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• [Designers have takenfrom many things in life - Tự Học 365]

  Mark the letter A, B, C, or D on your answer sheet to indicate the best answer in each of the following questions from 6 to 26.

  Designers have taken.......from many things in life.

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• [British secondary school students - Tự Học 365]

  Read the passage and choose the best answer to each of the questions that follow.

                       GETTING THE BEST OUT OF OURCHILDREN

  There is a strange paradox to the success of the Asian education model. On the one hand, class sizes are huge by western standards with on average between 30 and 40 students per class in countries like Japan and Korea. On the other hand, school children in developed Asian economies rank among the highest in the world for academic achievement in the areas of science and mathematics, especially on standardized tests. Meanwhile, British secondary school students fail to shine in conditions most educational researchers would say are far more likely to help themsucceed.

  Why do Asian students seem to perform so well then? Is it their legendary discipline? Certainly, classroom management seems to be a whole lot easier in places like Korea, and perhaps lessons are more effective as a direct consequence. After all, we are only too aware of the decline in discipline standards in our own schools; belligerent and disrespectful students appear to be the norm these days. Teachers in Britain seem powerless to control what happens any more. Surely this situation cannot create a very effective learning environment, so perhaps the number of students is far less relevant than is the manner in which they conductthemselves.

  But there are other factors to consider, too. Korean students spend a lot more time with their teachers. It seems logical to suggest, therefore, that they might form stronger bonds and greater trust, and that Korean teachers, in understanding their pupils better, might be able to offer them a more effective learning programme. Of course, trust and understanding leads to greater respect as well, so Korean students are probably less likely to ignore their teachers’advice.

  Then there is the home environment. The traditional family unit still remains relatively intact in Korea. Few children come from broken homes, so there is a sense of security, safety and trust both at home and at school. In Britain meanwhile, one in every two marriages fails and divorce rates are sky-high. Perhaps children struggle to cope with unstable family conditions and their only way to express their frustration is by misbehaving at school. Maybe all this delinquent behavior we are complaining about is just a cry for help and a plea forattention.

  But while the Japanese, Korean and Asian models generally do seem to produce excellent results, the statistics don’t tell the truth. Asian students tend to put their education before literally everything else. They do very few extracurricular activities and devote far more time to their studies than their British peers. And this begs the question: is all that extra effort justified for a few extra percentage points in some meaningless international student performance survey? So Asian students are on average 3-5% better at Math than Britons – big deal! What is their quality of life like? Remember, school days are supposed to be the best, are theynot?

  There has been a lot of attention and praise given to these Asian models and their impressive statistics of late. And without question, some of this praise is justified, but it seems to be a case of two extremes in operation here. At one end, there is the discipline and unbelievably hard work ethic of the Asian students success in education before all else. At the other end, British students at times appear careless and extremely undisciplined by comparison, but at least they DO have the free time to enjoy their youth and explore their interests. Is either system better outright? Or is it perhaps about time we stopped comparing and started trying to combine thebest bits of both, so that we can finally offer our students a balanced, worthwhile education? We are not just dealing with statistics; never forget that every statistic is a little human being somewhere who desperately needs our help and guidance - who deservesit.

  British secondary school students........

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• [It has been nearly one year since they stopped subscribing t - Tự Học 365] It has been nearly one year since they stopped subscribing to that magazine.
  They cancelled ........................................................................

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• [What does the writer suggest might make lessons in Korean sc - Tự Học 365]

  Read the passage and choose the best answer to each of the questions that follow.

                       GETTING THE BEST OUT OF OURCHILDREN

  There is a strange paradox to the success of the Asian education model. On the one hand, class sizes are huge by western standards with on average between 30 and 40 students per class in countries like Japan and Korea. On the other hand, school children in developed Asian economies rank among the highest in the world for academic achievement in the areas of science and mathematics, especially on standardized tests. Meanwhile, British secondary school students fail to shine in conditions most educational researchers would say are far more likely to help themsucceed.

  Why do Asian students seem to perform so well then? Is it their legendary discipline? Certainly, classroom management seems to be a whole lot easier in places like Korea, and perhaps lessons are more effective as a direct consequence. After all, we are only too aware of the decline in discipline standards in our own schools; belligerent and disrespectful students appear to be the norm these days. Teachers in Britain seem powerless to control what happens any more. Surely this situation cannot create a very effective learning environment, so perhaps the number of students is far less relevant than is the manner in which they conductthemselves.

