ĐHNN-ĐHQGHN KỲ THI HỌC SINH GIỎI CÁC TRƯỜNG THPT

TRƯỜNG THPT CHUYÊN CHUYÊN

NGOẠI NGỮ HÀ NỘI KHU VỰC DUYÊN HẢI VÀ ĐỒNG BẰNG BẮC BỘ
LẦN THỨ XV, NĂM 2024
ĐỀ THI ĐỀ XUẤT

ĐỀ THI MÔN:TIẾNG ANH- KHỐI 11

Thời gian: 180 phút (Không kể thời gian giao đề)
(Đề thi gồm 17 trang)

A. LISTENING (50 pts)

Part 1. For questions 1 - 5, listen to two teachers talking about the scandalous theft
of cake at their school and decide whether these statements are True (T), False (F),
or Not Given (NG). Write your answers in the corresponding numbered boxes
provided. (10pts)
1. The students lost attention in the English class.
2. Helen enjoys food taken from the fridge.
3. Donald witnessed Marcia putting the cake in the fridge.
4. It is not normal that Neil was present at school on that day.
5. At the end, Marcia still couldn’t know who took her cake.
Your answers:
1. 2. 3. 4. 5.

Part 2. You will hear a talk about the history of Indian Railways. For questions 1 -
5, give short answers to the questions USING NO MORE THAN THREE
WORDS. (10pts)
1. How many passengers does Indian Railways carry yearly?
____________________________________________________
2. What did the Great Indian Peninsula Railway become in 1900?
____________________________________________________
3. What was established in 1905?
____________________________________________________
4. What was the state of the railways after World War I?

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____________________________________________________
5. From 1939, what were the railways workshops changed into?
____________________________________________________
Your answers:
1. 2. 3. 4. 5.

Part 3. For questions 1-5, you will hear a group of art history students going out an
art gallery and choose answer (A, B, C or D) which fits best according to what you
hear. Write your answers in the corresponding numbered boxes provided. (10pts)
1. Burne-Jones believed that a painting
A. ought to be true to nature
B. must have a moral point
C. should play an instructive role in a modern industrial society
D. need not have practical value
2. It appears that the story of the King and the Beggar Maid was
A. a well-know Victorian tale
B. popularized by a poet
C. brought to the artist’s attention by his wife
D. taken up by novelists at later stage
3. According to the students, how did the painter approach the work?
A. He wanted to portray the beggar realistically
B. He copied part of the painting from an Italian masterpiece
C. He had certain items in the painting made for him
D. He wanted to decorate the clothing with jewels
4. The student thinks that in someway the painting depicts
A. an uncharacteristically personal message
B. the grate sadness of the artist
C. the artist’s inability to return the girl’s love
D. the fulfillment of the artist’s hopes and dreams
5. What was people’s reaction to the painting?
A. They recognized Frances Graham as the model for the Beggar Maid
B. They realized how personal the painting was for the artist
C. They interpreted the painting without difficulty

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D. They did not approve of the subject matter of the painting
Your answers:
1. 2. 3. 4. 5.

Part 4. For questions 1-10, listen to a news report about scientist Luc Montagnier
who discovered the virus that causes AIDS. Write NO MORE THAN THREE
WORDS taken from the recording for each answer in the space provided. (20pts)
1. Luc Montagnier’s contribution to discovering AIDS embroiled him in a
_______________________________ over who deserved credit for the discovery.
2. Montagnier and his colleagues at the Pasteur Institute ended up isolating a virus from
the ________________________ of a man with AIDS.
3. When Robert Gallo _______________________ that made the case for that in 1984,
the U.S. government basically took credit for discovering the AIDS virus.
4. At a press conference in Washington, Margaret Heckler ________________ Gallo’s
work in identifying a virus and the means to detect it as the groundbreaking discoveries.
5. The United States and French government were locked in a dispute about who
deserved the profits from the ________________________________________.
6. The fight becomes so heated that Jacques Chirac and Ronald Reagan, with the help of
Jonas Salk, the developer of the __________ that comes to market, broke a peace deal.
7. The peace treaty calls Robert Gallo and Luc Montagnier the _________________.
8. In October 2008, the Nobel Prize in _______________________ finally honored
AIDS pioneers – at least some of them.
9. During Montagnier’s Nobel lecture, he noted that the _______________________
that saved so many lives did so mostly in the wealthy nations of the world.
10. Montagnier spent some of his waning years seduced by what many scientists regard
as __________________ - the idea that water can store a memory of molecules that had
been dissolved in it.

