Practice 260821

I.LISTENING (5.0 points)

HƯỚNG DẪN PHẦN THI NGHE HIỂU
● Bài nghe gồm 4 phần, mỗi phần được nghe 2 lần, mỗi lần cách nhau 10 giây, mở đầu và kết
thúc mỗi phần nghe có tín hiệu.
● Mở đầu và kết thúc bài nghe có tín hiệu nhạc. Thí sinh có 02 phút để hoàn chỉnh bài trước tín
hiệu nhạc kết thúc bài nghe.
● Mọi hướng dẫn cho thí sinh bằng tiếng Anh đã có trong bài nghe.

Part 1. For question 1-5, listen to a recording and answer the following questions, using NO
MORE THAN TWO WORDS for each answer. Write your answers in the space provided.
How does the UN work?
1. What are the two topics discussed in annual meetings of the General Assembly?
………………………………………………………………………………………………………….…….

2. Apart from the Vatican, which country is not regarded as the actual member of the General
Assembly?
………………………………………………………………………………………………………….…….

3. What countries have veto power in Security Council?

………………………………………………………………………………………………………….…….

4. Who is responsible for implementing the resolutions of the Security Council?

………………………………………………………………………………………………………….…….

5. Which Council of the UN is currently inactive?

………………………………………………………………………………………………………….…….

Part 2: For questions 6-10, listen to a recording and decide whether the following statements
are true (T) or false (F). Write the answers in the corresponding numbered boxes provided.
Stars 101
1. Protostars get their energy when hydrogen molecules are split into helium.
2. Spectral classes categorize stars according to their luminosity.
3. Every star is extinguished when they are depleted of their sources of energy.
4. Black holes are the by-products of the death of stars similar to the Sun.
5. It is the remnants of the dead stars that are conducive to formation of new ones.

Your answers:
6. 7. 8. 9. 10.

Page 1 of 15 pages
Part 3: You will hear an interview with a scientist called Alicia Graham and an amateur
science enthusiast called Jeremy Ingles, who are talking about public participation in
scientific research. For questions 11-15, choose the answer (A, B, C or D) which fits best
according to what you hear.
11. Alicia and Jeremy agree that rivalries between scientists
A. may impede progress in some areas.
B. create a valuable Impetus for researchers.
C. are the direct cause of certain dishonest practices.
D. should be respected by those advocating co-operation.
12. Alicia and Jeremy disagree about the extent to which supporters of open science
A. have to provide alternative sources of funding for researchers.
B. can ensure that the contribution of Individuals is recognized.
C. might benefit from the way blogs and forums operate.
D. should consider the needs of commercial sponsors.
13. Jeremy's interest in open science arose from
A. participation in an online discussion. B. listening to Alicia talk on the subject.
C. conducting experiments in his own home. D. research done whilst studying at university.
14. How does Alicia feel about the contribution of amateur scientists?
A. She thinks they can reveal weaknesses in existing theories.
B. She believes they cast new light on the research process.
C. She would like them to be less isolated from each other.
D. She actively encourages them to ask for advice online.
15. Jeremy mentions the Polymath project in order to
A. show how amateur scientists approach the process of research.
B. explain how open science generates enthusiasm and co-operation.
C. illustrate Alicia's point about how effective online collaboration can be.
D. give an example of a professional seeking the help of non-professionals.
Your answers:
11. 12. 13. 14. 15.

Part 4. For questions 16 – 25, listen to a piece of news and complete the following sentences.
Write NO MORE THAN THREE WORDS taken from the recording in the space provided.
What would a second wave look like?
It is estimated that (16) …………………………………………………………… of the world population fell victim to the
Spanish flu pandemic.
The Spanish flu pandemic reached its height in the (17) ……………………………………………………………, when the
death toll peaked.
The COVID-19 pandemic returned to Singapore in March, mostly because of imported patients and
(18) …………………………………………………………….
Actions against the Spanish flu in the US were taken on a local scale due to a lack of (19)
…………………………………………………………….

