Choose the best answer:
The flight to Hanoi __________ at 2 o’clock tomorrow afternoon.

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                  ENGLISH SPEELING
Why does English spelling have a reputation for being difficult? English was first written down when Christian monks came to England in  Anglo-Saxon (1)........... . They used the 23 letters of Latin to write down the sounds of Anglo-Saxon speech as they heard it. However, English has a (2)...............   range   of basic sounds (over 40) than Latin. The alphabet was too small, and so combinations of letters were needed to express the different sounds. Inevitably, there were inconsistencies in the way that letters were combined.
With the Norman invasion of England, the English language was put at risk. English survived, but the spelling of many English words changed to follow French (3)...... , and many French words were introduced into the language. The result was more irregularity.
When the printing press was invented in the fifteenth century, many early printers of English texts spoke other first languages. They made little effort to respect English spelling. Although one of the shortterm (4)................ of printing was to produce a number of variant spellings, in the long term it created    fixed spellings. People became used to seeing words spelt in the same way. Rules were drawn up, and dictionaries were put together which printers and writers could refer to. However, spoken English was not fixed and continued to change slowly - just as it still does now. Letters that were sounded in the Anglo- Saxon period, like the 'k' in 'knife', now became (5)............. Also, the pronunciation of vowels then had  little in common with how they sound now, but the way they are spelt hasn't changed. No wonder, then, that it is often difficult to see the link between sound and spelling.
(1)..............................

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Someone once has said that there are three kinds of people who are interested in sport: People who (39)...... part, people who watch, and people who watch (40).............. television. It’s very easy to make fun of stay-at-home sports fans but on the other hand, television does enable us to enjoy all kinds of (41).......... events. We can watch a racing car overtake another, see a cyclist cross the finishing line, or enjoy the goals of our favorite football (42)............. The first time I watched a tennis match was on television, and I found it unexpectedly interesting. It’s not always easy to travel long distance to football grounds and television is a good solution. Of course, you can  (43)..........used to sitting indoors all the time, and this is dangerous. We should all try to keep fit, and have other interests and pastimes
(39)...............................

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                     ALFRED NOBEL
Alfred Nobel was born on October 21, 1833 in Sweden. His important invention was dynamite - a powerful (1)........ _. This dynamite business made him a very rich man.
One day, Alfred Nobel read about his death in a newspaper. In fact, it was his brother's death. The mass media (2).........him a saleman of death, "The dynamite king". Nobel was very upset. He had invented dynamite to save lives - lives ( 3 )............ _ were lost because other explosives were dangerous to use. He hated violence and war. And he did not like the world to    think of him as a man of war.
He thought (4)..........the  best way for people to  use  his fortune for  years. (5)................... _  he knew  what to do with his fortune. Alfred Nobel established the Nobel Prize, an annual award to honour leaders of science, literature, and world peace. Alfred Nobel died on December 10, 1896. He was unmarried and had no children. His important decision changed the way the  world thought of him. He was remembered the way he wanted: Alfred Nobel, man of peace.

(1)..........................
 

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Mandatory volunteering made many members of Maryland high school class of 1997 rumble with indignation. They didn’t like a new requirement that made them take part in the school’s community service program.
Future seniors, however, probably won't be as resistant now that the program has been broken in. Some, like John Maloney, already have completed their required hours of approved community service. The Bowie High School sophomore earned his hours in eighth grade by volunteering two nights a week at the Larkin-Chase Nursing and Restorative Center in Bowie. He played shuffleboard, cards, and other games with the senior citizens. He also helped plan parties for them and visited their rooms to keep them company. That experience inspired him to continue volunteering in the community.
John, 15, is not finished volunteering. Once a week he videotapes animals at the Prince George County animal shelter in Forestville. His footage is shown on the Bowie public access television channel in hopes of finding homes for the animals."Volunteering is better than just sitting around," says John, "and I like animals; I don't want to see them put to sleep. "
He's not the only volunteer in his family. His sister, Melissa, an eighth grader, has completed her hours also volunteering at Larkin-Chase. "It is a good idea to have kids go out into the community, but it's frustrating to have to write essays about the work," she said. "It makes you feel like you're doing it for the requirement and not for yourself."
The high school's service learning office, run by Beth Ansley, provides information on organizations seeking volunteers so that students will have an easier time fulfilling their hours. "It's ridiculous that people are opposing the requirements," said Amy Rouse, who this summer has worked at the Ronald McDonald House and has helped to rebuild a church in Clinton. "So many people won't do the service unless it's mandatory," Rouse said, "but once they start doing it, they'll really like it and hopefully it will become a part of their lives - like it has become a part of mine."

