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 21 to 25.

 
Every four years people all over the world watch the Olympic Games. It is a time for all kinds of people to unite in peace. Some of them join together to compete for gold medals. Millions of other people watch them on television.

Why do we have the Olympic? How did they begin?

The first Olympic Games were in Greece in 776 B.C. There was only one event. People ran a nice the length of the stadium. The Games lasted one day.

Slowly people added more events. The Games were only for men, and women could not even watch them. Only Greeks competed. They came from all parts of the Greek world. The time of the Games way; a time of peace, and government let everyone travel safely. The winners became national heroes.

The first modem Games were in 1896 in Athens. The Greeks built a new stadium for the competition. Athletes from several countries competed. Then there were Olympics every four years in different cities in Europe and the United States until 1952. After that they were in Melbourne, Tokyo, Mexico City, and Montreal besides in European cities. Each year there were athletes from more nations. The first Winter Olympics were in 1924. The athletes compete in skiing and other winter sports.

In what city were the 1952 Olympic Games held?

Many ants forage across the countryside in large numbers and undertake mass migrations; these activities proceed because one ant lays a trail on the ground for the others to follow. As a worker ant returns home after finding a source of food, it marks the route by intermittently touching its stinger to the ground and depositing a tiny amount of trail pheromone – a mixture of chemicals that delivers diverse messages as the context changes. These trails incorporate no directional information and may be followed by other ants in either direction. 
Unlike some other messages, such as the one arising from a dead ant, a food trail has to be kept secret from members of other species. It is not surprising then that ant species use a wide variety of compounds as trail pheromones. Ants can be extremely sensitive to these signals. Investigators working with the trail pheromone of the leafcutter ant Atta texana calculated that one milligram of this substance would suffice to lead a column of ants three times around Earth. 
The vapor of the evaporating pheromone over the trail guides an ant along the way, and the ant detects this signal with receptors in its antennae. A trail pheromone will evaporate to furnish the highest concentration of vapor right over the trail, in what is called a vapor space. In following the trail, the ant moves to the right and left, oscillating from side to side across the line of the trail itself, bringing first one and then the other antenna into the vapor space. As the ant moves to the right, its left antenna arrives in the vapor space. The signal it receives causes it to swing to the left, and the ant then pursues this new course until its right antenna reaches the vapor space. It then swings back to the right, and so weaves back and forth down the trail.

The phrase “the one” in line 5 refers to a single' 

In addition to their military role, the forts of the nineteenth century provided numerous other benefits for the American West. The establishment of these posts opened new roads and provided for the protection of daring adventurers and expeditions as well as established settlers. Forts also served as bases where enterprising entrepreneurs could bring commerce to the West, providing supplies and refreshments to soldiers as well as to pioneers. Posts like Fort Laramie provided supplies for wagon trains traveling the natural highways toward new frontiers. Some posts became stations for the pony express; still others, such as Fort Davis, were stagecoach stops for weary travelers. All of these functions, of course, suggest that the contributions of the forts to the civilization and development of the West extended beyond patrol duty.

 Through the establishment of military posts, yet other contributions were made to the development of western culture. Many posts maintained libraries or reading rooms, and some – for example, Fort Davis – had schools. Post chapels provided a setting for religious services and weddings. Throughout the wilderness, post bands provided entertainment and boosted morale. During the last part of the nineteenth century, to reduce expenses, gardening was encouraged at the forts, thus making experimental agriculture another activity of the military. The military stationed at the various forts also played a role in civilian life by assisting in maintaining order, and civilian officials often called on the army for protection.

 Certainly, among other significant contributions the army made to the improvement of the conditions of life was the investigation of the relationships among health, climate, and architecture. From the earliest colonial times throughout the nineteenth century, disease ranked as the foremost problem in defense. It slowed construction of forts and inhibited their military functions. Official documents from many regions contained innumerable reports of sickness that virtually incapacitated entire garrisons. In response to the problems, detailed observations of architecture and climate and their relationships to the frequency of the occurrence of various diseases were recorded at various posts across the nation by military surgeons.

Which of the following statements best expresses the main idea of the passage?