  But there are other factors to consider, too. Korean students spend a lot more time with their teachers. It seems logical to suggest, therefore, that they might form stronger bonds and greater trust, and that Korean teachers, in understanding their pupils better, might be able to offer them a more effective learning programme. Of course, trust and understanding leads to greater respect as well, so Korean students are probably less likely to ignore their teachers’advice.

  Then there is the home environment. The traditional family unit still remains relatively intact in Korea. Few children come from broken homes, so there is a sense of security, safety and trust both at home and at school. In Britain meanwhile, one in every two marriages fails and divorce rates are sky-high. Perhaps children struggle to cope with unstable family conditions and their only way to express their frustration is by misbehaving at school. Maybe all this delinquent behavior we are complaining about is just a cry for help and a plea forattention.

  But while the Japanese, Korean and Asian models generally do seem to produce excellent results, the statistics don’t tell the truth. Asian students tend to put their education before literally everything else. They do very few extracurricular activities and devote far more time to their studies than their British peers. And this begs the question: is all that extra effort justified for a few extra percentage points in some meaningless international student performance survey? So Asian students are on average 3-5% better at Math than Britons – big deal! What is their quality of life like? Remember, school days are supposed to be the best, are theynot?

  There has been a lot of attention and praise given to these Asian models and their impressive statistics of late. And without question, some of this praise is justified, but it seems to be a case of two extremes in operation here. At one end, there is the discipline and unbelievably hard work ethic of the Asian students success in education before all else. At the other end, British students at times appear careless and extremely undisciplined by comparison, but at least they DO have the free time to enjoy their youth and explore their interests. Is either system better outright? Or is it perhaps about time we stopped comparing and started trying to combine thebest bits of both, so that we can finally offer our students a balanced, worthwhile education? We are not just dealing with statistics; never forget that every statistic is a little human being somewhere who desperately needs our help and guidance - who deservesit.

  What does the writer suggest might make lessons in Korean schools more successful than in Britain?

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• [I don't feel like going to the party I am not in - Tự Học 365] I don't feel like going to the party.
  I am not in ..............................................................................

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• [What can be inferred from the utterance perhaps the number o - Tự Học 365]

  Read the passage and choose the best answer to each of the questions that follow.

                       GETTING THE BEST OUT OF OURCHILDREN

  There is a strange paradox to the success of the Asian education model. On the one hand, class sizes are huge by western standards with on average between 30 and 40 students per class in countries like Japan and Korea. On the other hand, school children in developed Asian economies rank among the highest in the world for academic achievement in the areas of science and mathematics, especially on standardized tests. Meanwhile, British secondary school students fail to shine in conditions most educational researchers would say are far more likely to help themsucceed.

  Why do Asian students seem to perform so well then? Is it their legendary discipline? Certainly, classroom management seems to be a whole lot easier in places like Korea, and perhaps lessons are more effective as a direct consequence. After all, we are only too aware of the decline in discipline standards in our own schools; belligerent and disrespectful students appear to be the norm these days. Teachers in Britain seem powerless to control what happens any more. Surely this situation cannot create a very effective learning environment, so perhaps the number of students is far less relevant than is the manner in which they conductthemselves.

  But there are other factors to consider, too. Korean students spend a lot more time with their teachers. It seems logical to suggest, therefore, that they might form stronger bonds and greater trust, and that Korean teachers, in understanding their pupils better, might be able to offer them a more effective learning programme. Of course, trust and understanding leads to greater respect as well, so Korean students are probably less likely to ignore their teachers’advice.

  Then there is the home environment. The traditional family unit still remains relatively intact in Korea. Few children come from broken homes, so there is a sense of security, safety and trust both at home and at school. In Britain meanwhile, one in every two marriages fails and divorce rates are sky-high. Perhaps children struggle to cope with unstable family conditions and their only way to express their frustration is by misbehaving at school. Maybe all this delinquent behavior we are complaining about is just a cry for help and a plea forattention.

  But while the Japanese, Korean and Asian models generally do seem to produce excellent results, the statistics don’t tell the truth. Asian students tend to put their education before literally everything else. They do very few extracurricular activities and devote far more time to their studies than their British peers. And this begs the question: is all that extra effort justified for a few extra percentage points in some meaningless international student performance survey? So Asian students are on average 3-5% better at Math than Britons – big deal! What is their quality of life like? Remember, school days are supposed to be the best, are theynot?

  There has been a lot of attention and praise given to these Asian models and their impressive statistics of late. And without question, some of this praise is justified, but it seems to be a case of two extremes in operation here. At one end, there is the discipline and unbelievably hard work ethic of the Asian students success in education before all else. At the other end, British students at times appear careless and extremely undisciplined by comparison, but at least they DO have the free time to enjoy their youth and explore their interests. Is either system better outright? Or is it perhaps about time we stopped comparing and started trying to combine thebest bits of both, so that we can finally offer our students a balanced, worthwhile education? We are not just dealing with statistics; never forget that every statistic is a little human being somewhere who desperately needs our help and guidance - who deservesit.

