Đề thi thử Tiếng Anh – THPT Quốc gia 2025 – Đề 13

Growing up in Athens, Greece, Lydia Borsi remembers feeling tested when she tried to deal with mental health issues. Borsi says she had been seeing a therapist for anxiety. But she notes that people in Greece do not openly discuss mental health issues, which also get little attention in general healthcare services. “It was a lot more secretive. And people thought that I was a lot more unique,” Borsi said.
That all changed in 2017 when she moved to the United States to study at the University of Rochester in Rochester, New York. “When I came here, I really liked that people were not afraid to speak up about mental health and say that it’s important,” she said. The university was very supportive of her needs and offered plenty of information. She also became involved with a school group called Active Minds that helps students deal with mental health issues. [A]
Then due to the spread of the novel coronavirus, the University of Rochester had to move all its classes and some of its mental health resources online. Luckily, Borsi was able to connect with a mental health expert outside the school, in the local community. [B]
But as many of her American friends returned home, Borsi was stuck. Greece had succeeded in limiting the spread of the virus within its borders, but flights there from the U.S. are barred until July. Also, the health crisis has put her plans to seek admission to medical school in Britain on hold. [C] And she is not alone.
[D] In April, Active Minds launched a survey of over 2,000 students at U.S. colleges and universities. The study found that over 80 percent of those asked said the coronavirus crisis had negatively affected their mental health. One in five said it has affected them severely.
Laura Horne, chief program officer at Active Minds, says the findings are especially troubling given that the crisis is only going to make it harder for colleges and universities to help these students. “Colleges and universities had to pivot rather quickly to respond to COVID-19 and figure out all facets of university life, including mental health services. Now they have to figure out how to communicate with students,” Horne said.
Frank Chen is a Houston, Texas-based psychiatrist who has worked with college-age young adults. He points out that individuals at that age are in an important stage of their mental development. And college can be a difficult experience for students with or without mental health issues, as they balance work, studies, and personal relationships. Adding a major world event, like the spread of the coronavirus, makes it very difficult to predict what the long-term psychological effects might be. “I don’t think that there’s another event in the history of the people who are alive now that can really measure up to this,” said Chen.

Question 40. Which of the following would be the best title for this article?

Growing up in Athens, Greece, Lydia Borsi remembers feeling tested when she tried to deal with mental health issues. Borsi says she had been seeing a therapist for anxiety. But she notes that people in Greece do not openly discuss mental health issues, which also get little attention in general healthcare services. “It was a lot more secretive. And people thought that I was a lot more unique,” Borsi said.
That all changed in 2017 when she moved to the United States to study at the University of Rochester in Rochester, New York. “When I came here, I really liked that people were not afraid to speak up about mental health and say that it’s important,” she said. The university was very supportive of her needs and offered plenty of information. She also became involved with a school group called Active Minds that helps students deal with mental health issues. [A]
Then due to the spread of the novel coronavirus, the University of Rochester had to move all its classes and some of its mental health resources online. Luckily, Borsi was able to connect with a mental health expert outside the school, in the local community. [B]
But as many of her American friends returned home, Borsi was stuck. Greece had succeeded in limiting the spread of the virus within its borders, but flights there from the U.S. are barred until July. Also, the health crisis has put her plans to seek admission to medical school in Britain on hold. [C] And she is not alone.
[D] In April, Active Minds launched a survey of over 2,000 students at U.S. colleges and universities. The study found that over 80 percent of those asked said the coronavirus crisis had negatively affected their mental health. One in five said it has affected them severely.
Laura Horne, chief program officer at Active Minds, says the findings are especially troubling given that the crisis is only going to make it harder for colleges and universities to help these students. “Colleges and universities had to pivot rather quickly to respond to COVID-19 and figure out all facets of university life, including mental health services. Now they have to figure out how to communicate with students,” Horne said.
Frank Chen is a Houston, Texas-based psychiatrist who has worked with college-age young adults. He points out that individuals at that age are in an important stage of their mental development. And college can be a difficult experience for students with or without mental health issues, as they balance work, studies, and personal relationships. Adding a major world event, like the spread of the coronavirus, makes it very difficult to predict what the long-term psychological effects might be. “I don’t think that there’s another event in the history of the people who are alive now that can really measure up to this,” said Chen.

Question 39. What does Frank Chen mean when he says, ‘I don’t think that there’s another event in the history of the people who are alive now that can really measure up to this’?