Choose the item among A, B, C or D that best answers the question about the passage:

"Until the 19thcentury, the denial of equal rights to women met with only occasional protest and drew little attention from most people. Because most women lacked the educational and economic resources that would enable them to challenge the prevailing social order, women generally accepted their inferior status as their only option. At this time, women shared these disadvantages with the majority of working class men, as many social, economic, and political rights were restricted to the wealthy elite. In the 19th century, as governments in Europe and North America began to draft new laws guaranteeing equality among men, significant numbers of women - and some men - began to demand that women be accorded equal rights as well.
 At the same time, the Industrial Revolution in Europe and North America further divided the roles of men and women. Before the Industrial Revolution most people worked in farming or crafts-making, both of which took place in or near the home. Men and women usually divided the numerous tasks among themselves and their children. Industrialization led male workers to seek employment outside of the home in factories and other large-scale enterprises. The growing split between home and work reinforced the idea that women’s “rightful place” was in the home, while men belonged in the public world of employment and politics.
 Organized efforts by women to achieve greater rights occurred in two major waves. The first wave began around the mid-19th century, when women in the United States and elsewhere campaigned to gain suffrage - that is, the right to vote. This wave lasted until the 1920s, when several countries granted women suffrage."

3.  When did the women’s movement start in Western countries?

In addition to their military role, the forts of the nineteenth century provided numerous other benefits for the American West. The establishment of these posts opened new roads and provided for the protection of daring adventurers and expeditions as well as established settlers. Forts also served as bases where enterprising entrepreneurs could bring commerce to the West, providing supplies and refreshments to soldiers as well as to pioneers. Posts like Fort Laramie provided supplies for wagon trains traveling the natural highways toward new frontiers. Some posts became stations for the pony express; still others, such as Fort Davis, were stagecoach stops for weary travelers. All of these functions, of course, suggest that the contributions of the forts to the civilization and development of the West extended beyond patrol duty.
 Through the establishment of military posts, yet other contributions were made to the development of western culture. Many posts maintained libraries or reading rooms, and some – for example, Fort Davis – had schools. Post chapels provided a setting for religious services and weddings. Throughout the wilderness, post bands provided entertainment and boosted morale. During the last part of the nineteenth century, to reduce expenses, gardening was encouraged at the forts, thus making experimental agriculture another activity of the military. The military stationed at the various forts also played a role in civilian life by assisting in maintaining order, and civilian officials often called on the army for protection.
 Certainly, among other significant contributions the army made to the improvement of the conditions of life was the investigation of the relationships among health, climate, and architecture. From the earliest colonial times throughout the nineteenth century, disease ranked as the foremost problem in defense. It slowed construction of forts and inhibited their military functions. Official documents from many regions contained innumerable reports of sickness that virtually incapacitated entire garrisons. In response to the problems, detailed observations of architecture and climate and their relationships to the frequency of the occurrence of various diseases were recorded at various posts across the nation by military surgeons.

How did the military assist in the investigation of health problems?

Choose the item among A, B, C or D that best answers the question about the passage:

"Until the 19thcentury, the denial of equal rights to women met with only occasional protest and drew little attention from most people. Because most women lacked the educational and economic resources that would enable them to challenge the prevailing social order, women generally accepted their inferior status as their only option. At this time, women shared these disadvantages with the majority of working class men, as many social, economic, and political rights were restricted to the wealthy elite. In the 19th century, as governments in Europe and North America began to draft new laws guaranteeing equality among men, significant numbers of women - and some men - began to demand that women be accorded equal rights as well.
 At the same time, the Industrial Revolution in Europe and North America further divided the roles of men and women. Before the Industrial Revolution most people worked in farming or crafts-making, both of which took place in or near the home. Men and women usually divided the numerous tasks among themselves and their children. Industrialization led male workers to seek employment outside of the home in factories and other large-scale enterprises. The growing split between home and work reinforced the idea that women’s “rightful place” was in the home, while men belonged in the public world of employment and politics.
 Organized efforts by women to achieve greater rights occurred in two major waves. The first wave began around the mid-19th century, when women in the United States and elsewhere campaigned to gain suffrage - that is, the right to vote. This wave lasted until the 1920s, when several countries granted women suffrage."

1. Why did the denial of equal rights to women draw little attention from the society until the 19th century?

Read the passage carefully and choose the correct answer.