What is the main idea of the passage?

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The diary and the letter were the most extensively practiced forms of life writings in eighteenth- century America. From the numerous examples of these two types of writing from the period, a portrait of daily life of the period can be gleaned.
Many of the diaries that were kept during this period were life diaries by authors interested in maintaining day-to-day records of reflective self-examination, but some of the most compelling were situational diaries; those prompted by and limited to lengthy descriptions of personal reflections about a particular event. Three of the many situational journals of this period are those written by Sarah Kemble Knight, William Burd II, and Dr. Alexander Hamilton. Sarah Kemble Knight's diary of her five-month trip at the end of 1704 and the beginning of 1705 from Boston to New Haven to New York and back again to Boston was published more than a century later as The Journal of Madam Knight. Though this diary does include an account of the hardship that she encountered along the way, it is principally composed of humorous descriptions of and commentary on the hospitality that she was offered and the manners of those that she encountered. William Burd II kept two diaries to describe his experiences on a 1729 surveying expedition to settle a border dispute between Virginia and North Carolina. One of the diaries, History of the Dividing Line between Virginia and North Carolina, was published in 1842, while its companion, Secret Diary, was published in 1929. In these diaries, Burd used a humorous and satirical approach to describe not just the day-to-day events of the trip but also the characteristics which set his beloved Virginia culture apart from the (in his opinion) decidedly less praiseworthy culture of those non- Virginians that he encountered in his trip. Dr. Alexander Hamilton's Itinerarium (1744) describes a four- month voyage of discovery undertaken by Hamilton through the mid-Atlantic and New England colonies; in the diary that he kept of this trip. Hamilton provides considerable commentary on the social customs of various areas, comparing the customs and culture of the better homes of the American colonies with those of the great salons of Europe.
Letter-writing also held a place of importance in eighteenth-century America (indeed, the ability to produce cultured letters was considered a form of art), and many letters extant from that period provide insights into the culture, mores, and styles of written communication of that era. Many of the letter writers employed devices in common usage in European models of the time, demonstrating that letter writers felt a sense of cohesiveness with the cultured classes of Europe: John and Abigail Adams signed the names Lysander and Constantia to their early letters, while Thomas Jefferson created an elaborate dialogue between his head and his heart to discuss the nature of friendship in  a 1786 letter to Maria Cosway. The variety of purposes that these letters served provides additional insight into the priorities of the society of the time. The letters were used to cement love matches and friendships, as the previously mentioned letters did; they were the primary method for relaying news among family and friends who were scattered across various geographic locations; they were often used as a means of carrying out business in this era before more rapid long-distance communication; they were often used used as a way of sharing professional, social, or political ideas among leaders in various fields who perhaps had no other way to get together and exchange ideas.

What is stated in the passage about the works by Knight, Burd, and Hamilton?

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   Martin Luther King, Jf., is well- known for his work in civil rights and for his many famous speeches, among which is his moving “I have a dream” speech. But fewer people know much about King’s childhood.

   M.L, as he was called, was born in 1929 in Atlanta, Georgia, at the home of his maternal grandfather. M.L.’s grandfather purchased their home on Auburn Avenue in 1909, twenty years before M.L was born. His grandfather allowed the house to be used as a meeting place for a number of organizations dedicated to the education and social advancement of blacks. M.L. grew up in the atmosphere, with his home being used as a community gathering place, and was no doubt influenced by it.

