I. LISTENING
Part 1. For questions 1-5, listen to a news rundown on Covid-19’s effects and decide whether the
statements are True (T) or False (F). Write your answer in corresponding numbered boxes provided. (10 pts)
1. The invasion of goats on the outskirts of Britain is not an unusual sight for human beings. ……
2. A positive effect of Coronavirus on the environment relates to nitrogen dioxide levels in Italy. ……
3. Despite the pandemics, international trade activities are stil taking place in moderation. ……
4. There might be an insignificant decrease in Germany’s greenhouse gas emissions compared to last year. ……
5. A German airline has reduced 90% of its flights fol owing the pandemics. ……
Part 2. For questions 6-10, listen to part of a news rundown and answer the questions. Write NO MORE
THAN THREE WORDS taken from the recording for each answer. (10 pts)
6. What have the mutations been linked with?
…………………………………………………………………………………
7. How many months after the Moderna dosage should the booster injection be administered?
…………………………………………………………………………………
8. After the car accident outside of LA, what did Tiger Wood suffer from?
…………………………………………………………………………………
9. What does the 70 bil ion dol ars refer to?
…………………………………………………………………………………
10. For what is celebrity surgeon Dr Oz campaigning?
…………………………………………………………………………………
Part 3. For questions 11-15, listen to a radio interview with a hypnotist and choose the correct answer A, B,
C, or D which fits best according to what you hear. Write your answer in the corresponding
numbered boxes provided. (10 pts)
11. The interviewer believes that
A. hypnosis is a specialised form of entertainment.
B. hypnosis as a form of entertainment can’t be justified.
C. some entertainers don’t use hypnosis in a moral y correct manner.
D. it is unethical to use hypnosis as a form of entertainment.
12. One of the things about hypnosis is that it
A. al ows people to concentrate on one aspect of their lives.
B. encourages people to be more analytical.
C. can only work if you are already deeply relaxed.
D. wil help you to sleep deeply after a session. 13. In order to be hypnotised
A. you need to get written consent. B. you must be sober.
C. you’ll probably have to try many different methods.
D. you may feel as if you are drunk. 14. Hypnotherapy
A. is not recommended for people with addictions.
B. can be used to change a person’s habits.
C. is a therapist’ most powerful tool.
D. gives you more control over the way people perceive you. 15. During a session,
A. people often forget what was said.
B. people regularly come out of the trance prematurely.
C. people usual y fal asleep for a short amount of time.
D. people sometimes resist coming out of a trance.
Part 4. For questions 16-25, listen to a talk about pain and complete the following sentences. Write NO
MORE THAN THREE WORDS taken from the recording for each blank. (20 pts) Page 1 of 11
● Pain can be both (16) ………………………………, it can also be both emotional and cultural. One of the prominent
definitions of pain suggests that it is an experience linked to and explained by (17) ……………………………….
● Charles Bel believed that, similar to how (18) ……………………………… send signals to the brain, specific nerve fibres
might communicate certain signals to this part of the body. Certain evidence about different receptors substantiates
this theory. Pacinian corpuscles, for example, can only detect smal texture cues and (19) ……………………………….
● In the twentieth century, a competing explanation is put forward by pattern theory, which proposes that if the brain
finds a familiar pattern of (20) ………………………………, the signals wil be interpreted as pain.
● One major critique of the specificity theory is that there are other causes to pain other than (21)
………………………………. In response to this criticism of the specificity theory, the gate control theory was formulated
in 1965. The researchers suggested that (22) ……………………………… from the brain could facilitate gate closure.
● In the modern age, the model of (23) ……………………………… is stil being perfected. It was found that, for example,
there could be different receptors for high-intensity pain and for temperature change. These receptors are usual y
(24) ……………………………… either a Type A-delta fibre or a Type C fibre.