Prior to the Spanish flu pandemic, the number of deaths from (20) ……………………………………………………………
and (21) …………………………………………………………… in Philadelphia and St. Louis were more or less equal.
Cities with (22) …………………………………………………………… against the 1918 pandemic were recorded to make
slower recovery afterwards.
There was an improvement in manufacturing as well as (23) …………………………………………………………… in cities
with effective social distancing.
Advances in various fields may lessen the (24) …………………………………………………………… in the wake of the
COVID-19 pandemic in comparison with the 1918 one.
The Spanish flu pandemic demonstrated the importance of (25) …………………………………………………………… in
economic revival.
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II. LEXICO AND GRAMMAR (3.0 pts)
Part 1: Choose the answer A, B, C, or D that best completes each of the following sentences.
Write your answers in the corresponding numbered boxes.
1. I can't wear that! I'd be a laughing _____.
A. source B. stack C. store D. stock
2. You can hire a car if you want to explore further _____.
A. ashore B. anew C. abound D. afield
3. The Nationalists emerged _____ from the political crisis, which reinforced their position in the
government.
A. audacious B. triumphant C. rambunctious D. obstreperous
4. Many victims of the earthquake pay ______ to the ones who took them out of rubble.
A. respects B. tributes C. homage D. deference
5. He _____ his valuable genealogical collections to the Society of Antiquaries, of which he had
been a fellow since 1901.
A. infringed B. bequeathed C. exuded D. whacked
6. Conditions after the 1905 revolution were _____ for stable development, resulting in a
subsequent flourishing economy.
A. pernicious B. propitious C. maudlin D. parsimonious
7. I don't like intellectual novels, serious music or films; my tastes are quite ______
A. lowbrow B. flat-topped C. shamefaced D. slow-witted
8. The British prime minister is too apt to cling to Washington's _____ strings.
A. violin B. puppet C. apron D. rubber
9. His lies made her _____ with rage.
A. breach B. blow C. bristle D. brag
10. His remarks were clearly _____ the pale. No wonder he got fired.
A. beyond B. out of C. over D. beside
11. A successful outcome is not beyond the _____ of possibility.
A. realms B. limits C. remits D. chances
12. It’s a good idea to ______ people before taking them into your confidence
A. tumble to B. root out C. bank on D. size up
13. The story had been _____ exaggerated.
A. passionately B. indigenously C. disorderly D. wildly
14. He left a rather _____ message on my answerphone.
A. garbled B. muddled C. blurred D. stocky
15. Only when she has realized that the only thing standing in her way is her _____ lifestyle can she
make progress in her career.
A. sycophant B. sybaritic C. unwieldy D. inbreeding
16. I offered to do the job, but soon found that I was _____ as it was more difficult than I had
thought.
A. pushing up daisies B. knocking on wood C. in over my head D. off their hands
17. He asked the question rather _____ as his boss was in a bad mood.
A. tentatively B. precariously C. austerely D. insolently
18. Steve used to be easy to work with, but since his promotion he’s begun to______.
A. throw his weight around B. throw in the towel C. throw him off balance D. turn up trumps
19. The thought of having to cut up a frog _____ her.
A. rejected B. rebuffed C. repelled D. resisted
20. I’d been cooped ______in my office all morning so I went out for a walk and a spot of fresh air.
A. over B. by C. down D. up
Your answers:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Page 3 of 15 pages
Part 2: Write the correct form of each bracketed word in the in the space provided.
1. We’ve tried to anticipate the most likely problems, but it’s impossible to be prepared for all
……………………………………………………………. EVENT
2. The consequences of …………………………………………………………… gambling are comparable to those of any
other addictive disease and are not simply those of financial loss. COMPEL
3. Their views lie outside the …………………………………………………………… of current medical opinion. STREAM
4. The army …………………………………………………………… all the cars and trucks they could find. REQUIRE
5. The teachers are fair and avoid …………………………………………………………… and scapegoating. FAVOUR
6. He was charged with conduct …………………………………………………………… to an officer. BECOME
7. The actors struggled …………………………………………………………… with some of the worst lines of dialogue ever
written. MAN
8. The ……………………………………………………………commenced this action to recover damages that were
sustained while working for the defendant. CLAIM
9. The president was complicit in the whole…………………………………………………………… affair. CREDIT
10. Attracting the banks are the …………………………………………………………… economy and reforms that have
opened up industries to foreign capital. SURGE

III. READING (6.0 pts):

Part 1: Read the text below and decide which answer (A, B, C or D) best fits each gap. Write
your answers in the corresponding numbered boxes.
The North Coast 500
Pitched as Scotland's answer to America’s Route 66, the North Coast 500, as the name would (1)
____ is a roughly five-hundred-mile coastal route around the northernmost part of the island of
Britain. It was conceived by the Scottish tourist authority as an effort to (2) ____ new life into the
remote, rural Highlands by attracting a new (3) ____ of foreign tourists. Much hype accompanied the
launch of the new route, but does it really live up to its (4) ____ as one of the greatest road trips on
the planet?
Well, as the circular route (5) ____ the top-most part of the island, it certainly offers its fair share of
spectacular scenery. There are fairy-tale castles aplenty, (6) ____ beaches with not a soul to be
found on them, which you can truly have all to yourself for so long as you wish, and, between the
ancient ruins and the incredibly scenic and oft-misty landscapes, there is also more than enough
romanticism to go (7) ____.
That's not bad for a start, but the route has other surprises in store, too, such as the (8) ____ of
quaint little villages dotted along its way, not to mention the incredibly friendly and welcoming local
folk who call these places home. Hospitality is very much the (9) ____ of the day in these parts.
So, as epic motoring routes go, the North Coast 500 certainly (10) ____ all the right boxes. It is,
unquestionably, therefore, worthy of serious consideration for all those eager road-trippers, out
there.
1. A. imply B. implicate C. implode D. impart
2. A. inject B. invest C. initiate D. institute
3. A. tide B. wave C. stream D. swell
4. A. accolade B. crown C. billing D. caption
5. A. steers B. pilots C. evades D. skirts
6. A. enriched B. routine C. tarnished D. pristine
7. A. off B. round C. towards D. under
8. A. scarcity B. boom C. plethora D. torrent
9. A. impression B. order C. slant D. concept
10. A. ticks B. shifts C. blots D. signs
Your answers:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Part 2. Read the text below and think of the word which best fits each space. Use only one
word in each space. Write your answers in the space provided.
Kilimanjaro Diary
It’s Day 6 of my Kilimanjaro expedition, which is fast drawing to a (1) ………………………………………………… what I
reflect on most is not my own achievement in summiting though. Indeed, the more I think about it,
the (2) ………………………………………………… impressed I become with this so-called feat. Yes, climbing Mount

