information technology. Women hold about 20 percent of these jobs and are receiving fewer than 30 percent of the computer science degrees. The result is that women and members of the most oppressed ethnic groups are not eligible for the jobs with the highest salaries at graduation. Baccalaureate candidates with degrees in computer science were offered the highest salaries of all new college graduates in 1998 at $44,949.

  Do similar disparities exist in schools? More than 90 percent of all schools in the country are wired with at least one Internet connection. The number of classrooms with Internet connections differs by the income level of students. Using the percentage of students who are eligible for free lunches at a school to determine income level, we see that nearly twice as many of the schools with more affluent students have wired classrooms as those with high concentrations of low-income students.

  Access to computers and the Internet will be important in reducing disparities between groups. It will require greater equality across diverse groups whose members develop knowledge and skills in computer and information technologies. If computers and the Internet are to be used to promote equality, they will have to become accessible to populations that cannot currently afford the equipment which needs to be updated every three years or so. However, access alone is not enough. Students will have to be interacting with the technology in authentic settings. As technology becomes a tool for learning in almost all courses taken by students, it will be seen as a means to an end rather than an end in itself. If it is used in culturally relevant ways, all students can benefit from its power.

Which of the sentences below best expresses the information in the statement “Although the number .................. or the Internet.” in the paragraph 2?

A. The number of computers that can make the Internet available to most of the people in the world is not increasing fast enough

B. The Internet is available to most of the people in the world, even though they don't have their own computer terminals

C. Most of the people in the world use the Internet now because the number of computers has been increasing every year

D. The number of people who use computers and the Internet is increasing every year, but most people in the world still do not have connections

* 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 36 to 42.

THE DIGITAL DIVIDE

Information technology is influencing the way many of us live and work today. We use the Internet to look and apply for jobs, shop, conduct research, make airline reservations, and explore areas of interest. We use e-mail and the Internet to communicate instantaneously with friends and business associates around the world. Computers are commonplace in homes and the workplace.

Although the number of Internet users is growing exponentially each year, most of the world’s population does not have access to computers or the Internet. Only 6 percent of the population in developing countries are connected to telephones. Although more than 94 percent of U.S. households have a telephone, only 42 percent have personal computers at home and 26 percent have Internet access. The lack of what most of us would consider a basic communications necessity -the telephone -does not occur just in developing nations. On some Native American reservations only 60 percent of the residents have a telephone. The move to wireless connections may eliminate the need for telephone lines, but it does not remove the barrier to equipment costs.

Who has Internet access? Fifty percent of the children in urban households with an income over $75,000 have Internet access, compared with 2 percent ofthe children in low-income, rural households. Nearly half of college-educated people have Internet access, compared to 6 percent of those with only some high school education. Forty percent of households with two parents have access; 15 percent of female, single-parent households do. Thirty percent of white households, 11 percent of black households, and 13 percent of Hispanic households have access. Teens and children are the two fastest-growing segments of Internet users. The digital divide between the populations who have access to the Internet and information technology tools is based on income, race, education, household type, and geographic location. Only 16 percent of the rural poor, rural and central city minorities, young householders, and single parent female households are connected.

Another problem that exacerbates these disparities is that African-Americans, Hispanics, and Native Americans hold few of the jobs in information technology. Women hold about 20 percent of these jobs and are receiving fewer than 30 percent of the computer science degrees. The result is that women and members of the most oppressed ethnic groups are not eligible for the jobs with the highest salaries at graduation. Baccalaureate candidates with degrees in computer science were offered the highest salaries of all new college graduates in 1998 at $44,949.

Do similar disparities exist in schools? More than 90 percent of all schools in the country are wired with at least one Internet connection. The number of classrooms with Internet connections differs by the income level of students. Using the percentage of students who are eligible for free lunches at a school to determine income level, we see that nearly twice as many of the schools with more affluent students have wired classrooms as those with high concentrations of low-income students.