● While Type A Delta fibres are instrumental in pain perception, Type C fibres communicate messages about (25)
………………………………. II. LEXICO-GRAMMAR
Part 1. Use the word given in capitals at the end of the sentences to form a word which best fits each gap. (10 pts)
1. People with a lack of time find a morning walk ………… when there is little time to exercise. (VIGOUR)
2. Most of her crying on TV is …………, done special y for the purpose of evoking sympathy. (AFFECT)
3. The researcher ………… her friends and family members in the first page of her dissertation. (KNOW)
4. I don’t mean to be a(n) …………, but you need to get your skin checked for cancer as soon as possible. (ALARM)
5. Her rendition of ‘Air on the G String’ was disappointingly …………. (DESCRIBE)
6. Academic writers sometimes abuse complex structures and diction that ………… their research. (MYSTERY)
7. ‘Inventing Anna’ derived its inspiration from the story of a German woman who pretended to be a …………. (SOCIAL)
8. Children who are born with ………… usual y suffer from extreme inferiority complex. (FORM)
9. These results are a good indicator of the learning progress, although they are not ………… of al students in the class. (PRESENT)
10. People who live past 100 are genetic …………, whose longevity is unreachable for most of us. (LIE)
Part 2. Choose the best option to complete the following sentences. (10 pts)
1. The workers ………… a protest over unpaid wages. A. occupied B. made C. picketed D. staged
2. The charity director ………… funds for the disaster clean-up. A. dispersed B. disbanded C. disbursed D. disposed
3. I simply cannot ………… the behavior of a prejudiced, bigoted politician. A. condone B. condemn C. condense D. conduct
4. Emergency services personnel ………… no effort in rescuing people inside the fal en building. A. spent B. spared C. saved D. stopped
5. If I find out a company harms animals, I immediately ………… their products. A. denounce B. suspend C. boycott D. refuse
6. She’s been a member of the site for years, but she’s no longer an active …………. A. customer B. handler C. operator D. user
7. Films add an element of fright to their storylines by showing robots with scarily powerful ………… intel igence. A. fake B. plastic C. artificial D. synthetic
8. Fol owing the col apse of the Berlin Wal in 1989, it took less than a year for Germany to be …………. A. unified B. combined C. joined D. merged
9. Most people are ………… to believe that girls and boys like certain toys when they are young. A. hardened B. acclimated C. conditioned D. accustomed
10. Your remote control isn’t working because it isn’t connecting with the ………… on the TV properly. A. beam B. sensor C. radar D. antenna
Part 3. Choose the best option to complete the following sentences. (10 pts)
1. Bil final y told his professor about the cheating, as he had to get it off his …………. A. shoulders B. head C. chest D. mouth Page 2 of 11
2. As Lisa was touched by Martin’s generosity, she felt she should make a ………… gesture. A. philosophical B. reciprocal C. gul ible D. vulnerable
3. Although Gail thought she should have won first place, she ………… her pride and congratulated her rival. A. exerted B. swal owed C. bore D. aroused
4. If you want to make it in the field of technology, study hard and stay ahead of the …………. A. twist B. circle C. spin D. curve
5. The tendency is to respond to anger with anger, but in these situations, it pays to keep a cool …………. A. brain B. mind C. head D. top
6. Don’t ………… him on to join a gang: nothing could be worse for him! A. egg B. toast C. butter D. knife
7. Until emergency crews stabilized the reactor, the country was on the ………… of disaster. A. side B. precipice C. edge D. brink
8. If you were to appoint Jean to the head of the committee, she would be on ………… nine. A. cloud B. sky C. heaven D. fog
9. Scientists think travel ing to Mars wil be within ………… in 25 years. A. handle B. reach C. grasp D. hold
10. Lisa was upset with her friend for talking about her behind her …………. A. back B. side C. head D. neck
Part 4. Choose the best option to complete the following sentences. (10 pts)
1. The ………… result gave George great cause for alarm. A. maladjusted B. dysfunctional C. aberrant D. abnormal
2. Jil would never make such a thoughtless decision. She’s far too …………. A. obnoxious B. cynical C. eloquent D. scrupulous
3. The neighbors were once close friends, but after one moved, they ………… apart. A. floated B. drifted C. stayed D. wandered
4. With his boss being so temperamental, it took Joseph a while to ………… up the courage to ask for a pay rise. A. run B. drive C. pluck D. act
5. The journalists’ ………… held a meeting to discuss industry-related issues. A. band B. crew C. union D. cabinet
6. Matt dumped Elisabeth on Facebook; they’re not even on ………… terms. A. speaking B. talking C. listening D. hearing
7. When everyone starts to dress alike, it tends to ………… society. A. diversify B. homogenize C. coalesce D. faction
8. Let me know of any pertinent developments; keep me in the …………. A. sphere B. ring C. circle D. loop
9. They cal ed the fire ………… as soon as they saw smoke. A. squad B. mob C. platoon D. brigade
10. Although usual y quite compassionate, the receptionist made a ………… remark that took her col eagues by surprise. A. crooked B. cautious C. corrupt D. cal ous
Part 5. Choose the best option to complete the following sentences. (10 pts)
1. They’re better behaved now, but before they …………, we found them quite a handful. A. are B. were C. did D. had
2. Dad made it abundantly clear – you are ………… him as soon as you arrive. A. to cal ing B. to cal C. cal D. cal ing
3. It’s getting late; ………… start heading home? A. we had better B. hadn’t we better C. we hadn’t better D. had we better
4. The punishing heat ………… trapped indoors around midday. A. residents got B. residents had C. got residents D. had residents
5. We ………… to leave at six in the morning. A. would prefer not B. would rather not C. had better D. had better not
6. Not ………… person could vouch for Jim’s whereabouts on the night of the murder. A. until B. only C. one D. single Page 3 of 11
7. Leslie ………… to put in some extra hours to finish the work on time. A. advised B. offered C. suggested D. recommended
8. The superior, many of ………… subordinates disliked him, was eventual y relieved of his duties. A. whom B. those C. whose D. their
9. I’m impressed with the new product line, but ………… the cost, we have to make some changes. A. instead of B. much as C. not that D. in view of
10. …………, the soil of the hil has been washed away.