Growing up in Athens, Greece, Lydia Borsi remembers feeling tested when she tried to deal with mental health issues. Borsi says she had been seeing a therapist for anxiety. But she notes that people in Greece do not openly discuss mental health issues, which also get little attention in general healthcare services. “It was a lot more secretive. And people thought that I was a lot more unique,” Borsi said.
That all changed in 2017 when she moved to the United States to study at the University of Rochester in Rochester, New York. “When I came here, I really liked that people were not afraid to speak up about mental health and say that it’s important,” she said. The university was very supportive of her needs and offered plenty of information. She also became involved with a school group called Active Minds that helps students deal with mental health issues. [A]
Then due to the spread of the novel coronavirus, the University of Rochester had to move all its classes and some of its mental health resources online. Luckily, Borsi was able to connect with a mental health expert outside the school, in the local community. [B]
But as many of her American friends returned home, Borsi was stuck. Greece had succeeded in limiting the spread of the virus within its borders, but flights there from the U.S. are barred until July. Also, the health crisis has put her plans to seek admission to medical school in Britain on hold. [C] And she is not alone.
[D] In April, Active Minds launched a survey of over 2,000 students at U.S. colleges and universities. The study found that over 80 percent of those asked said the coronavirus crisis had negatively affected their mental health. One in five said it has affected them severely.
Laura Horne, chief program officer at Active Minds, says the findings are especially troubling given that the crisis is only going to make it harder for colleges and universities to help these students. “Colleges and universities had to pivot rather quickly to respond to COVID-19 and figure out all facets of university life, including mental health services. Now they have to figure out how to communicate with students,” Horne said.
Frank Chen is a Houston, Texas-based psychiatrist who has worked with college-age young adults. He points out that individuals at that age are in an important stage of their mental development. And college can be a difficult experience for students with or without mental health issues, as they balance work, studies, and personal relationships. Adding a major world event, like the spread of the coronavirus, makes it very difficult to predict what the long-term psychological effects might be. “I don’t think that there’s another event in the history of the people who are alive now that can really measure up to this,” said Chen.

Question 38. Which of the following is NOT mentioned by Frank Chen as a factor affecting college students’ mental health?

Growing up in Athens, Greece, Lydia Borsi remembers feeling tested when she tried to deal with mental health issues. Borsi says she had been seeing a therapist for anxiety. But she notes that people in Greece do not openly discuss mental health issues, which also get little attention in general healthcare services. “It was a lot more secretive. And people thought that I was a lot more unique,” Borsi said.
That all changed in 2017 when she moved to the United States to study at the University of Rochester in Rochester, New York. “When I came here, I really liked that people were not afraid to speak up about mental health and say that it’s important,” she said. The university was very supportive of her needs and offered plenty of information. She also became involved with a school group called Active Minds that helps students deal with mental health issues. [A]
Then due to the spread of the novel coronavirus, the University of Rochester had to move all its classes and some of its mental health resources online. Luckily, Borsi was able to connect with a mental health expert outside the school, in the local community. [B]
But as many of her American friends returned home, Borsi was stuck. Greece had succeeded in limiting the spread of the virus within its borders, but flights there from the U.S. are barred until July. Also, the health crisis has put her plans to seek admission to medical school in Britain on hold. [C] And she is not alone.
[D] In April, Active Minds launched a survey of over 2,000 students at U.S. colleges and universities. The study found that over 80 percent of those asked said the coronavirus crisis had negatively affected their mental health. One in five said it has affected them severely.
Laura Horne, chief program officer at Active Minds, says the findings are especially troubling given that the crisis is only going to make it harder for colleges and universities to help these students. “Colleges and universities had to pivot rather quickly to respond to COVID-19 and figure out all facets of university life, including mental health services. Now they have to figure out how to communicate with students,” Horne said.
Frank Chen is a Houston, Texas-based psychiatrist who has worked with college-age young adults. He points out that individuals at that age are in an important stage of their mental development. And college can be a difficult experience for students with or without mental health issues, as they balance work, studies, and personal relationships. Adding a major world event, like the spread of the coronavirus, makes it very difficult to predict what the long-term psychological effects might be. “I don’t think that there’s another event in the history of the people who are alive now that can really measure up to this,” said Chen.

Question 37. The word ‘they’ in paragraph 6 refers to

Growing up in Athens, Greece, Lydia Borsi remembers feeling tested when she tried to deal with mental health issues. Borsi says she had been seeing a therapist for anxiety. But she notes that people in Greece do not openly discuss mental health issues, which also get little attention in general healthcare services. “It was a lot more secretive. And people thought that I was a lot more unique,” Borsi said.
That all changed in 2017 when she moved to the United States to study at the University of Rochester in Rochester, New York. “When I came here, I really liked that people were not afraid to speak up about mental health and say that it’s important,” she said. The university was very supportive of her needs and offered plenty of information. She also became involved with a school group called Active Minds that helps students deal with mental health issues. [A]
Then due to the spread of the novel coronavirus, the University of Rochester had to move all its classes and some of its mental health resources online. Luckily, Borsi was able to connect with a mental health expert outside the school, in the local community. [B]
But as many of her American friends returned home, Borsi was stuck. Greece had succeeded in limiting the spread of the virus within its borders, but flights there from the U.S. are barred until July. Also, the health crisis has put her plans to seek admission to medical school in Britain on hold. [C] And she is not alone.
[D] In April, Active Minds launched a survey of over 2,000 students at U.S. colleges and universities. The study found that over 80 percent of those asked said the coronavirus crisis had negatively affected their mental health. One in five said it has affected them severely.
Laura Horne, chief program officer at Active Minds, says the findings are especially troubling given that the crisis is only going to make it harder for colleges and universities to help these students. “Colleges and universities had to pivot rather quickly to respond to COVID-19 and figure out all facets of university life, including mental health services. Now they have to figure out how to communicate with students,” Horne said.
Frank Chen is a Houston, Texas-based psychiatrist who has worked with college-age young adults. He points out that individuals at that age are in an important stage of their mental development. And college can be a difficult experience for students with or without mental health issues, as they balance work, studies, and personal relationships. Adding a major world event, like the spread of the coronavirus, makes it very difficult to predict what the long-term psychological effects might be. “I don’t think that there’s another event in the history of the people who are alive now that can really measure up to this,” said Chen.

