MOCK TEST 6

I. LISTENING (5.5 points)

HƯỚNG DẪN PHẦN THI NGHE HIỂU:
- Bài thi gồm 4 phần, mỗi phần được nghe 2 lần, mỗi lần cách nhau 10 giây, mở đầu và kết thúc bài nghe có
tín hiệu.
- Sau khi nghe hết 4 phần của bài nghe, thí sinh có thời gian để viết đáp án vào các ô cho sẵn trong đề thi.
Part 1. For question 1-5, listen to part of a news report about Covid diagnosis and decide whether the
statements are True (T), False (F) or Not Given (NG). Write your answers in the corresponding numbered
boxes provided.
1. According to the Economist magazine, the pandemic’s real death toll worldwide may be as many as one
million.
2. According to the Economist magazine, America's official figures could underestimate the death toll by
around 100,000.
3. In present depression, the top 25 percent of income earners and the bottom 25 in America lose jobs at the
same rate in the wake of the pandemic.
4. According to the Pew Survey, more than forty percent of Americans claim to be unfairly dismissed.
5. According to the Census Bureau, around ten percent of American adults say their households struggle to
put enough food on the table.
Your answers:
1. 2. 3. 4. 5.
Part 2. For questions 6-10, listen to part of a news report about a natural disaster in Venice and answer
the questions. Write NO MORE THAN TWO WORDS taken from the recording for each answer.

Page 1 of 13 pages
6. In addition to people's residences, what was damaged by the three record-high tides?
_____________________________________________
7. Except for the sidewalks, what parts of St. Mark's Basilica were also soaked in saltwater?
_____________________________________________
8. What is put between the wet book pages to absorb the water?
_____________________________________________
9. What does the Moses project construct to hold back the tide?
_____________________________________________
10. What factor besides human incapability has accounted for the delays in the Moses project?
_____________________________________________
Part 3. For questions 11-15, listen to a radio interview with a sports scientist talking about the effects of
age on ability to perform in endurance sports and choose the answer A, B, C or D which fits best according
to what you hear. Write your answers in the corresponding numbered boxes provided.
11. What point is Robert upholding when he says 'the Tour de France is living proof of this'?
A. Athletes should not be permitted to compete at these levels after the age of 40.
B. No athlete is physiologically capable of winning once past 35.
C. The vast majority of athletes reach a peak of fitness at the age of 35 and then decline.
D. The average age of competitors in endurance sports is 29.
12. What was Robert's motivation for entering the Tour De France in his forties?
A. so that the British Team had a competitor over 40. B. to prove something to researchers.
C. to achieve a personal goal. D. to finish his cycling career on a high.
13. Why do the ages for best average performance in Marathons differ between men and women?
A. Female entrants are on average younger than male entrants.
B. Women lose their lung and muscle capacity faster than men.
C. Men demonstrate a faster average speed than women at different ages.
D. Statistically, few women over 45 actually complete the Marathon.
14. How does qualitative analysis disprove the theory of age-related decline?
A. It shows that decline is by no means uniform.
B. It indicates that training time is a decisive factor.
C. It highlights flaws in the theory of muscle loss.
D. It proves that some people can halt the decline completely.
15. What conclusions does Robert draw from the research he has mentioned?
A. Winning is possible at any age.
B. Failure is inevitable when you don't follow the 10% rule.
C. When winning is your goal you can achieve great things.
D. Age should not be viewed as an obstacle to success.
Your answers:
11. 12. 13. 14. 15.

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Part 4. For questions 16-25, listen to part of a news report about the Nobel Peace Prize awarded to the
UN’s World Food Programme and complete the following sentences. Write NO MORE THAN THREE
WORD and/or A NUMBER taken from the recording for each blank.
According to the report, for its efforts in (16) _____________________________, the Nobel Peace Prize was
awarded to the U.N.'s World Food Programme.
David Beasley is the (17) _____________________________ of the U.N.'s World Food Programme.
Due to (18) _____________________________ addition to war and conflict, starvation becomes a critical
issue in Niger.
Beasley thinks that most of starvation in the world is (19) _____________________________.
Since the Second World War, with the billionaires making hundreds of billions of dollars with COVID, we’re
really facing the worst (20) _____________________________.
According to David Beasley, owing to COVID pandemic and economic deterioration, the starvation rate is
(21) _____________________________.
If people do not receive support, three things are going to happen.
One, you are going to have famine literally of (22) _____________________________.
Number two, you are going to have (23) _____________________________.
And, number three, you are going to have (24) _____________________________.
In terms of solution, you need to find a cure against starvation, otherwise you are going to pay for it (25)
_______________________________ more with the troubles caused by food insecurity.

