Test 1 - Đội tuyển quốc gia Tiếng Anh 2015 - THPT Lương Văn Chánh

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PRACTICE TEST FOR THE GIFTED Class: TEST 1 A. LEXICO AND GRAMMAR
Part 1: Choose the word/ phrase that best completes each of the following sentences. Write your answer in
the corresponding numbered boxes.
1. We weren’t close friends but she ________ me well when I left college. A. hoped B. boded C. wished D. bade
2. I don’t want to be too ________ on Alice, but I think I should tell her that her work isn’t good enough. A. stringent B. stern C. strict D. hard
3. The management are making ________ to increase the company’s efficiency. A. measures B. steps C. moves D. deeds
4. I was told yesterday that the car had been fixed but it’s broken down ________ again! A. up B. still C. yet D. on
5. The anthology contains________ the work of modern poets, but it includes a few significant older works as well. A. mostly B. most C. at most D. uppermost
6. Son: “This herb smells horrible!”
Mom: “Be that as it may, it will do you a ________ of good” . A. power B. wealth C. strike D. visit
7. As a matter of ________, we have six security guards on the premises at all times. A. wisdom B. prudence C. foresight D. acumen
8. It was such a sad movie that we were all reduced ________ tears. A. for B. with C. into D. to
9. She marched into the shops, as bold as ________, and demanded for her money back. A. bass B. grass C. brass D. glass
10. Jane is out in the garden mulling________ a problem to do ________work. A. over/ with
B. away/ without C. in/to D. Into/for
11. It was the best holiday ever because for once everyone got along _____________. A. distinctively B. famously C. notoriously D. scandalously
12. She had a(n)______________ mind which kept her alert and well-informed even in old age. A. examining B. demanding C. enquiring D. querying
13. They say he was a _____________ dictator, but the catalogue of human rights abuses during his time in
power contradicts this entirely. A. benevolent B. inhumane C. callous D. corrupt
14. She’s rather bitter and sarcastic, but when you consider what she’s been through, you can’t_____________ her A. hold it up to B. hand it to C. hand it down to D. hold it against
15. Some people regard double-barreled names, such as Armstrong-Jones, as a form of___________. A. aristocracy B. pretense C. snobbery D. elevation
16. Bad living conditions _________ social and welfare problems. A. give rise to B, give in to C. give up D. rise through
17. How voters will react to this latest political scandal ________ to be seen. A. is B. remains C. has D. waits 1 | P a g e
18. The crowd has swelled so you can't move, let alone photograph, so I ________ a restaurant on a first floor
from where I can look down on the concert below. A. go for B. make for C. join in D. see about
19. Ever since he'd given her that power of attorney she'd been ____________ herself. A. looking up B. getting above C. getting out D. looking out
20. Ministers have been fighting _______________ over this issue. A. ups and downs B. head and heels
C. alive and kicking D. tooth and nail
Part 2: The text below contains 5 mistakes. Underline the mistakes and write the corrections in the space
provided. (5 pts). There is an example at the beginning (0) Your answers
No educational media better serves as a means of spatial
(0) Line1:media-> medium
communication than the atlas. Atlases deal with Line 2:__________
such valueless information as population distribution and Line 3:__________
density. One of the best, Pennycooke’s World Atlas, has been Line 4:__________
widely accepted as a standard owing to the quality of its maps Line 5:__________
and photographs, which not only show various settlements but Line 6:__________
also portray them in a variety of scales. In fact, the very first Line 7:__________
map in the atlas is a clever designed population cartogram that Line 8:__________
projects the size of each country if geographical size were Line 9:__________
proportional to population. Followed the proportional layout, a Line 10:_________
sequence of smaller maps shows the world’s population density, Line 11:_________
each country’s birth and death rates, population increase and Line 12:_________
decrease, industrialization, urbanization, gross national product Line 13:_________
in terms of per capital income, the quality of medical care, Line 14:_________
literacy, and language. To give readers a perspective on how Line 15:_________
their own country fits in with the global view, additional Line 16:_________
projections despite the world’s patterns in nutrition, calorie and Line 17:_________
protein consumption, health care, number of physicians per unit Line 18:_________
of population, and life expectancy by region. Population density Line 19:_________
maps in a subcontinental scale, as well as political maps, convey Line 20:_________
the diverse demographic phenomena of the world in a broad Line 21:_________ array of scales. 2 | P a g e
Part 3. Complete each of the following sentences with a suitable preposition or particle. Write your answer
in the corresponding numbered boxes.
