SAMPLE TEST

Name: Nguyễn Đình Gia Huy

Class: 10/4

I. Tìm lỗi sai

Exercise 1:

When a celebrity, a politics or other person in the media spotlight loses their temper in public,
they run the risk of hitting the headings in a most embarrassing way. For such uncontrolling
outbursts of anger are often triggered by what seem to be trivial matters and, if they are caught
on camera, can make the person appear slightly ridiculousness. But it's not only the rich and
famous who are prone to fits of rage. According to recent surveys, ordinary people are
increasingly tending to lose their cool in public. Although anger is a potentially destructive
emotion that uses up a lot of energy and creates a high level of emotional and physical stress -
and it stops us thinking rational. Consequently angry people often end up saying, and doing,
things they later have cause to regret. So, how can anger be avoided? Firstly, diet and lifestyle
may be to blame. Tolerance and irritability certainly come to the surface when someone hasn't
slept properly or has skipped a meal, and any intake of caffeine can make things worst. Taking
regular exercise can help to ease and diffuse feelings of aggression, however, reduce the chances
of an angry response. But if something or someone does make you angry, it's advisable not to
react immediately. Once you've calmed down, things won't look half as badly as you first
thought.

KEY

1. headings  headlines ( Line 2)

2. uncontrolling  uncontrolled ( Line 2 )

3. ridiculousness  ridiculous ( Line 4 )

4. is  are ( Line 5 )

5. Although  Yet ( Line 6 )

6. rational  rationally ( Line 8 )

7. tolerance  intolerance ( Line 10 )

8. worst  worse ( Line 11 )

9. reduce  reducing ( Line 12 )

 10. badly  bad ( Line 14 )

Exercise 2:

Marie Curie is probably so far the most famous woman scientist who has ever lived. Born
Maria Sklodowska in Poland in 1867, she is famous for her work on radioactivity, and was
twice a winner of the Nobel A Prize. With her husband, Pierre Curie. and Henri Raeqiierel, she
was awarded the 1903 Nobel Prize for Physics, and was then mere winner of the 1911 Nobel
Prize for Chemistry. She was the first woman to win a Nobel Prize. From childhood, Marie was
remarkable for her prodigious memory, and at the age of 16 won a gold medal on the completion
of her secondary education. Because her father lost his savings through bad investments, she then
had to take work like a teacher. From her earning, she was able to finance her sister Bronia's
medical studies in Paris, in the understanding that Bronia would, in turn, later help her to get an
education. ln 1891 this promise was fulfilled and Marie went to Paris and began to study at the
Sorbonne (the University of Paris). She came first in the examination in the physical sciences in
1893, and in 1894 was placed second in the examination in mathematical sciences. It was not
until the spring of that year that she was introduced to Pierre Curie. Their marriage in 1895
marked the start of a partnership that was soon to achieve results of world’s significance. Marie
Curie received her Doctorate of Science, and in 1903 Marie and Pierre shared with Becquerel the
Nobel Prize for Physics for the discovery of radioactivity. The sudden death of her husband in
1906 was a bitter blow to Marie Curie. but was also a turning point in her career: henceforth she
was to devote all her energy to completing alone the scientific work that they had undergone. On
May 19, 1906, she was appointed to the professorship that had been left vacancy on her
husband's death, becoming the first woman to teach at Sorbonne. In 1911 she was awarded the
Nobel Prize for Chemistry of the isolation of a pure form of radium.

KEY:

1. mere  sole ( Line 4 )

2. the  bỏ ( Line 6 )

3. investments  investment ( Line 7 )

4. earning  earnings ( Line 8 )

5. like  as ( Line 8 )

6. in  on ( Line 9 )

7. undergone  undertaken ( Line 18 )

8. vacancy  vacant ( Line 19 )

9. Sorbonne  the Sorbonne ( Line 20 )

10. of  for ( Line cuối )

II. Summary

Topic : COVID-19 pandemic

COVID-19 (coronavirus disease 2019) is a viral infectious disease caused by SARS-CoV-2

and is currently a World Health Organization (WHO) declared pandemic. As of April 2021, over
140 million people had been infected globally with over 3 million deaths . Many people with
SARS-CoV-2 infection are asymptomatic. Symptoms and signs of COVID-19 are non-specific
but in symptomatic individuals most commonly include:

- fever (85-90%)

- cough (65-70%) with sputum (30-35%)

