ĐỀ 41

LISTENING: (50 POINTS)

Part 1: For questions 1-5, listen to a discussion on the radio on the subject of rock festivals and decide
whether the opinions are expressed by only one of the speakers, or by both of them. In the corresponding
numbered boxes provided,
write T for Tim
M for Maria
B for Both of the speakers.

1. Too many people travel to rock festivals by car.

2. Rock festivals in cities cause more problems than those in the countryside.
3. The problem at the Tandem Festival could have been anticipated.
4. At Greenwood, there is now a greater concern about removing waste.
5. Festivals are held in order to make a profit for the organizers.
Your answers:
1. 2. 3. 4. 5.

Part 3: For questions 11-15, listen to a radio interview in which a choreographer, Alice Reynolds, discusses a
dance programme and choose the correct answer A, B, C, or D which fits best according to what you hear.
Write your answers in the corresponding numbered boxes provided.
11. How is the programme designed to help youngsters?
A. by getting them to talk about their feelings
B. by encouraging them to loosen up
C. by enabling them to convey their thoughts.
D. by giving them a way to entertain themselves
12. When talking about the nature of communication, Alice reveals that
A. teenagers are quick to react to a number of emotions.
B. people who learn to show how they feel can articulate better.
C. shy youngsters find the programme more useful than others.
D. young people have a lot of pent up negative emotions.
13. What aspect of the programme encourages teenagers to face their troubles?
A. the social side of dance
B. the freedom of the movement
C. the obligation to interact
D. the release of feelings
14. Alice contrasts professional and amateur dancers in order to
A. highlight the usefulness of the programme.
B. emphasise the use of emotions in dance.
C. illustrate the difference between teaching styles.
D. explain the ability to recognise feelings.
15. What point does Alice make about the study into a person’s personality?
A. It found that certain types of people dance better than others.
B. Personality has a bearing on people’s willingness to participate.
C. Who people are can be recognised through their movements.
D. It revealed that most people try to hide their true nature.
Your answers:
11. 12. 13. 14. 15.
Part 4: For questions 16-25, listen to a talk about trade war and supply the blanks with the missing
information. Write NO MORE THAN THREE WORDS taken from the recording for each answer in the space
provided.
Due to the risks it brings such as potential fraud misinformation and maybe even a threat to human beings, ChatGPT
has (16) ______________________. Human worst fears over (17) ______________________ have been seen by
fans of sci-fi movies like “I'm sorry Dave I'm afraid I can't do that” or “the Terminator”. Any information given to the
chatbot can be garnered and used in ways that are not originally intended or even known about, for an (18)
______________________ is employed to handle the data sent to the chatbot and elicit responses. (19)
______________________ is another threat posed by Chat GPT in the language of young people due to the chatbot’s
ability to replicate human dialogues. In this case, there's always the risk that people may mistake a computer program
for an actual person, then they could (20) ______________________. Moreover, (21) ______________________ or
misapprehensions can also arise when people make assumptions about the person on the other end of the
conversation. Fake news and misinformation included in data used by the algorithm powering your chat bot could
produce content strengthening (22) ______________________. As a consequence, (23) _______________ should
be substantiated with _________________ before they go any further. People who think that a robot takeover is just
imminent aren't necessarily (24) ___________________. Around the year 2015, famous people like Elon Musk and
the late Stephen Hawking have been calling for more research to be conducted into the societal impact of AI, being
concerned that an AI War could prove even more deadly than a nuclear one. They called for a ban on weapons that
humans have no meaningful control over in the letter they (25) __________________.

