ĐIỂM CHỮ KÝ GIÁM KHẢO SỐ PHÁCH

BẰNG SỐ BẰNG CHỮ GK1 GK2 (CTHĐ chấm thi ghi )

I. LISTENING (5.0 points)

• The listening section is in FOUR parts. You will hear each part TWICE. At the beginning of each
part, you will hear a sound.
• There will be a piece of music at the beginning and at the end of the listening section. You will have
TWO minutes to check your answers at the end of the listening section.
• All the other instructions are included in the recording.

PART 1. For questions 1-5, listen to a part of a conversation in which two friends, Maria and Stuart,
are discussing Maria’s search for a new job, and decide whether the opinions are expressed by only
one of the speakers, or by both of them. (1.0 pt)
In the corresponding numbered boxes provided, write: M for Maria,
S for Stuart,
B for Both, where they agree.
1. I find a poor working environment unacceptable.
2. I expect to have several changes of direction in my career.
3. Internal promotion does not necessarily depend on good working relationships.
4. It is important to have the security of a signed contract.
5. What I do for a living is part of the image I present to the world.
Your answers:
1. 2. 3. 4. 5.

PART 2: For questions 6-10, listen to a talk about innovations in cinemas and match each number
(6-10) in column I with one letter (A-J) in column II to make a correct statement according to what
is stated or implied by the speaker(s). Write your answers in the corresponding numbered boxes
provided. (1.0 pt)
Column I Column II
A. applied negatives on paper to improve photograph production.
B. invented a photographic gun which showed 12 images on the edge of
a round plate.
C. asked the ex-governor of California to take pictures of horses when
6. Claude Niépce they galloped.
D. created a special camera using an intermittent mechanism and strips
7. Eadweard Muybridge of paper film.
E. built a camera that could capture images as well as project them onto
8. Émile Raynaud the screen.
F. managed to capture movement by arranging some cameras with
9. Edison and Dickson tripwires.
G. displayed motion pictures to audiences using his improved projecting
10. The Lumière brothers machine.
H. prepared to get copyright for the invention and showed it to the
public.
I. used a glass plate technique to take the first still photograph in the
history of motion pictures.
J. held the first public exhibition of special cameras and a viewing box.
Your answers:
6. 7. 8. 9. 10.
Page 1 of 15
PART 3: For questions 11-15, listen to an interview about public participation in scientific research
and write the letter A, B, C or D in the numbered boxes provided to indicate the correct answer to
each of the following questions according to what you hear. (1.0 pt)
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 recognised.
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 part of a medical lecture on the topic of narcolepsy and
complete the summary below using words taken from the recording. Write NO MORE THAN THREE
WORDS in the corresponding numbered boxes provided. (2.0 pts)
Narcolepsy can be defined as a (16) _____ which causes excessive sleepiness and frequent daytime
attacks.
For many people suffering narcolepsy, an accurate (17) _____ takes a long time.
It is possible that the lack of a specific (18) _____ is the cause of narcolepsy.
Strong (19) _____ can also bring on a loss of muscle control.
Other common symptoms are sleep paralysis and (20) _____ in the day.
People suffering from narcolepsy have to deal with other people’s ignorance and tolerate the (21) _____.
The (22) _____ of narcoleptics is often greatly reduced.
The prejudice of others means that some narcoleptics cannot get a first (23) _____.
Narcoleptics are unlikely to be allowed to use (24) _____ at work.
The need to keep calm can mean narcoleptics have to alter their (25) _____.
Your answers:
16. 21.
17. 22.
18. 23.
19. 24.
20. 25.

Page 2 of 15
II. LEXICO-GRAMMAR (3.0 points)
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 numbered boxes provided. (1.0 pt)
It's All Relative
You wake up to the alarm clock and press the 'snooze' for five more minutes' (26) _______ sleep.
The alarm (27) _______ off again. You are waiting for a bus on a hot Sunday afternoon in the middle of
nowhere, there's not a (28) _______ of shade. Compare five of the minutes in the latter case to those in
the (29) _______. That, you might say, is relativity. Time is no longer the universal clock (30) _______
behind the universe; now it is the fourth dimension, as commonplace as height, width and length.
Still, you might argue the example of the alarm clock (31) _______ the late bus is one of (32) _______
subjective time, and any observer would see the same five minutes pass. This, however, is making the
old assumption of the objective observer, the scientist, coolly (33) _______ figures in their notebook in
a tiny, near-indecipherable hand. Lately this has been called more and more into (34) _______. Scientists
have bad days too, and ones they wish would end so they could go home and put their feet up. The five
minutes might (35) _______ for them.