1. I don't think we can run____________ a holiday abroad this year.
2. July is always sending ____________ the French teacher.
3. You will soon take ____________ your new boss, I’m sure.
4. The police tracked ____________ the killer and arrested him.
5. You should expect to pay upwards ____________ £50 for a hotel room.
Part 4: Write the correct form of each bracketed word in corresponding numbered boxes. Dickens and his world
It was with the circulation of Pickwich Papers in 1836 that young Dickens began to enjoy a truly
(1. PRECENDENT) _________ ascent into the favour of the Birtish reading public. He magnificently
(2. PROVE) _________ a theory that his fame would disappear just as quickly as it had come. He remained
until his death 34 years later (3. DENY) _________ the most popular novelist the English- speaking world had ever known.
The public displayed a/an (4. SATIATE) _________ appetite for his works, and there was also a great
diffusion of them through (5. NUMBER) _________ dramatic adaptations (nearly all completely
(6. AUTHORITY) _________ the copyright laws being much weaker in those days).
His immense popularity was based on the widespread perception of him as a great champion of the
poor and the (7. POSSESS) _________ against all forms of (8. JUST) _________ and abuse of power. In his
personal life, however, he was (9. CAPACITY) _________ of achieving the level of fulfilment he enjoyed
with the public, and all his close emotional relationships with women (10. VARY) _________ ended in failure.
Yet, he created an extraordinary range and variety of female characters who live on in our minds and culture
unlike any others created by Victorian novelists. B. READING
Part 1: For questions 1–10, read the following passages and decide which answer (A, B, C or D) best fits
each gap. Write your answers (A, B, C, or D) in corresponding numbered boxes. CELEBRITY ROLE-MODELS
Research in the University of Leicester Department of Media and Communication examined interest in
celebrities and gossip about them. It was carried out by Dr Charlotte De Backer who sought in her study to
explain interest in celebrity culture.
According to Dr De Backer: ‘Life is about learning and (1)_______ experience, and in that process we have a
tendency to observe and mimic the actions of others. Ideally we mimic what makes others successful and
(2)_______ unsuccessful actions others have trialled and paid for. In reality, humans seem to have the tendency
to mimic the overall behaviour pattern of the higher status of those more successful than themselves. This 3 | P a g e
explains why celebrities act as role models for broad (3) _______of behaviour they display whether good or bad.’
Dr De Backer also examined another theory for interest in celebrity, known as the Parasocial Hypothesis. In
this (4) _______ , the bonds are parasocial, or one-way, because the celebrity reveals private information, often
voluntarily. The audience members respond emotionally to this information, although there is hardly ever any
feedback on the private life of the audience going to the celebrity, nor do celebrities (5) _______ emotions towards their audience.
Her study of 800 respondents and over 100 interviews (6) _______ that younger participants showed greater
interest in celebrity gossip, even if it was about celebrities who were much older than them and even when
they did not know who the celebrities were. They showed greatest interest in internationally-known celebrities,
because they considered those as more (7) _______.