Today more and more women are actively participating in social activities both in urban and rural areas. Specifically, they have shined brightly  in  even  many  fields  commonly  regarded  as  the  man's  areas  such as  business,  scientific  research  and  social  management.  In  some areas,  women  even  show  more  overwhelming  power  than  men.  The  image  of  contemporary  Vietnamese  women  with  creativeness, dynamism, success has become popular in Vietnam's society. The fact reveals that the gender gap has been remarkably narrowed and women enjoy  many  more  opportunities  to  pursue  their  social  careers  and  obtain  success,  contributing  to  national  socio-economic  development.

According  to  Ms Le  Thi  Quy,  Director  of  the  Gender/and  Development  Research  Centre  under  the  University  of  Social  Sciences  and Humanities,  Hanoi National  University,  gender  equity  in  Vietnam  has  reached  a  high  level  over  the  past  decade.  The  rate  of  Vietnamese women  becoming  National  Assembly  members from the  9th  term  to  the  11th  term  increased  8.7%,  bringing  the  proportion  of  Vietnamese women in authority to 27.3%, the highest rate in Southeast Asia. There is no big gap in the level of literacy and schooling between men and women.  Women account for about  37%  of  university  and  college  graduates,  19.9%  of  doctoral  degree  holders  and 6.7%  of  professors  and associate professors.

The legitimate rights  of  women  and  children  are  ensured  more  than  ever  before  with more  complete  legal  documents  including laws, conventions and national action plans, among which the laws on "gender equity" mark a turning-point in the empowerment of women. Mass media also highlights the continued success of women in every field and honors their great importance in modern society, helping to do away  with outdated perceptions about traditional women's duties. Many projects on reproductive health care, children protection, and family  income  improvement  jointly  conducted  by  various  mass  organizations,  state  agencies  and  non-governmental  organizations  have created favorable conditions for women to become involved.

Vietnamese women _______.

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.

   In early civilizations, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilizations 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 gradually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and singlesex schools for the privileged classes prevailed through the Reformation period. Gradually, however, education for women on 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. At the Council of Trent in the 16th 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 19th and early 20th 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 coeducation 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.

The word "informally" in this context mostly refers to an education occurring _______.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 31 to 35.
In recent years there have (31)_________many articles on air polution in newspapers and magazines. Scientists all over the world have warned that our atmosphere is becoming more and more contaminated, and that Man, through his carelessness, may run (32)_________of pure air to breathe.
Automobiles and industries mainly account (33)_________air pollution in most cities. They pour into the air such gases as carbon monoxide, sulphur and nitrogen oxides, which are very harmful (34)_________humans. Worrse still, these gases, a series of chemical changes, turn into toxic acids. They fall down in "acid rains", raising the acidity in the air, soil and water to dangerous levels and affecting not only tress but also fish and other wildlife. Many industrial countries in Europe and North America have suffered bad effects (35) ________  those "rains”.
(34).................

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.

   In early civilizations, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilizations 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 gradually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and singlesex schools for the privileged classes prevailed through the Reformation period. Gradually, however, education for women on 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. At the Council of Trent in the 16th 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 19th and early 20th 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 coeducation 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.

The first to support the equality of the sexes was _______.

Fill in each numbered blank with one suitable word or phrase. In  the  1960s  the  women's  liberation  movement  (1)  _____  suddenly  into  the  public  consciousness  and  quickly  grew  into  (2)  _____ largest  social movement  in the history  of  the  United  States.  Women's  liberation movement  was  a  continuation  of  the  19-century  women's rights movement. The movement's major (3) _____ has included not only legal, economic, and political gains (4) _____ also has changed the  ways  in  which  people  live,  dress,  dream  of  their  future,  and  (5)  ___  a  living.  About  health,  for  example,  many  male  physicians and hospital  have  made  major  improvements  in  the  (6)  _____  of  women;  more  and  more  women  have  become  doctors  and  succeeded  (7) _____  their  medical  research;  and  diseases  such  as  breast  cancer,  which  affects  many  women,  now  receive  better funding  and  treatment, thanks to women's (8) ___. Feminists have insisted that violence against women become a political issue. The women's liberation movement has also made changes in education: curricula and (9) _____ have been written to promote equal opportunity for girls and women; more and more female students are admitted to universities and professional schools.The  women's  liberation  movement  brought  about  a  radical  change  in  society  (10)  _____  it  took  a  decade  for  the  movement  to  reach women's awareness.