II. LEXICO-GRAMMAR (2.5 points)

Part 1. For questions 1-15, choose the correct answer A, B, C, or D to each of the following questions.
Write your answers in the corresponding numbered boxes provided.
1. The government is walking a difficult _______ in wanting to control the pandemic without hampering
economic growth.
A. tightrope B. fenland C. footpath D. boulevard
2. It’s hard to ask the _______ girl to settle down and stay on one topic as her subjects of conversation
changed as rapidly as her moods.
A. fastidious B. capricious C. gregarious D. ambivalent
3. The whole journal includes stories and pictures _______ women and children in mountainous regions
around the world.
A. strayed from B. shed from C. stalked from D. culled from
4. I know you are _______ to French fries, but you had better cut down on it.
A. smitten B. hooked C. partial D. tied
5. As Alexa has had her boyfriend _______, he will do everything she says.
A. eating out of her hand B. following her through the garden
C. washing her clothes D. selling her his heart
6. It was hard to believe that her feelings could be hurt over such _______ remarks, for nothings he said was
really harmful
A. ostentatious B. taciturn C. frivolous D. innocuous
7. Dennis is very _______ about things; he never lets anything stress him out.
A. laid-back B. impetuous C. warm-hearted D. tolerant
8. It's a good film, but the _______ near the ending scene is a bit complex and demands watchers to be
extremely analytic to understand.
A. flummery B. delineation C. aberration D. convolution
9. The actor had been _______ for years with many subordinate roles before he finally got the main role.
A. muddling along B. bubbling under C. battling over D. rattling off
10. You are being unnecessarily _______ by spending too much time on details while time is running out and
only one third of your essay is finished.
A. pedantic B. mendacious C. dogmatic D. recalcitrant
11. The example _______ at the end of the essay not only failed to support the student’s arguments but even
made it look messy.
A. added up B. thrashed out C. tacked on D. toyed with
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12. We _______ deny that we have ever cheated or tampered illegally with any match ball in any game during
our careers.
A. categorically B. violently C. distinctly D. unequivocally
13. Steve used to be easy to work with, but since his promotion he’s begun to________.
A. throw his weight around B. throw in the towel
C. throw him off balance D. throw a monkey wrench in the works
14. She was _______ with excitement, imagining how fun her first vacation abroad would be after years
working without resting.
A. bristling at B. bubbling over C. plodding along D. fawning over
15. Many pharmaceutical companies have been charged with _______ from the mask crisis during the
COVID-19 pandemic.
A. profiteering B. racketeering C. extorting D. coercing
Your answers:
1. 2. 3. 4. 5. 6. 7. 8.
9. 10. 11. 12. 13. 14. 15.

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Part 2. For questions 16-20, write the correct form of each bracketed word in the corresponding numbered
space provided in the column on the right.
16. Racial hatred has been a powerful (CURRENT) in the country's history. 16._____________________

17. In 1988 there were several well-publicized cases of young people 17._____________________
committing suicide apparently because of (QUIT) love.

18. People say that the corpses of the sacred monks will be (COMPOSE) due 18._____________________
to their divine power.
19. He talked with the (MAGISTRATE) authority of the head of the family. 19._____________________

20. Extending democracy at the (ROOT) level is the groundwork for 20._____________________
developing socialist democracy.