   M.L.’s childhood was not especially eventfully. His father was a minister and his mother was a musician. He was the second of three children, and he attended all black schools in a black neighborhood. The neighborhood was not poor, however. Auburn Avenue was an area of banks, insurance companies, builders, jewelers, tailors, doctors, lawyers, and other businesses and services. Even in the face of Atlanta’s segregation, the district thrived. Dr. King never forgot the community spirit he had known as a child, nor did he forget the racial prejudice that was a huge barrier keeping black Atlantans from mingling with whites.

Which of the following statements is NOT true?

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The main difference between urban growth in Europe and in the American colonies was the slow evolution of cities in the former and their rapid growth in the latter. In Europe they grew over a period of centuries from town economies to their present urban structure. In North America, they started as wilderness communities and developed to mature urbanism’s in little more than a century.
In the early colonial day in North America, small cities sprang up along the Atlantic Coastline, mostly in what are now New America, small cities sprang up along the Atlantic United States and in the lower Saint Lawrence valley in Canada. This was natural because these areas were nearest England and France, particularly England, from which most capital goods (assets such as equipment) and many consumer goods were imported Merchandising establishments were, accordingly, advantageously located in port cities from which goods could be readily distributed to interior settlements. Here, too, were the favored locations for processing raw materials prior to export. Boston, Philadelphia, New York, Montreal, and other cities flourished, and, as the colonies grew, these cities increased in importance.
This was less true in the colonial South, where life centered around large farms, known as plantations, rather than around towns, as was the case in the areas further north along the Atlantic coastline. The local isolation and the economic self-sufficiency of the plantations were antagonistic to the development of the towns. The plantations maintained their independence because they were located on navigable streams and each had a wharf accessible to the small shipping of that day. In fact, one of the strongest factors in the selection of plantation land was the desire to have it front on a water highway.
When the United States became an independent nation in 1776, it did not have a single city as large as 50,000 inhabitants, but by 1820 it had a city of more than 10,000 people, and by 1880 it had recorded a city of over one million. It was not until after 1823, after the mechanization of the spinning and weaving industries, that cities started drawing young people away from farms. Such migration was particularly rapid following the Civil War (1861-1865).

The word “they” in paragraph 1 refers to     .

Thank you for your purchase on September 27. Your package has shipped and is due to arrive on October 1. ---131---. Simply visit www.sprtech.com/shipping/status, enter your order number, and press “Search”.
When you receive your package, we ---132--- you to take a short survey at www.sprtech.com/survey. It is through customer feedback that we are---133---  to monitor our level of service.  Upon ---134--- of the survey, you will receive a 10% discount toward your next order.

134.............

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According to sociologists, there are several different ways in which a person may become recognized as the leader of a social group in the United States. In the tamily, traditional cultural patterns confer leadership on one or both of the parents. In other cases, such as friendship groups, one or more persons may gradually emerge as leaders, although there is no formal process of selection. In larger groups, leaders are usually chosen formally through election or recruitment.
Although leaders are often thought to be people with unusual personal ubility, decades ot research have failed to produce consistent evidence that there is any category ot “natural leaders”. It seems that there is no set of personal qualities that all leaders have in common; rather, virtually any person may be recognized as a leader if the person has qualities that meet the needs ot that particular group.
Furthermore, although it is commonly supposed that social groups have a single leader, research suggests that there are typically two different leadership roles that are held by different individuals. Instrumental leadership is leadership that emphasizes the completion of tasks by a social group.
Group members look to instrumental leaders to “get things” done.” Expressive leadership, on the other hand, is leadership that emphasizes the collective well-being of a social group’s member. Expressive leaders are less concerned with the overall goals of the group than with providing emotional support to group members and attempting to minimize tension and conflict among them. Group members expect expressive leaders to maintain stable relationships within the group and provide support to individual members.
Instrumental leaders are likely to have a rather secondary relationship to other group members. They give orders and may discipline group members who inhibit attainment of the group’s goals. Expressive leaders cultivate a more personal or primary relationship to others in the group. They offer sympathy when someone experiences difficulties or is subjected to discipline, are quick to lighten a serious moment with humor, and try to resolve issues that threaten to divide the group. As the differences in these two roles suggest, expressive leaders generally receive more personal affection from group members; instrumental leaders, if they are successful in promoting group goals, may enjoy a more distant respect.