- smell and taste disturbances (50%) 12

- fatigue (35-40%)

- shortness of breath (15-20%)

The likelihood of severe illness requiring hospitalization correlates closely with male sex,
advanced age and presence of comorbidities ~5% admitted patients require ICU admission

- Multiple serious sequelae have been reported including:

 acute respiratory distress syndrome (ARDS)

 coagulopathy: including PE and DIC
 secondary infections, e.g. bacterial pneumonia
 myocardial injury
 sepsis
 acute kidney injury (AKI)
 multiorgan failure
 secondary hemophagocytic lymphohistiocytosis

SARS-CoV-2 is a member of the Betacoronavirus genus, one of the genera of the

Coronaviridae family of viruses. SARS-CoV-2 is indirectly zoonotic, but transmission is now
primarily interhuman. The closest animal coronavirus by genetic sequence is a bat
coronavirus. The cause of death is usually respiratory failure secondary to massive alveolar
injury. There are several therapeutic approaches: some of them inhibit the replication of the
virus, others reduce the inflammatory response, still others inhibit coagulation. Treatment is
primarily supportive including ventilation for some patients. Dexamethasone has been shown
to reduce mortality in ventilated patients or those on oxygen therapy. Several highly-effective
vaccines have now received regulatory approval in multiple territories. The mortality rate is
estimated to be 3.6%

III. Reading

Reading 1

What makes one person have more accidents than another? Most people would say that it
has to do with taking risks. Fewer risks mean fewer accidents. But is taking risks really a
matter of (1) __________________

Some experts believe that whether or not you take risks in life has a lot to do with your
(2)___________________ and, some believe, with your birth order. Parents are often stricter
and more careful with their first child, and so first-born children tend to grow up taking
fewer risks and being more (3) __________________ . Parents are often more relaxed with a
second or third child, so these children tend to take more risks.

But why do children tend to be more accident-prone than adults? During childhood and
(4) _____________________ , the body grows very quickly. There seem to be periods in
these years when our brain and body are at different (5) _______________________ of
development. Our arms are longer than the brain thinks they are, so we knock things over;
our legs are longer than the brain believes so we trip over easily.

Another explanation has been offered by scientists in Spain who have found a possible
(6) ____________________ between the number of hours a child watches TV and how
accident-prone they are. The research suggests that the more time a child spends watching
TV, the less they are developing their physical coordination skills. If a child doesn't run
around a lot, they don’t begin to (7) ___________________ that the world is full of physical
risks. Watching cartoons and action adventure films doesn't help either. It gives the child a
false (8) _______________________ of how the world works and of how much danger it
contains.

So what about adults? Some studies have shown that left-handed people are more
accident-prone than right-handed people. Why the (9) ______________ ? No one knows for
sure. One theory is that we live in a right-handed world. Everything - from cars to door
handles, from children's toys to engineering tools and equipment - is made by right-handed
people for right-handed people. So left-handed children and adults are more likely to have
accidents because the modern world is not (10) _______________________ for them.

KEY

1. choice 6. Link

2. upbringing 7. Understand
 3. cautions 8. sense

4. adolescence 9. Difference

5. stages 10. Designed

Reading 2

Unfair Education

In a country where government and families alike are tightening their belts and trying to
make do with less, you could be pardoned for thinking that private education would be in a bit of
a jam right now. And yet, although fees at independent schools in Britain have approximately
doubled over the last two and a half decades, pupil numbers are the highest since records started
in 1974. Although there are numerous reasons why parents might choose to fork out an average
of £12,500 per year on their child’s education, there is one which stands out more than any other:
their reputation for getting their students into elite universities, such as the American Ivy League
colleges and Britain’s most prestigious universities: Oxford and Cambridge. Private schools with
experience in these admissions processes run like well-oiled machines. Their informed careers
advisers have in-depth tactical knowledge of which colleges would best suit each candidate, and
help them to edit their personal statements to reflect the qualities that elite universities are
looking for. Interview training sessions guide young applicants through an interview system
which has been described as being ‘more reminiscent of an old-boy network than justice for
society’. Those with family members and teachers who have successfully gone through the
admissions process are at a considerable advantage to those who are the first to apply among
their social group.