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III. READING (6.0 points)
Part 1. For questions 1-10, read the passage and fill each of the following numbered blanks with ONE
suitable word. Write your answers in the corresponding numbered boxes provided.
Is cooking becoming a lost art? (1) _______ the face of it, the question may seem slightly ridiculous.
After all, food and cookery programmes have, in recent years, become one of most popular (2) _______ on
television. Celebrity chef cookbooks regularly top best-seller lists, and the (3) _______ division of cookery
seems to be disappearing - nowadays, it’s not at all, unusual to find men in the kitchen cooking (4) _______ a
storm. Yet, is it all as it really seems? Apparently not. According to food industry analysts, while seeking out
good food has (5)_______ the norm, preparing and cooking it certainly hasn't. The home-cooked meal is fast
becoming a lost art. Today, many people view the daily preparation of meals as an impossible aspiration.
Ready meals and other heavily processed products have become the order of the (6)_______. Both young
and old cite lack of time as the primary reason for opting for pre-packaged convenience foods. The trend for
ready meals began in the 1990's. Today Americans spend on (7) _______ 50 cents out of every food dollar on
ready-prepared, ready-to-eat foods. A recent survey on the eating habits of Americans revealed that, in 1984,
Americans made 72% of their own dinners but by 2008 that figure had dropped to just 57%. Americans don't
eat out as often as they used to, but eating more at home has not meant preparing more meals from (8)
_______. The trend is mirrored in the UK. Like Americans, Britons are finding someone else to do the
cooking - their supermarket. Aisle after aisle of British supermarket shelves are now (9) _______ to ready
meals. It's high time we took back the kitchen. It’s time to break (10) _______ from the shackles of ready-
made, industrial food. It’s time to cook.
Your answers:
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.

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Part 2. Read the following passage and do the tasks that follow.
British merchants established a trading post in Singapore in the early nineteenth century, and for more than
a century trading interests dominated. However, in 1965 the newly independent island state was cut off from
its hinterland, and so it set about pursuing a survival strategy. The good international communications it
already enjoyed provided a useful base, but it was decided that if Singapore was to secure its economic future,
it must develop its industry. To this end, new institutional structures were needed to facilitate, develop, and
control foreign investment. One of the most important of these was the Economic Development Board (EDB),
an arm of government that developed strategies for attracting investment. Thus from the outset, the
Singaporean government was involved in city promotion.
Towards the end of the twentieth century, the government realized that, due to limits on both the size of the
country’s workforce and its land area, its labor-intensive industries were becoming increasingly
uncompetitive. So an economic committee was established which concluded that Singapore should focus on
developing as a service center, and seek to attract company headquarters to serve South East Asia, and
develop tourism, banking, and offshore activities. The land required for this service-sector orientation had
been acquired in the early 1970s, when the government realized that it lacked the banking infrastructure for a
modern economy. So a new banking and corporate district, known as the ‘Golden Shoe’, was planned,
incorporating the historic commercial area. This district now houses all the major companies and various
government financial agencies.
Singapore’s current economic strategy is closely linked to land use and development planning. Although it
is already a major city, the current development plan seeks to ensure Singapore’s continued economic growth
through restructuring, to ensure that the facilities needed by future business are planned now. These include
transport and telecommunication infrastructure, land, and environmental quality. A major concern is to avoid
congestion in the central area, and so the latest plan deviates from previous plans by having a strong
decentralization policy. The plan makes provision for four major regional centers, each serving 800,000
people, but this does not mean that the existing central business district will not also grow. A major extension
planned around Marina Bay draws on examples of other ‘world cities’, especially those with waterside central
areas such as Sydney and San Francisco. The project involves major land reclamation of 667 hectares in total.
Part of this has already been developed as a conference and exhibition zone, and the rest will be used for other
facilities. However the need for vitality has been recognized and a mixed zoning approach has been adopted,
to include housing and entertainment.
One of the new features of the current plan is a broader conception of what contributes to economic success.
It encompasses high quality residential provision, a good environment, leisure facilities and exciting city life.
Thus there is more provision for low-density housing, often in waterfront communities linked to beaches and
recreational facilities. However, the lower housing densities will put considerable pressure on the very limited
land available for development, and this creates problems for another of the plan’s aims, which is to stress
environmental quality. More and more of the remaining open area will be developed, and the only natural
landscape surviving will be a small zone in the center of the island which serves as a water catchment area.
Environmental policy is therefore very much concerned with making the built environment more green by
introducing more plants – what is referred to as the ‘beautification’ of Singapore. The plan focuses on green
zones defining the boundaries of settlements, and running along transport corridors. The incidental green
provision within housing areas is also given considerable attention.
Much of the environmental provision, for example golf courses, recreation areas, and beaches, is linked to
the prime objective of attracting business. The plan places much emphasis on good leisure provision and the
need to exploit Singapore’s island setting. One way of doing this is through further land reclamation, to create
a whole new island devoted to leisure and luxury housing which will stretch from the central area to the
airport. A current concern also appears to be how to use the planning system to create opportunities for greater
spontaneity: planners have recently given much attention to the concept of the 24-hour city and the café
society. For example, a promotion has taken place along the Singapore river to create a café zone. This has
included the realization, rather late in the day, of the value of retaining older buildings, and the creation of a
continuous riverside promenade. Since the relaxation in 1996 of strict guidelines on outdoor eating areas, this
has become an extremely popular area in the evenings. Also, in 1998 the Urban Redevelopment Authority
created a new entertainment area in the center of the city which they are promoting as ‘the city’s one-stop,
dynamic entertainment scene’.