26. A. restful B. beauty C. health D. refreshment

27. A. ticks B. goes C. rings D. sounds
28. A. morsel B. pinch C. scrap D. speck
29. A. previous B. penultimate C. last D. former
30. A. having ticked B. ticked C. to tick D. ticking
31. A. versus B. vice versa C. gratis D. per annum
32. A. purely B. formerly C. invariably D. momentarily
33. A. scribbling out B. jotting down C. noting up D. writing on
34. A. doubt B. question C. uncertainty D. possibility
35. A. get all the more tortuous B. be all the most tortuous
C. get all the least tortuous D. be all the more tortuous
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 FOUR words that you do not need to use. The first one, (0), has been done as an example. (1.0 pt)

LOOK WISE APPRECIATE SEEM BED

SEQUENCE SENSE PROFOUND DOOR INFLUENCE

Professor Lugwig Furnie is an (0) __________ figure at York University. He is an authority on

Catastrophe Theory – the intriguing branch of knowledge concerned with (36) __________ stable states
that suddenly lurch outside their envelope of stability. Examples include fractious events as prison riots
or outbreaks of war.
Over the academic year Furnie touches upon many (37) __________ things, but his most salient
proclamation comes in May’s final lecture. ‘(38) __________ has never been my forte.’ He begins
printing on the blackboard, as the students fall silent in anticipation, ‘but let me dispense a modest pearl
of (39) __________. This whole course has been temporal. Indeed, I’m a student of time. So, as you go
off on your holidays, I want you to be mindful of one thing – the life that you are living now will one
day be your past. It is the (40) __________ of memory. Rid yourself of the fancy people have with
dreams and think about what your present will become, and live accordingly.’
Your answers
0. influential 36. 37.
38. 39. 40.

Page 3 of 15
PART 3: The passage below contains FIVE grammatical mistakes. For questions 41-45,
UNDERLINE the mistakes and WRITE THEIR CORRECT FORMS in the numbered boxes
provided. (1.0 pt)
THE NOBEL PRIZE
The Nobel Prize is a set of highly esteemed, international awards bestowed annually in a number
of categories in recognition of cultural and scientific advance. The will of the Swedish philanthropist
inventor Alfred Nobel established the prizes in 1895. A pacifist at heart and an inventor by nature, Alfred
Nobel invented dynamite in 1867. In 1888, when Alfred’s brother Ludvig died, a French newspaper
erroneously ran an obituary for Alfred instead, titled it “The merchant of death is dead.” Aghast, and not
wishing to go down in history with such an epitaph, Alfred changed his will to establish the now famous
Nobel Prizes. Alfred stipulates in his will that 94% of his wealth was to go to the establishment of five
prizes that would reward those who, during the preceding year, could make great contributions to
mankind. However, because of the incomplete and other obstacles presented by Alfred's will, it took five
years of hurdles before the Nobel Foundation could actually be established and the first prizes were
awarded. But every year since 1901, the Nobel Prize has been awarded for achievements in physics,
chemistry, physiology or medicine, literature and for peace. The Nobel Prize is considered one of the
most prestigious awards in the world. Each Nobel Prize consists of a medal, a personally diploma, and
a cash award. In 2012, that cash award was worth about US$1.2 million. It is not uncommon for Nobel
prize recipients to donate their prize money to benefit scientific, cultural, or humanitarian causes.
Your answers:
41. 42. 43. 44. 45.

III. READING (7.0 points)

PART 1: For questions 46-55, read the following passage and fill in each of the numbered spaces
with ONE suitable word. Write your answers in the corresponding numbered boxes provided. (1.5 pts)
SHOPPING ADDICTION
If you shop and spend compulsively, you are not (46) ______. An estimated 8-16% of British
adults struggle to control their obsession with shopping. The stereotype, which research seems to (47)
______ up, is that more women than men are affected. However, when gadgets, sports equipment and
computer accessories/software are taken into account, compulsive buying is just as prevalent (48)
______ men and just as problematic.
Those who find it easy to control their spending habits tend to view shopping addiction in a
humorous light. Sadly, the reality is (49) ______ from comical. Shopping addicts can’t say “no” to the
desire for immediate gratification and, as a consequence, they let the rest of the lives fall (50) ______.
Many shopaholics get themselves into crippling debt (51) ______ a result of their addiction, and
jeopardize key relationships in their lives because they are (52) ______ to control their purchasing urges.
What, then, drives buying under such circumstances? For many shopaholics, shopping is a means of
alleviating negative emotions, such as worry, anxiety, sadness and loneliness. It provides an escape from
those feelings if (53) ______ for a short time. For shopaholics, it is usually not even about the acquisition
of the item (54) ______. It’s purely about the rush – the elevated mood and sense of excitement they get
when buying it. By the time they get home, most shopaholics aren’t even interested in the item they
bought (55) ______.
Your answers:
46. 47. 48. 49. 50.
51. 52. 53. 54. 55.