Consequently, the social mix of students at the top universities remains sadly biased
towards the rich and privately educated – although thanks to increasing numbers of bursaries
providing free private school education to academically gifted youngsters, it is possible to be one
without the other. Even so, the fact is that 7% of British children go to private schools, while
more than 40% of the intake at Oxford and Cambridge is privately educated, and this statistic
depicts a worryingly skewed trend. The proportion matters because, although there are obviously
plenty of other universities offering excellent study programmes, an Oxbridge or Ivy-League
degree undoubtedly enhances employability in the ruling professions. According to recent
studies by the UK educational charity The Sutton Trust, over 30% of leading professionals in the
United Kingdom, including almost 80% of lawyers, 47% of highflyers in financial services and
41% of top journalists attended Oxford or Cambridge. Every university-educated Prime Minister
since 1937 except one, Gordon Brown, is an alumnus of one or the other, as are approximately
two-thirds of the current government cabinet. This bias is bad news not only for the clever but
underprivileged students who have to settle for a less renowned university; it is bad news for
Britain, as decisions that affect the whole nation are made by a select group with a narrow pool
of experience, rather than one that is representative of society as a whole.
 This disproportion was brought to public attention in 2000, when politician Gordon
Brown launched an attack on the selection processes at Oxford University. He publicised the
story of Laura Spence, a gifted students who had the “best A-level qualifications you can have”,
but nevertheless was turned down by Magdalen College, Oxford. Later, Member of Parliament
David Lammy used the freedom of information act to examine admissions data at Oxford and
Cambridge Universities, and found that almost 90% of the student body at both universities was
drawn from the upper and middle classes, that in 2009 Oxford accepted only one British black
Caribbean undergraduate, and it focused its attentions on admissions events at private schools
such as Kate Middleton’s school, Marlborough College, and Prince William’s alma mater, Eton.

Since then, universities have been forced to up their game welcoming the less
privileged among their students. Quotas have been put into place to ensure that the colleges
admit a larger proportion of less privileged students. These targets are not often met, however,
and they have brought about a new practice in which parents privately educate their children up
to the age of 16, giving them a sound academic background, then put them in state education for
their two final years, to better improve their chances of being accepted at a top university as part
of their ‘less privileged’ quota.

Even so, Oxford now spends $4 million a year on student outreach, a $1.6 million
increase since 2006–07. Much of this is spent on school visits and teacher-training programmes
aimed at supporting poor and minority students who wish to apply to the university. The
university has also launched a summer school, which allows around 500 academically talented,
state-school students a chance to experience studying at Oxford for a week.

And yet these strategies depend on state schools being able to educate students to the
same level as private schools; where stringent selection processes, partnered with high budgets,
parental support and top-class facilities allow schools to spew out students of an impressively
high academic calibre. State schools have much less opportunity to do this.

Or have they? One commentator argues that the success of private schools is not in their
money, but in their organisation. State schools fail their pupils because, under government
control, they lack options. But if head teachers at state schools were given the same freedom as
those at private schools, namely to sack poor teachers and pay more to good ones, parents would
not need to send their children to private schools any more.

 Select True, False, or Not given

1. Numbers of pupils at private schools have doubled since 1975. NG

2. On average, the cost of tuition at a private school in the UK is £12,500 per child, per year. T

3. The interview process at elite universities gives private and state-educated students an equal
chance of success. F
4. All students at private schools in Britain come from rich families. F

5. Most leading politicians and judges in the UK were educated at Oxford or Cambridge
University. T

6. Former prime minister Gordon Brown was educated at to Oxford University. F

7. Both Kate Middleton and Prince William applied to Oxford University. NG

 Complete the spaces with up to 4 words from the text.

8. One study found that nearly nine tenths of students entering Oxford and Cambridge
universities came from the ___upper and middle classes__________________

9. Universities must now adhere to ___quotas___________ to ensure that they admit a socio-
economic mix of students.

10. This has led to parents choosing to educate their children in _state
education_______________ to increase their chances of getting into an elite university

Reading 3

Hot boning is an energy saving technique for the meat processing industry. It has
received considerable attention in recent years when increased pressure for energy conservation
has accentuated the need for more efficient methods of processing the bovine carcass. Cooling
of an 5 entire carcass requires a considerable amount of refrigerated space, since bone and
trimmable fat are cooled along with the muscle. It is also necessary to space the carcasses
adequately in the refrigerated room for better air movement and prevention of microbial
contamination, thus adding to the volume requirements for carcass chillers.

Conventional handling of meat involves holding the beef sides in the cooler for 24 to 36
hours before boning. Chilling in the traditional fashion is also associated with a loss of carcass
weight ranging from 2% to 4% due to evaporation of moisture from the meat tissue.