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 In conclusion, the economic development of Singapore has been very consciously centrally planned, and
the latest strategy is very clearly oriented to establishing Singapore as a leading ‘world city’. It is well placed
to succeed, for a variety of reasons. It can draw upon its historic roots as a world trading center; it has invested
heavily in telecommunications and air transport infrastructure; it is well located in relation to other Asian
economies; it has developed a safe and clean environment; and it has utilized the international language of
English.
For question 11-17, decide whether the following statements are True (T), False (F) or Not Given (NG).
Write your answers in the corresponding numbered boxes provided.
11. After 1965, the Singaporean government switched the focus of the island's economy.
12. The creation of Singapore's financial center was delayed while a suitable site was found.
13. Singapore's four regional centers will eventually be the same size as its central business district.
14. Planners have modelled new urban developments on other coastal cities.
15. Plants and trees are amongst the current priorities for Singapore's city planners.
16. The government has enacted new laws to protect Singapore's old buildings.
17. Singapore will find it difficult to compete with leading cities in other parts of the world.
Your answers:
11. 12. 13. 14. 15. 16. 17.

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For questions 18-23, 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.
When Singapore became an independent, self-sufficient state it decided to build up its (18) ________ and
government organizations were created to support this policy. However, this initial plan met with limited
success due to a shortage of (19)________ and land. It was therefore decided to develop the (20) ________
sector of the economy instead.
Singapore is now a leading city, but planners are working to ensure that its economy continues to grow. In
contrast to previous policies, there is emphasis on (21) ________. In addition, land will be recovered to
extend the financial district, and provide (22) ________ as well as low-density housing. The government also
plans to improve the quality of Singapore's environment, but due to the shortage of natural landscapes it will
concentrate instead on what it calls (23)________.
Your answers:
18. 19. 20.
21. 22. 23.

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Part 3. In the passage below, seven paragraphs have been removed. For questions 24-30, read the passage
and choose from the paragraphs A-H the one which fits each gap. There is ONE extra paragraph which
you do not need to use. Write your answers in the corresponding numbered boxes provided.

Some vaccines appear to provide extra benefits. Michael Brooke looks at them from a new perspective. Have
a look at your left shoulder: if you are past your mid-twenties it almost certainly bears a circular scar. Do you
remember how it got there? You queued up in the school hall, perhaps, or outside the nurse's office, watching
your friends rubbing their arms as they walked away, relieved at having survived their jab.
24

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There is growing evidence that vaccines have a wider-ranging influence on the immune system than we
thought. In Africa, for instance, studies have shown that the measles vaccine cuts deaths from all other
infections combined by a third, mainly by protecting against pneumonia, sepsis and diarrhea.
25

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The World Health Organization, which is the main provider of vaccines in developing countries, has asked a
group of vaccine experts to get to the bottom of it. 'This could have huge implications for healthcare,' says
Christine Benn, a senior researcher at the Statens Serum Institute in Denmark and a member of the WHO
committee. 'Vaccines have been a fantastic success, but we can probably do much better by taking non-
specific effects into account. An examination of these issues is long overdue.'
26

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In the 1940s and 50s, trials in the US and UK suggested that BCG-vaccinated children had a 25 per cent lower
death rate from diseases other than TB. But nobody took much notice until the late 1970s, when a Danish
anthropologist called Peter Aaby began working in the West African state of Guinea-Bissau. In 1979, he
witnessed a severe measles outbreak that killed 1 in 4 infants affected. Aaby arranged for measles
vaccinations to be introduced, but was surprised to see that even after the epidemic abated, immunized
children were more likely to survive childhood.
27

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According to the old view of vaccines, they work by priming what is known as our adaptive immune system.
This consists of various defense cells circulating in the blood which make antibodies and other molecules that
latch on to specific foreign proteins on bacteria, viruses or other germs.
28