Page 4 of 15 pages
Kilimanjaro is a physical and mental challenge, but is it all (3)………………………………………………… exceptional?
Let me explain what I’m (4) ………………………………………………… at. For the last six days, I have carried a
daypack on steep-ish terrain for maybe eight solid hours each outing. Technically (5)
…………………………………………………, however, the route is no more testing than your average Scottish munro,
save for the altitude factor. Moreover, I have been pandered to the whole time. (6)
………………………………………………… fail, I have been woken every morning by my guides; cooks have prepared
surprisingly delicious meals for me each day; porters have carried the main weight of my kit up and
down the mountain on my (7) …………………………………………………; and those same individuals have pitched my
tent and (8) ………………………………………………… it down again at each camp my expedition team has visited.
So that leaves me to draw the following conclusion: while I am pleased I was able to summit Kill, the
more impressive feat was carried out quietly by the team of guides and porters around me, without
(9) ………………………………………………… I would never have succeeded. The porters in particular are worthy of
commendation for they carry not only 20-plus-kilogram packs up the mountain every day, working
tirelessly from dawn to dusk, but they also stay in good spirits the entire time. It is (10)
………………………………………………… me how they do so and I am truly in awe of them.

Part 3: Read the passage and do the tasks that follow.

Antarctica and Global Warming
A. If you are an aficionado of the global warming “debate”, you have probably read at one time or
another that current trends in the Antarctic show that there is no such thing as global warming. This
is, of course, not true. But the Antarctic is a vast region and it can be daunting to piece together the
science stories that do get out into the mainstream press into one coherent picture.
B. Antarctica can be divided into three major geographic regions: East Antarctica, West Antarctica,
and the Antarctic Peninsula. The Transantarctic Mountains divide the continent into eastern and
western regions. The large East Antarctic Ice Sheet flows slowly through most of its interior, until the
ice approaches the coast and is channeled through fast-flowing outlet glaciers. The ice sheet
surface is high, dry, and very cold. The West Antarctic Ice Sheet, is a faster flowing ice mass that
may be vulnerable to rapid change.
C. The Antarctic ice sheets store 90% of the ice on Earth and close to 70% of the planet’s fresh
water. The West Antarctic ice sheet contains enough ice to raise sea level between 5 and 6 meters,
were this all to melt. The East Antarctic Ice Sheet holds about 10 times more. The relatively warm
Antarctic Peninsula supports a series of ice caps and outlet glaciers that together are estimated to
contain less than half a meter of sea level equivalent. The continent is surrounded, seasonally, by
sea ice that freezes at the ocean surface. Just as in the Arctic, sea ice formation in the Antarctic is
important to many parts of the Earth system, including ocean circulation and climate.
D. The climate of Antarctica does not allow extensive vegetation. A combination of freezing
temperatures, pure oil quality, lack of moisture, and lack of sunlight inhibit the flourishing of plants.
As a result, plant life is limited to mostly mosses and liverworts. The autotrophic community is made
up of mostly protists. The flora of the continent largely consists of lichens, bryophytes, algae, and
fungi. Growth generally occurs in the summer and only for a few weeks at most.
E. On the other hand, varieties of marine animals exist and rely, directly or indirectly. Antarctic sea
life includes penguins, blue whales, orcas, colossal squids and fur seals. The Emperor penguin is
the only penguin that breeds during the winter in Antarctica, while the Adélie Penguin breeds farther
south than any other penguin. The Rockhopper penguin has distinctive feathers around the eyes,
giving the appearance of elaborate eyelashes. King penguins, Chinstrap penguins, and Gentoo
Penguins also breed in the Antarctic. The Antarctic fur seal heavily hunter in the 18 th and 19th
centuries for its pelt by sealers from the United States and the United Kingdom. The Weddell,
commander of British sealing expeditions in the Weddell Sea. Antarctic krill, which congregates in
large schools, is the keystone species of the ecosystem of the Southern Ocean, and is an important
food organism for whales, seals, leopard seals, fur seals, squid, ice-fish, penguins, albatrosses and
many other birds.
F. The passing of the Antarctic Conservation Act in the U.S. brought several restrictions to U.S.
activity on the continent. The introduction of alien plants or animals can bring a criminal penalty, as
the extraction of any indigenous species. The overfishing of krill, which plays a large role in the
Antarctic ecosystem, led officials to enact regulations on fishing. The Conservation for the
Page 5 of 15 pages
Conversation of Antarctic Marine Living Resources (CCAMLR), a treaty that came into force in 1980,
requires that regulations managing all Southern Ocean fisheries consider potential effects on the
entire Antarctic ecosystem. Despite these new acts, unregulated and illegal fishing, particularly of
Patagonian toothfish, remains a serious problem. The illegal fishing of toothfish has been increasing,