  What can be inferred from the utterance perhaps the number of students is far less relevant than is the manner in which they conduct themselves?

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• ["Please don't run so fast!" Suzy begged her friend Suzy ple - Tự Học 365] "Please don't run so fast!" Suzy begged her friend.
  Suzy pleaded ..........................................................................

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• [The traditional family unit - Tự Học 365]

  Read the passage and choose the best answer to each of the questions that follow.

                       GETTING THE BEST OUT OF OURCHILDREN

  There is a strange paradox to the success of the Asian education model. On the one hand, class sizes are huge by western standards with on average between 30 and 40 students per class in countries like Japan and Korea. On the other hand, school children in developed Asian economies rank among the highest in the world for academic achievement in the areas of science and mathematics, especially on standardized tests. Meanwhile, British secondary school students fail to shine in conditions most educational researchers would say are far more likely to help themsucceed.

  Why do Asian students seem to perform so well then? Is it their legendary discipline? Certainly, classroom management seems to be a whole lot easier in places like Korea, and perhaps lessons are more effective as a direct consequence. After all, we are only too aware of the decline in discipline standards in our own schools; belligerent and disrespectful students appear to be the norm these days. Teachers in Britain seem powerless to control what happens any more. Surely this situation cannot create a very effective learning environment, so perhaps the number of students is far less relevant than is the manner in which they conductthemselves.

  But there are other factors to consider, too. Korean students spend a lot more time with their teachers. It seems logical to suggest, therefore, that they might form stronger bonds and greater trust, and that Korean teachers, in understanding their pupils better, might be able to offer them a more effective learning programme. Of course, trust and understanding leads to greater respect as well, so Korean students are probably less likely to ignore their teachers’advice.

  Then there is the home environment. The traditional family unit still remains relatively intact in Korea. Few children come from broken homes, so there is a sense of security, safety and trust both at home and at school. In Britain meanwhile, one in every two marriages fails and divorce rates are sky-high. Perhaps children struggle to cope with unstable family conditions and their only way to express their frustration is by misbehaving at school. Maybe all this delinquent behavior we are complaining about is just a cry for help and a plea forattention.

  But while the Japanese, Korean and Asian models generally do seem to produce excellent results, the statistics don’t tell the truth. Asian students tend to put their education before literally everything else. They do very few extracurricular activities and devote far more time to their studies than their British peers. And this begs the question: is all that extra effort justified for a few extra percentage points in some meaningless international student performance survey? So Asian students are on average 3-5% better at Math than Britons – big deal! What is their quality of life like? Remember, school days are supposed to be the best, are theynot?

  There has been a lot of attention and praise given to these Asian models and their impressive statistics of late. And without question, some of this praise is justified, but it seems to be a case of two extremes in operation here. At one end, there is the discipline and unbelievably hard work ethic of the Asian students success in education before all else. At the other end, British students at times appear careless and extremely undisciplined by comparison, but at least they DO have the free time to enjoy their youth and explore their interests. Is either system better outright? Or is it perhaps about time we stopped comparing and started trying to combine thebest bits of both, so that we can finally offer our students a balanced, worthwhile education? We are not just dealing with statistics; never forget that every statistic is a little human being somewhere who desperately needs our help and guidance - who deservesit.

  The traditional family unit.......

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• [You should not only balance your diet but also do sports In - Tự Học 365] You should not only balance your diet but also do sports.
  In addition ............................................................................

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• [Look at the following sentence You see, behind thos - Tự Học 365]

  Read the passage and choose the best answer to each of the questions that follow.

                       GETTING THE BEST OUT OF OURCHILDREN

  There is a strange paradox to the success of the Asian education model. On the one hand, class sizes are huge by western standards with on average between 30 and 40 students per class in countries like Japan and Korea. On the other hand, school children in developed Asian economies rank among the highest in the world for academic achievement in the areas of science and mathematics, especially on standardized tests. Meanwhile, British secondary school students fail to shine in conditions most educational researchers would say are far more likely to help themsucceed.

  Why do Asian students seem to perform so well then? Is it their legendary discipline? Certainly, classroom management seems to be a whole lot easier in places like Korea, and perhaps lessons are more effective as a direct consequence. After all, we are only too aware of the decline in discipline standards in our own schools; belligerent and disrespectful students appear to be the norm these days. Teachers in Britain seem powerless to control what happens any more. Surely this situation cannot create a very effective learning environment, so perhaps the number of students is far less relevant than is the manner in which they conductthemselves.