PART 2: Read the following passage and do the tasks that follow. (1.3 pts)
WHEN CONVERSATIONS FLOW
We spend a large part of our daily life talking with other people and, consequently, we are very
accustomed to the art of conversing. But why do we feel comfortable in conversations that have flow,
but get nervous and distressed when a conversation is interrupted by unexpected silences? To answer
this question, we will first look at some of the effects of conversational flow. Then we will explain how
flow can serve different social needs.
Page 4 of 15
 The positive consequences of conversational flow show some similarities with the effects of
“processing fluency”. Research has shown that processing fluency – the ease with which people process
information – influences people’s judgements across a broad range of social dimensions. For instance,
people feel that when something is easily processed, it is more true or accurate. Moreover, they have
more confidence in their judgements regarding information that came to them fluently, and they like
things that are easy to process more than things that are difficult to process. Research indicates that a
speaker is judged to be more knowledgeable when they answer questions instantly; responding with
disfluent speech markers such as “uh” or “um” or simply remaining silent for a moment too long can
destroy that positive image.
One of the social needs addressed by conversational flow is the human need for “synchrony” – to
be “in sync” or in harmony with one another. Many studies have shown how people attempt to
synchronize with their partners, by coordinating their behavior. This interpersonal coordination underlies
a wide array of human activities, ranging from more complicated ones like ballroom dancing to simply
walking or talking with friends.
In conversations, interpersonal coordination is found when people adjust the duration of their
utterances and their speech rate to one another so that they can enable turn-taking to occur, without
talking over each other or experiencing awkward silences. Since people are very well-trained in having
conversations, they are often able to take turns within milliseconds, resulting in a conversational flow of
smoothly meshed behaviors. A lack of flow is characterized by interruptions, simultaneous speech or
mutual silences. Avoiding these features is important for defining and maintaining interpersonal
relationships.
The need to belong has been identified as one of the most basic of human motivations and plays a
role in many human behaviors. That conversational flow is related to belonging may be most easily
illustrated by the consequences of flow disruptions. What happens when the positive experience of flow
is disrupted by, for instance, a brief silence? We all know that silences can be pretty awkward, and
research shows that even short disruptions in conversational flow can lead to a sharp rise in distress
levels. In movies, silences are often used to signal non-compliance or confrontation (Piazza, 2006). Some
researchers even argue that “silencing someone” is one of the most serious forms of exclusion. Group
membership is of elementary importance to our wellbeing and because humans are very sensitive to
signals of exclusion, a silence is generally taken as a sign of rejection. In this way, a lack of flow in a
conversation may signal that our relationship is not as solid as we thought it was.
Another aspect of synchrony is that people often try to validate their opinions to those of others.
That is, people like to see others as having similar ideas or worldviews as they have themselves, because
this informs people that they are correct and their worldviews are justified. One way in which people
can justify their worldviews is by assuming that, as long as their conversations run smoothly, their
interaction partners probably agree with them. This idea was tested by researchers using video
observations. Participants imagined being one out of three people in a video clip who had either a fluent
conversation or a conversation in which flow was disrupted by a brief silence. Except for the silence, the
videos were identical. After watching the video, participants were asked to what extent the people in the
video agreed with each other. Participants who watched the fluent conversation rated agreement to be
higher than participants watching the conversation that was disrupted by a silence, even though
participants were not consciously aware of the disruption. It appears that the subjective feeling of being
out of sync informs people of possible disagreements, regardless of the content of the conversation.
Because people are generally so well-trained in having smooth conversations, any disruption of
this flow indicates that something is wrong, either interpersonally or within a group as a whole.
Consequently, people who do not talk very easily may be incorrectly understood as being less agreeable
than those who have no difficulty keeping up a conversation. On a societal level, one could even imagine
that a lack of conversational flow may hamper the integration of immigrants who have not completely
mastered the language of their new country yet. In a similar sense, the ever-increasing number of online
conversations may be disrupted by misinterpretations and anxiety that are produced by insuperable
delays in the Internet connection. Keeping in mind the effects of conversational flow for feelings of
belonging and validation may help one to be prepared to avoid such misunderstandings in future
conversations.