Early excision, or hot boning, of muscle prerigor followed by vacuum packaging has
several potential advantages. By removing only the edible muscle and fat prerigor, refrigeration
space and costs are minimized, boning labor is decreased and storage yields increased. Because
hot boning often results in toughening of meat, a more recent approach, hot boning following
electrical stimulation, has been used to reduce the necessary time of rigor mortis. Some
researchers have found this method beneficial in maintaining tender meat, while others have
found that the meat also becomes tough after electrical stimulation
 1. Which of the following was not mentioned as a draw back of conventional methods
of boning?

A. storage space requirements

B. energy waste

C. loss of carcass weight

D. toughness of meat

2. Hot boning is becoming very popular because

A. it causes meat to be very tender

B. it helps conserve energy and is less expensive than conventional methods

C. meat tastes better when the bone is adequately seared along with the meat

D. it reduces the weight of the carcass

3. Carcass chiller means most nearly

A. a refrigerator for the animal body

B. a method of boning meat

C. electrical stimulation of beef

D. early excision

4. Early excision means most nearly

A. vacuum packaging

B. hot boning

C. carcass chilling

D. electrical stimulation

5. The toughening of meat during hot boning has been combated by

A. following hot boning with electrical stimulation

B. tenderizing the meat

C. using electrical stimulation before hot boning

 D. removing only the edible muscle and fat prerigor

6. The word accentuated is closest in meaning to

A. caused

B. de-emphasized

C. highlighted

D. speeded up

7. The word this refers to .............................

A. hot boning following electrical stimulation

B. hot boning

C. rigor mortis

D. removing edible muscle and fat prerigor

8. The word pressure is closest in meaning to ...........................

A. cooking texture

B. urgency

C. flavor

D. weight

9. One reason it is recommended to remove bones before refrigerating is that ...............

A. it saves cooling space by not refrigerating parts that will be discarded

B. the bones are able to be used for other purposes

C. it increases chilling time

D. it makes the meat more tender

10. The word trimmable is closest in meaning to

A. unsaturated

B. unhealthy

C. removable
 D. chilable

Reading 4

Most people consider the landscape to be unchanging, but Earth is a dynamic body, and its
surface is continually altering—slowly on the human time scale, but relatively rapidly when
compared to the great age of Earth (about 4,500 billion years). There are two principal influences
that shape the terrain: constructive processes such as uplift, which create new landscape features,
and destructive forces such as erosion, which gradually wear away exposed landforms.

Hills and mountains are often regarded as the epitome of permanence, successfully resisting
the destructive forces of nature, but in fact they tend to be relatively short-lived in geological
terms. As a general rule, the higher a mountain is, the more recently it was formed; for example,
the high mountains of the Himalayas are only about 50 million years old. Lower mountains tend
to be older, and are often the eroded relics of much higher mountain chains. About 400 million
years ago, when the present-day continents of North America and Europe were joined, the
Caledonian mountain chain was the same size as the modern Himalayas. Today, however, the
relics of the Caledonian orogeny (mountain-building period) exist as the comparatively low
mountains of Greenland, the northern Appalachians in the United States, the Scottish Highlands,
and the Norwegian coastal plateau.

The Earth's crust is thought to be divided into huge, movable segments, called plates, which
float on a soft plastic layer of rock. Some mountains were formed as a result of these plates
crashing into each other and forcing up the rock at the plate margins. In this process, sedimentary
rocks that originally formed on the seabed may be folded upwards to altitudes of more than
26,000 feet. Other mountains may be raised by earthquakes, which fracture the Earth's crust and
can displace enough rock to produce block mountains. A third type of mountain may be formed
as a result of volcanic activity which occurs in regions of active fold mountain belts, such as in
the Cascade Range of western North America. The Cascades are made up of lavas and volcanic
materials. Many of the peaks are extinct volcanoes.

Whatever the reason for mountain formation, as soon as land rises above sea level it is
subjected to destructive forces. The exposed rocks are attacked by the various weather processes
and gradually broken down into fragments, which are then carried away and later deposited as
sediments. Thus, any landscape represents only a temporary stage in the continuous battle
between the forces of uplift and those of erosion.

