MOCK TEST 1

I. LISTENING (5 points)
● There is a piece of music at the beginning and at the end of the listening part.
● There are four parts, each will be played twice.
● Before each part, students have between 20 to 40 seconds to look at the questions.
Part 1. For questions 1-5, you will listen to a report on how European countries are dealing with
the Coronavirus pandemic and decide whether the following statements are True (T) or False
(F). Write your answers in the corresponding numbered boxes provided.
1. Under the full lockdown in Italy, all grocery stores must be shut down.
2. There is a ban on entry for people from Italy to Germany.
3. Angela Merkel warned that coronavirus could infect up to 17% of Germany’s population.
4. Public gatherings still take place in the UK.
5. According to the professor, although the UK is taking more drastic measures than Italy, its
effectiveness is open to question.
Your answers
1. 2. 3. 4. 5.

Part 2. Listen to an introduction of a new invention and answer questions 6-10. USE NO MORE
THAN THREE WORDS AND/OR A NUMBER for each answer. Write your answers on the
answer sheet.
6. How much was the watch used by Fossett sold for?
………………………………………………………………………
7. Where were the two men near when the accident happened?
………………………………………………………………………
8. Who might benefit a lot from this watch?
………………………………………………………………………
9. What is the maximum range of the watch at sea?
………………………………………………………………………
10. When was the self-winding watch invented?
………………………………………………………………………
Part 3. For questions 11- 15, you will hear part of a discussion on a current affairs programme
between Nick Barnes and Alison Tempra about the performance of the company Facebook since
it floated on the stock exchange, hosted by Emily Dunne. Choose A, B, C or D which fits best
according to what you hear and write the letter in the corresponding numbered boxes provided.
(HB)
11. What does Alison think is cause for optimism?
A. the company kept its costs low
B. the loss generated was less than expected
C. there appears to be good revenue potential
D. the company hasn't started to advertise yet
12. According to Nick, the increasing popularity of smaller devices ________.
A. represents untapped potential for Facebook
B. is a significant challenge to Facebook increasing its revenue
C. puts Facebook at a competitive advantage
D. gives the company an opportunity to advertise more

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13. In what situation does Alison believe Facebook users might abandon the company?
A. if they are given the option of watching adverts on the certain apps and sites
B. if a free social network becomes available on the net
C. if the company pushes advertisements onto users too forcefully
D. if sites and apps start to appear which put users off using Facebook
14. What do we learn about the company's performance?
A. the share price has now dropped by over one-third
B. there has been a 6% improvement in the share price overnight
C. $38 has been wiped off the share price
D. it has become the biggest flop in history
15. Nick believes that Google ________.
A. will inevitably prevail over Facebook in time
B. was short-sighted to invest everything it had into one project
C. technology will be made redundant by what Facebook offers users
D. will become profit-making in a matter of time
Your answers:
11. 12. 13. 14. 15.

Part 4. You will hear a piece of news about Hurricane Florence ready to Hit Mid-Atlantic as a
Category 4 hurricane. Fill in each blank with NO MORE THAN THREE WORDS from the
recording.You will hear the audio twice.
16. It is advised to get away from the coast as ________________________, Hurricane Florence,
brews in the Atlantic Ocean.
17. ________________________for more than 1 million people in the states of North Carolina, South
Carolina and Virginia have already been triggered.
18. The wind speeds hovered around 140 miles per hour Tuesday, which makes Florence a
______________________.
19. The area it hits could be ________________________ for months.
20. Its catastrophic storm surge is the ________________________ in sea levels as a hurricane blows
water ashore.
21. Anything more than a 12 foot storm surge is life threatening according to the ________________.
22. It is predicted to slow down after making ______________________ by scientists tracking the
storm.
23. This hurricane`s wind speeds ________________________ Tuesday.
24. There is that outside shot of this ________________________ further up as it approaches land.
25. That’s what really becomes a danger in scenario here with potential rainfall amounts as much as
20 or more inches on some of these ________________________. 
II. LEXICO-GRAMMAR (2 points)
Part 1. For questions 26-40, choose the correct answer (A, B, C, or D) to each of the following
questions. Write your answers on the answer sheet.
26. Having delivered a thorough and insightful report, Mark deserves a real ________.
A. slap on the wrist B. peck on the cheek C. pain in the neck D. pat on the back
27. In order to recover from the sadness, he threw himself into a ________ of activities.
A. cyclone B. typhoon C. whirlwind D. hurricane
28. The answer to the interviewer’s question came to me ________ as I had a good knowledge of the
subject.