A. Ploughed up and down for a long time
B. Ploughed for a long time up and down
C. Ploughing up and down for a long time
D. Ploughing for a long time up and down
Part 6. Choose the best option to complete the following sentences. (10 pts)
1. It wasn’t my col eague’s fault that the study failed, so I decided to ………… up for him. A. stay B. get C. stick D. work
2. You don’t have to take part in the tournament. Don’t do something that is not ………… your own volition. A. beyond B. over C. of D. against
3. I’m not surprised that your brother is angry; you spend half an hour winding him ………… an issue he cares about deeply. A. up about B. on against C. in through D. off at
4. You’re stil using a Windows 7 operating system? You’re so ………… the times! A. out B. behind C. off D. under
5. The magazine’s issues have been placed in an electronic archive, so you’ll have decades of material ………… your fingertips A. at B. under C. within D. round
6. It’s just a minor computer glitch; the system wil be ………… and running in five minutes. A. on B. off C. up D. over
7. Having lost her home, Lucy got ………… a gang of people who hang around causing trouble. A. in with B. up with C. on with D. by on
8. If we did ………… high fees for residence cards, less fortunate immigrants could rightful y obtain legal residency. A. with B. without C. away with D. over
9. You can’t enter the boardroom now; the meeting is ………… progress. A. by B. on C. under D. in
10. Although she was hard-working and honest, her actions as a diplomat were ………… scrutiny. A. out of B. beneath C. under D. below III. READING
Part 1. Fill in each gap with one suitable word (10 pts) The cult of celebrity
Once, children had ambitions to be doctors, explorers, sportsmen, artists or scientists. Now, fol owing in the (1)
………… of people on TV, they just ‘want to be famous’. Fame is no (2) ………… a reward for gal ant service or great,
perhaps (3) ………… selfless endeavor. It is an end in (4) …………, and the sooner it can be achieved, the sooner the
lonely bedroom mirror can be replaced by the TV camera and flash gun, the (5) …………. Celebrity is the profession (6)
………… the moment, a vainglorious vocation (7) …………, for some 18th-century royal court, seems to exist largely (8)
………… that the rest of us might watch and be amazed (9) ………… its members live (10) ………… their lives in public, like
self-regarding members of some glittering soap opera.
Part 2. Read the passage and do the tasks that follow (13 pts) Animal Personhood
A. Aristotle, a 4th-century-BC Greek philosopher, created the Great Chain of Being, in which animals, lacking reason,
ranked below humans. The Frenchman, Rene Descartes, in the 17th century AD, considered animals as more complex
creatures; however, without souls, they were mere automatons. One hundred years later, the German, Immanuel Kant,
proposed animals are treated less cruel y, which might seem an improvement, but Kant believed this principal y because
he thought acts of cruelty affect their human perpetrators detrimental y. The mid-19th century saw the Englishman,
Jeremy Bentham, questioning not their rationality or spirituality, but whether animals could suffer irrespective of the
damage done to their victimisers; he concluded they could; and, in 1824, the first large organisation for animal welfare,
the Royal Society for the Prevention of Cruelty to Animals, was founded in England. In 1977, the Australian, Peter Singer, Page 4 of 11
wrote the highly influential book Animal Liberation, in which he debated the ethics of meat-eating and factory farming,
and raised awareness about inhumane captivity and experimentation. Singer’s title deliberately evoked other liberation
movements, like those for women, which had developed in the post-war period.
B. More recently, an interest in the cognitive abilities of animals has resurfaced. It has been known since the 1960s
that chimpanzees have sophisticated tool use and social interactions, but research from the last two decades has revealed
they are also capable of empathy and grief, and they possess self-awareness and self-determination. Other primates,
dolphins, whales, elephants, and African grey parrots are highly intel igent too. It would seem that with each new proof of
animals’ abilities, questions are being posed as to whether creatures so similar to humans should endure the physical pain
or psychological trauma associated with habitat loss, captivity, or experimentation. While there may be more laws
protecting animals than 30 years ago, in the eyes of the law, no matter how smart or sentient an animal may be, it stil
has a lesser status than a human being.
C. Steven Wise, an American legal academic, has been campaigning to change this. He believes animals, like those
listed above, are autonomous - they can control their actions, or rather, their actions are not caused purely by reflex or
from innateness. He wants these animals categorised legal y as nonhuman persons because he believes existing animal-
protection laws are weak and poorly enforced. He famously quipped that an aquarium may be fined for cruel treatment of
its dolphins but, currently, the dolphins can’t sue the aquarium.
D. While teaching at Vermont Law School in the 1990s, Wise presented his students with a dilemma: should an
anencephalic baby be treated as a legal person? (Anencephaly is a condition where a person is born with a partial brain
and can breathe and digest, due to reflex, but otherwise is barely alert, and not autonomous.) Overwhelmingly, Wise's
students would say ‘Yes'. He posed another question: could the same baby be kil ed and eaten by humans?
Overwhelmingly, his students said ‘No’ His third question, always harder to answer, was: why is an anencephalic baby
legal y a person yet not so a ful y functioning bonobo chimp?
