I MUST HAVE A WATCH SINCE PUNCTUALITY IS IMPERATIVE IN MY NEW JOB. A....

Câu 36: I must have a watch since punctuality is imperative in my new job.

A. Being courteous B. Being cheerful C. Being efficient D. Being late

VIII-Read the following andmark the letter A, B, C, or D on your answer sheet to indicate the

correct answer to each of the questions from 37 to 43.

In early civilization, citizens were educated informally, usually within the family unit. Education

meant simply learning to live. As civilization became more complex, however, education became

more formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek

societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were

exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the

sexes. Women, in his ideal state, would have the same rights and duties and the same educational

opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education

for many centuries, and the concept of a liberal education for men only, which had been espoused by

Aristotle, prevailed.

In ancient Rome, the availability of an education was radually extended to women, but they

were taught separately from men. The early Christians and medieval Europeans continued this trend,

and single-sex schools for the privileged through classes prevailed through the Reformation period.

Gradually, however, education for women, in a separate but equal basis to that provided for men,

was becoming a clear responsibility of society. Martin Luther appealed for civil support of schools

for all children. Al the Council of Trent in the 16

century, the Roman Catholic Church encouraged

the establishment of free primary schools for children of all classes. The concept of universal primary

education, regardless of sex, had been born, but it was still in the realm of the single-sex school.

In the late 19

and early 20

centuries, co-education became a more widely applied principle of

educational philosophy. In Britain, Germany, and the Soviet Union the education of boys and girls

in the same classes became an accepted practice. Since World War II, Japan and the Scandinavian

countries have also adopted relatively universal co-educational systems. The greatest negative

reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes

have usually been separated at both primary and secondary levels, according to local conditions.

A number of studies have indicated that girls seem to perform better overall and in science in

particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical

female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to

volunteer for experimental work while taking part in lessons. In Britain, academic league tables point

to high standards achieved in girls’ schools. Some educationalists, therefore, suggest segregation of

the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting

with the idea.