Your answers:
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.

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B. LEXICO- GRAMMAR (40 pts)
Part 1 : Choose the best option A, B, C, or D to complete the following sentences
and write your answers in the corresponding numbered boxes. (20 pts)
1. I thought I had made it ________ that I didn’t want to discuss this matter any more.
A. distinct B. frank C. plain D. straight
2. I went to see the boss about a pay rise and he brushed me ________ with a weak
excuse about a business dinner and left me standing there.
A. aside B. up C. down D. off
3. Take care that your love for him doesn't _______ your judgement.
A. cloud B. darken C. shadow D. topple
4. It was so hot in the restaurant that, after half an hour, we were all starting to ______.
A. wilt B. shrivel C. weed D. fade
5. Sources in France suggested that further _______ would be needed before they
would agree to a deal.
A. contortions B. concessions C. consolations D. contractions
6. It was a close _______ but we just made it to the airport on time for our flight.
A. go B. drive C. run D. call
7. Not many people are good at assessing their own abilities and Mark must be _______
for recognising that he would never become a great musician.
A. talented B. advocated C. commended D.
merited
8. The Government is trying to ________when it says it will spend more on the health
service without raising taxes.
A. chew the fat B. wave the flag
C. square the circle D. put the lid
9. The return on your investment will come in ________ at first, but you'll see a more
steady flow of income later.
A. bits and bobs B. dribs and drabs
C. fingers and thumbs D. bibs and tuckers
10. At the end of her speech, she ________ a note of warning about the risks involved
in the project.
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A. hit B. punched C. struck D. beat
11. These fanatics are in ________ earnest when they say they want to destroy all forms
of government.
A. mortally B. fatally C. deadly D. gravely
12. The teacher suspected that there had been some ________ business going on while
she was out of the room.
A. horse B. fox C. moose D. monkey
13. He’s had his ________ into me for months, and every time I make a mistake, he
tells my boss.
A. dagger B. knife C. hatchet D. axe
14. A: I'm getting paid to stay in my neighbour's mansion while they're on holiday.
B: Wow, that'll be money for old ________!
A. rope B. wire C. string D. line
15. The new round of negotiations is hoped to ________ the deadlock in the Middle
East.
A. break B. remove C. dispense D. loose
16. I don't think it would be wise to try to make Max change his mind about divorcing
Barbara. Well, in his place I ______ her at all.
A. would never have married B. needn’t have married
C. would never marry D. must never have married
17. Out ______ when the bell rang.
A. did the children run B. ran the children
C. run the children D. do the children run
18. In the seventeenth century, North America was vast and unconquered, ____ only at
great cost.
A. by promising riches but by yielding its bounty B. it promised riches but yielded
its bounty
C. its riches were promised but its bounty yielded D. promising riches but yielding
its bounty
19. Widely reproduced in magazines and books, _________.
A. Ansel Adams’s photographs depicted the Western wilderness
B. Ansel Adams depicted the Western wilderness in his photographs
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 C. the Western wilderness was depicted in the photographs of Ansel Adams
D. it was through his photographs that Ansel Adams depicted the Western wilderness
20. Aerodynamics is the study of the forces ________ on an object as it moves through
the atmosphere.
A. act B. are acting C. acted D. acting
Your answers:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Part 2: Give the correct form of each bracketed word in the following passage.
Write your answers in the corresponding numbered boxes. (10 pts)
1. Together they forged a(n) ________ intellectual climate that has profoundly shaped
my career. (VIGOR)
2. Death, from this perspective, seems unproblematically universal, a simple,
irreducible fact of our nature, ________ the same across all societies and throughout
time (YIELD).
3. Today we look at claims that in Queensland, the regime that looks after the most
vulnerable people, the infirm elderly, and ________ adults, is failing.
(CAPACITY).
4. The judge ruled that Newman's comments were not a(n) ________ offense. (ACT)
5. Before creating this sculpture, she studied all the masterpieces of classical ________
(ANTIQUE).
6. The full costume is only worn on important ________ occasions. (CEREMONY)
7. It once seemed ________ to everyone that men should travel to the moon.
(CONCEIVE)
8. Do you believe in the ________ powers of the local mineral water? (CURE)
9. They often are involved in the hiring and dismissal of employees but generally have
no role in the ________ of personnel policy. (FORM)
10. It is ________ for a teacher to inflict corporal punishment on pupils. (LAW)

Your answers:
1. 2. 3. 4. 5.
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 6. 7. 8. 9. 10.