E. Wise draws another analogy: between captive animals and slaves. Under slavery in England, a human was a
chattel, and if a slave were stolen or injured, the thief or violator could be convicted of a crime, and compensation paid to
the slave’s owner though not to the slave. It was only in 1772 that the chief justice of the King's Bench, Lord Mansfield,
ruled that a slave could apply for habeas corpus, Latin for: ‘“You must have the body’, as few men and women had done
since ancient times. Habeas corpus does not establish innocence or guilt; rather, it means a detainee can be represented
in court by a proxy. Once slaves had been granted habeas corpus, they existed as more than chattels within the legal
system although it was another 61 years before slavery was abolished in England. Aside from slaves, Wise has studied
numerous cases in which a writ of habeas corpus had been filed on behalf of those unable to appear in court, like
children, patients, prisoners, or the severely intel ectual y impaired. In addition, Wise notes there are entities that are not
living people that have legal y become non-human persons, including ships, corporations, partnerships, states, a Sikh holy
book, some Hindu idols and the ‘Wanganui River in New Zealand.
F. In conjunction with an organisation cal ed the Nonhuman Rights Project (NhRP), Wise has been representing
captive animals in US courts in an effort to have their legal status reassigned. Thereafter, the NhRP plans to apply, under
habeas corpus, to represent the animals in other cases. Wise and the NhRP believe a new status wil discourage animal
owners or nation-states from neglect or abuse, which current laws fail to do. Richard Epstein, a professor of law at New
York University, is a critic of Wise's. His concern is that if animals are treated as independent holders of rights there
would be little left of human society, in particular, in the food and agricultural industries. Epstein agrees some current
legislation concerning animal protection may need overhauling, but he sees no underlying problem.
G. Other detractors say that the push for personhood misses the point: it focuses on animals that are similar to
humans without addressing the fundamental issue that al species have an equal right to exist. Thomas Berry, of the Gaia
Foundation, declares that rights do not emanate from humans but from the universe itself, and, as such, al species have
the right to existence, habitat, and role (be that predator, plant, or decomposer). Dramatical y changing human behaviour
towards other species is necessary for their survival - and that doesn’t mean declaring animals as non-human persons.
H. To date, the NhRP has not succeeded in its applications to have the legal status of chimpanzees in New York State
changed, but the NhRP considers it some kind of victory that the cases have been heard. Now, the NhRP can proceed to
the Court of Appeals, where many emotive cases are decided, and where much common law is formulated.
I. Despite setbacks, Wise doggedly continues to expose brutality towards animals. Thousands of years of perceptions
may have to be changed in this process. He may have lost the battle, but he doesn't believe he’s lost the war.
For questions 56-61, choose the answer A, B, C or D which you think fits best according to the text. Write
your answers in the corresponding numbered boxes you provided.
1. Why did Aristotle place animals below human beings? Page 5 of 11
A. He doubted they behaved rational y.
B. He thought them less intel igent.
C. He considered them physical y weaker.
D. He believed they did not have souls.
2. Why did Kant think humans should not treat animals cruel y?
A. Animals were important in agriculture.
B. Animals were used by the military.
C. Animals experience pain in the same way humans do.
D. Humans’ exposure to cruelty was damaging to themselves.
3. What concepts of animals did Bentham develop?
A. The existence of their suffering
B. The magnitude of their suffering C. Their surprising brutality
D. Their surprising spirituality
4. Where and when was the RSPCA founded? A. in Australia in 1977 B. in England in 1824 C. in Germany in 1977 D. in the US in 1824
5. Why might Singer have chosen the title Animal Liberation for his book?
A. He was a committed vegetarian.
B. He was concerned about endangered species.
C. He was comparing animals to other subjugated groups
D. He was defending animals against powerful lobby groups.
6. What has recent research shown about chimpanzees?
A. They have equal intel igence to dolphin
B. They have superior cognitive abilities to most animals.
C. They are rapidly losing their natural habitat.
D. They are far better protected now than 30 years ago.
For questions 7-13, read the following summary and fill in each blank with NO MORE THAN THREE WORDS
taken from the passage. Write your answers in the corresponding numbered boxes provided.
A new legal status for animals
There are several advocates for animal personhood that have stood the test of time. Steven Wise believes some
highly intel igent animals that are 7. ………… should have a new legal status. While animals are not humans, the law has a
status for 8. ………… already applied to ships, companies, and a river in New Zealand. If the legal status of animals were
changed, Wise and the NhRP could file for 9. …………, where a detainee is represented by someone else. Then, they could
take more effective action against animal abusers.
On the other hand, Richard Epstein believes the 10. ………… of animals is important, but if animals had rights, the
cost to human society would be too great. Others, like Thomas Berry, argue that rights are bestowed by the universe and
not by humans. Furthermore, 11. ………… species have an equal right to exist.
Currently in the US, although the NhRP has not 12. ………… in having the legal status of any animals altered, it
continues its struggle. Changing two mil enia’s worth of 13. ………… could prove difficult.