The passage indicates that ‘instrumental leaders’ generally focus on     .

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It can be shown in facts and figures that cycling is the cheapest, most convenient, and most environmentally desirable term of transport in towns, but such cold calculations do not mean much on a frosty winter morning. The real appeal of cycling is that it is so enjoyable. It has none of the difficulties and tensions of other ways of traveling so you are more cheerful after a ride, even though the rush hour.
The first thing a non-cyclist says to you is: "But isn't it terribly dangerous?" It would be foolish to deny the danger of sharing the road with motor vehicles and it must be admitted that there are an alarming number of accidents involving cyclists. However, although police records indicate that the car driver is often to blame, the answer lies with the cyclist. It is possible to ride in such a way as to reduce risks to a minimum.
If you decide to join the thousands in Britain who are now returning to cycling as a cheap, satisfying form of transport your first problem will be trying to decide what bike to buy. Here are three simple rules for buying a bike:
Always buy the best you can afford. Of course there has to be a meeting point between what you would really like and economic reality, but aim as high as you can and you will get the benefit not only when you ride but also if you want to sell. Well-made bikes keep the value very well. And don't forget to include in your calculations the fact that you'll begin saving money on fares and petrol the minute you leave the shop.
Get the best frame, the main structure of the bicycle, for your money as you can. Cheap brakes, wheels or gears can easily be replaced by more expensive ones, but the frame sets the    upper limit on any transformation. You should allow for the possibility our cycling ambitions will grow with practice. When you begin, the four miles to work may the most you ever dream of, but after a few months a Sunday ride into the country begins to look more and more desirable. The best thing is to buy a bike just a little bit better than you think you'll need, and then grow into it. Otherwise, try to get a model that can be improved.
The fit is vital. Handlebars and seat height can be adjusted but you must get the right sized frame. On the whole it is best to get the largest size you can manage. Frame sizes are measured in inches and the usual adult range is from 21 inches to 25 inches, though extreme sizes outside those measurements can be found. Some people say if you take four inches off from your inside leg measurement you will end up with the right size of bike. The basic principle though is that you should be able to stand with legs either side of the crossbar (the bar that goes from the handlebars to the seat) with both feet comfortably flat on the ground.

The word "transformation" in paragraph 5 is closest in meaning to     .

Choose the best answer to complete the passage.

Twenty (1)________ ago, kids in school had never even heard of the internet. Now, I'll bet you can't find a single person in your school who hasn't at least heard of it. In fact, many of us use it on a regular basis and even have access to it from our homes! The 'net' in internet really stands (3) _________ network. A (2) __________  is two or more computers connected together so that information can be (4) __________, or sent from one computer to another. The internet is a vast resource for all types of information. You may enjoy using it to do research for a school project, downloading your favourite songs or communicating with friends and family. Information is accessed through web pages (5) _________ companies, organizations and individuals create and post. It's kind of like a giant bulletin board that the whole world uses! But since anyone can put anything on the internet, you also have to be careful and use your best judgement and a little common sense.

Just because you read something on a piece of paper someone sticks on a bulletin board doesn't mean it's good information, or even correct, for that matter. So you have to be sure that whoever posted the information knows what they're talking about, especially if you're doing (6) ___________! But what if you're just emailing people? You still have to be very careful. If you've never met the person that you're communicating with online, you could be on dangerous ground! You should never give out any personal information to someone you don't know, not even your name! And just like you can't believe the information on every website out there, you can't rely (7) ________ what strangers you 'meet' on the internet tell you either. Just like you could make up things about yourself to tell someone, someone else could do the same to you!