Access to computers and the Internet will be important in reducing disparities between groups. It will require greater equality across diverse groups whose members develop knowledge and skills in computer and information technologies. If computers and the Internet are to be used to promote equality, they will have to become accessible to populations that cannot currently afford the equipment which needs to be updated every three years or so. However, access alone is not enough. Students will have to be interacting with the technology in authentic settings. As technology becomes a tool for learning in almost all courses taken by students, it will be seen as a means to an end rather than an end in itself. If it is used in culturally relevant ways, all students can benefit from its power.

Which of the sentences below best expresses the information in the statement “Although the number .................. or the Internet.” in the paragraph 2?

A. The number of computers that can make the Internet available to most of the people in the world is not increasing fast enough.

B. The Internet is available to most of the people in the world, even though they don't have their own computer terminals.

C. Most of the people in the world use the Internet now because the number of computers has been increasing every year.

D. The number of people who use computers and the Internet is increasing every year, but most people in the world still do not have connections.

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 36 to 42.

THE DIGITAL DIVIDE

   Information technology is influencing the way many of us live and work today. We use the Internet to look and apply for jobs, shop, conduct research, make airline reservations, and explore areas of interest. We use e-mail and the Internet to communicate instantaneously with friends and business associates around the world. Computers are commonplace in homes and the workplace.

   Although the number of Internet users is growing exponentially each year, most of the world’s population does not have access to computers or the Internet. Only 6 percent of the population in developing countries are connected to telephones. Although more than 94 percent of U.S. households have a telephone, only 42 percent have personal computers at home and 26 percent have Internet access. The lack of what most of us would consider a basic communications necessity -the telephone -does not occur just in developing nations. On some Native American reservations only 60 percent of the residents have a telephone. The move to wireless connections may eliminate the need for telephone lines, but it does not remove the barrier to equipment costs.

   Who has Internet access? Fifty percent of the children in urban households with an income over $75,000 have Internet access, compared with 2 percent ofthe children in low-income, rural households. Nearly half of college-educated people have Internet access, compared to 6 percent of those with only some high school education. Forty percent of households with two parents have access; 15 percent of female, single-parent households do. Thirty percent of white households, 11 percent of black households, and 13 percent of Hispanic households have access. Teens and children are the two fastest-growing segments of Internet users. The digital divide between the populations who have access to the Internet and information technology tools is based on income, race, education, household type, and geographic location. Only 16 percent of the rural poor, rural and central city minorities, young householders, and single parent female households are connected.

   Another problem that exacerbates these disparities is that African-Americans, Hispanics, and Native Americans hold few of the jobs in information technology. Women hold about 20 percent of these jobs and are receiving fewer than 30 percent of the computer science degrees. The result is that women and members of the most oppressed ethnic groups are not eligible for the jobs with the highest salaries at graduation. Baccalaureate candidates with degrees in computer science were offered the highest salaries of all new college graduates in 1998 at $44,949.

   Do similar disparities exist in schools? More than 90 percent of all schools in the country are wired with at least one Internet connection. The number of classrooms with Internet connections differs by the income level of students. Using the percentage of students who are eligible for free lunches at a school to determine income level, we see that nearly twice as many of the schools with more affluent students have wired classrooms as those with high concentrations of low-income students.

   Access to computers and the Internet will be important in reducing disparities between groups. It will require greater equality across diverse groups whose members develop knowledge and skills in computer and information technologies. If computers and the Internet are to be used to promote equality, they will have to become accessible to populations that cannot currently afford the equipment which needs to be updated every three years or so. However, access alone is not enough. Students will have to be interacting with the technology in authentic settings. As technology becomes a tool for learning in almost all courses taken by students, it will be seen as a means to an end rather than an end in itself. If it is used in culturally relevant ways, all students can benefit from its power.

Which of the sentences below best expresses the information in the statement “Although the number .................. or the Internet.” in the paragraph 2?

A. The number of computers that can make the Internet available to most of the people in the world is not increasing fast enough.

B. The Internet is available to most of the people in the world, even though they don't have their own computer terminals.

C. Most of the people in the world use the Internet now because the number of computers has been increasing every year.

D. The number of people who use computers and the Internet is increasing every year, but most people in the world still do not have connections.