with estimates of 32,000 tons in 2000.
G. Most of Antarctica’s icy mass has so far proven largely impervious to climate change, being
situated on solid rock; its deep interior is actually growing in volume as a result of increased
precipitation. The Antarctic contribution to sea-level rise has long been uncertain. A recent report by
CPOM suggests that Antarctica has provided, at most, a negligible component of observed sea-level
rise -indeed a survey of 72% of the Antarctic ice suggest an attributable short-term lowering of
global sea levels by 0.08 mm per year. Conversely, a 10 year comparison of the balance between
glacier decline and snowfall accumulation found that ice loss had increased 75%. In 2006,
Antarctica lost a net 200 billion tones of ice.
H. However, Antarctica’s periphery has been warming up, particularly on the Antarctic Peninsula
and in Pine Island Bay, which together are contributing to a rise in sea levels. In 2003 the Larsen-B
ice shelf collapsed. Between 28 February and 8 March 2008, about 570 square kilometers of ice
from the Wilkins Ice Shelf in Western Antarctica collapsed, putting the remaining 15,000 square
kilometers of the ice shelf at risk. The ice is being held back by a “thread” of ice about 6 km wide.
According to NASA the most significant Antarctic melting in the past 30 years occurred in 2005,
when a mass of ice comparable in size to California briefly melted and refroze; this may have
resulted from temperatures rising to as high as 5°C.
I. Indeed, changing weather patterns in the coming years due to such gradual warming of the Earth
will affect agricultural-based businesses and communities that most. Agriculture in New South
Wales, Australia had reported that 187,240 proprietors and partners and 311,148 employees in
agriculture are on the frontline, facing the adverse effects of rising temperature, reduced access to
water, higher salinity and frequent and intense droughts and floods. The report, based on research
by the Commonwealth Scientific and Industrial Research Organization (CSIRO), stated that how
climate change in the next 50 years will decrease water resources, increase temperatures, reduce
are of arable land, cut livestock output and affect crop quality.
J. Penguins, whales and seals in the Antarctic Southern Ocean went hungry also because of the
result of global warming. Scientists had warned that the population of krill, at the heart of the food
chain, has fallen about 80% since the 1970s. They say the most likely reason for the decline of the
shrimp-like crustacean is to do with the sea ice around the Antarctic peninsula, where the air
temperature has risen. Krill feed on algae beneath the ice, which also provides shelter. Angus
Atkinson, a biologist with the British Antarctic Survey, who led the research, said: “We don’t fully
understand how the loss of sea ice here is connected to the warming, but we believe it could be
behind the decline in krill”. The team, whose study in published today in Nature, looked at the
scientific fishing records of nine countries working in Antarctic, involving a total of nearly 12,000 net
hauls from 1926-39 and from 1976-2003.’’There is only roughly a fifth of the krill around now that
were around in the mid-70s” Dr. Atkinson said.
K. The drop in krill numbers could explain declines in several species of penguin. Scientists had
suspected krill stocks were dropping but earlier estimates were based on local surveys.
QUESTION 1-5: Choose the most suitable heading for paragraphs B-F from the list of
heading below. Write appropriate number (i-ix) in the space provided.
List of Headings Your answers:
i The profile of Antarctic animals
ii Legal measures taken to protect Antarctic 1. Paragraph B:………………………..
iii Ocean farming remain forbidden 2. Paragraph C:………………………..
iv Live surroundings for machine animals 3. Paragraph D:………………………..
v The flora under extreme conditions 4. Paragraph E:………………………..
vi The importance of Antarctic ice 5. Paragraph F:………………………..
vii Alert for melting from Antarctic ice sheet
viii Geographical description
ix The flourishing of plants in Antarctic

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QUESTION 6-8: Do the following statements agree with the information given in the
passage?
Write TRUE if the statement is true
FALSE if the statement is false
NOT GIVEN if the information is not given in the passage.
in the corresponding numbered box provided.
6. West Antarctic ice sheet stores water that is enough to raise see level 5 to 6 meters globally.
7. According to the author, it is impossible for any vegetation to survive on Antarctica.
8. The Weddell seal and Antarctic krill are located at pivotal stages of the South Ocean ecosystem.
Your answers:
6. 7. 8.

QUESTION 9-13: Use NO MORE THAN THREE WORDS from the passage for each answer.
Write your answers in the space provided
Raising temperatures on earth have caused the alternations of 9. ………………………………………………… in the
coming years, and has certainly changed the way our 10. ………………………………………………… operate and the
society as a whole. CSIRO had warmed us that climate change in this way will decrease our
available water, land, livestock and 11. ………………………………………………… outputs. In the meantime, animals
will get 12. ………………………………………………… due to global warming. The population of krill remains 20% of
that in 13. ………………………………………………….