  But there are other factors to consider, too. Korean students spend a lot more time with their teachers. It seems logical to suggest, therefore, that they might form stronger bonds and greater trust, and that Korean teachers, in understanding their pupils better, might be able to offer them a more effective learning programme. Of course, trust and understanding leads to greater respect as well, so Korean students are probably less likely to ignore their teachers’advice.

  Then there is the home environment. The traditional family unit still remains relatively intact in Korea. Few children come from broken homes, so there is a sense of security, safety and trust both at home and at school. In Britain meanwhile, one in every two marriages fails and divorce rates are sky-high. Perhaps children struggle to cope with unstable family conditions and their only way to express their frustration is by misbehaving at school. Maybe all this delinquent behavior we are complaining about is just a cry for help and a plea forattention.

  But while the Japanese, Korean and Asian models generally do seem to produce excellent results, the statistics don’t tell the truth. Asian students tend to put their education before literally everything else. They do very few extracurricular activities and devote far more time to their studies than their British peers. And this begs the question: is all that extra effort justified for a few extra percentage points in some meaningless international student performance survey? So Asian students are on average 3-5% better at Math than Britons – big deal! What is their quality of life like? Remember, school days are supposed to be the best, are theynot?

  There has been a lot of attention and praise given to these Asian models and their impressive statistics of late. And without question, some of this praise is justified, but it seems to be a case of two extremes in operation here. At one end, there is the discipline and unbelievably hard work ethic of the Asian students success in education before all else. At the other end, British students at times appear careless and extremely undisciplined by comparison, but at least they DO have the free time to enjoy their youth and explore their interests. Is either system better outright? Or is it perhaps about time we stopped comparing and started trying to combine thebest bits of both, so that we can finally offer our students a balanced, worthwhile education? We are not just dealing with statistics; never forget that every statistic is a little human being somewhere who desperately needs our help and guidance - who deservesit.

  Look at the following sentence.
  You see, behind those great maths and science scores, there is a quite remarkable work ethic.
  Where does the sentence best fit in the paragraph?
  But while the Japanese, Korean and Asian models generally do seem to produce excellent results, the statistics don’t tell the truth. [1] Asian students tend to put their education before literally everything else. They do very few extracurricular activities and devote far effort more time to their studies than their British peers. [2] And this begs the question: is all that extra effort justified for a few extra percentage points in some meaningless international student performance survey? So Asian students are on average 3-5% better at maths than Britons – big deal! [3] What is their quality of life like? Remember, school days are supposed to be the best, are they not? [4]

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• [Immediately after their arrival, the meeting was delayed Ba - Tự Học 365] Immediately after their arrival, the meeting was delayed.
  Barely ...................................................................................

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• [According to the writer, Asian students - Tự Học 365]

  Read the passage and choose the best answer to each of the questions that follow.

                       GETTING THE BEST OUT OF OURCHILDREN

  There is a strange paradox to the success of the Asian education model. On the one hand, class sizes are huge by western standards with on average between 30 and 40 students per class in countries like Japan and Korea. On the other hand, school children in developed Asian economies rank among the highest in the world for academic achievement in the areas of science and mathematics, especially on standardized tests. Meanwhile, British secondary school students fail to shine in conditions most educational researchers would say are far more likely to help themsucceed.

  Why do Asian students seem to perform so well then? Is it their legendary discipline? Certainly, classroom management seems to be a whole lot easier in places like Korea, and perhaps lessons are more effective as a direct consequence. After all, we are only too aware of the decline in discipline standards in our own schools; belligerent and disrespectful students appear to be the norm these days. Teachers in Britain seem powerless to control what happens any more. Surely this situation cannot create a very effective learning environment, so perhaps the number of students is far less relevant than is the manner in which they conductthemselves.

  But there are other factors to consider, too. Korean students spend a lot more time with their teachers. It seems logical to suggest, therefore, that they might form stronger bonds and greater trust, and that Korean teachers, in understanding their pupils better, might be able to offer them a more effective learning programme. Of course, trust and understanding leads to greater respect as well, so Korean students are probably less likely to ignore their teachers’advice.

  Then there is the home environment. The traditional family unit still remains relatively intact in Korea. Few children come from broken homes, so there is a sense of security, safety and trust both at home and at school. In Britain meanwhile, one in every two marriages fails and divorce rates are sky-high. Perhaps children struggle to cope with unstable family conditions and their only way to express their frustration is by misbehaving at school. Maybe all this delinquent behavior we are complaining about is just a cry for help and a plea forattention.