C. READING (60 pts)

Part 1: 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. (15 pts)
It is said that we never stop learning until the day we die. Broadening our horizons has
never been easier, as the twenty-first century (1)________ ever more opportunities for
learning and developing our skills. And if you don’t want to (2)________ out in the job
market and (3)________ for a poorly-paid, boring job, there’s no (4)________ these
days. Thousands of online courses allow you to work at your own (5)________, while
you are doing a full-time job. Although be careful that you don’t
(6)________ off more than you can chew! Modern-day society puts a lot of pressure on
people, many of whom have had to take out (7)________ and run up enormous
overdrafts, just to survive. The situation they find themselves in is often not of their own
(8)________ but rather that of the global economy. Facing up to difficult situations by
doing something about it rather than running away and coming up with new ways of
solving these problems is the (9)________ to survival, and ongoing education helps you
do this. Don’t (10)________ around complaining. Get out there and do something about
it. Remember, actions speak louder than words!
(Source: https://123docz.net/document/13837947-chuyen-de-boi-duong-hsg-tieng-anh-
thpt-co-dap-an-chi-tiet-chuyen-de-reading-key.htm)
Your answers:
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.

Part 2: Read the following passage and choose the best answer to each question.
Write your answers in the corresponding numbered boxes provided below the
passage. (10 pts)
Conquest by Patent
Patents are a form of intellectual property rights often touted as a means to give ‘incentive
and reward’ to inventors. But they’re also a cause for massive protests by farmers,
numerous lawsuits by transnational corporations and indigenous peoples, and countless
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rallies and declarations by members of civil society. It is impossible to understand why
they can have all these effects unless you first recognize that patents are about the control
of technology and the protection of competitive advantage.
Lessons from history
In the 1760s, the Englishman Richard Arkwright invented the water-powered spinning
frame, a machine destined to bring cotton-spinning out of the home and into the factory.
It was an invention which made Britain a world-class power in the manufacture of cloth.
To protect its competitive advantage and ensure the market for manufactured cloth
in British colonies, Parliament enacted a series of restrictive measures including the
prohibition of the export of Arkwright machinery or the emigration of any workers
who had worked in factories using it. From 1774 on, those caught sending Arkwright
machines or workers abroad from England were subject to fines and 12 years in jail.
In 1790, Samuel Slater, who had worked for years in the Arkwright mills, left England for
the New World disguised as a farmer. He thereby enabled the production of commercial-
grade cotton cloth in the New World and put the US firmly on the road to the Industrial
Revolution and economic independence. Slater was highly rewarded for his achievement.
He is still deemed the ‘father of American manufacturing’. To the English, however, he
was an intellectual property thief.
Interestingly, patent protection was a part of US law at the time of Slater’s deed. But that
protection would only extend to US innovations. It is worth remembering that until the
1970s it was understood, even accepted that countries only enforced those patent
protections that served their national interest. When the young United States pirated the
intellectual property of Europe - and Slater wasn’t the only infringer - people in the US
saw the theft as a justifiable response to England’s refusal to transfer its technology.
By the early 1970s, the situation had changed. US industry demanded greater protection
for its idea-based products - such as computers and biotechnology - for which it still held
the worldwide lead. Intellectual property rights held the key. And so, together with its
like-minded industrial allies, the US pushed for the inclusion of intellectual property
clauses, including standards for patents, in international trade agreements.
When US business groups explained the “need” for patents and trademarks in trade
agreements, they alleged $40-60 billion losses due to intellectual property piracy; they
blamed the losses on Third World pirates; they discussed how piracy undermined the
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incentive to invest; and they claimed that the quality of pirated products was lower than
the real thing and was costing lives.
The opposition pointed out that many of the products made in the industrial world, almost