Part 4: In the passage below, seven paragraphs have been removed from the passage.
Choose from paragraphs A-H the one which fits each gap. Write your answers in the
corresponding numbered boxes provided.
LIVING IN A DREAM WORLD
Daydreaming can help solve problems, trigger creativity, and inspire great works of art and science.
Most people spend about 30 per cent of their waking hours spacing out, drifting off, lost in thought,
wool-gathering or building castles in the air. Yale University emeritus psychology professor Jerome
L Singer defines daydreaming as shifting attention 'away from some primary physical or mental task
toward an unfolding sequence of private responses’ or, more simply, ‘watching your own mental
videos.’ He also divides daydreaming styles into two main categories: ‘positive-constructive’ which
includes upbeat and imaginative thoughts, and ‘dysphoric’, which encompasses visions of failure or
punishment.
1. _______
Such humdrum concerns figured prominently in one study that rigorously measured how much time
we spend mind wandering in daily life. In a 2009 study, Kane and his colleague Jennifer McVay
asked 72 students to carry Palm Pilots that beeped at random eight times a day for a week. The
subjects then recorded their thoughts at that moment on a questionnaire. The study found that about
30 per cent of the beeps coincided with thoughts unrelated to the task at hand and that mind
wandering increased with stress, boredom or sleepiness and decreased with enjoyable tasks. That
may be because certain activities tend to grab our attention.
2. _______
We may not even be aware that we are daydreaming. We have all had the experience of ‘reading’ a
book yet absorbing nothing - moving our eyes over the words on a page as our attention wanders
and the text turns into gibberish. ‘When this happens, people lack what I call ‘meta-awareness’,
consciousness of what is going on in their minds,’ he says. But aimless ramblings can be productive
as they can allow us to stumble on ideas and associations that we may never find if we intentionally
seek them.
3. ________
So, why should daydreaming aid creativity? It may be in part because when the brain is floating in
unfocused mental space it serves a specific purpose. It allows us to engage in one task and at the
same time trigger reminders of other, concurrent goals so that we do not lose sight of them. There is
also the belief that we can boost the creative process by increasing the amount of daydreaming we
do or replaying variants of the millions of events we store in our brains.
4. ________
The mind’s freedom to wander during a deliberate tuning out could also explain the flash of insight
that may coincide with taking a break from an unsolved problem. A study conducted at the
University of Lancaster into this possibility found that if we allow our minds to ramble during a
Page 7 of 15 pages
moderately challenging task, we can access ideas that are not easily available to our conscious
minds. Our ability to do so is now known to depend on a dedicated daydreaming network deep in
our brain.
5. ________
It was not until 2007, however, that cognitive psychologist Malia Fox Mason, discovered that the
default network, which lights up when people switch from an attention- demanding activity to drifting
reveries with no specific goals, becomes more active when mind wandering is more likely. She also
discovered that people who daydream more in everyday life show greater activity in the default
network while performing monotonous tasks.
6. ________
The conclusion reached in this ground-breaking study was that the more complex the mind-
wandering episode is, the more of the mind it is going to consume. This inevitably leads to the
problem of determining the point at which creative daydreaming crosses the boundary into the
realms of compulsive fantasising. Although there is often a fine dividing line between the two, one
question that can help resolve the dilemma relates to whether the benefits gained from daydreaming
outweigh the cost to the daydreamer’s reputation and performance.
7. ________
On the other hand, there are psychologists who feel that the boundary-is not so easily defined. They
argue that mind wandering is not inherently good or bad as it depends to a great extent on context.
When, for example, daydreaming occurs during an activity that requires little concentration, it is
unlikely to be costly. If, however, it causes someone to suffer severe injury or worse by say, walking
into traffic, then the line has been crossed.