Page 5 of 15
For questions 56-60, decide whether each of the following statements is True (T), False (F) or Not
Given (NG). Write T, F, or NG in the corresponding numbered boxes provided.
56. People assess information according to how readily they can understand it.
57. A quick response to a question is thought to show a lack of knowledge.
58. Video observations have often been used to assess conversational flow.
59. People who talk less often have clearer ideas than those who talk a lot.
60. Delays in online chat fail to have the same negative effect as disruptions that occur in natural
conversations.
Your answers:
56. 57. 58. 59. 60.

For questions 61-68, read the summary and fill in each space with NO MORE THAN TWO WORDS
from the passage. Write your answers in the corresponding numbered boxes provided.
SYNCHRONY
There is a human desire to co-ordinate (61) ________ in an effort to be “in harmony”. This co-
ordination can be seen in conversations when speakers alter the speed and extent of their speech in order
to facilitate (62) ________. This is often achieved within milliseconds: only tiny pauses take place when
a conversation flows; when it doesn’t, there are (63) ________and silences, or people talk at the same
time.
Our desire to (64) ________ is also an important element of conversation flow. According to
research, our (65) ________ increase even if silences are brief. Humans have a basic need to be part of
a group, and they experience a sense of (66) ________ if silences exclude them.
People also attempt to co-ordinate their opinions in conversation. In an experiment, participants’
judgement of the overall (67) ________ among speakers was tested using videos of a fluent and a slightly
disrupted conversation. The results showed that the (68) ________ of the speakers’ discussion was less
important than the perceived synchrony of the speakers.
Your answers:
61. 62. 63. 64.
65. 66. 67. 68.

PART 3: In the passage below, six paragraphs have been removed. For questions 69-74, read the
passage and choose from paragraphs A-H the one which fits each gap. (0) has been done as an
example. There is ONE extra paragraph which you do not need to use. Write the letters A-H in the
corresponding numbered boxes provided. (1.2 pts)
THE INTERNET IN A CUP
The internet cafe is not such a new idea – something similar existed back in the seventeenth century.
Where do you go when you want to know the latest news, keep up with celebrity gossip, find out what
others think of a new book, or stay abreast of the latest scientific and technological developments?
Today, the answer is obvious: you log on to the internet. Three centuries ago, the answer was just as
easy: you went to your favourite coffee house.
0. H
What's more, rumours, news and gossip were often carried between them by their patrons and runners
would flit from one to another to report major events. Each establishment was, therefore, an integral part
of quite a complex web of contacts. But of even greater importance was their role as centres of scientific
education, literary and philosophical speculation, commercial innovation and, sometimes, political
fermentation.
69
This reputation accompanied its spread into Europe during the seventeenth century, at first as a medicine,
and then as a social beverage in the eastern tradition. It was reflected in the decor of the dedicated coffee
houses that began to appear in European cities, London in particular, where they were often adorned
with bookshelves, mirrors, gilt-framed pictures and good furniture.
70
There was a new rationalism abroad in the spheres of both philosophy and commerce, and this ethos
struck exactly the right note, whilst coffee was the ideal accompaniment. The popularity of the beverage
Page 6 of 15
owed much to the growing middle class of information workers - clerks, merchants and businessmen -
who did mental work in offices rather than performing physical labour in the open, and found that it
sharpened their mental faculties.
71
As with modern websites, coffee houses frequented by an individual or group reflected their interests,
for each coffee house attracted a particular clientele, usually by virtue of its location. Though coffee
houses were also popular in Paris, Venice and Amsterdam, this characteristic was particularly notable in
London, where eighty-two coffee houses had been set up by 1663, and more than five hundred by 1700.
For many, coffee houses had become almost an extension of the home.
72
That said, most people frequented several houses for the purpose of furthering their commercial, social
or political interests. A merchant, for example, would generally oscillate between a financial house and
one specialising in shipping or trade with a particular region. The wide-ranging interests of Robert
Hooke, a scientist and polymath, were reflected in his visits to around sixty houses during the 1670s.
Not to visit one at all was to invite social exclusion.
73
This is exactly the kind of threat that worries some people today about the power of social-networking
sites. Interestingly, a proclamation of 1675 that sought to outlaw the coffee houses of London was met
by a public outcry, for they had become central to commercial as well as political life. When it became
clear that the proclamation would be ignored, it was toned down and then quietly dropped.
74
But history also provides a cautionary tale for those operators who would charge for access. Coffee
houses used to charge for coffee, but gave away access to reading materials. Many coffee shops are now
following the same model, which could undermine the prospects for fee-based hotspots. Information,
both in the seventeenth century and today, wants to be free – and coffee drinking customers, it seems,
expect it to be.