all its food crops and a high percentage of its medicines had originated in plant and
animal germplasm taken from the developing world. First, knowledge of the material and
how to use it was stolen, and later the material itself was taken. For all this, they said,
barely a cent of royalties had been paid. Such unacknowledged and uncompensated
appropriation they named “biopiracy”; and they reasoned that trade agreement patent
rules were likely to facilitate more theft of their genetic materials. Their claim that
materials ‘collected’; in the developing world were stolen, elicited a counter-claim that
these were ‘natural’ or ‘raw’ materials and therefore did not qualify for patents. This in
turn induced a counter-explanation that such materials were not ‘raw’ but rather the result
of millennia of study, selection, protection, conservation, development and refinement by
communities of Majority World and indigenous peoples.
Others pointed out that trade agreements which forced the adoption of unsuitable notions
of property and creativity - not to mention an intolerable commercial relationship to
nature - were not only insulting but also exceedingly costly. To a developing world whose
creations might not qualify for patents and royalties, there was first of all the cost of
unrealized profit. Secondly, there was the cost of added expense for goods from the
industrialized world. For most of the people on the planet, the whole patenting process
would lead to greater and greater indebtness; for them, the trade agreements would
amount to “conquest by patents” – no matter what the purported commercial benefits.
(Source: How to prepare for TOEFL iBT)
1. According to paragraph 1, what is the real reason for patents to exist?
A. protests B. lawsuits C. prizes D. control
2. Which of the sentences below best expresses the information in the highlighted
statement in the passage?
A. Among the laws to protect Britain from competition in the textile industry was a ban
on exporting Arkwright equipment and on emigration of former employees.
B. Former employees of Arkwright could not leave the country because they might
provide information about the company to competing factories.
C. The reason that Britain passed laws to prevent emigration was to keep employees in
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the textile mills from leaving their jobs to work in other countries.
D. Parliament passed laws to ensure that the price of textiles was kept in high in spite of
competition from the former British colonies who were exporting cloth.
3. In paragraph 3, how does the author explain the concept of technological transfer?
A. By recounting how Samuel Slater, an American farmer established a successful textile
mill in Great Britain.
B. By describing how Samuel Slater used workers from Britain to develop the textile
industry in the United States.
C. By exposing how Samuel Slater stole ideas and technology from one nation to
introduce them in another.
D. By demonstrating how Samuel Slater used the laws to his advantage in order to
transfer technology.
4. The word “innovations” in the passage is closest in meaning to
A. discoveries B. exceptions C. disputes D. territories
5. How did the perspective of industrialists in the United States change in the 1970s?
A. They favored free exchange of technology.
B. They supported the protection of patents.
C. They refused to sign international trade agreements.
D. They began to collaborate with Third World nations.
6. How did industrialized nations justify using plants and animals from the developing
world for food and medicine products?
A. They claimed that the plant and animal sources were raw materials that could not be
patented.
B. They asserted that the original plant and animal materials were found in their own
nations.
C. They paid a large royalty for the use of plants and animals that were not original to
their countries.
D. They stated that they had manufactured a higher quality of products than the
competition.
7. Based on the information in paragraph 7, which of the following best explains the term
“biopiracy”?
A. A conspiracy by farmers B. The theft of plants and animals
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C. Secret trade agreements D. Natural resources in the biosphere
8. The word “facilitate” in the passage is closest in meaning to
A. permit B. assist C. require D. delay
9. The word “notions” in the passage is closest in meaning to
A. customs B. records C. property D. ideas
10. Why does the author call this article “Conquest by Patents”?
A. Because most trade agreements are unfair to developing nations
B. Because patents cost too much money for developing nations
C. Because industrialized countries do not pay their debts to developing nations
D. Because natural resources are a source of power for developing nations
Your answers:
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.