Her study also found that older people were interested in celebrity gossip not because they wanted to learn
from the celebrities, but because it helped them to form social networks with other people. ‘We found in the
interviews that older people do not gossip about celebrities because they want to learn from them or feel
(8) _______ by them, but because they use celebrity gossip to (9) _______ with real-life friends and
acquaintances. As we live in (10) _______ societies, celebrities can act as our mutual friends and acquaintances.’ 1. A. winning B. gaining C. achieving D. capturing 2. A. escape B. avoid C. prevent D. evade 3. A. reaches B. domains C. ranges D. spheres 4. A. case B. instance C. state D. position 5. A. exhibit B. present C. display D. expose 6. A. reinforced B. assured C. validated D. confirmed 7. A. reputable B. honourable C. prestigious D. illustrious 8. A. befriended B. sustained C. patronized D. upheld 9. A. tie B. link C. cement D. bond 10. A. scattered B. rare C. mixed D. idle
Part 2: Read the text below and think of one word which best fits each space. Use only ONE WORD for
each space. Write your answers in the corresponding numbered boxes. Busy, busy, busy
With obesity having shot up across the globe to dangerously high levels in recent years, it is little
wondered that people have started to ask why. True, (1)______ have changed; we all know that we live in a
McWorld, hunting and gathering our food from fast-food outlets and supermarket aisles, but it can’t all be down to diet, can it? 4 | P a g e
Technology has changed modern life to such an extent that few aspects of life today bear any (2)______
to lives only a couple of generations ago. Just taking fobs as an example, how many of us today spend twelve
hours a day on our feet physically slogging ourselves (3)______ the ground? Or how many families could you
imagine living without a car? Kids walking to school, parents going to half a (4)______ local shops, on foot,
to buy the week’s food, family holidays by bus to the nearest seaside town. Take Tina Jameson, a mother of
two (5)______ has to juggle home and a part-time job. She says ‘I haven’t got time to walk anywhere. But I’d
have even (6)______ time without a washing machine or dishwasher’. We now have so many (7)______ in
our lives that allow us such drastically better lifestyle choices that at times it can be difficult to picture these in a negative way.
Without doubt there are (8)______ to these changes. The number of people who suffer debilitating
injuries at work is miniscule in comparison to the past. Fewer hours working and more efficient transport are
all (9)______ our benefit in allowing us a greater amount of leisure time. At what cost though? We may save
a few hours day travelling and enjoy less physically demanding working conditions, but is this really (10)_____
it when the cost to our health and life expectancy is so high? Modern lifestyles have become shockingly
sedentary and in combination with the deterioration in diet this is surely creating a ticking time bomb for modern humanity.
Part 3: Read the following passage and choose the best answer (A, B, C or D) according to the text. Write
your answers (A, B, C or D) in the corresponding numbered boxes.
From the article "Against the Undertow: Language-Minority Education Policy and Politics in the 'Age
of Accountability'" by Terrence G Wiley and Wayne E. Wright
Language diversity has always been part of the national demographic landscape of the United States. At the
time of the first census in 1790, about 25% of the population spoke languages other than English (Lepore,
2002). Thus, there was a diverse pool of native speakers of other languages at the time of the founding of the
republic. Today, nationwide, school districts have reported more than 400 languages spoken by language-
minority students classified as limited English proficient (LEP) students (Kindler, 2002). Between 1991 and
2002, total K-12 student enrollment rose only 12%, whereas LEP student enrollment increased 95% during
this same time period (National Clearinghouse for English Language Acquisition, 2002b). This rapid increase
and changing demographics has intensified the long debate over the best way to educate language-minority students.
Historically, many groups attempted to maintain their native languages even as they learned English, and for a
time, some were able to do so with relatively little resistance until a wave of xenophobia swept the country
during World War 1 (Kloss, 1977/1998). Other groups, Africans, and Native Americans encountered repressive
politics much earlier. During the 1960s, a more tolerant policy climate emerged. However, for the past two
decades there has been a steady undertow of resistance to bilingualism and bilingual education. This article 5 | P a g e
provides historical background and analyzes contemporary trends in language-minority education within the
context of the recent national push for accountability, which typically takes the form of high-stakes testing.