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II. READING:
II. 1. LANGUAGE IN USE:
Part 1: For questions 26-35, read the passage below and decide which answer (A, B, C or D) best fits each
space. Write the letter A, B, C or D in the corresponding numbered boxes provided.
Many separate fires (26)................... in the humus of the forest floor. Smoke sometimes (27) ............... the sun, which
was often visible only at midday. On September 30, flames came within three miles of the town of Green Bay,
(28) .................. 1,200 cords of wood stored at a charcoal kiln.
The settlements in the area were becoming increasingly (29)................... from both the outside world and one another
as railroad and telegraph lines burned. The fires seemed to wax and (30) ……………., depending on the wind and
chance. On September 30 the Marinette and Peshtigo Eagle reported hopefully that "the fires have nearly
(31).................. now in this vicinity."
But the paper was wrong, and the fires were growing. By October 4, the smoke was so thick on Green Bay that ships
had to use their foghorns and (32) ................... by compass. On October 7, the paper, reduced to looking for any
scrap of good news, noted that at least the smoke had greatly reduced the mosquito population and that "a certain
establishment down on the bay shore that has been (33) ............. to the respectable citizens" had burned.
The paper's editor, (34) ................... by the burning of the telegraph line, could not know it, but a large, deep low-
pressure area was moving in from the west. The winds circling it would turn the smoldering forest of northeastern
Wisconsin into (35) ............ on earth.
26. A. extinguished B. engulfed C. spread D. smoldered
27. A. obscured B. burnt C. illuminated D. exposed
28. A. damaging B. consuming C. avoiding D. licking
29. A. frightened B. lonely C. isolated D. inundated
30. A. span B. wane C. spick D. drain
31. A. increased B. died out C. flared D. diminished
32. A. steer B. drive C. guess D. navigate
33. A. frequented B. obnoxious C. open D. ignorant
34. A. cut-off B. burnt C. dismissed D. chased
35. A. peace B. heaven C. hell D. paradise
Your answers:
26. 27. 28. 29. 30. 31. 32.
33. 34. 35.
Part 2: For questions 36-40, read the passage, then fill in each of the numbered spaces with the correct form
of the words given in the box. Write your answers in the numbered boxes provided. There are FIVE words that
you do not need to use.
voice praise live stereotype emit
house govern cast pose cattle

In January 2001 the (36) _________________ Panel on Climate Change (IPCC) issued its latest report on climate
change. Climate models worked out by giant super-computers had become far more reliable since the previous report
in 1995 and allowed them to (37) _________________ the earlier projections for global warming. Their conclusions
were that something very serious is happening and that it cannot be a natural process. The 1990s was the hottest
decade for 1.000 years and the Earth is warming faster than at any time in the last 10.000 years. According to the
report, human activities are (38) _________________ to blame for the temperature rise. The burning of fossil fuels
releases carbon dioxide and, due to deforestation, there are fewer trees to absorb this gas and recycle it back into
oxygen. Methane concentrations have also gone up dramatically because of increases in rice culture and (39)
_________________, both of which generate methane from discomposing vegetation. These greenhouses gases trap
heat in the Earth’s atmosphere and cause the temperature to rise.
The IPCC reported that, in the worst case, the average temperature could rise by 5.8°C this century, 2°C higher than
their original predictions. The resulting melting of ice-caps and glaciers would cause sea levels to rise by up to 88 cm,
endangering the homes and (40) _________________ of tens of millions of people who live in low-lying regions.
Your answers:
36. 37. 38. 39. 40.
Part 3: The following text contains FIVE mistakes apart from the one in the example. Underline these mistakes
before writing them and the corresponding corrections in the right column in the table below.
Your answers:
The American Academy of Pediatrics recognize three stages of e.g.: recognize→ recognizes
adolescence. These are early, middle and late adolescence, each has its
own developmental tasks. Teenagers move through these tasks at their 41. _______________
own speed depending on their physical development and hormone levels.
Since these stages are common to all teenagers, each child will go
through them in his or her own highly individual ways. 42. _______________
During the early years young people make the first attempts to leave the
independent, secure role of a child and to establish themselves as unique
individuals. Early adolescence is marked by rapidly physical growth and 43. _______________
maturation. The focus of adolescents’ self-concepts is thus often on their
physical self and their evaluation of their physical acceptability. Early

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 adolescence is also a period of intense conformity for peers. ‘Getting 44. _______________
along,’ not being different, and being accepted seem somehow pressing
to the early adolescent. The worst possibility, from the view of the early
adolescent, is to be seen by peers as ‘different’. 45. _______________