Part 3: Read the passage and do the tasks that follow. (13 pts)
When people ask French translator Virginie Verdier what she does for a living, it
must be tempting to say enigmatically: ‘Oh me? I’m in the movies’. It’s strictly true, but
her starring role is behind the scenes. As translating goes, it doesn’t get more
entertaining or glamorous than subtitling films. If you’re very lucky, you get to work on
the new blockbuster films before they’re in the cinema, and if you’re just plain lucky,
you get to work on the blockbuster movies that are going to video or DVD.
Virginie is quick to point out that this is as exciting as any translating job. 'You work
had. It's not all entertainment as you are doing the translating. You need all the skills of
a good translator and a top-notch editor. You have to be precise and, of course, much
more concise than in traditional translation work.'
The process starts when you get the original script and a tape. ‘We would start with
translating and adapting the film script. The next step is what we call ‘timing’, which
means synchronising the subtitles to the dialogue and pictures.’ This task requires
discipline. You play the film, listen to the voice and the subtitles are up on your screen
ready to be timed. You insert your subtitle when you hear the corresponding dialogue
and delete it when the dialogue finishes. The video tape carries a time code which runs
in hours, minutes, seconds and frames. Think of it as a clock. The subtitling unit has an
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insert key to capture the time code where you want the subtitle to appear. When you
press the delete key, it captures the time code where you want the subtitle to disappear.
So each subtitle would ‘have an ‘in’ point and an ‘out’ point which represent the exact
time when the subtitle comes in and goes out. This process is then followed by a manual
review, subtitle by subtitle, and time- codes are adjusted to improve synchronisation and
respect shot changes. This process involves playing the film literally frame by frame as
it is essential the subtitles respect the visual rhythm of the film.’
Different subtitlers use different techniques. ‘I would go through the film and do the
whole translation and then go right back from the beginning and start the timing process.
But you could do it in different stages, translate let’s say 20 minutes of the film, then
time this section and translate the next 20 minutes, and so on. It’s just a different
method.’
For multi-lingual projects, the timing is done first to create what is called a ‘spotting
list’, a subtitle template, which is in effect a list of English subtitles pre-timed and edited
for translation purposes. This is then translated and the timing is adapted to the target
language with the help of the translator for quality control.
‘Like any translation work, you can’t hurry subtitling,’ says Virginie. ‘If subtitles are
translated and timed in a rush, the quality will be affected and it will show.’ Mistakes
usually occur when the translator does not master the source language and
misunderstands the original dialogue. ‘Our work also involves checking and reworking
subtitles when the translation is not up to standard. However, the reason for redoing
subtitles is not just because of poor quality translation. We may need to adapt subtitles
to a new version of the film: the time code may be different. The film may have been
edited or the subtitles may have been created for the cinema rather than video. If
subtitles were done for cinema on 35mm, we would need to reformat the timing for
video, as subtitles could be out of synch or too fast. If the translation is good, we would
obviously respect the work of the original translator.’
On a more practical level, there are general subtitling rules to follow, says Virginie.
‘Subtitles should appear at the bottom of the screen and usually in the centre.’ She says
that different countries use different standards and rules. In Scandinavian countries and
Holland, for example, subtitles are traditionally left justified. Characters usually appear
in white with a thin black border for easy reading against a white or light background.
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We can also use different colours for each speaker when subtitling for the hearing
impaired. Subtitles should have a maximum of two lines and the maximum number of
characters on each line should be between 32 and 39. Our company standard is 37
(different companies and countries have different standards).’
Translators often have a favourite genre, whether it’s war films, musicals, comedies
(one of the most difficult because of the subtleties and nuances of comedy in different
countries), drama or corporate programmes. Each requires a certain tone and style. ‘VSI
employs American subtitlers, which is incredibly useful as many of the films we subtitle
are American,’ says Virginie. ‘For an English person, it would not be so easy to
understand the meaning behind typically American expressions, and vice-versa.’
(Source: IELTS Exam Essentials 1 - Test 3)
Complete the flow chart below.
Use NO MORE THAN THREE WORDS from the passage for each
answer.

THE SUBTITLING PROCESS

Stage 1: Translate and adapt the script.

Stage 2: 1. ________ - matching the subtitles to what is

said

Involves recording time codes by using the 2. _________

and ___________ keys.

Stage 3: 3. _________ – in order to make the 4. ________

better.

Multi-lingual projects
Stage 1: Produce something known as a 5. __________ and
translate that.
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Write TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
6. For translators, all subtitling work on films is desirable.
7. Subtitling work involves a requirement that does not apply to other
translation work.
8. Some subtitling techniques work better than others.
9. Few people are completely successful at subtitling comedies.