Question 36. Which of the following would best describe Laura Horne’s attitude in the sixth paragraph?

Growing up in Athens, Greece, Lydia Borsi remembers feeling tested when she tried to deal with mental health issues. Borsi says she had been seeing a therapist for anxiety. But she notes that people in Greece do not openly discuss mental health issues, which also get little attention in general healthcare services. “It was a lot more secretive. And people thought that I was a lot more unique,” Borsi said.
That all changed in 2017 when she moved to the United States to study at the University of Rochester in Rochester, New York. “When I came here, I really liked that people were not afraid to speak up about mental health and say that it’s important,” she said. The university was very supportive of her needs and offered plenty of information. She also became involved with a school group called Active Minds that helps students deal with mental health issues. [A]
Then due to the spread of the novel coronavirus, the University of Rochester had to move all its classes and some of its mental health resources online. Luckily, Borsi was able to connect with a mental health expert outside the school, in the local community. [B]
But as many of her American friends returned home, Borsi was stuck. Greece had succeeded in limiting the spread of the virus within its borders, but flights there from the U.S. are barred until July. Also, the health crisis has put her plans to seek admission to medical school in Britain on hold. [C] And she is not alone.
[D] In April, Active Minds launched a survey of over 2,000 students at U.S. colleges and universities. The study found that over 80 percent of those asked said the coronavirus crisis had negatively affected their mental health. One in five said it has affected them severely.
Laura Horne, chief program officer at Active Minds, says the findings are especially troubling given that the crisis is only going to make it harder for colleges and universities to help these students. “Colleges and universities had to pivot rather quickly to respond to COVID-19 and figure out all facets of university life, including mental health services. Now they have to figure out how to communicate with students,” Horne said.
Frank Chen is a Houston, Texas-based psychiatrist who has worked with college-age young adults. He points out that individuals at that age are in an important stage of their mental development. And college can be a difficult experience for students with or without mental health issues, as they balance work, studies, and personal relationships. Adding a major world event, like the spread of the coronavirus, makes it very difficult to predict what the long-term psychological effects might be. “I don’t think that there’s another event in the history of the people who are alive now that can really measure up to this,” said Chen.

Question 35. According to the passage, how has coronavirus crisis affected 20 percent of college students?

Growing up in Athens, Greece, Lydia Borsi remembers feeling tested when she tried to deal with mental health issues. Borsi says she had been seeing a therapist for anxiety. But she notes that people in Greece do not openly discuss mental health issues, which also get little attention in general healthcare services. “It was a lot more secretive. And people thought that I was a lot more unique,” Borsi said.
That all changed in 2017 when she moved to the United States to study at the University of Rochester in Rochester, New York. “When I came here, I really liked that people were not afraid to speak up about mental health and say that it’s important,” she said. The university was very supportive of her needs and offered plenty of information. She also became involved with a school group called Active Minds that helps students deal with mental health issues. [A]
Then due to the spread of the novel coronavirus, the University of Rochester had to move all its classes and some of its mental health resources online. Luckily, Borsi was able to connect with a mental health expert outside the school, in the local community. [B]
But as many of her American friends returned home, Borsi was stuck. Greece had succeeded in limiting the spread of the virus within its borders, but flights there from the U.S. are barred until July. Also, the health crisis has put her plans to seek admission to medical school in Britain on hold. [C] And she is not alone.
[D] In April, Active Minds launched a survey of over 2,000 students at U.S. colleges and universities. The study found that over 80 percent of those asked said the coronavirus crisis had negatively affected their mental health. One in five said it has affected them severely.
Laura Horne, chief program officer at Active Minds, says the findings are especially troubling given that the crisis is only going to make it harder for colleges and universities to help these students. “Colleges and universities had to pivot rather quickly to respond to COVID-19 and figure out all facets of university life, including mental health services. Now they have to figure out how to communicate with students,” Horne said.
Frank Chen is a Houston, Texas-based psychiatrist who has worked with college-age young adults. He points out that individuals at that age are in an important stage of their mental development. And college can be a difficult experience for students with or without mental health issues, as they balance work, studies, and personal relationships. Adding a major world event, like the spread of the coronavirus, makes it very difficult to predict what the long-term psychological effects might be. “I don’t think that there’s another event in the history of the people who are alive now that can really measure up to this,” said Chen.

Question 34. In which space (marked A, B, C and D in the passage) will the following sentence fit? “Far from her family and unsure about the future, Borsi says dealing with the virus has not made her mental health problems any easier.