II. 2. READING COMPREHENSION:

Part 1: For questions 46-55, fill each of the following numbered blanks with ONE suitable word and write your
answers in the corresponding numbered boxes provided.
The average air temperature at the surface of the earth has risen this century, (46) ________ has the temperature of
ocean surface waters. Because water (47) _______ as it heats, a warmer ocean means higher sea levels. We cannot
say definitely that the temperature rises are due to the greenhouse effect; the heating may be (48) _________ of a
“natural” variability over a long time-scale that we have not yet recognized our short 100 years of recording. However,
assuming the build-up of greenhouse gases is (49) __________, and that the warming will continue. Scientists and
inhabitants of low-lying coastal areas would like to know the extent of future sea level rises.
Calculating this is not easy. Models used for the purpose have treated the oceans as passive, stationary and one-
dimensional. Scientists have assumed that heat simply diffused into the sea from the atmosphere. Using basic
physical laws, they then predict how (50) _________ a known volume of water would expand for a given increase in
temperature. But the oceans are not one-dimensional, and recent work by oceanographers, (51) _________ a new
model which takes into account a number of subtle facets of the sea-including vast and complex ocean currents-
suggests that the rise in sea level may be less than some earlier estimates had predicted.
An international forum on climate change, in 1986, produced figures for likely sea-level rises of 20 cm and 1.4 m,
corresponding to atmospheric temperature increases of 1.5 and 4.5C (52) __________. Some scientists estimate that
the ocean warming resulting from those temperature increases by the year 2050 would raise the sea level (53)
__________ between 10 cm and 40 cm. This model only takes into account the (54) __________ effect on the
oceans; it does not consider changes in sea level brought about by the melting of ice sheets and glaciers, and
changes in groundwater storage. When we add on estimates of these, we arrive at figures for (55) ___________ sea-
level rises of 15 cm and 70 cm respectively.
Your answers:
46. 47. 48. 49. 50.
51. 52. 53. 54. 55.
Part 2: Read the following passage and do the tasks that follow.
Nurturing talent within the family
What do we mean by being 'talented' or 'gifted'? The most obvious way is to look at the work someone does and if
they are capable of significant success, label them as talented. The purely quantitative route 'percentage definition' —
looks not at individuals, but at simple percentages, such as the top five per cent of the population, and labels them —
by definition — as gifted. This definition has fallen from favour, eclipsed by the advent of IQ tests, favoured by
luminaries such as Professor Hans Eysenck, where a series of written or verbal tests of general intelligence leads to a
score of intelligence.
The IQ test has been eclipsed in turn. Most people studying intelligence and creativity in the new millennium now
prefer a broader definition, using a multifaceted approach where talents in many areas are recognised rather than
purely concentrating on academic achievement. If we are therefore assuming that talented, creative or gifted
individuals may need to be assessed across a range of abilities, does this mean intelligence can run in families as a
genetic or inherited tendency? Mental dysfunction — such as schizophrenia — can, so is an efficient mental capacity
passed on from parent to child?
Animal experiments throw some light on this question, and on the whole area of whether it is genetics, the
environment or a combination of the two that allows for intelligence and creative ability. Different strains of rats show
great differences in intelligence or 'rat reasoning'. If these are brought up in normal conditions and then run through a
maze to reach a food goal, the 'bright' strain make far fewer wrong turns that the 'dull' ones. But if the environment is
made dull and boring the number of errors becomes equal. Return the rats to an exciting maze and the discrepancy
returns as before — but is much smaller. In other words, a dull rat in a stimulating environment will almost do as well
as a bright rat who is bored in a normal one. This principle applies to humans too — someone may be born with innate
intelligence, but their environment probably has the final say over whether they become creative or even a genius.
Evidence now exists that most young children, if given enough opportunities and encouragement, are able to achieve
significant and sustainable levels of academic or sporting prowess. Bright or creative children are often physically very
active at the same time, and so may receive more parental attention as a result — almost by default — in order to
ensure their safety. They may also talk earlier, and this, in turn, breeds parental interest. This can sometimes cause
problems with other siblings who may feel jealous even though they themselves may be bright. Their creative talents
may be undervalued and so never come to fruition. Two themes seem to run through famously creative families as a
result. The first is that the parents were able to identify the talents of each child, and nurture and encourage these
accordingly but in an even-handed manner. Individual differences were encouraged, and friendly sibling rivalry was
not seen as a particular problem. If the father is, say, a famous actor, there is no undue pressure for his children to
follow him onto the boards, but instead their chosen interests are encouraged. There need not even be any obvious
talent in such a family since there always needs to be someone who sets the family career in motion, as in the case of
the Sheen acting dynasty.
Martin Sheen was the seventh of ten children born to a Spanish immigrant father and an Irish mother. Despite intense
parental disapproval he turned his back on entrance exams to university and borrowed cash from a local priest to start