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 A. in a flash B. in a daze C. in the bag D. in the way
29. They’ve been working hard on the project for a month, so they decide to go out and ________.
A. face the music B. steal the show
C. read between the lines D. paint the town red
30. Take the doctor’s advice into consideration. He’s in ________ earnest about the epidemic.
A. mortally B. fatally C. gravely D. deadly
31. Every room in the hotel was characterized by shabby furniture and ________ lighting.
A. morose B. negative C. glum D. sullen
32. It’s important to keep your ________ about you when you are walking through the African bush.
A. wits B. heads C. brains D. minds
33. Most frequently, the earthquake lasts 30 to 60 seconds, so usually there is no time to avert the
mortal ________ once the shaking starts.
A. upkeep B. upturn C. upshot D. upswing
34. They live under a constant pressure of being ________ and subsequently replaced by someone who
is younger, faster and more accomplished.
A. outcast B. outshone C. outstayed D. outgrown
35. There was a lot of ________ as throngs of people tried to see the famous actor walking through the
mall.
A. stamina B. discipline C. counsel D. commotion
36. Luckily my wallet was handed in to the police with all its contents ________.
A. preserved B. unscathed C. contained D. intact
37. Unsalted butter is best for this recipe, but ________, margarine will do.
A. except that B. for all of which C. failing that D. given that
38. Those men were appointed by the directors and are ________ only to them.
A. dependable B. privileged C. controlled D. accountable
39. Although the patient received intensive treatment, there was no ________ improvement in her
condition.
A. decipherable B. legible C. discernible D. intelligible
40. I’d give up my job ________ if only I could find a better one.
A. at one swoop B. at the drop of a hat
C. on the dot D. on the spur of the moment
Your answers:
26. 27. 28. 29. 30. 31. 32. 33.

34. 35. 36. 37. 38. 39. 40.

Part 2. For questions 41- 45, write the correct form of the bracketed word in each space in the
boxes provided.
Motivations for censorship of the internet range from well-intentioned desires, to protect
children from unsuitable content to authoritarian attempts to control a nation’s access to political
opinion. Many countries around the world have implemented extensive filtering systems to curb the
perceived 41. ________ (LAW) of the medium. Many others are debating the 42. ________ (ACT) of
similar measures. The OpenNet Initiative (ONI) is an organization dedicated to informing the public
about Internet 43. ________ (SURVEY) and filtering policies around the world. Its mission is to
uncover the potential pitfalls and premeditated consequences of Internet censorship and thus help to
better 44. ________ (LIGHT) public policy in this area. The ONI evaluates the breadth and depth of
Internet censorship in seventy-four countries in four areas of activity: political, social, Internet tools
and conflict security. The level of 45. ________ (TAMPER) in each area is given a rank ranging from
“No evidence of filtering” to pervasive filtering.
Your answers:
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 41. 42. 43. 44. 45.

III. READING (5 points)

Part 1. For questions 46 - 55, read the text below and decide which answer (A, B, C, D) best fits
each gap. Write your answers in the corresponding numbered boxes.
Every now and then we hear someone claiming to be 46. ________ or to experience
precognitive dreams or to have premonitions about imminent 47. ________. Sometimes, we meet
people who have participated in spiritualistic séances where they have 48. ________ miraculous
parapsychological occurrences or listened to mediums making their pessimistic prophecies about the
future or even using their second sight for 49. ________ past memories.
Parapsychology or extrasensory perception which includes such phenomena as psychokinesis,
clairvoyance and out-of-body experiences is fiercely 50. ________ by its opponents finding no scrap
of evidence for the reliability of performances like foreseeing future events or 51. ________
messages without any use of sensory means, namely, by telepathy. Nevertheless, the acquisition of
information by use of nonsensory channels can sometimes be of great advantage to those who aspire
at 52. ________ the most enigmatic questions like the mysterious cases of crime or missing
individuals. Although officially the police deny having 53. ________ to parapsychology, they do
benefit from its vast potential whenever any clear evidence is 54. ________. The psychics are then
employed with the hope that their original practices will throw new light on many cases.
Despite the growing interest in extrasensory perception and its possible applications,
conventional scientists disregard it as highly 55. ________.
46. A. clairvoyant B. supernatural C. extraordinary D. subconscious
47. A. discrepancies B. qualms C. turmoils D. adversities
48. A. beheld B. overlooked C. visualized D. partaken
49. A. invigorating B. rejuvenating C. animating D. resuscitating
50. A. dispelled B. deprecated C. deferred D. dispensed
51. A. releasing B. emanating C. transmitting D. dissenting
52. A. disentangling B. renouncing C. exploring D. detecting
53. A. support B. aid C. plea D. recourse
54. A. falling short B. laying bare C. running low D. coming clean
55. A. benevolent B. obscure C. incongruous D. irrefutable