(7)________

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By adopting a few simple techniques, parents who read to their children can considerably increase their children’s language development. It is surprising, but true. How parents talk to their children makes a big difference in the children’s language development. If a parent encourages the child to actively respond to what the parent is reading, the child’s language skills increase.
A study was done with two or three-year-old children and their parents. Half of the thirty children participants were in the experimental study; the other half acted as the control group. In the experimental group, the parents were given a two-hour training session in which they were taught to ask open-ended questions rather than yes-no questions. For example, the parent should ask, “What is the doggy doing?” rather than, “Is the doggy running away?” Experimental parents were also instructed how to expand on their children’s answer, how to suggest alternative possibilities, and how to praise correct answers.
At the beginning of the study, the children did not differ on levels of language development, but at the end of one month, the children in the experimental group were 5.5 months ahead of the control group on a test of verbal expression and vocabulary. Nine months later, the children in the experimental group still showed an advance of 6 months over the children in the control group.

What was the major difference between the control group and the experimental one in the study?

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During the second half of the nineteenth century, the production of food and feed crops in the United States rose at an extraordinarily rapid rate. Com production increased by four and a half times, hay by five times, oats and wheat by seven times. The most crucial factor behind this phenomenal upsurge in productivity was the widespread adoption of labor-saving machinery by northern farmers. By 1850 horse- drawn reaping machines that cut grain were being introduced into the major grain-growing regions of the country. Horse-powered threshing machines to separate the seeds from the plants were already in general use. However, it was the onset of the Civil War in 1861 that provided the great stimulus for the mechanization of northern agriculture. With much of the labor force inducted into the army and with grain prices on the rise, northern farmers rushed to avail themselves of the new labor-saving equipment. In 1860 there were approximately 80,000 reapers in the country; five years later there were 350,000.
After the close of the war in 1865, machinery became ever more important in northern agriculture, and improved equipment was continually introduced. By 1880 a self-binding reaper had been perfected that not only cut the grain, but also gathered the stalks and bound them with twine. Threshing machines were also being improved and enlarged, and after 1870 they were increasingly powered by steam engines rather than by horses. Since steam-powered threshing machines were costly items-running from $ 1,000 to $4,000 - they were usually owned by custom thresher owners who then worked their way from farm to farm during the harvest season. “Combines” were also coming into use on the great wheat ranches in California and the Pacific Northwest. These ponderous machines - sometimes pulled by as many as 40 horses - reaped the grain, threshed it, and bagged it, all in one simultaneous operation.
The adoption of labor-saving machinery had a profound effect upon the sale of agricultural operations in the northern states-allowing farmers to increase vastly their crop acreage. By the end of century, a farmer employing the new machinery could plant and harvest two and half times as much com as a farmer had using hand methods 50 years before.

The word “they” in paragraph 2 refers to     .

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In 1826, a Frenchman named Niépce needed pictures for his business. He was not a good artist, so he invented a very simple camera. He put it in a window of his house and took a picture of his yard. That was the first photograph.
The next important date in the history of photography was 1837. That year, Daguerre, another Frenchman, took a picture of his studio. He used a new kind of camera and a different process. In his pictures, you could see everything clearly, even the smallest details. This kind of photograph was called a daguerreotype.
Soon, other people began to use Daguerre's process. Travelers brought back daguerreotypes from all around the world. People photographed famous buildings, cities, and mountains.
In about 1840, the process was improved. Then photographers could take pictures of people and moving things. The process was not simple and photographers had to carry lots of film and processing equipment. However, this did not stop photographers, especially in the United States. After 1840, daguerreotype artists were popular in most cities.
Matthew Brady was one well-known American photographer. He took many portraits of famous people. The portraits were unusual because they were lifelike and full of personality. Brady was also the first person to take pictures of a war. His 1862 Civil War pictures showed dead soldiers and ruined cities. They made the war seem more real and more terrible.
In the 1880s, new inventions began to change photography. Photographers could buy film ready- made in rolls, instead of having to make the film themselves. Also, they did not have to process the film immediately. They could bring it back to their studios and develop it later. They did not have to carry lots of equipment. And finally, the invention of the small handheld camera made photography less expensive. With a small camera, anyone could be a photographer. People began to use cameras just for fun.
They took pictures of their families, friends, and favorite places. They called these pictures "snapshots".
Documentary photographs became popular in newspapers in the 1890s. Soon magazines and books also used them. These pictures showed true events and people. They were much more real than drawings.
Some people began to think of photography as a form of art. They thought that photographycould do more than show the real world. It could also show ideas and feelings, like other art forms.