The origins of persistent themes regarding the popular antagonisms toward bilingual education and the
prescribed panaceas of "English immersion" and high-stakes testing in English need to be scrutinized. As
background to the contemporary context, we briefly discuss the history of language politics in the United States
and the ideological underpinnings of the dominant monolingual English ideology. We analyse the recent
attacks on bilingual education for what this attack represents for educational policy within a multilingual
society such as the United States. We emphasize multilingual because most discussions of language policy are
framed as if monolingualism were part of our heritage from which we are now drifting. Framing the language
policy issues in this way masks both the historical and contemporary reality and positions non-English
language diversity as an abnormality that must be cured. Contrary to the steady flow of disinformation, we
begin with the premise that even as English has historically been the dominant language in the United States
since the colonial era, language diversity has always been a fact of life. Thus, efforts to deny that reality
represent a "malady of mind" (Blaut, 1993) that has resulted in either restrictionist or repressive language policies for minorities.
As more states ponder imposing restrictions on languages of instruction other than English-as California,
Arizona, and Massachusetts have recently done-it is useful to highlight several questions related to the history
of language politics and language planning in the United States. Educational language planning is frequently
portrayed as an attempt to solve the language problems of the minority. Nevertheless, the historical record
indicates that schools have generally failed to meet the needs of language-minority students (Deschenes,
Cuban, & Tyack, 2001) and that the endeavour to plan language behavior by forcing a rapid shift to English
has often been a source of language problems that has resulted in the denial of language rights and hindered
linguistic access to educational, social, economic, and political benefits even as the promoters of English immersion claim the opposite.
The dominance of English was established under the British during the colonial period, not by official decree
but through language status achievement, that is, through "the legitimization of a government's decisions
regarding acceptable language for those who are to carry out the political, economic, and social affairs of the
political process" (Heath, 1976, p.51). English achieved dominance as a result of the political and
socioeconomic trade between England and colonial administrators, colonists, and traders. Other languages
coexisted with English in the colonies with notable exceptions. Enslaved Africans were prohibited from using
their native tongues for fear that it would facilitate resistance or rebellion. From the 1740s forward, southern
colonies simultaneously institutionalized "compulsory ignorance" laws that prohibited those enslaved from
acquiring English literacy for similar reasons. These restrictive slave codes were carried forward as the former
southern colonies became states of the newly United States and remained in force until the end of the Civil 6 | P a g e
War in 1865 (Weinberg, 1977/1995). Thus, the very first formal language policies were restrictive with the
explicit purpose of promoting social control.
1. What is the primary purpose of including the statistic from the 1790 census in the introductory paragraph?
A. To explain how colonizing the US eradicated language diversity
B. To show concrete evidence that language diversity in the US is not a new phenomenon
C. To note that before that time, there was no measure of language diversity in the US
D. To demonstrate that census data can be inaccurate
2. The article compares two sets of statistics from the years 1991-2002, increases in K-12 enrolment and
increases in LEP students, to highlight.
A. That the two numbers, while often cited in research, are insignificant
B. That while many people with school-age children immigrated to the US during this time, an equal
amount left the country as well
C. That language diversity had no impact on US student enrolment during this time
D. That while the total amount of students enrolled in US schools may have grown slowly, the amount of
those students who were LEP increased dramatically
3. According to the second paragraph, many groups maintained their native languages without
resistance into the 20th century EXCEPT__________.
A. Native Americans and African Americans
B. Irish Americans and African Americans
C. Mexican Americans and Native Americas
D. Native Americans and Dutch Americans
4. Why is the word "undertow" emphasized in the second paragraph?
A. To explain how certain groups continued to carry their native languages with them despite the
opposition from those against language diversity
B. To show the secretive and sneaky nature of those opposed to language diversity
C. To call attention to the ebb and flow of language resistance during the 20th century, experiencing
periods of both rest and extremism
D. To explain that, while many groups tried to maintain their native languages, many gave in to social and
political pressure to use only English
5. What is the best way to describe the function of the third paragraph in this excerpt?.
A. The paragraph provides its primary thesis as well an outline of the article's main points
B. The paragraph is an unnecessary and irrelevant inclusion
C. The paragraph serves to reveal the conclusions of the article before detailing the data
D. The paragraph firmly establishes the article's stance against language diversity 7 | P a g e
6. What is the best summary of why the phrase "multilingualism" is emphasized in the third paragraph?
A. Language repression stems from the US's unwillingness to recognize the languages of its foreign allies
B. Because language is constantly changing and often goes through multiple phases over time
C. The authors firmly believe that speaking more than one language gives students a substantial benefit in higher education.