Part 3. Seven paragraphs have been removed from the extracts. Choose from the paragraphs A-H the one
which fits each gap (1-7). (7 pts) Husband and wife
Detective Inspector Luke Thanet was a happy man. He had an interesting job, no pressing financial worries, two healthy,
lively children and, perhaps best of al , a wife who was al that any man could wish for. 1
Reaching for his pipe, he tapped it out, scraped it, inspected it, blew through it, then fil ed it with loving care. 'It's nine
o'clock; Joan said. 'D'you want the news?' 'I don't think so. Do you?' 'Not particularly.' 2 Page 6 of 11
Now she fidgeted, crossed and re-crossed her legs, fiddled with her hair, chewed the tip of her thumb. Eventual y, 'Book
no good?' Thanet enquired. She looked up at once. 'Mmm? Oh, it's al right. Very interesting, in fact.' 'What's the matter,
then?' She hesitated, gave him a speculative look. He laid down his newspaper. 'Come on, love. Out with it.' 3
'Oh?' he said, warily. She looked at him with something approaching desperation. 'It's just that ... oh dear ... Look, you
know we've said al along that when Ben starts school I'll go back to work? Wel , that's only six months away now. So I
real y ought to start thinking about what I want to do.' 'I see; Thanet said slowly. 'There you are. I knew you wouldn't
like it.' 'Darling, don't be sil y. It's just that, wel , the idea wil take a bit of getting used to after al this time, that's al .'
'Don't pretend,' she said. 'You're dead against it real y, aren't you? I can tel .' 4
Now, in a flash, he saw al of that changing. Uncomfortable adjustments would have to be made, there would be
inconvenience, irritation, arguments. Theory and practice, he now realised, were very different matters. Al very wel , in
the past, to contemplate with equanimity the prospect of Joan returning to work one day, but to accept that that day was
almost here ... No, he didn't like it at al . 5
'No. Oh, I did consider it seriously, at one time. I'm very interested, as you know. But ... I don't know, I'd like to feel I
was doing something, wel , less self-indulgent, more useful. Oh, dear, does that sound horribly priggish?' 6
'Not in the least. What sort of thing did you have in mind?' 'Wel , that's the trouble. I'm just not qualified for anything.
That's why I feel I ought to start thinking about it now, so that if I have to do a course, or any special training, I can get
organised for September.' 'Yes, I can see that. You haven't gone into it yet, then?' 7
Very much later, he told himself, as he drove to work next morning. And preferably not at al . Missing paragraphs:
A. Not very inspiring, he thought guiltily, assessing the situation in the light of Joan’s projected foray into the world of
work. ‘I meant it, you know. You go ahead, make enquiries, find out the sort of thing you’d enjoy.’ But the false
heartiness in his tone did not deceive and she bit her lip, glanced away from him.
B. ‘Nonsense,’ he said. ‘We’ve always said you would, when the children were old enough.’ ‘Oh, I know you’ve always
said you wouldn’t mind. But that’s very different from not minding when it actual y happens,’ she replied. ‘Anyway, I
thought you’d more or less made up your mind to do an art course.’
C. She went back to her book. Thanet picked up the newspaper. He hadn’t been reading for more than a few minutes,
however, when he realised that Joan was unusual y restless. Normal y, when she was reading, she plunged at once
into total absorption. On one occasion, Thanet had counted up to a hundred from the time he asked her a question to
the moment when she looked up, eyes unfocused, and said, ‘What did you say?’
D. ‘I wanted to speak to you about it first. Oh, darling,’ and she came to kneel before him, took his hands, ‘you’re sure
you don’t mind?’ ‘No,’ he lied valiantly, ‘I knew, of course, that the time would come, sooner or later ...’
E. He grinned. ‘To be honest, yes. But I know what you mean.’ ‘Do you?’ she said eagerly. ‘You don’t think I’m being stupid?’
F. And so it was that on this blustery March evening, blissful y unaware of the nasty little shock that Fate was preparing
for him, he stretched his toes out to the fire, settled back into his armchair and reflected that he wouldn’t change
places with any man in the world.
G. And she was right, of course, he was. They had been married for eight years now and for al that time Joan had been
the good little wife who stayed at home, ran the house efficiently and without fuss, coped with two children and
made sure that everything was geared to Thanet’s convenience. Unlike the wives of so many of his col eagues, Joan
had never complained or nagged over the demands of his job, the irregular hours.
H. To his surprise, she stil did not respond. ‘Joan?’ He was beginning to feel the first faint stirrings of alarm. She shook
her head slowly then, a fierce little shake. ‘Oh, it’s al right. There’s nothing wrong, not real y. It’s just that I’ve a
nasty feeling you aren’t going to like what I’m trying to pluck up the courage to say.
Part 4. Read the following passage and choose the best answer for each of the questions below. (10 pts) Reflection in teaching
Teachers, it is thought, benefit from the practice of reflection, the conscious act of thinking deeply about and
careful y examining the interactions and events within their own classrooms. Educators T. Wildman and J. Niles (1987)
describe a scheme for developing reflective practice in experienced teachers. This was justified by the view that Page 7 of 11
reflective practice could help teachers to feel more intel ectual y involved in their role and work in teaching and enable
them to cope with the paucity of scientific fact and the uncertainty of knowledge in the discipline of teaching.
Wildman and Niles were particularly interested in investigating the conditions under which reflection might flourish—a
subject on which there is little guidance in the literature. They designed an experimental strategy for a group of teachers
in Virginia and worked with 40 practicing teachers over several years. They were concerned that many would be "drawn
to these new, refreshing conceptions of teaching only to find that the void between the abstractions and the realities of
teacher reflection is too great to bridge. Reflection on a complex task such as teaching is not easy." The teachers were
taken through a program of talking about teaching events, moving on to reflecting about specific issues in a supported,
and later an independent, manner.