Missing paragraphs:
A. According to local custom, social differences were left at the door when you entered such a scholarly
space, each of those details contributing to an ambience that fostered sober, respectful behaviour.
Indeed, anyone who started a quarrel had to atone for it by buying a coffee for all present. In short,
these were calm, well-ordered establishments that promoted polite conversation and discussion.

B. But that was a risk some were willing to take, for coffee houses did have their detractors. Coffee itself
was held by some to be a harmful substance, although this was never taken particularly seriously. The
real opposition came from those who were alarmed at the houses' potential for facilitating political
discussion and activity.

C. Coffee, the drink that fuelled this vibrant network, originated in the highlands of Ethiopia, where its
beans were originally chewed rather than infused for their invigorating effects. Coffee spread into the
Islamic world during the fifteenth century, where it came to be regarded as stimulating mental activity
and heightening perception.

D. In the days before formal addresses or regular postal services were introduced, for example, it became
a common practice to use one as a mailing address. Regulars could pop in once or twice a day, hear
the latest news, and check to see if any post awaited them.

E. Lavish entertainment at home was beyond the means of this social stratum but a few pence a day on
coffee could be afforded. What's more, coffee houses provided a forum for education, debate and
self-improvement, and were nicknamed 'penny universities' in a contemporary English verse.

F. Such kinship was soon underlined by the establishment of so-called ‘hotspots'. What’s more, from
the outset these often provided access in establishments where coffee was also on offer - this can't
have been a coincidence.
Page 7 of 15
G. The parallels are certainly striking. Originally the province of scientists, the Net also soon grew to
become a nexus of commercial, journalistic and political interchange. In discussion groups, gossip
passes freely- a little too freely, according to some regulators and governments, which have generally
failed in their attempts to rein them in.

H. The quality of the coffee wasn’t the only factor governing which one this would be, however, for
these lively and often unreliable sources of information typically specialised in a particular topic or
political viewpoint. They also doubled as outlets for a stream of newsletters and pamphlets that
reflected the interests of their particular clientele.
Your answers:
69. 70. 71. 72. 73. 74.