  But while the Japanese, Korean and Asian models generally do seem to produce excellent results, the statistics don’t tell the truth. Asian students tend to put their education before literally everything else. They do very few extracurricular activities and devote far more time to their studies than their British peers. And this begs the question: is all that extra effort justified for a few extra percentage points in some meaningless international student performance survey? So Asian students are on average 3-5% better at Math than Britons – big deal! What is their quality of life like? Remember, school days are supposed to be the best, are theynot?

  There has been a lot of attention and praise given to these Asian models and their impressive statistics of late. And without question, some of this praise is justified, but it seems to be a case of two extremes in operation here. At one end, there is the discipline and unbelievably hard work ethic of the Asian students success in education before all else. At the other end, British students at times appear careless and extremely undisciplined by comparison, but at least they DO have the free time to enjoy their youth and explore their interests. Is either system better outright? Or is it perhaps about time we stopped comparing and started trying to combine thebest bits of both, so that we can finally offer our students a balanced, worthwhile education? We are not just dealing with statistics; never forget that every statistic is a little human being somewhere who desperately needs our help and guidance - who deservesit.

  According to the writer, Asian students ........

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• [If you don’t pay on time, your booking will be cancelled Fa - Tự Học 365] If you don’t pay on time, your booking will be cancelled.
  Failure ..................................................................................

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• [What are the 'too extremes’ mentioned in the last p - Tự Học 365]

  Read the passage and choose the best answer to each of the questions that follow.

                       GETTING THE BEST OUT OF OURCHILDREN

  There is a strange paradox to the success of the Asian education model. On the one hand, class sizes are huge by western standards with on average between 30 and 40 students per class in countries like Japan and Korea. On the other hand, school children in developed Asian economies rank among the highest in the world for academic achievement in the areas of science and mathematics, especially on standardized tests. Meanwhile, British secondary school students fail to shine in conditions most educational researchers would say are far more likely to help themsucceed.

  Why do Asian students seem to perform so well then? Is it their legendary discipline? Certainly, classroom management seems to be a whole lot easier in places like Korea, and perhaps lessons are more effective as a direct consequence. After all, we are only too aware of the decline in discipline standards in our own schools; belligerent and disrespectful students appear to be the norm these days. Teachers in Britain seem powerless to control what happens any more. Surely this situation cannot create a very effective learning environment, so perhaps the number of students is far less relevant than is the manner in which they conductthemselves.

  But there are other factors to consider, too. Korean students spend a lot more time with their teachers. It seems logical to suggest, therefore, that they might form stronger bonds and greater trust, and that Korean teachers, in understanding their pupils better, might be able to offer them a more effective learning programme. Of course, trust and understanding leads to greater respect as well, so Korean students are probably less likely to ignore their teachers’advice.

  Then there is the home environment. The traditional family unit still remains relatively intact in Korea. Few children come from broken homes, so there is a sense of security, safety and trust both at home and at school. In Britain meanwhile, one in every two marriages fails and divorce rates are sky-high. Perhaps children struggle to cope with unstable family conditions and their only way to express their frustration is by misbehaving at school. Maybe all this delinquent behavior we are complaining about is just a cry for help and a plea forattention.

  But while the Japanese, Korean and Asian models generally do seem to produce excellent results, the statistics don’t tell the truth. Asian students tend to put their education before literally everything else. They do very few extracurricular activities and devote far more time to their studies than their British peers. And this begs the question: is all that extra effort justified for a few extra percentage points in some meaningless international student performance survey? So Asian students are on average 3-5% better at Math than Britons – big deal! What is their quality of life like? Remember, school days are supposed to be the best, are theynot?

  There has been a lot of attention and praise given to these Asian models and their impressive statistics of late. And without question, some of this praise is justified, but it seems to be a case of two extremes in operation here. At one end, there is the discipline and unbelievably hard work ethic of the Asian students success in education before all else. At the other end, British students at times appear careless and extremely undisciplined by comparison, but at least they DO have the free time to enjoy their youth and explore their interests. Is either system better outright? Or is it perhaps about time we stopped comparing and started trying to combine thebest bits of both, so that we can finally offer our students a balanced, worthwhile education? We are not just dealing with statistics; never forget that every statistic is a little human being somewhere who desperately needs our help and guidance - who deservesit.

  What are the 'too extremes’ mentioned in the last paragraph?

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• [David is proud of the fact that he is never late David prid - Tự Học 365] David is proud of the fact that he is never late.
  David prides .........................................................................

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