Wildman and Niles observed that systematic reflection on teaching required a sound ability to understand classroom
events in an objective manner. They describe the initial understanding in the teachers with whom they were working as
being "utilitarian ... and not rich or detailed enough to drive systematic reflection." Teachers rarely have the time or
opportunities to view their own or the teaching of others in an objective manner. Further observation revealed the
tendency of teachers to evaluate events rather than review the contributory factors in a considered manner by, in effect,
standing outside the situation. Helping this group of teachers to revise their thinking about classroom events became
central. This process took time and patience and effective trainers. The researchers estimate that the initial training of the
teachers to view events objectively took between 20 and 30 hours, with the same number of hours again being required
to practice the skil s of reflection.
Wildman and Niles identify three principles that facilitate reflective practice in a teaching situation. The first is support
from administrators in an education system, enabling teachers to understand the requirements of reflective practice and
how it relates to teaching students. The second is the availability of sufficient time and space. The teachers in the
program described how they found it difficult to put aside the immediate demands of others in order to give themselves
the time they needed to develop their reflective skil s. The third is the development of a col aborative environment with
support from other teachers. Support and encouragement were also required to help teachers in the program cope with
aspects of their professional life with which they were not comfortable. Wildman and Niles make a summary comment
"Perhaps the most important thing we learned is the idea of the teacher-as-reflective-practitioner wil not happen simply
because it is a good or even compel ing idea."
The work of Wildman and Niles suggests the importance of recognizing some of the difficulties of instituting reflective
practice. Others have noted this, making a similar point about the teaching profession's cultural inhibitions about
reflective practice. Zeichner and Liston (1987) point out the inconsistency between the role of the teacher as a (reflective)
professional decision maker and the more usual role of the teacher as a technician, putting into practice the ideas of
others. More basic than the cultural issues is the matter of motivation. Becoming a reflective practitioner requires extra
work (Jaworski,1993) and has only vaguely defined goals with, perhaps, little initial y perceivable reward and the threat of
vulnerability. Few have directly questioned what might lead a teacher to want to become reflective. Apparently, the most
obvious reason for teachers to work toward reflective practice is that teacher educators think it is a good thing. There
appear to be many unexplored matters about the motivation to reflect—for example, the value of
externally motivated reflection as opposed to that of teachers who might reflect by habit.
1. The word "justified" in the passage is closest in meaning to A. supported B. shaped C. stimulated D. suggested
2. According to paragraph 1, it was believed that reflection could help teachers
A. understand intel ectual principles of teaching
B. strengthen their intel ectual connection to their work
C. use scientific fact to improve discipline and teaching
D. adopt a more disciplined approach to teaching
3. All of the fol owing are mentioned about the experimental strategy described In paragraph 2 EXCEPT:
A. It was designed so that teachers would eventual y reflect without help from others.
B. It was used by a group of teachers over a period of years.
C. It involved having teachers take part in discussions of classroom events.
D. It involved having teachers record in writing their reflections about teaching.
4. According to paragraph 2, Wildman and Niles worried that the teachers they were working with might feel that Page 8 of 11
A. the number of teachers involved in their program was too large
B. the concepts of teacher reflection were so abstract that they could not be applied
C. the ideas involved in reflection were actual y not new and refreshing
D. several years would be needed to acquire the habit of reflecting on their teaching
5. According to paragraph 3, what did the teachers working with Wildman and Niles often fal to do when they
attempted to practice reflection?
A. Correctly calculate the amount of time needed for reflection
B. Provide sufficiently detailed descriptions of the methods they used to help them reflect
C. Examine thoughtful y the possible causes of events in their classrooms
D. Establish realistic goals for themselves in practicing reflection
6. How is paragraph 4 related to other aspects of the discussion of reflection in the passage?
A. It describes and comments on steps taken to overcome problems identified earlier in the passage.
B. It chal enges the earlier claim that teachers rarely have the time to think about their own or others' teaching.
C. It identifies advantages gained by teachers who fol owed the training program described earlier in the passage.
D. It explains the process used to define the principles discussed later in the passage.
7. It can be inferred from paragraph 5 that the teachers working with Wildman and Niles held which of the fol owing
beliefs concerning reflection?
A. Reflection is such a good idea that it is likely to gain the support of others.
B. Administrators tend to be stronger supporters of reflection than teachers are.
C. Teachers wil become more comfortable with the process of reflection if they receive help from administrators.
D. Teachers can afford to engage in reflection only after other needs have been met.
8. The word "compel ing" in the passage is closest in meaning to A. commonly held B. persuasive C. original D. practical
9. According to paragraph 6, teachers may be discouraged from reflecting because
A. it is not general y supported by teacher educators
B. the benefits of reflection may not be apparent immediately
C. it is impossible to teach and reflect on one's teaching at the same time
D. they have often failed in their attempts to become reflective practitioners
10. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage?
Incorrect choices change the meaning in important ways or leave out essential information.