PART 4: For questions 75-84, read the following passage and write A, B, C or D in the corresponding
numbered boxes provided to indicate the correct answer which fits best according to what is stated or
implied in the text. (1.5 pts)
ART BEYOND HUMANITY: EXPLORING BEAUTY IN THE ANIMAL KINGDOM
1. In my lifetime, I’ve encountered some genuinely peculiar things masquerading as art. I vividly recall
Damien Hirst’s Sensation exhibition, with its sawn-up sharks and cows, provoking as much
bewilderment as admiration. Art and beauty, it seems, lie firmly in the eye of the beholder. What I
deem art, another might dismiss as rubbish – and, in some cases, it might literally be rubbish.
2. Anthropologists broadly define art as a uniquely human activity, one where individuals create objects
or performances for the aesthetic appreciation of others. Yet human motives rarely align so neatly
with this idealistic view. Modern artists are acutely aware of the commercial potential of their work
and the additional perks that success might bring, such as fame and admiration. It’s hard to imagine
that art, even in its earliest forms, was ever purely about aesthetic appreciation.
3. This anthropological framework also implies that animals cannot be artists. Consider the male bird of
paradise, whose dazzling plumage might strike us as beautiful, or birdsong, often likened to music.
Displays of animal behaviour are sometimes described as dance, but do these activities meet the
criteria for art? The answer hinges on intention. While bird songs can improve with practice, they
are largely innate rather than consciously composed. The same applies to elaborate behaviours such
as animal “dances” or architectural feats like the intricately woven nests of the weaverbird. These
nests, though impressive, are evolutionary adaptations designed to house eggs, not examples of
artistic self-expression. While it is tempting to attribute artistic qualities to animal behaviours, closer
inspection often reveals them as instinct-driven or environmentally shaped. My voice might sound
pleasing to some, but its qualities are not the product of artistic intent.
4. However, a few cases in the animal kingdom challenge this division, suggesting that some creatures
might, in fact, be considered artists under human definitions. The male lyrebird of central Australia
provides a fascinating example. Unlike most birds, lyrebirds do not inherit their songs from their
fathers. Instead, they sample sounds from their surroundings, weaving them into complex, original
compositions. This process resembles the work of a DJ, who combines snippets of existing music
into something new. These performances aim to attract females, a motive not dissimilar to that of
many human musicians. Captive lyrebirds have even been observed mimicking chainsaws and other
mechanical sounds, incorporating them into their repertoire. By creating non-innate music for the
appreciation of others – female lyrebirds, in this case – the lyrebird might be fulfilling the
anthropologist’s criteria for art. Nevertheless, sceptics have argued that most bird songs fail to qualify
as music because they do not conform to human musical scales. Yet this seems an overly rigid view,
given the vast range of musical scales humans themselves have developed. What one person hears as
noise, another might perceive as music.
5. Another intriguing example of possible animal artistry is the male bowerbird. These birds create and
decorate intricate twig sculptures to attract mates. The males enhance their displays by using visual
illusions and arranging objects in a way that manipulates perspective, much like the artist M.C.
Escher. Placing larger objects farther away creates a forced perspective that exaggerates their size
and impresses potential mates. Suppose a female deems the display sufficiently artistic. In that case,
Page 8 of 15
 she will mate with the male, who, it is theorised, signals his genetic fitness through his creative
prowess. Interestingly, once the mating ritual concludes, the female departs to build her own nest and
raise her offspring alone.
6. Captive animals, such as cats or chimpanzees, have also been observed producing what could loosely
be called art. When given paint and brushes, zoo-housed chimps sometimes create works reminiscent
of Jackson Pollock’s abstract pieces. However, these activities are human-induced rather than
spontaneous, raising doubts about whether they can be considered genuine expressions of artistic
intent. One exception might be Washoe, the famous sign-language-using chimpanzee, who
reportedly described her paintings in symbolic terms, hinting at a degree of self-awareness.
7. The lyrebird, the bowerbird and Washoe the chimp are just a handful of examples of animals whose
behaviours could be viewed as art through the lens of human definitions. The natural world likely
harbours many more undiscovered artists. Yet this raises a broader question: is it necessary to
distinguish between what is beautiful and what is artistic? Perhaps what truly matters is the capacity
for aesthetic appreciation, regardless of whether the object in question is a glacier-sculpted mountain,
a bowerbird’s twig arrangement, or Michelangelo’s David. All three evoke a similar emotional
response - one of awe and wonder. Personally, I see no need to categorise these experiences. Beauty,
whether shaped by nature, animals, or human hands, has the power to move us, and that, surely, is
enough.

75. If someone “masquerades” as another person, what does this mean?

A. They adopt new habits to fit into a social group.
B. They disguise themselves or pretend to be someone else.
C. They dramatically change their beliefs over time.
D. They copy the behaviour of others to amuse people.
76. Why does the author mention the phrase “as much bewilderment as admiration” in paragraph 1?
A. To argue that confusion is necessary to appreciate modern art
B. To show the people’s mixed feeling of confusion and respect towards the exhibition
C. To prove that admiration is a universal reaction to animal behaviour
D. To suggest that all art must be puzzling to be valuable
77. The author argues that most animal displays do not constitute art because _______.
A. They are primarily shaped by intrinsic tendencies rather than intentional creativity
B. They are not complex enough to be on par with human artistic endeavours
C. They rely on environmental cues rather than willful expression
D. They do not serve any communicative or aesthetic function
78. The author mentions the phrase “snippets of existing music” in paragraph 4 as an example when
describing lyrebirds to _______.
A. emphasise that their songs are random noises without structure
B. show how they borrow and recombine sounds creatively, like human musicians
C. argue that their music is superior to human-made melodies
D. criticise the artificial nature of their imitations
79. How does the author challenge the idea that bird songs cannot be considered music?
A. By arguing that birds can grasp rhythm and melody
B. By claiming that some birds have more musical talent than humans
C. By pointing out that human musical traditions are diverse
D. By suggesting that music should be defined by its emotional impact rather than structure
80. In what way do bowerbirds use visual perception to enhance their displays?
A. They mimic the patterns of human artists.
B. They lay out objects to create the illusion of scale.
C. They construct symmetrical structures without conscious effort.
D. They contrast hues to enhance the visibility of their nests.
81. What does the word “prowess” in paragraph 5 refer to?
A. Exceptional skill or expertise B. Cowardly or fearful behaviour
C. Brawn without brains D. Mental strength