Growing up in Athens, Greece, Lydia Borsi remembers feeling tested when she tried to deal with mental health issues. Borsi says she had been seeing a therapist for anxiety. But she notes that people in Greece do not openly discuss mental health issues, which also get little attention in general healthcare services. “It was a lot more secretive. And people thought that I was a lot more unique,” Borsi said.
That all changed in 2017 when she moved to the United States to study at the University of Rochester in Rochester, New York. “When I came here, I really liked that people were not afraid to speak up about mental health and say that it’s important,” she said. The university was very supportive of her needs and offered plenty of information. She also became involved with a school group called Active Minds that helps students deal with mental health issues. [A]
Then due to the spread of the novel coronavirus, the University of Rochester had to move all its classes and some of its mental health resources online. Luckily, Borsi was able to connect with a mental health expert outside the school, in the local community. [B]
But as many of her American friends returned home, Borsi was stuck. Greece had succeeded in limiting the spread of the virus within its borders, but flights there from the U.S. are barred until July. Also, the health crisis has put her plans to seek admission to medical school in Britain on hold. [C] And she is not alone.
[D] In April, Active Minds launched a survey of over 2,000 students at U.S. colleges and universities. The study found that over 80 percent of those asked said the coronavirus crisis had negatively affected their mental health. One in five said it has affected them severely.
Laura Horne, chief program officer at Active Minds, says the findings are especially troubling given that the crisis is only going to make it harder for colleges and universities to help these students. “Colleges and universities had to pivot rather quickly to respond to COVID-19 and figure out all facets of university life, including mental health services. Now they have to figure out how to communicate with students,” Horne said.
Frank Chen is a Houston, Texas-based psychiatrist who has worked with college-age young adults. He points out that individuals at that age are in an important stage of their mental development. And college can be a difficult experience for students with or without mental health issues, as they balance work, studies, and personal relationships. Adding a major world event, like the spread of the coronavirus, makes it very difficult to predict what the long-term psychological effects might be. “I don’t think that there’s another event in the history of the people who are alive now that can really measure up to this,” said Chen.

Question 33. The word ‘barred’ in paragraph 4 is closest in meaning to

Growing up in Athens, Greece, Lydia Borsi remembers feeling tested when she tried to deal with mental health issues. Borsi says she had been seeing a therapist for anxiety. But she notes that people in Greece do not openly discuss mental health issues, which also get little attention in general healthcare services. “It was a lot more secretive. And people thought that I was a lot more unique,” Borsi said.
That all changed in 2017 when she moved to the United States to study at the University of Rochester in Rochester, New York. “When I came here, I really liked that people were not afraid to speak up about mental health and say that it’s important,” she said. The university was very supportive of her needs and offered plenty of information. She also became involved with a school group called Active Minds that helps students deal with mental health issues. [A]
Then due to the spread of the novel coronavirus, the University of Rochester had to move all its classes and some of its mental health resources online. Luckily, Borsi was able to connect with a mental health expert outside the school, in the local community. [B]
But as many of her American friends returned home, Borsi was stuck. Greece had succeeded in limiting the spread of the virus within its borders, but flights there from the U.S. are barred until July. Also, the health crisis has put her plans to seek admission to medical school in Britain on hold. [C] And she is not alone.
[D] In April, Active Minds launched a survey of over 2,000 students at U.S. colleges and universities. The study found that over 80 percent of those asked said the coronavirus crisis had negatively affected their mental health. One in five said it has affected them severely.
Laura Horne, chief program officer at Active Minds, says the findings are especially troubling given that the crisis is only going to make it harder for colleges and universities to help these students. “Colleges and universities had to pivot rather quickly to respond to COVID-19 and figure out all facets of university life, including mental health services. Now they have to figure out how to communicate with students,” Horne said.
Frank Chen is a Houston, Texas-based psychiatrist who has worked with college-age young adults. He points out that individuals at that age are in an important stage of their mental development. And college can be a difficult experience for students with or without mental health issues, as they balance work, studies, and personal relationships. Adding a major world event, like the spread of the coronavirus, makes it very difficult to predict what the long-term psychological effects might be. “I don’t think that there’s another event in the history of the people who are alive now that can really measure up to this,” said Chen.

Question 32. What did Borsi enjoy when she came to the United States?

Growing up in Athens, Greece, Lydia Borsi remembers feeling tested when she tried to deal with mental health issues. Borsi says she had been seeing a therapist for anxiety. But she notes that people in Greece do not openly discuss mental health issues, which also get little attention in general healthcare services. “It was a lot more secretive. And people thought that I was a lot more unique,” Borsi said.
That all changed in 2017 when she moved to the United States to study at the University of Rochester in Rochester, New York. “When I came here, I really liked that people were not afraid to speak up about mental health and say that it’s important,” she said. The university was very supportive of her needs and offered plenty of information. She also became involved with a school group called Active Minds that helps students deal with mental health issues. [A]
Then due to the spread of the novel coronavirus, the University of Rochester had to move all its classes and some of its mental health resources online. Luckily, Borsi was able to connect with a mental health expert outside the school, in the local community. [B]
But as many of her American friends returned home, Borsi was stuck. Greece had succeeded in limiting the spread of the virus within its borders, but flights there from the U.S. are barred until July. Also, the health crisis has put her plans to seek admission to medical school in Britain on hold. [C] And she is not alone.
[D] In April, Active Minds launched a survey of over 2,000 students at U.S. colleges and universities. The study found that over 80 percent of those asked said the coronavirus crisis had negatively affected their mental health. One in five said it has affected them severely.
Laura Horne, chief program officer at Active Minds, says the findings are especially troubling given that the crisis is only going to make it harder for colleges and universities to help these students. “Colleges and universities had to pivot rather quickly to respond to COVID-19 and figure out all facets of university life, including mental health services. Now they have to figure out how to communicate with students,” Horne said.
Frank Chen is a Houston, Texas-based psychiatrist who has worked with college-age young adults. He points out that individuals at that age are in an important stage of their mental development. And college can be a difficult experience for students with or without mental health issues, as they balance work, studies, and personal relationships. Adding a major world event, like the spread of the coronavirus, makes it very difficult to predict what the long-term psychological effects might be. “I don’t think that there’s another event in the history of the people who are alive now that can really measure up to this,” said Chen.

