Read the article. Match the highlighted words with their meanings.

Over the past two centuries, different generations were born and given different names. Each generation comes with its characteristics, which are largely influenced by the historical, economic, and social conditions of the country they live in. However, in many countries the following three generations have common characteristics.

Generation X refers to the generation born between 1965 and 1980. When Gen Xers grew up, they experienced many social changes and developments in history. As a result, they are always ready for changes and prepared to work through changes. Gen Xers are also known as critical thinkers because they achieved higher levels of education than previous generations.

Generation Y, also known as Millennials, refers to those born between the early 1980s and late 1990s. They are curious and ready to accept changes. If there is a faster, better way of doing something, Millennials want to try it out. They also value teamwork. When working in a team, Millennials welcome different points of view and ideas from others.

Generation Z includes people born between the late 1990s and early 2010s, a time of great technological developments and changes. That is why Gen Zers are also called digital natives. They grew up online and never knew the world before digital and social media. They are very creative and able to experiment with platforms to suit their needs. Many Gen Zers are also interested in starting their own businesses and companies. They saw so many people lose their jobs, so they think it is safer to be your own boss than relying on someone else to hire you.

Soon a new generation, labelled Gen Alpha, will be on the scene. Let's wait and see if we will notice the generation gap

Exercise 2. You are going to read a magazine article. For questions 43-50, choose the correct answer A, B, C or D.

                                                                                        Life in the Fast Lane

The next generation of Formula One greats is coming up fast in karts On the grid, minutes before the start of a British Grand Prix in August, the drivers’ faces are grave with concentration. The pre-race interviews are over, and the glamour models are off the track. Fans are screaming from a packed grandstand. Squeezed into his driving seat, wearing a red, white and yellow jumpsuit and white helmet, Nelson Jones is pulling on a pair of tight black gloves. No question where he’s expecting to finish: “First,” he says before pulling down his gold visor. At the start signal, with a burst of engine noise, the drivers dart down to the first turn. It all sounds a lot like a Formula One car race, but there’s a difference - Nelson is all of thirteen years old, and he’s racing in a go-kart. What could be seen as child’s play in this rural town of Lincolnshire is in fact a proving ground for professionals. Almost all of today’s Formula One drivers owe a debt to the experience first gained in a small plastic bucket seat. It is the first step for young talent to move into professional race cars, because it introduces them to the essential basics such as finding the racing line, concentration and how to compete on the track. That track record makes karting a must for youngsters keen to make racing their life’s ambition. Nelson Jones is no different, and has actually been racing since he was eight years old. Nelson’s father, Steve, stood by his son at every step. “I believe everyone has a special talent, and when my son Nelson showed us how gifted he was with racing, even at an incredibly young age, I knew we had to do something. Racing can be really dangerous and it gets expensive, but five years ago, when I had the opportunity to buy him his first official kart, I rushed to do it. It was in a really bad state, but it was perfect for what we had in mind.” The appeal is not hard to see. Karting offers the thrills and spills of real-life racing but with less powerful machines, which can nevertheless reach speeds of 160 km/h. Nelson’s interest in racing was unstoppable; he would wake up early on weekends and work on his race kart, making modifications to increase control and speed. “He had discipline. He used to be up even before me in the mornings, getting ready for the day’s race,” says his father. After taking part in three or four local races in Britain, in which he won first place despite his young age, Nelson decided that he would go for it and have a crack at his first international Grand Prix in Germany, which he won as well. Although Nelson now travels all over Britain and Europe to take part in races, Lincolnshire remains home. Growing up there, the interest he showed in racing was not via the usual exposure to video games, like the other kids he meets at races. “We lived near a small karting racetrack and I became fascinated - I couldn’t stop talking about it. One day, as we were driving past, I made my father stop the car so I could have a better look at the karts flying by. I saw so many people, including kids my own age, and I took a liking to it straight away.” Nelson eventually got his chance to try it out. The family hired an instructor for amateurs to teach Nelson, who took him as far as the age of twelve. The instructor then informed Nelson’s father it was time to look for someone more qualified. Perhaps it is Nelson’s good fortune in having always been expertly advised that has made him so relaxed about facing the pressures of an international racing circuit. But what is it like to be so young with a schedule fully booked with races, and all eyes watching him, expecting victory after victory? “It’s good for me, as I know what I need to be doing. The public’s expectations, as well as the pressure, helps me focus and concentrate so I can race at my highest level.” 