Complete the sentences below. Choose NO MORE THAN THREE WORDS from
the passage for each answer.
10. Poor subtitling can be a result of the subtitler not being excellent at
_____________.
11. To create subtitles for a video version of a film, it may be necessary to
__________.
12. Subtitles usually have a _______________ around them.
13. Speakers can be distinguished from each other for the benefit of
______________.
Your answers:
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
11. 12. 13.

Part 4: You are going to read an extract from a novel. Seven paragraphs have
been removed from the extract. Choose from the paragraphs A-H the one which
fits each gap (1 - 7). There is one extra paragraph which you do not need to use.
Write your answers in the corresponding
numbered boxes provided. (7 pts)

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 AT THE ZOO
Inspector John Rebus was pretending to stare at the meerkats when he saw the man. For
the best
part of an hour, Rebus had been trying to blink away a headache, which was about as
much exercise as he could sustain. He’d planted himself on benches and against walls,
wiping his brow even though Edinburgh’s early spring was a blood relative of
midwinter. His shirt was damp against his back, uncomfortably tight every time he rose
to his feet.
1.
He hadn’t been to the zoo in years; thought probably the last time had been when he’d
brought his daughter to see Palango the gorillas. Sammy had been so young, he’d
carried her on his shoulders without feeling the strain.
2.
Not very, he hoped. The penguin parade had come and gone while he was by the
meerkats. Now, oddly, it was when the visitors moved on, seeking excitement, that the
first of the meerkats appeared, rising on its hind legs, body narrow and wavering,
scouting the territory.
3.
There were worse, he had reminded himself, applying his thoughts to the day’s central
question: who was poisoning the zoo animals of Edinburgh? The fact of the matter was,
some individual was to blame. Somebody cruel and calculating and so far missed by
surveillance cameras and keepers alike.
4.
Meantime, as senior staff had indicated, the irony was that the poisoner had actually
been good for business. There’d been no copycat offences yet, but Rebus wondered
how long that would last. The next announcement concerned feeding the sea lions.
Rebus had sauntered past their pool earlier, thinking it not overly large for a family of
three. The meerkat den was surrounded by children now, and the meerkats themselves
had disappeared, leaving Rebus strangely pleased to have been accorded their company.
5.
As a child, his roll-call of pets had seen more than its fair share of those listed ‘Missing
in Action’ or ‘Killed in the Line of Duty’. His tortoise had absconded, despite having its
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owner’s name painted on its shell; several budgies had failed to reach maturity; and ill-
health had plagued his only goldfish. Living as he did in a tenement flat, he’d never
been tempted in adulthood by the thought of a cat or dog. He’d tried horse-riding once,
rubbing his inside legs raw in the process and vowing afterwards that the closest he’d
come in future to the noble beast would be on a betting slip.
6.
Except the animals wouldn’t share a human’s curiosity. They would be unmoved by
any display of agility or tenderness, would fail to comprehend that some game was
being played. Animals would not build zoos, would have no need of them. Rebus was
wondering why humans needed them. The place suddenly became ridiculous to him, a
chunk of prime Edinburgh real estate given over to the unreal... And then he saw the
camera. Saw it because it replaced the face that should have been there.
The man was standing on a grassy slope sixty feet away, adjusting the focus on a
telescopic lens. His hair was thinning and brown, forehead wrinkled. Recognition came
as soon as he lowered the camera.
7.
Rebus knew the man. Hadn’t seen him in probably four years but couldn’t forget eyes
like that. Rebus sought for a name, at the same time reaching into his pocket for his
radio. The photographer caught the movement, eyes turning to match Rebus’s gaze.
Recognition worked both ways. And then the man was off, walking briskly downhill.
Rebus yanked out his radio.
(Source: Cambridge English Proficiency Practice Tests - Test 3)