Question 31. Why did the writer start the article with Borsi’s story in the first paragraph?

In the UK, comprising England, Scotland, Wales, and Northern Ireland, jokes and tricks can be played until noon on 1 April. After midday it's considered bad luck to play a trick. Anyone who forgets this and tries a joke in the afternoon becomes an 'April Fool' themselves.
So, what kind of jokes do people play? Well, a simple example would be telling your friend that their shoelaces are undone. Then, when they bend down to do them up, you shout, 'April Fool!', and they realise their shoelaces are fine.
Maybe it's not your kind of humour, but watch out, there's always someone who will find it funny! In Ireland, a popular prank is to send someone on a 'fool's errand'. The victim is sent to deliver a letter, supposedly asking for help. When the person receives the letter, they open it, read it and tell the poor messenger that they will have to take the letter to another person. This continues and the victim ends up taking the message to several different people until someone feels sorry for them and shows them what the letter says: 'Send the fool to someone else.'
In France, Belgium, the Netherlands (or Holland), Italy and French-speaking areas of Canada and Switzerland, the 1 April tradition is known as the “April Fish”. A common joke is to try to stick a paper fish onto a victim's back without being noticed.

Question 30. In which paragraph does the writer mention some areas where they speak French in different countries?

In the UK, comprising England, Scotland, Wales, and Northern Ireland, jokes and tricks can be played until noon on 1 April. After midday it's considered bad luck to play a trick. Anyone who forgets this and tries a joke in the afternoon becomes an 'April Fool' themselves.
So, what kind of jokes do people play? Well, a simple example would be telling your friend that their shoelaces are undone. Then, when they bend down to do them up, you shout, 'April Fool!', and they realise their shoelaces are fine.
Maybe it's not your kind of humour, but watch out, there's always someone who will find it funny! In Ireland, a popular prank is to send someone on a 'fool's errand'. The victim is sent to deliver a letter, supposedly asking for help. When the person receives the letter, they open it, read it and tell the poor messenger that they will have to take the letter to another person. This continues and the victim ends up taking the message to several different people until someone feels sorry for them and shows them what the letter says: 'Send the fool to someone else.'
In France, Belgium, the Netherlands (or Holland), Italy and French-speaking areas of Canada and Switzerland, the 1 April tradition is known as the “April Fish”. A common joke is to try to stick a paper fish onto a victim's back without being noticed.

Question 29. In which paragraph does the writer mention England and Scotland?

In the UK, comprising England, Scotland, Wales, and Northern Ireland, jokes and tricks can be played until noon on 1 April. After midday it's considered bad luck to play a trick. Anyone who forgets this and tries a joke in the afternoon becomes an 'April Fool' themselves.
So, what kind of jokes do people play? Well, a simple example would be telling your friend that their shoelaces are undone. Then, when they bend down to do them up, you shout, 'April Fool!', and they realise their shoelaces are fine.
Maybe it's not your kind of humour, but watch out, there's always someone who will find it funny! In Ireland, a popular prank is to send someone on a 'fool's errand'. The victim is sent to deliver a letter, supposedly asking for help. When the person receives the letter, they open it, read it and tell the poor messenger that they will have to take the letter to another person. This continues and the victim ends up taking the message to several different people until someone feels sorry for them and shows them what the letter says: 'Send the fool to someone else.'
In France, Belgium, the Netherlands (or Holland), Italy and French-speaking areas of Canada and Switzerland, the 1 April tradition is known as the “April Fish”. A common joke is to try to stick a paper fish onto a victim's back without being noticed.

Question 28. Which of the following is TRUE according to paragraph 4.

In the UK, comprising England, Scotland, Wales, and Northern Ireland, jokes and tricks can be played until noon on 1 April. After midday it's considered bad luck to play a trick. Anyone who forgets this and tries a joke in the afternoon becomes an 'April Fool' themselves.
So, what kind of jokes do people play? Well, a simple example would be telling your friend that their shoelaces are undone. Then, when they bend down to do them up, you shout, 'April Fool!', and they realise their shoelaces are fine.
Maybe it's not your kind of humour, but watch out, there's always someone who will find it funny! In Ireland, a popular prank is to send someone on a 'fool's errand'. The victim is sent to deliver a letter, supposedly asking for help. When the person receives the letter, they open it, read it and tell the poor messenger that they will have to take the letter to another person. This continues and the victim ends up taking the message to several different people until someone feels sorry for them and shows them what the letter says: 'Send the fool to someone else.'
In France, Belgium, the Netherlands (or Holland), Italy and French-speaking areas of Canada and Switzerland, the 1 April tradition is known as the “April Fish”. A common joke is to try to stick a paper fish onto a victim's back without being noticed.

Question 27. Which of the following best paraphrases the underlined sentence in paragraph 1?

In the UK, comprising England, Scotland, Wales, and Northern Ireland, jokes and tricks can be played until noon on 1 April. After midday it's considered bad luck to play a trick. Anyone who forgets this and tries a joke in the afternoon becomes an 'April Fool' themselves.
So, what kind of jokes do people play? Well, a simple example would be telling your friend that their shoelaces are undone. Then, when they bend down to do them up, you shout, 'April Fool!', and they realise their shoelaces are fine.
Maybe it's not your kind of humour, but watch out, there's always someone who will find it funny! In Ireland, a popular prank is to send someone on a 'fool's errand'. The victim is sent to deliver a letter, supposedly asking for help. When the person receives the letter, they open it, read it and tell the poor messenger that they will have to take the letter to another person. This continues and the victim ends up taking the message to several different people until someone feels sorry for them and shows them what the letter says: 'Send the fool to someone else.'
In France, Belgium, the Netherlands (or Holland), Italy and French-speaking areas of Canada and Switzerland, the 1 April tradition is known as the “April Fish”. A common joke is to try to stick a paper fish onto a victim's back without being noticed.