Your answers:
46. 47. 48. 49. 50.
51. 52. 53. 54. 55.

Part 2. For questions 56-68, read the following passage and do the tasks that follow.
The Science of Imagination
Are creative people's brains different from other people's? Professor John Stein explains what
creativity looks like from a neuroscientific perspective.
How do you quantify creativity? Is it different from intelligence? Among academics, there is no
agreement about what intelligence is, yet IQ measures of aptitude in memory, logic and
comprehension seem to capture something useful about the brain's processing ability that is a good
predictor of both academic and other types of achievement. The speed of this explains why different
intelligence subtests, such as verbal and nonverbal reasoning, correlate with each other fairly well.
Thus “g”, the general intelligence factor believed by Charles Spearman in the 1920s to underlie all

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other intellectual attributes, is most likely explained by the speed and effective exchange of data
between the front and back, and left and right hemispheres of an individual's brain.
The efficiency of this interchange, which is mediated by synchronization of the rhythms of the
brain, is a product of both genetic and environmental aspects. Temporal processing seems to be even
more heritable than intelligence itself but environmental factors play just as important a role in
intelligence. For example, the specialized neurons which mediate the synchronizing rhythms are
especially vulnerable to dietary deficiencies, particularly during childhood. General improvement in
diet is one explanation for the "Flynn effect": the increase in the average IQ in all developed countries
by 30 points over the past century.
It is widely agreed that intelligence tests only capture verbal and spatial reasoning and other
'left hemisphere’ traits, such as linear and 'convergent' thinking. In order to include other attributes,
such as emotional, holistic, lateral and imaginative thinking, generally deemed to be characteristic of
right hemisphere processing, Spearman used a factor "s". This assumed difference is, however,
misleading as in reality both hemispheres work collectively in dealing with any one task. Whilst
differing kinds of thinking do involve activity in diverging parts of the brain, they do not do so in the
clearly compartmentalized way envisaged by early phrenologists. Even simple thought processes tend
to involve several parts of the brain and the intricate nature of the systems involved in creative thought
range widely over both hemispheres. Creative people are those who have the ability to think
unexpected new thoughts and produce innovative concepts. They are highly likely to be the fortunate
ones and to have both inherited and developed methods which enable their brains' two hemispheres to
work optimally together.
Where highly creative people are concerned, four different stages in their pattern of work can
be discerned. For which preparation, namely immersion in the problem, can take many years. Often,
preparation involves deliberately instigating crazy ideas so as to provide the raw material for the mind
to then work on. This is why creative people tend to be highly impulsive and possess a more easily
activated right prefrontal cortex: the part of the brain involved in divergent open-ended thinking.
Incubation, when a problem is deliberately set aside to allow for imaginings and ideas to interweave
subconsciously, with luck will naturally lead to the third stage, whereby insight and illumination will
burst forth in your mind with wonderful clarity, In the case of Mendeleev, sleep gave rise to his
imagination, logically ordering all the chemical elements into what we now refer to as the periodic
table. The fourth and final stage, that of recording ideas on paper, requires the left hemisphere's
strengths. Mozart said 'It rarely differs on paper from what it was in my imagination." Others are not
so lucky; Einstein spent huge amounts of time attempting to capture in symbolic form the visuo-spatial
intuitions that had come to him in a flash.
We can all profit from our perception of the creative process by consciously facilitating each
of these stages: deliberately giving our imagination free rein, brain-storming, allowing lateral thinking
by free association and then sleeping on the new ideas or changing task completely. It is surprising
how often ideas will arrange themselves into coherent plans and how a flash of insight will make clear
how to convey the information so others can understand it. A widely believed urban myth claims only
10% of our brain is generally in use and suggests that if we used more, we could all aspire to be a
Leonardo da Vinci. However, nature would not allow us to expend 20% of all the energy generated by
the body on the brain (which is 2% of our body weight) if 90% of it is likely to be wasted. But this
conjecture has a grain of truth: if we could learn - as we can through practice - to optimize the
connections between the different parts of our brains to increase its efficiency, we can only speculate
how much more creativity would be released.
Meanwhile, ensuring that our educational systems foster rather than stifle creativity is vital.
Modern education quite properly stresses the importance of developing reasoning, verbal and literacy
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skills, which are of supreme importance in this technological age. However, the non-verbal, holistic,
emotional right hemisphere is necessary if we are to generate any new concepts or innovative ideas, as
will be required if we are to cope with the rapid pace of change in the 21st century. It has been found
that creative people are quite often deficient in logical, literate left-brain skills, but superior in holistic,
visuo-spatial right-brain ones. A disproportionate number of creative artists, engineers and architects
fall into this category. The implication of this is that we must create space for arts, fantasy and
imagination - our future may well depend on it.
Questions 56-63. Do the following statements agree with the information given in the passage?
For questions 56-63, choose:
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
Write your answers in the corresponding numbered box provided.