(9)  _____

A pioneering study by Donald Appleyard made the astounding discovery that a sudden increase in the volume of traffic through an area affects people in the way that a sudden increase in crime does. Appleyard observed this by finding three blocks of houses in San Francisco that looked much alike and had the same kind of middle-class and working-class residents, with approximately the same ethnic mix. The difference was that only 2,000 cars a day ran down Octavia Street (LIGHT street, in Appleyard’s terminology) while Gough Street (MEDIUM street) was used by 8,000 cars daily, and Franklin Street (HEAVY street) had around 16,000 cars a day. Franklin Street often had as many cars in an hour as Octavia had in a day.
Heavy traffic brought with it danger, noise, fumes and soot, directly, and trash secondarily. That is, the cars didn’t bring in much trash, but when trash accumulated, residents seldom picked it up. The cars, Appleyard determined, reduced the amount of territory residents felt responsible for. Noise was a constant intrusion into their homes. Many Franklin Street residents covered their doors and windows and spent most of their time in the rear of their houses. Most families with children had already left.
Conditions on Octavia Street were much different. Residents picked up trash. They sat on their front steps and chatted with neighbors. They had three times as many friends and twice as many acquaintances as the people on Franklin.
On Gough Street, residents said that the old feeling of community was disappearing as traffic increaseD. People were becoming more and more preoccupied with their own lives. A number of families had recently moved and more were considering. Those who were staying expressed deep regret at the destruction of their community.

What is the writer’s attitude toward heavy traffic when he mentions the Appleyard’s study?

DISAPPEARING ALASKAN SEALS
On a winter afternoon, a dozen male Northern fur seals are on an island off south-western Alaska. To look at them, fighting for territory on the rocks, it’s hard to imagine that they are at the (27)____________of a baffling scientific mystery: why is this species beginning to disappear? These seals- which can weigh up to 270 kilograms-have an important and symbolic (28)_________in Alaska’s history. Their soft and luxurious fur, the coveted prize during the huge commercial sea harvests that were legal here in the Bering Sea through the early 20th century, was once so valuable it (29)_________Alaska’s economy. Starting in the 1950s, for reasons that are (30)_______because the harvests by then tended to be fairly small, the seal population began a slow decline . But lately it has been falling drastically, declining at an alarming (31)________of 6 per cent a year since 1998. From a (32)_________ of more than 2 million in Alaska in 1948, their numbers have fallen to about 1 million.
So (33)________, no one has been able to establish a precise cause for this, although theories (34)___________. The seals' food supply may be (35)________, or another species may be (36)________on the seals- perhaps killer whales, which no longer have as many great whales to eat because of harvesting of those mammals. Some people have suggested that the decline can be (37)______to entanglement in fishing nets ,but scientists say they doubt that this alone could (38)_________the recent population decline.
(30)....................................

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.

   Ever since humans have inhabited the earth, they have made use of various forms of communication. Generally, this expression of thoughts and feelings has been in the form of oral speech. When there is a language barrier, communication is accomplished through sign language in which motions stand for letters, words and ideas. Tourists, the deaf, and the mute have no resort to this form of expression. Many of these symbols of the whole words are very picturesque and exact and can be used internationally: spelling, however, can not.

   Body language transmits ideas or thoughts by certain actions, either intentionally or unintentionally. A wink can be a way of flirting or indicating that the party is only joking. A nod signifies approval, while shaking the head indicates a negative reaction.

   Other forms of nonlinguistic language can be found in Braille (a system of raised dots read with fingertips), signal flags, Morse code, and smoke signals. Road maps and picture signs also guide, warn and instruct people. While verbalization is the most common form of language, other systems and techniques also express human thoughts and feelings.

Sign language is said to be very picturesque and exact and can be used internationally EXCEPT for____________

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.

SCIENCE FLYING IN THE FACE OF GRAVITY

It looked just like another aircraft from the outside. The pilot told his young passengers that it was built in 1964, a Boeing KC-135 refueling tanker, based on the 707. But appearances were deceptive, and the 13 students from Europe and the USA who boarded the aircraft were in for the flight of their lives.