D. Language policy discussions often assumes that the US has a monolinguistic history, which is untrue
and poses language diversity as threatening
7. Phrases such as "prescribed panaceas" and "malady of the mind" are used in the third paragraph to__________.
A. Defend the point that the US must standardize its language education or there will be severe results
B. Point out that language is as much a physical process as an intellectual one
C. Illustrate how certain opponents of language diversity equate multilingual education with a kind of national disease
D. Demonstrate how the stress of learning multiple languages can make students ill
8. According to the fourth paragraph, all of the following are potential negatives of rapid English
immersion EXCEPT__________.
A. It can lead to a denial of language rights for particular groups
B. Students become more familiar with conversational expressions and dialect
C. It can prevent access to certain benefits that are always available to fluent speakers
D. It can promote feelings of alienation among groups that are already in a minority status
9. The best alternate definition of "language status achievement" is __________.
A. When enough scholarly work has been produced in a language, it is officially recognized
B. Those who are in power socially and economically determine the status of a language
C. Languages fall into a hierarchy depending upon the numbers of populations that speak them
D. The position of a language in which no others may coexist with it
10. From the context of the final paragraph, what does "compulsory ignorance" mean?
A. Populations at the time were required only to obtain a certain low level of education
B. Slave populations were compelled to only speak in their native languages and not learn English
C. That slaves were forcibly prevented from developing their native language skills out of fear that they would gain power
D. Slave owners would not punish slaves who did not wish to learn and speak only English
Part 4: Read the following passage and do the tasks that follows. Write your answer in the space provided.
Ford – driving innovation
A. In 1913 an American industrialist named Henry Ford employed an innovative system in his factory that
changed the nature of American industry forever – the production line. Instead of a group of workers 8 | P a g e
constructing a complete product, Ford’s production-line techniques relied on machine parts being moved
around the factory on a conveyor belt, passing each employee who had a single task to perform before the
component moved down the line. This saved time in that employees were not required to move around,
collect materials or change tools; they simply stood in one place and repeated the same procedure over and
over again until the end of their shift. In this way, Ford was able to mass produce the now famous
Model-T car for only 10% of traditional labour costs.
B. Working on a production line was monotonous work, undoubtedly, but it was not in the production line
alone that Ford was something of a pioneer. In 1913 the average hourly rate for unskilled labour was under
$2.50 and for such low wages and repetitive work, the labour turnover in Ford’s factory was high, with
many employees lasting less than a month. In order to combat this problem, he took a step that was
condemned by other industrialists of the time, fearful that they would lose their own workforce – he raised
wages to $5 an hour. The benefits were twofold. Not only did Ford now have a stable and eager workforce,
he also had potential customers. It was his intention ‘to build a motorcar for the great multitude’, and the
Model-T car was one of the cheapest cars on the market at the time. At $5 an hour, many of his employees
now found themselves in a position to feasibly afford a car of their own. Ford’s production practices meant
that production time was reduced from 14 hours to a mere 93 minutes. In 1914 company profits were $30
million, yet just two years later this figure had doubled. Until 1927 when the last Model-T rolled off the
production line, the company produced and sold about 15 million cars.