56. A typical indication of a high IQ is the speed at which someone can handle information.
57. The proven link between better food intake and higher intelligence demonstrates that genetic
factors are not the proper consideration.
58. The complexity involved in the creative process involves different parts of the brain interacting
together perfectly.
59. It is often the case that the process experienced by creative people leads to a form of mental illness.
60. Creative people unfailingly struggle to transfer ideas from the brain to the written word.
61. The urban myth that the writer mentions is scientifically improbable.
62. Students whose right and left-brain thinking is imbalanced fail to achieve academic success.
63. It is essential for the modern age that creativity is nurtured at school.

Questions 64-68. Complete the summary, using the list of words, A-O, below. Write the correct
letter, A-O in the corresponding numbered box provided.
The creative process visualizing the brain as a division into 'rational' and 'emotional' halves is
now recognized as a(n) 64. ________ interpretation. It turns out that more than two parts are at work in
the creative brain, and that we develop creative ideas by a more 65. ________ process. The creative
process can be divided into four stages. In the first stage, your brain is gathering information, which is
quite time-consuming. In the second stage, you let your mind 66. ________ and stretch ideas. In the
third stage, you make connections between ideas. In the fourth stage, you 67. ________ these ideas by
critical thinking so that they can persuasively reach their audience. By studying how to become more
creative we learn that it is important to be 68. ________ in the way you approach ideas.

A. reinforce B. methodical C. complicated D. unsubstantiated E. polish

F. neutral G. reel H. wander I. organized J. independent
K. develop L. risky M. race N. over-simplistic O. boggle
Your answers:
56. 57. 58. 59. 60. 61. 62.
63. 64. 65. 66. 67. 68.

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Part 3. You are going to read an extract from an article. Seven paragraphs have been removed
from the extract. Choose from the paragraphs A-H the one that fits each gap (69 - 75). There is
ONE extra paragraph which you do not need to use.
POPULATION EXPLOSION: STILL EXPANDING
Despite optimistic forecasts of falling birthrates in the developed world, high fertility in Asia, Africa,
and the Middle East remains a threat to the planet's resources.

69.
Journalists are no exception to the wish to deny or discount such doomsday scenarios. One way to
cater to that feeling is to pretend that the population explosion is virtually over. Consider the following
headlines that have appeared recently: "Too Many People? Not by a Long Shot" (Wall Street Journal);
"How to Fix a Crowded World: Add People" (The New York Times); and "The Population Explosion
Is Over" (New York Times Magazine).