A. He moved away from it, but not too far, and proceeded to untie and tie a shoelace,
which was his way of marking the quarter-hours. Zoos and the like had never held any
fascination for him.
B. Rebus looked away, turning in the direction of its subjects: children. Children
leaning into the meerkat enclosure. All you could see were shoe-soles and legs, and the
backs of skirts and T-shirts and jerseys.
C. Past a restaurant and cafeteria, past couples holding hands and children attacking ice
creams. Peccaries, otters, pelicans. It was all downhill, for which Rebus was thankful.
The walkway narrowed just at the point where the crowd thickened. Rebus wasn’t sure
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what was causing the bottleneck, then heard cheers and applause.
D. Two more then followed it, appearing from their burrow, circling, noses to the
ground. They paid little attention to the silent figure seated on the low wall of their
enclosure; passed him time and again as they explored the same orbit of hard-packed
earth, jumping back only when he lifted a handkerchief to his face. He was feeling the
effects of an early-morning double espresso from one of the kiosks near The Meadows.
He’d been on his way to work, on his way to learning that today’s assignment was zoo
patrol.
E. The capybara had looked at him almost with pity, and there had seemed a glint of
recognition and empathy behind the long-lashed eyes of the hunched white rhino,
standing so still it might have been a feature in a shopping mall, yet somehow dignified
in its very isolation. Rebus felt isolated, and about as dignified as a chimpanzee.
F. Police had a vague description, and spot-checks were being made of visitors’ bags
and coat pockets, but what everyone really wanted-except perhaps the media-was to
have someone in custody, preferably with the tainted tidbits locked away as evidence.
G. On the other hand, he’d liked the meerkats, for a mixture of reasons: the resonance
of their name; the low comedy of their rituals; their instinct for self-preservation. Kids
were dangling over the wall now, legs kicking in the air. Rebus imagined a role
reversal-cages filled with children, peered at by passing animals as they capered and
squealed, loving the attention.
H. Today, though, he had nothing with him but a concealed radio and set of handcuffs.
He wondered how conspicuous he looked, walking such a narrow ambit while shunning
the attractions further up and down the slope, stopping now and then at the kiosk to buy
a can of Irn-Bru.
Your answers:
1. 2. 3. 4. 5. 6. 7.

Part 5. The passage below consists of four paragraphs marked A, B, C and D. For
questions 1 - 10, read the passage and do the task that follows. Write your answers
in the corresponding numbered boxes provided. (15 pts)

IT’S NOT FAIR

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 Do animals share our sense of unfairness over displays of greed?

A How often have you seen rich people take to the streets, shouting that they're earning
too much? Protesters are typically blue-collar workers yelling that the minimum wage
has to go up, or that their jobs shouldn't go overseas. Concern about fairness is always
asymmetrical, stronger in the poor than the rich. And the underlying emotions aren't as
lofty as the ideal itself. Children become thoroughly
indignant at the slightest discrepancy in the size of their slice of pizza compared to their
sibling's. Their shouts of "That's not fair!" never transcend their own desires. We're all
for fair play so long as it helps us. There's even an old story about this, in which the
owner of a vineyard rounded up labourers at different times of the day. Early in the
morning, he went out to find labourers, offering each 1 denarius. But he offered the
same to those hired later in the day. The workers hired first thing in the morning
expected to get more since they had worked through the heat of the day, yet the owner
didn't feel he owed them any more than he had originally promised.
B That this sense of unfairness may turn out to be quite ancient in evolutionary terms as
well became clear when graduate student Sarah Brosnan and I discovered it in
monkeys. When testing pairs of capuchin monkeys, we noticed how much they disliked
seeing their partner get a better deal. We would offer a pebble to one of the pair and
then hold out a hand so that the monkey could give it back in exchange for a cucumber
slice. Alternating between them, both monkeys would happily barter 25 times in a row.
The atmosphere turned sour, however, as soon as we introduced inequity. One monkey
would still receive cucumber, while its partner now enjoyed grapes, a favourite food
with monkeys. While that monkey had no problem, the one still working for cucumber
would lose interest. Worse, seeing its partner with juicy grapes, this monkey would get
agitated, hurl the pebbles out of the test chamber, sometimes even those measly
cucumber slices. A food normally devoured with gusto had become distasteful.
C There is a similarity here with the way we reject an unfair share of money. Where do
these reactions come from? They probably evolved in the service of cooperation. Caring
about what others get may seem petty and irrational, but in the long run it keeps one
from being taken advantage of. Had we merely mentioned emotions, such as
"resentment" or "envy," our findings might have gone unnoticed. Now we drew the
interest of philosophers, anthropologists and economists, who almost choked on the
monkey comparison. As it happened, our study came out at the very time that there was
a public outcry about the multimillion dollar pay packages that are occasionally given

