Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that best combines each pair of sentences in the following questions.

They left their home early. They didn’t want to miss the first train

A. They left their home early so as to not miss the first train

B. They left their home early for fear that they wouldn’t miss the first train

C. They left their home early so as not to miss the first train

D. They left their home early in order that not to miss the first train

Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that best combines each pair of sentences in the following questions.
They left their home early. They didn’t want to miss the first train.

A. They left their home early so as to not miss the first train.

B. They left their home early for fear that they wouldn’t miss the first train.

C. They left their home early so as not to miss the first train.

D. They left their home early in order that not to miss the first train.

Mark the letterA, B, C, or D on your ansyver sheet to indicate the sentence that is CLOSEST in meaning to each of the following questions.
They finished their tea and then they left.

A. After they had finished their tea, they left.

B. After they had left, they finished their tea.

C. They had left before they finishcd their tea.

D. They fmished their tea after they had left.

Mark the letter A, B, C or D on your answer sheet to indicate the word(s) CLOSEST in meaning to the underlined word(s) in each of the following questions.

It is difficult for some people to focus on work when they are at home. The refrigerator, TV, and their children distract them.

A. interfere

B. attract

C. encourage

D. disturb

Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that best combines each pair of sentences in the following questions.
They finished one project. They started working on the next.

A. Had they finished one project, they would have started working on the next.

B. Only if they had finished one project did they start working on the next.

C. Hardly had they finished one project when they started working on the next.

D. Not until did they start working on the next project then they finished one.

Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that best combines each pair of sentences in the following questions.

They finished one project. They started working on the next.

A. Had they finished one project, they would have started working on the next.

B. Only if they had finished one project did they start working on the next.

C. Hardly had they finished one project when they started working on the next.

D. Not until did they start working on the next project then they finished one.

Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that best combines each pair of sentences in the following questions.

She phoned him early in the morning. She wanted to talk to him before he left for work.

A. She phoned him early in the morning so as to want to talk to him before he left for work. 

B. She phoned him early in the morning lest she should talk to him before he left for work. 

C. She phoned him early in the morning with a view to talking to him before he left for work. 

D. She phoned him early in the morning so that she wanted to talk to him before he left for work.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 28 to 35.

A generation gap in the workplace can make workers both young and old feel inferior, as well as hamper productivity and teamwork. Differences between generations can be seen in work ethics, habits and communication styles. Younger workers might fear not being taken seriously by their older colleagues, while older workers might fear that their experience is not valued but replaced by workers with knowledge of more current technology. However, members of each generation can close the gap between them if they're willing to meet one another halfway.

Older workers can show respect to the younger set by asking for their opinions and recognizing their contributions to the workplace as valid, or complimenting them on a job well done. Younger workers can show their elders respect by asking for advice on how to manage a situation with work, based on the older worker's many years of experience. It's important for both entry- and senior-level workers to see each other as equals, regardless of the type of position in which they work. No one wants to feel inferior or irrelevant just because of their age. Rather, a generation gap at work can be a learning opportunity.

Workers can also put themselves in their colleagues' shoes to determine what might be bothering them about their generational age difference. If a person is much older than another, perhaps it is bitterness about fewer job opportunities, or fear that a younger worker might seem more relevant and edge him out of his job. If workers open their minds to understand where co-workers are coming from, it can help ease any tension between them and appreciate each other's

work contributions.

If age seems to be a problem for someone at the workplace, it can be helpful to do the very opposite of what a co-worker might expect from someone of a different age set due to stereotypes. For example, if a worker is considerably younger such as right out of college, she can share researched information to indicate that she knows what she's doing, or show curiosity instead of upset to indicate emotional maturity if the person makes a disparaging remark about her youth. Older workers can maintain an enthusiastic attitude about work instead of showing boredom or bitterness from past experiences.

Workers can, moreover, directly address the concern of age differences at work with the colleague at odds with them by asking the person for constructive advice on how to handle the issue. For example, older workers who are unfamiliar with new software that younger colleagues understand might acknowledge to them that they did the same tasks differently in years past but show interest in learning the program to keep up with modern technology. Learning to speak their technological language can make them feel more connected. Likewise, a younger worker can admit to being green on the work scene, but eager to gain experience by learning from senior colleagues.

Each generation should respect the other generation at work to ______.

A. affirm their ability or personal experience they contribute to work.

B. express the recognition to the other’s position in the workplace.

C. make the other feel that they are necessary or useful in the workplace.

D. treat the other equally at work.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 28 to 35.

A generation gap in the workplace can make workers both young and old feel inferior, as well as hamper productivity and teamwork. Differences between generations can be seen in work ethics, habits and communication styles. Younger workers might fear not being taken seriously by their older colleagues, while older workers might fear that their experience is not valued but replaced by workers with knowledge of more current technology. However, members of each generation can close the gap between them if they're willing to meet one another halfway.

Older workers can show respect to the younger set by asking for their opinions and recognizing their contributions to the workplace as valid, or complimenting them on a job well done. Younger workers can show their elders respect by asking for advice on how to manage a situation with work, based on the older worker's many years of experience. It's important for both entry- and senior-level workers to see each other as equals, regardless of the type of position in which they work. No one wants to feel inferior or irrelevant just because of their age. Rather, a generation gap at work can be a learning opportunity.

Workers can also put themselves in their colleagues' shoes to determine what might be bothering them about their generational age difference. If a person is much older than another, perhaps it is bitterness about fewer job opportunities, or fear that a younger worker might seem more relevant and edge him out of his job. If workers open their minds to understand where co-workers are coming from, it can help ease any tension between them and appreciate each other's

work contributions.

If age seems to be a problem for someone at the workplace, it can be helpful to do the very opposite of what a co-worker might expect from someone of a different age set due to stereotypes. For example, if a worker is considerably younger such as right out of college, she can share researched information to indicate that she knows what she's doing, or show curiosity instead of upset to indicate emotional maturity if the person makes a disparaging remark about her youth. Older workers can maintain an enthusiastic attitude about work instead of showing boredom or bitterness from past experiences.

Workers can, moreover, directly address the concern of age differences at work with the colleague at odds with them by asking the person for constructive advice on how to handle the issue. For example, older workers who are unfamiliar with new software that younger colleagues understand might acknowledge to them that they did the same tasks differently in years past but show interest in learning the program to keep up with modern technology. Learning to speak their technological language can make them feel more connected. Likewise, a younger worker can admit to being green on the work scene, but eager to gain experience by learning from senior colleagues.

What does the writer mean by stating “put themselves in their colleagues' shoes” in paragraph 3?

A. Workers should try on their colleagues' shoes to master the difference of their generation.

B. Workers should buy their colleagues' shoes not to bother them about generational age difference.

C. Workers should determine the differences between their generational ages so that they can understand their colleagues’ situation.

D. Workers should imagine that they are in their colleagues’ situation to understand and sympathy the difficulties they meet.