70.
As for the news of slower growth, it should be noted that, in this case, "slower" does not mean slow.
Nor does it mean "more elbow room" compared with today. Even if the UN's revised medium
projections prove true, world population will number nearly 9,400,000,000 by the year 2050: an
increase equal to the world's entire population in 1967.
71.
Thus far, the only part of the world to experience an actual decrease in total population is Europe,
whose population is declining at a rate of about 0.1% per year. The persistence of sub-replacement
fertility in any nation, assuming little or no immigration, would eventually cause it to suffer population
decline. Therefore, some commentators are already warning of a "population implosion".

72.
Moreover, the prospect of a substantial decrease in a nation's population may cause the value of
children to increase, both in society's and in individual couples' eyes, encouraging the latter to have
more, rather than fewer, offspring. Low fertility in the US during the Great Depression raised fears of
population decline. What happened instead was the post-World War II baby boom.

73.
Although this number of children does not seem high, that will nearly double a nation's population in
just two generations should all three survive. Given the heavy population momentum (the youthful age
structure) in almost all developing countries today, most would double sooner than that. Without much
higher mortality than prevails in most developing nations, three children per woman would keep
population growing at explosive rates.

74.
Assume, for the moment, that the above fertility declines occur on schedule. Even with such success,
India would climb from a 1995 population of about 930,000,000 to more than 1,500,000,000 in 2050.
Pakistan's and West Asia's 1995 populations would more than double by 2050, and those of most
countries in Africa would more than triple.

75.
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What will happen to people in those countries if and when their population doubles or triples in the
next several decades? I say "if and when" because those projected gains may be thwarted by soaring
death rates. Massively tragic overpopulation, resulting in epidemic rates of mortality or new
dimensions of human misery and social breakdown, is a very substantial possibility.
A. About 1,500,000 people are being added to the world's population every week of the year, fuelling
an ongoing debate over the present and future implications of population growth. Many human beings
are profoundly uncomfortable with the idea of overpopulation. So distasteful and disturbing is the idea
of massively tragic overpopulation that most individuals have become virtuosos in ignoring, denying,
or at least minimising such thoughts.
B. Even in low-fertility Europe, the alarm may be premature. Much or even most of the reported low
fertility may reflect women's decisions to delay childbearing, rather than to have fewer than two
offspring. Demographer John Bongaarts notes that women in France will eventually have an average
of 2.1 children in their lifetime, even though (thanks to an increase in the average age of childbearing)
that nation's fertility is currently 1.7 cpw.
C. What does all of this mean in human terms? Most of the world's future population growth is
projected to occur in what are already the most distressed nations on the planet. Many or most of those
countries are experiencing deforestation, damage to or destruction of wetlands and shrublands, massive
soil erosion, desertification, and worsening scarcities of arable land. Unable to afford expensive
technical fixes, their use of coal, oil, and other resources (in quantities that tend to increase as
population does) is causing land, air and water pollution that often rivals or surpasses that in the rich
industrial nations.
D. What, besides wishful thinking, prompted the above pronouncements? It was either or both of two
events. One was the release of revised United Nations population estimates and projections that
indicated a slower rate of population growth than previously forecast. The other was a UN conference
that focused on an already known fact: in a minority of the world's nations, mainly in Europe, fertility
has apparently fallen well below "replacement," the rate (about 2.1 children per woman (cpw) if
mortality is low) yielding long-term population stability.
E. Though sub-replacement fertility is not to be ignored, it is the grave risks and major problems of
continued high fertility that are confronting the majority of developing nations. Fertility in Latin
America and Africa is on the rise with averages about three children per woman, with great national
variation.
F. While preventing as many as 200,000 maternal deaths each year, sufficient family planning services
would improve the health and save the lives of infants and young children on an even larger scale.
Those youngsters (and their mothers) would be the beneficiaries of adequate child-spacing, which
reliable contraception enables.
G. It was the UN conference in late 1997 on sub-replacement fertility that generated the
"underpopulation' headlines. These misleading headlines ignore the fact that fertility in the modern
world varies greatly from region to region and nation to nation.
H. The UN's latest medium projections, which have world population approaching 9,400,000,000 by
2050 and eventually stabilising at nearly 11,000,000,000, assume that high fertility in the developing
world will drop rapidly. For example, India's current fertility, estimated at about 3.4, is assumed to
reach 2.1 in less than two decades.
Part 4. Read the following passage and choose the best answer (A, B, C or D) according to the
text. Write your answers in the corresponding numbered boxes.
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 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 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 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 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,
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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.
76. 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.
77. 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 enrollment 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.
78. 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
79. 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.
80. 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 as 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.
81. 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.