A. The practice of being reflective is no longer simply a habit among teachers but something that is external y motivated.
B. Most teachers need to explore ways to form the habit of reflection even when no external motivation exists.
C. Many aspects of the motivation to reflect have not been studied, including the comparative benefits of external y
motivated and habitual reflection among teachers.
D. There has not been enough exploration of why teachers practice reflection as a habit with or without external motivation.
Part 5. You are going to read about inspirations for different paintings. For questions 1-10, choose from
the artists A-E. (10 pts) Paintings which inspire
Art experts give their opinions A Luisa Sutton
A Bar at the Folies-Bergère, by Edouard Manet
Manet was inviting some kind of response in the way in which he presented women in his work and he succeeded in
bridging the gap between classical traditions and painting modern life. Above al , I have tremendous respect for the fact
that he was a breakthrough artist a champion of realist modernism who was censured for breaking the mould. Through
the medium of painting, Manet constantly reassessed the prevailing attitudes of the world he was living in. Today we are
used to multiple perspective - seeing the same image from different angles. This was not so in Manet’s time, and in this
painting we see him crossing boundaries as he switches reality by employing a mirror to reflect his subjects. B Paul Harris
Henry WI, 29 October 1505, by unknown artist
Visual y, this is a stunning portrait; Henry moves towards the viewer from the parapet wearing the red robes of
Lancaster, his hands on the ledge. It is immediately exciting and emotive. Henry VII was on the lookout for a new bride Page 9 of 11
and this was painted to be sent to the court of Maximilian, much as we would send a photo today. So the provenance is
clear. Portraits of other English monarchs, Richard III in particular are, in comparison, stiff and remote. Henry VII's
portrait speaks in a very particular way. His eyes look at one. He is Renaissance Man but, at the same time one sees a
shrewd, wise and wily man who, throughout his reign, managed to amass the fortune of the Tudor dynasty. C Tom Newman
James VI and I, 1618, by Paul Van Somer
I used to work for an art handling company in New York, and I came to realise how wonderful paintings are as entities.
Old paintings last for so long because of the materials used - the oil is so robust, it expands or contracts depending on
the heat. They can be rol ed up and taken around the world, they'll never die. This portrait, in particular, made a huge
impression on me. Works of art often lose their power as soon as they're placed in a museum. This painting is where it
belongs - in a palace. Subject to who you speak to, James is either a buffoon or a tactical genius, but in this work he
looks so stately. The painting was clearly commissioned to convey regality - and it worked on me, 400 years later. D Paula Smith
Mr and Mrs Andrews, by Gainsborough
I chose this painting as it has personal relevance for me. I grew up in my grandmother's house in London. She was an
excel ent copyist of Gainsborough. We had copies of al of his paintings, except for this one, which my grandmother didn't
approve of. I've always found it incredibly beautiful though. The two figures in this wonderful painting have very
enigmatic expressions. What are they up to? What are they thinking? And then what are we to make of the landscape?
It's an agricultural scene, in the middle of the day, but there are no agricultural workers anywhere to be seen. Where on
earth is everybody? What a strange atmosphere the place has, a long ago era that wil never be recaptured. E Lynn D'Anton
An Old Woman Cooking Eggs, 1618, by Veldzquez
What is most striking about this painting is surely its veracity. One gets the feeling that one is looking into a room in
which there are no obstacles to understanding. Nothing comes between the subject and the observer. The artist here is
the perfect observer. When I saw it a few years ago in the National Gal ery of Scotland, set alongside many other works
from Velazquez's youth, there was no doubt in my mind that it was a masterpiece. I think that it is easy for many people
to empathise with this painting in one way or another.
In which section are the following mentioned? Your answers
the inscrutable nature of the subjects 01. …………
the artist's ability to give an insight into temperament 02. …………
the integrity of the image portrayed 03. …………
the view that the artist was an innovator 04. …………
delight in a painting's ability to endure 05. …………
the background to a painting being wel documented 06. …………
the view that a painting's impact depends on its surroundings 07. …………
a painting which gives an image of a lost world 08. …………
admiration for an artist who dared to chal enge conventional ideas 09. …………
conflicting opinions about the subject of a painting 10. …………
Part 6. Choose the words that best complete the sentences in the text. (10 pts) Lifestyle design
The term ‘lifestyle design’ has been (1) ………… quite recently. It describes a way of radical y re-evaluating lifestyle
choices by encouraging a (2) ………… away from the idea that a person’s job wil by (3) ………… determine where they
live. Advocates of the idea argue that the (4) ………… of laptops and Wi-Fi has enabled certain types of people to (5)
………… free from the nine-to-five mold and arrange their working timetable around family life. They gain, for example,
the chance to get involved in activities they would (6) ………… miss out on because they were at work. The end result is a
greatly enhanced quality of life for the whole family.