Question 26. The phrase “being noticed” in paragraph 4 could be best replaced by ____.

In the UK, comprising England, Scotland, Wales, and Northern Ireland, jokes and tricks can be played until noon on 1 April. After midday it's considered bad luck to play a trick. Anyone who forgets this and tries a joke in the afternoon becomes an 'April Fool' themselves.
So, what kind of jokes do people play? Well, a simple example would be telling your friend that their shoelaces are undone. Then, when they bend down to do them up, you shout, 'April Fool!', and they realise their shoelaces are fine.
Maybe it's not your kind of humour, but watch out, there's always someone who will find it funny! In Ireland, a popular prank is to send someone on a 'fool's errand'. The victim is sent to deliver a letter, supposedly asking for help. When the person receives the letter, they open it, read it and tell the poor messenger that they will have to take the letter to another person. This continues and the victim ends up taking the message to several different people until someone feels sorry for them and shows them what the letter says: 'Send the fool to someone else.'
In France, Belgium, the Netherlands (or Holland), Italy and French-speaking areas of Canada and Switzerland, the 1 April tradition is known as the “April Fish”. A common joke is to try to stick a paper fish onto a victim's back without being noticed.

Question 25. What does “stick” in paragraph 4 mean?

In the UK, comprising England, Scotland, Wales, and Northern Ireland, jokes and tricks can be played until noon on 1 April. After midday it's considered bad luck to play a trick. Anyone who forgets this and tries a joke in the afternoon becomes an 'April Fool' themselves.
So, what kind of jokes do people play? Well, a simple example would be telling your friend that their shoelaces are undone. Then, when they bend down to do them up, you shout, 'April Fool!', and they realise their shoelaces are fine.
Maybe it's not your kind of humour, but watch out, there's always someone who will find it funny! In Ireland, a popular prank is to send someone on a 'fool's errand'. The victim is sent to deliver a letter, supposedly asking for help. When the person receives the letter, they open it, read it and tell the poor messenger that they will have to take the letter to another person. This continues and the victim ends up taking the message to several different people until someone feels sorry for them and shows them what the letter says: 'Send the fool to someone else.'
In France, Belgium, the Netherlands (or Holland), Italy and French-speaking areas of Canada and Switzerland, the 1 April tradition is known as the “April Fish”. A common joke is to try to stick a paper fish onto a victim's back without being noticed.

Question 24. The phrasal verb “watch out” in paragraph 3 is OPPOSITE in meaning to ____.

In the UK, comprising England, Scotland, Wales, and Northern Ireland, jokes and tricks can be played until noon on 1 April. After midday it's considered bad luck to play a trick. Anyone who forgets this and tries a joke in the afternoon becomes an 'April Fool' themselves.
So, what kind of jokes do people play? Well, a simple example would be telling your friend that their shoelaces are undone. Then, when they bend down to do them up, you shout, 'April Fool!', and they realise their shoelaces are fine.
Maybe it's not your kind of humour, but watch out, there's always someone who will find it funny! In Ireland, a popular prank is to send someone on a 'fool's errand'. The victim is sent to deliver a letter, supposedly asking for help. When the person receives the letter, they open it, read it and tell the poor messenger that they will have to take the letter to another person. This continues and the victim ends up taking the message to several different people until someone feels sorry for them and shows them what the letter says: 'Send the fool to someone else.'
In France, Belgium, the Netherlands (or Holland), Italy and French-speaking areas of Canada and Switzerland, the 1 April tradition is known as the “April Fish”. A common joke is to try to stick a paper fish onto a victim's back without being noticed.

Question 23. Which country is NOT mentioned in the text?

In the professional or career world, a gap year is a year before going to college or university and after ___(18)___ taking a year off before going into graduate school after completing a bachelor as an undergraduate. During this time, students may engage in advanced academic courses, extra-academic courses and non-academic courses, ___(19)___, language studies, learning a trade, art studies, volunteer work, travel, internships, sports and more. Gap years are sometimes considered a way for students to become independent and ___(20)___ prior to engaging in university life.
Australians and New Zealanders have a tradition of travelling overseas independently at a young age. In New Zealand, ___(21)___. Sometimes, an OE is limited to one year, but often Australians and New Zealanders will remain overseas for three to five years, with many working short-term in service industry jobs to fund ___(22)___.

Question 22:

In the professional or career world, a gap year is a year before going to college or university and after ___(18)___ taking a year off before going into graduate school after completing a bachelor as an undergraduate. During this time, students may engage in advanced academic courses, extra-academic courses and non-academic courses, ___(19)___, language studies, learning a trade, art studies, volunteer work, travel, internships, sports and more. Gap years are sometimes considered a way for students to become independent and ___(20)___ prior to engaging in university life.
Australians and New Zealanders have a tradition of travelling overseas independently at a young age. In New Zealand, ___(21)___. Sometimes, an OE is limited to one year, but often Australians and New Zealanders will remain overseas for three to five years, with many working short-term in service industry jobs to fund ___(22)___.