MISSSING PARAGRAPHS
A. Although these two findings were significant, mind wandering itself was not measured during the
scans. As a result, it could not be determined exactly when the participants in her study were 'on
task' and when they were daydreaming. In 2009, Schooler together with his colleague Jonathan
Smallwood and Kalina Christoff of the University of British Columbia published the first study to link
mental wandering with increased activity in the default network. Scans on the participants in their
study revealed that activity in the default network was strongest when the subjects were unaware
they had lost focus.
B. However, intense focus on our problems may not always lead to immediate solutions. Instead,
allowing the mind to float freely can enable us to access unconscious ideas hovering beneath the
surface - a process that can lead to creative insight, according to psychologist Jonathan Schooler of
the University California, Santa Barbara.
C. Yet to enhance creativity, it is important to pay attention to daydreams. Schooler calls this 'tuning
out' or deliberate 'off-task thinking', terms that refer to the ability of an individual to have more than
just the mind-wandering process. Those who are most creative also need to have the meta-
awareness to realise when a creative idea has popped into their mind.
D. On the other hand, those who ruminate obsessively - rehashing past events, repetitively
analysing their causes and consequences, or worrying about all the ways things could go wrong in
the future - are well aware that their thoughts are their own, but they have intense difficulty turning
them off. Yale psychologist Susan Nolan-Hoeksema does not believe rumination is a form of
daydreaming, but she has found that in obsessive ruminators, the same default network as the one
that is activated during daydreaming switches on.
E. Other scientists distinguish between mundane musings and extravagant fantasies. Michael Kane,
a cognitive psychologist at the University of North Carolina, considers 'mind wandering' to be 'any
thoughts that are unrelated to one's task at hand'. In his view, mind wandering is a broad category
that may include everything from pondering ingredients for a dinner recipe to saving the planet from
alien invasion. Most of the time when people fall into mind wandering, they are thinking about
everyday concerns like recent encounters and items on their to-do list.
F. According to Schooler, there are two steps you need to take to make the distinction. First, notice
whether you are deriving any useful insights from your fantasies. Second, it is important to take
stock of the content of your daydreams. To distinguish between beneficial and pathological
imaginings, he adds, 'Ask yourself if this is something useful, helpful, available, pleasant, or am I just
rehashing the same thoughts over and over again? ' And if daydreaming feels out of control, then
even if it is pleasant, it is probably not useful or valuable.
G. Artists and scientists are well acquainted with such playful fantasising. Filmmaker Tim Burton
dreamed his way to Hollywood success, spending his childhood holed up in his bedroom, creating
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posters for an imaginary horror film series. The novelist Orhan Pamuk imagined 'another world' to
which he retreated as a child. Albert Einstein pictured himself running along a light wave - a reverie
that led to his theory of special relativity.
H. Like Facebook for the brain, the default network is a bustling web of memories and streaming
movies, starring ourselves. 'When we daydream, we're at the centre of our universe,' says
neurologist Marcus Raichle of Washington University, who first described the network in 2001. It
consists of three main regions that help us imagine ourselves and the thoughts and feelings of
others, draw personal memories from the brain and access episodic memories.
Your answers:
1. 2. 3. 4. 5. 6. 7.

Part 5: Read an extract from an article and choose the answer A, B, C or D that fits best
according to the text. Write your answers in the corresponding numbered boxes provided.
From the article "Against the Undertow: Language-Minority Education Policy and Politics in the 'Age
of Accountability'" by Terrence G Wiley and Wayne E. Wright
Language diversity has always been part of the national demographic landscape of the
United States. At the time of the first census in 1790, about 25% of the population spoke languages
other than English (Lepore, 2002). Thus, there was a diverse pool of native speakers of other
languages at the time of the founding of the republic. Today, nationwide, school districts have
reported more than 400 languages spoken by language-minority students classified as limited
English proficient (LEP) students (Kindler, 2002). Between 1991 and 2002, total K-12 student
enrollment rose only 12%, whereas LEP student enrollment increased 95% during this same time
period (National Clearinghouse for English Language Acquisition, 2002b). This rapid increase and
changing demographics has intensified the long debate over the best way to educate language-
minority students.
Historically, many groups attempted to maintain their native languages even as they learned
English, and for a time, some were able to do so with relatively little resistance until a wave of
xenophobia swept the country during World War 1 (Kloss, 1977/1998). Other groups, Africans, and
Native Americans encountered repressive politics much earlier. During the 1960s, a more tolerant
policy climate emerged. However, for the past two decades there has been a steady undertow of
resistance to bilingualism and bilingual education. This article provides historical background and
analyzes contemporary trends in language-minority education within the context of the recent
national push for accountability, which typically takes the form of high-stakes testing.
The origins of persistent themes regarding the popular antagonisms toward bilingual
education and the prescribed panaceas of "English immersion" and high-stakes testing in English
need to be scrutinized. As background to the contemporary context, we briefly discuss the history of
language politics in the United States and the ideological underpinnings of the dominant