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a fledgling acting career. His acting successes in films such as Badlands and Apocalypse Now made him one of the
most highly-regarded actors of the 1970s. Three sons — Emilio Estevez, Ramon Estevez and Charlie Sheen — have
followed him into the profession as a consequence of being inspired by his motivation and enthusiasm.
A stream seems to run through creative families. Such children are not necessarily smothered with love by their
parents. They feel loved and wanted, and are secure in their home, but are often more surrounded by an atmosphere
of work and where following a calling appears to be important. They see from their parents that it takes time and
dedication to be master of a craft, and so are in less of a hurry to achieve for themselves once they start to work.
The generation of creativity is complex: it is a mixture of genetics, the environment, parental teaching and luck that
determines how successful or talented family members are. This last point — luck — is often not mentioned where
talent is concerned but plays an undoubted part. Mozart, considered by many to be the finest composer of all time,
was lucky to be living in an age that encouraged the writing of music. He was brought up surrounded by it, his father
was a musician who encouraged him to the point of giving up his job to promote his child genius, and he learnt
musical composition with frightening speed — the speed of a genius. Mozart himself simply wanted to create the finest
music ever written but did not necessarily view himself as a genius — he could write sublime music at will, and so
often preferred to lead a hedonistic lifestyle that he found more exciting than writing music to order.
Albert Einstein and Bill Gates are two more examples of people whose talents have blossomed by virtue of the times
they were living in. Einstein was a solitary, somewhat slow child who had affection at home but whose phenomenal
intelligence emerged without any obvious parental input. This may have been partly due to the fact that at the start of
the 20th Century a lot of the Newtonian laws of physics were being questioned, leaving a fertile ground for ideas such
as his to be developed. Bill Gates may have had the creative vision to develop Microsoft, but without the new
computer age dawning at the same time he may never have achieved the position on the world stage he now
occupies.
Questions 56-61:
Do the following statements agree with the claims of the writer in the reading passage ?
In boxes 56-6, write
YES if the statement agrees with the claims of the writer
NO if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
56. The approach to the definition of ‘talent’ has witnessed several shifts, with the later idea overshadowing its most
recent predecessor.
57. From experimentation, it can be deduced that in some cases, genetics plays the decisive role in determining
whether a person might grow up to be creative or not.
58. The nurture of talent can be adversely affected by the uneven distribution of parents’ care for and interest in their
children.
59. The fairness of parental treatment is stated to be the sure-fire way to ascertain the success of all children.
60. Children of creative parents are not hasty to become a master of a job solely because they deeply feel the security
omnipresent in their families.
61. There exists an irrefutable link between luck and success or talent, though it may not receive much mention.
Your answers:
56. 57. 58. 59. 60. 61.