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 D. Language policy discussions often assumes that the US has a monolinguistic history, which is
untrue and poses language diversity as threatening.
82. 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
83. 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
84. 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
85. 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:
76. 77. 78. 79. 80.
81. 82. 83. 84. 85.

Part 5. You are going to read about the experiences and opinions on vacuum trains. For
questions 86 - 95, choose from the sections (A-E). The sections may be chosen more than once.
Vacuum Trains: Space-Age Travel on Earth
Vacuum trains work on a very simple principle of physics, namely, it's easier to move an object
through a vacuum than it is through a medium, such as air. Are vacuum trains the future of travel?
A. When compared to the many other scientific and technological advances of the late 20th and early
21st centuries, it could be said that little progress has been made in the field of mass transit systems.
But for Concorde, the turbo-jet powered airplane which retired due to budgetary concerns in 2003, and
the bullet trains of Japan, little has changed in the way that groups of people travel to far-off
destinations. By and large, we still use the same transport technologies and travel at the same speeds to
those of fifty years ago. In times of scientific and technological sluggishness, it's often best to permit
'blue-sky' thinkers to take the stage. One such individual whose creative thinking was not limited by
current wisdom or beliefs was the American physicist Robert H. Goddard (1882-1945). Known as the
father of modern rocket propulsion, Goddard was often mocked during his lifetime for the seemingly

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pie-in-the-sky nature of his proposals. The ridicule caused Goddard to become increasingly reticent
about the nature of his work over the course of his career; so much so that many of his designs did not
come to light until after his death. Among Goddard's revolutionary ideas was one for a high-speed
train known as vacuum tube train, or `vactrain' for short.
B. The central rationale behind a vactrain as conceived by Goddard in the 1910s, is that trains could
travel considerably faster and use up appreciably less energy if they were not held back by air
resistance. A conventional train pushes a wall of air ahead of it and in doing so causes an area of low
pressure to form behind it. Both these phenomena end up `pulling' the train back and necessitate huge
amounts of energy to be expended in order to counteract the forces. But by placing a train line within a
sealed tunnel and voiding the tunnel of all air (i.e. creating a vacuum), this rolling resistance is
nullified. The sealed tunnel can be placed above ground or even in underground bored rock, the latter
hypothetically enabling cross-oceanic travel at speeds once thought the sole domain of science fiction.
Such technology has the potential to unequivocally supplant the aircraft as the world's fastest mode of
mass transit. Goddard's early designs, for instance, proposed the possibility of travelling from Boston
to New York in just 12 minutes at speeds averaging around 1,000 mph (1,600 km/h). In actual fact, by
combining vactrain technology with another form of technology known as maglev, such trains could
travel a great deal faster.
C. Maglev (short for magnetic levitation) trains are trains that float on a bed of magnets thus negating
the recurrent friction that conventional trains experience from running on tracks using mechanical
apparatuses such as wheels, axles and bearings. By causing the train to, in effect, fly along its route,
albeit just inches from the surface of a magnetic line, maglev trains can travel at speeds of up to 361
mph (581 km/h). Maglev trains are currently operational (albeit in small numbers) in Japan, Korea and
China. Although still a nascent venture, they have not as yet proved to merit any undue concerns in
terms of safety. But what if a maglev train was placed within a vacuum? Some believe such trains
could reach speeds of more than 4,000 km/h, allowing passengers to travel from Europe to North
America in under an hour.
D. Certainly, much interest has been shown by scientists and innovators eager to cash in on the 'next
big thing'. Indeed, several patents have already been taken out proposing various uses for the merger of
vactrain and maglev technologies. One scientist in the front line of such research is American engineer,
Daryl Oster, who holds a patent for what he calls 'Evacuated Tube Transport' (ETT). Oster's proposes
using relatively small six-person automated capsules that could travel up to 4,000 km/h on maglev
lines within vacuumed tunnels. His research has piqued the interest of the Chinese government who
acquired a license to use ETT technology in combination with their own pre-existent maglev research.
According to Oster, the world could be using ETT for world travel within the next 10 years.
E. So, is ETT really a feasible transportation technology for the future? Some put paid to the idea
because of its prohibitive cost. For instance, a hypothetical underground ETT line from Los Angeles to
New York City would cost an estimated US$1 trillion, with an elevated surface level alternative only
lessening the brunt of the cost by a third. Hence, the apathetic response most governments, bar the
Chinese government perhaps, give to ETT proposals. But some futurologists point to the mother of all
invention: necessity. The carbon footprint of current mass transit systems is considerable and must be
reduced. Fossil fuels deposits are dwindling and energy-efficient alternatives will soon be required.
Vactrains run entirely on electricity so there would be no carbon footprint whatsoever. Thus, while
construction would be expensive, supporters of ETT technology emphasise the long-term cost-
effectiveness of the venture - in terms of the environment, energy usage, and the economic advantages