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But that may not be the whole story. Another, evolutionary older branch of our defenses, known as the innate
immune system, might also be playing a role. These cells are programmed to react to anything unfamiliar or
untoward, such as the chemicals released when tissues are damaged, attacking any molecules or
microorganisms that might pose a threat. Last year, surprising evidence emerged that BCG stimulates the
innate immune system as well as the adaptive one.
29

Page 15 of 13 pages
The discovery may be only one part of the explanation for BCG's mysterious powers, though. Another part
could be related to recent findings concerning the ability of memory cells to target unrelated microbes if there
is sufficient cross-reactivity with a germ we have previously vanquished.
30
Whatever the explanation is, we might be able to maximize the benefits, either by designing new vaccines, or
by augmenting the effects of existing ones. But the WHO committee has another line of enquiry. There are
suggestions that one vaccine could have harmful non-specific effects. The vaccine under suspicion is DTP,
which prevents diphtheria, tetanus and pertussis, otherwise known as whooping cough.
Missing paragraphs:
A. What could the explanation be? Several lines of evidence suggest that our immune systems can be affected
by many factors, including past encounters with microbes. Those microbes can be in the environment or a
vaccine syringe. 'If infections can alter the immunological milieu, it is not a major leap forward to suggest that
vaccines might also do so,' said Andrew Pollard, head of the Oxford Vaccine Centre at Oxford University, in
an editorial about the Dane's work.
B. The latest thinking is that allergies are caused by an imbalance in type 1 and 2 helper T-cells,
with type 2 becoming too dominant. Allergies may be on the rise in the West because we no longer meet
enough germs in childhood to strengthen the type 1 arm, according to the 'hygiene hypothesis'. If BCG does
push the balance back to type 1, that could be why it reduces allergies.
C. It is this lock and key mechanism that is responsible for our immune memory. On our first encounter with
the measles virus, say, the immune cells that make potent antibodies to it reproduce, giving rise to successive
generations of daughter cells that make progressively more powerful antibodies. The end product is highly
proficient measles-killing machines that linger in our bodies for years. That's why, if we re-encounter the
virus, it is defeated so quickly that we don't even notice.
D. Even in the West, where it is far less common for children to die from infectious illnesses, there are still
surprising benefits: some vaccines seem to reduce our susceptibility to eczema and asthma. Exactly what
causes these 'non-specific effects', as they are termed, is a mystery. But some scientists are arguing that,
despite the uncertainties, it is time to start harnessing them more effectively.
E. In people who received a shot, certain kinds of innate immune cells responded more strongly to bacterial
and fungal pathogens completely unrelated to the TB bug. This is the first indication that the innate immune
system reacts to vaccines, and the researchers suggested it could explain some of the general immune-
boosting effects of BCG. 'It's quite preliminary data, but it's very important,' says Nigel Curtis, head of
infectious diseases at the Royal Children's Hospital in Melbourne, Australia.
F. Considering vaccines have been used since the 1800s and are the cornerstone of our public health system, it
may seem hard to believe that such profound effects could have gone ignored all this time. In fact, an early
20th century Swedish physician called Carl Naslund did notice something was up after the BCG vaccine was
introduced in his country. Vaccinated children had a much higher chance of reaching their first birthday even
though TB normally kills older children.
G. The Bacille Calmette-Guerin vaccination was given to provide protection from tuberculosis. What we are
only just realizing is that, in common with several other vaccines, it may have done far more than that.
H. But the theory that probably has the most compelling evidence behind it concerns two competing arms of
the adaptive immune system, known as type 1 and type 2 helper T-cells. Broadly speaking, type 1 cells
promote immune reactions against bacteria and viruses, while type 2 cells are geared towards fighting off
parasitic worms in the gut. Both the BCG and the measles vaccine seem to tip the balance to type 1, according
to studies of the antibodies released into the bloodstream after vaccination.
Your answers:
24. 25. 26. 27. 28. 29. 30.

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Part 4. For questions 31-40, read an extract from an article on language and choose the answer A, B, C or
D which fits best according to the text. Write your answers in the corresponding numbered boxes provided.
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 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 analyze 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 multilingualism because most discussions of
language policy are framed as if mono-lingualism 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 endeavor 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 War in 1865 (Weinberg, 1977/1995). Thus, the very first formal language
policies were restrictive with the explicit purpose of promoting social control.