Inside, the area that normally had seats had become a long white tunnel. Heavily padded from floor to ceiling; it looked a bit like a lunatic asylum. There were almost no windows, but lights along the padded walls eerily illuminated it. Most of the seats had been taken out apart from a few at the back, where the young scientists quickly took their places with a look of apprehension.

From 12 months, science students from across the continents had competed to win a place on the flight at the invitation of the European Space Agency. The challenge had been to suggest imaginative experiments to be conducted in weightless conditions. For the next two hours the Boeing's flight resembled that of an enormous bird which had lost its reason, shooting upwards towards the heavens before hurting towards Earth. The intention was to achieve weightlessness for a few seconds.

The aircraft took off smoothly enough, but any feelings that I and the young scientists had that we were on anything like a scheduled passenger service were quickly dismissed when the pilot put the plane into a 45-degree climb which lasted around 20 seconds. Then the engine cut out and we became weightless. Everything became confused, and left or right, up or down no longer had any meaning. After 10 seconds of free-fall descent, the pilot pulled the aircraft out of its nosedive. The return of gravity was less immediate than its loss, but was still sudden enough to ensure that some students came down with a bump. After two hours of going up and down in the plane doing experiments, the predominant feeling was one of exhilaration rather than nausea. Most of the students thought it was an unforgettable experience and one they would be keen to repeat.

What did the pilot do with the plane?

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: 
Any list of the greatest thinkers in history contains the name of the brilliant German physicist Albert Einstein. His theories of relativity led to entirely new ways of thinking about time, space, matter, energy, and gravity. Einstein's work led to such scientific advances as the control of atomic energy, even television as a practical application of Einstein's work. In 1902 Einstein became an examiner in the Swiss patent office at Bern. In 1905, at age 26, he published the first of five major research papers. The first one provided a theory explaining Brownian movement, the zig-zag motion of microscopic particles in suspension. The second paper laid the foundation for the photon, or quantum, theory of light. In it he proposed that light is composed of separate packets of energy, called quanta or photons, that have some of the properties of particles and some of the properties of waves. A third paper contained the "special theory of relativity" which showed that time and motion are relative to the observer, if the speed of light is constant and the natural laws are the same everywhere in the universe. The fourth paper was a mathematical addition to the special theory of relativity. Here Einstein presented his famous formula, E = m(cc), known as the energy mass equivalence. In 1916, Einstein published his general theory of relativity. In it he proposed that gravity is not a force, but a curve in the space-time continuum, created by the presence of mass. Einstein spoke out frequently against nationalism, the exalting of one nation above all others. He opposed war and violence and supported Zionism, the movement to establish a Jewish homeland in Palestine. When the Nazis came to power in 1933, they denounced his ideas. He then moved to the United States. In 1939 Einstein learned that two German chemists had split the uranium atom. Einstein wrote to President Franklin D. Roosevelt warning him that this scientific knowledge could lead to Germany developing an atomic bomb. He suggested the United States begin its own atomic bomb research.

Einstein's primary work was in the area of ________ .

Stars have been significant features in the design of many United States coins and their number has varied from one to forty-eight stars. Most of the coins issued from about 1799 to the early years of the twentieth century bore thirteen stars representing the thirteen original colonies. Curiously enough, the first American silver coins, issued in 1794, had fifteen stars because by that time Vermont and Kentucky has joined the Union. At that time it was apparently the intention of mint officials to add a star for each new state. Following the admission of Tennessee in 1796, for example, some varieties of half dimes, dimes, and half-dollars were produced with sixteen starts. As more states were admitted to the Union, however, it quickly became apparent that this scheme would not prove practical and the coins from A798 on were issued with only thirteen stars-one for each ofthe original colonies. Due to an error at the mint, one variety of the A828 half cent was issued with only twelve stars. There is also a variety of the large cent with only A2 stars, but this is the result of a die breakand is not a true error.

The word “bore” in line 2 is closest in meaning to ________ .