The word “this” in the passage refers to the     .

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As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.
The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.
Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were once such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.
Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date

It can be inferred from paragraph 1 that one important factor in the increasing importance of education in the United States was     .

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For hundreds of years, giving flowers have been a social means of communication. In the United States, flowers are often given during rites of passage, for commemorating special occasions or as a heartfelt gift between loved ones and friends. Flower gifting also occurs in most countries around the world. However, the meanings and traditions often vary.
While students traditionally gave their favorite teacher an apple in past years, in China, teachers are given flowers. Peonies are by far the  flower most often  given  in  China. They are also quite popularly used for weddings. Strangely, potted plants are not considered a pleasant gift among Asian cultures. The people believe that like a plant confined by a pot, the gift  symbolizes a binding or restriction.
In Russia, in lieu of giving birthday presents, the guest of honor receives a single flower or an unwrapped bouquet. Floral arrangements or baskets are not given. Russians celebrate a holiday known as Woman's Day. Traditional gifts include red roses, hyacinths or tulips. When   there is a funeral or other occasion where someone wishes to express sympathy, carnations, lilies or roses are given in circular configurations, which signify the transition of birth, life and death to   rebirth. In this instance, the color of choice is commonly yellow. For joyous occasions, arrangements and bouquets generally contain an odd number of flowers.
In the times of ancient Rome, brides carried flowers to scare away evil spirits and encourage fertility. The Dutch believed that flowers were food for the soul. When invited to someone's home in Great Britain, it is tradition to bring a gift of flowers. All types are acceptable except white lilies, which are usually seen at funerals. Unlike the United States, red roses are a symbol of love.
Flowers are generally gifted in odd numbered increments regardless of the occasion. However, the Brits also have superstitions regarding the number 13, so the number is avoided.
In the southern region of the continent, flowers are traditionally given during Christmas. Egyptians are much more conservative and restrict flower gifting to funerals and weddings. While certain flowers may have significant meanings for some, flowers in Las Vegas and across the United States flowers are an accepted gift for any reason desired.

It can be inferred from the passage that _________

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Do you feel like your teenager is spending most of the day glued to a phone screen? You're not too far off. A new survey from the Pew  Research Center reveals the  surprising  ways that technology intersects with teen friendships —  and the results show that 57  percent  of teens have made at least one new friend online. Even more surprisingly, only 20 percent of those digital friends ever meet in person.
While teens do connect with their friends face-to-face outside of school, they spend 55 percent of their day texting with friends, and only 25 percent of teens are spending actual time with their friends on a daily basis (outside of school hallways). These new forms of communication are key in maintaining friendships day-to-day — 27 percent of teens instant message their friends every day, 23 percent connect through social media every day, and 7 percent even video chat daily. Text messaging remains the main form of communication — almost half of survey respondents say it's their chosen method of communication with their closest friend.
While girls are more likely to text with their close friends, boys are meeting new friends (and maintaining friendships) in the gaming world-89 percent play with friends they know, and  54 percent play with online-only friends. Whether they're close with their teammates or not, online garners say that playing makes them feel "more connected" to friends they know, or garners they've never met.
When making new friends, social media has also become a major part of the teenage identity-62 percent of teens are quick to share their social media usernames when connecting with a new friend (although 80 percent still consider their phone number the best method of contact). Despite the negative consequences-21 percent of teenage users feel worse about their  lives because of posts they see on social media — teens also have found  support  and  connection through various platforms. In fact, 68  percent of  teens received support during a challenging time  in their lives via social media platforms.
Just as technology has become a gateway for new friendships, or a channel to  stay  connected with current friends, it can also make a friendship breakup more public. The study reveals that girls are more likely to block or unfriend former allies, and 68 percent of all teenage  users report experiencing "drama among their friends on social media."

The word "digital" in the first paragraph is closest in meaning to     .