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31. 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 note that before that time, there was no measure of language diversity in the US.
C. To show concrete evidence that language diversity in the US is not a new phenomenon.
D. To demonstrate that census data can be inaccurate.
32. The article compares two sets of statistics from the years 1991-2002, increases in K-12 enrollment and
increases in LEP students, to highlight_______.
A. 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
B. that the two numbers, while often cited in research, are insignificant
C. that while many people with school-age children immigrated to the US during this time, an equal
amount left the country as well
D. that language diversity had no impact on US student enrollment during this time
33. According to the second paragraph, many groups maintained their native languages without resistance
into the 20th-century EXCEPT_______.
A. Native Americans and Dutch Americans B. Irish Americans and African Americans
C. Mexican Americans and Native Americans D. Native Americans and African Americans
34. 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.
35. 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.
36. What is the best summary of why the phrase "multilingualism" is emphasized in the third paragraph?
A. Because language is constantly changing and often goes through multiple phases over time.
B. Language repression stems from the US's unwillingness to recognize the languages of its foreign allies.
C. The authors firmly believe that speaking more than one language gives students a substantial benefit in
higher education.
D. Language policy discussions often assume that the US has a monolinguistic history, which is untrue and
poses language diversity as threatening.

37. 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. illustrate how certain opponents of language diversity equate multilingual education with a kind of
national disease
C. point out that language is as much a physical process as an intellectual one
D. demonstrate how the stress of learning multiple languages can make students ill
38. 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
39. The best alternate definition of "language status achievement" is _______.
A. those who are in power socially and economically determine the status of a language
B. when enough scholarly work has been produced in a language, it is officially recognized
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

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40. 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.
Your answers:
31. 32. 33. 34. 35.
36. 37. 38. 39. 40.

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Part 5. The passage below consists of five paragraphs marked A, B, C, D and E. For questions 41-50, read
the passage and do the task that follows. Write your answers in the corresponding numbered boxes
provided.
A. Educators have known for 30 years that students perform better when given one-on-one tutoring and
mastery learning - working on a subject until it is mastered, not just until a test is scheduled. Success also
requires motivation, whether from an inner drive or from parents, mentors or peers. For years my colleagues
and I have given artificial-intelligence courses: we lectured, assigned homework and gave everyone the same
exam at the same time. Each semester just 5 to 10 per cent of students regularly engaged in deep discussion;
the rest were more passive. We felt there had to be a better way, so we created a free online course, which was
completed by only 23,000 participants of an initial 'intake' of 100,000. Our second scheme was more
successful as we made learning happen actively. This helped us increase motivation and keep attention from
wavering, both of which led to a much lower dropout rate. For our class, teachers analyzed the data generated
by student participation, but an artificial-intelligence system could perform this function and then make
recommendations for what a student could try next to improve.
B. Today students in most classrooms sit, listen and take notes while a professor lectures. Despite there being
20 to 300 students in the room, there is little or no human interaction. Exams often offer the first opportunity
to get real information on how well the students digested the knowledge. If the exam identifies a lack of
understanding of a basic concept, the class still moves on to a more advanced concept. Virtual tools are
providing an opportunity to rethink this methodology. If a lecture is available online, class time can be freed
for discussion, peer-tutoring or professor-led exploration. If a lecture is removed from class time and we have
on-demand adaptive exercises and diagnostics, we can enter the realm of 'blended learning'. In the blended
learning reality, the professor's role is moved up the value chain. Rather than spending the bulk of their time
lecturing, writing exams and grading them, they can interact with their students. Rather than enforcing a sit-
and-listen passivity, teachers will mentor and challenge their students to take control of their rate of learning -
the most valuable skill of all.
C. Digital technologies have the potential to transform Indian higher education. A new model built around
massive open online courses (MOOCs) that are developed locally and combined with those provided by top
universities abroad could deliver higher education on a scale and at a quality not possible before. India has
experimented with online classes before, but their impact has been marginal. A decade ago, the country began
using the Internet to distribute video and Web-based courses under a government-funded initiative, the
National Program on Technology Enhanced Learning. Developers created over 900 courses, focused mainly
on science and engineering with about 40 hours of instruction each. With limited interactivity and uneven
quality, these courses failed to attract a large body of students. Now, though, MOOCs have given Indian
academics a better sense of how a lecture could be restructured into short, self-contained segments with high
interactivity to engage students more effectively. This appears to be a step in the right direction, but what is
really needed is the right model to use MOOCs in an Indian context. With a decade of experience in this space
and a vibrant technology ecosystem, India will most likely find its way very soon.
D. The rapid evolution of digital resources like video, interactive multimedia and new modes of assessment
challenges us to reimagine what we can and should do when we are face-to-face with our students. As I
develop online courses on cellular metabolism, for instance, I hypothesize that the blend of animation and
appropriate embedded assessments will communicate the intricacies of electron transfer more effectively than
that portion of my traditional lecture. After rebalancing class assignments to include both reading and online
materials, while maintaining the same overall workload, I nonetheless gain time with my students in the
classroom to discuss and critically analyze the metabolic consequences of experimentally disrupting electron
transfer. Underlying this progress is the awareness that experimentation is the key and that we do not yet
know how best to harness the enormous positive potential of the online revolution for on-campus learning.
This is why every course or module should have an associated research component where student progress is
measured.