Question 21:

In the professional or career world, a gap year is a year before going to college or university and after ___(18)___ taking a year off before going into graduate school after completing a bachelor as an undergraduate. During this time, students may engage in advanced academic courses, extra-academic courses and non-academic courses, ___(19)___, language studies, learning a trade, art studies, volunteer work, travel, internships, sports and more. Gap years are sometimes considered a way for students to become independent and ___(20)___ prior to engaging in university life.
Australians and New Zealanders have a tradition of travelling overseas independently at a young age. In New Zealand, ___(21)___. Sometimes, an OE is limited to one year, but often Australians and New Zealanders will remain overseas for three to five years, with many working short-term in service industry jobs to fund ___(22)___.

Question 20:

In the professional or career world, a gap year is a year before going to college or university and after ___(18)___ taking a year off before going into graduate school after completing a bachelor as an undergraduate. During this time, students may engage in advanced academic courses, extra-academic courses and non-academic courses, ___(19)___, language studies, learning a trade, art studies, volunteer work, travel, internships, sports and more. Gap years are sometimes considered a way for students to become independent and ___(20)___ prior to engaging in university life.
Australians and New Zealanders have a tradition of travelling overseas independently at a young age. In New Zealand, ___(21)___. Sometimes, an OE is limited to one year, but often Australians and New Zealanders will remain overseas for three to five years, with many working short-term in service industry jobs to fund ___(22)___.

Question 19:

In the professional or career world, a gap year is a year before going to college or university and after ___(18)___ taking a year off before going into graduate school after completing a bachelor as an undergraduate. During this time, students may engage in advanced academic courses, extra-academic courses and non-academic courses, ___(19)___, language studies, learning a trade, art studies, volunteer work, travel, internships, sports and more. Gap years are sometimes considered a way for students to become independent and ___(20)___ prior to engaging in university life.
Australians and New Zealanders have a tradition of travelling overseas independently at a young age. In New Zealand, ___(21)___. Sometimes, an OE is limited to one year, but often Australians and New Zealanders will remain overseas for three to five years, with many working short-term in service industry jobs to fund ___(22)___.

Question 18:

ANNOUNCEMENT OF CARDIFF BIKE RACE
We are going to take part in the Cardiff Bike Race. Please notice some important details:
• Time: 8 AM ___(7)___ the 22nd of September.
• Team’s Dress Code: You ___(8)___ your normal black T-shirts and shorts because another club uses those colors. Instead, we will wear blue.
• Snack Break: After twenty kilometres, there will be a ___(9)___ spot for snacks with some cake and orange juice.
• Prizes: ___(10)___ latest sport watches.
Let's pedal our way to victory!
While our main aim ___(11)___ people on their bikes, a benefit of the day is the fundraising ___(12)___. This is either direct sponsorship from company logos on the cycling shirts or our cyclists getting sponsored individually per mile.

Question 12.

ANNOUNCEMENT OF CARDIFF BIKE RACE
We are going to take part in the Cardiff Bike Race. Please notice some important details:
• Time: 8 AM ___(7)___ the 22nd of September.
• Team’s Dress Code: You ___(8)___ your normal black T-shirts and shorts because another club uses those colors. Instead, we will wear blue.
• Snack Break: After twenty kilometres, there will be a ___(9)___ spot for snacks with some cake and orange juice.
• Prizes: ___(10)___ latest sport watches.
Let's pedal our way to victory!
While our main aim ___(11)___ people on their bikes, a benefit of the day is the fundraising ___(12)___. This is either direct sponsorship from company logos on the cycling shirts or our cyclists getting sponsored individually per mile.

Question 11.

ANNOUNCEMENT OF CARDIFF BIKE RACE
We are going to take part in the Cardiff Bike Race. Please notice some important details:
• Time: 8 AM ___(7)___ the 22nd of September.
• Team’s Dress Code: You ___(8)___ your normal black T-shirts and shorts because another club uses those colors. Instead, we will wear blue.
• Snack Break: After twenty kilometres, there will be a ___(9)___ spot for snacks with some cake and orange juice.
• Prizes: ___(10)___ latest sport watches.
Let's pedal our way to victory!
While our main aim ___(11)___ people on their bikes, a benefit of the day is the fundraising ___(12)___. This is either direct sponsorship from company logos on the cycling shirts or our cyclists getting sponsored individually per mile.

Question 10.

ANNOUNCEMENT OF CARDIFF BIKE RACE
We are going to take part in the Cardiff Bike Race. Please notice some important details:
• Time: 8 AM ___(7)___ the 22nd of September.
• Team’s Dress Code: You ___(8)___ your normal black T-shirts and shorts because another club uses those colors. Instead, we will wear blue.
• Snack Break: After twenty kilometres, there will be a ___(9)___ spot for snacks with some cake and orange juice.
• Prizes: ___(10)___ latest sport watches.
Let's pedal our way to victory!
While our main aim ___(11)___ people on their bikes, a benefit of the day is the fundraising ___(12)___. This is either direct sponsorship from company logos on the cycling shirts or our cyclists getting sponsored individually per mile.

Question 9.