This is a reminder that on Saturday we will be doing a retake of the advertisement featuring the horses at Willow Stables. Filming with animals can be unpredictable, and last week we were not able to get the footage we needed. ---143---, I would like to begin promptly at 8:00 A.M. so that we can film from a number of angles before lunch. As long as everyone is punctual and everything goes well, we should get the footage we needed by then.---144---.
I also want to ---145--- the fact that the set is closed to all who are not absolutely essential to the filming of the scene. Anyone else will be too much of a---146---.

145....................

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Mandatory volunteering made many members of Maryland high school class of 1997 rumble with indignation. They didn’t like a new requirement that made them take part in the school’s community service program.
Future seniors, however, probably won't be as resistant now that the program has been broken in. Some, like John Maloney, already have completed their required hours of approved community service. The Bowie High School sophomore earned his hours in eighth grade by volunteering two nights a week at the Larkin-Chase Nursing and Restorative Center in Bowie. He played shuffleboard, cards, and other games with the senior citizens. He also helped plan parties for them and visited their rooms to keep them company. That experience inspired him to continue volunteering in the community.
John, 15, is not finished volunteering. Once a week he videotapes animals at the Prince George County animal shelter in Forestville. His footage is shown on the Bowie public access television channel in hopes of finding homes for the animals."Volunteering is better than just sitting around," says John, "and I like animals; I don't want to see them put to sleep. "
He's not the only volunteer in his family. His sister, Melissa, an eighth grader, has completed her hours also volunteering at Larkin-Chase. "It is a good idea to have kids go out into the community, but it's frustrating to have to write essays about the work," she said. "It makes you feel like you're doing it for the requirement and not for yourself."
The high school's service learning office, run by Beth Ansley, provides information on organizations seeking volunteers so that students will have an easier time fulfilling their hours. "It's ridiculous that people are opposing the requirements," said Amy Rouse, who this summer has worked at the Ronald McDonald House and has helped to rebuild a church in Clinton. "So many people won't do the service unless it's mandatory," Rouse said, "but once they start doing it, they'll really like it and hopefully it will become a part of their lives - like it has become a part of mine."

What is the word “footage” in paragraph 3 closest in meaning to?

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.
For hundreds of years, giving flowers have been a social means of communication. In the United States, flowers are often given during rites of passage, for commemorating special occasions or as a heartfelt gift between loved ones and friends. Flower gifting also occurs in most countries around the world. However, the meanings and traditions often vary.
While students traditionally gave their favorite teacher an apple in past years, in China, teachers are given flowers. Peonies are by far the  flower most often  given  in  China. They are also quite popularly used for weddings. Strangely, potted plants are not considered a pleasant gift among Asian cultures. The people believe that like a plant confined by a pot, the gift  symbolizes a binding or restriction.
In Russia, in lieu of giving birthday presents, the guest of honor receives a single flower or an unwrapped bouquet. Floral arrangements or baskets are not given. Russians celebrate a holiday known as Woman's Day. Traditional gifts include red roses, hyacinths or tulips. When   there is a funeral or other occasion where someone wishes to express sympathy, carnations, lilies or roses are given in circular configurations, which signify the transition of birth, life and death to   rebirth. In this instance, the color of choice is commonly yellow. For joyous occasions, arrangements and bouquets generally contain an odd number of flowers.
In the times of ancient Rome, brides carried flowers to scare away evil spirits and encourage fertility. The Dutch believed that flowers were food for the soul. When invited to someone's home in Great Britain, it is tradition to bring a gift of flowers. All types are acceptable except white lilies, which are usually seen at funerals. Unlike the United States, red roses are a symbol of love.
Flowers are generally gifted in odd numbered increments regardless of the occasion. However, the Brits also have superstitions regarding the number 13, so the number is avoided.
In the southern region of the continent, flowers are traditionally given during Christmas. Egyptians are much more conservative and restrict flower gifting to funerals and weddings. While certain flowers may have significant meanings for some, flowers in Las Vegas and across the United States flowers are an accepted gift for any reason desired.

Why should not you give a potted plant to an Asian?