Since water is the basis of life, composing the greater part of the tissues of all living things, the crucial problem of desert animals is to survive in a world where sources of flowing water are rare. And since man’s inexorable necessity is to absorb large quantities of water at frequent intervals, he can scarcely comprehend that many creatures of the desert pass their entire lives without a single drop.
Uncompromising as it is, the desert has not eliminated life but only those forms unable to withstand its desiccating effects. No moist- skinned, water-loving animals can exist there. Few large animals are found. The giants of the North American desert are the deer, the coyote, and the bobcat. Since desert country is open, it holds more swift-footed running and leaping creatures than the tangled forest. Its population is largely nocturnal, silent, filled with reticence, and ruled by stealth. Yet they are not emaciated.
Having adapted to their austere environment, they are as healthy as animals anywhere else in the word. The secret of their adjustment lies in the combination of behavior and physiology. None could survive if, like mad dogs and Englishmen, they went out in the midday sun; many would die in a matter of minutes. So most of them pass the burning hours asleep in cool, humid burrows underneath the ground, emerging to hunt only by night. The surface of the sun- baked desert averages around 150 degrees, but 18 inches down the temperature is only 60 degrees.

Man can hardly understand why many animals live their whole life in the desert, as________.

Read the passage carefully and choose the correct answer:
Today, more and more women are actively participating in social activities both in urban and rural areas. Specifically, they have shined brightly in even many fields commonly regarded as the man's areas such as business, scientific research and social management. In some areas, women even show more overwhelming power than men. The image of contemporary Vietnamese women with creativeness, dynamism, success has become popular in Vietnam's society. The fact reveals that the gender gap has been remarkably narrowed and women enjoy many more opportunities to pursue their social careers and obtain success, contributing to national socio-economic development. 
According to Ms, Le Thi Quy, Director of the Gender/and Development Research Centre under the University of Social Sciences and Humanities, Hanoi National University, gender equity in Vietnam has reached a high level over the past decade. The rate of Vietnamese women becoming National Assembly members from the 9th term to the 11th term increased 8.7%, bringing the proportion of Vietnamese women in authority to 27.3%, the highest rate in Southeast Asia. There is no big gap in the level of literacy and schooling between men and women. Women account for about 37% of university and college graduates, 19.9% of doctoral degree holders and 6.7% of professors and associate professors. 
The legitimate rights of women and children are ensured more than ever before with more complete legal documents including laws, conventions and national action plans, among which the laws on "gender equity" mark a turning-point in the empowerment of women. 
Mass media also highlights the continued success of women in every field and honors their great importance in modern society, helping to do away with outdated perceptions about traditional women's duties. Many projects on reproductive health care, children protection, and family income improvement jointly conducted by various mass organizations, state agencies and non-governmental organizations have created favorable conditions for women to become involved.

Which is not mentioned in the text as a project to create condition for Vietnamese women?

Fill in each numbered blank with one suitable word or phrase. In  the  1960s  the  women's  liberation  movement  (1)  _____  suddenly  into  the  public  consciousness  and  quickly  grew  into  (2)  _____ largest  social movement  in the history  of  the  United  States.  Women's  liberation movement  was  a  continuation  of  the  19-century  women's rights movement. The movement's major (3) _____ has included not only legal, economic, and political gains (4) _____ also has changed the  ways  in  which  people  live,  dress,  dream  of  their  future,  and  (5)  ___  a  living.  About  health,  for  example,  many  male  physicians and hospital  have  made  major  improvements  in  the  (6)  _____  of  women;  more  and  more  women  have  become  doctors  and  succeeded  (7) _____  their  medical  research;  and  diseases  such  as  breast  cancer,  which  affects  many  women,  now  receive  better funding  and  treatment, thanks to women's (8) ___. Feminists have insisted that violence against women become a political issue. The women's liberation movement has also made changes in education: curricula and (9) _____ have been written to promote equal opportunity for girls and women; more and more female students are admitted to universities and professional schools.The  women's  liberation  movement  brought  about  a  radical  change  in  society  (10)  _____  it  took  a  decade  for  the  movement  to  reach women's awareness.

(10)  _____

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.

   In early civilizations, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilizations 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 gradually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and singlesex schools for the privileged classes prevailed through the Reformation period. Gradually, however, education for women on 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. At the Council of Trent in the 16th 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 19th and early 20th 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 coeducation 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 _______.