A group known as ‘location-independent professionals’, or LIPs have (7) ………… the concept a step further. Digital
nomads, with no (8) ………… abode, they travel to distant places, combining work with other life experiences. Work is
conducted from internet cafes, hotel rooms or camper vans, (9) ………… with regular runs along the beach or sightseeing
outings. An idyl ic life, it would seem, but perhaps less (10) ………… to raising a family. 1. A. coined B. made C. given D. born 2. A. shift B. change C. route D. swap Page 10 of 11 3. A. compulsion B. requirement C. obligation D. necessity 4. A. onset B. advent C. release D. upshot 5. A. become B. escape C. break D. emerge 6. A. meanwhile B. otherwise C. instead D. thereby 7. A. taken B. driven C. steered D. gone 8. A. definite B. known C. certain D. fixed 9. A. interspersed B. interwoven C. intersected D. interrupted 10. A. persuasive B. incentive C. conducive D. supportive IV. WRITING
Part 1. Rewrite the following sentences using the word given. (10 pts)
1. Five actors were competing for the leading role in the play. (contention)
 There ……………………………………… the leading role in the play.
2. A spokesman said that the story was pure speculation. (dismissed) 
The story ……………………………………… than speculation by a spokesman.
3. She was concentratinug so hard on her work that she didn’t notice when I came in. (wrapped) 
She was ……………………………………… that she didn’t notice when I came in.
4. They stil haven’t found what caused the accident. (cause) 
They have yet ……………………………………… the accident was.
5. I reluctantly signed the contract. (signature) 
It was with ……………………………………… on the contract.
6. John has hinted that he doesn’t wish to remain in the group any longer. (hint) 
John has ……………………………………… wishes to remain in the group.
7. Suzanne is far superior to me in terms of technical knowledge. (match) 
When it comes ……………………………………… for Suzanne.
8. Anthony wasn’t at al discouraged by this bad experience. (put) 
This bad experience ……………………………………… least.
9. The company lent us an apartment as part of the deal. (loan) 
As part of the deal, we were ……………………………………… by the company.
10. I always enjoy this film, no matter how often I see it. (tire) 
However ……………………………………… this film.
Part 2. There are TEN mistakes in the following paragraph. Find them and provide the corrections. (10 pts) 0. a  the
00. news-writing  news writer Line 1
Getting a newspaper job is one of a biggest chal enges you wil face in becoming a breadwinning news-writing. You
might not want to hear it, but for each opening in a newsroom, there are, on average, fifty qualified applications.
On the up side, editors are always eager to hear from those who have a solid education and who demonstrates the
talents and skil s of journalism. 5
Your chances of landing on apprentice or your first ful -time job are enhanced if you prepare careful y. When
preparing your curricula vitae, go through your personal background to identify experiences that wil make you
stand by from the other applicants. Travel, educational specialties, volunteer works, knowledge of languages or
different cultures are experiences that could give you that leading edge over the competition.
Before you applied, spend time with the newspaper you’re hoping to write for. You might find post issues in your 10
col ege or journalist school library, or you could get a one-month subscription. Read the paper, then study it. Is it
wel organized? Are feature s and sections easy to locate? Does it carry information that is useful to someone new
to the area? Are the stories interesting, informed and balanced? Jot down your impressions on the paper’s
strengths and weaknesses. Learn the basics about the paper: it’s major market, circulation. Page 11 of 11
Document Outline

• I. LISTENING
  • Part 1. For questions 1-5, listen to a news rundown on Covid-19’s effects and decide whether the statements are True (T) or False (F). Write your answer in corresponding numbered boxes provided. (10 pts)
  • Part 2. For questions 6-10, listen to part of a news rundown and answer the questions. Write NO MORE THAN THREE WORDS taken from the recording for each answer. (10 pts)
  • Part 3. For questions 11-15, listen to a radio interview with a hypnotist and choose the correct answer A, B, C, or D which fits best according to what you hear. Write your answer in the corresponding numbered boxes provided. (10 pts)
  • Part 4. For questions 16-25, listen to a talk about pain and complete the following sentences. Write NO MORE THAN THREE WORDS taken from the recording for each blank. (20 pts)
• II. LEXICO-GRAMMAR
  • Part 1. Use the word given in capitals at the end of the sentences to form a word which best fits each gap. (10 pts)
  • Part 2. Choose the best option to complete the following sentences. (10 pts)
  • Part 3. Choose the best option to complete the following sentences. (10 pts)
  • Part 4. Choose the best option to complete the following sentences. (10 pts)
  • Part 5. Choose the best option to complete the following sentences. (10 pts)
  • Part 6. Choose the best option to complete the following sentences. (10 pts)
• III. READING
  • Part 1. Fill in each gap with one suitable word (10 pts)
  • Part 2. Read the passage and do the tasks that follow (13 pts)
  • Part 3. Seven paragraphs have been removed from the extracts. Choose from the paragraphs A-H the one which fits each gap (1-7). (7 pts)
  • Part 4. Read the following passage and choose the best answer for each of the questions below. (10 pts)
  • Part 5. You are going to read about inspirations for different paintings. For questions 1-10, choose from the artists A-E. (10 pts)
  • Part 6. Choose the words that best complete the sentences in the text. (10 pts)
• IV. WRITING
  • Part 1. Rewrite the following sentences using the word given. (10 pts)
  • Part 2. There are TEN mistakes in the following paragraph. Find them and provide the corrections. (10 pts)