C. Although Ford was without doubt successful, times changed and the company began losing its edge. One
problem came from the labour force. Ford was a demanding employer who insisted that the majority of his
staff remained on their feet during their shift. One error meant that the whole production line was often
kept waiting, and Ford felt that workers were more attentive standing than sitting. Yet the 1930s saw some
radical changes in the relationships between employer and employee, as an increasing number of industries
were forming Labour Unions. Ford flatly refused to get involved, employing spies in the workplace to
sabotage any plans for a union within his factories. Eventually a strike in the early 1940s forced Ford to
deal with unions. Another example of Ford being unable to adapt came from his unwillingness to branch
out. Ford’s competitors began operating the same systems and practices, but also introduced the variety
Ford was lacking. The Model-T had remained essentially the same, even down to the colour, and by the
time he realised his error, he had already lost his pre-eminence in the industry. Subsequent involvement in
aeroplane manufacturing, politics and publishing was a failure. Leaving the company to his grandson in
1945, he died two years later leaving an inheritance estimated at $700 million.
D. Yet the legacy of Fordism lives on. The development of mass production transformed the organisation of
work in a number of important ways. Tasks were minutely subdivided and performed by unskilled workers, 9 | P a g e
or at least semiskilled workers, since much of the skill was built into the machine. Second, manufacturing
concerns grew to such a size that a large hierarchy of supervisors and managers became necessary. Third,
the increasing complexity of operations required employment of a large management staff of accountants,
engineers, chemists, and, later, social psychologists, in addition to a large distribution and sales force. Mass
production also heightened the trend towards an international division of labour. The huge new factories
often needed raw materials from abroad, while saturation of national markets led to a search for customers
overseas. Thus, some countries became exporters of raw materials and importers of finished goods, while others did the reverse.
E. In the 1970s and ’80s some countries, particularly in Asia and South America, that had hitherto been largely
agricultural and that had imported manufactured goods, began industrialising. The skills needed by workers
on assembly-line tasks required little training, and standards of living in these developing countries were
so low that wages could be kept below those of the already industrialised nations. Many large manufacturers
in the United States and elsewhere therefore began ‘outsourcing’ – that is, having parts made or whole
products assembled in developing nations. Consequently, those countries are rapidly becoming integrated
into the world economic community
Choose the correct heading for paragraphs A-E from the list of headings below. Write the correct
number, i-ix, next to Questions 1-5. List of Headings 1. Paragraph A
i. Effect on modern industry 2. Paragraph B
ii. New payment procedures 3. Paragraph C iii. Labour problems 4. Paragraph D iv. The Model-T 5. Paragraph E v. Creating a market
vi. Revolutionary production techniques
vii. The Ford family today
viii. Impact on the global economy
ix. Overseas competition
Questions 6-10: Complete the summary below. Choose NO MORE THAN THREE WORDS from the
passage for each answer. Write your answer in the space provided.
The application of (6)______________ and pay rise scheme enabled Ford to generate mass production.
However, the issues related to the labour force and the (7)______________ to start doing something new drove
Ford to the verge of crisis. One of the long-term effects of Ford’s business practices was that many developing
countries became industrialised as a result of (8) ______________ some work to other countries. For those 10 | P a g e working in the factory, the skills for (9) ______________ were easily acquired and
(10) ______________ was minimal.
Part 5: Read the text below and answer questions (10pts). Consultant A
A university degree is no guarantee of a job, and job hunting in itself requires a whole set of skills. If you find
you are not getting past the first interview, ask yourself what is happening. Is it a failure to communicate or
are there some skills you lack? Once you see patterns emerging it will help you decide whether the gaps you
have identified can be filled relatively easily. If you cannot work out what the mismatch is, get back to the
selection panel with more probing questions, and find out what you need to do to bring yourself up to the level
of qualification that would make you more attractive to them: but be careful to make this sound like a genuine
request rather than a challenge or complaint. Consultant B
Do not be too dispirited if you are turned down for a job, but think about the reasons the employers give. They
often say it is because others are 'better qualified', but they use the term loosely. Those who made the second
interview might have been studying the same subject as you and be of similar ability level, but they had
something which made them a closer match to the selector's ideal. That could be experience gained through
projects or vacation work, or it might be that they were better at communicating what they could offer. Do not
take the comments at face value: think back to the interviews that generated them and make a list of where you
think the shortfall in your performance lies. With this sort of analytical approach you will eventually get your foot in the door. Consultant C
Deciding how long you should stay in your first job is a tough call. Stay too long and future employers may
question your drive and ambition. Of course, it depends where you are aiming. There can be advantages in
moving sideways rather than up, if you want to gain real depth of knowledge. If you are a graduate, spending
five or six years in the same job is not too long provided that you take full advantage of the experience.