For questions 62-68, complete the following paragraphs by filling each blank with NO MORE THAN THREE
WORDS taken from the passage.
The latest approach to talent has raised the question of what factors are behind the creativity or success of people.
Experimentation on animals suggests that the setting in which people are nurtured may determine the final outcome
regardless of the (62) ____________________ that a person may have. That is a testament to the importance of how
children are brought up within the family.
A notable pattern running through a renownedly creative family includes the (63) ______________________ in which
parents treat their children’s personal aptitudes. Another one involves parents blazing the trails and children attaching
importance to (64) ____________________.
It can said that a combination of factors help determine the probability of success in a person, and luck is among
them. The author cites three examples to support the role of luck, namely Mozart, Albert Einstein, and Bill Gates. In
the first case, the composer’s talent was nourished in an encouraging family. Moreover, Mozart himself opted for (65)
_____________________, and he composed (66) ____________________ of his own accord. The renowned
scientist Einstein, despite apparently receiving little (67) ______________________, probably succeeded partly
thanks to the (68) ____________________ that he had for the development of his ideas. Likewise, Bill Gates acquired
his current position thanks to the age in which he developed Microsoft.
Your answers:
62. 63. 64. 65.

66. 67. 68.

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Part 3: For questions 69-78, 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.
Autobiography
It was true that I read a lot, but by now I had graduated to adult reading. Dickens had my full attention, for surely in
those novels he was telling the same story of travail and triumph. The additional benefit, apart from the eccentric
characters with their eccentric names, was that many of these travails were undertaken by young men of peerless
disposition. This was welcome proof that such life experiences were universal, and, more important, could be, and
usually were, brought about while suffering an initial handicap – wicked step-parents, or an indigent family – which the
hero (for David Copperfield and Nicholas Nickleby were undoubted heros) could manage with little more than his own
blamelessness to guide him. This struck me as entirely beautiful and convinced me that one must emulate their
efforts, that one must never be discouraged by the unhelpfulness of others. Not that I had ever experienced such an
obstacle at close quarters; what I took for wickedness was in fact worldliness, as my mother explained to me.
The unapologetic presence of our visitors, their peculiar blend of restlessness and complacency, which was
discordant, was essentially harmless, though it occasionally sought relief in imprecations, in disapproval of others,
principally of my mother and myself. I saw – in Nancy’s hoarse smoker’s laugh, in Millicent’s delicate hand smoothing
her hair – a quality that was alien to our own lives, faintly undesirable. Sometimes my mother’s eyes had a look of
tiredness, and she was obliged to turn her head away for a brief moment, as suggestions for improvement, or rather
self-improvement, came her way. These visits, which I now see were undertaken for more merciful reasons than mere
curiosity, were in essence a form of female solidarity before that condition had been politicised. They were concerned
for any woman, living on her own with only a child for company. At the same time, they were fearful that such ivory
tower isolation might be catching. They wanted my mother to be reinstated in society for their sakes as much as her
own. They genuinely pitied a woman who had no status, but they also translated this lack of status as failure in the
world’s terms.
What distinguished my mother was a form of guilelessness which they had, regretfully, laid aside. This is what I saw:
they had exchanged one position for another, and may not have been entirely compensated. My mother was their
crusade; they also usefully saw her as a pupil. When they rose to leave, the frowns disappeared from their faces, the
concern evaporated, and their embraces were genuine. They were glad to get back to their own orbit, with its
comprehensible distractions, glad to have done their social duty, even if the results were so sadly lacking. My mother,
shaking cushions after their departure, would be more silent that usual, and I somehow knew I should not intrude on
her thoughts. I reflected that Nancy and Mille were characters, no less and no more, and that any confrontation – but
none had taken place nor would take place – would be unequal: my mother was bound to succeed, for she was
untainted by the world’s corruption and thus qualified for remission. I comforted myself that even David Copperfield
had had moments of downheartedness.
On the whole, I was happy. I liked my school, I liked my friends; I liked the shabby charm of my flat from which a light
shone out in winter to guide me home. I liked our silent streets, the big windows of the houses in which artists had
once lived. I liked its emanations of the nineteenth century. That we were somewhat on the margin of things did not
disturb me, although the girls making the way by car from Kensington, complained of this distance as if they had been
obliged to cross a frontier, or to go back in time. It is true that our surroundings were a little mournful, perhaps
unnaturally so to those habitual shoppers. I, on the other hand, cherished them as a place of safety. The street lamp
that shone outside my bedroom window I accepted as a benign gesture on behalf of the town council, the man who
swept the leaves in autumn as a guardian of our decency. I was hardly aware of the sound of cars, for fewer people
drove then. Even footfalls sounded discreet and distant.
69. What does the writer suggest about novels written by Dickens?
A. The writer has always found them to be riveting.
B. They often featured endeavour and success.
C. Their reputation was unrivalled at that time.
D. The main character was invariably a juvenile.
70. According to the passage, Dickens’s novels usually portrayed characters:
A. who were untypical of the society at his time.
B. whose names were unique and not found in other novels.
C. who endured a disadvantage during early years.
D. who pleaded guilty whenever committing wrongdoings.
71. Novels by Dickens, as suggested in the passage, led the writer to feel that:
A. efforts to overcome ordeals by oneself should yield results.
B. demotivation should not spring from the lack of assistance from others.
C. cruelness should be helpfulness in essence.
D. people should experience ordeals first-hand.
72. It can be implied that when conversing with visitors, the writer’s mother displayed:
A. fury B. contempt C. joy D. tolerance
73. What does the writer NOT suggest about the visitors?
A. They sometimes used pejorative language.
B. They had a disharmonious combination of attributes.
C. A characteristic of them struck the writer as unusual.
D. The remarks they made were innocuous.
74. The visitors as the author sees them were:
A. unfailingly impolite.