The weather, in its many forms, is the main agent of erosion. Rain washes away loose soil
and penetrates cracks in the rocks. Carbon dioxide in the air reacts with the rainwater, forming a
weak acid (carbonic acid) that may chemically attack the rocks. The rain seeps underground and
the water may reappear later as springs. These springs are the sources of streams and rivers,
which cut through the rocks and carry away debris from the mountains to the lowlands.
 Under very cold conditions, rocks can be shattered by ice and frost. Glaciers may form in
permanently cold areas, and these slowly moving masses of ice cut out valleys, carrying with
them huge quantities of eroded rock debris. In dry areas the wind is the principal agent of
erosion. It carries fine particles of sand, which bombard exposed rock surfaces, thereby wearing
them into yet more sand. Even living things contribute to the formation of landscapes. Tree roots
force their way into cracks in rocks and. in so doing, speed their splitting. In contrast, the roots of
grasses and other small plants may help to hold loose soil fragments together, thereby helping to
prevent erosion by the wind.

Choose the right answer

1. According to paragraph 1, which of the following statements is true of changes in Earth's

landscape?

A They occur more often by uplift than by erosion.

B They occur only at special times.

C They occur less frequently now than they once did.

D They occur quickly in geological terms

2. The word "relatively" in the paragraph 1 is closest in meaning to

A unusually

B comparatively

C occasionally

D naturally

3. Which of the following can be inferred from paragraph 2 about the mountains of the
Himalayas?

A Their current height is not an indication of their age.

B At present, they are much higher than the mountains of the Caledonian range.

C They were a uniform height about 400 mil¬lion years ago.

D They are not as high as the Caledonian mountains were 400 million years ago.

4. The word "relics" in the paragraph 2 is closest in meaning to

A resemblances
 B regions

C remains

D restorations

5. According to paragraph 3, one cause of mountain formation is the

A effect of climatic change on sea level

B slowing down of volcanic activity

C force of Earth's crustal plates hitting each other

D replacement of sedimentary rock with volcanic rock

6. Why does the author mention Carbon dioxide in the paragraph 5?

A To explain the origin of a chemical that can erode rocks

B To contrast carbon dioxide with carbonic acid

C To give an example of how rainwater penetrates soil

D To argue for the desirability of preventing erosion

7. The word "seeps" in the paragraph 5 is closest in meaning to

A dries gradually

B flows slowly

C freezes quickly

D warms slightly

8. The word "them" in the paragraph 6 refers to

A cold areas

B masses of ice

C valleys

D rock debris
9. According to paragraph 6, which of the following is both a cause and result of erosion?

A Glacial activity

B Rock debris

C Tree roots

D Sand

Reading 5

Mutual harm

A. In forests and fields all over the world, plants are engaged in a deadly chemical war

to suppress other plants and create conditions for their own success. But what if we

could learn the secrets of these plants and use them for our own purposes? Would

it be possible to use their strategies and weapons to help us improve agriculture by

preventing weeds from germinating and encouraging growth in crops? This possibility

is leading agricultural researchers to explore the effects plants have on other plants

with the aim of applying their findings to farming.

B. The phenomenon by which an organism produces one or more chemicals that

influence the growth, survival and reproduction of other organisms is called alleopathy

These chemicals are a subset of chemicals produced by organisms called secondary

metabolites.A plant's primary metabolites are associated with growth and development.

Allelochemicals, however, are part of a plant's defence system and have a secondary

function in the life of the organism. The term allelopathy comes from the Greek: a//e/o

and pathy meaning 'mutual harm'. The term was first used by the Austrian scientist

Hans Molisch in 1937, but people have been noting the negative effects that one plant

can have on another for a long time. In 300 BC, the Greek philosopher Theophrastus

noticed that pigweed had a negative effect on alfalfa plants. In China, around the first

century AD, the author of Shennong Ben Cao Jing described 267 plants that have the
 ability to kill pests.

C. Allelopathy can be observed in many aspects of plant ecology. It can affect where

certain species of plants grow, the fertility of competitor plants, the natural change of

plant communities over time, which plant species are able to dominate a particular

area, and the diversity of plants in an area. Plants can release allelopathic chemicals

in several ways: their roots can release chemicals directly into the soil, and their

bark and leaves can release chemicals into the soil as they rot. Initially, scientists

were interested in the negative effects of allelopathic chemicals. Observations of the

phenomenon included poor growth of some forest trees, damage to crops, changes in

vegetation patterns and, interestingly, the occurrence of weed-free areas. It was also

realised that some species could have beneficial effects on agricultural crop plants

and the possible application of allelopathy became the subject of research.