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E. Technology is transforming education for the worse and one of its dubious uses is to grade essays. Major
testing companies are using software to score written test answers as machines can work faster than teachers.
However, they cannot evaluate the imaginative use of language. Thus, students will learn to write according to
the formula that the machine responds to best at the expense of accuracy, creativity and imagination. Worse,
the teacher will abandon the important job of reading what the students write and will be less informed about
how they think. That is a loss for the quality of education. A more worrisome use of technology is the
accumulation and storage of personal, confidential data on a cloud. Who needs all this personal information
and why is it being shared? Advocates say that the goal is to create better products for individual students.
Critics believe that the information will be given or sold to vendors, who will use it to market products to
children and their parents.

In which section is each of the following mentioned? ________ Your answers:

the reason why more data is required to make the best use of computer-based learning 41.________
a strategy that helped the learners focus 42.________
digital resources leading to the standardization of student learning 43.________
the necessity to adapt online courses to a specific culture 44.________
a claim that information will be used to enhance product quality 45.________
personally combining digital and traditional tools to provide a more effective learning 46.________
experience
the problem of gaps in students' knowledge not being addressed 47.________
humans undertaking a task that machines could carry out 48. ________
the importance of students progressing at their own pace 49.________
computer-based courses that attracted a disappointing number of participants 50.________

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IV. WRITING (6.0 points)

Part 1. Read the following extract and use your own words to summarize it. Your summary should be
between 100 and 120 words.
The economic recession has brought about an abrupt change of mood on university campuses up and down
the country. A five-year boom in the graduate job market has been stopped in its tracks and salary
expectations. No wonder only one in five of 16,000 final year students questioned for a survey by High Flyers
Research said that they expected to get a job for which they are qualified by the time they graduate this
summer. Despite the gloom, the financial case for going to university remains compelling.
International surveys continue to show the salary premium enjoyed by UK graduates over those who
choose not to go to university as among the highest in the world. In the post-recession world, a university
degree is likely to be even more of an advantage to job-seekers than before.
But choosing the right degree course and the right university will also be more important than ever. This
does not necessarily mean that students should go only for job-related degrees, but it will put a premium on
marketable skills. And it may mean that more universities can be expected to follow the lead of Liverpool
John Moores University, which puts all of its undergraduates through a World of Work (WOW) course
designed to give them the problem-solving and communication skills they’ll need at work.
The Times Good University Guide 2010, published by HarperCollins, offers a wealth of essential
information to help candidates to navigate the maze of university choice, as well as advice on students’ life. It
is the most authoritative guide to universities in the UK and is an essential and comprehensive tool for
students and parents.
The online version of the Guide allows students and parents to create their own individual university
rankings and to compare the strengths and weaknesses of different institutions by sorting universities
according to one of the eight criteria—from student satisfaction to research quality and degree results. The
table sees Oxford maintain its leadership, despite coming below Cambridge in most of the subject tables.
Cambridge has the better record on student satisfaction, research, entry standards, completion and graduate
destinations, but Oxford’s lead in staffing levels, degree classifications and particularly in spending on
libraries and other student facilities makes the difference.

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Part 2. The graph and pie chart below give information on in-house training courses in a large financial
company. Summarize the information by selecting and reporting the main features, and make comparisons
where relevant. You should write about 150 words.

  Office Worker’s Attitude to Training (%)

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Part 3. Write an essay of about 350 words on the following topic.
Many developing countries are doing their best to industrialize and acquire the same level of development as
much of the Western world and they find it necessary to forgo environmental protection for purposes of
economic development. Discuss the statement and give your opinion.
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THE END

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