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B. utterly abominable.
C. extremely sensible.
D. fundamentally supportive.
75. At the time the visitors left:
A. they had fulfilled their onus.
B. the glee had vanished.
C. the writer’s mother had become nonchalant.
D. they had managed to beguile the writer’s mother.
76. The author possibly felt that:
A. She shouldn’t have interrupted her mother’s stream of thoughts.
B. The visitors bore resemblance to characters in Dickens’s novels.
C. The presence of sadness at some time was ineluctable.
D. Rivalry between her mother and the visitors was harmless.
77. Which of the following adjectives best describe the writer’s surroundings?
A. sequestered B. anonymous C. desolate D. vibrant
78. As described by the author, her neighbourhood is:
A. a refuge from the world outside.
B. a go-between for art-lovers and artists.
C. a region teeming with dreary landscapes.
D. a place completely isolated from other areas.
Your answers:
69. 70. 71. 72. 73.

74. 75. 76. 77. 78.

Part 4: You are going to read an extract from a newspaper article about camps. Seven paragraphs have been
removed from the extract. Choose from the paragraphs A — H the one which fits each gap (79 — 85). There is
one extra paragraph which you do not need to use.
CAMP DOES STAFF A WORLD OF GOOD
Thousands of young adults work in organised camps each year. Often, directors focus on the good that going to
camps does kids, but a significant component may also be what the staff get out of it. Although these young people
are often idealistic and altruistic, they also expect to gain benefits from these camp jobs. If directors better understand
the positive outcomes sought by young people, they may be able to recruit more qualified and committed staff for
these work experiences.
79.

The goal of the study was to understand counsellors' perceptions of the camp staff experience as expressed in their
own words. Therefore, data for this project were obtained from focus groups. This group technique allowed for group
interaction and greater insight into why certain opinions were held. The results can be used to improve the planning
and design of new programmes, evaluate existing programmes, and provide insights into the development of
marketing strategies.
80.

The general procedure followed in the interview process was to introduce the question and then let the group
members discuss their opinions until they had expressed all their views. If points were vague, the interviewer probed
further to clarify the statement or to gain further explanations and discussion of related points.
81.

Furthermore, these attachments extended to the campers with whom the staff worked. The staff interviewed often
talked about the importance of the interaction with the campers and having an opportunity to observe and influence
the positive development of a child. Several staff commented on the challenge of finding a balance between being a
friend and being the responsible adult who needed to set and enforce rules and boundaries.
82.