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out on Wall Street and elsewhere. Commentators couldn't resist contrasting human
society with our monkeys, suggesting that we could learn a thing or two from them.
D Our monkeys have not reached the point at which their sense of fairness stretches
beyond egocentric interests - for example, the one who gets the grape never levels the
outcome by giving it to the other - but in cooperative human societies, such as those in
which men hunt large game, anthropologists have found great sensitivity to equal
distribution. Sometimes, successful hunters aren't even allowed to carve up their own
kill to prevent them from favouring their family. These cultures are keenly aware of the
risk that inequity poses to the social fabric of their society. Apes, as opposed to
monkeys, may have an inkling of this connection. High-ranking male chimpanzees, for
example, sometimes break up fights over food without taking any for themselves.
During tests, a female received large amounts of milk and raisins, but noticed her
friends watching her from a short distance. After a while, she refused all rewards.
Looking at the experimenter, she kept gesturing to the others, until they were given a
share of the goodies. She was doing the smart thing. Apes think ahead, and if she had
eaten her fill right in front of the rest, there might have been repercussions when she
rejoined them later in the day.
(Source: Objective Proficiency Workbook, Unit 3, page 12)

In which section does the writer mention Your answers

A robust response to news of the writer’s research? 1.

One animal harbouring resentment towards another? 2.

An animal thinking of the consequences of their actions? 3.

Any unfairness provoking a strong and egocentric reaction? 4.

The animal behaviour shown not going as far as equivalent human 5.

behaviour?

A sense of injustice from people having to cope with adverse 6.

conditions?

A justification for the irrational sense of unfairness? 7.

An animal’s feeling of injustice leading to preposterous behaviour? 8.

Unfairness among humans being perceived by those who are less 9.

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 well-off?

Examples of both humans and animals behaving with fairness? 10.

Your answers:
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.

D. WRITING (60 pts)

Part 1: Read the following article and use your own words to summarize it. Your
summary should be between 100-120 words long.

A Recent History of Climate Change

WRITTEN BY: John P. Rafferty
Climate change is a broad topic that includes periodic alterations in Earth’s climate
caused by natural forces in combination with the effects of various human activities
(such as the burning of fossil fuels and changes in land cover and biodiversity).
Although climate change is a process that has continued since Earth’s formation some
4.6 billion years ago, over the most-recent 100 years or so, the collective weight of
human activities has emerged as an important factor in guiding the trajectory of global
and regional climates.
Carbon, it turns out, is key to understanding climate change. Carbon is taken up by
plant respiration and weathering, and it is expelled when an animal exhales. When
combined with hydrogen, it forms a hydrocarbon, which can be burned by industry and
vehicles to produce both heat and energy. It is the key element in two of the most -
important greenhouse gases (GHG)—that is, carbon dioxide (CO2), which is produced
by combustion, and methane (CH4), which is produced by a number of sources,
including rice cultivation, animal waste, natural gas extraction, and wetlands. In 1896,
Swedish chemist Svante Arrhenius created the first model that considered the influence
of carbon dioxide in the atmosphere. The general rule that emerged from the model was
that if the quantity of CO2 increases or decreases in geometric progression, temperature
will follow, increasing or decreasing nearly in arithmetic progression.
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Since Arrhenius’s time, the CO2 concentration of the atmosphere has increased more
than 70 percent, from 280–290 parts per million to more than 400 ppm by 2016. With
such a dramatic rise in CO2 concentrations over such a short period, scientists fear that
it will be only a matter of time before air temperatures rise and people start to
experience the results. Stark evidence of climate change at regional and global scales
has appeared since the late 20th century, the most apparent being the decline in Arctic
ice extent and the cluster of the warmest global surface temperature averages occurring
between the year 2000 and the present.
(Adapted from https://www.britannica.com/spotlight/a-recent-history-of-climate-
change)

Part 2: The graphs below show the percentage of math graduates and other
graduates who got full-time job after graduating from a university in Australia, and
also show the average salary of both these types of graduates, from 2004 to 2012.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant. (15 pts)

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Part 3: Write an essay of 250 words on the following topic. (30 pts)
People who decide on a career path early in their lives and keep to it are more likely
to have a satisfying working life than those who change jobs frequently.
To what extent do you agree or disagree?

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