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attainable by a world having a speedier mass transit infrastructure. Still, it remains to be seen who, if
anyone, will take the plunge. ETT technology could well remain just a pipe dream.
In which paragraph is each of the following mentioned? Your answers
86. an instance in which an individual felt averse to divulge certain information
87. the potential of a means of transport to carry cargo at high speeds
88. the necessity to overhaul contemporary transit systems
89. an instance in which an individual underestimated the potential of a technology
90. a means of transport which has recently been put to public use
91. a collaborative effort at developing rapid transit technology
92. the view that contemporary transports systems are underdeveloped
93. uncertainty as to whether funds will be available to finance a project
94. the potential of a technology to surpass conventional expectations
95. the extent to which a proposed transit system could reduce ecological damage

IV. WRITING (6 points)

Part 1. Read the following extract and use your own words to summarize it. Your summary
should be between 100 and 120 words long.
Like so many other aspects of human life, sleep has now become a commodity, which we are
desperate to acquire and never quite sure of possessing. Yet the idea of a single block of unbroken
sleep is most probably a recent invention. In an influential series of articles and a book “At Day’s
Close”, the historian Roger Ekirch has argued that the basic form of human sleep prior to the mid-19th
century was biphasic. Humans would have a first and then a second sleep. Retiring around 9pm or
10pm, they would sleep till midnight or 1 a.m, then rise for an hour or two – a period known as
“watching” – then return to their “second sleep” till morning. Although the times for starting the first
and second sleeps would shift historically and geographically, the biphasic pattern was more or less
constant.
Different cultures and times would have different ways of understanding this division of sleeps,
just as the activities to fill the gap between the two sleeps would vary. These might involve
needlework, cooking, reflecting on dreams and a number of other interstitial practices. But from
culture to culture, from region to region, versions of this distinction between “first” and “second” sleep
would invariably appear, and the terms have now been found in about 30 languages.
By the mid-1800s, references to the two sleeps were on the wane and consolidated sleep was
becoming the norm. Ekirch at first linked this to the rise of artificial lighting, as gas and then electrical
lighting were to replace the oil lamps that had appeared on city streets in the 17th century. Artificial
lighting opened up new possibilities, and encouraged and facilitated later bedtimes. He would add
social and economic dimensions to his account: changes in how work was understood, the rise of shift
work and scheduling, new technologies and their impact on production processes, the concept of time
management and notions of a work “ethic” suited to industrial capitalism all helped create the model of
consolidated sleep. For Ekirch, it seemed clear that an original biological process was being warped by
human social change.
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Part 2.
The charts below show the proportions of British students at one university in England who
were able to speak other languages in addition to English in 2010 and 2018. Summarize the
information by selecting and reporting the main features, and make comparisons where relevant. Write
at least 150 words.

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 British students speak other languages (2010)

10%
20%

15%

15%

No other language 30%French only 10% German only

Spanish only Another language Two other languages

British students speak other languages (2018)

10%
15%

10%

20% 10%

No other language French only German only Spanish only

Another language Two other languages
35%

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Part 3: In the age of globalizaton, access to the Internet and the media provides instant contact with
many cultures. Young people’s cultural identity may be influenced by certain aspects of other
cultures, so the youth should take initiatives to maintain their cultural identity.
To what extent do you agree with the statement? Write an essay of about 350 words to
express your opinion. Give reasons and specific examples to support your answer.
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Thí sinh không được sử dụng tài liệu. Cán bộ coi thi không giải thích gì thêm

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