Another theme that was prevalent among the staff members was the value they placed on working with diverse
people. Many of the staff viewed the exposure to different backgrounds of campers and staff as an immensely
valuable experience.
83.

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Many of the staff talked about the sense of responsibility relative to the lives of their campers and their own
development of judgement. One staff member said, "It is very important that you are good at what you do because
these kids' lives are in your hands. We stand in loco parentis — in other words, in a temporary parental role —which is
very demanding."
84.

Apart from this aspect of the job, staff perceived the chance to acquire technical skills, particularly related to their
careers, as a benefit. Some staff interested in careers in the outdoors commented on the value of learning these
activities and gaining expertise while at camp. For several of the interviewees, the skill development extended to their
perceptions of leadership. A counsellor stated, "I think the most important thing is that you learn how to incorporate all
of your abilities and talents."
85.

Counsellors in the study emphasised communication and innovative thinking. For example, one staff member talked
about communication as it related to parents: "The parents see you when they drop their kids off, and you have half an
hour to impress them one way or another. What you say and how you present yourself makes a big difference to how
they go home."

A. Based on these findings, a number of recommendations may be offered for camp directors in all types of camps.
First, the positive outcomes of being a summer camp staff employee must be reinforced by camp directors in
recruiting as well as in supervising staff. The transfer-ability of personal and professional skills gained at camp should
be a part of the debriefing of camp staff.
B. The focus groups for this research were conducted primarily on college campuses. A total of fifty-two individuals
were involved in the interview process in ten separate focus groups. No one was older than twenty-seven or younger
than eighteen years. The participants had been staff members at day and resident agency camps, religiously affiliated
camps, and independent camps located in eight different regions.
C. They commented favourably on having a "large socio-economic draw" among their staff and campers. One staff
member said, "I got a chance to work with all these different people that I would have never met outside camp."
Working with international staff was also an opportunity that gave some young adults the opportunity "to see a new
aspect of different parts of the world".
D. In addition to this self-knowledge, the camp experience also provided a way to enhance recreation skills that staff
perceived they could draw on throughout their lives. One staff member said, "It's experiencing things that I have never
experienced before, like camp-outs, water rafting, rock climbing. You can be a counsellor and still be learning these
things."
E. Since camp staff perceived themselves to be in positions of authority and leadership and were involved in
meaningful personal relationships, they were viewed as role models or mentors for the campers or other staff. Many of
the staff commented on their perceptions and the value they attached to this role. One counsellor summed it up best
when he said, "Every action you take, they see as a model for them."
F. With these issues in mind, the Association of Independent Camps funded systematic research to analyse the
perceived benefits associated with summer camp staff experiences. The concept of benefit was not used in an
economic sense in this research. Rather, a benefit was defined as, "a change that is viewed to be advantageous — an
improvement in condition or gain to an individual." The purpose of this research was to see how camp staff,
themselves, perceived their camp experiences.
G. For many staff this relationship raised their awareness of social issues that influenced the lives of their campers.
Counsellors commented on the difficult lives led by some of their campers and their desire to make a difference in the
children's lives, even if only for a brief time. One staff member said, "If you give them half an hour, they will remember
you for the rest of their lives."
H. Interestingly, one of the most prominent themes to emerge from the data collected was the relationships between
the individual and other camp staff. Every participant in the study mentioned the importance of the friendships formed
at camp. One counsellor summed up these relationships best by saying, "Knowing someone at camp for a week is like
knowing them for a lifetime."
Your answers:
79. 80. 81. 82. 83. 84. 85.