monolingual English ideology. We analyze the recent attacks on bilingual education for what this
attack represents for educational policy within a multilingual society such as the United States. We
emphasize multilingual because most discussions of language policy are framed as if
monolingualism were part of our heritage from which we are now drifting. Framing the language
policy issues in this way masks both the historical and contemporary reality and positions non-
English language diversity as an abnormality that must be cured. Contrary to the steady flow of
disinformation, we begin with the premise that even as English has historically been the dominant
language in the United States since the colonial era, language diversity has always been a fact of
life. Thus, efforts to deny that reality represent a "malady of mind" (Blaut, 1993) that has resulted in
either restrictionist or repressive language policies for minorities.
As more states ponder imposing restrictions on languages of instruction other than English-
as California, Arizona, and Massachusetts have recently done-it is useful to highlight several
questions related to the history of language politics and language planning in the United States.
Educational language planning is frequently portrayed as an attempt to solve the language problems
of the minority. Nevertheless, the historical record indicates that schools have generally failed to
meet the needs of language-minority students (Deschenes, Cuban, & Tyack, 2001) and that the
endeavor to plan language behavior by forcing a rapid shift to English has often been a source of
language problems that has resulted in the denial of language rights and hindered linguistic access
to educational, social, economic, and political benefits even as the promoters of English immersion
claim the opposite.
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 The dominance of English was established under the British during the colonial period, not
by official decree but through language status achievement, that is, through "the legitimization of a
government's decisions regarding acceptable language for those who are to carry out the political,
economic, and social affairs of the political process" (Heath, 1976, p.51). English achieved
dominance as a result of the political and socioeconomic trade between England and colonial
administrators, colonists, and traders. Other languages coexisted with English in the colonies with
notable exceptions. Enslaved Africans were prohibited from using their native tongues for fear that it
would facilitate resistance or rebellion. From the 1740s forward, southern colonies simultaneously
institutionalized "compulsory ignorance" laws that prohibited those enslaved from acquiring
English literacy for similar reasons. These restrictive slave codes were carried forward as the former
southern colonies became states of the newly United States and remained in force until the end of
the Civil War in 1865 (Weinberg, 1977/1995). Thus, the very first formal language policies were
restrictive with the explicit purpose of promoting social control.
1. What is the primary purpose of including the statistic from the 1790 census in the introductory
paragraph?
A. to explain how colonizing the US eradicated language diversity
B. to show concrete evidence that language diversity in the US is not a new phenomenon
C. to note that before that time, there was no measure of language diversity in the US
D. to demonstrate that census data can be inaccurate
2. The article compares two sets of statistics from the years 1991-2002, increases in K-12
enrollment and increases in LEP students, to highlight _______.
A. that the two numbers, while often cited in research, are insignificant
B. that while many people with school-age children immigrated to the US during this time, an equal
amount left the country as well
C. that language diversity had no impact on US student enrollment during this time
D. that while the total amount of students enrolled in US schools may have grown slowly, the
amount of those students who were LEP increased dramatically
3. According to the second paragraph, many groups maintained their native languages without
resistance into the 20th century EXCEPT_______.
A. Native Americans and African Americans B. Irish Americans and African Americans
C. Mexican Americans and Native Americas D. Native Americans and Dutch Americans
4. Why is the word "undertow" emphasized in the second paragraph?
A. to explain how certain groups continued to carry their native languages with them despite the
opposition from those against language diversity
B. to show the secretive and sneaky nature of those opposed to language diversity
C. to call attention to the ebb and flow of language resistance during the 20th century, experiencing
periods of both rest and extremism
D. to explain that, while many groups tried to maintain their native languages, many gave in to social
and political pressure to use only English
5. What is the best way to describe the function of the third paragraph in this excerpt?
A. The paragraph provides its primary thesis as well an outline of the article's main points
B. The paragraph is an unnecessary and irrelevant inclusion
C. The paragraph serves to reveal the conclusions of the article before detailing the data
D. The paragraph firmly establishes the article's stance against language diversity
6. What is the best summary of why the phrase "multilingualism" is emphasized in the third
paragraph?
A. Language repression stems from the US's unwillingness to recognize the languages of its foreign
allies.
B. Because language is constantly changing and often goes through multiple phases over time.
C. The authors firmly believe that speaking more than one language gives students a substantial
benefit in higher education.
D. Language policy discussions often assumes that the US has a monolinguistic history, which is
untrue and poses language diversity as threatening.
7. Phrases such as "prescribed panaceas" and "malady of the mind" are used in the third
paragraph to _______.
A. defend the point that the US must standardize its language education or there will be severe
results
B. point out that language is as much a physical process as an intellectual one