D. Today research is focused on the effects of weeds on crops, the effects of crops on

weeds, and how certain crops affect other crops. Agricultural scientists are exploring

the use of allelochemicals to regulate growth and to act as natural herbicides, thereby

promoting sustainable agriculture by using these natural chemicals as an alternative

to man-made chemicals. For example, a small fast-growing tree found in Central

America, sometimes called the 'miracle tree', contains a poison that slows the growth

of other trees but does not affect its own seeds. Chemicals produced by this tree

have been shown to improve the production of rice. Similarly, box elder - another

tree - stimulates the growth of bluestem grass, which is a tall prairie grass found in the

mid-western United States. Many weeds may use allelopathy to become ecologically

successful; a study in China found that 25 out of 33 highly poisonous weeds had

significant allelopathic properties.

E. There may be at least three applications of allelopathy to agriculture. Firstly, the

 allelopathic properties of wild or cultivated plants may be bred into crop plants through

genetic modification or traditional breeding methods to improve the release of desired

allelochemicals and thus improve crop yield. Secondly, a plant with strong allelopathic

properties could be used to control weeds by planting it in rotation with an agricultural

crop and then leaving it to rot and become part of the soil in order to inhibit the

growth of weeds. Finally, naturally occurring allelopathic chemicals could be used

in combination with man-made chemicals. Boosting the efficiency of man-made

herbicides could lead to a reduction in the amount of herbicides used in agriculture,

which is better for the environment.

F. Despite the promising uses of allelopathic chemicals, agricultural scientists are still

cautious. Firstly, allelopathic chemicals may break down and disappear in the soil

more easily than artificial chemicals. Secondly, allelopathic chemicals may be harmful

to plants other than weeds. Thirdly, allelopathic chemicals could persist in the soil for

a long time and may affect crops grown in the same field as the allelopathic plants

at a later date. Because the effects of allelopathic chemicals are not yet fully known,

agricultural scientists will need to continue to study the biological war between plants.

List of Headings

What are metabolites?

ii The negative effects of allelopathy

iii Biological warfare in the plant world

iv Why we cannot use allelopathic chemicals at present

v What is allelopathy?

vi The reasons why plants compete with other plants

vii The effects of allelopathy and realisation of its possible uses

viii How could we use allelopathic chemicals in farming?

ix Specific examples of allelopathic plants

Answer the questions

Paragraph A iii

1. Paragraph B _v__________

2. Paragraph C _ix___________

3. Paragraph D __viii___________

4. Paragraph E __ii__________

5. Paragraph F __vii___________

Write your answers in spaces 6-10.

Scientists can see three potential uses of allelopathic chemicals in farming. Firstly, the
ability to produce allelopathic chemicals could be (6) _bred________ into agricultural
crops; secondly, allelopathic plants could be planted in rotation with the (7) _agricultural
crop_________ finally, naturally produced chemicals could be combined with (8) __man-
made________ herbicides. However, agriculturalists are still (9) _cautious________ as
allelopathic plants may have negative effects on plants which are not the intended target
and the chemicals could remain in the ground for all (10) _long time________ , even after
the plants themselves have died.

IV. Phrasal verbs

1. She had to _____ because someone else wanted to use the phone.

A. keep off.

B. pull down.

C. take back.

D. hang up

2. It was supposed to be a private meeting but he just ______.

A. made up.

B. barged in.

C.wore out.

D.locked out
3. Your name _____ in the course of conversation.

A. came up.

B. passed out.

C. came across.

D. rushed out.

4. I need to go on a diet. I ______ a lot of weight while I was on vacation.

A. gave up.

B. held up.

C. put on.

D. settled down.

5. What do the initials RJM ______?

A. turn out.

B. build up.

C. stand for.

D. take over.

6. The plane _____ and was soon flying high over the town.

A. put off.

B. went out.

C.opened up.

D. took off.

7. The fireworks exploded in all their colors and _____ the sky.

A. looked up.

B. went through.

C.lit up.

D. jotted down
 8. So many people were sick that we had to _____ the meeting.

A. put out.

B. call off.

C. put down.

D. set down.

9. I had to _____ the boss while she was away.

A. stand in for.

B. clean up.

C. put out.

D. bring up.

10. Don't worry the pain should _____ fairly soon.

A. fall off.

B. carry on.

C. wear off.

D. break out.