43. The writer suggests in paragraph 1 that, before the start of the race, Nelson

A. ignores the models and the screaming fans.

B. doesn’t want a long pre-race interview.

C. is confident that he will win the race.

D. is uncomfortable in his small driving seat.

44. According to the text, karting is important for future Formula One drivers because

A. it shows if young drivers have enough talent to become professionals.

B. it helps them decide whether racing is really their life’s ambition.

C. it teaches them some of the skills they need to race professionally.

D. it gives them valuable experience of driving in a small bucket scat.

45. How did Nelson’s father react to his son’s interest in racing?

A. He worried about the dangers of such a hobby.

B. He thought Nelson’s talent must be supported.

C. He realised this hobby would be very expensive.

D. He believed Nelson was too young for racing.

46. At the beginning of his racing career, Nelson

A. couldn’t sleep well on the day of a race.

B. did a lot of preparation before a race.

C. preferred working on his kart to racing.

D. needed to increase his self-control.

47. The writer uses the phrase ‘have a crack at’ to show that Nelson

A. wasn’t sure whether he would do well at this level.

B. realised it wouldn’t be suitable for him.

C. was used to winning every Grand Prix he entered.

D. thought he was too young for an international race.

48. Nelson became interested in kart racing

A. because his father often talked about it.

B. after watching other children doing it.

C. to meet other children of his own age.

D. because of his exposure to video games.

49. What does the writer suggest about Nelson’s first race instructor?

A. He lacked confidence in his teaching ability.

B. He was not qualified to teach professionals.

C. He only coached drivers under the age of twelve.

D. He decided to look for a younger driver to coach.

50. What is Nelson referring to when he says, “It’s good for me”?

A. having a full racing schedule and demanding fans

B. feeling confident that he will win race after race

C. having expert advisors who can help him to relax

D. focusing on racing at the highest international level

Complete these sentences with suitable propositions.

1. When did your parents set ............... this workshop?

2. Artisans made these things ............... their hands.

3. If you go to Hoi An ............... the 15^th of each lunar month, you can enjoy the lights of many beautiful lanterns.

4. We are impressed ............... the beauty of caves of Trang An.

5. This craft village lies ............... the river bank.

6. The villagers are trying to learn English in order that they can communicate ............... foreign customers.

7. They had to close ............... the museum because it's no longer a place of interest.

8. Conical hat making in the village has been passed ............... from generation to generation.

Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the correct word or phrase for  each of the blanks Generation gap refers to the difference in the ways of thinking and perception in the people of two different generations which results in behavioral differences, and sometimes, (1)______between them. In other words, it is the difference in the thinking of the people of the older and younger generations that creates the (2)_______ of understanding between them. The most common example of generation gap is seen in the family between parents and their children. It is not only because of the gap in age but also because of the way parents (3)________ to a particular situation. Advancement technology has led to the generation gap in this modern world. Children tend to spend most of their time with their digital devices and busy with social media that they do not discuss their problems with their parents. The Internet (4)________ solutions to most of the problems that children needn’t ask their own parents for help, (5)_______ the communication and leads to a generation gap. Generation gap occurs not only between parents and children but also between teachers and students.  Students are likely to enjoy the classes of an open-minded teacher, who shows mutual (6)______ to the students. The teachers, who tend to keep their students under unnecessary strict disciplines and practise hard ways to make them obey the orders, are usually disliked by the students. This narrows minded thinking, especially (7)______ in the teachers of the older generation, eventually creates a gap between the students and teachers. Another difference is the use of technology. Young teachers tend to use more digital devices in class for their lessons that has a good (8)______ on the students. Students take more interest and participate actively in the class discussion. An old teacher has (9)________frequent use of electronic devices that makes lessons boring, which is not enjoyed by the students and it creates a gap between them. To (10)_______ the generation gap, parents or teachers must be close to their children. They should show interest and give time to the children, have open communication, and allow the child to feel free in all the situations.

Generation gap refers to the diffrence in the ways of thinking and perception in the people of two different generations which results in behavioral differences, and sometimes(1)___between them.

A. Opposition

B. Wars

C. Conflicts

D. Sympathy

Read the following passage and choose the best answer for each blank. Generation Gap

Generation gap is a popular (26) used to describe the wide differences between members of younger generation and their older. A generation gap exists when older and younger people don't understand each other (27)______ their experiences, their opinions, habits, behaviour and life conditions. Generation gap can exist between two, or even three generations in a family, between mature and immature generations. Firstly, there are some different opinions between parents and children of their career, education and love. People live in the old society always think they should (28)______ everything for their children from selections of primary school to job, and then finding a wife or a husband for their children. There are many things children want but their parents think (29)______ are unnecessary. That causes misunderstanding and (30)______ gaps. Secondly, the young generation thinks differently from the old generation does. They can be affected by many new fashion (31)________. Life is more modern now, so fashion like recreation, entertainment, clothes, and hairstyle has to be changed to become more (32)_______ for busy life. The young generation likes listening to pop, rock, hip hop music, but the older generation likes listening to classical music, folk songs. There are always gaps between generations. Next, the older generation has more experiences than the younger: they know what is right, what is wrong but the younger will comment, deny everything without any experiences. (33)_______ , in some cases, the young generation makes foolish mistakes because of having no experiences. In short, parents seldom listen to their children and children always think parents are so strict and conservative. To shorten these distances or to (34)________this big barrier, parents and children should sit together and talk or discuss like friends. The young generation can learn experiences from the old one, and the old generation need to refresh their (35)___________to receive the new lifestyle. If everyone can do that, the gaps will be filled.