Page 9 of 15
82. The phrase “genuine expressions of artistic intent” in paragraph 6 suggests that animal behaviour ______.
A. is always guided by evolutionary adaptations without choice
B. should be seen as equal to all forms of human artistry
C. could sometimes reflect conscious creativity rather than pure instinct
D. rarely involves skill or purpose when producing displays
83. What broader question does the author raise about art and beauty?
A. Whether art is solely a human pursuit.
B. Whether distinguishing between the two is even necessary.
C. Whether scientific definitions of beauty should change.
D. Whether human artistic standards should apply to animals.
84. According to the text, which of the following statements is NOT true?
A. Bowerbirds manipulate spatial arrangements to enhance their courtship displays.
B. Some captive chimpanzees have been observed painting when given the necessary materials.
C. The author suggests that natural and human-made beauty can evoke similar emotions.
D. Lyrebirds ritually emulate and pass down vocal patterns to produce their songs.
Your answers:
75. 76. 77. 78. 79. 80. 81. 82. 83. 84.

PART 5: For questions 85-94, read the following passage and choose from the sections (A-E). The
sections may be selected more than once. Write the letter A, B, C, D, or E in the corresponding
numbered boxes provided. (1.5 pts)
NEITHER THIS NOR THAT
A. Most of us sit happily within our binary categorised genders. We push the boundaries a little bit. We
like to think we’re being a bit alternative with our decisions in clothing, or even in attitude. It isn’t
difficult to find perfectly straight househusbands taking an interest in the decor of the family home
and to find misogynistic women in boardrooms and on factory floors alike across the globe today.
We might be able to do more within our assigned gender, but we’re still very much pinned down by
the borders of our gender – we’re still only reacting against our strict Victorian predecessors – we’re
yet to step into the future of our possible selves.

B. A difficult pill for us to swallow though is that we can’t imagine ourselves without gender. Who are
we without our box labels of “man” and “woman”. As we ask ourselves this question, a beautiful
songbird flies past our eyes and it dawns on us that we don’t exist without these categories. Or, rather
we cannot imagine – we are unintelligible to ourselves without these demarcations. This is one of the
basic ideas of Judith Butler, a theorist on many aspects of identity, but who made her name in the
public domain with her research upon gender. She works from within a number of perspectives and
any cursory attempt at an introduction to her and her ideas would be to do unto her a great injustice,
but for those who are unfamiliar with her work, she argues that gender is performative. This term has,
indeed, caused some of the many problems and confusions with Butlers’ theory, but as a base from
which to start, one who would like to understand should soon dispose of the theatrical notion hanging
around in your connotational mind and turn towards the field of linguistics. More specifically towards
a particular linguist and his work; J. L. Austin’s How To Do Things With Words.

C. J. L. Austin’s work couldn’t be further away from gender studies if it tried, but Judith Butler made
use of his famous theory upon the performativity of certain types of speech or utterances. He argued
that some utterances had no reference outside of the sentence, so these utterances are performative.
Austin refers to the utterances in naming ceremonies and marriage ceremonies as instances of the
performativity of language. It takes a while to get one’s head around this, but essentially Austin argues
that in certain cases utterances do not describe nor state the “doing” of an action, but rather the
utterance itself is the action; the utterance performs the action. “I name this ship…” would be an
example of a performative utterance. Judith Butler arrives at Austin’s work through a critique of it by
the French philosopher Jacque Derrida. Derrida takes issue with Austin’s narrow usage of his theory.

Page 10 of 15
D. This is where Judith Butler picks up the thread. She argues that from the moment we are born, we are
encased by language. We don’t speak back for a year or so, but the people around us are already
dressing us up in the finery of the language we will one day use to decorate ourselves – to create our
identities with. But, further than this and more explicitly as Butler develops in her later work Bodies
That Matter, the moment we are born the sentence is uttered, “it’s a girl” or ‘it’s a boy” – this is the
basis of her argument of gender being performative. I suppose a good way to imagine it is through
Spiderman’s web that he shoots from his wrist. The web is language and language that is inescapable.
The implications of this though, are very serious for Butler. She often writes about children who are
born with two sets of genitals or whose genitals are ambiguous. For these people, Butler argues, the
“gendering” is most cruel. These human beings aren’t left as the beautiful products that they are, but
quite the opposite – they are mutilated as babies and find it very difficult to live sexually fulfilling
lives as adults.