ANNOUNCEMENT OF CARDIFF BIKE RACE
We are going to take part in the Cardiff Bike Race. Please notice some important details:
• Time: 8 AM ___(7)___ the 22nd of September.
• Team’s Dress Code: You ___(8)___ your normal black T-shirts and shorts because another club uses those colors. Instead, we will wear blue.
• Snack Break: After twenty kilometres, there will be a ___(9)___ spot for snacks with some cake and orange juice.
• Prizes: ___(10)___ latest sport watches.
Let's pedal our way to victory!
While our main aim ___(11)___ people on their bikes, a benefit of the day is the fundraising ___(12)___. This is either direct sponsorship from company logos on the cycling shirts or our cyclists getting sponsored individually per mile.

Question 8.

ANNOUNCEMENT OF CARDIFF BIKE RACE
We are going to take part in the Cardiff Bike Race. Please notice some important details:
• Time: 8 AM ___(7)___ the 22nd of September.
• Team’s Dress Code: You ___(8)___ your normal black T-shirts and shorts because another club uses those colors. Instead, we will wear blue.
• Snack Break: After twenty kilometres, there will be a ___(9)___ spot for snacks with some cake and orange juice.
• Prizes: ___(10)___ latest sport watches.
Let's pedal our way to victory!
While our main aim ___(11)___ people on their bikes, a benefit of the day is the fundraising ___(12)___. This is either direct sponsorship from company logos on the cycling shirts or our cyclists getting sponsored individually per mile.

Question 7.

WELCOME AND ORIENTATION AT LANGLEY COLLEGE
Welcome to Langley College! Classes start next Monday, but you ___(1)___ visit the college from now.
We have a modern sports centre ___(2)___ for £79/year or £6.70/visit. Our café ___(3)___ from 8 AM to 9 PM on weekdays, ___(4)___ convenient for you to relax before or after classes.
Meet your teachers from 8 AM to 12 AM tomorrow ___(5)___ course information.
Remember to bring a photo for your student ID card on Monday. ID cards will be ready for ___(6)___ next Friday.
Contact Mrs. Myatt, the receptionist, at 990-365-4127.
Enjoy your time at Langley College!

Question 6.

WELCOME AND ORIENTATION AT LANGLEY COLLEGE
Welcome to Langley College! Classes start next Monday, but you ___(1)___ visit the college from now.
We have a modern sports centre ___(2)___ for £79/year or £6.70/visit. Our café ___(3)___ from 8 AM to 9 PM on weekdays, ___(4)___ convenient for you to relax before or after classes.
Meet your teachers from 8 AM to 12 AM tomorrow ___(5)___ course information.
Remember to bring a photo for your student ID card on Monday. ID cards will be ready for ___(6)___ next Friday.
Contact Mrs. Myatt, the receptionist, at 990-365-4127.
Enjoy your time at Langley College!

Question 5.

WELCOME AND ORIENTATION AT LANGLEY COLLEGE
Welcome to Langley College! Classes start next Monday, but you ___(1)___ visit the college from now.
We have a modern sports centre ___(2)___ for £79/year or £6.70/visit. Our café ___(3)___ from 8 AM to 9 PM on weekdays, ___(4)___ convenient for you to relax before or after classes.
Meet your teachers from 8 AM to 12 AM tomorrow ___(5)___ course information.
Remember to bring a photo for your student ID card on Monday. ID cards will be ready for ___(6)___ next Friday.
Contact Mrs. Myatt, the receptionist, at 990-365-4127.
Enjoy your time at Langley College!

Question 4.

WELCOME AND ORIENTATION AT LANGLEY COLLEGE
Welcome to Langley College! Classes start next Monday, but you ___(1)___ visit the college from now.
We have a modern sports centre ___(2)___ for £79/year or £6.70/visit. Our café ___(3)___ from 8 AM to 9 PM on weekdays, ___(4)___ convenient for you to relax before or after classes.
Meet your teachers from 8 AM to 12 AM tomorrow ___(5)___ course information.
Remember to bring a photo for your student ID card on Monday. ID cards will be ready for ___(6)___ next Friday.
Contact Mrs. Myatt, the receptionist, at 990-365-4127.
Enjoy your time at Langley College!

Question 3.

WELCOME AND ORIENTATION AT LANGLEY COLLEGE
Welcome to Langley College! Classes start next Monday, but you ___(1)___ visit the college from now.
We have a modern sports centre ___(2)___ for £79/year or £6.70/visit. Our café ___(3)___ from 8 AM to 9 PM on weekdays, ___(4)___ convenient for you to relax before or after classes.
Meet your teachers from 8 AM to 12 AM tomorrow ___(5)___ course information.
Remember to bring a photo for your student ID card on Monday. ID cards will be ready for ___(6)___ next Friday.
Contact Mrs. Myatt, the receptionist, at 990-365-4127.
Enjoy your time at Langley College!

Question 2.

WELCOME AND ORIENTATION AT LANGLEY COLLEGE
Welcome to Langley College! Classes start next Monday, but you ___(1)___ visit the college from now.
We have a modern sports centre ___(2)___ for £79/year or £6.70/visit. Our café ___(3)___ from 8 AM to 9 PM on weekdays, ___(4)___ convenient for you to relax before or after classes.
Meet your teachers from 8 AM to 12 AM tomorrow ___(5)___ course information.
Remember to bring a photo for your student ID card on Monday. ID cards will be ready for ___(6)___ next Friday.
Contact Mrs. Myatt, the receptionist, at 990-365-4127.
Enjoy your time at Langley College!

Question 1.