Question 26:

A. name

B. term

C. description

D. Way

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.

ACADEMICS AREN’T THE PROBLEM

Studies about how students use their time might shed light on whether they face increased academic and financial pressures compared with earlier eras.

Based on data about how students are spending time, academic or financial pressures don’t seem to be greater now than a generation ago. The data show that full-time students in all types of colleges study much less now than they did a generation ago - a full 10 hours a week less. Students are also receiving significantly higher grades. So it appears that academic pressures are, in fact, considerably lower than they used to be.

The time-use data don’t suggest that students feel greater financial pressures, either. When the time savings and lower opportunity costs are factored in, college appears less expensive for most students than it was in the 1960s. And though there are now full-time students working to pay while in college, they study less even when paid work choices are held constantly.

In other words, full-time students do not appear to be studying less in order to work more. They appear to be studying less and spending the extra time on leisure activities or fun. It seems hard to imagine that students feeling increased financial pressures would respond by taking more leisure.

Based on how students are spending their time, then, it doesn’t look as though academic or financial pressures are greater now than a generation ago. The time- use data don't speak directly to social pressures, and it may well be that these have become more intense lately.

In one recent set of data, students reported spending more than 23 hours per week either socializing with friends or playing on the Computer for fun. Social activities, in person or on Computer, would seem to have become the major focus of campus life. It is hard to tell what kinds of pressures would be associated with this change.

According to the author, the fact that more full-time students are working for pay ______.

A. shows that students are financially pressured 

B. is not an indication of pressures

C. does not change students’ campus life

D. indicates that students are academically pressured

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

ACADEMICS AREN’T THE PROBLEM

Studies about how students use their time might shed light on whether they face increased academic and financial pressures compared with earlier eras.

Based on data about how students are spending time, academic or financial pressures don’t seem to be greater now than a generation ago.

The data show that full-time students in all types of colleges study much less now than they did a generation ago - a full 10 hours a week less. Students are also receiving significantly higher grades. So it appears that academic pressures are, in fact, considerably lower than they used to be.

The time-use data don’t suggest that students feel greater financial pressures, either. When the time savings and lower opportunity costs are factored in, college appears less expensive for most students than it was in the 1960s. And though there are now full-time students working to pay while in college, they study less even when paid work choices are held constantly.

In other words, full-time students do not appear to be studying less in order to work more. They appear to be studying less and spending the extra time on leisure activities or fun. It seems hard to imagine that students feeling increased financial pressures would respond by taking more leisure.

 Based on how students are spending their time then, it doesn’t look as though academic or financial pressures are greater now than a generation ago. The time-use data don’t speak directly to social pressures, and it may well be that these have become more intense lately.

     In one recent set of data, students reported spending more than 23 hours per week either socializing with friends or playing on the computer for fun. Social activities, in person or on computer, would seem to have become the maior focus of campus life. It is hard to tell what kinds of pressures would be associated with this change.

According to the author, the fact that more full-time students are working for pay_______.

A. does not change students’ campus life

B. indicates that students are academically pressured

C. is not an indication of pressures

D. shows that students are financially pressured

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.

ACADEMICS AREN’T THE PROBLEM

Studies about how students use their time might shed light on whether they face increased academic and financial pressures compared with earlier eras.

Based on data about how students are spending time, academic or financial pressures don’t seem to be greater now than a generation ago.

The data show that full-time students in all types of colleges study much less now than they did a generation ago - a full 10 hours a week less. Students are also receiving significantly higher grades. So it appears that academic pressures are, in fact, considerably lower than they used to be.

The time-use data don’t suggest that students feel greater financial pressures, either. When the time savings and lower opportunity costs are factored in, college appears less expensive for most students than it was in the 1960s. And though there are now full-time students working to pay while in college, they study less even when paid work choices are held constantly.

In other words, full-time students do not appear to be studying less in order to work more. They appear to be studying less and spending the extra time on leisure activities or fun. It seems hard to imagine that students feeling increased financial pressures would respond by taking more leisure.

Based on how students are spending their time then, it doesn’t look as though academic or financial pressures are greater now than a generation ago. The time-use data don’t speak directly to social pressures, and it may well be that these have become more intense lately.

In one recent set of data, students reported spending more than 23 hours per week either socializing with friends or playing on the computer for fun. Social activities, in person or on computer, would seem to have become the major focus of campus life. It is hard to tell what kinds of pressures would be associated with this change

According to the author, the fact that more full-time students are working for pay________

A. shows that students are financially pressured

B. indicates that students are academically pressured

C. is not an indication of pressures

D. does not change students’ campus life