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C. illustrate how certain opponents of language diversity equate multilingual education with a kind of
national disease
D. demonstrate how the stress of learning multiple languages can make students ill
8. According to the fourth paragraph, all of the following are potential negatives of rapid English
immersion EXCEPT _______.
A. It can lead to a denial of language rights for particular groups.
B. Students become more familiar with conversational expressions and dialect.
C. It can prevent access to certain benefits that are always available to fluent speakers.
D. It can promote feelings of alienation among groups that are already in a minority status.
9. The best alternate definition of "language status achievement" is _______.
A. When enough scholarly work has been produced in a language, it is officially recognized.
B. Those who are in power socially and economically determine the status of a language.
C. Languages fall into a hierarchy depending upon the numbers of populations that speak them.
D. The position of a language in which no others may coexist with it.
10. From the context of the final paragraph, what does "compulsory ignorance" mean?
A. Populations at the time were required only to obtain a certain low level of education.
B. Slave populations were compelled to only speak in their native languages and not learn English.
C. That slaves were forcibly prevented from developing their native language skills out of fear that
they would gain power.
D. Slave owners would not punish slaves who did not wish to learn and speak only English.
Your answers:

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Part 6: You are going to read a passage about ‘online studies’. For questions 1-10, choose
the section (A-E). The sections may be chosen more than once. Write your answers in the
corresponding numbered boxes provided.
ONLINE STUDIES
A. Educators have known for 30 years that students perform better when given one-on-one
tutoring and mastery learning - working on a subject until it is mastered, not just until a test is
scheduled. Success also requires motivation, whether from an inner drive or from parents, mentors
or peers. For years my colleagues and I have given artificial-intelligence courses: we lectured,
assigned homework and gave everyone the same exam at the same time. Each semester just 5 to
10 per cent of students regularly engaged in deep discussion; the rest were more passive. We felt
there had to be a better way, so we created a free online course, which was completed by only
23,000 participants of an initial 'intake' of 100,000. Our second scheme was more successful as we
made learning happen actively. This helped us increase motivation and keep attention from
wavering, both of which led to a much lower dropout rate. For our class, teachers analysed the data
generated by student participation, but an artificial-intelligence system could perform this function
and then make recommendations for what a student could try next to improve.
B. Today students in most classrooms sit, listen and take notes while a professor lectures.
Despite there being 20 to 300 students in the room, there is little or no human interaction. Exams
often offer the first opportunity to get real information on how well the students digested the
knowledge. If the exam identifies a lack of understanding of a basic concept, the class still moves on
to a more advanced concept. Virtual tools are providing an opportunity to rethink this methodology. If
a lecture is available online, class time can be freed for discussion, peer-tutoring or professor-led
exploration. If a lecture is removed from class time and we have on-demand adaptive exercises and
diagnostics, we can enter the realm of 'blended learning'. In the blended learning reality, the
professor's role is moved up the value chain. Rather than spending the bulk of their time lecturing,
writing exams and grading them, they can interact with their students. Rather than enforcing a sit-
and-listen passivity, teachers will mentor and challenge their students to take control of their rate of
learning - the most valuable skill of all.
C. Digital technologies have the potential to transform Indian higher education. A new model
built around massive open online courses (MOOCs) that are developed locally and combined with
those provided by top universities abroad could deliver higher education on a scale and at a quality
not possible before. India has experimented with online classes before, but their impact has been
marginal. A decade ago, the country began using the Internet to distribute video and Web-based
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courses under a government-funded initiative, the National Program on Technology Enhanced
Learning. Developers created over 900 courses, focused mainly on science and engineering with
about 40 hours of instruction each. With limited interactivity and uneven quality, these courses failed
to attract a large body of students. Now, though, MOOCs have given Indian academics a better
sense of how a lecture could be restructured into short, self-contained segments with high
interactivity to engage students more effectively. This appears to be a step in the right direction, but
what is really needed is the right model to use MOOCs in an Indian context. With a decade of
experience in this space and a Vibrant technology ecosystem, India will most likely find its way very
soon.
D. The rapid evolution of digital resources like video, interactive multimedia and new modes of
assessment challenges US to reimagine what we can and should do when we are face-to-face with
our students. As I develop online courses on cellular metabolism, for instance, I hypothesise that the
blend of animation and appropriate embedded assessments will communicate the intricacies of
electron transfer more effectively than that portion of my traditional lecture. After rebalancing class
assignments to include both reading and online materials, while maintaining the same overall
workload, I nonetheless gain time with my students in the classroom to discuss and critically analyse
the metabolic consequences of experimentally disrupting electron transfer. Underlying this progress
is the awareness that experimentation is the key and that we do not yet know how best to harness
the enormous positive potential of the online revolution for on-campus learning. This is why every
course or module should have an associated research component where student progress is
measured.
E. Technology is transforming education for the worse and one of its dubious uses is to grade
essays. Major testing companies are using software to score written test answers as machines can
work faster than teachers. However, they cannot evaluate the imaginative use of language. Thus,
students will learn to write according to the formula that the machine responds to best at the
expense of accuracy, creativity and imagination. Worse, the teacher will abandon the important job
of reading what the students write and will be less informed about how they think. That is a loss for
the quality of education. A more worrisome use of technology is the accumulation and storage of
personal, confidential data on a cloud. Who needs all this personal information and why is it being
shared? Advocates say that the goal Is to create better products for individual students. Critics
believe that the information will be given or sold to vendors, who will use it to market products to
children and their parents.
Which section (A-E) of the text mention the following? Your answers:
a strategy that helped the learners focus 1..………………..
the reason why more data is required to make the best use of computer-based 2..………………..
learning digital
digital resources leading to the standardisation of student learning 3..………………..
the necessity to adapt online courses to a specific culture 4..………………..
a claim that information will be used to enhance product quality 5..………………..
personally combining digital and traditional tools to provide a more effective 6..………………..
learning experience
the problem of gaps in students' knowledge not being addressed 7..………………..
humans undertaking a task that machines could carry out 8..………………..
the importance of students progressing at their own pace 9..………………..
computer-based courses that attracted a disappointing number of participants 10..………………

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D. WRITING (6.0 pts)
Part 1: Chart description
The table and pie chart give information about the population in Australia according to
different nationalities and areas. Summarize the information by selecting and reporting the
main features and make comparisons where relevant.
You should write about 150 words.
Population in Australia in 2015

Nationality City Countryside (%)

(%)

Australian 80 20

British 89 11

New Zealander 90 10

Chinese 99 1

Dutch 83 17

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Part 2. Write an essay of about 350 words about the following issue.
As technology rapidly progresses, some proponents of artificial intelligence believe that it
will help solve complex social challenges and offer immortality via virtual humans. However,
others think that artificial intelligence threatens to fundamentally alter the human way of life
and should not be developed without any planning and foresight.

Which viewpoint do you approve of and why?

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-The end-

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