E. Although never explicitly stated in Judith Butler’s work, what her work might lead on to is a lessening
of the gendering process. She would be incredibly sceptical about such an idea. She would suggest
that this is impossible; that we cannot think outside of the gendered categories. She believes that the
only way to make life more bearable in the gendering process is through subversion. One way she
suggests is to overdo gender. She argues that the hyperbolically feminine and the hyperbolically
masculine draw attention to the edges of the categories whilst at the same time undermining the
categories by the very fact of their borders. Some would suggest you see, that man and woman, male
and female (Butler has a very interesting perspective when it comes to the pop-science differentiation
between “gender” and “sex” with the latter often being read as “biological” and the former as
“cultural”) are related to the notion of “nature”. The househusband who takes an interest in the decor
of the family home would probably complacently suggest that, in nature, women would usually do
this and men would do that, but because we live in a society that allows for the reverse, we can do
otherwise. Butler would have problems with this for a number of reasons including the unquestioning
usage of the term “nature”.

In which section are the following mentioned?

85. the details of a linguist’s theory
86. Judith Butler’s ideas around the distinction often made between gender and sex
87. the disagreeing of a philosopher with a linguist’s theory
88. the possibility of using Judith Butler’s work to improve a situation
89. sexism towards women by members of the same sex
90. the misinterpretation of a term in Judith Butler’s work
91. the worst problems of gender-assignment
92. the difficulty in trying to summarize Judith Butler’s ideas
93. the surrounding of human beings in language
94. that people today aren’t that different from people of a different era
Your answers:
85. 86. 87. 88. 89. 90. 91. 92. 93. 94.

Page 11 of 15
IV. WRITING (5.0 points)
PART 1: The table and the bar chart below show the survey data of how and where 1,600 Australian
students used computers. (1.25 pts)
Summarise the information by selecting and reporting the main features, and make comparisons where
relevant. Write at least 150 words.

Year Total number of Students using online Students submitting

students surveyed facilities work online
2018 1,600 1,038 (65%) 320 (20%)
2020 1,600 1,538 (96%) 1,568 (98%)

2018 2020
The main location where students used computers
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

Page 12 of 15
PART 2. Read the following extract and use your own words to summarise it. Your summary should
be between 100 and 120 words. (1.25 pts)
The discussion of whether to buy a hybrid car revolves around a variety of issues. Firstly, a country
that had a large number of hybrid cars would be less reliant on imported petroleum, which would increase
the country’s energy security. Last year, for example, the United States imported about thirty-three per
cent of the petroleum it consumed, and transportation was responsible for nearly three-quarters of total
U.S. petroleum consumption. With much of the world’s petroleum reserves located in politically volatile
countries, the United States is vulnerable to price spikes and supply disruptions. This has led many
countries’ governments to offer incentives to people owning a hybrid car.
Another advantage of hybrid electric vehicles (HEVs) is that they achieve better fuel economy and
have lower fuel costs than similar conventional vehicles, although because they rely in whole or part on
electric power, their fuel economy is measured differently than in conventional vehicles. It must be taken
into account that the fuel economy of HEVs is highly dependent on the load carried and the duty cycle,
but in the right applications, they can maintain a strong fuel-cost advantage over their conventional
counterparts.
The environmental issue is often a deciding factor for those deciding about a hybrid car. Hybrid
and plug-in electric vehicles can have significant emissions benefits over conventional vehicles. HEV
emissions benefits vary by car model and type of hybrid power system. HEV’s also produce no tailpipe
emissions when in all-electric mode.
One deterrent for people considering the purchase of a hybrid car is that retail prices are more
expensive. While hybrids can save a lot of money on petrol, making the initial investment is often a bit more
than some people are willing to make up front. A better way to look at it is as an investment in the future of
our planet. People will also realise that they will recoup the difference over time and in the long run save
money.
Another negative side for hybrid ownership is the fact that when a hybrid car is in an accident, it
is more difficult for rescuers to get people out of the car due to the electric motor and the increased risk
of electrocution. The cost of a replacement battery for hybrid cars has also been a concern in the past,
with replacements costing thousands of dollars. It should be taken into consideration that these hybrid
battery packs are made to last for the life of the car and the warranty covers batteries for somewhere
between eight and ten years. The real concern with the batteries for many environmentally conscious
folk is toxicity upon disposal. This does not need to be a concern nowadays, however, because most
hybrids manufactured today use batteries that can be recycled without a problem.

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

Page 13 of 15
PART 3: Write an essay about 300 words on the following topic. (2.5 pts)
In the age of the 21st century, self-learning is emphasized more than ever. Many people believe that
students and schools should shift their priority accordingly instead of keeping reinforcement methods
such as extra classrooms.
To what extent do you agree or disagree? Provide specific reasons and examples to support your answer.

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

Page 14 of 15
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

------- THE END -----

Page 15 of 15