Part 5: The passage below consists of five sections marked A-E. For questions 31-40, read the passage and
do the task that follows. Write your answers (A-E) in the corresponding numbered boxes provided.
Back to Basics for fun at sea
Journalist Tess Jordan joins the crew of the Wincutter for some tall ship sailing.
A. I have always been fascinated by tall ships, with their many imposing masts and sails so reminiscent of times past.
Thus, on being given the chance to join the crew for a month-long voyage on a tall ship, I grabbed it with both hands.
At 42, I was one of the oldest of the thirty new crew members, whose average age was 23. Despite our combined lack

7
of maritime experience, we got off to a pleasant, confidence-inducing start organized by Captain Cox and the bosun,
Ben Murray. Obviously, being the crew member in charge of the ship’s equipment and the deck hands, the bosun
would be a constant reassuring presence in our midst. Having assembled on the deck, we were given a friendly pep
talk, in which we were briefed about the training we would receive and given a thorough grounding in everything
concerning safety on board.
B. Captain Cox explained that absolutely everything we did would be part of the learning process. Our names were
already on lists for working groups known as 'watches'. Each watch would be on duty for a certain part of the day or
night and these would rotate during our time on board so that we would get a taste of working each different shift.
Clearly, we would be getting to know the other members of our watch really well. We would also be socialising with
the other crew members when participating in different lessons. These included plenty of rope work, sail-repairing and
carpentry. We spent the first afternoon getting acquainted with each other, finding our way around and learning the
names for everything on the ship, whether it moved or not. We were due to set sail at six in the morning with the high
tide. Until then, we hoped the gentle swell in the harbour was helping us to 'find our sea legs'.
C. One thing that seemed certain from the outset was that we would have little time for idleness or boredom. On deck,
we would be handling lines and sails, keeping lookout and scrubbing the decks. Sailors have to know a little bit about
every aspect of life on board, so we all had turns at taking the helm to steer the ship. One activity that I was rather
anxious about was climbing aloft in the rigging to trim sails. Fortunately, the harnesses we were equipped with
alleviated my concerns somewhat, and in the end, it wasn't nearly as bad as I had anticipated. In the galley we helped
the cook prepare meals, did the washing-up and put everything away in its designated place after meals. Space on
any ship is at a premium, hence the need for absolute order.
D. In parallel to our hard physical work, we received lessons in navigation - not just involving the theory, but with
plenty of opportunities to put theory into practice, for example by plotting our position and checking the course we
were on. Although much of this is a science, learning about wind directions and speeds and the vagaries of different
currents in the sea seemed to be more like an art that must be acquired through long experience. We certainly saw
some of the different moods of the weather at sea. Fortunately, everyone had been provided with top quality
waterproofs for use on deck. Actually the weather conditions gave us ample opportunity to acclimatise ourselves to
the motion of a boat at sea, which can induce dizziness and, in one unfortunate case involving Jack, a member of my
watch, a bad bout of seasickness. Luckily, with some tips from the seasoned sailors, Jack learnt to overcome his
nausea.
E. Ultimately, it turned out to be true that sharing work is a great way of bringing people together as a cohesive unit
and of creating friendships. What's more, as we became more adept at our work on the Windcutter, we developed the
ability to function efficiently enough without concentrating hard on our tasks, so there was a relaxed atmosphere and a
feeling of camaraderie. After all, this was an experience of a lifetime, not a typical nine-to-five job. Of course, we were
always aware of the need to do things properly, especially since the experienced crew members weren't going to cut
us any slack in terms of the quality of our work. Nevertheless, I was seriously impressed by our teamwork on the
Windcutter, and I truly wish my fellow journalists and I could achieve similar standards of work here at the Congress
Courier.
In which section does the writer mention?
86. that tidiness is a necessary consequence of the limited space on board ?
87. that the trainees would have to learn some woodworking skills ?
88. that there was a high expectation for professional development ?
89. that work characteristics require practitioners to maintain a deep mutual understanding?
90. that more time is invested in giving an insight into issues related to security on deck instead of providing
oceangoing firsthand experience ?
91. that the driving position was often assigned randomly to educate about daily life on ships ?
92. that the balance between theoretical knowledge and frequent real-life applications provoked a new
perspective about an aspect of ship sailing ?
93. that teamwork is a prerequisite for creating a tight-knit working environment ?
94. that the performance of the novices was judged as severely as usual ?
95. that a novice was comforted thanks to the advice of experiencers ?
Your answers:
86. 87. 88. 89. 90.

93. 94. 95.