However, do not use this as an excuse for apathy. Graduates sometimes fail to take ownership of their careers
and take the initiative. It is up to you to make the most of what's available within a company, and to monitor
your progress in case you need to move on. This applies particularly if you are still not sure where your career path lies. Consultant D
It is helpful to think through what kind of experience you need to get your dream job and it is not a problem to
move around to a certain extent. But in the early stages of your career you need a definite strategy for reaching
your goal, so think about that carefully before deciding to move on from your first job. You must cultivate 11 | P a g e
patience to master any role. There is no guarantee that you will get adequate training, and research has shown
that if you do not receive proper help in a new role, it can take 18 months to master it. Consultant E
A prospective employer does not want to see that you have changed jobs every six months with no thread
running between them. You need to be able to demonstrate the quality of your experience to a future employer,
and too many moves too quickly can be a bad thing. In any company it takes three to six months for a new
employee to get up to speed with the structure and the culture of the company. From the company's perspective,
they will not receive any return on the investment in your salary until you have been there for 18 months. This
is when they begin to get most value from you - you are still fired up and enthusiastic. If you leave after six
months it has not been a good investment - and may make other employers wary.
(Source: CAE Handbook. Reproduced with permission from Cambridge English)
For questions 1–10, identify which section A–E each of the following is mentioned. Write ONE letter A–E
in the space provided. Each letter may be used more than once.
According to the text, which section(s) mention the following? Your answers
Keep your final objective in mind when you are planning to change jobs 1.
It takes time to become familiar with the characteristics of a company you have joined. 2.
You should demonstrate determination to improve your job prospects. 3.
Make sure your approach for information is positive in tone. 4.
It is not certain that you will be given very much support in your job initially. 5.
Stay optimistic in spite of setbacks. 6.
Promotion isn't the only way to increase your expertise. 7.
Ask for information about your shortcomings. 8.
Some information you are given may not give a complete picture. 9.
It will be some time before you start giving your employers their money's worth. 10. C. WRITING
Part :For questions 1-3, complete the second sentence so that it has a similar meaning to the first
sentence, using the word given. Do not change the word given. You must use between three and eight
words, including the word given. There is an example at the beginning (0).
0.‘Why don’t we have a picnic this weekend?’ said Andy (HAVING)
Andy suggested ………having a picnic that……….. weekend.
1.If something’s worrying you, you should tell me about it now. (CHEST)
→ If you have a problem, why don’t you _____________________________________ now? 12 | P a g e
2. I think you should confront your boss right now with how you feel about it. (OUT)
→ Why don’t you _____________________________________ your boss right now?
3. Anna had decided Tom was not telling the truth about what happened. (TEETH)
→ Anna was sure Tom _____________________________________ about what happened.
For questions 4 – 5, use the word(s) given in brackets and make any necessary additions to write a new
sentence in such a way that it is as similar as possible in meaning to the original sentence. Do NOT change
the form of the given word(s).
4. When they broke the news, she stayed perfectly calm and controlled. (HAIR)
→ _____________________________________________________________.
5. She wasn’t speaking seriously. (TONGUE)
→_____________________________________________________________.
Part 2. Chart description.
The table below shows the weight of people in a particular country from 1999 to 2009.
Summarize the information by selecting and reporting the main features, and make comparisons where
relevant. Write at least 150 words.
……………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………
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Part 3: Write an essay of about 350 words to express your opinion on the following issue (35 pts)
Discipline is an ever-increasing problem in many schools in Vietnam. Some people think that discipline
should be the responsibility of teachers, while others think that this is the role of parents.
Discuss both sides and give our opinion.
Give reasons for your answer and include any relevant examples from your knowledge or experience. You
may continue your writing on the back page if you need more space
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